The article presents various ways of understanding of the learning environment’s concept from the perspective of different paradigms. The author discusses examples of research on learning environment focusing on their methodological aspects.
PL
W artykule przedstawiono sposoby rozumienia pojęcia środowiska edukacyjnego z perspektywy różnych paradygmatów. Omówiono przykłady badań nad środowiskiem edukacyjnym, koncentrując się na metodologicznych aspektach tych badań.
The article deals with the model of learning in late adulthood. The model is based on a wide range of literature on the learning process among the elderly, shaping their wisdom in late adulthood and successful ageing. Moreover, the model is largely based on both Peter Jarvis’s theory and the concept of wisdom presented by Monika Ardelt.
PL
W artykule opisany został model uczenia się człowieka w okresie późnej dorosłości. Model powstał w oparciu o przegląd literatury dotyczącej tematu uczenia się osób starszych, kształtowania mądrości w okresie późnej dorosłości oraz tematu pomyślnego starzenia się. W dużej mierze opiera się na teorii Petera Jarvisa, a także koncepcji mądrości autorstwa Moniki Ardelt.
This study explores different kinds of understanding self-education within the didactic process in higher school. Understanding of the notion depends on the model of didactic work: technological, humanistic, critical. This research investigates how pedagogical students understand self-education within the didactic process in higher school. The factor analysis shows fi ve dimensions on which students describes their self-education. Farther part of article contains the analysis of relationship among the year of study and type of studies (fulltime courses or extramural) and the way students perceive their own learning.
PL
W artykule przedstawiono różne sposoby rozumienia pojęcia samokształcenia w ramach procesu dydaktycznego w szkole wyższej. Przyjęto, że rozumienie tego pojęcia zależy od stosowanego modelu pracy dydaktycznej: technologicznego, humanistycznego lub krytycznego. Artykuł zawiera także wyniki badania nad postrzeganiem przez studentów pedagogiki ich samokształcenia w ramach procesu dydaktycznego w szkole wyższej. Z przeprowadzonej analizy czynnikowej wynika, że studenci opisują analizowane pojęcie w pięciu wymiarach. Badano także związek między rokiem studiów i trybem studiowania (stacjonarne, niestacjonarne) oraz sposobem, w jaki studenci postrzegają naukę własną
The article contains deliberations on the subject of adult learning as a result of breaking points in their lives. We can describe it on the ground of the theory of J. Mezirow. The theory concern transformative learning – a process of adult learning which is based on a change in the method in which an individual experience is given significance.
PL
Artykuł zawiera rozważania na temat uczenia się osób dorosłych na skutek doświadczenia krytycznego wydarzenia życiowego. Zjawisko to można opisać na gruncie teorii uczenia się transformatywnego J. Mezirowa. Teoria ta opisuje specyficzny dla osób dorosłych proces uczenia się polegający na zmianie sposobu, w jaki nadawane są znaczenia indywidualnym doświadczeniom.
The article presents the ways of theorizing about the seniors’ education theme. Speaking of theorizing we mean „[...] a process of developing ideas that allow us to understand and explain the empirical observations” (V.L. Bengtson et al., 2009, p. 5). In the article the definitions and functions of a scientific theory in the social sciences are discussed. The author considers the types of scientific theories in the research on seniors’ education. In the article the perspectives of recognizing the problems of old age in the discourses of sociologists and psychologists as the basis for theorizing about education in old age are analyzed.
PL
W artykule zaprezentowane zostały sposoby teoretyzowania na temat edukacji seniorów. Mówiąc o teoretyzowaniu, mamy na myśli „[...] proces rozwijania koncepcji pozwalających zrozumieć i wyjaśnić obserwacje empiryczne” (V.L. Bengtson i in., 2009, s. 5). Omówiono definicje i funkcje teorii naukowej w naukach społecznych oraz rodzaje teorii naukowych w badaniach nad edukacją seniorów. Przeanalizowano perspektywy ujmowania problematyki starości w dyskursach socjologów i psychologów będące podstawą do teoretyzowania na temat edukacji w starości.
The aim of the paper is to distinguish and analyse, presented in gerontological literature, types (variants) of shaping one’s own educational environment by seniors. The subject of interest are results of research and theoretical analysis in which the authors described the ways of shaping educational environment used by elderly people that would lead to a harmony between oneself and the outside world. Forty articles have been analysed. There have been three types of own shaping educational environment in the period of late adulthood distinguished: 1. A type oriented at community., 2. A type oriented at spirituality, 3. A type oriented at one’s own well-being. The above types correspond to the three different ways of understanding the notion of successful ageing.
PL
Celem artykułu jest wyodrębnienie i przeanalizowanie przedstawianych w literaturze gerontologicznej typów (odmian) kształtowania własnego środowiska edukacyjnego przez seniorów. Przedmiotem zainteresowania są opublikowane wyniki badań i analiz teoretycznych, w których autorzy opisywali stosowane przez osoby starsze sposoby takiego projektowania własnego środowiska edukacyjnego, które miały służyć osiągnięciu harmonii z sobą i światem zewnętrznym. Przeanalizowano 40 artykułów. Wyróżniono trzy typy samodzielnego kształtowania środowiska edukacyjnego w okresie późnej dorosłości: 1. Typ ukierunkowany na wspólnotowość, 2. Typ ukierunkowany na duchowość, 3. Typ ukierunkowany na dobro własne. Opisane typy odpowiadają trzem różnym sposobom rozumienia pojęcia pomyślne starzenie się.
This article focuses on the results concerning self-education as an element of pedagogy students’ lifestyle. Students’ habits connected with self-education were under consideration. The author applied a statistical method of data analysis – the cluster analysis. Five groups of students were set apart. Every group was characterized in terms of the personal, situational and demographic variables
PL
W artykule przedstawiono wyniki badania samokształcenia jako elementu stylu życia studentów pedagogiki. Biorąc pod uwagę nawyki studentów związane z samokształceniem, wykorzystując statystyczną metodę analizy danych – analizę skupień, wyróżniono pięć grup (typów) studentów. Każdą z nich scharakteryzowano pod względem takich zmiennych, jak: zmienne osobowe, grupy odniesienia, zmienne sytuacyjne oraz zmienne demografi czne.
The article analyses the educational environment of the elderly. First, the term of educational environment is discussed and the elements constituting the objective educational environment of seniors are highlighted. Next, each of the distinguished elements is described with the use of examples taking into account the specifics of Polish conditions.
PL
W artykule przedstawiono rozważania na temat środowiska edukacyjnego osób starszych. Na wstępie omówiono pojęcie środowiska edukacyjnego oraz wyróżniono elementy składające się na obiektywne środowisko edukacyjne seniorów. Następnie opisano każdy z wyodrębnionych elementów, posługując się przykładami uwzględniającymi specyfikę warunków polskich.
The results of researches including self-education of students in the scope of didactic process at higher education school are presented in this article. The main aim is to seperate typological groups of students that depend on their attitudes towards self-education. 233 students of pedagogy were examined. The cluster analysis that was conducted, allowed to isolate 4 types of attitudes of students towards self-education in the scope of didactic process . The differences between seperated groups include mainly rate of commitment and their independence (autonomy) in the scope of learning. The most numerous group compose "dedicated and diligent" students.
The article is a review and its purpose is to show changes in the understanding of the concept of education of elderly people in the context of changes in social sciences such as psychology, sociology, gerontology. Three phases of the development of scientific ways of thinking about education in late adulthood in the 20th century were distinguished and discussed: 1940s to 1960s, 1970s to 1980s, and after 1990.
PL
Artykuł ma charakter przeglądowy, jego celem jest pokazanie zmian w rozumieniu pojęcia edukacji osób starszych na tle przemian w naukach społecznych, takich jak psychologia, socjologia, gerontologia. Wyróżniono i omówiono trzy fazy rozwoju sposobów naukowego myślenia o edukacji w okresie późnej dorosłości w XX w.: lata 1940–1960, lata 1970–1980, po 1990 r.
Realizing by researchers the importance of the narrative as a way of understanding the world resulted in changes in the methods of research of adult learning. The article presents a narrative interview as a method of collecting data on adult learning. It shows the areas of application of narrative interview and shows examples of human learning theories in the context of the history of life, created in the course of textual analysis of autobiographical stories.
Purpose: This paper attempts to examine the concept of successful ageing (SA) from the perspectives of older adults. Methods: Data were gathered from 224 persons. The research used a categorized interview and a test as methods of data collection. In order to select the types of subjective definitions of SA, the method of cluster analysis was applied. Results: 5 types of definitions were distinguished: 1) Around 40% of older adults consider the biomedical model to be in line with their idea of good old age, but they also add new components that they consider more important. These are: Living in an environment of loving persons (Type 1 definitions), and Religiousness, Generativity, Relationships with others based on love (Type 4). 2) About 40% of the respondents’ present one-dimensional definitions, with one of the following factors: Family (Type 2), and Religiousness (Type 3). 3) Lack of a precise definition is more often demonstrated in people with low life satisfaction who have been experiencing difficult life situations in recent times. Conclusions: Understanding of SA depends on life satisfaction and the context related to the life situation. Three key words are essential for the definitions: family, activity, religion.
Objective: The study aims to determine whether educationally active women present signs of transformative learning in their own experiences of the COVID-19 pandemic. The focus of the study is the relationship between experiencing transformative learning in a pandemic and the sense of loneliness, received social support, sense of life satisfaction and age. Methods: The study was conducted among 258 educationally active women – part-time students, as well as students of the Universities of the Third Age. Age of the surveyed women: from 19 to 87 years. Data were collected using the online test method. A statistical significance of differences was tested with the U Mann-Whitney test and the two proportion z-test. Results: Most of the surveyed women manifested elements of transformative learning in their experience of the pandemic. Those scoring high on the Transformative Learning in a Pandemic Situation scale have had their life satisfaction decrease to a greater extent than those scoring low. The group scoring high on the Transformative Learning in a Pandemic Situation scale is characterised by a higher sense of loneliness. No relationship was found between perceived manifestations of transformative learning and age, social support, place of residence and education. Discussion: The transformative potential of learning can be seen in a pandemic situation. The obtained data provide arguments supporting the supposition that the feeling of loneliness, influencing the lowering of satisfaction from life, is a factor triggering learning and leading to the change of habits of thinking and acting of educationally active women.
The purpose of this paper is to present some ethical questions related to the research project on intergenerational family learning. The research project is carried out in order to reach the general statements regarding the population, is located in the normative paradigm. The article discusses the problems associated with the rule of research reliability and the rule of loyalty to the participants in the study.
PL
Celem pracy jest przedstawienie wybranych kwestii etycznych związanych z projektem badawczym dotyczącym międzypokoleniowego uczenia się w rodzinie. Badania w ramach projektu są prowadzone z zamiarem wypracowania ogólnych twierdzeń dotyczących populacji, mieszczą się w paradygmacie normatywnym. W artykule omówiono problemy związane z regułami rzetelności wykonania badania oraz lojalności wobec uczestników badań.
The paper shows the condition of research on the engagement of grandparents as a factor protecting a single mother and her family including the adolescent. According to the authors, the involvement of grandparents is one of the best methods of support. It is not only the means to eliminate social exclusion of a single mother and her child but also to encourage those who provide help. Numerous articles, book chapters, and conference papers published over the last three decades have been analysed.
Background: The issue of grandparents’ support provided to their families is undertaken in Polish literature very seldom. There are no studies concerning single mother families. The purpose of the article is to examine the extent to which grandparents provide support to grandchildren brought up in single mother families, and determine the relationship between the grandparents’ support and the grandchildren’s quality of life. Materials and Methods: The survey data were collected from 119 people from single mother families. The Student’s Life Satisfaction Scale SLSS was used to test the quality of life and the Social Support Scale (SWS) was used to test the strength and type of support from grandparents. Results: Mother’s parents are involved in each of the considered types of support in a higher degree than father’s parents, regardless of the place of residence of the single mother family. In small towns maternal grandparents provide information support more often than paternal grandparents, maternal grandmothers engage in instrumental aid to grandchildren more often than paternal grandparents. In cases of families living in large cities, when the paternal grandfather gives instrumental, emotional or evaluative support, grandchildren assess their quality of life significantly better. The assessment of quality of life is also higher in cases of maternal grandfather’s emotional engagement in support for grandchildren. Conclusions: The results suggest that the grandfathers’ (particularly paternal grandfather’s) support in the single mother family is positively connected with quality of life of grandchildren. It can be assumed that supporting grandparents contribute to strengthening the resilience of whole family.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.