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The aim of this paper was to compare educational paradigms in higher education across different cultures in order to clear the choice of the leading principles for pedagogical design to make easier students’ adaptation to a new study environment. The main questions addressed in the paper are: to differentiate educational paradigms from the cultural point of view and depending on them to compare pedagogical discourse, and to highlight the range of pedagogical design questions of understanding how pedagogical solutions and technology could support exchange program students in diverse learning environments. Therefore, all the issues are explored intensively from the perspective of the people who deal with those problems on a day-to-day basis. Although the experience of studying abroad may be enriching in many respects, adaptation to a new study environment is not always easy. Pedagogical design cannot be perfect without the knowledge of the values of the student audience, the habitual for it way of the new academic material presentation, and many other aspects which are rooted in the cultural peculiarities.
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Tutoring supports developing social competencies and teaching the tutored students how to express their own opinions, to accept the interlocutor’s arguments and refer to them. In order to be able to work on their own and establish a close relationship with the tutor, the students must be self-motivated and focused on self-development.
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The SNA is a useful method of collecting, analysing and improving employee’s competences. The paper presents it as a method complementing training methods, but it can also be successfully used during project implementation, requiring the creation of a team of effectively cooperating people.
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The research has shown certain problems that point to a need to practice social skills of the students and confirm the value of implementing an interdisciplinary solutions in higher education.
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The research has concerned SGH case study, so the recommendations are concentrated on this university. The SGH should clearly define the goals and priorities of cooperation with alumni. The priority should be to organize these relations and outline the desired model of cooperation. We recommend that in the long term one alumni organization should be created, institutionally related to the university.
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The entrepreneurial potential in Poland is not used to a satisfactory degree. It seems that this is mainly due to inadequate entrepreneurial education. The issues require in-depth research on effective forms of entrepreneurship education.
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The purpose of the study below is to show the essence of the integration of education entities around values. The basic problem is formulated by means of the following question: In what areas of school work is there an urgent need to integrate educational entities to fully fulfill the school’s functions, thereby building a space of an expanding axiological horizon. In the solution to the above problem, analytical and synthetic methods were used. The school should be perceived as an important subject of civic education. In this respect, the tasks undertaken by the school should focus on acquiring and transferring knowledge and civic skills to students through experience and practice of specific civic activities, or on solving social and local problems. An important task the school should undertake is cooperation with the socio-cultural environment. It should be done by inclusion of young people, inter alia, in the implementation of institutional programs or projects of socio-civic activity. The analysis shows the theoretical outline of social integration, paying attention to its types; showing priority tasks in the aspect of the integration of school entities. Three tasks were distinguished: integration around the implementation of the overarching goal of the school, integration for building an environmental school, integration supporting civic education.
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The family and school environment influence the upbringing and development of every human being. The process of the proper preparation of a child for life is only possible when both parties – parents and teachers – find the common ground necessary for agreement enabling the mutual complementarity in this activity. The following elaboration will cover issues concerning the areas of cooperation between the early childhood education teacher and parents, and the difficulties connected with it. The theoretical foundations of this cooperation will also be discussed, which are: social integration theory, subject education strategy and accompanying pedagogy. The aim of the study is to show the unique nature of parental cooperation with the school at the first stage of education. In the context of the subject of the study, the following research questions were formulated: • What are the expectations and needs of both parents and teachers in the field of cooperation? • What are the ways to solve problems and overcome difficulties that arise in the area of teachers’ cooperation with parents? In order to answer the above questions, an analysis of the subject literature and the analysis of the results of participant observation conducted by the author of the study during long-term work as a teacher of early school education was made.
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The aim of this article is to demonstrate how Joanna Rutkowiak’s concept of educational dialogue representing dialogic pedagogy can help in the accomplishment of the goals of intercultural education. The author’s attention is focused particularly on globalizing thinking and hermeneutically understood conversation, which can be important factors leading to the cognitive transformation of an individual accomplished by taking different points of view into consideration and including them in one’s cognitive horizon. Such an approach may contribute to the development of particular teacher attitudes which support intercultural upbringing. These attitudes can be formed by transforming teachers’ dispositions and increasing their self-awareness in areas such as worldview held, beliefs, values and manifested behaviors. This self-awareness is the key factor in a multicultural environment, which is an area of increased tensions and conflicts between culturally different values, norms and interpretations of reality. The author argues that teachers play the key role in intercultural education, because effective fostering of openness and tolerance towards Other depends on their efforts. Educators should play the role of negotiators between differing points of view, translators of cultural otherness and exponents of openness and tolerance. They will not be able to achieve this goal without increased awareness of their cultural background and a high level of self-awareness.
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RESEARCH OBJECTIVE: Determine student programme preferences in the context of a diagnosis of their behaviour in terms of maintaining good health. THE RESEARCH PROBLEM AND METHODS: How may the educational process be organized? What programme content do students expect? What behaviour, in terms of maintaining good health, do they exhibit? Methods: diagnostic survey, narrative interview, observation. THE PROCESS OF ARGUMENTATION: It is demanded of our civilization that we engage in lifelong learning. The process of educating senior citizens demands diagnostic research, with a concern for its effects. REASERCH RESULTS: The optimalization and management of the educational process: preparing an instructional programme with effective content and methods. CONCLUSION, INNOVATIONS, AND RECOMMENDATIONS: the programme should facilitate the participation of the community and prepare people to anticipate events; intergenerational cooperation is recommended.
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The success of adapting the teacher’s behavior to the course and communication with students doesn’t come from superficiality and training. Therefore, the movements of the teacher, his posture and gestures, the setting and orientation of the view, along with countless clues, some almost subtle are contributing greatly with the achievement of the communicative performance. Attractive, eloquent and inspired presentations, dynamic, consistent and constructive learning meetings are the fruit of experience and training, self-motivation and permanent self-evaluation.In this relationship the most important is the affective climate and the types of behaviors in the class. If this climate is loaded with positive elements the results of knowing the students, self-knowledge and professional affirmation and formation, motivation, will be very good. Focusing on the relationship aspects it’s raising the statut and the image of the teacher by accentuating formative valences of the educational process and didactic communication. Today, this scenario is focused on the continuous progress of the teacher and his preoccupation to train students in consistent, challenging and attractive conversational interactions in which the teacher accomplishes the role of resource and the student accomplishes the role of an explorer, partner, builder of his own progress. The relationship between student and teacher depends also of the teacher’s capacity to motivate students to acquire their ideas, convictions and values of taught courses. Certain is that the dialogue which both educational actors is exerting one upon the other depends of the quality and the depth of that relationship built between then the relationship influenced by verbal communication competence, nonverbal and paraverbal competence of the teacher but also of the students.
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Social circuits of knowledge — a preliminary field report
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The article problematizes the artistic and archival activities of Iwona Demko, concerning the first female students of the Academy of Fine Arts in Kraków. Recognizing her position in the Academia as a woman, the artist is aware of the difficulties that her predecessors may have experienced when wanting to study art at a time when only men were allowed to enter the academy. Bringing back to history the figures of forgotten first female students, Demko poses questions about the place of women in the history of art, the ways of constructing this discourse, but also about the image of the academy as an educational institution. While looking at these activities, I try to consider the ways of producing and sharing knowledge initiated by the artist.
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In an era where technological advancement is continuously expanding, the importance of technology in enhancing the quality of teaching in primary schools cannot be overlooked. Technology has changed the way we learn and teach, creating more efficient and engaging learning opportunities. From the use of computers and tablets in the classroom to online learning platforms, technology has transformed education and improved teaching quality. Technology has proven to be an effective and valuable tool in the learning process. It not only facilitates access to information but also allows for the creation of a personalized learning environment, tailored to the needs of each student. Moreover, technology has the potential to stimulate critical thinking and develop essential 21st-century skills such as problem-solving and teamwork. However, to fully leverage the benefits that technology can bring to education, it is crucial to understand how it can be effectively integrated into the teaching process. In this regard, it is important to focus not only on the use of technology in the classroom but also on training teachers to use these tools effectively.
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In DEX, in normative acts, in current speech and even in the religious space, a clear distinction is not made between the notions of „charity” and „philanthropy”, they are generally presented as synonymous, although their meaning and content is different. Clarification and precise establishment of the meaning and content of these notions, especially in DEX and in the normative acts that use them, is strictly necessary if and only for: 1) to ensure a unified interpretation of them; 2) the correct regulation of the social, economic and fiscal facilities that are granted for them, 3) much clearer and unified definition of particularly important notions, such as sponsorship, patronage, donations, almsgiving, almsgiving, etc.
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Our happiness depends solely on health, and health depends on what we eat,how much we eat, when we eat and how we eat, which is why we need to eat healthily, NOT with stuffiness that makes us sick, darkens our mind and causes us death!Controversies about meat consumption are as numerous as they are heated.Examples of the beneficial or harmful effects of meat consumption are on both sides, but without reaching a consensus.An example of this is George Bernard Shaw, who was also a vegetarian.In his 70s, when asked, „How are you feeling,” he replied, „Wonderful, the only thing that bothers me is the doctors who say I’ll die if I don’t eat meat.”At the age of 90, to the same question, he answered: „Great, no one bothers me anymore: those doctors who scared me that I would not be able to live without meat, have already died.”George Bernard Shaw lived 94 years.
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Grilled steak has become a fashion, being, for many people, one of the favorite foods, especially at parties. The controversies surrounding the consumption of grilled meat are as numerous as they are heated. Specialist studies have found definite, indisputable links between the carcinogenic compounds produced by the preparation and consumption of grilled steaks and serious forms of cancer.
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The quantification of scientific data has always been present – but before the 20th century, the vast majority of scientific products were not created by professional scientists, but by „civilians”, so the quantitative indicator was not used as an „employability criterion” – because most of the people who created scientific products did not even think of employing them as scientists. The origins of the metrics of science are linked to the large-scale consolidation of what was originally civil science into an ‚official function’, and the emergence of sociology of science to the experience – particularly in Central Europe – of having to adapt to a remarkable number of ‚system changes’ in a single scientific career, which tempts people to seek explanations ‚outside’ the discipline, and competing explanations to be ‚validated’. In the second half of the essay, we provide a subjective history of a 2013 European research project (Interco-SSH) that led to the construction of a prosopographical sociological repository of science.
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According to the sociological literature, the preference for obedience is closely related to authoritarian thinking. Those who are more receptive to authoritarian leadership, the sheep, so to speak, also favour obedience. This research examines the demographic and cultural characteristics of those who value obedience in Central and Eastern Europe, at both individual and national levels. The cultural dispersion along the traditional versus secular and survival versus self-expression axes, as used in Inglehart and Welzel’s research, is familiar to many. The starting point for this paper is Shalom H. Schwartz’s theory of values, which says much about the relationship of obedience to other values, and its representation in national culture. In the light of the results, the choice of obedience in the analysed region is not so much related to authoritarianism, but primarily to the avoidance of insecurity, the desire for national security, and the need to preserve national values.
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