By Marc Silverman
This publication sheds new gentle at the lifestyles and paintings of Janusz Korczak, the 20 th century humanist ethical educator and path-breaking social-pedagogue who's more often than not unknown within the English conversing global. within the orphanages he led in Warsaw, Poland Korczak constructed an leading edge array of academic practices that influenced kids from damaged households being affected by critical social-interpersonal pathologies to re-form themselves through the 5 to seven years they lived within the orphanage. by means of supplying its readers a scientific presentation of Korczak's worldview, academic philosophy and paintings, and exposing them to a wealthy number of his writings, this booklet seeks to notify the English talking informed public approximately an educator who unceasingly strived to make the realm a greater position for individuals and to make larger humans for the area.
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Extra resources for A Pedagogy of Humanist Moral Education: The Educational Thought of Janusz Korczak
In his lecture, he described the difference between children recently arrived from Europe, who would cry “mommy” if you bumped into them, and children born in Palestine, who would grumble and call you a donkey. ” However, in keeping with his humanistic approach, he emphasized the universal element in the rehabilitation of Jewish children rather than the Zionist one. In a letter to Jozef Arnon, who had worked as a counselor in the orphanage before moving to Palestine, written in October 1932 and before his visit to Israel, Korczak expressed the view that the Land of Israel was perhaps the only place where a Jewish child could be fulfilled.
Undated: 7) Radical Inclusiveness The radical inclusiveness of Korczak’s humanism is directly connected to his commitment to improving the world and his lifelong feelings of compassion for all sentient beings. The inclusiveness of his humanism also entails respect for the other and an ethos of absolute egalitarianism. KORCZAK’S ROAD TO RADICAL HUMANISM 33 Absolute Egalitarianism and Radical Integrity One of the last entries in his ghetto diary is entitled “Why I Clear the Table,” and there he says that as much honor must be given to the doing of physical chores as to intellectual work: My aim is that in the Children’s Home there should be no soft work or crude work, no clever or stupid work, no clean or dirty work.
His devotion, as shown in the long hours he put into his work as director of the Jewish orphanage and pedagogical director of the Polish 34 M. SILVERMAN orphanage, was extraordinary. He asked for no praise because he said his life was not especially altruistic, and that he was no less selfish than others. He said he did what he did because he enjoyed it. His humanism was of a special kind: it was Korczakian. To sum up, Polish culture in its progressive liberal-socialist positivist as well as modernist expressions and practices significantly contributed to the basic nature and substance of Korczak’s humanism.
A Pedagogy of Humanist Moral Education: The Educational Thought of Janusz Korczak by Marc Silverman