Search results

1

Nowy obraz współczesnego świata, a zadania edukacyjne

100%

Lekiewicz Z.

Prakseologia

|

2005

|

issue 145

203-207

EN

Today world’s challenges, which appear in XXI century are significant and different than before. The society is divided between 20% of these, who have benefits from changes and 80% of these, who are in danger. It’s hard to find solution of this situation. Educational paradigm is kind of this. In order to rebuild bases of universal education, we should state values and qualities, which we prefer. The most important, as Jacek Kuroń said, is activity, which help the poorest people. It’s not in order to injure strong ones, but in order to make everyone strong. Educational process should be trying to reach the goal of creating one world. Even if divided, still one. We should aim to make every little element (like local community) influencing the rest. That, what happens in this little element, seems to be up to us.

2

Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy

80%

Leś T.

Kwartalnik Pedagogiczny

|

2018

|

vol. 63(1 (247))

48-68

PL

Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply.

3

РОЛЬ НАВЧАЛЬНО-ПІЗНАВАЛЬНОЇ ЕВРИСТИЧНОЇ ДІЯЛЬНОСТІ В НАВЧАЛЬНО-ВИХОВНОМУ ПРОЦЕСІ ПОЧАТКОВОЇ ШКОЛИ

70%

Харькова Є.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 9(53)

453-460

EN

The definitions and structure of educational activity, educational-cognitive activity, heuristic activity and educational-cognitive heuristic activity are examined in the article, and also it is found out, that only educational activity which has integral character is instrumental in development of a student, and represents a system of interdependent components: reasons, educational aims, educational actions, actions of control and estimation. Specific features of educational activity are those associated with the assimilation of junior pupils’ theoretical knowledge. During the execution of learning tasks the actions of aimed at mastering general ways of orientation in the relations between known and unknown quantities, phenomena, components of objects, situations, processes and the like. Action monitoring and evaluation give them the opportunity to check the correctness of the implementation of the training action, evaluate the success of somebody’s entire academic tasks. Learning activities in primary school is subject to certain laws. One of them is the fact that all teaching takes place in the shape of a detailed presentation to the pupils’ of the major components of the learning activities in which they actively engage. In academic work, the pupil consciously sets him/herself the same goals as are currently in front of the school that is ultimately educate oneself to a fully developed and socially mature person. This is called the educational-cognitive activity. The educational-cognitive activity begins to form in pupils from the first days at school. The formation of a full-fledged educational-cognitive activity usually ends at the 6–7 class. In author’s opinion educational-cognitive heuristic activity better ensures the development of the junior pupils, because in addition to the components inherent in the educational activity are attached: substantive, operational and procedural, motivational, organizational, methodological components, as well as the objectives, products, and methods. On the basis of the analysis are defined the concept and characteristics of educational-cognitive heuristic activity of junior schoolchildren, which we will use in our further study.

4

On the Continuum Between Educational and Academic Goals – Results from a Qualitative Research on Israeli High School Homeroom Educators and Subject Teachers

61%

Bar Gosen N.

Studia Edukacyjne

|

2016

|

issue 42

435-451

PL

This research project presents different role perceptions regarding educational and academic aims, among high school instruction personnel.Since its foundation the Israeli education system has defined its role as a socialization agent as well as an academic institution. As national and international achievement tests became more widespread, the focus on academic aspect increased and the influence of academic excellence on school grading can be seen as more influential in comparison to educational achievements. Semi-structured interviews of 14 high school teachers – homeroom educators and subject teachers – were conducted. Results show that homeroom educators put more emphasis on educational aims while subject teachers put more emphasis on academic achievements. Their definition of success was a mixture of both objectives. Homeroom educators tend to apply educational inclusive practiceswhile subject teachers tend to apply instructional ones. International research emphasizes the importance of educational aims and inclusive practices in promoting academic achievements for all (OECD, 2010). The emphasis on evaluation and assessment of academic achievements may results in exclusive practices. These results suggest that adding educational achievements to schools' evaluation scales can encourage all instruction personnel to promote educational aims and inclusive practices as well as academic ones, thus contributing to schools' performance in evaluation tests.

5

Umasowienie studiów wyższych – postęp czy regres kształcenia

61%

Śnieżyński M.

Horyzonty Wychowania

|

2013

|

vol. 12

|

issue 23

183-194

EN

The article directs criticism at the system of the popularization of higher education and limiting it to quasi-production based on economic and market laws. The main drawbacks of contemporary education include:– a low level of preparing applicants for admission to the university,– test mania,– the elimination of individual contacts (enrollment interviews) with applicants for admission to the university during enrollment,– reducing requirements towards the students studying,– lowering the level of lectures and tutorials.

PL

W artykule poddaję krytyce system umasowienia studiów i sprowadzenie ich do quasi-produkcji opartej na prawach ekonomiczno-rynkowych. Do głównych mankamentów współczesnego kształcenia zaliczam:– niski poziom przygotowania kandydatów na studia,– testomanię,– wyeliminowanie indywidualnych kontaktów (rozmów kwalifikacyjnych) z kandydatami na studia podczas rekrutacji,– obniżenie wymagań wobec studiujących studentów,– obniżenie poziomu wykładów i ćwiczeń.

6

„Otworzyć drzwi do świata”. Edukacyjna filozofia podstaw programowych w wybranych krajach Europy Zachodniej

51%

Bobiński W.

Polonistyka. Innowacje

|

2022

|

issue 15

21-34

EN

The article presents several contemporary European solutions to the problem of mass, state-organized schooling and education, in terms of educational aims and general philosophy of teaching. A brief overview of the Norwegian, Finnish, Swedish, Irish and Scottish curricula shows that one can distinguish three fundamental tendencies in contemporary education, as far as highly developed, democratic countries are concerned. These tendencies are: supporting the core democratic values; crossing the borders of subject teaching in favor of holistic developing of competencies, attitudes and dispositions, and encouraging to activity and creativity in various fields of life. Gert Biesta defines this model as world-centered, we can also call it life centered – in contrast to the content-centered paradigm of polish curriculum. World-centered education creates the space of developing the key existential competencies like cognition, interpreting of different phenomena, building the self-identity and relations with others, active approach to the world. This is also the process of initiating and revealing the subjectivity of a human being.

PL

Artykuł dotyczy współczesnych idei i założeń edukacyjnych, wyrażonych w niektórych podstawach programowych państw europejskich – Finlandii, Norwegii, Szwecji, Szkocji, Irlandii. W dokumentach tych ujawniają się filozoficzne podstawy edukacji powszechnej, które odnaleźć można także w polityce edukacyjnej innych wysoko rozwiniętych państw demokratycznych. Omawiana w tekście filozofia kształcenia systemowego ujawnia się w kilku zasadniczych wektorach – wspierania wartości kluczowych dla demokracji liberalnej; przekraczania granic kształcenia przedmiotowego na rzecz kształtowania postaw, kompetencji, dyspozycji i nawyków; wreszcie – inspirowania do aktywności i działań twórczych w wielu dziedzinach życia. Za Gertem Biestą taki model edukacyjny określa się jako „światocentryczny”, bądź „życiocentryczny”, w przeciwieństwie do modelu programocentrycznego, właściwego np. polskiemu systemowi oświaty. W modelu światocentrycznym edukacja staje się przestrzenią kształtowania kluczowych kompetencji egzystencjalnych, jak poznawanie i interpretacja zjawisk, budowanie tożsamości i relacji z innymi, aktywne nastawienie do świata. Tak rozumiana edukacja staje się procesem inicjowania i odkrywania podmiotowości człowieka.

7

Wychowanie do pogłębiania wiary – aspekty teleologiczne

51%

Chałas K., Maj A.

Roczniki Pedagogiczne

|

2012

|

vol. 4(40)

|

issue 4

67-90

EN

Religious faith is a supernatural reality – given for free and, at the same time, set – requiring man's commitment. In the second aspect we can talk about the development of faith. Supporting the development of faith means upbringing according to psycho-social development of a student. The main aim in the process of upbringing towards the intensification of faith is supporting a student in shaping his comprehensive, mature and personal relationship with Christ. This aim implies specific aims of upbringing which are the main topic of the analysis included in the article.

Refine search results

1 Horyzonty Wychowania

1 Kwartalnik Pedagogiczny

1 Polonistyka. Innowacje

1 Prakseologia

1 Roczniki Pedagogiczne

1 Studia Edukacyjne

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Bar Gosen N.

1 Bobiński W.

1 Chałas K.

1 Lekiewicz Z.

1 Leś T.

1 Maj A.

1 Śnieżyński M.

1 Харькова Є.

1 2022

1 2018

1 2016

1 2015

1 2013

1 2012