Wyniki wyszukiwania - Biblioteka Nauki

1

The creative potential of the elderly through an example of grand masters

100%

Straś-Romanowska M.

Journal of Education Culture and Society

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2016

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tom 7

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nr 1

135-143

EN

This article presents characteristics of the selected aspects of the creative potential in older persons. In addition to specific aptitudes or gifts, cognitive qualities such as intelligence, knowledge and experience have been indicated as the components of creative potential. Furthermore, the importance of a developed lifestyle at earlier stages of life has been highlighted, along with the attitude towards one’s aging, spiritual sensibility and motivation for creative work. An attempt has been made to illustrate distinguishing characteristics of works by outstanding creators in the latter parts of their lives. More often than not, critics cited the following characteristics of creative persons: individualism, inclination towards harkening back to the past, melancholic spirits and thought orientation regarding transcendent reality

2

O niektórych możliwościach wykorzystania mandali w edukacji polonistycznej

100%

Krzyżyk D.

Postscriptum Polonistyczne

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2012

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nr 2(10)

149-162

EN

The article presents the possibility of using mandala during the classes with children studying Polish as a foreign language. Some particular areas of Polonistic education have been dis-cussed here, such areas where using this technique supporting passing the knowledge and developing skills is possible. The functions of educational mandala have been described along with the most important rules of using it. Working with the picture of mandala can help to liberate a child’s creative activity.

3

Using Creative Activities to Discover Children’s Understanding of the World

100%

Bonar J.

The New Educational Review

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2019

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tom 58

11-21

EN

Cognition of the world, construction of knowledge related to our surroundings, and expressing meanings that stem from our life experiences are by no means easy processes. A substantial part of our knowledge remains dormant, but its extraction makes it possible to grasp children’s visions of the world. Even if rarely applied in educational practice, creative activities remain a very effective approach to release children’s conceptualisation of the world. This paper presents research results that demonstrate the efficiency of creative-thinking techniques in extracting children’s visions of the world, as illustrated by the concept of the family. The study, which was conducted as a didactic intervention, was performed in the 2018-2019 school year on a group of younger pupils from a large city. The results reconstructed children’s process of understanding the above-mentioned concept and revealed the possibilities behind creative psychodidactics.

4

Teachers' Views on Innovative Processes in Schools of Latvia

100%

Davidova J. , Kokina I.

Journal of Teacher Education for Sustainability

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2007

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tom 8

25-36

EN

Orienting society toward sustainable development is impossible without the development of a teacher into a creative person with his/her individual style of activity and thinking. This cannot be achieved without a continuous and systematic professional development that promotes innovation. Great hopes are placed on innovations, they are considered to be a reliable driving force for development. The research emphasizes the importance of identifying what teachers think about innovations in education and their own position in relation to innovative activity. Evolutionary Model, Innovative Milieu Model, and Propulsion Model of Creative Contributions can be applied within a context of presented study. Eight teachers (four teachers with a student/learning-centred orientation towards teaching and four teachers with content-centred orientation towards teaching), who worked at different schools, were interviewed in October and November 2006. Ettlie and O'Keefe's scale of attitude to innovations was used as the basis during the interview. The research revealed the most important factors hampering teachers' motivation for innovative activity and pedagogical regularities and criteria for stimulating innovations.

5

Development of Creative Activity of Prospective Visual Art Teachers

100%

Šļahova A. , Čačka M.

Journal of Teacher Education for Sustainability

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2009

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tom 11

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nr 1

86-96

EN

The main task of training secondary school visual art teachers is to develop intelligent, socially active and creative individualities graced by knowledge and skills in pedagogy, psychology and art, as well as by abilities for self-development and self-education. These teachers need well-developed teaching skills and competence, proficiency in promoting their students' acquisition of artistic knowledge and competence in modern art. Besides, they should be able to creatively deal with unusual artistic tasks and to respond to the changes in contemporary art and culture, since alongside the teacher's qualification, these teachers are conferred the Bachelor Degree in Art. Therefore, creative study work is one of the significant stages in the development of professional skills for the prospective secondary school visual art teachers. In order to accomplish the tasks set, the work of the teacher educators should be directed towards the development of student's creative activity, so that they can independently and regularly develop their creative skills. The aim of the study has been stated to work out and theoretically substantiate the model of creative process aimed at facilitation of prospective secondary education art teachers' creative activity.

6

Taxation of Academic Teachers’ Royalties. Controversies in the context of the general interpretation by the Minister of Finance

100%

Świstak M. , Smoleń P. P.

Review of European and Comparative Law

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2022

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tom 48

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nr 1

235-253

EN

The Act on Personal Income Tax stipulates a number of methods for calculating costs, which unfortunately often leads to disputes between taxpayers and tax authorities. The same also concerns the rules applicable specifically to academic teachers performing their duties under an employment relationship. Problems emerge both in the context of the manner and scope of eligibility for flat-rate 50% tax-deductible expenses. Notably, the interpretative problems stem not only from the provisions of tax law as such. They also emerge in the context of the higher education reform. But even though the observed legal inconsistencies require urgent legislative action, the necessary amendment to the provisions of the Act of 20 July 2018 – Law on Higher Education and Science has yet to be introduced. Nearly two years after the Act’s entry into force, the Minister of Finance finally decided to issue a general interpretation. Therein, it is stated that in terms of the applicability of 50% tax-deductible expenses, the Act of 20 July 2018 – Law on Higher Education and Science constitutes lex specialis, i.e. ultimately, the 50% cost deduction is applicable to the entirety of an academic teacher’s remuneration. The following paper provides a critical analysis of the present regulations as well as possible solutions to the current fiscal and legal stalemate. In the authors’ opinion, the general interpretation by the Minister of Finance fails to substantially amend the quality of the law whose provisions remain largely unclear. At the same time, its practical value for the academia cannot be denied. Undoubtedly, the fact that the same was issued by the direct superior of tax authorities will make this opinion difficult to ignore in the context of individual cases.

7

ЕВРИСТИЧНІ ТЕХНОЛОГІЇ У ФОРМУВАННІ ТВОРЧОЇ АКТИВНОСТІ ПІДЛІТКІВ ЗАСОБАМИ ОБРАЗОТВОРЧОГО МИСТЕЦТВА

100%

Руденко І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 4(48)

255-262

EN

The technology of heuristic study is examined in the formation of creative activity of the teenagers at the lessons and in the extracurricular events of artistic direction, which activates cognition, emotional perception and experiencing of images, analysis and reasoning in relation to them, and also stimulates their creative self-expression. Heuristic activity can be used during the study of all school objects. Its range embraces creative, cognitive, organizational, psychological processes that stimulate creative activity of the teenagers. In particular, the facilities of art are sent to the reflection in artistic offenses of surrounding reality and place of man in it, extend aesthetic experience of creative thinking, stimulate a child to cognition of national artistic traditions. Technologies of heuristic study and education of the teenagers by means of fine art, sent to forming creative activity – readiness of the students to heuristic activity, creative thinking, expression of interesting ideas in the process of perception and analysis of the artistic works and others. Heuristic conversation and heuristic tasks perform to the effective method of heuristic study. They are sent to the development of the heuristic thinking in the independent reasoning of children above the uncompleted questions and decision of the problem tasks. The offered examples are differentiated by a teacher in accordance with the different age category of the teenagers of the 5-7th classes. Technology of heuristic study consists of a few stages: a heuristic conversation, heuristic tasks, conclusions and a final stage. The aim of heuristic conversation is to send a minimum of the information in order to activate intuition of the teenagers and creative discussion and sufficient motivation for continuation of cognition. Heuristic tasks are characterized by the different level of complication, possibility to elect them, which are interesting for the teenagers, those results in new experience of heuristic activity in the process of creation a character. The process is completed by working out the totals and conclusions of the students. Expediency is grounded and the examples of application of a heuristic technology are made at the different stages of the study the fine arts in the process of perception and interpretation of artistic works that contain optical illusions. The offered heuristic technologies envisage the stage-by-stage including the teenagers to a heuristic conversation with heuristic tasks that assist the personal interest of the teenagers to heuristic activity.

8

Twórczość dziecięca inspirowana rodzinnym klimatem artystycznym

100%

Dolniak M. M.

Świat i Słowo

|

2010

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tom 2010, nr 2 (15)

213-228

EN

Creative activity is the most important form of human activity. Each effort – especially a child’s one may give good results only when it comes from a deep need to express one’s own attitude to the reality. Education through art facilitates the growth and shapes the personality of young people. The parents’ and educators’ authority is very important. It is not true that young people are not interested in art. They are interested in many kinds of art since they offer new possibilities and inspire. Other people interested in art can inspire them. Children observe and explore, spontaneously express themselves through drawing, by music, poetry etc. This is a specific way of seeing the reality through the child’s eyes, so often misunderstood by adults and peers. Sometimes it is the only possible, non-verbal way to express child’s own thoughts, feelings, sorrows or joys. It is a pure, uncomplicated, untouched by commercialism form of art. Each effort, especially child’s one, may give good results only when it comes from a deep need to express one’s own attitude to reality. Small creators explore the source of inspiration in lyrics, music and art works through unconventionally formulated themes. The creation of their work is the expression of their knowledge about the world, but it shows their emotional relation with the world too.

9

ТВОРЧИЙ ПОТЕНЦІАЛ ОСОБИСТОСТІ ЯК ОДНА З РУШІЙНИХ СИЛ У РОЗВИТКУ ТА ФОРМУВАННІ ВЧИТЕЛЯ МАЙБУТНЬОГО

88%

Марущак В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 5(59)

323-329

EN

The problem of identity formation of the modern teacher is one of the main components of the development of education in modern life. In the article the actual problem of identity-building in educational environments, as well as the development of effective methods of the modern teacher are revealed. The components of the creative potential of the individual, in particular: initiative; ability to move forward; self-confidence; the desire to make maximum use of the opportunities that have emerged; the persistence are characterized. It is stressed that native and foreign pedagogical science in general has managed to create the perfect personality, who is able to realize fully his/her creative potential. The scientists saw that such an individual has specific qualities, without which the potential just stagnate. Such a person has the following qualities: the desire for self-realization – it has become a necessity, and it seems a continuous process, during which the person is not happy with its results and strives to improve them; passion for the business as a vocation – such a person becomes a “fanatic” of his craft and devotes himself to professional activity; the authenticity of the individual – the desire to show the society its true face, not hide it behind masks and not be ashamed of somebody’s own abilities; independence of thought – the ability to make any opinion and turn it to the advantage, even if it is a criticism; confidence in somebody’s own abilities; individuality and flexibility – the ability to prove oneself as a producer of ideas in specific situations, execution and a deft adjustment of the actions under the already established goal and finding different ways to achieve the objectives better; criticality and a high degree of reflection. In general, all the components must be in harmony and complement each other, and it will become the driving force of creative potential of the personality. The person who can achieve certain results is able to fairly large actions, which will ultimately have an impact not only on the overall development of pedagogical science, but on the humanity as a whole.

10

The subjectivity of older adults in the late works of eminent creators

88%

Straś-Romanowska M. M.

Polish Psychological Bulletin

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2017

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nr 1

44-50

EN

This article shows – in the light of personalistic psychology – the subjective features of old people which are manifested in the works of eminent creators. The progress of inner subjectivity is shown as a specific developmental tendency. It is characterized by reflection, concentration on one’s own experiences, remembrances and encapsulating life events. It is readily observable that old creators are open to spiritual values and that melancholy is a predominant mood in their creation.

11

Bliżej odmienności. Twórcza aktywność w międzykulturowej edukacji nieformalnej

88%

Młynarczuk-Sokołowska A.

Pogranicze. Studia Społeczne

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2015

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tom 26

103-113

EN

The main purpose of this paper is to show the role of creative activity in non-formal intercultural education. The author presents creative ways of implementing the idea of non-formal intercultural education within the educational process. On the basis of the non-formal intercultural education postulates, she analyses three examples of educational initiatives (directed to children, teenagers and adults), which included creative activity (literary, artistic, photographic, etc.).

12

Uwarunkowania kreatywnej działalności inżyniera budowlanego

88%

Godycki-Ćwirko T.

Inżynieria i Budownictwo

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2008

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tom R. 64, nr 8

427-431

PL

Postęp w budownictwie, jak też jego jakość, jest wynikiem kreatywnej działalności człowieka. Z kolei efektywność tej działalności, jak też związane z tym uznanie społeczne zależy od wielu uwarunkowań. Te uwarunkowania omówiono i skomentowano.

EN

Progress in the building as well as its quality are a result of creative activity of the human. The efficiency of this activity as well as public acknowledgment connected with it are depending on many conditioning which were discussed and commented in the paper.

13

ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ПЕДАГОГА ДО РЕАЛІЗАЦІЇ ІННОВАЦІЙНОЇ ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ

75%

Палагута І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 3(47)

422-427

XX

The problems of future teacher’s preparation for the innovation activity are examined. The essence of the idea of «innovation pedagogical activity» is determined. The factors which influence on the development of innovation processes on the modern stage are described. The maintenance of structural elements of future teacher’s innovation pedagogical activity is settled. The basic stages of preparing for the innovation activity are selected. The functional components of future teacher’s innovation activity, which help him to plan his work better, to realize innovations of the pedagogical process, also to correct and estimate results of his innovation activity are described. Five categories of the teachers are characterized, their attitude toward the realization of innovation technologies to the pedagogical process are described. The future teacher’s aspiration to self-recognizing, self-determination and grasping the idea of his spiritual world, own actions, a role and a place in his professional activity, creative attitude to himself in the process of active influence at outer and internal world, aspiring to the exposure and development of his personal possibilities is explained. The role of creative situation in the process of future teacher’s training, the claim of which is possible only in default of internal barriers to creative displays, the organizing of future teacher’s creative work of subconsciousness, searching of new relations, the development of imagination and fantasy, the development of professional sensitiveness, searching of sense in creative activity is described and characterized. The meaning of such directions of future teacher’s development qualities, such as emotional thinking, formulating new types of communication and communicative abilities, the development of internal abilities of a dialogue is generalized. The main conditions of the establishment of innovation technologies into the teacher’s work are characterized. The establishment of innovation technologies into the future teacher’s pedagogical activity, which gives him an opportunity to master the material better, reduces time on the decision of standard tasks, stimulates the positive attitude to the training disciplines, rises the level of informational culture and creates the conditions for the complete future teacher’s opening as a personality is determined.

14

ПРОБЛЕМА ТВОРЧОГО ПОТЕНЦІАЛУ ОСОБИСТОСТІ В НАУКОВО-ПЕДАГОГІЧНІЙ СПАДЩИНІ

75%

Ємчик О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

nr 5(49)

116-125

EN

The article is dedicated to the problem of interpretation of personality’s creative potential in the context of its investigation in the scientific pedagogical heritage. The article presents the results of the research of major approaches to the definition of the essence of personality’s creative potential in scientific literature. The correlation between creative potential and such concepts as «personality», «creativity», and «creative personality» has been characterized. Philosophical, psychological and pedagogical approaches to the definition of a personality and creativity in the context of creative potential formation have been described in the article. The interrelation between these approaches has been defined by means of the concept of «creative personality», which was stated as a personality capable of implementing own creative potential with the help of creative activity. It has been found out in the process of the research that the definition of essence of the potential is complicated by the varied system of interrelated characteristics: knowledge, skills, activity, creative abilities, motives, etc. In consequence of scientific sources analysis major statements, which determine the concept of «creative potential», have been distinguished and their interconnection has been defined. Creativity and motivation as an orientation towards creative activity has been determined as a psychological basis for personality’s creative potential, and creative potential has been defined as a precondition for creative activity. On the basis of the analysis of scientific approaches to the definition of the concept «creative potential of a personality» it has been specified as an integrated system trait of a personality, which includes knowledge, skills, and psychic qualities of a personality. Among them creativity, motivation, orientation towards creative activity are the basic ones. These qualities, if they are highly developed and interconnected, stimulate a person to the active professional and creative change of an individual and to the change of the environment. The definition of the creative potential gives the possibilities for further justification of its structure and for the development of a set of active forms and methods of its formation. Prospects for further research in the context of the problem is the justification of the structure of the creative potential of an individual, and determining the set of active forms and methods of its formation.

15

Wykorzystanie metody aktywnego słuchania w rozwijaniu aktywności twórczej dzieci w wieku przedszkolnym

75%

PĘKALA A.

Edukacja-Technika-Informatyka

|

2017

|

tom 8

|

nr 4

135-140

PL

Jedną z form aktywności muzycznej realizowaną w pracy z dziećmi w wieku przedszkolnym jest słuchanie muzyki. Pełne uczestnictwo w percepcji wymaga specjalnego przygotowania. Dzięki metodzie Batii Strauss poznanie utworu muzycznego staje się dla młodego, niedoświadczonego słuchacza nie tylko łatwiejsze w odbiorze, ale przede wszystkim rozwija jego aktywność twórczą.

EN

Listening to music is one of forms of music activity implemented in work with kindergarten-age children. Complete participation in perception requires special preparation. Thanks to Batti Strauss method getting to know a piece of music for a young inexperienced listener becomes not only easier in reception but above all develops his creative activity.

16

Rozwijanie twórczej aktywności uczniów na lekcjach techniki

75%

DŁUGOSZ A.

Edukacja-Technika-Informatyka

|

2013

|

tom 4

|

nr 1

71-76

PL

Rozwijanie twórczej aktywności uczniów jest koniecznością współczesnych czasów. Rozwój ten w dużej mierze uzależniony jest od sposobu pracy nauczyciela. Aby rozwijać twórczą aktywność, nauczyciel powinien proponować uczniom różnorodne zadania techniczne, wymagające początkowo naśladownictwa, kierowane bieżącym instruktażem, po zadania wymagające samodzielności i twórczości.

EN

Developing creative activity of students is a necessity of modern times. The development of students’ creative activity largely depends on how the teacher. To develop creative activity the teacher should offer students a variety of technical tasks requiring first aid, targeting the current instruction, the tasks requiring self-reliance and creativity.

17

Pragmatystyczne modelowanie procesu wytworzenia u studentów aktywności twórczej w działalności inżynierskiej

75%

Varnavskih E. , Wajs E.

Zeszyty Naukowe Politechniki Świętokrzyskiej. Budownictwo

|

2003

|

tom Z. 43

397-401

PL

Artykuł poświęcony jest problematyce wytworzenia wśród studentów aktywności twórczej (AT). Dla efektywnej realizacji wychowania aktywności twórczej (AT) u studentów zaproponowano zbudować pragmatystyczne modele wychowania AT na podstawie podania na wynalazczość lub efektywny model. Na ich podstawę składa się, zaaprobowane przez nas w praktyce pedagogicznej, jądro pragmatystycznego modelu wychowania AT u studenta, które cechuje się blokowo-modulową strukturą. Jest ona werbalnie opisywana modułami z umownymi nazwami: "cel", "nazwa", "kod", "analog", "słuszność", "rysunek", "efekt", "formuła". Ich utworzenie przeprowadzono z pomocą autorskiego doświadczenia pracy pedagogicznej i wynalazczej, uprzednio działającego prawa patentowego. Moduły ukazują algorytm powstawania nowego technicznego rozwiązania: idea, opracowanie rozwiązania, realizacja. Praca z tymi modułami jest różniczkowalna w zależności: od osobowości studenta, jego przygotowania do rozwiązania zadań inżynieryjnych: od wiedzy danej dziedziny twórczości technicznej i komunikatywności.

EN

This paper is dedicate problem of formation of creative activity among students group, through make pragmatically model, as well on base on inventive activity or effective model, included sphere description individuality of person.

18

Rozwijanie twórczej aktywności uczniów

75%

DŁUGOSZ A.

Edukacja-Technika-Informatyka

|

2011

|

tom 2

|

nr 1

73-81

PL

W ostatnich latach nastąpił rozwój metod i technik stymulowania twórczego myślenia. Rozwój twórczej aktywności uczniów w duŜej mierze uzaleŜniony jest od twórczych nauczycieli i od metod, jakie stosują, aby pobudzać twórczość uczniów. W artykule zasygnalizowane zostały tylko niektóre wątki twórczości, aktywności twórczej i jej rozwijania.

EN

In recent years there has been development of methods and techniques to stimulate creative thinking. Developing students creative activity largely depends on creative teachers and the methods they use to stimulate students creativity. This article has been signaled by some threads of creativity, creative activity and its development.

19

Twórczość jako droga do pokoju

75%

Piejka A.

Studia z Teorii Wychowania

|

2015

|

nr 3 (12)

79-94

PL

Niniejsze rozważania ukierunkowane są przede wszystkim na ukazanie powiązań pomiędzy twórczością i pokojem. Są to w moim przekonaniu bardzo ważne zagadnienia pedagogiczne, przede wszystkim dlatego, iż podważają słuszność szeroko rozpowszechnionych poglądów, zgodnie z którymi kwestie wojny i pokoju znajdują się poza możliwościami wpływu zwykłego człowieka. Tymczasem, zgodnie z prezentowanymi w tekście koncepcjami (Montessori, Rowid), każda jednostka powinna być świadoma swojej indywidualnej mocy sprawczej w budowaniu pokojowego ładu w otaczającym ją świecie. Wytworzenie właściwych postaw i zaszczepienie człowiekowi poczucia odpowiedzialności w tym zakresie to jedne z najważniejszych zadań edukacji.

EN

The aim of these deliberations is primarily to show the relations between creativity and peace. In my opinion, these pedagogic issues are very important, especially because they challenge the commonly held views that an ordinary man in the street cannot have any influence on the issues of war and peace. In accordance with the concepts presented in the text (Montessori, Rowid), each person should be aware of their individual causative power in the creation of peaceful order in the surrounding world. The development of proper attitudes and instilling in a human the sense of responsibility in this regard are among the most significant educational tasks.

20

Kilka cierpkich uwag o teatrze w edukacji wczesnoszkolnej, ale i poszukiwanie rozwiązań rzeczywistej aktywności nacechowanej twórczo

75%

Krasoń K.

Problemy Wczesnej Edukacji

|

2013

|

tom 9

|

nr 1(20)

17-26

EN

The article indicates the actual state of education through theatre in Polish schools, hinting at unsettling occurrences and erroneous conduct by the teacher. It also undertakes an initial attempt to capture the model of a theatre based on kinetic activities, inspired by children’s situations and the problems which occur in their lives.