Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  EDUCATIONAL PSYCHOLOGY
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

The professional path of László Kelemen

100%
Balogh L.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2005
|
vol. 60
|
issue 3
327-342
EN
The Hungarian Psychological Association had its biannual research conference in Debrecen in May 2004. The conference provided an occasion to commemorate at a convenient place and time the legacy of the work of Professor László Kelemen. Thirty years ago, in 1974 Kelemen initiated and organized in Debrecen, at Kossuth Lajos University as it was called then the first Hungarian graduate program outside Budapest. Another opportunity for the commemoration was the fact that Professor Kelemen died 20 years ago. The commemorative talk concentrated on two aspects of the work of Kelemen. It provided a general survey concentrating on the years in Debrecen, and presented the trend setting work of this famous Hungarian educational psychologist in establishing the frames of the PhD program at Kossuth Lajos University.
2

'Generality' of Contemporary Pedagogies

80%
Hejnicka-Bezwinska T.
Kwartalnik Pedagogiczny
|
2005
|
vol. 50
|
issue 4(198)
45-59
EN
At the end of 20th century the category of 'pedagogy' was returned to lexical resources of contemporary Polish pedagogy (as a science of education). A contemporary reconstruction of the scope and content of the notion enables to identify that in literature it can be applied to: a) a technique of exerting an influence on a personality of the educated (the art of education), b) the wholeness of the praxis of education (synonym), c) a specific educational paradigm, d) a process of absorbing new forms of behaviour, knowledge, abilities, and the criteria of evaluating them. Elicited senses correspond to various types of rationalities and they require different levels of generality. Assuming that 'pedagogies' are an object of pedagogical research in all senses mentioned above, passing from generality characterized by a practical rationality to generality characteristic to coherent rationality the process of producing pedagogical knowledge is required.
3

POST-FORMALIST EXPLANATION OF ACADEMIC ACHIEVEMENT: EXPLORING THE CONTRIBUTION OF JOHN OGBU AND JOE KINCHELOE

61%
Sinha C.
Pedagogický časopis (Journal of Pedagogy)
|
2016
|
vol. 7
|
issue 2
33 – 50
EN
The present paper attempts to interrogate the existing approach to understand academic achievement in the mainstream educational psychology. The paper explores the persistent question of “why academic achievement gap” in the modern society from the cultural ecological and post-formalist framework of John Ogbu and Joe Kincheloe respectively. As mainstream educational psychology limits its scope in the narrowed individualistic lens, paper suggests that dominant identity based curriculum, pedagogy and knowledge may concretize the psychological categories unless revolutionary efforts are made to transcend the boundaries. Thus, paper adopts critical interdisciplinary framework, rejecting positivistic metatheory as an only relevant approach in educational psychology.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.