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Tra memoria e formazione: sull ’identità familiare in Tra due mari di Carmine Abate

100%
Karp K.
Annales Neophilologiarum
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2013
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issue 7
59-72
EN
The aim of the article entitled “Between memory and self-formation: about familiar identity in Tra due mari [Between Two Seas] by Carmine Abate” is to explore the motif of familiar identity in the above-mentioned novel. The article is divided into four parts, the main two being devoted to identity in the light of the role of memory and self-formation. Regarded as one of the most famous Italian contemporary writers, in 2012 Abate received Italy’s Campiello Prize for his novel La collina del vento [The Windy Hill]. It is worth noting that in his fiction Abate explores many aspects that are typical of migrant literature such as the journey motif, linguistic barriers, and, above all, a feeling of non-belonging to the host culture. Delineating in Tra due mari the story of the Bellusci family, the author presents the influence that the past and self-formation has on identity.
PL
“Między pamięcią a dorastaniem: o tożsamości rodzinnej w Tra due mari [Między dwoma morzami] Carmine Abate” to artykuł poświęcony problematyce tożsamości w świetle motywu dorastania oraz roli pamięci i przeszłości we wspomnianym w tytule utworze autorstwa jednego z najbardziej znanych włoskojęzycznych pisarzy współczesnych, laureata prestiżowej nagrody Campiello w 2012 roku, otrzymanej za powieść La collina del vento [Wietrzne wzgórze]. Praca składa się z czterech części, z których dwie główne dotyczą odpowiednio związku motywu tożsamości z przeszłością oraz procesu dorastania, który kształtuje tożsamość. Abate nasyca tekst elementami typowymi dla literatury migracyjnej takimi jak: motyw podróży, problem języka i poczucia przynależności do danego obszaru kulturowego i szkicuje spójny obraz losów rodziny Bellusci.
2
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Wychowanie jako samowychowanie w dialogu

100%
Szudra A.
Roczniki Nauk Społecznych
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2007
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vol. 35
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issue 2
5-17
EN
The paper analyses the concept of “formation” in relation to those categories of the personalistic philosophy of formation which help us understand man in his individuality and relationship at the same time. Part one reconstructs the concept of “formation” in the aspect of participation, the essence of interpersonal relations, and at the same time stresses their individual character. Part two analyses the “interpersonal dialogue” as a relation derived from the relation of participation, in the aspect of the value of truth. The paper closes with a description of the phenomenon of formation in the subjective aspect, from the part of the individual man living and responding to the truth of dialogue. Our analysis allows us to reconstruct the definition of “formation.” According to the personalistic philosophy of formation and interpersonal relations, it takes on the following form: formation is self-formation in dialogue.
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CODZIENNOŚĆ JAKO PRZESTRZEŃ DOŚWIADCZANIA DOROSŁOŚCI I ZDOBYWANIA WIEDZY

100%
Kluzowicz J.
Edukacja Dorosłych
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2017
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vol. 1(76)
67-77
PL
Artykuł porusza kwestię codzienności jako przestrzeni doświadczania dorosłości. Jego celem jest zwrócenie uwagi na doniosłą rolę, jaką codzienność może stanowić w nieformalnej edukacji dorosłych. Za punkt odniesienia w niniejszych rozważaniach autorka przyjmuje filozofię codzienności Marii Szyszkowskiej, która nastawiona jest przede wszystkim na pozytywną identyfikację osób dorosłych z własnym sposobem życia. Artykuł będący teoretycznym rozwinięciem spostrzeżeń autorki, opartych na wieloletnich badaniach, przekonuje do rozpoznania codzienności jako istotnej wartości w życiu i uczynienia z niej materii samorozwoju dorosłego człowieka oraz poprawy relacji z innymi członkami społeczeństwa.
EN
The articles brings up a question about everyday life as a space to adulthood experience. Its purpose is to take note of the significant role that everyday life may play in the informal adult education. As a standpoint in present reflections, the author takes on Maria Szyszkowska’s Philosophy of Everyday Life perspective, the latter being oriented above all to positive identification of the adults activities with their own lifestyle. The article with its theoretical unfolding of author’s perceptions based on many years of research, convinces us to recognize everyday life as a vital value in life and to make everyday life a matter of self-development of an adult as well as betterment of the relation with other members of the society.
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Enterprising Teacher as a Successful Educator

80%
Czechowski J.
Horyzonty Wychowania
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2014
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vol. 13
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issue 26
145-163
EN
Civilizational progress and the reality of life in today’s world, to some extent, impose on persons responsible for education of the next generation the adoption of new strategies of conduct and the creation of a new image of the teacher, educator and guardian. Undoubtedly, this transformation should aim towards development of such features as ef fectiveness, versatility, openness – in a word – enterprise. The teacher, being an enterprising human being, skilfully achieves the development and skills needed to work with today’s teenagers and children. Nowa days, when there is an axiological and ideological loss, we need educators who are oriented towards lasting values, both with openness and a willingness to adopt new forms of educational interaction. We should still ask questions about the ways of solving disciplinary conflicts and forms of effective education. The aim of this research is to determine the meaning and essence of a notion: an enterprising  teacher  in  the context of the effectiveness of his/her educational actions. The persons evaluated in this research belong to different social groups, and their observations and remarks serve to formulate general conclusions and the thesis concerning issues of effectiveness of education in the perspective of openness, enterprise and the innovativeness of the teacher.
PL
Współcześnie obserwowany postęp  cywilizacyjny  i  realia  życia w dzisiejszym świecie wymuszają niejako na osobach odpowiedzialnych za wychowanie młodego pokolenia przyjęcie nowych strategii postępowania i utworzenie nowego wizerunku nauczyciela, wychowawcy, opiekuna. Owa przemiana niewątpliwie winna zmierzać w kierunku wypracowania  takich cech,  jak: efektywność, wielostronność, otwartość, jednym słowem przedsiębiorczość. Nauczyciel, będąc człowiekiem przedsiębiorczym, osiąga sprawnie rozwój i umiejętności potrzebne do pracy z dzisiejszą młodzieżą i dziećmi. Szczególnie w dobie teraźniejszości, w której panuje zagubienie aksjologiczne  i  ideowe, potrzeba wychowawców ukierunkowanych  jednoznacznie na wartości nieprzemijające przy  jednoczesnym otwarciu  i gotowości przyjęcia nowych form oddziaływania wychowawczego. Należy wciąż stawiać pytanie dotyczące sposobów rozwiązywania konfliktów dyscyplinarnych i form skutecznie prowadzonego wychowania. Przeprowadzone autorsko ba- dania miały na celu ustalenie znaczenia i istoty pojęcia: przedsiębiorczy nauczyciel w kontekście skuteczności jego wychowawczych działań. Badani należeli do różnych grup społecznych, a ich spostrzeżenia i uwagi posłużyły do sformułowania ogólnych wniosków i tez dotyczących problematyki skuteczności wychowania w perspektywie   otwartości, przedsiębiorczości i nowoczesności nauczyciela.
5
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Filozofia wychowania do prawdy

80%
Chudy W.
Roczniki Nauk Społecznych
|
2005
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vol. 33
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issue 2
5-13
EN
The paper deals with a normative characterisation of education and, to be more precise, with the problems, values, and modes of forming for the principal cognitive value, which is truth. In its aspect of formation for truth, education reveals two dimensions: negative and positive. The negative aspect stresses in the formative process the unmasking of lies and opposition to this main deformation of appropriate formation. The paper addresses also such aspects as the attitude of the liar (e.g. confession and contrition), the aspect of forgiveness and reparation, both in its social and anthropological-theological dimension. The more important dimension in formation is the positive dimension. It consists in establishing a truthful relationship between the educator and the pupil. It is especially important in the formative process to lay stress on the critical awareness of the pupil and the sapiental domain of truth, to which the educator should direct his or her pupil. If one of this spheres of activity is missing, or there is no testimony, the relationship between the educator and the truth may be deformed. The paper comes to a close with some remarks on self-formation, which is the key dimension of man's formation. Education and educators seek not so much to inform or form the other person, but to show, lead, and make present to their pupil the most essential values for the personal life.
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Podstawy filozoficzne pedagogii samowychowania

80%
Chudy W.
Roczniki Nauk Społecznych
|
2007
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vol. 35
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issue 2
19-30
EN
The text is supposed to show from various points of view the philosophical foundations of pedagogy. In its classical form it combines the points of view from the metaphysics of the person and ethics. These aspects complement each other, as the human person cannot be understood without his dimensions: being and development (becoming). The metaphysical foundations of formation determine the human being. On the part of metaphysics, human formation relies on the value of ontic contingence, hence the sense of human becoming as a person is expressed by the fact that man is person, a constant and unchanging structure, and is changing at the same time as person. The personal dimensions of formation indicate that man should be developed in his overall integrity, that is in the following dimensions: physical, psychical, and moral. The educator, as ontically more actualised, is endowed with a vocation to help his disciple in becoming himself. Formative work is an effort invested on behalf of self-formation. Love plays the most essential role in the ontic-moral process of the person's fulfilment. Formation and self-formation make up a pedagogical unity. Self-formation in the external sense complements self-formation in the internal sense. Any, even the best formative measures, will turn out ineffective if there is no readiness in the disciples for self-formation. This tendency is manifested today by the importance of independence and self-formation in social, cultural, and scientific life.
7
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Chrześcijańska koncepcja samowychowania

61%
Jusiak R.
Roczniki Nauk Społecznych
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2007
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vol. 35
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issue 2
31-43
EN
Thorough analyses of the formative process prove that it is effective only when at a certain stage it evokes in the disciple the will to work on his or her self-formation. It consists in conscious and voluntary work to form oneself, to set non-personal goals for oneself, and adopt a creative attitude toward them. This effort tends to make a mature and integrated personality. Self-formation in the Christina approach is to work on one's versatile development directed at salvation. This kind of activity is a consequence of Christian faith in which the person through baptism becomes spiritually regenerated and called to be clothed with Jesus Christ (Gal 3:27). In practice, this means that one is working to be like Christ in thoughts and deeds. The faith in Christ ensures a radical transformation and complete development through self-knowledge, self-evaluation, and respective actions to live in truth and love.
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