Rodzina w kontekście wychowania prenatalnego

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Towarzystwo Naukowe KUL, Katolicki Uniwersytet Lubelski Jana Pawła II
In the article an issue that is new for family pedagogy, that is the issue of educating a man before his birth, has been explored. Introduction has been suggested of such concepts as: prenatal pedagogy, prenatal education, prenatal educational environment, educational environment of the womb, prenatal dialogue and a specific understanding of the term: woman’s womb. Anthropological foundations of prenatal education have been discussed and usefulness of the personalist view of man, a two-subject character of prenatal education (child - educator) and its essence are pointed to. Although the child does not have the sense of its subjectivity, the man is entitled to subjectivity as an ontological category from his conception. Prenatal education has an individual dimension and a social one, as its purpose is to help a man develop all the values essential for him as a human person (which also serves the community). Prenatal education is directed to distant goals: it is a self-contained process going on in the environment of the womb, whose characteristic feature is the mother’s permanent co-presence, and hence it is permanent keeping a bond with her. The relational and interactional dimension of prenatal life (with a somatopsychic, psychosomatic, psychospiritual character) decides about its educational effect. Prenatal education takes place when an active, ceaseless, and creative dialog is held between the child, the mother and people close to them, as well as through various forms of prenatal communication. It is also religious education.
pedagogika prenatalna, edukacja prenatalna, wychowanie prenatalne, dziecko prenatalne, prenatalne środowisko wychowawcze, wychowawcze środowisko łona, dialog prenatalny, prenatal pedagogy, prenatal education, prenatal child, prenatal educational environ­ment, educational environment of the womb, prenatal dialog
"Roczniki Teologiczne", 2005, T. 52, z. 10, s. 35-53