Interpersonal closeness as a pedagogical category fostering the integration of educational environments: families and schools

Research objectives (aims) and problem(s): The aim of this article is to examine the phenomenon of interpersonal closeness in relation to family–school cooperation. The author defines interpersonal closeness as a pedagogical category and discusses the unifying role of the pedagogy of interpersonal closeness in cooperation between educational environments. The following research questions were posed: What characterizes interpersonal closeness understood as a pedagogical category? What is the unifying role of interpersonal closeness in family–school cooperation? Research methods: The article takes a theoretical, review-based approach, employing methods such as analysis of scientific literature and examination of existing data. Process of argumentation: The author explores the phenomenon of interpersonal closeness, beginning with etymological analyses and references to other scientific fields. He presents interpersonal closeness as a pedagogical category, defines it, and characterizes the pedagogy of closeness. The author draws attention to family and school as educational environments in which closeness can be developed. He emphasizes the importance of cooperation between these environments and the role of interpersonal closeness in strengthening that cooperation. Research findings and their impact on the development of educational sciences: The author draws attention to the relatively underexamined phenomenon of interpersonal closeness. The analyses support the thesis that interpersonal closeness can be treated as a pedagogical category of great importance for the development of all participants in the educational process and for their cooperation. The results indicate a need for a pedagogy of closeness, as it can guide both the building of interpersonal relationships and the overcoming of difficulties that arise in this process. The author provides pedagogical implications that are relevant to the development of interpersonal closeness in the family–school relationship. Conclusions and/or recommendations: Referring to the pedagogical category of closeness may constitute a key to interpreting situations that occur in the family–school relationship. The analysis may serve as a basis for further discussion on the place and significance of closeness in education.