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1

Optymalizacja szkoleń komplementarnych - ujęcie systemowe

100%

Mikołajczyk K.

Rocznik Andragogiczny

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2009

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vol. R. 2009

EN

The definition of optimal shape and scope of blended learning trainings was one of the main aims of the presented article. The authoress was trying to find out 'what is the most optimal and efficient didactical process of the blended learning training concerned as a systemic element of reality'. As a result of holistic research, it was possible to distinguish some fundamental components of e-learning process (both in its fully online as well as in blended form) that guarantee its optimization i.e. identification how to ensure its efficiency and sustainability. There is also a presentation of the author's didactic model of blended learning trainings realization (including connection, correlations and sequence of online and traditional parts of training). This model was prepared as a result of research regarding the system theory approach to blended learning trainings.

2

Uczenie się dorosłych w niemieckiej refleksji systemowo-konstruktywistycznej

88%

Słowińska S.

Rocznik Andragogiczny

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2011

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vol. R. 2011

173-184

EN

The paper aims to give an overview of the systemic-constructivist perspective that has established in adult education discourse in Germany since the ‘90. of the 20th century. At the first the authoress draws the basic concepts of the systemic-constructivist approach: the concept of autopoiesis/ autopoietic systems, the ideas of structural coupling, circularity, contingency and viability. Then she presents the understanding of learning from systemic-constructivist perspective: it is a process of construction and reconstruction of individually created reality happened in the closed system. Adult learning has a form of the interpreting learning and transformative learning induced by external perturbation. The third part of the paper reflects on the systemic constructivist principles of the adult education that consist in making opportunities to learn and not in instructing the learners.

3

ON SOME ETHICAL ASPECTS OF RADICAL CONSTRUCTIVISM

88%

Mikulas R.

Slovak Review. A Review of World Literature Research

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2007

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vol. 16

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issue 2

18-34

EN

Radical constructivism pleads to be and makes itself legitimate mainly as an epistemological position which orients the scientific research towards inner consistency of cognitive performances, i.e. of human knowledge, and simultaneously has crucial implications for specific scientific disciplines. It is one of the elementary conditions of a potential discussion about the ethics of constructivism because according to the constructivist theories the individual is not able to make decision alone and freely, or in other words, one is not able to act 'rationally' as an individual. The radical constructivism postulates an anormative ethics which presupposes a question whether such an ethics can be pursued at all if its theoretical postulate itself implies a radical paradox as its existential principle, i.e. an ethics which 'per se' undermines the basic principle of philosophical ethics which is based on the establishment and legitimacy of norms. In the case of anormative ethics one can assume the principle of implicit normativeness which is based on the conception of autopoietic systems. The rejection of the dogma of truth, therefore, does not necessarily lead to the ethical disorientation or arbitrariness as it is associated with the postmodern. The ethical consequence rests on the assumption that the actively construing individual bears the responsibility for all cognitive performances because every quality of the cognitive system is a product of its structural dynamics.

4

SYSTEM COMMUNICATION IN MULTICENTRE WORLD (WHAT LUHMANN SYSTEMS THEORY DECLARES) (Systemova komunikace v multicentrickem svete (O cem vypovida Luhmannova systemova teorie))

88%

Subrt J., Pincova B.

Communication Today

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2011

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vol. 2

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issue 2

6-18

EN

The paper deals with the problems of communication as they are analyzed in the framework of the systems theory of Niklas Luhmann. For Luhmann, modern society is functionally differentiated society, i.e. it is composed of heterogeneous but equal parts which are relatively independent in nature and which are denoted as partial social systems, i.e. sub-systems. The condition necessary for the existence of social systems is communication, and to ensure this, the systems create social mechanisms - the media- whose purpose is to stabilize the communication processes. In social development, there have been differentiated media sub-systems communications, which Luhmann regards as symbolically generalized media. Luhmann's analysis presents contemporary society as a whole differentiated into functionally dependent yet autonomous sub-systems that constitute neighbouring worlds for each other. On the basis of its observations of society, each sub-system generates its own image and thus instead of a centrally conceived world a multicentre world emerges.

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2 Rocznik Andragogiczny

1 Communication Today

1 Slovak Review. A Review of World Literature Research

1 Mikołajczyk K.

1 Mikulas R.

1 Pincova B.

1 Subrt J.

1 Słowińska S.

2 2011

1 2009

1 2007

Optymalizacja szkoleń komplementarnych - ujęcie systemowe

Uczenie się dorosłych w niemieckiej refleksji systemowo-konstruktywistycznej

ON SOME ETHICAL ASPECTS OF RADICAL CONSTRUCTIVISM

SYSTEM COMMUNICATION IN MULTICENTRE WORLD (WHAT LUHMANN SYSTEMS THEORY DECLARES) (Systemova komunikace v multicentrickem svete (O cem vypovida Luhmannova systemova teorie))