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Akademia jako źródło wiedzy oraz przestrzeń kształcenia i wychowania

100%
Wenta K.
Pedagogika Szkoły Wyższej
|
2011
|
issue 1
91-109
EN
Universities, academies and higher professional schools have a rich history of hundreds of years. The opinion that the European universities have the primary significance in science and education envelopment on the higher level seem to be untrue and arouse critics among scientist from the Far and Middle East. These universities and academies up to the middle of the 20th century and also nowadays have been distinguished, many of them have significant achievements in the theoretical and applied research. The growth of financial expenses connected with creating unique scientific and research laboratories is the reason for appointing national and international scientific and research centers in that regions.Higher schools educate over 1.5 million students in different majors and specializations at not a comparable level. Among the most esteemed in respect of scientific research and educational level are the American and English universities. The behavioral influence of universities on their students is also very variable. Academic campus system, the proper selection of candidates before and during studies usually brings expected results in social and cultural development of the students.
2
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Od teorii do technologii i twórczości w pedagogice pracy

100%
Wenta K.
Edukacja Ustawiczna Dorosłych
|
2013
|
issue 1(80)
43-53
EN
In the context of the discussion on the work pedagogy on the occasion of its forty-year anniversary, the author considered the condition of pedagogical sciences, especially of work pedagogy, in the context of the changing situation in diversified school in the globalization era. The essential issue are the processes of education and training with self-education and self-training of students and adults which have a deep cognitive and utilitarian sense.
PL
W opracowanym temacie kluczowym pojęciem jest pedagogika pracy dostrzega-na w jej rozwoju w odmiennych uwarunkowaniach społeczno-ustrojowych w Polskiej Rzeczypospolitej Ludowej (w latach 1970–1989) oraz w Rzeczypospolitej Polskiej (w latach 1990–2012). Z drugiej jednak strony przedmiotem rozważań są także spra-wy dotyczące technologii kształcenia i technologii informacyjnej, jak również psy-chopedagogicznej twórczości, które na ogół pełnią funkcje katalizatorów progresu dla szeroko rozumianego wychowania dla pracy i poprzez pracę. Chodzi zwłaszcza o edukację zawodową, korespondującą z potrzebami rynku pracy, który coraz częściej staje się nieprzyjazny dla absolwentów różnych szkół i form edukacji równoległej oraz osób poszukujących pracy.
3
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Aplikacje teorii chaosu w rozważaniach nad edukacją jako drogą do szczęścia

100%
Wenta K.
Podstawy Edukacji
|
2015
|
vol. 8
35-47
EN
The issue of luck in education is entangled in the strands of contradictions that can not be solved by linearity. Applications of chaos theory in a discussion on education as a path to happiness reveal some aspects of using qualitative analyzes. Therefore, aiming to overcome neopositivism and linearity in the testing procedures need to be continued and extended in the educational research related to the theory of chaos.
PL
Problematyka szczęścia w edukacji uwikłana jest w sploty sprzeczności, których nie daje się rozwiązać przy pomocy liniowości. Aplikacje teorii chaosu w rozważaniach nad edukacją jako drogą do szczęścia ujawniają tylko niektóre aspekty przy zastosowaniu analiz jakościowych. Dlatego zmierzając do przezwyciężenia neopozytywizmu i liniowości w procedurach badawczych, zachodzi potrzeba kontynuacji i rozszerzenia badań pedagogicznych związanych z teorią chaosu.
4
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Fractality of trust among general educators and methodologists teaching educational subjects

100%
Wenta K.
The New Educational Review
|
2015
|
vol. 39
73-83
EN
The issue of public trust in research and teaching arouses varied interest and is involved in multiple strands of conflict and environmental conditions. As theorists and academic teachers, general educators teaching an educational subject, e.g. for trainee teachers, often tend to have limited trust among methodologists, who are also the teachers of this subject. Fractality of limited mutual trust generally situates itself on many substantive levels and corresponds to the technology of education, which is revealed in the so-called reliability and geometry of trust concerning the evaluation of the quality of education.
5
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The Academic E-Teacher in E-Learning

100%
Wenta K.
The New Educational Review
|
2013
|
vol. 32
335-344
EN
Issues concerning the e-university teacher in the context of e-learning as an implemented from-method of education are solved on the basis of literature and quality environmental research. Theoretical analysis covers a range of media pedagogy and academic pedeutology and quality research the students of postgraduate and extra-mural studies participated in. Developed research material revealed that there are two perspectives ahead of academic e-teacher: 1) intensive preparation for e-learning implementation, especially in extra-mural and postgraduate studies; 2) satisfying students’ various educational needs with the use of traditional and multimedia forms-methods for their preparation for LLL. We should also predict that the robot of a university teacher assistant in the future will become competition in the higher education market.
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