Wychowanie intelektu jako celowościowe uporządkowanie jego funkcji

Abstract

Educating man is essentially connected with educating intellect. And this means shaping it, cultivating, obtaining a degree of culture. In philosophical literature concerning the issue of intellect there is terminological chaos. Such notions as: intellect (the possible, active, practical, theoretical), reason, mind, intelligence, intellectual memory, awareness are used interchangeably. Defining these terms, i.e. distinguishing the activities performed by, intellect leads to the conclusion that all terms come down to the function of intellect. They also express purpose since their identification is connected with the limits of human cognition – the possible intellect. Educating intellect is therefore deliberate ordering of all the functions so that man can easily obtain wisdom, internal integration and order in action. One of the basic tasks in educating intellect is practicing contemplation, which is an action involving expressing and considering the truth. It defends and protects the education of intellect since it triggers wisdom. Despite the fact that it is not cogni tion aiming at obtaining measurable or practical results, its significance for pedagogy as well cannot be disregarded. Contemplation emerges in the “passion” of a good tutor living and breathing the contents conveyed, one who is friendly and open to his students, and his declarations coincide with reality. Education as message based on the truth is the very result of contemplation. Excluding it from education may lead to confusing the truth with erudition, knowledge with wisdom, or may introduce impersonality of educational relation. Therefore, educating intellect leads through contemplation to wisdom and metanoia, i.e. a change of thought