Search results - CEJSH

1

Problematyka praw dziecka oraz roli zabawy w procesie jego rozwoju i wychowaniu w świetle poglądów wybranych przedstawicieli myśli pedagogicznej XX wieku

100%

Buława-Halasz J.

Biuletyn Historii Wychowania

|

2020

|

issue 42

93-108

EN

The twentieth century was special in the history of all mankind. Through many wars, a sense of security was disturbed, basic human needs were not satisfied. Paradoxically, it was at this age that particular attention was paid to children and their needs. This time became the century of the child through the recognition of his rights, which was particularly manifested in the appreciation of the role of play in upbringing.

2

Pozytywny wpływ i negatywne skutki oddziaływania telewizji na rozwój dziecka

93%

Znyk J.

Społeczeństwo. Edukacja. Język

|

2013

|

vol. 1

90-94

EN

The article deals with the issue of positive and negative impact of television on the development of a child. It describes the results of direct and indirect stimuli on the emotions of a very young viewer. The author analyses the threats posed by prolonged time spend on watching television to psychophysical child development.

3

Jazyk a výchova v Rousseauově „Emilovi“

93%

Fulka J.

Filosofický časopis (Philosophical Journal)

|

2011

|

vol. 59

|

issue 4

483-500

EN

The aim of this article is to briefly discuss several motifs connected with language in Rousseau’s writing about upbringing. The most important of these are Rousseau’s insights into language acquisition which, in many ways, correspond with the discoveries of contemporary psycho-linguistics. We shall also consider the principle of linguistic parsimony as a basic rule of upbringing. This rule has serious consequences not for all areas of upbringing but also for Rousseau’s conception of the relation between the human mind and ideas. After examining several concrete examples which Rousseau uses to demonstrate the necessity of this rule, we point to one basic exception to this general principle – this is the function of language in the curbing of sexual fantasies in the maturing human being.

4

Dějinné vědomí, tradice a výchova

93%

Pelcová N.

Filosofický časopis (Philosophical Journal)

|

2010

|

vol. 58

|

issue 1

77-86

EN

This paper, which addresses the question of the relation between tradition and upbringing, assumes a conception of the person as a being with two fundamental characteristics: imperfection (incompleteness) and a capacity for being perfected by upbringing and education. Upbringing is then necessarily founded on tradition, on the continuity of generations – it is an introduction to a world which is older than all its current occupiers, and at the same time aims to prepare the young for a new life of their own in different conditions. The hermeneutical analysis of the connections between an historical consciousness, subject to a critical perspective on all that is handed down, with a tradition understood as the passing on of what has been received, makes a permanent claim on the upbringer and on upbringing. One of the possible ways of meeting this claim is presented by Gadamer in his conception of "legitimate prejudices", which bridges the divide between historical consciousness and tradition and, in addition, exploits the tension in upbringing we have mentioned.

5

Wychowanie wielokulturowe w społeczeństwie obywatelskim

93%

Żebrowski J.

Studia Gdańskie. Wizje i rzeczywistość

|

2011

|

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.

6

Memories of Adults Regarding Relations with Parents in Childhood

93%

Osewska E.

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

|

2017

|

vol. 7

|

issue 1

EN

Research into memory in adults reminiscing about childhood memories is not well‑established. Some people seem to have vivid memories from very early ages, while others remember events beginning around age four or five. The aim of this article is to present memories of adults regarding relationships with their parents in childhood based on two surveys. First research was undertaken by the Public Opinion Research Centre (in Polish: Centrum Badania Opinii Społecznej). Second one, qualitative research of childhood relations was conducted by the author of this article among students of family studies from The Cardinal Wyszyński University in Warsaw. On the basis of quantitative and qualitative research on Poles with regard to their childhood memories, several conclusions may be drawn. First of all, the surveyed Poles have positive childhood memories with regard to relations with parents and the process of upbringing. A larger proportion stresses a better bond with their mother. Only in some of the quoted recollections of students, there appears greater significance of relations with father, who gave them a sense of security, pointed out values and established a model of masculinity. A large number of the polled adults declared that parents were close to them and cared for their social, moral and religious education.

7

Stefan Wyszyński’s Personalistic Vision of Upbringing

93%

Gruca-Miąsik U., Parzyszek M.

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

|

2020

|

vol. 11

|

issue 2

79-90

EN

The personalistic concept of man, especially the one based on the philosophy of St. Thomas Aquinas, underscores the full autonomy of the human person, his freedom, the gradual discovery of the truth and good, and choices in accord with this cognition. The key issue in Stefan Wyszyński’s personalism is the integral vision of the human person. This personalism is a system of upbringing that respects the nature and value of man who ‘humanizes’ the world and expresses himself while constantly evolving. He gives a personal, social and dynamic character to the community in which he functions. He has a right to be brought up in keeping with his nature and ultimate destiny.

8

Reflections on youth and upbringing

93%

Karpuszenko E., Czerw M., Grochulska M.

Szkoła - Zawód - Praca

|

2020

|

issue 20

27-38

PL

W opracowaniu poruszone są problemy współczesnej młodzieży i dylematy wychowawcze, stojące przed pedagogami i rodzicami. Tekst odnosi się do trudów kształtowania własnej tożsamości w dobie kultury popularnej i oddziaływania tej kultury na wychowanie młodzieży.

EN

The study deals with the problems of contemporary youth and the educational dilemmas faced by teachers and parents. The text refers to the efforts to shape a person’s identity in the era of popular culture and its effect on upbringing the youth.

9

Creativity in Organizational Environment

93%

Szobiová E.

Acta Technologica Dubnicae

|

2015

|

vol. 5

|

issue 2

69-79

EN

The contribution is focused on the conditions which allow the application of creativity in the context of an organization. The aim of the article is to reveal the work environment factors influencing the creativity of the employees. Another aim is to demonstrate how management style of an organization can affect the creativity of employees in order to successfully exploit their creative potential. The contribution also presents the manner how a manager can influence creativity of one’s own employees. Moreover, the article deals with the process of innovation and transmission of creative ideas and solutions into practice.

10

Father’s and Mother’s Roles and Their Particularities in Raising Children

93%

Gežová K. C.

Acta Technologica Dubnicae

|

2015

|

vol. 5

|

issue 1

45-50

EN

We live in the era, when a lack of understanding the elementary family's functions and ineffectiveness in creating lasting and open relations within the family backgrounds are a frequent phenomenon. The breakdown of the family is often caused by immaturity and inadequate conditions for the parental and marital role. Personal tragedies, as well as the consequences in the upbringing, are serious effects of divorce and family breakdown. In this article we are attempting to point out an importance of the family in our current society with an emphasis on the particularities of the father’s and mother’s role in child rearing.

11

Koncepcja nauczania i wychowania we wczesnochrześcijańskiej szkole Orygenesa

93%

Duda J.

Vox Patrum

|

2010

|

vol. 55

171-182

EN

Origen (about 185-254 AD) , an outstanding theologian and scholar who, after being banned from Alexandria, set up didaskaleion in Palestinian Caesarea. This term concerns not only the early Christian educational institution with a particular teaching and upbringing conception, but also the pointed by Adamantios thought stream. At his early educational stage Origen organised logic and dialectics classes. Next he lectured sciences, mainly mathematical ones. One important element of studies in didaskaleion was teaching ethics, based on the following four virtues: justice, prudence, moderation and courage. The scholar intended not so much to share theoretical knowledge about the quoted virtues but to help students shape their life policy based on them. The main subject touched upon by Adamantios was theology preceded by philosophy lectures. The echoes of the thought stream created in Origen’s School, in spite of the Scholar himself being condemned centuries later, have gone deeply into the ecclesial science and have borne fruit till today.

12

Chryzostomowa terminologia wychowania

93%

Osek E.

Vox Patrum

|

2009

|

vol. 53

337-391

EN

This paper is the study of the Greek terms using by John Chrysostom on rearing, upbringing, training and teaching of children. The analyse of these terms and their use in all the John Chrysostom's writings shows as strong influence of the Atttic writers' vocabulary (especiallty Platoʼs), even in his commentaries on the Scriptural verses, as of the early Christian literature (New Testament, Clement of Alexandria, Gregory of Nyssa).

13

Pozycja ojca we współczesnej rodzinie

93%

Pawelec L.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

|

2012

|

issue 1

367-374

EN

A father’s presence is important and necessary, and almost impossible to replace in the upbringing process. The father gives his child such stimuli and patterns in his social and moral development which his mother is not able to offer him. In connection with functioning in various social groups every human being fulfils definite social roles. The roles of parents and children belong to such roles. However, they are not something stable and have undergone many transformations over the centuries. The father’s role is unique. First of all, he is supposed to be a tutor. His task is, similarly to the biological mother who gives birth to her child, to “give birth” to him as a new creature by upbringing. A father’s role is to create an atmosphere of safety in the family, and participate in all aspects of the family life.

14

Pedagogika społeczna. Podstawowe pojęcia i definicje

93%

Czarnecki P.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

|

2012

|

issue 1

389-414

EN

Showing the direction, setting a certain aim and giving support to achieve it, is the essence of pedagogy. Here it is assumed that both sides of the upbringing process have accepted this aim, that is, both charge and tutor whose task is, as the upbringing process proceeds, only to “accompany” his charge in achieving aims which he accepts as his own. Running direct educational activities is not an aim of social pedagogy in practice, but solving definite problems connected with a social life, such as problems of poverty and social exclusion. That is why the special object of interest of social pedagogy is social assistance, social work and broadly comprehended social protective activities.

15

Wychowanie a etyka odpowiedzialności

93%

Kunicka M.

Teraźniejszość – Człowiek – Edukacja

|

2015

|

vol. 18

|

issue 3(71)

59-70

EN

The specific character of upbringing imposes the recognition of a human being, including their moral development, based not only on pedagogy, but also on philosophical sciences, amongst others on axiology and philosophical antropology. The process of upbringing always aims at raising such a personality of a pupil that allows them to make their own goals and values true taking into account a responsible action for the sake of common good. And it is the category of responsibility that has become the subject of reflection and consideration on various concepts of its phenomenon. The article presents three concepts of responsibility (by R. Ingarden, H. Jonas, E. Lévinas) creating “a new wave” in the philosophy of responsibility and their threads possible to be used in the upbringing theory.

PL

Specyfika problematyki wychowania nakazuje rozpoznanie człowieka, w tym jego rozwoju moralnego, na gruncie nie tylko pedagogiki, ale także nauk filozoficznych, m.in. aksjologii i antropologii filozoficznej. Proces wychowania zmierza każdorazowo do ukształtowania takiej osobowości wychowanka, która pozwoli mu na urzeczywistnianie własnych celów i wartości z uwzględnieniem odpowiedzialnego działania na rzecz dobra wspólnego. Właśnie kategoria odpowiedzialności stała się przedmiotem refleksji i namysłu nad różnymi koncepcjami jej fenomenu. Artykuł przedstawia trzy koncepcje odpowiedzialności (R. Ingardena, H. Jonasa, E. Lévinasa), tworzące „nową falę” w filozofii odpowiedzialności i ich wątki możliwe do wykorzystania w teorii wychowania.

16

FORMATION (CHRISTIAN) AS A PEDAGOGICAL SUPPORT FOR THE DEVELOPMENT OF A PERSON

93%

Marek Z.

Studia z Teorii Wychowania

|

2020

|

vol. XI(2(31))

25-38

EN

In discussion upon the tasks of pedagogy it is necessary to underline that pedagogy with its reflection should be included in the integral development of a person. However, the problem is covered by the question concerning the real means for supporting the person that pedagogy possesses. The formation seems to be one of the real and crucial forms of the pedagogical support. We understand it, first of all, as inspiring the person's internal powers and abilities for undertaking an effort in responsible and harmonious functioning in the social life. We claim that the effect of the processes of formation is reflected in the achieved level of the person's spiritual (inner) development called the spirituality that refers to the concrete life style based on the nurtured traditions, promoted values, and attitudes taken in life.

17

O ISTOCIE PEDAGOGIKI

93%

Kretek H. A., Dworak J., Amiłowska-Czaja A.

Eunomia – Rozwój Zrównoważony – Sustainable Development

|

2020

|

issue 2(99)

111-126

EN

An analysis of pedagogy as such and its place in science, and above all its role in terms of its impact on social life, should be started by examining the definition of the concept and its surroundings. It is also important to understand the essence of pedagogy and its synonymous concepts, to trace the historical outline of the development of Polish pedagogy. Specific socio-political changes, as well as generational ones, generated various types of typologies, hence it seems that it is necessary to recall several combinations or groups in which various trends, currents, directions or departments occurring in the discipline of pedagogy will be categorized or classified as an introduction to further research.

18

Etyka i wychowanie w kontekście edukacji

93%

Krajewska A.

Studia Ełckie

|

2011

|

vol. 13

569-579

EN

Moral standards are arranged in a kind of whole which forms the scale of values. They set in order the environment, provide direction of actions and place a man in the surrounding world, which was also created by him. Selection of moral norms must be carried out according to certain principles which form a logical entirety. Only then, involving in social life becomes a foundation for creation of the unit. The person building the self-image of reality with simultaneous lack of support from their parents, state institutions, public life, spiritual or intellectual authorities, generally is unable to distinguish good things from bad things, the rules that should be followed from the rules that should be avoided. A confused young man is trying to save himself by building a “private ethics” in which his own environment easily helps him, providing a number of models of ethical individualism. However, according to immutable values only education can shape the young characters that will be able to remedy for all the signaled difficulties in distinguishing good from evil, and establishing a solid foundation that will help them build their own future.

19

KONSTRUKCJA TOMISTYCZNEGO IDEAŁU WYCHOWANIA A KULTURA PONOWOCZESNA

93%

KASPRZYK M., KUDELSKI M.

Studia Ełckie

|

2015

|

vol. 17

|

issue 4

379-390

EN

This article is firstly focused on demonstrating sense and need for formulating ideals and models of upbringing. Implications of Thomistic model of upbringing in this work are main source of considerations. Secondly, authors want to show basic assumptions of postmodern ethic and its influences on shaping of modern upbringing models. Assumptions of postmodern model are confronted with standards of behaviour which are commonly accepted. The next aim of the work is also to get answer to question about status of Thomistic education model nowadays.

20

Upbringing and parenting, style of upbringing and parenting style. Terminological analysis

93%

Bakiera L.

Psychologia Wychowawcza

|

2019

|

vol. 58(16)

60-72

EN

The article presents considerations on the essence of education inspired by the perception of the ambiguity of categories used in psychology and concerning parenting, such as parenting style, style of upbringing and parental attitude. In the article, the differences between social influence and development and upbringing as well as key features of educational activities (intentionality, purposefulness, processuality, asymmetry of educational relation) were pointed out. The author treats upbringing as a long-lasting and intentional interpersonal interaction aimed at optimization the development of a pupil. The domain of educational activity is updating the developmental potential. Accepting such an assumption, she notes that not all parenting activities mean upbringing. Its influence can be destructive from the child's development point of view. However, the attempt to go beyond the caring and educational functions with which parenthood is most often identified has resulted in the author's approach to the parenting style. It is discussed on the basis of a complex network of factors differentiating the interpersonal and intrapsychic dimension of the parents' experiences.

Refine search results