Nowa humanistyka i język współczesnej pedagogiki. Interdyscyplinarne przesłania.

Abstract

Th e article is an attempt to synthetic introduction to issues concerning language of contemporary Polish educational studies in the interdisciplinary perspective and with the use of categories of the New Humanities. For many years language has been perceived as a tool of description of reality according to rules provided by Lvov-Warsaw School (mainly the rule of precision and unambiguity). Linguistic turn changed this point of view and set the language as a scientifi c issue in many specifi c disciplines including educational studies. Multiparadigmatic and humanistic as well dimension of knowledge of education indicates the necessity of analysis of contemporary educational studies’ language in the perspective of the newest trends including the New Humanities. Its transdisciplinary char-acter and new orientations situated on the frontier of the traditional scientifi c disciplines point out to the need to investigate the new language of educational studies, allowing, in addition to the traditional principles of clarity, precision and exactness also for the categories of fi gurativeness and metaphoricalness situated in the perspectives of streams of non-dualistic and anti-essentialistic philosophy. Such language corresponds to the basic at-tributes of the New Humanities, determined by the categories of innovativeness and social usefulness. Departing from the neo-positivist rules of language evaluation also favors the adverse phenomena of emergence of pseudo- and paralanguages in educational science, apparently only setting issues in the domain of research on education.