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1

Bogdan Suchodolski – osoba i myśl. Zbiór studiów pod redakcją Ireny Wojnar

100%
Depta H.
Kwartalnik Pedagogiczny
|
2014
|
issue 3(233)
177-184
2

Sztuka pytania – pytania sztuki

100%
Depta H.
Kwartalnik Pedagogiczny
|
2015
|
issue 2(236)
163-172
EN
To live actively and courageously is to unceasingly ask questions. Each authentic question is an open question. Openness of what we are asking about comes from the answer not being presupposed. Such openness cannot be attributed to the pedagogical question, that is, a question which is given to a student, in expectation of a pre-determined answer. An upbringing understood as education through dialogue and education for dialogue treats open questions as being of a far greater value. Such open questions have always been posed by art. The openness comes from ambiguity which characterises all true works of art. It leads to different interpretations and evaluations. While the pedagogical questions serve only to reproduce knowledge, open questions posed by art lead to the discovery and co-creation of knowledge.
3

Ćwierć wieku współpracy naukowej między Wydziałem Pedagogicznym UW a Zakładem Pedagogiki Szkoły Wyższej oraz Instytutem Edukacji Dorosłych Uniwersytetu Humboldta w Berlinie

63%
Depta H., Półturzycki J.
Kwartalnik Pedagogiczny
|
2014
|
issue 4(234)
183-200
EN
The preparation for a study of the characteristics of students undertaking studies, including their motivation for choosing a particular field of study and their expectations after graduation began in 1990. The German group conducted a survey among the students of the universities of Jena, Potsdam, Berlin (HUB) and technical universities of Jena, Weimar and Zittau. A total of 1207 students were questioned. The Polish group consisted of 1649 people from 19 majors in the University of Warsaw and 10 in the Nicolaus Copernicus University of Toruń. They were surveyed, among others, on their willingness to cooperate with the local government, the assessment of tasks and values of the universities, their expectations regarding future employment and the confidence about their own development. The cooperation between the two institutions continued and the research was extended by new research topics, such as the culture of studying in the transition period and adult cultural education.
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