Search results

1

Traditional Education of Aboriginal People in Canada: Principles, Methods and Characteristic Features

100%

Zapotichna M.

Comparative Professional Pedagogy

|

2015

|

vol. 5

|

issue 4

98-103

EN

In the article the period of traditional education of aboriginal people in Canada in precolonial times has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of theoretical framework in understanding the concept of traditional aboriginal pedagogy and main principles underlying the education of younger generations of the indigenous people in Canada. The major components of teaching methods (practical, visual and oral) have been specified. Practical, visual and oral methods of imparting knowledge have been discussed and peculiarities of the traditional education of native population in Canada in precolonial period have been identified. The problem of traditional education of aboriginal people in Canada has been studied by scientists: aboriginal education (M. Battiste, J. Henderson, J. Lambe); development of aboriginal education (J. Friesen, V. Friesen, J. Miller, E. Neegan); tertiary education of aboriginal people (V. Kirkness); traditional education of aboriginal people (L. McGregor). The research methodology comprises theoretical methods (comparative-historical method; logical and comparative methods; methods of induction and deduction, synthesis and analysis).

2

Wyzwania edukacji (w Polsce) z perspektywy psychologicznej

63%

Cyzio D., Szczeciński U.

Internetowy Magazyn Filozoficzny Hybris

|

2017

|

vol. 36 (1)

EN

The aim of this paper is to look at the issues concerning the challenges of the modern education system, including the situation in Poland. It cannot be denied that institutionalized education is imperfect and does not develop human’s full potential. It even turns out that the current education system can be harmful to natural child’s development: it can limit child’s abilities and personal resources. Conditions of present education system are based on wrong assumptions, which contradict the psychological theories including learning processes, practicing creative thinking, intellectual, emotional and social development, and many others. All this contributes to the transfer of knowledge largely useless in everyday life or downplaying the uniqueness of the individual. It prevents learning how to flexibly adapt to the dynamic life conditions. Chances to cope with these serious challenges are various forms of alternative education that take into account the natural human development and psychological functioning.

3

Obrzędy inicjacji chłopców u Ludu Luguru we wschodniej Tanzanii

45%

Skiba A.

Roczniki Teologiczne

|

2015

|

vol. 62

|

issue 9: Teologia fundamentalna i religiologia

211-224

EN

The article presents boys' initiation ritual among the Luguru people of eastern Tanzania. The author's goal is to show the importance of traditional education in shaping tribal values, gained by young men during this ritual. The development of this problem was based on the literature of authors such as P. Pels, J.L. Brain, T.O. Beidelman and others, and from my own ethnographic fieldwork conducted among the Luguru people on the rituals of passage from 30 March 2003 to 30 April 2003. Boys' initiation was presented by Arnold van Genneps' model. According to this theory, rites of passage are divided into three phases: separation, transition and incorporation. During the Separation phase, the young men disconnect from the community in order to prepare for Transition which will be in the next phase. The Transition phase is a time of symbolic death, the loss of the old name or language. It often includes fulfilment of circumcision, sacrifice, and fasting. This phase can sometimes offer severe trials and tests, during which the novice acquires knowledge related to his sexual, social and religious life. During the last phase, Incorporation, he returns to the community as a new person, a man responsible for his actions and having a higher social status.

PL

Artykuł przedstawia obrzędy inicjacji chłopców u ludu Luguru we wschodniej Tanzanii. Autor postawił sobie za cel ukazanie znaczenia tradycyjnej edukacji w kształtowaniu wartości plemiennych, jaką zdobywali młodzieńcy podczas tego obrzędu. Opracowanie tego zagadnienia zostało dokonane na podstawie literatury takich autorów, jak: P. Pels, J.L. Brain, T.O. Beidelman i innych oraz własnych etnograficznych badań terenowych prowadzonych wśród ludu Luguru nad rytuałami przejścia w dniach 30.03.2003-30.04.2003. Inicjacja chłopców została zaprezentowana według modelu Arnolda van Gennepa. Według tej teorii rytuały przejścia dzielą się na trzy fazy: oddzielenia, przejścia i włączenia. Faza separacji charakteryzuje się odłączeniem od społeczności w celu przygotowania do przemiany mającej nastąpić w kolejnej fazie. Faza przejścia to czas symbolicznej śmierci, utraty starego imienia czy języka. Często zawiera dopełnienie obrzezania, ofiarę, post, może być czasem ciężkich prób i testów, podczas których nowicjusz zdobywa wiedzę związaną z życiem seksualnym, socjalnym i religijnym. Ostatnia faza to czas powrotu do społeczności, ale już jako nowa osoba, jako mężczyzna odpowiedzialny za swoje postępowanie i mający wyższy status społeczny.

Refine search results

1 Comparative Professional Pedagogy

1 Internetowy Magazyn Filozoficzny Hybris

1 Roczniki Teologiczne

1 Cyzio D.

1 Skiba A.

1 Szczeciński U.

1 Zapotichna M.

1 2017

2 2015

Traditional Education of Aboriginal People in Canada: Principles, Methods and Characteristic Features

Wyzwania edukacji (w Polsce) z perspektywy psychologicznej

Obrzędy inicjacji chłopców u Ludu Luguru we wschodniej Tanzanii