Wyniki wyszukiwania - Biblioteka Nauki

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Zespół Samokształceniowy i Samopomocy Koleżeńskiej pod patronatem Komitetu Nauk Pedagogicznych PAN – pięciolecie działalności z perspektywy kategorii refleksyjności

100%

Bochno E. , Kopaczyńska I.

Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN

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2014

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tom 2

EN

In the text, we try to present the value and specificity of Self-Education and Peer Self-Help Group operating under the auspices of the Committee of the Academy of Pedagogical Sciences from the perspective of the category of reflexivity.

2

Personal traits of first-year students of technical specialties

80%

BALASHOVA S.

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tom 5

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nr 1

474-475

EN

The characteristic of the main personal qualities of the first-year student is given. The concept of an internality is defined and considered. Recommendations about carrying out correctional work are offered.

3

Bidual Spaces and Reflexivity of Real Normed Spaces

80%

Narita K. , Endou N. , Shidama Y.

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nr 4

303-311

EN

In this article, we considered bidual spaces and reflexivity of real normed spaces. At first we proved some corollaries applying Hahn-Banach theorem and showed related theorems. In the second section, we proved the norm of dual spaces and defined the natural mapping, from real normed spaces to bidual spaces. We also proved some properties of this mapping. Next, we defined real normed space of R, real number spaces as real normed spaces and proved related theorems. We can regard linear functionals as linear operators by this definition. Accordingly we proved Uniform Boundedness Theorem for linear functionals using the theorem (5) from [21]. Finally, we defined reflexivity of real normed spaces and proved some theorems about isomorphism of linear operators. Using them, we proved some properties about reflexivity. These formalizations are based on [19], [20], [8] and [1].

4

Znaczenie pozycji wewnętrznej badacza w badaniach narracji osób należących do grupy mniejszościowej

80%

Bandel J.

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tom 56

163-188

EN

Insider research, i.e. research that the researcher conducts on a population, community, or identity group of which he or she is himself or herself a member, has been gaining popularity in psychological research in recent years. A subject of lively debate in the literature is the importance of the researcher’s characteristics shared with the research participant: life experiences, specific aspects of identity, traits, skills, or attitudes. This article summarises current knowledge on insider research and draws attention to the importance of analysing the psychologist researcher’s insider and outsider status. The article begins with an outline of the history of consideration of the importance of the researcher’s status in the social sciences and four main strategies for researchers to approach their insider status: minimizing and maximizing its importance, incorporating their experiences into the research material, and using them at different stages of the research process. Then, using the example of the author’s research project, it is shown how the last strategy can be applied during narrative research in planning the study, recruiting participants, conducting interviews, and analysing the data. The final part of the text is a consideration of the ethical dilemmas surrounding the conduct of insider research.

5

Rodzicielstwo do-it-yourself, czyli refleksyjność współczesnego rodzicielstwa

80%

Marciniak-Budecka D.

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2014

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tom 24

131-150

EN

In a contemporary family, which is described by sociologists as a post-family or a heterogenic post-modern family, the focus is placed on social, economic or political changes. Thus, an extraordinarily important question arises about contemporary parenthood which, paradoxically, is not a unique concept. Fulfilling the role of a parent is an essential piece of life’s cycle, which is affected by many factors, inter alia, the conviction about the importance of a parental role, a degree of identification with the role and content of motivation of family cohabitation, and patterns of child-rearing as well. Taking into consideration the issues raised by A. Giddens, we can wonder if relying on other individual elements of one’s experience such as labor or intimate life will also entail changes in parenthood. The question is in which direction the change goes. Does parenthood slowly become a reflexive project like other parts of our life? What are the symptoms of such a directed change? The article presents selected theoretical threads and the results of the author’s own research.

6

O čem se nemluví: Příspěvek k problematice sexuality terénního výzkumníka

80%

Fatková G.

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nr 1

36-48

EN

The essential attribute of socio-cultural anthropology and ethnography – fieldwork – is a process that interferes in the intimate lives of the population under observation, and that of the researcher as well. This study reconceptualises the issue of sexuality and gender, as they are for the individual the primary characteristic which determines a researcher’s position in field. The article highlights the discrepancy between the way fieldwork techniques are taught, and the real practice of fieldwork. One solution could entail relaxing methodological formalism, which may be in practice unachievable, and the removal of the taboo surrounding the whole issue. Different strategies for dealing with the researchers’ own sexuality and gender in the field, and their accompanying adaptation to the situation, are considered. Attention is paid to the issue of sexual violence in fieldwork.

7

A quasinilpotent operator with reflexive commutant

80%

Zając M.

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1996

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tom 118

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nr 3

277-283

EN

An example of a nonzero quasinilpotent operator with reflexive commutant is presented.

8

Rank-one perturbation of Toeplitz operators and reflexivity

80%

Kliś-Garlicka K.

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2012

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tom Vol. 32, no. 3

505-509

EN

It was shown that rank-one perturbation of the space of Toeplitz operators preserves 2-hyperreflexivity.

9

Operators preserving ideals in C*-algebras

80%

S. Shul'Man V.

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nr 1

67-72

EN

The aim of this paper is to prove that derivations of a C*-algebra A can be characterized in the space of all linear continuous operators T : A → A by the conditions T(1) = 0, T(L∩R) ⊂ L + R for any closed left ideal L and right ideal R. As a corollary we get an extension of the result of Kadison [5] on local derivations in W*-algebras. Stronger results of this kind are proved under some additional conditions on the cohomologies of A.

10

The professional is personal, the personal is professional? Towards re-conceptualising professionalism: a scientific and personal dialogue

70%

Rothe A. , Del Negro G. , West L.

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tom 22

231-246

EN

In this paper, two new and one established researcher (from Germany, Italy, and the UK) dialogue about researching professional biographies in education. The authors seek to build on a personal and scientific conversation to illuminate the critical and reflexive epistemological potential of particular perspectives in challenging the constraints of neoliberal discourses in education. The doctoral studies of the new researchers illuminate the limited conceptualisations of professionalism, shaped by dominant discourses pervading higher, adult and early childhood education. The two new authors explore similarities and differences in their work, including research questions, theoretical frameworks, methodologies, empirical data and interpretation. Biographical interviews and co-operative inquiry are used to collect stories about professional identity and ways of knowing. A common finding is that professionalism encompasses deeply personal dimensions in what is a complex conscious and unconscious, cognitive and emotional dynamic. Professionals can feel subjected to external standards and disempowered by constant audit and they must negotiate who they are within these parameters. The exploration of the interplay of past and present spheres of uncertainty fundamentally challenges technocratic and instrumentalist discourses and illuminates the diverse ways of knowing implicated in being a good enough creative and questioning professional. The authors conclude by arguing for a holistic re-conceptualisation of professionalism, as necessarily both personal and professional; and they conceive ‘reflexive irritation’ to be a site of epistemological struggle in this regard. There is also a discussion on related methodological and ethical issues.

11

The Voice of Society and the Crisis: The Potential and Limits of Reflexivity and Civility

70%

Pérez-Díaz V.

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nr 1(12) The Relational Turn in Sociology: Implications for the Study of Society, Culture, and Persons

277-301

EN

The strategic capacity of human agency to orient itself in a context of growing uncertainty and complexity depends on the degree and quality of its reflexivity and relationality, and of the civic impulse arising from the connection between both. The present article explores this capacity by analysing the results of an opinion survey carried out in May 2016, and by developing an argument about one collective agent: the Spanish citizenry. Spanish citizens send three main messages. First, they opt for a European course and for a range of policies consistent with convergence (and debate) between the traditions of social democracy and conservative liberalism. Second, they are attentive to the task of recreating a political community. Third, they ask for civil forms of doing politics. To send these messages they draw on socio-cultural resources, and forms of reflexivity and relationality. The article addresses society’s relations with the political class and with itself and the cultural resources (economic knowledge, historical narratives) that map these relationships within their global context and their past.

12

Uniformly non-\(l_n^1\) Besicovitch-Orlicz space of almost periodic functions

70%

Morsli M. , Boulahia F.

Commentationes Mathematicae

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2005

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tom 45

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nr 1

EN

We consider uniformly non-\(l_n^1\) almost periodic functions. It is shown that this property is equivalent to the reflexivity of this space.

13

Autorefleksyjność po polsku

60%

Birkholc R.

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nr 119 (Nowa) teoria filmu

182-188

PL

Artykuł jest recenzją książki Pawła Bilińskiego Kinematograf o sobie. Autotematyzm w polskim filmie fabularnym (2021). Autor zwraca uwagę na to, że Biliński skupia się na przypadkach, w których autorefleksyjność manifestuje się w sferze treści, a nie formy filmowej. Jego zdaniem Biliński koncentruje się na innych aspektach zagadnienia niż większość filmoznawców zajmujących się autorefleksyjnością. Kinematograf o sobie… nie jest pracą ani z zakresu teorii kina, ani narratologii, lecz publikacją stricte historycznofilmową. Biliński próbuje nakreślić historię autotematyzmu w kinie polskim i odpowiedzieć na pytanie, po co rodzimi twórcy – nie tylko eksperymentatorzy, ale też reżyserzy filmów rozrywkowych – sięgali po chwyty autorefleksyjne. Autor recenzji omawia konstrukcję książki, wskazując mocne i słabsze strony monografii. Jego zdaniem Kinematograf o sobie… to pozycja, która może usatysfakcjonować w większym stopniu odbiorców zainteresowanych historią kina polskiego niż czytelników zainteresowanych filozoficznymi i narratologicznymi aspektami autorefleksyjności.

EN

The article is a review of Paweł Biliński’s book Kinematograf o sobie. Autotematyzm w polskim filmie fabularnym [Cinema on Itself: Reflexivity in Polish Feature Film] (2021). The reviewer points out that Biliński focuses on situations where reflexivity is manifested in the sphere of content, and not in the sphere of film form; he concentrates on other aspects of the issue than most film scholars interested in reflexivity. Kinematograf o sobie… is neither a dissertation in the field of cinema theory nor narratology; it is strictly a book in film history. Biliński tries to outline the history of Polish reflexivity and to answer the question why Polish filmmakers – not only experimenters, but also directors of entertainment movies – made reflexive films. The reviewer discusses the structure of the book and points out its strengths and weaknesses. In his view, Kinematograf o sobie… is a book that can satisfy readers interested in the history of Polish cinema more than readers fascinated by the philosophical or narrative aspects of reflexivity.

14

Bariery i ograniczenia w refleksyjnym rozwoju nauczycieli wczesnej edukacji

60%

Muchacka B. , Czaja-Chudyba I.

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nr 2

17-32

EN

The idea of reflective development of teachers has been an important issue in education for years, but this slogan remains in the space of wishes and postulates. Researchers most often do not delve into the reasons for the persistent remaining of teachers on safe positions of a non-reflective, instrumental-technical way of experiencing reality. Therefore, the aim of the article will be an analysis of the subjective and external limitations in the process of reflective development of early education teachers. The presented classification of limitations will include subjective barriers (cognitive, emotional-motivational and related to personality) and (related to external factors) cultural, political and environmental barriers, which are linked to the specificity of the educational process. It should be emphasized that the awareness of factors inhibiting or limiting reflective professional development may contribute to a better understanding of the situation of early education teachers, as it is one of the most optimal forms of participation in postmodernity.

PL

Idea refleksyjnego rozwoju nauczycieli od lat jest ważnym zagadnieniem w edukacji, hasło to jednak pozostaje w przestrzeni życzeń i postulatów. Badacze najczęściej nie zagłębiają się w przyczyny uporczywego trwania nauczycieli na bezpiecznych pozycjach bezrefleksyjnego, instrumentalno-technicznego sposobu doświadczania rzeczywistości. Dlatego celem artykułu będzie analiza podmiotowych i zewnętrznych ograniczeń procesu refleksyjnego w rozwoju nauczycieli wczesnej edukacji. Przedstawiona klasyfikacja ograniczeń obejmować będzie bariery podmiotowe (poznawcze, emocjonalno-motywacyjne i osobowościowe) oraz (związane z czynnikami zewnętrznymi) bariery kulturowe, polityczne, środowiskowe i łączące się ze specyfiką procesu edukacji. Należy podkreślić, iż uświadomienie czynników hamujących lub ograniczających refleksyjny rozwój zawodowy może przyczynić się do lepszego zrozumienia sytuacji nauczycieli wczesnej edukacji, gdyż jest on jedną z bardziej optymalnych form współuczestniczenia w ponowoczesności.

15

A Retrospective Introduction to Religious Education: An Interpretive Approach

60%

Jackson R.

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nr 1

149-160

EN

The author takes a retrospective look at his book Religious Education: An Interpretive Approach, first published in 1997, and now available to readers, open access, via the European Wergeland Centre website (http://www.theewc.org/Content/Library/Research-Development/Literature/Introducing-Religious-Education-an-Interpretive-Approach). He tells a personal story of teaching, broadcasting and research, moving from the design of a methodology for studying the religions of minority groups in Britain to identifying the main concepts used for teaching about religions to children and young people in an engaging way, which relates to their own personal and social experience. The article, explains the key concept of representation – looking, for example, at how religions are often represented in ways that play down their internal diversity. Next the concept of interpretation is considered, emphasising the activity through which learners can compare and contrast the use of language by religious believers with their own nearest equivalent language uses, in trying, with sensitivity, to get as close as possible to their meanings. Finally, the process of reflexivity is explained; this gives learners an opportunity for three activities – to re-assess their understanding of their own world view (called edification in the interpretive approach), to make a distanced critique of beliefs and ideas they have studied, and to evaluate the methods that they have been using to learn about the religious meanings of others. Finally the author illustrates how the key concepts from the interpretive approach have been adapted for use in field research studies on teaching and learning about religions.

16

Dispersing the Field as “Reciprocal Healing”: A Response to Mena Mitrano “American Studies as Italian Theory”

60%

Martinez C.

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2017

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tom 10

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nr 1

EN

Carlo MartinezUniversità "Gabriele d'Annunzio," Dispersing the Field as “Reciprocal Healing”: A Response to Mena Mitrano “American Studies as Italian Theory”A Response to Mena Mitrano “American Studies as Italian Theory.” (In the present issue of RIAS). Keywords: reflexivity, American studies as Italian Theory, literary theory, cultural theory, American Studies, the New Americanists

17

Reflexivity in Old English

60%

Pielecha S.

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nr 23/2

53-62

EN

The paper discusses changes that took place in the ways of expressing reflexivity in Old English. The study examines and evaluates the two most common forms conveying reflexivity: the use of personal pronouns and the reflexive pronoun self. The Early Old English personal pronouns were able to convey a reflexive relation, but, probably in order to avoid ambiguity, the personal pronoun began to be accompanied by the pronoun self in sentences rendering a reflexive meaning. The paper also contains an account of self used on its own, which was mostly employed in structures with emphatic meanings. Moreover, the work will adduce an example of an Old English inherently reflexive verb. The data come from the Dictionary of Old English corpus.

18

Reflexivity and the Codification of Legal Ethics. Remarks on the Basis of Paul Ricoeur’s “Little Ethics” Theory

60%

Pieniążek M.

Archiwum Filozofii Prawa i Filozofii Społecznej

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2016

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tom 2(13)

39-50

EN

Codes of legal ethics encounter constant waves of criticism. It is pointed out that their disadvantage is, on the one hand, the excessive casuistry, limiting the possibility of taking independent decisions in cases of ethical and professional conflicts, and, on the other hand, the exaggerated declarative character of perfectionist ethical and professional virtues. The gap between the abovementioned perspectives, easily perceived in such codes, results in a dysfunctionality of professional ethics in the actions undertaken by members of the legal profession. The article, apart from the critical-comparative part, includes a proposal of reading and interpreting the content of the codes in a way that transgresses the above opposition. The theoretical basis of the presented position is provided by the concept of “little ethics” formulated by Paul Ricoeur in his work Oneself as Another. The ethical theory developed by Ricoeur combines the elements of Aristotelian ethics of virtues with Kantian ethics of duty. For this reason, it sets a uniform perspective for opposing elements, namely: subordination to the norm of the code and pursuit of ethical and professional self-improvement by legal professionals. The proposed solution belongs to the “reflexive” paradigm of the lawyer’s professional ethics proposed on the basis of Ricoeur’s onto-ethical theory.

19

Reflexivity in HRM Research

60%

Samul J.

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2020

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nr 1(132)

19-34

EN

Human resource management, a sub–discipline of social science, is concerned with both researching practice and building theory. It encompasses both a scientific (epistemological) and reality–based (ontological) perspective. The field of HRM has become an interesting subject of methodological research because of its scientific maturity. This article is an attempt to discuss the significance of reflexivity in the research process with particular emphasis on HRM research. It is also intended to answer questions such as: What does reflexivity mean? What are reflexivity techniques? How are HRM researchers reflexive? This study is based on a content analysis of the most cited articles in the field of HRM. The findings show that the majority of authors use reflexivity techniques encompassing methods, data interpretation, and results. The direction outlined for the future indicates that more research reflexivity is required.

PL

Zarządzanie zasobami ludzkimi jako subdyscyplina nauk społecznych koncentruje się zarówno na badaniu praktyki, jak i budowaniu teorii. Obejmuje perspektywę naukową (epistemologiczną) i rzeczywistą (ontologiczną). Wydaje się, że badania w obszarze ZZL stały się interesującym przedmiotem badań metodologicznych ze względu na dojrzałość naukową tego obszaru. Celem niniejszego artykułu jest podjęcie dyskusji nad znaczeniem refleksyjności w procesie badawczym, ze szczególnym uwzględnieniem badań w obszarze ZZL, oraz odpowiedź na pytania: Czym jest refleksyjność? Jakie są techniki refleksyjności? W jaki sposób badacze mogą wyrażać refleksyjność? W ramach niniejszych badań dokonano analizy treści najczęściej cytowanych artykułów z dziedziny ZZL. Wyniki badań wskazują, że większość autorów stosuje różne techniki refleksyjności – najczęściej dotyczące interpretacji danych i otrzymanych wyników.

20

WYKORZYSTANIE NARRACJI BIOGRAFICZNYCH W REFLEKSJI NAD KSZTAŁCENIEM NAUCZYCIELI JĘZYKÓW OBCYCH

57%

Wąsikiewicz-Firlej E. , Lankiewicz H.

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nr 44/2

237-249

EN

This paper attempts to contribute to the discussion on the use of biographical narratives in investigating FL teacher careers and bring to light their potential in teacher education, especially in the process of developing teacher identity and reflexivity. Biographical narratives provide indepth insights into individual professional careers which are viewed holistically, in the context the narrator’s life. Focused on the subjective dimensions of professional careers, narratives involve identification and in-terpretation of key events and persons in particular life stories, which stimulate the narrator’s reflexivity and enable them to find connections between episodes and make them meaningful.

PL

This paper attempts to contribute to the discussion on the use of biographical narratives in investigating FL teacher careers and bring to light their potential in teacher education, especially in the process of developing teacher identity and reflexivity. Biographical narratives provide indepth insights into individual professional careers which are viewed holistically, in the context the narrator’s life. Focused on the subjective dimensions of professional careers, narratives involve identification and interpretation of key events and persons in particular life stories, which stimulate the narrator’s reflexivity and enable them to find connections between episodes and make them meaningful.