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EN
The presentation was devoted to the results of research into ways for students to undertake activities of self-education. The lack of proper place of self-education in the research provide the basis to move beyond the realm of speculative and undertake targeted research to draw conclusions on ways and means of self-development. These types of issues are particularly interesting from the perspective of modern electronic media (Internet, bank information) that offer virtually unlimited access to information and knowledge.
EN
Self-education was the subject of the interest of many researchers, especially pedagogues, philosophers and psychologists. This article describes the definitions of self-education appearing now and formerly. This article explains also, what is and how to understand the essential attributes of self-education.
EN
The results of researches including self-education of students in the scope of didactic process at higher education school are presented in this article. The main aim is to seperate typological groups of students that depend on their attitudes towards self-education. 233 students of pedagogy were examined. The cluster analysis that was conducted, allowed to isolate 4 types of attitudes of students towards self-education in the scope of didactic process . The differences between seperated groups include mainly rate of commitment and their independence (autonomy) in the scope of learning. The most numerous group compose "dedicated and diligent" students.
EN
The paper has been devoted to the issue of the influence of teachers - academic staff - on the proceeding and on the level of students' self-education. The process of directed teaching and the interactions between the teacher and the students have a direct influence on particular components of self-teaching. The study makes an attempt at answering the question about the range and types of the teachers' influence, which have a significance in self, consciously undertaken work on the development of one's own knowledge, individual skills, beliefs and character, in other words, in students' self-education.
EN
In this paper some considerations are presented on the subjectivity as one of the core philosophical conceptions construing the disciplinary field of 'general education'. The particular focus is on the changeover that we witness nowadays within the philosophical ideas on subject and subjectivity. Herein, the vivid debate between defining subjectivity in essential terms, as it is presented within 'classical' philosophy of Enlightenment, and poststructuralist views that deconstruct the Enlightenment idea of autonomous and absolute 'Self' takes place. The question of subjectivity and its contemporary transformations touches the very educational problem of cultivating humanity throughout the process of education.
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