Artykuł przedstawia powstanie i działalność Koła Naukowego Edukacji Międzykulturowej, organizacji studenckiej istniejącej od dziewięciu lat na cieszyńskim Wydziale Etnologii i Nauk o Edukacji Uniwersytetu Śląskiego w Katowicach. Udział studentów w konferencjach naukowych, projektach międzynarodowych i podejmowane przez nich inicjatywy pozwalają poszerzać wiedzę i zdobywać umiejętności społeczne (w tym międzykulturowe), organizacyjne, menedżerskie, a także naukowe. Okazują się one przydatne w dalszej pracy zawodowej, przez co wielu członków KNEM po studiach zostaje cenionymi przez pracodawców specjalistami.

On the pedagogical strategy of Florian Znaniecki eliminating intercultural antagonisms for the civilization of the future

The author presents the pedagogical strategy of F. Znaniecki, discovered by himself, which ramains important for intercultural pedagogy, and which was expressed by the philosophically thinking sociologist only in 1929. It is a controversial pedagogical idea, treated as a condition for overcoming intercultural antagonisms in the mode of a new quality of support for subjective development of children and different than usual in upbringing. This is connected with the simultaneous indication of the importance of educationally critical attitude towards the cultural condition of adults, which requires correction by wise people. The text uses new readings of the writings of the classic sociology, although read differently than shown by its common philosophical, pedagogical and sociological interpretations. This thread is more fully discussed and documented in the author’s book, entitled “Claims and transactuality in the humanities. Florian Znaniecki: the legacy of ideas and its cracks”. Znaniecki’s key pedagogical postulate, important interculturally, is the suggestion of the need to move from raising children in the mode of intra-group socialization to supporting their self-education open to recognizing their own passions, to cultural diversity and stimulating the ability to use the encounter with otherness, in recognition of the naturalness of diversity, in recognition of the naturalness of differentiation, albeit without antagonisms. At the same time, education (bringing-up) in this approach is paradoxically to concern mainly adults, with the correction of their claims, including against the absolutization of their own aggressive prejudices, taken over under the influence of socialization dichotomizations. An attempt is made to evaluate the intercultural pedagogical strategy outlined in this way, which from the very beginning has not met with the sufficient recognition of pedagogy, nor has it been properly evaluated. Znaniecki’s strategy is confronted mainly with the approach of R. Rorty, J. Habermas, as well as M. Buber, H. Gadamer, A. Maslow and M. Kundera. The author points to the traces of the legitimacy of inscribed the attitude of T. Lewowicki in the not sufficiently well recognized aspirations of F. Znaniecki himself, following the reflections in the Jubilee Book dedicated to the former for his 80th anniversary.