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Religious education in a public school between religious particularism and general education. Comparative analysis

100%
Milerski B.
Studia z Teorii Wychowania
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2023
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vol. XIV(3 (44))
187-210
EN
The basic determinant of a public school as a social and educational environment should be the promotion of social inclusion and cohesion. In most countries of the European Union, religious instruction is a subject of school education. These countries adopt different models in terms of legal legitimacy, organization and curriculum. The idea of introducing religion as a compulsory subject appeared in Poland. Non-public schools, i.e. a school run by social, religious or privat units, have the right to special curricular solutions. A public school, i.e. a school free of charge and available to every student, regardless of their worldview, should conduct religious education in the spirit of dialogue and social cohesion as an element of general education. This article presents a comparative analysis of religious education in public schools from the perspective of the relationship between religious particularism and general education. I assume that in individual countries both religious particularism and general education may be defined differently in the context of school education.
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Hermeneutics and comparative education. Language as material and powerful tool for assigning meanings, understanding, and transforming information

100%
Nowakowska-Siuta R.
Studia z Teorii Wychowania
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2023
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vol. XIV(2 (43))
387-397
EN
Language and the processes of understanding the meaning of the concepts we use are of particular interest to scholars of comparative pedagogy, intercultural pedagogy, and other fields dealing with intercultural communication processes. It is also evident that the methodology of comparative pedagogy must include considering the process of understanding, for it is not possible to describe the solutions used in education without understanding the strategies that had led to a certain state of affairs. The article discusses the issue of understanding the meanings of concepts as a necessary methodological procedure of comparative pedagogy. It provides examples of theoretical perspectives on the importance of language as a tool we use to communicate, store and transform information. The article also shows the link between culture and the vocabulary and pragmatics of language and the extra-linguistic possibilities of understanding meanings.
3
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Zapożyczenia w polityce edukacyjnej – szanse, ograniczenia, wyzwania

88%
Nowosad I.
Przegląd Historyczno-Oświatowy
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2023
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vol. LXVI
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issue 3-4
79-99
EN
Aim: The purpose of this paper is to review the achievements of comparative pedagogy and educational policies in the field of implementing borrowings. Methods: Methods applicable in the history of education and social sciences were used in the study; the contemporary scientific discourse on borrowings in educational policies was reconstructed. Results: The potential of educational policies which borrow from other countries in order to improve domestic education was assessed; some important contemporary problem areas were indicated and the impact of globalisation was taken into account, i.e the shift from full borrowings toward the adoption of only selected elements, or towards the adoption of the so-called “educational standards” which are promoted by global players. Conclusions: The Philips and Ochs model, already well-established in the practice of borrowings, is in a justified need of reformulation in the light of contemporary changes in educational policies; an approach which will take account of a more comprehensive framework for the course of borrowings in educational policies needs to be developed.
4
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Ponadczasowa doniosłość pedagogiki porównawczej Bogdana Nawroczyńskiego

87%
Śliwerski B.
Studia Edukacyjne
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2018
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issue 47
21-32
EN
The subject of the analysis are the excellent scientific achievements in the field of comparative pedagogy presented by Professor Bogdan Nawroczyński (1882-1974). His contacts with the world’s leading scholars in the field of pedagogy of the New Education resulted in a radical change in comparative studies in Polish pedagogy. I pay attention to the universality of Nawroczyński’s thought and its integrity with the theory of personality and education of young people. I am introducing his contribution to the internationalization of pedagogy, its systematisation and typology of pedagogical thought.
5
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System edukacyjny Stanów Zjednoczonych – charakterystyka ogólna

75%
LIB W.
Edukacja-Technika-Informatyka
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2018
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vol. 9
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issue 3
65-72
PL
Stany Zjednoczone Ameryki Północnej (USA) to jeden z wiodących pod względem ekonomicznym, gospodarczym i politycznym krajów świata. U podstaw takiego stanu rzeczy – oprócz czynników związanych indywidualnymi cechami amerykańskiego społeczeństwa (pewność siebie, odwaga dążenie do odkrywania nowego itp.) – z pewnością leży system oświaty i określone w nim cele kształcenia. W artykule autor przedstawia główne założenia systemu oświaty USA.
EN
The United States of America (the USA) is one of the leading leaders in economic and political terms in the world. It can be argued that the reason for this is the individual characteristics of American society, namely, such deeply rooted qualities as, self-confidence, perseverance and audacity to discover new things. This may certainly be attributed to the American system of education and its teaching objectives. In this research paper, the author presents the main assumptions of the U.S. education system.
6
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Innowacje w kształceniu nauczycieli w perspektywie porównawczej

75%
Nowakowska-Siuta R.
Studia z Teorii Wychowania
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2016
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issue 4 (17)
53-63
EN
The article presents comparative perspective on contemporary tendencies in teachers’ professional preparation. It outlines changes in the approach to teachers’ training in the European Union, as well as shows selected examples of innovations in teachers’ didactical and class management preparation. Examples of teachers’ inclusion in sketching school reforms and creating educational policy in the European Union are also provided.
PL
Artykuł prezentuje perspektywę porównawczą współczesnych tendencji przygotowania nauczycieli do pełnienia roli zawodowej. Ukazane zostały zmiany w podejściu do kształcenia nauczycieli, wybrane przykłady innowacji w przygotowaniu przyszłych nauczycieli do pracy dydaktycznej i wychowawczej. Przedstawiono również przykłady włączania nauczycieli do konstruowania reform szkoły a także kreowania polityki oświatowej w wybranych krajach europejskich.
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Dziecko w przedszkolu w Polsce i Norwegii (z zajęciami ruchowymi w tle)

63%
Bielińska I.
Problemy Wczesnej Edukacji
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2013
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vol. 9
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issue 1(20)
100-111
EN
The paper was written to identify the similarities and differences in the functioning of pre-school institutions in Poland and Norway, with particular emphasis on physical activities. It contains general notes on the operation of kindergartens in both countries, information on personnel, characteristics of space and time organization, and above all, an analysis of the area of child’s autonomy in an institution. The analysis is based on the author’s own professional experience in Norwegian kindergartens and contacts with Polish kindergarten workers.
8
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Peregrynacje edukacyjne. Komparatystyka andragogiczna w ujęciu Profesor Eugenii A. Wesołowskiej

63%
Pierścieniak K.
Edukacja Dorosłych
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2016
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vol. 1(74)
61-76
PL
W artykule omówiono w sposób poglądowy dokonania Profesor dr hab. Eugenii A. Wesołowskiej w obszarze pedagogiki porównawczej. Analizie pod- dane zostały poszczególne postaci aktywności pisarskiej oraz zmiany, jakie miała miejsce w badaniach i twórczości naukowej Profesor E.A. Wesołowskiej w trakcie jej biegu życia. W opisie wykorzystano różne sensy podróży.
EN
This article is an overview of the scientific achievements of Professor dr hab. Eugenia A. Wesołowska in the field of comparative education. The author analyses different forms of writing activity and the changes that took place in the research and academic work of Professor E. A. Wesołowska during her life course. The author refers to different meanings of journey.
9
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Andragogiczne pasje pani profesor Eugenii Anny Wesołowskiej

63%
Przybylska E.
Edukacja Dorosłych
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2016
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vol. 1(74)
11-20
PL
Artykuł ma charakter wspomnienia o Profesor Eugenii Annie Wesołowskiej. Szkicuje postać zasłużonej Profesor andragogiki, organizatorki życia akademickiego, inicjatorki licznych działań edukacyjnych o charakterze ogólnokrajowym i międzynarodowym, promotorki i wielkiego przyjaciela studentów oraz młodych pracowników nauki. Autorka dzieli się swoimi osobistymi doświadczeniami w pracy z Promotorką i dokonuje próby krótkiego przeglądu Jej dorobku z perspektywy czasu. W bogatej twórczości Pani Profesor wyróżnia kilka wątków, stanowiących motyw przewodni Jej badań naukowych. Są to polityka oświatowa, profesjonalizacja specjalistów edukacji dorosłych, edukacja kobiet oraz pedagogika porównawcza. Myśl andragogiczna Pani Profesor, ceniona i inspirująca w dobie transformacji ustrojowej w Polsce, pozostaje aktualna i ważna do dziś.
EN
The article is a memoir of Professor Eugenia Anna Wesołowska. It draws a vivid picture of a distinguished andragogy professor involved in the organisation of academic life, an initiator of numerous educational activities on domestic and international levels, a thesis adviser and a great friend of students and young scholars. The author of the article discloses her own experiences of working with her dissertation adviser and attempts to draft retrospectively a short review of Professor’s achievements. Main issues were selected out of the rich output of Professor Wesołowska, which constitute the leading motive of her research. These are: educational policy, women’s education and comparative pedagogy. The andragogical idea of Professor Eugenia Wesołowska, appreciated and inspiring in the time of the political transformation in Poland, remains present and crucial up till today.
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