This study uses the Interactive Learning Model theory to explore the nature of self-awareness within each of three L2 learners. Using the Learning Connections Inventory (LCI), a validated and reliable learning instrument, each participant identified their combination of learning patterns. The subjects then recalled specific L2 learning experiences, relating them in first person narratives. Next, each subject composed anecdotes and reflections based on their narratives. They also participated in one-on-one interviews in which they described their learning experiences during basic L2 learning activities: vocabulary, grammar, writing, conversation, and passive listening during movies, live theatre, spectator sports, and television. Our analysis of the LCI outcomes and selfreported learning experiences demonstrated that the self-awareness gained from understanding their combination of learning patterns and expanded by the self-reflection activities, increased the participants’ ability to articulate the nature of their self-awareness and to identify evidence of their growth in self-awareness during L2 learning.
The article discusses the issue of the increase of young researcher's self-awareness. Author points out that young scientists have no awareness of their ignorance. They have insufficient need of self-criticism. The thought „it is possible that I don’t know” is the condition of the increase of self-awareness and courage to be criticized.
Samoświadomość w teorii Z. Zaborowskiego (CF) nie stanowi jednolitej struktury, ale jest układem dynamicznych procesów, i można w niej wyodrębnić określone treści (wewnętrzne i zewnętrzne), które uporządkowane są za pomocą różnych form samoświadomości: indywidualnej, zewnętrznej, refleksyjnej i obronnej. Prezentowane w artykule badania pokazują związek, jaki zachodzi między samoświadomością (forma refleksyjna, indywidualna i zewnętrzna) a atrybucją.
EN
The self-awareness theory (CF) developed by Zaborowski makes a distinction between self-awareness content and its processing forms or modes. The content is divided into external and internal one, and can be processed in any of four self-awareness forms: individual, defensive, outer and reflective. Self-awareness operates in a dynamical way, and is functional with respect to personality and external conditions. The forms of self-awareness organize, order and integrate the self-awareness content and in doing so they influence behavior. This paper shows the relationships between the CF theory (reflective, individual, external form) and attribution.
The article presents recommendations for psychology students' professional identity formation at the university. According to authors’ point of view the most efficient method is sociopsychological training.
The main aim of this article is to present a descriptive social-cognitive model of the adaptive self-concept (ASC) which integrates knowledge concerning the relationship between two aspects of the self-self-awareness and self-knowledge-and optimal functioning. We propose that adaptive self-awareness is moderately frequent, non-ruminative, focused on inner states, and motivated by curiosity. Adaptive self-knowledge is defined as accurate, complex, integrated and consisting of easily accessible self-beliefs, both abstract and concrete. The broader context for the ASC model is discussed, including its regulatory and interpersonal functions and factors which influence ASC development. The limitations of the model are discussed and suggestions are made for future investigations. Funding Information: This research was supported by a grant from the National Science Centre (NSC; 2015/19/B/HS6/02216).
The aim of the submitted study is to offer an overview of the selected methods for inducing and measuring self-focused attention. Self-focused attention is conceptualized by the authors as (1) a situational state – self-awareness, and (2) a personality trait – self-consciousness. In our study, we present typical methods for inducing self-awareness – the stimuli used for inciting of and experimental manipulation with situational self-focused attention, and methods for measuring dispositional self-consciousness and also situational self-awareness. We have divided the methods for measurement of the both types of self-focused attention into three groups: self-report questionnaires, linguistic analysis of self focus attention and so called indirect methods. We also mention psychometric qualities and advantages and disadvantages of particular methodics.
SK
Cieľom predkladanej štúdie je poskytnúť prehľad vybraných metód na indukovanie a meranie sebauvedomovania. Sebauvedomovanie je autormi konceptualizované jednak ako situačný stav – situačné sebauvedomovanie (self-awareness), ďalej ako osobnostná črta – dispozičné sebauvedomovanie (self-consciousness). V štúdii uvádzame typické metódy indukovania sebauvedomovania – podnety využívané na vyvolanie a experimentálnu manipuláciu so situačným sebauvedomovaním, a metódy na meranie dispozičného aj situačného sebauvedomovania. Metódy merania oboch typov sebauvedomovania sme rozdelili do troch skupín: sebavýpoveďové dotazníky, lingvistická analýza sebauvedomovania a tzv. nepriame metódy. V štúdii uvádzame psychometrické vlastnosti ako aj výhody a nevýhody jednotlivých metodík.
After Arab Spring many hopes were dashed. However historical change must be happening now in the area of social awareness. The rise of extremism limits awareness and also endangers the Arab identity. The Arab revolution has to be more than the overthrowing of dictators. Bennabi created the concept of Post- Almohad Man and its “Colonsability” – a tendency to be colonized which allows the aggressor to be transformed into the colonizer. Is Bennabi’s theory applicable to Iraq? Should killing a Post- Almohad Man be the aim, as Bennabi postulated, and only this will allow society to develop? Although Bennabi rather had in mind liberation from auto-stereotype and reconstruction of identity, many still interpret his words literally.
Aim. Self-defence is a frequently discussed topic. However, when it comes to persons with some disabilities it is a neglected area by most experts on self-defence. This paper represents an effort to fill this gap. The aim is to assess the mental condition of disabled people before the course as the starting point for the creation of a methodology of self-defence course, which we subsequently evaluate. Method. We use the questionnaire to determine the degree of self- confidence in self-defence situations such as prevention, verbal conflict and physical assault. 19 persons were involved in the questionnaire survey, five of them were sightless and four short sighted. They were given some statements in each section of the questionnaire, with which they agree or not in the scale from 1 to 6. Result. Most of the tested subjects stay alert during common situations, but they do not feel confident in their reactions to a verbal or physical attack. All of the tested subjects are really scared of given situations. In stressful situations a person usually uses Observe-Orient-Decide-Act loop. Regarding visual disabilities, the person is not able to check visually what he or she can hear. This can produce fear from the unknown. The fear is contra-productive to optimal defence solution. Conclusion. A self-defence course for people with visual disabilities should be focused on the early recognition of danger, verbal defence training and the use of physical contact.
PL
Tło. Samoobrona jest często omawianym tematem. Jednak jeśli chodzi o osoby niepełnosprawne, jest to zaniedbany obszar badań przez większość ekspertów w samoobronie. Niniejszy artykuł stanowi próbę wypełnienia tej luki. Cel. Celem badania jest ocena stanu psychicznego osób niepełnosprawnych przed kursem jako punkt wyjścia do stworzenia metodologii kursu samoobrony, który następnie podlegnie ocenie. Metoda. W badaniu użyto kwestionariusza w celu określenia stopnia pewności siebie w sytuacjach samoobrony, takich jak prewencja, werbalny konflikt i fizyczna napaść. W badaniu ankietowym brało udział N = 19 osób (kobiet i mężczyzn w wieku od 15 do 44 lat), jedenaście z nich było niewidomych a 8 miało inne upośledzenie wzroku. Byli to obecni lub byli studenci Uniwersytetu Masaryka, uczniowie szkoły średniej dla osób niedowidzących oraz pacjenci ośrodka dla osób z wadami wzroku. Uczestnicy otrzymali kilka proponowanych odpowiedzi w kwestionariuszu, z którymi zgadzali się lub nie w skali od 1 do 6. Większość badanych osób w typowych sytuacjach zachowuje czujność, ale nie czują się oni pewnie, gdy reakcji wymagają werbalne lub fizyczne ataki. Wszystkie z badanych osób wykazują prawdziwy strach w określonych sytuacjach. W sytuacjach stresowych osoba zwykle używa strategii: Obserwuj – Zorientuj się – Zdecyduj – Działaj. Jeśli chodzi o upośledzeniem wzroku, osoba nie jest w stanie sprawdzić wizualnie tego, co słyszy. To może doprowadzić do strachu przed nieznanym. Taki rodzaj strachu jest bezproduktywny w sytuacji wymagającej obrony. Wyniki. W celu oceny różnic pomiędzy grupami (niewidomych i niedowidzących) użyto testu Mann-Whitne’a. Poziom istotności ustawiono na poziomie 0,20. Tabela 1 przedstawia statystyki opisowe dla ocenianych zmiennych. Istniała różnica pomiędzy grupami w zmiennej 2.1: θ = 0,233 (95% CI: 0,089 – 0,503), ale rezultat nie był jasny. Istniała różnica pomiędzy grupami w zmiennej 2.7: θ = 0,227 (95% CI: 0,087 – 0,497). Podobnie jak poprzednio rezultat nie był jasny. Kurs samoobrony dla osób z wadami wzroku powinien być ukierunkowany na radzenie sobie z sytuacjami poprzedzającymi konflikt poprzez wprowadzenie wiedzy na temat zagrożeń i podejmowanego ryzyka. Ponadto w sytuacji konfliktu ważne jest utrzymanie go na poziomie werbalnym, by zapobiec przejściu od słownej agresji do konfliktu fizycznego. Z powodu małej grupy sondażowej autorzy nie podejmują się uogólnienia wyników. Z drugiej strony jest to badanie pilotażowe w tym zakresie i może być punktem wyjścia do innych badań w dziedzinie samoobrony dla osób z różnego rodzaju niepełnosprawnością.
The article presents the biography of one of Toruń’s late medieval parish priests, with emphasis on the attempt to reconstruct the identity of the priest. Hieronim Waldau (about 1427–1495) left behind records of a private and historical nature, which enabled such research. Despite being a collection of individual notes, the narrative of the parish priest turned out to be valuable material for research on various aspects of self-identity, which was presented here in it's individual and social perspective both in sociological and psychological terms. Such a perspective, hitherto not employed in the biographistics of the Russian clergy, constitutes an important contribution to the definition of the self-awareness of the clergy, which was an important element of their social role.
Many professions have some identified features or performance rules that are considered characteristic of an expert. However the standards and expectations regarding teachers’ work might not have been clear to the majority of the teachers. The attributes that are demanded or expected from teachers are very diversified and span many fields of expertise. One of the reasons behind it may be the co-existence of multiple paradigms in the social sciences. Those paradigms cannot be applied simultaneously since the disparities between them are often insurmountable. Yet they define the role of a teacher and hence are crucial to the assertion of expertise in teaching. Therefore I come to the conclusion that understanding paradigms and their consequences for the role of a teacher may provide the necessary criteria of performance and a path to becoming an expert teacher. Without the knowledge and understanding of the basic concepts and the meaning of what it is that the teacher is trying to achieve through their performance, the teacher will not be able to work deliberately on their development or to critically reflect on it.
The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism.
The article introduces different approaches to (self-)awareness, as presented in this issue of Glottodidactica. Its first part discusses the advantages of developing (self-)awareness – in relation to the foreign language teacher and the foreign language learner. The general concept of savoir-être competence (existential competence) is also mentioned. In the second part possible research perspectives in this area and examples of research are given. The third part lists techniques and tools which can be used to stimulate teacher and student self-awareness.
Biofeedbeck jest wszechstronnym systemem treningu, który za pomocą aparatury elektronicznej pomaga pacjentowi uświadomić sobie i kontrolować procesy fizjologiczne własnego organizmu. Zachodzące zmiany mogą być monitorowane, a wizualizacja zmian wykorzystywana podczas treningów. Podstawowym założeniem treningu jest wykorzystanie plastyczności mózgu, czyli zdolności neuronów mózgu do reorganizacji w odpowiedzi na zewnętrzne lub wewnętrzne źródła lub bodźce. Osoba trenowana uświadamia sobie, że potrafi kontrolować i polepszać swoje funkcjonowanie na poziomie fizjologii, co korzystnie wpływa na zmienne osobowościowe, m.in. na poczucie własnej skuteczności. Odbywa się to na zasadzie biologicznego sprzężenia zwrotnego. Badanie pokazało jedność psychofizjologiczną człowieka znajdującego się w ciągłej interakcji ze środowiskiem wewnętrznym i zewnętrznym. Istotne wydają się możliwości i „otwartości” na zmiany natężenia orientacji pozytywnej oraz przekonania o własnej skuteczności w stosunkowo krótkim czasie uzyskane za pomocą treningów neurofeedback. Po 10 treningach biofeedback z pozytywną informacją o sukcesach podczas terapii nastąpiły pozytywne zmiany w samoocenie, dyspozycyjnym optymizmie, satysfakcji z życia, poczuciu własnej skuteczności. Pozostaje pytanie, w jakim stopniu na wynik badania wpłynęły treningi EEG-biofeedback, a w jakim – inne czynniki. Kwestią otwartą jest również to, jak trwałe będą zmiany wprowadzone w taki sposób.
EN
The object of the thesis was to check whether neurofeedback training increase the positive orientation and the perceived self-efficacy. According to Caprara the positive orientation consists of self-esteem, optimism and satisfaction. He postulates that increasing self-efficacy influences the intensity of positive orientation, The neurofeedback trainings are a therapeutic and psychotherapeutic method increasing a level of the hope, and positively influencing on emotional and cognitive functioning of the person. In the experiment took part two groups of people: 17 adolescents aged from 14 till 18 years old and 13 adults from 19 till 41 years old (in general 16 females and 14 48 males). Mainly they had difficultness with the attention, memory, high level of the psychical tension, depressed mood. The neurofeedback trainings passed 2 times a week during 45 minutes each time. The results of the research showed that after 10 neurofeedback trainings the intensity of the positive orientation and of the perceived self-efficacy increased (p < 0,001). However it appears that the research model which postulated influence of increasing self-efficacy on the positive orientation does not suit to the data. A cause could be a small number of participants, or unsuitable test what measured a general self-efficacy instead of perceived emotional and social self-efficacy.
Metamimesis, etymologically, is a combination of the Greek prefi x “meta” and mimeisthai, which was in use prior to the emergence of the Platonic tradition (Koller 1954). In the following work I argue that the methodological and technical aspect of classical category, mimesis, has been changing during the development of art and human thinking throughout the cultural history and philosophy.2 This work discusses hypotheses concerning functional and interdisciplinary, and potentiality of meaning of the category of metamimesis, especially: contemplative meaning (as the classical-philosophical) and – the original – performative meaning (according to A. Artaud: as a non-discursive and non-mendacious reality). The main part of the paper applies the category of metamimesis to interpret selected artistic practices, in particular the artistic performance of Iron Ship and Xavier le Roy’s Low pieces. Thus, it discloses the vast potentiality of the act of performance as a process involving contemplative and performative dimensions of human being – all participants of this process. The discussion concerns also the question about the limits of human thinking and ultimately the possible existence of a transcendental awareness. The article is an introduction to the study of potentiality of the category “metamimesis”.
PL
Termin metamimesis jest złożeniem greckiego prefi ksu „meta” oraz „mimeisthai”, używanego jeszcze przed Platonem (Koller 1954). W prezentowanym artykule twierdzę, że aspekty metodologiczny i techniczny klasycznej kategorii mimesis zmieniały się wraz z rozwojem sztuki i ludzkiej myśli. W artykule rozważam potencjalność znaczenia kategorii metamimesis, szczególnie w kontekście fi lozofi i klasycznej jako pojęcie kontemplacji, a także – źródłowo – w kontekście znaczeń performatywnych (według A. Artauda, jako niedyskursywne i niezakłamane praktyki). Główna część tekstu poświęcona jest zastosowaniu „metamimesis” do interpretacji praktyk artystycznych, na przykładzie performansów Iron Ship oraz Low pieces (stąd sugeruję także użyteczność tytułowego pojęcia dla umotywowania kształtu młodej dyscypliny „Performance Philosophy”). Finalnie wnioskuję, iż działanie performatywne jest procesem rozwijającym wymiary bycia, takie jak kontemplatywny i performatywny, wszystkich uczestników tego typu praktyk. „Metamimesis” jest też, jak się okaże, kategorią skupiającą (jak w soczewce) pytania dotyczące granic ludzkiego myślenia, a pociąga za sobą pytania o możliwość istnienia świadomości transcendentnej. Artykuł ma charakter wprowadzenia do badań nad potencjalnością tytułowej kategorii.
This article present the script of art therapy workshop based on an original concept of creative workshop by prof. Eugeniusz Józefowski. The aim of the workshop is to enhance self-awareness and improve self-acceptance participants.
PL
Artykuł przedstawia scenariusz warsztatu arteterapeutycznego, opartego na autorskiej koncepcji warsztatu twórczego prof. Eugeniusza Józefowskiego. Celem warsztatu jest pogłębienie samoświadomości i podniesienie poziomu samoakceptacji uczestników.
The article contains the results of research of self-attitude as a factor of self-realization of professional-creative potential of future practical psychologists. The essence of the concept of “self-attitude” is revealed, the structure of the phenomenon is analyzed, thepsychologicalcharacteristicsofstudents’ self-attitude of V and VI courses, speciality “Practical Psychology” are given. The research was aimed at studying the psychological characteristics of self-attitude of future psychologists who study at the V and VI courses at Sumy State Pedagogical University named after A. Makarenko, specialty “Practical Psychology”. The experiment was attended by 30 students (15 students of the V course and 15 students of the VI course); 4 of them were boys and 26 were girls. In the study of self-attitude was applied the method of V. Stolin and questionnaire of personal orientation of E. Shostroma. The results of the study indicate that for graduating students of specialty “Practical Psychology” are habitual the high rates of self-acceptance, self-confidence, self-interest; expectation of positive attitude and ability to other close contacts. The low estrates of self-attitude were observed on indicator panel of “self-management”, “self-understanding”, and a large percentage of students of the V, VI courses have low level of self-esteem. Also in low level of development are such features as self-attitude, empathetic and reactive sensitivity, integrity and knowledge of human nature. The study allows to draw the conclusion that with a fairly developed properties of self-attitude of graduate students of specialty “PracticalPsychology”, some of its features require a higher level of development that can be achieved with special psycho-developing work during their university studies. This process will contribute to the special construction of educational process (application of active methods: trainings, business games, etc.), as well as the effective operation of university psychological services provided to increase the number of its employees. The prospects of further researches we see in the deep analysis of structure of self-understanding and self-attitude, and also in research of self-interest as a motivational component of self-understanding.
The purpose of this article is to present the results of research beteween emotional awareness and educational achievements of students with visual impairments in early adolescence. The study included 60 students studying in secondary schools in the Mazovian region. The study used Emotion Awareness Questionnaire – Revised EAS-30-R. Rieffe, P. Oosterveld, A.C. Miers, M.M. Terwogt in the Polish adaptation of I. Kucharczyk and A. Dłużniewska and school grades.
PL
The purpose of this article is to present the results of research of the relationships between awareness of one’s emotions and the educational achievements of students with visual impairments during early adolescence. The study included 60 pupils from secondary schools in the region of Masovia. The study used the Emotion Awareness Questionnaire – Revised EAS-30-R. Rieffe, P. Oosterveld, A.C. Miers, M.M. Terwogt (2008) in the Polish adaptation by I. Kucharczyk and A. Dłużniewska, as well as school grades.
Indian classical dance is a remarkable source of knowledge about the culture of the Indian Peninsula. Admired in theatres, community centres, at festivals, and Hindu temples across the world, the current form of this dance is a product of multiple cultures and ‘bodily tools’ developed over the centuries of people’s migrations. Indian classical dance also says a lot about its performer. Does it matter who practices it? What processes take place in the body of a modern Western dancer who studies the Indian classical dance? Is her body prepared to accommodate a dance such as odissi or bharatanatyam? To what extent? Shaped by Western techniques and placed in modern reality, the body is hardly a blank slate. It needs to adapt to a new form. Can the history of ancient temple dancers be reflected in the body of a modern European dancer? This article analyses the author’s learning process of two Indian classical dances, primarily odissi and also bharatanatyam. In her study she approaches her own body as the object of research, applying Richard Shusterman’s concept of somaesthetics, or body consciousness, as the theoretical background.
The issue of human spirituality as an essential dimension of his life appears in the field of pedagogy, including preschool education. Difficulties in the application of this concept in this sub-discipline of pedagogy may be caused by thinking of a child as an “incomplete” human being. In this perspective, thechild develops his own spirituality only later in life. Meanwhile, the analysis of the child’s functioning in the preschool period proves that it has its own specific spirituality. Often - due to the special characteristics of this developmental period - a child is more mature in this respect than adults. The presented text aims to indicate how and to what extent a preschool child achieves the ability of self-awareness as an important area of his spiritual development.
PL
Tematyka duchowości człowieka jako istotnego wymiaru jego życia wkracza w obszar rozważań pedagogiki, w tym także do pedagogiki przedszkolnej.Trudności w aplikacji tego pojęcia w tej subdyscyplinie pedagogiki mogą być spowodowane myśleniem o dziecku jako o „niepełnym” człowieku, który dopiero w późniejszym okresie życia rozwija dojrzałe obszary własnego bytowania, jak choćby duchowość. Tymczasem analiza funkcjonowania dziecka w okresie przedszkolnym dowodzi, iż funkcjonuje ono w pełni w duchowym zakresie własnej egzystencji, ale też często – ze względu na szczególne właściwości tego okresu rozwojowego – przekracza w tym zakresie możliwości osób dorosłych. Prezentowany tekst ma na celu wskazanie w jaki sposób i w jakim stopniudziecko w wieku przedszkolnym osiąga umiejętność samoświadomości jako istotnego obszaru jego duchowego rozwoju.
In this interview, Kacper Bartczak, professor at the University of Łódź, Americanist, poet, and translator, talks about creative self-awareness in the broader context of versification studies. The question of meta-reflexivity and its role in the works of literary scholars and poets is discussed first. More specific questions follow, including the conceptualization of the line in poetry and research, the role of the line in organic poetry and translation. Pragmatism (James, Dewey, Rorty, Shusterman, Nehamas), so important for Bartczak, and the role it plays in creative self-awareness is also discussed. Bartczak also comments on American literary theory and twentieth-century Anglo-Saxon poets (Coleridge, Stevens, Williams, Olson, O’Hara, Gizzi, Armantrout).
PL
Wywiad dotyczy samoświadomości twórczej oraz jej odniesienia do kategorii wersologicznych. Rozmówcą jest Kacper Bartczak – profesor Uniwersytetu Łódzkiego, amerykanista, poeta i tłumacz. Rozmowa koncentruje się najpierw na problemie metarefleksyjności badaczy literatury i poetów, by następnie przejść do kwestii szczegółowych; kolejno omówione zostają zagadnienia takie jak konceptualizacja wersu w optyce poetyckiej i badawczej, rola wersu w wierszu organicznym czy przekład wersu. Wypowiedzi stanowią też próbę zarysowania kluczowej dla rozmówcy tradycji pragmatystycznej (James, Dewey, Rorty, Shusterman, Nehamas) i jej roli dla twórczej samoświadomości. Amerykańska linia namysłu teoretycznego jest tu wytyczona w odwołaniu się do poglądów licznych dwudziestowiecznych poetów anglosaskich (Coleridge, Stevens, Williams, Olson, O’Hara, Gizzi, Armantrout).
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