Wyniki wyszukiwania - Biblioteka Nauki

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Naukowe Seminarium Poradoznawcze – Horyzonty Pomagania, Wrocław, 9 i 26 października 2012

100%

Ejneberg D. , Szewczyk A.

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tom 14

343-350

EN

The main goal of the authors of the report was providing an account of creative scientific seminars, of significance for counseling experts and other specialists. The presented subject concerned multicultural counseling, which contributed to numerous inspiring thoughts and to active participation in debates over various fields of supporting activities. The chief purpose of these activities was the exchange of experience in counseling practice, creating the aid practice, as well as sharing views on issues of methodological or methodical nature. The participants of these important scientific events were given the opportunity of exploring the theoretical knowledge of counseling, and also putting their skills into practice during the workshops. Counselor – companion. In reference to the meeting with Professor Nancy Arthur (University of Calgary, Canada) one may conclude that its participants gained valuable answers to many pervading questions. The work put into workshops proved to be very inspiring as well. The participants could experience innovative counseling situations, evaluate their experience or professional activity as a counselor or helper availing themselves of practices known from other cultures or professions. Thoughts of practitioners/Practical experience. The researchers from the Netherlands positioned their speech closer to research practice, namely the professional identity of a counselor. Through deep reflections and practical experience, the Dutch scientists put a lot of effort into getting close to their practice and into referring to their lives, to Me-Others relation.

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ОСОБИСТІСТЬ ВИКЛАДАЧА В СИСТЕМІ АВТОНОМНОГО НАВЧАННЯ ІНОЗЕМНИХ МОВ

88%

Смольникова О.

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nr 5(49)

372-379

EN

The article deals with the problem of professional teacher autonomy in the context of foreign languages autonomous learning technology, its place, the role and interaction with the student as a pedagogical dialogue in higher education. Categorical analysis of the notion “teacher autonomy” in the educational process of high school is highlighted. The functional purpose of the teacher as a competent professional who transfers knowledge is shown. It’s revealed that teacher autonomy is seen in several dimensions: freedom to express their own vision regarding the curriculum and methods of mastery and autonomy of the teacher as a professional attribute to develop his/her own autonomy, self-directing of professional development, and as a consequence –learner autonomy. The main task of the teacher becomes the development of learning strategies that promote the ability to plan, manage, assess, monitor their own learning and take correct decisions. Emphasis is on sharing responsibility between a teacher and a learner, as well as their cooperation in educational process. The role of the teacher in the process of autonomous learning is complex and diverse. First, the teacher is not an authoritarian leader who basically transfers knowledge. This is not an obedient executor of the curriculum, but the person who is able to adjust according to the learning situation and tries to implement approaches creatively. However, this does not mean lack of control over teaching, but only shift of the responsibility for the outcome of teacher training, reflection on their own professional activity, standardizing educational process and excessive administrative intervention, which reduces the autonomous teacher qualities. Teacher autonomy promotes updating of his own internal resources for acquiring various levels of professional culture, the need to accumulate new knowledge and raising his own professionalism. It was recognized that the level and development of learner’s autonomy depends on the professional autonomy of teachers. It should be emphasized that teacher’s autonomy is not independence from external social and cultural factors. It is concluded that development of professional teacher autonomy is an important factor of improving of the national education quality.

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Wisdom behind Power. General Remarks on Isocrates as the Self-made Advisor of the Kings

75%

Janik J.

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nr 15: Leadership in Antiquity: Langauge - Institutions - Representations

109-121

EN

The article begins with short introduction referring to the role of advisors, teachers and sages in the political life with emphasis on the changes connected with the emergence of Athenian democracy and education offered by the sophists. Athenian state offers excellent opportunities for political education, on the other hand the existence of a sage in the system based on the popular rule in the eyes of some intellectuals proves to be difficult, or impossible. Plato’s reaction on the death of Socrates results in his resigning from public activity, Isocrates however finds his own way of life in accordance with his views. He seemingly retreats from political activity, because he does not present his speeches in the assembly, still he takes part in political life by writing treatises referring to the contemporary issues. The treatises To Nicocles and To Philip prove that his interests were not limited to the Athens; he was eager to consider different political systems and believed that addressing the powerful leaders might be quite an efficient way to influence political reality. In the treatise To Nicocles he offers the general set of principles that should be obeyed by a king in order to preserve his authority and take good care of the state, the treatise To Philip comprises an appeal to the king of Macedon encouraging him to unite Greece in the crusade against Persia. In spite of obvious differences in the historical context, both works present mixture of moral idealism and political pragmatism characteristic for Isocrates, who put en effort in establishing for himself the position of political commentator and advisor. His professional activity added a new quality to the political culture of Athens, where an individual either took active part in assemblies and administration, or chose the life of a private man. Isocrates escaped this alternative and introduced a new model of an intellectual in the public sphere.