Wyniki wyszukiwania - Biblioteka Nauki

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Polska adaptacja kwestionariusza do pomiaru mocnych stron charakteru International Personality Item Pool–Values in Action (IPIP-VIA). Wyniki wstępne

100%

Najderska M. , Cieciuch J.

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nr 13/1

65-83

EN

In 2004 Peterson and Seligman presented their concept of virtues and 24 character strengths which are widely-valued positive characteristics considered to be important for achieving a good, happy life (Peterson, Seligman, 2004). For their measurement Peterson and Seligman (2004) developed Values in Action – Inventory of Strengths (VIA-IS). As a part of his International Personality Item Pool project (ipip.ori.org), Goldberg developed his own measurement of Peterson and Seligman’s character strengths, which differs from VIA-IS for example in its open access form. Research on Polish version of the International Personality Item Pool – Values in Action questionnaire (IPIP-VIA) was conducted on a sample of N = 908 adults. It proved satisfactory psychometric properties of the tool. High or satisfactory reliability for all the scales measuring character strengths was achieved. Validity of the tool was tested by comparing sex differences obtained in research with a Polish version of the IPIP-VIA and the results of studies conducted in the UK with the VIA-IS questionnaire.

2

Humor From The Perspective Of Positive Psychology. Implications For Research On Development In Adulthood

75%

Radomska A.

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nr 4

215-225

EN

The purpose of the article is the presentation of the ways that humor was understood within the current of positive psychology; the state and advances of research on the significance of this property in achieving and safeguarding a "good life” as well as the legitimacy and possibility of applying the theoretical and research approach devised by the mentioned orientation approaches to issues connected with humor to the field of developmental psychology during the life course. A conceptualisation of humor was presented as a character strength comprising the virtue of transcendence in the approach of Peterson and Seligman, a composite of wisdom in the concept of Webster and of a thinking style, experiencing and action in the theory of Martin. A review of research was then undertaken: humor as a virtue imbuing property; humor correlates understood from the perspective of positive psychology; manifestations of its regulative role and individual differences in humor as a resource contributing to individual growth. In the closing paragraphs a suggestion was formulated regarding humor research as a resource that supports positive development, namely, the fulfilment of developmental tasks, overcoming developmental crises and coping with problems connected with ageing.

3

Reflections by C. S. Lewis on Biblical Narrative as a Literary Phenomenon: The Cathartic Example of the Youth Literary Cycle The Chronicles of Narnia

75%

Carreira Zafra C.

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nr 1 (21)

251-270

EN

This essay provides a detailed exploration of interest in the Bible as a literary phenomenon. We start with Frye’s research in order to analyze academic perspectives that studied the Bible as a form of literary criticism. Among these perspectives, it is worth highlighting those that define biblical narrative as the principal element of the Western imaginative tradition. This phenomenon builds a set of interrelations that have shaped our specific literary tradition, imbuing it with this symbiosis between sacred and profane influences. Moving on to a second level of interpretation of the question at hand, we examine the encounter between secular and religious literatures as a consequence of the work initiated by Frye. The philological background of the writer C. S. Lewis is key and unprecedented in shedding light on the frontiers between reality and fantasy in the field of literary studies, as exemplified in The Chronicles of Narnia. The Narnia books allow their readers to experience catharsis. This experience is foundational for the acquisition and cultivation of some character strengths, as the ancient Greek tradition held and put into practice centuries ago.

4

Character integrated language learning – a case for character education in foreign language teaching

51%

Ostrowski M.

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nr 13

307-327

EN

The aim of this article is to provide an introduction to character edu-cation with its underlying principles and draw attention to some of its possible ELT classroom applications. Character is seen as a crucial non-cognitive factor of academic success. The case for the extensive implementation of character education in foreign language teaching is discussed in relation to the demands and challenges of contemporary education expressed in legal regulations such as national curricula and the European Union Framework on Key Competencies for Lifelong Learning. Drawing from the experience of American schools actively using character education, the author suggests a set of methods for integrating it into foreign language teaching which is claimed to have a multi-faceted beneficial effect on students’ development irrespective of their age. The proposed understanding and application of character education is based on positive psychology and research into character strengths and the non-cognitive factors of academic achievement.

FR

L’objectif de l’article est de présenter les principes de la conception de l’éducation du caractère et d’indiquer les effets positifs possibles de l’intégration de la formation du caractère et des valeurs au cours de l’enseignement des langues étrangères. Les recherches présentées montrent que la force du caractère, composée par un ensemble des traits et des valeurs, est un des principaux facteurs non-cognitifs qui influencent le succès du processus éducatif. La proposition d’introduire l’éducation du caractère dans l’enseignement des langues étrangères est discutée en référence à des enjeux principaux de l’éducation contemporaine qui ont été identifié et présentés dans les documents tels que les programmes nationaux ou les recommandations du Parlement Européen concernant les compétences clés pour l'éducation et la formation tout au long de la vie. En puisant dans les expériences des écoles américaines qui pratiquent activement l’éducation du caractère, l’auteur propose des méthodes d’intégrer cette approche à l’enseignement des langues étrangères. L’interprétation proposée et les applications possibles de l’éducation du caractère s’appuient sur les propositions de la psychologie positive et les recherches concernant le caractère dans le contexte de l’influence des facteurs non-cognitifs sur les succès éducatifs.

PL

Celem niniejszego artykułu jest prezentacja założeń koncepcji edukacji charakteru oraz wskazanie możliwych pozytywnych efektów inte-gracji kształtowania charakteru i wartości w toku nauczania języków obcych. Przytaczane badania wskazują, że siła charakteru, na którą składa się zespół cech i wartości, stanowi jeden z głównych pozapo-znawczych czynników wpływających na powodzenie procesu edukacji. Postulat szerokiej implementacji edukacji charakteru w nauczaniu języków obcych jest omawiany w odniesieniu do wyzwań współczesnej edukacji rozpoznanych i wyrażanych w dokumentach prawnych takich jak podstawa programowa czy zalecenia Parlamentu Europej-skiego dotyczące kompetencji kluczowych w uczeniu się przez całe życie. Czerpiąc z doświadczeń amerykańskich szkół aktywnie prakty-kujących edukację charakteru autor proponuje metody jej integrowania w toku nauczania języków obcych. Proponowana interpretacja oraz możliwe zastosowanie edukacji charakteru są oparte o postulaty psychologii pozytywnej oraz badania dotyczące charakteru w kontek-ście wpływu pozapoznawczych czynników na osiągnięcia edukacyjne.