Kultura emocjonalna szkoły – czasoprzestrzenie doświadczania emocji
The school’s emotional culture – space-time for experiencing emotions
Contributor(s): Irena Przybylska (Editor)
Subject(s): Social Sciences, Education
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: school’s emotional culture; emotions
Series: Pedagogika, Dydaktyka
- E-ISBN-13: 978-83-226-3847-7
- Print-ISBN-13: 978-83-226-3846-0
- Page Count: 2019
- Publication Year: 2019
- Language: Polish
Emocjonalne uwarunkowania jakości edukacji z perspektywy nauczyciela i ucznia
Emocjonalne uwarunkowania jakości edukacji z perspektywy nauczyciela i ucznia
(Emotional determinants of the quality of education from the perspective of teacher and pupil)
- Author(s):Katarzyna Michalska
- Language:Polish
- Subject(s):Education
- Page Range:31-45
- No. of Pages:15
- Summary/Abstract:In my professional career, I have the opportunity to refer to the observations of the results of changes in my attitude as a teacher, but also changes in my mutual relationship with learners, resulting from the introduction of my own programme of educating by culture and towards culture. The programme, called Classes of Creative Activity, has enabled me to introduce on a permanent basis additional classes called Education to Creativity, during which, for two hours a week, both I and my pupils touch upon problems and issues whose primary purpose is to stimulate sensitivity, open up to one’s own and others’ emotions, create opportunities to talk about them, experience others and finally express oneself through various forms of creativity. The school should be a place that is ready to receive emotions, expose them and help in their categorization, while my experience as a teacher shows that it is rather a place of their suppression. In my text I summarize the observations I have made for many years, both in the sphere of personal experiences and those based on the utterances of pupils, graduates and their parents. Why is the emotionality of a child perceived as insubordination? Why is the teacher afraid to show his or her emotions? Where does the specific atmosphere in the teacher-parent relationship come from, even if it is so easy to break it? I have many examples of pupil’s work, statements and comments on the basis of which I will try to demonstrate that building relationships with learners based on emotional openness from both sides is not only assessed by learners as a “good school experience”, but also has a positive impact on the quality of the didactic process.
- Price: 4.50 €
Przyczynek do historii kultury emocjonalnej szkoły
Przyczynek do historii kultury emocjonalnej szkoły
(Contribution to the history of the school’s emotional culture)
- Author(s):Łukasz Michalski
- Language:Polish
- Subject(s):Education
- Page Range:47-65
- No. of Pages:19
- Summary/Abstract:The text becomes a field for searching the history of education in the context of views on school emotionality - and more specifically school age - as the range of past variations of the school does not allow to easily reduce this institution to just one expressive character whose history could be traced. Nevertheless, much has been said about the presence of emotions in the relationship between teachers, students, educators and pupils, and it seems that these voices are hardly heard in our contemporaries’ deliberations. Who today makes the views of the Jansenists, Stanisław Konarski or John Locke’s thoughts on education, or the underestimated in the history of education novel Gargantua and Pantagruel by François Rabelais the context for thinking about emotions in school? In this respect, it is worth raising the question of the historical changeability of approaches towards school emotionality, as well as whether it would really reflect, above all, the aura of a given epoch and the current fashion or popular style of education, or rather, to a greater extent, the result of a meeting of personal idiosyncrasies of the pupil and the educator.
- Price: 4.50 €
Emocje w szkole – pojęcie, przegląd teorii i badań
Emocje w szkole – pojęcie, przegląd teorii i badań
(Emotions in school – a concept, a review of theory and research)
- Author(s):Katarzyna Szorc
- Language:Polish
- Subject(s):Education
- Page Range:67-79
- No. of Pages:13
- Price: 4.50 €
Doświadczanie emocji w szkole i w związku ze szkołą. Perspektywa uczniów szkoły „świadczącej usługi edukacyjne o wysokiej jakości”
Doświadczanie emocji w szkole i w związku ze szkołą. Perspektywa uczniów szkoły „świadczącej usługi edukacyjne o wysokiej jakości”
(Experiencing emotions at school and in connection with school. The perspective of the pupils of a “high quality educational service” school)
- Author(s):Aleksandra Tłuściak-Deliowska
- Language:Polish
- Subject(s):Education
- Page Range:81-99
- No. of Pages:19
- Summary/Abstract:The subject of the text is the presentation of a fragment of the research results carried out in a junior high school occupying a high position in the ranking of schools, deliberately selected for the study. It is a school whose mission is to provide high quality educational services and, consequently, to educate pupils at the highest level of merit. The high quality and professionalism of pedagogical work are the essential values of the pedagogical staff of this school. The article presents the results concerning the experience of positive and negative emotions by learners in the selected school. The phrase “experiencing emotions” used in the title is related to the overall impression that the school makes on the learner – participant of the educational process. The main focus has been placed on the satisfaction of pupils with school and their feeling of stress and school strain. This is important, as overburdened curricula and high educational demands imposed on pupils can cause a lot of frustration and stress, especially when pupils are unable to cope. However, it is cognitively interesting to investigate this issue in the school with a strong focus on student achievements. Information on the selected properties of the school environment has been obtained by using two scales from the “Social climate in my school” survey (Woynarowska-Sołdan, 2006). The data collected in this way have been subjected to statistical analyses. Additionally, after completing the questionnaires, the pupils had the opportunity to formulate a free, untargeted written statement about their school. The resulting statements have been submitted to qualitative analysis with attention paid to emotional components. This analysis complements the quantitative analysis. The presented analyses concern the emotional and social climate of the school from the point of view of the pupils, but also an attempt has been made to interpret and deduce about the emotional culture of the school, more precisely about the emotions present in the culture of the school and the way they are expressed. The school climate is treated here as a result of the school culture.
- Price: 4.50 €
Uczeń uchodźca – doświadczenia i emocje towarzyszące sytuacji uchodźczej a społeczno-kulturowe ulokowanie szkoły
Uczeń uchodźca – doświadczenia i emocje towarzyszące sytuacji uchodźczej a społeczno-kulturowe ulokowanie szkoły
(Refugee pupil - experiences and emotions of a child in a refugee situation versus the socio-cultural location of a school)
- Author(s):Ewa Bielska
- Language:Polish
- Subject(s):Education
- Page Range:101-117
- No. of Pages:17
- Summary/Abstract:The exile is a natural element of functioning in the context of modern nation states. According to UNHCR estimates, children currently make up about 41% of the refugee population. The results of diagnostic tests conducted in Western Europe, Canada and the United States of America show that the most common incidents that refugees encounter include war experiences, witnessing an explosion or fire, experiencing physical assault and armed robbery, being subjected to torture, sudden death of a family member, witnessing the sudden death of others as a result of an attack, being imprisoned, participating in a transport accident, and experiencing life threatening experiences. The traumatising experiences of children are linked to the context before the decision to migrate, to the context of moving to the country of destination and to the context of staying in the country of destination. The subject of the analyses undertaken in the article will be the typical emotions experienced by children in a refugee situation (both migrating with their parents and children deprived of adult care), then the recognized strategies of aid work with the refugee child and the prospects for their implementation in the school, taking into account the social and cultural context in which it is located. It will also take into account the emotions experienced by the assisting professional and strategies for preventing secondary traumatisation, illness or injury, economic risk, risk of interpersonal violence, including stigmatisation, domestic violence and, in the case of children, abandonment and death of the parent as a result of a war situation. Regardless of the traumatic experience in the country of origin (premigratory trauma), refugees are additionally exposed to indirect stressors (located between premigratory trauma and postmigratory stressors) related to the necessity to leave their own homeland and postmigratory stressors related to settling in a new social and cultural context, participation in the process of acculturation. These are the factors determining the course of adaptation and the quality of life of refugees.
- Price: 4.50 €
Teatr szkolny jako forma praktyk performatywnych. Możliwe wyjście z kryzysu kultury emocjonalnej szkoły
Teatr szkolny jako forma praktyk performatywnych. Możliwe wyjście z kryzysu kultury emocjonalnej szkoły
(School theatre as a form of performative practices)
- Author(s):Edyta Nieduziak
- Language:Polish
- Subject(s):Education
- Page Range:119-136
- No. of Pages:18
- Summary/Abstract:A possible way out of the crisis of the emotional culture of the school. The article attempts to describe the school theatre as one of the possible ways out of the crisis of the emotional culture of the school. The author assumes, however, that it requires a special treatment of school theatre, namely as a performative practice. The understanding of the school’s emotional culture as a kind of school culture presented in the introduction, manifested in its emotional climate, which is shaped, among others, by the teacher’s emotional work and upbringing in the emotional sphere (Przybylska 2018) is the starting point for observing the artistic and theatrical practice in schools. Observation of current school activities, in which theatre manifests itself in almost ossified forms, causes that although one can see in it the potential for changes in emotional culture, because the emotions of youth are the main tool of its work, it requires a different treatment – just as a performative practice. In the light of the theory of cultural representations (performance studies), school theatre is considered to be the mainstream applied theatre, which, besides aesthetics, is characterized by being treated as a tool for human or social change.The author presents the so-called crisis exit routes and barriers that hinder the process of change. In the first group, she proposes as methods of solutions, among others, focusing on small theatrical forms, using the element of fun, appreciating workshop activities and the processual character of work on the performance, not just the final effect. Among the barriers she discusses, apart from the aforementioned conservative structure of performances, the low involvement of teachers and the lack of artistic competence that would allow school theatre to be based on its constitutive attribute, which is theatricality, the opposite of literality. The juxtaposition of possible exit routes with the school barriers to the development and dissemination of school theatre as a performative practice makes it possible to see it as an out-of-school practice, yet aimed at children and adolescents of school age. These metaphorical evacuation routes are located, among others–– in the activity of non-governmental organisations focused on conducting theatre workshops for different target groups and using different methodological approaches or focusing on exploring the chosen method of theatre work,–– theatre institutions, to which theatre created by children and young people is transferred.Following these paths can help to restore to the school a culture that has created a safe area for the development of emotional functions, social cooperation and that has contributed to changes in pupils’ personalities by means unknown to the didactics focused on the implementation of programme content and goals.
- Price: 4.50 €
O emocji czytelniczej. Pedagogiczny sens lektury
O emocji czytelniczej. Pedagogiczny sens lektury
(On ‘reading emotion’. Pedagogical sense of reading)
- Author(s):Krzysztof Maliszewski
- Language:Polish
- Subject(s):Education
- Page Range:137-154
- No. of Pages:18
- Summary/Abstract:The text focuses on emotional movement as an inalienable component of reading. There is a ‘reading emotion’, which is a set of emotions that have a special meaning in the learning process. Thus, there is a fundamental difference between reading in a technical sense and reading in a pedagogical sense. The latter is an engaging practice that tests the sensitivity of the recipient. Pedagogical reading is a game for one’s life – for its orientation, sense, value and taste. That is why it can not do without delight, being intrigued, overwhelmed and jealousy.
- Price: 4.50 €
