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  1. 3 Ruch Pedagogiczny

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  1. 3 Kawula S.

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  1. 1 2008

  2. 2 2006

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1

Alternativity as a challenge and feature of the contemporary European pedagogy

100%
Kawula S.
Ruch Pedagogiczny
|
2006
|
vol. 77
|
issue 1-2
7-18
EN
The new paradigm of the Europen pedagogy of the 21st century may be perceived mainly as a manifestation of numerous types of thinking about education and its alternatives. It is mostly the paradigm of pedagogy characterized by anti-fundamentalism. The consequence of its alternativeness is the arrival of complimentary theories, schools and trends of modern, multicultural education in Europe and in other countries. The implications of these new approaches are: - departure from the pedagogy of 'moulding' and introduction of pedagogy of 'liberation'; departure from the pedagogy of 'security' and introduction of pedagogy of 'searching' and 'alternative'; - departure from the pedagogy of the 'pompous' and introduction of pedagogy of the 'dialogue'; - departure from dogmatism and introduction of dynamism in functioning of educational partners.
2

ANTINOMIES IN EDUCATION OF YOUNG POLES' GENERATION

100%
Kawula S.
Ruch Pedagogiczny
|
2008
|
vol. 79
|
issue 1-2
5-23
EN
The author points out some most important conditions and premises of so-called specific loss of a generation of young Poles. He states that basic human needs - safety and acceptance as well as development ones - are blocked at present. A group of development needs has been determined by a group of psychical needs of a human being. But at the same time safety and acceptance needs can not be realized making room for situations of different dangers, feeling of helplessness or loneliness etc. The phenomenon of blocking the needs is intensified with two mechanism of a psycho-social character i.e. a mechanism of deceived hopes and a mechanism of incapacitation of the youth (children). Also various consequences of features and pathologies (normalcy) of a different level authority become hazards. One of the educational antinomies arises from these premises. It is a pedagogy that emphasizes education without hope, education equal to manipulation, doctrine and dogmatic education as well as education deprived of subjectivity and democracy. One of the effects of such education is a set-back in development of various social forces.. Educational tasks that can lead to overcoming such a situation are not only of theoretical character. They have to be closely related to practical solutions in the sphere of economics, decision-making and activities in politics, state social and educational policy and last but not least they have to be in accordance with a type of central and local authority in being. The author in his paper describes constitutive features of education and draws some new educational strategies and their practical implications.
3

Present youth sub-cultures: between order and contestation

100%
Kawula S.
Ruch Pedagogiczny
|
2006
|
vol. 77
|
issue 5-6
13-28
EN
Negative incidents and performances of youth sub-cultures belong to the stamps of present times. They are situated in a wide movement of anti-civilisation rebel and contestation. They are a sign of revenge of aggressive and irrational human nature trammeled by wise and well-ordered civilisation - especially technical one. The author deliberates whether skinheads and satanists as well as other sub-cultures that accepted evil and included it into its programme are of criminal character or rather of contestation one.
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