Wyniki wyszukiwania - Biblioteka Nauki

1

University autonomy; the core of academic culture

100%

Sztompka P.

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nr 3

PL

Academic culture is a set of rules (norms and values) regulating the institution of the university. The central component of academic culture is autonomy both in the sense of independence from external interference and the capacity to decide on research, teaching and organization of the university. Autonomy is endangered by the interference in academic culture of other cultural complexes characteristic for modern society: corporate culture, business culture, bureaucratic culture, financial culture, consumer culture. The resulting cultural clash is the reason for current crisis of the university. The defense of autonomy is the ethical and professional duty of scholars.

2

Forming learning identities in higher education in Sweden

88%

Thunborg C. , Bron A. , Edstróm E.

Studies for the Learning Society

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2012

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tom 2

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nr 2-3

23-34

EN

The aim of this paper is to deepen understanding of the forming of learning identities amongst non-traditional students in Higher Education (HE). Learning identities are related to how actors experience themselves as learners in relation to their previous experiences, social background and different academic cultures and contexts. The forming of learning identities is a part of the forming of overall identities, and we use three identity types for our analysis: multiple integrated, floating and adopted. The study is built on biographical interviews with six students (chosen from a pool of 100) and 37 semi-structured interviews with staff from three HE institutions in Sweden. The results show that non-traditional students tend to feel like outsiders, and that this seems to be related to class and age rather than ethnicity and gender. Nevertheless, they form different identities and learning identities. Those forming a multiple integrated identity define themselves as learners and sometimes even as independent learners, while students forming an adopted identity seem to identify themselves with the academy generally. The learning identity they form is that of a "good student". Students forming a floating identity have difficulty defining themselves within the academy. Finally, some students seem to form a pragmatic identity, identifying with their future profession rather than the academy. In doing this an instrumental learning identity is formed. In the academy and in the case of lecturers, status is related to research orientation, whereas in the case of students, the value of education seems to be related to gaining employment. This creates tensions in the HE system.

3

Diversity and Complexity in the Classroom: Valuing Racial and Cultural Diversity

88%

du Plessis P. , Bisschoff T.

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tom 13

169-190

EN

From a diversity perspective, all students should receive an education that continuously affirms human diversity – one that embraces the history and culture of all racial groups and that teaches people of colour to take change of their own destinies. With regard to teaching, a diversity perspective assumes that teachers will hold high expectations for all students and that they will challenge these students who are trapped in the cycle of poverty and despair to rise above it. Individual teachers in individual classrooms play an important role in providing equity of opportunity to learn and in ameliorating racism, but more comprehensive conceptions of diversity education capture the school’s crucial role as well. This article wants to address diversity in the classroom and how racial and cultural diversity is valued and what can be done to improve it.

4

Współpraca Uniwersytetu Warmińsko-Mazurskiego w Olsztynie z ukraińskim Uniwersytetem Pedagogicznym w Berdiańsku – krótki epizod z historii wymiany naukowej, dydaktycznej i kulturalnej

75%

Górniewicz J.

Przegląd Wschodnioeuropejski

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2023

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tom 1

123-133

XX

In the article, I analyse the effects of scientific, didactic and cultural cooperation between the University of Warmia and Mazury in Olsztyn (Poland) and the Pedagogical University in Berdiansk (Ukraine). After Poland’s accession to the European Union in 2004, Polish institutions of higher education became interesting potential partners for universities in independent Ukraine. Together with other universities in Western and Central Europe, they create a common educational space – a political, educational and cultural project. Scientific and educational aspirations, as well as great opportunities for creating the value of culture by the academic communities of Ukraine, have become the content of international cooperation of these universities. The University of Warmia and Mazury in Olsztyn has established 30 contacts with universities from Ukraine. In the article, I discuss the results of this cooperation with one of them – the Pedagogical University of Berdiansk.

5

Uniwersytet bez idei

71%

Smużewska M.

Nauka i Szkolnictwo Wyższe

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2015

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nr 1(45)

309-324

EN

Achievements of Congress of Academic Culture that took place in Cracow in 2014 were clarified in work titled The idea of the university. Reactivation. This book is a critique of contemporary trends in higher education and suggests restitution of the nineteenth-century model of university. In the article author attempted to contest the critical arguments outlined in the opening remarks of Piotr Sztompka. In the second part, author wanted to explain why a return to the idea of Humboldt is a pipe dream. Finally, in third section one presented these elements of institutional strategy, that could work in Polish context, if only reforms have been performed now.

PL

Dorobek Kongresu Kultury Akademickiej, który odbył się w 2014 r. w Krakowie, zawarto w pracy Idea uniwersytetu. Reaktywacja. Jest to krytyka współczesnych trendów w szkolnictwie wyższym i sugeruje restytucję XIX-wiecznego modelu uniwersytetu. W artykule podjęto próbę polemiki z argumentami krytycznymi zarysowanymi w wystąpieniu inauguracyjnym Piotra Sztompki oraz wyjaśniono, dlaczego powrót do idei Humboldta jest mało realny. Ponadto przedstawiono te elementy strategii instytucjonalnej, które mogłyby się w polskim kontekście sprawdzić, gdyby działania podjęto w krótkiej perspektywie czasowej.

6

Między neoliberalizmem a feudalizmem. Godność młodych naukowców w kontekście transformacji polskiego uniwersytetu

71%

Zawadzki M.

Nauka i Szkolnictwo Wyższe

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2017

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nr 1(49)

133-154

EN

This paper presents the results of initial research about the dignity of people starting their career in a Polish university. Polish PhD students and junior academics are situated in a transitional stage between the feudalism and neo-liberalism as well as academial “independency” and “dependency,” which might contribute to the politicization of their work identity. What is the impact of those ambivalent work conditions on their dignity? In the article I describe the neo-liberal changes in the Polish higher education, analyze the dignity in the workplace from the humanistic management perspective and present the results of qualitative pilot study.

PL

Artykuł przedstawia wyniki badań wstępnych prowadzonych z perspektywy zarządzania humanistycznego, dotyczących godności w miejscu pracy wśród osób rozpoczynających karierę akademicką na polskiej uczelni. Polscy doktoranci i osoby ze stopniem doktora znajdują się w momencie przejściowym między feudalizmem a neoliberalizmem oraz między „samodzielnością” a „niesamodzielnością” naukową, co sprzyja upolitycznieniu ich tożsamości. Ma to niebagatelne skutki w kontekście procesów ochrony i ograniczania ich godności w miejscu pracy. Opisane zostaną neoliberalne zmiany w polskim szkolnictwie wyższym, poddana analizie kategoria godności z perspektywy zarządzania humanistycznego, a także zaprezentowane wyniki przeprowadzonego pilotażu badań jakościowych.

7

Studenckie adaptacje sztuki, czyli aksjologiczne i emancypacyjne wymiary animacji kulturalnej w Akademickim Centrum Kultury Uniwersytetu Szczecińskiego

63%

Grzegorek J. N.

Pedagogika Szkoły Wyższej

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2014

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nr 2

167-186

EN

While analysing cultural animation in categories of reflction and pedagogical practice, we discover the heterogeneity of its nature. It contains many interdisciplinary contexts of theoretical, objective-contextual, functional and subjective-social aspects. It allows to defie it from different theoretical perspectives, placing it in many areas of knowledge and science including education, art and other scientifi studies associated with them. This multiparadigm determines the timeliness and the meaning of cultural animation at the background of dynamically changing social reality including that of education and its crisis of culture and upbringing and at the same time the need of its overcoming. Cultural animation can become a kind of carrier of chances and possibilities, especially in the context of academic culture. the starting point for the considerations presented in this text is 3 criteria of examining culture which support its animation not only disseminating in an academic structure. The fist criterion is based on the statement that culture determines the development of the societies, standard of living in the collective and subjective aspects. The second one is based on the assumption that education is the reflction of culture. The third criterion is based on the emancipating function of culture both in reference to subjective emancipating and to collective transgression.

8

A Deconstructive Approach to the Past

51%

Domańska E.

Historyka Studia Metodologiczne

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2020

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tom 50