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Młodzież akademicka wobec refleksji nad tożsamością

100%
Turska E.
Rocznik Lubuski
|
2010
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vol. 36
|
issue 1
95-101
EN
For university students, studying is not only the time of gaining knowledge and skills,but also an opportunity to develop one's own personality. It is also the time to search for answers to identity questions. To be effective in an educator's work, apart from subject and methodological competence, it is very important to grasp who we are and to form a habit of continually reflecting upon oneself. The studied future educators appreciate the importance of reflecting on their own identity and see its profound sense.
2

METACOGNITION’S POTENTIAL FOR EXISTENTIALISM IN CLASSROOMS

100%
Ozturk N.
Pedagogický časopis (Journal of Pedagogy)
|
2023
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vol. 14
|
issue 2
123 – 141
EN
The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students’ freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals’ free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals’ transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviours in mainstream classrooms.
3
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ECONOMIC AWARENESS OF TEENAGERS - THE RESULTS OF RESEARCH IN 2010/11 SCHOOL YEAR (swiadomosc i dojrzalosc ekonomiczna nastolatków - wyniki badania w roku szkolnym 2010/11)

100%
Majewski B.
e-mentor
|
2011
|
issue 1 (38)
16-21
EN
The article presents the results of the second edition of research on the economic awareness, conducted among 445 participants of educational programs for students in the last grade of primary schools or in first grades of post primary schools. The research enabled estimation of students' knowledge of economic concepts and identification of the areas of economic knowledge in which they have acquired common misconceptions. It also allowed for defining the areas that teaching should be focused on.
4
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Filozofia egzytencjalna Alberta Camusa

88%
Błaszczyk T.
Studia Europaea Gnesnensia
|
2012
|
issue 6
167-183
PL
The article describes the most important problems of philosophy of Albert Camus: life as the experience of absurdity, and rebellion as a human reaction to it. It also depicts the relations between that postulates and explains Camus’s ways of reasoning and argumentation. Furthermore, the article shows Camus’s answers to the basic philosophical questions. It proves that the Nobel prize winner was not only a writer, but a philosopher and an existentialist as well.  
5

Historia zamknięta w podręcznikach. O teoretycznych i metodologicznych problemach konstruowania obrazów przeszłości w edukacji szkolnej

63%
Stępnik A.
Sensus Historiae. Studia interdyscyplinarne
|
2011
|
issue 1(2)
97-107
EN
The 1999 reform of the Polish education system created an unprecedented situation in history teaching. Over a 10-year period starting from 1999, more than 250 textbooks for all levels of teaching were introduced into schools, with teachers free to make an autonomous decision as to which textbook to teach from. Textbooks constitute specific instances of historiographical praxis. They are traditional compendia of knowledge about the past and they constitute interesting research material for those investigating the historical awareness and culture of contemporary Poles. Given the target audience of textbooks and a teleological tendency in presenting historical events which is often espoused by educationists, textbooks evince specific and selected assumptions, both historical, philosophical and methodological. Groups of every political description have been given — more or less deliberately — an opportunity to locate their own vision of the past. Subsequent governments, whether left-or right-wing, have largely respected this principle, avoiding an instrumental treatment of education to further their own ends. The right to a world view and a vision of the past has become an inalienable if unwritten civil right. The author of the article has attempted a classification of the available textbooks into metaphorical categories and ventured their assessment. The categories of textbooks assessed in the article are: “museum textbooks”, which follow traditional models; “archive textbooks”, which attempt to amass substantial factual and source texts with no authorial commentary; “picture book textbooks”, in which the explanatory burden rests on images; “reliquary textbooks”, which emphasise traditional values, both national and religious; “mystery textbooks”, which hardly yield to scientific scrutiny; and the most numerous “academia textbooks”, consistent with commonly accepted educational and historiographic trends in the academia. The most recent reform of the curriculum aims to alter this situation.
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