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Mistrz „jakikolwiek”: „Nie chcę być opiekunem naukowym!” Rzecz o reformach szkolnictwa wyższego w Polsce

100%
Cierzniewska R.
Nauki o Wychowaniu. Studia Interdyscyplinarne
|
2019
|
vol. 8
|
issue 1
90-108
EN
The article is an attempt to capture the changes taking place in the “essential system” of the Master/scientific supervisor. Higher education reforms introduced in Poland in the last fifteen years have contributed to the reconstruction of this role. Before our very eyes, there is a change not only in the institution, but in the whole social/professional group dealing with science and higher education. The statement referred to in the title is the modality of this process, the result of reflections made by students, an attempt to put their lives into new realities. Sensitizing categories, in the hermeneutic attempt to understand the changes taking place, are the “professional role” and “any” related to the role of the Master who is weakly present in the scientific and journalistic discourses. I ask questions about the reasons for and consequences of the processes taking place, and in trying to understand them, I refer to statutory regulations and theoretical inspirations.
PL
Artykuł jest próbą uchwycenia przemian zachodzących w „systemie istotnościowym” Mistrza/opiekuna naukowego. Reformy szkolnictwa wyższego, wprowadzane w Polsce w ostatnich piętnastu latach, przyczyniają się do rekonstrukcji tej roli. Na naszych oczach dokonuje się zmiana nie tylko instytucji, ale całej grupy społecznej/zawodowej zajmującej się nauką i edukacją wyższą. Przywołana w tytule wypowiedź jest modalnością tego procesu, wynikiem poczynionej przez akademików refleksji, próbą ułożenia swojego życia w nowych realiach. Kategoriami uczulającymi w hermeneutycznej próbie zrozumienia zachodzących przemian są „rola zawodowa” oraz „jakikolwiek” odniesione do słabo obecnej w dyskursach naukowych i publicystycznych roli Mistrza. Stawiam pytania o powody i konsekwencje zachodzących procesów, a próbując je zrozumieć, odnoszę się do regulacji ustawowych oraz teoretycznych inspiracji.
2
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Doktoranci w szczelinach akademickości

100%
Cierzniewska R.
Pedagogika Szkoły Wyższej
|
2016
|
issue 1
EN
The subject of the article concerns the situation of doctoral students trained in the context of an institutionalized system of higher education. The academic ethos has been offered for sale, and has become another educational service used for different interests. The metaphor of “gaps” that I introduce in the article describes well the unprivileged position of the young people entering the world of science. I try to identify the “gaps” and the “tensions” disintegrating the existing order, in which the traditional ethos of commitments is eroded by the new system of claims. The university tied up with formal regulations creates a new environment where everything: the role of mentors, the relationships, and the position of doctoral students change signifcantly. I choose hermeneutic to analyze the framework education programs, and to try to answer the question: What goals are implemented and what effects of the training of doctoral students emerge from the interpretation of the source material? I refer also to qualitative data (interviews with university students) which shows the evolution of the youth’s attitudes to their own role and place in the world of scholars.
3

Paradygmaty łączą czy dzielą pedagogów?

100%
Cierzniewska R.
Studia z Teorii Wychowania
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2012
|
issue 1(4)
143-161
EN
This article describes research focusing on the cooperation between scientists and problems with this collaboration. In the text the author raises questions: How pedagogists understand the phenomenon of reality? How do they cope with multiparadigmatism? Is a consensus between this diversity possible?
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