Search results

1

Nieobecność religioznawstwa w polskiej edukacji szkolnej

100%

Iwanicki J.

Studia Edukacyjne

|

2019

|

issue 53

407-421

EN

The article analyzes the problem of the absence of religious studies in Polish school education. The first part explains the status of religious studies as a discipline. In the main part, the school core curriculum in the primary school was analyzed with respect to the humanities. Then, reference was made to the presence of religion in school as catechesis. The final part presents earlier attempts to introduce religious studies to schools as well as their own ideas on this issue.

2

The deaf humanist. Can music philosophy educate listeners today?

92%

Chęćka A.

Horyzonty Wychowania

|

2017

|

vol. 16

|

issue 40

161-171

EN

RESEARCH OBJECTIVE: This article is intended as a contribution to discussion on the role of music philosophy in educating contemporary participants in the world of culture. From a broader perspective, it fosters reflection on the condition of the humanities today. THE RESEARCH PROBLEM AND METHODS:The author makes use of traditional literary studies, employing, as a music philosopher, a speculative method and availing herself of the tools of analytical philosophy; she also refers to the empirical experiences of musicians and listeners. THE PROCESS OF ARGUMENTATION: The argumentation is based on metacritical analysis of the subject literature within the scope of trends and challenges in music philosophy. The author considers the possibility of educating sensitive and active receivers of classical music. She invokes the reflection of the philosopher Peter Kivy in light of the discussion carried on with him by James O. Young and Jerrold Levinson. Irrespective of their differences of opinion, these philosophers all emphasised the role of the aesthetic education of the listener. The author highlights points on which the philosophers’ dispute is merely superficial. RESEARCH RESULTS: The subject literature is dominated by the analytical model. This results partly from the obligation to imitate the sciences that weighs upon the humanities and also from subjecting the results of humanistic reflection to processes of parametrisation. Music philosophy and musicology are increasingly divorced from live experience and are turning into elite disciplines, reserved solely for a narrow group of specialists. Therefore, we should aspire to specifying how the academic goals of music-related study can be reconciled with the mission of disseminating the culture of listening to music and understanding it. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The idea of interdisciplinary reflection on the experiencing of music should be promoted among scholars (musicologists and music philosophers).

3

Modernization of cultural training content of future agrarian specialists in context of educational changes

92%

KOSTRYTSIA N.

Edukacja-Technika-Informatyka

|

2013

|

vol. 4

|

issue 1

336-341

EN

The article draws attention to the presence of human values in all human activities. They are also included in the agricultural industry. It can not therefore ignore them in the education of future professionals in the field of agriculture. This claim is based on the concept of human functioning in nature and society.

4

Świat humanistyczny i humanistyczna edukacja według Bogdana Suchodolskiego

92%

Kwiatkowska-Tybulewicz B.

Kwartalnik Pedagogiczny

|

2014

|

issue 3(233)

103-114

EN

The article is a discussion on Humanistic world, a Bogdan Suchodolski’s text, which was published in “The Pedagogical Quarterly” in 1985. The author presents Suchodolski’s concept of humanistic world, which is understood as the world of human creativity and human activity in philosophy, art, science, technology, work; and world which is rich in true, deep and sincere relationships. The second concept analysed in the article is the concept of humanistic education as a preparation for a fulfilled human life, filled with humanistic values. The author also stresses the importance of Professor Suchodolski's theses in the context of a currently widely proclaimed crisis of the humanities.

5

Introducing positive psychology to SLA

81%

MacIntyre P. D., Mercer S.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 2

153-172

EN

This paper introducespositive psychology to the study of language by describing its key tenets.

6

Bildung and Paideia: The Connection between Early German Romanticism’s and Plato’s Ideas about Humanist Education

81%

Jihua H.

Dialogue and Universalism

|

2017

|

issue 4

73-85

EN

The purpose of this paper is to reconsider the role of humanistic education (Bildung) played in the cultural project of the early German Romanticism through tracing back to Plato’s idea of philosophical cultivation (paideia). Like Plato, the early German Roman-tics postulate Bildung or the education of humanity as the central goal or the highest aspi-ration for the cultural practice of mankind in order to settle the fundamental problems concerning the social and political crisis. This attitude is similar to Plato’s critique of the degenerate regime in the guise of democratic politics. There is an apparent and inevitable divergence between Plato’s aristo-cracy and the Romanticism poesie-cracy. That is to say, the early German Romanticism wagered a war against ancient moral idealism represented by Plato and finally turned it on its head, but they write a paradigmatic apocalypse of the soul for moderns.

7

About death at school? Education and teaching majors in the face of humanistic-oriented death education as an element of school education – attitude and selected differentiating factors

81%

Zamarian A.

Studia z Teorii Wychowania

|

2020

|

vol. XI(4(33))

285-303

EN

The paper deals with the topic of education for the mature reception of the phenomenon of death and its place in school education from the perspective of the conception of Hannelore Wass. It presents the results of research on the attitude of education and teaching majors to humanistic-oriented death educationa as an element of school education and selected factors differentiating it. Data was collected using author’s tool with confirmed, satisfactory psychomeric properties. The conducted analyzes indicates that respondents, depending on their religiosity, personal educational philosphy, experience of contact with a dying person and a chosen field of study, to a greater or lesser extent, recognize the need to implement humanistic-oriented death education in the school environment. These results may become the theoretical basis for projects on making educators and teachers better prepared for executing death education.

8

Introducing positive psychology to SLA

81%

Mercer S., MacIntyre P. D.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 2

153-172

EN

Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.

9

The Death Education at School Questionnaire: Theoretical Assumptions and Psychometric Properties

81%

Zamarian A., Karwowski M., Strutyńska E.

Studia z Teorii Wychowania

|

2022

|

vol. XIII(4 (41))

305-322

EN

This paper presents theoretical assumptions and psychometric properties of the Death Education at School Questionnaire (DESQ): a brief instrument that allows to measure attitudes toward human-centered death education as an element of school education. The participants were 375 university students – education and teaching majors. Exploratory and confirmatory factor analyses confirmed a two-factor structure of the DESQ, with two sub-scales: (1) Openness toward the presence of death education in a school and (2) Humanistic Basis of Death Education. Reliability of both sub-scales was acceptable and they significantly correlated with measures of attitudes towards death and human-centered school education. We posit that the DESQ can be used to measure adult education participants’ beliefs in death education and its place in school education on primary and secondary school levels.

10

O potrzebie wiedzy humanistycznej. Ku wychowaniu człowieka zintegrowanego. Próba wskazania tropów

80%

Joachimowska M.

Studia Edukacyjne

|

2020

|

issue 57

283-299

EN

The content of the article was created during the search for justification for, stated in the subject literature, the need for the existence of an integrated (trans-disciplinary) science about humans; this need to gather existing knowledge which allows for a comprehensive and holistic understanding about an individual, their essence (both humans and their humanity) and their activity encouraging the education of a person ready to take responsibility for the quality of their life resulting from reflection and understanding. Bringing up self-aware and thinking people, who realize themselves in their personal, professional and social life, who are responsible for themselves, others, and the world around them. The aim of the conducted analysis was also to search for a common language (common categories and meanings) of researchers from various scientific fields (philosophy, anthropology, sociology, pedagogy, physics, law, history, mathematics and others) and various cultures concerned about their existence, and thus about the existence of an individual and their humanity.

11

Obywatelskość w edukacji humanistycznej (w duchu Hannah Arendt)

70%

Koc K.

Poznańskie Studia Polonistyczne. Seria Literacka

|

2020

|

issue 37

41-59

EN

The author analyses Hannah Arendt’s writings in search of inspirations for reflecting on the contemporary world’s problems in humanistic (school) education, finding such inspirations in the topics that interested the author of The Human Condition and in her perception of politics, citizenship and thinking as such. Koc’s thesis is that educational documents show a clear deficit of reflection on current challenges, often transnational, that need to be analysed from multiple angles. The article emphasises Arendt’s warningsabout non-thinking as an attitude conducive to totalitarianism, which should unsettle anyone interested in the concept of educating young people. Reconstructing Arendt’s axiology of citizenship and emphasising thevalue of journalistic texts as stories that uncover ambiguity and ask key questions, the author calls for a reconsideration of the nature of Polish language education in contemporary school.

12

Idea edukacji ogólnej a jakość człowieka

70%

Szmyd J.

Kultura – Przemiany – Edukacja

|

2016

|

vol. 4

71-84

PL

Tekst ten podejmuje problematykę zależności rozwoju człowieka od jakości edukacji oraz kontekstu społeczno-kulturowego i cywilizacyjnego, w którym przebiegają procesy edukacyjne. Autor upomina się o konieczność realizacji edukacji pełnej, wielostronnej, holistycznej i humanistycznej, która jest w stanie kształtować człowieka „całkowitego”, „harmonijnego”, wydobywającego ze swego psychosomatycznego i społeczno-kulturowego potencjału możliwie wszystkie swe autentycznie ludzkie właściwości, a równocześnie „pełnomocnego”. Takie spojrzenie na realizację procesu edukacyjnego stanowi odpowiedź na dokonującą się dziś jednostronną edukację, zdominowaną tendencjami pragmatycznymi, utylitarnymi, która daleka jest od realizacji idei pełnego rozwoju człowieka.

EN

In this text the author presents problematic aspect of dependence between human’s development and quality of education as well as the sociocultural context, in which educational processes are being realised. The author draws attention to the need of general, holistic and humanistic education, which would make us able to form a “complete”, “harmonious” human, who extracts all his altruistic features from his semantic psyche and sociocultural potential. At the same time the harmonious human becomes the “plenipotentiary” human. Such a point of view on educational process is the answer to present one-sided education, determined by pragmatic tendencies, which is clearly far from realisation of general human development.

13

Creativity and Motivation in Higher Education Teacher Training

70%

Novotná J., Verbovanec Ľ., Török Ľ.

Acta Technologica Dubnicae

|

2013

|

vol. 3

|

issue 1

1-23

EN

The main research subject of this study is a teacher. Our goal is to contribute to changes in teacher training in the direction of developing their motivation and creative potential, so that creative personalities of students could be subsequently developed. We chose the methodological concept of a natural developing experiment, in which we study the dynamics of changes in motivation and creativity of student teachers. In the scope of extensive research concept we used various methods to record scores before and after the experiment, such as IMB, DMV, IPOT, WKOPAY and Torrance Figural Test of Creative Thinking. The results were subjected to a quantitative evaluation by means of conventional statistical methods, such as the significance of differences in arithmetic means and index analysis. These were subjected to a qualitative analysis. As a result, conclusions were drawn from the study of future teachers' motivation and creativity. The results have shown significant arguments in favour of aimed and intensive motivational and creative development programmes. As it follows from our findings, interesting also for theories on educational process, the elimination of fear, anxiety, tension and teaching stress can humanise educational environment and also change motives for improving one's creative performance. The goal of our experiment is to contribute to the improvement of undergraduate teacher training and participate in progressive changes in the educational system.

14

Raport z oblężonego świata

66%

Kołodziej P.

Polonistyka. Innowacje

|

2020

|

issue 12

109-140

EN

The text takes the form of a “report” on classes conducted mostly remotely within the Polish language as a school subject. The author of the humanistic education project implemented in practice and described in this “report” his own pedagogical experience (academic teacher, high school teacher, co-author of textbooks), drawing all the consequences of using the formula “humanistic education”. As a result, we receive an anthropological and formative proposal that respects the subjectivity of the student and teacher. The main goal of activities under taken within the framework of the project is to reflect on identity and memory, and thus common (students’ and teacher’s) search, and discovering “truths”: about oneself, about man in general, about the world.

PL

Tekst ma formę „raportu” z zajęć prowadzonych w większości w trybie zdalnym w ramach języka polskiego jako przedmiotu edukacji szkolnej. Autor zrealizowanego w praktyce i opisanego w niniejszym „raporcie” projektu kształcenia humanistycznego wykorzystuje własne doświadczenia pedagogiczne (szkolne, akademickie oraz zdobyte przy współtworzeniu podręczników), wyciągając przy tym wszystkie konsekwencje z użycia formuły „edukacja humanistyczna”. W efekcie otrzymujemy propozycję o charakterze antropologicznym, formacyjnym, na ile to możliwe respektującą podmiotowość ucznia i nauczyciela. Głównym celem działań podejmowanych w ramach projektu jest refleksja nad tożsamością i pamięcią, a tym samym wspólne (uczniów, studentów i nauczyciela) poszukiwanie i odkrywanie „prawdy”: o sobie samym, o człowieku w ogóle, o świecie.

15

Nauczmy dzieci być bogami – edukacja humanistyczna wobec wyzwania transhumanizmu

58%

Lipowicz M.

Edukacja Humanistyczna

|

2016

|

issue 1

33-45

PL

W niniejszym artykule chciałbym zaprezentować pogląd transhumanistyczny z perspektywy pedagogiczno-filozoficznej. Zamierzam pokazać, że integracja podstawowych idei transhumanistycznych w proces wychowania i edukacji oznaczałaby odejście od fundamentalnych wartości humanistycznych, zwłaszcza koncepcji godności osoby ludzkiej. Jednocześnie zależy mi na podkreśleniu, że współczesny ruch transhumanistyczny zaczyna już dążyć do celowego oddziaływania na podstawowe parametry dziecięcej i młodzieżowej wyobraźni, aby w ten sposób móc na poziomie wczesnej socjalizacji doprowadzić do gruntownej redefinicji człowieczeństwa. Moim głównym przedmiotem badawczym będzie powieść Gennady’ego Stolyarova II Death is Wrong z roku 2013; z kolei analityczny, filozoficzny punkt odniesienia stanowi myśl Stefana Lorenza Sorgnera. Moja hipoteza brzmi: transhumanizm dąży do wyrwania człowieka z granic człowieczeństwa poprzez transgresję tego, co w sposób istotny określa jednostkę jako osobę.

EN

In the present article I would like to unveil transhumanism from a pedagogical-philosophical perspective. I will try to indicate that the integration of the fundamental ideas of transhumanism into the process of upbringing and education would lead to a departure from central human values, above all from the concept of dignity of the human person. Also I am particularly keen to emphasize that the contemporary transhumanist movement deliberately aims to have an impact on the essential parameters of children’s and youngster’s imagination in order to bring about a basic redefinition of humanity on the level of early socialization. My main research subject will be Gennady Stolyarov II’s children’s book Death is Wrong of the year 2013, while my analytical and philosophical reference point will be the thought of Stefan Lorenz Sorgner. My hypothesis is: transhumanism tends to extract the human being from the borders of humanity through transgressing what essentially defines the individual as a person.

16

Nowe media i edukacja szkolna – wprowadzenie do projektu

58%

Kłakówna A., Regiewicz A.

Teraźniejszość – Człowiek – Edukacja

|

2016

|

vol. 19

|

issue 1(73)

155-170

EN

New media are changing the cultural paradigm that identifies us. What it brings about is the necessity of the reflection on the organisation, forms and contents of mass education, which do not correspond to the cultural situation. The properties of the new media specify anew both the way of perception and – what neurobiologists’ research shows – of understanding, knowledge acquiring, using senses in perception, etc. Such change should be accompanied by the re-definion of education covering not only the new contents or using new technologies, but, first of all, complying in its design with the characteristic features of a new recipient shaped by new media. The article attempts to set up horizons and directions of the development of the humanistic education respectively to the recognition that indicates a continuously deepening gap between the cultural reality that surrounds us and the education offered by public schools, which self-evidently impact horizontally and vertically comprehended interpersonal relations.

PL

Nowe media zmieniają określający nas paradygmat kulturowy. Wynika stąd konieczność refleksji nad organizacją, formami i treściami masowej edukacji, które nie przystają do nowej sytuacji kulturowej. Właściwości nowych mediów określają na nowo zarówno sposób percepcji, jak i – co pokazują badania neurobiologów – rozumienia, przyswajania wiedzy, wykorzystywania zmysłów w postrzeganiu itd. Takiej zmianie powinna towarzyszyć redefinicja kształcenia obejmująca nie tylko nowe treści czy wykorzystująca nowe technologie, ale przede wszystkim odpowiadająca w swojej konstrukcji właściwościom nowego odbiorcy kształtowanego przez nowe media. Artykuł stanowi próbę wyznaczenia horyzontów i kierunków rozwoju edukacji humanistycznej odpowiednio do rozpoznań wskazujących wciąż pogłębiającą się przepaść między otaczającą nas rzeczywistością kulturową a edukacją oferowaną przez szkołę publiczną, co w ewidentny sposób rzutuje na horyzontalnie i wertykalnie pojmowane relacje międzyludzkie.

17

Role of higher education in formation of cultural and political views of the modern youth

58%

SIEKUNOVA I.

Edukacja-Technika-Informatyka

|

2011

|

vol. 2

|

issue 1

260-264

EN

The article author attempted to determine the role of humanitarian higher education in formation of political culture of the modern youth; in particular, he analyzed its condition and ways of formation.

PL

Autor artykułu podjął próbę określenia humanistycznej roli szkolnictwa wyższego w kształtowaniu kultury politycznej współczesnej młodzieŜy, w szczególności przeanalizowano jej stan i sposób tworzenia się.

18

Niż demograficzny a jakość kształcenia – czy dydaktyka akademicka stoi w obliczu kryzysu?

58%

Sujkowska-Sobisz K.

Forum Lingwistyczne

|

2014

|

issue 1

141-147

EN

The study raises the problem of the functioning of the academic didactics against the backdrop of new reality, socio-economic changes, and mental changes observed in young people. Based on the previous findings concerning the crisis in the academic didactics, the author proposes a reorientation within the scope of the target group of the prospective students. In her opinion, there is a need for drawing attention to the group of mature people (40+) as candidates for studies in humanities.

19

Educational Thought of Ukraine and Poland Within Renaissance Culture: from the History of Intellectual Discourse of Xvi-xvii Centuries

58%

Petruk N.

Comparative Professional Pedagogy

|

2014

|

vol. 4

|

issue 4

33-38

EN

The article deals with the peculiarities of formation of pedagogical thought in Ukraine and Poland during the propagation of Renaissance ideas into pedagogical culture of XVI-XVII centuries. It has been emphasized that founders of humanistic pedagogical culture in Ukraine were such outstanding scientists as Grygoriy Sanotskyi, Yuriy Drogobych, Mikolaj Kopernik, Pavlo Krosnenskyi and others. Problems of new man's formation, understanding his life purpose, expressions of his civic and spiritual activities, reevaluation of manual labour, peculiarities of moral education are studied on the basis of comparative analysis of famous Ukrainian-Polish humanists' works of XVI-XVII centuries. It has been stressed that the existence of close spiritual and intellectual relations between Ukrainian and Polish culture enabled the formation of humanistic pedagogical principles, European cultural and educational space, as well as the strengthening European life values. Educational thought of XVI-XVII centuries has been analyzed in the context of problems associated with the propagation of humanistic thinking among Ukrainian and Polish intellectuals, the reevaluation of man's role in the different spheres of life, the development of new educational culture in Ukraine.

20

Szekspir nasz powszedni albo praktyka sensownego czytania w szkole (dziś, tj. „w czasach zarazy cyfrowej” oraz relacji globalnych, a także niezależnie od jakichkolwiek plag czy kataklizmów)

50%

Kłakówna Z. A.

Tematy i Konteksty

|

2019

|

vol. 14

|

issue 9

707-743

EN

The paper is based on the assumption that the contemporary educational system, including its general approach to literature, is characterized by being totally old-fashioned, and its results are completely opposite to what the authors of the relevant programmes hoped to achieve, and this is the reason why it desperately needs re-evaluating and revising. The text documents various motivations of interpreting William Shakespeare’s romantic comedy, The Tempest, as an example of a valuable and meaningful work of fiction. Thus ‘t is a good starting point for a constructive reflection on how to create conditions suitable for studying literature-based texts in the classroom as well as on teachers’ training which would respect both the up-to-date cultural context and the value of humanistic education, paramount for the development of human identity, and which is nowadays widely contested by the present interim economic and technical priorities.

Refine search results

Nieobecność religioznawstwa w polskiej edukacji szkolnej

The deaf humanist. Can music philosophy educate listeners today?

Modernization of cultural training content of future agrarian specialists in context of educational changes

Świat humanistyczny i humanistyczna edukacja według Bogdana Suchodolskiego

Introducing positive psychology to SLA

Bildung and Paideia: The Connection between Early German Romanticism’s and Plato’s Ideas about Humanist Education

About death at school? Education and teaching majors in the face of humanistic-oriented death education as an element of school education – attitude and selected differentiating factors

Introducing positive psychology to SLA

The Death Education at School Questionnaire: Theoretical Assumptions and Psychometric Properties

O potrzebie wiedzy humanistycznej. Ku wychowaniu człowieka zintegrowanego. Próba wskazania tropów

Obywatelskość w edukacji humanistycznej (w duchu Hannah Arendt)

Idea edukacji ogólnej a jakość człowieka

Creativity and Motivation in Higher Education Teacher Training

Raport z oblężonego świata

Nauczmy dzieci być bogami – edukacja humanistyczna wobec wyzwania transhumanizmu

Nowe media i edukacja szkolna – wprowadzenie do projektu

Role of higher education in formation of cultural and political views of the modern youth

Niż demograficzny a jakość kształcenia – czy dydaktyka akademicka stoi w obliczu kryzysu?

Educational Thought of Ukraine and Poland Within Renaissance Culture: from the History of Intellectual Discourse of Xvi-xvii Centuries

Szekspir nasz powszedni albo praktyka sensownego czytania w szkole (dziś, tj. „w czasach zarazy cyfrowej” oraz relacji globalnych, a także niezależnie od jakichkolwiek plag czy kataklizmów)