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1
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Edukacja domowa – alternatywa dla nauczania zinstytucjonalizowanego

100%
Olearczyk T.
Państwo i Społeczeństwo
|
2016
|
issue 2
27-38
EN
The requirements towards school education in XXIst century still do not coincide with what is being experienced in real life. The article contains a short historical sketch of education both in Poland and within the world, with compulsory and home educations taken into account. The positive aspects of home education is emphasised. Even thou a few objections towards this way of teaching are noticed, it is of most importance to say that the family has the primary and natural credential to raise and educate children. The parent-school relation must be based on the bidirectional respect and help, regardless the place where a child is being taught. The second aspect is that individual approach towards pupils and meeting them directly give much better results than traditional knowledge flow and propagation of averageness. This is the very highlight of the home education, which gathers more and more followers around the world.
2
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Rozwój osobowości dziecka jako podstawowej wartości edukacji domowej

63%
Kobylianska L.
Lubelski Rocznik Pedagogiczny
|
2018
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vol. 37
|
issue 2
EN
Education in a post-industrial society serves a person as far as social and professional protection is concerned. It allows one to adapt to changes in life, to develop the mind and soul, or to reflect on the challenges of the new millennium. The humanistic values of education cause the change of the authoritarian-disciplinary model of tuition to the person-oriented one. It is important to turn knowledge into a personal value; to generate positive motivation; to deepen individualization in education. Education should be aimed at the development of the individual in all its diversity. The modern market of educational services in Ukraine is marked by diversity. Ukrainian education is trying to form a new generation of the national elite, reviving and introducing alternative models and forms of education by reforming the main links. Individual training and education among children occupies a special place. It is embodied in conditions of home (family) education. Home education is a phenomenon of the social sphere of society, the main characteristic of which is the individualization of the upbringing and education of children in the family, carried out by parents or a specially invited teacher. It demonstrates the tendency to social interaction, the social mechanism for the development of family and public education. Home education solves social problems in an individual form, meets the consolidated requests of the family, its educational choice, as well as the needs of society and the states. Home tutorship is an educational system that implements the values of education through the unity of education and upbringing; comfortable interaction of the teacher with the child; use of advanced pedagogical technologies. The pedagogical potential of tutorship is the ability to provide an individual trajectory of the child’s educational and personal development. Modern pedagogy is largely determined by the moral and spiritual values of the teacher, tutor, mentor, his world outlook, views of the world, moral attitudes. In the conditions of home (family) education, home teachers, teachers, tutors perform a number of social functions (socialization, adaptation, socio-cultural rehabilitation, etc.), as well as traditional duties – to teach, to educate, to enlighten, to develop.
PL
Celem edukacji w społeczeństwie postindustrialnym jest ochrona społeczna i zawodowa ludzi, co pozwala na dostosowanie się do zmian życiowych, rozwijanie umysłu i siły psychicznej oraz skłania do zastanowienia się nad wyzwaniami nowego tysiąclecia. Edukacja powinna być skierowana na rozwój osobowości we wszystkich jego aspektach. Rynek nowoczesnych usług edukacyjnych na Ukrainie cechuje różnorodność. Edukacja ukraińska próbuje tworzyć nową generację narodowej elity, ma na celu wprowadzenie alternatywnych modeli i form edukacji. Indywidualne szkolenie i kształcenie zajmują tu szczególne miejsce, a są realizowane w ramach edukacji domowej. Główną cechą tego typu edukacji jest indywidualizacja kształcenia i szkolenia dzieci w rodzinie, prowadzonego przez rodziców lub specjalnie zaproszonego nauczyciela. W jej efekcie uwypukliła się skłonność do interakcji społecznych, okazało się też, że ważny jest mechanizm społeczny rodziny oraz opieki społecznej i edukacji. Edukacja w domu rozwiązuje wiele problemów społecznych w indywidualnej formie. Należy dodatkowo wskazać na domową edukację guwernerską. Jest to system edukacyjny, który uwzględnia różne wartości edukacji poprzez: ujednolicenie kształcenia i szkolenia, wygodne współdziałanie nauczyciela z dzieckiem, wykorzystanie nowoczesnych technologii edukacyjnych. Pedagogiczny potencjał guwernerstva tkwi w zdolności do zapewnienia indywidualnej trajektorii edukacyjnej i osobistego rozwoju dziecka. Nowoczesna pedagogika w dużej mierze zależy od moralnych i duchowych wartości nauczyciela, wychowawcy, mentora, jego poglądów na świat i przyjmowanych postaw moralnych. Jeśli chodzi o nauczycieli wychowania w domu, opiekunowie pełnią szereg funkcji społecznych (socjalizacja, adaptacja rehabilitacji, funkcje społeczno-kulturowe itd.), oraz wykonują tradycyjne obowiązki – uczą, kształcą, rozwijają.
3

КУРС «ІСТОРІЯ ТА МЕТОДОЛОГІЯ ФІЗИКИ» В ПЕДАГОГІЧНОМУ ВИШІ

63%
Лимарєва Ю.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
227-232
EN
In the article the analysis of content and location of the course «History and methodology of physics» in the program of pedagogical higher education is made. Based on the analysis and practical experience problems of teaching the course and the importance of variable approach to the organization of its study are revealed The course refers to the variable components, so is perceived as an overview, and additional students, a corresponding relation to its study. The second problem of the course is its humanitarian aspect. This is a factor that reduces the activity of the students and their conscious approach to the study. The study “History and methodology of physics” planned program for the graduate students. This greatly complicates the study. Most of the students in the last years try to work in their specialty, and therefore miss a large part of the course. We propose a remote approach to the study. Experience shows that it is fully justified. Independence, cooperation and individual approach fully define the maximum range of competencies and skills that can be acquired during the course of study. During the study course, the student has to prepare six individual tasks submitted by themes targeted simultaneously to study the course “History and methodology of physics” and to improve the professional qualities of the future teacher. The main advantages of the remote approach to the study of the course are time saving, easy approach to self-education, possibility of an unlimited number of consultations of the teacher. There are the following main advantages offered by the organization of study courses: unlimited in time and training consultations, ability to work exclusively with the individual teacher, simultaneous practical application in the educational process of school and no need to summarizing lectures, a clear presentation of the plan of independent work, the skills of effective preparation for public speaking, presentation material most clear and helpful, the skills of independent search of material and the invention of the highlights, the conscious use of the material in the classroom and the use of historical arguments of expediency in the learning process, education organization, the importance of following the plan of studying these topics and deadlines of all stages of independent work, ability to exchange remotely, useful information with colleagues: it facilitates teacher-student preparing for lessons and enhances the effective preparation of the sessions. A variety of reporting forms is aimed solely at improving the educational experience of future teachers of physics.
4

ІДЕЇ ДИТИНОЦЕНТРИЗМУ В ПЕДАГОГІЧНІЙ СИСТЕМІ В.О. СУХОМЛИНСЬКОГО

63%
Ярославцева Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 2(46)
183-190
EN
The article disclosed and substantiated the ideas of child-centrism of the pedagogical heritage of Vasily Alexandrovich Sukhomlinsky and their roles in the modern system of education. It is determined that the teacher was developing the ideas that were not typical for Soviet pedagogy including the idea of the freedom of choice, the freedom of will, self-worth and uniqueness of each individual. On the basis of a retrospective analysis it is found out that the views of the scientist were built on the ground of the child-centrism and they made a holistic educational system which was implemented successfully in a three-vector area: teacher – child – environment. The main child-centrism ideas of the humanistic system of Vasily Alexandrovich Sukhomlinsky are picked out and characterized. Among them: the uniqueness of each child, the humanistic attitude of the teacher towards the students, the humanization of the educational process. One of the main ideas in the system of V. A. Sukhomlinsky’s humanistic attitudes on the essence of the educational process is the idea of a man as the unique and the higher value, which means not just to respect but to love him, to strive for understanding him and to help him with something, to do only good for him, to be able to share troubles and joy with him. The analysis of the theoretical heritage of an outstanding teacher gives grounds to assert that he explored the profession of a teacher deeply, he substantiated the concept of humanistic orientation of the teacher’s personality and outlined the aspects of the teacher’s humanistic position, such as: the respect that is combined with the exactingness, the wise authority of the teacher over the child, the child’s trust to the teacher, the caution with accusations. The core of the humanistic system of Vasily Sukhomlinsky is the principle of individual approach, which is the basis of pedagogy since its inception and is available in almost all the works of the teachers of the past. And only Vasily Alexandrovich made this principle as the main component of the educational process of his «School of joy», in which the special attention was paid to the education of the abilities and aptitudes of the pupils with brightly expressed inclinations. A subject for further research could be the compilation of meaningful portrait of the notion of «child-centrism» on the basis of the comparison of the positions of various scholars and representatives from different eras.
5

Wybrane aspekty społeczno-ekonomicznych skutków uzależnienia od hazardu

63%
Mielecka-Kubień Z., Biolik J., Warzecha K., Wójcik A.
Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie
|
2015
|
issue 4(940)
85-99
PL
Celem przeprowadzonych badań jest ocena wielkości skutków uzależnień od hazardu na podstawie badań ankietowych przeprowadzonych wśród pacjentów ośrodków leczenia uzależnienia od hazardu. Badania ankietowe zostały przeprowadzone w okresie marzec-wrzesień 2013 r. Wyniki badania wskazują, że w Polsce, podobnie jak w innych krajach, uzależnienie od hazardu powoduje wiele negatywnych konsekwencji zdrowotnych, społecznych i ekonomicznych dla osób dotkniętych tym uzależnieniem oraz dla ich rodzin, a skutki niematerialne i koszty spowodowane uzależnieniem od hazardu są znaczne.
EN
The purpose of the study was to estimate the consequences of gambling addiction on the basis of a survey conducted among the patients of gambling addiction treatment centres. The survey was conducted from March through September 2013. The results of the research indicate that in Poland, like in other countries, gambling addiction causes many negative health, social and economic consequences for both addicts and their families, and the financial as well as non-financial consequences caused by gambling addiction are significant.
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