Search results

1

Construction – Reproduction. graphics, photography and film in Polish Constructivism

100%

Giżycki M.

Kwartalnik Filmowy

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2013

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issue Special Issue - Polish Film Scholars on Polish Cinema

203-216

EN

Giżycki deals with the problem of an interest in photography and film, shown by Polish avant-garde artists from its beginnings. According to Giżycki, photomontage, film, prints made of typographic elements, and first of all film collage were the means that were perfectly suitable for the realisation of Constructivist ideas. One of the basic aims of Constructivism – to turn towards new materials – could be put in practice through the use of finished and prefabricated elements. Giżycki traces the way in which the artworks were evolving from the “literary quality” of the early photomontages of Mieczysław Szczuka, Teresa Żarnower's abstract and geometric compositions, Stefan and Franciszka Themerson’s films, inspired by Constructivism "Pharmacy" (1930) and "Europa" (1932) and Jalu Kurek’s "Rhytmic Calculations" (1932) into typically collage-montage films of Janusz Maria Brzeski ("Sections", 1931; "Concrete", 1933) or his anti-Utopian and anti-industrial series of photomontages "Birth of a Robot" (1934). Giżycki also points out that after a period of Utopian projects by artists relishing a regained freedom, the Constructivists expressed through art their, mostly left-wing, political beliefs.

2

Exemplary Uses of Technology in Education

80%

Bolton D. L.

The New Educational Review

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2006

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vol. 10

227-243

EN

Traditional education in the United States has been largely influenced by the Industrial Revolution. Educational technology helped prepare students for the industry. The modern information technology revolution has created a need for a different type of education, one that helps the student acquire the skills to process and use information to solve problems. One approach to education that does this is constructivism, an approach to education that helps students learn the structure of knowledge. Exemplary use of educational technology can be used to accomplish this goal. Exemplary lessons stimulate higher-order thinking to solve problems. Examples are provided that demonstrate this.

3

Meaningful Learning: The Main Constitutive and Consecutive Components and their Presence in Science Teaching

70%

Abu-Ghaneema E.

Rocznik Pedagogiczny

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2018

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vol. 41

183-192

EN

This pilot study aims to identify the presence of components which are consistent with meaningful learning in science teaching. Semi-structured interviews were conducted with six science teachers and the results show that some of the teachers’ perceptions and practices in science teaching are consistent with meaningful learning components. Science teachers’ descriptions led to the identification of six categories which can be classified into two sets of components: Constitutive (e.g., ‘authenticity’ and ‘prior knowledge’) and. Consecutive (e.g., ‘cooperative learning’, ‘knowledge construction’, ‘learning by doing’ and ‘feedback’). Based on these results, it can be concluded that there is a positive change in teachers’ perceptions and implementation of pedagogical processes for promoting meaningful learning in science teaching. The implications of these findings for future research are discussed.

4

People, Government Legitimacy, and the Risk for Abuse: a Discussion

70%

Beshenich C.

Language. Culture. Politics. International Journal

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2023

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vol. 1

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issue 1

149-167

EN

The article seeks to understand the relationship between government legitimacy and the citizens of a state. Specifically, it looks how the person’s ability to build a family and fulfill their purpose can be enabled or inhibited by their government’s actions. The article proposes building a framework based on the Personalism found in John Paul II’s work Love and Responsibility, as the basis for an approach that governments can look towards in the effort to take citizen-based actions internationally and domestically. This will ensure the State’s people are respected and their dignity upheld. Without considering the person in these processes, it is possible to overlook them in politics, and so put them at risk for abuse.

5

Understanding Emerson’s Self-Reliance in Terms of Education with a Focus on Language Didactics

70%

Kouassi J.

Human and Social Studies

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2015

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vol. 4

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issue 3

90-106

EN

Education has always been at the heart of most, if not all, human endeavours. This explains the growing interest of many scholars in educational issues. Self-Reliance, one of Emerson’s most impressive and influential works, provides an outstanding contribution to education in general and particularly to the personal development of individuals in society. The relevance of the educational values addressed in Self-Reliance makes it an appropriate context for academic reflection. This paper scrutinises the educational dimension of Emerson’s work with a focus on language didactics. My concern is to provide evidence that the educational values expressed instruct didactics. The study of Self-Reliance reveals the expression of some values, the main ones being trust, responsibility, commitment, creativity, autonomy, independence, self-esteem, self-determination, self-evaluation, and individual talents. By reflecting on their educational dimension with a focus on their didactic implications I come to conclude that even though didactics does not draw directly on Emerson’s educational philosophy, it integrates some aspects, notably the values referred to in this paper.

6

On Entering the Field: Notes from a Neophyte Researcher

61%

Torelli J.

Qualitative Sociology Review

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2019

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vol. 15

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issue 3

64-92

EN

Qualitative field research can capture the life worlds and definitions of the situation of informants often not reported in quantitative studies. Post hoc reflections of how more seasoned researchers define, assess, and interpret the process of entering the field and the interview dynamic between the researcher’s subjectivity and the subjectivity of informants are widespread in the qualitative research literature. However, seldom are the personal stories and reflections of neophyte researchers voiced in published accounts. This article accounts for my experiences in researching the “dirty work” of frontline caseworkers and the importance of practicing empathy while managing a boundary. I emphasize the practical sense-making challenges of managing a delicate balance between under and over rapport in researching homeless shelter caseworkers as an occupational group. My experiences underscore the challenging dynamics of maintaining a professionally oriented research-role, as well as the crucial importance of boundary work and distancing as practical strategies to qualitative interviewing.

7

Podejście konstruktywistyczne w zarządzaniu ryzykiem

51%

Mesjasz C.

Studia Ekonomiczne

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2018

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vol. 359

18-36

PL

Ze względu na powszechność i wielorakość zastosowań wykorzystuje się wiele definicji ryzyka, przy czym problemy z definiowaniem ryzyka w zarządzaniu wynikają zarówno z uwarunkowań ogólnych, jak i specyficznych. Jednocześnie można zaobserwować, że traktowanie ryzyka jako „mierzalnej części niepewności” staje się nieadekwatne do wymagań współczesnej teorii i praktyki. W artykule przyjęto podstawowe założenie epistemologiczne i metodologiczne, że konstruktywizm obejmuje również modelowanie matematyczne jako element narracji. Celem pracy jest dokonanie wstępnej interpretacji ryzyka w zarządzaniu jako konstrukcji społecznej. Artykuł stanowi wprowadzenie do pogłębionych badań dotyczących zarządzania ryzykiem w poszczególnych obszarach działalności przedsiębiorstwa.

EN

Due to the prevalence and diversity of applications, a broad variety of risk definition have been elaborated. Problems with defining risk in management result both from general and specific conditions. At the same time, it can be observed that treating risk as a measurable part of uncertainty is inadequate to the requirements of contemporary theory and practice. The main assumption of the paper is that constructivism, including mathematical modeling as an element of narrative, constitutes the basic foundation of epistemological and methodological research. The aim of the paper is to develop a preliminary interpretation of risk as a social construction in risk management. The article is designed as an introduction to the in-depth research on risk management in specific areas of activity of company.

8

International Approaches to the Crisis in Ukraine

51%

Opoka I.

Polish Journal of Political Science

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2016

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vol. 2

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issue 2

73-102

EN

The crisis in Ukraine is one of the greatest challenges for international community, especially for Euro-Atlantic area ((EAA) USA and the EU).The political tension, caused by the annexation of the part of Ukraine, the Crimea, has inclined the experts to talk about the beginning of the new Cold War between Russia and the West. Evidently this crisis has an international character, complexity, and different levels. At least, there are “the West vs Russia”, “Ukraine vs Russia”, and “Ukraine vs Ukraine” levels. Naturally complexity determined different propositions of the conflict solution among scientists and decision makers. The article explores the conflict using the international relation theories as hallmarks of approaches to the crisis and SWOT-analysis and comparative method as tools of analysis. The liberal, realist, and constructivist approaches to the crisis are distinguished. Every approach has special propositions for the solution of the crisis. These propositions based on the set of beliefs which are involved by the approach. The liberal way of resolving foresees economical assistant to Ukraine, cooperation with Russia and Ukrainian neutrality. The realist approach admits Russian right to renew spheres of influence and sees Ukraine as a buffer state in a future. The constructivists approach to the crisis considers EU membership of Ukraine as a recipe of the solution.

9

Designing utopia. Avant-garde architecture vs. processes of modernization

41%

Ciarkowski B.

Art Inquiry. Recherches sur les arts

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2017

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vol. XIX (XXVIII)

325-337

EN

In the first half of the 20th century, the relations between the social revolution, the processes of modernization, and avant-garde art and architecture were very close. Piotr Juszkiewicz, analyzing the relations between modernism and totalitarian and authoritarian regimes, stated that “totalitarian regimes did not reject a certain form of artistic language by default because they were interested in their utility”. “Fundamental elements of our architecture are conditioned by the social revolution”, wrote El Lissitzky. In the face of such declarations, the relations between avant-garde designers and social or Communist trends should not come as a surprise. Post-revolutionary Russia became a true test site for new movements, whereas modernist and Constructivist artists enthusiastically proceeded to build the new (better) reality. The development of industry (primarily heavy industry) was to become a driving force behind the modernist processes. Examples of industrial plants built in the 1920s and 1930s in the Soviet Union show the enormous impact exerted by modern construction and urbanism on the formation of the “new man”. Numerous products of avant-garde architecture reflected the image of the “new world” and became the transmitters of the new Soviet ideology. For the inhabitants of Ekaterinburg, Magnitogorsk, or Kharkov, modernist buildings and landscape layout formed a permanent image of the city and its concept. Urban designs, such as the “Linear City” of Ernst May in Magnitogorsk, were utopian modernist dreams executed on an enormous scale. The circumstances of their creation, followed by the times of their greatness and fall, form a portrait of the avant-garde architecture understood as a utopia, the future that never arrived.

PL

W pierwszej połowie XX wieku związki pomiędzy rewolucją społeczną i procesami modernizacyjnymi, a awangardową sztuką i architekturą były bardzo silne. Piotr Juszkiewicz, analizując relacje pomiędzy modernizmem, a ustrojami o charakterze totalitarnym i autorytarnym dowodził, że „reżimy totalitarne nie odrzucały z góry jakiejś formuły języka artystycznego, bo interesowała je ich użyteczność”. „Zasadnicze elementy naszej architektury uwarunkowane są rewolucją społeczną” – pisał El Lissitzky. W obliczu takich deklaracji nie powinny dziwić związki awangardowych projektantów z prądami o charakterze socjalistycznym czy komunistycznym. Porewolucyjna Rosja stała się prawdziwym poligonem doświadczalnym dla nowych ruchów, a twórcy o modernistycznej i konstruktywistycznej proweniencji ochoczo przystąpili do budowy nowej (lepszej) rzeczywistości. Kołem zamachowym procesów modernizacyjnych miał być rozwój przemysłu (przede wszystkim ciężkiego). Przykłady ośrodków przemysłowych realizowanych w latach 20. i 30. XX wieku na terenie ZSRR pozwalają ocenić ogromny wpływ, jaki nowoczesne budownictwo i urbanistyka wywarły na proces kształtowania „nowego człowieka”. Liczne obiekty awangardowej architektury niosły ze sobą obraz „nowego świata” i stawały się przekaźnikami nowej ideologii radzieckiej. Dla mieszkańców Jekaterynburga, Magnitogorska czy Charkowa, modernistyczne budynki i sposób urządzenia przestrzeni kształtowały trwałe wyobrażenie o mieście i jego idei. Osiedla, takie jak charkowskie „Miasto Liniowe” czy realizacja Ernsta Maya w Magnitogorsku, były realizowanymi w ogromnej skali utopijnymi marzeniami modernistów. Losy ich powstawania, a następnie czasów świetności i upadku, tworzą portret architektury awangardy pojmowanej jako utopia - przyszłość, która nie nadeszła.

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