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:  SOCIAL LEARNING
help Sort By:

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

ABOUT SOCIAL LEARNING IN SUMMER SCHOOL FOR YOUNG RESEARCHERS ON ADULT EDUCATION (O spolecznym uczeniu sie w Letniej Szkole Mlodych Andragogów)

100%
Czubak-Koch M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2009
|
vol. 10
107-115
EN
The article presents its authoress' autobiographic experiences and reflections related to social learning in the Summer School for Young Researchers on Adult Education. The analysis is based on the following social theories of learning: A. Bandura's social learning theory, E. Wenger's concept of communities of practice, and R. Zajonc's notion of social facilitation. Basing on these theories and personal experiences the authoress discusses the way in which the annual meetings of young researchers facilitate the process of creating one's professional identity, that is how the researchers learn to enter the world of academic community. The authoress shows that social interactions between participants, their common problems and interests, as well as opportunities to observe how other participants behave create learning situations. Acting within one area and learning through observation make it possible to acquire knowledge about established norms and values in the community we belong to. New models of reactions and behaviors are acquired by either direct experience or observation. She believes that this particular way of learning is fostered during the annual meetings at the Summer School for Young Researchers on Adult Education.
2
Content available remote

LOCAL DEVELOPMENT STAKEHOLDERS AND THE EUROPEAN MODEL: LEARNING THE LEADER APPROACH IN THE NEW MEMBER STATES

80%
Maurel M.
Sociologický časopis. Czech Sociological Review
|
2008
|
vol. 44
|
issue 3
511-530
EN
The introduction of a new model of territorial development based on a bottom-up approach appears to be an entirely new process in the formerly communist countries of Central Europe. However, the ongoing process of Europeanisation in these countries is acting as a catalyst for the transmission of this model of endogenous development, a model whose principles are to highlight the specific advantages of each territory and to foster the initiatives taken by decentralised actors.'Territorial governance' is a notion that sums up these new patterns of public policies that are in keeping with a multi-level environment. At the crossroads of European and national policies with bottom-up initiatives, taken by local stakeholders (local representatives, project managers, etc.), new patterns in territorial resetting are also appearing as part of the change in territorial governance. How does such a transfer of model take place and what effects does it imply? This paper is aimed at analysing the reception of this European model of local development by local actors and their ability for social learning.
3

UNDERSTANDING OF INTENTIONS, SHARED INTENTIONS: THE ORIGINS OF CULTURAL THINKING

41%
Tomasello M., Carpenter M., Call J., Behne T., Moll H.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2007
|
vol. 62
|
issue 1
61-105
EN
The authors propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with others and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children's skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: 1. the general ape line of understanding others as animate, goal-directed, and intentional agents; and 2. a species-unique motivation to share emotions, experience, and activities with other persons. The developmental outcome is children's ability to construct dialogic cognitive representations, which enable them to participate in earnest in the collectivity that is human cognition.
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.