Wyniki wyszukiwania - Biblioteka Nauki

1

The Quality of Adult Educator's Role in the Light of the Concept of Citizenship

100%

Jurgiel A.

Kwartalnik Pedagogiczny

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2005

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tom 50

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nr 4(198)

203-216

EN

The goal of this paper is an attempt to describe phenomenon of 'citizenshipness' according to research about way of understanding an adults education teachers and their own role as confounded socially and politically. 'Citizenshipness' is treated here as a competence of constant aiming at keeping balance between what is individual and what is social in one's life. In this sense, quality of teachers' work is described from the perspective of relations between man and social life and tensions accompanied 'being a teacher'. Basing on analysis of claims of adult education teachers about: public dimension of education, tasks for schools for adults, their meaning in local environment and school-state relations, the authoress identifies three ways, in which respondents understand their role. These are: teachers focused on being 'apart from social reality', 'in social reality', 'despite social reality'. Each of distinguished types has been described and marked with quotations of respondents' claims.

2

TEACHING IN THE NEW CLIMATE OF CONSERVATISM

80%

Superson A. M.

Edukacja Filozoficzna

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2008

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nr 45

111-122

EN

This paper (1) summarizes the main points of the papers in the volume which demonstrate some of the ways that academic freedom is at odds with recent conservative attacks on the professoriate; (2) argues that some of the conservative attacks from students on faculty are at base a failure to acknowledge their equal personhood, but treat them as inferior beings and thus elicit harmful psychological reactions similar to those found in victims of racist slurs; (3) examines possible solutions, including distincting on the part of faculty, and distributing the burden of crucial thinking among all faculty and college courses, thereby making academic freedom a reality for all.

3

THE PROBLEM OF FAITH IN THE TEACHING OF POPE BENEDICT XVI (Problematyka wiary w nauczaniu Benedykta XVI)

70%

Proniewski A.

Rocznik Teologii Katolickiej

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2011

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tom 10

113-130

EN

Faith is the question which is much emphasized in the teaching of Pope Benedict XVI. Faith is what leads every Christian to God. Without faith we are deprived of the sense of life. According to Benedict XVI, faith is what determines the unity of an individual with the Triune God. The belief in the existence of one God in three Persons is one of the most mysterious aspects of the Christian doctrine. To accept it, one has to mature within the Church, which is a natural environment and the source of faith. Faith is initiated by God's grace, however, it is necessary for an individual to cooperate with it. Faith means to become close to God and acknowledge the truth revealed by Him. The full maturity and internal stability of a person is based on his relationship with God, which establishes itself in the encounter with Jesus and which is being strengthened by the presence of the Holy Spirit. Benedict XVI emphasizes the need to combine faith with reason. Faith and reason support each other. Faith is deepened and becomes better justii ed in the process of reasoning. The open dialogue between faith and reason helps a person to see the rationality of belief in God. Faith is a common act and the credo of the Church. What the Church needs today is the young with their faith and idealism. The Church needs them to show the world Jesus Christ, who becomes visible in the Christian community. That is why the dialogue with the young is so important. The young should be seen not only as an object of pastoral work, but also an active element of the Church's mission. The Pope's teaching also stresses the role of the Church as the natural environment of faith and warns people against juxtaposing Christ and the Church. Faith is connected with hope and love. The three virtues depend one on another, strengthen, complete and impact mutually. Faith is also manifested bythe attempts made by a person to deepen it. It shows an individual a perspective of the reality which is everlasting, eschatological and which is identii ed with heaven.

4

ZU EINIGEN LEXIKOGRAPHISCHEN ASPEKTEN DES FREMDSPRACHENUNTERRICHTS

70%

Mišun J.

Motus in verbo: časopis mladej vedeckej generácie

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2014

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tom 3

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nr 1

24 – 37

EN

The submitted paper deals with some lexicographical aspects of the process of foreign language teaching. It focuses on the contemporary situation in lexicographical research, deals with the educational role of a dictionary, describes a layperson´s relationship to a dictionary, addresses the issue of collocations and phraseologisms and discusses the phenomenon of the so called language common sense competence.

5

ENACTING TEACHING AND LEARNING IN THE INTERACTION PROCESS : "KEYS" FOR DEVELOPING SKILLS IN PIANO LESSONS THROUGH FOUR-HANDS IMPROVISATIONS

70%

Laroche J. , Kaddouch I.

Pedagogický časopis (Journal of Pedagogy)

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2014

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tom 5

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nr 1

24 – 47

EN

Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Indeed, learning mainly takes place in intersubjective contexts (e.g. by the effects of teaching). Recently, an inter-enactive approach has been proposed accordingly. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. We first sketch the phenomenological and theoretical contours of embodied intersubjectivity~intersubjective embodiement. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hands improvisations in the context of the Kaddouch pedagogy) and discuss it through illustrative case studies. The role of the teacher appears to operate directly on the dynamics of the interaction process, a source of knowing and skill enaction for the learner.

6

K PROBLEMATIKE ANGLIČTINY AKO LINGUA FRANCA (ELF)

60%

Krajňáková D.

Motus in verbo: časopis mladej vedeckej generácie

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2015

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tom 4

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nr 1

16 – 25

EN

English as a Lingua Franca (ELF) is a sociolinguistic phenomenon of the 21st century. ELF enters the intercultural communication on a daily basis and is an indisputable part of our sociolinguistic reality. The ultimate aim of this article is to provide a complex theoretical basis for further empirical studies in any of the linguistic fields connected to ELF. In doing so, it gives a diachronic overview of the development of ELF starting with the origins of its name, through the current situation up to its future prognosis. Moreover, the presented article is predominately focused on the description of the following areas: the conceptualisation of ELF; the phonological, lexico-grammatical and pragmatic features of ELF; its possible application into the field of language teaching; the insights into the area of translation and interpreting; and its close relation with corpus linguistics. Last but not least, this paper demonstrates the significance of the study of ELF for the future linguistic development.

7

NEGATIVE IMPACTS OF HIGH-STAKES TESTING

60%

Minarechová M.

Pedagogický časopis (Journal of Pedagogy)

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2012

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tom 3

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nr 1

82 – 100

EN

High-stakes testing is not a new phenomenon in education. It has become part of the education system in many countries. These tests affect the school systems, teachers, students, politicians and parents, whether that is in a positive or negative sense. High-stakes testing is associated with concepts such as a school’s accountability, funding and parental choice of school. The study aims to explain high-stakes testing, how it is created and developed in selected countries and look at the negative impacts of tests on various actors within this relationship.

8

VÝUČBA PREDMETU OCHRANA DOKUMENTOV SO ZAMERANÍM NA OBRAZOVÉ KULTÚRNE DEDIČSTVO

60%

Bukovský V. , Kianicová K.

Muzeológia a kultúrne dedičstvo

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2015

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tom 3

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nr 1

37 – 50

EN

This paper introduces a course titled „Preventative Document Protection“ which is currently a part of the „Mediamatics and Cultural Heritage“ curriculum in the „Library and Information Studies“ program of the University of Žilina and aims to provide students with knowledge and skills related to the protection of documents in institutions dedicated to archiving and heritage protection and preservation. As a part of the most recent iteration of the course, students conducted research on modelling accelerated aging of materials exposed to increased temperature, humidity and light, tested the effect of different chemical compounds and their neutralization on black and white photographs and surveyed colour photographs and slides in the funds of the Slovak National Library in Martin and various private collections. Such surveys are helpful when developing a manual for the identification of unprovenanced photographs and slides. We also addressed the issue of colour theory using the CIE LAB colour space and implementation of the Preservation Index (PI) as proposed by the Image Permanence Institute (Rochester) to estimate the shelf life of unstable materials. The objective of this research is to create a manual for the long-term prognosis of the condition of unstable materials. Students enrolled in this course have made a significant contribution to the creation of this manual.

9

KANON UND WELTLITERATUR IN DER LITERATURDIDAKTIK: DEUTSCHSPRACHIGER UND US-AMERIKANISCHER DISKURS IM VERGLEICH

60%

Hardtke T.

World Literature Studies

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2015

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tom 7 (24)

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nr 3

55 – 62

EN

From the late 1960s to the early 2000s, questions of canonization formed one of the central issues of “Deutschdidaktik”, which is the German phrase for the scholarly approach to teaching German language and literature. Within the didactic debate on canon, however, teaching world literature was widely neglected. Instead, the canon debate mainly focused on teaching contemporary literature, children and youth literature and functional literature. When addressing world literature, “Deutschdidaktik” omitted the discussion of fundamental issues of the canon. Things are very different within the US-American discourse. The discussions about teaching world literature and about how to redefine the canon are strongly intertwind. This essay compares the developments within the German and the US-American discourse. It will discuss the reasons for divergent settings of priorities in both canon debates. The essay concludes by suggesting a more intensive dialogue between American and German pedagogic discourse. It states also the need for a stronger inertwining of literary studies and studies of literary education within the German discourse, mainly through an application of postcolonial theorems on literary education.

10

UNIVERSITY RANKINGS AND THEIR INFLUENCE ON CONTEMPORARY ACADEMIC POLICY

60%

Kurbatov S.

Annales Scientia Politica

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2015

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tom 4

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nr 2

75 – 79

EN

The paper is devoted to the problem of influence of university ranking of contemporary academic policy. The author argues that due to specific indicators, which are used in the main international university rankings, we would observe the temporal and spatial asymmetry of understanding of university mission, especially in elite segment of higher education: the shift to research activities in temporal context and the shift to internationalization in the spatial one. So, the overcoming of these asymmetries is an important task for contemporary ranking theory and methodology.