Search results - CEJSH

1

Social pedagogy. Basic definitions

100%

Czarnecki P.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2013

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issue 1(11)

83-97

EN

Social pedagogy constitutes a part of general pedagogy, so, in order to understand what this particular branch of pedagogy is, one ought first of all to clarify the meaning of the notion “pedagogy”. The concept has two basic meanings: “theoretical” one and “practical” one. In the “theoretical” sense, it means the theory of upbringing and thus the science of education, whose purpose is understanding the process of upbringing as well as the factors which influence that process. In the “practical” sense, what we understand by “pedagogy” is to sum total of all the educative activities employed for the purpose of steering the process of education in the desired direction. Speak- ing about pedagogical activities, we do not, of course, deal with activities from the field of education theory, as that would be contradiction in terms, but with the body of practical skills employed in everyday work by practical pedagogues.

2

Jakie prawo jest potrzebne pedagogom?

87%

Andrzejewski M.

Studia Edukacyjne

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2017

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issue 45

107-121

EN

The article discusses the relation between law and pedagogy as well as between lawyers (theoreticians and practitioners) and pedagogues (theoreticians and practitioners). The author describes the manifestations of the current legal crisis and indicates how this process affects social life, particularly its pedagogical aspect. In his opinion, law should ensure freedom of pedagogical initiatives instead – as the dominant trend dictates – restrain them. The article is a changed version of a lecture delivered on the occasion of a jubilee of Professor Wiesław Ambrozik, held on 16 November 2017, in Collegium Minus, Adam Mickiewicz University, Poznań.

3

Recepcja poglądów J. Deweya w polskiej pedagogice okresu międzywojennego

85%

Kabzińska Ł.

Biuletyn Historii Wychowania

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2000

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issue 11/12

23-31

EN

Perception of John Dewey’s views in Polish pedagogy in the time between world wars

PL

Recepcja poglądów J. Deweya w polskiej pedagogice okresu międzywojennego

4

The Role of Pedagogy in Peace Research

80%

Piejka A.

Organon

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2015

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vol. 47

83-95

EN

The article consists of two parts. The first part presents the most important stages of scientific discipline shaping defined nowadays as peace research. In the second part, the focus is on the specificity of pedagogic thinking about peace, in order to illustrate its consonance with the trends developing in peace research, for several decades, and to emphasize the sense of education as one of the ways to create and strengthen peace. According to that perspective every human being, and not only political decision makers, should feel responsible for the existence of the peaceful ordering of the world.

5

Education value added

80%

Łączek M.

Humanum. Międzynarodowe Studia Społeczno-Humanistyczne

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2012

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issue 2(9)

229-232

EN

Education value added is a concept which has its roots in economics, and, nowadays, is also connected with students' achievement evaluation. It counterbalances the traditional arithmetic mean, which, as Dolata [2007: 5] writes, for the first time, probably “appeared in the mid 70s as a critical continuation of the idea of school accountability.” It means “an increase of the value of goods as a result of the manufacturing process” [Lisiecka, 2006: 3]; in the educational environment, therefore, education value added will be a tool of education policy [Dolata, 2007] indicating students' gain in knowledge resulting from a particular educational process, as a consequence of which it will “measure students' progress made in a specified research period” [Lisiecka, 2006: 3]. It provides information about the effectiveness of the educational process “to a large extent freed from the influence of factors being beyond the school control” [Dolata, 2006: 10] although we cannot forget that education contents may have “common features determined by a training program and individual characteristics, personality derivatives, experience, personal knowledge and original cognitive patterns created by the student” [Niemierko, 2006: 20].

6

of Children’s Creativity and Polishness

80%

Osewska E.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2018

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vol. 8

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issue 1

PL

Poland has a long history, but unfortunately, this history is also full of battles for independence, to keep the Polish language and culture, and a struggle for Christian values. What was supporting these processes? According to many experts Polish literature has been one important factor. In this article, the role of Polish literature for children, especially poetry, in supporting their creativity and Polishness will be analysed. Subsequently the article will outline the history of Polish literature for children, the importance of patriotic and religious literature, especially during the Partition and Soviet time and the nature of children’s literature.

7

Homo migrans. Miejsce literatury dla dzieci i młodzieży w edukacji empatii

80%

Wójcik-Dudek M.

Postscriptum Polonistyczne

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2019

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issue 2 (24)

31-50

EN

The paper is an attempt to present the ways of functioning of the migration is-sue in the latest Polish literature for children and young people, which uses a certain universal topos, namely the home and narratives related to hospitality, when presenting the phenomenon studied. Such a problematised view of the is-sue is inscribed in the reflection on intercultural education, under the patron-age of the philosophy of love and compassion represented by Martha Nuss-baum. The assumptions of the humanistic philosophy of love will be confront-ed with the (pre-)school and school practice preparing children to meet the Other.

8

NARZĘDZIA PROCESU BOLOŃSKIEGO W OPINIACH STUDENTÓW POMORSKICH UCZELNI

80%

Nowakowska H., Pietkiewicz I.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2016

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issue 1

55-74

EN

For more than ten years, the European direction of higher education transformation is outlined by the Bologna Process. The main purpose of the research was to find out about students’ opinions concerning fulfilling of the Process’ guidelines. In order to carry out the research, an auditorium questionnaire method was chosen. Thanks to the given research sample, it was possible to have a representative group of students varying in terms of universities (Polish Naval Academy (AMW), Medical University of Gdańsk (GUMED)), specificity of studies (full-time, extramural), degree (BA, MA), department (nursing, midwifery, national security, internal domestic security, pedagogy). A total number of respondents was 598. An obtained research material constitutes a source of information helping to asset students’ readiness and openness towards the proposed system transformations. Among the following instruments of the Bologna Process: a multi-staged studies’ mode, ECTS points, a diploma supplement, students’ mobility and the activity of Accreditation Commission, the positive opinions concerned students’ mobility, the activity of Accreditation Commission and multi-staged studies’ mode mostly. According to the statistics, the Polish Naval Academy students formulate opinions that multi-staged studies prolong the process of education and are the source of extra responsibilities (connected with BA writing and defense). GUMED’s students are positive about ECTS points and diploma supplements. Looking at the statistics, women are visibly more positive about students’ mobility and exchange as they allow to get to know and understand different cultures, whereas men put on emphasis on an unclear criteria of giving ECTS points. The obtained research material was analyzed using a statistics package SPSS 20 and a Microsoft Excel 2010 spread sheet.

9

School Theatre after Comenius: Šebestián Macer and the Leszno Plays (1641–1652)

80%

Klosová M.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2013

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vol. 27

103-114

EN

The article is devoted to dramas performed at the school in Leszno in the 17th century, especially in the 1640s and 1650s – that is, during the rectorate of Šebestián Macer of Letošice. According to surviving sources, the number of plays produced then, in comparison with the preceding era when Comenius was rector, definitely did not decrease. The tendencies established by Comenius's play Diogenes of 1640 continued in the next period. In the Macer era, first, a number of secular elements (e.g. in the play Hercules monstrorum domitor) were introduced in plays performed on the Leszno stage; secondly, at that time too, factual teaching material was adapted into a play (Macer's dramatisation of Comenius's Janua). That was in harmony with the practice of a number of Polish and Silesian schools at the time, which presented actus oratorii, in principal composed rhetorical productions that in some cases adapted the teaching material.

10

Eksperymentalne uczenie wychowania

80%

Stępkowski D.

Kwartalnik Pedagogiczny

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2016

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vol. 61(2 (240))

30-43

PL

In the teaching of future and present educators, an ability to experiment plays a significant though little appreciated role. Even Immanuel Kant already drew attention to an experimental character of modern education. Contemporary educators, like never before, have to be taught how to educate via experiments. The text consists of three parts. In the first one, the author focuses on a relation between pedagogy and experiments. In the second one, Johann Herbart’s views on practical training of education teachers are reconstructed. Simultaneously, there are some references to his experience from the period he was a director of The Didactic Institute and The Pedagogical Seminary in Königsberg. Finally, in the third part, there are put questions for people responsible for an academic education of future pedagogues. The programme of innovative pedagogical education, suggested by Teresa Hejnicka-Bezwińska, is mentioned as well.

11

Taming disability. Working with parents of children after specialist diagnosis

80%

Lewko A.

Problemy Opiekuńczo-Wychowawcze

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2018

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vol. 568(3)

16-23

EN

This article discusses the subject of effective working with parents of children with disabilities. It describes the fundamentals of proper relationships, the stages of taming disability, and negative parental attitudes in the context of their aptitude for engagement. It also includes conclusions from selected research reports and the goals of working with parents. Its task is to approximate the specifics of the situation of parents with children with disabilities, to more effectively support them, to select the content of pedagogy, and indirectly to allow optimal development of the child.

12

Tropy fenomenologii Husserla w „pedagogice drugiego stopnia” rozumianej jako hermeneutyka pedagogiki paradygmatycznej. Dwie racjonalności Roberta Kwaśnicy1 czytane w perspektywie Medytacji kartezjańskich Edmunda Husserla

80%

Ryk A.

Kwartalnik Pedagogiczny

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2015

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vol. 60(2 (236))

318-326

PL

The article presents the possibility of building a second-degree pedagogy based on the phenomenological- hermeneutic thinking. The main problems analysed are: the hermeneutic paradigm of pedagogy, cognition, cognitive conditions of knowledge and the identities of philosophy and pedagogy. The phenomenology of Edmund Husserl revealed new possibilities and gave creative impulses for philosophy and other disciplines, including education, showing their interaction relationships and the need for reformulation of their identities.

13

Instructional Technologies and School Curriculum in Nigeria: Innovations and Challenges

80%

Opara J. A., Oguzor N. S.

Perspectives of Innovations, Economics and Business

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2011

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vol. 7

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issue 1

66-71

EN

The use of instructional materials in teacher training programs can provide significant input to the overall development of future teachers. Research shows that instructional materials in teacher training help student teachers to establish links between theory and practice by allowing them to make new connections between curriculum topics and the world. The new environment in which colleges develop in Nigeria has made the quality of teaching one of the main concerns and objectives. This paper discusses how to assist teachers in using instructional materials in order to help them to acquire theoretical knowledge, grounded in real practice. The paper attempts to explain the features of instructional materials and how they can assist teachers in planning quality teaching materials.

14

Wychowanie wielokulturowe w społeczeństwie obywatelskim

80%

Żebrowski J.

Studia Gdańskie. Wizje i rzeczywistość

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2011

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vol. 8

221-232

EN

The article thoroughly discusses the aspects of multicultural upbringing and education as a dominant trend in modern Pedagogy. Multicultural approach promotes the peoples’ rights for multiple cultures and cultural pluralism theory. As the author concludes, ‘Today there is no come back to pure national cultures’. All education should then be open to cultural differences. Multicultural pedagogy encompasses vast areas of concepts and it addressed to all, not only minorities.

15

Juan Luis Vives and Jan Amos Comenius: Inspiration in Pedagogy, Affinity in Peace Efforts

80%

Beneš J.

Acta Comeniana (International review of Comenius studies and early modern intellectual history)

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2007

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vol. 20-21

167-175

EN

The Spanish humanist J. L. Vives (1492–1540) is the author of more than fifty writings of philosophical, historical, juridical, educational and theological orientation. Comenius (1592–1670) a century later demonstrated consciously and in a creative way a connection with many concepts in Vives’ work. We find the following points of contact concerning the reform of education and language learning: • Education is the task not only of the parents but also of society; at the very least, society should take care of schools and ensure the high-quality preparation of teachers; • Both devote an unusual attention to pre-school education; • The requirement of equality of opportunity for both sexes derives from the need to cultivate society as a whole, and thus is a political requirement; • The principle of auto-practice in teaching; • The linking of language and practical education, the parallelism of words and things; • Reflections on a universal language; • An identical theologically justified definition of human nature. The attempt to improve the state of society and the maintainence of peace was common to both. Their opinions of the value of peace, of the origins and consequences of its violation are very close; however, the direct influence of Vives on Comenius is in this case difficult to assume. The relationship can rather be explained by common biblical starting points and similar personal experiences of war. Comenius’ negative position vis-à-vis violence of every kind reached its strongest expression in the incomplete working text of Clamores Eliae (Elijah’s Outcries). Identically with Vives and Christian tradition, he sees the cause of wars in the fact that man has distanced himself and betrayed his nature and his mission, and tries to place himself on a level with God. Both regard pride and arrogance as a source of much evil. Vives and Comenius, each in his own way, gather many arguments to show that war is unfitting, not only in its material aspect but primarily from the moral and Christian point of view. For them, peace does not mean the mere laying aside of weapons; the condition of inner peace is the reconciliation of man with himself and with God. Through their emphasis on ethics both thinkers go beyond the vague pacifism of the humanists. They know that only the wise man can be a peaceful person. They agree in the definition of education as care for the soul, whose functioning rids man of roughness and wildness and lets him become truly human. In this way the circle is closed that links the need for education with the striving for the establishment of peaceful relations, pedagogy with politics.

16

What does it Mean to Educate?

80%

Knausz I.

Practice and Theory in Systems of Education

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2016

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vol. 11

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issue 1

49-54

EN

This paper focuses on the most abstract and most boring question of pedagogy or, as I prefer to call my field of interest, the theory of pedagogy. My aim is to try to rehash and re-pose this question – maybe even answer it? In this regard, Ottó Mihály advises us to be careful; in the preface to his notes on the philosophy of pedagogy he asserts that we do not know what educating is but we know that there exist “various valid and eligible answers” to this question.

17

Reflections on the future of social pedagogy

80%

Czarnecki P.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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issue 4(25)

5-22

EN

This article will present some forecasts and postulates regarding the development of social pedagogy in the near future. Social pedagogy is both a theoretical and practical discipline, so if we reflect on its future, then we should discuss these two aspects separately. Obviously, working on the development of theories in disciplines such as social pedagogy makes sense only on the condition that these theories can be then implemented in practice, but it must be also borne in mind that the possibility of influencing the practice by the theory (e.g. social policy or social work) depends on a number of factors on which social pedagogy has no factual impact. Hence, in the context of a discussion on the future of social pedagogy, the distinction between theory and practical needs as well as possibilities of its implementation seems very much justified, because there is always the possibility that an intense development of theory might not be accompanied by equally intense activities in the area of practice.

18

Pěstovat nadání: reflexe smyslu vzdělání ve spisu Coltura degl’Ingegni Antonia Possevina

80%

Banďouch P., Reischlová D.

Historická geografie (Historical Geography)

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2022

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vol. 37

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issue 2

169-196

EN

The article deals with the treatise Coltura degli’Ingegni by Italian Jesuit Antonio Possevino (1533– 1611), the Latin original of which was part of Possevino’s work Bibliotheca selecta (1593). In addition to studying the actual text, attention is also paid to factors that contributed to its creation. These include especially the educational tradition within the Society of Jesus and Possevino’s life story – Possevino held many different offices, inter alia that of a secretary of the Order and of a papal diplomat. He came into touch with a Scandinavian environment during these diplomatic missions, which subsequently led to the establishment of Collegium Nordicum in Olomouc. As follows from the study of Possevino’s life and work, this Jesuit understood education primarily as a tool for spreading and deepening of the Catholic faith. At the same time, Possevino emphasized the importance of human freedom which he defended against the contemporary, more deterministic concepts.

19

System edukacji w zakresie nauk przyrodniczych a IBSE (inquiry-based science education)

80%

Żołubak M.

Studia Etnologiczne i Antropologiczne

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2017

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vol. 17

161-174

EN

In the context of globalization, ecology has become an important issue, not only in science and everyday life but also in education. IBSE, recommended by the European Union, is one of the current trends in children’s education. The education system in Poland assumes that students themselves should be able to ask questions and seek answers, while the teacher is to direct their educational development on the basis of the program. It is not only school that should educate and teach-everywhere children should encounter good pedagogical practices that shape their appropriate social attitudes, develop interests, and teach to think independently.

20

Different paths, one goal: American pedagogy as a scientific discipline in the first decades of its development

80%

Wojniak J.

Przegląd Historyczno-Oświatowy

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2022

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vol. LXV

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issue 1-2

47-64

EN

Aim: to present the American concept of the development of pedagogy as a scientific discipline, with particular emphasis on the postulates and arguments of those whose operation and activities shaped the direction of the discussed processes. Methods: a content analysis presenting the visions and directions of the development of pedagogy as an academic discipline proposed by the creators of the scientific foundations of pedagogy. Results: the reconstruction of the perception of pedagogy as a field of scientific research and the postulated priorities, with particular emphasis on the cultural and social context for the undertaken research, which not only became its background, but largely determined its direction and course. Conclusions: In the United States, pedagogy as a field of scientific research was perceived mainly as a basis for searching for specific solutions aimed at improving the quality and effectiveness of the American education system, hence the need for education reforms in line with the trends typical of that period was prioritized. In this spirit, the quantitative research ordered and commissioned by the local and federal educational administration was conducted on the basis of questionnaires and tests with the aim to collect as much information and data as possible. The perspective of supporters of an interdisciplinary approach to pedagogical research, such as John Dewey, focused not so much on the measurable improvement of the quality of education, but above all on what the improvement of the education system is to serve in the individual and social perspective: on developing individuals and building a harmoniously functioning society. Among the researchers representing the faculties of education at American universities, quantitative research was becoming increasingly more popular and gained more supporters, which in turn, led to their gradual isolation, not only in the community of scientists representing social sciences, but also in relations with those who were to apply their scientific achievements in their daily work, i.e. teachers and education administration.

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