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Informational and Analytical Activity of Administrators of Vocational Training Institutions

100%
YAGUPOV V., SVISTUN V.
Edukacja-Technika-Informatyka
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2015
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vol. 6
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issue 1
147-151
EN
The article defined the nature and content of information and analytical activity for administrators of vocational training institutions, summarized its required elements, and discussed the role of modern information technologies for the successful implementation of information and analytical activities in vocational school administration. The article focuses on the problem of informational and analytical support for the professional technical educational establishments (PTEEs) management and necessity of its speedy solution in the informational society. It defines the „PTEE management” as a combination of organizational, methodical, informational and intellectual types of activity concerning collection, analysis, generalization, storing, use and dissemination of information about different aspects of PTEEs functioning as educational system and actors of educational activity.
2

ПІЗНАВАЛЬНО-ТВОРЧА САМОРЕАЛІЗАЦІЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ДЦП І СТАН СФОРМОВАНОСТІ ЇХ ЕМОЦІЙ, ВОЛІ, ІНТЕРЕСІВ, ПОТРЕБ, ЦІЛЕЙ, МОТИВІВ І МОТИВАЦІЇ

84%
Тетяна З.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 8(62)
241-263
EN
The article analyzes defects of emotions, will, interests, necessities, aims, motives and motivations, which complicate cognitive-creative possibilities of self-expression and self-realization of pupils of junior forms with child’s cerebral palsy, with an easy mental defectiveness, delay of psychical development and normal intellect. The author of the article applies heuristic-synergetic methodology of research, theory of the functional systems of P. C. Anokhin, theory of L. S. Vyhotskyi about the areas of development and compensational processes in the system “personality”, principle of “tomorrow gladness” of A. S. Makarenko, gestaltpsychology. The author defines the essence of self-expression and self-realization of the person in the process of using of heuristic-synergetic medic-psychological-pedagogical method of stimulation of habilitation of system “personality”. Synergetic method of habilitation includes synergetic methods of stimulation of habilitation in the system “personality” – there are synergetic methods of stimulation of the habilitation which is a method of stimulation of the person’s own activity, directed at the process of prevention of self-organization (origin and perfection) of the system “defect” owing to hastening of self-organization of the system “personality” and acquisition of the highest quality as a result of replacement of the less perfect elements on more perfect elements and forming and expansion of hierarchical levels after joining of new elements. This method oppresses self-destroy and stimulates self-organization of biological, psychological and social subsystems of the system “personality”, realizing external management and provide internal management of the process of habilitation of the person, assisting in the strengthening of new emergent qualities of biological, psychological, social subsystems of the system “personality” and in the achievement of system aims of habilitation in a self-expression and self-realization of pupils of junior forms with child’s cerebral palsy during an educational process. Healthy pupils, pupils with bad eyesight and hearing impairments, pupils with easy mental defectiveness and delay of psychical development, pupils with child’s cerebral palsy can use this method. In future it is necessary to frame correctional, rehabilitational, compensational, over-compensational methods of heuristic-synergetic medic-psychological-pedagogical technology of management of vertical processes of development, habilitation, correction, rehabilitation, compensation, over-compensation in systems “personality” and “defect”.
3
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Strategy for solving social problems as a tool for managing the development of the social assistance system in a county. Theoretical and methodological aspects

84%
Klimek M.
Praca Socjalna
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2020
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vol. 35(4)
51-67
EN
The obligation to develop a county (powiat) strategy for solving social problems results from the provisions of the Act of March 12, 2004 on social assistance. This article presents the role of this strategy in the process of reducing social problems: unemployment, poverty, homelessness, addictions, problems of the elderly and disabled, orphans, etc. It indicates the role of social participation in the process of developing the strategy and implementing its objectives. The cooperation of local authorities, social assistance units, NGOs and many other institutions remains a basic condition for the effective implementation of the strategy.
4
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The European karate today: The opinion of experts

67%
Cynarski W. J.
Ido Movement for Culture. Journal of Martial Arts Anthropology
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2014
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vol. 14
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issue 3
10-21
EN
Aim. From the perspective of the “humanistic theory of martial arts” [Cynarski 2004, 2006a] and the “general theory of fighting arts” [Cynarski, Sieber 2012] the author tackles the problem of the main directions of changes and institutional development of karate in Europe. He puts forward a hypothesis that sportification is not a dominant direction of changes in karate. Method. Three complementary test methods for qualitative analysis were used: an analysis of subject matter literature; long-term participatory observation and the method of competent judges / expert courts. There were five questions to karate experts (prepared in 3 languages). 1. What is the main purpose of the karatedō? 2. What are the trends in karate (in Europe)? 3. How is karate spreading – how many people are participating in different countries? 4. What is the percentage of people participating in sports karate (for competitions)? 5. How compatible is the karate now practised in your country with its Japanese and Okinawan origins? There were answers from 7 experts from Europe, all holders of the highest ranks 8-10 dan in different varieties (styles, schools, organisations) of karate / karatedō. Results. The institutionalisation of karate includes the creation of: organisations, new schools and regulations (e.g. concerning sports, fighting and arbitration), the teaching methods adopted and promotion through the ranks, the granting of licences to instructors and referees, promotion to higher sports classes, etc. This leads to the establishment of new schools, most of which are inauthentic or eclectic. Many experts point out that sports rivalry is contrary to the spirit of karatedō. Some emphasise the teaching of real self-defence, whereas others stress the educational meaning of participation. Karate has been known in Europe for approximately sixty years and its sports formula, for the different varieties, has been developing alongside its practice. There is a large organisational breakdown, even within the framework of the same styles and also a clear trend to modernise “old” karate. Sportification of karate is not the only nor the most important change in European karate. It covers only a part of that area. Other trends in change concern the cultivation of old traditions, the modification of teaching and the progressive commercialisation (in recreational karate and services related to it). Conclusion. Generally, we can distinguish: 1) a “pedagogical” o “humanistic” approach, where karatedō is a way of improving one’s personality; 2) the recreational treatment of practising karate, and 3) a concentration on the utilitarian values of karate and the fight as an expression of the cult of power or for the need of safety.
PL
Instytucjonalizacja karate obejmuje powstawanie organizacji karate (kluby, stowarzyszenia, federacje), regulaminów (np. sportowych, dotyczących walki i sędziowania), przyjętych sposobów nauczania i promocji na stopnie, przyznawania uprawnień instruktorskich i sędziowskich, klas sportowych itd. Powstają nowe szkoły, najczęściej syntetyczne lub eklektyczne. Karate znane jest w Europie od około sześćdziesięciu lat i równolegle rozwijana jest jego formuła sportowa, w różnych odmianach. Ma miejsce duże rozbicie organizacyjne, nawet w ramach tych samych stylów. Wyraźna jest też tendencja do modernizacji „starego” karate. Usportowienie karate nie jest jedyną ani najważniejszą zmianą w „europejskim” karate. Obejmuje tylko część tego środowiska. Inne kierunki zmian dotyczą kultywowania starej tradycji, modyfikacji nauczania oraz wynikają z postępującej komercjalizacji (rekreacyjne uprawianie karate i usługi w tym zakresie). Wielu specjalistów zwraca uwagę, że rywalizacja sportowa jest sprzeczna z duchem karatedō. Niektórzy akcentują nauczanie realnej samoobrony. Inni – wychowawczy sens praktyki. Możemy ogólnie wyróżnić: 1) podejście „pedagogiczne” lub „humanistyczne”, gdy karatedō jest drogą doskonalenia osobowości; 2) traktowanie stricte rekreacyjne i rozrywkowe uprawiania karate; 3) koncentracja na wartościach utylitarnych karate, samoobronie i walce, co może być wyrazem kultu siły lub wynikać z potrzeby bezpieczeństwa.
5
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O potrzebie etyki w pedagogice

67%
Magier P.
Forum Pedagogiczne
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2016
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issue 2/1
155-167
PL
Przedmiotem artykułu jest relacja między pedagogiką a etyką. Artykuł ma charakter analityczny oraz metateoretyczny. Celem artykułu jest uzasadnienie tezy o potrzebie systemowej obecności etyki w pedagogice. Zdaniem autora jej brak prowadzi do degeneracji pedagogiki jako nauki w jej aspekcie (poziomie) normatywnym. Sformułowaną tezę autor uznaje za istotną w kontekście dyskusji dotyczących naukowego statusu pedagogiki, zwłaszcza jej humanistycznej specyfiki oraz upowszechniania się naturalistycznego paradygmatu nauki.
EN
The subject of this article is the relation between pedagogy and ethics. The character of the article is analytical and metatheoretical. The article aims at justifying the thesis about the need of systemic presence of ethics in pedagogy. In the author’s opinion, the lack of ethics leads to the degeneration of pedagogy as a field of study in its normative aspect (level). The formulated thesis is regarded by the author as crucial in the context of discussions concerning the scientific status of pedagogy: its humanistic specificity as well as popularisation of the naturalistic paradigm of study in particular.
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