Studia w doświadczeniu biograficznym absolwentów pedagogiki

Abstract

The author presents the interpretation of the fragments of the interview conducted with a graduate of pedagogical studies. The assumptions used in the interpretation were the main assumptions of the method of the objective hermeneutics. The aim of the analysis is the reconstruction of experiencing the past study process, with the assumption that the biographic experience reflects the academic practice, thanks to which it is possible ? at least partially ? to disclose students? learning conditions. Experiences connected with studying were rather superficial (tendency of ?merging? memories and not their differentiation, which indicates insignificant biographic experience), and at the same time they do not have a formation character and do not shape a specific habitus among the graduates. They are a period of learning, which is not significantly different from the earlier stages of the school learning. What should be done is swotting and the students? personality development is made by ?getting infected? with professors? passions, without making their own effort. A graduate talking about their studies to an academic teacher, reproduces the communication styles that they have learnt at university ? its main characteristic is generalization. What can be hidden behind big generalization can be emptiness. It happens when the analysed
experiences are not connected with students? experiences (amongst others intellectual ones), which took place in this case. The factor that dynamises activity and choices made during studies and afterwards were the experiences from private life.The author presents the interpretation of the fragments of the interview conducted with a graduate of pedagogical studies. The assumptions used in the interpretation were the main assumptions of the method
of the objective hermeneutics. The aim of the analysis is the reconstruction of experiencing the past study process, with the assumption that the biographic experience reflects the academic practice, thanks to which it is possible ? at least partially ? to disclose students? learning conditions. Experiences connected with studying were rather superficial (tendency of ?merging? memories and not their differentiation, which indicates insignificant biographic experience), and at the same time they do not have a formation character and do not shape a specific habitus among the graduates. They are a period of learning, which is not significantly different from the earlier stages of the school learning. What should be done is swotting and the students? personality development is made by ?getting infected? with professors? passions, without making their own effort. A graduate talking about their studies to an academic teacher, reproduces the communication styles that they have learnt at university ? its main characteristic is generalization. What can be hidden behind big generalization can be emptiness. It happens when the analysed
experiences are not connected with students? experiences (amongst others intellectual ones), which took place in this case. The factor that dynamises activity and choices made during studies and afterwards were the experiences from private life.