%0 Journal Article
%T Znaczenie autorstwa wytworów intelektualnych w szkole w zależności od koncepcji edukacji
%A Dudek, Krzysztof
%J Psychologia Rozwojowa
%V 2017
%R 10.4467/20843879PR.17.018.7578
%N Tom 22, Numer 3
%P 87-103
%K plagiat, edukacja, rozwój, autonomia
%@ 1895-6297
%D 2017
%U https://ejournals.eu/czasopismo/psychologia-rozwojowa/artykul/znaczenie-autorstwa-wytworow-intelektualnych-w-szkole-w-zaleznosci-od-koncepcji-edukacji
%X 
	Cheating in school, which involves presentation of someone else’s work as one’s own in order to obtain a reward and avoid punishment by meeting the teacher’s expectations, seems to take place in heteronomous education, which is subordinated to a given curriculum. There is no reason for cheating in autonomous education, where the authorship of students and teachers in school is respected. Nevertheless, schools with their students and teachers do not enjoy a full autonomy and they never will. Autonomous education consists in implementing a curriculum derived from the students and teachers’ internal interpretation of educational good and giving every student an opportunity to enjoy it. The educational good has the nature of an ideal, which is not directly accessible, but which can be captured by the human mind only through inner interpretation, although never fully and never clearly enough. It is essential to introduce education in relation to the child’s development. Following Szuman (1959), Przetacznikowa (1963) and Wygotski (1971) – Niemczyński (2016a, 2017) presented a theory of the convergence of child’s development with education. It argues that the autonomous development of children and adolescents draws support from education as long as education protects it from heteronomous pressure. The more effective this protection is, the less probability there is of cheating in school and the more importance is awarded to the respect for the authorship of intellectual products at school. This could take place in a school managed in a way that respects the autonomy of education.