Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  pedagogical sciences
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

ЗНАЧЕННЯ ПЕДАГОГІКИ НАРОДОЗНАВСТВА В СУЧАСНІЙ НАЦІОНАЛЬНІЙ СИСТЕМІ ВИХОВАННЯ

100%
Вашак О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
101-108
EN
The article deals with the fact, that in the run of many centuries Ukrainian pedagogical heritage was constantly overthrown, smothered and annihilated. This propagated ideology in the spheres of up-bringing and education was absolutely extraneous to folk pedagogy, where humanism was highly priced on the contrary to spiritual serfdom and the loss of the human life value. It caused weakening of the best human qualities, human values, the loss of values of everything national, not knowing of history, culture and traditions. As a result, modern researches indicate the insufficient level of knowledge or even the total absence of knowledge of the main aspects of ethnology, folk pedagogy and Ukrainian ethnopedagogy. That’s why our article is focused on elaborating of the place and role of Ukrainian national pedagogy in the modern generation’s education; on the profound scientific analyses. This problem is actual and interesting from scientific, ethnographic and pedagogical points of view. At the same time not less powerful is the process of ethnology, folk pedagogy and Ukrainian ethnopedagogy establishment due to the modern social-historical realities, determined by the will of Ukrainians to save and elaborate their identity. The article observes the significance of the folk pedagogy to the modern system of education. The importance of elaborating of national system of education, based on Ukrainian pedagogical heritage, is stressed. The attention is focused on the problem of preserving the achievements of the pedagogical heritage of the past and of its connections with scientific pedagogy, methods and modern technologies. The author stresses on the importance of an integral approach implementation while studying folk pedagogy and science pedagogy in educational establishments. However, historical-pedagogical experience showed that real education must be based on scientific and folk pedagogies integration. Preschool educational establishments must carry out up-bringing process on the basis of Ukrainian folk pedagogy, Ukrainian nursery traditions and modern scientific-pedagogical achievements. It is stressed, that higher educational establishments faced with the problem of the new generation of kindergarteners training in accordance to Ukrainian folk ideology.
2
Publication available in full text mode
Content available

Labour Pedagogy. Contemporary Research Areas

67%
Nychkalo N., Tymkiv N.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
|
2022
|
vol. 35
|
issue 2
113-124
PL
Artykuł dotyczy analizy pedagogiki pracy jako subdyscypliny pedagogiki. Stwierdzono, że podstawy pedagogiki pracy sięgają początku lat 70. XX w. i są związane z wybitnymi polskimi badaczami (jak m.in. T. Nowacki, Z. Wiatrowski, R. Gerlach, F. Szlosek, S. Kaczor, U. Jeruszka, E. Kubiak-Szymborska, J. Wierzejska, Z. Wołk), którzy stworzyli własne implikacje dla pedagogiki pracy. Na podstawie ich poglądów doprecyzowano, że postęp cywilizacyjny oraz towarzyszące mu zmiany treści i form pracy powodują konieczność rozszerzenia zainteresowań pedagogów pracy o nowe obszary badawcze i problemy badawcze. Szczególną wagę przywiązuje się do języka pojęć, wypowiedzi i metodologii badań w zakresie przygotowania zawodowego i funkcjonowania człowieka w środowisku pracy oraz warunków rozwoju zawodowego. Uzasadniono zatem dialektyczny związek pedagogiki pracy, psychologii pracy i pedagogiki zawodowej w procesach globalizacji i integracji. W tym kontekście ujawnia się prognostyczne znaczenie badań mających na celu dynamiczny rozwój systemu „pracy ludzkiej” w środowisku informacyjno-technologicznym. Zaznaczono, że praca jest najwyższą wartością człowieka, ale tylko dobrze zorganizowana praca prowadzi do urzeczywistnienia wartości materialnych i duchowych niezbędnych do funkcjonowania jednostki i społeczeństwa.
EN
The article deals with the analysis of labour pedagogy as a subdiscipline of pedagogy. It has been specified that the foundations of labour pedagogy originated in the early 1970s and are connected with the prominent Polish researchers (including T. Nowacki, Z. Wiatrowski, R. Gerlach, F. Szlosek, S. Kaczor, U. Jeruszka, E. Kubiak-Szymborska, J. Wierzejska, Z. Wołk), who have produced their own implications on labour pedagogy. Based on their views, it has been specified that the progress of civilization and the accompanying changes in the content and forms of work cause the need to extend the interests of work pedagogues to new research areas and research problems. Particular attention is given to the language of concepts, statements and research methodology in the field of professional preparation and human functioning in the work environment and the conditions of professional development. Therefore, it has been substantiated the dialectical relationship of labour pedagogy, labour psychology and vocational pedagogy in globalization and integration processes. In this context, prognostic significance of research aimed at dynamic development of "human-labour" system in the information and technology community is revealed. It has been outlined that work is the highest value of a human, but only well-organized work leads to the realization of material and spiritual values necessary for the functioning an individual and society.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.