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1

On Relationship between 'World and Life' in Hannah Arendt's Philosophy and on Its Educational Relevance

100%
Sosnowska P.
Kwartalnik Pedagogiczny
|
2005
|
vol. 50
|
issue 3(197)
19-52
EN
The aim of the paper is to call attention to the opposition inherent in Hannah Arendt's work, and to demonstrate the relevance of the opposition for modern culture, education and pedagogical thought. Following Arendt, the authoress emphasizes on the constitutive colognes of human existence, life and the world, and traces the history of their complex relationship. Its history began at the end of antiquity, turning multifarious in the modern era having changed its character completely by now. The paper is concluded with a reference to the crisis of culture, due to the privileged status of life at the price of worldliness. Obviously, the crisis has also affected education. It turns out, however, that the education, specifically understood, may be not only subject to the crisis but also a chance for its overcoming.
2

Following the Traces of Pedagogical Universalities. Instead of an Introduction

100%
Rodziewicz E.
Kwartalnik Pedagogiczny
|
2005
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vol. 50
|
issue 4(198)
5-27
EN
The present time is associated with the time and place, from which we try to notice pedagogical universalities. The ways of seeking generality - universality - particularity of pedagogical meanings formed in the European humanistic thinking are not sufficient and require critical remarks concerning the present problems of 'pedagogy being free from pedagogy' as an outcome of the 'hegemony of economy and market trends'.
3

K TEORETICKÝM VÝCHODISKŮM MUZEJNÍ PEDAGOGIKY

80%
Jůva V.
Studia Historica Nitriensia
|
2014
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vol. 18
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issue 2
323 – 331
EN
The current museum pedagogy is “rocket science” – an established and dynamically evolving scientific discipline that could actually respond to the changing needs of the museum audience and to new international events and also appropriately reflects the findings of extensive empirical research of museum education. The aim of this paper is to recall the selected theoretical foundations of museum pedagogy and also the importance of systematic empirical research of museum education. This research is needed to further theoretical and practical development of museum education. At the same time provides an objective and necessary data to museums and society's legitimate need to justify further development and wider support museum education.
4

MOVEMENT BELONGS TO ALL OF US? THINKING INTERDISCIPLINARITY WITH EARLY CHILDHOOD STUDIES AND KINESIOLOGY

80%
Land N.
Pedagogický časopis (Journal of Pedagogy)
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2022
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vol. 13
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issue 1
71 – 87
EN
This article takes up a question of how early childhood studies and kinesiology might undertake interdisciplinarity together. Working with the provocation of the phrase ‘movement belongs to all of us’, this article probes the character of three particular interdisciplinary alliances between early childhood studies and kinesiology, asking what becomes possible and impossible for interdisciplinary work amid each collision. These intersections include moving with humans and new materialist movements, dancing childhoods and bodily boundaries, and doing collaboratories and social justice. Working closely with each of these intersections, I propose discord, perceptibility, and collectivity as three possible practices toward inventing unfamiliar interdisciplinarity between early childhood studies and kinesiology.
5

Pedagogy on the Charred Remains of Subjectivity?

80%
Meczkowska A.
Kwartalnik Pedagogiczny
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2005
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vol. 50
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issue 4(198)
73-90
EN
In this paper some considerations are presented on the subjectivity as one of the core philosophical conceptions construing the disciplinary field of 'general education'. The particular focus is on the changeover that we witness nowadays within the philosophical ideas on subject and subjectivity. Herein, the vivid debate between defining subjectivity in essential terms, as it is presented within 'classical' philosophy of Enlightenment, and poststructuralist views that deconstruct the Enlightenment idea of autonomous and absolute 'Self' takes place. The question of subjectivity and its contemporary transformations touches the very educational problem of cultivating humanity throughout the process of education.
6
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STATUS OF KNOWLEDGE AND EDUCATIONAL VIRTUALITY IN JEAN-FRANÇOIS LYOTARD'S POSTMODERN WORLD (Status wiedzy i wirtualnosc wychowawcza w ponowoczesnym swiecie Jean-François Lyotarda)

80%
Niemczuk M.
Archeus. Studia z bioetyki i antropologii filozoficznej
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2010
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vol. 11
95-106
EN
In traditional modernistic pedagogy one question has been asked: Is there education adequate to reality? Postmodernist questioning of traditional understanding of reality leads to the question about virtuality of education, i.e. about preparing a human being to cooperate with reality which is understood as something transitional between the real world, though yet unborn, and the desired and imagined world. The article presents the issue in the context of Jean-Françoise Lyotard's postmodernist philosophy.
7

Language Error and Pedagogical Grammar

80%
Gozdawa-Golebiowski R.
Kwartalnik Pedagogiczny
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2005
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vol. 50
|
issue 1(195)
95-106
EN
The author looks at the concept of pedagogical grammar and tries to re-evaluate it in the light of the new developments in the area of language pedagogy and applied linguistics. In particular, he has set out to focus on the processes involved in first language (L1) acquisition and foreign/second language (L2) learning. Given that the two are governed by qualitatively distinct mechanisms, the expected outcome of the learning/acquisition process should also be different. Specifically, the final state of the learner's interlanguage will remain an imperfect approximation of the steadystate adult native tongue. The major driving force behind L1 acquisition is indirect positive evidence – exposure to primary language data. The remaining types of linguistic evidence are of lesser importance or altogether negligible. In the area of foreign language learning, however, primary linguistic data does not lead to interlanguage development due to limited exposure and lack of communicative pressure. To compensate for this insufficiency, the two kinds of direct evidence - positive and negative - are back in the spotlight. The difference is important for pedagogical purposes: pedagogical grammars should be contrastive, attempting to relate new L2 material to the L1 knowledge of the learner. This assumes that L1 knowledge needs to be explained first (i.e. the learners have to become aware of what they have been doing only subconsciously). The new approach to pedagogical grammars necessarily involves a critical reflection on the nature of language errors (the distinction between error and mistake is ignored throughout) and nonthreatening ways to eliminate them. It is hoped that the perspective on pedagogical grammars adopted in this paper will be of interest to wider audiences in the field of language pedagogy.
8

The Generality of Pedagogy and the Problem of Translation (In the Context of Doubts about 'the Fall of Great Narrations' Thesis)

80%
Rutkowiak J.
Kwartalnik Pedagogiczny
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2005
|
vol. 50
|
issue 4(198)
29-43
EN
The authoress presents her doubts about Lyotard's thesis of 'the fall of Great Narrations' as a result of considering the chances of embracing the generality of pedagogy rooted in the contemporary contexts characterized by revealing and opposing specific cultural phenomena. She claims that the Great Narrations are still alive and function alongside multiple and dispersed in reality 'minor narrations'. The claim raises in turn the questions: (1) do we consider the issue of Great Narrations - a distinct cultural phenomenon - as particularly important for the reflection on the generality of pedagogy and particularly for justifying its universal position? (2) is the presence of 'minor narrations' in culture important for considering the generality of pedagogy in relation to its position on particularities? (3) how can the above points of view be linked while searching for contemporary principles of generality of pedagogy? The authoress suggests considering the project of general pedagogy as constant inter and intra-narrative translation assuming that the process facilitates mutual understanding. For the sake of such cognitive endeavor it would be essential to utilize the resources of translation theories in which on the one hand the principles of 'good' translation are established but on the other hand the possibilities of achieving universal language are questioned.
9

Feminism, the Field of Pedagogy and Its Decomposition?

80%
Kopciewicz L.
Kwartalnik Pedagogiczny
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2005
|
vol. 50
|
issue 4(198)
141-153
EN
The authoress discusses various aspects of feminist impact on pedagogy. A special emphasis is put on the analysis of the hidden dimensions of the pedagogical field. The phenomena of alienation and familiarity of the female and male students within the structures of the analyzed field are grasped as the results of empirical research. In the last part of the article the question of female 'being in the world' of social science is discussed. Feminist standpoint is presented here as the analytical perspective focusing on the gendered divisions within the social positioning and activities of subjects.
10

METACOGNITION’S POTENTIAL FOR EXISTENTIALISM IN CLASSROOMS

80%
Ozturk N.
Pedagogický časopis (Journal of Pedagogy)
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2023
|
vol. 14
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issue 2
123 – 141
EN
The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students’ freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals’ free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals’ transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviours in mainstream classrooms.
11

Thinking in Which We Act (Against Cavitation of Mythical Universality of Pedagogy)

80%
Zamojski P.
Kwartalnik Pedagogiczny
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2005
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vol. 50
|
issue 4(198)
113-126
EN
The moment in which a theory is conceived as useless superstructure of activity, is critical for the understanding of thinking and acting as separated qualities. From one point of view this separation is being criticized, on the other hand, the proposal of making the connection assumes the separation, that was already rejected. Solving the problem requires reaching for the arguments against radical separation of thinking and acting and, to inquire about a possibility of some primary union of them. This is the moment in which the title category of 'thinking in which we act' emerges. Opposite to representing 'thinking of', thinking in which we act is understood as the space, the area, the 'horizon' within which different actions are undertaken. This way the dialog as a form of activity is a different action in the instrumental rationality, then it is in (e.g.) the hermeneutical - critical rationality.
12

The Universalism of Egoism or on the Culture of Anabolic Steroids

80%
Rutkowski J.
Kwartalnik Pedagogiczny
|
2005
|
vol. 50
|
issue 3(197)
53-68
EN
The author analyses modern culture in the perspective of egoistic individualism constituting the foundations of western civilisation. He depicts demographic effects of egoistic individualism justifying neoliberal consciousness. This perspective allows to re-think pedagogical implications of some varieties of individualism and diagnose the selected tensions and contradictions of modern philosophy of education.
13

Pedagogics in Front of Great Consumption Narratives

80%
Lewartowska-Zychowicz M.
Kwartalnik Pedagogiczny
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2005
|
vol. 50
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issue 4(198)
155-166
EN
The Lyotard's thesis about the fall of Great Narrations is the starting point of above analysis. It caused deconstruction of the Enlightenment project of education centered upon the idea of a subject. As a result of the above the theoreticians of pedagogics retract from constructing positive projects and pedagogics becomes the 'quasi project about impossibility of education'. In that vacancy great corporations carry out discourses, which integrates subjects upon the idea of consumption and which should be analysed critically.
14
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Życie i twórczość naukowa profesora Wincentego Okonia. Iubilaei causa laudatio

80%
Juszczyk S., Surdyk A.
Homo Ludens
|
2009
|
issue 1
11-21
15

'Generality' of Contemporary Pedagogies

80%
Hejnicka-Bezwinska T.
Kwartalnik Pedagogiczny
|
2005
|
vol. 50
|
issue 4(198)
45-59
EN
At the end of 20th century the category of 'pedagogy' was returned to lexical resources of contemporary Polish pedagogy (as a science of education). A contemporary reconstruction of the scope and content of the notion enables to identify that in literature it can be applied to: a) a technique of exerting an influence on a personality of the educated (the art of education), b) the wholeness of the praxis of education (synonym), c) a specific educational paradigm, d) a process of absorbing new forms of behaviour, knowledge, abilities, and the criteria of evaluating them. Elicited senses correspond to various types of rationalities and they require different levels of generality. Assuming that 'pedagogies' are an object of pedagogical research in all senses mentioned above, passing from generality characterized by a practical rationality to generality characteristic to coherent rationality the process of producing pedagogical knowledge is required.
16
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Esencjalizm i społeczny rekonstrukcjonizm w Indiach

80%
Pietkiewicz-Pareek B.
Rocznik Andragogiczny
|
2011
|
vol. R. 2011
194-199
EN
In modern times occurred in India to confront two conceptions of man, two concepts of education: essentialism and reconstructionism. The philosophy of essentialism with the concept of man and the purpose of existence collided with a Reconstructionist-oriented social action and transformation of social and economic life. As stated Brameld, the world and, therefore, India, are at a crossroads. Social struggle takes place between the forces of conservative and progressive forces, represented by the poor people in Third World countries.
17
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Is there the need for intercultural education?

80%
Idzik I.
Sprawy Narodowościowe
|
2004
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issue 24-25
163-180
EN
The article discusses some problems of intercultural education in Poland. The authoress, who has practical experience in intercultural education within the voluntary non-government Society 'ONE WORLD', aims at the analysis of the current situation from the perspective of the anthropologist. She first presents contemporary Poland's cultural frame, which becomes increasingly multicultural, and next describes the actual situation in the Polish school, typically homogenous, which exhibits no need for shaping the attitude of tolerance among young people. Another part of the article is devoted to terminological issues, theoretical assumptions, and themes of intercultural education. In the literature on the subject, we can read about education/ pedagogy/studying on the one hand, while on the other hand the adjective multicultural/ intercultural/international is added. The abundance of terms is one indication of how issues of education can be developed in the name of understanding and communication between cultures, and also about the multitude of attitudes. The authoress describes barriers of intercultural education known to her from her own professional experience. Bureaucracy, a reluctance towards change in the student's attitudes, and most of all, the lack of qualified staff - these all are major obstacles in the development of this type of education. The author postulates a special role in this field for anthropologists and for students of ethnology and culture who as yet do not show enough commitment to intercultural education.
18
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POZNÁMKY K SÚČASNÝM REFLEXIÁM NEOLIBERÁLNYCH TENDENCIÍ VO VZDELÁVANÍ V ZRKADLE TEÓRIE KOMUNIKATÍVNEHO KONANIA JÜRGENA HABERMASA

70%
Marchevský P.
Annales Scientia Politica
|
2015
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vol. 4
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issue 1
49 – 55
EN
The submitted work has the ambition to get involved in the present discourse of education in the area of neoliberalism. Referring to the works of J. Habermas, the work attempts to present the topical nature of the legacy of this German sociologist and philosopher in the outlines discourse of neoliberal education. The work also focuses on aspects of the discourse in the form of issues related to marketization and public interest in education. The work also attempts to map and confront opinions of current authors concerning applicability of Habermas’s ideas in the given discourse.
19

FROM DYNAMIC ASSESSMENT OF COGNITIVE ABILITIES TO EDUCATIONAL INTERVENTIONS: TRENDS IN COGNITIVE EDUCATION

70%
Kovalčíková I.
Pedagogický časopis (Journal of Pedagogy)
|
2015
|
vol. 6
|
issue 1
5 – 21
EN
Being a pedagogue with over twenty years’ experience in training teachers, the author has lately been attracted by ideas bridging the growing gap between neurological and psychological research findings and their practical application in schools. For instance, Tokuhama Espinosa (2010) points out that current findings in brain research have limited connection with actual educational practice. The outcomes of research on learning processes are insufficiently projected in teacher training programmes. Curriculum documents and teaching materials copy the discourse specific to educational policy in the country of origin and development. The consequence of the insufficient links between basic and applied research in the field is a growing gap between those who generate research outcomes and those who are supposed to integrate the outcomes in applied education and subsequently bring them to life in educational practice. The reason for this gap is straightforward: it is immensely important, though extremely demanding, to “translate” the outcomes of complex neurological and psychological research so that they are applicable in real classroom settings. Researchers’ attitudes are frequently that their work ends once the research findings have been presented. Here, the question arises as to who should rise to the challenge of becoming the mediator or transmitter in the process of incorporating research findings in pedagogical practice. At present, the response to this situation is manifested in the pursuit of interdisciplinary links between psychological and pedagogical (in fact, psychodidactic) discourse.
20

ASKING BETTER QUESTIONS! A REVIEW OF THE PEDAGOGICAL STRATEGIES USED IN ONE SENIOR LEVEL AWARD IN SCOTLAND

70%
Thorburn M., Seatter K.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
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issue 1
123 – 149
EN
Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.
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