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1

Wychowanie człowieka do mediów jako zadanie pedagogiki medialnej

100%
Bis D.
Roczniki Pedagogiczne
|
2018
|
vol. 10(46)
|
issue 1
97-112
PL
Intensywny rozwój technologiczny w obszarze samych mediów i ich konwergencja nie sprzyjają jednolitym i jasnym przekazom oraz bezpośredniemu i prostemu sposobowi ich komunikowania i odbioru. To złożona przestrzeń zarówno nadmiaru konfiguracji i form przekazu treści, jak też wciąż rozwijanych i słabych kompetencji odbiorczych, w którą należy wpisać pedagogikę medialną. Trzeba podkreślić, że w tej przestrzeni człowiek musi pozostać kimś wyjątkowym i nie może zagubić właściwego sobie miejsca wśród tego świata, który sam ukształtował.
EN
The dynamics of technological and communication development and the universality of the media is a natural challenge for appropriately realized media pedagogy, which is a very important and current challenge for educational and educational environments. It is important to point out the need to develop and introduce media education into school curricula, with its continuing lifelong and informal education and, first of all, to develop appropriate programs and forms of support for adults – especially parents and educators. In the process of educating and shaping appropriate relations with the media, attention should be paid to the need to talk about the possibilities of developing these positive attitudes.
2

Siecioholizm jako patologia społeczna o charakterze technologicznym

100%
Bis D.
Roczniki Pedagogiczne
|
2014
|
vol. 6(42)
|
issue 4
103-119
PL
Siecioholizm jest uzależnieniem od czynności, w których substancje chemiczne nie pełnią żadnej roli. Uzależnienie od Internetu, jako rodzaj nowej patologii społecznej o charakterze technologicznym, jest niezwykle niebezpiecznym zjawiskiem, które dynamicznie się rozwija, ponieważ początkowo niegroźne korzystanie z komputera, nawet w celach edukacyjnych, zczasem wydłuża się do kilkunastu godzin dziennie. Internet wpływa destrukcyjnie nie tylko na organizm użytkownika, lecz również na jego funkcjonowanie w sferze społecznej, emocjonalnej i poznawczej. Uniemożliwia więc jego użytkownikowi prawidłowe funkcjonowanie wżyciu codziennym i zaburza integralny rozwój dzieci i młodzieży.
EN
Siecioholizm is dependence of activities, in which chemicals do not play any role. Internet addiction as a kind of new social pathology of a technical nature is extremely dangerous phenomenon that dynamically expands and as the first minor to use your computer, even for educational purposes, with sometimes up to several hours per day. Internet destructive influence not only on the user's body, but also its function in the social, emotional and cognitive. Prevents the user so its proper functioning in everyday life and interferes with the integral development of children and youth.
3
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Rodzina jako podstawowe środowisko wychowania do korzystania ze środków społecznego komunikowania

100%
Bis D.
Roczniki Nauk Społecznych
|
2002
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vol. 30
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issue 2
171-184
EN
Many researches that have been conducted in Poland and in the world over the period of 30 years show that the mass media received by the family in a rational manner may play a positive role in the development and education of the child, in providing knowledge on pedagogy, psychology, and medicine. They may inspire parents to a concrete educational work with their child and take part in the processes of family integration through a mutual reception of the contents provided by the media, thereby compensating any lack on the part of the family or local milieu. The mutual reception of the television programmes establishes appropriate conditions for the educational influence and supports the creation of ties that integrate the family. If the masse media are supposed to be used as one of many educational means, it is indispensable that parents control this process. The value of media's influence depends on the direction to which the potential opportunities of their influence and educational support are carried out. „And, consequently, one has to state - says A. Kumor - that television integrates the family. Obviously, this is to the extent to which this integration depends on the psychic ties among the members of the group who watch television programmes together.”
4
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W służbie rodzinie

100%
Bis D.
Roczniki Nauk Społecznych
|
2007
|
vol. 35
|
issue 2
101-108
EN
Summing up the questions concerning the function of the contemporary family, it is worth stressing that the pedagogy of family as a pedagogic sub-discipline has worked out, in a fairly brief period, a high position among other pedagogic disciplines. The Reverend Professor Józef Wilk rendered considerable services first in its development, then in showing its specific character. The Professor first worked at the Theology Faculty of KUL, and then at the Faculty of Social Sciences in the Department of the Pedagogy of Family. He co-founded theoretical reflection and developed practical activity. The notable fruit of his 33-year-long learned and didactic activity is a conference organised by the staff of the Department of the Pedagogy of Family KUL, then a publication. The latter shows the main areas of the Professor's learned interests and his research on behalf of the development of family. The value of this publication is its direction: at the object of the studies of the pedagogy of family, its methods in reference to the dynamic function of the contemporary family.
5
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Komunikacyjne aspekty „medialnego stylu życia” dzieci w wieku szkolnym

100%
Bis D.
Roczniki Nauk Społecznych
|
2008
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vol. 36
|
issue 2
99-115
EN
Development of information technology and of the media gives the basis for a change in the conditions of life as well as of lifestyle, both in the individual dimension and in the social one; in this way it defines new patterns for the formation of personality. Interactive multimedia seem to exert a special influence here. They present reality in the form of ambiguous generalizations, in this way becoming, especially for children, very attractive and at the same time possessive, as in a way they force children to accept the promoted behavior patterns, and they induce aspirations to a new quality of lifestyle – the ‘media lifestyle’. Hence taking care of this kind of educational contact, and especially of children and their development, is very important. Such interest in the issue is concerned with the presence of the child in the world of the media, and it concerns the contents the child may accept; the criteria of choice he may use; his communication competences; and the advantages he may have from the contact with the media. Presenting the connection between the communication aspects of the schoolchildren’s lifestyle and global media messages, the author focuses mainly on discussing the mental processes taking part in the reception of the media and on the child’s functioning in the ‘media reality’, which may allow one to understand the specific character of the ‘media lifestyle’.
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