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1
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Edukacja przedszkolna. Pomiędzy paradygmatem technologicznym a humanistycznym

100%
Paprotna G.
Chowanna
|
2019
199-214
EN
Pre-school education, as the first level of general human education, has been an important area in the 40-year work of the Department of Early Childhood Education and Media Pedagogy. During these years, the reality of pre-school education has undergone (and is still undergoing) a peculiar transition from the technological paradigm to the humanistic paradigm. In the technological approach, based on positive philosophy and behaviorism, the axis of education was the curriculum, and its central figure was the teacher. The role of the child consisted in adapting to the curriculum and the requirements of the kindergarten. Children’s needs and their capabilities were not exhibited in the process of education. In the education based on a humanistic approach, derived from anti-intellectual naturalism, pedagogical progressivism and humanistic psychology, the central figure is the child, and the main purpose of education is to support his/her development. The teacher is to be a helper, a guide and is to allow the child to grow according to his/her own developmental potential. Thus, the curriculum no longer plays the most important role, but the child does – the entity. Parents have also been involved in the process of pre-school education, and they have also gained a sense of subjectivity. Due to the fact that changes in education do not take place quickly, and the pre-school education system has been firmly fixed for several decades, it can be said that currently pre-school education is in the stage of searching for its (new) path. Some elements of the technological system are still present, but we also observe many changes towards humanistic, subjective education.
2
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Problematyka wolności w dwóch paradygmatach psychologii: przyrodniczym i humanistycznym

99%
Prusiński T.
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica
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2012
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vol. 5
112-127
EN
Freedom as a subject of academic research in psychology has always been confined to a space regarded as difficult to explore. Since the beginning of psychology as a branch of science the discussion of freedom has been largely absent or fragmented. This is mainly due to the lack of agreement on the most appropriate method of examination of different phenomena. The adoption of a specific repertoire of methodological and philosophical assumptions has ignited interest in the topic and issues of freedom. The history of freedom being present in psychology is an ongoing struggle between different paradigms regarding the nature of this subject and its associated methods of examination.
3
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Polish Achievements in the Theory of Physical Education and New Directions

85%
Cynarski W. J.
Ido Movement for Culture. Journal of Martial Arts Anthropology
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2014
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vol. 14
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issue 2
1-14
EN
The study discusses changes which have occurred in Polish theory of physical education since 1805. From biomedical perspective the theory has been evolving towards humanistic paradigm. While reviewing relevant publications and their contents the author presents the developments in the theory of physical education in Poland, including in particular the changing goals of physical education. He explains the relationship of theory of physical education to pedagogy of physical culture and theory of physical culture as well as examines the position of physical education in relation to the concept of “physical culture”. He also points to the impact of ideology and preconditions related to worldview which are unavoidable in the area of pedagogy. In addition to describing the current standard in teaching “theory of physical education” the author also suggests new themes which should be taken into account for the needs of the theory. Accordingly, the canon of pedagogy “suitable for the 21st century” would include concepts originating from personalism, radical humanism and holistic pedagogy. The article presents contemporary Polish applications of these humanistic concepts to the theory of physical education. The author believes that holistic approach to both a person and educational process is most appropriate.
XX
W opracowaniu opisane zostały zmiany, jakie zaszły od roku 1805 w polskiej teorii wychowania fizycznego. Od perspektywy biomedycznej teoria ta ewoluuje w kierunku paradygmatu humanistycznego. Analizując treści literatury przedmiotu, autor przedstawia proces kształtowania się teorii wychowania fizycznego w Polsce, w tym zwłaszcza zmiany celów wychowania fizycznego. Wyjaśnia relacje teorii wychowania fizycznego wobec pedagogiki kultury fizycznej i teorii kultury fizycznej, a także miejsce samego wychowania fizycznego w stosunku do pojęcia „kultura fizyczna”. Zwraca przy tym uwagę na nieuniknione w obszarze pedagogiki wpływy ideologiczne i uwarunkowania światopoglądowe. Oprócz ukazania aktualnego standardu nauczania przedmiotu „teoria wychowania fizycznego”, autor proponuje aplikację nowych wątków na potrzeby tej teorii. W skład kanonu pedagogiki „na miarę XXI wieku” wchodziłyby koncepcje wywodzone z perspektyw personalizmu, radykalnego humanizmu i pedagogiki holistycznej. W pracy przedstawiono współczesne polskie aplikacje tych humanistycznych koncepcji do teorii wychowania fizycznego. Holistyczne podejście do człowieka i procesu wychowania autor uważa za najbardziej właściwe.
4
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Humanistic paradigm in the research on studying

71%
Wróblewska W.
Rocznik Teologii Katolickiej
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2017
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vol. 16
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issue 3
EN
In the course of changes taking place in the higher education, particularly in the situation of creating the education orientated to the student, a need to do a thorough analysis of the process of studying appears. In the proposed text I would like to present the significance of theoretical and empirical reflection on the process of studying. I am going to outline a theoretical context of research being placed in the current of the humanistic paradigm and a research project according to the assumptions of humanistic methodological knowledge.
PL
W nurcie zmian dokonujących się w szkolnictwie wyższym, a w szczególności w sytuacji kreowania edukacji zorientowanej na studenta, pojawia się potrzeba wnikliwej analizy procesu studiowania. W proponowanym tekście chciałabym przedstawić znaczenie refleksji teoretycznej i empirycznej nad procesem studiowania. Zamierzam zarysować kontekst teoretyczny badań plasujący się w nurcie paradygmatu humanistycznego oraz projekt badawczy według założeń humanistycznej orientacji metodologicznej.
5

ФІЛОСОФСЬКО-АНТРОПОЛОГІЧНЕ ВЧЕННЯ ЯК ОСНОВА ТЕОРІЇ І ПРАКТИКИ УПРАВЛІННЯ ПРОЦЕСОМ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ПЕДАГОГА

71%
Аносов І.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
423-429
EN
The author defines the terms of management efficiency by training teachers in the framework of philosophical and anthropological doctrine and establishes the constituent components of the process of teachers training management. The study used the interpretational and analytical method and critical-constructive analysis. With the help of these methods it is established that the conditions of effectiveness of management of teachers training in the framework of philosophical and anthropological doctrine are: improved management attention due to the differentiated needs of students and teachers; management in the context of student-oriented goals, strategy, structure; accounting natural abilities of the individual in the process of innovation; increased attention to the harmonization of relations and interaction between the subjects of the pedagogical process. Management of the teachers training process on the basis of philosophical and anthropological doctrine promotes humanistic outlook, the components of which can be considered as an organic focus for each person as having some value and inalienable rights and responsibilities; recognition of anthropological values (life, physical and mental health of students, respect for their rights and freedoms) as a priority; the formation of the valuable relation to each day and the period of life; recognition and the organic perception of humanistic education (integral development of man as a person, harmony with nature, society, by itself, create a comfortable emotional conditions in an educational institution). It is focused on education as an important component of the educational process, as well as interaction, dialogue, mutual movement of students and teachers to meet each other; awareness that successfully train and educate only in conditions of mutual respect. The results can be used in the preparation of curricula on pedagogy and history of pedagogy, in the writing of textbooks and manuals for students. Prospects for further research within the philosophical and anthropological doctrine are: the problem of a child development in the preschool period, since significant anthropological load can be detected only in the first years of his life and can be indexed by anthropogenic measurements needed for the study of the psychology of the student; philosophical and anthropological acmeology doctrine in training and education, methodological problems of vital and creative personality, phenomenological and cultural anthropology in education, which opens the possibility of cross-cultural comparative studies of the anthropological approach.
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