Jak zmienia się „gramatyka edukacji”: o badaniu przejawów i konsekwencji (wymuszonej) iedukacji

The text deals with the problem of changes in education in a situation forced by the introduction of universal remote education caused by the pandemic. The article uses the concept of the “grammar of schooling”; adopted after D. Tyack and W. Tobin. The aim of the article is to present the “grammar of schooling” as a framework for the conceptual analysis of constancy and dynamics of structures and functioning of school education and to draw attention to the importance of relations and interpretation of what is past, present and possible in the formal, universal education, which has unexpectedly changed, and the familiar elements and words have taken on new meanings. Reaching for this metaphor serves to use its power to argue that the concept of the “grammar of schooling” helps to understand the mechanisms governing the sustainability of patterns and norms of educational practices and to understand the shock reactions to rapid changes in education. In this text, this concept sets the framework for describing and explaining the specifics of the new organization of educational interactions in the conditions of the mass of the use of digital media (ieducation), with particular emphasis on education in the social isolation. It is also shown as an attractive frame in the design of education research at every level of schooling.