Bolesławiec schools have always been part of Europe, as confirmed by their partnerships with twinned educational institutions in Siegburg (West Germany), Hobro (Denmark), Pirna (West Germany), and, in the not-too-distant past, with cities in the former Yugoslavia (Prnjavor – Bosnia), Hungary (VAC), the former Soviet Union, and even Australia and Argentina. These latter examples testify to an authentic openness to the world and to the creative pursuits of teachers who have always aspired to achieve more in their educational work with young people than was required by the official curriculum. These achievements and valuable accomplishments must not be lost when primary education is taken over by local government.
Education is not free from myths, half-truths, false notions, entitlement-based thinking, or projections of absurd dreams under the guise of rational pragmatism. This, too, must be borne in mind when the local community assumes full responsibility for the fate of the school and, above all, of the children. What has always caused me concern as a teacher during my several-decade professional career?
1/ The imposed and rigidly enforced dogma of the omnipotence and wisdom of the school authorities, which to this day is based on a truly feudal ladder of subordination and dependence: at the bottom stands the ordinary teacher (a paradox: the effectiveness and standard of teaching depend on their talent and effort, although they have the fewest powers, burdened with the greatest duties and responsibilities). Today, the school principal (the employer) has increasingly broad powers and autonomy, yet remains subject to the pressure of omnipotent inspectors (formerly the School Inspector) and the Board of Education, with its staff of educational and administrative employees. The head of the ministry oversees everything. The entire army of an expanded bureaucracy makes demands of teachers, while only a few, such as the so-called methodologists, rush to help.
2/ The dogma of the teacher’s infallibility. This is an old, archaic way of thinking and self-assessment, an anachronism very widespread in school practice. Teacherly self-admiration is expressed through monologues and verbalism, an uninterrupted torrent of words, and treating the student “from above,” from the position of a mentor, an omniscient person who is always right. In the old school, the stereotype was: “God gets an A, the teacher a B, and a good student a C.” Withholding good grades from outstanding pupils, widening the chasm between primary and secondary school (demonstrating widespread ignorance and announcing the beginning of a true scientific revolution with the curriculum of a new “alma mater”) are outward symptoms of this phenomenon.
3/ The dogma of subordinating the student as an object rather than treating them as a subject. A child at school does not have full rights and freedoms; rigidity, commands, and prohibitions dominate over the need for partnership, cooperation, mutual respect, and kindness in interpersonal relations. The role of the educator as guide, adviser, guardian, and friend is thereby lost; what remains is functional subordination, fear of failure, and fear of punishment for so-called ignorance. The joy of the learning process is destroyed, while children’s fears, stresses, and complexes are created—often remaining for life.
4/ The dogma that “discipline by the stick” is necessary. Strict obedience, absolute submission to the teacher’s omnipotence, rigidity, and drill—especially in the upper grades—create aversion to and fear of school. Medicine recognizes the concepts of school phobias and anxieties, withdrawal into solitude, increasingly common student neuroses, aggression, violence toward peers, and other pathologies caused, in a sense, on demand by mistakes made in the art of teaching and upbringing.
5/ The dogma of the effectiveness of a “D” or an “F,” that is, the superiority of failing grades over passing ones, supposedly intended to motivate students to greater intellectual effort. This specter fills many schools to the brim, haunts classrooms and corridors, causes stress, and even pushes minors toward suicide; more often, it leads to truancy, running away from home, and seeking substitutes for “oblivion” in dangerous addictions, including drug abuse. I was painfully affected by the suicide of an over-age sixth-grader at Bolesławiec’s “Number Four” school, and although more than a quarter of a century has passed since then, I still do not know the answer to the question: why, and where did the family and educators go wrong?
6/ The myth of the poverty of the teaching profession, which supposedly cannot afford to work socially with and for children (one school principal publicly argued that he had to supplement his salary by working on strawberry plantations...). If someone does not possess even a little vocation, talent, or that “divine spark” for working with the younger generation, it is indeed better for them to leave. I was fortunate to spend my entire life working among teacher-community activists who treated this difficult profession as a great passion and adventure with children. I do not believe there is a shortage of “Bolesławiec Korczaks”; they are like pearls of the purest water, and we will bring them to light, discover them, and present them publicly. This is also the role and task of educational supervision.
7/ The myth that teachers are overworked. This does not apply to everyone—agreed. Instead of a comment and my own judgment, I will use a quotation borrowed verbatim from “Gazeta Robotnicza”:
“It is a lie that teachers are overworked. They have 18 hours a week, and most of them have ‘wasted away’ half of that. They still have the nerve to complain. Most often, mediocrities complain. As usual, revolutions in the theater are made by halberdiers, not stars. If the school is subjected to automatic social control, 90 percent of teachers will find themselves out on the street.” These bold words were spoken by Dr. Andrzej Samson, a psychologist, psychotherapist, and consultant at the Warsaw Center for Pedagogical Creativity, in an article published in the November issue of “Kurenda – Jeleniogórski Educational Bulletin.” So as not to upset its readers, most of whom came from the teaching community, “Kurenda” prefaced it with the heading “A Topic for Discussion.” What is there to discuss? This is reality.” (tok)
Why am I writing about these controversial problems? To bear witness to the truth? Not only that. Mainly to provoke those concerned into discussion and an exchange of views. So that municipal schools—our own, shared schools—may become close to children, creative, and modern. So that all of them may become a source of honor and pride for the city. There is therefore much to discuss, and we have an excellent opportunity to do so.
Paweł Śliwko
P.S. In my conversation with Walery Czarnecki, Director of the Board of Education’s Delegation in Lubań, I confirm the opinion I expressed of him as a competent professional, an excellent specialist, an open-minded person with extensive knowledge and a benevolent attitude toward the world, thoroughly familiar with and understanding the needs of teachers, children, and schools. I would like to express the same opinion of some inspectors. I really would...