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Poglądowość jako zasada działania edukacyjnego nauczyciela religii – analizy w kontekście nowych dokumentów programowych

100%
Zellma A.
Studia Elbląskie
|
2011
|
vol. 12
437-449
EN
The use of visual materials and methods in teaching so as to appeal to students’ senses is one of the earliest defined and most commonly accepted (especially in the twentieth century) principles governing the activities of religion teachers and students in religion lessons. In order to adhere to this principle one needs a detailed knowledge of teaching norms and methodological guidelines set down under the new religion curricula. In this article, an attempt will be made at describing the use of visual materials as a principle on which the teacher’s educational activities are based in the context of the amended “Core curriculum of the Catholic Church catechesis in Poland” and “Curriculum of RomanCatholic religion teaching”, approved in 2010 by the Commission for Catholic Education of the Polish Episcopal Conference. One shall begin with the understanding of the use of visual materials in general and catechetic didactics. Then, one shall analyse the issues related to this rule as a principle on which the religion teacher’s educational activities are based as proposed in the new, abovementioned curricula. In the conclusion, one describes catechetic suggestions for the authors of new series of textbooks and religion education materials as well as for religion teachers.
2
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Umowa o przekazanie prowadzenia szkoły podmiotowi pozarządowemu. Kilka uwag o stanie obecnym według prawa oświatowego

84%
Blicharz J.
Przegląd Prawa i Administracji
|
2020
|
vol. 120
|
issue Tom 1
379 - 389
PL
Ustawa Prawo oświatowe operując pojęciem umowy, podając jej niezbędne elementy, nie aspiruje do tego, by traktować ją jako typową umowę nazwaną, czyli taką, której treść jest stypizowana normatywnie. W założeniach ustawy umowa ta ma być rozumiana raczej jako sposób realizacji zadania publicznego, w ramach umowy zawierającej niezbędne elementy charakterystyczne dla danego typu umowy cywilnoprawnej.
EN
The Educational Law Act, by using the concept of a contract and providing its necessary elements, does not aspire to treat it as a typical named contract, i.e. one whose content is normatively provided for. According to the assumptions underlying the Educational Law Act, this contract is to be understood rather as a way of implementing a public task, within a contract containing the necessary elements characteristic to a given type of civil law contract.
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