Personalist Concept of Tutoring and Education

The purpose of the article is to show the personalistic dimension of education as consciously and intentionally organized social activities, aimed at causing changes in human personality, shaping the right attitudes, beliefs and assimilation recognized by specific social environments – family, school, group – values, norms, behavior patterns and goals life, which is a dynamic and complex process that usually occurs in personal interaction.

In particular, I would like to strongly emphasize the fact that in philosophy, education is included in metaphysical, anthropological, ethical and axiological aspects. The beginnings of philosophical reflection on upbringing date back to the Greek παιδεία – the ideal of formation for mature humanity through harmonious physical, mental and moral development towards good and beauty. In the circle of European culture, this ideal has become synonymous with universal principles of education.

The contemporary multiplicity of the concept of upbringing forces researchers to holistically capture the essence of up-bringing, which can be provided by realistic philosophy and the personalistic concept of man embedded in it. In this perspective, the basics of upbringing and self-education are rooted in the ontical structure of the human being, its potentiality and contingency. For this reason, the European pedagogical tradition is not exhausted either in collectivism or in individualism. The educational tradition of Europe is παιδεία and a stream of philosophical realism complemented by Christian culture. This tradition is guided by the principle of personalism in upbringing, and the truly personalistic upbringing concerns the real man, it is an update of the living abilities inscribed in human nature. This applies by all means to tutoring.