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1
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From kindergarten to an honorary doctorate honoris causa of The John Paul II Catholic University of Lublin with pedagogy of blessed Urszula Ledóchowska in the background

100%
Śliwerski B.
Studia Pedagogiczne
|
2017
|
vol. LXX
2
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Of the (non)presence of early education in pedagogy

100%
Śliwerski B.
Studia Pedagogiczne
|
2015
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vol. LXVIII
3
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Jindřich Kabát, Psychologie komunismu: Ojedinělý pohled na čtyřicetileté období komunismu u nás, Praha: Nakladatelství Práh 2011, ss. 472

100%
Śliwerski B.
Studia z Teorii Wychowania
|
2020
|
vol. XI(1 (30))
213-217
PL
-
4

O przewodach habilitacyjnych i profesorskich z pedagogiki społecznej (pracy socjalnej) oraz z dydaktyk szczegółowych Polaków na Słowacji w latach 2006–2011

100%
Śliwerski B.
Rocznik Pedagogiczny
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2011
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vol. 34
5
Content available remote

Pedagogika przedszkolna i wczesnoszkolna wobec heterogeniczności nauk pedagogicznych

100%
Śliwerski B.
Problemy Wczesnej Edukacji
|
2010
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vol. 6
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issue 12(2)
9-24
PL
The relevance of narratives for the understanding of the child’s concept of learning how to learn and the development of child competence in learning is becoming widely acknowledged in literature but not in Polish early education. In this article, I distinguish three types of narratives of childhood: narratives about children, narratives of children, narratives for children. I offer some theoretical and practical advice for researchers and educators on how to use narrative inquiry with children as a method of research (narratives about children) and narrative as a method of learning how to learn (narratives of children). I show that children’s narratives create opportunities for the development of how to learn and for practising the meaning making mechanisms that are so essential for their participation in their learning communities. Children make narratives, often with the help of others, in order to express their life experiences or to retell stories that have been read to them.
6
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Pluralism of pedagogy in Poland

100%
Śliwerski B.
Kwartalnik Pedagogiczny
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2018
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vol. 63(4(250))
212-233
EN
The author tackles the problem of the new quality of pedagogy in postmodern Poland. It is expressed in the absence of “one” theory, one meta-language which is used to describe and explain basic concepts and processes. Moreover, it creates theoretical foundations for the development of detailed pedagogical sciences. Each attempt to set up a universal project or meta-narration becomes an unreasonable interpretation of phenomena or theories and the will to gain power. None of individual interpretations can be superior to any others. There are not any “better” or “worse” theories. I reveal new approaches to pedagogy as: – science of pedagogical sciences (metapedagogy); – comparative pedagogical thoughts; – meta-science, or the science of all sciences about upbringing and education.
7
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Jindřich Kabát, Psychologie komunismu: Ojedinělý pohled na čtyřicetileté období komunismu u nás, Praha: Nakladatelství Práh 2011, ss. 472

100%
Śliwerski B.
Studia z Teorii Wychowania
|
2020
|
vol. XI(1 (30))
213-217
EN
-
8
Content available remote

Krytycznie o polityce oświatowej MEN negującego demokratyzację oświaty publicznej w III RP

100%
Śliwerski B.
Problemy Wczesnej Edukacji
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2011
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vol. 7
|
issue 14(2)
8-21
PL
The paper addresses the issue of educational policy undertaken by the Ministry of National Education of Poland over the period of the last two decades. Drawing on the assumptions of critical pedagogy, the author analyses education macro-policy, the condition of educational institutions and various socializing environments and tries to reveal forms of violence and power embedded in them. The author claims that the Ministry negates democratization of education and neglects the values of democracy and democratic citizenship. He also reveals many sites and mechanisms of structural and symbolic violence that negatively affect the quality of educational processes. In his concluding remarks, the author argues that a truly public education should be based on the principles of decentralization, self-governance and subsidiarity.
9
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Parents and democratization of school management

88%
Śliwerski B.
Studia Pedagogiczne
|
2014
|
vol. LXVII
10
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O pedagogice akademickiej

75%
Śliwerski B.
Rocznik Pedagogiczny
|
2013
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vol. 36
11
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Pożegnanie pedagoga specjalnego, członka Komitetu Nauk Pedagogicznych PAN prof. dr. hab. Władysława Dykcika

75%
Śliwerski B.
Rocznik Pedagogiczny
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2013
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vol. 36
12
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Posłowie do naukowej debaty nad sporem i (auto-)afirmacją książki Lecha Witkowskiego

75%
Śliwerski B.
Studia z Teorii Wychowania
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2015
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vol. VI(2 (11))
133-138
PL
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13
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Antropologia pedagogiczna - Bibliografia Tematyczna

63%
Śliwerski B.
Studia z Teorii Wychowania
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2015
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vol. VI(2 (11))
219-225
PL
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14
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Dyscyplina w wychowaniu - Bibliografia Tematyczna

63%
Śliwerski B.
Studia z Teorii Wychowania
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2014
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vol. V(1 (8))
293-296
PL
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15
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Andragogika i gerontologia - Bibliografia Tematyczna

63%
Śliwerski B.
Studia z Teorii Wychowania
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2015
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vol. VI(1 (10))
207-212
PL
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16
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Doktorat Honorowy dla Profesora Czesława Kupisiewicza

50%
Śliwerski B.
Rocznik Pedagogiczny
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2013
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vol. 36
17
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Badania biograficzne - Bibliografia Tematyczna

50%
Śliwerski B.
Studia z Teorii Wychowania
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2014
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vol. V(2 (9))
219-222
PL
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18
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General pedagogy

50%
Śliwerski B.
Studia z Teorii Wychowania
|
2021
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vol. XII(1 (34))
205-211
EN
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19
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Błąd w wychowaniu - Bibliografia Tematyczna

50%
Śliwerski B.
Studia z Teorii Wychowania
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2013
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vol. IV(2 (7))
214-219
PL
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20
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Educational ideologies

50%
Śliwerski B.
Studia z Teorii Wychowania
|
2020
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vol. XI(3 (32))
191-198
EN
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