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The learning teacher: role of ambiguity in education

100%
Suzawa G. S.
Journal of Pedagogy
|
2013
|
vol. 4
|
issue 2
220-236
EN
Life is full of ambiguities, but as teachers we generally try to teach our students in a manner that sanitizes knowledge of all of its ambiguities. In doing so, we create an educational environment which forces students to learn in a rather meaningless fashion and this in turn leads to a lack of vitality and relevance within the academy. This need not be the case. As teachers, we should reflect on the epistemological foundations of our theories of learning and teaching and to closely examine how our teaching devices and techniques adhere to our theories. Furthermore, we need to be receptive to making any changes in our theories and teaching practice that may be warranted by the critical and creative thinking process that we apply to our professional activities. This paper attempts to guide readers through such a reflexive thinking process by trying to loosely establish a relationship between the deep concept of ambiguity (uncertainty) and some of our theories of learning via the acceptance of the view that the ultimate foundation of all human knowledge is ambiguity. We create and establish the meaning of all of our knowledge via a process of self-referencing logos. An implication of the application of self-referencing logic is the notion that a teacher can simultaneously learn and teach (“the learning teacher”). Thus, this can serve as the basis for developing the model of the “reflexive practitioner” in the teaching profession.
2
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Postawy instrumentalno-adaptacyjne nauczycieli jako pozostałość przeszłości i konsekwencja kryzysu kształcenia w szkole wyższej

63%
Kocór M.
Pedagogika Szkoły Wyższej
|
2012
|
issue 2
121-146
PL
Współczesny świat cechują szybkie zmiany społeczne i cywilizacyjne, ale też wciąż narastające problemy i ograniczenia. Szansy na rozwiązanie wielu kwestii społecznych upatruje się w edukacji. Nadrzędną w niej rolę odgrywa nauczyciel, który ma być: twórczy, kompetentny, gotowy do zmian w sobie i w innych ludziach. Gwarantem jego gotowości jest emancypacja i krytyczność myślenia. Niestety jednak wielu nauczycieli myśli kategoriami starego systemu, czego dowodzą badania prowadzone w Polsce i na Podkarpaciu. Przewagę postaw instrumentalno-adaptacyjnych nad krytyczno-emancypacyjnymi stwierdzono jednak nie tylko wśród czynnej zawodowo kadry, szczególnie nauczycieli młodych, ale także wśród studentów pedagogiki jako przyszłych adeptów zawodu, którzy nie są wystarczająco przygotowani do funkcjonowania w nowych warunkach. Dowodzi to nie tylko utrwalonych nawyków i stereotypów w minionym ustroju, w którym byli wykonawcami odgórnych decyzji i urzędnikami państwa, ale też słabości kształcenia przez współczesne szkoły wyższe. Autorka przedstawia w tym kontekście liczne słabości edukacji nauczycieli oraz sposoby eliminacji dla rozwijania ich gotowości do zmian, które na stale weszły do naszego życia.
EN
The modern world is characterized by fast social and civilization changes, but also increasing problems and limitations. Chances to deal with many social aspects are sought in education, the main role of which is a teacher who is supposed to be: creative, competent, ready for changes concerning themselves and others. Emancipation and critical thinking guarantee teachers’ readiness. Unfortunately, a lot of teachers think in the categories of the old system what is proved by researches conducted in Poland in the Subcarpathian Voivodeship. The predominance of instrumental and adaptive attitudes over the critical and emancipative ones was stated not only among the working staff, mainly young teachers, but also among pedagogy students as future teachers, who are not well prepared to function in new conditions. This proves not only solidified habits and stereotypes from the previous political system in which teachers were executors of plans set by their superiors and civil servants, but also the weaknesses in teacher education. In this context, the author lists numerous weaknesses of teacher training and ways of eliminating them for the purpose of developing teachers for their readiness for changes which entered our lives for good.
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