Search results

1

University autonomy; the core of academic culture

100%

Sztompka P.

Nauka

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2017

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issue 3

PL

Academic culture is a set of rules (norms and values) regulating the institution of the university. The central component of academic culture is autonomy both in the sense of independence from external interference and the capacity to decide on research, teaching and organization of the university. Autonomy is endangered by the interference in academic culture of other cultural complexes characteristic for modern society: corporate culture, business culture, bureaucratic culture, financial culture, consumer culture. The resulting cultural clash is the reason for current crisis of the university. The defense of autonomy is the ethical and professional duty of scholars.

2

Academic publishing and interdisciplinarity: Finnish experiences

88%

Pihlström S.

Human Affairs

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2014

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vol. 24

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issue 1

40-47

EN

This essay discusses some current challenges in academic publishing and interdisciplinarity, including interdisciplinary publishing, by referring to some recent experiences in the Finnish academic community. In particular, the recent “Publication Forum” exercise, organized in Finland by the Finnish Federation of Learned Societies, is briefly analyzed. Journal rankings play important roles but may also be used in problematic ways. Interdisciplinary research programs and institutes also need to consider their own challenges in contemporary academia.

3

Forming learning identities in higher education in Sweden

88%

Thunborg C., Bron A., Edstróm E.

Studies for the Learning Society

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2012

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vol. 2

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issue 2-3

23-34

EN

The aim of this paper is to deepen understanding of the forming of learning identities amongst non-traditional students in Higher Education (HE). Learning identities are related to how actors experience themselves as learners in relation to their previous experiences, social background and different academic cultures and contexts. The forming of learning identities is a part of the forming of overall identities, and we use three identity types for our analysis: multiple integrated, floating and adopted. The study is built on biographical interviews with six students (chosen from a pool of 100) and 37 semi-structured interviews with staff from three HE institutions in Sweden. The results show that non-traditional students tend to feel like outsiders, and that this seems to be related to class and age rather than ethnicity and gender. Nevertheless, they form different identities and learning identities. Those forming a multiple integrated identity define themselves as learners and sometimes even as independent learners, while students forming an adopted identity seem to identify themselves with the academy generally. The learning identity they form is that of a "good student". Students forming a floating identity have difficulty defining themselves within the academy. Finally, some students seem to form a pragmatic identity, identifying with their future profession rather than the academy. In doing this an instrumental learning identity is formed. In the academy and in the case of lecturers, status is related to research orientation, whereas in the case of students, the value of education seems to be related to gaining employment. This creates tensions in the HE system.

4

The very idea of academic culture: What academy? What culture?

75%

Barnett R.

Human Affairs

|

2014

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vol. 24

|

issue 1

7-19

EN

In what senses can the academy be said to be a site of culture? Does that very idea bear much weight today? Perhaps the negative proposition has more substance, namely that the academy is no longer (if indeed it ever was) a place of culture. After all, we live in dark times-of unbridled power, tyranny, domination and manipulation. Some say that we have entered an age of the posthuman or even the inhuman. It just may be, however, that in such a world, the academic community is needed more than ever for it offers a culture of justified revelation. It is a culture that reveals the world to us in new ways, but in ways that are attested and contested; its judgements emerge out of a critical and unworldly pedantry. With some hesitancy, we can legitimately therefore speak of not just a culture of the academic community but, indeed, the culture of the academic community.

5

АКАДЕМІЧНА КУЛЬТУРА – ФУНДАМЕНТАЛЬНИЙ СКЛАДНИК ПІДГОТОВКИ ДОКТОРА ФІЛОСОФІЇ ЗІ СПЕЦІАЛЬНОСТІ 015 «ПРОФЕСІЙНА ОСВІТА»

75%

Семеног О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 5(59)

192-203

EN

Analysis of regulatory, scientific sources and practical experience shows that an important condition for the modernization of Ukrainian higher education and its integration into European and world cultural, educational space is the quality and competitiveness of the future teachers and researchers’ training on the third (education and research) level of higher education. The conceptual approaches to education and research training program of doctors of philosophy (PhD) preparation in 015 speciality “Professional Education” (specialization “teacher-researcher”) are overviewed. The program is based on the ideas of the system, competency, marketing, personal and active, cultural, axiological and methodological approaches, it takes into account the provisions of proactive approach to the professional competence of teachers and researchers. It is proved that the professional training of future teachers and researchers must permeate the values of academic culture, the structure of which constitute axiological, motivational, ethics, information and cognitive, praxeological, behavioral-interactive components, each of which is reflected in the culture of thinking, academic discourse, ethical culture, academic reading and writing, literacy, academic discourse and others. Academic culture is also a unique culture of teacher’s action. It is a cultural and educational space of the university that must fulfill with the individual spirituality and value priorities of educational work. Formation of academic culture is based on the personal-active, systematic, competence, axiological, cultural, andragogical approaches, taking into account the principles of contextual learning communicative interactions inside individual liberty, critical self-evaluation. Training, educational work, teaching practice is important to direct on the formation of respect for the teaching profession, respect to young people mentor, and respect to the university. The following publications will consider the experience of training of future teachers and researchers in the universities of Europe, that emphasize the process of forming academic culture in the unity of its components.

6

Współpraca Uniwersytetu Warmińsko-Mazurskiego w Olsztynie z ukraińskim Uniwersytetem Pedagogicznym w Berdiańsku – krótki epizod z historii wymiany naukowej, dydaktycznej i kulturalnej

75%

Górniewicz J.

Przegląd Wschodnioeuropejski

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2023

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vol. 1

123-133

XX

In the article, I analyse the effects of scientific, didactic and cultural cooperation between the University of Warmia and Mazury in Olsztyn (Poland) and the Pedagogical University in Berdiansk (Ukraine). After Poland’s accession to the European Union in 2004, Polish institutions of higher education became interesting potential partners for universities in independent Ukraine. Together with other universities in Western and Central Europe, they create a common educational space – a political, educational and cultural project. Scientific and educational aspirations, as well as great opportunities for creating the value of culture by the academic communities of Ukraine, have become the content of international cooperation of these universities. The University of Warmia and Mazury in Olsztyn has established 30 contacts with universities from Ukraine. In the article, I discuss the results of this cooperation with one of them – the Pedagogical University of Berdiansk.

7

Uniwersytet bez idei

71%

Smużewska M.

Nauka i Szkolnictwo Wyższe

|

2015

|

issue 1(45)

309-324

EN

Achievements of Congress of Academic Culture that took place in Cracow in 2014 were clarified in work titled The idea of the university. Reactivation. This book is a critique of contemporary trends in higher education and suggests restitution of the nineteenth-century model of university. In the article author attempted to contest the critical arguments outlined in the opening remarks of Piotr Sztompka. In the second part, author wanted to explain why a return to the idea of Humboldt is a pipe dream. Finally, in third section one presented these elements of institutional strategy, that could work in Polish context, if only reforms have been performed now.

PL

Dorobek Kongresu Kultury Akademickiej, który odbył się w 2014 r. w Krakowie, zawarto w pracy Idea uniwersytetu. Reaktywacja. Jest to krytyka współczesnych trendów w szkolnictwie wyższym i sugeruje restytucję XIX-wiecznego modelu uniwersytetu. W artykule podjęto próbę polemiki z argumentami krytycznymi zarysowanymi w wystąpieniu inauguracyjnym Piotra Sztompki oraz wyjaśniono, dlaczego powrót do idei Humboldta jest mało realny. Ponadto przedstawiono te elementy strategii instytucjonalnej, które mogłyby się w polskim kontekście sprawdzić, gdyby działania podjęto w krótkiej perspektywie czasowej.

8

Między neoliberalizmem a feudalizmem. Godność młodych naukowców w kontekście transformacji polskiego uniwersytetu

71%

Zawadzki M.

Nauka i Szkolnictwo Wyższe

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2017

|

issue 1(49)

133-154

EN

This paper presents the results of initial research about the dignity of people starting their career in a Polish university. Polish PhD students and junior academics are situated in a transitional stage between the feudalism and neo-liberalism as well as academial “independency” and “dependency,” which might contribute to the politicization of their work identity. What is the impact of those ambivalent work conditions on their dignity? In the article I describe the neo-liberal changes in the Polish higher education, analyze the dignity in the workplace from the humanistic management perspective and present the results of qualitative pilot study.

PL

Artykuł przedstawia wyniki badań wstępnych prowadzonych z perspektywy zarządzania humanistycznego, dotyczących godności w miejscu pracy wśród osób rozpoczynających karierę akademicką na polskiej uczelni. Polscy doktoranci i osoby ze stopniem doktora znajdują się w momencie przejściowym między feudalizmem a neoliberalizmem oraz między „samodzielnością” a „niesamodzielnością” naukową, co sprzyja upolitycznieniu ich tożsamości. Ma to niebagatelne skutki w kontekście procesów ochrony i ograniczania ich godności w miejscu pracy. Opisane zostaną neoliberalne zmiany w polskim szkolnictwie wyższym, poddana analizie kategoria godności z perspektywy zarządzania humanistycznego, a także zaprezentowane wyniki przeprowadzonego pilotażu badań jakościowych.

9

Studenckie adaptacje sztuki, czyli aksjologiczne i emancypacyjne wymiary animacji kulturalnej w Akademickim Centrum Kultury Uniwersytetu Szczecińskiego

63%

Grzegorek J. N.

Pedagogika Szkoły Wyższej

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2014

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issue 2

167-186

EN

While analysing cultural animation in categories of reflction and pedagogical practice, we discover the heterogeneity of its nature. It contains many interdisciplinary contexts of theoretical, objective-contextual, functional and subjective-social aspects. It allows to defie it from different theoretical perspectives, placing it in many areas of knowledge and science including education, art and other scientifi studies associated with them. This multiparadigm determines the timeliness and the meaning of cultural animation at the background of dynamically changing social reality including that of education and its crisis of culture and upbringing and at the same time the need of its overcoming. Cultural animation can become a kind of carrier of chances and possibilities, especially in the context of academic culture. the starting point for the considerations presented in this text is 3 criteria of examining culture which support its animation not only disseminating in an academic structure. The fist criterion is based on the statement that culture determines the development of the societies, standard of living in the collective and subjective aspects. The second one is based on the assumption that education is the reflction of culture. The third criterion is based on the emancipating function of culture both in reference to subjective emancipating and to collective transgression.

10

Posługa uniwersytetu. Akademia Platońska i współczesny uniwersytet

63%

Śliz A., Szczepański M. S.

Roczniki Nauk Społecznych

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2023

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vol. 51

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issue 1

23-39

EN

In the history of the university, it is possible to indicate life events and words like those of Kazimierz Twardowski about dignity and job of the university. These words are also important in the context of modernity, as the university, the primitive sources of which we can find in Ancient Greece, was coming through various times until it became an iconic institution of the postmodern society. The university is a place of forming and multiplying the capital and archiving knowledge. The article is an attempt to recreate dynamics of academic life from the Greek academy to the 21st century university.

PL

W dziejach uniwersytetu wskazać można przełomowe wydarzenia i słowa, jak te prof. Kazimierza Twardowskiego o dostojeństwie i powinnościach uczelni. To słowa również ważne w kontekście współczesności, gdyż uniwersytet, którego praźródła odnajdujemy w starożytnej Grecji, przechodził różne losy, aż stał się ikoniczną instytucją społeczeństwa ponowoczesnego. Uniwersytet to miejsce kształtowania i pomnażania kapitałów oraz archiwizowania wiedzy. Artykuł jest próbą odtworzenia dynamiki życia uniwersyteckiego od greckiej akademii do uniwersytetu XXI wieku.

11

„Spokojnie, jestem grzeczny”. Molestowanie seksualne jako strategia uczestników badania

51%

Palęcka A.

Przegląd Socjologii Jakościowej

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2021

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vol. 17

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issue 2

44-60

EN

The aim of the article is to make visible the violence experienced by researchers in the field. Firstly, violence is sometimes a part of the fieldwork and as such can be analyzed. Secondly, keeping quiet about it strengthens the harmful aspects of the academic culture, in which the problems related to belonging to minority groups (including the problems of women in academia) remain invisible. As a consequence, research institutions do not develop support mechanisms for people experiencing violence, and researchers are not prepared for this kind of difficulty. I analyze three incidents of sexual harassment that I myself have experienced in the field. I interpret them as one of the strategies adopted by research participants during an interview to gain power or control over the situation.

PL

Celem artykułu jest uwidocznienie przemocy doświadczanej w terenie przez badaczki i badaczy. Po pierwsze, przemoc bywa częścią pracy w terenie i jako taka może podlegać analizie. Po drugie, przemilczanie jej wzmacnia szkodliwe aspekty kultury akademickiej, w której problemy związane z przynależnością do grup mniejszościowych (w tym problemy kobiet w akademii) pozostają niewidoczne. W konsekwencji instytucje badawcze nie wypracowują mechanizmów wsparcia dla osób doświadczających przemocy, a badacze i badaczki nie są przygotowane na tego rodzaju trudności. Analizuję trzy przypadki molestowania seksualnego, którego doświadczyłam w terenie. Interpretuję je jako jedną ze strategii przyjmowanych przez uczestników badań podczas wywiadu dla zyskania władzy lub kontroli nad sytuacją.

12

A Deconstructive Approach to the Past

51%

Domańska E.

Historyka Studia Metodologiczne

|

2020

|

vol. 50

13

The dilemmas of trustworthiness in science

51%

Sztompka P.

Nauka

|

2022

|

issue 3

Refine search results

University autonomy; the core of academic culture

Academic publishing and interdisciplinarity: Finnish experiences

Forming learning identities in higher education in Sweden

The very idea of academic culture: What academy? What culture?

АКАДЕМІЧНА КУЛЬТУРА – ФУНДАМЕНТАЛЬНИЙ СКЛАДНИК ПІДГОТОВКИ ДОКТОРА ФІЛОСОФІЇ ЗІ СПЕЦІАЛЬНОСТІ 015 «ПРОФЕСІЙНА ОСВІТА»

Współpraca Uniwersytetu Warmińsko-Mazurskiego w Olsztynie z ukraińskim Uniwersytetem Pedagogicznym w Berdiańsku – krótki epizod z historii wymiany naukowej, dydaktycznej i kulturalnej

Uniwersytet bez idei

Między neoliberalizmem a feudalizmem. Godność młodych naukowców w kontekście transformacji polskiego uniwersytetu

Studenckie adaptacje sztuki, czyli aksjologiczne i emancypacyjne wymiary animacji kulturalnej w Akademickim Centrum Kultury Uniwersytetu Szczecińskiego

Posługa uniwersytetu. Akademia Platońska i współczesny uniwersytet

„Spokojnie, jestem grzeczny”. Molestowanie seksualne jako strategia uczestników badania

A Deconstructive Approach to the Past

The dilemmas of trustworthiness in science