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This article argues that the main task of humanities in education is to reveal the mechanisms typical for a totalitarian worldview, including discrimination and minority exclusion. A collection of reportage stories Cywil w Berlinie by Antoni Sobanski will form the basis for my deliberations. The writings of Sobanski are interesting for a scholarly educator in terms of detecting disturbing and threatening elements of the surrounding world. Despite being written in the 1930s, they are surprisingly contemporary and universa
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In the article „Pan Tadeusz” by Adam Mickiewicz: „old” – „new” reading, the author presented the contextual reading of the epic at school through the prism of the works of Czesław Miłosz (metaphysical and epaphysical reading) and Tomasz Różycki (postmodern epic). The adopted perspective allows us to show the timelessness of the works of Czesław Miłosz (metaphysical and epaphysical reading) and Tomasz Różycki (postmodern epic). The adopted perspective allows us to show the timelessness of the work of a romantic artist, the value of narration as a story about Poland and Poles, as well a story about an individual’s fate and its search for a universal meaning of one’s own existenc.
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The article presents an educational project inspired by Antoni Słonimski’s poem Documentof the Era (Dokument epoki). Preserving and showing the picture of the present – as Słonimski did – is perceived here as a record of the contemporary world. At the same time it is the act of creative selection and configuration of elements that make up the world’s identity and image. Such a synthesis and assembly of pictures become a form of evaluation of the present, a testimony of the anxiety about the directions of its evolution and an expression of distance from what is dangerous and bad.In this project the accent falls on the interpretation of Słonimski’s poem (and other cultural texts) as well as creative activities which use various codes and materials of artistic message. Aside from the doing s presented, but still closely connected, appears a reflection on the current Core Curriculum. This departmental dokument is also treated as a very important, yet not very glorious, testimony of the era.
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The article concerns the post-war literary song in Polish language education in secondary schools, i.e. the place of authors and texts representing poetic songs, poems set to music, author’s song and the opinion of a generation at the Polish language classes. Besides such authors as Ewa Demarczyk, Agnieszka Osiecka, Wojciech Młynarski, Jacek Kaczmarski (perceived not through the prism of intertextual measures: painting or biblical one, but as a bard of “Solidarity”, i.e. the author of “The Walls”), Grzegorz Ciechowski’s work ‘Do not ask about Poland ‘ was considered. On the example of the poems by Kamil Baczyński which were sung by Demarczyk, texts written by Kaczmarski and Ciechowski, they were discussed the artistry, the topics and evaluation of poetic song from the perspective of educational axiology.
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The articleisdevoted to a methodical analysis of The Name of the Rose for the first and thefourthgrade (fifth in technical secondary school) of secondary school. The novel by Ecofitswell with the specific implementation guidelines for literary and cultural education ATboth levels of reading. It gives the opportunity to use many valuable cultural texts (includingphilosophical and literary ones) within the interpretative function. The novel is multithematic.It presents both the cultural past of the Middle Ages and the nature of man (hisstrength and weaknesses in discovering the truth about the world). The work consists of twoparts. In the first part, the author propos es selected fragments of the novel (oritswhole) forreading. They serve to deep en the knowledge about the culture of the Middle Ages, also in thecontext of going beyond the stereotypical image of this era as a darktime. That is why specialattention is paid to the matter of the novel’s role of laughter in the Middle Ages. In the secondpart of the article, the analysis focuses, among others, on playing with the literary text andgenre convention (The Name of the Rose as a postmodern novel). The series of les sons alsoputs forward the topic of becoming inspired by the works of J. Borges and literary tradition as a living component of contemporary culture.
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The connection between literature and religion can be observed in the writing of every literary period. Old Polish religious poetry has an established position within this field of research – it constitutes a huge part of the literary works of the Middle Ages, the Reneissance and Baroque. Therefore, it is not surprising that this kind of literature appeared in the core curricula, syllabuses and textbooks for cultural and literary education of secondary school students even before the latest reform of the educational system, as well as after it. Thecrucial factor in the consideration of the role of Old Polish religious poetry in schools, is the opinion of Polish teachers, who base it on their experience in teaching it. The empirical research conducted on a group of Polish teachers prove that despite various difficulties faced while teaching Old Polish religious poetry, they see a great value in this type of literature in the overall process of education as well as in young adults’ personal life. Old Polish religious poetry introduces students to symbols crucial for our cultural circle. The last but notthe least, it may help to fully understand and experience oneself/other people in the faceof the sacred.
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The article deals with issues related to improving among students the skills of receiving Jan Kochanowski’s songs. The three most recent textbooks for the Polish language were analyzed –in particular, chapters devoted to the Renaissance period and the didactic setting covering individual works by the poet from Czarnolas. The exploration scarried out were situated in the area of cultural research. The en tire article focuses on the search for a method by which Reading Old Polish works in a secondary school will allow for the development of the reception and interpretation skills of contemporary high school students.
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A pilot speech production experiment combined articulatory data obtained using Electromagnetic Articulography (EMA), along with acoustic measures, to investigate the effects of cluster size (CC vs. CCC) and morpheme boundaries on consonant cluster synchronicity for five speakers of Polish. We found that being placed in a larger cluster leads to less synchronous productions of two-consonant sequences. We also found, surprisingly, greater synchronicity for clusters spanning a morpheme boundary than for the same cluster within a morpheme. Our findings may be interpreted from a listener-oriented perspective in which speech production is sensitive to perceptual considerations.
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This article proposes a novel interpretation of Tiempo de silencio by Luis Martín-Santos, focusing on the roles of science and multilingualism at stylistic and formal levels. After analysing the key functions of science in the novel, it will be shown that the text draws an analogy between the imported mice used for research by the main character and the narrative itself. This connection provides a new perspective on how the novel’s unique stylistic traits coalesce, suggesting a core metaphor: a ‘stylistic cancer’ that infiltrates the textual fabric, creating various linguistic phenomena where words reproduce and mutate uncontrollably. Classifying these phenomena will enhance our understanding of how barbarisms and other lexical and syntactical elements proliferate, behaving similarly to viruses or tumour cells that disrupt the overall function of the text.
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Pragmatic aspects of characterisation have currently been of great interest to scholars. Characterisation is a process of introducing characters in a play to the audience by the playwright. It is also an artful attempt to make the audience indulge in the characters’ private or public life. Additionally, characterisation is crucial for a playwright to construct his/her characters with unique and different character traits with whom the audience can easily feel sympathy or empathy. Everyday interactions and dramatic dialogues are full of character faces. Naturally, everyone wants and desires to keep their faces unassailed for smooth interaction and conversation. The paper examines the linguistic strategies of (im)politeness in dramatic text, namely Henrik Ibsen’s A Doll’s House (1879), according to Penelope Brown and Stephen Levinson’s Politeness Theory (PT) and Jonathan Culpeper’s Impoliteness Strategies. This play has been chosen for our analysis because A Doll’s House is one of the masterpieces of Ibsen, known for his social realistic plays. Moreover, it is one of the renowned modern plays depicting strong characterisation. The paper also focuses on analysing the dramatic interactions of the major characters, Nora and Helmer, living in a patriarchy-driven society from a linguistic and discourse-oriented perspective. It also demonstrates that Nora has transformed from a subservient, meek and obedient character to a rebellious and independent one, while Helmer Torvald has become a submissive, tolerant and accepting character.
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Various cultures with distinct names such as Coyote, Ananse, Susa-No-o, Bauba, Sun Wukong, Keloğlan, and Tastarakay. While the term trickster has been broadly used to categorize these narrative heroes in international studies, its adequacy has been questioned. In Turkish, translated texts and original works alike employ terms like trickster, cheater, or deceiver to depict this character. A crucial aspect to consider regarding these figures is their dual nature, encompassing both positive and negative qualities. This study investigates whether the terms trickster, cheater, or deceiver comprehensively capture the essence of these characters across diverse folk narratives. To underscore their dualistic nature, we analyze protagonists from various narrative genres such as Chickpea Boy, Fatmacık, Köse, Behlül’s Sleep, and Maaday-Kara, selected from Turkic cultures. Apart from the tale of The Chickpea Boy, our examination reveals that the central characters in all four narratives exhibit wisdom, benevolence, and positive traits. We argue that in Turkish, the terms trickster, cheater, or deceiver imply negative connotations such as fraud or deceit, thus potentially limiting their portrayal of these characters to only one aspect. Therefore, we propose the term “playful” as a comprehensive and culturally resonant alternative in Turkish. This suggestion is grounded in the significance of play within Turkish folk culture and game theories.
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Vocabulary acquisition is essential for English as a Foreign Language (EFL) students. This study explores how implementing activities based on digital games optimizes vocabulary learning in the EFL context. Twenty-four Ecuadorian EFL students with A2 English proficiency participated in this research. Vocabulary strategies, authentic and accurate tasks provided real-life context for meaningful communication using digital games such as Kahoot, Quizizz, Quizlet, and Duolingo. In this action research, pre and post-tests, observation checklists, semi-structured interviews, and questionnaires were applied to gather information on the participants. The study findings showed that using these technological tools increased students’ vocabulary knowledge and motivation to participate in the classroom. Furthermore, this study analyzed pedagogical implications and suggestions based on students’ perceptions and opinions regarding applying digital games to increase student’s English vocabulary.
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With this paper, I intend to present some theoretical contributions that Jespersen made to the field of Interlinguistics, by analysing some images he used for understanding the field of Interlinguistics and the character of interlanguages, based on his articles published from 1921 to 1933: “Artificial languages after the World War” (AL 1921), “History of our language” (HL 1921); “Introduction, an international language” (IL 1928), “Interlinguistics” (I 1931) and “Nature and art in language” (NA 1933). I assume here a broad definition of Interlinguistics, as the interdisciplinary branch of linguistic knowledge dealing with international communication by means of interlanguages, which can be both ethnic languages used as a common ground for speakers of different mother tongues, and created languages, such as Esperanto, designed for international and intercultural communication. I approach particularly the concepts and terminology proposed by Jespersen to refer to these interlanguages and the parameters and norms for the construction, standardization and adoption of a planned language for international communication. I do not intend to present a general overview of Jespersen’s contributions to Theoretical Linguistics or to English Language Studies.
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Jelen tanulmány a funkcionális kognitív szemantika és poétika alapján (Stockwell 2002; Simon 2016) vizsgálja a lírai én reprezentációját Ady Endre költészetében. A tanulmány a személyjelölésre fókuszál elsősorban, annak nyelvi és poétikai környezetének alakulására és a természeti képekkel való relációjára.A tanulmány célja, hogy a természeti képek közül az évszakok (azon belül is a tavasz) nyelvi reprezentációját és a lírai én viszonyának kapcsolatát értelmezze. Az írás a következő szempontok alapján épül fel: 1. a lírai én megközelítési módjai a lírai diskurzusra és annak résztvevőire összpontosítva, 2. természeti képek értelmezése, 3. végül pedig Ady Endre választott verseinek elemzése.
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