Search results

1

Kultura twórczych dyskusji. Komunikat z badań eksperymentalnych

100%

Okraj Z.

Kultura i Edukacja

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2014

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issue 1(101)

72-98

EN

The article presents the results of experimental research on the culture of creative thinking that consists of its: characteristics, purposes, contents, principles, forms, methods of discussions, and didactic means used to activate students’ creative thinking. The research has also allowed to learn how important in the process of stimulation of students’ creative thinking are such conditions as: atmosphere of discussion, appearance of critical expressions destroying ideas (“idea killers”), and moderators’ personality traits. The main results of the described cycle of creative discussion are: stimulation of students’ creative thinking, teaching students the culture of creative discussion and strategy of “attacking” problems by generating many various and original ideas to solve problems, increasing students’ awareness of their own potential of creativity, and obtaining the ability of discussing and cooperating in teams / groups.

2

Student Discussion from an Evolutionary Perspective

100%

Metzgar M.

Social Communication. Online Journal

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2019

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issue 1(19)

9-14

EN

Student discussion has been identified as a key ingredient in overall student learning (Flynn & Klein 2001; Safari et al 2006). However, in many classrooms, there is little to no discussion between teachers and students or among students themselves. This may result from high student-teacher ratios, or from the chosen pedagogy of the instructor. A variety of ideas to increase class discussion have been proposed over time. A number of these ideas have been shown to increase student learning (Freeman et al 2014 for a recent meta-analysis). This paper attempts to analyze student discussion from a human evolutionary standpoint. Such a view may add new insights into how discussion can be effectively used in the classroom. While looking at discussion from such an evolutionary view, several key questions arise: how and why did humans utilize discussion in the past? What are “natural conditions” for human discussion? How can these ideas help increase the use and effectiveness of discussion within an educational framework? This paper hopes to answer these questions and expound upon the evolutionary origins of productive discussion.

3

Methods of communicative competence formation of future specialists in the field of law during the study of psychological and pedagogical disciplines

88%

KOZHEMIAKO N.

Edukacja-Technika-Informatyka

|

2013

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vol. 4

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issue 1

413-417

XX

The article deals with methods of communicative competence future lawyer in the study of psychological and pedagogical disciplines.

4

BEZPIECZEŃSTWO INTELEKTUALNE (NA MARGINESIE ROZWAŻAŃ O BOGU I HISTORII)

88%

Dworak J.

Eunomia – Rozwój Zrównoważony – Sustainable Development

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2018

|

issue 1(94)

127-136

EN

This article focuses on methodology, and the deliberations presented herein are ai-med at presenting how emergent phenomena are generated. A slightly different perspective on the idea of existence of God and on history leads to a conclusion that religion is more and more often replaced by history. This has its practical repercussions, as the lack of philosophical deba-tes regarding the impact of science on faith and transcendence hinders and sometimes even prevents intellectual development of the society. It is because discussions on abstract issues break mental barriers, thus opposing a schematic and stereotypical way of thinking. Post-modernism is characterised by the fact that more and more people with a limited knowledge express their views on issues of vital importance to the society. The conclusion: citizens of a democratic country who look out to the future should be inspired to hold discussions, debates and disputations, which will give them a sense of belonging to the society.

5

ПОСІБНИК ЯК ЗАСІБ ОРГАНІЗАЦІЇ Й РЕАЛІЗАЦІЇ ІНТЕРАКТИВНОГО НАВЧАННЯ МАЙБУТНІХ ЛІКАРІВ І ПРОВІЗОРІВ

75%

Анна Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

|

issue 5(69)

256-275

EN

In the article, attention has been focused on unilateral and multilateral forms of communication that are present during teaching future doctors and pharmacists the disciplines of naturally scientific preparation. The interactive technologies (technology of educational dialogue, problem-dialogical teaching, educational discussion), which are used in the process of formation of information technology competences (IT competence) of the future specialists during teaching the disciplines of naturally scientific preparation using the created manuals, have been determined. The role of manuals, which are created for teaching the disciplines of naturally scientific preparation, during the implementation of interactive technologies in the process of formation of the IT competence of the future specialists has been clarified. Attention has been focused on the fact that the thematic, heuristic, rhetorical, carnival dialogues have occurred in the process of formation of the IT competence of the future doctors and pharmacists during teaching the disciplines of naturally scientific preparation using the created manuals. We have found out that in order to form the IT competence of the future specialists during teaching the disciplines of naturally scientific preparation motivation, critical, conflict, self-representative, autonomous, reflexive, creative in content, spiritual dialogues and dialogue that realizes itself are used. We have concluded that training dialogue in the process of formation of the IT competence of the future doctors and pharmacists during teaching the disciplines of naturally scientific preparation using the created manuals performs cognitive, communicative, value, revealing, creative and reflexive functions. We have found out the features of problem-dialogical technologies and their use with the aim of formation of the IT competence of the future specialists who study the disciplines of naturally scientific preparation. Attention has been focused on the use of academic discussion during the formation of the IT competence of the future doctors and pharmacists as a mandatory element of process of interactive teaching the disciplines of naturally scientific preparation. We have concluded that the use of manuals, which have been created to study the disciplines of naturally scientific preparation, provides control of cognitive activities of the future specialists during the formation of the IT competence and aimed to develop a new type of thinking of subjects of the educational process, which is based on the knowledge,skills and formed IT competence.

6

Historiography of science and technology in focus. A discussion with Professor Robert Fox

75%

Fox R., Kokowski M.

Studia Historiae Scientiarum

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2017

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vol. 16

69–119

EN

The article is an extended discussion with a laureate of numerous international distinctions, Professor Robert Fox, about his career, intellectual fascinations, as well as changing methods, styles, approaches and themes in the historiography of science and technology.

PL

Artykuł przedstawia obszerną dyskusję z laureatem licznych międzynarodowych wyróżnień, profesorem Robertem Foxem, o jego karierze, fascynacjach intelektualnych, a także o zmianie metod, stylów, podejść i tematów w historiografii nauki i techniki.

7

Wizja młodego naukowca w humanistyce w ujęciu Ryszarda Borowicza. Na marginesie badań nad selekcjami w szkolnictwie wyższym

75%

Łęcka D.

Kultura i Edukacja

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2014

|

issue 4(104)

276-296

EN

The aim of this article to reconstruction the vision of the young scientist in humanities (characteristics, competences, optimal progress requirements) written by Ryszard Borowicz based on available references and historical sources. This is the first research to focus this vision has not been noted anywhere through the R. Borowicz’s books and articles. It presents the results of a research based on historical method allowing to combine all the data from different sources from content analysis to delthi technique.

8

Taking a literature circles approach to teach Academic English

75%

Graham-Marr A., Pellowe W.

Journal of Language and Cultural Education

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2016

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vol. 4

|

issue 1

133-139

EN

Literature circles (LC), an activity framework for classroom discussion, has been adapted for EFL classes to help students engage more deeply with reading texts. In this approach, students read texts outside of class, and discuss the texts in class, using a specified discussion framework. Originally developed for L1 classes as a tool for teaching literature, LC has been adapted for EFL classes, not only to help develop reading skills, but also to help students develop their discussion skills. However, to date, many adaptations of LC have relied on graded fiction as source material, which is not always appropriate for tertiary education. Feeling pressure to match course content with the labour market needs of our contemporary global society, English departments are increasingly being asked to include more academic content in their classes. This requires that non-fiction be used as source material. This preliminary study examines student perceptions of an LC class using non-fiction as source material. The subjects of this short, qualitative, pilot study were engineering students at a university in Japan. Procedures of the class and the issues that emerged are discussed.

9

The Dialogical Subgenres of Argument in British and Ukrainian Lexicographical Presentation: a Comparative Aspect

75%

Borysov O.

Path of Science

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2018

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vol. 4

|

issue 10

5001-5005

EN

The thesis is devoted to the comparative study of the dialogical genre “argument” in the present-day British and Ukrainian language pictures of the world. This type of investigation has been the first so far in the field of comparative linguistics that deals with human communication. Argument is a widespread type of day-to-day communication, namely a kind of dialogue that finds its verbal conceptualization in English and Ukrainian. The general idea of argument can be formulated as an emotionally coloured verbal communication between partners who differ about something and try to convince each other in the righteousness of one’s position. Such a general scheme of argument interpretation is modified in the structures of ethnic languages. Thus, the terms argument and суперечка reflect the existing differences between two nations as for the type of interaction itself. The crucial difference is understanding of argument as a verbal exchange in British society and a verbal contest in Ukrainian one. One more allomorphic feature is that the British typically tend to get excited in argument, the fact reflected in the semantic components a heated or angry interaction. The next verbal specification argument gets in a number of its forms or subgenres. A closer comparative look at such kinds of argument as debates, polemics, dispute and discussion is suggested. The main differences and common features of the genres are established.

10

Internetowe forum edukacyjne jako projekt blended learning na zajęciach kulturoznawczych. Wyzwania, ograniczenia, perspektywy

75%

Wrycza-Bekier J.

Kultura i Edukacja

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2014

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issue 3(103)

52-74

EN

This article presents an educational internet forum, which was a part of the blended learning project the author led throughout the academic year 2011/2012 parallel to the course Introduction to the Cultural Studies at the University of Gdansk. As a result of the project the site http://wiedzaokulturze.wikispaces.com was created by a group of sixty-five Cultural Studies students. Students’ task was to take part in two discussions each semester by sharing their opinion on the topic the teacher proposed. In total they left 260 comments on 20 discussion forums. Each discussion forum was closed two days before the next class, so it prepared for the subsequent discussion. The aim of this article is to demonstrate whether participation in online discussion develops the competence necessary to lead a face to face discussion, the key ability that should be improved by humanistic education. Year-round care of the project helped to make many observations that can be used as a guide for teachers who plan to moderate the educational forum. This paper presents examples of discussion topics, analyzes students’ comments and proposes methods for moderating internet discussion. The experience gained during the project leads to the conclusion that, although the Internet educational forum solves some of the problems of traditional discussion, it generates another ones. The most serious of them result from the separation of time and space and lack of natural interaction. As explained by research results and statistics collected after closing the project, the online discussion is more cool, intellectual and less spontaneous. Because of this fact the educational forum threads should be planned as a preparation for written assignment.

11

[Dyskusja] Aparat bezpieczeństwa publicznego w walce z polskim podziemiem niepodległościowym

75%

Balbus T., Kułak J., Kurtyka J., Nawrocki Z., Ostasz G., Zblewski Z.

Pamięć i Sprawiedliwość

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2004

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issue 1(5)

23-59

12

Mówienie - rozmowa - dialog - dyskusja

63%

Krokos J.

Studia Philosophiae Christianae

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2020

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vol. 56

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issue 4

315-340

EN

Speaking, conversation, dialogue and discussion are four synonymous terms and refer to four related phenomena. Speaking is a sensible articulation of sounds by a personal subject, and as such is a condition for other activities. Conversation occurs when at least two people talk to each other on a topic. Dialogue and discussion, which are a form of conversation between persons, are characterized by different objects, purpose and structure. In both cases, conversation is foundational. The main condition of dialogue and discussion consists in the freedom of the will of persons. The main purpose of dialogue is the recognition of the views of participants. The participants in a discussion must not own equal competence. Discussion is a formalized dialogue. Thus, the purpose of a discussion is to solve problems. Therefore, there must be a definite object in discussion, and the details and notions employed must be stated. Moreover, the participants in discussion must own a similar competence. Lastly, discussion possesses its own internal and logical structure. -------------- Received: 22/09/2020. Reviewed: 06/11/2020. Accepted: 20/11/2020

PL

Mówienie, rozmowa, dialog i dyskusja to cztery bliskoznaczne terminy i cztery fenomeny ze sobą spokrewnione. Mówienie to sensowne artykułowanie dźwięków przez podmiot osobowy i jako takie jest warunkiem pozostałych aktywności. Rozmowa jest wzajemnym mówieniem do siebie przynajmniej dwóch osób na jakiś temat. Dialog i dyskusja, będące rozmową osób, różnią się przedmiotem, celem i strukturą. Dla obu rozmowa jest fundamentem. Warunkiem dialogu i dyskusji jest wewnętrzna wolność osób, które w nich biorą udział. Głównym celem dialogu jest zapoznanie się ze stanowiskiem i poglądami jego uczestników na określony temat. Uczestnicy dialogu nie muszą posiadać równych kompetencji. Dyskusja jest dialogiem sformalizowanym, kwalifikowanym. Jej celem jest rozwiązanie jakiegoś problemu. W dyskusji musi być zatem wyraźnie określony jej przedmiot, aspekt oraz muszą zostać uzgodnione pojęcia. Dyskutanci muszą posiadać podobne kompetencje w dyskutowanych sprawach. Dyskusja posiada też swą wewnętrzną, logiczną strukturę. -------------- Zgłoszono: 22/09/2020. Zrecenzowano: 06/11/2020. Zaakceptowano do publikacji: 20/11/2020

13

ОВОЛОДІННЯ РИТОРИЧНИМИ ЗАСОБАМИ ВИРАЗНОСТІ СТУДЕНТАМИ ФІЗИКО-ТЕХНІЧНИХ ФАКУЛЬТЕТІВ У ПРОЦЕСІ НАВЧАННЯ ФРАНКОМОВНОЇ ДИСКУСІЇ

63%

Бондар Л., Шумченко Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 1(55)

44-50

EN

The article deals with the question of teaching French professionally oriented discussion to physical and technical specialties students. The purpose of the article is to analyze and justify the importance of rhetorical figures speech mastering by technical specialilties students when they learn how lead and hold a discussion. The theoretical research methods such as critical analysis of research literature and linguistic-methodological analysis of French texts have been applied. The research has showen that the process of professionally oriented language learning is associated with cognitive peculiarities specific for students of technical and physical faculties. These peculiarities can be explained by the dominant functions of right or left-hemisphere strategies of the individual which have the influence on mastering French professionally oriented discussion effectiveness. It was determined that the most part of future specialists of technical sphere have an analytical style and they use left hemisphere strategies during the process of learning which are reflected in their dominant ways of the information perception, treatment and reproduction. So, mastering of rhetorical devices and techniques by future specialists of technical sphere will contribute to the development of their metaphorical and associative thinking and will activate the application of right hemisphere strategies responsible for the creative learning aspects. The main types of associations based on different relationships between two subjects, notions or phenomena have been examined. Three traditional rhetoric categories – logos, pathos and ethos have beed described. The most important rhetorical devices and figures speech which can be employed by the students and can express different ways to persuade or inform their potential listeners have been analyzed: metaphor as an implicit comparison, simile, anaphora, antithesis, and chiasmus. The authors also propose some examples of exercises for development of the associative thinking and mastering of rhetorical devices and techniques by future specialists of technical sphere. Taking into consideration all the mentioned above the conclusion can be drawn that the acquisition of the rhetorical skills during the learning process will stimulate the development of the creative potentialities of the students of technical universities. The questions of the influence of nonverbal communication on mastering French professionally oriented discussion effectiveness require further development.

14

Методологические аспекты аргументации и их применение в педагогической деятельности

63%

Нижнева Н. Н., Нижнева-Ксенофонтова Н. Л., Ксенофонтов В. А.

Linguodidactica

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2015

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vol. 19

PL

W artykule rozpatrywane są aspekty metodologiczne argumentacji w kontekście działalności dydaktycznej. Omówiona jest geneza teorii argumentacji i jej konceptualne miejsce w warunkach obecnych. Uwypuklono treść głównych sposobów argumentacji, podstaw organizacji dyskusji, zasad efektywnej komunikacji, których wykorzystanie będzie sprzyjać powodzeniu działalności dydaktycznej.

EN

Methodological aspects of argumentation in the context of pedagogical activities are analyzed in the article. Genesis of argumentation theory and its conceptual propositions under presentday conditions are presented. Content of the main means of argumentation, rules of discussion organization, principles of effective communication that can provide successful pedagogical activities are revealed.

15

Metafizyka i teologia w dyskusji o człowieku i kulturze

63%

Krokos J.

Rocznik Tomistyczny

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2022

|

issue 11

363-375

EN

Marian Szymonik’s book Metafizyka jako podstawa rozumienia człowieka i kultury. Glosa do współczesnego sporu aksjologicznego. Rozważania filozoficzno-teologiczne (Metaphysics as the Basis for Understanding Man and Culture. Gloss to the modern axiological dispute. Philosophical and theological reflections) became an opportunity to indicate the necessary conditions for its inclusion in the contemporary discussion about man and culture. First of all, it is necessary to preserve the basic principles of fruitful discussion. These include the impartiality of the debaters and their focus on factual understanding and explanation of the problem of interest and the preservation of certain formal conditions. Another is to see in the metaphysics of man the plane of searching for an answer to the question of the raison d’être of all being, and therefore of human being and its products, that is, the culture created by it. Finally, the recognition of the rationality of Christianity, the rationality of its doctrine and theology as a rationalization of faith. It is only in such a discussion that one can strive for the fullest possible understanding of human being.

16

Kiedy dyskusja przeradza się w spór – różne odsłony programów telewizyjnych o charakterze publicystycznym w sztuce wymiany myśli i wywierania nacisków. Ujęcie genologiczne

63%

Kalisz A. K.

Zeszyty Naukowe KUL

|

2019

|

vol. 62

|

issue 3

89-108

EN

The need, already known in ancient times, to influence the interlocutor, and thus the desire to interfere in his worldview, is inseparably connected with the necessity to expose the speaking “I”, showing its own point of view. A perfect example of creating a kind of narrative about oneself and one's own beliefs are contemporary current affairs programmes broadcast through audio and visual media. The aim of the presented article is to examine the discussion and dispute with the use of genological tools and to grasp the dichotomy between the above-mentioned constructions. Such an analysis will not only allow us to verify the thesis concerning the hybridization of both forms, but also to determine where in the television space of the studio the boundary between discussion and dispute lies and what factors determine the appearance of one of these species. The final stage of the reflection will be to look at how the environment itself, and therefore the media, can influence these forms.

PL

Znana już w starożytności potrzeba wpływania na rozmówcę, a co za tym idzie, chęć ingerowania w jego światopogląd, nierozerwalnie łączy się z koniecznością eksponowania „ja” mówiącego, ukazującego własny punkt widzenia. Doskonałym przykładem kreowania swoistej narracji o sobie samym i własnych przekonaniach są współczesne programy publicystyczne emitowane za pośrednictwem audiowizualnych mediów. Celem prezentowanego artykułu jest przebadanie dyskusji i sporu za pomocą narzędzi genologicznych i uchwycenie dychotomii zachodzącej między przywołanymi konstrukcjami. Tak poczyniona analiza pozwoli nie tylko na zweryfikowanie tezy dotyczącej hybrydyzacji obu form, lecz także na ustalenie tego, gdzie w przestrzeni telewizyjnego studia przebiega granica między dyskusją a sporem i jakie czynniki decydują o pojawieniu się jednego z tych gatunków. Końcowym etapem rozważań będzie przyjrzenie się temu, w jaki sposób samo otoczenie, a zatem środek przekazu, może mieć wpływ na omawiane formy.

17

Громадсько-політична діяльність Михайла Грушевського в Галичині в оцінках сучасників

63%

Тельвак В.

Annales Universitatis Mariae Curie-Skłodowska, sectio F – Historia

|

2016

|

vol. 71

EN

The article is dedicated to the reception of Hrushevsky’s socio-political activities in Galicia – intellectual space in Central and Eastern Europe. There have been highlighted the most sensitive points of the scientist’s community work. It has been found out that these were his measures of founding the Galician schooling as well as attempts to get rid of ideology in SSS activity and cultivate its academic nature and shape the East Galician political space. It has been summed up that Hrushevsky initiated discussions which contributed to the modernization of Ukrainian political movement in Galicia at the turn of the 19th and 20th centuries.

UK

Стаття присвячена рецепції громадсько-політичної діяльності М. Грушевського в Галичині в інтелектуальному просторі Центрально-Східної Європи. Виокремлено найбільш дражливі для сучасників моменти громадської праці вченого. З‘ясовано, що такими були його заходи щодо розбудові галицького шкільництва, спроби деідеологізувати діяльність НТШ (Науко́ве товари́ство ім. Шевче́нка) та надати їй академічного характеру, намагання переформатувати східно-галицький політичний простір. Підсумовано, що ініційовані М. Грушевським дискусії сприяли модернізації українського громадсько-політичного руху в Галичині на зламі ХІХ–ХХ століть.

18

Dyskusja po odczycie p. D. Dzierzkowskiej

63%

-

Archiwa, Biblioteki i Muzea Kościelne

|

1982

|

vol. 44

71-72

EN

-

19

Dyskusja po referacie ks. F. Lenorta

63%

-

Archiwa, Biblioteki i Muzea Kościelne

|

1982

|

vol. 44

32-35

EN

-

20

Dyskusja po referacie o. K. Marciniaka

63%

-

Archiwa, Biblioteki i Muzea Kościelne

|

1982

|

vol. 44

45-46

EN

-

Refine search results

Kultura twórczych dyskusji. Komunikat z badań eksperymentalnych

Student Discussion from an Evolutionary Perspective

Methods of communicative competence formation of future specialists in the field of law during the study of psychological and pedagogical disciplines

BEZPIECZEŃSTWO INTELEKTUALNE (NA MARGINESIE ROZWAŻAŃ O BOGU I HISTORII)

ПОСІБНИК ЯК ЗАСІБ ОРГАНІЗАЦІЇ Й РЕАЛІЗАЦІЇ ІНТЕРАКТИВНОГО НАВЧАННЯ МАЙБУТНІХ ЛІКАРІВ І ПРОВІЗОРІВ

Historiography of science and technology in focus. A discussion with Professor Robert Fox

Wizja młodego naukowca w humanistyce w ujęciu Ryszarda Borowicza. Na marginesie badań nad selekcjami w szkolnictwie wyższym

Taking a literature circles approach to teach Academic English

The Dialogical Subgenres of Argument in British and Ukrainian Lexicographical Presentation: a Comparative Aspect

Internetowe forum edukacyjne jako projekt blended learning na zajęciach kulturoznawczych. Wyzwania, ograniczenia, perspektywy

[Dyskusja] Aparat bezpieczeństwa publicznego w walce z polskim podziemiem niepodległościowym

Mówienie - rozmowa - dialog - dyskusja

ОВОЛОДІННЯ РИТОРИЧНИМИ ЗАСОБАМИ ВИРАЗНОСТІ СТУДЕНТАМИ ФІЗИКО-ТЕХНІЧНИХ ФАКУЛЬТЕТІВ У ПРОЦЕСІ НАВЧАННЯ ФРАНКОМОВНОЇ ДИСКУСІЇ

Методологические аспекты аргументации и их применение в педагогической деятельности

Metafizyka i teologia w dyskusji o człowieku i kulturze

Kiedy dyskusja przeradza się w spór – różne odsłony programów telewizyjnych o charakterze publicystycznym w sztuce wymiany myśli i wywierania nacisków. Ujęcie genologiczne

Громадсько-політична діяльність Михайла Грушевського в Галичині в оцінках сучасників

Dyskusja po odczycie p. D. Dzierzkowskiej

Dyskusja po referacie ks. F. Lenorta

Dyskusja po referacie o. K. Marciniaka