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Child’s Identity from the Perspective of Cultural Diversity

100%
Samborska I.
Journal of Preschool and Elementary School Education
|
2013
|
issue 3
91-103
EN
The text points to the problem of creating an identity in a culturally diverse space. Reference is made to the mechanisms of creating identity from the postmodern perspective and to the problem of location and dislocation of identity. At present, the identity of a child is determined by the idea of a nomadic becoming. Against this background, there are new cognitive and research perspectives. In the studies undertaken, the questions asked concerned the importance of everyday experiences in creating an identity, and the extent to which a six-yearold is aware of his embodied and rooted experience. The obtained results enabled the identivcation of three groups of experiences of children situated in the individually constructed, as well as the culturally and socially convrmed, locale.
2
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Marzenia w przestrzeni życiowej seniorów – konteksty, znaczenia

58%
Majewska-Kafarowska A.
Edukacja Dorosłych
|
2012
|
issue 1(66)
43-51
PL
W artykule podjęto rozważania na temat marzeń seniorów. Wyjaśniając kategorie takie jak czas i przestrzeń, autorka podjęła próbę ukazania marzeń jako elementu przestrzeni życia i czasu życia, odnosząc je szczególnie do starości. Zadała pytanie: czy w przestrzeni życiowej seniorów znajdują się marzenia, jak też: jakie towarzyszą im konteksty i znaczenia? Marzenia autorka przedstawiła jako kategorię pedagogiczną, przydatną w budowaniu wiedzy o człowieku, jego potrzebach, możliwościach, pragnieniach (poznając marzenia seniorów można poznawać starość). W konkluzji autorka stwierdza, iż w przestrzeni życiowej seniorów jest miejsce na marzenia, uznając, iż rozbudzanie marzeń mogłoby stać się solidnym narzędziem przygotowania do starości rozumianej jako budzenie motywacji do wiary w możliwość przekraczania zastanej rzeczywistości.
EN
The article reflects on dreams of elderly people. By explaining categories such as time and space the author aims at presenting dreams as element of life space and life time by referring them especially to the old age. She stated the following question: are there any dreams in the life space of elderly people and: what are their contexts and meanings? The author presents dreams as a pedagogical category useful in building knowledge of man, his needs potential and desires (by learning about dreams of elderly people one can learn about old age). In the conclusion the author states that there is indeed space for dreams in elderly people’s life space, as stimulation of dreams could become a substantial tool for preparing for the old age understood as increasing motivation to believe in the possibility of exceeding existing reality.
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