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THE VISION OF THE EDUCATIONAL PROCESS IN POLISH AND UKRAINIAN CORE CIRRICULA. ANALYSIS BASED ON THE HOFSTEDE 4-D MODEL

100%
POPYK A., ANNA PERKOWSKA-KLEJMAN A.
Society Register
|
2019
|
vol. 3
|
issue 4
115-136
EN
National curricula are documents describing the knowledge, skills and social competences that students should acquire at the appropriate stages of education. In our article, we assume that these documents have the power to buttress the existing status quo or to change reality. Generally speaking, they are an attempt at transforming selected areas of culture in a deliberate, planned, and systemic manner. This paper, by means of  Hofstede’s 4-D model of cultural differences among societies (viz power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity), is aimed at studying the way Polish and Ukrainian national curricula define the educational processes and Teacher-Student relations, in order to reveal the correlation between the cultural differences and learning/teaching process in Poland and Ukraine. A critical discourse analysis of the two state curricula has been done to interpret their contents.  
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Emocje w pracy nauczyciela w świetle źródeł pamiętnikarskich

58%
Grabowska-Pieńkosz D.
Kultura i Wychowanie
|
2017
|
vol. 12
165-178
EN
The purpose of this article is to present the importance of emotions in pedagogical work, with particular emphasis on teaching and upbringing situations. Emotions are diverse in nature and are influenced by various factors – both personal characteristics of educators and the behavior of pupils. Therefore, in the article it was decided to show: To what extent did teacher’s emotions determine the course of the teaching process? What role was played by the emotions in relations between teacher and pupils? How young people evaluate certain emotions manifested by teachers? To present these issues, author based the analysis on the memoirs literature written by students and teachers from the Austrian partition.
PL
Celem artykułu jest zaprezentowanie znacznie emocji w pracy pedagogicznej, ze szczególnym zwróceniem uwagi na sytuacje dydaktyczne i wychowawcze. Emocje mają zróżnicowany charakter i uwarunkowane są różnorodnymi czynnikami zarówno cechami osobowymi wychowawców, jak i zachowaniem wychowanków. Dlatego w artykule zdecydowano się ukazać: W jakim zakresie emocje nauczyciela warunkowały przebieg procesu dydaktycznego? Jaką rolę emocje odgrywały w relacjach nauczyciel-uczeń? Jak młodzież oceniała nauczycieli przejawiających określone emocje? Do przedstawienia powyższych zagadnień posłużono się literaturą pamiętnikarską autorstwa uczniów i nauczycieli z zaboru austriackiego.
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