Page 69 - Linguistically Diverse Educational Contexts

• interpretive pedagogy (Polish: pedagogię interpretacyjną) encompassing educational being (the spheres of educational preconsciousness, represented by material and social culture) and educational consciousness (encompassing the whole culture of education) (Schulz, 2009, pp. 89–91);
• a science of pedagogy (Polish: pedagogikę) as a form of educational awareness of society; reflection on educational practice.
I approach pedagogy (Polish: pedagogię) from a developmental (diachronic) perspective, relating it to the processes of change, the development of pedagogical experience from the point of view of its dynamics, through the prism of its growth, development, evolution, and transformation over time. Educational changes in the diachronic perspective are directed processes of development, evolution, and progress occurring in the sphere of education (Przyborowska, 2012, p. 8). Such a shaping of language pedagogy could become a natural process in the construction and reconstruction of both pedagogical thinking and action.
Language pedagogy could explore transdisciplinary pedagogies (Polish: pedagogie) that socially produce knowledge and educational strategies whose place is outside the traditional disciplinary research paradigm. It would include phenomena characteristic of the non-academic social practice of knowledge production in the area of civil society functioning (Włodarczyk, 2011, p. 66). Transdisciplinarity would be understood here as crossing scientific boundaries, capturing models and categories from different fields, generating new meanings, locating research in the space of non- institutional thinking, and being focused on reality and concern for capturing it as fully as possible (Maliszewski, 2016, p. 23).
The transdisciplinary character of pedagogy (Polish: pedagogii) within language pedagogy would meet the needs of contemporary science, seeking not only solutions within its own research field, but also beyond it (also among participants scientists, practitioners, parents, and students) (Włodarczyk, 2011, p. 63). Transdisciplinarity is derived from the absence of organisational forms inherent in traditional scientific institutions in the spaces where such research develops (Włodarczyk, 2011, p. 60). In such a view, language pedagogy would bring the world of theory closer to the world of practice, its world of researchers closer to the world of researchers from other disciplines, as well as to the world of practitioners.
Transdisciplinary research could reinforce the interdisciplinary tendencies present in traditional scientific institutions, as well as broaden its scope to include knowledge produced outside the disciplinary order in the integration agenda and create the basis for a two-way transfer of knowledge and research practices (Włodarczyk, 2011, p. 62). Transdisciplinarity, moving the discourse beyond traditional sciences, seeks structural perspectives, viewpoints that allow the establishment of meaningful constellations of meanings and thus simultaneously enrich (secondarily) many disciplines at once and establish a metadisciplinary level of knowledge (Maliszewski, 2016, p. 24).
A hybrid applied sub-discipline of a science of pedagogy, thus viewed, would have both an applied (replicative) variant and an innovative (creative) variant, i.e., it would not only apply previous educational experiences (use previous educational experiences), but also shape new ones. In this way, in my opinion, we could talk about sustainable, reflective, and unconventional practice.
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