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Nature as a value promoted among adults

100%
Buchcic E.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
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2015
|
vol. Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia V
16-21
2
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„Tierisches” Eugena Drewermanna. W kierunku teologicznym

88%
Kadłubek Z.
Zoophilologica. Polish Journal of Animal Studies
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2015
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issue 1
25-28
EN
The author’s essay is a collection of several short, seemingly casual reflections which contain more  profound themes, giving the reader much food for thought. Starting from a personal wish to explore the question of animality, the author delves into the issues of biopoetics and zootheology, before once more returning to personal reflections, which lead him to the negation of the human and the animal as equal existences under law.
3
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Ludzkie i Nie-ludzkie. Antropologia Czesława Miłosza: człowiek wobec zwierząt

88%
Roeske M.
Zoophilologica. Polish Journal of Animal Studies
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2015
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issue 1
195-205
EN
Considerations about the human condition and humankind’s place in nature are a vital part of the works of Czesław Miłosz. Miłosz’s cosmological vision is based on a deeply dualistic structure. On the one hand, we have got the human and civilisation – which is a synonym of purposefulness and divine order; on the other hand, there is the wild, cruel and untameable nature, whose activity is full of chaos and is meaningless from the metaphysical point of view. There is a  sort of inconsistency in this seemingly ordered structure of reality, which seems to constitute the principle of Miłosz’s anthropology. The human in his essence is a “paradoxical being”; it is difficult to classify him in an unambiguous way. He is considered as the only creature that is composed of God’s elements – immortal soul, consciousness, and intellect. These properties detach him from nature and bring him closer to God in the hierarchy. Still, he is a biological creature and that disgraceful fact is difficult to accept for Miłosz; therefore, an attempt to draw a clear line between man and nature is reflected so clearly in Miłosz’s works. The purpose of the article is to analyse a few works of Czesław Miłosz with regard to the issues mentioned above. Undeniably, the ideas presented by Miłosz are deeply rooted in Western philosophy.
4
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The use of constructivist pedagogy in science education

63%
Buchcic E.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
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2019
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vol. Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
5
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W STRONĘ PRZYRODY: O NORWESKICH PRAKTYKACH EDUKACJI NA ZEWNĄTRZ

63%
Parczewska T.
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
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2017
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issue 15
181-192
PL
W czasach, kiedy mówi się o braku kontaktu dziecka z przyrodą – nazywanym zespołem deficytu natury i wywołującym zaburzenia procesów poznawczych, emocjonalnych i rozwojowych – leśne przedszkola i szkoły, w których dominuje edukacja na zewnątrz, mogą stanowić rozwiązanie tegoż problemu. Bliski kontakt z naturą ma ogromne znaczenie zarówno dla samej przyrody, jak również dla rozwoju dziecka – wzmacnia potencjał intelektualny, zmniejsza ryzyko chorób cywilizacyjnych. Zaprezentowane norweskie rozwiązania edukacji na zewnątrz są przykładem tak zwanych dobrych praktyk, które mogą być inspiracją dla innych.
EN
In the times when we talk about the lack of contact of the child with nature – called nature deficit syndrome – which has a negative effect on cognitive, emotional and personal growth, kindergartens and schools that are located in forests, in which the outdoor education dominates, can be the solution to this problem. Close contact with nature has tremendous meaning for the nature, as well as for child’s development – it enhances the intellectual potential and reduces the risk of civilization diseases. Presented Norwergian solutions for the outdoor education are an example of the so called good practices, which can be an inspiration for others.
6

W blasku słonecznym i w milczeniu. Fauniczność przyrody w sonecie Kazimierza Przerwy-Tetmajera W ArkadiiW blasku słonecznym i w milczeniu. Fauniczność przyrody w sonecie Kazimierza Przerwy-Tetmajera W Arkadii

51%
Igliński G.
Prace Literaturoznawcze
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2017
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issue 5
81-93
EN
This work attempts to present one of the most popular characters in the Young Poland imagery – the faun, which the artists treated as equivalent to the god Pan and the satyr. The subject of this work is the analysis and interpretation of the sonnet W Arkadii [In Arcadia] by Kazimierz Przerwa- Tetmajer. The results indicate that the poem reveals the spaces of nature and the philosophical thinking about the natural world, which are characteristic of the period. It exposes sensuality in the perception of the world. There are no secrets there. The most important secret has been revealed. That secret is life that is love. This is the essence of happiness or the Arcadian nature. The exposure of the sun, which somehow “patronises” things that happen on the earth, attracts attention. The entire Arcadian landscape is penetrated by the power of life. Each individual element of the landscape indicates fertility. Moreover, it may simultaneously be the emblem of femininity and masculinity. Gender and sexuality define not only the last stanza of the poem with the tangled figures of the faun and the girl, but also the entire sonnet. As in the works of Arnold Böcklin, so appreciated by Tetmajer, nature occupies the foreground. On the other hand, positioning a barely visible faun in the depth of it may suggest that it is characterised by faun-related aspects (gender and sexuality). The poem is evidence that the bright solar fascination of the Young Poland authors also occurred during the 1890s, announcing the slow replacement of catastrophism with vitalism.
7

Aspekty przyrodnicze w obrazowaniu miasta na przykładzie Breslau/Wrocławia w prozie polskiej i niemieckiej lat (po)wojennych

51%
Augustyn K.
Prace Literaturoznawcze
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2017
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issue 5
207–217
EN
This article is an attempt to determine whether nature was an important component of the presented world for the novelists and chroniclers of Wroclaw. It primarily examines how the literary and non-literary image of the city has evolved over 70 years and shows the changes in the awareness and attitudes of its citizens towards the environment in different historical periods: in the days of the Weimar Republic, in the Third Reich, during the siege of Fortress Breslau, during the post-war reconstruction, in the sixties and the eighties, after the socio-political transformation, during the floods in 1997, and in the past few years until 2015.
8
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EDUCATION OF A CHILD OUTSIDE THE SCHOOL CLASSROOM IN THE CONTEXT OF PEDAGOGY OF PLACE

51%
Parczewska T.
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
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2018
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issue 17
95-104
EN
The aim of the article is to draw attention to the essence and values of learning and teaching children outside the school’s walls and to the pedagogy of the place, which refers to an alternative vision of the practice of outdoor education in an open space. The current theory and practice of education outside are influenced by cultural traditions and psychological theories of personal and social development. Taking into account the educational needs of contemporary young people struggling with serious social and ecological problems in a dynamically changing world, there is a need to re-invoke the idea of outdoor education and the idea of places that are the main dimension and problem of our being in the world.
PL
Celem artykułu jest zwrócenie uwagi na istotę oraz wartości uczenia się i nauczania dzieci poza murami szkoły oraz na pedagogikę miejsca, która odnosi się do alternatywnej wizji praktyki kształcenia na zewnątrz, w otwartej przestrzeni. Na obecną teorię i praktykę edukacji na zewnątrz wpływ mają kulturowe tradycje oraz psychologiczne teorie rozwoju osobistego i społecznego. Biorąc pod uwagę potrzeby edukacyjne współczesnych młodych ludzi, zmagających się z poważnymi problemami społecznymi i ekologicznymi w dynamicznie zmieniającym się świecie, zachodzi potrzeba ponownego przywołania idei edukacji na zewnątrz oraz idei miejsc, które stanowią główny wymiar i problem naszego bycia w świecie.
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