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Chrześcijańska postawa pedagoga

100%

Barborik M. , Tomkiewicz A.

nr 2

21-38

The present article shows the main features of the educator's Christian attitude. The reader's attention is drawn in it to two aspects of that attitude: the one is concerned with the features of the educator's very person; the other one with the educational relation between the educator and the pupil. The first part of the article points to the theological elements in the educator's attitude. Christ as the Master and Teacher should be the model to be followed by a Christian educator. The educator should treat his profession as a vocation. Hence in choosing it the role of freedom and responsibility is emphasized. The attitude of freedom and responsibility is especially characteristic of the educator's Christian attitude. Training for this profession must be versatile and consciention. Such training must concern both the psychological and spiritual sphere. It must be integral and continual formation which should result in achieving a mature personality and a mature religiousness. In order to achieve such maturity the educator must be guided by ideological principles which are the following: Christocentrism, theocentric personalism, moralism, and Christian humanism. The other aspect of the educator is his relation to the pupil. The attitude of love as the main principle should accompany the educator's fulfilling his educational tasks. The teacher shows his love towards his pupil by showing respect to his dignity. Recognition of his subjectivity and dignity is also expressed in respecting the right to form his conscience. Fulfilling the functions of teaching and educating is most efficient through influencing the pupil through the educator's own person, the condition for exerting a positive influence being the educator's congruent attitude. This means congruence of what he teaches with his attitudes and convictions, which can arouse the feeling of confidence and admiration in the pupils.

Postawy wartościujące studentów polskich i amerykańskich (na przykładzie Katolickiego Uniwersytetu Lubelskiego i Franciszkańskiego Uniwersytetu ze Steubenville - USA)

100%

Tomkiewicz A. , Popławska E.

nr 2

45-66

The main purpose of this paper is to find an answer to the following question: what valuing attitudes have the students of the two Catholic universities: the Catholic University of Lublin and Steubenville Franciscan University (USA)? Both universities are characterized by their loyalty to the Church. In order to answer the above question empirical research has been carried out among the students of the two universities with the use of two research methods: Allport-Vernon-Lindzey’s Paper of Valuing Attitudes and Milton Rokeach’s Scale of Values. On the basis of empirical research Rokeach came up with a list of ultimate values (as life goals) and instrumental values. 120 persons were subjected under study (60 from the Catholic University of Lublin and 60 from Steubenville Franciscan University). Among the subjects were people from different branches of studies. The findings pointed to the differences in the valuing attitudes among the Polish and American students. The Polish youth think highly of theoretical and economical values, tolerance, ambition, logical thinking, responsibility, mature love, social recognition, life successes, and national security. The American youth have a greater appreciation for political values, obedience, understanding, kindness, courage, and true freedom. It should be noted that both groups under study think most highly of religious values, with the stipulation that the latter values are more appreciated by American than Polish students.