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Różnorodność paradygmatów dydaktyki akademickiej. O potrzebie komplementarności podejść

100%
Sajdak-Burska A.
Kultura-Społeczeństwo-Edukacja
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2018
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vol. 14
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issue 2
EN
This paper concerns itself with the interdisciplinary nature of academic didactics as a field of social sciences that uses knowledge and results derived from educational sciences, psychology, philosophy, sociology and didactics specific to particular subjects. It was pointed out that considerations on teaching practices in all scientific disciplines constitute another source of knowledge for the field of academic didactics. The diversity of theoretical and methodological approaches is determined by science-specific and discipline- specific research methodology paradigms, diversified teaching cultures dependent on environmental conditions as well as diversified teaching class patters for students that are often specific to an educational profile. The issue addressed in this paper is whether a single didactic paradigm exists that would unify approaches so different in terms of theory and practice. The paper provides a map of academic didactics paradigms, a description of difficulties related to paradigmatic translations as well as the lack of consent to the multiparadigm approach and issues with interferences and shifts between paradigms. Despite the existing difficulties, the suggestion is made to promote the complementary attitude to various approaches. It is supported by the concept of relations between the assumed academic didactics effects and teaching strategies that lead thereto, which are constituted by different teaching and learning patterns.
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Paradygmaty dydaktyki akademickiej - analiza wybranych podejść

100%
Sajdak-Burska A.
Roczniki Pedagogiczne
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2018
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vol. 10(46)
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issue 2
9-29
PL
W artykule rozważany jest problem możliwości porządkowania w dydaktyce akademickiej podejść do procesu kształcenia przy użyciu kategorii „paradygmatu” zaproponowanej przez T.S. Kuhna. Autorka stoi na stanowisku, iż nauki społeczne, w tym pedagogika, są naukami wieloparadygmatycznymi, w których współwystępowanie wielu szkół myślenia, podejść teoretycznych i metodologicznych, prądów oraz myśli przybiera postać akceptowalnych w środowisku naukowym dróg rozwiązywania, objaśniania i interpretowania problemów. Artykuł przedstawia analizę wybranych podejść porządkowania teorii dydaktycznych, w których możliwe stało się zastosowanie kategorii paradygmatu, od spolaryzowanych, dwubiegunowych propozycji do możliwości kreślenia map paradygmatycznych. Na tym tle autorka przedstawia swoją mapę paradygmatów w dydaktyce akademickiej.
XX
This papers concerns the question of whether approaches to the educational process can be arranged in the academic didactics by T.S. Kuhn’s category of “paradigm”. The author suggests that social sciences, including educational science, are multiparadigm sciences where concurrent existence of many schools of thought, theoretical and methodological approaches, as well as trends and ideas appears in the form of acceptable across the scientific environment methods of problem solving, explaining and interpreting. This paper presents the study on the selected approaches to didactical theories arrangement which allowed to apply the category of paradigm – from bipolar suggestions to the ability of paradigm-based discipline mapping. Based on the foregoing the map of paradigms in the academic didactics is displayed.
3
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Oblicza dehumanizacji dydaktyki

100%
Sajdak-Burska A.
Rocznik Lubuski
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2021
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vol. 47
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issue 1
53-63
EN
The article analyses the situation of didactics using the “dehumanization”category. It considers the issue of teacher education and the dehumanising mechanisms associated with the mechanistic implementation of educational standards and the atheoretical nature of education. The author focuses on the difficulty of combining humanistic concepts of teacher education with the implementation of teacher education standards. The author also presents the problem of dehumanisation of didactics due to its popular understanding and denial of its status as a scientific discipline. The article also discusses the issue of introducing the National Qualification Framework and imposing the language of instructional didactics on academic didactics.The dehumanisation of didactics is shown in the adoption of a taxonomy of learning outcomes, modelled on natural science, and the introduction of a number of bureaucratic procedures for describing the educational process.The author raises the problem of using modern technologies in education and their rather negative, dishumanising character, which turns both the teacher and the student into an object.
PL
W artykule przedstawiono analizy sytuacji dydaktyki z zastosowaniem kategorii „dehumanizacja”. Rozważana jest problematyka kształcenia nauczycieli i dehumanizacyjnych mechanizmów, związanych z mechanistycznym realizowaniem standardów kształcenia oraz ateoretycznością kształcenia. Zwrócono uwagę na trudność połączenia humanistycznych koncepcji kształcenia nauczycieli z realizacją standardów kształcenia nauczycieli. Przedstawiono także problem dehumanizacji dydaktyki związany z jej potocznym rozumieniem oraz odmawianiem jej statusu naukowości. W artykule poruszone zostało także zagadnienie wprowadzenia Krajowych Ram Kwalifikacji i narzucenia dydaktyce akademickiej języka dydaktyki instrukcyjnej. Pokazano dehumanizację dydaktyki w przyjęciu wzorowanej na przyrodoznawstwie taksonomii celów kształcenia oraz wprowadzeniu szeregu biurokratycznych procedur opisu procesu kształcenia. Podniesiono także problem wykorzystywania nowoczesnych technologii w kształceniu i ich ciemnego, dehumanizacyjnego oblicza, czyniącego zarówno nauczyciela, jak i ucznia przedmiotem.
4
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Training of teachers to work with ukrainian students who have suffered due to Russian military aggression

63%
Budnyk O., Sajdak-Burska A.
Scientific Bulletin of Chełm - Section of Pedagogy
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2022
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issue 1
9-22
EN
Typical challenges facing teachers educating Ukrainian students affected by the Russian military aggression are identified in the article. The didactic tools and methods most often used by teachers to work with temporarily displaced children due to the war in Ukraine have been determined. The results of an empirical study are presented, teachers of various types of educational institutions (secondary schools, colleges, universities) who are located on the territories temporarily occupied by Russia, are in the status of temporarily displaced persons in Ukraine or abroad, were involved. The ways of preparing future teachers for educational activities with children who suffered war trauma are outlined. The issues of successful adaptation of schoolchildren to the new conditions of the educational environment, mastering methods and techniques for overcoming stress, techniques for providing psychological assistance, as well as the development of infomedia culture, critical thinking to combat misinformation, cyberbullying and cybergrooming are emphasized.
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