Values play a significant role in a human life. They motivate to action, help to make certain choices and decisions, and give meaning to human existence. The realization of desirable values shapes human character. As values are not inborn, upbringing towards values is needed. This process starts with birth and continues throughout all human life. It is realized through the contact with other people. Hence an important role in upbringing towards values is played by family, which is the fundamental environment for life and development. The article describes the process of transmitting values in family and its conditioning factors.
The Picture-Based Value Survey for Children (PBVS-C; Döring et al., 2010) assesses children’s values through self-report and thereby depicts Schwartz’s theory of universal human values at an early age (approximately six to eleven years). Recently, the original German version has been adapted for application in Poland, Bulgaria, the Ukraine, France, Italy, Switzerland, the UK, New Zealand, Australia, the USA, Brazil, Turkey, Israel, and Estonia, and it is currently adapted for application in Ireland, Russia, and Portugal. In this manuscript, we accompany the PBVS-C on its journey around the world and systematically explore culture-specifics in the adaptation process with a particular focus on the meaning of the value pictures, as the PBVS-C’s core elements. Integrating findings from these adaptations of the PBVS-C, we aim to share best practice and draw a roadmap for future adaptations in other cultures. This article further serves as a resource to locate existing studies with the PBVS-C.
This article proposes a critical analysis of the situation of art today in respect of its key concepts: sense, meaning and value. The author, a well-known figure in the world of performance art, argues from the standpoint of a creative artist actively seeking both to shape and to properly grasp that which is conveyed bythe ethos of avant-garde art.
The article deals with the application of drama, a solution for inclusiveness in teaching children with special educational needs in the preschool and elementary school education spectrum, with the use of the Kolb cycle in the construction of classes. It presents the main principles of a training which was provided to a group of 78 students of pre-school and early school education, including forty-two professionally active teachers. Subsequently, in order to diagnose the application in practice of the acquired skills, a questionnaire of the author’s own design was used in a survey con- ducted one month and one year after the training. The results revealed that, according to the assumptions, professionally active teachers generally use drama in pre-schools and at school; what is more, the Kolb cycle is used creatively in combination with other educational and preventive techniques.
Military leadership is a concept that originates from the beginning of time and appears in all formsof army units. Changes in strategic environment makes military leadership more important and strategic. On the battlefield, the only thing that is needed is tomakea validbattle damage assesment.This articledescribesthe concept of military leadership and given the key characteristics of amiltary leaderthat summarize the leader attributes, and core leader competencies, and developes a valid, reliable, and distinctive military leadership scale that is suitable for military culture.
The article connects with those who have highlighted the significant role of (a) integrating knowledge of different scientific and technical disciplines and (b) the integration of knowledge and values, including an efficient interplay between cognitive and practical actions. This article also develops the themes of the author’s previous works on the relationship of science, technology and society.
This article tackles one of the most burning issues discussed by adherents of the dynamically developing movement in ethics which bears on political and legal philosophy, that is value-pluralism. In particular, the article is devoted to an investigation into the highly controversial issue of the relationship between pluralism and liberalism, based upon the three crucial, divergent approaches represented by Isaiah Berlin and his two main opponents, John Gray and George Crowder. The analysis leads to the conclusion that the two concepts in question are neither mutually exclusive nor logically connected, but actually overlapping, which signifies the existence of a loose, de facto connection between them. Such a final thesis proves to be consistent with the position of Isaiah Berlin, and contrary to the final statements endorsed by his critics, John Gray and George Crowder.
Psychological wisdom concepts were reviewed. 304 people aged 18-85 were tested with use of a questionnaire aimed at learning individual (popular) wisdom concepts. Popular wisdom concepts take into account broad declarative and procedural knowledge, life experience of a person and the features of his/her character. Explicitly, under a half of respondents take the following wisdom criteria into account (also acknowledged by the psychological concepts): balancing own profits with concern for others and relation to existential problems, such as sense and direction of life. The respondents lack the consciousness that wisdom is associated with: acting for common (global) good, deep and conscious reflection of value system (consciousness of subjective value system relativity, reflecting on the issue of objective values), the consciousness of limited nature of knowledge and logical thinking and developing relativistic and dialectic thinking. 5 clusters were differentiated, representing popular wisdom concept types. In order to verify the hypothesis about the connection between popular wisdom concepts and the value system of the research participants, value questionnaires were used: Scheler’s (SWS) and Schwarz’s Portrait Value Questionnaire (PVQ). The hypothesis was confirmed. Popular wisdom concepts (what people consider to be wisdom) are connected with values appreciated by them.
Informational development of the society cannot but provoke the formation of the new value orientations. In this regard, the identification of specific value orientations of the students is certainly relevant. With the help of complex combined method the value orientation of the first-year students of Sumy Cooperative College was investigated. Thus, the results of social and cultural studies of value orientations of the youth in the information society have showed changing values towards entertainment. It has been revealed that both are prone to rapid renewal. The powerful information and communication technologies respond quickly and on the volume and the quality of the evolving information, at the same time, they accumulate and become not only an essential social resource, but also the mechanism of forming a new hierarchy of values in the information society. This paper deals with the problem of the formation of information culture of the students, in particular, the importance of values component. The urgency of the problem, the importance of its solution is defined. The essence of the main human values, transformation them in the information society is given. The value of information and knowledge as the new value categories is determined. The analysis of value orientations of the students, the ways education axiological aspect within the formation of information culture is presented. The stages of education values are the following: - definition of the basic values of the information society and the inclusion of content information culture education students; - allocation of the specific features values for the students with different professional orientation; - diagnosis and analysis of existing values (knowledge, awareness, emotional acceptance, belief) and the strategy of education; - search tools and techniques to attract the students to socially relevant information culture values with regard to their future profession. The role of higher education institutions to form the moral values of the individual information is extremely high. It is in high school with its educational potential, with its capability to provide a wide range of the students’ activities to a higher level of personal development a person is becoming truly educated.
The author offers in his article a philosophical and ethical concept of cosmopolitanism realized in the thought of Immanuel Kant. The text contains a theoretical study of cosmopolitanism derived from the postmodern critique of contemporary anthropology. According to the author, cosmopolitanism should be seen as one of the types, dimensions, or forms of globalization. It is a set of values, attitudes and identities, which are universal, apolitical, and transnational. The author traces the common basic source of this values, directing readers attention to culture.
There are three meanings of decent in modern dictionaries. The first meaning refers to the human being and his moral values. In this sense, decency belongs to imponderabilia that influence our actions and beliefs, define values. Other meanings of decency concern objects and phenomena. The author of the article has decided to verify the functioning of DECENCY in students’ language and their system of values. One hundred subjects took part in the research (fifty Polish philology students and fifty students of Logopedics and Audiology at UMCS in Lublin). The questionnaire contained two open questions (1. What is your understanding of the word decency?; 2. Who or what can it refer to?) and the following instruction: “Indicate features of a person, an object and an activity that can be defined as decent”. Rich and varied data have been obtained. The researcher concludes that for respondents a decent man is more than a norm, a decent object is normal or frequently substandard. Respondents recognize the value of decency. Decent means human, good-hearted, and with principles that are obeyed.
The article aims to discuss the concept of political culture as a powerful tool for shaping thoughts and actions of individuals and communities (societies). By elaborating on the Jagiellonian Idea (JI) - its specific features and implementation, the author seeks to provide answers to several questions including: what made the JI a vibrant political and social concept being undertaken over centuries by some politicians, social leaders, researchers and scholars – is it just an attractive narrative which recalls times when Poland was a powerful state or is it a realistic program still applicable to contemporary societies? What kind of features of the JI concept may be selected, adjusted and developed today in the international and intercivizational dimensions? If at all possible, thus by what kind of means and under what conditions? These and other aspects of the JI as a specific expression of political culture are the core of the article.
This article examines the attributes of the existence and the transformation of values in transitional society (eclecticism). Also the possibilities and limits of the relativistic application of the concepts of revolution and evolution in defining the processes of transformation of values in a transitional society are discussed.
The article considers modern approaches to the teaching of a foreign language, orientation of its content on the values of personal development and humanism. The main goal of the teaching of a foreign language in secondary school is the development of communicative competence the ground for which is the communicative skills based on language knowledge and skills. The development of communicative competence depends on socio-cultural and sociolinguistic knowledge, abilities and skills. The significance of the teaching of a foreign language is shown, the thoughts of modern scientists (Red’ko V., Burenko V.) as to the strategies and the content of its teaching, priority characteristics of communicative-active, personality-oriented and cultural paradigm of the modern school foreign language education are focused. In accordance with the communicative-active approach and taking into account the pupils’ educational and life experience, their interests and inclinations the priority of methods and forms of educational activity which provide the social interaction of students in the communication process increases. First of all, this can be interactive teaching methods which allow to fulfill the communicative-cognitive tasks by the means of foreign language communication. V. Red’ko and V. Burenko work out their own point of view as to the content of the teaching of a foreign language, which is implemented in the textbooks, and in particular as to what it should provide. L. Sazhko characterizes the features of the foreign language communicative competence formation at schools with the profound studying of foreign languages: establishment of the translation course and the course of guides-interpreters, amplification of integral education and the introduction of bilingual education, the support of specialized education. The scientists’ views on the values and language identity are stated. I. Khaleeva, on the basis of the U. Karaulova’s treating the linguistic personality not only as a bearer of the language material in the systemic and functional aspects (linguistic consciousness) has carried out a statement about the study of a foreign language as the formation of «secondary language personality». This linguistic personality contains a range of certain qualities. First of all, it is the ability to participate in a variety of types of conscious speech activity and to use the various communication roles in terms of social interaction of people with each other and with the world that surrounds them. The author emphasizes the necessity of the further improvement of the teaching of a foreign language.
Folklore texts operate on two levels: inside the folk culture in combination with traditional beliefs and customs, and within the national culture as a point of reference and source of inspiration for writers and poets. Individual words also function on those two levels, as they can be understood ‘the literary way’ or ‘the folk way’. The paper presents two units of the vocabulary of the national language (jabłoń ‘apple tree’ and jabłko ‘apple’) which have fixed base meanings but which also accommodate additional senses on a higher semantic level and thus become the signifiant for a new sign. In folklore texts, depending on the genre, the images of apple tree and apple accept the symbolic senses of happy and fulfilled love (in love and courting songs), fertility and vitality (in wedding songs), of readiness for marriage and the stable, cosmic order (in wishing carols), of temptation and sin (in nativity plays), richness and ability to regenerate and renew life (in fairy tales), of the sense of security and parental care (in orphan songs), of the value of family home and proximity to the loved ones (in soldiers’ songs). These symbols can be explained using extralinguistic data (beliefs and customs) as the same senses can be expressed through words, rituals, or objects. The analysis reveals that the images of apple tree and apple serve to communicate values underlying the image of the world contained within the specific genre. The same images, transplanted to a different domain, outside of their particular social group, lose their value, become illegible, incomprehensible, and are viewed as merely a signal of folksiness.
The aim of the article is to present theoretical sources of the dispute concerning the educational values of popular music that has been going on since the sixties of the 20th century in the sphere of American as well as European pedagogy. Despite the essential role that popular musical genres such as rock, hip-hop and techno, have played (and have been still playing) in the process of shaping the cultural identity of many generations of youth, they have long been pushed outside school premises, or, at best, they have been placed on the margin of educational influences. The reasons for that were partially embedded in the exclusively aesthetic look on the part of pedagogues at popular pieces, deprived of references to their wider functions which they fulfill in the sphere of recipients` everyday lives. The author does not present the course of the very dispute. While outlining the main stands (aesthetic and sociocultural ones), he seeks roots of the mutually clashing convictions from philosophical, aesthetic, anthropological, sociological and psychosocial perspectives of the mass/popular culture which have been providing arguments for and against the presence of the up-to-date youth music in school curricula. The somewhat superficial (on account of the complexity of problematic aspects) overview of theories and outlooks, on the basis of which the controversy about educational values of popular music originated, opens up new areas of pedagogical activities, addressing various aspects of the contemporary complex and multidimensional culture.
This article is concerned with the problem of group cohesion. It turns out that cohesion is one of the most important features of a group and an important factor of its development. After the analysis of the literature concerned with the problem, the main features of group cohesion are presented.
The United Nations Decade of Education for Sustainable Development (DESD), which is coming to an end, will offer all kinds of summaries and reflections on this issue. The aim of this paper, strictly related with the goals of the DESD, is to answer the following questions: (1) Is the Polish school ready to provide values education?; (2) How are schools trying to involve values education into the school practice?; (3) To what extent do the adopted solutions regarding programmes, curricula and textbooks match the requirements of values education, which is one of the pillars of education for sustainable development? The author presents an analysis of the content of selected curricula for the early stage of education and the textbooks used at this stage, paying special attention to values education based on pupils' and teachers' activities and experiences. The results of the analysis provide an unequivocal answer to the extent to which we are prepared to provide or to implement values education at this stage of instruction.
Sport presents itself as a social configuration that enhances social inclusion by promoting tolerance, respect for others, cooperation, loyalty and friendship, and values associated with fair play, the most important ethical principles of sport. However, intolerance and exclusion can also be expressed in sport, certainly even more so the bigger the social inequalities and the ethnic, religious, gender, disability, and sexual orientation prejudices are in society. The processes of social exclusion, integration, and inclusion are research areas in the social sciences with consolidated knowledge, namely in the study of the problems of poverty, social inequalities, racial and ethnic discrimination, disability, and education. However, it is necessary to discuss the existing theoretical approaches and conceptions seen as explanatory principles of the reality of these fields of analysis, look at how they can frame the reality on the sports field, and then confirm them through empirical research in order to produce knowledge based on the reality of social facts. Despite the broad consensus on the potential of sport in promoting social inclusion, in this paper I stress that this potential can only become real if the orientation of sport includes strategies aimed at achieving these goals. I intend to show how the –social issue‖ in the field of sports has gained relevance in the institutional context, and thereby a new field of research for the social science of sport has been opened and needs to be deepened.
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