Projektowanie i realizowanie się w dialogu podmiotów edukacyjnych

Abstract

The process of designing and implementing didactic and educational activities should be planned, and thus deliberate, and take into account the needs, possibilities, and expectations of individuals along with a determination of the effects of these activities. Fulfilling educational goals of the teacher and the student, the educator and the pupil, the parent and the child, assumes coexistence and mutual development. The concept of self-diagnosis, understood as a reflection on the answer to the question of who I am and what direction I want to go in, is inscribed in development. The process of self-diagnosis and holistic diagnosis make it possible for subjects of the didactic and educational process to strive for harmonious development. Dialogical contact and dialogue motivating both the teacher and his/her student to action are necessary in this mutual coexistence and development. Self-diagnosis and dialogical contact are necessary conditions for the process of continuous development of identity. The author refers to the typology of teachers presented by Stanisław Dobrowolski and mentions the teacher’s identity and self-diagnosis. She also gives examples of intercultural dialogue in an intercultural fairy tale, as well as recognizes the advantages of the common cause method in solving peer conflicts.