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Technologie informacyjne w edukacji przyszłości

100%
Bartoszek J., Kierzkowski Z.
Prakseologia
|
2005
|
issue 145
141-149
EN
Fast changes in information technology and information society generate new ideas and concept. Some of them are very important, but lifetime of others is rather short. So, the question arises: which of them are basic, which are useful and which are only temporary? Classical education in computer science and main factors of information society development is the starting point of our considerations. Typically, in classical education, we consider algorithms and their complexity, data structures, programming languages, local networks, and so on. On the other hand we have global business processes, global economy and multinational global organisations. Computer integrated activities, cooperative information systems, and virtual organisations must be described in new terms. As basic concepts we consider infons and situations. They play similar role in formalisation of information as sets and their elements in mathematics. In the future education a special attention must be paid to digital resources and their descriptions, cooperative work, business processes, Web services and document management.
2

František Faustin Procházka’s Approach to the History of Learning

75%
Žůrek J.
Listy filologické (Folia philologica)
|
2015
|
vol. 138
|
issue 3-4
325-339
EN
František Faustin Procházka (1749–1809) is usually remembered as a translator of the Bible in the history of Czech literature. However, in this contribution we aim to concentrate on the historia litteraria. We will attempt to find answers to the following issues: what style of historia litteraria was characteristic for Procházka and what he could have had exactly in mind when contemplating both education and scholarship. Going through Procházka’s Commentarius (first published in 1782) reveals the answers: the history of learning could be best comprehended, according to Procházka, as the history of the artistry of Latin writing. He studied Latin literary output throughout the centuries and marked the periods of excellence and also the ages of decline. He held firmly and he tried to prove that the advancement in the Latin literacy (literature) had always had the decisive impact on the whole progress in both scholarship and sciences, also because the precise and concise expressions in pure classical (Ciceronian) Latin were apt for clarity, and thus enabled to capture the order of the things faithfully, which created the rudiments for any true knowledge. Furthermore, the Latin education imbued the students with the ideal of Ciceronian humanity. Morals based on philanthropy were inherent to this type of schooling. Thus, the classical studies have direct impact on the well-being of the society and consequently, the welfare of the Czech nation depends on the prosperity of arts and scholarship, and ultimately, on the quality of Latin education.
3

The classical culture in the modern World

75%
Stabryła S.
Classica Cracoviensia
|
2015
|
issue 18
349-362
EN
The author discusses the impact of classical antiquity on the modern culture, particularly in Poland. He tried to point out that ill-considered and harmful educational reforms have reduced or even eliminated the classical education from the school system in Poland, as in several other countries. Now we are witnessing the decline and collapse of classical humanism. But on the other hand it is difficult to imagine that the viivifying stream of ancient culture woluld dry up finally in our times. We believe that our world of western civilization does not want and cannot renounce the values that have created and shaped the ancients.
4

Jerzy Grotowski i pedagogika

51%
Nalaskowski A.
Roczniki Pedagogiczne
|
2017
|
vol. 9(45)
|
issue 1
151-164
PL
Artykuł jest próbą porównania struktury dwóch procesów zmian; procesów wiodących do skrzywienia idei, które je wygenerowały. Na poziomie pewnej metaprzenośni zostały z sobą zestawione dwa niemal nieporównywalne podmioty. Pierwszym z nich jest słynny na świecie eksperymentator teatralny Jerzy Grotowski, a drugim polska pedagogika. Przeźroczystym tłem tych rozważań jest sytuacja społeczna i polityczna na świecie, naszkicowana dla lepszego zrozumienia intencji autora. W konkluzji zostaje pokazana trajektoria zaistnienia, rozdrobnienia i atrofii (sukces−atomizacja−rozpad) idei zamienionych w konkretne decyzje i działania.
EN
The article is an attempt to compare the structure of the two processes of change. One is the processes leading to the curvature of the ideas that it generated. The second is at the level of a certain meta-metaphor have been compiled together two almost incomparable. The first experimenter Jerzy Grotowski is famous in the world of theatre and the second is the Polish pedagogy. A transparent background of these considerations is the social situation and political world sketched for a better understanding of the intent of the author. In conclusion, is shown the trajectory, subsistence – fragmentation and atrophy (success−atomization−disintegration) of ideas changed into specific decisions and actions.
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