Wyniki wyszukiwania - Biblioteka Nauki

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Nie taki wilk straszny… O edukacji ekologicznej w kontekście bajki Wilk Ambaras Tomasza Samojlika i jej wpływie na kształtowanie postaw proekologicznych dzieci i młodzieży względem wilków

100%

Naplocha A.

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nr 53

321-340

EN

This article deals with the issue of achieving the goals of ecological education in the context of the fable The Wolf Called Ambaras by Tomasz Samojlik and its influence on shaping pro-ecological attitudes of children and adolescents towards wolves. The fable The Wolf Called Ambaras by Tomasz Samojlik is part of the literature trend promoting pro-ecological attitudes within the framework of ecological education. The main educational goal included in the story of the fable treating the adventures of the young wolf is to provide young readers and their parents the knowledge about the wolves’ life as well as public awareness of the need to protect the wolf by shaping positive attitudes of people towards this predator. Helpful in this assumption is taking up the problem of overthrowing negative stereotypes about wolves, on which the form of answers as well as attemption of demythologizing them are individual scenes of the fable. The plot of the analyzed fable attempts to answer the three main allegations of people towards wolves, which often appear in social, political and ecological discourse: the issue of wolves attacks on people, the impact of wolves hunting on forest game population and the public perception of a wolf as a bad animal, one unnecessary in the ecosystem. In addition, the bibliotherapeutic character of the fable was indicated. Through identificaiton with the character of the fable, readers can overcome their own fears related to their weaknesses and complexes based on the desensitization.

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Teaching Reading and Bibliotherapy in Education of Children with Mental Disability – Selected Foreign and Polish Studies

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Wlazło M.

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tom 13

109-116

EN

This paper presents teaching reading and bibliotherapy as useful methods for educating and rehabilitating children and youth with mental disability. The theoretical framework is connected with different examples of applying the methods and their real effectiveness. Particularly significant achievements of teaching reading may be observed in the rehabilitation of children with Down syndrome (DS). Teaching reading is very often matched with bibliotherapy programmes as a complex and coherent way for developing children’s speech, language, memory, imagination, creative thinking, and emotional maturity.

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An Adult Education Course on African Novels

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Leyland P.

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nr 1(93)

103-116

EN

This study is about the importance of African authors in literature and the creation of an adult education course on African novels. It begins with my acknowledgement of a historian named David Olusoga and a novelist named Ben Okri. The first, Olusoga, produced a TV programme that gave me confidence that my idea for a course entitled African Novels could be successful. The second, Okri, wrote about how African Literature was the future. I will explain how I picked up their ideas and used them as a rationale for the course. The Workers’ Educational Association, for whom I produced the course, has a long history of student involvement. I have a great interest in both student autonomy and students taking part in their own learning. In my tutor role, I wanted African Novels to begin with a general idea about African authors and move to more specific books as the course proceeded. To this end, I began the course with an overview of the subject and a statement from the African novelist Chinua Achebe – to the effect that when you begin to identify with someone of a different colour and who even eats different food from you, then literature is really performing its wonders. I hoped that the students would carry out this identification. The paper will use auto/biographical methods, as defined in Merrill and West (2009, p. 5), to tell the story of how this course was created during a teaching space when my adult education centre was closed by the pandemic. The course could only be delivered once tutors and students could meet again face to face, and I give an example of this. The paper will be supported by reference to my own extensive research on bibliotherapy and by an account of how I used autoethnography as a research method. Both of these ideas enabled the course to develop and grow through reading, research, practice and reflection, as I will show.

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The Use of Puppets in Bibliotherapy Classes in Order to Help Shape the Adaptive Behaviour of Pupils with Mild Intellectual Disabilities (Based on a Pedagogical Experiment Applying the Parallel Groups Technique)

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Łaba-Hornecka A.

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tom 47

266-276

EN

The world of the social experience and expectations of children with mild intellectual disabilities is very diverse. Such children do not always know how to cope with social expectations. In such situations they tend to withdraw or, conversely, behave improperly, in this way trying to mark their presence. Th e paper presents a pedagogical experiment, during which puppets were used in bibliotherapy classes. The method has already proven effective when working with children with mild intellectual disabilities. The main aim of the project was to develop adaptive behaviours in children with mild intellectual disabilities to include creative actions and the skills of social interaction in their upbringing and school environment and among their peers and to encourage them to seek effective ways to deal with their own difficulties.

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Biblioterapia integralna

88%

Miernik A.

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2016

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nr 1(111)

68-78

EN

The main objective of my dissertation is to introduce the assumptions of the Jungian depth psychology to the bibliotherapeutic process. Bibliotherapy as an interdisciplinary method using psychology and literary studies enriched with the theory of integral psychology formulates a new theoretical perspective and constitutes a proposal of a holistic view of bibliotherapy. The extension of the theoretical basis of bibliotherapy will help to augment the therapeutic effect, activate unawareness (the sphere neglected in school education), and strengthen psyche. Integral bibliotherapy will create conditions to expand the dialogue between the rational side and unaware one, and it will contribute to a positive stimulation of the integration processes. Providing archetypal patterns reflecting the rules of life in culture, and drawing attention to the regulatory role of literary works, will enrich both the intellectual and spiritual side of the development of the participant of the bibliotherapeutic process. Archetypal content present in literary texts studied by the participant according to the bibliotherapeutic procedure will achieve an integral orientation focused on the humanistic dimension of existence.

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Pandemic(s), Crisis, and Bibliotherapy

88%

Wojciechowska S. J.

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nr 1 (21)

51-69

EN

The Covid-19 crisis has led to a re-definition of our lives and a significant de-stabilization of our mental condition. Research shows that we tend to conceive of challenging realities in terms of war and battle: thus, we have struggled with depression, lower spirits and a lack of human interactions. If so, how can we counteract such depressive tendencies? Although today it seems both writing and reading are efficient in mitigating feelings of loneliness, historical records of the reactions to the Spanish influenza pandemic (1918) reveals that silence and evasion are also possible. Using the method of wide reading, I first examine the divergent responses to crisis. Through close reading, I then explore the manner in which literature may be therapeutic for both writers and readers. Finally, I argue that the literary choices of the reading public, recently re-directed towards auto/biographical fiction, may soon impact on the canon within education. This, in turn, prompts a final hypothesis concerning a generic re-shaping of a future literary canon.

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„Biblioterapeuta”. Biuletyn Informacyjny Polskiego Towarzystwa Biblioterapeutycznego 1998–2018 Dwadzieścia lat społecznej misji

75%

Hrycyk K.

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2019

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nr 3(57)

123-137

PL

Przedmiotem artykułu jest refleksja nad wydanymi 85 numerami kwartalnika „Biblioterapeuta”. Autorka opisała okoliczności powstania pisma, problemy personalne, techniczne i finansowe związane z redagowaniem. Dokonała analizy zawartości periodyku i kręgu jego odbiorców. Wskazała, że działalność Polskiego Towarzystwa Biblioterapeutycznego i „Biblioterapeuty” stała się przedmiotem refleksji naukowej, inspiracją dla innych pism, dla szkolenia i kształcenia biblioterapeutów w szkołach wyższych. Pozytywnie oceniła dorobek pisma i nakreśliła zadania do realizacji w przyszłości.

EN

This article is a reflection of all 85 issues of the “Biblioterapeuta” quarterly. It includes a report on its creation, its organizational, and financial problems. It analyzes its profile and readership. The author notes that the Society’s and Quarterly’s work has become subject of scholarly research, an inspiration for other publications and for bibliotherapy training and education. The author positively assesses the Quarterly’s output and indicates goals for the future.

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„Zaczarowane ziarenko” w życiu i w książce. Możliwość wykorzystania biblioterapii w praktyce pedagogicznej do pracy z dzieckiem z zaburzeniami rozwojowymi

75%

Siemież M.

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2017

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nr 3(24)

PL

Koncentrując się na aspekcie podmiotowości dziecka z zaburzeniami rozwojowymi, autorka proponuje refleksję nad jego potrzebami i możliwością ich realizacji. Podążając za tezą Janusza Korczaka: „Dziecko chce być dobre. Jeśli nie umie – naucz. Jeśli nie wie – wytłumacz. Jeśli nie może – pomóż”, autorka pokazuje, że dużą rolę może tu odegrać książka. Dziecko ma ogromną łatwość utożsamiania się z bohaterem literackim, a to często pomaga mu nabrać dystansu do samego siebie i własnych problemów. Autorka na przykładzie scenariusza zajęć biblioterapeutycznych pokazuje, jak można wykorzystać potencjał dobra, który zgodnie z teorią psychologii humanistycznej tkwi w każdym człowieku, a szczególnie w dziecku. Książka, wiersz może być pretekstem zmiany, inspiracją, autorka celowo odwołała się do metafory i symboliki „zaczarowanego ziarenka”.

EN

By focusing on the aspect of subjectivity of children with developmental disorders, the author encourages us to reflect on their needs and the possibilities of their implementation. Quoting the motto coined by Janusz Korczak: ‘Children want to be good. If they can’t – teach them. If they don’t know how – explain it to them. If they are unable to – help them’. The author claims that books can play a major role in the aforementioned processes. Children can easily identify with literary characters, who often help them distance themselves from their problems. As an example, the author provides a scenario of a bibliotherapy class, which shows how you can take advantage of the potential for being good, which, according to the theory of humanistic psychology, is present in every human being, especially in children. A book or a poem can become a pretext or an inspiration for implementing changes. That is why the author has deliberately made a reference to the symbolic metaphor of ‘the enchanted grain’.

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Arteterapia narracyjna jako efekt współoddziaływania medycyny narracyjnej oraz arteterapii ze szczególnym uwzględnieniem biblioterapii

63%

Madryas-Szyba W. E.

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nr 1 (5)

1-22

EN

The article is an attempt to combine art therapy, especially fairy tale therapy, with narrative medicine. The text also constitutes an introduction to the concept of narrative art therapy proposed by the author. Two case studies are examined in the article in order to demonstrate the benefits arising from the collaboration of a humanist doctor and a bibliotherapist.

PL

Niniejszy artykuł jest próbą połączenia arteterapii, w szczególności baśnioterapii z medycyną narracyjną. Tekst stanowi także wprowadzenie do zaproponowanej przez autorkę koncepcji arteterapii narracyjnej. W artykule omówione zostały dwa studia przypadków mające za zadanie ukazać korzyści wynikające ze współpracy lekarza humanisty z biblioterapeutą.

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Baśniowa przestrzeń Sali Doświadczania Świata jako miejsce recepcji uniwersalnych wartości międzyludzkich

63%

Bera A.

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nr 1(34)

38-55

PL

Baśnie stanowią nieprzebrane bogactwo treści dotyczących głównie prawidłowości ludzkiego życia. Przekazywane z pokolenia na pokolenie, zmieniły swój formalny kształt lub wiodącego adresata, lecz zachowały unikatową i prostą w odbiorze istotę ludzkich zachowań, myśli i uczuć. Wykorzystywane w ramach oddziaływań biblioterapeutycznych wspomagają proces przekazywania ważnych z rozwojowego punktu widzenia wartości międzyludzkich. Z kolei realizowana w Sali Doświadczania Świata idea Snoezelen ukazuje pełnię akceptacji dla podejmowania różnych przedsięwzięć w imię podążania za najbardziej aktualnymi oraz najważniejszymi potrzebami i preferencjami odbiorców. Szeroka oferta bodźców sensorycznych umożliwia nadawanie większego znaczenia treściom prezentowanym w wybranych utworach baśniowych. Artykuł stanowi przegląd wybranych zagadnień dotyczących oddziaływania baśni na dziecko oraz podejmuje próbę autorskiej analizy możliwości połączenia dwóch form oddziaływań: baśni oraz Snoezelen. Ponadto podejmuje wątek cech wspólnych wspomnianych metod oddziaływań. W ramach ukazania praktycznego zastosowania baśni i Snoezelen, zwieńczeniem artykułu jest autorska propozycja wykorzystania baśni w Sali Doświadczania Świata. Na przykładzie wybranej, powszechnie znanej baśni ukazany został pomysł aranżacji przestrzeni i dostosowania bodźców zmysłowych adekwatnych do treści ukazanych w baśni.

EN

Fairy tales are a vast wealth of content regarding mainly the accuracy of human life. Passed down from generation to generation have changed it’s formal shape or a leading recipient but preserved a unique and simple in essence of human behavior, thoughts and feelings. Used under the impact of bibliotherapy support the process of transferring important development point of view, human values. In turn, practised in Snoezelen Room, the idea of Snoezelen shows full acceptance for making various projects in the name of following the most up-to-date and the most important needs and preferences of customers. A wide range of sensory stimuli allows to give greater meaning to the content presented in selected works of fairytale. The article provides an overview of selected issues from the scope of the fairy tale and attempts to author’s analysis of the ability of the two forms of interactions: fairy tales and Snoezelen. In addition, takes the thread common features of these methods. Within the framework of the publication of the practical application of fairy tales and Snoezelen, the culmination of the article is the author’s proposal for the use of fairy tales in Snoezelen Room. For example, selected, well-known fairy tales was shown the idea of interior space and adaptation of sensory stimuli relevant to the content depicted in fairy tales.

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Biblioterapia formą promocji czytelnictwa w Publicznej Bibliotece Pedagogicznej RODN „WOM” w Częstochowie

51%

Kucharzewska K.

Bibliotheca Nostra. Śląski Kwartalnik Naukowy

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2021

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nr 1(61)

75-93

EN

The article is devoted to bibliotherapy as a method of promoting reading and having therapeutic value. It consists of two parts. The first part is a theoretical introduction, which defines the basic concepts for the content of the article, presents a model of bibliotherapeutic procedure and the assumptions of reading classes bibliotherapy elements. The second part is an overview of bibliotherapeutic activities in various areas in the pedagogical library, it is a form of good practice examples. Considerations on the subject of bibliotherapy classes allowed for the formulation of basic research conclusions.

PL

Artykuł poświęcono biblioterapii jako metodzie terapeutycznej promującej czytelnictwo. Tekst składa się z dwóch części. Pierwsza z nich to wprowadzenie teoretyczne, w którym zdefiniowano podstawowe dla treści artykułu pojęcia, przedstawiono model postępowania biblioterapeutycznego oraz założenia zajęć czytelniczych z elementami biblioterapii. Druga część stanowi omówienie działalności biblioterapeutycznej w różnych obszarach w bibliotece pedagogicznej jako przykładów dobrej praktyki. Rozważania na temat zajęć biblioterapeutycznych pozwoliły na sformułowanie podstawowych wniosków badawczych.