Search results

1

Teaching Method

100%

Niculescu C.-M.

Practice and Theory in Systems of Education

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2016

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vol. 11

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issue 1

45-48

EN

The human being started as a self-educated person, this way managing to improve his living. For his descendants to avoid failures, he started to share his ancestors’ experience. When some people’s knowledge acquirement became big, they were called the sages, and among of them became eventually teachers, that took the role of transmitting the useful information related to life environmental conditions they lived. In time, their needs became more and more complex and their knowledge deeper. In the act of teaching itself, teachers create a shortcut between necessity and solving it, going beyond failures. Obviously, the present society is technologized, where the human being uses technology but he also searches for himself. This quest should be naturally performed with the help of the educator, of the experienced student, so that he could shape the young man and make him feel good with himself and find his place within society. The current education system describes to younger people nothing more than the evolution of science, technique and art, starting with the first trials till our days. What is really mandatory for us is to find a way where the educational system could become again a necessity for a person and not a way to keep very many people busy, while they can be intellectually and psycho-emotionally shaped.

2

Nový institucionalismus v pedagogice

100%

Dvořák D.

Studia paedagogica

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2012

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issue 2

9-26

EN

A major educational reform of primary and lower secondary education was launched in the Czech Republic recently. Nevertheless, recent decline of TIMSS and PISA results of Czech pupils raised debates about further measures for improvement of the national school system. In this paper, the new institutionalism is outlined as a valuable theoretical framework for deeper understanding of the Czech schools and for the analysis of the problems encountered by the reform. For instance, the promotion of general key competences as the preferred goal of Czech primary school may be in conflict with the “global culture of schooling” that emphasizes academic outcomes measured by PISA or TIMSS.

3

Piśmiennictwo rektorów kolegium jezuickiego w Mińsku w epoce saskiej jako przejaw strategii duszpasterskiej i komunikacyjnej Kościoła rzymsko-katolickiego w Wielkim Księstwie Litewskim

100%

Wolański F.

Śląski Kwartalnik Historyczny Sobótka

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2018

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vol. 73

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issue 4

27-42

EN

The article presents analysis of writings of the rectors of the Jesuit college in Minsk and elaborates the history and activities of this institution. The achievements of four rectors of Minsk are described: Romuald Wojniłłowicz, author of the collection “Holiday sermons for the whole year”, Józef Stanisław Rudomina, Teodat Ramułt, who wrote plays and short rhetorical works, and Franciszek Ksawery Ogiński, who described the history of St. Michael’s Church in Vilnius. The studied literature was considered a manifestation of the communication and pastoral strategy of the Roman Catholic Church in the Grand Duchy of Lithuania during the Saxon era.

4

On the history of Roma schooling in the USA

100%

Hancock I.

Edukacja Międzykulturowa

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2021

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vol. 14

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issue 1

109-122

EN

The paper comprises a retrospective overview of the educational situation of the Roma in the USA. In contrast to the European situation, efforts to establish schools for Romanies in the United States have been both few in number and - with only a couple of limited exceptions - unsuccessful. There are approximately one million Romanies in the USA, a number which is slowly growing and till now there are any schools established for Romanies to learn their mother tongue or to get integrated in the mainstream educational system of the USA.

5

Does Education Matter for the Earnings of Young Adults?

100%

Hwan Kim M., Yareth Vargas López E., Han Y.

The New Educational Review

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2019

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vol. 56

172-183

EN

In this study, we analyze the relationship between educational attainment and hourly earnings. With large survey data on young adults, our results suggest that there is a significant relationship between earnings and years of schooling, age, sectors of occupation, job tenure, years of experience and gender. Furthermore, having a high school diploma, two- or four-year college degree, master’s or doctorate degree leads to changes in earnings. However, these changes are negative. These negative results may occur because employers value work experience much more than a diploma.

6

Polaków stosunek do edukacji - w kręgu językowo‍‑kulturowych stereotypów

89%

Wacławek M., Wtorkowska M.

Z Teorii i Praktyki Dydaktycznej Języka Polskiego

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2019

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vol. 28

105-126

EN

The aim of the article is a reconstruction of a linguistic and cultural fragment of the stereotypical views of Poles - their attitude to education and schooling. The analysis uses research tools developed as part of Polish ethno-linguistic research. The corpus of the work is language data collected in a questionnaire survey in which 140 respondents took part (70 from Poland and 70 from Slovenia). The analysis of statements reflecting a different, because Polish or Slovenian, perspective reveals some discrepancies. Three basic subcategories of Poles’ attitudes towards education and schooling were singled out and described in detail: 1) positive, 2) negative, 3) other. A vast majority of the excerpts contribute to the model of positive perception of Polish education and schooling.

7

Vzdělání a výchova (u) Romů aneb education vs. schooling

88%

Budilová L. J., Jakoubek M.

Studia Ethnologica Pragensia

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2018

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issue 1

86-94

EN

The text focuses on the issue of Roma education in the Czech Republic. Starting from the general view, held by the majority society, that Roma are deficient in the sphere of education, the authors offer another perspective in the understanding of Roma education. Their analysis, based on the conceptual framework suggested by Judith Okely (1984), and distinguishing education and schooling shows that the transmission of knowledge and competences between generations in Roma families (education) is accomplished in different ways and by different means than in the majority society (schooling). The transmission of knowledge typical of Roma families is often judged through ethnocentric perspective of the majority society, it is not, however, worse, but different.

8

Migrujące podmioty. Relacje, konteksty i przyszłość problemu zróżnicowania kulturowego w edukacji

88%

Drozdowicz J.

Kwartalnik Pedagogiczny

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2020

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vol. 65(2 (256))

28-38

PL

The issue of migration is now becoming part of a wider debate on cultural diversity. This article explores selected aspects of this debate in the context of school education. A relatively new subdiscipline, the anthropology of education, is indicated as a useful perspective in this matter. Anthropological research on migration and cultural differences in general can be regarded here as a scientific reconstruction of the processes that lead to the construction of otherness. The cultural figure of a migrant in particular serves as an example of these processes in the context of European education. Western concepts of otherness thus build large part of the current political and social debates on migration and the presence of migrants in the educational milieu. The article examines these concepts in relation to the main contemporary migration trends visible in the West.

9

Uszkolnienie marksizmu. Edukacja a zmiana społeczna

88%

Ciążela A.

Annales Universitatis Paedagogicae Cracoviensis. Studia Politologica

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2020

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issue 24

50-66

EN

One of the constitutive assumptions for Marx and Engels’ thought was to criticise the Enlightenment’s idea of revolution in school education. This education, which was an elite right in their time, did not become an object of independent reflection. The workers’ movement identified it with self-education. Intelligence with schooling. The development of schooling pushed towards the transfer of political struggle to the school. Educational policy in countries ruled by authoritarian parties appealing to Marxism and in countries where movements appealing to Marxism had an impact on education became a new problem. The current profound crisis of these phenomena makes us ask questions about the logic of their development and the reasons for the current breakdown.

10

Post-edukacja i antyintelektualizm jako zjawiska kulturowe

87%

Drozdowicz J.

Studia Edukacyjne

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2019

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issue 54

EN

This paper makes the attempt to highlight the role played in contemporary education by the notion of post-truth and the influence played in that matter by anti-intellectual tendencies. This issue seems to be imperious in the face of transformation tendencies of the schooling systems and the influence exerted by the world of politics in that context. This text reconstructs the most important aspects of the anti-intellectual stance, treating it as a specific phenomenon of a cultural nature. Furthermore, the emerging issue of post-education is addressed as it accompanies the anti-intellectual tendencies and strengthens their impact on the schooling level. Both issues are in a clear cause-and-effect relation to the phenomenon of post-truth.

11

Reprezentace dětských opatroven v českých zemích v letech 1832-1849

75%

Futtera L.

Český časopis historický (The Czech Historical Review)

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2022

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vol. 120

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issue 1

81-104

EN

In the 1830s, thanks to the highest representatives of the land administration and the estate community, the first nursery schools were established in the Czech lands to offer day care to pre-school children, especially from working-class families. The article analyses the ways of representation of these institutions in public space using the example of nursery schools in Prague (Na Hrádku), Mladá Boleslav and Česká Lípa: the argumentation strategies in their establishment and subsequent evaluation of activities in the first years of their existence. Special attention is paid to the comparison of the nursery schools with the Czech and German languages of instruction and their legitimation motivated by charitable assistance or national agitation and differences in the content of the curriculum.

12

The beginning and development of the socio-cultural animation in Poland

75%

Cichosz M.

Journal of Modern Science

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2017

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issue 4(35)

51-64

EN

Socio-Cultural Animation is currently one of the most significant areas of educational activity discussed within social pedagogy. Among social work, tutelary work or health education, it is one of the most important areas of educational practice widely studied within social pedagogy and, consequently, transferred on the specific methodology of practical activities. Simultaneously, it is worthwhile to indicate the significance of the space which encompasses this practice – namely Culture. It is one of the most rudimentary areas influencing human upbringing process, their development and social activity. Therefore, Socio-Cultural Animation is a very important and key area of pedagogical activity. At the same time, being a specific type of reflection, it has undergone and still undergoes the process of development. The reflection over the educational activity undertaken within and through culture, experienced various stages of its recognition. At the very beginning, when it appeared in the circle of interests of the social pedagogy forerunners, it was treated (in a specific sociopolitical context) as an area of educational activities with an important role of institutions which ought to undertake such activities under certain social conditions. The notion of animation was then associated with the concept of creative activity which has remained its constitutive feature as educational practice up to this point. The following years of reflections over socio-cultural animation maintained its more institutional and functional character, yet, it was more and more frequently connected and more clearly implemented with the notion of cultural education as part of the pedagogy of culture. Currently there are various ways of understanding socio-cultural animation accepted by social pedagogy. One of them is the concept of environmental education which sees the area of culture as the important and desired space of realizing education.

13

The Devaluation of Culture and the Devaluation of Education— Problem analysis on the example of selected issues from the humanities and social sciences

75%

Stachurski M.

Świat i Słowo

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2021

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vol. 36(1)

263-274

EN

Increasingly, the level of education obtained in European society is related to the level of knowledge about culture and the use of culture itself. At the same time, it is alleged that higher education is now a “commodity” too easily available on the public service markets. In the opinion of some, this reduces the importance of having higher education, but also the state of science itself. The purpose of the article is to show that concepts such as “culture,” “humanities” and “education” are closely related, and therefore, an attempt to lower the meaning of one of these concepts may entail the devaluation of another concept.

14

[Recenzja]: Mieczysław Adamczyk, Szkoły obce w edukacji Galicjan, cz. 1: Kraje Korony Węgierskiej, Warszawa, Ofi cyna Wydawnicza RYTM, Węgierski Instytut Kultury w Warszawie, 2003, ss. 459 + 12 nlb.

63%

Zych S.

Archiwa, Biblioteki i Muzea Kościelne

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2006

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vol. 86

407-409

15

Polityka językowa Polski i Czechosłowacji wobec mniejszości ukraińskiej w okresie międzywojennym (na przykładzie szkolnictwa Galicji i Zakarpacia)

63%

Ruda O.

Wrocławskie Studia Politologiczne

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2017

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vol. 23

131-142

EN

In the article the international treaties and internal laws and orders of Poland and the Czechoslovakia, which regulate the linguistic rights of national minorities in field of education are studiedInternal legislation of the Czechoslovakia guaranteed free use of minority language both orally and in writing, and provided the right for national minorities to study in their native language in public primary, secondary and higher educationOn the contrary, in the constitutional acts of Poland only the right of minorities to study their mother tongue in public primary schools was guaranteed. Due the prevalence of Ukrainians in Galicia, the Polish authorities with respect to these territories performed different national and language policy aimed at deepening regional differences and assimilation of the Ukrainian population.

16

Edukacyjne aspekty ustawodawstwa kościelnego w Polsce (późne średniowiecze–początek czasów nowożytnych). Zarys zagadnienia

63%

Ratajczak K.

Paedagogia Christiana

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2021

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vol. 2/48

25-44

EN

The 13th century saw a significant improvement in the functioning of the parish education system in Poland, with a number of monastic schools, cathedral and collegiate schools. However, the real impulse for the transformation of education in the Polish lands came with the establishment of universities in Prague and Cracow. The 14th–16th centuries saw further transformations in the organisational structure of schools, which were partly due to external influences (Hussite wars, migration of students and professors, effects of colonisation under German law), and partly to deliberate legal measures taken by the Church and secular factors. The aim of the article is to analyse the content of various normative acts, from conciliar canons, through provincial and diocesan synodal statutes, to acts of cathedral and collegiate chapters, which changed the school reality in the lands of the Piast and Jagiellonian monarchies.

PL

W XIII wieku nastąpiła w Polsce znacząca poprawa funkcjonowania systemu szkolnictwa parafialnego, działały dość liczne już edukacyjne zakłady zakonne, systematycznie wzrastała jakość nauczania w szkołach katedralnych i kolegiackich. Jednakże prawdziwym impulsem do przemian organizacyjnych w zakresie edukacji na ziemiach polskich stało się utworzenie uniwersytetów w Pradze i Krakowie. W okresie XIV–XVI wieku nastąpiły dalsze przemiany w strukturze organizacyjnej szkół, które wynikały po części z wpływów czynników zewnętrznych (wojny husyckie, migracje studentów i profesorów, efekty kolonizacji na prawie niemieckim), a po części ze świadomych działań na gruncie prawnym, podejmowanych przez czynniki kościelne i świeckie. Celem artykułu jest analiza treści różnych aktów normatywnych, poczynając od kanonów soborowych, poprzez statuty synodalne prowincjonalne i diecezjalne, a skończywszy na aktach kapituł katedralnych i kolegiackich, które zmieniały rzeczywistość szkolną na ziemiach monarchii Piastów i Jagiellonów.

17

Економічна думка Карла Коберського та її вплив на розвиток фінансово-економічної та кооперативної освіти на західноукраїнських землях у другій половині ХІХ – початку ХХ сторіччя

63%

Holubka M.

Path of Science

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2016

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vol. 2

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issue 5(10)

1.21-1.27

UK

У статті проаналізовано громадсько-просвітницьку діяльність теоретика, кооператора та економіста Карла Коберського та його вплив у розвиток фінансово-економічної та кооперативної освіти. Даний діяч посідає важливе місце у історії розвитку освіти та економіки, завдяки його завзятій громадській позиції та дослідженню історії ко-оперативного шкільництва. Дослідження діяльності Карла Коберського, як свідчить практика, описують здебільшого або з точки зору історії або з позиції педагогіки. Наша мета характеризувати діяльність вченого та його економічну думку з економічної сторони та її значення на фінансово-економічну та кооперативну освіту. Активна пропагандистська та організаційна діяльність К. Коберського вагомо вплинула на піднесення сільської культури, поширення кооперативного руху, торгівлю, банківську справу та розвиток підприємництва. Вагомий етап економічного та суспільного становлення Західної України відбувся після воєнних дій, коли з’явилася необхідність відновлення господарств та навчання фахових спеціалістів на селі. Інтелігенція краю прагнула залучити селянство до економічної самоорганізації. Педагоги того часу розглядали професійну освіту як чинник соціального розвитку та незалежності. В умовах жорстких заборон та утисків почало формуватися кооперативне шкільництво. Досить поширеними були різноманітні громадські організації, об’єднання та спілки, що сприяли формуванню національної свідомості населення. Подальшого поглибленого дослідження вимагає праця Карла Коберського та його місце у кооперативно-економічній сфері, яке дасть змогу вдосконалювати управління навчальними закладами та ефективно розвивати фінансово-економічну та кооперативну освіту. На сьогодні, коли має місце процес розвитку ринкових відносин, ідеї освітньо-економічної спадщини Карла Коберського набувають актуальності, бо вони можуть використовуватися з метою покращання напрямків економічної освіти та наукової і методичної роботи в установах економічного спрямування. Карл Коберський як відомий громадський діяч зміг багато досягти у фінансово-економічній сфері, зокрема шляхом написання статей про кооперацію та пропагування даних ідей на селі.

EN

The article analyses the public-elucidative activity of theorist, co-operator and economist Carl Koberskyi and his influence on the development of financial-economical and co-operative education. This figure occupies an important place in the history of education and economy, due to his zealous public position and research of history of co-operative schooling. As practice testifies, research of Carl Koberskyi’s activity is described mostly either from the point of view of history or pedagogic. Our aim is to characterize the activity of the scientist and his economic ideas from the point of view of economics and to define their value for finance-economics and co-operative education. Carl Koberskyi’s active propagandist and organizational activity influenced the development of rural culture, distribution of co-operative motion, trade, banking and development of enterprise greatly. Weighty stage of economic and public establishment of western Ukraine took place in the after-war time, when the necessity of proceeding in economies and studies of professional specialists appeared in rural districts. Intelligent workers of the region strived to involve the peasantry into economic self-organization. At that time teachers considered trade education as a factor of social development and independence. Co-operative schooling began to be formed in the conditions of hard prohibitions and oppressions. Various public organizations, associations and unions that assisted the formation of national consciousness of population were quite widespread. Carl Koberskyi’s labour activity and his place in the co-operatively-economic sphere require further deep research, which will enable to improve the management of educational establishments and to develop finance-economics and co-operative education more effectively. Today, in the time of market relations development, Carl Koberskyi’s ideas of educationally-economic inheritance acquire special actuality, as they can be used with the aim of improvement of economic education directions, scientific and methodical work in establishments, connected with the sphere of economics. Carl Koberskyi as a well-known public figure managed to achieve much in the finance-economics sphere, in particular by writing articles about co-operation and promoting these ideas in villages.

18

Zmiany ilościowe w systemie szkolnictwa wyższego w III Rzeczypospolitej

63%

Hermanowicz M.

Biuletyn Stowarzyszenia Absolwentów i Przyjaciół Wydziału Prawa Katolickiego Uniwersytetu Lubelskiego

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2012

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vol. 7

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issue 9

68-96

EN

Political, social and economic transformation, which have been taking place in Poland from 1989, were the grounds for the changes in the higher education system. Especially young people showed an interest in education, because they had limited chances in finding an attractive and well-paid job. This is why an evolution in the range of higher education was marked by a rapid demand for higher education. As an effect of this social requirements there was an increase of the number of higher education institutions. In 1990-2007 came into being 42 public schools and 322 private schools. The higher education financing system in Poland performs the division into public schools financing from the state budget and private schools which procure funds sporadically for the statutory activities. The development of the personnel academic is not stable and shows a tendency towards getting older. The decrease in birth rate is not conductive to the development of the private universities, which incomes are mainly from the fees collecting from students.

PL

Przemiany polityczne, społeczne i gospodarcze, które dokonują się w Polsce od 1989 roku, stały się podstawą zmian w systemie szkolnictwa wyższego. Szczególnie młodzi ludzie wykazywali zainteresowanie edukacją, ponieważ mieli ograniczone szanse na znalezienie atrakcyjnej i dobrze płatnej pracy. Dlatego ewolucja w zakresie szkolnictwa wyższego charakteryzowała się szybkim popytem na szkolnictwo wyższe. W efekcie tych wymagań społecznych nastąpił wzrost liczby szkół wyższych. W latach 1990-2007 powstały 42 szkoły publiczne i 322 szkoły niepubliczne. System finansowania szkolnictwa wyższego w Polsce dokonuje podziału na szkoły publiczne finansowane z budżetu państwa oraz szkoły niepubliczne, które sporadycznie pozyskują środki na działalność statutową. Rozwój kadry naukowej nie jest stabilny i wykazuje tendencję do starzenia się. Spadek przyrostu naturalnego nie sprzyja rozwojowi uczelni niepublicznych, których dochody pochodzą głównie z opłat pobieranych od studentów.

19

ПРОБЛЕМА ЗАБЕЗПЕЧЕННЯ УСПІШНОГО НАВЧАННЯ В УМОВАХ ЙОГО ПОЄДНАННЯ ІЗ ВИРОБНИЧОЮ ПРАЦЕЮ У ТВОРЧОСТІ А. С. МАКАРЕНКА

63%

Біліченко П.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 3(47)

194-202

EN

In the article there has been made an attempt based on the analysis, compilation and systematization of the materials related to the creativity of A. S. Makarenko to determine the prospects of using his expertise for effective connection of high-resulted schooling with industrial work of seniors in modern conditions. The study has showed that A. S. Makarenko considered successful learing at school as a principally important issue even in the conditions of high employment of the pupils of Dzerzhinsky commune. The result was the high levels of schooling. The highlights, on which the head of the commune focused most of all in this matter were: the school staff of the commune presented by highly skilled, creative, initiative teachers; increased attention to the prevention of school absenteeism, regardless of the degree of employment in manufacturing; mandatory provision of opportunities to compensate for failure at school due to the exemption from work responsibilities; subtle account of the individual characteristics, talents and inclinations of each child in determining his employment sector in the labor collective commune system. There has been formulated the idea that the provision of a complex connection of certain important factors of such experience will give an ability to progressively expand the connection process of employment of seniors in various types of industrial activity with effective learning in modern conditions. The main factors have been named: the maximum cooperation in this matter of the leaders of industrial facilities with school and family; optimizing the time mode of employment at school, in extracurricular activity, homework and industry – preventing overstrain students; the maximum possible preservation of the staff both in the educational process and in the terms of extracurricular work.

20

Obecné školy a jejich učitelé jako základní kultivační faktor rurálního prostředí : (Valašsko v posledním půlstoletí před první světovou válkou)

63%

Kladiwa P.

Moderní dějiny: sborník k dějinám 19. a 20. století (Modern History: Studies into 19th and 20th century history)

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2019

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vol. 27

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issue 1

23-48

EN

This study looks at municipal schools in Moravian Wallachia, i.e. one of the most remote and deprived regions in Moravia, over roughly the final four decades prior to the First World War. It is based on archive materials produced by district school councils, district authorities and individual schools (chronicles). It considers schools and teachers to be one of the most important agents of modernisation within the rural environment. It looks at the gradual expansion of the network of schools, and teachers and state authorities’ struggle with high absenteeism in teaching (and the reasons for absences), the school and out-of-school activity of teachers, and areas of conflict caused by teachers’ activities (conflicts with parents not sending their children to school regularly, or with conservative clergy over occupying an intellectual leadership position in villages, and over a conservative versus progressive interpretation of the world).

Refine search results

Teaching Method

Nový institucionalismus v pedagogice

Piśmiennictwo rektorów kolegium jezuickiego w Mińsku w epoce saskiej jako przejaw strategii duszpasterskiej i komunikacyjnej Kościoła rzymsko-katolickiego w Wielkim Księstwie Litewskim

On the history of Roma schooling in the USA

Does Education Matter for the Earnings of Young Adults?

Polaków stosunek do edukacji - w kręgu językowo­‍‑kulturowych stereotypów

Vzdělání a výchova (u) Romů aneb education vs. schooling

Migrujące podmioty. Relacje, konteksty i przyszłość problemu zróżnicowania kulturowego w edukacji

Uszkolnienie marksizmu. Edukacja a zmiana społeczna

Post-edukacja i antyintelektualizm jako zjawiska kulturowe

Reprezentace dětských opatroven v českých zemích v letech 1832-1849

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The Devaluation of Culture and the Devaluation of Education— Problem analysis on the example of selected issues from the humanities and social sciences

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