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The active bystander effect or inactive bystander effect – about manifestations of social education in school

100%
Nowak-Łojewska A.
Studia Pedagogiczne
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2015
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vol. LXVIII
2
Content available remote

Postmodern conditions of interpreting change in reflection over knowledge and education

100%
Nowak-Łojewska A.
Problemy Wczesnej Edukacji
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2010
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vol. 6
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issue 12(2)
114-121
EN
The aim of the text is to present a new approach to knowledge and education in the context of postmodern cultural change. The latter is treated as an inspiring contribution to a search for alternatives to those caused by the monologue type of education. Considering the problem posed, several parts were isolated in the structure of the text. The first one comprises a synthetic perspective of J-F. Lyotard’s, M. Foucault’s, and J. Derrida’s views treated as a new interpretation of knowledge. The second part illustrates the mechanism of cultural transmission realized in the course of school education. The last part of the text is an attempt at a confrontation of the monistic image of the Polish school with a polyphonic version of contemporary culture and the manifestation of the resultant consequences for educational practice.
3
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Holenderskie pomysły na edukację dzieci w wieku wczesnoszkolnym

100%
Nowak-Łojewska A.
Problemy Wczesnej Edukacji
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2011
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vol. 7
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issue 13(1)
35-42
PL
The paper attempts to depict the specific character of Dutch early school education. It describes its major directions and the contents that are considered important for children’s education. Moreover, it presents the methods of work and school space arrangements that are founded on progressive assumptions. The content of the paper is based on current documents of the Ministry of Education, interviews with Dutch teachers, and photographic material.
4
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Pozory oceny opisowej – refleksje na marginesie szkolnej praktyki

100%
Nowak-Łojewska A.
Problemy Wczesnej Edukacji
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2009
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vol. 5
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issue 9(1)
111-118
PL
Externals of descriptive assessment – reflections on the margin of school practice The article discusses descriptive assessment used in early primary education. It comprises of three parts - theoretical, research and project. Part one analyses the literature in order to present the concept of descriptive assessment. Part two presents the results of research done on the grounds of quality analysis of descriptive assessments made by primary teachers in years 1-3. The final part aims at showing directions of changes and tendencies in modifying the methods of the child’s assessment.
5
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Wydobyte z ciszy – dziecięce narracje o świecie. Polsko-ukraińskie studium porównawcze

63%
Nowak-Łojewska A., Siegień W.
Kwartalnik Pedagogiczny
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2018
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vol. 63(4(250))
245-262
PL
Brought out of silence is a category used by Smolińska-Theiss to present children’s narrations and dialogues about their everyday matters. They take the form of letters to God, to presidents, albums with children’s drawings, photos, children’s films, graffiti, posts and comments. Originally, they date back to Korczak’s studies. Our text is also an act of letting children speak and appreciating their comments and opinions. It is concerned with children’s understanding of the world. Defining the meaning of life by children is the key category here. We called it “a comparative study” due to the fact that we will present utterances by both Polish and Ukrainian children as the category “a meaning of life” may be interpreted differently in various cultural, political or social contexts. The research carried out both in Poland and abroad indicates that a child is a competent unit capable of making logical utterances with the content which shows deep understanding of the world. This text is based on the following theoretical studies: – thinking about a child originating in a postmodernist childhood paradigm as well as psychological constructivism; – the analysis of research material has been based on Judith Butler’s theory – Frames of War.
6
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„To learn with” in the view of the holistic, relational and inclusive education

51%
Nowak-Łojewska A., O’Toole, Leah, Regan C., Ferreira M.
Kwartalnik Pedagogiczny
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2019
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vol. 64(1(251))
151-162
EN
The text is an attempt at illustrating the category “to learn with…” in three approaches: holistic, inclusive and relational. Each of them brings in interesting solutions to work with children which originate in a constructivist-humanistic approach to education. The text points out the value of communication and building relationships between a teacher and a child; the sense of play and active learning by using a problem-solving approach, motivation and children’s interest in the world.
7
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„To learn with” as an alternative voice for children’s education. Introduction to a European Project: Teaching for Holistic, Relational and Inclusive Early Childhood Education (THRIECE)

51%
O’Toole, Leah, Regan C., Nowak-Łojewska A.
Kwartalnik Pedagogiczny
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2019
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vol. 64(1(251))
175-182
EN
Th e issue of the text focuses on the category of learning. The analysis of the term “learning” in the behaviouristic, humanistic and the interpretive aspects serves as a point of departure. The latter approach is exploited for further analyses in order to select the category “to learn with…”. This category is described in terms of the European Project THRIECE – Teaching for Holistic, Relational and Inclusive Early Childhood Education and presents its potential for children’s education in cognitive, emotional and social aspects.
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