Wyniki wyszukiwania - Biblioteka Nauki

1

Strategie dydaktyki kognitywistycznej: hyper-konstruktywizm i neo-realizm. Podstawy teoretyczne

100%

Karwasz G.

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nr 60

113-134

EN

While the term “cognitivistic pedagogy” appeared already in Polish literature, “cognitivistic didactics” is addressed mainly by foreign authors. We define principles and methods of innovative didactics based on constructivistic and cognitivistic theories. The two main paradigms of such didactics consist in constructing the knowledge (and competences) of pupils (listeners, students) in an interactive narration and in using real didactic objects, preferably pulled out of a pocket. We call these concepts hyper-constructivism and neo-realism.

2

Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia

100%

Milutinović J. J. , Anđelković A. K.

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2018

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tom 53

239-249

EN

Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.

3

The Category of Competence in the Light of the Praxial Philosophy of Musical Education by David J. Elliott

100%

Weiner A.

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nr 5(98)

5-29

EN

This paper describes the concept of the praxial philosophy of musical education by David J. Elliott. Worldwide applications of this concept are becoming increasingly apparent. It challenges the traditionally understood education through art that draws on aesthetic fundamentals. The author makes an explication of the category of competence in the praxial concept of musical education. She is inspired by the idea of the reconstructive cultural competence of a subject proposed by A. Męczkowska.

4

Konstruktywizm i realizm wobec statusu faktów naukowych. Bruno Latour a Ian Hacking

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Sikora M.

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nr 1

11-26

EN

The paper addresses one of most important topics in contemporary epistemology, i.e. the controversy between realistic vs. constructivist approach to reality and science. In my article I focus on two representatives of these approaches, on Ian Hacking's realistic view of knowledge, and on Bruno Latour's radical constructivism. In the first part, Latour's idea of anthropological research of the method of sciences is discussed. I argue that Latour's conception boils down to an assertion against there being an universal method of science. In second part I discuss realistic standpoint of Ian Hacking and his view that not all scientific facts are theoretical constructions.

5

Zkušenosti žáka a výuka technických předmětů v současnosti

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KROPÁČ J. , PLISCHKE J.

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nr 1

61-66

CS

Ve stati jsou předloženy teoretické přístupy k problematice zkušeností žáků a jejich významu v konstruktivistické teorii učení. Následuje posouzení vlivu změn zaměření zájmů žáků a jejich zkušeností na výuku technických předmětů. V závěru jsou nastíněna nezbytná opatření v práci učitele těchto předmětů.

EN

The article presents theoretical approaches to the problematics of pupils´ experience and its meaning in the constructivist theory of teaching. Subsequently, the article reviews the influence of changes in pupils´ interests and their experience on technical subjects training. The final part outlines the necessary steps in the work of teachers of these subjects.

XX

W artykule przedstawiono teoretyczne podejścia do problematyki nabywania doświadczenia przez uczniów jego znaczenie w konstruktywistycznej teorii nauczania. Zaprezentowano również wpływ uczenia się przedmiotów technicznych na zmiany w zainteresowaniach i doświadczeniu uczniów. W części końcowej podano konieczne kroki, jakie trzeba podjąć w pracy nauczycieli realizujących tematy techniczne.

6

Nauki prawne – między konstruktywizmem a konstrukcjonizmem

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Przybytek P. , Przybytek P.

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nr 3(164)

63-83

EN

The metaphor of constructing, popular in modern science, has gained a distinction into two main streams: constructivism and constructionism. In our article, we try to answer the question of which features of one of these two construction theories are more compatible with the distinguishing features of legal sciences and what this might mean in contemporary scientific practice. We treat our proposals as a starting point for further discussions on this topic.

7

Komunikowanie polityczne w ujęciach interpretacyjnych

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Marciniak E.

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2012

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tom 25

EN

This article attempts to reconstruct the basic ways of defining political communication, with particular emphasis on interpretative perspective. Indicates the usefulness of a number of qualitative approaches, stressing the fact that they allow to understand the nature of political communication, especially from the point of view the recipients of political messages. The article discusses: symbolic interactionism, constructivism and system-pragmatic concept of communication.

8

Projekt výskumu prírodovednej gramotnosti študentov odboru predškolská a elementárna pedagogika

100%

Beata Akimjakova B. , Ivana Rochovska I.

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nr 1

137-141

EN

The article presents the project of the research focused on the development of scientific literacy of students of Pre-school and Elementary School Pedagogy through the educational concept using experiential methods. It introduces the current state of the issue, aims and tasks of research, hypotheses, contribution of the project.

9

Kharkov as a Capital of Soviet-Ukrainian Constructivism

100%

Rychkov P.

Teka Komisji Architektury, Urbanistyki i Studiów Krajobrazowych

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2008

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tom T. 4, cz. A

116--133

EN

Today it is clear us, that Soviet Constructivism should be considered not only as an essential fusion of architecture and Bolshevik’s policy, whose leaders at- tempted to balance the “hunger situation” with “a good new regime”. In the world-wide context it should be also considered as an interesting site for hard fundamental debates on relationship between tradition and innovation, between historicism and modernism. In the last sense, the origin and death of Kharkov Constructivism demonstrate itself as an outstanding phenomenon not only in Ukrainian architectural heritage but also in the world context. The failure of Soviet Constructivism at the begin 1930-ies means also, that the modern archi tectural paradigm in the USSR has fallen under the powerful extra-professional influences. But the posterior failure of Stalin’s monumentality as a regressive “wedding-cake style” proved in the middle of 1950-ies, that there are no impene trable and eternal borders in the architectural evolution.

10

Constructivism in the studies of premodern literature

88%

Dąbrówka A.

Nauka

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2009

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nr 3

PL

New theories and research methods as applied in the study of premodern literature and other arts as well, tend to ignore their essential differences from works of the modern era, the latter being formatted according to classicist aesthetic and transmitted mostly in one (printed) version. In case of oral and manuscript delivery there is no established unified text and criticism centered on one text is not possible. That is where the constructivist approach helps students of old arts understand the alterity of their research objects – first of all their disappearance in the streams of delivery where they undergo quite different rhetorical treatment, abbreviations and reductions, interpolations and enlargements, transformations up to genre change, modality switch, etc. The awareness to the above, enriched with procedures providing the works an afterlife, such as enarrations, adaptations and translations, may help also students of modern works exceed the narrow frames of traditional text-bound criticism.

11

The Issue of the Development of Scientific Literacy in the Field of Pre-school and Elementary School Pedagogy

88%

Rochovská I.

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nr 2

115-155

EN

The main topic of this paper is the issue of the development of scientific literacy of students in the field of pre-school and elementary school pedagogy. The theoretical part is dedicated to outlining basic terms, such as scientific literacy, education in natural sciences, the field of study of pre-school and elementary school pedagogy. It presents the outcomes of research in scientific literacy of students of the field of pre-school and elementary school pedagogy in Slovakia. It analyses the concept of natural sciences education, designs a development programme of natural sciences education in the given study field. At the empirical level, it presents the results of experimental verification of the designed concepts of education and on the basis of research results, it presents recommendations for the educational reality.

12

Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform

88%

Fahoum I.

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nr 52

329-338

PL

To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.

13

FENOMEN KSZTAŁCENIA. SZKIC O KONSTRUKTYWIZMIE

88%

Błaszczyk M.

Ruch Pedagogiczny

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2016

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nr 1

133-141

PL

Artykuł podejmuje – z punktu widzenia filozofii – najważniejsze, jak się zdaje, wątki konstruktywistycznej teorii nauczania. Przedmiotem namysłu czyni więc to, co konstruktywizm może wnieść do refleksji pedagogicznej oraz to, co interesującego proponuje, mówiąc o ludzkim poznaniu i jego ograniczeniach. Zwrócona zostaje uwaga, iż swoiste dla konstruktywizmu idee sięgają kultury starożytnej Grecji i wiążą się z postacią i działalnością Sokratesa, według którego cała wiedza o świecie tkwi już w samym człowieku i wymaga tylko „wydobycia na światło dzienne”. Przypomnienie jawi się zatem jako warunek uczenia się. W dalszych fragmentach tekstu mowa jest o kondycji współczesnego uniwersytetu i o próbach jego odnowienia w duchu konstruktywistycznego modelu kształcenia.

EN

The article is about philosophical point of view on constructivism as a theory of education. Constructivism, as a theory of education, is a part of pedagogical meaning of human cognition. The main idea of constructivism comes from the old Greek philosophy, particularly from Socrates and his philosophical thought concerning human knowledge of the world. The following parts of the article describe the concepts of teaching in modern universities, as well as the attempts of introducing constructivism as a spirit of education.

14

Constructing the canon: exhibiting contemporary Polish art abroad in the Cold War era

88%

Majewski P.

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2020

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tom 30

135-153

EN

The article focuses on the attempts of constructing and presenting the canon of Polish modern and contemporary art in the West after World War II. Initially, the leading role was played by Colourists – painters representing the tradition of Post-Impressionism. After 1956 the focus shifted towards artists who drew in their practice on tachisme and informel. However, the most enduring effects brought the consistent promotion of the interwar Polish Constructivism and its postwar followers. The article discusses the subsequent stages of this process, from the famous exhibition at the Paris Galerie Denise René in 1957, through exhibitions such as Peinture moderne polonaise. Sources et recherches (Modern Polish Painting. Sources and Experiments) from the late 1960s, up to the monumental Présences polonaises (Polish Presences) from 1983 (both in Paris), showing that these efforts contributed to securing a permanent position of Polish Constructivism within the global heritage of 20th-century art.

15

“Cleverly Devised, Postmodern Toy”: Paweł Mykietyn’s Music in the Category of Postmodernism and Constructivism on the Example of III Symphony for Alto and Orchestra1

88%

Daniec Z.

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nr 4(39) Eng

59-85

EN

Works of Paweł Mykietyn belong to the most characteristic trends of Polish contemporary music. His compositional attitude was individualised in the first decade of the 21st century, and today he is recognised as one of the most original Polish composers of the 20th and 21st centuries. Andrzej Chłopecki, when characterising Mykietyn’s music after the premiere of the composer’s II Symphony, compared this work to a “cleverly devised, postmodern toy”. Also Mykietyn’s next, III Symphony (2011), can be considered in the context of the categories of postmodernism and constructivism. This work manifests the postmodern attitude, but it is also marked by strict, “cleverly devised”, constructivist thinking. Its musical language contains intertextual references to hip-hop and rap music; on the other hand, it includes such typical for Mykietyn measures as “(de)gradation form”, “accelerando form”, “permanent accelerando” and dodecaphony, which can be found while analysing the work. III Symphony can be also interpreted in relation to techniques of deconstruction, including both concept and structure of the composition.

16

Co-constructive Logics for Proofs and Refutations

88%

Trafford J.

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nr 4

22-40

EN

This paper considers logics which are formally dual to intuitionistic logic in order to investigate a co-constructive logic for proofs and refutations. This is philosophically motivated by a set of problems regarding the nature of constructive truth, and its relation to falsity. It is well known both that intuitionism can not deal constructively with negative information, and that defining falsity by means of intuitionistic negation leads, under widely-held assumptions, to a justification of bivalence. For example, we do not want to equate falsity with the non-existence of a proof since this would render a statement such as “pi is transcendental” false prior to 1882. In addition, the intuitionist account of negation as shorthand for the derivation of absurdity is inadequate, particularly outside of purely mathematical contexts. To deal with these issues, I investigate the dual of intuitionistic logic, co-intuitionistic logic, as a logic of refutation, alongside intuitionistic logic of proofs. Direct proof and refutation are dual to each other, and are constructive, whilst there also exist syntactic, weak, negations within both logics. In this respect, the logic of refutation is weakly paraconsistent in the sense that it allows for statements for which, neither they, nor their negation, are refuted. I provide a proof theory for the co-constructive logic, a formal dualizing map between the logics, and a Kripke-style semantics. This is given an intuitive philosophical rendering in a re-interpretation of Kolmogorov's logic of problems.

17

Competencies required for teachers in higher education to conduct classes using a strategic business game

88%

Wach A. , Gaweł A.

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nr 2(84)

13-21

EN

Contemporary business education should place more emphasis on the development of a proactive attitude among students, engage their creativity in problem solving, shape their analytical competencies and hone their skills related to teamwork, discussion and decision-making. However, this requires the teacher to replace the conventional transmission-based manner of conducting classes with an approach that places the student’s activity at the center. Any shift towards designing educational opportunities and supporting students in the process of constructing their knowledge requires a change in the methodological skills of teachers in higher education. The aim of this article is to present skills related to designing and conducting classes from a constructivist point of view, with the use of strategic business simulation games. The tasks of a teacher using constructivism were examined on the basis of in-depth interviews with university teachers who use business games in their work with students. The present case study shows that when the research participants teach, they create educational opportunities which place their students in problem situations and encourage them to make a series of managerial decisions. They activate the students’ prior knowledge, allow them to make mistakes, stimulate interactions in the process of negotiating the meaning of the reality and support them in realizing the knowledge they acquire. The teachers create a context and immerse the students in running a virtual business, giving them an opportunity to build integrated and holistic knowledge. By giving their students autonomy, they teach them self-reliance and responsibility. It was observed in the analyzed narrations that, apart from a change in tools connected with using a business simulation, there was also a change in thinking about learning and teaching. What is of particular importance in this context is that these changes were accompanied by the teacher’s development and a transformation from someone who based their classes mainly on experience and intuition, into a reflective and conscious educator who not only understands the mechanisms of learning and teaching, but can also name and explain them.

18

“I Want To Be Nothing”. Challenging Notions of Culture, Race and Identity

88%

Lubowicka A.

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nr 2

75-83

EN

This article tackles the issue of “hyphenated identities” in Heidi W. Durrow’s novel The girl who fell from the sky (2010), whose main topic is growing up as a girl of mixed race in a dominant black culture. This article examines how Rachel Morse, the main character in the novel, challenges racism and the essentialist notion of identity. Firstly, Stuart Hall and Paul Gilroy’s approaches to that issue are introduced and discussed. Then in relation to their theories an interpretation of Durrow’s fictional character is delivered. As the third part of the article, elements of Danish culture appearing in Durrow’s are presented and analyzed as well as the novel’s explicit intertextual references to Nella Larsen’s authorship, another mulatto woman writer of half-Danish origin. In accordance with Gilory’s theory, the article’s aim is to show that Rachel’s identity is born in the process of self-reflection where Danishness becomes her ‘crossroads’ and thus to confirm that such phenomena as culture, ethnicity and identity are constantly constructed and altered.

19

Eseista i krytyk o polskości. Przypadek Andrzeja Kijowskiego (1928–1985). Garść wypisów i komentarzy

88%

Heck D.

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tom 58

143-153

EN

The neoromantic and modern Polish culture was the source of Andrzej Kijowski’s literary imagination. His symbols, myths, as well as generally speaking constructivism and historicism were shaped by the specific Polish past. As a result, this author paradoxically was both constructivist and anti-constructivist. His philosophy was changing during his life but there is no strict line of evolution. At the same time, in different proportions, historical relativism and metaphysical essentialism coincided in Kijowski’s thinking.

20

Worldviews and Intercultural Philosophy

88%

Evanoff R.

Dialogue and Universalism

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2016

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nr 4

119-132

EN

Having a better understanding of what worldviews are and how they function may be able to contribute to the resolution of conflicts which arise when people from differ-ent cultures holding different worldviews interact with each other. This paper begins by examining the nature of worldviews and how they might be approached from the perspective of intercultural philosophy. The paper then turns to meta-philosophical questions regarding the disciplinary boundaries, goals, and methods of intercultural philosophy with respect to worldviews. Attention is given to the possibility of adopting a constructivist, dialectical approach to cross-cultural dialogue on worldviews.