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1

The human condition and the condition of the humanities in the mutilated world

100%

Przyszczypkowski K.

Przegląd Historyczno-Oświatowy

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2023

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vol. LXVI

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issue 1-2

18-35

EN

Aim: To put the human condition and the condition of the humanities in the perspective of critical human life situations and critical situations in the history of humanity. Methods: An analysis of primary sources and media statements by politicians and clerics. Results: The mutilation of human dignity is a constant element in the history of humanity. Man is a perpetrator, but also a victim of this mutilation. The constancy of mutilation of human dignity has its systemic sanction. Thus, it becomes a problem that transcends subjective conditions, for man is (becomes) a product of the system. Conclusions: The humanities, however, are incapable of putting what is singular, hat has happened, into a universal perspective beyond the area of declarative narrative. It is necessary, therefore, to reinterpret the basic concepts of the humanities seen in the perspective of critical human situations and the history of humanity.

2

Polityczno-ideologiczne decorum (w) edukacji

100%

Przyszczypkowski K.

Teraźniejszość – Człowiek – Edukacja

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2018

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vol. 21

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issue Specjalny

41-51

EN

The political entanglements of education make it an engaged practice as it determines the scope of epistemic, ontological, civilisational, and cultural issues. A significant role in this respect is played by the language of education, which triggers “role enactment.” These two concepts are supposed to reduce cognitive dissonance and ontological discomfort. They also lead to the “blending” of the individual with the socio-political system. The concepts of language and “role enactment” form the most important element of the power-ideology-education triad.

PL

Polityczne uwikłanie edukacji powoduje, że staje się ona działalnością zaangażowaną. Rozstrzyga bowiem o zakresie problemów zarówno epistemicznych, ontologicznych, jak i cywilizacyjno-kulturowych. Znaczącą rolę w tym zakresie odgrywa język edukacji prowadzący w konsekwencji do „działania w roli”. Te dwie kategorie w konsekwencji mają redukować dysonans poznawczy i dyskomfort ontologiczny. Prowadzą także do „stopienia” jednostki z systemem społeczno-politycznym. Kategorie takie, jak język i „działanie w roli” stają się najważniejszymi elementami triady: władza – ideologia – edukacja.

3

In memory of Stanisław Lorenc, Rector of the Adam Mickiewicz University in the years 2002–2008

63%

Muszyński A., Przyszczypkowski K.

Nauka

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2020

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issue 2

EN

Stanisław Lorenc graduated from the Wrocław University, where he obtained his master degree in geology. In 1973, he was awarded a doctoral degree, in 1980 he obtains habilitation (postdoctoral degree) and in 1994 he was promoted to full professor. In 1988 Stanisław Lorenc moves to Adam Mickiewicz University in Poznań and became a director of the Institute of Geology. He gained a global reputation as an explorer of the ocean floor. In the years 1996–2002 professor Lorenc was the vice-rector in the team of the then rector, prof. Stefan Jurga. In the years 2002–2008 he was the rector of the University of Adam Mickiewicz University in Poznan. Rector's term of Stanisław Lorenc covered a wide spectrum of scientific research, education, development of the scientific staff, international cooperation and cultural, sporting and social activities, student affairs and infrastructure. The most important at the university for prof. Stanisław Lorenc were people of academic and administrative staff, students and all those who collaborated with the university. Saying farewell during academic senate the rector, prof. Andrzej Lesicki, said: You were not only a great rector, an outstanding scholar, but also, and perhaps above all, a good, warm man. Professor Stanisław Lorenc died on January 19, 2020. He was 77 years old.

4

Ekspertyza dokumentu „Skills Development and Employability in Europe: The New Skills Agenda”

45%

Przyszczypkowski K., Cytlak I., Jarmużek J., Pawłowski R., Szafran J.

Studia Edukacyjne

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2017

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issue 43

61-80

EN

This article is a critical analysis of the "Skills Development and Employability in Europe: The New Skills Agenda" document. The purpose of the discussion is to analyze the 10 problem areas identified and formulated in the document, paying particular attention to the perception and implementation of these issues from the perspective of European countries. The recommendations presented for each of the issues may provide important guidance for developing a vision of vocational education targeting the labor market of the European Union.

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The human condition and the condition of the humanities in the mutilated world

Polityczno-ideologiczne decorum (w) edukacji

In memory of Stanisław Lorenc, Rector of the Adam Mickiewicz University in the years 2002–2008

Ekspertyza dokumentu „Skills Development and Employability in Europe: The New Skills Agenda”