In author's view the didactical 'materialism' present in our school system means 'teaching about the knowledge' but not 'building the knowledge' and stressing its role in human life. This approach is supported by the school reform based on standards and tests. Imple- mentation of teching standards results in shifting of educational control from the level of local authorities and elected school boards to the level of central authority which might lead to the appropriation of knowledge and education by politicians.He sees three examples of political involvement within the educational system: -attempts at limiting access to pre-school education; -limiting access to the 'licea ogolnoksztalcace' (senior secondary schools), -inadequate financing of research efforts. Obviously only a teacher who is independent in professional thinking and is able to construct her/his pedagogical knowledge might be a key person in educational change. Hence the role of the system of teacher education is of utmost importance. If teachers are knowledge consumers when educated and if they are receiving second-hand knowledge, they build the knowledge isolated from the real school and life practice and needs. Teachers who are only 'instructed' are cognitively incapacitated and dependend on official knowledge. Such teachers will not teach but instruct their pupils as well.
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