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Indywidualna i społeczna aktywność młodzieży jako krok na drodze ku dorosłości na przykładzie innowacyjnych projektów

100%
Dobrzyniak M.
Studia z Teorii Wychowania
|
2021
|
vol. XII(2 (35))
103-114
EN
Having addressed the topic of the preparation of youth to adulthood the author refers to Malcom Knowles concept in which he pointed out several aspects of this process. The author also refers to main components of the European lifelong guidance policy. References to the European guidelines with respect to youthwork lays the background for the review of threes projects. Main assumptions of each project and an outline of their implementation have been laid out in the article. The author puts major attention on the review of achievements of youth on their way to adulthood. They have been illustrated with reflections of the participants who reported on their benefits and transformations which young people experienced.
PL
Podejmując tematykę przygotowania młodzieży do dorosłości, autorka nawiązuje do koncepcji Malcolma Knowlesa, który wskazał na różne aspekty tego procesu. Autorka przytacza ogólne założenia europejskiej polityki dotyczącej doradztwa uwzględniającego perspektywę całego życia. Nawiązanie do europejskich zaleceń dotyczących pracy z młodzieżą stanowi kontekst do przeglądu trzech projektów. W artykule zostały zaprezentowane główne założenia każdego z projektów oraz zarys ich przebiegu. Więcej miejsca poświęca autorka przeglądowi osiągniętych postępów na drodze do dorosłości. Są one zilustrowane refleksjami uczestników relacjonujących pozyskane korzyści i przemiany, których młodzież doświadczyła.
2
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Education for Sustainability: Transformative Learning for a Post-Growth Future

100%
Dobrzyniak M.
Viae Educationis
|
2024
|
vol. 3
|
issue 1
39-45
EN
Learning plays a crucial role in overcoming difficulties and breakdowns caused by climate change. Sustainability which means giving support or relief to the planet is the focal issue of the paper. It is presented from the perspective of the last over 50 years. Several theories set the stage for learning recommendations, including Freire’s Pedagogy of Hope, the critical theory and transformative sustainability learning. The hope for a better understanding of the nature of challenges that lie ahead, stronger involvement and more creative innovations initiated by humanity is expressed in the context of expected changes to be considered in scholarship and beyond.
3
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Adult Educators’ Approaches to the Educational Process and the Expected Results. Introspection Reconstructed in the Phenomenographic Research

63%
Dobrzyniak M., Plyska Y.
The New Educational Review
|
2023
|
vol. 73
149-161
EN
The paper’s topic refers to phenomenographic research with the participation of adult educators. The paper reflects educators’ concepts regarding expected learning outcomes or the learning process. These individual concepts were identified based on reconstructions of adult educators’ experiences. The purpose of the paper is to demonstrate the variety of approaches which educators apply in the educational process and the learning outcomes that adult learners are expected to achieve – according to the educators’ assumptions. Reference to selected theoretical models included in the paper allows looking at the theoretical context.
4
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Professionalisation of Adult Educators in the Context of Democracy

63%
Przybylska E., Dobrzyniak M.
Viae Educationis
|
2024
|
vol. 3
|
issue 2
16-21
EN
The growing importance of democratic adult education is reflected in the need for continuous support that ensures future-proof education which is responsive to socio-cultural diversities and inevitable future hazards. Existing democratic institutions of society are not what people should accept without a whisper – there is a need for continuous criticism through participation and dialogue. This allows the improvement given future needs. These needs should reflect mutual interests that are found as a result of varied forms of social intercourse. They require the ability to imagine the desired state of society and extensive deliberation that needs to be learned and developed. A comprehensive model of adult educators’ competences – that facilitate democratic values and conduct – might incorporate the ability to facilitate communication, collaboration and reflection that allow shared understanding and seeking alternative solutions that reflect the ‘power with’ mode.
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