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Theory of teaching: good traditions, old traps, new perspectives.

100%
Klus-Stańska D.
Studia z Teorii Wychowania
|
2021
|
vol. XII(1 (34))
61-84
EN
The article is an attempt to diagnose the condition of the Polish theory of teaching in a temporal perspective. The starting point is the identification of three main strengths of the interwar theory of teaching: the interdisciplinarity of analyses, theoretical holism, consisting in strong connections between the theory of teaching and more general theories of pedagogy, and openness to the latest trends and theories of the social sciences of the time. These resources are indicated as a potential development inspiration for the discipline, neglected in the post-war years in order to submit to politically propagated theories, especially the pedagogy of Ivan Kairow, which led to a specific stagnation of the Polish theory of teaching, which can be observed today in the form of a theoretical monism, narrowing the subject of research and ignoring scientific theories dynamically developed in the world. At the end of the article, the existing possibilities and island manifestations of counteracting the stagnation and reversing the behavioural tendencies in teaching were indicated.
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O wewnętrznej i zewnętrznej integracji nauk

86%
Woleński J.
Zagadnienia Naukoznawstwa
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2016
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vol. 52
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issue 1(207)
5-14
PL
Artykuł rozważa problem integracji w nauce i jego rozmaite aspekty. Obok integracji wyróżnione są także inne podobne procesy, mianowicie to, co określa się mianem interdyscyplinarności oraz unifi kacja. O ile integracja i interdyscyplinarność dotyczą nauki w sensie socjologicznym, wyrosłym na gruncie praktyki akademickiej, unifi kacja wiąże się z nauką w sensie metodologicznym, tj. określoną przez kryteria metodologiczne.
EN
This paper considers the problem of integration in science and its various aspects. Besides integration, two other processes are distinguished, namely interdisciplinarity as well as unifi cation. Whereas integration is related to science in the sociological sense, that is, growing upon academic practice, unifi cation is connected with science in the methodological sense, that is, defi ned by methodological criteria.
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