Search results

1

SOCIALIZATION INTO GENDER AS A FACTOR OF MARGINALIZATION AND DIFFERENTIATION OF EDUCATIONAL POSSIBLITIES (Socjalizacja w plec kulturowa jako czynnik róznicowania mozliwosci edukacyjnych i marginalizacji)

100%

Kluczynska U.

Rocznik Lubuski

|

2008

|

vol. 34

|

issue 1

133-151

EN

Nowadays the concept of gender is analysed more often and more widely. Studies on gender touch upon various aspects which have previously been neglected or trifled. Gender is decoded in relation to as well as through many relationships and phenomena including education. It can be suggested that school reduces gender to its biological aspect or, to be more precise, does not go beyond biological differentiation trifling the social description of differences. Femininity and masculinity in our culture are perceived and defined by a dichotomic division. During their lives individuals realise that this gender binarism is a major feature diversifying people, neglecting other more important factors (e.g., habitus). This category of division makes individuals go through the process of socialisation in a specific way dependent on their gender. During this process an individual is socialized into a given gender; moreover, gender stereotypes become reinforced. School is an institution strengthening gender stereotypes (mainly in a hidden curriculum). This is due mainly to expectations towards abilities and skills connected with gender - girls are expected to be conscientious, to have humanistic abilities and a high level of verbalization. Boys, in turn, are expected to have predispositions to the sciences. Such expectations result in the marginalization of girls/women in subjects, skills and occupations defined as masculine. This phenomenon is a result of two factors: firstly, the mechanism of the internalization of expectations and the diminishing of abilities performed by the girls themselves, and, secondly, the attitude of teachers, who influence and shape their students' educational choices via their expectations and by using gender stereotypes connected with skills and abilities.

2

HERMETIC OR OPEN - POLISH EDUCATIONAL ORGANIZATIONS (Miedzy hermetyzacja a otwarciem polonijnych organizacji oswiatowych)

100%

Bogdan C., Maria K.

Studia Migracyjne - Przegląd Polonijny

|

2010

|

vol. 36

|

issue 3(137)

5-19

EN

The article discusses the problem of the Polish Diaspora's system of education, in the areas where they settled after the 1989 political transformation in Poland. The Polish system of education and its functioning was distinguished in the countries of Western Europe, allowing the development of a Polish minority system of education, even an incentive towards its creation. Meanwhile, the system of education has experienced difficulties in its development, since students during Sunday schools do not receive sufficient knowledge, especially in comparison with school, where they learn every day. For many of them, knowledge on their home country is of relatively little use in their careers, especially since a large amount of information can be obtained via the Internet. Poland is not an attractive country to Western countries in terms of economy and civilization. The fact that the Polish language is difficult to learn and is spoken by a relatively small proportion of Europeans also discourages young Poles in exile to make special effort to acquaint themselves with Polish materials apart from those they receive at school, where they are obliged to attend. Polish schools are thus in danger of becoming hermetically sealed, and symptoms of this are already visible. The situation of Poles in Eastern Europe is quite different. Here, the prestige of the Polish state is completely different. Poland is a country with a higher standard of living in relation to the Polish Diaspora's country of residence, Polish culture and civilization appear to be of a higher standard. Polish minority primary and secondary schools offer the opportunity to take the Polish certificate of secondary education. Attending Polish secondary school opens the door to Polish universities, a very attractive prospect to the Polish minority. In order to get access to the Polish system of education Ukrainians, Belarusians and even Russians also attempt to be educated in Polish minority schools. Hence, the condition of Polish education is positively assessed, despite the fact that the countries where the schools exist do not encourage their development, on the contrary, they intentionally hinder it. Attention is also drawn to the experience of the Polish minority activist, Full Professor Daniel Kadlubiec in Zaolzie, who said in an interview that the transfer of the same rights to a national minority as to the majority was not entirely fair, since in order for a minority to function at the same level in a society, it must be given specific privileges for which there is no social acquiescence.

3

Pension System in Netherlands

100%

Poteraj J.

Polityka Społeczna

|

2008

|

vol. 35

|

issue 4(409)

18-22

EN

The article presents an insight into the old age pension system in The Netherlands. The introduction is followed by four topic paragraphs: the historical development of its pension system, the present situation and challenges and foreseen changes. There, the author's goal was to present both past and present solutions employed by the Dutch pension system, in search for ideas worth consideration in international comparisons. In the summary, the author highlights as a particular Dutch approach the voluntary participation in the huge part of additional subsystems of fully fund scheme and existing of the live cycle saving plan.

4

Reform of Vocational Education as 'Throwing the Baby out with the Bathwater'

100%

Zahorska M.

Polityka Społeczna

|

2007

|

vol. 34

|

issue 10(403)

14-17

EN

In Poland during the communist period of time, vocational education constituted the most developed segment of the educational system. Limiting of the number of vocational schools, in particular, basic vocational schools (ZSZ), took place after 1990, in the transformation period. The period of the education reform of 1999 was particularly disadvantageous for them. Young people tended to select other schools, many ZSZ were liquidated. At present, due to the increased demand for qualified blue collar workers, their attractiveness is growing again. Unfortunately, many essential changes in the curricula of these schools have not been introduced, especially when it comes to the internship conditions, which are of key importance for education of this type.

5

CONTINUITY AND CHANGE IN THE PROFILE OF ZIELONA GÓRA'S CULTURAL INSTITUTIONS

100%

Idzikowski B.

Rocznik Lubuski

|

2007

|

vol. 33

|

issue 1

11-30

EN

The paper discusses the results of the empirical research covering 17 of Zielona Góra's cultural institutions run in the spring of 2007 with a structural interview method. The research revealed the following features of Zielona Góra's cultural institutions: - the institutions of multidiscipline profile dominate; -·the leading disciplines are characterised by continuity and the additional ones by change'; - all of the institutions have a multifunctional character but a varied scope of continuity and change in the implemented functions. The greater dynamics were observed in the group of additional functions; - the list of institutions supervised by the local district and municipal authorities is supplemented by privately managed institutions or institutions run by foundations; - the greatest variety of culture disciplines and social functions included in the institutions' programme profile is represented by the museum, the Zielona Góra Culture Centre, the Regional Centre for Culture Animation, the Zielona Góra University of the Third Age; - the institutions revealing an unidirectional character are: the philharmonic, the Pro Arte Gallery, the Dance School 'Gracja', and two clubs: 'U Ojca' and 'Kawon'. The cultural offer of Zielona Góra's institutions is diversified in terms of the disciplines, topics and audience. The social functions that are implemented break the stereotype of cultural life commercialization.

6

Aktualne wyzwania w pracy wychowawczej z młodzieżą gimnazjalną

100%

Szczęsna A.

Rocznik Lubuski

|

2010

|

vol. 36

|

issue 1

227-243

EN

The article concerns current challenges in educational work with youth from middle schools. Educational challenges on the global level and those related to changes in our country are enumerated in the first part. The second part is the analysis of teachers' opinions on the subject of current challenges connected with working with youth. The article ends with a reflection on the teacher's role in the alternating reality.

7

CULTURES OF MORE AND LESS SUCCESSFUL SCHOOLS (Kultury uspesnejsich a menej uspesnych skol)

100%

Ivan L.

Pedagogický časopis (Journal of Pedagogy)

|

2011

|

vol. 2

|

issue 1

73-91

EN

The study deals with the conceptualization of school culture and outlines the results of research of the school cultures of 34 elementary schools in Slovakia. Some features of school culture, for example the physical environment of the school, tradition, style of management, staff cohesion, symbols and rituals, as seen by different actors of the school, are analysed in relation to the successfulness of the school, that is, the test results in mathematics and Slovak language and the admission rate of elementary school pupils to secondary schools. The results indicate that better school results are linked to the importance of tradition and innovation, socialization and participation, material and technical equipment, social ties and school openness. The study points to the existence of several specific, and partly overlapping, cultures in schools, namely the culture of teachers, pupils and management. The results are discussed with reference to Durkheim's ideas of moral education.

8

Młodzież a przystosowanie się do otoczenia

100%

Olszak-Krzyżanowska B.

Rocznik Lubuski

|

2010

|

vol. 36

|

issue 1

81-93

EN

This work is concerned with the complicated process of building young people's relations with the surrounding world. Analyzing this process, I tried to show possibly many factors influencing adolescents' assimilation and adaptation processes in relation to the living space. These include personality, identity, and orientation. I also present the constructed typology of people who are focused on themselves as well as those who are concentrated on and oriented towards others. During the process of constructing this typology, I took into account the type of personalities, interactions, relations to social norms, life orientation, and the feeling of identity.

9

CROSS-CULTURAL RESEARCH OF COGNITIVE PROCESSES IN A WORK BY MICHAEL COLE (Interkulturni vyzkum poznavacich procesu v dile Michaela Colea)

100%

Seidlova-Malkova G., Bartlova A.

Pedagogický časopis (Journal of Pedagogy)

|

2010

|

vol. 1

|

issue 1

64-84

EN

Based on the work by Michael Cole, one of the most remarkable representatives of American cultural psychology, the paper outlines main topics of the field, specifically in relation to the methodological issues of intercultural studies on cognitive processes. The scientific shifts in the development of M. Cole's views are described, documented by his own research studies. Among the relevant theoretical and methodological issues, the questions of ecological validity of the research are discussed, in which any explanations of cultural developmental differences by specific educational factors are disputable as a result of mutual interdependence of culture, education and cognition. The study also refers to the theoretical background of Cole's approach, as impacted by the European traditions in cultural psychology (represented by L. S. Vygotskij and A. R. Lurija).

10

Dyfuzja wiedzy akademickiej w praktyce zawodowej. Założenia badań

100%

Szumigraj M.

Rocznik Lubuski

|

2010

|

vol. 36

|

issue 1

267-277

EN

The author describes theoretical basics on students' knowledge diffusion and its usage in their careers. The main questions is: Does and how academic knowledge change in current and future careers? The author recalls the most important assumptions about diffusion elaborated by sociologists and anthropologists. He draws a conclusion to own research. The paper consists of four parts. The first one conveys the thesis that academic knowledge transmission can be seen as diffusion. Then there is a debate on understanding diffusion in art. Further on, the author discusses the research, and finally he describes diffusion as a change.

11

Katecheze církve na Moravě v období Rakousko-Uherské monarchie

100%

Hošťálková M.

Studia theologica

|

2008

|

vol. 10

|

issue 2

60-71

EN

The article deals with the history of the catechesis of the Roman Catholic Church in Moravia in the historical context of the Church and of the political, social and cultural transformations of the Czech nation in the period of the Austro-Hungarian Monarchy. The catechesis was aimed at children and young people and realized in the school environment. In the school system the catechesis delivered in the traditional style, coming from the Enlightenment, persisted, according to which religion was looked upon and taught as an aggregate of doctrine which can be learned by heart (such as multiplication tables) and a set of duties towards God and the Church. This concept led to a perception that took deep roots: with the end of the compulsory school attendance the obligatory participation in the divine services and the sacramental life in general ended up as well.

12

Wielość wartości dostrzeganych w filmach przyrodniczych przez studentów

100%

Wiatrowska L.

Rocznik Lubuski

|

2010

|

vol. 36

|

issue 1

173-184

EN

Mass media, as a generally available means of transfer, have the possibility to influence human personality, because of their diverse program themes. Natural scientific films are nowadays really popular to watch. Animal lifestyles are shown in them in a natural way. It is interesting, surprising, intriguing, and shocking. They generate a whole spectrum of values, attitudes or behavior types, which not always have a positive effect on the human psyche. They also evoke emotions which are dysfunctional, like fear, sadness, hatred, or anger. In present days also another type of influence caused by these films has emerged, and that is therapy.

13

CURRICULAR REFORM IN SLOVAKIA IN A COMPARATIVE CONTEXT (Reforma kurikula na Slovensku v komparativnom kontexte)

100%

Kresila J.

Pedagogický časopis (Journal of Pedagogy)

|

2010

|

vol. 1

|

issue 1

102-121

EN

The article offers a comparative view on current curricula in the primary area developed within the whole range of educational reform in both England and Slovakia. If education reform is not viewed as an one-off isolated in time event then in England, the education of which has been regularly revised by the central government since the introduction of the National Curriculum in 1988, serves as an inspiring comparative case study. In addition to that, England is a country in which the responsibility for some aspects of education is traditionally delegated downwards as a result of which the system of education is marked by a high degree of decentralisation. Home education reform activities indicate their conformity with analogous reform initiatives within the European Union. But, if the reform rhetoric is limited to curricular contents update, the reform is doomed to fail in producing desired educational effects, since a syllabus is only a part of a curriculum as a structurally more complex mechanism. The article provides a systematic analysis and qualitative evaluation of the relevant curricular documents from both countries - from the perspective of coherence and ideological integrity of their components. The compared curricula differ in their respective theoretical and philosophical underpinnings and the stages of imple

14

MODELS OF FAMILY AID. A SCHOOL FOR PARENTS - A SOCIAL WORK PROGRAMME IN ACTIVATING FAMILIES UNDER THE SOCIAL CARE OF 'MOPS' IN ZIELONA GÓRA

100%

Borcz H.

Rocznik Lubuski

|

2007

|

vol. 33

|

issue 1

199-207

EN

Family aid is usually fulfilled in two ways - by delivering the goods with the aim of disfunction reduction or its elimination, or by social work with the aim of creating the conditions for self steering. In Zielona Góra there are two models of helping families carried out in various forms. A school for parents is one of the leading programmes.

15

TO LEARN DEMOCRACY. YOUNG PEOPLE PARTAKING IN SCHOOL DEMOCRACY - OPPORTUNITIES TAKEN AND MISSED IN SELECTED SECONDARY SCHOOLS (Polish title - below)

100%

Papior E., Roszkowska M.

Rocznik Lubuski

|

2008

|

vol. 34

|

issue 1

77-90

EN

(Title in Polish - 'Uczyc sie demokracji. Wykorzystane i niewykorzystane szanse udzialu mlodziezy w szkolnej demokracji na przykladzie wybranych szkól srednich'), The article partly presents the results of studies conducted among this year's secondary school graduates from Zielona Góra. The excerpts presented in the article are a part of a wider research project entitled School Youth towards Democracy and Future. The purpose of the inquiries is to determine whether there are differences in experiencing school democracy between the youth from 'exclusive' Zielona Góra secondary schools and their peers from other schools and, if so, to what extent. This 'exclusive character' of schools was arbitrarily defined by the authors based on the state wide ranking of upper secondary schools, conducted on the basis of students' results, which was featured in a January 2007 issue of the 'Rzeczpospolita' newspaper. Two schools that were ranked highest among Zielona Góra upper secondary schools were E. Dembowski Secondary School No. 1 (18th place) and K. Kieslowski Secondary School No. 5 (58th place). In the Lubuskie province these occupy respectively the second and the sixth place, while in Zielona Góra they are two leading schools.

16

THE ROLE OF EDUCATION, SCHOOL AND TEACHERS IN THE PROCESS OF PUPILS (STUDENTS) GROWTH

100%

Kuzma J.

Rocznik Komisji Nauk Pedagogicznych

|

2005

|

issue LVIII

183-194

EN

Civilization is created, lived and developed by science, technology, culture and education. The article is devoted to the debates of conference 'Education - School - Teachers' organized by the Faculty of Education at The Pedagogical University of Cracow and the Comission of Pedagogical Sciences at the Polish Academy of Sciences in 2004. Its participants focused their attention on promoting children development as well as on the place of pedagogy and education in the contemporary typology of sciences. Gradually a new discipline called Theory of Education has been developed. However, a scientific discipline to be focused on school is still lacking. Therefore Scholiology, that is Theory of School is to be created. There is a lack of vision that will support designing of future education. In search of such a vision new interesting theories of society and school, including S. Ramon's theory of learning society and theory of school understood as a learning organisation, as well as changes in school culture and a concept of inter-school additional education for teachers are to be considered. Taking into consideration three possible visions of school development, that is continuation of status quo, rescholarisation and discholarisation, the reform school education is to be based on the first two ways. School needs changes because contemporary young people are different than previous generation both in physical and psychic development, they have different needs, different ways of learning and spending their free time. Therefore it is high time for searching a vision of a new school and teachers' education. One of such visions is Children Development Promoting School. The main aim of education and school is improvement of human quality. Good education cannot exist without a good school, and high quality of school work is guaranteed by good teachers.

17

Gimnazjaliści wobec narkotyków

100%

Lipińska-Lokś J.

Rocznik Lubuski

|

2010

|

vol. 36

|

issue 1

161-171

EN

Social conditions in which we live raise great interest among scientists and in other social spheres. An average individual is bombarded with information. This information evokes emotions-sometimes so immense that it is difficult to deal with them, understand the cause of some facts, and accept their consequences. Many people fail in dealing with the modern world. It seems that those whose conditions of life are very difficult tend to be more exposed to threats. Personality traits are also important. The age of a person is meaningful as well. Young people - adolescents, middle school students - are in a very specific situation. On the one hand, they have the 'chance' to measure their strength themselves in such a difficult period of their development and deal with the consequences of this fact. On the other hand, they have to face difficult and complicated social conditions. Everyday life of young people abounds in risky and threatening situations (violence, Internet threats, early sexual initiation, careless undertaking of risky situations and, finally, smoking cigarettes, drinking alcohol, and taking drugs). How does an average young person, often left alone with their doubts and problems, deal with the danger of pathological situations, specifically connected with drugs? How does this person perceive the surrounding world and its problems? What opinion do they express about pathological phenomena (drug addiction) and people laboring under their problems (e.g., drug addiction or the threat of it)? Is the young person-'an impatient idealist', 'filled with the hunger of knowledge', 'desiring thrill', 'desperately needed to be accepted by a group', 'dreaming about living the life to the full'-able to oppose various temptations of the modern world? Does this person have a chance to create their own 'healthy and narcotic-visions-free' reality? There are so many questions to be answered. There is a chance that this article answers some of them and hopefully it approaches this sector of the surrounding reality as it is perceived by middle school youth.

18

THEORIES OF FEMALE CRIME AND DELINQUENCY

100%

Biel K.

Rocznik Komisji Nauk Pedagogicznych

|

2005

|

issue LVIII

125-141

EN

Scienitific explanations of women's crime have often been dependent on dominant etiological systems of men's crime. The observed increased growth and the sort of crime committed by young girls and women, as well as the occurrence of young-female gangs, cause scholars to search for a reliable theory which would indicate why women are inclined to commit crime. The paper analyses the theories about women's crime that are predominant in world's literature. The author first concentrates on the early bio-psychological theories, which where the first in trying to explain the criminal behavior of women. Then the 'gender roles' and 'emancipation' theories are discussed, which help to show the historical outline. Currently, the 'power-control' theory - by John Hagan and his team, which tries to adapt the 'control' theory, plays a big role in explaining women's crime. Worthy of attention is the application of Robert Agnew's 'strain' theory to the issue. Also feminist criminology had a contribution in trying to explain the crime problem. It concentrated on the different evolvements of criminal behavior arising from the differences in gender. By focusing on the environment in which girls and women live in, particularly their victimization, it is expected that the causes of crime will be better understood. In Poland the problem of women's crime is underrepresented. The author expresses his hope, that this study will arouse interest in the matter and will also be of help in improving the 'prevention/re-socializing' methods for potential or current women offenders.

19

Pronuntiatio

100%

Kejr J.

Studie o rukopisech (Manuscript Studies)

|

2008

|

vol. 36

57-66

EN

Pronuntiatio means the dictation of a complete work to several scribes for its dissemination amongst interested specialists, often university students. At Prague University a professor could dictate his interpretations of any book from the Faculty of Liberal Arts or have them dictated from his text by a qualified pronunciator. It is uncertain if the pronunciatio record in the manuscript can be considered to be a secure proof of authorship of the recorded work. A summary of previously ascertained reports leads to the conclusion that apart from the record of the treatise of M. Jan Rokycana De quinque prioribus sacramentis, no other designated pronuntiatio involved an author dictating his own work. It is evident that records of such pronunciatios are for the most part definitely not proof that an author has dictated his own work and that without further examination of the creation and content of a work they are not enough to establish authorship.

20

ALTERNATIVE INTELLIGENCE CONCEPTS IN EDUCATION THEORY AND PRACTICE

100%

Czaja-Chudyba I.

Rocznik Komisji Nauk Pedagogicznych

|

2005

|

issue LVIII

41-54

EN

The aim of the paper was to present the contemporary theories on the nature of intelligence and possibilities of their introduction into the school and pre-school practice. At the beginning, the questions of traditional approach to the intelligence and shortcomings of traditional assessment methods of intelligence are described. There are presented the following theories: triarchic theory of intelligence by R. Sternberg, theory of nonuniversal development by D. Feldman and multiple intelligence theory by H. Gardner. The possibilities of taking advantage of these ideas for children abilities diagnosis and stimulations (Project Spectrum, conception of school concentrated on child) are outlined. The authoress' own researches were carried out on the group of six-years old children using 'intelligence fair' materials created on the basis of H. Gardner's ideas. These researches aimed to the empirical verification of the validation of proposed diagnosis system for six-years old children. The example of research strategy connected with Spectrum Project approach, i.e. quality and quantity analysis (descriptive and graphical presentation of child intelligence profile), is given. Within the range of most intelligences children gained in particular tasks results that were independent from one another - that confirms the H. Gardner's view about the relative independence of seven intelligences. At most children there were discovered abilities in at least one type of intelligence - most frequent there were concentrated within the field of the following domains: musical, visual and spatial, intrapersonal. Results suggest that the form of research being used, makes it possible to receive multiple description of children abilities, records the dynamic and change in child's behaviour within the particular range and may be very helpful in more precise description of child's ability profile.

Refine search results

SOCIALIZATION INTO GENDER AS A FACTOR OF MARGINALIZATION AND DIFFERENTIATION OF EDUCATIONAL POSSIBLITIES (Socjalizacja w plec kulturowa jako czynnik róznicowania mozliwosci edukacyjnych i marginalizacji)

HERMETIC OR OPEN - POLISH EDUCATIONAL ORGANIZATIONS (Miedzy hermetyzacja a otwarciem polonijnych organizacji oswiatowych)