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EN
The goal of this paper is an attempt to describe phenomenon of 'citizenshipness' according to research about way of understanding an adults education teachers and their own role as confounded socially and politically. 'Citizenshipness' is treated here as a competence of constant aiming at keeping balance between what is individual and what is social in one's life. In this sense, quality of teachers' work is described from the perspective of relations between man and social life and tensions accompanied 'being a teacher'. Basing on analysis of claims of adult education teachers about: public dimension of education, tasks for schools for adults, their meaning in local environment and school-state relations, the authoress identifies three ways, in which respondents understand their role. These are: teachers focused on being 'apart from social reality', 'in social reality', 'despite social reality'. Each of distinguished types has been described and marked with quotations of respondents' claims.
EN
This text attempts at presenting the present-day condition of Polish studies. The author has identified the discipline's achievements of the recent dozen-or-so years' period, with particular regard to its constituent sciences, along with the trends of intense absorption and adaptation of our contemporary international humanities' achievements to its specific needs, improved scientific standard of the area's human resources, increased number of college students, and, the development of Polish studies and Polish faculties in State-owned and private colleges and universities. Outlined are also certain negative phenomena, such as the milieu's ideological divisions exerting an impact on didactic processes, scientific research, and interpersonal community relations. Beside those, attention is drawn by the consequences of Polish universities' weak financial standing and of Polish faculty propagation, including: the staff getting employed under several employment contracts at a time; deteriorated teaching standards; the number of compulsory/optional classes getting permanently reduced; depersonalisation of the educational process; negative selection of applicants; contemporary cultural issues being underrepresented in the syllabuses. The article's final section discusses certain ideas of how to possibly improve the situation, with particular emphasis on building a model of open-ended Polish studies, as coupled with developing the reading and interpretative competencies of the students being sensitive recipients and lovers of literature and arts.
EN
Intertextuality is a fundamental phenomenon of literary history and a basic component of the literature of the post-modern age; as such, it occupies a central position in today's literary criticism and theory. The present paper aims to help teachers of Hungarian literature who are interested in the topic and who would like to guide their students in the world of present-day fiction by proposing two theoretical approaches to the concept and phenomenon (involving the types of intertextuality and intertextuality in the post-modern age). Then, the author presents intertextuality as an organising principle in the poem Uj magyar Messiasok [New Hungarian Messiahs] by Andras Ferenc Kovacs, discussing it from the point of view of teachability and providing possible guidelines for its concrete adaptation for teaching purposes.
EN
This paper focuses on a Project-Based Learning (PBL) method used in e-learning environment. The names 'full e-PBL' and 'blended PBL' were defined. The paper will illustrate the experience of the Centre for Distance Education (CODE) at the Warsaw University of Technology (WUT) to use the PBL method in e-learning courses.
EN
Since the 2009/2010 school year the school implemented a new reform program, which provided changes associated with the expansion of entrepreneurship education. According to the new core curriculum, which will take effect in the first classes of secondary school in the school year 2012/2013, teaching entrepreneurship base will be carried out only in the primary, and there will also be introduced a new teaching subject of complementary economics in practice. Headmasters and teachers must decide till March 2011, which classes, if any, will be taught the new teaching subject. Therefore, this article is focuses on discussion of the teaching subject of economics in practice and the presentation of the challenges faced by those responsible for implementation of the classes.
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Content available remote TEACHING AND LEARNING WITH SOCIAL MEDIA
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EN
This article addresses the question of whether specific social media applications will promote student engagement and learning in higher education. After a justification of social media is given and an introduction about terminology, a brief overview will highlight 50 years of technology and education theoretical trends that show their convergence in constructivism, which is followed by examples of specific, beneficial social media assignments in university courses. The conclusion is positive in that faculty findings indicate there is evidence that social media assignments can promote active learning and student engagement.
EN
Academic centres are a part of bigger system, which include agencies responsible for the functioning of higher education or agendas regulating job market activity. Within each system, for its proper functioning, relations allowing exchange of information should occur as they guarantee success and further efficient functioning of the system. Employers' requirements are still growing; nowadays it is not enough to have a university degree. Vital role is played by graduates' competencies, such as creativity or ability to cooperate in a group. There are increasingly more graduates who are aware that the technological development coerces a constant adaptation to new conditions and forms of work, which, consequently, is connected with continuous improvement of one's qualifications. Therefore, there are great hopes about ESCO - a new initiative of the European Commission, which aims at developing common taxonomy of competencies and professions. In the article the authoress discusses the significance of knowledge in the process of lifelong education. The paper focuses also on the role of ESCO in connecting education world with job market as well as on promoting an approach based on the development of competencies among prospective employees.
EN
The answer to the problem of low level of Polish students' competences may be dissemination of the methods of teaching modeled on a course LATINA. This is a course for students, teachers and others who want to develop their educational skills on the World Wide Web. The course will provide a practical, hands-on introduction to a variety of web-based tools for teaching and learning. At the same time the author will relate the tools to relevant learning theories and to theories of historical, economic, organizational and socio-technical change.
EN
The aim of the paper is to present the possibilities of improving the processes of knowledge management. The authors find them in the adaptation of the latest IT technologies, called knowledge technologies. Particularly important are social technologies functioning in Web 2.0 environment and semantic technologies.
EN
Teaching methodology of social research in pedagogic programmes we have experienced students’ great interest in the possibilities of using photography and photographing practices in the research projects carried out by them. Also the personal interest in photography and the attempts of using it in our research were a reason for us deciding to prepare a project of workshops devoted to the research strategies that use photography. Our aim was to make the most of students’ individual interests and their conscious transfer into the space of research activities. Simultaneously, the suggested classes were also a specific didactic provocation. This article discusses our project, which was carried out in the summer semester of the academic year of 2010/2011
EN
As in Poland, in Germany, too, religion and ethics are seen as alternatives. It is thought in this way that only two positions are possible. Supporters of the first of these speak in defence of the state teaching of the Christian religion - be it Catholic or Protestant or Islam, at the same time in opposition to the religiously neutral lessons in ethics. The second position stands by the obligatory teaching of ethics, which takes the place of religion when parents and/or pupils choose not to attend these lessons. These two positions are joined by one more. In this view, the main role is played by the distinction between the religious and ethical dimensions of general education. A group of academics from the Humboldt University of Berlin (Germany) have presented a theoretical concept from the empirical research they have conducted on the issue, and their initial results.
EN
This paper (1) summarizes the main points of the papers in the volume which demonstrate some of the ways that academic freedom is at odds with recent conservative attacks on the professoriate; (2) argues that some of the conservative attacks from students on faculty are at base a failure to acknowledge their equal personhood, but treat them as inferior beings and thus elicit harmful psychological reactions similar to those found in victims of racist slurs; (3) examines possible solutions, including distincting on the part of faculty, and distributing the burden of crucial thinking among all faculty and college courses, thereby making academic freedom a reality for all.
EN
The article presents the concept, as well as a prototype of an integrated remote teaching system (ZSZN - from Polish: Zintegrowany System Zdalnego Nauczania). The integrated system incorporates synchronic and asynchronic e-learning systems and the virtual machines system. The concept of the system and the prototype lead to a single central managing system, which is linked to all the components, that use a common interface. It allows creating synchronic e-learning sessions, regulating the time of the session and also generating access codes for a session. Additionally, the lecturer has the possibility to assign access to e-learning resources and to create/manage other user's virtual machines. The article presents basic ideas of the system and its functions. The system integrates different teaching methods. It is perfect for teaching student with disabilities, allowing them to fully participate in the stationary lectures.
EN
The text poses a question about teachers’ workplace. It sounds like a heresy, but it is extremely important from the point of view of this profession. School is only one of venues of teachers’ work and students’ learning. Information openness and diversity of situations that create a learning possibility significantly distant teachers’ workplaces from a classroom or an after-school club. This, in turn, forces us to view the practice from a wider perspective than ever and perceive it as an integral element of teachers’ education. That means seeking concepts of such practices which will become a real source of teachers’ competences, i.e. the knowledge about learning determinants and mechanisms, practical and cognitive skills used in the process of professional practice, abilities of autonomic and responsible performance of undertaken tasks and reflective self-evaluation. In this understanding the practices of teachers-to-be have not only educational functions, i.e. are a source of knowledge and skills that are necessary to be a teacher in various situations, but they are also a crucial circumstance of evaluating the appropriateness and candidates’ success/failure in their future teaching job. This role of teachers’ practices is often underestimated, neglected or simply unnoticed both by the organisers and students.
EN
Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Indeed, learning mainly takes place in intersubjective contexts (e.g. by the effects of teaching). Recently, an inter-enactive approach has been proposed accordingly. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. We first sketch the phenomenological and theoretical contours of embodied intersubjectivity~intersubjective embodiement. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hands improvisations in the context of the Kaddouch pedagogy) and discuss it through illustrative case studies. The role of the teacher appears to operate directly on the dynamics of the interaction process, a source of knowing and skill enaction for the learner.
EN
According to the General education curriculum for primary schools, seven most important skills to be acquired by pupils include “the ability to use modern information and communication technologies, also for the purpose of finding and applying information”. The recommendations accompanying these provisions, concerning the conditions and the method of curriculum implementation, leave us in no doubt: classes should take place in rooms in which each pupil has a computer connected to the internet at his or her disposal. This reflects commonly expressed postulates of opening the education system to the real problems of the modern world and to sources of information outside school. The article analyses contemporary computer course books with regard to the use by the pupils of internet resources: education portals and websites. The author tries to answer the question what today, in an era of unavoidable technology, hampers its effective introduction into the teaching and learning processes.
EN
The authores propose that humans are adapted to transfer knowledge to, and receive knowledge from, conspecifics by teaching. This adaptation, which they call 'pedagogy', involves the emergence of a special communication system that does not presuppose either language or high-level theory of mind, but could itself provide a basis facilitating the development of these human-specific abilities both in phylogenetic and ontogenetic terms. They speculate that tool manufacturing and mediated tool use made the evolution of such a new social learning mechanism necessary. However, the main body of evidence supporting this hypothesis comes from developmental psychology. They argue that many central phenomena of human infant social cognition that may seem puzzling in the light of their standard functional explanation can be more coherently and plausibly interpreted as reflecting the adaptations to receive knowledge from social partners through teaching.
18
Content available remote BYZANTINE STUDIES IN SPAIN. THE SPECIFIC CASE OF GRANADA
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EN
Byzantine studies appeared relatively late in Spain compared to other European countries, where they had developed from the 17th century and found their culmination in the 19th century mainly in countries such as France, Germany and England. In Spain, it was not until the end of the 19th century that a few isolated philologists slowly began to turn their gaze to the Byzantine east. In the 20th century, some of the most important classical philologists began to include Byzantine authors as their subjects of study. However, the presence of philologists specialized in this area is relatively recent in Spain. The University of Granada was the first to introduce subjects related to history and Byzantine literature in Spain in the 1980s. The foundation of the Centre for Modern Greek and Cypriot Byzantine Studies of Granada in 1998 was an important boost for the development and systematization of this type of studies, not only in the Iberian Peninsula, but throughout the Hispanic area in general.
EN
The aim of the paper is to summarize and characterize the contributions in the Slovenská reč journal that have covered the issue of Slovak language teaching in the journal’s 90-year history. We analyse 82 contributions related to the teaching of Slovak at all stages of school education. This mostly comprises teaching Slovak as a mother tongue; scant attention is also paid to Slovak as a foreign language. The analysis shows that the development of opinions on Slovak language teaching reflects not only the linguistic and pedagogical thinking of the time, but also the historical milestones that Slovak society has gone through over the past ninety years. This is also related to the intensity of interest in the issue of teaching. In the Slovak Language journal, the issues of teaching Slovak were most intensively addressed in the period from the founding of the journal in 1932 to 1955, when a total of 69 articles were published. Only 13 articles have been published in the past sixty-seven years. The interest or rather the lack of interest in teaching issues has had specific causes and manifestations in each period.
EN
The development of blended learning and e-learning causes the increase in the significance of their effectiveness and suitability in higher education. The lack of complex studies in this subject hampers persuading the decision makers to invest in e-learning and is a barriers in establishing goals and development tracks for this form of education. The author describes the research he has been conducting form 2007 to 2010. The main aim of the study was to evaluate and to compare traditional as well as electronic forms of teaching economic subjects.
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