Wyniki wyszukiwania - Biblioteka Nauki

1

Social pedagogy. Basic definitions

100%

Czarnecki P.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2013

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nr 1(11)

83-97

EN

Social pedagogy constitutes a part of general pedagogy, so, in order to understand what this particular branch of pedagogy is, one ought first of all to clarify the meaning of the notion “pedagogy”. The concept has two basic meanings: “theoretical” one and “practical” one. In the “theoretical” sense, it means the theory of upbringing and thus the science of education, whose purpose is understanding the process of upbringing as well as the factors which influence that process. In the “practical” sense, what we understand by “pedagogy” is to sum total of all the educative activities employed for the purpose of steering the process of education in the desired direction. Speak- ing about pedagogical activities, we do not, of course, deal with activities from the field of education theory, as that would be contradiction in terms, but with the body of practical skills employed in everyday work by practical pedagogues.

2

Jakie prawo jest potrzebne pedagogom?

87%

Andrzejewski M.

Studia Edukacyjne

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2017

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nr 45

107-121

EN

The article discusses the relation between law and pedagogy as well as between lawyers (theoreticians and practitioners) and pedagogues (theoreticians and practitioners). The author describes the manifestations of the current legal crisis and indicates how this process affects social life, particularly its pedagogical aspect. In his opinion, law should ensure freedom of pedagogical initiatives instead – as the dominant trend dictates – restrain them. The article is a changed version of a lecture delivered on the occasion of a jubilee of Professor Wiesław Ambrozik, held on 16 November 2017, in Collegium Minus, Adam Mickiewicz University, Poznań.

3

Recepcja poglądów J. Deweya w polskiej pedagogice okresu międzywojennego

85%

Kabzińska Ł.

Biuletyn Historii Wychowania

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2000

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nr 11/12

23-31

EN

Perception of John Dewey’s views in Polish pedagogy in the time between world wars

PL

Recepcja poglądów J. Deweya w polskiej pedagogice okresu międzywojennego

4

Przedsiębiorczość i edukacja ku przedsiębiorczości z perspektywy nauczycielek przedszkola oraz studentek pedagogiki Uniwersytetu Wrocławskiego

80%

Marta Kondracka-Szala M.

e-mentor

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2015

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nr 5 (62)

4-14

EN

Undertaking the matter of entrepreneurship and education towards entrepreneurship comes across as essential due to contemporary objectives of education, namely, to equip with this crucial competence. Empirical activities in this regard should fill in the existing deficit, helping in clarification of these notions. It is significant particularly with reference to the preschool education as a stage when children deal with the set of crucial competences and, in consequence, with reference to current and future teachers of nursery schools. The aim of the research was to explore the ways of understanding the notions of „entrepreneurship”, „enterprising person”, and „education of entrepreneurship” and assessment of the experiences of the researched in this regard. The research embraced Internet questionnaire. The examined persons most often understand the entrepreneurship in a wider context, as the set of life-long competences, not only in a narrow, economic meaning. Moreover, majority of respondents consider themselves as enterprising persons, despite the fact that in their reception they were not given enough opportunities to do so during their formal education, particularly at the stage of their studies. The researched rather explicitly stress the need to educate future teachers of preschools and children within entrepreneurship, a competence useful in life, regardless of profession etc. Empirical analyses of this area has cognitive and utilitarian significance, as it predominantly exposes the issue of entrepreneurships from a rarely expressed perspective. In the future it can equally contribute to the improvement of the quality of educating future teachers of nursery schools and the level of educating pre-school children towards entrepreneurship.

5

Homo migrans. Miejsce literatury dla dzieci i młodzieży w edukacji empatii

80%

Wójcik-Dudek M.

Postscriptum Polonistyczne

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2019

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nr 2 (24)

31-50

EN

The paper is an attempt to present the ways of functioning of the migration is-sue in the latest Polish literature for children and young people, which uses a certain universal topos, namely the home and narratives related to hospitality, when presenting the phenomenon studied. Such a problematised view of the is-sue is inscribed in the reflection on intercultural education, under the patron-age of the philosophy of love and compassion represented by Martha Nuss-baum. The assumptions of the humanistic philosophy of love will be confront-ed with the (pre-)school and school practice preparing children to meet the Other.

6

A Pioneer of Italian Sports Pedagogy and Philosophy

80%

Isidori E. , Kosiewicz J.

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nr 1

61-73

7

Die Schulen der Brüderunität in Böhmen und Mähren als Objekt adliger Studieninteressen in der Zeit vor der Schlacht am Weißen Berg

80%

Holý M.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2010

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tom 24

43-71

EN

This paper is an attempt, on the basis of an analysis of different kinds of sources (diplomatic, personal, literary and so on), to comprehend the role of the Bohemian Brethren schools in the upbringing and education of the upper classes of the Kingdom of Bohemia and the Margravate of Moravia and, to a lesser extent, of the foreign nobility. After a general introduction, in which the author establishes the growing interest of domestic aristocracy about this denominationally specific type of school in Bohemia and Moravia in the context of the inner development of the Brethren schools, he tracks specific educational institutes of the Unitas Fratrum for which there are records of students from the aristocracy during the sixteenth and first decade of the seventeenth century. Other issues are also dealt with: the content of the study in the schools, the reasons for the choice of a specific school, the composition in terms of the nationality, language, society and confession of the noble pupils, and so on. Last but not least, the study aims to answer the question of how the education of the domestic nobility in the schools of the Unitas Fratrum contributed towards their denominational orientation. In the conclusion of the contribution the author points out some possibilities for further research into this issue.

8

Eksperymentalne uczenie wychowania

80%

Stępkowski D.

Kwartalnik Pedagogiczny

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2016

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tom 61(2 (240))

30-43

PL

In the teaching of future and present educators, an ability to experiment plays a significant though little appreciated role. Even Immanuel Kant already drew attention to an experimental character of modern education. Contemporary educators, like never before, have to be taught how to educate via experiments. The text consists of three parts. In the first one, the author focuses on a relation between pedagogy and experiments. In the second one, Johann Herbart’s views on practical training of education teachers are reconstructed. Simultaneously, there are some references to his experience from the period he was a director of The Didactic Institute and The Pedagogical Seminary in Königsberg. Finally, in the third part, there are put questions for people responsible for an academic education of future pedagogues. The programme of innovative pedagogical education, suggested by Teresa Hejnicka-Bezwińska, is mentioned as well.

9

Pozycja ojca we współczesnej rodzinie

80%

Pawelec L.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2012

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nr 1

367-374

EN

A father’s presence is important and necessary, and almost impossible to replace in the upbringing process. The father gives his child such stimuli and patterns in his social and moral development which his mother is not able to offer him. In connection with functioning in various social groups every human being fulfils definite social roles. The roles of parents and children belong to such roles. However, they are not something stable and have undergone many transformations over the centuries. The father’s role is unique. First of all, he is supposed to be a tutor. His task is, similarly to the biological mother who gives birth to her child, to “give birth” to him as a new creature by upbringing. A father’s role is to create an atmosphere of safety in the family, and participate in all aspects of the family life.

10

Pedagogy and Health Promotion

80%

Svedbom J.

Journal of Physical Education & Health - Social Perspective

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2012

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tom 1

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nr 1

53-60

XX

The purpose of this paper is to explore and analyze three aspects of the relationship between general pedagogy and Health education. Two different doctoral dissertations on Health education, claimed to be written from different scientific positions (hermeneutic and positivistic), were analyzed from science--philosophical, knowledge-theoretical and methodological points of view. The analysis showed that none of the dissertations contained any deeper discussion on science-philosophical or knowledge-theoretical issues and that both of the dissertations were written mainly in the hermeneutic tradition. The reason for this is probably that Health education, especially promotive Health education, handles divergent questions that seldom, or never, can be handled with positivistic methods. One consequence of this is that the results of research on promotive Health education rarely, or never, are normative and can tell how to teach about health in a specific educational situation. Instead the results can be used as a background for didactic reflection whey planning and realizing Health education initiatives. Another consequence is that the present trend with demand for evidence based Health education, can be questioned! Because promotive Health education is so heavily loaded with divergent questions, and because pedagogical research, according to Habermas, has an emancipatory or critical “knowledge interest”. Research can explain what is going on in one situation but not predict what will happen in a similar, but other situation! Therefore this paper argues that the idea of evidence based, promotive health education is hard, or impossible, to realize.

11

Reflections on the future of social pedagogy

80%

Czarnecki P.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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nr 4(25)

5-22

EN

This article will present some forecasts and postulates regarding the development of social pedagogy in the near future. Social pedagogy is both a theoretical and practical discipline, so if we reflect on its future, then we should discuss these two aspects separately. Obviously, working on the development of theories in disciplines such as social pedagogy makes sense only on the condition that these theories can be then implemented in practice, but it must be also borne in mind that the possibility of influencing the practice by the theory (e.g. social policy or social work) depends on a number of factors on which social pedagogy has no factual impact. Hence, in the context of a discussion on the future of social pedagogy, the distinction between theory and practical needs as well as possibilities of its implementation seems very much justified, because there is always the possibility that an intense development of theory might not be accompanied by equally intense activities in the area of practice.

12

Profesor Karol Klemens Poznański (14 lutego 1931–10 listopada 2022)

80%

Winiarz A.

Przegląd Historyczno-Oświatowy

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2022

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tom LXV

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nr 3-4

100-125

EN

Aim: The aim of this article is to present the profile of Prof. Karol Poznanski and his scientific and organisational achievements. Methods: An analysis of archival and printed sources, literature on the subject and memoirs. Results: On the basis of the research results, the following periods of the Professor’s life are presented: childhood, primary school, secondary school, pedagogical studies at the Catholic University of Lublin, work at managerial positions in higher schools (UMCS, WSPS (APS) and the course of his scientific career. Conclusions: Prof. Dr. Karol Poznanski was an outstanding and well-known historian of upbringing. The analysis of his scientific output allows us to state that his research covered the history of Polish education from the Commission of National Education to the 1860s. His publications are of great cognitive value, as they are based on the results of his own research conducted in the Polish and Russian archives (Leningrad, Moscow). His particular contribution to the development of the Polish history of education are the extensive volumes of sources on the history of education in the Kingdom of Poland in the years 1815–1867. They are an invaluable source for researchers in this field, especially as they contain currently inaccessible materials stored in Russian archives. He also made a significant contribution to the training of young academics by, among other things, socially running a doctoral seminar.

13

O ISTOCIE PEDAGOGIKI

80%

Kretek H. A. , Dworak J. , Amiłowska-Czaja A.

Eunomia – Rozwój Zrównoważony – Sustainable Development

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2020

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nr 2(99)

111-126

EN

An analysis of pedagogy as such and its place in science, and above all its role in terms of its impact on social life, should be started by examining the definition of the concept and its surroundings. It is also important to understand the essence of pedagogy and its synonymous concepts, to trace the historical outline of the development of Polish pedagogy. Specific socio-political changes, as well as generational ones, generated various types of typologies, hence it seems that it is necessary to recall several combinations or groups in which various trends, currents, directions or departments occurring in the discipline of pedagogy will be categorized or classified as an introduction to further research.

14

System edukacji w zakresie nauk przyrodniczych a IBSE (inquiry-based science education)

80%

Żołubak M.

Studia Etnologiczne i Antropologiczne

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2017

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tom 17

161-174

EN

In the context of globalization, ecology has become an important issue, not only in science and everyday life but also in education. IBSE, recommended by the European Union, is one of the current trends in children’s education. The education system in Poland assumes that students themselves should be able to ask questions and seek answers, while the teacher is to direct their educational development on the basis of the program. It is not only school that should educate and teach-everywhere children should encounter good pedagogical practices that shape their appropriate social attitudes, develop interests, and teach to think independently.

15

I ROOTING AND INTERCULTURE: FOR A PEDAGOGY OF DIFFERENCES

80%

Indellicato R.

Civitas et Lex

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2020

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tom 27

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nr 3

43-53

EN

Educating the heart and intelligence of the person to understand diversity is the commitment that the school has set for some time and that the teachers, together with the students and families, have passionately pursued in view of an integral development of the person.First of all the school is called, once again, to contribute concretely by proposing a pedagogy of differences.

16

Vives and Comenius – Reformers of European Education: Background and Parallels

80%

Mištinová A.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2007

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tom 20-21

153-165

EN

Vives and Comenius had a significant influence on European thought and education. They set off from very similar starting points and arrived at kindred teachings. Both tried to reform society and both saw the best way to do so in upbringing and education conceived so as to benefit and bring harmony to individuals as well as to humankind as a whole. Their writings – on philosophy, pedagogy, ethics and the ‘universal reform of human affairs’ – appeared in numerous editions and were translated into many languages. The fact that Comenius was familiar with the work of the Spanish Humanist philosopher is evident in the references and citations he makes – particularly in Physicae synopsis, Didactica magna and Methodus lingvarum novissima – to J. L. Vives’ De tradendis disciplinis and Introductio ad sapientiam. A lifelong endeavour to bring about reform is apparent in the work of both learned men. They shared an interest in fostering peace and analysing the causes that bring about violence and war so as to prevent them – all in close relation to ethical and religious questions. Ethical issues and moral education are omnipresent in their work. As regards pedagogical reform, Vives opened new horizons thanks to the psychological foundations of his educational methods and Comenius produced an integrated, highly detailed framework for upbringing and education. He worked out a unified and exhaustive system comprising the subject matter to be taught, the organisation of instruction, schools and teaching methods and procedures. Both reformers emphasised the comprehensive and complex nature of education, which was to be adapted to the age of the student and his or her level of competence. The thought and teachings of both scholars rely on an empirical-rational approach. Vives – a prominent anti-scholastic humanist – stresses the strength of reason and rationality in education, criticising scholastic instruction with its mindless memorising. Comenius does the same, ascribing great significance to joining the sensory experience of things and events with a knowledge of their underpinnings. Both agreed on the need for a direct knowledge of real things on the basis of a student‘s own experience in which reason relies on its perceptions of those things – thus, they both took a stand against verbalism and scholasticism. Truth and certainty in knowledge depend upon the testimony of the senses. Instruction should take the form of illustration and demonstration, not verbal transmission. Educating young people should not entail teaching them words, phrases or assertions, but opening up their comprehensive faculties toward understanding things. The principle of illustration is the basis of knowledge for Vives as it is for Comenius; it is a teaching method, an approach which ensures the comprehensibility and permanence of education. For both reformers, languages – including the mother tongue – are tools for learning about the world, in the service of the real (reales) disciplines which deal with things (res). Vives and Comenius shared foundations, principles and stances with regard to epistemological and educational considerations as well as how they conceive of the world, basic human values, ideas on upbringing and education and principally as regards their efforts to bring about reform.

17

Different paths, one goal: American pedagogy as a scientific discipline in the first decades of its development

80%

Wojniak J.

Przegląd Historyczno-Oświatowy

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2022

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tom LXV

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nr 1-2

47-64

EN

Aim: to present the American concept of the development of pedagogy as a scientific discipline, with particular emphasis on the postulates and arguments of those whose operation and activities shaped the direction of the discussed processes. Methods: a content analysis presenting the visions and directions of the development of pedagogy as an academic discipline proposed by the creators of the scientific foundations of pedagogy. Results: the reconstruction of the perception of pedagogy as a field of scientific research and the postulated priorities, with particular emphasis on the cultural and social context for the undertaken research, which not only became its background, but largely determined its direction and course. Conclusions: In the United States, pedagogy as a field of scientific research was perceived mainly as a basis for searching for specific solutions aimed at improving the quality and effectiveness of the American education system, hence the need for education reforms in line with the trends typical of that period was prioritized. In this spirit, the quantitative research ordered and commissioned by the local and federal educational administration was conducted on the basis of questionnaires and tests with the aim to collect as much information and data as possible. The perspective of supporters of an interdisciplinary approach to pedagogical research, such as John Dewey, focused not so much on the measurable improvement of the quality of education, but above all on what the improvement of the education system is to serve in the individual and social perspective: on developing individuals and building a harmoniously functioning society. Among the researchers representing the faculties of education at American universities, quantitative research was becoming increasingly more popular and gained more supporters, which in turn, led to their gradual isolation, not only in the community of scientists representing social sciences, but also in relations with those who were to apply their scientific achievements in their daily work, i.e. teachers and education administration.

18

NARZĘDZIA PROCESU BOLOŃSKIEGO W OPINIACH STUDENTÓW POMORSKICH UCZELNI

80%

Nowakowska H. , Pietkiewicz I.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2016

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nr 1

55-74

EN

For more than ten years, the European direction of higher education transformation is outlined by the Bologna Process. The main purpose of the research was to find out about students’ opinions concerning fulfilling of the Process’ guidelines. In order to carry out the research, an auditorium questionnaire method was chosen. Thanks to the given research sample, it was possible to have a representative group of students varying in terms of universities (Polish Naval Academy (AMW), Medical University of Gdańsk (GUMED)), specificity of studies (full-time, extramural), degree (BA, MA), department (nursing, midwifery, national security, internal domestic security, pedagogy). A total number of respondents was 598. An obtained research material constitutes a source of information helping to asset students’ readiness and openness towards the proposed system transformations. Among the following instruments of the Bologna Process: a multi-staged studies’ mode, ECTS points, a diploma supplement, students’ mobility and the activity of Accreditation Commission, the positive opinions concerned students’ mobility, the activity of Accreditation Commission and multi-staged studies’ mode mostly. According to the statistics, the Polish Naval Academy students formulate opinions that multi-staged studies prolong the process of education and are the source of extra responsibilities (connected with BA writing and defense). GUMED’s students are positive about ECTS points and diploma supplements. Looking at the statistics, women are visibly more positive about students’ mobility and exchange as they allow to get to know and understand different cultures, whereas men put on emphasis on an unclear criteria of giving ECTS points. The obtained research material was analyzed using a statistics package SPSS 20 and a Microsoft Excel 2010 spread sheet.

19

In search of Comenius’ pansophism in the research endevours of Polish scholars

80%

Sztobryn S.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2020

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tom 7

37-50

PL

The article deals with the problems of Comenius’ pansophism in his interpretation and in the research of selected contemporary Polish scholars. One of the significant differ-ences between the author of the above dissertation and other contemporary researchers is the treatment of pansophism as a primary concept in relation to didactic solutions. The argu-ments cited in the dissertation justify the importance of pansophism as the basis of Comenius’ work. The characteristics of pansophism present in synthesis the richness of its meanings that are not commonly perceived in the source literature. Authors who pondered over this issue have noticed its historical evolution. However, pansophism is not a historical artifact, but carries numerous consequences that, at least in part, are close to contemporary trends in scientific research.

20

Filozofia a pedagogika. Współzależności i granice

80%

Gałkowski S.

Kwartalnik Pedagogiczny

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2017

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tom 62(1 (243))

45-60

PL

The aim of this article is to determine the status of philosophy of education among the other philosophical disciplines and to consider its place within the framework of pedagogical sciences. The relationship between pedagogy and philosophy has been analysed with emphasis on the conditions to be met by philosophy that it could be useful as an instrument helping in reflection on education. The article also discusses the way in which could be useful. Successively, the question in posed on how data obtained during the pedagogical reflection can influence philosophy itself. In conclusion, referring to the achievements of Alasdair MacIntyre, an attempt to draw philosophical procedures allowing to assess given pedagogical concepts is presented.