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ELSEVIER’S SLAVES: THE WASHINGTON CONSENSUS IN THE SOCIAL SCIENCES?

100%
KLEMENTEWICZ T.
Society Register
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2020
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vol. 4
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issue 4
183-208
EN
This paper investigates the mechanisms of subordinating the system of science and higher education to the needs of boosting capital in the conditions of a new business model characteristic of neoliberal capitalism. The author uses as a theoretical framework of critical studies of science and higher education systems developed in Poland by Krystian Szadkowski based on political economy (Simon Marginson and Gigi Roggero). The weakness of the recently implemented reform of Polish education, the essence of which is making the status of ‘scientist’ dependent on publication in high-ranking journals belonging to publishing corporations’ oligopoly, is that the natural and technical disciplines have been places on an equal evaluation footing with social sciences and humanities. This practice impoverishes the educational and critical functions of humanities, impoverishes the research questions, impoverishes the research methodology, and consequently, their cognitive values. The assessment of the quality of a social researcher’s work, to be reliable, should include several other components-the presence of an “invisible university” in international networks (e.g. measured by selected citation indicators), but also problematization and interpretative innovation, as well as an original contribution to the achievements of the discipline. Monographs mainly document this. Qualitative expert assessment is required for evaluation. Therefore, the publication of monographs in reputable Polish and foreign publishing houses should become a showcase of the Polish social researcher, rather than contributing journal papers. In the paper, the author synthesizes his various analyses of contemporary capitalism and the role that science and the research and development sector play in accumulating capital.
2
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How to combine descriptive and normative approaches in participatory urban planning: an experimental mixed-method implemented in the downtown district of Poznań, Poland

84%
Kaźmierczak B., Palicki S.
Miscellanea Geographica. Regional Studies on Development
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2021
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vol. 25
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issue 3
XX
This article presents a tool for reaching consensus in the participatory planning of the conversion and renovation of an urban space. It is based on the main assumption of combining descriptive and normative approaches in the actions of experts. It is an innovative way to strengthen the possibility of expert assessment in the decision-making process concerning desired spatial transformations. The authors hereof resorted to their own long-term experience when elaborating a tool that can easily support the selection of the optimal solution for maximizing benefits and minimizing outlay. The issues presented herein refer to the Central European context, which is characterized by a low level of social trust and by contentiousness in making joint decisions. The tool presented herein can contribute to participatory planning practice by enabling an expert to select solutions that meet the highest eficiency criteria on more objective grounds. It can be used to identify the convergent expectations of various social groups, thus facilitating conflict mitigation and arrival at a consensus. As a result, it can underlie the process of building social trust.
3
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Assistance of an expert in the participatory planning model in the area included in the revitalisation programme in view of the desired changes. Based on the example of the district of Śródka in Poznań

84%
Kaźmierczak B.
Architectus
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2021
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issue 1(65)
59-66
EN
This article presents the method of resolving conflicts arising around projects implemented in the area included in the revitalisation programme. The author presents the subject of social participation in the Central European context, in which the low level of social trust and the difficulty in making joint decisions in the spirit of consensus are characteristic. The aim of this article is to try to define the role of experts in the participatory planning model. The described case study allows for the assumption that in the search for the desired changes in the area covered by the revitalization program, the participation of not only stakeholders but also experts should be taken into account. Thanks to this approach, it becomes possible to articulate – often contradictory needs, which in turn increases the chances for the implementation of postulates submitted by stakeholders. Real social participation in the decision-making process regarding changes related to revitalization is possible thanks to the involvement of experts who are, in a way, “shop stewards” who guarantee not only an appropriate level of debate but also help to objectify the developed postulates.
PL
W artykule omówiono sposób rozwiązywania konfliktów pojawiających się wokół projektów realizowanych na obszarze objętym programem rewitalizacji. Autor przedstawia w nim problematykę partycypacji społecznej w kontekście środkowoeuropejskim, dla którego charakterystycznym elementem jest niski poziom zaufania społecznego oraz trudność w podejmowaniu wspólnych decyzji w duchu konsensusu. Celem artykułu jest próba określenia roli ekspertów w partycypacyjnym modelu planowania. Opisane studium przypadku pozwala przyjąć założenie, że w poszukiwaniu pożądanych zmian w obszarze objętym programem rewitalizacji należy uwzględnić udział nie tylko interesariuszy, ale także ekspertów. Dzięki takiemu podejściu możliwe staje się wyartykułowanie – często sprzecznych ze sobą – potrzeb, co w konsekwencji zwiększa szanse na urzeczywistnianie i realizację zgłoszonych przez interesariuszy postulatów. Realny udział społeczny w procesie decyzyjnym dotyczącym przemian związanych z rewitalizacją jest możliwy dzięki zaangażowaniu ekspertów, którzy są niejako „mężami zaufania”, gwarantującymi nie tylko odpowiedni poziom debaty, ale również pomoc w obiektywizacji wypracowanych postulatów.
4

ЗМІСТ ПІДГОТОВКИ ЕКСПЕРТІВ З ОСВІТИ В НІМЕЦЬКОМОВНИХ КРАЇНАХ ЄВРОПЕЙСЬКОГО СОЮЗУ

84%
Пономаренко Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 6(50)
442-448
EN
The article covers the content of training experts on education in German speaking countries of the European Union (Germany, Austria and Switzerland). It also analyses the Master’s courses such as «Developing School and Ensuring Quality» (Free University of Berlin) and «School Development» (Pedagogical higher schools of Weingarten, Vorarlberg, Sankt-Gallen, Schaffhausen, Thurgau). It has been found that the Master’s degree course «Developing School and Ensuring Quality» at the Free University of Berlin covers 60 credits (1800 hours) and includes the following modules: «School and personnel development», «Expert assessment and quality control», «Educational process development», «Expert assessment project» and «Personnel management project». The Master’s degree course of «School Development» at Pedagogical higher schools of Weingarten, Vorarlberg, Sankt-Gallen, Schaffhausen, Thurgau covers 90 credits (2700 hours) and includes the following modules: «School development», «Educational management», «Empirical methods», «Expert assessment», «Educational process development», «Consulting», «Project». At the end of the course students write their Master's research paper. Therefore, the content of the courses listed above covers such aspects as: the key concepts, principles, forms and methods of managing educational institutions; the basis of educational institution development and its personnel (the model of school and its programme, the model of quality control and improvement, the notion of personnel development, the concept of teachers’ professional development); the basis of pedagogical expert assessment (its types, functions, criteria and standards, as well as risks, opportunities and planning); the basis of consulting. It is concluded that content of master courses of training experts on education in German-speaking countries of the European Union (Germany, Austria and Switzerland) covers the following aspects: basic concepts, principles, forms and methods of management of education institutions; the basis for the development of educational institutions and personnel (the model and the program of the school, models of welfare and development of quality, the concept of staff development, the concept of teacher training); fundamentals of educational assessment (types, functions, criteria and standards, chances and risks and planning expertise); basics of counseling.
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