Special and Prenatal Psychopedagogies in Light of the Paradigm of Unity

The unity existing between the mother and the prenatal child is very intimate and unique. It is also multidimensional as it exists on different levels, e.g. biological, mental, or spiritual. It is a condition for the child’s life, and gives the two an opportunity for personal growth, the development of previously unimagined potentialities, a “school of feelings”, a space for the formation of the most permanent, close and deep ties. Social life is grounded in this unity of the two, the mother and the prenatal child. This unity is a lesson for both to live with and for each other, to live the other. Unity in the dyad mother–prenatal child, the dynamics of bond formation, and the characteristics of this unique personal prenatal union can serve as a model for any interpersonal relationship, especially with persons with disabilities, whose life situation is in many respects similar to that of the prenatal child. Social attitudes toward these two groups of underprivileged people are similar, as well. The article discusses the resemblance between the conditions of the objects that special pedagogy and prenatal psychopedagogy study, the area of mutual cooperation between these two sub-disciplines of pedagogy, the paradigm of unity and the art of love, which can be used both to interpret the mother–child prenatal relationship and as a model for interpersonal relations in various social situations, especially with persons with disabilities. A community that has the characteristics of the first environment of human life – the mother’s womb – allows people to be human and realize what is most valuable in this humanity. The specific prenatal relationship between the mother and the child, and between the child and the parents, is a desirable model of mutual love, which should permeate all human interactions – called the culture of giving, and the culture of communion.