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Straszno i śmieszno. Balladyna Juliusza Słowackiego i jej lektura w szkole

100%

Biedrzycki K.

Postscriptum Polonistyczne

2012

nr 2(10)

241-250

Balladyna by Juliusz Słowacki is a text which causes controversy as its interpretation cannot be unequivocal – it results from the plot based on the rule of parallelism and parody as well as its structure and its frame that is an evident sign of irony. The history of critical reception of Balladyna demonstrates how difficult it is simply to read this drama. It can be regarded as a quintessence of Romantic playing with conventions, but it contains many elements of pre- Romantic tradition and it also opens the aesthetic and worldview perspectives for modern and postmodern literature. Such multidimensional drama is included in a core curriculum at lower secondary school. It is a source of difficulties for teachers and students and it is often read in too simplified manner during the lessons. The aim of the article is to present a sugges-tion of such attitude towards the drama that can help to discover the play of ambiguous perspectives that is inscribed in it.

Argumentacja w edukacji szkolnej: przykład języka polskiego i matematyki. Wyniki badań i wnioski z warsztatów

38%

Federowicz M. , Białek K. , Biedrzycki K. , Karpiński M. , Zambrowska M. , Hącia A. , Swat M.

Edukacja Filozoficzna

2018

nr 65

5-32

The paper presents the importance of discursive argumentation in school education. Based on theoretical assumptions and previous extensive empirical studies the authors propose the case of a joint class of mathematics and the mother tongue, and discuss the results of a workshop with a group of 10–14 y-o students. The findings show that: 1) it is possible to develop young students’ autonomous argumentation and at the same time follow a formal school programme; 2) this requires students’ engagement in intensive class discussions in pairs, in small groups, and in the class as a whole; 3) discursive rather than formal argumentation allows children to develop mathematical reasoning, as well as broadening their understanding and interpretation of a poem. A key factor in students’ engagement is the teachers’ subtle support of the students’ independent discussion. We call this the student-teacher micro-relation to distinguish it from a broader classical term of relations.