Search results

1

Zmiany w rozwoju profesjonalnym nauczyciela implikacją edukacji akademickiej

100%

Parzęcki R.

Pedagogika Szkoły Wyższej

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2011

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issue 2

27-40

EN

Teacher professional development is a process, which is conditioned by the ability and willingness to continuously improve the level of theoretical and practical knowledge. According to the author there is now general agreement that the specificity and distinctiveness of the profession of teacher lies in the fact that he or she has never finished forming, found a finite structures at a given stage of development, while it is still in statu nascendi. To effectively plan and manage his or hers professional development one should focus on selfimprovement, self-education and self-development. A change in the teacher, which is the necessary condition for effective development is complex, unpredictable and dependents on experience, willingness, ability and social conditions and institutional support. Teachers must be perceived and perceive themselves as persons who play a major role in the class and whose beliefs should have a big impact on the development of students. Teachers are not only the objects of changes in education policy, but also their initiators. This authentic allies of students’ interests, through professional reflection, actively engage and seek solutions.

2

ПРОБЛЕМА САМОРОЗВИТКУ ВЧИТЕЛЯ В ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ ДУМЦІ

100%

Москальова Я.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 5(39)

20-27

EN

The phenomenon of self-development in the context of European pedagogic as a complex process that finds its further progress in the context of up-to-date educational system is analyzed. Based on the analysis of original sources common tendencies of teachers’ self-development and its significance in the pedagogical process are revealed. The priority tasks of modern education acquire the new sound requiring the formation of a fully developed teachers able to productive activities at all levels. The main task of the society and pedagogy is not to influence the person, and to teach him/her self-development, the ability to reveal his/her own individuality, support him/her at the peak stages of development, and assistance in the selection of vectors of individual development, through their own example. The concept of pedagogical education of Ukraine has defined its aim as «the formation of a teacher who is able to develop the personality of the child and focuses on the personal and professional self-development and is ready to work creatively in educational institutions of different types». Therefore, a special value nowadays becomes the problem of self-development of future teachers. Analysis and interpretation of foreign educational experience let constructively and productively pick up experiences with the aim of self-development of future teachers in the national education space. Awakening an individual’s activity, cultivation of his/her subjectivity contributes to the transition from development, where he/she plays the role of a more or less passive object to self-development, when it performs the functions of a responsible creator of his/her lifestyle. The teacher who aims to contribute to the development of the student should be aware that the source of self-movement of the individual is the internal contradictions that arise in his life. Assistance in the work of self-development is necessary for the students, therefore, pedagogical support should be directed at self-determination and self-realization of the personality in educational space of higher education institutions, and hence the need to develop and implement mechanisms of pedagogical support of individual development of the student. The complexity of the process of self-development and its components contribute to the search for the own, individual path to personal and professional growth of the teacher, which is an important task of education for many centuries and to the present.

3

Formation of Planetary Consciousness and the Noosphere Mentality of the Universities’ Students as a Condition for Sustainable Development

88%

TERENTIEVA N., YASHNIK S.

Edukacja-Technika-Informatyka

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2017

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vol. 8

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issue 1

145-151

EN

The article represented the idea that universities as centers of formation of the new thinking noosphere, noosphere consciousness perform another function center for training specialists in sustainable development society. The University is regarded as the center of human formation, which has critical and innovative thinking, able to continuous self-development and self-improvement for the purpose of self-realization.

4

Головна аспекти педагогічної інтеграції

88%

Вознюк О.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

|

2014

|

issue 1(7)

83-89

EN

The article deals with the paradigm revolution that started in the postindustrial society and now is forming its basic elements and formulating the tasks of the educational development, since within its range the sphere of education will transform into the main form of man’s and society’s vital activity, and completely reorient the educational aims at providing the conditions of personality self-developing, at harmonizing the society’s relationships and creating the conditions for humanity survival. The main aspects of the pedagogical integration as a certain way to building the integral pedagogical paradigm are analyzed.

5

Psychological implications of outdoor adventure model of education

88%

Kida P.

Journal of Education Culture and Society

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2017

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vol. 8

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issue 1

209-222

EN

The article is a synthetic analysis of the Outdoor Adventure Education model in the context of three elementary components: the environment – in relation to the theory of space from the perspective of sociological and pedagogical theory of space; personal perspective and growth as well as social development – in relation to psychological phenomena that accompany the individual and group involved in the process of Outdoor Adventure Education. The aim is to present how these processes determine the effects of education and what personalities’ elements are involved.

6

Człowiek – kultura – samorozwój. Rozważania wokół książki Izabeli Trzcińskiej O duchowości inaczej. Coaching w perspektywie przemian kultury współczesnej

88%

Tendera M.

Estetyka i Krytyka

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2015

|

issue 1(36)

137-149

EN

The axis of the article is a reflection on self-development and human spirituality in the context of the contemporary culture and social change processes. This changes, in the context of postmodern society-related issues, are connected with putting and achieving the goals by individuals. Coaching as a tool for self-development and a new forms of spirituality, emerging as a response to the crisis religious institutions, is now very popular, but its status from a scientific point of view is ambiguous. The pretext for the discussion is the book of Izabela Trzcińska O duchowości inaczej. Coaching w perspektywie przemian kultury współczesnej.

7

ЕМОЦІЙНА КУЛЬТУРА КРЕАТИВНОЇ ОСОБИСТОСТІ В ПРОЦЕСІ САМОВИЗНАЧЕННЯ

75%

Марія Б.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 3(67)

132-142

EN

The meaning and interconnection of such definitions as emotions, emotional state, emotional culture, self-determination of the creative personality (in professional and life sphere), emotional intelligence are under view in the article. In the course of the study were used such methods as study, analysis, generalization, systematization of data of scientifical-methodological and special literature. The researcher analyzes approaches to definitions and structures, under which conditions they develop, examines basic theories of emotions. The aim of the study is to reveal the influence of the emotional state of personality on the process of self-determination and self-realization, to analyze the term “emotional culture” as the main condition for effective professional self-determination. It is being proved that self-identity is a controlled process and such qualities as emotional culture (in the context of professional and pedagogical culture of the teacher) and creative potential play an important role in this process. Emotional culture is understood as an integrated dynamic personal education, with its own structure, and a set of knowledge about the development of emotions, skills and methods of analising and controlling them. These skills are aimedat the adequate response, that contributes to verbalizationof human emotions, emotional openness, emotional empathy and giving emotional support toothers when needed. Among the leading components, ensuring the formation of a high level of emotional culture are the following: sociocultural, behavioral, emotional, motivational, ethical and moral. Emotional culture includes the emotional competence and emotional literacy. There are the following components in the structure of emotional culture, such as axiological, technological and personally creative. The interaction of emotional culture and emotional intelligence can be most fully realized in the emotional environment. Emotional environment includes emotions and emotional relations that occur in humans during interaction. So pedagogical influence on the process of professional self-determination of a person occurs under condition of targed pedagogical work to help a person to understand himself better, to be able to estimate personal skills. Hence, professional self-determination is a controllable process. And one of the elements controlling professional self-determination is the development of emotional culture of the individual. Thus, the ways of development of emotional culture of the person are suggested. This improves the effectiveness of the process of self-determination.

8

ЕКСПЕРИМЕНТАЛЬНА МОДЕЛЬ ФОРМУВАННЯ ПРОФЕСІЙНОЇ НАДІЙНОСТІ МАЙБУТНІХ КЕРІВНИКІВ НАВЧАЛЬНИХ ЗАКЛАДІВ

75%

Візнюк В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 2(56)

10-17

EN

The article reveals the actual problem of experimental model of the formation of professional reliability of future heads of education institutions. In this article the specifics of the professional training of future heads of education institutions in the conditions of magistracy was revealed. The emphasis is made on the concepts of “reliability”, “model” and “modeling”. Therefore, of modeling method in research of development of education system is used. Much attention is paid to the structure of the model. In the building the following components have been defined: the main stages, pedagogical conditions, forms, methods and innovative technologies, components, the levels and final result of a presented model building which is formation of professional reliability of future heads of educational institutions. The special attention is paid to the stages of the implementation of the model: information and motivation, practically-oriented, self-activity. Pedagogical conditions of the professional training are specified. It is proved, that attitude is one of the conditions for the professional-pedagogical training of future heads of education institutions in pedagogical institution of higher education. it is proved that the attitude in professional training is crucial for the desire to succeed in careers of future heads of education institutions. It is necessary in training of professional reliability of future heads of education institutions to generate student’s interest to future profession, to demonstrate the goals and objectives of this professional activity. It is proved, that the saturation of learning content is one of the conditions for the professional-pedagogical training of future heads of education institutions. In conclusion the author states that in order to prepare students for professional careers in the future the active methods of teaching at the university are used. It is determined that training should be aimed at self-development and self-realization of future heads of education institutions. It is proved, that self-development is one of the conditions for the professional-pedagogical training of future heads of education institutions in pedagogical institutions of higher education. The article throws lights on structural components of professional reliability of future heads of education institutions: motivational, cognitive-operational, personal. In further research there will be tested the efficiency of the model of formation of professional reliability of future heads of education institutions.

9

Psychologiczne czynniki wspierające małżeństwo

75%

Opalach C.

Forum Teologiczne

|

2012

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vol. 13

85-96

EN

This article shows that the factors preventing the breakdown of marriage are a mature personality, the ability to communicate and solve conflicts, religiosity, self-development and the family background. The first element is a mature personality: emotional stability, responsibility, mature motivation and correct hierarchy of values. These characteristics are very important for creating a deep and stable relationship, which is marriage. The next factor is the ability to communicate and solve conflicts. Proper communication allows the spouses to share their experiences, know each other better, build an atmosphere of openness and security, as well as resolve emerging conflicts. Another factor is religiosity. It allows one to create a dialogue with God and another person, as well as a non-egocentric attitude, which places God at the centre of life. A result of this is altruism of the spouse in the life of a married couple. Another factor is the readiness for self-development. Such an attitude does not allow spouses to hide behind their immature mechanisms of defense against weaknesses and mistakes, but tells them to take up the internal work on their liquidation and the result is that the stability of the relationship increases. Finally, the final factor is the family background, which is a natural space for the proper shaping of all previous elements. Thanks to this, people from such families will not manipulate their spouses to achieve their development needs but they will be shown the correct picture of a marriage, which will be the point of reference for creating their own marriage.

10

Студент – объект и субъект воспитания

75%

Kalennikova T.

Student niepełnosprawny. Szkice i rozprawy

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2019

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issue 19(12)

147-154

EN

В статье рассматриваются проблемы воспитания студенческой молодежи.Раскрыты возможности воспитательного потенциала курса «Основы психологии ипедагогики». Уделено внимание формированию таких черт характера каксамостоятельность, умение управлять собой, самоконтроля, ответственность, чувстводолга и др.

PL

The article discusses the problems of educating students. Attention is paid to the formation of such character traits as independence, self-management, self-control, responsibility, sense of duty, etc.

11

СПЕЦИФІКА ТА СУТНІСТЬ ВИХОВАННЯ СУЧАСНОЇ МОЛОДІ НА КОЗАЦЬКИХ ЗАСАДАХ

75%

Івашковський В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 7(41)

226-233

EN

The article reveals spiritual values, historical-pedagogical, scientific-theoretical, methodological foundations of Cossack-knight education and proves the specifics and nature of contemporary youth upbringing on the Cossack principles. As the result of the analysis of historical and pedagogical experience of Ukrainian Cossacks the major ideas, values of Cossack pedagogy, which constitute the core of personality’s spirituality are suggested, namely: love for God, devotion to Ukraine, native people, willingness and ability to fight for its freedom and national interests; systematic improvement of body and soul, self-development and self-realization of all physical, mental and spiritual forces; upbringing of deep respect for the ethnic ancestors, gratitude to them for sacrificial struggle with the enemies of Ukraine; mastering the ability to be the holder of position, owner of native land formation of the self and the other senses of honor, nobility, and other knightly virtues, state-creating qualities; bringing up in each individual national dignity and pride, national consciousness and self-awareness; willingness to respect the representatives of other nations; introduction of the national government, the democratic foundations of Ukrainian Cossack way of life; ability to perform the duties for Ukraine, harmonious combination of personal and national needs and interests, readiness to sacrifice in the name of the victory of Ukrainian ideals; faithfulness to freedom-loving commandments of fighters for freedom of Ukraine, high knightly qualities of Ukrainian person of Shevchenko type; willingness to fight anti-Ukrainian, anti-state phenomena in life, to implement the Ukrainian national ideology, Cossack philosophy, knight morality. It is concluded that Cossack pedagogy, its cultural and national sense, ideological and moral values are fully reflected in national psychology, character, philosophy, and other components of the consciousness of our people. In Ukrainian system of education and upbringing were put leading ideas of national liberation of the Cossack movement, foundations of social life, which required the development of economy, culture, education and upbringing. It should be noted an important trait of the Cossack pedagogy – the ability to develop sensation, perception, imagination, intuition, subconscious – all that belongs to a perfect sphere of personality. The education of today's youth on the Cossack principles will promote the highest development of patriotism, self-realization of youth and the desire to protect their family and homeland.

12

ПЕДАГОГІЧНА ПРАКТИКА ЯК ОСНОВА РОЗВИТКУ ТВОРЧОГО ПОТЕНЦІАЛУ МАЙБУТНІХ УЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ

75%

Горовенко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

issue 4(48)

304-313

EN

The purpose of this article is to highlight the conception, finding out the specifics of the creative potential of future English language teachers, determining the qualities of a creative personality of a teacher that required implementing educational activities. The main methods of the research are the study of the legal-normative and methodological documents; analysis and synthesis of psychological, managerial, pedagogical, scientific-methodical literature; the generalization of independent characteristics. The urgency of the development of creative potential of future English language teachers in pedagogical practice is based in the article; the nature of the concepts of «creativity», «creative potential», «teaching practice» is clarified; the qualitative characteristics of creative activity of the teachers (innovation, creativity, cognitively, self-criticism, reflection, reversibility, synergeticsoft, optimism, kindness) are disclosed. The specific parameters (the ability of creative approach in teaching; the ability to continually develop the creative teaching experience and competence; the ability to generate and implement the creative strategy of pedagogical activity) that characterizing pedagogical work are concretized; the ways of development of creative potential of future English language teachers are determined in the article. It is proved that teaching practice is an essential part of the professional training of future teachers. It gives the possibility to future professionals to learn how to apply the received knowledge in psychology, pedagogy, professional techniques to consolidate and deepen them by the way of individual work, to realize the responsibility and complexity of the teacher’s work, to help to increase the element of intensification and individualization of professional activity of a future teacher, which positively affects the identification and formation of pedagogical abilities of the students. The study does not exhaust all aspects of the problem. The pedagogical patterns, didactic principles, conditions of formation of readiness of the students to the creative professional activity may be promising directions for further research.

13

МЕТАТЕОРЕТИЧНЕ ПІДГРУНТТЯ ПЕДАГОГІЧНОГО РОЗУМІННЯ ІННОВАЦІЙНОГО РОЗВИТКУ ВИЩОЇ ОСВІТИ

75%

Цвєткова Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

|

issue 4(58)

380-391

EN

The metatheoretical approach as the necessary basis of modern scientific and theoretical thinking, the efficient instrument of gaining knowledge of a new type – reflexive oriented, aimed at the analysis of the deep pedagogical theory, ensure the reliability of its methodological presuppositions, innovative research and further development of higher education is revealed in the article; it is proved that the metatheoretical basis of pedagogical understanding of innovative development of higher education is the professional perfection of an individual and a teacher, and a student. The method of terminological analysis is used, it associated with the determination of the categorial status of metatheory, innovative development in the system of pedagogical definitions; abstraction, idealization, formalization, and generalization is used for systematization and formulation of conclusions, determination of the directions of further research problems. It was found out that the innovative development of higher education is based on professional self-development of the subjects of the educational process and it is revealed with the help of the reflexive system of metatheory philosophy. Innovation is considered by the authors as the ability to a new, reflexive, constantly renewable knowledge; openness to the innovative changes on the basis of critical thinking; development of creative abilities; willingness and ability to the continuous professional self-development and self-revelation. Thus, the representatives of the education philosophy thoroughly completed the idea of the comprehensive and harmonious development of personality by the concept of a planetary-cosmic type of the personality as a future human image. The man of the future is the harmony of mind, body, and soul, aimed at the realization of internal creative potentials in the measure of the Earth and the Cosmos, a person is capable of self-realization and self-improvement. Innovation processes in higher education cannot be considered without self-perfection, gaining global importance. Analysis of modern philosophical trends reveals the doom of the extensive way of mankind development without regarding the moral principles. As a conclusion, the progress of society depends on the reorientation processes of self-development of the individual and mankind as a plane of formation of the individual spiritual integrity as the main condition of innovative processes in education, professional improvement, their subjection to the global moral imperatives.

14

КОМУНІКАТИВНІ АСПЕКТИ САМОВИЗНАЧЕННЯ КРЕАТИВНОЇ ОСОБИСТОСТІ

63%

Бикова М.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

|

issue 5(59)

260-267

EN

The article discusses the nature and interaction of concepts of self-determination of a creative personality, communication skills, creative communication, and creative potential. It analyzes approaches to the definition, structure, development of conditions and performance criteria for implementation of these concepts. The article analyzes the impact of advanced communicative and creative potential revealed on the productivity of the process of self-determination. It is proved that the maximum efficiency of development of two afore mentioned abilities can be achieved in the process of creative communication, which is understood as the highest level of communication where a person not only reveals his/her potentials and achieves the highest spirituality, but also there is an improvement of the participants. The principles of creative communication, which are universal are described. It is proved that self-identity is a managed process and an integral role in this process is played by qualities such as creativity and interpersonal skills. The proposed mechanisms and pedagogical conditions of professional formation help students to realize their potentials, disclose abilities and inclinations, making an impact thus increasing the efficiency of the process of self-determination. Among the main conditions the creation of an atmosphere of cooperation and trust, and the use of dialogical methods are put forward. And the main condition of effective interpersonal communication we call communicative competence as an individual’s ability to solve tasks in specific situations based on the context and subtext of the situation. Each person has desire for self-determination, and therefore the task of modern education is the search for such resources and capabilities, which will ensure the formation and realization of all potentialities of the individual, which represents a significant reserve of acceleration of STP, a powerful tool for the development of production, science and culture. A successful process of self-determination can be considered only if the activity of the person would lead to such a relationship between the individual and society, which will be further successful development of creative and moral forces of a person. A leading role in these processes plays well-developed communicative and creative potential of the teacher and students.

15

Proces humanizacji pracy czy nowe ideologie?

63%

Dudek J.

Studies in Global Ethics and Global Education

|

2018

|

vol. 9

29-41

PL

The effects of radical innovations in the economy and the social sphere cause changes in socio-professional relationship and the transformation of a work man. The motto of work humanization, raising ethical aspects protecting the subjectivity of its producers – in global capitalism – carries many risks as well as raises justified doubts. The model of active life, the syndrome of well-being, the pressure on self-improvement, the ability of self-managing are the new ideologies that convert a human into a product put up for sale, ”a product” that will soon become outdated unless it is subjected to continuous updating. The acceptance of such a lifestyle and work is supposed to foster the personal human market value. The process of blurring the differences between life and work, the professional and private sphere appropriates and reduces the human personality and shifts the blame for the failure from the system onto the individual. In this way, the control system is transformed into a more sophisticated control and over-regulation in relation to the individual. Humanization becomes a contradiction and the effects of work and professional ethics lose their sense and philosophical-anthropological foundations.

16

ПРОФЕСІЙНЕ САМОВИЗНАЧЕННЯ ОСОБИСТОСТІ ЯК СПОСІБ ЇЇ САМОРЕАЛІЗАЦІЇ

63%

Бикова М.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 9(53)

137-144

EN

The article discusses the nature and interaction of concepts “professional self-identification” and “self-realization”. The approaches to the definition, stages, structure, performance criteria of these concepts are analyzed. Professional self-determination is defined as the process of formation of the personality’s relationships with professional environment and the way of its realization, an integral part of a holistic life of self-determination. Self-realization is seen as a conscious process of thorough investigating and growth of potential and incentive-motivational essential powers of a person, as the process of affirmation of the self, which provides self-knowledge and self-education. It is proved that professional identity is a managed process and, thus, offered educational support to students with the aim to realize their potentials, to reveal the abilities and inclinations, thus increasing the efficiency of the process of self-realization.The leading trends are defined: humanization of society and education; the possibility of systematic and continuous education throughout life; the dominant position of creativity in the education system, that is, change of strategies to personal that make the development of fundamental knowledge with the help of a teacher, their parallel use in practice and creating conditions for the use of knowledge in unforeseen circumstances, on the basis of the developed creative skills; application of modern system of professional orientation, which should help everyone to fully develop his/her own potential (gift, talent, originality of thoughts and actions, professionalism), which is determined by the nature of social relations, formation of a perceived need for an adequate professional self-determination is carried out in practical creative activities through the integration of social, cognitive, and socio-labor activity of the individual. It is determined by the value of the level of development of creative abilities in the process of professional self-determination. It is assumed that the mechanism of self-realization in its fundamental aspects corresponds to creativity, creativity is considered as a constant attribute of the activity of the individual, the attribute of any profession. Thus the desire for professional self-determination is inherent to every individual and is essentially a reflection of a more basic need – fulfillment.

17

Warunki sprzyjające podejmowaniu trudu samowychowania

63%

Miśkowiec E.

Studia Paedagogica Ignatiana

|

2017

|

vol. 20

|

issue 2

169-182

PL

Samowychowanie, będące świadomym i czynnym ustosunkowaniem się człowieka do procesu własnego rozwoju, zakłada podjęcie dobrowolnej aktywności osoby. Nie jest to jednak proces samoistny, a jego podjęcie uwarunkowane jest zaistnieniem całego splotu określonych czynników i okoliczności. Konieczne zatem wydaje się poszukiwanie warunków, które będą sprzyjać samowychowaniu. Taką próbę podejmuję w tym artykule, w którym zostały przedstawione trzy obszary mogące zmotywować młodego człowieka do podjęcia tego trudu, a których twórcą powinien być wychowawca/rodzic/nauczyciel. Tworzenie odpowiednich warunków sprzyjających samowychowaniu wiąże się przygotowaniem młodych ludzi do podejmowania czynności, które wynikają z kolejnych etapów procesu samowychowania. Pierwszym z obszarów jest prawdziwy dialog wychowawczy, który stanowi wzajemne otwarcie się pomiotów wychowawczych, pozwalające wychowankowi na czerpanie z doświadczeń wychowawcy, a zwłaszcza na uczenie się na przykładzie jego życia. Spotkanie i podjęcie dialogu z takim wychowawcą może się stać motywacją do podjęcia samowychowania. Kolejny z obszarów dotyczy pomocy okazywanej wychowankowi w tworzeniu obrazu samego siebie, co dokonuje się za pomocą procesów samoobserwacji, samoanalizy oraz samooceny i samokontroli. Rolą wychowawcy jest ułatwienie wychowankowi zdobywania samowiedzy na temat cech, właściwości psychicznych, postaw i zachowań itp. oraz głębokiej samorefleksji dokonywanej w perspektywie osiągniętych rezultatów i zamierzeń. Artykuł wskazuje też na konieczność wykorzystania czasu wolnego w działaniach samowychowawczych. Czas wolny jest tą sferą życia, w której człowiek dobrowolnie podejmuje aktywność, pogłębiając i udoskonalając obowiązki, ujawniając własne poglądy, zainteresowania i marzenia, a także zdolności i uzdolnienia. Odkrywanie własnych możliwości będzie dla wychowanka stanowić dobrą okazję do poznawania siebie, rozwijania inicjatywy, a co za tym idzie, do zrozumienia konieczności samowychowania oraz bodziec do jego podjęcia.

EN

The self-upbringing that appears to be a men’s conscious and active attitude to the process of their own development assumes undertaking the human being’s free and own activity. However, it is not the process that runs self-independently as it is determined by the coincidence of concrete factors and circumstances. Hence, it seems necessary to search for conditions that will foster self-upbringing. This attempt is reflected in an article which presents three domains that can motivate a young person to make this effort. The creators of these domains should comprise a form teacher/parent/teacher. It is worth noticing that building up the appropriate circumstances that make self-upbringing effective is aligned with preparing young people for activities which are to be taken up and which result from further phases of the self-upbringing process. The first of these domains means the true educational dialogue that is the reciprocal openness of upbringing subjects. It allows the pupil to benefit from the form teacher’s experience, particularly considering his/her life example to follow. Meeting and engaging in dialogue with such kind of teacher can motivate the pupil to undertake self-upbringing. The second domain concerns the help that is given to the pupil in order to create the portrait of the self built with the processes of self-observation, self-analysis, self-assessment, and self-control. Role of the form teacher is to facilitate the pupil to obtain the self-knowledge of features, psychic virtues, attitudes, and behavior and alike, and to engage in deeper self-reflection in the perspective of achieved results and intents. The article indicates the necessity of using leisure in upbringing activities, seen here as a life sphere in which man freely undertakes activity which often deepens and masters chores, revealing their own points of views, interests and desires, abilities and talents. Discovering one’s own possibilities would be a good opportunity for the pupil to know themselves, develop their own initiatives, and understand the necessity of self-upbringing and the stimuli which foster it.

18

THE IMPORTANCE OF AUTONOMOUS SELF-DEVELOPMENT OF ADULT LEARNERS IN THE THEORY OF TRANSFORMATIVE LEARNING BY J. MEZIROW

63%

Ciechanowska D.

Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika

|

2015

|

issue 10

101-110

EN

Adult education is the central question of andragogy. Its mission is to assist in understanding the problems of the growing number of adult learners in the perspective of lifelong learning. Currently, the key skill of an adult human is the ability to find a new reality and updating their competence. Studying of extramural students is an active participation in the lifelong learning, which is their conscious choice, leading to the realization of the objective. According to the Mezirow theory, ability to reject frames of reference and self-assigned meaning it is a feature transformative adult learning. Autonomy in theory transformative learning is an expression of responsible thinking, which is regarded as the central issue of adult learning.

PL

Edukacja dorosłych stanowi centralne zagadnienie andragogiki. Jej zadaniem jest pomoc w zrozumieniu problemów rosnącej grupy dorosłych uczących się w perspektywie całożyciowego uczenia się. Obecnie kluczową umiejętnością dorosłego człowieka jest zdolność do odnalezienia się w nowej rzeczywistości oraz aktualizowanie swych kompetencji. Studiowanie studentów zaocznych jest aktywnym uczestnictwem w całożyciowym uczeniu się, które stanowi ich świadomy wybór, prowadzący do realizacji założonego celu. Zgodnie z teorią Mezirowa umiejętność odrzucenia ram odniesienia i samodzielnego nadawania znaczeń jest cechą transformatywnego uczenia się dorosłych. Autonomia w teorii transformatywnego uczenia się stanowi wyraz odpowiedzialnego myślenia, które traktowane jest jako centralne zagadnienie uczenia się dorosłych.

19

Troska o siebie a rozwój człowieka

63%

Drwięga M.

Psychologia Rozwojowa

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2012

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vol. 17

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issue 1

39-47

EN

In the paper Care of the self and human development the author would like to draw readers` attention to the concept of self-care. This concept, according to the Czech philosopher Jan Patočka, is crucial for humanity formation. Patočka and another 20 century thinker Michel Foucault tried to revive the tradition of the care of the self. It is a matter of fact that this tradition lost its significance in the modern time partially because of the growing importance of scientific approaches toward human being. Despite this, care of the self can still be an important element in the human life. Care of the self can be understood as an alternative in the world dominated by scientism and instrumentalism because it tries to see human development as a process in which two approaches scientific and spiritual become one in the art of living.

20

Wykorzystanie metody projektów w procesie samokształcenia studentów

63%

DŁUGOSZ A.

Edukacja-Technika-Informatyka

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2017

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vol. 8

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issue 4

261-267

XX

Samokształcenie jest ważną umiejętnością w społeczeństwie informacyjnym. Wiedza zdobyta w szkole przestaje wystarczać, by nadążyć za zmianami, jakie niesie gospodarka i rozwój społecz-ny. Szybkie starzenie się wiedzy zmusza do ciągłego jej aktualizowania. Na etapie szkoły wyższej istnieją sprzyjające warunki do rozwijania samokształcenia studen-tów m.in. dzięki wykorzystaniu metody projektów. Metoda ta daje okazję do doskonalenia umie-jętności samokształcenia oraz dobrego przygotowania się do samorozwoju na dalszych etapach życia osobistego i zawodowego.

EN

Self-education is an important ability in information society. The knowledge gained at school stops being sufficient to keep up with the changes brought by economy and social development. A quick aging of knowledge makes one to update it constantly. At the higher education school level there are favourable conditions to develop students’ self- -education, inter alia, thanks to the project method. This method gives a possibility to improve self-education abilities as well as a good preparation for self-development for the further stages of personal and professional life.

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