By Marc Silverman
This e-book sheds new gentle at the existence and paintings of Janusz Korczak, the 20 th century humanist ethical educator and path-breaking social-pedagogue who's as a rule unknown within the English conversing global. within the orphanages he led in Warsaw, Poland Korczak constructed an leading edge array of academic practices that influenced young ones from damaged households being affected by severe social-interpersonal pathologies to re-form themselves throughout the 5 to seven years they lived within the orphanage. via delivering its readers a scientific presentation of Korczak's worldview, academic philosophy and paintings, and exposing them to a wealthy number of his writings, this ebook seeks to notify the English talking expert public approximately an educator who unceasingly strived to make the area a greater position for individuals and to make higher humans for the area.
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Additional resources for A Pedagogy of Humanist Moral Education: The Educational Thought of Janusz Korczak
How could it be? Did she hide him only because he was good-looking? ” (Korczak 1996: 228). This reaction to the story shows Korczak’s thoughtful compassion, and there are other indications, for example, the final entry in his ghetto journal, written on August 4, 1942, upon seeing a German soldier on the roof of the building opposite his attic window in the orphanage: I am watering the flowers—My bald head in the window. What a splendid target. He has a rifle. Why is he standing and looking on calmly?
Their ethos was founded on hard, persistent work, patience, and tolerance—the opposite of bombastic talk. In time, some of them joined socialist groups in reaction against revolutionary radicalism and its attendant violence. The principles this circle’s members frequently expressed were as follows: we are what we give to our fellow man; to live is to give, and to give is to live; our actions and not our theories are what define and establish us; a person should value his fellows’ uniqueness; a person should base his or her interpersonal relations on democracy, equality, and dialogue; a person should contribute with all his or her power to assure the security and welfare of others, especially the poor and oppressed; a person should work hard to achieve these aims; the litmus test for a person’s humanity is the moral force that he actualizes in his relations with others; the religious, ideological, and cultural sources from which a person draws are not criteria for testing his humanity; authenticity, sincerity, and integrity are the main criteria for judging a person’s humanity.
Crossed my mind. Saving the life of this insect would entail getting down from the board-walk and getting the bottom of my feet wet. Is this worth such efforts? And then all of a sudden I heard a voice:—If now, young man, you are unwilling to make a small sacrifice to save this insect’s life, when you become an adult you will not be willing to make a larger sacrifice to save the life of a human being. How ever-so delighted I became when I observed the insect spreading-out, drying and 22 M. SILVERMAN straitening its tiny wings in my hand.
A Pedagogy of Humanist Moral Education: The Educational Thought of Janusz Korczak by Marc Silverman