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IN THE SEARCH FOR EFFECTIVE ACADEMIC TEACHING METHODS (W poszukiwaniu efektywnych metod ksztalcenia uniwersyteckiego)

100%
Osinski Z.
e-mentor
|
2010
|
issue 2(34)
18-21
EN
The answer to the problem of low level of Polish students' competences may be dissemination of the methods of teaching modeled on a course LATINA. This is a course for students, teachers and others who want to develop their educational skills on the World Wide Web. The course will provide a practical, hands-on introduction to a variety of web-based tools for teaching and learning. At the same time the author will relate the tools to relevant learning theories and to theories of historical, economic, organizational and socio-technical change.
2

THE REDUTA TODAY (Reduta dzisiaj)

100%
Osinski Z.
Konteksty - Polska Sztuka Ludowa
|
2008
|
vol. 62
|
issue 1(280)
148-156
EN
The Reduta Company and Institute under Juliusz Osterwa and Mieczyslaw Limanowski was one of the first Polish cultural centres (in the present-day meaning of the term), which acted as a theatre; its status was a source of inspiration both for the Centre and others. Throughout the Cracow conference the author intensively experienced the presence of the now defunct Laboratory Theatre of Jerzy Grotowski, which in 1966 took over the Reduta emblem; the same year also marked the inauguration of its live tradition. In recent years, Polish researchers have frequently identified and replaced the ecumenism of the Reduta, comprehended as widely as possible, with Catholicism. He is firmly convinced that this approach is the consequence of cognitive reductionism. Otherwise, how are we to explain the presence in the Reduta Company and Institute people of other denominations and non-practising Catholics? The Reduta was an ideological theatre due to its premises and conscious choice. Its founding fathers consistently stressed that the company's activity was based on the idea of the inimitable 'Reduta quality'. Tadeusz Kornas, the author of a review of the author book: 'Pamiec Reduty. Osterwa, Limanowski, Grotowski' (Memories of the Reduta. Osterwa, Limanowski, Grotowski), wrote: '... My avid attention was drawn to a list of the names of the representatives of the Reduta ... Since the Reduta posters did not mention names, many actors and apprentices would have remained totally unknown. Numerous young Reduta actors died during the war. I read the list as if it was a roll call, a recollection of those who have passed away, in other words, in a highly personal manner'.
3

CONSTRUCTIVISM, CONNECTIVISM, AND A MODERNISATION OF HISTORY TEACHING IN POLAND (Konstruktywizm i konektywizm a mozliwosci modernizacji edukacji historycznej w Polsce)

100%
Osinski Z.
Klio. Czasopismo poświęcone dziejom Polski i powszechnym
|
2011
|
issue 1(16)
3-16
EN
Polish education system that covers teaching History does not provide efficient training for young people' living in informational society and knowledge-based economics of the 21st century. Skills important for further education and many modern occupations are weak points of many Polish graduates. Teaching History in a way adequate to present needs (that is, establishing necessary skills and competencies) should focus not as much on choosing problems with which pupils have to acknowledge, as on guaranteeing possibility for acting, that would result in increase of knowledge and skills. Learning of History in a present form is condemned for a slow marginalization because of its uselessness for pupils in their everyday life. Author states, that among various contemporary theories in pedagogy, two - constructivism and connectivism - seem to face challenges of present times and give the pupils chance to gain all above mentioned skills. Nevertheless, the problem is that noticeable failures of traditional teaching of History do not convince Polish Ministry of National Education to focus on new theories and implement them to a teaching plan, which should be done. In the article can be found propositions of subjects, that can be taught according to above mentioned theories.
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