Wyniki wyszukiwania - Biblioteka Nauki

1

A Multicultural Family. Positive Aspects and Difficulties

100%

Sigva R. M.

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tom 65

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nr 10: Nauki o rodzinie - English Online Version

17-39

EN

The phenomenon of being intercultural or multicultural is a demographic reality resulting from globalization, talent flow, forced migration, and family reunification. Multiculturalism is slowly occurring even in countries that have not historically been receiving a large number of immigrants, such as Poland. The author describes our multicultural families in the aspect of positive sides and disadvantages.

2

Conscience collective et autoconscience dans l’enseignement / apprentissage du français langue seconde et de scolarisation : quand l’interculturel et le plurilinguisme sont en jeu

100%

Auger N.

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nr 1

35-51

EN

This article explores the issue of the collective consciousness and self-consciousness in teaching and learning foreign languages. A review of the literature on the current issues of interculturality and plurilingualism in relation to the notions of consciousness and self-consciousness is first detailed. The issue raised allows us to question the impact of this consideration in terms of the consequences of this work on class dynamics. In fact, can the awareness and self-awareness of learners regarding intercultural and plurilingual practices exist outside of a co-construction with other learners, with the teacher? The research methodology is based on an analysis of interactions in the language class which brings into play these intercultural and plurilingual approaches (resulting from the LISTIAC and FLSCAN projects). It reports significant results on the co-construction of consciousness and emerging self-consciousness in the language class about the singular universals of languages and cultures. The discussion shows the value of a collective, and no longer purely personal understanding (for the learner) of consciousness and self-awareness of these plurilingual and cultural experiences.

3

GLOTTODYDAKTYCZNE OBSZARY BADAŃ NAD KOMPETENCJĄ MIĘDZYKULTUROWĄ

89%

Róg T.

Neofilolog

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2016

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nr 47/2

133-152

EN

As globalisation promotes cross-cultural approaches to foreign language education, the article scrutinises research on intercultural competence conducted in the field of glottodidactics. It aims at offering a possibly most comprehensive outline of our state-of-the-art knowledge of interculturality in teaching foreign languages. The following parts of the present article will look at pre- and in-service teachers, teaching materials, lesson planning, new technologies, and the age of learners, all with a view to indicating the achievements and challenges of teaching intercultural competence as an element of foreign language education.

4

Interkulturelles Lernen als Schlüsselqualifikation im Zeitalter der Globalisierung im Kontext des Deutschunterrichts in Georgien

89%

Loladze N.

Glottodidactica

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2009

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tom 35

151-161

EN

In the age of globalisation, foreign language classes play an especially important part. Considering the inextricable link between the study of language and of culture, in foreign language classes not only aim language structure, but also aim language culture must be taught. The need for intercultural learning must be recognised also in the German as a foreign language classes in Georgia and this approach must show up in the formation of teachers as well as in the new books on German as a foreign language in Georgia.

5

La interculturalidad del español: corrección y adecuación de saludos y direcciones en la evaluación de profesores nativos

88%

Ainciburu M. C. , Velasco D. R.

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2021

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tom 48

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nr 2

19-31

EN

This research aims to investigate the presence in textbooks of varied material in terms of geolectal equivalents and its perception by teachers of Spanish as a foreign language. In order to examine potential differences in their approach, a pedagogical framework-based task was designed to study a corpus of 100 ELE teachers’ evaluations (50 from Colombia and 50 from Spain) and examine their consciousness and dissimilarities regarding pragmatic correctness when expressing addresses and greeting headings in electronic messages. The results show that native teachers tend to consider as correct the stimuli of peninsular Spanish or of their own variety, while those representing different geolectal variations of Spanish tend to score very low, even being considered as inter or intralinguistic error.

6

HYPOSTASES INTERLINGUISTIQUES DANS LA SOCIÉTÉ ROUMAINE ACTUELLE

88%

HOBJILĂ A.

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2011

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tom 3

213-235

EN

In the present article, interculturality - which implies the existence of variation, recognition/ acceptance and cultivation of this variation - is associated with interlinguism. My analysis proposes the presentation of interculturalism and interlinguism as realities which involve other particular relations: culturalisation – intraculturalisation – interculturalisation and their consequences in the usage of the linguistic elements in certain contexts. While particularizing these aspects, I will consider, on the one hand, certain linguistic hypostases in the Romanian mass-media as reflections of interculturalism and, on the other hand, certain arguments that the latest A Dictionary of Romanian Orthography, Orthoepy and Morphology (DOOM, 2005) provides for the inclusion in the Romanian language of the lexical units which characterize other cultures. In this way I underline the features of interlinguistic reality located – in practice – between the culture and vehicle of communication.

7

Dyplomacja kulturalna Unii Europejskiej a idea międzykulturowości

88%

Ryniejska-Kiełdanowicz M. , Ratajczak M.

Przegląd Zachodni

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2019

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nr 2 (371)

109-124

EN

The aim of the article is to answer the following questions: what is cultural diplomacy? What tools and instruments does it use? And eventually, whether the EU adopts a cultural diplomacy strategy and what role the issues of cross-cultural communication serve in it? Milton C. Cummings defines cultural diplomacy as “the exchange of ideas, information, values, systems, traditions, beliefs, and other aspects of culture, with the intention of fostering mutual understanding”. We assume that the cultural diplomacy of the European Union is an important element of shaping the relations between the EU and the rest of the world, so it serves a role in creating the EU image and in fulfilling its political interests. Our research hypothesis is: cultural diplomacy is an instrument for reconstruction of the European Community and may play a part in creating a bridge connecting the EU with the world. The research methods used in this article consisted primarily in collection and observation of facts, which was based on the analysis of sources: official EU documents: declarations, communications, reports, or parliamentary debates. Other useful sources were expert opinions, reports of institutions and of companies which carried out communication activities on behalf of the European Commission and the Committee of Regions.

8

‘Pure and Mixed’ in East India: Gerasim Lebedev’s Intercultural Enthusiasms

75%

Chakrabarti G.

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tom 17: Crossing over “on the Birds’ Wings”: South Asian Literature in Local and Global Contexts

115-132

EN

This article attempts to delineate and plot the contours of the intercultural contributions of Gerasim Lebedev in a linguistic-cultural domain totally alien to him, in early-colonial Calcutta. It also seeks to contextualise the intense polysemy between ‘microcosmic’ personal and literary journeys and the ‘cosmopolitan’ acculturation that came with Lebedev’s socio-cultural background and travels. Though, as will be seen in the essay, Lebedev’s pathbreaking maverick effort was largely a shot in the dark, his achievement is seen, in almost the entire theatrical fraternity in West Bengal and Bangladesh, in terms that can be described as larger than life. The essay will seek to understand the extent to which Lebedev’s personal and professional choices reflected deep cross-cultural sympathies, thus making him an enthusiast with a difference.

9

Das interkulturelle Potenzial von Karikaturen im DaF-Unterricht

75%

Utri R.

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nr 2

35-47

DE

Pictures/caricatures – as a part of culture are characteristic for a society (nation). In the process where different cultures get in touch pictures may play a role in teaching a foreign language. Introduction into an intercultural topic, intensive discussion – there are many possibilities for a teacher to show his/her students the life in a German-speaking country in its various facets. Caricatures can combine politics, society, religion, culture and sense of humour with an enrichment of the language used in classroom – at the same time supporting the development of the intercultural competence of the students.

10

Jak badać literaturę emigracyjną?

75%

Sumbor J.

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tom 5

p. 497-511

EN

Między językami, kulturami, literaturami. Polska literatura emigracyjna w Berlinie i Sztokholmie po roku 1981 is a collective volume with the focus on the activity of writers with Polish cultural roots in Berlin and Stockholm within the past thirty years. The authors of the papers discuss the conditions of origin of migrant literature, address terminological and methodological issues, and provide interpretations of selected works. The status of émigrés as such is presented as changeable, dependent on a given historical-cultural context. The emergent issues at the cultural and language level, as well as the themes which are tightly connected to the experience of emigration or to the memories of the historic 20th century events are often addressed by the authors in a linguistically creative way.

11

Why is Translation Relevant Today: Ideas for Future Translators

75%

Klimkowski K.

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tom 1

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nr 1

39-48

EN

Cultural, educational and professional frameworks recognised by our civilization have been formulated as texts. Translation is the only method allowing for their global dissemination. Religions, literatures, learning theories and organizational cultures are products of translation. Yet, the relevance of translation is not only a matter of the past. It is argued in this article that translation is relevant today. In its educational aspect, translation can help realize that language differences are a resource in text comprehension and meaning making. Professional benefits of translating include language fluency that is more than a technical skill: it enables recognising nuances of meaning and sense, allowing for realistic language use. It can be a core advantage for specialists in creative industry, for industry analysts and for lots of other professionals engaging in cross-cultural interactions. Finally, being a translator one has a transversal competence of service provision.

12

Strategie radzenia sobie ze stresem, poczucie odczuwanego stresu i ocena ryzyka depresji w grupie studentów „Uniwersytetu Pogranicza”

63%

Konaszewski K. , Kwadrans Ł. , Muszyńska J. , Skalski-Bednarz S. B. , Surzykiewicz J.

Edukacja Międzykulturowa

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2023

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tom 21

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nr 2

147-160

PL

Celem badań była analiza związków między strategiami radzenia sobie a odczuwanym stresem i oceną ryzyka depresji w grupie studentów na pograniczu polsko-czeskim. W badaniu wzięło udział 173 studentów cieszyńskiego Wydziału Sztuki i Nauk o Edukacji Uniwersytetu Śląskiego w Katowicach. Uczestnicy wypełnili Skalę Poczucia Odczuwanego Stresu, Skalę Oceny Ryzyka Depresji Kutchera dla Młodzieży oraz Wielowymiarowy Inwentarz do Pomiaru Radzenia Sobie ze Stresem. Analiza korelacji wykazała, że strategie określane jako adaptacyjne (na przykład aktywne radzenie sobie, pozytywne przewartościowanie i rozwój) są negatywnie związane z odczuwanym stresem i nasileniem objawów depresji. Natomiast strategie, które możemy określić jako nieadaptacyjne (na przykład zaprzestanie działań, zaprzeczanie) prezentowały przeciwstawne (to jest dodatnie) efekty związków z postrzeganiem stresu i depresyjnością. W świetle uzyskanych danych wydaje się, że prezentowany przez jednostki repertuar metod radzenia sobie ze stresem może znajdować swoje odzwierciedlenie w postrzeganiu sytuacji jako obciążające oraz w ocenie ryzyka depresji. Tym samym przyszłe interwencje psychopedagogiczne powinny koncentrować się na budowaniu zasobów osobistych poprzez kształtowanie adaptacyjnych (i minimalizowanie tych nieadaptacyjnych) strategii radzenia sobie w celu poprawy zdrowia psychicznego wśród studentów pogranicza.

EN

The purpose of this study was to analyze the relationship between coping strategies, perceived stress and depression risk assessment in a group of students in the Polish-Czech borderland. 173 students from the University of Silesia participated in the study. The participants completed the Perceived Stress Scale, the Kutcher Adolescent Depression Scale and the Multidimensional Inventory for Measuring Coping with Stress. The correlation analysis showed that strategies described as adaptive (e.g., active coping, positive reappraisal and development) are negatively related to the perceived stress and severity of depressive symptoms. In contrast, strategies that can be described as non-adaptive (e.g., disengagement, denial) presented opposite (i.e., positive) relationship effects with the perceived stress and depressiveness. In the light of the obtained data, it seems that the repertoire of coping methods presented by individuals to deal with stress may be reflected in their perception of situations as aggravating and in their assessment of the risk of depression. Thus, future psychopedagogical interventions should focus on building personal resources by shaping adaptive (and minimizing those nonadaptive) coping strategies to improve mental health among borderland students.

13

Rodziny międzykulturowe – szanse i zagrożenia ich funkcjonowania

63%

Sigva R. M.

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tom 65

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nr 10: Nauki o rodzinie

17-38

EN

The phenomenon of interculturality/multiculturality it is a demographic reality as a result of globalization, talent flow, forced migration, and family reunification. Multiculturalism is slowly occurring even in countries that have not historically been receiving a large number of immigrants, such as Poland. The author describes the multicultural families in the aspect of positives and disadvantages.

PL

Zjawisko międzykulturowości jest wynikiem globalizacji, przepływu talentów, przymusowej migracji i łączenia rodzin. Międzykulturowość staje się domeną wielu współczesnych rodzin w Polsce. Autorka w niniejszym artykule opisuje zarówno pozytywne, jak i negatywne aspekty funkcjonowania takich rodzin.

14

Badanie treści (między)kulturowych podręcznika Razem po polsku z wykorzystaniem autorskiej matrycy analitycznej

63%

Wawrzeń M.

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

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2024

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tom 31

91-102

EN

The materials and teaching aids available on the market for teaching Polish as a foreign language more and more often include the category of interculturality. The aim of this article is to check whether the course book Razem po polsku, which is the implementation of the task-based learning, is conducive to the development of intercultural communicative competence in teaching Polish as a foreign language. The author’s analysis grid has become a tool for examining the presence of components of intercultural communicative competence in accordance with Michael Byram’s model and the forms of tasks related to the methods and techniques of intercultural training. Based on the above-mentioned theoretical models, I will present a detailed analysis of the (inter)cultural content of the course book in order to answer the research questions: Does the course book Razem po polsku contain elements of intercultural learning? Is working with a course book conducive to the development of intercultural communicative competence? What tasks and exercises enable the introduction of areas of intercultural learning?

PL

Dostępne na rynku materiały i pomoce dydaktyczne do nauczania polszczyzny coraz częściej uwzględniają kategorię międzykulturowości. Celem tego artykułu jest sprawdzenie, czy podręcznik Razem po polsku, stanowiący realizację zadaniowej koncepcji metodycznej, sprzyja rozwijaniu międzykulturowej kompetencji komunikacyjnej (intercultural communicative competence) w nauczaniu języka polskiego jako obcego. Autorska siatka analizy stała się narzędziem umożliwiającym zbadanie obecności komponentów międzykulturowej kompetencji komunikacyjnej zgodnych z modelem Michaela Byrama oraz form zadań odnoszących się do metod i technik treningu międzykulturowego. Bazując na wspomnianych modelach teoretycznych, przedstawię szczegółową analizę treści (między)kulturowych podręcznika, by odpowiedzieć na pytania badawcze: Czy podręcznik Razem po polsku zawiera elementy nauczania międzykulturowego? Czy praca z podręcznikiem sprzyja rozwojowi międzykulturowej kompetencji komunikacyjnej? Jakie zadania i ćwiczenia umożliwiają wprowadzania obszarów nauczania międzykulturowego?

15

Sprache – Kultur – Idiokultur – Interkulturalität. Anmerkungen zur Begriffsunterscheidung

63%

Utri R.

Annales Neophilologiarum

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2009

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nr 3

73-86

EN

There are different defi nition of language. F. Grucza shows that the ontological meaning of language is not the function or the utterances, but the language – “idiolect” – that every human being has got in his brain. Therefore language is knowledge and the ability to make use of it. In this article it is shown that there is a similar case with the term culture. As language is a part of culture, every human being has his/her “idioculture”. This is, apart from the language, the behaviour, experiences and attitude of a person. From this point of view the term interculturality has to be analysed in a different way, namely as a possible process. The author speaks about the (inter)cultural potential of culture and art products – learning from another culture is not an automatic process, but has to be conducted by a teacher who knows how to make use of the (inter)cultural potential.

PL

W literaturze znajdziemy różne defi nicje języka. F. Grucza pokazuje, że ontologiczne znaczenie języka nie jest ani funkcją, ani wyrażeniem, tylko „idiolektem”, który każdy ma w swoim mózgu. Język więc jest wiedzą i umiejętnością posługiwania się tą wiedzą. W artykule pokazywano, że podobno można patrzeć na wyraz „kultura”. Kulturą jest, poza językiem, zachowanie, doświadczenie i poglądy każdej osoby – jej „idiokultura”. Z tego punktu widzenia interkulturowość musi być analizowana inaczej, mianowicie jako proces. Autor mówi o (inter)kulturowym potencjale produktów kultury i sztuki – uczenie się od innej kultury nie jest procesem automatycznym, ale powinno być prowadzone przez nauczyciela, który wie, jak wykorzystać ten (inter)kulturowy potencjał.

16

Rola nauczyciela w edukacji wielokulturowej i międzykulturowej na Ukrainie i w Polsce

63%

ANDRUSZKIEWICZ F. , CHYŻNA O.

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tom 9

|

nr 4

354-359

PL

W opracowaniu podjęto próbę ukazania roli edukacji i jej wpływu na procesy zachodzące w wielokulturowym i międzykulturowym środowisku. Zwrócono szczególną uwagę na wymagania stawiane nauczycielom, gdyż realizacja celów edukacji międzykulturowej w Polsce i na Ukrainie w dużej mierze zależy od profesjonalizmu nauczycieli, który łączy w sobie cechy nauczyciela i psychologa, kulturologa, pedagoga, menedżera edukacji, wychowawcy, koordynatora. Zadanie to jest niezwykle trudne, ponieważ do osiągnięcia tego celu niezbędni są doskonali specjaliści-nauczyciele, a co za tym idzie – ich kształcenie, a w szczególności tworzenie profesjonalnych i osobistych cech przyszłego nauczyciela z zachowaniem wymagań wielokulturowego rynku pracy.

EN

The paper attempts to show the role of education and its impact on the processes taking place in a multicultural and intercultural environment. Particular attention has been paid to the requirements for teachers, since the implementation of intercultural education objectives in Poland and Ukraine depends to a large extent on the professionalism of teachers, which combines the qualities of a teacher and psychologist, cultural scientist, educator, education manager, educator and coordinator. This task is extremely difficult, because to achieve this goal, excellent teacher specialists are needed, and thus their education, and in particular the creation of professional and personal features of the future teacher, while maintaining the requirements of the multicultural labor market.

17

Intersektionelle Filmanalyse in der fremdsprachigen Kulturdidaktik am Beispiel des MigrantInnenbildes in ausgewählten Culture-Clash-Komödien

63%

Lis T. , Janachowska-Budych M.

Glottodidactica

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2019

|

tom 46

|

nr 1

39-53

DE

The aim of the following paper is to discuss the image of migrants presented inselected culture-clash comedies, and its didactical contribution to transcultural learning. The intersectional analysis of three film sequences conducted in the framework of university classes (seminars and workshops) on intercultural communication is described as a starting point for discussion and reflection upon the stereotyped, and popularised images of migrants as people with specific qualities and skills, certain social backgrounds, and typical patterns of behaviour. The critical analysis of such images supports transcultural learning, which is understood, among others, as bringing aspects of the development of individual as well as collective identities into question, and acknowledging heterogeneity and diversity as cultural and social enrichment.

18

Continuity and change. Education in the local environment – around the needs and expectations

63%

Szczurek-Boruta A.

Studia Pedagogiczne

|

2014

|

tom LXVII

19

Medkulturnost v romanu Maje Haderlap Engel des Vergessens / Angel pozabe in strategija prevoda v slovenščino

63%

Borovnik S. , Cieślar J.

|

2016

|

tom 7

|

nr 1

303-315/316-326

SI

Leta 2011 je pri nemški založbi Wallstein izšel roman koroške Slovenke Maje Haderlap, ki je vzbudil veliko pozornost. Roman je prvič nekaj posebnega zato, ker pripoveduje doslej manj znano in tudi pogosto zamolčano zgodbo o trpljenju koroških Slovencev v času druge svetovne vo‑ jne. To zgodbo oživlja pisateljica na osnovi pripovedi svoje babice in drugih sorodnikov, ki so bili med vojno deportirani v nacistična taborišča, ker so jih osumili sodelovanja s partizani. Drugič je roman poseben, ker izpostavlja žensko vojno zgodbo, ki je navadno v zgodovinskih priročnikih marginalizirana. Tretja posebnost romana pa se izraža v dejstvu, da ga je napisala Slovenka v nemškem jeziku. Pisateljica je to utemeljevala s pojasnilom, da ji je nemščina ponujala emo‑ cionalno distanco ter da je snov, ki je bila v nemško govorečem prostoru premalo poznana, želela čim bolj približati avstrijskim oz. nemškim bralcem. V romanu je na osnovi avtobiografskih prvin spregovorila o diskriminaciji Slovencev, pa tudi o zaničevanju in zanikovanju slovenskega jezika. Kljub temu je pisatelj Florjan Lipuš v svojem delu Poizvedovanje za imenom (2013) njen roman v nemščini označil kot jezikovno in nacionalno odpadništvo. Menil je, da bi morali slovenščino na umetniški ravni negovati zlasti tisti, ki so nadarjeni in sposobni, ter da pomeni pisanje litera‑ ture v slovenščini ohranjanje tega jezika pred izginotjem. Njegova kritika jezikovnega prestopa Maje Haderlap v nemščino je zelo ostra tudi zato, ker to ni edini primer pri pisateljih mlajše oz. srednje generacije koroških Slovencev. Roman Maje Haderlap pa je v slovenščino prevedel Štefan Vevar, tudi sam doma s Koroškega. To je še posebno pomembno zato, ker je prevajalec s svojim inovativnim prevodom pokazal ne le na vlogo slovenskega jezika v tem nemško pisanem romanu, temveč je v svoj prevod dodajal še elemente koroškega narečja, ki je bilo prva materinščina tako avtorice romana same kakor tudi njenih literarnih likov. S temi prevajalskimi rešitvami je Vevar ohranjal jezikovno dvoravninskost izvirnika, pokazal pa je tudi na to, da je ta nemško pisani roman tudi slovenski. Avtorica romana pa sodi med pisatelje z dvojno, medkulturno zaznamovano identiteto.

EN

In 2011, the publication house Wallstein published the novel by the Carinthian Slovene Au‑ thor, Maja Haderlap, which attracted a lot of attention. Firstly, the novel is special because it tells a somewhat unknown and oftentimes concealed tale about the agony of the Carinthian Slovenes during the Second World War. This narrative is being revived by the author on the basis of her grandmother’s narration and other relatives, who were deported to Nazi concentration camps during the war because they were suspected of collaboration with the partisans. Secondly, this novel is special because of its emphasis on a woman’s war story which is usually marginalized in historical accounts. The third peculiarity of this novel is demonstrated by the fact that the novel was written by a female Slovene author in the German language. The author substantiated her writing on the rationale that the German language offered her the emotional distance and that she wanted to draw from the subject, which was not well ‑recognized in the German ‑speaking environ‑ ment, being nearer to Austrian rather than German readers. On the basis of the autobiographical elements, she has spoken about the discrimination of the Slovenes and also about the disdain and disavowal of the Slovene language. Nevertheless, the writer, Florjan Lipuš, has labeled her novel as linguistic and national heresy in his work Enquiry for the Name (Poizvedovanje za imenom, 2013). He thought that the Slovene language on the artistic level should be taken care of by those that are gifted and creative and that writing literature in the Slovene language means its preserva‑ tion. His critique of Maja Haderlap’s linguistic crossing into German is also very harsh because this is not the only such case of writers of the younger or middle ‑aged generation of Carinthian Slovenians writing in German. Maja Haderlap’s novel was translated into Slovene by Štefan Vevar, who is himself of Carinthian origin. This is especially important because the translator has demonstrated not only the role of the Slovene language in this novel but also has included in his innovative translation some elements of the Carinthian dialect, which is the mother tongue of the author and her literary characters. With these translation solutions, Vevar preserved the original’s linguistic duality and also demonstrated that this novel, which was written in German, is also Slovene. However, the author of this novel belongs to the group of writers with a double, interculturally designated identity.

20

O pedagogicznej strategii Floriana Znanieckiego likwidowania antagonizmów międzykulturowych dla cywilizacji przyszłości

51%

Witkowski L.

Edukacja Międzykulturowa

|

2022

|

tom 18

|

nr 3

19-32

PL

Autor przybliża rozpoznaną przez siebie strategię pedagogiczną F. Znanieckiego, ważną dla pedagogiki międzykulturowej, wysłowioną przez filozoficznie myślącego socjologa dopiero w roku 1929. Chodzi o kontrowersyjną ideę pedagogiczną, traktowaną jako warunek przezwyciężania antagonizmów międzykulturowych w trybie nowej jakości wspomagania podmiotowego rozwoju dzieci i innego niż zwykle w wychowaniu. Wiąże się to z jednoczesnym wskazaniem na wagę krytycznego wychowawczo odnoszenia się kondycji kulturowej ludzi dorosłych, wymagającej naprawiania przez ludzi mądrych. W tekście wykorzystano nowe lektury pism klasyka socjologii, choć inaczej czytanego, niż to ukazują jego obiegowe wykładnie filozoficzne, pedagogiczne i socjologiczne. Pełniej wątek ten jest omawiany i udokumentowany w książce autora pt. Uroszczenia i transaktualność w humanistyce. Florian Znaniecki: dziedzictwo idei i jego pęknięcia (2022, Kraków: Impuls). Kluczowym pedagogicznie postulatem Znanieckiego – ważnym międzykulturowo – jest sugestia konieczności przejścia od wychowania dzieci w trybie socjalizacji wewnątrzgrupowej do wspomagania ich samokształcenia otwartego na rozpoznawanie własnych pasji, na różnorodność kulturową i stymulującego zdolność do korzystania ze spotkania z innością, w uznaniu naturalności zróżnicowania, choć bez antagonizmów. Zarazem wychowanie ma w tym podejściu paradoksalnie dotyczyć głównie ludzi dorosłych, z korektą ich uroszczeń, w tym przeciw absolutyzacji ich własnych agresywnych przesądzeń, przejmowanych pod wpływem socjalizacyjnych dychotomizacji. Zostaje podjęta próba oceny tak zarysowanej międzykulturowej strategii pedagogicznej, która od samego początku nie spotkała się z uznaniem pedagogów, ani nie doczekała się należytej oceny. Strategia Znanieckiego zostaje zderzona głównie z podejściem R. Rorty’ego, J. Habermasa, a także M. Bubera, H. Gadamera, A. Maslowa oraz M. Kundery. Autor wskazuje na tropy zasadności wpisywania postawy T. Lewowickiego w nie dość dobrze rozpoznane dążenia samego F. Znanieckiego, w ślad za rozważaniami w Księdze Jubileuszowej dedykowanej temu pierwszemu na jego 80-lecie.

EN

The author presents the pedagogical strategy of F. Znaniecki, discovered by himself, which ramains important for intercultural pedagogy, and which was expressed by the philosophically thinking sociologist only in 1929. It is a controversial pedagogical idea, treated as a condition for overcoming intercultural antagonisms in the mode of a new quality of support for subjective development of children and different than usual in upbringing. This is connected with the simultaneous indication of the importance of educationally critical attitude towards the cultural condition of adults, which requires correction by wise people. The text uses new readings of the writings of the classic sociology, although read differently than shown by its common philosophical, pedagogical and sociological interpretations. This thread is more fully discussed and documented in the author’s book, entitled “Claims and transactuality in the humanities. Florian Znaniecki: the legacy of ideas and its cracks”. Znaniecki’s key pedagogical postulate, important interculturally, is the suggestion of the need to move from raising children in the mode of intra-group socialization to supporting their self-education open to recognizing their own passions, to cultural diversity and stimulating the ability to use the encounter with otherness, in recognition of the naturalness of diversity, in recognition of the naturalness of differentiation, albeit without antagonisms. At the same time, education (bringing-up) in this approach is paradoxically to concern mainly adults, with the correction of their claims, including against the absolutization of their own aggressive prejudices, taken over under the influence of socialization dichotomizations. An attempt is made to evaluate the intercultural pedagogical strategy outlined in this way, which from the very beginning has not met with the sufficient recognition of pedagogy, nor has it been properly evaluated. Znaniecki’s strategy is confronted mainly with the approach of R. Rorty, J. Habermas, as well as M. Buber, H. Gadamer, A. Maslow and M. Kundera. The author points to the traces of the legitimacy of inscribed the attitude of T. Lewowicki in the not sufficiently well recognized aspirations of F. Znaniecki himself, following the reflections in the Jubilee Book dedicated to the former for his 80th anniversary.