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Tekstocentryzm a kwestie podmiotowości w edukacji polonistycznej
An opinion in the panel discussion Polish language education as an obligation
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An opinion in the panel discussion Polish language education as an obligation
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The article concerns the problem of incorporation of elements of the reader’s response conception into literary and cultural education. The theory of reader’s response was developed by Wolfgang Iser, Stanley Fish and — in some sense — also by Norman Holland. In Polish didactic tradition, it would be necessary to refer to the works of Kazimierz Wóycicki, the inventor of the concept of aesthetic experience (impression), which — according to Wóycicki — is crucial in the process of reading or experiencing each work of art. Currently, the idea of using a reader’s response strategy (or just its variation) in literary education is popular, especially in Australia and Ireland. The author reports on the lectures delivered by Brenton Doecke and Larissa McLean Davies during the 10th IAMTE (today ARLE) Conference in Odense (Denmark) in June 2015, and describes a new model of Living Certificate exams in Ireland. Both attempts seem to be very encouraging as the ways of bringing literature close to life in the area of education.
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The evolution of reading proceeds from a trustful and affirmative perspective to that of suspicion and criticism. This is supported by required reading lists and the choice of preferable lesson topics and issues to be discussed with pupils. The outcome is an overwhelming majority of readings, which are the testimony of human grandness as much as human misery. The author identifies possible practices of reading which reveal goodness in the world and individuals. This task is, in author’s opinion, a teacher of literature’s duty.
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This article presents the results of research on the presence of literature for young people in the education of Polish studies at the third stage of education. The first part discusses the use of literature for young people in the core curriculum, curriculum and school textbooks. Attention was paid to the limited presence of literature for young people. The second part of the article was devoted to proposals of incorporating the teaching of literature for young people into the Polish language education. Among the proposed solutions emerged: discussing the work for young people chosen by the students and the teacher, using literature for young people as literary references to canonical works and as language material.
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The article outlines various forms of cooperation between parents and teachers and the role of the school and local library in attracting lovers of reading. Based on an interview with teachers and the observation of activities of both headmasters and teachers at Podkarpacie, the author characterized interesting ways of promoting reading in these institutions.
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Article addresses the issue of the application of the results of the research into reading attitudes of teenagers, and especially the knowledge about their reading motivations in order to construct methodological instructions aimed at overcoming the students’ reluctance to read under compulsion to read at school. The results of the research into the readership of children and young people, carried out in 2013, and into subject literature have been employed to formulate six principles intended for teaching Polish language at school, the application of which may encourage students to read lengthy, complex texts, especially obligatory school reading.
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The author of his paper raises an issue of crisis of the literary canon in contemporary school. He points out the need for revision of school required reading lists and searching for new educational texts to meet the needs of today’s students. At the same time the author proposes universal criteria for reading to be used at all levels of education. He concludes with a reflection on the opportunities and risks that are associated with the adoption of the proposed model.
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The aim of this paper is to show the role of contact with art on the development of a creative personality through the educational process. The task of modern education should be to form a creative human being who is capable of change, seeking, fitted with imagination to transform reality. Experiencing art affects our understanding of the self, others and the world due to the fact that it engages emotions and the mind and thus combines sensory perception of personal, cultural and social factors. Contact with different types of art, understood as the perception and creative activity, promotes improvement of abilities important for the intellectual development of a person, such as: active study, choice making, contextual applications, association and completing. Art provides stimuli for the intellectual, emotional and aesthetic development, allows the formation of an entity active in many fields. The paper presents examples of work models and teaching activities that develop the creative skills needed not only in art but also in other areas.
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The article Why teaching poetry is important? is devoted to methods of teaching poetry at school. The starting point is an analysis of the curricula at all stages of education. The issue of readership in Poland also becomes an important research context. Searching for the answer to the question raised in the title, leads us through evaluation of various approaches to teaching poetry at school and an analysis of the selection of texts for students. The influence of popular culture on young people imagination seems to be equally important in the context of the considered issue. Teaching poetry might become a pivotal way of creating young readers’ sensitivity in opposition to the meager message conveyed by popular culture.The arguments presented in the article refer to a few layers of influence lyrics have on the reader. Interpretation is treated as a way of practicing analysis and synthesis of formally complicated and ambiguous texts. Moreover, interacting with various poetic works is shown as a possibility for mature interpretation. An aesthetic experience and its influence on the shaping of human sensitivity become a key point. The author believes that the universal values conveyed in literature might enrich a young reader with multiple, entirely new experiences. Furthermore, learner’s interest in reading poetry equals a sense of elitism and uniqueness, which seems to be sought after in the contemporary world.
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The article comprises two parts. The first presents the transformation of artistic practice and the very notion of art itself in the last half of the century referring to such authors as J. Derrida as well as A. Danto, H. Belting and H. Foster with their idea of the death of art. It is also an attempt to indicate the reasons for the absence of contemporary art in Polish-language education. The second part provides a description of an educational project carried out by the author in one of the high schools in Chorzów. It was aimed to confront the students with contemporary art genres. The article also presents the assumptions behind the project and the conclusions drawn from it.
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The article concerns making use of psychological knowledge during Polish language lessons. It describes three methods of teaching. The first method, that of creating a psychobiography, can enliven the traditional form of a character study written by students. The second method concerns social psychology. Based on the example of the novel Lord of the Flies by William Golding, it is shown how elements of knowledge about group dynamics psychology can be incorporated into the Polish language class. The third method is related to the play Romeo and Juliet. It is shown how we can talk about the dynamics of love and the specifics of its phases during classes about this play. All three proposals refer in their sources to an ethical turnabout and allow for a more personal encounter with a literary work. They also introduce literature into an outside-school context.
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The article discusses the most frequently used textbooks in didactics during the senior year of secondary school. The author reflects on the state of modern Polish educational literature. He is interested in authors and their work presented in these textbooks. The author draws attention to the preferred modern forms and genres, styles of expression and artistic conventions. He also discusses the understanding of the concept of modernity and its ambiguity. He notices that modernity is sometimes understood as the entire twentieth century, and also as the last period in the history of Polish culture after 1989.
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The article concerns the usage of games and gamification for educational purposes.In the first section, the author refers to various theories explaining the importance of play in human life and how fun can be combined with learning. The author presents the features of games and activities that integrate various spheres of personality, which, consequently, has a positive impact on students’ motivation and increases the effectiveness of the teaching process.The functions of didactic games supporting the teaching process at various stages are also discussed. Another part of the text applies to the games and plays used as a motivational tool for achievement of aims set in the national curriculum. Ways of using games in the classroom during Polish lessons with teaching humanistic skills as well as organizing lessons as a game system (gamification) are presented. The text concludes with an analysis of the reasons why games as a teaching tool are so rarely used in the classroom.
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The project Creativity in humanistic education realized within the project the Świętokrzyski Support System Talents — Fascinating World of Science suggested seeking answers to the questions: What do I like about my neighbourhood? What is important to me? What do I want to fix and in what form? as part of the problem: To what extent am I creative / open / artistically? The task, implemented in 2014, was addressed to primary school students (winners of contests and competitions in humanities). Its goal was to integrate the knowledge of the Polish language, the knowledge of art and the knowledge of the region with editorial-writing and artistic-editorial skills. As a result of the project, a joint-author art book was published containing literary, journalistic and artistic contributions from participants.
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Constantly changing environment, particularly due to information and communication technology development, is creating new means of contact and exchange of information, knowledge and experience. Online „Polish Literature Newsletter” is answering the need for live dialogue between Polish language and literature didactics and literature and cultural sciences as well as dialogue between Polish institutes in Poland and from abroad. One of the key concepts of “Newsletter” is the idea of portal contribution by editors-coordinators, representing faculties and institutes of a particular unit. This cooperation significantly distinguishes „Newsletter” from other databases, which only concentrate on collection of knowledge. The paper will touch upon the rules governing the portal as a space for news about current Polish language academic life and promotion of innovative researches, as well as about the value and importance of the portal as a tool for potential users, researchers and Polish language teachers interested in the new literary and teaching researches trends.
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The essay concerns the media aspects of communication illustrated with the example of a university lecture. The author assumes that the term “mediality” should be perceived widely, without being limited to the form of the non-contact, indirect communication or to the messages based on audiovisual means. He indicates that man himself is a form of a media communicator which uses both linguistic, as well as non-linguistic and paralinguistic code.
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The article is aimed at recognizing the importance of the computer mouse in the life of modern man. The author introduces the concept of ferreting human, i.e., investigating, searching and browsing the Internet resources. The material found there, i.e., different models of computer mice, have been subjected to observation, and their features and functions as well as their role in the anthroposphere — described. The monument of the laboratory mouse in Novosibirsk put up in recognition of its contribution to the discovery of DNA has been analysed and interpreted. On this occasion, the significance of the role of the natural mouse in culture and science, especially medicine, has been stressed. The final observation concerns the condition of the existence of man nowadays as a continuum between a double helix and a double-click on the computer mouse, between genes and the research attitude that is conditioned by them. The article may be utilised to prepare lessons of Polish language, and in their framework — to do exercises in describing a subject, and for a multimedia presentation.
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Studies show that although the need for digital environment is no longer a surprise to anyone in modern school, for many teachers, especially teachers of Polish studies, applying ICT in the classroom boils down to a multimedia presentation or finding a film related to the subject matter. This does not change in any way the form of teachers’ work, which primarily is a lecture. The article aims to present good practices of using the digital environment from the database of the Institute for Educational Research, which will take into account the requirements of the existing core curriculum and the opportunities provided by this environment.
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This article discusses the issues related with media acquisition of basic communication skills by chool children. The aspects of early literacy by the “medium” of a keyboard and screen as well as development of social skills by widespread contacts online (social networks, messengers) or creating words practice by youngest with using Web 2.0 were analyzed. Therefore, the educational use of the available applications at school (including Polish language education) is necessary, also in the development of communicative competence of children. Keywords: communication skills’ acquisition, children, media communication, on screen reading, on screen writing
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