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Author
Konstańczak Stefan
Title
Uwarunkowania bezpieczeństwa nauczycieli i uczniów w szkole
Conditions for Teachers' and Pupils' Safety at School
Source
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne, 2008, nr 1 (1), s. 151-158
Humanum. International Social and Humanities Studies
Keyword
Edukacja dla bezpieczeństwa, Szkolnictwo państwowe, Bezpieczeństwo, Edukacja
Education for safety, State education, Security, Education
Note
summ
Abstract
Edukacja dla bezpieczeństwa wymaga określenia stanu wyjściowego. Ten stan jest powszechnie uważany za niewystarczający. Zarówno administracja państwowa, rodzice, jak i sami nauczyciele starają się znaleźć i wprowadzić takie rozwiązania, dzięki którym szkoła ma stać się swoistą oazą spokoju i braku zagrożeń. Pomijając nierealność tego typu założeń trzeba tez wskazać na fakt, że w ten sposób szkoła przestałaby w znaczącym stopniu realizować swoje zasadnicze zadania, jakim jest przygotowanie do samodzielnego życia. Samodzielność zaś polega głównie na umiejętności stawiania czoła niebezpieczeństwom pojawiającym się nieuchronnie w życiu.(fragment tekstu)

The author in his article takes up a problem of pupils' and teachers' safety at school. A safe school for pupils is a school that ensures development of their interests without violence, stress, respecting their feeling of freedom, and protecting their need of membership. For teachers a safe school is a well organized institution, which guarantees security at work, and at the same time does not demand additional educational services. Individual safety stands for a possibility of being oneself in a wellorganized society, so basically it is a result of guarantee of community, not our care of it. According to the author individual safety is different from collective safety. Threats at school are of twofold kind: known and anticipated, and unexpected. A school's task is therefore to provide children and young people with a skill of independent facing any possible threats. Safety is often identified with order, which usually means a regular sequence of events, harmonious functioning of parts. However discipline, which has to introduce the school order, does not introduce authentic order, because it requires continuous control and supervision. This situation derives from the fact that school is a compulsory institution for many pupils, due to which they do not associate the school's aims with their own ones. On the other hand teachers voluntarily take social actions in this institution. From the student's point of view discipline is often apprehended as dehumanization of relations at school. Lack of feeling of safety increases parallelly with a progressive disintegration of the school system. This in turn brings implementation of new elements, which are entirely external to school assignments. A relatively isolated sub-system created by bodyguards, regardless of their techniques and dexterity, is a target of the students' disguised war. Students win this clash since their efficiency is not covered in any calculations. Therefore the author is inclined towards the conviction that new elements in school functioning will not improve neither pupils, not teachers safety, because they will bring new planes of rivalry. Excessive confidence in technical side of safety in school functioning causes a transfer of specific relations "man versus system" onto its grounds. Administration and supervisory institutions controlling school functioning will inevitably remain the system, while pupils and teachers will stand on the opposite side. This is since teachers and pupils together create a specific homogeneous group, which can only exist in school conditions, never outside. Summary measures such as monitoring school, or bodyguards, do not eliminate threats, but only transfer them beyond the controlled zone. School has to be future directed, so also in the sphere of safety it has to anticipate new threats. And this a fundamental way to create "safe school".(original abstract)
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Bibliography
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ISSN
1898-8431
Language
pol
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