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

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  cognitive interest
help Sort By:

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

Nauka konstytuowana przez interesy. O koncepcji Jürgena Habermasa

100%
Czarnocka M.
Filozofia i nauka. Studia filozoficzne i interdyscyplinarne
|
2016
|
vol. 4
61-80
PL
W artykule analizuję koncepcję Jürgena Habermasa trzech interesów i przyporządkowanych im trzech typów nauk, przedstawioną w Erkenntnis und Interesse (1968) oraz w Teorii i praktyce, w tekście Niektóre trudności próby związania teorii z praktyką. Wprowadzeniu do nowego wydania (1971). Dwie cechy tej koncepcji sprawiają, że jest ona aktualnie ważna. Po pierwsze, zawiera niestandardowy pogląd na naturę i rolę nauki. Po drugie, jest rzadką obecnie koncepcją poznania ufundowaną antropologicznie, z odcieniem transcendentalizmu i z rozbudowanymi wątkami ewolucjonistycznymi, jednak przełamującą redukcjonizm konsekwentnych epistemologii ewolucyjnych poprzez wprowadzenie sfery duchowej, transcendującej biologiczność.
EN
I reconstruct and analyse Jürgen Habermas’ conception of three interests and subordinated to them three types of sciences; this conception has been presented mainly in his Knowledge and Interests (1968) and in the New Introduction to the fourth German edition of the Theory and Practice (1971). The present validity of the conception is due to its two properties. First, it includes a non-standard, alternative to today’s dominated view on the nature and role of science. Second, it is a currently rare theory of science founded anthropologically, with evolutionary theories threads, however, weakened in comparison with the consistent Darwinism by introducing the spiritual sphere, transcending biologicality.
2

ПСИХОЛОГО-ПЕДАГОГІЧНІ ПІДХОДИ ДО ПРОБЛЕМИ НАВЧАЛЬНОЇ МОТИВАЦІЇ МОЛОДШИХ ШКОЛЯРІВ

100%
Парфілова С., Лисенко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
154-161
EN
The article analyzes the views on the problem of motivation. The research has been made on the existing approaches, concerning the formation of educational motivation of pupils. The article discloses the notion of motivation, in particular training, highlights the content and leading group of motives. The conditions of formation of educational motivation are characterized. The peculiarities of creating a situation of success in educational activity as subjective mental state meet as a result of overcoming physical or mental stress. For a better transition to the new system of education, which is aimed at developing students’ desire to learn, to achieve their objectives, the priority task is to develop students’ interest and generate positive motivation to learn. The analysis of the literature shows that in a modern psychology and pedagogy there is no unity in the essence of definition of the concept of motivation. Motivation is a multidimensional form of individual motives, needs, goals, intentions, interests, ideals and values. The learning motivation consists of several motives that are constantly changing and enter the new connections with each other. Motivation is one of the most important conditions that ensures the successful development of students’ knowledge, serves them a source of new information and understanding, its language development and self-understanding of the material. There are different approaches to the definition of the essence of motivation that generate different interpretation of motive. Motive is the most important part of the motivational sphere of a person, is the real motivation that causes people to act in certain situations, under certain conditions. The efficiency of educational activity directly depends on the motives, which impulse the primary school children to activity and determine its aspiration. The teacher should develop the motives of education for generating the interest and positive motivation for learning activities. For the formation of educational motives it is important to use situations of cognitive novelty, educational games, educational discussions, cognitive contradictions, a variety of analogies, create situations of success and so on. Forming a positive motivation, the teacher not only develops interest and responsible attitude to teaching in the primary school children, but also contributes to a desire to achieve high results, feel themselves a successful person.
3
Publication available in full text mode
Content available

Nauka konstytuowana przez interesy. O koncepcji Jürgena Habermasa

100%
Czarnocka M.
Filozofia i Nauka
|
2016
|
vol. 4
61-80
EN
I reconstruct and analyse Jürgen Habermas’ conception of three interests and subordinated to them three types of sciences; this conception has been presented mainly in his Knowledge and Interests (1968) and in the New Introduction to the fourth German edition of the Theory and Practice (1971). The present validity of the conception is due to its two properties. First, it includes a non-standard, alternative to today’s dominated view on the nature and role of science. Second, it is a currently rare theory of science founded anthropologically, with evolutionary theories threads, however, weakened in comparison with the consistent Darwinism by introducing the spiritual sphere, transcending biologicality.
PL
W artykule analizuję koncepcję Jürgena Habermasa trzech interesów i przyporządkowanych im trzech typów nauk, przedstawioną w Erkenntnis und Interesse (1968) oraz w Teorii i praktyce, w tekście Niektóre trudności próby związania teorii z praktyką. Wprowadzeniu do nowego wydania (1971). Dwie cechy tej koncepcji sprawiają, że jest ona aktualnie ważna. Po pierwsze, zawiera niestandardowy pogląd na naturę i rolę nauki. Po drugie, jest rzadką obecnie koncepcją poznania ufundowaną antropologicznie, z odcieniem transcendentalizmu i z rozbudowanymi wątkami ewolucjonistycznymi, jednak przełamującą redukcjonizm konsekwentnych epistemologii ewolucyjnych poprzez wprowadzenie sfery duchowej, transcendującej biologiczność.
4

РОЗВИТОК ПІЗНАВАЛЬНОГО ІНТЕРЕСУ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ НА ПОЧАТКОВОМУ ЕТАПІ НАВЧАННЯ

84%
Юлія Ж.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 1(65)
50-60
EN
The article theoretically grounds the development conditions of cognitive interest of the future specialists of preschool education. It is determined that for the harmonious education and qualitative beginning of the educational process of young individuals it is necessary to prepare professional, caring, creative future educators of preschool educational institutions. The implementation of such means of intensification as maximizing the mental activity of the individual; the layering and complexity of intellectual tasks, complementing them with some practical skills; the emotional atmosphere of learning, positive emotional tone of the learning process; active favorable communication are relevant in the process of education today. Cognitive interest is an important personal creation, which stimulates the cognitive activity of personality of students and thereby contributes to the development of mental, psychical, social spheres of the individual, creates the conditions for the formation of creative and intellectual activity of the future specialists of preschool education, affects the results of the process of training and education. It is necessary to stimulate cognitive interests constantly. The main directions of stimulation of cognitive interests are the selection of subjects’ content, material and rational organization of activity. The process of formation of cognitive interest is influenced by many factors. The most decisive among them are the following: the classes’ content, its methods and forms; activity, thinking, originality, uniqueness, personality’s creativity, professional motivation. The essence of the cognitive interest development of the future specialist of preschool education is to form the culture of those internal intellectual and cognitive processes that underlie the ability to originate continuously, develop, design and process in a person new ideas, implementation in meaningful and practical professional activity that is the most obvious criterion of the level of professionalism of the teacher of preschool educational institution
5
Publication available in full text mode
Content available

Инновации в современной системе внеурочной деятельности школьников

67%
Pak M., Denis I.
Problemy Współczesnej Pedagogiki
|
2018
|
vol. 4
|
issue 1
103–108
RU
Статья посвящена актуальной проблеме инновационного подхода в современной системе внеурочной деятельности школьников по химии. Главной целью внеурочной деятельности по химии должно быть формирование познавательного интереса школьников к учебному предмету химии. Основное назначение внеурочной работы – подготовка и защита индивидуального проекта школьников по химии. Индивидуальный проект способствует реализации ведущей идеи «от познания к творчеству».
EN
The article is devoted to the issue of innovative approach in the modern system of extracurricular activities for schoolchildren at the example of teaching chemistry. As far as chemistry is concerned, the primary objective of extracurricular activity must be forming of cognitive interest in learning chemistry itself. The basic aim of extracurricular work is preparing students for making and passing individual projects on chemistry. An individual project accompanies the leading teaching idea: ‘from cognition to work’.
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.