The aim of the article is to review animation activities as an effective social praxis of activating student youth’s social maturing, particularly using animation for development of social culture. The main methods of study are analysis of scientific research and comparison of theoretical approaches to examination of students’ social culture. Students’ social growth is affected by certain needs (for self-actualization, self-affirmation, self-realization, independence), social group qualities (like formation of professional and civic conscience, social value guidelines) and leading psycho-age qualities of student personality development regarding self-recognition, self-regulation, self-organization and self-development. The article also substantiates that student youth’s characteristic features (criticalness, emotionality, need for self-realization etc.) are the basis for defining social subjectness and social creativity as the leading attributes of sudents’ social interaction, which form the foundation of social, professional and civic self-realization. Social culture is a quality of student youth’s sociality development stage, which reveals itself in high-level social values, formed social qualities and pro-social behavior, and implies high social maturity level on the basis of social subjectness and its highest manifestation – social creativity. Development of student youth’s social culture is a process of activating main factors of this group’s social formation both at HEI (curricular and extracurricular activities) and outside education institutions in social field. Especially important is the fact that under conditions of contemporary information society this field gains new self-expression and creativity tools due to technical advances in media and virtual space. Thus, aside from traditional types of activities (mainly self-government, volunteering, research artistic activities etc.), student youth’s social interaction types (informational or virtual-communicational) start to branch out, activating development of social culture in post-industrial society and influencing other sociality components. It was defined that, under contemporary conditions, student youth’s social culture is formed under the influence of branching information environment, which implies interrelation of social culture development with information/communication activities as one of the leading ones and greatly influences all the groups of social values, eventually becoming one of the animation tools. This leads to development of a fitting animation activities program in a higher education institution, which will be the focus of further research.
The submitted study focuses on the social position of village teachers and their relations to village local communities at the end of the 19th and the beginning of the 20th century. It is based on large source study of school chronicles in five Moravian districts (Vsetín, Zlín, Uherské Hradiště, Znojmo, Žďár nad Sázavou). Based on the analysis of chronicle reports, the authors define the auto-image of a teacher and reconstruct the hetero-image: how a teacher viewed the community and mutual relations. The study analyses situations that used to be a matter of frequent disputes between a teacher on the one side, and church administration, municipality, and local inhabitants on the other (teacher’s salary, school attendance, construction of a new school building, relation to local priest). The teacher who entered the local community as a strange element was on the boundary between the internal and external world (he was a state administration representative) and he had to build-up and defend his position. By means of defined situation, the authors search for deeper factors affecting the relations of the teacher with other engaged parties. The study puts stress on the importance of school chronicles for the study of social culture of the country, as well as on their contribution for ethnology of the village at the end of the19th and the outset of the 20th century.
The phenomenon of publication, in the same year, of two books having identical titles, is enough to study the theory presented therein. Both books feature the notion of culture, which was broadly elaborated by both authors: Antonina Kłoskowska and Raymond Williams already in their earlier analyses. It turns out, however, that no matter the title of a book interesting to us, culture is tackled differently in both of them. Williams seems to keep using anthropological definition of culture, while Kłoskowska suggests sociological approach. A reflection on culture by the English academic has shaped the character of British cultural studies and their subsequent follow-ups around the world. A question arises, to what extent the sociological approach by Kłoskowska may give impetus to cultural research in Poland, especially when symbolic culture appears beyond the principle of autotelism.
Artykuł wskazuje najbardziej charakterystyczne cechy społecznych i kulturalnych komponentów systemów edukacyjnych krajów nordyckich w kształceniu nauczycieli techniki. Jest to sprawdzone doświadczenie narodowych systemów edukacyjnych tych krajów warunkujące pomyślny rozwój edukacji nauczycieli zgodnie z tradycjami narodowymi i europejską przestrzenią edukacyjną.
EN
The article reveals the most characteristic features of social and cultural components of Nordic countries educational systems in the sphere of future technology teachers training. Also, it is examined the experience of the Nordic countries national educational systems in conditioning for successful development of pedagogical education in accordance with national traditions and European educational space.
Translation-wise, the article draws attention to what may connect different but related cultures. It refers to the basic assumptions of cognitive grammar of Ronald W. Langacker and the idea of the conceptual metaphor of George Lakoff and Mark Johnson, which have been applied in the theory and practice of translation by Elżbieta Tabakowska. Tertium comparationis of the comparison of translation series with the title poem of Wisława Szymborska is constituted by the metaphor of life. The said comparison reveals the unification of conceptualization of this abstract and universal category. The translation, thus, brings closer to the target culture a fragment of the array of notions applied by the Nobel laureate reflected in the original.
PL
Na przykładzie przekładu artykuł zwraca uwagę na to, co może łączyć różne, lecz pokrewne kultury. Odwołuje się do podstawowych założeń gramatyki kognitywnej Ronalda W. Langackera oraz koncepcji metafory pojęciowej George’a Lakoffa i Marka Johnsona, które w teorii i praktyce przekładu zastosowała Elżbieta Tabakowska. Tertium comparationis porównania serii przekładowej z tytułowym wierszem Wisławy Szymborskiej stanowi metafora życia. Porównanie odkrywa wspólnotę konceptualizacji tej abstrakcyjnej i uniwersalnej kategorii. Przekład przybliża swej kulturze odzwierciedlony w oryginale fragment świata pojęć Noblistki.
W artykule poruszono problematykę budowania społeczeństwa dobrobytu oraz zastanawiano się jakie miejsce powinna w tym procesie pełnić kultura. W związku z tym zadano pytanie, czy możliwe jest zbudowanie społeczeństwa dobrobytu bez zwrócenia szczególnej uwagi na obszar rozwój intelektualnego oraz emocjonalnego społeczeństwa. Przedstawiono swoją opinię, która wskazuje na istotną rolę działalności instytucji kultury w procesie budowania społeczeństwa dobrobytu. Przedmiotem rozważań jest zatem sposób funkcjonowania rynku kultury wraz z charakterystyką podmiotów oferujących produkty i usługi kultury.
EN
In the article, the authors raise the issue of building public welfare and are wondering what role it should play in this process. Therefore, they ask the question whether it is possible to build a society of prosperity without paying a special attention to the area of the development of an intellectual and emotional society. They submitted their opinion which points to the important role of activities of cultural institutions in the process of building a society of prosperity. The issue is therefore how the cultural market, together with the characteristics of the entities offering products and services, operates.
RU
В статье затронули проблематику формирования общества благосостояния и обсудили, какое место в этом процессе должна занимать культура. В этой связи поставили вопрос, возможно ли формирование общества благосостояния без обращения особого внимания на сферу интеллектуального и эмоционального развития общества. Авторы представили свое мнение, которое указывает существенную роль деятельности заведений культуры в процессе формирования общества благосостояния. Следовательно, предмет рассуждений – способ функционирования рынка культуры вместе с характеристикой субъектов, предлагающих продукты и услуги культуры.
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