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Problematyka praw dziecka oraz roli zabawy w procesie jego rozwoju i wychowaniu w świetle poglądów wybranych przedstawicieli myśli pedagogicznej XX wieku

100%

Buława-Halasz J.

Biuletyn Historii Wychowania

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2020

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issue 42

93-108

EN

The twentieth century was special in the history of all mankind. Through many wars, a sense of security was disturbed, basic human needs were not satisfied. Paradoxically, it was at this age that particular attention was paid to children and their needs. This time became the century of the child through the recognition of his rights, which was particularly manifested in the appreciation of the role of play in upbringing.

2

Memories of Adults Regarding Relations with Parents in Childhood

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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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2017

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vol. 7

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issue 1

EN

Research into memory in adults reminiscing about childhood memories is not well‑established. Some people seem to have vivid memories from very early ages, while others remember events beginning around age four or five. The aim of this article is to present memories of adults regarding relationships with their parents in childhood based on two surveys. First research was undertaken by the Public Opinion Research Centre (in Polish: Centrum Badania Opinii Społecznej). Second one, qualitative research of childhood relations was conducted by the author of this article among students of family studies from The Cardinal Wyszyński University in Warsaw. On the basis of quantitative and qualitative research on Poles with regard to their childhood memories, several conclusions may be drawn. First of all, the surveyed Poles have positive childhood memories with regard to relations with parents and the process of upbringing. A larger proportion stresses a better bond with their mother. Only in some of the quoted recollections of students, there appears greater significance of relations with father, who gave them a sense of security, pointed out values and established a model of masculinity. A large number of the polled adults declared that parents were close to them and cared for their social, moral and religious education.

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Edukacja etyczna jako fundamentalny element wychowania w środowisku akademickim

93%

Kapias M., Polok G.

Annales. Etyka w Życiu Gospodarczym

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2012

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vol. 15

193-203

EN

Global changes in the world enforce to undertake various transformations also in the area of higher education. The aim of academic education is not more preparing to work in particular occupation, but rather to form appropriate abilities which are useful at the labour market. This kind of education must embody overall, multi-aspect character, because it prepares to lifelong learning. Therefore creating “learning society” one should make an effort into axiological dimension of scientific-technical advance. One ought to take heed of human elements of education and first of all of ethical issues. Practise shows that human relations bereft of transcend and ethic dimension, but concentrating only on financial economical goods, on profit, market and competition, don’t bring anyone happiness. Hence there is an enormous demand in the academic community an ethical reflection. Thanks to it human being is not only improved in anthropological dimension, but also in social-economical aspect.

4

Wychowanie a etyka odpowiedzialności

93%

Kunicka M.

Teraźniejszość – Człowiek – Edukacja

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2015

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vol. 18

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issue 3(71)

59-70

EN

The specific character of upbringing imposes the recognition of a human being, including their moral development, based not only on pedagogy, but also on philosophical sciences, amongst others on axiology and philosophical antropology. The process of upbringing always aims at raising such a personality of a pupil that allows them to make their own goals and values true taking into account a responsible action for the sake of common good. And it is the category of responsibility that has become the subject of reflection and consideration on various concepts of its phenomenon. The article presents three concepts of responsibility (by R. Ingarden, H. Jonas, E. Lévinas) creating “a new wave” in the philosophy of responsibility and their threads possible to be used in the upbringing theory.

PL

Specyfika problematyki wychowania nakazuje rozpoznanie człowieka, w tym jego rozwoju moralnego, na gruncie nie tylko pedagogiki, ale także nauk filozoficznych, m.in. aksjologii i antropologii filozoficznej. Proces wychowania zmierza każdorazowo do ukształtowania takiej osobowości wychowanka, która pozwoli mu na urzeczywistnianie własnych celów i wartości z uwzględnieniem odpowiedzialnego działania na rzecz dobra wspólnego. Właśnie kategoria odpowiedzialności stała się przedmiotem refleksji i namysłu nad różnymi koncepcjami jej fenomenu. Artykuł przedstawia trzy koncepcje odpowiedzialności (R. Ingardena, H. Jonasa, E. Lévinasa), tworzące „nową falę” w filozofii odpowiedzialności i ich wątki możliwe do wykorzystania w teorii wychowania.

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Reflections on youth and upbringing

93%

Karpuszenko E., Czerw M., Grochulska M.

Szkoła - Zawód - Praca

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2020

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issue 20

27-38

PL

W opracowaniu poruszone są problemy współczesnej młodzieży i dylematy wychowawcze, stojące przed pedagogami i rodzicami. Tekst odnosi się do trudów kształtowania własnej tożsamości w dobie kultury popularnej i oddziaływania tej kultury na wychowanie młodzieży.

EN

The study deals with the problems of contemporary youth and the educational dilemmas faced by teachers and parents. The text refers to the efforts to shape a person’s identity in the era of popular culture and its effect on upbringing the youth.

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FORMATION (CHRISTIAN) AS A PEDAGOGICAL SUPPORT FOR THE DEVELOPMENT OF A PERSON

93%

Marek Z.

Studia z Teorii Wychowania

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2020

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vol. XI(2(31))

25-38

EN

In discussion upon the tasks of pedagogy it is necessary to underline that pedagogy with its reflection should be included in the integral development of a person. However, the problem is covered by the question concerning the real means for supporting the person that pedagogy possesses. The formation seems to be one of the real and crucial forms of the pedagogical support. We understand it, first of all, as inspiring the person's internal powers and abilities for undertaking an effort in responsible and harmonious functioning in the social life. We claim that the effect of the processes of formation is reflected in the achieved level of the person's spiritual (inner) development called the spirituality that refers to the concrete life style based on the nurtured traditions, promoted values, and attitudes taken in life.

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Wychowanie wielokulturowe w społeczeństwie obywatelskim

93%

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.

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The role of ethics in the educational process implemented in the university space

93%

Kapias M., Polok G.

Annales. Etyka w Życiu Gospodarczym

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2018

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vol. 21

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issue 6

59-70

EN

Global changes around the world have demanded various transformations, including in the area of higher education. The aim of academic education is no longer to prepare people to work in particular occupations, but to create the appropriate abilities which are useful in the labor market. This kind of education must embody a multi-aspect character, because it prepares people for life-long learning. Therefore, when creating a “learning society”, one should make an effort to think of axiological dimension of scientific-technical advance. One ought to take into account the human elements of education, especially ethical issues. Practice shows that human relationships bereft of a transcendent and ethical dimension, and which focus only on financial, economic goods, on profit, the market and competition, do not bring anyone happiness. Hence there is an enormous demand in the academic community for ethical reflection, thanks to which, man is not only improved in the anthropological dimension, but also in the socio-economic aspect.

9

Dějinné vědomí, tradice a výchova

93%

Pelcová N.

Filosofický časopis (Philosophical Journal)

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2010

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vol. 58

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issue 1

77-86

EN

This paper, which addresses the question of the relation between tradition and upbringing, assumes a conception of the person as a being with two fundamental characteristics: imperfection (incompleteness) and a capacity for being perfected by upbringing and education. Upbringing is then necessarily founded on tradition, on the continuity of generations – it is an introduction to a world which is older than all its current occupiers, and at the same time aims to prepare the young for a new life of their own in different conditions. The hermeneutical analysis of the connections between an historical consciousness, subject to a critical perspective on all that is handed down, with a tradition understood as the passing on of what has been received, makes a permanent claim on the upbringer and on upbringing. One of the possible ways of meeting this claim is presented by Gadamer in his conception of "legitimate prejudices", which bridges the divide between historical consciousness and tradition and, in addition, exploits the tension in upbringing we have mentioned.

10

Contemporary approaches and models of socialization

93%

Katra G.

Psychologia Wychowawcza

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2019

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vol. 58(16)

27-48

EN

The article presents concepts and models of socialization/upbringing present in contemporary psychology. Currently, upbringing is recognized as a non-linear transaction process. It emphasizes the qualitative nature of changes, which are the result of the clash of natural contradictions having their origins in: internal factors related to the educator and the charge, external ones in the dyad educator-charge, and ones related to the nature and specificity of the educational relationship. The presentation of the latest approach to socialization is preceded by a concise discussion of previous approaches, including historical ones. Considerations are also made about the role of time and dialectical understanding of the educational relationship in explaining the upbringing process. Furthermore, meaningful questions leading to deepening the knowledge about socialization and allowing a more effective application have been included. Finally, the comparison of selected models of upbringing is drawn, as well as the author’s definition of this process.

11

Pozytywny wpływ i negatywne skutki oddziaływania telewizji na rozwój dziecka

93%

Znyk J.

Społeczeństwo. Edukacja. Język

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2013

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vol. 1

90-94

EN

The article deals with the issue of positive and negative impact of television on the development of a child. It describes the results of direct and indirect stimuli on the emotions of a very young viewer. The author analyses the threats posed by prolonged time spend on watching television to psychophysical child development.

12

Etyka i wychowanie w kontekście edukacji

93%

Krajewska A.

Studia Ełckie

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2011

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vol. 13

569-579

EN

Moral standards are arranged in a kind of whole which forms the scale of values. They set in order the environment, provide direction of actions and place a man in the surrounding world, which was also created by him. Selection of moral norms must be carried out according to certain principles which form a logical entirety. Only then, involving in social life becomes a foundation for creation of the unit. The person building the self-image of reality with simultaneous lack of support from their parents, state institutions, public life, spiritual or intellectual authorities, generally is unable to distinguish good things from bad things, the rules that should be followed from the rules that should be avoided. A confused young man is trying to save himself by building a “private ethics” in which his own environment easily helps him, providing a number of models of ethical individualism. However, according to immutable values only education can shape the young characters that will be able to remedy for all the signaled difficulties in distinguishing good from evil, and establishing a solid foundation that will help them build their own future.

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Parental socialization in the context of caregiving, parenting, and upbringin

93%

Lubiewska K.

Psychologia Wychowawcza

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2019

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vol. 58(16)

85-97

EN

The present paper aims to propose a possible ways of integrating analyses related with parental socialization with analyses related with parenting, caregiving and raising up/upbringing a child. A few theoretical analyses were proposed to this end. First, concept of socialization was discussed in its culture related and axiological aspects. Secondly, socialization theory with dimensions of socialization as proposed by Gruces and Davidov (2010) was described. Finally, the proposition of the hierarchical structuration of concepts under the study was formulated introducing relations between parental socialization, parental caregiving, as well as predominant in main stream English-language literature concept of parenting, and common in Polish literature concept of raising up/upbringing. Building the bridge connecting these concepts is needed for at least two reasons. On the one hand, it is needed for researchers connecting various concepts and theories of the lower level than socialization theory in their analyses, e.g., attachment theory in which parental caregiving is analyzed with parenting framework traditionally having different roots. On the other hand, bridging these concepts may be helpful in connecting Polish tradition of research on raising up/upbringing and main stream foreigner psychological research on parenting and socialization.

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Jazyk a výchova v Rousseauově „Emilovi“

93%

Fulka J.

Filosofický časopis (Philosophical Journal)

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2011

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vol. 59

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issue 4

483-500

EN

The aim of this article is to briefly discuss several motifs connected with language in Rousseau’s writing about upbringing. The most important of these are Rousseau’s insights into language acquisition which, in many ways, correspond with the discoveries of contemporary psycho-linguistics. We shall also consider the principle of linguistic parsimony as a basic rule of upbringing. This rule has serious consequences not for all areas of upbringing but also for Rousseau’s conception of the relation between the human mind and ideas. After examining several concrete examples which Rousseau uses to demonstrate the necessity of this rule, we point to one basic exception to this general principle – this is the function of language in the curbing of sexual fantasies in the maturing human being.

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Stefan Wyszyński’s Personalistic Vision of Upbringing

93%

Gruca-Miąsik U., Parzyszek M.

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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2020

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vol. 11

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issue 2

79-90

EN

The personalistic concept of man, especially the one based on the philosophy of St. Thomas Aquinas, underscores the full autonomy of the human person, his freedom, the gradual discovery of the truth and good, and choices in accord with this cognition. The key issue in Stefan Wyszyński’s personalism is the integral vision of the human person. This personalism is a system of upbringing that respects the nature and value of man who ‘humanizes’ the world and expresses himself while constantly evolving. He gives a personal, social and dynamic character to the community in which he functions. He has a right to be brought up in keeping with his nature and ultimate destiny.

16

Pedagogika społeczna. Podstawowe pojęcia i definicje

93%

Czarnecki P.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2012

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issue 1

389-414

EN

Showing the direction, setting a certain aim and giving support to achieve it, is the essence of pedagogy. Here it is assumed that both sides of the upbringing process have accepted this aim, that is, both charge and tutor whose task is, as the upbringing process proceeds, only to “accompany” his charge in achieving aims which he accepts as his own. Running direct educational activities is not an aim of social pedagogy in practice, but solving definite problems connected with a social life, such as problems of poverty and social exclusion. That is why the special object of interest of social pedagogy is social assistance, social work and broadly comprehended social protective activities.

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Idea wychowania i szkolnictwa w Szwecji – związek z Kościołem Luterańskim

93%

Król J.

Scientific Bulletin of Chełm - Section of Pedagogy

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2013

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issue 1

21-30

EN

This article is an attempt to present some aspects related to the issues of upbringing and education in Sweden. The text emphasizes the historical relationship of upbringing and education of the Lutheran Church. It discusses some specific characteristics of this relationship. Main causes, ideas and trends in upbringing and education that occurred in the nineteenth and early twentieth century in Sweden has been presented. In reference to the idea of upbringing the difficulties that arise in relation to the principle of subsidiary are shown, they should be guided by the state in matters relating to education and schools. Basic ideas of education introduced after the Second World War such as reforms carried out since the sixties and some criticism of these ideas are signaled.

18

NAUCZYCIEL I JEGO ROLA W PROCESIE DYDAKTYCZNO-WYCHOWAWCZYM

93%

OLENA B., HRYHORIJ W.

Scientific Bulletin of Chełm - Section of Pedagogy

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2017

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issue 1

47-55

EN

The article explains the place and role of the teacher in the contemporary didactic and educational process. Great attention is given to the questions of her pedagogical and creative mastery and methodological preparation. It is justified by the idea that modern teachers must have professional preparation that would allow her to secure at the appropriate level the basic components of didactic and educational process: didactic; educational; scientific and methodical; scientific and research. These components are in close combination and synergy.

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Edukacja Aleksandra i Mikołaja Pawłowiczów Romanowych

93%

Strzelczyk A.

Biuletyn Historii Wychowania

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2017

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issue 36

121-140

EN

The education of Alexander and Nicholas Pavlovich Romanov This article concerns two very different ways and methods of bringing up two Russian tsars – Alexander the First and Nicholas the First. Although they were brothers, one was born nearly twenty years before the second, and that influenced their future. Alexander, born in 1777, was the first son of the successor to the throne, and was raised from the beginning as a future ruler. The person who shaped his education most was his grandmother, empress Catherine the Second. She appointed the Swiss philosopher La Harpe as his teacher, and wanted Alexander to become an enlightened monarch. Nicholas, on the other hand, was never meant to rule and was never prepared for it. He was born in 1796 as the ninth child, and third son, and by the will of his parents, Tsar Paul I and Tsarina Maria Fyodorovna he received an education more suitable for a soldier than a tsar, but he eventually ascended to the throne after Alexander died. One may ask how these differences influenced them and how they shaped their personalities as people and as rulers.

PL

This article concerns two very different ways and methods of bringing up two Russian tsars – Alexander the First and Nicholas the First. Although they were brothers, one was born nearly twenty years before the second, and that influenced their future. Alexander, born in 1777, was the first son of the successor to the throne, and was raised from the beginning as a future ruler. The person who shaped his education most was his grandmother, empress Catherine the Second. She appointed the Swiss philosopher La Harpe as his teacher, and wanted Alexander to become an enlightened monarch. Nicholas, on the other hand, was never meant to rule and was never prepared for it. He was born in 1796 as the ninth child, and third son, and by the will of his parents, Tsar Paul I and Tsarina Maria Fyodorovna he received an education more suitable for a soldier than a tsar, but he eventually ascended to the throne after Alexander died. One may ask how these differences influenced them and how they shaped their personalities as people and as rulers.

20

Upbringing and parenting, style of upbringing and parenting style. Terminological analysis

93%

Bakiera L.

Psychologia Wychowawcza

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2019

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vol. 58(16)

60-72

EN

The article presents considerations on the essence of education inspired by the perception of the ambiguity of categories used in psychology and concerning parenting, such as parenting style, style of upbringing and parental attitude. In the article, the differences between social influence and development and upbringing as well as key features of educational activities (intentionality, purposefulness, processuality, asymmetry of educational relation) were pointed out. The author treats upbringing as a long-lasting and intentional interpersonal interaction aimed at optimization the development of a pupil. The domain of educational activity is updating the developmental potential. Accepting such an assumption, she notes that not all parenting activities mean upbringing. Its influence can be destructive from the child's development point of view. However, the attempt to go beyond the caring and educational functions with which parenthood is most often identified has resulted in the author's approach to the parenting style. It is discussed on the basis of a complex network of factors differentiating the interpersonal and intrapsychic dimension of the parents' experiences.

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