Paradygmat kontynuacji i zmiany – generalną przesłanką scholiologii i reform edukacyjnych

Abstract

The concept of paradigm has its origin in ancient Greece. Plato understood a paradigm as an idea or form, while Aristotle gave it the meaning of a particular pattern or model. The school, alongside the Temple, is the oldest social institution that meets the very important developmental needs of the young generations of society. It is shown in the article, based on the genesis of the school in various countries of the world, how in the history of the school there were periods of both development and stagnation. Major school system and program changes were carried out in accordance with the general principle of continuation and change. This means that everything that has worked well in the current practice of the school’s activities should be continued and the curricula and upbringing should be constantly enriched with new content, values, and experience, while consistently changing what is incompatible with current science and practice in programmes and the organizational sphere and, above all, outdated knowledge and teaching methods. This general rule should also apply to the reform of the Polish school system introduced in 2019. Only by observing the general principle of continuation and change can school reform achieve its intended goals. The fact that the optimal change paradigm is the guiding thought of learning about school or scholiology deserves to be emphasized in the presented article. The concept of scholiology met with positive feedback from many Polish scholars involved in school education, as well as Professor Mark Bray, Chairman of the World Council of Comparative Education Societies (University of Hong Kong, 2019).