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Czy „naukowe” oznacza „skuteczne”?

100%
Świeży M.
Psychologia Społeczna
|
2008
|
vol. 3
|
issue 4(9)
370-371
EN
The text comments on an article by Witkowski and Fortuna “On psycho-business, tolerance and responsibility or strategies employed by pure scientists”. Its main focus is on reconstruction and discussion of some statements regarding the relation between scientific character and effectiveness of psychotherapy and self-development techniques. The author points out that effectiveness and adhering to scientific standards are separate categories and that comparable levels of effectiveness are ascribed to therapeutic approaches with different levels of scientific justification. The author suggests combining responsibility for the quality of knowledge presented to the public with openness toward investigating grounds of effectiveness of “nonscientific” therapies and self-development techniques.
2
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Possible Role of Universities in Democratic School Reform: from “Ivory Tower” to “Flower Tower”

63%
Lenartowicz M., Świeży M.
Zarządzanie Publiczne
|
2008
|
issue 4
PL
The article presents a brief case study of a project involving cooperation between secondary schools and Jagiellonian University. An evaluation of the project is presented in the context of tension between two alternative paradigms that describe relationship between schools and universities. The traditional approach seems to be built on the concept of influence, whereas one advocated by the Democratic School Reform emphasizes partnership. A parallel is drawn to alternative visions of relations between students and teachers, allowing to identify basic dimensions which differentiate the described approaches. These dimensions are then applied to evaluate the project.
3
Publication available in full text mode
Content available

Possible Role of Universities in Democratic School Reform: from “Ivory Tower” to “Flower Tower”

63%
Lenartowicz M., Świeży M.
Zarządzanie Publiczne
|
2009
|
issue 4 (8)
PL
The article presents a brief case study of a project involving cooperation between secondary schools and Jagiellonian University. An evaluation of the project is presented in the context of tension between two alternative paradigms that describe relationship between schools and universities. The traditional approach seems to be built on the concept of influence, whereas one advocated by the Democratic School Reform emphasizes partnership. A parallel is drawn to alternative visions of relations between students and teachers, allowing to identify basic dimensions which differentiate the described approaches. These dimensions are then applied to evaluate the project.
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