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1
Content available remote Droga Musiałowicza od naturalizmu do kosmizmu
100%
Skolimowski H.
Estetyka i Krytyka
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2004
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nr 1(6)
PL
Henryk Musiałowicz jest niezwykłym artysta, który przetrwał wszelkie "izmy" XX-go wieku, aby wykrystalizować swój unikalny styl, który nazywam Kosmizmem. W ramach tego stylu stara się wyrazić ostateczne dominanty egzystencji ludzkiej. Te ostateczne dominanty to nie przerażenie egzystencjalne i towarzyszący mu pesymizm, ale Gloria egzystencjalna I towarzysząca jej zaduma. To jest sztuka, która skłania do refleksji, pomaga w skupieniu i samo-integracji.
EN
Henryk Musialowicz is an extraordinary artist of a great cosmic depth. He has survived all the 'isms' of the 20th century to emerge with his own distinctive style, which I call cosmism. Through this style he attempts to express the deepest constituents of human existence. His reflection on human existence does not lead him to despair and pessimism. But, on the contrary, to exalting the glory of the human condition. Musialowicz's art is deep, concentrated and reflective. In the presence of his art, one is enriched and even healed.
2
Content available remote Mezi praxí a teorií v učitelském vzdělávání: na okraj českého překladu knihy F. A. J. Korthagena et al.
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Slavík J. , Janík T. , Najvar P. , Píšová M.
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2012
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tom 22
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nr 3
367-386
EN
This theoretical paper follows the publication of the Czech translation of the book by F. A. J. Korthagen et al. Linking practice and theory: The pedagogy of realistic teacher education. The paper consists of two parts. In the first part, the key (leading) ideas of Korthagen’s approach are introduced; the text is descriptive without the ambition to provide a critical analysis. Such analysis is the topic of the second part of the text. The authors revisit some of the ideas of Korthagen’s approach, analyse them and discuss them in a wider context of some newer approaches. They focus on three problem areas: (1) The nature of the relationship between practice and theory – underestimating Theory with capital T? (2) The importance of reflection in teachers’ professional development – deemphasising content? (3) Supporting professional learning – a limited view on supervision? Towards the end of the paper, the authors discuss how the presented ideas could inspire the practice of teacher education in the Czech Republic.
3
Content available The Tasks And Trials In PETE At The University Level in Japan
100%
Okade Y. , Hasegawa E. , Miki H. , Miyazaki A.
Journal of Physical Education & Health - Social Perspective
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2013
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tom 2
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nr 3
5-12
XX
After the worldwide physical education crisis, so called PETE at university level is one of the focal point to promote quality Physical Education. In this situation, in 1997, Education Personnel Training Council in Ministry of Education , Science and Culture(since 2001 Ministry of Education, Culture, Sports, Science and Technology; MEXT) in Japan has informed the Council Report on strategy for improving teacher education system in the future. In 2008, the Course of Studies for elementary and junior high schools were introduced in 2008 and that of for senior high school in 2009. Also system for renewing educational personnel certificates is introduced formally from 2009. Based on this situation on PETE reform movement, tasks and trends in PETE at university level in Japan was shown in this article. In Japanese PETE system, there is discrepancy between needed competency for physical education teachers and image of physical education teacher in general. Most important problem in this recognition would be poor knowledge on competencies requested for physical education teacher as profession. To overcome this discrepant, one need to discuss the better way to change employment system to profession. At university level, even through simulated class based on reflection has introduced in some universities, content knowledge and pedagogical knowledge are usually taught separately. In this sense, one should consider again better way to enhance PCK at university level and to make tentative content and performance standard for them related with CPD. In this context, first step to improve PETE curriculum has just begun in JAPAN.
4
Content available How Reflection Works in Transformative Dialogue/Mediation: A Preliminary Investigation
84%
Garcia A. C. , Cleven E.
Qualitative Sociology Review
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2024
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tom 20
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nr 2
90-113
EN
Transformative dialogue and mediation (TD/M) is an approach to conflict resolution used in mediation and inter-group dialogues about social justice and race, political polarization, and ethnopolitical conflict. TD/M practitioners believe their approach supports the agency of participants and helps them interact with greater confidence, self-awareness, and understanding of the perspectives of others. However, previous research on TD/M has not yet addressed how it achieves those outcomes. This pilot study works to fill that gap by investigating how reflection, the most commonly used TD/M technique, is utilized in a facilitated meeting of the steering committee of a non-profit organization. We conduct a qualitative sequential analysis of a video-recorded interaction to investigate how TD/M reflection is done. We show how the TD/M facilitator of the meeting reflects participants’ statements with the techniques of mirroring, substituting, and omitting and how the participants respond to those reflections with agreement or repair. The results of the analysis are discussed in terms of their implications for understanding how TD/M facilitation works.
5
Content available remote Profesní vidění učitelů: od hledání pojmu k možnostem jeho uchopení
84%
Minaříková E. , Janík Tomáš J.
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2012
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tom 22
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nr 2
181-204
EN
This theoretical study introduces the concept of professional vision into Czech academic discourse as one of the potential concepts that can be used when contemplating (teacher) professionalization. At the beginning the authors mention selected attempts to define characteristics of a profession and introduce their view of the issue of teacher professionality that is built on three dimensions – professional vision, professional knowledge and professional action. They further suggest the relationships among these dimensions in the model of pedagogical reasoning and action (Shulman, 1986) and the ALACT model of reflection (Korthagen, 2011). Professional vision in general and specifically in the teaching profession is discussed and its existing conceptualizations are described. Based on other theoretical and empirical studies connected to this issue, the authors then suggest their own approach to teachers’ professional vision. The relationship between professional vision and reflection on the spiral of pedagogical reasoning and action is elaborated on. In the end, the usability of the concept of professional vision in teacher education is discussed, specifically in the process of development of an e-learning (video)environment for (prospective) teachers.
6
Content available remote Spoglądając na sztukę minionego wieku
84%
Dziamski G.
Estetyka i Krytyka
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2002
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nr 2(3)
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