Pedagogical Authority in a Changing World.The Contemporary Portrait of a Master Władysław Duczko (1946–2025)
Abstract
RESEARCH OBJECTIVE: This study aims to examine evolving perceptions of authority, with particular emphasis on educational authority figures, and to contextualize these changes through a case study.
THE RESEARCH PROBLEM AND METHODS: The central research question is: What factors lead young people to perceive a contemporary teacher as a pedagogical authority? The study employs the analysis of existing literature, ethno-historical and memorial sources, as well as a case study approach.
THE PROCESS OF ARGUMENTATION: Beginning with a reflection on the historical perception of authority figures, the discussion moves toward processes of change and the modern expectations placed on individuals acting as educational authorities. In this context, the late Professor Władysław Duczko is presented not only as a distinguished archaeologist but, above all, as a mentor to his students.
RESEARCH RESULTS: Individuals recognized by young people as mentors play a crucial role in self-discovery, as well as in expanding and reshaping their frames of reference. Personal development under a mentor’s guidance promotes self-education, self-improvement, and provides the skills necessary to navigate contemporary challenges.
CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: Reflecting on authority figures in the context of ongoing socio-cultural transformations allows for a deeper understanding of how living conditions and social expectations toward pedagogical authorities have changed over time. Learning from concrete examples of mentors encourages aspirations for self-development among students and today’s educators.
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