Search results - CEJSH

1

Edukacja w społeczeństwie wielokulturowym

100%

Krzyżaniak S.

Forum Politologiczne

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2005

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vol. 2 - Wielokulturowość w dobie globalizacji oraz integracji europejskiej

154-169

EN

Contemporary societies are all multicultural societies. One of the consequences of this fact is the necessity of transformation of educational systems in such a way that the systems will serve a multicultural society and its variety. Different standpoints in the subject of multicultural education are taken under consideration. Advocates of adjusting educational system to the conditions of multicultural society, among whom the voice of Will Kymlicka is outstanding, argue that each individual is firmly attached to her cultural group. In a way everybody is a member of cultural minority, because each individual refers to some values which are not shared by the majority. Multicultural education is necessary if we don't want to deprive the students of their essential cultural roots during the educational process. Against this background the opponent argument of Brian Barry is outlined. For Barry multicultural education doesn't help the individual to function in contemporary liberal society. The difficulties met by the individuals from the minority groups in universal educational systems are exaggerated according to Barry. The different views on the problem of multicultural education are caused by the different understanding of the foundations of human activity. The advocates of multicultural education are primary concerned of culture, values and social conditions of individual identity while their opponents put at the first place successful work of political community and concern for individual liberty.

2

Review: "Edukacja oświeceniowa a szkoła tradycyjna. Z dziejów kultury intelektualnej i filozoficznej," by Stanisław Janeczek

100%

Darowski R.

Forum Philosophicum

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2009

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vol. 14

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issue 2

381-383

EN

The article reviews the book Edukacja oświeceniowa a szkoła tradycyjna. Z dziejów kultury intelektualnej i filozoficznej [Enlightenment Education and Traditional Education: From the History of Intellectual and Philosophical Culture], by Stanisław Janeczek.

3

Problemy wychowawcze w szkołach bazyliańskich w drugiej połowie XVIII wieku na przykładzie kolegium w Buczaczu

87%

Lorens B.

Biuletyn Historii Wychowania

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2013

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issue 29

29-42

EN

The literature concerning monastic education in the 18th century omits the subject of educational and teaching activity of Saint Basil the Great Monastery or discusses it very briefly. Not much is known about functioning of those schools in the period before the Commission of National Education was founded. The educational programme and the problems connected with it, which had occurred in Basilian schools were presented on the example of the college in Buczacz, located in the southeastern part of the Republic of Poland, functioning between 1754 and 1784. The educational goals pursued in the college were not different from the ones of other monastic schools. The then educational system mostly promoted the respect for ideological and moral values, considering material values less important. In the educational process, the Basilian Monks put piety first. The misdeeds of the students of the college in Buczacz were punished according to the canon of conduct of the then youth studying in monastic schools. The canon included: getting drunk, forbidden meetings with women, thefts, scuffles with soldiers in magnates’ service and stationed in the town, as well as with Jewish people. In the latter half of the 18th century, great significance was attached to proper conduct of the students of the college and misconducts against morals were the most common reasons for expulsions.

PL

Education problems in Basilian Schools in the latter half of the 18th century, with an example of the College in Buczacz. The literature concerning monastic education in the 18th century omits the subject of educational and teaching activity of Saint Basil the Great Monastery or discusses it very briefly. Not much is known about functioning of those schools in the period before the Commission of National Education was founded. The educational programme and the problems connected with it, which had occurred in Basilian schools were presented on the example of the college in Buczacz, located in the southeastern part of the Republic of Poland, functioning between 1754 and 1784. The educational goals pursued in the college were not different from the ones of other monastic schools. The then educational system mostly promoted the respect for ideological and moral values, considering material values less important. In the educational process, the Basilian Monks put piety first. The misdeeds of the students of the college in Buczacz were punished according to the canon of conduct of the then youth studying in monastic schools. The canon included: getting drunk, forbidden meetings with women, thefts, scuffles with soldiers in magnates’ service and stationed in the town, as well as with Jewish people. In the latter half of the 18th century, great significance was attached to proper conduct of the students of the college and misconducts against morals were the most common reasons for expulsions.

4

Nobilitowanie ideologii społecznych przy pomocy nauki (ideologizowanie nauki) – analizy i refleksje

80%

Kowalski M.

Rocznik Lubuski

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2012

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vol. 38

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issue 2

191-199

EN

The article introduces the issues of ideology in social sciences (including education). Understanding only the ideal (although often unreliable in practical use) character of criteria, in terms of differentiating science from ideology, the author has analysed the phenomenon of ideology in the area of assumptions and assertions in contemporary social sciences.

5

Troska o wychowanie nowych pokoleń. Benedykt XVI o potrzebie wychowania

80%

Chrobak S.

Seminare. Poszukiwania naukowe

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2010

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vol. 27

127-136

EN

Pedagogical reflection is accompanied from the start by the conviction that upbringing is an art and requires a particular kind of sensitivity, innovativity in action and creative engagement. Upbringing today is upbringing in a society that is diverse, wavering, full of tension, and in which there are many opportunities for choice, great personal responsibility, with life chances, but also with many dangers. This is why an authentic upbringing requires, above all, a closeness and trust which brings love, a first and fundamental experience which is, or at least which ought to be, the love of a child by its parents. The upbringer, thus, stands in a relationship to the upbringee as with a person, and not a material which may be freely formed. The upbringing itself is aiming towards the future positive development of the child such that s/he will be able to realize his/her “potential”, shape his/her will and develop as an “inimitable person” both in the individual and social senses. The “realisation of the individual” which takes place during upbringing leaves space for hope. In the promise and hope the future interacts with the human life even now, and by the same token shows the sense behind upbringing. Whereas, from the perspective of “Christian realism”, it is emphasised that the individual always finds finds him or herself in a certain “existential situation”. And so upbringing is not merely a dialogue and a relationship between people, but it is also a real relationship with God. It is God who comes to meet the individual in history and who gives him the unfailing promise of total fulfilment (joy, a sense of life). In this view the sign of hope is also the building of a future (a community) through respecting the natural laws and fundamental freedoms of people and nations.

6

FRÖBEL’S BOOK „THE EDUCATION OF MAN“ AND ITS PEDAGOGICAL LEGACY

80%

Gejdoš M., Prachárová I.

International Journal of New Economics and Social Sciences

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2020

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vol. 11(1)

339-346

EN

The study deals with the persistent pedagogical legacy of the German classical peda-gogue Friedrich Fröbel, which was preserved in the form of a work entitled “The Edu-cation of Man”, representing the congruence of pedagogy and psychology for the strategic education of children. It assesses the anchoring of Fröbel’s principles orient-ed to education and their persisting form. It identifies gnomic ideas that are relevant to the preschool and elementary pedagogy and provide high-quality, valuable advice and suggestions for today’s effective, systematic, purposeful education and upbringing of children of preschool and early school-age. It documents the continuity of develop-ment of his inspiring ideas with which Fröbel stimulated the professional public and thus contributed to the development of modern pedagogical and psychological think-ing. Education, Friedrich Fröbel, The Education of Man, Upbringing Dane badane dotyczy długotrwałego dziedzictwa pedagogicznego niemieckiego pedagoga klasycznego Friedricha Fröbela, które przetrwało w postaci pracy „Menschenerziehung”, „Edukacja człowieka”, które reprezentuje zgodność pedagogiki i psychologii dla edukacji strategicznej dzieci. Zostało ocenione zakorzenienie zasad edukacji Fröbela i ich trwały charakter. Zostały przeanalizowane ludowe idee dotyczące pedagogiki przed- szkolnej i wczesnoszkolnej, które stanowiły cenne, wysokiej jakości porady dla współczesnej efektywnej, systematycznej i celowej edukacji i wychowania dzieci w wieku przed- szkolnych i wczesnoszkolnym. W studium została udokumentowana ciągłość rozwoju jego inspirujących idei, dzięki Fröbel zrobił duży wkład w rozwój współczesnej myśli pedagogicznej i psychologicznej. Edukacja, Friedrich Fröbel, Edukacja człowieka, wychowanie

7

Das religiöse als unentbehrlicher Bestandteil des japanischen Bildungskonzepts: wandel und Kontinuität

80%

Ito T.

Seminare. Poszukiwania naukowe

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2012

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vol. 31

103-118

EN

In Japan, religion is still a current subject of educational discourse. This article presents a picture of the evolution of this discourse over the last two centuries. First, the article reconstructs transformations which have taken place in the relationship between education and religion in Japan, with particular emphasis on the period of Japanese educational reform. Then, on the basis of two items of school learning – lessons on morality and ethics – the current controversy is presented with regard to the relation between education and religion. In the first of these analyses, the question is primarily about how public schools deal with religion, and specifically with religious feeling. In the second, the author considers how these same schools transmit knowledge on topics related to different religions. Finally, the article discusses moments of continuity and change which appear with regard to the role to be attributed to religion in Japanese education.

8

Kurikulum a hodnoty

80%

Maňák J.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2007

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vol. 17

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issue 2

2-10

EN

One of the roles that school plays is to introduce values that are meaningful and that present a measure for human activity; not only practical values of the cognitive world but also spiritual values, however the Framework Educational Programme for Basic Education is aimed at those values that are “generally accepted by the society”, i. e. pragmatic values. Leading thinkers advert to a crisis of values and claim that spiritual values disappear from the lives of individuals as well from the society. They seek ways to prevent this tendency.

9

Employers’ Needs and Expectations for Qualified Employees (Case Study on the Opinions in One of the Regions in Latvia)

80%

Sloka B., Kantāne I., Buligina I., Tora G., Dzelme J., Buševica R., Buligina A., Tora P.

Economics and Business

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2015

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vol. 27

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issue 1

69-75

EN

Qualified, loyal and motivated employees are highly demanded by employers and business promoters. The paper deals with employers’ needs and expectations for qualified and loyal employees, and investigates cooperation of employers, educators and municipalities. The following methods were used: analysis of scientific publications; focus group discussions; surveys of employers, teaching staff, students and graduates of VEI. For survey data analysis descriptive statistical analysis, non-parametric statistical test of Kruskal-Wallis and factor analysis were applied. The main findings indicate that besides professional skills and competence, social competence, motivation to work and responsibility are requested as well.

10

Learning in Later Life: The Perspective of Successful Ageing

80%

Šatienė S.

Applied Research In Health And Social Sciences: Interface And Interaction

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2015

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vol. 12

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issue 1

11-23

EN

The integrated approach to the development of educational theory of later life learning should be informed by comprehensive knowledge of ageing as a social construct. Establishment of the role of later life learning in the context of successful ageing paradigm encompasses both sociological and educational perspectives taking into consideration the complexity of older people’s engagement in society and participation in education with regard to social use for the learning outcomes and personal growth. In the context of successful ageing, it should provide the answers to the questions related to the meaning and role of learning in later life. The present research aims to explore the role of learning in the construct of successful ageing and to analyze the characteristic features of non-formal later life learning in Lithuania in the perspective of successful ageing based on the review some recent literature on psychological and social aspects of successful ageing and older adult education and research in the fields of educational and psychosocial gerontology. It pursues answers to the questions as to “How can learning in later life contribute to successful ageing? What are the implications for the role of learning in the models of successful ageing? How is the role of third-age learning conceptualized in the perspective of successful ageing?” The answers to these questions provide better insight into the conceptual background of older adult education and suggests prospective research on the issue of the role of learning in older age. The multidimensional nature of the concept of successful ageing revealed by the literature review suggests that the role of learning in the construct of successful ageing is analyzable in relationship with health, psychological and social domains. The role of learning in later life is manifested through its impact on maintenance of cognitive function, psychological resources and social functioning. The positive impact of learning in later life on mental health through maintenance of cognitive function and the utilization of psychological resources through stimulation of personal growth and self-efficacy of older adult learners has been supported by findings of many recent studies. Education has been identified as one of the predictors of active engagement with life as an essential component of successful ageing.

11

Body Culture, Play and Identity

80%

Eichberg H., Kosiewicz J.

Physical Culture and Sport. Studies and Research

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2016

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vol. 72

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issue 1

66-77

EN

This is the second article of the cycle of portraits of the members of the Editorial Board and Editorial Advisory Board of the journal Physical Culture and Sport. Studies and Research, who are eminent social scientists researching the issue of sport. Among them, there are many world-class professors, rectors and deans of excellent universities, founders, presidents and secretaries-general of continental and international scientific societies and editors of high-scoring journals related to social sciences focusing on sport. The journal Physical Culture and Sport. Studies and Research started its activities in 2008 and gathered many readers, distinguished authors and outstanding reviewers. It is worth taking a moment to present the profiles of the individual editors, thanks to whom the journal keeps getting better and better. The journal is increasingly appreciated internationally particular among the scientists from the humanist and social areas of investigations. The rapidly increasing number of its readers and its surprisingly wide reception, indicated by the number of visits and downloads in English-speaking countries, including hundreds of universities (up to 791 were interested in the content of issue 62 of our magazine), research institutes and related libraries, as well as academics, researchers and students, should be celebrated. These data are derived only from one bibliographic data base (EBSCO). It must be noted that the journal is indexed in 43 bases.

12

K výzvám společnosti vědění adresovaným škole

80%

Valentová P.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2013

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vol. 23

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issue 2

153-173

EN

Knowledge society – a term denoting many theoretical approaches to understanding today’s presence which has also become a part of many public documents. The goal of the article is to examine and summarize characteristic features exhibited by our presence which entitle this term to be used; it also brings the opinions of social critics – the critics of the knowledge society concept. It also contemplates the newly defined role of the man in the world of work and the consequences and new targets that follow from the knowledge society concept for school. At the same time, it indicates the responsibility of the society to school for the school is a central institution in the knowledge society but it does not always enjoy the adequate respect.

13

Humanistic Paradigms of Education in the Postmodern Vision

80%

Šarkan M., Nemec R.

Journal of Pedagogy

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2010

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vol. 1

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issue 2

99-119

EN

This study portrays the present social trends of the educational system against the background of the transformation of the social institutions that emerge as a result of the general changes to the social paradigm. These transformations have a direct impact on questions over classical humanistic ideals and educational goals relating to the social perceptions of the status of educated people. The aim of this study is to discuss the conditio postmoderna in the education system following the Declaration of Bologna, especially emphasising the thinking of K. Liessmann and G. Lipovetsky. This study also indicates the paradoxical effects of the reform process and compares them with classical ideals of the educated.

14

The Virtual Communication in the Education System

80%

Potisková I.

Studia Commercialia Bratislavensia

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2012

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vol. 5

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issue 17

117-123

EN

The education in the 21st century should be carried out by new method based on information and communication technologies, which in some cases even completely replace the currently practiced methods of teaching. The business simulations are a suitable means for acquiring the skills to establish a company and its further activities in strong competitive environment.

15

Školní výuka a politický extremismus

80%

Mareš M., Smolík J.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2010

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vol. 20

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issue 2

40-54

EN

This article deals with role of school education in the context of policy against political extremism and with the description of various forms of pedagogic activities in this field. It explains the role of pedagogical activities in the governmental document Strategy for combating of extremism and in countering extremism at various levels. It analyses a specific relation of children and young people with extremism. The goal of this paper is the overview of possible approaches to the solution of extremism issues within the school system.

16

New trend of education in Kazakhstan: English as the medium of instruction

80%

Seitzhanova A., Plokhikh R., Baiburiev R., Tsaregorodtseva A.

Perspectives of Innovations, Economics and Business

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2015

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vol. 15

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issue 3

113-116

XX

Joining of Kazakhstan to the Bologna three-cycle system increased significantly the number of programs taught in English language. There are about 40 universities which have special groups, where English is used as the medium of instruction and it makes more than 30% from total educational program. Quantity of the Bachelor, Master and PhD programs are growing dramatically. Some universities see an opportunity to attract a wider range of students or feel that EMI strengthens offer to those students who believe studying in English will make them more employable. EMI can be seen as a threat to the status and development of the local language. On the other hand, EMI can also be treated as an opportunity. This article offers review of issues related with applying EMI in Kazakhstan HEIs.

17

Pedagogika padewska – dokumenty pamięci i samowiedzy

80%

Wojnar I.

Kwartalnik Pedagogiczny

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2016

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issue 2(240)

16-29

EN

The article presents the academic profile of the so-called School of Padua (Scuola Padovana) against the background of general information about the Italian pedagogical thought and its diverse achievements in various universities. The basis of the presentation is the contribution to the pedagogical sciences made by the authors of a monographic issue of the “Rassegna di Pedagogia” journal, which is the oldest pedagogical journal in the world, founded in 1941 by Professor Giuseppe Flores d’Arcais, the creator and animator of personalist pedagogy in Padua (pedagogia della persona). In the light of works published in the “Rassegna...”, the proposal inspired by the Italian Renaissance tradition and European humanism is both a continuation of research studies conducted in this environment and a result of inspiration drawn from outside the Italian intellectual circles. The authors refer to the French personalist thought, to the German hermeneutics and philosophy of Bildung and to the Polish neo-Marxist humanism open to the sociohistorical horizons of thinking about the man and his alternative potentiality. This last area of mutually inspiring collaboration is connected with Professor Bogdan Suchodolski’s long academic presence in Padua. Professor Suchodolski was awarded an honorary doctorate at the University of Padua in 1983; it was the first such title awarded by this institution to a foreign scholar in the field of education. In addition to general theoretical foundations of personalism, the account of achievements discussed in the “Rassegna...” includes also original areas of study on the permanent presence of classical philosophical and pedagogical thought and on the pedagogy of literature and children and youth readership. The research circles of Padua pedagogy – as documented in the text – consistently apply the principle of continuity in the implementation of the research programme and the principle of dialogue and openness as well as cooperation with cultural ideas other than their own. Padua personalism still achieves new paradigms; it becomes a dynamic concept combining respect for the roots with a creative mobility of thought.

18

Rozwój polskiej teorii wychowania estetycznego – prekursorzy i twórcy

80%

Pankowska K.

Kwartalnik Pedagogiczny

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2017

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vol. 62(4 (246))

41-55

PL

The article presents the achievements and thought of chosen pedagogues taking part in the creation of the Polish model of education through art. Janina Mortkowiczowa, the author of the book On aesthetic education (1903), emphasised the issue of the social significance of aesthetic culture and noted its linkage with moral culture. Stefan Szuman set out his main theses in the book On art and aesthetic education (1962), where he pointed out various dimensions of creative activity, including children’s art and its important role in the process of development of the young human being. Bogdan Suchodolski looked at art from the perspective of culture and general education. Irena Wojnar provided the final shape to the theory of aesthetic education (Theory of aesthetic education, 1976), by distinguishing two aspects within it: education towards art and education through art.

19

THE CONFRONTATION OF EDUCATION AND CUSTOMARY LAW AT SCHOOL: THE CASE OF ROMA GIRLS

80%

ŽEMAITĖLYTĖ-IVANAVIČĖ I.

Journal of Education Culture and Society

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2020

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vol. 11

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issue 2

68-81

EN

Aim. The main goal of the article is to generalise and describe the aspects revealed during the ethnographic research conducted in 2018 that are related to the gender of Roma girls, as representatives of ethnic group, which have influence on the process of education in the context of school community. Concept. During the ethnographic research conducted in one of the schools in Lithuania in 2018, the fragments of Romani customary law were revealed, which are directly related to the female gender and show how belonging to a certain gender can have impact on the process of education at school. The Roma students were observed in their daily learning and communication environment, i.e. at school. The ethnographic research helped to reveal the ways a Roma school student thinks (interview method) and behaves (observation method) in a basic school. The present research was based on anthropological methodology (Okely, 2002; Bhopal & Myers, 2008; Durst, 2010) and mainly focused on one case-study. Conclusion. The Roma girls in the research acknowledged that life of Roma men is easier and that a heavy burden is placed on the shoulders of girls, what often hinders their successful learning. The burden mentioned by the Roma girls is related to responsibilities in housework and family. She is accompanied by the pressure of community to start a family early: to get married and to give birth to children and, thus, to emphasise and confirm own belonging to this ethnic group and continuation of traditions. The situation is exacerbated by the stereotypes in society and the Roma community, which in most cases are ruthless towards Roma girls and women. Cognitive value. The patriarchate, as the basis of Romani culture, and the unwritten customary law accompanying it frequently become a source of ambiguity. The Roma people, as an ethic group, draw a very distinct boundary between the understanding of "we" and "they", i.e. "the Roma people" and "gadje". Being a non-Roma researcher, i.e. gadje, one faces a difficult challenge - not to make mistakes interpreting various aspects of Romani culture, especially such sensitive ones as gender, gender roles and inequality. However, it becomes easier evaluating indisputable facts: the Romani customary law has influence on the process of their children's education. Roma children (girls in particular) still abandon the system of education too early (from our, gadje, perspective). EU documents (European Union Agency for Fundamental Rights [FRA], 2014) indicate that more Roma girls than boys indicate the fact of marriage or pregnancy to be the reason for early school leaving. The academic discourse, feminist anthropology allows for particularly critical evaluation of processes.

20

Tożsamość narracyjna: The Canon as Identity Narrative

80%

Zielka S.

Miscellanea Anthropologica et Sociologica

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2016

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vol. 17(2)

135-147

PL

The main focus of this paper is to address problematic issues inherent in the canon, whichcan be understood as a construct that enables the production of the common universe ofimages and symbols, which support the collective memory, that is an indispensable elementof the collective identity of social groups, including nations. In such understandingof the canon, it is a cultural construct which itself also constructs culture. This dual natureof the canon becomes particularly obvious in the case of national educational canonsconnected to complex collective subjects. Participation in the canon as a cultural text ispartially indicative of belonging to a certain group, and thus guaranteeing one’s individualidentity. Education, however, is the field of constant debate, a polemical discourse andother forms of cultural dispute which may come under the header of ideological wars. Theinextricable connection between ideology and education can be expressed in the formof a dilemma: what kind of person do we wish to raise, and how do we identify what itmeans to be a citizen, and does he/she have exhibit patriotism as a result? In this context,the question about the educational canon emerging from these debates is also a questionabout the image of culture and its dominant narrations defining ways of constructing andfulfilment of identity.

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