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1

Nuda szkolnego wychowania do życia w rodzinie

100%

Buchnat M., Chmura-Rutkowska I., Gulczyńska A.

Studia Edukacyjne

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2018

|

issue 51

127-152

EN

Despite a lot of scientific research and study, sexual education issues as an element of formal education are still considered to be a controversial subject. Those challenges, dilemmas, controversies or difficulties relate to many areas, connected both with form and organization of classes, teachers, and also (at more general level) with some ministerial indications or school management. All the above matters directly influence what sexual education classes look like and what the students’ experience is. It is disturbing that the sexual education subject at school was generally considered to be boring according to the respondents. Therefore, it has been decided to analyze why classes which are non-obligatory but important and wanted by students are considered boring and out of touch with life.

2

Boredom and its typologies

96%

Chruszczewski M. H.

Kultura-Społeczeństwo-Edukacja

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2020

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vol. 17

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issue 1

235-249

EN

Boredom is a very interesting issue that persists in our contemporary day and age. It is not easy to define it in a positive sense (by listing its properties, which constitute a presence of something, rather than a lack of something), as it has vastly differentiated causes and symptoms. The paper presents a variety of types of boredom identified from various points of view in the humanities and social sciences. According to the author, two of these typologies are particularly convincing. The first introduces the division into the state and a trait of boredom, while the latter – describing only the state of boredom in terms of arousal and affect – postulates the existence of neutral, calibrating, searching, reactant and apathetic boredom. These typologies have been juxtaposed with others, with their similarities and differences identified and indicated.

3

Nuda i jej typologie

96%

Chruszczewski M. H.

Kultura-Społeczeństwo-Edukacja

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2020

|

vol. 17

|

issue 1

219-233

EN

Boredom is a very interesting issue that persists in our contemporary day and age. It is not easy to define it in a positive sense (by listing its properties, which constitute a presence of something, rather than a lack of something), as it has vastly differentiated causes and symptoms. The paper presents a variety of types of boredom identified from various points of view in the humanities and social sciences. According to the author, two of these typologies are particularly convincing. The first introduces the division into the state and a trait of boredom, while the latter – describing only the state of boredom in terms of arousal and affect – postulates the existence of neutral, calibrating, searching, reactant and apathetic boredom. These typologies have been juxtaposed with others, with their similarities and differences identified and indicated.

4

Time and boredom

96%

Chruszczewski M. H.

Psychologia Wychowawcza

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2017

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vol. 54(12)

29-40

EN

The text presents two theoretical concepts: psychological time (by Philip G. Zimbardo and John Boyd) and boredom (by Shelley A. Fahlman, Kimberley B. Mercer-Lynn, David B. Flor and John D. Eastwood). A relationship between subjective perspective of time and feeling of boredom is described. Operating in the framework of the two concepts and basing on own research, the empirical relationship between psychological time and boredom was defined. The results should be analyzed with reference to life quality.

5

Bowaryzm – nuda – melancholia. Uwagi o bohaterach XIX-wiecznej literatury rosyjskiej

77%

Kotkiewicz A.

Acta Universitatis Lodziensis. Folia Litteraria Polonica

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2018

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vol. 49

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issue 3

169-178

EN

The article examines the notion of bovarism which can be seen in the work of the most outstanding Russian writers of the second half of the 19th century, for example Leo Tolstoy, Fyodor Dostoyevsky and Anton Chekhov. It seems that the source of bovaristic attitude, which is culturally, socially and psychologically motivated, is the extremity of the Russian character prone to self-sacrifice, offering and suffering, as well as cruelty and sadism. A Russian variant of bovarism is boredom and melancholy.

6

Das Erleben der Langeweile und der Aktivierungsprozess der Kinder im frühschulischen DaF-Unterricht

77%

van Wijgerden L.

Linguistische Treffen in Wrocław

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2021

|

issue 20

271-280

EN

Curiosity and thirst for knowledge are characteristic features of children, which manifest themselves in the fact that an infinite number of questions are asked. As soon as children go to school there is often a change in their behavior - they become passive and show a lack of interest. It is believed that boring lessons that are not tailored to the age-specific needs of students may be the reason for these changes. It can therefore be assumed that activating students during lessons is of paramount importance. In the research literature on boredom in foreign language teaching, studies on English as a Foreign Language predominate, which is why it is important to expand these studies to other languages, including Ger- man as a Foreign Language. Furthermore, the authors focus on the older students and disregard early language acquisition. The following article presents the results of the research carried out as part of my master’s thesis. The question of which activating methods and teaching aids are suitable for early school German lessons and whether the teachers use them frequently is discussed in more detail. In order to be able to answer these questions, a survey was carried out among German teachers who teach classes I-III in Poland. The questionnaire consisted of both closed and open questions. The data obtained show that it is important to avoid frontal teaching. It was also pointed out that in Polish school and system conditions, action song and movement games are the best methods for combating boredom. In order to design active German lessons, it is also important to differentiate between teaching aids. Songs, pictures and real objects seem to activate children the most. The knowledge gained could be used as a suggestion for German teachers who want to conduct lessons without boredom.

7

Wielka Kołomyja. Wokół ludyczności w wybranych powieściach Edmunda Niziurskiego

69%

Chrobak M.

Paidia i Literatura

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2019

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issue 1

27-40

EN

The author of the paper explores two dichotomous phenomena - boredom and entertainment - in Polish prose for children from the period of PRL, basing on the adventure novels written by Edmund Niziurski in the 1960s: Awanturza w Niekłaju (1962) and Siódme wtajemniczenie (1969). Both notions are discussed from the perspective of ethnography, anthropology, and the history of childhood. Referring to Roger Caillois’s concepts of play and games, the researcher analyses the images of transformation of entertainment behaviours as presented by young characters from Niziurski’s novels, and links between the text and social and political reality in Poland of the 1960s. Her findings indicate that, in his writing of this period, Niziurski both withdrew from socrealistic poetics and abandoned the ideological, persuasive function of entertainment for the sake of uninhibited, spontaneous children’s games and play.

8

Vagabondage et dévergondage du personnage: réflexions sur les déambulations du héros dans les contes renardiens de la France médiévale

69%

Koffi Kouacou J. R.

Quêtes littéraires

|

2014

|

issue 4

9-17

EN

The continual monotony and the wandering life of individuals, members of the French society of the Middle Age has been a big concern for the fox folktales tellers. They have focused on the strolls of Renart the fox, hero of Le Roman de Renart, deriving from populous tales of former France. In fact, the fox folktales tellers represent the reign of social anarchy triggered off by the decay of central power and the implementation of an asocial life grounded on the quest and conquest of an uncertain future and desperately marked by anguish and the resort to deceit means to the disdain of human being. Even the knight dignified forfeit of the social honorable and respectable manners in the past, is compelled to a roving, boredom and brutality for survive. This contribution aims to visit this central and worrying question of the Middle Age society to establish the contemporary value and show how it is dozed a potential outline of wandering whose expression comes from the absence of a controlled life and an irresponsibility of any resignation power.

9

From Bullfights to Bollywood : The Contemporary Relevance of Jean-Baptiste Du Bos’s Approach to the Arts

68%

Evans B.

Estetika: The Central European Journal of Aesthetics

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2018

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vol. 55 (New Series 11)

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issue 2

180-197

EN

This paper takes up the somewhat neglected work of one of the earliest pioneers of modern European aesthetic theory, Jean-Baptiste Du Bos. It aims to correct views in which Du Bos is pigeon-holed as a ‘sentimentalist’, dismissed as a radical subjectivist, or, at best, acknowledged as an influence on the more important work of David Hume. Instead, it presents Du Bos as an original thinker whose highly intuitive approach to the arts is still relevant to contemporary concerns, and can be favourably contrasted with the tradition of disinterested, universalist aesthetics that rose to such strong prominence in the century following his work. It highlights several of his ideas that have not received sufficient attention, including his emphasis on boredom as a motivation for turning to artifice, his notion of the ‘artificial emotions’ that can result from such encounters, his community-based conception of taste, his faith in the general public as legitimate judges of artwork, and the importance he places on different forms of interest when thinking about art. In the course of this discussion, Du Bos’s work is presented as presciently questioning clear cut distinctions between ‘high’ and ‘low’ cultural spheres, as well as exploring contemporary questions about the constitution of ‘the public’ and the legitimacy of its judgement. It also argues that the vocabulary of ‘artificial emotion’ can be as helpfully applied to the increasingly sophisticated world of mass entertainment as it can be to the world of contemporary art.

10

Another look at boredom in language instruction: The role of the predictable and the unexpected

68%

Kruk M., Pawlak M., Zawodniak J.

Studies in Second Language Learning and Teaching

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2021

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vol. 11

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issue 1

15-40

EN

Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.

11

Rest cure – XIX-wieczna terapia nudą Silasa Weira Mitchella w opowiadaniu Żółta tapeta Charlotte Perkins Gilman

58%

Koper B.

Stan Rzeczy

|

2016

|

issue 2(11)

103-118

PL

"Artykuł zawiera kulturową analizę wpływu przymusowego odpoczynku od aktywności intelektualnej i domowej nałożonego na XIX-wieczne pacjentki diagnozowane jako cierpiące na neurastenię. Historia terapii Weira Mitchella Rest Cure, stworzona dla kobiet cierpiących z powodu nerwów, stanowi kontekst dla interpretacji sztandarowego opowiadania C.P. Gilman Żółta tapeta. Teoria choroby zaproponowana przez słynnego lekarza była wyraźnie skorelowana z płcią. Mimo że sam opis terapii (odpoczynek, dieta, masaże) brzmi trywialnie, to Mitchell stał się czarnym charakterem w opowiadaniu amerykańskiej prozaiczki. Tekst Gilman w metaforyczny sposób pokazuje, jak rygorystycznie zastosowana terapia nudą doprowadza narratorkę do szaleństwa. Terapia spoczynkowa pokazuje represyjne oblicze medycyny, tym samym nuda, stanowiąca główne założenie leczenia, jest nudą wręcz zabójczą. Nie ma tu miejsca na odpoczynek, postrzegany pozytywnie, pozostaje nuda, która w tym przypadku ma znaczenie wyłącznie pejoratywne.

EN

This article consists of a cultural analysis of the nineteenth-century influence that forced female patients diagnosed with neurasthenia to rest from intellectual and domestic activity. The history of Weir Mitchell’s “rest cure”, which was designed for women suffering from nerves, is the context for an interpretation of C. P. Gilman’s short story “The Yellow Wallpaper”. The theory of illness proposed by the famous medical doctor was evidently correlated with gender. Although the description of the therapy (rest, diet, massages) sounds trivial, Mitchell became the evil character of the American writer’s tale. The story shows how a strict “boredom therapy” drives the narrator to madness. The rest cure reveals the repressive side of medicine, and the resultant boredom – a pivotal point of the treatment – is a boredom that kills. There is no room here for rest in the positive sense; there is only boredom, which in this case, has exclusively negative connotations.

12

Filozoficzne paradoksy nudy

58%

Pleskaczyńska M.

Stan Rzeczy

|

2016

|

issue 2(11)

22-38

PL

Fenomen nudy znany ludziom z doświadczenia bywa przedmiotem badań różnych dyscyplin, w tym filozofii. Za istotny element nudy autorzy uznają poczucie braku sensu, uczucie pustki. Za nudne zwykło się uważać to, co banalne, powtarzalne, nieurozmaicone, pozbawione elementu zasko¬czenia. Filozoficzne analizy nudy, ukazujące różne jej aspekty, okazują się w tym kontekście nienudne – poglądy różnych autorów (m.in. S. Kierke¬gaarda, F. Woltera, F. Nietzschego, M. Heideggera, L. Svendsena, L. Koła¬kowskiego, T. Gadacza) układają się w swoiste paradoksy, pełne elementów kontrastowych i pozornych sprzeczności.

EN

The phenomenon of boredom, which people know from experience, is also an object of study in various disciplines, including philosophy. The authors consider an essential component of boredom to be the feeling of senselessness, of emptiness. Ordinarily, it is thought that what is banal, repetitive, unvaried, or devoid of the element of surprise is boring. A philo¬sophical analysis of boredom, showing its various aspects, turns out in this context not to be boring – the views of various authors, including Kierkeg¬aard, Wolter, Nietzsche, Heidegger, Svendsen, Kołakowski, and Gadacz form paradoxes of sorts, full of the elements of contrast and apparent contradiction.

13

Students with disabilities trapped in boredom

58%

Ploch L.

Szkoła Specjalna

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2018

|

vol. LXXIX(3)

165-172

EN

The main aim of the article is to place the issue of boredom and idleness among students with disabilities during school education in a wide-ranging discussion. The author intends to point out the responsibility to identify boredom among students with disabilities and, in consequence, the need to adopt a strategy preventing this phenomenon. A thorough, systematic analysis of educational activities allows evaluation of their effectiveness and forms the basis for formulating principles to prevent all forms of boredom that condemns students to idleness, exclusion, marginalization, and loneliness. The article describes characteristics typical of boredom from the perspective of negative consequences students suffer as a result of neglect, tardiness, and disrespect from teachers. The author attempts to find optimal educational and therapeutic opportunities and, recognizing various limitations that lie inside and outside of the student, suggests a set of educational principles to prevent boredom among students as well as practical recommendations in this area for educators.

14

Martin Heidegger’s Phenomenology of Boredom and Zen Practice

58%

Sodeika T.

Dialogue and Universalism

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2020

|

issue 3

205-224

EN

In this article, Martin Heidegger’s phenomenology of boredom is compared with some aspects of Zen practice. Heidegger is primarily interested in boredom as a “fundamental mood,” which takes us beyond the opposition of the subject and object. Thus, boredom reveals the existence more initially than those forms of cognition that are the basis of classical philosophy and special sciences. As an essential feature of the experience of boredom, Heidegger singles out that being in this state we feel that our attention is held by something in which we find nothing but emptiness. In the article, this emptiness is compared with the Buddhist concept of shunyata, and various forms of experiencing boredom are paralleled with the different types of concentration achieved in Zen practice (samadhi). Besides, the question is discussed how the Buddhist perception of emptiness corresponds to Heidegger’s “openness.”

15

Wymiary melancholii. Władysław Sebyła – Franz Kafka

49%

Urbańska P.

Przegląd Humanistyczny

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2016

|

vol. 60(2 (453))

187-193

PL

The considerations focus on the category of melancholy – and boredom related to that – in the personal records (epistolographic, diary, aphoristic writing) of Władysław Sebyła and Franz Kafka. Their interpretation reveals biographies of writers determined by this category, which had a considerable impact on their literary paths as well. Life permeated with melancholy, which generally made daily existence difficult, gave one of the most original and moving in Polish and European literature testimony of struggle with himself and the world, and at the same time it disclosed a significant closeness of artists, which proves the main thesis of the article on shared spiritual biographies by Władysław Sebyła and Franz Kafka.

16

Nuda i eksces w Zdarzeniach na brygu Banbury Witolda Gombrowicza

49%

Pańczak M.

Stan Rzeczy

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2016

|

issue 2(11)

167-186

PL

Artykuł jest omówieniem oryginalnego ujęcia nudy w opowiadaniu Witolda Gombrowicza Zdarzenia na brygu Banbury. Znużenie ogarniające załogę tytułowego statku, równoznaczne z egzystencjalnym impasem, zostało przedstawione jako efekt ścierania się dwu niemożliwych do pogodzenia dążeń – typowo ludzkiej troski o utrzymanie czystości i porządku oraz pragnienia wyjścia poza ustalone granice prawa czy tożsamości, które wzmaga się wraz z doznaniem bliskości i intensywności pozaludzkiego świata. Nuda to siła związana ze sferą nieokiełznanej natury i nieracjonalnych popędów. Stanowi zagrożenie dla integralności ludzkiego Ja, dlatego główny bohater broni się przed nią ze wstrętem. Jednocześnie nuda to doświadczenie odsłaniające umowność reguł obowiązujących w świecie, skłaniające tym samym do wyobrażenia sobie alternatyw. Na statku Banbury rozbudzona przez nudę fantazja prowokuje marynarzy do buntu afirmującego bezwstyd i eksces homoerotycznego pożądania.

EN

This article examines the unconventional approach to boredom in Witold Gombrowicz’s “The Events on the Banbury.” The story takes place on a ship, where an overwhelming ennui, synonymous with an existential impasse, is the result of a clash between two contradictory aspirations – the human need for purity and order, and the urge to transgress the borders of law and identity, which is greatly impacted by the closeness and intensity of the extra-human world. Boredom is a force coming from the realm of unbridled nature and irrational impulses. It is a peril to the integrality of the human “I,” thus the protagonist rejects it in disgust. However, boredom is also an experience that reveals the artificiality of the existing rules and leads to imagining alternatives. On the Banbury, a fantasy produced by boredom provokes the sailors to a mutiny affirming shamelessness and an excess of homoerotic lust.

17

O szkole jako fabryce nudy i śmiechu

49%

Motyl K.

Podstawy Edukacji

|

2014

|

vol. 7

141-165

EN

The text is an attempt to describe the school in the metaphor of the factory. Seen from this perspective, the automatism, repeatability, predictability and cyclicality are a source of boredom. Boredom is a complex problem, that causes different pupils reactions, like withdrawal and aggression. In the text also is described a reaction associated with a laugh.

PL

Tekst jest próbą opisania szkoły za pomocą metafory fabryki. Patrząc z tej perspektywy, automatyzm szkolny, powtarzalność, cykliczność i przewidywalność wiążą się z powstaniem nudy. Nuda jest sytuacją trudną, dlatego pojawiają się różne reakcje obronne. W tekście oprócz wycofania i agresji opisana jest także reakcja związana ze śmiechem.

18

Uwznioślające kino peryferii

49%

Fiuk E.

Kwartalnik Filmowy

|

2020

|

issue 112 Polski dokument, polska animacja

241-248

PL

Artykuł jest recenzją pracy Marty Stańczyk pt. Czas w kinie. Doświadczenie temporalne w „slow cinema” (2019). Jego autorka przedstawia strukturę książki i omawia dość szczegółowo jej zawartość, doceniając potencjał kreatywny Stańczyk, zarazem jednak polemizując z nią i odnosząc się krytycznie do niektórych jej założeń. Tekst otwiera odwołanie do słów Theodora W. Adorna określającego film jako drastyczne medium przemysłu kulturalnego. Autorka przyjmuje, że jednym z głównych celów publikacji jest zaprzeczenie tej tezie i wskazanie unikatowości slow cinema na tle (nie tylko) współczesnej produkcji filmowej. Dzieła reprezentujące tę konwencję są bowiem w istocie nie tyle historiami do oglądania, ile stanami do przeżycia – stanami, w których pojawiają się określone reakcje afektywne, takie jak choćby „uwznioślająca” nuda, spowodowana przede wszystkim działaniem czasu. Sam czas w ujęciu Stańczyk okazuje się jednym z najważniejszych parametrów przeżycia kinowego w przypadku slow filmów, a tym samym fundamentem towarzyszącej im koncepcji artystycznej.

EN

The article is a review of the book Czas w kinie. Doświadczenie temporalne w “slow cinema” [Time in Cinema: Temporal Experience in “Slow Cinema”] (2019) by Marta Stańczyk. The reviewer presents the structure of the book and discusses its content in detail. She appreciates Stańczyk’s creative potential, but also argues with some of her assumptions. The review begins with the words by Theodor W. Adorno, who once defined film as a radical medium of the culture industry. The reviewer claims that one of the main purposes of Stańczyk’s book is to contradict this view and to point out the uniqueness of slow cinema against (not only) the contemporary film production, since films representing slow cinema are in fact not so much stories to watch but states to experience. Typical for those states are some affective reactions (for example an “ennobling” boredom) induced by time. Time itself is, in Stańczyk’s view, one of the most important parameters of the cinematic experience in the case of slow cinema, and hence its fundamental artistic concept.

19

NUDA A PRAKTYCZNA NAUKA JĘZYKA ANGIELSKIEGO

49%

Kruk M., Zawodniak J.

Neofilolog

|

2017

|

issue 49/1

115-131

EN

Although boredom is among the most common academic emotions experienced by students at all possible levels of education, so far it has not received due attention from SLA theorists and researchers. Accordingly, the present paper aims to discuss the concept of boredom from the L2 classroom perspective with a special regard to the university students of English Philology. In the first part the authors provide a definition, present two basic typologies and highlight the causes of boredom followed by a brief overview of research into boredom in educational settings, whereas the second part is intended to approach a phenomenon of boredom on an empirical basis. The authors report on both quantitative and qualitative research findings concerning the intensity of boredom as felt by the subjects during the practical English language classes. First, the numerical results obtained from the Boredom Proneness Scale and correlated to boredom experienced in practical English language classes are referred to. Then the qualitative data gathered from the students’ descriptions of boredom-related situations during the said classes are commented on. Finally, the authors proceed to propose certain L2 classroom boredom-coping options.

20

Nauka a nuda – spojrzenie z perspektywy filozoficznej

49%

Mączka D.

Stan Rzeczy

|

2016

|

issue 2(11)

149-165

PL

W artykule tym staram się przeanalizować obecność fenomenów nudy i znudzenia w nauce i odpowiedzieć tym samym na pytanie, czy nauka musi (bądź czy powinna) być nudna. Przedstawione zostają przykłady z socjologii, antropologii i historii nauki, wskazujące na to, że nuda w istocie niejednokrotnie towarzyszyła zakończonym sukcesem badaniom naukowym. Koncepcja nauki normalnej zaproponowana przez Thomasa Kuhna zostaje użyta do wytłumaczenia obecności nudy w nauce i do argumentacji na rzecz tezy o nierozłączności nudy i zaawansowanych badań. Przepro-wadzone rozważania pozwalają sformułować wnioski dotyczące zarówno nudy, jak i nauki. Wbrew temu, co mogłaby sugerować filozofia nauki, istotnym elementem poznawania świata okazują się monotonne, nieinteresujące, przyczynkarskie i nudne badania. Nuda ujawnia tymczasem swoją moc katalizowania zmiany i intelektualnego ruchu. Zauważona zostaje również różnica pomiędzy poczuciem znudzenia i wartości wykonywanego nudnego działania.

EN

In this paper the author tries to analyze the presence of boredom in science and, at the same time, to answer the question of whether science has to be boring (or if it should be boring). Examples from sociology, anthropology, and the history of science are presented. These examples suggest that boredom has repeatedly accompanied successful scientific endeavors. The idea of normal science, as proposed by Thomas Kuhn, is used to explain the presence of boredom in science and to argue that boredom and advanced scientific research are in fact inseparable. The analysis makes it possible to draw conclusions about science as well as about boredom. Contrary to what might be suggested by the philosophy of science, monotonous, uninteresting, or fragmentary research turns out to play an impor-tant role in science. At the same time, boredom can be seen as a catalyst of change and intellectual advancement. The difference between the feeling of boredom and the value of boring activity is also observed.

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Nuda szkolnego wychowania do życia w rodzinie

Boredom and its typologies

Nuda i jej typologie

Time and boredom

Bowaryzm – nuda – melancholia. Uwagi o bohaterach XIX-wiecznej literatury rosyjskiej

Das Erleben der Langeweile und der Aktivierungsprozess der Kinder im frühschulischen DaF-Unterricht

Wielka Kołomyja. Wokół ludyczności w wybranych powieściach Edmunda Niziurskiego

Vagabondage et dévergondage du personnage: réflexions sur les déambulations du héros dans les contes renardiens de la France médiévale

From Bullfights to Bollywood : The Contemporary Relevance of Jean-Baptiste Du Bos’s Approach to the Arts

Another look at boredom in language instruction: The role of the predictable and the unexpected

Rest cure – XIX-wieczna terapia nudą Silasa Weira Mitchella w opowiadaniu Żółta tapeta Charlotte Perkins Gilman

Filozoficzne paradoksy nudy

Students with disabilities trapped in boredom

Martin Heidegger’s Phenomenology of Boredom and Zen Practice

Wymiary melancholii. Władysław Sebyła – Franz Kafka

Nuda i eksces w Zdarzeniach na brygu Banbury Witolda Gombrowicza

O szkole jako fabryce nudy i śmiechu

Uwznioślające kino peryferii

NUDA A PRAKTYCZNA NAUKA JĘZYKA ANGIELSKIEGO

Nauka a nuda – spojrzenie z perspektywy filozoficznej