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Aktywność edukacyjna osób starszych jako predykator pomyślnego starzenia się

100%
WIŚNIEWSKA J. I.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2018
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issue 22
31-50
EN
Jolanta Izabela Wiśniewska, Educational activity of seniors as a predictor of successful ageing, Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 27–45. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.03 The article presents a paradigmatic change taking place in the theoretical approach to adult education. Against this background and in the context of contemporary conditions, the author points to the importance of learning from everyday experience and the role of educational activity in this process. The discussed issues were focused on the elderly.
2

The Paradigmatic Change in the Media-Mediated Communication after the Onset of Online Media Technologies

99%
Sámelová A.
Communication Today
|
2021
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vol. 12
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issue 2
20-31
EN
The study provides an overview of the basic characteristics of media-mediated communication in three historical stages – the printing age, the broadcasting age, and the current online media technology age. The rupture (discontinuity) between offline and online media-mediated communication established qualitatively new entities and relationships in society in which a wide variety of technologies are in common use – in the field of subject and its normative regulation as well as in the field of cognitive habits and skills of the individual and society as a whole. The consequences are evident in both the technological (cognitive) and technical (habitual) processes of human action, and they can be observed and examined in the field of ontology as well as epistemology and axiology. Thus, the aim of the study is to describe this peculiar environment following media logic in the development of media technologies.
3
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O granicach andragogiki i granicach w andragogice

67%
Malewski M.
Teraźniejszość – Człowiek – Edukacja
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2016
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vol. 19
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issue 3(75)
9-39
EN
The transition from teaching to learning in adult education can be treated as a paradigmatic change. Its consequence is the restructuring of the research scope of andragogy. Adult learning “slips” from the institutional system of the “teacher–learner”, becomes informal and situates itself in numerous cultural practices of the knowledge society. American andragogues call it a public pedagogy. The author of the article attempts to specify changes that take place in adult education and analyses their epistemological consequences for andragogy as a scientific discipline. He pays a special attention to the possibilities of interdisciplinary cooperation which currently become available for researchers of adult education as a result of extending the research scope.
PL
Przejście od nauczania do uczenia się w edukacji dorosłych można traktować jako paradygmatyczną zmianę. Jej następstwem jest restrukturyzacja pola badań andragogiki. Uczenie się ludzi dorosłych „wymyka się” z instytucjonalnego układu „nauczyciel–uczeń”, przyjmuje charakter nieformalny i sytuuje się w rozlicznych praktykach kulturowych społeczeństwa wiedzy. Andragodzy amerykańscy nazywają je pedagogią publiczną. Autor artykułu stara się ustalić przyczyny zmian zachodzących w edukacji dorosłych i analizuje ich epistemologiczne konsekwencje dla andragogiki jako dyscypliny naukowej. Szczególną uwagę zwraca na możliwości interdyscyplinarnej kooperacji, jakie na skutek poszerzania się pola badań otwierają się obecnie przed badaczami edukacji dorosłych.
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