Search results - CEJSH

1

Development of Student's Values in Pedagogical Process

100%

Briška I.

Signum Temporis

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2008

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vol. 1

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issue 1

78-88

EN

Introduction In the sense of system-constructivistism, a competent individual orientates oneself in modern world, judges the values and is personally interested in his own profession and self-development.Aim of the Study To find out the possibilities to facilitate the development of a student' value system.Materials and Methods In the article, the development of values is analysed as development of the individual's motivation sphere and understanding of the emotional experience. The pedagogical model is formed by including components from models of activity studies and reflective studies, and learning from experience into the model of pedagogical activity cycle.Results Pedagogical recommendations for organization of the pedagogical process which enables development of students' values.Conclusions Principles of formation of the student's and the educator's cooperation, which involve the student in a holistic meaningful activity and purposefully reflect it, are displayed.

2

Monitoring the effects of an education for peace program: An Israeli perspective

100%

Arnon M., Galily Y.

Human Affairs

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2014

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vol. 24

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issue 4

531-544

EN

The aim of the current study was to monitor the changes that individual participants experienced as a result of taking part in a peace education program. The findings of prior analyses led to the understanding that participating in a peace program does not always ensure positive changes and may even cause a regression in attitudes. The present study was conducted in two stages. In the first stage, the researchers learned about the processes that participants underwent during a peace education program and accordingly, a reinforcement program to restore/rehabilitate any negative attitudes was formed. In the second stage, the effectiveness over time of this reinforcement program was evaluated. The study’s findings show that engaging in reflection about the workshop content, especially when it is oriented towards positive thinking, is effective in reinforcing attitudes among participants who underwent a positive change in attitudes, and at the same time helps to rehabilitate attitudes among those participants who underwent a negative change. It is recommended that future peace education programs include at least three parts: preliminary preparation, the program itself, and follow-up/reinforcement activity after completion of the program.

3

Evaluace jako diskurz. Komunikace a/versus kontrola v novém modelu školní inspekce v Polsku

100%

Mazurkiewicz G., Wlaczak B.

Studia paedagogica

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2011

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issue 2

109-129

EN

A new system of school evaluation was implemented in Poland in 2009. It consists of two elements: self-evaluation (conducted by teams of teachers) and external evaluation (conducted by inspectors trained in evaluation). This way of evaluation reflects not only autonomous and engaged evaluation but also dissociated and unbiased external evaluation. Its final product – a report written by a team of inspectors – is a mixture of voices and interests analysed through several standards imposed by the state. On the theoretical level we treat the school inspections system in a way similar to Harold Garfinkel’s famous analysis of hospital documentation as a consequence of negotiation between a patient and a hospital (2007). We had to understand above all the discursive level of the text to be able to highlight different layers of this re-interpreted auto-interpretation, in particular a differentiation of voices of diverse, and often conflicted groups (teachers, students and their parents and establishing entities). Then we paid attention to the future. For the future it is possible to consider three different scenarios (based on multidimensional analysis) that can be described through the metaphors of guard, guide and partner. We then tested these three models using data gathered in the external evaluation and post-evaluation.

4

Learning from teaching practice as reflected in teaching cases

100%

Karm M.

Studies for the Learning Society

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2008

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vol. 1

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issue 1

62-72

EN

The career as an adult educator often starts with practical experience and educators' ability to learn reflectively from their practice is of vital importance. Meaningful conversations among professionals and stories about problematic and difficult cases from educators' professional practice can be very useful for reflective learning process. Through the process of telling stories educators communicate professional knowledge, including situative and tacit knowledge. This article introduces the analysis of adult educators' teaching cases related during professional biographical interviews.

5

Formation problem of sens and a resistance to stress in high school

100%

LITWINOWA N., LASAREVA J.

Edukacja-Technika-Informatyka

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2012

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vol. 3

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issue 1

42-47

DE

Im Artikel wird das Problem der psychologischen Begleitung – der psychologischen Unangepasstheit, mittels der Bildung von Ressourcen der Reflexion, Kreativitaet, und Zielsetzung sozial betrachtet. Zum Beispiel tritt das Problem des psychoemotionalen Zustandes der Frau waehrend der Schwangerschaft in der ehelichen Beziehungen insgesamt auf

PL

Problem tworzenia się niezależności uczniów, możliwość włączenia ich refleksji, kreatywności i sensowności inteligencji emocjonalnej jako źródeł psychicznego i fizycznego samopoczucia. W przeprowadzonych badaniach stwierdzono występowanie problemów ze zidentyfikowaniem „luk – braków” w osiągnięciu pożądanego wyniku tworzenia zasobów zawodowych i osobistych osiągnięć, ze względu na trudności elastycznego i zróŜnicowanego myślenia w relacjach społecznych i psychologicznych. Program korektywny oferowany jest w trzech aspektach samoregulacji: kreatywności, refleksji, zrozumienia celów

6

Teacher-Student-Environment Interactions in Fieldwork Through 360-Degree Camera

100%

Svobodová H.

The New Educational Review

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2023

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vol. 71

78-89

EN

The 360-degree camera is a relatively new technology that might become an effective tool for the development of students and teachers and overall educational improvement. As “normal” video provides a maximum 130-degree perspective, it could not offer a complex capture of education. This paper presents a way to use a 360-degree camera during two different modes of trainee teachers’ fieldwork and proposes how to evaluate this form of education in terms of teacher-student-environment interactions by identifying the occurrence and duration of each type of interaction. It is evident that the type and intensity of interactions affect fieldwork significantly and may lead to different depths of learning.

7

W poszukiwaniu błękitnego kwiatu, czyli o romantycznym ideale Bildung w Henryku von Ofterdingen Novalisa

88%

Rolka M.

Kwartalnik Pedagogiczny

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2018

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vol. 63(1 (247))

9-23

PL

The main aim of the paper is reconstruction of the concept of Bildung (considered as forming the man’s personality) in an educational novel entitled Henry von Ofterdingen written by Novalis (Friedrich von Hardenberg). Novalis’s novel – inspired by Goethe’s Wilhelm Meister Lehrejahre – is one of the most original early romantic works which prove the importance of the idea of Bildung for German culture at the beginning of the 19th century. In the first part of the text the author discusses the literary image of Bildung presented in the plot of the novel and then indicates its inner contradiction. In the second part of the article the author reconstructs the philosophical roots of this ideal regarding Novalis’s notion of Bildung in light of the thought of German idealism (transcendental philosophy of Immanuel Kant and Johann Gottlieb Fichte in particular) because the theory of romantic progressive poetry (elaborated most fully by Friedrich Schlegel) originates there. The perspective taken in the paper allows the author to reveal the universal significance of the inner contradiction of the romantic idea of forming man’s personality as a sign of the fundamental crisis of the modern ideal of humanity.

8

On the Unrestraint in Beliefs

88%

Melikhov G. V.

Dialogue and Universalism

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2014

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issue 3

36-39

EN

This article studies the unrestraint in beliefs associated with the overemphasizing of our beliefs. The author argues that the intolerance for other points of view appears (among other factors) because of a naively-objectivist understanding of philosophy, one which is based on two assumptions: first, philosophy is considered only as a theory and not an individual practice, not an experience, and second, the truth is considered as identical to a certain ideal-objective content that can be in one’s possession. There are true ideas and proper words. If we learn these ideas, we will definitely seize the truth. The author opposes this understanding the notion of philosophy which is based on the experience of the encounter and upon reflexive comprehension of this experience. It is possible to minimize unrestraint in beliefs if we assume that all the points of view including our own are considered as belonging to the incomprehensible Absolute.

9

Ubiór jako temat społecznej refleksji – dyskurs galicyjski w latach 1850–1914

88%

Kargól M.

Rocznik Przemyski

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2014

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vol. 50

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issue 3: Historia

103-116

EN

Dress as an element of everyday life is an important subject in social discourse. One of the basic issues is its function: practicality, aesthetic qualities and ethics. The discussion on dress is taking place both in private and in public space. The information channels are advertisements, shops and the press. Also the linguistic plane is important here, as it reflects social conventions. The above mentioned phenomena have been described here in the light of source material on Galicia between 1850 and 1914.

10

Pedagogy – from common knowledge towards the synergy of experience, reflection and scientific knowledge

88%

Lewowicki T.

Nauka

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2007

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issue 4

EN

The article presents a history of pedagogy initially as the area of philosophical reflection, then emerging more clearly as a separate branch of knowledge, and eventually an independent discipline embracing extensive and diverse scope of problems. The leading themes are the changes in the understanding of pedagogy and the ways cultivated in it. The problems of modern pedagogy and the condition of Polish pedagogical environments have been outlined. Also, the emphasis is laid on social obligation of pedagogical discipline and its links with educational practice.

11

Gunkel’s Deconstruction: Between the Fetish and the Need for a Dialectical Renewal

88%

Chankowski S.

Studia Philosophiae Christianae

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2022

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vol. 58

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issue 2

109-128

EN

The purpose of the essay is to critically analyze the influence of J. Derrida’s deconstruction on David J. Gunkel’s book Deconstruction (MIT Press 2021). Gunkel’s handbook is aimed at making deconstruction a tool of critical thinking accessible to non-professionals. It turns out that accomplishing this task comes at the expense of precisely the critical potential of deconstruction itself. Gunkel is well aware that his arguments are sometimes superficial and overlook deeper problems that should be addressed. Such a failure takes the form of a fetishistic denial, which in psychoanalysis is summarized by the formula “I know well, but all the same.” In turn, deconstruction itself, insofar as it is separated from Kant’s transcendental philosophy and Hegel’s dialectics, becomes an academic ideology. Restoring its proper subversive potential can only be done by returning to a philosophy of reflection, in which the thinker himself must ultimately consider his own position as an author and bring it under criticism. This is the path that Gunkel avoids, because he could then no longer be the author of a handbook on deconstruction, rather than someone who practices deconstruction.

12

Between Action and Reflection: Moses Mendelssohn as an Enlightenment Philosopher and Traditional Jew

88%

Kaplan L. J.

Dialogue and Universalism

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2022

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issue 1

65-79

EN

Among the many criticisms advanced against the enlightenment is that its emphasis on rational reflection and commitment to universal moral truths serve as solvents of tradition and community. Here, I wish to show how the German Jewish enlightenment figure, Moses Mendelssohn in his classic work, Jerusalem succeeded in bringing together universal rational religious reflection and Halakhah, Jewish ceremonial law. Essentially, the ceremonial law for Mendelssohn, forms a traditional mimetic society, whose members absorb the Halakhah naturally and intuitively both from the community at large and from its teachers through a process of total immersion. If we see religious practice as a language, then members of this halakhic mimetic community, for whom the Halakhah is a first language practiced fluently and intuitively, are able to use this language to intelligently discuss the great truths of religion. In this way, tradition and community and rational reflection turn out to be mutually supportive.

13

Moral Theory and Disaster

88%

Bilasová V., Smatanová A.

Human Affairs

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2015

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vol. 26

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issue 1

43-51

EN

Renewing the deontology tradition of moral obligation requires, especially in relation to catastrophe and disaster, a broader methodological perspective which would enable deontology to transcend its own limits. The demand for pluralistic research approaches brings with challenging requirements that have to be considered when shaping a hybrid moral theory that incorporates a proactive approach. The personalist approach to the individual, based on the principles of integrity, responsibility and solidarity and seeking the wellbeing of a person, may prove inspirational in shaping such a proactive approach.

14

The dynamics of professional identity of university teachers: reflecting on the ideal university teacher

88%

Haamer A., Lepp L., Reva E.

Studies for the Learning Society

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2012

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vol. 2

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issue 2-3

110-120

EN

Current paper investigates development of professional identity of university teachers, observed through reflective exercises which enabled participants' to focus on their perception of the ideal university teacher. Images of the ideal university teacher were studied from two aspects: first - before the participants started teaching, and second - after they had been teaching for some time. This paper focused on how images of the ideal university teacher have changed over time, and discussed the reasons that brought about changes. There is a tendency that ideals are adapted in accordance with teaching experience. Ideals are regarded as unstable phenomena, influenced by the surrounding environment. Current paper made use of a qualitative design of reflective writing exercises and focus group interviews. The sample comprised an aggregate of 42 participants, university teachers and PhD students, and 4 focus groups. Interviews were analyzed using qualitative content analysis. The study shows that after some teaching experience, didactic knowledge and communicative skills come to the forefront of the ideal university teacher identity. The study opens the way for further and deeper discussion of images of an ideal university teacher.

15

How to learn professional competencies via blogs

88%

Medina C. P., Rosselló Ramon M. R.

The New Educational Review

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2015

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vol. 42

40-51

EN

How can one encourage the development of professional skills in a university subject? How can one use a blog to improve teaching results? These questions motivated the study presented in this article. It is structured around the following two basic and complementary objectives: 1. Designing and implementing a teaching innovation project to promote the development of certain professional skills, using the blog as a tool for self-reflection and 2. Evaluating the experience and collecting students’ comments on the use of the blog in a university context. In pursuit of the second objective, we used a methodology that combined a questionnaire and content analysis. The results make us reflect on the changes that should be introduced in the design of the learning activities and the provision of feedback to utilise the blog as a tool to promote the development of professional skills.

16

ЦІННІСНІСТРАТЕГІЇПЕДАГОГІЧНОГОДИСКУРСУ ЯКОСНОВИПРОФЕСІЙНОЇОСВІТИМАЙБУТНІХФАХІВЦІВ

75%

Леся К.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 1(65)

88-99

EN

Theoretical generalization and modern decision of scientific problem of theory and methodology of professional education – the students’ education of pedagogical discourse as a means of intensification of educational process in the modern higher educational establishment that lie in determination of theoretical elements and practical base of providing of professional and pedagogical direction, working out and introducing of system of forming of students’ preparedness to future professional activity in the educational practice is made. Discourse in modern science is interpreted in different ways, but most of the researches admit that it does not exist without the text. The pedagogic discourse as a stable type of situation of verbal behavior that involves the use of the set of texts of certain genres. On the basis of the theoretical analysis of philosophic, philological and pedagogical literature the necessity of the students of humanities learning of pedagogical discourse is revealed and proved. The main factors of educational intensification are determined: increasing of purposefulness of professional pedagogical education; intensification of motivation; increasing of informational capacity of the content of education, application of active methods and forms of education with the speeding up of the time of educational actions; the development of skills of educational work; using of new informational technologies. A deep scientific analysis of the problem of intensification of professional teaching discourse as the determinants of higher education development gives reason to believe that this problem is not enough developed in the theory and methodology of professional education. The problem is associated with the preparation of students for professional activities, especially at the stage of modernization of the whole system of education of Ukraine. Further directions of research are seen in the justification of continuity in the organization culture of discourse in the general training of the future teachers, the use of a pedagogical discourse for students in the educational system ofsecondary schools

17

Poznańska Biblioteka Niemiecka (1996–2021) jako oryginalny projekt edytorski i jej wkład w stosunki polsko-niemieckie

75%

Łukaszewski M.

Śląski Kwartalnik Historyczny Sobótka

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2021

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vol. 76

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issue 2

107-128

EN

The Poznań German Library (Poznańska Biblioteka Niemiecka – PBN), founded by prof. Hubert Orłowski, a renowned Germanist from the Adam Mickiewicz University and celebrating its 25th anniversary this year, is one of the most valuable editorial initiatives in Polish humanities after 1989. Its authors and editors in the volumes published within this series attempted to familiarize Polish readership with the reflection of German intellectuals on the culture and history of Germany and German nation. Therefore, it’s worth recalling in what circumstances the PBN emerged, what ideas motivated its founder and how the PBN shaped the notions about Germans among Poles.

18

Kwestionariusz Ruminacji-Refleksji (RRQ) Paula D. Trapnella i Jennifer D. Campbell – polska adaptacja metody

75%

Słowińska A., Zbieg A., Oleszkowicz A.

Polskie Forum Psychologiczne

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2014

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vol. 19

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issue 4

457-478

EN

The article presents Polish adaptation of the Rumination-Reflection Questionnaire (RRQ) designed by Paul D. Trapnell and Jennifer D. Campbell. It starts with theoretical background that refers to the distinction between ruminative and reflective types of private self-consciousness and presents psychometric properties of the Polish version of RRQ. Obtained results (N = 798) are similar to the results of studies conducted on the original version of RRQ which shows that the adapted version of RRQ is reliable and theoretically valid instrument and can be used in scientific research.

19

The level of reflection in the professional development of pre-primary teachers

75%

Syslová Z.

Przegląd Pedagogiczny

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2015

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issue 1

73-84

EN

The presented study brings to the professional discourse a view on the reflection of pre-primary teachers in two phases of their professional development. The level of reflection was ascertained in the period of their study at the Faculty of Education (24) and then after a year of work in a kindergarten (6). The author first considers the necessity to develop reflective thinking among pre-primary teachers, which she has based on existing findings in the area. She presents the reflective model (Korthagen, 2011; Píšová, 2005), which she used in her research. The remaining part of the text deals with the methodology of the research and the findings that resulted from the data analysis. The results show that aimed support directed at reflection helps to develop higher levels of cognitive thinking and also points to the connection with using more effective strategies in pre-primary education.

20

Identification Elements of Optimal Organisational Model of Tourism Education in Slovenia

75%

Ovsenik M.

Organizacija

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2013

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vol. 46

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issue 4

130-141

EN

The main aim of the research was to identify the elements of a suitable organisational educational model for tourism in Slovenia. Our research was based on the need of inner circular reflexive performance of the individual in the tourism education model, institutionalised concept of education, which is viewed by outer reflexive model of tourism educational institutions performance and functional practical interaction of individuals and tourism institutions at the development of innovative potentials in the field of tourism. Tendencies to develop complex and qualitative services coming from permanent strengthening of innovative potential of tourism services are common in this field. It is necessary to develop a suitable model in the field of tourism education that places an individual in the educational process taking into account his/her conscious reflection, rational reflection and acquired motivation for solving complex projects in various levels of tourism. Suitable tourism education model, which is level-structured, is expanded in two ways. It includes the active role of an individual in rationalising practical knowledge and strengthening the innovative potential in developing his/her competences, and the role of tourism education institutions. The organisational cultural dimension can be observed as dual activity structure distinguishing between conscious reflection of the external environment on the level of educational institution and internal practical consciousness on the level of individual development of competences. Giddens structuration theory is used as a conceptual frame explaining the organisational-cultural dimensions of suitably structured educational model for tourism in Slovenia. The conclusion is based on the fact that an individual does not acknowledge the multilevel structure of study at higher education where there is an absence of conscious, practical and motivational reflection. Organisational cultural environment in the field of tourism education in Slovenia prefers practical and functional ways of acquiring competences on a higher and postgraduate (Master’s) level of study. Due to the structured changes implemented by the Bologna process, competences are not realised on the higher education level but on the postgraduate (Master’s) level, which demands a systematic review and a suitable education model change.

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