Kształcenie gimnazjalne – między postulatami a praktyką edukacyjną
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Education in lower secondary schools. The difference between postulates and educational reality Not only is the reform of educational system oriented towards structural changes (e.g. the introduction, implementation of the lower secondary schools) but it also concerns some changes in educational programmes. The old, conventional aim of acquiring as much encyclopaedic knowledge “as brain capacities allow” (Ricover, 1958) has been gradually replaced by attempts to introduce new routes in the education of children, namely: teaching constructive planning skills, and arranging study and its assessment (Biblioteczka reformy, 1999, p.11). The shift concerns mainly the level of lower secondary schools where there is “the stress laid on various learning techniques, analysing new data and creative approach to the new circumstances in the constantly altering world” (Biblioteczka reformy, 1999, p. 84). In the face of new solutions the following question arises, namely: to what extent do those promising attempts find their confirmation in the educational reality? My research tries to answer this question.
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