„Etyka praktyczna”, otwartość i dramat rozumienia. Uwagi o relacji filozofii i pedagogiki

The article analyses chosen extracts from the debate about philosophical qualities of pedagogical thinking. It presents the possibility of ethical reflection inspired by contemporary hermeneutical philosophy. This hermeneutical perspective comprehends understanding not only as one of the kinds of cognitive behaviour, but also as a way of being of a subject. The dilemma, dramatic quality and openness of pedagogical activity are underlined, as well as the impossibility of boiling down the justifications of that activity to the sphere of applications of theories. It indicates that hermeneutics opened (pedagogical) thinking towards such perspective on the relationship between the external order and duty and action, which frees from both: the dichotomy of romantic release versus passive subjection, as well as from the dilemma of the rational emancipation versus conditioned consent to surrender. It does not, however, give an external solution and does not diminish the importance of choice. It emphasises the individual character of moral choice and the importance of freedom and at the same time does not leave the man on his or her own. Ricoeur’s wounded cogito (cogito blessé) – as it is highlighted – is not an abandoned, lonely subject