PL
 |
EN
Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na https://bibliotekanauki.pl
Preferencje help
Polish version English version Język
Widoczny [Schowaj] Abstrakt
Liczba wyników

Znaleziono wyników: 13

Liczba wyników na stronie
first rewind previous Strona / 1 next fast forward last
Wyniki wyszukiwania
Wyszukiwano:
w słowach kluczowych:  Social pedagogy
help Sortuj według:

help Ogranicz wyniki do:
first rewind previous Strona / 1 next fast forward last
1
Content available remote K niektorým otázkam multikultúrnosti a školskej inklúzie v kontexte slovenskej sociálnej pedagogiky
100%
Cabanová V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2007
|
tom 17
|
nr 2
26-46
EN
The Slovakian society, in which various national and ethnic groups have coexisted for long time, has in fact been a multiethnic society for decades. This becomes more tangible when we consider the fact that not only whole nations and ethnic groups, but also smaller intellectual, family and other groups, that exist within the society, are attributed by their own culture. Each culture (as well as subculture) is defined by its own identifying signs. The last decade has seen changes such as economic reforms that led to growing social and cultural differences between various groups in the population. These differences are reflected in schools, where they make teaching and learning more difficult and contribute to social exclusion.
2
Content available Transwersalizm z perspektywy pedagogiki społecznej. Integracja wiedzy wywodzonej z dorobku nauk społecznych i humanistycznych dla praktyki działania społecznego
100%
Żukiewicz A.
Rocznik Lubuski
|
2012
|
tom 38
|
nr 2
47-58
EN
Transversalism from the perspective of social pedagogy. Integration of knowledge derived from social sciences and humanities for the practice of social performance. Social pedagogy is one of pedagogy subdisciplines which in a particular way emphasises its utilitarian character. As a detailed science, it thoroughly develops its theoretical potential and, continuing the work of Helena Radlińska (the pioneer of Polish social pedagogues), nurtures the ideas of the service of humanity and reality. The integration of knowledge representing the output of multiple disciplines and fields of study is one of the constitutive characteristics of social pedagogy. It leads to the currently analyzed perspective of transversal connection of competences represented by practitioners and theoreticians from a variety of backgrounds and perspectives. With regard to the social sciences and humanities it can be seen that the integrated power potential of academic circles can significantly promote the processes of social actions, which serve to raise the quality and cultural aspects of everyday life as well as improve the conditions of human life in the present and future. There is a need, however, for ability and skill of perspective interiorization „co-. . . ”, which enables researchers and activists to built a community oriented to creating common good in a variety of forms and dimensions. Such a „co-. . . ” perspective constitutes a starting point for collaboration, cooperation, co-creation, co-reconstruction, co-responsibility, „co-. . . ”, that multiply human welfare In present and future life.
PL
Transwersalizm z perspektywy pedagogiki społecznej. Integracja wiedzy wywodzonej z dorobku nauk społecznych i humanistycznych dla praktyki działania społecznego Pedagogika społeczna jest jedną z subdyscyplin pedagogiki, która w sposób szczególny podkreśla swój utylitarny charakter pedagogiki społecznej. Jako nauka szczegółowa z troską rozwija potencjał teoretyczny, ale za testamentem protoplastki rodu polskich pedagogów społecznych – Heleny Radlińskiej, pielęgnuje równocześnie idee służby rzeczywistości i człowiekowi, który w owej rzeczywistości żyje i funkcjonuje. Integrowanie wiedzy stanowiącej dorobek wielu dyscyplin i dziedzin nauki to jedna z konstytutywnych cech charakteryzujących pedagogikę społeczną. Prowadzi ona do współcześnie analizowanej perspektywy transwersalnego łączenia kompetencji przedstawicieli różnorodnych obszarów aktywności ludzkiej, praktyków i teoretyków. W odniesieniu do nauk społecznych i humanistycznych można dostrzec, iż zintegrowany potencjał sił środowisk akademickich może znacząco wspierać procesy działania społecznego, które służą podnoszeniu jakości, kultury bycia codziennego oraz poprawie warunków życia człowieka w teraźniejszości i przyszłości. Potrzebna jest jednak zdolność i umiejętność interioryzacji perspektywy „współ…- współdziałania, współpracy, współtworzenia, współprzebudowy, współodpowiedzialności”, która uzdalnia badaczy i działaczy do budowania wspólnoty zorientowanej na tworzenie dobra wspólnego w różnorodnych jego postaciach i wymiarach. Owa perspektywa „współ…” stanowi punkt wyjścia dla współdziałania, współpracy, współtworzenia, współprzebudowy, współodpowiedzialności, współ…, które pomnażają dobrostan człowieka w życiu obecnym i przyszłym.
3
Content available Health within the Area of Interest of Social Pedagogy
88%
Syrek E.
The New Educational Review
|
2004
|
tom 4
141-149
EN
The article, referring to the tradition of social pedagogy, discusses the issue of health from the perspective of its relations to the community. Health can be regarded as a value, which has an individual, group or social dimension, and it is related to the process of socializing which is marked by communal diversity.
4
Content available Book review of “Social pedagogy for social inclusion and children’s rights discourses”, edited by A. Odrowaz-Coates, Warsaw 2022
88%
Koc A.
|
2022
|
tom 10
|
nr 2
131-134
EN
Book review of “Social pedagogy for social inclusion and children's rights discourses” – edited volume 2022.
5
Content available remote K niektorým otázkam vývoja sociálnej pedagogiky v Poľsku
75%
Maľová-Niklová M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2007
|
tom 17
|
nr 3
20-29
EN
In the contribution is attention devoted of historical development of social pedagogy in Poland. The paper concentrates on a task of social pedagogy in the present time. It demonstrates the possibilities of employment of graduates in practice.
6
Content available remote Prevencia sociálnopatologických javov v predmete sociálnej pedagogiky a uplatnenie sociálnych pedagógov v praxi – história, súčasnosť, perspektívy
75%
Hroncová J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2009
|
nr 1
7-17
EN
The contribution deals with the problems of socio-pathological phenomena among children and youth in the context of social pedagogy as a subject in its historical development as well as nowadays. Social pathological prevention has been one of the crucial problems focused by social pathology both in Europe and in Slovakia and Czech Republic.
7
Content available remote Psychosomaticky koncipovaný seminář Rétorika a prezentace na Univerzitě Tomáše Bati ve Zlíně
75%
Ochrymčuková E.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2008
|
tom 18
|
nr 1
34-46
EN
The aim of this paper is to introduce the seminar Rhetoric and presentation for first year students of Social pedagogy at Tomas Bata University in Zlín. The emphasis is on a new conception of the subject including the elements from psychosomatic disciplines (inspiration from Academy of Performing Arts in Prague – Department of authorship and pedagogy and Janáček Academy of Music and Performing Arts in Brno – Drama Education). The paper aims to introduce the problems and results of implementation of the subject. The main questions are: how to include psychosomatic elements in the communication preparation in social peda-gogy and how to evaluate effectiveness of this subject.
8
Opinions Of Social Workers And Social Pedagogues About Their Professional Responsibility While Interacting With Clients
75%
Jezerskytė E. , Žydžiūnaitė V.
Vocational Training: Research And Realities
|
2015
|
tom 26
|
nr 1
EN
Professional responsibility of social worker and social pedagogue is related to social, psychological, moral, educational, material and / or financial and other aspects. Then which aspects within the professional responsibility are worth to both specialists? The object of the research is the professional responsibility of social worker and social pedagogue. Research questions in this study are the following: What aspects are meaningful for social workers and social pedagogues within their professional responsibility while interacting with clients? Are these aspects overlap for social worker and social pedagogue or differ? The research aim is to explore the opinions of social workers and social pedagogues about their professional responsibility within their occupations. The questioning survey was performed at schools and social service organizations in five regions of Lithuania. Research participants were chosen according to purposeful sampling and in research study were asked to participate only social workers and social pedagogues who have experience in their professional (social work or social pedagogy) activities not less than five years. Data were collected by applying the questioning survey (2014 year) using the questionnaire with closed-ended questions. For data analysis were used the Microsoft Excel 2013 and SPSS (Statistical Package for Social Sciences, 21.0). Findings showed that the self-perception, help to clients, professional ethics, trust are the components of professional responsibilities in the daily professional practices of social workers and social pedagogues. Conclusions highlight the idea that social workers and social pedagogues as responsible professionals must realize themselves not only as professionals, but also as human beings who must find the ways to connect with the diversity of clients.
9
Content available remote The Influence of the Social Enviroment on the Creative Activities of Secondary School Students
63%
Jiří S. , Milan Š.
Littera Scripta
|
2017
|
tom 1
117-130
EN
This paper focuses on the motivation of secondary school students to take part in (professional) creative activities and the influence their environment, both the school and family environment, has on this. This study is a response to the growing neoliberal trend to excessively individualize creative expression and activities and to entirely ignore social influences. At the same time, it takes into account the cultural heritage of the preceding generations, in which the roots of creative ability are anchored in society, and which individuals then process. Results are presented of empirical research into the influence of the social environment on the creative activities of the youth, which are subsequently correlated in order to determine the roots and social interdependence of creative activities. The results of the research confirmed the initial hypothesis that the creative efforts of secondary school students are based on the social background of their families and the schools they attend. At the same time, it was determined that the direct influence of family is not as substantial as expected, and that the indirect impact of the family environment is more significant.
10
The development of social pedagogy in the Czech Republic in the past two decades
63%
Knotova D.
Pedagogika Społeczna
|
2014 (R. XIII)
|
nr 2(52)
9 - 15
EN
This article outlines the development of Czech social pedagogy from the political changeover in 1989 to the present day. The scope and magnitude of social pedagogy in the Czech Republic is highlighted. Research fields, methods and social challenges are discussed. Current concepts of social pedagogy as a discipline and a profession are presented, together with the prospective tasks and hopes for the further expansion in the future.
PL
W artykule przedstawiono rozwój pedagogiki społecznej w Republice Czeskiej na przestrzeni ostatnich dwóch dekad do dzisiaj. Podkreślono zakres i znaczenie tej nauki. Przestawiono pole badań, metody oraz wyzwania społeczne. Przedstawiono współczesne koncepcje pedagogiki społecznej jako dyscypliny naukowej i zawodu. Na zakończenie zadano pytania o przyszłe zadania i wyrażono nadzieję na dalszy rozwój tej dyscypliny.
11
Content available remote Mnohotvarý fenomén animace Pokus o rozdělení animace na základě východisek a cílového zaměření jednotlivých typů u animace
63%
Dudová A. , Kaplánek M. , Macků R.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2011
|
tom 21
|
nr 3
284-304
EN
The word animation is used in different contexts (film, theatre, computers, culture). The object of this study is animation in the context of social pedagogy, social work and pastoral care. The importance of animation in education lies in nondirective educational influence, which is enabled by the use of the animation approach. The essence of animation is derived not only from the etymology of the word animation (imparting life), but also from its understanding in the particular historical development. The authors analysed in detail the development of animation in France and then in other countries (Italy, Germany, Switzerland, United Kingdom, Czech Republic, Slovakia). They drew on foundational works of renowned authors in the field (Gillet, Opaschowski, Pollo) as well as on the comparison of the individual – often fragmented – bits of information that can be found on animation in educational literature. The result is an attempt to summarise common and different attributes of various types of animation in the social science fields in Europe. It seems that all current types of animation are created on foundations of at least two of the four social variables: the society – education – culture – art.
12
Content available remote K aktuálnym problémom sociálnej pedagogiky v Slovenskej republike
63%
Niklová M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2009
|
nr 1
18-27
EN
The article analyses the actual problems of social pedagogy in the Slovak republic in theoretical and practical area. In this contribution we aim at the opportunities of application of social pedagogue in the prevention of social pathological phenomena with regard on the opportunities application in school of settings, department of social-law preservation of children and social guardianship and others. Also we survey on socialeducational action of social pedagogues in the institutions of educational prevention and others advisory-educational institutions.
13
Pedagogika społeczna spotyka lokalną demokrację: weryfikacja możliwości i ograniczeń budżetowania partycypacyjnego
51%
Schugurensky D.
Pedagogika Społeczna
|
2017 (R. XVI)
|
nr 3(65)
13-36
PL
W artykule podjęto zagadnienie roli pedagogiki społecznej w rozwoju dyskusji na temat uczenia się demokracji poprzez partycypację. Wymiana myśli ostatnich lat na temat poprawy relacji pomiędzy obywatelami i samorządem lokalnym jest istotna z punktu widzenia pedagogiki społecznej, ponieważ uznaje wiedzę lokalną i stara się rozwijać nowe kompetencje i dyspozycje polityczne oraz demokratyczne mieszkańców. Jedna z takich innowacji – budżetowanie partycypacyjne – została wręcz nazwana „szkołą obywatelstwa”, w której ludzie uczą się demokracji i poprzez aktywne uczestnictwo w procesach demokratycznych i zdobywają obywatelską i polityczną wiedzę, umiejętności, postawy, wartości i praktyki, których rzadko uczą się w formalnych instytucjach oświaty.
EN
This article argues that social pedagogy can make a contribution to discussions on learning democracy through participation. The latest discussions on improving the relationship between citizens and local government are relevant to social pedagogy, as they recognize local knowledge, and attempt to develop new political and democratic competences and dispositions among inhabitants. One of these innovations – participatory budgeting – has been dubbed a ‘school of citizenship’ in which people learn democracy through active participation in democratic processes and acquire civic and political knowledge, skills, attitudes, values and practices that are seldom learned in formal educational institutions.
first rewind previous Strona / 1 next fast forward last
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.