Search results - CEJSH

1

Komunikowanie polityczne w ujęciach interpretacyjnych

100%

Marciniak E.

Studia Politologiczne

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2012

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vol. 25

EN

This article attempts to reconstruct the basic ways of defining political communication, with particular emphasis on interpretative perspective. Indicates the usefulness of a number of qualitative approaches, stressing the fact that they allow to understand the nature of political communication, especially from the point of view the recipients of political messages. The article discusses: symbolic interactionism, constructivism and system-pragmatic concept of communication.

2

Konstruktywizm i realizm wobec statusu faktów naukowych. Bruno Latour a Ian Hacking

100%

Sikora M.

Studia Philosophica Wratislaviensia

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2006

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vol. 1

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issue 1

11-26

EN

The paper addresses one of most important topics in contemporary epistemology, i.e. the controversy between realistic vs. constructivist approach to reality and science. In my article I focus on two representatives of these approaches, on Ian Hacking's realistic view of knowledge, and on Bruno Latour's radical constructivism. In the first part, Latour's idea of anthropological research of the method of sciences is discussed. I argue that Latour's conception boils down to an assertion against there being an universal method of science. In second part I discuss realistic standpoint of Ian Hacking and his view that not all scientific facts are theoretical constructions.

3

W stronę Czarnobyla Postpamięć siłą napędową dla medykalizacji czy odwrotnie?

100%

Hoffmann M.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

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2017

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issue 47

187-199

EN

The article poses a question about relations between practices of medicalization and postmemory ones. The introduction includes the main similarities between two concepts mentioned above in order to explain putting them together within the article. First chapter briefly characterises the concept of medicalization in social science. Another one describes the Chernobyl catastrophe and the way its inhabitants from younger generations „remember” it. Then, the main aspects of „postmemory” are characterised such as epistemological, practical, artistic and political one. The third chapter illustrates thesis that postmemory is the main driving force for medicalization processes. The fourth reverses it and argues that medicalization itself could be the main reason for postmemory practices. Summary tries to answer the question posed in the title.

4

The Relationship between Mathematics Teachers’ Teaching Approaches and 9th Grade Students’ Mathematical Self

100%

Briede L.

Journal of Teacher Education for Sustainability

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2016

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vol. 18

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issue 1

34-47

EN

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students’ mathematical self. The study searched for the answers to three research questions: 1) the approaches prevailing in mathematics teachers’ beliefs about effective teaching and self-reports about their classroom practices, 2) the qualitative and quantitative features of students’ mathematical self and 3) the relationships between the teaching approaches supported by mathematics teachers, the indicators of their 9th grade students’ mathematical self, teachers’ sociodemographic indicators, and students’ socio-demographic indicators. The outcomes of the study show that because of the complex structure of the phenomena, it is difficult to classify mathematics teachers’ beliefs on teaching and their self-reported practice into theoretically predefined groups though the use of constructivism in a lesson has a more positive influence on students’ mathematical self than mere support of the constructivist beliefs.

5

Radical constructivism and methodology of economics

100%

Scheuer B.

Zeszyty Naukowe Wyższej Szkoły Bankowej we Wrocławiu

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2012

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issue 28

9-18

EN

The rhetorical approach to the methodology of economics is usually considered to be radical. In fact, compared with a strictly modernist orthodoxy, demand attention almost exclusively on the quality of the argumentation, would mean quite far-reaching change in the perception of economics as a science. However, if we consider the possibility of applying constructivist approach to methodological discourse in economics (and this attempt has been made to this Article), it may be that the issues previously taken for granted (such as the formation of the theory and its relationship to economic reality) will be required to profound redefinition.

PL

Podejście retoryczne w metodologii ekonomii zazwyczaj traktowane jest jako niezmiernie radykalne. Faktycznie, w porównaniu do ściśle modernistycznej orientacji obecnej w głównym nurcie, postulat, by w dyskursie zwracać prawie wyłącznie uwagę na jakość formułowanych argumentów i ich perswazyjną siłę, wydaje się dość daleko idącą zmianą. Jednak jeśli dyskurs ów podda się analizie z perspektywy konstruktywistycznej, okaże się, iż zakres zmian mógłby być znacznie bardziej radykalny, a w konsekwencji, że całkowitemu przewartościowaniu musiałoby ulec postrzeganie tak fundamentalnych kwestii, jak sposób powstawania teorii i jej relacja z tym, co określa się mianem rzeczywistości gospodarczej.

6

Konstruktywistyczna perspektywa poradniczej rzeczywistości

100%

Kłodkowska J.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2013

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vol. 14

165-180

EN

In the article the Author presented the examples of employing constructivism in the analyses of social activities (in pedeutology and theory of organization) and she attempts to consider the direction of changes to counselling practice and theory in the context of a constructivist perspective. Constructivism is treated as a theoretical perspective, giving strong legitimacy to the new counsellor and the counselling activity itself. Counselling is demonstrated to be a social activity, which changes from an activity forcing a model of social reality and personal biography of the participant (counselling activity undertaken by the modernistic adviser) into being the practice allowing him or her to create and reconstruct the knowledge, to construct their own biography (counselling activity undertaken by the constructivist counsellor).

7

Big data a problem reprezentacji poznawczej

100%

Iwasiński Ł.

Człowiek i Społeczeństwo

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2022

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vol. 53

241-261

PL

In this article, the author reflects on Big Data analytics in the context of the problem of cognitive representation. There are many voices declaring that the era of Big Data has brought a radical breakthrough in human cognitive abilities. Some – especially in the world of business and marketing, and to a lesser extent in the field of science – argue that for the first time we can reach a clean, objective picture of reality and keep track of its changes. The article is a critical commentary to this thesis. In Big Bata analytics, cognitive activities are assessed not from the point of view of their compliance with reality, but the possibility of achieving set goals. Big Data mining can be, and often is, an important tool for reality control and forecasting – which does not mean it can discover objective truth and create accurate representations of reality.

8

Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia

100%

Milutinović J. J., Anđelković A. K.

The New Educational Review

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2018

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vol. 53

239-249

EN

Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.

9

Pedagogical premises of the use of tablets in the teaching process

100%

Siemieniecki B., Majewska K.

The New Educational Review

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2015

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vol. 42

65-76

EN

The article is a summary of one part of the research conducted in the Department of Didactics and Media in Education, regarding the use of tablets in the teaching process. The paper provides an overview of the frequency of use, as well as ways of using the tools by students of the humanities. It presents the relationship between the presence of tablets in the teaching process and the cognitive-constructivist nature of acting. The presented study was carried out among 396 students of the humanities. The study used diagnostic survey methods, as well as the pedagogical crossover experiment.

10

Strategie dydaktyki kognitywistycznej: hyper-konstruktywizm i neo-realizm. Podstawy teoretyczne

100%

Karwasz G.

Studia Edukacyjne

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2021

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issue 60

113-134

EN

While the term “cognitivistic pedagogy” appeared already in Polish literature, “cognitivistic didactics” is addressed mainly by foreign authors. We define principles and methods of innovative didactics based on constructivistic and cognitivistic theories. The two main paradigms of such didactics consist in constructing the knowledge (and competences) of pupils (listeners, students) in an interactive narration and in using real didactic objects, preferably pulled out of a pocket. We call these concepts hyper-constructivism and neo-realism.

11

Nauki prawne – między konstruktywizmem a konstrukcjonizmem

100%

Przybytek P., Przybytek P.

Przegląd Sejmowy

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2021

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issue 3(164)

63-83

EN

The metaphor of constructing, popular in modern science, has gained a distinction into two main streams: constructivism and constructionism. In our article, we try to answer the question of which features of one of these two construction theories are more compatible with the distinguishing features of legal sciences and what this might mean in contemporary scientific practice. We treat our proposals as a starting point for further discussions on this topic.

12

The Category of Competence in the Light of the Praxial Philosophy of Musical Education by David J. Elliott

100%

Weiner A.

Kultura i Edukacja

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2013

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issue 5(98)

5-29

EN

This paper describes the concept of the praxial philosophy of musical education by David J. Elliott. Worldwide applications of this concept are becoming increasingly apparent. It challenges the traditionally understood education through art that draws on aesthetic fundamentals. The author makes an explication of the category of competence in the praxial concept of musical education. She is inspired by the idea of the reconstructive cultural competence of a subject proposed by A. Męczkowska.

13

Projekt výskumu prírodovednej gramotnosti študentov odboru predškolská a elementárna pedagogika

100%

Beata Akimjakova B., Ivana Rochovska I.

Scientific Bulletin of Chełm - Section of Pedagogy

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2011

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issue 1

137-141

EN

The article presents the project of the research focused on the development of scientific literacy of students of Pre-school and Elementary School Pedagogy through the educational concept using experiential methods. It introduces the current state of the issue, aims and tasks of research, hypotheses, contribution of the project.

14

Zkušenosti žáka a výuka technických předmětů v současnosti

100%

KROPÁČ J., PLISCHKE J.

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2010

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vol. 1

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issue 1

61-66

CS

Ve stati jsou předloženy teoretické přístupy k problematice zkušeností žáků a jejich významu v konstruktivistické teorii učení. Následuje posouzení vlivu změn zaměření zájmů žáků a jejich zkušeností na výuku technických předmětů. V závěru jsou nastíněna nezbytná opatření v práci učitele těchto předmětů.

EN

The article presents theoretical approaches to the problematics of pupils´ experience and its meaning in the constructivist theory of teaching. Subsequently, the article reviews the influence of changes in pupils´ interests and their experience on technical subjects training. The final part outlines the necessary steps in the work of teachers of these subjects.

XX

W artykule przedstawiono teoretyczne podejścia do problematyki nabywania doświadczenia przez uczniów jego znaczenie w konstruktywistycznej teorii nauczania. Zaprezentowano również wpływ uczenia się przedmiotów technicznych na zmiany w zainteresowaniach i doświadczeniu uczniów. W części końcowej podano konieczne kroki, jakie trzeba podjąć w pracy nauczycieli realizujących tematy techniczne.

15

The Swing of the Pendulum – Objectivism or Constructivism in Language Education?

100%

Sofronieva E., Shopov T.

Journal of Preschool and Elementary School Education

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2012

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issue 2

173-189

EN

This paper reviews objectivism and constructivism: the two educational ideologies which underlie different language teaching methods, applied in the classrooms for decades. It reflects on some marked differences among the existing language theories and practices within the two traditions and their impact on early language education. The authors emphasize the changes in the focus of the educational paradigms and the need of working methodologies and classroom practices that are in line with the contemporary requirements of modern education. A shift from learning that to learning how has been observed. Young students should be able to have new experiences in a new language by doing things as autonomous learners within a group that has established a positive learning environment. The focus of research should be on developing and applying effective, age-appropriate approaches which will facilitate the language learning of children and enhance their overall physical and psychological development.

16

Eseista i krytyk o polskości. Przypadek Andrzeja Kijowskiego (1928–1985). Garść wypisów i komentarzy

88%

Heck D.

Prace Literackie

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2018

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vol. 58

143-153

EN

The neoromantic and modern Polish culture was the source of Andrzej Kijowski’s literary imagination. His symbols, myths, as well as generally speaking constructivism and historicism were shaped by the specific Polish past. As a result, this author paradoxically was both constructivist and anti-constructivist. His philosophy was changing during his life but there is no strict line of evolution. At the same time, in different proportions, historical relativism and metaphysical essentialism coincided in Kijowski’s thinking.

17

Przywództwo narodowe, doświadczenie i nowoczesność

88%

Kurczewska J.

Prakseologia

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2013

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issue 154

117-133

EN

The aim of the article is to show how national leadership is articulated in modern and postmodern social experience and is rooted in current social and political reality. The author constructed types of national leadership and projected duties and entitlements for a national leader role. Th e aim is to present a flexible set of educational duties and entitlements, and not to present the coherent structure of ideas similar to systemic national ideology. On the basis of a national experience project the author presents the national leader role as sensitive to different types of knowledge.

18

Worldviews and Intercultural Philosophy

88%

Evanoff R.

Dialogue and Universalism

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2016

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issue 4

119-132

EN

Having a better understanding of what worldviews are and how they function may be able to contribute to the resolution of conflicts which arise when people from differ-ent cultures holding different worldviews interact with each other. This paper begins by examining the nature of worldviews and how they might be approached from the perspective of intercultural philosophy. The paper then turns to meta-philosophical questions regarding the disciplinary boundaries, goals, and methods of intercultural philosophy with respect to worldviews. Attention is given to the possibility of adopting a constructivist, dialectical approach to cross-cultural dialogue on worldviews.

19

Constructivism in the studies of premodern literature

88%

Dąbrówka A.

Nauka

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2009

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issue 3

PL

New theories and research methods as applied in the study of premodern literature and other arts as well, tend to ignore their essential differences from works of the modern era, the latter being formatted according to classicist aesthetic and transmitted mostly in one (printed) version. In case of oral and manuscript delivery there is no established unified text and criticism centered on one text is not possible. That is where the constructivist approach helps students of old arts understand the alterity of their research objects – first of all their disappearance in the streams of delivery where they undergo quite different rhetorical treatment, abbreviations and reductions, interpolations and enlargements, transformations up to genre change, modality switch, etc. The awareness to the above, enriched with procedures providing the works an afterlife, such as enarrations, adaptations and translations, may help also students of modern works exceed the narrow frames of traditional text-bound criticism.

20

Świat bez substancji i esencji

88%

Rorty R.

Przegląd Kulturoznawczy

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2013

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issue 2(16)

125–141

EN

The author of the article aims at depicting mutual relation between Anglo-Saxon and continental antiessentialistic and antidualistic thought. Although there are differences separating philosophical theses of particular thinkers representing these traditions, Rorty finds their postulates both similar and complementary. Another subject of the article consists in exploring main consequence of antiessentialism, i.e. panrelationalism.

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