Wyniki wyszukiwania - Biblioteka Nauki

1

BARBARIANS IN THE EUROPEAN SCHOOL - EDUCATIONAL PERSPECTIVE IN CONDITIONS OF CULTURAL DIFFERENTIATION

100%

Grzybowski P.

Rocznik Pedagogiczny

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2005

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tom 28

157-171

EN

The author's purpose is to show the perspective of European school in conditions of cultural differentiation, intensifying also under influence of globalization and European integration. As a result of these processes, both in the school surroundings and in its community, the Others and Foreigns are better and better perceptible. The author presumes, that the situation, in which their subjective differentness makes controversy, leads to many problems. It makes difficult or even impossible to realize some school functions. According to this, individuals, who are engaged in education knowingly, or only are related to it because of being in the school environment, should be trained in special competence - intercultural competence. Internal cultural differentiation of school and its environment demands preparation of students, school staff, parents and others to apply the attitude based on intercultural competence in all fields of reality. Important are not only matters connected with the language, national or ethnic identity. Important is the universal competence, tha way of treatment of Others\Foreigns, and also coping with own differentness. The author gives examples of institutional enterprises, which help in shaping intercultural competence. According to him, in reference to European integration and problems of cultural differentiation of school systems, the most remarkable are international and local initiatives, receiving support from governments. They could be implemented after the necessary changes of educational system.

2

Historische Formen der Judenfeindschaft als Unterrichtsgegenstand. Ziele und didaktische Entscheidungen

80%

Kaiser W.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

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2010

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nr 2(14)

549-558

EN

The Polish Foundation Forum for Dialogue among Nations results of a study described recently published, which will provide information on what approaches to teaching against of anti-Semitism are successful and which one is not Progress can be hoped for, so what can actually promote anti-Semitism.

3

Zjawisko korepetycji w percepcji i doświadczeniach młodzieży

80%

Góźdź J.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2012

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nr 3

63-80

EN

In Poland, private tutoring becomes more and more widespread phenomenon and it is an unnoticed problem. It may indicate a failure in the didactical function of school. It may also increase social inequalities. However, social acceptance of private tutoring is apparent. The paper presents the results of research on this phenomenon among high school students.

4

PŘEDPOKLADY SPOLUPRÁCE MUZEA A ŠKOLY – PREZENTACE VÝSLEDKŮ VÝZKUMNÉHO ŠETŘENÍ

80%

Šobáňová P.

Studia Historica Nitriensia

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2014

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tom 18

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nr 2

332 – 342

EN

The contribution presents outcomes of a research carried out among young, beginning teachers. The aim was to ascertain the respondents’ attitude towards museums and museum education, but also their will to cooperate and the requests they make as a presupposition of deeper cooperation. Based on the results of the research, the concept of a “friendly museum” can be formulated, along with a notion of an ideal museum, which complies with the repeated requests of both teachers to-be and experienced teachers.

5

ENVIRONMENTÁLNA VÝCHOVA AKO OTVORENÝ PROJEKT VYTVÁRANIA VÝZNAMOV A PRAKTÍK STAROSTLIVOSTI O SVET

80%

Klocoková J.

Sociológia (Sociology)

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2014

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tom 46

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nr 5

504 – 533

EN

This article introduces environmental education as a specific cultural work for exploring and creating meanings, values and practices related to environmentalism. Comparing the national curriculum's discourse of environmental education with the narratives of environmental education practitioners, the study examines ways in which ecological concepts as well as moral issues emerging from the ethics of care for the environment get translated into everyday language and activities. Particular attention is paid to conceptions of environmental knowledge and activities mediating an active involvement of pupils. Drawing on interviews with two groups of practitioners, the paper argues that the practice of environmental education is manifold and varies according to different settings and the interests of teachers and environmental activists. Finally, the author argues for the promotion of pedagogies of place which can advance practice in environmental education and provide a common, and at the same time sufficiently broad, framework for the field.

6

DOCILE BODY – REFLECTING THE SCHOOL

80%

Bánovčanová Z. , Masaryková D.

Pedagogický časopis (Journal of Pedagogy)

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2014

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tom 5

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nr 2

251 – 264

EN

The paper deals with corporeality in the school environment from a historical perspective. The body has tended to appear and disappear in the discourse and scientific disciplines and has permeated education. This permeation can be viewed traditionally within Merleau-Ponty’s phenomenological theory of the “lived body” but also in school discipline. Discipline is typically used to organise the school and is unquestionably associated with the body and corporeality. In this article, we therefore rely on Foucault’s theories. Docile bodies are typically found in schools and classrooms and are shaped by the institution so that they are easy to manage and control. In part, we demonstrate this using handwriting in schools as an example

7

EDUCATION AS A WORK OF LOVE A THEOLOGICAL PERSPECTIVE (Wychowanie jako dzielo milosci. Perspektywa teologiczna)

80%

Czaja A.

Roczniki Nauk o Rodzinie (Annals of Family Studies)

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2009

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tom 56

87-100

EN

The author shows educating a man as a work of love. What he means is formation of the humanity by God who loves each man, and the cooperation of teachers and pedagogues in this work. He bases his argument on analysis of Pope John Paul II and Benedict XVI's thought, and he clearly indicates education as a special form of evangelization, in which the teacher and the pedagogue's role is to bring the pupil to Christ and to emerge him in His love, which requires a living faith on the part of the educator. Being faithful he looks at the pupil with Christ's eyes and notices a lot more than can be seen on the outside. The article consists of four parts. In the first one the author presents basic elements of the Christian message on education. In the second part he points to the harmful mechanisms of the Polish schooling system. In the third part he develops the basic elements of his interpretation of education understood as forming humanity by God's love and he defines man's contribution to this work. The whole is concluded by suggestions for a modern educator.

8

BULLYING AND PERCEIVED SCHOOL CLIMATE: VICTIMS’ AND BULLIES’ PERSPECTIVE

80%

Pečjak S. , Pirc T.

Studia Psychologica

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2017

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tom 59

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nr 1

22 – 33

EN

The research shows that school climate has an important effect on the prevalence of peer bullying. Therefore, the aims of our study were to determine: 1) if there are differences in the perceptions of bullying-related school climate by victims, bullies, non-victims and non-bullies, and 2) which sociodemographic and school climate factors predict the roles of chronic victims and bullies. The results suggest that there are more victims in younger students and more bullies among boys. We also found significant differences in perceptions of school climate by victims and bullies and were able to predict a small/moderate amount of variance in the roles of chronic victims/bullies by sociodemographic and school climate variables. Implications of the study findings are also discussed.

9

COGNITIVE AND SOCIAL SOURCES OF ADOLESCENT WELL-BEING: MEDIATING ROLE OF SCHOOL BELONGING

70%

Šeboková G. , Uhláriková J. , Halamová M.

Studia Psychologica

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2018

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tom 60

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nr 1

16 – 29

EN

The aim of the study was to explore direct and indirect pathways from cognitive factors (academic and social self-perception) to adolescent well-being through school belonging. The direct and indirect effects of cognitive factors were investigated on both concurrent and prospective well-being indicators. The first data collection was held in the beginning of the school year, the study sample consisted of 139 freshmen of three high schools in Nitra (53 boys, 86 girls, Mage = 15.63, SD = 1.15). The second data collection was held six months later from 109 respondents (40 boys, 69 girls, Mage = 15.16). Self-report questionnaires were utilized. Results showed that school belonging mediated the association between social and academic competence and students’ concurrent optimism, connectedness and happiness. School belonging also mediated the relationship of social competence to prospective optimism, connectedness and happiness. Findings suggest that a developed sense of connection to school in the transition period may promote overall well-being in adolescents.

10

Rok Cypriana Norwida – misja społęczna i religijna nauczycieli

70%

Borutka T.

Studia Socialia Cracoviensia

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2010

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nr 1(2)

123-133

EN

In times of crisis of values it is necessary to speak about upbringing in school and a role that teachers play in this matter. The article focuses on a social and a religious mission of teachers against a background of the Year of Cyprian Norwid. Teaching is very difficult as it requires from a teacher continuous self-study, self-denial and sometimes even heroic courage to proclaim the truth. All of this, however, should not hide the fact that teaching is a satisfying job which brings lots of joy, perhaps even more than other professions. The aim of the article is to show a diverse mission of a teacher by referring to social teaching of the Church against a background of Norwid’s thought.

11

DEVELOPMENT OF ACTIVE CITIZENSHIP IN SCHOOL ENVIRONMENT (Podiel skoly na formovani aktivneho obcianstva)

70%

Zapotocna O. , Luksik I.

Sociológia (Sociology)

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2010

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tom 42

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nr 5

492-515

EN

The paper outlines the issues of civic education within the context of contemporary European trends, educational initiatives and approaches to the civic education. From this perspective, school curricular documents, their changes carried out during the political transformation of the Slovak society as well as students' achievements in the IEA Civic Education Study are analyzed and evaluated. The research is focused on study how the school graduates of several generations reflect and evaluate the impact of school civic education and on identification the potential stimuli and sources of active civic participation. The results show the minimal influence of school on the current civic attitudes of respondents regardless of their age. From among other possible sources of investigated active citizenship, it was the effect of membership in social organizations and in informal social structures that was assessed as the most significant.

12

MEDZI RADNICOU A KOSTOLOM: MESTSKÁ ŠKOLA V BARDEJOVE V STREDOVEKU

70%

Fedorčáková M.

Mesto a dejiny

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2017

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tom 6

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nr 2

48 - 61

EN

This article describes the city school and education in Bardejov in the middle ages. The development of school and education in Bardejov was strongly connected to the local church. Despite the city’s governance under the school, the education remained religious and teachers associated with ecclesiastical authorities. As the author points out, relation between schoolmaster and parish priest was not always respectable. The article explores educational level, social background and geographical origin of the individual lectors. It focuses on the duties of students, especially within the liturgical life of the parish church. The role of the city and its contribution to the school is described on payments from the town account books.

13

STRANGE BEDFELLOWS: THE NEW NEOLIBERALISM OF CATHOLIC SCHOOLING IN THE UNITED STATES

60%

Burke K. J.

Pedagogický časopis (Journal of Pedagogy)

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2012

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tom 3

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nr 2

177 – 197

EN

The article utilizes critical social theory and critical religious theory to examine the emergent and historically aberrant alignment between Catholic schools and neoliberal market-based reforms in the United States. The author traces the historical split between Catholic and public schooling, attending to the role of the litigious in shaping American parochial contexts. In the face of declining enrolments and vocations as well as skyrocketing tuition and a contracting share of the educational ‘market,’ Catholic leadership has sought public support through market instruments (tax credits and vouchers) in order to preserve dying religious schools. Lost in this paradigm shift is the irony of the move from proud separatism to a governmental reliance that would have seemed abhorrent thirty years ago. Missing, too, in the rhetoric of ‘saving Catholic schools’ is concern for the harm done to education on a whole when religious schools are presented as competitors with, rather than alternatives to, a free public education. Examined through the lens of the largest provider of Catholic schoolteachers in the United States, the article ultimately concludes that the public good is being sacrificed at the altar of religious pride.

14

STUDENTS’ MOTIVATIONAL PATTERNS TO LEARN

60%

Juriševič M.

Studia Psychologica

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2012

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tom 54

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nr 3

221 – 236

EN

This paper presents empirical findings concerning the motivational structure of 415 elementary school students. The motivational structure, as conceived in the Integrative Model of Academic Motivation (Juriševič, 2006), comprises three constructs: motivational components, motivational orientations, and motivational patterns. For the purpose of the study, 415 students from Slovenian elementary schools answered the Questionnaire on Academic Motivation. On the basis of multivariate analysis, 21 academic motivation components were identified, which were integrated into three latent motivation orientations: helplessness and avoidance, external motivational orientation, and intrinsic motivational orientation. In terms of the combinations of their academic motivational orientations, the students were further classified into specific groups representing homogeneous motivational patterns to learn in school. The results justify the suitability of the research model and point to the possibilities of further development. They show that only when taking into account the concrete learning and wider social context in the interaction with students’ individual characteristics can we correctly establish what kind of specific combinations of latent motivational orientations combine into motivational patterns with a homogeneous structure for each individual student. In turn, these motivational patterns influence learning through students’ learning behaviour and thus indirectly contribute to their academic achievements.

15

MARX BACK IN SCHOOLS: MULTICULTURAL EDUCATION AS A TOOL OF BETTER SOCIETY (Marx opat v skolach: Multikulturna vychova ako nastroj lepsej spolocnosti)

60%

Daniskova Z.

Pedagogický časopis (Journal of Pedagogy)

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2010

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tom 1

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nr 1

13-24

EN

Based on a brief analysis, the text is dealing with identifying multiculturalism as an ideology related to neo-Marxism as well as postmodernism. Some of the fundamental features of postmodernism are represented by scepticism towards the truth and the end of great story-telling, plurality of discourses which are caused by our interpretation and their mutual incommensurable. In critical sociology (engaged, radical, or so-called new sociology), social events are explained by the distribution of power, resources, opportunities and property, and this unequal distribution reflects and maintains social inequality. It is possible to reflect these characteristics not only theoretically, but practically as well - looking at multicultural education, which is considered to be the modern educational tool of the multicultural society. This text is pointing out some of its drawbacks and dangers through the dimension of school change (curricular change not governed by the 'western view' and organizational change corresponding with principles of 'child-centred education' and pedagogical pragmatism) and society change (internally diversified society in which still diversity is being deepened). Moreover, it is showing its worthlessness based on incorrect understanding of goals of the humanities - Aristotle's orthos logos (R. Scruton).

16

Školní třída pod genderovou lupou

60%

Jarkovska L.

Sociologický časopis. Czech Sociological Review

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2009

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tom 45

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nr 4

727-753

EN

The article presents selected results from an ethnographic study on the (re)production of gender in the classroom. In this analysis, gender is conceived as a principle manifested in interactions, a principle that structures the lives of individuals and the collective, and not as a complex of essential characteristics of an individual. Gender is analysed in relation to other categories like age and ethnicity. These represent additional re/constructed categories that influence social inequality. These categories tend to be viewed as natural sources of social difference and the legitimisation of inequalities. An analysis of the ways in which these categories are activated in the social field makes it possible to go beyond the boundaries of research on the reification of these categories. In this article, the authoress shows how these categories intertwine and connect and how the interplay between them is manifested in the behaviour and strategies of various actors, i.e. students, in the classroom.

17

HUMAN RESOURCE MANAGEMENT EFFICIENCY IN EDUCATION

51%

Bednarska-Wnuk I.

Zarządzanie Zasobami Ludzkimi

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2011

|

nr 3-4(80-81) Efficiency of HRM

117-126

PL

Zarządzanie zasobami ludzkimi jest procesem, któremu podlegają wszystkie organizacje. Coraz większą świadomość ze znaczenia sprawnego i efektywnego procesu zzl przejawiają także osoby zarządzające organizacjami użyteczności publicznej, do których zalicza się szkoła. Celem opracowania jest przedstawienie i ocena wybranych elementów zarządzania zasobami ludzkimi w placówkach edukacyjnych po roku 1989 z perspektywy realizacji ich efektywności, jako przykładu funkcjonowania organizacji publicznej.

EN

Human resource management is a process to which all organizations are subject. There is an increasing awareness of the importance of an efficient and effective HRM process exhibited among the managers of public organizations, including schools. The aim of this paper is to present and evaluate selected elements of human resource management in educational institutions after 1989 in terms of their effectiveness as an example of the operation of a public organization.

18

Konserwatywne ideały wychowawcze w dobie dominacji Deweyowskiego paradygmatu edukacyjnego

51%

Kusiak P.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2013

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nr 4

79-92

EN

The following article concernes some chosen aspects of the conservative reaction to the XX-th century changes in education. The article has three parts. The first one concernes the new educational paradigma created by John Dewey; the second one depicts how the dominant neoliberal ideology influences education; the third one characterises doctrinal conservative ideals that can be considered as fundamental in building a conservative ideal in education.

19

INSTRUMENTAL-STRATEGIC APPROACHES OF STUDENTS DURING TEACHING - ETHNOGRAPHIC ANALYSIS OF SCHOOL ACTION (Instrumentalno-strategicke postupy studentov a studentiek v case vyucovania - etnograficka analyza skolskeho diania)

51%

Miroslava L.

Pedagogický časopis (Journal of Pedagogy)

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2011

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tom 2

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nr 1

44-59

EN

This contribution presents some of the findings of ethnographic-oriented research conducted on activities taking place within the school classroom. The author focuses on activities carried out during class by grammar school students and looks at their strategies and procedures for coping with the rules and demands placed on them daily by the school. These strategies of bypassing, violating and confronting school norms are part of the unofficial 'hidden life', which coexists with the official life at school. The research predominantly consisted of participant observations, which the author undertook via individual and group discussions. On the basis of these results and almost eight-month long observations, the author drew up a classification system of the specific activities taking place during the class and identified three types of strategies - sedating, irritating and preventive - which students used as means of achieving their aims.

20

HETERONORMATIVITY: SCHOOL, IDEOLOGY, AND POLITICS

51%

Čeplak-Mencin M.

Pedagogický časopis (Journal of Pedagogy)

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2013

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tom 4

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nr 2

162 – 187

EN

This article analyses discomfort about sexuality expressed in formal education. It draws on the Foucault’s analysis of sexuality as a privileged object of bio-politics (the object of regulation, surveillance, and discipline) and the most instrumentalized element in power relations in the Western world. Related to this is also the pedagogization of child sexuality, which even today is still characterized by ambiguities and discomfort. The author concludes that silence about non-hetero-sexualities and the bio-medicalization and physicalization of (homo)-sexuality are the most common and obvious symptoms of discomfort about (homo)-sexuality in Slovenian schools. These manners of treating sexuality are usually interpreted as neutral, but the author interprets them as strategies of conflict avoidance which in fact support a heteronormative social order and (implicitly or explicitly) even legitimize the exclusion of all who cross the boundaries of the ‘normal heterosexuality’. They strengthen prejudice, motivate ignorance, and it can even be used as an excuse for violence. The article points out that education does not provide a magic formula since it cannot foresee its own effects due to the complexity of the social relations and the nature of the education process (e.g. Millot, 1983).