Search results - CEJSH

1

Social pedagogy. Basic definitions

100%

Czarnecki P.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2013

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issue 1(11)

83-97

EN

Social pedagogy constitutes a part of general pedagogy, so, in order to understand what this particular branch of pedagogy is, one ought first of all to clarify the meaning of the notion “pedagogy”. The concept has two basic meanings: “theoretical” one and “practical” one. In the “theoretical” sense, it means the theory of upbringing and thus the science of education, whose purpose is understanding the process of upbringing as well as the factors which influence that process. In the “practical” sense, what we understand by “pedagogy” is to sum total of all the educative activities employed for the purpose of steering the process of education in the desired direction. Speak- ing about pedagogical activities, we do not, of course, deal with activities from the field of education theory, as that would be contradiction in terms, but with the body of practical skills employed in everyday work by practical pedagogues.

2

Jakie prawo jest potrzebne pedagogom?

87%

Andrzejewski M.

Studia Edukacyjne

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2017

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issue 45

107-121

EN

The article discusses the relation between law and pedagogy as well as between lawyers (theoreticians and practitioners) and pedagogues (theoreticians and practitioners). The author describes the manifestations of the current legal crisis and indicates how this process affects social life, particularly its pedagogical aspect. In his opinion, law should ensure freedom of pedagogical initiatives instead – as the dominant trend dictates – restrain them. The article is a changed version of a lecture delivered on the occasion of a jubilee of Professor Wiesław Ambrozik, held on 16 November 2017, in Collegium Minus, Adam Mickiewicz University, Poznań.

3

Recepcja poglądów J. Deweya w polskiej pedagogice okresu międzywojennego

85%

Kabzińska Ł.

Biuletyn Historii Wychowania

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2000

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issue 11/12

23-31

EN

Perception of John Dewey’s views in Polish pedagogy in the time between world wars

PL

Recepcja poglądów J. Deweya w polskiej pedagogice okresu międzywojennego

4

USING LAMS TO FACILITATE A ‘PEDAGOGY-FIRST’ APPROACH TO TEACHING LEARNING DESIGN

80%

Bower M.

Teaching English with Technology

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2009

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vol. 9

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issue 3

42-52

EN

This paper recounts a critical classroom experience that occurred when teaching technology-based learning design to trainee teachers, and discusses the implications of the incident for teaching and learning. Observations are drawn from the subject “EDUC261 – Information and Communication Technologies and Education”, which is an optional second year course available to trainee primary and secondary teachers at Macquarie University. On the basis of the observations it is conjectured that adopting a ‘pedagogy-first’ approach to learning design allows teachers to more easily select appropriate technologies from a suite of learning tools (such as LAMS) and sequence them more sensibly than when a ‘technology first’ approach is adopted. Furthermore, it is contended that by considering the nexus between pedagogy and technologies under the pedagogy-first approach, students are better able to appreciate relationship between educational principles and their implementation. Other implications of the approach are discussed and possible extensions are proposed.

5

I ROOTING AND INTERCULTURE: FOR A PEDAGOGY OF DIFFERENCES

80%

Indellicato R.

Civitas et Lex

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2020

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vol. 27

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issue 3

43-53

EN

Educating the heart and intelligence of the person to understand diversity is the commitment that the school has set for some time and that the teachers, together with the students and families, have passionately pursued in view of an integral development of the person.First of all the school is called, once again, to contribute concretely by proposing a pedagogy of differences.

6

Pedagogy and Health Promotion

80%

Svedbom J.

Journal of Physical Education & Health - Social Perspective

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2012

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vol. 1

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issue 1

53-60

XX

The purpose of this paper is to explore and analyze three aspects of the relationship between general pedagogy and Health education. Two different doctoral dissertations on Health education, claimed to be written from different scientific positions (hermeneutic and positivistic), were analyzed from science--philosophical, knowledge-theoretical and methodological points of view. The analysis showed that none of the dissertations contained any deeper discussion on science-philosophical or knowledge-theoretical issues and that both of the dissertations were written mainly in the hermeneutic tradition. The reason for this is probably that Health education, especially promotive Health education, handles divergent questions that seldom, or never, can be handled with positivistic methods. One consequence of this is that the results of research on promotive Health education rarely, or never, are normative and can tell how to teach about health in a specific educational situation. Instead the results can be used as a background for didactic reflection whey planning and realizing Health education initiatives. Another consequence is that the present trend with demand for evidence based Health education, can be questioned! Because promotive Health education is so heavily loaded with divergent questions, and because pedagogical research, according to Habermas, has an emancipatory or critical “knowledge interest”. Research can explain what is going on in one situation but not predict what will happen in a similar, but other situation! Therefore this paper argues that the idea of evidence based, promotive health education is hard, or impossible, to realize.

7

Wychowanie wielokulturowe w społeczeństwie obywatelskim

80%

Żebrowski J.

Studia Gdańskie. Wizje i rzeczywistość

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2011

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vol. 8

221-232

EN

The article thoroughly discusses the aspects of multicultural upbringing and education as a dominant trend in modern Pedagogy. Multicultural approach promotes the peoples’ rights for multiple cultures and cultural pluralism theory. As the author concludes, ‘Today there is no come back to pure national cultures’. All education should then be open to cultural differences. Multicultural pedagogy encompasses vast areas of concepts and it addressed to all, not only minorities.

8

NARZĘDZIA PROCESU BOLOŃSKIEGO W OPINIACH STUDENTÓW POMORSKICH UCZELNI

80%

Nowakowska H., Pietkiewicz I.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2016

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issue 1

55-74

EN

For more than ten years, the European direction of higher education transformation is outlined by the Bologna Process. The main purpose of the research was to find out about students’ opinions concerning fulfilling of the Process’ guidelines. In order to carry out the research, an auditorium questionnaire method was chosen. Thanks to the given research sample, it was possible to have a representative group of students varying in terms of universities (Polish Naval Academy (AMW), Medical University of Gdańsk (GUMED)), specificity of studies (full-time, extramural), degree (BA, MA), department (nursing, midwifery, national security, internal domestic security, pedagogy). A total number of respondents was 598. An obtained research material constitutes a source of information helping to asset students’ readiness and openness towards the proposed system transformations. Among the following instruments of the Bologna Process: a multi-staged studies’ mode, ECTS points, a diploma supplement, students’ mobility and the activity of Accreditation Commission, the positive opinions concerned students’ mobility, the activity of Accreditation Commission and multi-staged studies’ mode mostly. According to the statistics, the Polish Naval Academy students formulate opinions that multi-staged studies prolong the process of education and are the source of extra responsibilities (connected with BA writing and defense). GUMED’s students are positive about ECTS points and diploma supplements. Looking at the statistics, women are visibly more positive about students’ mobility and exchange as they allow to get to know and understand different cultures, whereas men put on emphasis on an unclear criteria of giving ECTS points. The obtained research material was analyzed using a statistics package SPSS 20 and a Microsoft Excel 2010 spread sheet.

9

Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

80%

Thorburn M., Seatter K.

Journal of Pedagogy

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2015

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vol. 6

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issue 1

123-149

EN

Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.

10

What does it Mean to Educate?

80%

Knausz I.

Practice and Theory in Systems of Education

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2016

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vol. 11

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issue 1

49-54

EN

This paper focuses on the most abstract and most boring question of pedagogy or, as I prefer to call my field of interest, the theory of pedagogy. My aim is to try to rehash and re-pose this question – maybe even answer it? In this regard, Ottó Mihály advises us to be careful; in the preface to his notes on the philosophy of pedagogy he asserts that we do not know what educating is but we know that there exist “various valid and eligible answers” to this question.

11

Instructional Technologies and School Curriculum in Nigeria: Innovations and Challenges

80%

Opara J. A., Oguzor N. S.

Perspectives of Innovations, Economics and Business

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2011

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vol. 7

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issue 1

66-71

EN

The use of instructional materials in teacher training programs can provide significant input to the overall development of future teachers. Research shows that instructional materials in teacher training help student teachers to establish links between theory and practice by allowing them to make new connections between curriculum topics and the world. The new environment in which colleges develop in Nigeria has made the quality of teaching one of the main concerns and objectives. This paper discusses how to assist teachers in using instructional materials in order to help them to acquire theoretical knowledge, grounded in real practice. The paper attempts to explain the features of instructional materials and how they can assist teachers in planning quality teaching materials.

12

Psycho-pedagocical portrait first year student of Ural Federal University

80%

Glukhenkaya N.

Czech Journal of Social Sciences, Business and Economics

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2014

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vol. 3

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issue 2

15-20

EN

Ural Federal University is one of the leading universities in Russian Federation. With regard to its importance and scope it appears interesting to shed some light on the profiles of its typical students. This paper analyzes the personality of the modern first-year student at the Ural Federal University. The study is based on a systematic approach and involves a survey of 215 students who were asked to participate in several tests. Our analysis completed satisfactorily to the importance of pedagogical approach at Russian higher educational institutions. Our results help to create a psychological profile of a typical first-year student and describe his main goals and motivations with regard to the expectations from studying at the Ural Federal University.

13

Sustainable Education and Socialization Through Mistakes

80%

Leino M.

Journal of Teacher Education for Sustainability

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2007

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vol. 7

67-78

EN

The central question in this article is how teachers socialize pupils. Our hypothesis is that socialization takes place when an individual identifies something as a problem or as undesirable. In the process of socialization, teachers sometimes make mistakes. Attempting to hide these mistakes, however, may result in new or even greater mistakes. D. Kahneman implies that people do not like loss or failure. People attempt to justify earlier incorrect decisions by often undergoing senseless stress and exertion. People agree to exert themselves to guarantee what in their opinion is a fair and equitable solution to a particular situation. Subjective probabilities play an important role in our lives. This paper presents the results of an ethnographical study of education. Our findings suggest that mistakes and negativity contribute to strengthening norms be cause "bad is more representative than good". In addition to negativity, teachers try to teach norms through collegial responsibility and conscience, and regulation is important at every step. This study concludes that both success and failure are constantly renewed in a cycle. That is why people tend to use earlier behaviour models, including self-evaluation and beliefs, which are continually actualized. The importance of a supportive, positive, and optimistic learning environment cannot be underestimated. The concept of psychologically sustainable education requires greater in-depth study.

14

Tropy fenomenologii Husserla w „pedagogice drugiego stopnia” rozumianej jako hermeneutyka pedagogiki paradygmatycznej. Dwie racjonalności Roberta Kwaśnicy1 czytane w perspektywie Medytacji kartezjańskich Edmunda Husserla

80%

Ryk A.

Kwartalnik Pedagogiczny

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2015

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vol. 60(2 (236))

318-326

PL

The article presents the possibility of building a second-degree pedagogy based on the phenomenological- hermeneutic thinking. The main problems analysed are: the hermeneutic paradigm of pedagogy, cognition, cognitive conditions of knowledge and the identities of philosophy and pedagogy. The phenomenology of Edmund Husserl revealed new possibilities and gave creative impulses for philosophy and other disciplines, including education, showing their interaction relationships and the need for reformulation of their identities.

15

Eksperymentalne uczenie wychowania

80%

Stępkowski D.

Kwartalnik Pedagogiczny

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2016

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vol. 61(2 (240))

30-43

PL

In the teaching of future and present educators, an ability to experiment plays a significant though little appreciated role. Even Immanuel Kant already drew attention to an experimental character of modern education. Contemporary educators, like never before, have to be taught how to educate via experiments. The text consists of three parts. In the first one, the author focuses on a relation between pedagogy and experiments. In the second one, Johann Herbart’s views on practical training of education teachers are reconstructed. Simultaneously, there are some references to his experience from the period he was a director of The Didactic Institute and The Pedagogical Seminary in Königsberg. Finally, in the third part, there are put questions for people responsible for an academic education of future pedagogues. The programme of innovative pedagogical education, suggested by Teresa Hejnicka-Bezwińska, is mentioned as well.

16

Filozofia a pedagogika. Współzależności i granice

80%

Gałkowski S.

Kwartalnik Pedagogiczny

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2017

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vol. 62(1 (243))

45-60

PL

The aim of this article is to determine the status of philosophy of education among the other philosophical disciplines and to consider its place within the framework of pedagogical sciences. The relationship between pedagogy and philosophy has been analysed with emphasis on the conditions to be met by philosophy that it could be useful as an instrument helping in reflection on education. The article also discusses the way in which could be useful. Successively, the question in posed on how data obtained during the pedagogical reflection can influence philosophy itself. In conclusion, referring to the achievements of Alasdair MacIntyre, an attempt to draw philosophical procedures allowing to assess given pedagogical concepts is presented.

17

Tropy fenomenologii Husserla w „pedagogice drugiego stopnia” rozumianej jako hermeneutyka pedagogiki paradygmatycznej. Dwie racjonalności Roberta Kwaśnicy czytane w perspektywie Medytacji kartezjańskich Edmunda Husserla

80%

Ryk A.

Kwartalnik Pedagogiczny

|

2015

|

issue 2(236)

318-326

EN

The article presents the possibility of building a second-degree pedagogy based on the phenomenological-hermeneutic thinking. The main problems analysed are: the hermeneutic paradigm of pedagogy, cognition, cognitive conditions of knowledge and the identities of philosophy and pedagogy. The phenomenology of Edmund Husserl revealed new possibilities and gave creative impulses for philosophy and other disciplines, including education, showing their interaction relationships and the need for reformulation of their identities.

18

Eksperymentalne uczenie wychowania

80%

Stępkowski D.

Kwartalnik Pedagogiczny

|

2016

|

issue 2(240)

30-43

EN

In the teaching of future and present educators, an ability to experiment plays a significant though little appreciated role. Even Immanuel Kant already drew attention to an experimental character of modern education. Contemporary educators, like never before, have to be taught how to educate via experiments. The text consists of three parts. In the first one, the author focuses on a relation between pedagogy and experiments. In the second one, Johann Herbart’s views on practical training of education teachers are reconstructed. Simultaneously, there are some references to his experience from the period he was a director of The Didactic Institute and The Pedagogical Seminary in Königsberg. Finally, in the third part, there are put questions for people responsible for an academic education of future pedagogues. The programme of innovative pedagogical education, suggested by Teresa Hejnicka-Bezwińska, is mentioned as well.

19

The Role of Pedagogy in Peace Research

80%

Piejka A.

Organon

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2015

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vol. 47

83-95

EN

The article consists of two parts. The first part presents the most important stages of scientific discipline shaping defined nowadays as peace research. In the second part, the focus is on the specificity of pedagogic thinking about peace, in order to illustrate its consonance with the trends developing in peace research, for several decades, and to emphasize the sense of education as one of the ways to create and strengthen peace. According to that perspective every human being, and not only political decision makers, should feel responsible for the existence of the peaceful ordering of the world.

20

of Children’s Creativity and Polishness

80%

Osewska E.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2018

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vol. 8

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issue 1

PL

Poland has a long history, but unfortunately, this history is also full of battles for independence, to keep the Polish language and culture, and a struggle for Christian values. What was supporting these processes? According to many experts Polish literature has been one important factor. In this article, the role of Polish literature for children, especially poetry, in supporting their creativity and Polishness will be analysed. Subsequently the article will outline the history of Polish literature for children, the importance of patriotic and religious literature, especially during the Partition and Soviet time and the nature of children’s literature.

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