Search results

1

O pojęciu godności narodowej w polskiej myśli romantycznej

100%

Nowak J.

Sprawy Narodowościowe

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2012

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issue 40

EN

National dignity is one of principal notions that helps define fundamental ideas and aims of nationalism. The author of the article analyzes the Polish thought of the first part of the 19th century, presenting the diversity of views. Historically, national dignity was believed to represent group value and being proud of belonging to one’s own nation, of its character and destiny within humanity. National dignity was an inalienable right and value closely connected with vital aspirations of a national community, with the ideal of freedom seen in the context of endangerments both from the outside (e.g., hostile actions of other states and nations), and from the inside (e.g., excessive love for one’s own nation, materialistic approaches, selfishness, but also as threats that arise via injustice, and the absence of social rights and equality). Dignity, honor, love of one’s motherland are values that we should constantly recall and at all times care for and propagate within a national community. In the article, special attention has also been paid to the way the older Polish thinkers presented the close relationships between collective dignity and individual dignity, as well as to the fact that the title notion has undergone a specific evolution in time and space.

2

Wer gehört zur deutschen Minderheit? Zugehörigkeitsdefinitionen zwischen Minderheitenperspektive und nationaler Gesetzgebung

80%

Bonin S.

Linguistische Treffen in Wrocław

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2021

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issue 20

167-177

EN

The article explores the differences between a legal definition of minorities and membership require- ments presented by possible members of the German minority. The issue is investigated through Membership Categorisation Analysis (MCA) of narrative interviews of people of German heritage from the Opole region (Upper Silesia, Poland). The analysis is followed by a comparison of the findings with the minority definition of the Polish Minority Act. The MCA of the statements made by the respondents shows that the characteristics and activities associated with members of the German minority are structured to varying degrees along the topics: membership in minority associations, age, language skills, reflection on the (unofficial) family history, nationality and regionality, as well as the individual decision to belong. Accordingly, the aspects of membership, the individual decision as well as the regional affiliation identified in the statements made by the respondents are added to the Minority Act definition. The original value of the article is threefold. Firstly, the article represents a change of perspective in researching the German minority by applying the concept of belonging. Instead of assuming a homogeneous identity of a person or group, belonging is perceived as heterogeneous (related to the collective) and multidimensional (related to the individual). Accordingly, the article analyses statements made by people of German heritage, instead of using an ethnic categorization prior to analysis. Secondly, MCA is applied from the perspective of belonging, thus making discrepancies, contradictions and overlaps of belonging visible. Thirdly, the results of the analysis are put into practice by comparing them with the definition in the Polish Minority Act. The presentation of the differences and similarities of the definitions of people of German heritage themselves, in comparison to the national legislation, provides important impulses for the adaptation of minority and language policy at the national, regional, and internal level of the minority organisations.

3

Educational and Psychological Aspects of Environmental Awareness and a Sense of Belonging

80%

Rode O.

Discourse and Communication for Sustainable Education

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2015

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vol. 4

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issue 1

67-79

EN

The research problem concerns the sphere of relationships with the environment and an individual's awareness in the aspect of satisfying the need for belonging. This research aims to determine the conditions of relationships with the environment and an individual's awareness in the process of personality formation. The research is constituted by an analysis of literary sources in education, psychology, philosophy and folklore studies as well as by a study of the formation process of a sense of belonging in Latvian folk songs or dainas. This research shows that a sense of belonging is associated with harmony between an individual and the surrounding environment. It is developed in the space of conditions for an individual's self-realisation that balances individual and social interests. For the development of inborn gifts, a natural environment of upbringing is needed. For the development of a sustainable education model in Latvia, the ideas found in Latvian dainas that have ascertained their sustainability may be of importance.

4

On the "Dark Side": Facebook humour used for inclusion and exclusion

70%

Mullan K.

The European Journal of Humour Research

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2022

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vol. 10

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issue 2

96-115

EN

This study examines the use of online humour in a subversive local community Facebook group set up in 2017 by disgruntled members banned from a similar group “in opposition to [the original group’s] arbitrarily-applied rules, [its] enforced happiness, and [its] suppression of any post that isn't about giving away lemons or asking to borrow small appliances”. The dissatisfaction with the guidelines and the administration of the original Facebook group provides rich material for humorous posts in the new group, many with varying degrees of aggression directed at the founder and certain members of the “Dark Side”, as the original group is frequently referred to. This article will demonstrate how the use of humour in this new rival Facebook group is used for the purposes of inclusion and exclusion, and how it contributes to a sense of belonging in this online community of practice (Lave & Wenger 1991) created by a small group of self-declared dissidents. It will be shown how the humour shapes the identity of the group through the members’ shared ideologies and beliefs (Tanskanen 2018), and how the humorous messages intended to denigrate and belittle the “Dark Side” reinforce unity among the group members, since the feeling of superiority over those being ridiculed coexists with a feeling of belonging (Billig 2005). Fifteen single comments or multi-post threads were chosen for analysis. These appeared during the first twenty months of this rival group’s existence, and included primarily affiliative and/or aggressive humour (Meyer 2015) directed at the original group. The analysis was carried out using elements of computer-mediated discourse analysis (Herring 2004), and an insider participant-observer online ethnographic approach. The examples chosen illustrate how the humour is used to unite the members of this subversive group by dividing them from the original one, to create the joking culture (Fine and de Soucey 2005) of the new group, and in so doing, creates and sustains the members’ shared identity as irreverent breakaway troublemakers.

5

Polish Migrant Children’s Transcultural Lives and Transnational Language Use

70%

Moskal M., Sime D.

Central and Eastern European Migration Review

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2016

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vol. 5

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issue 1

35-48

EN

This paper addresses the issue of language and belonging in the transnational context of migration. It draws on two research projects with first-generation children of Polish labour migrants in Scotland. The paper examines the role that language plays in fostering multiple ways of being and belonging, and in understanding how children make sense of their identity. It suggests that language should take a more central place in debates about cultural connectivity and transnational migration. Findings point to the need for a more holistic approach to supporting migrant children, including the explicit recognition of family cultural and language capital in the host society.

6

Pilot Test of the Growth Resources Questionnaire

70%

Pasowicz M.

Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica

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2017

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vol. 10

39-60

EN

In this paper, the results of a pilot test of a new diagnostic tool are presented. The Growth Resources Questionnaire (its Polish version) was developed on the basis of the Growth Resources Model – a new theoretical concept dedicated to grasping the key psychosocial resources responsible for personal development and flourishing (Pasowicz, 2017, in this volume). The questionnaire consists of three scales: The Positive Autonomy Scale, The Positive Belonging Scale, and The Positive Emotionality Scale. The questionnaire was tested on a sample of 304 subjects and its most important psychometric properties are presented and discussed. Finally, conclusions are drawn and further developments of the tool are outlined.

PL

W artykule zaprezentowane są wyniki pilotażu nowego narzędzia diagnostycznego. Kwestionariusz Zasobów Rozwoju został opracowany na podstawie Modelu Zasobów Rozwoju – nowej koncepcji teoretycznej opisującej kluczowe psychospołeczne zasoby odpowiedzialne za osobisty rozwój oraz rozkwit (Pasowicz, 2017, w tym tomie). Kwestionariusz składa się z trzech skal: Skali Pozytywnej Autonomii Skali Pozytywnej Przynależności oraz Skali Pozytywnej Emocjonalności. Narzędzie zostało przetestowane z udziałem grupy 304 osób i przedstawione są jego najważniejsze właściwości psychometryczne. Zaprezentowano także najważniejsze wnioski płynące z pilotażu oraz sugestie co do kierunków rozwoju narzędzia w przyszłości.

7

Arbëresh Songs on Scanderbeg as an Expression of Collective Memory, Longing, and Belonging

70%

Kadriu L., Gega-Musa L.

Studia Ethnologica Pragensia

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2023

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issue 1

97-114

EN

Scanderbeg is the main constitutive figure in the collective memory of Arbereshs in particular and of Albanians in general. As such he also is the main figure in the history of Albanians that inspired many artistic and scholarly works in different disciplines including oral tradition, history, literature, ethnology, etc. The main aim of this paper, as indicated in the title, is to see how songs on Scanderbeg could be acertained as an expression of collective memory, longing, and belonging up to the present times. In order to comprehend better this process authors will give information on who was Scanderbeg, who were Arbëresh and how did they establish and maintained awareness on their distinctive cultural and ethnic identity. What was the role of Scanderbeg in this process? Beside this the role of folk songs and historical data on remembering Scanderbeg and in constructing Arbwresh/Albanian national identity will be juxstaposed. As a tool will be used three folk songs collected by Arbëresh intellectual Jeronim De Rada, which are related to two main events of Scanderbeg’s life, namely marriage and death, and these will be compared with historical data as found for same events in the Harry Hodgkinson’s historical book about Scanderbeg. This juxtaposition will be analysed in the context of Anthony D. Smith’s concept on ethno-symbolism in order to enlighten the initiation of Arbëresh/ Albanian ethnic identity. The final attempt of this paper will be to theorize on how historical facts, transformed in both oral tradition and scholar interpretations, are used in shaping collective memory-(ies) that forge identity-ies of groups in different temporal and spatial levels, i.e. local, regional, ethnic and national, in which case construction process and selectivity are quite prominent. The method used here is comparison of different literature resources (historical, literature, ethnographies) and interpreting them in different theoretical frameworks such as ethnosymbolism, collective memory and constructivis national building.

8

Václav Havel, Simone Weil and our desire for totalitarianism

70%

Fredriksson A.

Filosofický časopis (Philosophical Journal)

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2022

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vol. 70

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issue Special_issue_1

83-104

EN

Given our troubled history in the 20th century, how is it that nationalism and populism have come to raise their heads again in Europe over the past 20 years? What have we lost? What is it about our liberal, democratic political structures that creates the current atmosphere of mistrust, xenophobia and shortsightedness? How has this development come about, and what is driving it? How should we understand this desire for authoritarianism? In this paper, I will address these questions through a reading of two essays that can be considered to have been written as warning signs regarding a very common tendency within social psychology that entails a development of communities towards authoritarian structures. Simone Weil’s essay “Human Personality”, written in 1943 during her wartime exile in London, and Václav Havel’s “The Power of the Powerless”, written in 1978 during his house arrest in Czechoslovakia, both address the potential relapse of Europe into authoritarianism. Neither of these essays should be read as developed theories within political philosophy. They are notes from a dire predicament of crisis, on both a personal and a macro-political level, that investigate the relationship between the subject and society in order to understand the dynamics of totalitarianism. Their strength lies exactly in that they address a present unfolding situation that the authors perceive to have potentially unbearable consequences. This tone of urgency, their way of addressing us from a positionality void of any real power or privilege, and their bold demands for envisioning change beyond given political ideologies, make these essays into unique backdrops for thinking about our current political questions. Both Weil and Havel advocate an open society that permits the subject to cultivate a form of life beyond collective ideology. Both essays address the sensibilities of the subject that do not appeal to identity, common ideology or collectivity in order to thrive. The aim of this paper is to outline this redefinition of the relation between the individual and society in Weil and Havel, as a remedy for our desire for authoritarianism.

9

Identity and the New Nationalist Pronouncements

70%

Kaufmann J.-C.

International Review of Social Research

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2011

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vol. 1

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issue 2

1-13

EN

It is a common mistake to believe that identity deals with history, our memory, and our roots. While the center of identity-related processes is quite different, it cannot certainly ignore objective reality, and the individual’s past. The inflationary use of the term dates only half a century back. Before that (except for administration) rarely was there any question of identity posed, because the individual was defined mainly by the institutional frameworks that determined him. The question of identity might have emerged gradually, as the gap widened, in the case of an individuality willing to be asserting itself as autonomous. First and foremost, it emerges out of subjectivity at work, with the purpose of making meaning which, in turn, is no longer conferred only by the social position occupied. It is an ever changing meaning, and in every instance a necessary condition of action. This is so because in a society dominated by reflexivity and critical thinking, the individual is persistently compelled to get involved in a cognitive functioning of the opposite type, in order to be able to act, creating small beliefs underlying personal evidences. At the heart of the most advanced modernity, the core of identity processes is, surprisingly, of a religious type. This process does not render itself evident in an isolated manner. Various affiliations (cultural, national, and religious) may be used, as well as many others resources, often mobile and diverse, which may turn into totalitarian, fixed, exclusive and sectarian statements. By such a framing of the entire landscape of the identity process, one may better understand the paradoxical situation of current nationalist expressions in Europe. They do not disappear, but sometimes even materialize into acute forms, even if the frameworks of socialization become increasingly transnational. It is precisely because the objective substrate of national identity is weakening, that its eruptive movements (during crises provoked by extremely different reasons) become unpredictable and uncontrollable and particularly dangerous for democracy.

10

Place Belonging in a Mobile World: A Case Study of Migrant Professionals

70%

Bielewska A., Jaskułowski K.

Sociologický časopis. Czech Sociological Review

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2017

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vol. 53

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issue 3

343-367

EN

The aim of this paper is to discuss the impact of spatial mobility on international professionals’ experience of place belonging. Drawing on qualitative research carried out in the Wroclaw subzone of the Walbrzych Special Economic Zone in Poland, the article explores the question of the identity of migrant professionals in the context of their connection with places. It analyses how migrant professionals perceive both their place of origin and the place they currently inhabit and considers the specific practices migrants engage in to strengthen old bonds and establish new ones. Despite their high mobility, migrant professionals cannot always be described in terms of placelessness belonging. On the contrary, migrant professionals show a relatively strong connection to their place of origin and some of them attempts to form ties with their current place of stay.

11

Introduction to the Growth Resources Model

70%

Pasowicz M.

Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica

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2017

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vol. 10

23-38

EN

This paper presents an outline of a new theoretical concept. The Growth Resources Model was designed to grasp the key psychosocial resources that help us develop and flourish. The model consists of three major components: positive autonomy, positive belonging, and positive emotionality. Positive autonomy is defined as a set of an individual’s key psychosocial resources allowing them to cope with reality in a constructive way and to achieve important goals. Positive belonging is defined as a set of key psychosocial resources allowing an individual to build and sustain constructive and satisfactory relations with other people. Finally, positive emotionality is indicated by a dominance of positive (pleasant) emotions over negative (unpleasant) emotions in our personal, subjective experience. The theoretical and empirical background of the model, and its major theoretical assumptions are discussed.

PL

W artykule zaprezentowany jest zarys nowej koncepcji teoretycznej. Model Zasobów Rozwoju powstał w celu uchwycenia kluczowych psychospołecznych zasobów wspierających nasz pomyślny rozwój orazrozkwit. Model składa się ztrzech głównych komponentów: pozytywnej autonomii, pozytywnej przynależności oraz pozytywnej emocjonalności. Pozytywna autonomia zdefiniowana jest jako kluczowe psychospołeczne zasoby jednostki pozwalające jej radzić sobie zrzeczywistością wkonstruktywny sposób oraz osiągać ważne cele. Pozytywna przynależność zdefiniowana jest jako kluczowe psychospołeczne zasoby jednostki pozwalające jej budować oraz utrzymywać konstruktywne isatysfakcjonujące relacje zinnymi. Wreszcie, pozytywna emocjonalność sygnalizowana jest przez przewagę emocji pozytywnych (przyjemnych) nad negatywnymi (nieprzyjemnymi) w subiektywnym doświadczeniu jednostki. Zaprezentowane są teoretyczne i empiryczne fundamenty modelu oraz jego najważniejsze teoretyczne założenia.

12

The unbearable lightness of moving : Czech migrants making a home (or not) in the UK

70%

Janurová K.

Sociologický časopis. Czech Sociological Review

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2018

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vol. 54

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issue 3

315-342

EN

This article builds on the emerging tradition of transnationalism in migration research, which considers both migrants’ ‘making a home’ in their host societies and their continued attachments to their places of origin as parallel processes. It examines the factors that influence migrants’ simultaneous negotiation of ‘belonging’ in the home and host societies. This question is particularly significant in the ‘liquid’ context of free intra-EU mobility. The analysis is based on semi-structured in-depth interviews conducted in 2014–2016 with 41 Czech migrants who had moved to the United Kingdom in 1990–2015. Building on existing research of Central and Eastern European migration, the article shows that despite their diverse trajectories, most interviewees strive for ‘grounded’ lives with a family and a predictable future. Their sense of ‘belonging’ is affected by their reasons for coming to and staying in the UK, but especially by the presence or absence of agency; whether the migrant’s decision to stay was voluntary or dependent. Aspects of the individual’s migration situation and personal characteristics are also shown to structure migrant belonging. The concept of a ‘leap of faith’ is introduced to capture the role of a conscious commitment to settling in the host country, both physically and mentally, and thus re-gaining ‘control’ over one’s migration trajectory in cases when the decision to stay was not made independently.

13

Circular seating arrangements: Approaching the social crux in language classrooms

70%

Falout J.

Studies in Second Language Learning and Teaching

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2014

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vol. 4

|

issue 2

275-300

EN

Circular seating arrangements can help instill a sense of belonging within classroom communities with overall positive effects on learning, emotions, and wellbeing. Yet students and their teachers within certain language classroom contexts, due to sociocultural limitations, may be relegated to learning in antisocial environments instilled partly by rank-and-file seating. Attributions for teacher demotivation can often lie in student misbehaviors, while student demotivation, silence, and resistance relate strongly to lack of bodily displays and physical affordances of interpersonal care, understanding, and trust that, if present, would contribute positively to many social aspects of their learning and identity formation. Specifically, rank-and-file seating constricts the area in the classroom most likely to dispose attention and interest to the learning and to others, whereas circular seating potentially expands this area, known as the action zone, to the whole classroom. Seating arrangements therefore can play an important role in the formation of interpersonal dynamics and identity formation among students and their teachers. In this paper, the purposes and ways of using circular seating in language classrooms will be explored from a social psychological perspective. Language teachers are invited to imagine and experiment with possibilities for uses of different seating arrangements in their own classrooms.

14

Belonging and Ontological Security Among Eastern European Migrant Parents and Their Children

70%

Sime D.

Central and Eastern European Migration Review

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2018

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vol. 7

|

issue 1

35-53

EN

Research has given increasing recognition to the important role that children play in family decisions to migrate and the significant impact of migration on family relationships. At the same time, the role of emotional labour involved in feeling ‘at home’ and the sense of ontological security and everyday belonging that families develop post-migration can benefit from further exploration. Drawing on data collected with Eastern European migrant families in Scotland, this article explores intergenerational understandings of (in)securities by comparing parents’ and children’s views on their lives post-migration. It shows that, while adults constructed family security around notions of stable employment and potential for a better future, children reflected more on the emotional and ontological insecurities which families experienced. Family relationships are often destabilised by migration, which can lead to long-term or permanent insecurities such as family disintegration and the loss of a sense of recognition and belonging. The article reflects on the ways in which insecurities of the past are transformed, but are unlikely to be resolved, by migration to a new country. It does this by grounding the analysis in young people’s own understandings of security and by examining how their narratives challenge idealised adult expectations of family security and stability post-migration. It also shows that young people’s involvement in migration research brings an important perspective to the family dynamics post-migration, challenging adult-centred constructs.

15

Circular seating arrangements: Approaching the social crux in language classrooms

70%

Falout J.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 2

275-300

EN

Circular seating arrangements can help instill a sense of belonging within classroom communities with overall positive effects on learning, emotions, and wellbeing. Yet students and their teachers within certain language classroom contexts, due to sociocultural limitations, may be relegated to learning in antisocial environments instilled partly by rank-and-file seating. Attributions for teacher demotivation can often lie in student misbehaviors, while student demotivation, silence, and resistance relate strongly to lack of bodily displays and physical affordances of interpersonal care, understanding, and trust that, if present, would contribute positively to many social aspects of their learning and identity formation. Specifically, rank-and-file seating constricts the area in the classroom most likely to dispose attention and interest to the learning and to others, whereas circular seating potentially expands this area, known as the action zone, to the whole classroom. Seating arrangements therefore can play an important role in the formation of interpersonal dynamics and identity formation among students and their teachers. In this paper, the purposes and ways of using circular seating in language classrooms will be explored from a social psychological perspective. Language teachers are invited to imagine and experiment with possibilities for uses of different seating arrangements in their own classrooms.

16

Humour and belonging: a thematic review

70%

Arab R., Milner Davis J.

The European Journal of Humour Research

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2022

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vol. 10

|

issue 2

1-13

EN

Serving as introduction to this Special Issue, this article presents a thematic review of topics involved in studies on humour and belonging. It briefly elaborates on the intricacies of concepts such as humour, sense of humour and belonging and their relationships. It then provides a selective review of some major relevant studies. Finally, the themes and contents of the Special Issue are introduced.

17

Laughing along? Negotiating belonging as a workplace newcomer

70%

Marra M.

The European Journal of Humour Research

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2022

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vol. 10

|

issue 2

135-151

EN

Successfully joining a new workplace community is demanding, especially when this involves crossing national boundaries in addition to team boundaries. For outsiders, humour is an area that arguably presents a challenge to full participation, particularly when local understandings are not shared, nor even recognized as distinctive. Newcomers face the challenge of navigating the trajectory from legitimate peripheral member towards core status (adopting the terms of the Community of Practice model). This involves cooperating with others in interaction, including engaging with humour and laughter as a way of indicating belonging. Here belonging is operationalized using the two dimensions proposed by Antonsich (2010), namely (1) a sense of belonging and (2) the politics of belonging as evidenced through negotiation with others. Applying an Interactional Sociolinguistic approach, I offer analysis of naturally occurring workplace interactions and reflections from skilled migrant interns in New Zealand workplaces. I discuss the place of laughter in attempts to demonstrate team membership, arguing that these attempts at belonging require the cooperation and endorsement of insiders. The findings indicate that, however benevolently intentioned, the local colleagues’ use of humour, and their reactions to the humour and laughter produced by the skilled migrant interns, often results in a sense of othering and exclusion. This is keenly felt by the interns who note the difficulties that taken for granted practices create in their acceptance and progress. In many cases the result is laughing along, as an outward signal of fit, rather than laughing with which suggests a deeper sense of belonging.

18

"It only hurts when I laugh": tolerating bullying humour in order to belong at work

70%

Plester B., Bentley T., Brewer E.

The European Journal of Humour Research

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2022

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vol. 10

|

issue 2

116-134

EN

Our study examines the impacts on workers when organisational humour is repeated, sustained, dominating, and potentially harmful, and thus can be considered to be bullying. In an ethnographic study of an idiosyncratic New Zealand IT company, we observed humour that was sexualised, dominating, and perpetrated by the most powerful organizational members. We argue that the compelling need for belonging in this extreme organizational culture influenced workers to accept bullying humour as just a joke and therefore acceptable and harmless even when it contravened societal workplace norms. Our contribution is in identifying and extending the significant theoretical relationship between workplace humour and bullying that, to date, is not well-explored in organizational research.

19

Longing in the Past, Belonging in the Future: An Autoethnographic Fiction

70%

Joshi V., Famarin I.

Jednak Książki. Gdańskie Czasopismo Humanistyczne

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2021

|

issue 13

44-54

EN

In this autoethnographic writing, we explore the concepts of longing and belonging through a collaborative writing process that is fictional at times and autoethnographic at times. We present an experimental and arts-based approach to analyzing and understanding memories, and themes of nostalgia, belongingness, and longing in the present day. Through our autoethnographic fiction (Bochner and Ellis 2016; Ellis 2004) we explore questions such as: what is it like to long and belong, what is it like to long for a future that is embedded in the past, what is it like to futurize/co-futurize memories, and what if the past is the pre-present? As immigrants to Toronto, coming from nations that were once colonized, and still remain in the peripheries of colonization, we ponder about our bodies occupying the third space that we are living in, the feelings of nostalgia and belonging in our fiction. We write about our belongingness to our roots and the trajectories of our beings and think what decolonizing the the concept of memories might evoke. Methodologically, we draw from Erin Manning’s (2016) idea of going against method to propose a collaborative autoethnographic fiction writing and collaging practice that implicates our memories and bodies with our surroundings and other bodies, human, beyond human, and material, as instruments of research. We suggest that the decolonization and dehistoricization of memories and our conceptions of longing, belonging, and creating futures embedded in the past can happen by futurizing our notions of memories. We hope that writing a fiction in conversation with one another and in synchronicity of each other’s experiences will allow us to deconstruct and problematize our understanding of memories, the frictions between avant-garde and nostalgia and interspersing the collaging practice will allow us to build our stories and explore belongingness and nostalgia, longing for something indefinite and unwanted memories.

20

The Playful Brain: Educating for Belonging

61%

Donaldson O. F., Graczykowska J.

Podstawy Edukacji

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2014

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vol. 7

441-454

PL

Poza oczywistym zróżnicowaniem w życiu jest w nim także powszechne poczucie serdeczności i przynależności. Aby edukacja była efektywna, musi zaadaptować się do wyrażania jedności, co nie może odbyć się przez zwyczajne podnoszenie standardów technologicznych albo kolejnych raportów i rozliczeń. Nasze zaawansowanie w technologie okaże się fatalne w skutkach dla rodzaju ludzkiego, chyba że osiągniemy postęp w tym, co A. Schweitzer nazwał „szacunkiem dla życia”. Potrzebujemy zupełnie innego podejścia. Proponujemy reﬂeksję nad dziecięcą zabawą. Ukryty w niej jest bowiem kod dobroci, który nie tylko może wpłynąć na zmianę naszego umysłu, ale może także zmienić funkcjonowanie mózgu i nasze zachowanie. Pogłębiona wiedza naukowców i mistyków mówi, że mamy predyspozycje do rozpoznania naszego poczucia jedności. Wielu naukowców i mędrców uznaje fakt istnienia w życiu ciągłego wzorca jedności, nie wiedzą oni jednak, w jaki sposób można go rozwijać. Są trzy cele tego artykułu. Po pierwsze, sugerujemy, że życie ma wewnętrzny i uniwersalny kod życzliwości, który zastępuje umysł nastawiony na rywalizację. Po drugie, dziecięca „pierwotna zabawa” powoduje odnawianie się tego kodu. Po trzecie, ten kod życzliwości można pielęgnować i rozwijać w kierunku aktywnych form współczucia, które są praktyczną, uniwersalną, systematyczną alternatywą dla edukacji. Na szczęście ten wzór może być przez nas odkrywany i doświadczany. Wraz z najnowszymi zdobyczami neurologii nasza zabawa z dziećmi i zwierzętami dostarcza danych, które ilustrują, że original play (pierwotna zabawa) opiera się na prostych, wewnętrznych, praktycznych mechanizmach, które zmniejszają lęk i zachowania agresywne, a także zastępują je działaniem pełnym współczucia i miłości. Ten „nowy wzór mapy mózgu” umożliwia przetwarzanie informacji w sposób zupełnie inny, niż ma to miejsce w przypadku zachowań rywalizacyjnych. Przewzorowaniu ulega lęk i agresja, które przekształcane są we współczucie. Original play zapewnia wysokiej jakości umiejętności wynikające z naszej wrodzonej inteligencji i zmienia stany lękowe, wzmacniając wytworzone przez zabawę szczególne połączenia neurologiczne, co z kolei generuje spokój, przytomność umysłu i współczucie.

EN

Behind the apparent diversity of life lies life’s common sense of kindness and belonging. To be effective education must adapt itself to express the unity. This cannot be done by simply upgrading our technology or adding names to our social networking accounts. All of our advances in technology will prove fatal to us in the end unless we achieve a corresponding advance in what Albert Schweitzer called „reverence for life”. We need a radically different approach. We’re proposing that hidden in children’s original play is a code of kindness that can not only change our minds about separation and conﬂict but change our brains and our behavior. The stunning message of scientists and mystics is that we are predisposed to recognize our sense of unity. Yet while many scientists and sages acknowledge that a sustaining pattern of unity exists in life, they haven’t known how to develop it. The purpose of this article is threefold. First, we suggest that life has an internal and universal code of kindness that replaces the contest mindset with a playful brain. Second, children’s original play actualizes this code of kindness. Third, this code of kindness can be nurtured and cultivated into an active form of compassion providing a practical, systematic, and universally applicable alternative for education. Fortunately this pattern can be discovered and experienced by us. Consistent with recent ﬁndings in neuroscience our play with children and animals has provided a wealth of anecdotal and empirical data demonstrating that original play is a simple, inherent, and practical relationship that decreases fear and aggressive behavior and replaces these feelings and actions with wisdom and compassion. Original play’s „remapping” enables the brain to process information much differently than in contest consciousness, rechanneling fearful, aggressive energies toward compassion. Original play taps into implicit, hard-wired capacities of our native intelligence and in the process destructures, deprograms and deconditions fear, while strengthening speciﬁc neurological circuits that generate peacefulness, awareness, and compassion.

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