Pedagogika i edukacja wobec kryzysu zaufania, wspólnotowości i autonomii
Pedagogy and Education on the Crisis of Trust, Commonality and Autonomy
Contributor(s): Joanna Madalińska-Michalak (Editor), Anna Wiłkomirska (Editor)
Subject(s): Social Sciences, Education
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: crisis; trust; autonomy; commonality; pedagogy; education
Summary/Abstract: The authors call for taking measures to improve the state and the quality of civic community and to revitalize socio-educational life, using the canon of educational, social and cultural values, as well as to regenerate and strengthen social bonds. The book is addressed to scholars, especially those whose main fields of study are pedagogy and related sciences, to teachers, school headmasters, students of pedagogy and education and to local and government administration members.
- E-ISBN-13: 978-83-235-4303-9
- Print-ISBN-13: 978-83-235-4295-7
- Page Count: 494
- Publication Year: 2020
- Language: Polish
„Wleczemy za sobą długi ogon nie przezwyciężonej przeszłości”. Pierwsza dekada
„Wleczemy za sobą długi ogon nie przezwyciężonej przeszłości”. Pierwsza dekada
(We drag the long tail of the unc onquerable past behind us. The first decade)
- Author(s):Zbigniew Kwieciński
- Language:Polish
- Subject(s):Education
- Page Range:21-30
- No. of Pages:10
- Keywords:education for democracy; permanent mission of the Polish Educational Research Association
- Summary/Abstract:In the opening speech of the 10th National Pedagogical Congress, the activity of the Polish Educational Research Association was acknowledged. In the first decade after 1989, under the direction of Professor Mikołaj Kozakiewicz Polish Educational Research Association was to build education for the expected state’s democratic system transformation. However, already in 1993, prof. M. Kozakiewicz warned against the possibility of a recurrence of totalitarianism as a result of the lack of social ability to overcome old habits of thinking and acting. The 10th Congress is a new call to continue efforts to shape critical and active citizenship.
Odpowiedzialność za przyszłe pokolenia: edukacja do a utonomii
Odpowiedzialność za przyszłe pokolenia: edukacja do a utonomii
(Responsibility for future generations: Education for autonomy)
- Author(s):Joanna Madalińska-Michalak
- Language:Polish
- Subject(s):Education
- Page Range:31-47
- No. of Pages:17
- Keywords:responsibility to the future; generations; autonomy; competence to be autonomous; education for autonomy; teacher education
- Summary/Abstract:This paper considers the problem of autonomy of the individual in a democratic society, and the problem of education for autonomy, education seen as a challenge and our moral responsibility to the future generation. I assume that the decisive role in this task is for us all. The quality of our response to the call of responsibility to the future generation depends largely on our generation’s attitude – whether the generation responsible to the future generations will take action or whether it will be made responsible for its inaction in the future. Teachers and teacher education are placed in the centre of the presented analysis. I argue that teachers who do not focus on acquiring and expanding their autonomy competences, or do not use the autonomy assigned to them by law, are not able to create appropriate conditions for their students in the field of education. Education for autonomy depends, among other conditions, on the teachers’ responsibility for their own professional development. A significant responsibility in this respect falls on universities that provide teacher education.
Autonomia wyzwaniem dla naszej edukacji
Autonomia wyzwaniem dla naszej edukacji
(Autonomy as a challenge for our education)
- Author(s):Andrzej M. Kaniowski
- Language:Polish
- Subject(s):Education
- Page Range:48-66
- No. of Pages:19
- Keywords:autonomy; Kant; natural law; Good; freedom; Kohlberg
- Summary/Abstract:The idea of autonomy can be considered “one of three or four innovations throughout the history of philosophy”, following Jürgen Habermas. We owe today’s understanding of this idea, which has always been related to the idea of freedom, to Immanuel Kant, but this idea has been forged both in the course of intellectual – particularly philosophical – reflection and in the social, political and economic struggle for its realization in concrete historical conditions. Autonomy based on one’s own doing, that is, on being the author of one’s own actions, can be understood in various ways. However, this diversity can be put in order. The model for the development of moral thinking, elaborated by Lawrence Kohlberg, is helpful here. The autonomy in its Kantian understanding is only attainable at the post-conventional level of development of this thinking. At this level of development of moral thinking, the measure of the rightness of one’s own conduct, that is to say, the measure of how good or bad one’s conduct is, is the norm that we can present to ourselves as the norm that governs the will or the freedom, both internal and external, of every single rational being. Subjecting one’s will and freedom to such a norm is nothing else but autonomy, or “one’s own norm-giving”. The aim of the considerations conducted in the article is, first of all, to show – against the background of various possible variations of the understanding of autonomy – Kantian concept of autonomy as a particularly important way of understanding it, having fundamental significance for our perception of ourselves, both as individuals, i.e., unique individuals, and as creating our own political order of communities. The idea of autonomy, this particular product of Greek-Latin thinking and the centuries-long struggle to make it a reality, is particularly threatened in today’s world. Because of these threats, it is the idea of autonomy – as an idea which is also to be adopted in the process of education and upbringing – that is a particular challenge for our education, both Polish and European.
Pedagogika (braku) zaufania
Pedagogika (braku) zaufania
(Pedagogy of (the lack) of confidence)
- Author(s):Bogusław Śliwerski
- Language:Polish
- Subject(s):Education
- Page Range:67-78
- No. of Pages:22
- Keywords:university; pedagogy; worldview; political battle; politics; political power; democracy; conflicts; science
- Summary/Abstract:The phenomenon of decreasing confidence and trust in academic environments is the subject-matter of my analysis. I observe one of the reasons for that in the fights of political elites, which tend to drag scientists into their political games. The instrumental utilisation of worldview disparities, religious activity, ideological and political preferences split scientific and academic staff, becoming the cause of antagonism among the representatives of social sciences and humanities. I write about pedagogy which is dependent on state affairs and included in activities firstly concentrating on gaining political power by a specific political formation, secondly – on maintaining it thanks to the system of national education, care, and upbringing.
Edukacja wobec kryzysu zaufania. Spojrzenie z perspektywy aksjologicznej
Edukacja wobec kryzysu zaufania. Spojrzenie z perspektywy aksjologicznej
(Education in the face of crisis of trust. A look from an axiological perspective)
- Author(s):Urszula Ostrowska
- Language:Polish
- Subject(s):Education
- Page Range:79-97
- No. of Pages:19
- Keywords:education; axiological perspective; crisis; trust
- Summary/Abstract:This text deals with the issue of education in the face of the crisis of trust. I consider these issues from an axiological perspective, following the trail of the triad: education–trust–crisis. These three key categories belong to the universal and basic for man as an individual and a person fulfilling himself in various social communities. Education is deeply rooted in the world of the axiological anthroposphere. Man is the creator of meanings, which he gives to personal and social experiences.
Edukacja wobec kryzysu zaufania, wspólnotowości i autonomii – która edukacja i jaka?
Edukacja wobec kryzysu zaufania, wspólnotowości i autonomii – która edukacja i jaka?
(Education in the face of crises of: trust, commonality and autonomy – what education?)
- Author(s):Ryszard Maciej Łukaszewicz
- Language:Polish
- Subject(s):Education
- Page Range:98-115
- No. of Pages:18
- Keywords:educational crises and reforms; political games; anachronistic interpretations of early school education; narrative model; Wrocław School of the Future; alternative education provocations
- Summary/Abstract:Various attempts to solve crises, as well as the reform of education by the Ministry of National Education in Poland – are a constant promise of winners after losers. Another / new school should have been supported in the richness and diversity of the school’s innovations and experiments. There is an observable need for social and academic release of education alternatives by practicing them, and at the same time the need for humanistic alternatives (Irena Wojnar’s term) for education and school. Wrocław School of the Future, is the only example in the last twenty-five years that that better is possible.
Pamięć i tradycja w kulturze zaufania (vs. nieufności)
Pamięć i tradycja w kulturze zaufania (vs. nieufności)
(Memory and tradition in a culture of trust (vs. culture of mistrust))
- Author(s):Teresa Hejnicka-Bezwińska
- Language:Polish
- Subject(s):Education
- Page Range:116-133
- No. of Pages:18
- Keywords:memory (personal – generational – historical); pedagogical tradition; trust (personalised – institutional – systemic); teaching practice/educational practice; culture of trust vs. culture of mistrust
- Summary/Abstract:Reflection upon pedagogical memory and tradition of the last century warrants a conclusion that entire generations of Polish pedagogues who participated in significant cultural changes (transitioning from a democratic, market-oriented culture to a real socialism culture and then transitioning back) failed to transform personal and generational memory into historical memory. There is even evidence that in post-World War 2 Poland the process of organised forgetting of the educational practices of the past was initialised. This could be considered one of the underlying factors for the weakening and breaking of the relationship between pedagogy and teaching practice (education). The phobia of confronting personal and generational memory of pedagogues with historical memory after 1989 perpetuates and deepens the culture of mistrust between the educational entities. This reduces the likelihood of constructing a culture of trust, especially in the institutional and systemic context. Furthermore, refraining from building an educational tradition rooted in historical memory undermines any efforts to implement pedagogical consistency in consecutive educational reforms. This consistency should be defined as strengthening the willingness of people to take up action for the benefit of all.
Dziedzictwo idei i pęknięcia międzypokoleniowe w pedagogice polskiej (Posłowie)
Dziedzictwo idei i pęknięcia międzypokoleniowe w pedagogice polskiej (Posłowie)
(The heritage of ideas and intergenerational gaps in Polish pedagogy (The postscript))
- Author(s):Krzysztof Maliszewski, Ewa Marynowicz-Hetka, Lech Witkowski
- Language:Polish
- Subject(s):Education
- Page Range:134-152
- No. of Pages:19
- Keywords:modernity; tradition; revitalization; memory; forgetting; Stalinism; “bourgeois” tradition; applications of categories
- Summary/Abstract:The text consists of three integrated parts, accepted reciprocally but written separately by the above authors as coordinators of the debates and editors of the book prepared for the 5th Special Symposium of the 10th Polish Pedagogical Congress. In the Introduction we start with recalling the detailed list of problems inserted into this framework of debates. Part One puts forward the issue of “modern tradition” as the object of a new research perspective, postulated for the history of the Polish pedagogical thinking. The purpose is defined as revitalization of the tradition of ideas in their modern applications but without just a sentimental approach or purely historical intention. We want to regain access to new ideas through old categories as defining valuable places within the symbolic heritage of pedagogy. The basic instruments contain reference to concepts of generation, duality turn-over, recognition and permit discussing political contents for contemporary democratic education. The Second Part of the paper deals with ways of preservation of the past achievements in the practical and theoretical consciousness of new generations of researchers and teachers. We deal with the concepts of memory and forgetting as interlinked within mentality, affectivity and activities. References to Ricoeur, Freud and Radlińska are among the most crucial ones here. Then the tools for analysis of links between these three dimensions are discussed in depth. The basic inspirations stem here from Bachelard. Then we treat conclusive remarks as a new opening for future discussions. We stress the necessity to settle accounts with activity of various important Polish pedagogists like Bogdan Suchodolski in the “Stalinist era” in Poland and in its follow up, e.g. by a prolonged insistence upon the concept of the “bourgeois” tradition, as disqualifying and putting aside an important part of pre-war heritage, which was basic for installing education in Poland after regaining independence in 1918 and was disqualified by the orthodox Marxist domination after 1945. We stress that some practices of exclusion and contempt are present in the contemporary pedagogical literature as well.
Myśl pedagogiczna i edukacja wobec anomii, bierności obywatelskiej, dysfunkcjonalności władzy i demokracji proceduralnej
Myśl pedagogiczna i edukacja wobec anomii, bierności obywatelskiej, dysfunkcjonalności władzy i demokracji proceduralnej
(Pedagogy and education in the face of anomie, civic passivity, dysfunction of power and procedural democracy)
- Author(s):Tomasz Pilch
- Language:Polish
- Subject(s):Education
- Page Range:153-176
- No. of Pages:24
- Keywords:pathology of political power; hate speech; intolerance; education anti-reform; marginalization and exclusion; social policy; ecological threat
- Summary/Abstract:The article critically analyses political power in Poland. Two charges are formulated against the authorities: 1. lack of rational economic policy, 2. deliberate sparking of hostility and division in the society. These deliberately destructive divisions are accompanied by manipulation of facts, hypocrisy over the past and incitement of hostility on the basis of political, moral and other differences. A bizarre example of the aberration of the country’s political authorities is establishing “LGBT-free zones”. The article presents threats resulting from the introduction of a failed reform of the educational system. This includes the reduction of protective, medical and social functions of the school, and the commercialization of extracurricular activities, thereby increasing educational inequalities. The article sheds a critical light on employment policy, employee protection and working conditions. The scandalous neglect in this respect has led to the highest economic emigration in recent decades, including that of young people. A separate area of criticism is the scandalous neglect of ecology, lack of concern for renewable energy sources, growing exclusion of communication and growing income inequalities, which puts Poland in the group of countries with the highest social stratification rates.
Pedagogiczno-społeczne konteksty bierności obywatelskiej w III RP
Pedagogiczno-społeczne konteksty bierności obywatelskiej w III RP
(Pedagogical and social contexts of civic passiveness in the Third Republic of Poland)
- Author(s):Małgorzata Kosiorek
- Language:Polish
- Subject(s):Education
- Page Range:177-188
- No. of Pages:12
- Keywords:educational policy; education socialisation system; civic passiveness; social participation
- Summary/Abstract:The paper presents transformations that have taken place in the Polish educational policy in the context of systemic changes within the past thirty years. The key phenomena that have been analysed include process of education socialisation, crisis in social participation and civic passiveness. The first part of the paper refers to opportunities and options that have become available in the Polish educational system as a result of systemic changes. The second part covers the crisis in social participation and civic passiveness as categories characteristic for the contemporary Polish society. The conclusion presents possible reasons for reluctance in terms of undertaking grassroots actions and involvement in education-related matters as well as actions proposed to stimulate activity and cooperation to contribute to development of democracy in the educational policy.
Odwaga dialogu, wspólnotowości i sceptycyzmu. Uniwersytet w obronie rudymentarnych wartości stanowiących o jego (prze)trwaniu
Odwaga dialogu, wspólnotowości i sceptycyzmu. Uniwersytet w obronie rudymentarnych wartości stanowiących o jego (prze)trwaniu
(The courage of dialogue, community building and scepticism. University in defense of the values rudimentary to its survival)
- Author(s):Renata Nowakowska-Siuta
- Language:Polish
- Subject(s):Education
- Page Range:189-206
- No. of Pages:18
- Keywords:university; values; rationality of education; contemporary university models
- Summary/Abstract:University – both in the Middle Ages and today – has been a part of the society and was prone to processes similar to the societal ones, which determined its functioning. Last decades rapidly accelerated the discussions about contemporary higher education institutions. The aim of the article is to indicate the expectancies towards the university expressed by individuals and social groups, as well as by the state. A contemporary state does not need engaged citizens, it needs competent users of an institution, which radically changes the expectancies towards university. It is often acknowledged that the university should equip students not with general knowledge, but specific skills enabling them to function in social life. It is contrary to the idea of general education, in which not only knowledge, but also specific cultural dispositions: openness to otherness, negotiation skills and respect towards other worldviews are crucial. The article calls to traditional university values and describes how their perception has changed in the contemporary university.
Prognozowanie rozwoju systemu edukacji w kontekście wyzwań natury globalnej
Prognozowanie rozwoju systemu edukacji w kontekście wyzwań natury globalnej
(The prognosis of the development of the education system in the context of global challenges)
- Author(s):Stefan M. Kwiatkowski
- Language:Polish
- Subject(s):Education
- Page Range:207-222
- No. of Pages:16
- Keywords:forecasting; socio-economic development; future professions; competences of the future; sustainable development
- Summary/Abstract:The article reviews the reports on the directions of socio-economic development included in global categories. Against this background, the author presents prognosis regarding perspectives in the field of education, including professions (professional areas) of the future. An original classification of future competences is also proposed and referred to the current core curriculum of general education for general and technical secondary schools.
Budowanie kultury zaufania i wspólnotowości w dydaktyce akademickiej
Budowanie kultury zaufania i wspólnotowości w dydaktyce akademickiej
(Building a culture of trust within teaching and learning in university didactics)
- Author(s):Anna Sajdak-Burska
- Language:Polish
- Subject(s):Education
- Page Range:223-246
- No. of Pages:24
- Keywords:university didactics; social constructivism; experiential learning; trust; feeling of community
- Summary/Abstract:What kind of culture dominates the domain of university teaching and learning – a culture of trust or culture of distrust? Higher education praxis of teaching and learning may be governed by one of the two paradigms: a “teaching paradigm” or a “learning paradigm”. The first one requires less trust between a teacher and a learner. The second one needs more trust – especially the learner’s trust in teacher’s competence. Maria Dudzik and her research team argue that in the praxis of Polish university didactics, we can find more distinct features of the “teaching paradigm” than of the “learning paradigm”. That means that in the teaching-paradigm-dominated university education, there is no room for trust-based social-patterns-learning, participation, collaboration, and community building processes. The article presents an example of an original approach drawing on multiple social models and experiential learning in the Kolb’s cycle fostering trust-based social competences development in the course of university education.
Leszka Kołakowskiego pojęcie charyzmatycznego nauczyciela
Leszka Kołakowskiego pojęcie charyzmatycznego nauczyciela
(The notion of charismatic teacher by Leszek Kołakowski)
- Author(s):Piotr Kostyło
- Language:Polish
- Subject(s):Education
- Page Range:249-266
- No. of Pages:18
- Keywords:charismatic teacher; ethics without a code; educating to hate; giving hope and confidence
- Summary/Abstract:A Polish philosopher Leszek Kołakowski, the author of essays pertaining to philosophy of education, emphasised the charismatic dimension of the teacher’s work as paramount in this area. The following article analyses three selected essays by Kołakowski, in which the philosopher deals with the theme of the teacher’s charisma. Bringing together the overlaying concepts and insights from each of these three essays, in the first instance, the article elaborates a comprehensive image of a charismatic teacher. Then, it argues that Kołakowski’s notion of a charismatic teacher is more negative than positive. Namely, the philosopher devotes a great deal of attention to the detrimental attitudes that inhibit charisma in teachers, rather than those which would guarantee their success as charismatic educators. Kołakowski suggests, then, the article concludes, that teacher’s charisma is absolutely unique and cannot be defined, unless it fully develops within an individual.
Czy praca nauczycieli jest ceniona?
Czy praca nauczycieli jest ceniona?
(Is the teacher’s work valued?)
- Author(s):Rafał Piwowarski
- Language:Polish
- Subject(s):Education
- Page Range:267-286
- No. of Pages:21
- Keywords:teachers; teachers’ profession assessment; teachers’ salaries
- Summary/Abstract:This text primarily draws from current Polish and international data and is divided into two main parts. Firstly, when we consider the question whether the work of a person, group of people or professions is valued, we have several options for expressing this assessment. We can use the opinions of people (more or less objective and authoritative), i.e. what people think about a given job or profession. These can be opinion surveys regarding the hierarchy of professions according to social respect, prestige, honesty, reliability and trust. Finally, in the opinion-based assessment group – the beliefs of the representatives of the teacher profession are an important aspect of the assessment. In some cases it shows great diversification between these two groups (society and teachers). The second, more measurable group of indicators that are the basis for formulating the assessment of the profession are earnings. They are compared to the earnings in other professions, the salaries of people with similar education and in comparison to earnings in a given profession in many countries. The presented data and analysis concern mainly teachers as a whole professional group. In the text, the author focuses on the issues identified at the beginning, concerning the two groups and related not only to Polish teachers.
Misja nauczyciela szkoły zawodowej
Misja nauczyciela szkoły zawodowej
(The mission of vocational school teachers)
- Author(s):Izabella Kust
- Language:Polish
- Subject(s):Education
- Page Range:287-307
- No. of Pages:21
- Keywords:mission; master; authority; master-apprentice relationship; professional mastery; vocational school teacher; dual professionalism; passion
- Summary/Abstract:The article attempts to answer the question: what is the mission of practical vocational training teachers? The following thesis has been assumed: The mission of a technical teacher is dual professionalism consisting in applying both specialist and pedagogical knowledge to prepare students for their future careers. Teachers who are passionate about their profession shape the culture of their schools and contribute to the enhanced quality of education. The following questions are asked in the article: 1. What is the mission of vocational school teachers and how should it be understood? 2. How is mastery expressed? How does mastery relate to mission? How does mentor shiprelate to mission? 3. How is the mission accomplished? The above questions are discussed in the context of the work of a vocational school teacher.
Młody nauczyciel w szkole. Problemy związane z rozwojem kompetencji i autonomii
Młody nauczyciel w szkole. Problemy związane z rozwojem kompetencji i autonomii
(Problems of development of competences and autonomy of novice teachers at school)
- Author(s):Anna Zielińska
- Language:Polish
- Subject(s):Education
- Page Range:308-325
- No. of Pages:18
- Keywords:teachers’ competences; professional development in the workplace; teachers’ autonomy; systemic and mental obstacles to the development of autonomy
- Summary/Abstract:Many authors have long been involved in research concerning the development of teachers’ personal and professional competences. According to them, teacher professional development is stadial and should lead to the critical use of knowledge, development of their own ways of working, revising the patterns of professional role and, consequently, to independence from external pressure and the creation of a teacher’s “autonomous identity”. The goal of this paper, based on several empirical studies, is the identification of some systemic and mental obstacles hindering the development of teachers’ competence and autonomy. The requirements related to the professional promotion system allow us to develop only some of the teachers’ competences that are the basis for building their autonomy, e.g. teaching and development of the teacher’s workshop. In the construction of the professional promotion system, communication skills, skills to motivate students, supporting them in solving problems, building their authority in relations with students were neglected. At the school level, a lack of trust among teachers, a lack of culture of cooperation and shared responsibility, a conflict between teacher generations, lack of respect and openness to others can hinder or even prevent the development of the autonomy of young teachers.
Prawo dziecka do kontaktów z obojgiem rodziców a konflikt okołorozwodowy
Prawo dziecka do kontaktów z obojgiem rodziców a konflikt okołorozwodowy
(Children’s right to the contact with both parents and the divorce conflict)
- Author(s):Marta Porembska
- Language:Polish
- Subject(s):Education
- Page Range:326-345
- No. of Pages:20
- Keywords:child; children’s rights; conflict; divorce; parents; relations
- Summary/Abstract:Family divorce is undoubtedly one of the most painful experiences in the lives of spouses and their children. However, the immaturity of younger family members, their dependence on parents, and the strong need for security and susceptibility to injury mean that the breakup of marriage is more strongly experienced by children than parents. Divorce is a kind of emotional shock for them, a critical and crisis period. As indicated by research reports and the analysis of court files, in many cases the right of minors to the contact with both parents is not respected, which is largely due to the behaviour of the parents themselves. It should be emphasized that all parents’ activities, such as: rivalry between them for the child’s feelings, engaging him or her in conflict with the former partner, striving to form a coalition with the child, as well as obtaining physical and mental exclusivity for the child by isolation from the other parent and devaluing him or her – should be considered as forms of emotional abuse of the youngest family members and manifestations of violation of one of the basic rights of children, which is the right to both parents.
Rodzice w kryzysie małżeńskim na warsztatach umiejętności wychowawczych – szanse i zagrożenia
Rodzice w kryzysie małżeńskim na warsztatach umiejętności wychowawczych – szanse i zagrożenia
(Parents in marital crisis attending workshops on education skills – opportunities and risks)
- Author(s):Alicja Zagrodzka
- Language:Polish
- Subject(s):Education
- Page Range:346-379
- No. of Pages:34
- Keywords:interpersonal communication; marital crisis; workshops on education skills; parents in education; psychopedagogy; Christian spirituality; nonviolent communication
- Summary/Abstract:Many parents go through a marital crisis, including some who take part in workshops on education skills. For five years, the author has been leading workshops entitled “Bless Children”. The programme of the workshop is similar to the programme of the well-known in Poland “School for Parents and Educators” (based on the book by A. Faber and E. Mazlish How to Talk so Kids Will Listen & Listen so Kids will Talk), but it also includes Marhsall Rosenberg’s Nonviolent Communication approach and some aspects of Christian spirituality. The author’s goal was to examine opportunities and risks related to participation in the workshops on education skills of parents in a marital crisis. The author used the individual case study method and the participant observation technique, in some cases supported by an analysis of e-mails. The goal of the study was achieved partially, which is why the conducted research should be considered a pilot project. the results allowed to draw practical conclusions, which could be useful for leaders of workshops on education skills.
Twórcze działania w pracy z dziećmi z cechami osobowości narcystycznej izolowanymi rówieśniczo jako sprawcami i ofiarami przemocy rówieśniczej
Twórcze działania w pracy z dziećmi z cechami osobowości narcystycznej izolowanymi rówieśniczo jako sprawcami i ofiarami przemocy rówieśniczej
(Creative activities in working with peer isolated narcissist children as victims and perpetrators of peer violence)
- Author(s):Anna Gaweł-Mirocha
- Language:Polish
- Subject(s):Education
- Page Range:380-396
- No. of Pages:17
- Keywords:art therapy; peer violence; peer rejection
- Summary/Abstract:The aim of the article is to discuss the phenomenon of peer rejection as a form of peer violence with particular emphasis on the process of art therapy as a form of support for rejected children. In the article, I tried to show the way in which plastic art therapy can help children who are rejected by their peers. Thanks to belonging to a group, the child satisfies important needs: affiliation, recognition, prestige and achievements. A special form of group interaction is peer rejection, which is treated as one of the main manifestations of social maladjustment. The etiology of rejection is multifactorial and includes personality traits that are negatively evaluated by peers. The peer group in school age becomes one of the pillars of building the child’s identity and personality. A child who experiences rejection by peers – loses playing companions, is a victim of bullying – develops negative beliefs about himself. Rejected by a group, without friends, they may say that they are not worth the friendship. Negative emotions grow in the child – feelings of helplessness, loneliness, sadness, anger. A child not being able to deal with a difficult situation, unloads his/her anger and sense of helplessness by resorting to aggressive behavior. In the classroom, it can be considered a provocative perpetrator of bullying. The child then falls into the vicious circle of the victim-perpetrator, negatively affecting the peer group. This phenomenon has a negative impact on the child’s further development and its functioning in the peer group. That is why therapeutic measures are very important to minimize the phenomenon of peer rejection. Art therapy can be an alternative form of working with peer-rejected children. It is a form of psychotherapeutic influence that can effectively supports work with children who experience difficulties in peer relationships.
Picie alkoholu i zaburzenia związane z piciem alkoholu u polskich studentów – kilka ważnych wyników reprezentatywnych badań
Picie alkoholu i zaburzenia związane z piciem alkoholu u polskich studentów – kilka ważnych wyników reprezentatywnych badań
(Alcohol consumption and problems related to alcohol drinking among Polish university students – a few important conclusions from a representative research)
- Author(s):Jacek Pyżalski, Agnieszka Cybal-Michalska, Natalia Walter
- Language:Polish
- Subject(s):Education
- Page Range:397-412
- No. of Pages:16
- Keywords:university students; problems related to alcohol drinking; risk behaviours; health behaviours
- Summary/Abstract:Alcohol drinking is often connected to serious long and short term health and social consequences. It is particularly true in the case of young people. One of the groups at risk are university students who are influenced by many psychosocial factors that may support risky alcohol consumption. The article presents selected results of the research project exploring alcohol consumption and problems related to alcohol drinking among students of Polish universities. The representative sample of Polish university students (third year) (N = 4503) took part in the survey covering alcohol drinking and factors such as depression, identity style, health behaviours, social engagement and selected socio-demographical variables. The results confirm a serious prevalence of problems related to alcohol drinking. According to results of AUDIT-C test (measuring risky alcohol drinking) 9% of the sample reach 8 points and more (that is twice the norm for males – 4 points). Those results are confirmed by data obtained through RAPS-4 test. It shows that one in ten student reaches 3 or 4 points (as indicator of risky alcohol drinking). Additionally, a substantial percentage of students experience short term consequences connected to alcohol drinking such as problems with police or being a victim of theft.
Czas wolny jako środowisko życia
Czas wolny jako środowisko życia
(Free time as a living environment)
- Author(s):Małgorzata Orłowska
- Language:Polish
- Subject(s):Education
- Page Range:413-424
- No. of Pages:12
- Keywords:leisure time; living environment; social pedagogy
- Summary/Abstract:We usually associate free time only with rest and fun. Meanwhile, both the definitions and the functions performed place it in the mainstream of social life. And such view is the subject of the analysis in this text in reference to the fundamental paradigm of social pedagogy – the living environment.
Edukacja kobiet w okresie późnej starości
Edukacja kobiet w okresie późnej starości
(Womens education in the advanced old age)
- Author(s):Katarzyna Białożyt
- Language:Polish
- Subject(s):Education
- Page Range:425-439
- No. of Pages:15
- Keywords:advanced old age; education; activity; quality of life; social change; lifelong education; education functions of the elderly
- Summary/Abstract:The article focuses on the education of women in advanced old age. An attempt was made to describe and indicate the most important elements of educational activity among the surveyed women. The research was conducted in a qualitative paradigm using focus interview. The study group consisted of 12 women aged 75–89. The main research problem was included in the question: What is the educational activity of women in advanced old age? The article aims to show the importance of education for women in advanced old age who participate in the classes of Universities of the Third Age.
Trajektorie legitymizacji naukowej innowacyjnych metod pedagogicznych badań jakościowych: badanie w działaniu, badanie przez sztukę, autoetnografia
Trajektorie legitymizacji naukowej innowacyjnych metod pedagogicznych badań jakościowych: badanie w działaniu, badanie przez sztukę, autoetnografia
(Trajectories of scientific legitimization of innovative methods of educational qualitative research: Action research, arts-based research, autoethnography)
- Author(s):Dariusz Kubinowski
- Language:Polish
- Subject(s):Education
- Page Range:443-456
- No. of Pages:14
- Keywords:methodological emergence; scientific legitimization; action reseach; arts-based research; autoethnography
- Summary/Abstract:The main goal of the paper is the explanation and empowerment of understanding methodology as an emergent, dynamic field of scientific knowledge about current research methods applied, constructed and re-constructed, following global socio-cultural changes. The author emphasises dialectic relations between normativity and descriptivity in methodological research, using the figure of scientific legitimization and proposing its three types: “finish”, “ascend” and “departure”. Various arguments are presented on the basis of nature, history and current practice of three research traditions: action research, arts-based research, and autoethnography.
Problematyczność recepcji metody fenomenologicznej i jej stosowalności w badaniach pedagogicznych
Problematyczność recepcji metody fenomenologicznej i jej stosowalności w badaniach pedagogicznych
(The problems of the reception of the phenomenological method and its applicability in pedagogical research)
- Author(s):Jarosław Gara
- Language:Polish
- Subject(s):Education
- Page Range:457-473
- No. of Pages:17
- Keywords:pedagogical reception of phenomenology; phenomenological inspirations in pedagogy;methods of phenomenological research;epistemological and methodological basis of phenomenological research in pedagogy
- Summary/Abstract:The nature of this paper is determined by three main theses that delineate the scope and boundaries of the title problem: 1. the method of phenomenological research is a method developed on the basis of philosophical discourse and it is based on the cognitive legitimacy of different varieties of phenomenological philosophy; 2. there is no obvious transition from the assumptions, methods and achievements of phenomenological philosophy to its reception and application on the pedagogical ground. Such concepts are always specific transpositions, adaptations and implementations that more or less abstract from the original intentions and intentions of phenomenology itself; 3. the vast majority of pedagogical receptions of phenomenology take the form of referring to selected research results and the content of particular analyses. The attempts to apply the very method of phenomenological analysis, in a well-established, methodical and consistent way, are rare.
Rozumienie jako przekład. Wokół koncepcji hermeneutyki George’a Steinera
Rozumienie jako przekład. Wokół koncepcji hermeneutyki George’a Steinera
(The understanding as a translation. Around George Steiner’s hermeneutics concept)
- Author(s):Rafał Włodarczyk
- Language:Polish
- Subject(s):Education
- Page Range:474-490
- No. of Pages:17
- Keywords:translation; understanding; hermeneutics; George Steiner; translational turn; philosophy of education; Jewish philosophy
- Summary/Abstract:The recently deceased George Steiner was one of the leading contemporary comparativists and philosophers of literature. One of the most important themes of his book from the 1970s, After Babel: Aspects of Language and Translation, is the claim about the identity of understanding and translation. The concept of the hermeneutic act as a translation, spokesmen for which are modern humanists and researchers, such as Steiner and also Hans-Georg Gadamer, Paul Ricoeur, Zygmunt Bauman or Jacques Derrida, in their various variants seems to have significant potential for general pedagogy and philosophy of education and generate interesting impulses for educational practice and education research. In the article, referring to the translational turn, the thought and tradition of Judaism and Steiner’s original approach to understanding, I analyse and discuss the premises of his basic claim and study the consequences and draw conclusions from Steiner’s concept for the theory and practice of education.
