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The evaluation of the hearing function through the methods of tonal audiometry with headphones and speech audiometry and the realization of hearing trainings through the method of "the practices of specific stimulus-response tasks".
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The article "Logical and Psychological in the Learning Process" is focused on the problem of the structure of the teaching process. It begins with the structure of the various disciplines to continue with the logical and psychological organisation of the substance that is to be taught. Here it studies the different theories of organisation, teaching and the connections between these two things. There is a logical and a psychological organisation and there must be used in the teaching process so that the student benefits most from it. In order to be able to do this a teacher must be aware of the logical operations of teaching and how they are interacting with each other. The logical operations and the connections and interdependences between those are enumerated in order to show the usefulness of their knowledge and understanding for the process of teaching. Also there are enumerated the common errors that are to be avoided in the practice of argumentation. In the end there are some considerations from this point of view about the practice of teaching in Romania.
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To investigate drawing development, kindergarten (N = 213; age range 2;0–3;9- and Grade 1 (N = 183; age range 6;11–8;9) children performed Moore’s (1986) colouring task. It was found that young children’s drawings of a cube represent generalizations rather than particular models. An intermediate stage of differentiation between scribbles and representational drawings, closed forms, was identified. It was discovered that very young children often do not co-ordinate outline drawings with colouring. Outline drawing stage was correlated with colour use and co-ordination of colouring. Seven categories of ways how children colour in the single square that was drawn to represent the model cube were discovered.
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As numerous empirical studies consistently prove, the addition of a suitable picture to a text greatly speeds up learning and improves retention of material (Mayer 2005; Salomon 1994). As Weidenmann (1989) shows on the basis of a review of 48 experimental studies, illustrated texts have an advantage from the point of view of learning and retention. Test subjects who were presented with an illustrated text achieved scores that were on average 36 % higher than test subjects who had merely read or listened to a text. This effect appears with a wide variety of texts, pictures and tasks and with different types of learners. The advantages of illustrations for the acquisition of knowledge are based either on the simplification of the complex or on the presentation of the abstract in a more concrete manner; the two principles are not however equally suitable for the tackling of various tasks such as identification, classification, remembering sequences and patterns, problem solving, construction of mental models, structuring the content of a text, etc. This paper deals with the functions of pictures and the use of various types of pictorial presentation in different tasks.
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In this paper the author provides arguments against the initiative to impose a legal ban on parental corporal punishment of children. The author points to unfairness of intentional elimination of differences between corporal punishment and physical abuse and violence. Corporal punishment is seen as a technique of punishment, which is, as such, part of disciplinary methods, which are, in turn, just a small part of upbringing and raising children. The author also defines reasonable corporal punishment as a legitimate and legal means which causes pain, but does not cause injuries to the child. There are three situations in which corporal punishment can be the only or the most efficient method. The author provides guidelines which can serve to distinguish between corporate punishment and physical abuse and defines all false assumptions which are the basis of the initiative to impose a legal ban on parental corporal punishment of children.
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In this paper the author provides a survey of psychological research that can be relevant for discussion on harmful effects of corporal punishment on psychological development of children. Psychological findings are classified into three groups, looking at what they are based on: findings based on experimental and non-experimental findings and those based on clinical work with patients. Researchers whose findings are classified in the former two groups did not even mention corporal punishment as a significant factor for decades; only in the 1990s did the first research in which corporal punishment was mentioned as significant appear. Clinical findings fail to single out this kind of punishment due to deficient methodology. The author’s main conclusion is that psychology does not have information that every kind of corporal punishment is detrimental. The last part of the paper offers answers to several psychological arguments against corporal punishment of children.
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In the work the competences of the contemporary teacher in the framework of the constructivist as well as cognitive theories have been presented. The attention has been focused on the personal features and competences of teachers in the range of the use of the information and communication technologies in their pedagogical work and the shaping among the learners the medial and digital competences, motivation to the learning, development of pupil’s interests and ethical behaviors of a teacher.
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This article outlines the necessity of developing the social capital. The first part deals with a dilemma surrounding the expectation that teachers will engage in developing cooperation skills — one of the aspects of social capital — despite the individualistic trend dominating our culture. The second part focuses on the basic skills contributing to the efficiency of cooperation when developed. These are the ability to understand others and communicate with them, empathy and self‑control. Teacher’s activities enhancing their development were also characterised.
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The starting point of this paper is derived from considerations of two opposing functions of education: socialization and liberation (Richard Rorty). Their irreducible antagonism, not only poses an essence of contemporary tensions and challenges of education, but also presents, how problematic the definition of education is and should be, because in this case a simplification would mean — among other things — shrinking from teachers’ responsibility for comprehensive educational influence and their own professional development. Unfortunately, in theoretical discourse of education teachers are often shown just as knowledge transmitters and pushed aside of crucial disputes. The article considers two aesthetics of being in culture as a remedy for such situation.
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Change is a category which is permanently interwoven with the teacher’s career. Therefore, it seems significant how teachers define this notion and what their attitude to changes is. What is presented in this text are the analyses of the studies carried out among active teachers — such teachers who are outstanding in their professional and local environment due to actions they undertake and their involvement. In such a selected group, a positive attitude to change and innovation should prevail. Who else, though, if not such teachers, ought to change school reality and take part in social transformations?
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The article discusses the process of music education evolution in the world from the situation of interesting ideas and concepts between infiltration the individual countries up to the megatrends that characterize musical education in the twenty-first century. The author compares contemporary proposals of music education implemented in selected countries from five continents (North America, Asia, Australia, Africa and Europe) highlighting the existing current megatrends. The resulting image serves for the reflection on the application of global trends in the Polish system of compulsory public education and the role of a contemporary music teacher in the cultural situation that occurred.
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The article focuses on the universal character of education through art. The role of the teacher has been indicated within the shaping process of values’ hierarchy and forming of responsibilities among wards. "The standards of the cultural education" was mentioned as an interesting educational proposition both through the art and with the art.
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