Wyniki wyszukiwania - Biblioteka Nauki

1

Pedagogy and Health Promotion

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Svedbom J.

Journal of Physical Education & Health - Social Perspective

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2012

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tom 1

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nr 1

53-60

XX

The purpose of this paper is to explore and analyze three aspects of the relationship between general pedagogy and Health education. Two different doctoral dissertations on Health education, claimed to be written from different scientific positions (hermeneutic and positivistic), were analyzed from science--philosophical, knowledge-theoretical and methodological points of view. The analysis showed that none of the dissertations contained any deeper discussion on science-philosophical or knowledge-theoretical issues and that both of the dissertations were written mainly in the hermeneutic tradition. The reason for this is probably that Health education, especially promotive Health education, handles divergent questions that seldom, or never, can be handled with positivistic methods. One consequence of this is that the results of research on promotive Health education rarely, or never, are normative and can tell how to teach about health in a specific educational situation. Instead the results can be used as a background for didactic reflection whey planning and realizing Health education initiatives. Another consequence is that the present trend with demand for evidence based Health education, can be questioned! Because promotive Health education is so heavily loaded with divergent questions, and because pedagogical research, according to Habermas, has an emancipatory or critical “knowledge interest”. Research can explain what is going on in one situation but not predict what will happen in a similar, but other situation! Therefore this paper argues that the idea of evidence based, promotive health education is hard, or impossible, to realize.

2

USING LAMS TO FACILITATE A ‘PEDAGOGY-FIRST’ APPROACH TO TEACHING LEARNING DESIGN

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Bower M.

Teaching English with Technology

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2009

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tom 9

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nr 3

42-52

EN

This paper recounts a critical classroom experience that occurred when teaching technology-based learning design to trainee teachers, and discusses the implications of the incident for teaching and learning. Observations are drawn from the subject “EDUC261 – Information and Communication Technologies and Education”, which is an optional second year course available to trainee primary and secondary teachers at Macquarie University. On the basis of the observations it is conjectured that adopting a ‘pedagogy-first’ approach to learning design allows teachers to more easily select appropriate technologies from a suite of learning tools (such as LAMS) and sequence them more sensibly than when a ‘technology first’ approach is adopted. Furthermore, it is contended that by considering the nexus between pedagogy and technologies under the pedagogy-first approach, students are better able to appreciate relationship between educational principles and their implementation. Other implications of the approach are discussed and possible extensions are proposed.

3

Education value added

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Łączek M.

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

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2012

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nr 2(9)

229-232

EN

Education value added is a concept which has its roots in economics, and, nowadays, is also connected with students' achievement evaluation. It counterbalances the traditional arithmetic mean, which, as Dolata [2007: 5] writes, for the first time, probably “appeared in the mid 70s as a critical continuation of the idea of school accountability.” It means “an increase of the value of goods as a result of the manufacturing process” [Lisiecka, 2006: 3]; in the educational environment, therefore, education value added will be a tool of education policy [Dolata, 2007] indicating students' gain in knowledge resulting from a particular educational process, as a consequence of which it will “measure students' progress made in a specified research period” [Lisiecka, 2006: 3]. It provides information about the effectiveness of the educational process “to a large extent freed from the influence of factors being beyond the school control” [Dolata, 2006: 10] although we cannot forget that education contents may have “common features determined by a training program and individual characteristics, personality derivatives, experience, personal knowledge and original cognitive patterns created by the student” [Niemierko, 2006: 20].

4

The Role of Pedagogy in Peace Research

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Piejka A.

Organon

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2015

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tom 47

83-95

EN

The article consists of two parts. The first part presents the most important stages of scientific discipline shaping defined nowadays as peace research. In the second part, the focus is on the specificity of pedagogic thinking about peace, in order to illustrate its consonance with the trends developing in peace research, for several decades, and to emphasize the sense of education as one of the ways to create and strengthen peace. According to that perspective every human being, and not only political decision makers, should feel responsible for the existence of the peaceful ordering of the world.

5

Janua lingvarum: Changes and Development of a Textbook

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Steiner M.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2007

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tom 20-21

177-182

EN

Isaac Habrecht’s publication of the Hybernian Janua differs only slightly from the original text published in Salamanca. Comenius’s transformation of Habrecht’s text is on the other hand radical, both in the composition of the chosen vocabulary, and especially in concept and composition. It is a completely new text which uses its model only as an inspiration. Comenius himself is the author of another great transformation. He reorganised its 100 chapters and 1,000 sentences according to a reconsidered structure of the material discussed. In doing so he largely expanded the text, so the second version is over twice the original extension. Even stylistically, it is more complicated; simple sentences no longer predominate, being replaced by complex sentences in longer paragraphs. We also know several adaptations of Comenius’s Janua by other authors. Their common feature is again an increase in the vocabulary, for the most part in conflict with Comenius’s original requirements for the simplicity and accessibility of a text book intended for beginners. In his system of textbooks, Comenius later included Janua as the second level, preceding it with the Vestibulum.

6

Tropy fenomenologii Husserla w „pedagogice drugiego stopnia” rozumianej jako hermeneutyka pedagogiki paradygmatycznej. Dwie racjonalności Roberta Kwaśnicy czytane w perspektywie Medytacji kartezjańskich Edmunda Husserla

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Ryk A.

Kwartalnik Pedagogiczny

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2015

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nr 2(236)

318-326

EN

The article presents the possibility of building a second-degree pedagogy based on the phenomenological-hermeneutic thinking. The main problems analysed are: the hermeneutic paradigm of pedagogy, cognition, cognitive conditions of knowledge and the identities of philosophy and pedagogy. The phenomenology of Edmund Husserl revealed new possibilities and gave creative impulses for philosophy and other disciplines, including education, showing their interaction relationships and the need for reformulation of their identities.

7

A Pioneer of Italian Sports Pedagogy and Philosophy

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Isidori E. , Kosiewicz J.

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nr 1

61-73

8

Die Schulen der Brüderunität in Böhmen und Mähren als Objekt adliger Studieninteressen in der Zeit vor der Schlacht am Weißen Berg

100%

Holý M.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2010

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tom 24

43-71

EN

This paper is an attempt, on the basis of an analysis of different kinds of sources (diplomatic, personal, literary and so on), to comprehend the role of the Bohemian Brethren schools in the upbringing and education of the upper classes of the Kingdom of Bohemia and the Margravate of Moravia and, to a lesser extent, of the foreign nobility. After a general introduction, in which the author establishes the growing interest of domestic aristocracy about this denominationally specific type of school in Bohemia and Moravia in the context of the inner development of the Brethren schools, he tracks specific educational institutes of the Unitas Fratrum for which there are records of students from the aristocracy during the sixteenth and first decade of the seventeenth century. Other issues are also dealt with: the content of the study in the schools, the reasons for the choice of a specific school, the composition in terms of the nationality, language, society and confession of the noble pupils, and so on. Last but not least, the study aims to answer the question of how the education of the domestic nobility in the schools of the Unitas Fratrum contributed towards their denominational orientation. In the conclusion of the contribution the author points out some possibilities for further research into this issue.

9

Vives and Comenius – Reformers of European Education: Background and Parallels

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Mištinová A.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2007

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tom 20-21

153-165

EN

Vives and Comenius had a significant influence on European thought and education. They set off from very similar starting points and arrived at kindred teachings. Both tried to reform society and both saw the best way to do so in upbringing and education conceived so as to benefit and bring harmony to individuals as well as to humankind as a whole. Their writings – on philosophy, pedagogy, ethics and the ‘universal reform of human affairs’ – appeared in numerous editions and were translated into many languages. The fact that Comenius was familiar with the work of the Spanish Humanist philosopher is evident in the references and citations he makes – particularly in Physicae synopsis, Didactica magna and Methodus lingvarum novissima – to J. L. Vives’ De tradendis disciplinis and Introductio ad sapientiam. A lifelong endeavour to bring about reform is apparent in the work of both learned men. They shared an interest in fostering peace and analysing the causes that bring about violence and war so as to prevent them – all in close relation to ethical and religious questions. Ethical issues and moral education are omnipresent in their work. As regards pedagogical reform, Vives opened new horizons thanks to the psychological foundations of his educational methods and Comenius produced an integrated, highly detailed framework for upbringing and education. He worked out a unified and exhaustive system comprising the subject matter to be taught, the organisation of instruction, schools and teaching methods and procedures. Both reformers emphasised the comprehensive and complex nature of education, which was to be adapted to the age of the student and his or her level of competence. The thought and teachings of both scholars rely on an empirical-rational approach. Vives – a prominent anti-scholastic humanist – stresses the strength of reason and rationality in education, criticising scholastic instruction with its mindless memorising. Comenius does the same, ascribing great significance to joining the sensory experience of things and events with a knowledge of their underpinnings. Both agreed on the need for a direct knowledge of real things on the basis of a student‘s own experience in which reason relies on its perceptions of those things – thus, they both took a stand against verbalism and scholasticism. Truth and certainty in knowledge depend upon the testimony of the senses. Instruction should take the form of illustration and demonstration, not verbal transmission. Educating young people should not entail teaching them words, phrases or assertions, but opening up their comprehensive faculties toward understanding things. The principle of illustration is the basis of knowledge for Vives as it is for Comenius; it is a teaching method, an approach which ensures the comprehensibility and permanence of education. For both reformers, languages – including the mother tongue – are tools for learning about the world, in the service of the real (reales) disciplines which deal with things (res). Vives and Comenius shared foundations, principles and stances with regard to epistemological and educational considerations as well as how they conceive of the world, basic human values, ideas on upbringing and education and principally as regards their efforts to bring about reform.

10

Eksperymentalne uczenie wychowania

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Stępkowski D.

Kwartalnik Pedagogiczny

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2016

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nr 2(240)

30-43

EN

In the teaching of future and present educators, an ability to experiment plays a significant though little appreciated role. Even Immanuel Kant already drew attention to an experimental character of modern education. Contemporary educators, like never before, have to be taught how to educate via experiments. The text consists of three parts. In the first one, the author focuses on a relation between pedagogy and experiments. In the second one, Johann Herbart’s views on practical training of education teachers are reconstructed. Simultaneously, there are some references to his experience from the period he was a director of The Didactic Institute and The Pedagogical Seminary in Königsberg. Finally, in the third part, there are put questions for people responsible for an academic education of future pedagogues. The programme of innovative pedagogical education, suggested by Teresa Hejnicka-Bezwińska, is mentioned as well.

11

Juan Luis Vives and Jan Amos Comenius: Inspiration in Pedagogy, Affinity in Peace Efforts

100%

Beneš J.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2007

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tom 20-21

167-175

EN

The Spanish humanist J. L. Vives (1492–1540) is the author of more than fifty writings of philosophical, historical, juridical, educational and theological orientation. Comenius (1592–1670) a century later demonstrated consciously and in a creative way a connection with many concepts in Vives’ work. We find the following points of contact concerning the reform of education and language learning: • Education is the task not only of the parents but also of society; at the very least, society should take care of schools and ensure the high-quality preparation of teachers; • Both devote an unusual attention to pre-school education; • The requirement of equality of opportunity for both sexes derives from the need to cultivate society as a whole, and thus is a political requirement; • The principle of auto-practice in teaching; • The linking of language and practical education, the parallelism of words and things; • Reflections on a universal language; • An identical theologically justified definition of human nature. The attempt to improve the state of society and the maintainence of peace was common to both. Their opinions of the value of peace, of the origins and consequences of its violation are very close; however, the direct influence of Vives on Comenius is in this case difficult to assume. The relationship can rather be explained by common biblical starting points and similar personal experiences of war. Comenius’ negative position vis-à-vis violence of every kind reached its strongest expression in the incomplete working text of Clamores Eliae (Elijah’s Outcries). Identically with Vives and Christian tradition, he sees the cause of wars in the fact that man has distanced himself and betrayed his nature and his mission, and tries to place himself on a level with God. Both regard pride and arrogance as a source of much evil. Vives and Comenius, each in his own way, gather many arguments to show that war is unfitting, not only in its material aspect but primarily from the moral and Christian point of view. For them, peace does not mean the mere laying aside of weapons; the condition of inner peace is the reconciliation of man with himself and with God. Through their emphasis on ethics both thinkers go beyond the vague pacifism of the humanists. They know that only the wise man can be a peaceful person. They agree in the definition of education as care for the soul, whose functioning rids man of roughness and wildness and lets him become truly human. In this way the circle is closed that links the need for education with the striving for the establishment of peaceful relations, pedagogy with politics.

12

From Montaigne to Comenius: Philosophical and Pedagogical Issues at the Dawn of Modern Thought

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Llinas Begon J. L.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2007

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tom 20-21

133-151

EN

The aim of this article is to establish a relationship between the philosophical and pedagogical ideas of Montaigne and Comenius in the context of the origins of modern thought. The article is divided into six parts. The first part is about Montaigne, who criticises the pedantry and schools of his time. Schools cannot educate men such as the great men of the past because they have lost the understanding that the most important aim of education is to inform judgment and understanding, To form sages and not only savants, Montaigne proposes an education based on three main axes. First, the comprehensive education of both the body and the mind; second, the rationalisation of the educational process; third, experience and history as resources to achieve this. The purpose is to form a man with a developed sense of judgment who knows how well to live and well to die. For this reason, we must pay attention to men and things, and not only to books and words. The second part is about Comenius. The final objective of education is to partake of divine beatitude to the extent that in knowing the world, we will find reflected in it the image of God. Comenius also criticizes the schools of his time. His purpose is to create schools based in nature, that is, in the work of God. The third part is about the differences between Montaigne and Comenius. For Montaigne education should be individual and private; for Comenius, all should be educated together in a school. For Montaigne, the result of education is the happiness of man in his terrestrial life; for Comenius, it is eternal life. In the former the misery of man stands out; in the latter, his dignity. To sum up, they are separated by their different concepts of religion. The fourth part aims to fill the gap between Montaigne and Comenius and focuses on the role of education in works by Pierre Charron, Tommaso Campanella, Francis Bacon, Johann Heinrich Alsted and Wolfgang Ratke. Comenius follows the similar route as these authors. He defends experience and scientific knowledge; the focus on things; the use of reason to guide our life; the need to reform the educational system and the language learning; the integration of manual arts into the system of knowledge; and, finally, the unity of knowledge. The fifth part is again a comparison between Montaigne and Comenius. They coincide in two aspects. The first is the vindication of things over words. They propose an open attitude towards the world, in opposition to a sad, fruitless and painful education. Experience plays a fundamental role, since things can only be learned by doing them. For both authors, nature is a guide. The other common aspect is self-reformation. For Comenius, education implies three degrees: self-knowledge, self-control, and an inclination towards God. Montaigne coincides at least with self-knowledge and self-control. Comenian wisdom is based on piety, on the fact that God is a model of perfection. For Montaigne, instead, man with his own abilities has to establish a criterion of goodness. Both authors, beyond their coincidences and differences, belong to one of the currents of modern thought that hopes to integrate man into the cosmos, that does not see the world as estranged from the self, that does not split body and soul. In a way, both authors are separated from the Cartesian current, which disassociates the human being in the interest of the mathematising nature. The last part continues with a comparison, but in the area of language teaching. For both authors, language is a tool for reason. Montaigne does not work on a method of teaching, but shares with Comenius the necessity for words to be linked with comprehension and judgement. Both authors represent two moments in the early era of modern thinking and share one of the basic ways of criticizing the excess of verbalization, and defending the idea that man is a being in the world. According to Montaigne, the defence of reason and human experience is to open one’s attitude towards the world and to have an education focusing on the formation and freedom of judgement. This implies a systematization of education starting from the natural order. Comenius comes closer to the scientific spirit of modernity; Montaigne to the independence of human action.

13

NARZĘDZIA PROCESU BOLOŃSKIEGO W OPINIACH STUDENTÓW POMORSKICH UCZELNI

100%

Nowakowska H. , Pietkiewicz I.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2016

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nr 1

55-74

EN

For more than ten years, the European direction of higher education transformation is outlined by the Bologna Process. The main purpose of the research was to find out about students’ opinions concerning fulfilling of the Process’ guidelines. In order to carry out the research, an auditorium questionnaire method was chosen. Thanks to the given research sample, it was possible to have a representative group of students varying in terms of universities (Polish Naval Academy (AMW), Medical University of Gdańsk (GUMED)), specificity of studies (full-time, extramural), degree (BA, MA), department (nursing, midwifery, national security, internal domestic security, pedagogy). A total number of respondents was 598. An obtained research material constitutes a source of information helping to asset students’ readiness and openness towards the proposed system transformations. Among the following instruments of the Bologna Process: a multi-staged studies’ mode, ECTS points, a diploma supplement, students’ mobility and the activity of Accreditation Commission, the positive opinions concerned students’ mobility, the activity of Accreditation Commission and multi-staged studies’ mode mostly. According to the statistics, the Polish Naval Academy students formulate opinions that multi-staged studies prolong the process of education and are the source of extra responsibilities (connected with BA writing and defense). GUMED’s students are positive about ECTS points and diploma supplements. Looking at the statistics, women are visibly more positive about students’ mobility and exchange as they allow to get to know and understand different cultures, whereas men put on emphasis on an unclear criteria of giving ECTS points. The obtained research material was analyzed using a statistics package SPSS 20 and a Microsoft Excel 2010 spread sheet.

14

School Theatre after Comenius: Šebestián Macer and the Leszno Plays (1641–1652)

100%

Klosová M.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2013

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tom 27

103-114

EN

The article is devoted to dramas performed at the school in Leszno in the 17th century, especially in the 1640s and 1650s – that is, during the rectorate of Šebestián Macer of Letošice. According to surviving sources, the number of plays produced then, in comparison with the preceding era when Comenius was rector, definitely did not decrease. The tendencies established by Comenius's play Diogenes of 1640 continued in the next period. In the Macer era, first, a number of secular elements (e.g. in the play Hercules monstrorum domitor) were introduced in plays performed on the Leszno stage; secondly, at that time too, factual teaching material was adapted into a play (Macer's dramatisation of Comenius's Janua). That was in harmony with the practice of a number of Polish and Silesian schools at the time, which presented actus oratorii, in principal composed rhetorical productions that in some cases adapted the teaching material.

15

Kryteria i warunki ewaluacji nauczycieli akademickich w świetle arkuszy okresowej oceny na kierunkach pedagogicznych w polskich uniwersytetach

88%

Marszałek K. , Pasikowski S.

Rocznik Pedagogiczny

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2014

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tom 37

53-72

EN

The Bill defines a requirement which are base of the academic teacher periodic evaluation. The question about criteria, conditions, and instrumentality in the evaluation process should be asked. The investigation was conducted based on 32 evaluation sheets used in 22 Polish universities. As a result the characteristics of the sheets and their construction were displayed. The occupied position or the scientific degree of employee determines the disproportion in the scope of assessment conditions. Another results show main domain which are considered during evaluation of teacher activity. A scientific category of university turned out significant for the scope of an attention paid to these domains. The evaluation sheets were arranged in a typology on the base of their characteristics.

16

Úvahy o profesionalitě vzdělavatelů dospělých

88%

Evans L.

Studia paedagogica

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2012

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nr 1

129-147

CS

Liší se vzdělavatelé dospělých od jiných učitelů? A pokud ano, je to jen na základě kontextu jejich práce, resp. kategorie studentů, které vzdělávají, nebo jde o rozdíl podstatnější? Tento článek se těmito otázkami a problémy zabývá v tom smyslu, že se soustředí na profesionalitu vzdělavatelů dospělých a zkoumá míru, do jaké (pokud vůbec) tu můžeme oprávněně hovořit o rozdílu. Jak si všímá Merriamová, andragogika se stala společným opěrným bodem pro ty, kteří se snaží definovat vzdělávání dospělých jako oddělené od ostatních oblastí vzdělávání. Možná již nastal čas, aby lidé, kteří zkoumají, studují i prakticky vykonávají vzdělávání dospělých, začali bourat překážky, jež je tradičně separují od pracovníků v jiných oblastech vyučování a učení.

17

Sport and Ethics of Weak Thought: A New Manifesto for Sport Education

88%

Isidori E. , Maulini C. , López Frías F. J.

Physical Culture and Sport. Studies and Research

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2013

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tom 60

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nr 1

22-29

EN

The so-called “weak thought”, theorized by the Italian postmodernist philosopher Gianni Vattimo (born in 1936), considered one of the most important Italian philosophers, has dismantled the main concepts on which Western philosophy was based (that is, the notion of Truth, God, Reason, an absolute foundation to thought, etc.). This philosophy, which is inspired by Nietzsche’s nihilism, by Heidegger, and by the philosophy of hermeneutics and deconstruction, offers a critical starting point not only to rethink, in a less rigid way, our Western culture, its philosophy, and its problems, but also the ethical principles and educational values that guide human life. Sport - as a human phenomenon and philosophical problem characterized by the presence of values, norms, behaviors, and rules that involves the action of human beings who interact and communicate “in” and “by” the game - can also be read in the light of this emerging philosophical theory. The aim of this study is to demonstrate that weak thought and its fundamental categories can be used and applied from a theoretical point of view in order to interpret and understand sport, deconstructing its meanings and its sociocultural and educational values. Using the critical contribution of weak thought, in this study we will reflect on and rethink in a new way some of the main concepts considered absolute and fundamental to sport’s logical and philosophical structure, such as “winning” and “losing”, “referee” (which embodies the principle of “authority”), “opponent”, “freedom” in the game, “rules”, and respect when one plays. The purpose of this study is to undertake a critical reflection on the limits of the concept of sport proposed by the Western tradition and to lay the foundations for a new model of ethics and education for the sports of the future.

18

Pedagogical and Ethical Content in Polish Young Readers’ Periodicals in the Years 1863–1918

88%

Rogoż M.

Annales Universitatis Paedagogicae Cracoviensis Studia ad Bibliothecarum Scientiam Pertinentia

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2017

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tom 15

221-229

EN

In the nineteenth century, there were systems of universal and free elementary education supervised by state organs. The specificity of the situation of the Polish nation resulted from its functioning in three different systems of education formed by three separate partitioning states (Austria, Prussia and Russia). Individual editors attached great importance to the promotion of certain moral-ethical values willingly referring to Christian ethics. Numerous stories centered on the reckless conduct of young characters, which led to various injuries and accidents and allowed the formulation of an educative punch line. In short stage works, various types of character defects were often stigmatized. Some works of this type adopted the schema of a developmental novel showing the social advancement of the hero, who, as a result of hard work and overcoming various adversities, provided a better life for himself those surrounding him (or her). An important component of education was patriotism and respect for one’s elders. While the editions of individual periodicals in the middle of the nineteenth century approached educational issues in an authoritarian manner, treating education as a necessary interference, the later ones granted the children’s world a specific autonomy, where only the right direction had to be given. Individual editors collaborated with renowned educators, e.g. Adolf Dygasiński, Henryk Wernic or Teresa Jadwiga Papi. It was thanks to these people that the magazines for young readers reflected different concepts referring to the pedagogy of the time, based on the discoveries of Positivist and Modernist science and philosophy. Also, information related to the real situation of education in Polish territory was included

19

[Rec.:] Pedagogiczna inspiracja w nauczaniu Jana Pawła II, red. Marian Nowak, Cezary Kalita, Instytut Pedagogiki Państwowej Wyższej Szkoły Zawodowej im. Papieża Jana Pawła II, Biała Podlaska 2005, 486 s.

88%

Kowalik M.

Religious and Sacred Poetry: An International Quarterly of Religion, Culture and Education

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2014

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nr 1(5)

249-258

20

Pedagogy – from common knowledge towards the synergy of experience, reflection and scientific knowledge

88%

Lewowicki T.

Nauka

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2007

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nr 4

EN

The article presents a history of pedagogy initially as the area of philosophical reflection, then emerging more clearly as a separate branch of knowledge, and eventually an independent discipline embracing extensive and diverse scope of problems. The leading themes are the changes in the understanding of pedagogy and the ways cultivated in it. The problems of modern pedagogy and the condition of Polish pedagogical environments have been outlined. Also, the emphasis is laid on social obligation of pedagogical discipline and its links with educational practice.