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The author believes that Central Europe is a region stretching from the Alps − Adriatic Sea as far as the Baltic Sea. (= the Amber road region.) From a linguistic viewpoint Central Europe is a language union, predominantly affected by the German language. The characteristics of this union are: linguistic purism, the belt of composite languages, the belt of languages with affix sequences, with preverbs, a unification in the rectio system.
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Communicative competence is the ability to use language adequately in each communicative situation. Apart from linguistic competence, which allows the user to build grammatically and semantically correct utterances, it also includes cultural knowledge relating to the social context, in which language is used. A high level of communicative competence is an important element of the presentation of the message sender, which enhances and facilitates interpersonal contacts and enables a more extensive use of the knowledge accumulated in the language by the cultural community. The purpose of this article is to define communicative competence and to provide examples of educational practice which question the supportive role of schools in developing children’s language skills.
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Although it is easy to fathom why Eurolinguistic research tends to concern what is called Standard Average European (see Haspelmath 2001) rather than peripheral non-Indo-European languages of Europe this author’s opinion is that a closer look precisely at the latter makes the linguistic picture of Europe more interesting, more true and more complex. At the same time a few methodological questions arise. Some of them are presented and (partially) discussed in this study.
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The 129th volume of Studia Linguistica Universitatis Iagellonicae Cracoviensis contained an annotated edition of a previously unpublished paper by one of the “fathers” of modern Altaic studies, W. Kotwicz, written, it appears, around 1938 (K. Stachowski 2012). The edition is a critical one, and an attempt at conveying to the reader as accurately as possible what Kotwicz had intended to publish, i.e. what he might have considered to be the completed text. In my opinion, the editor has fully succeeded in this.
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The author of this text presents the causes of stereotyping the Roma, the consequences of such attitudes, and suggests possibilities for active counteraction and changing the current situation. He analyzes the chosen concepts of cultural difference. He presents examples of stereotypes, the reasons for non-acceptance, the social situation of the Roma. He indicates the activities of the Foundation for Social Integration PROM as the proposal for change. He describes the project of social campaign carried out by this organization and the results of the evaluation at the end of its part.
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The article contains the characteristics of the figure and the choice of utterances of Patch Adams (world-renowned physician, educator and philanthropist) on contemporary social problems, including inequalities in access to goods, medical care and education; the impact of television on viewers; medical personnel relationships with patients. In his statements, Patch is seen as controversial, social activist, whose views are based on the idea of revolution of love and philosophy of love, the way to which should be education.
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The main purpose of this paper is to present educational project “Through the difficulties to the stars”, in the context of inclusive education assumptions. The authors of the article begin with showing the issue of diversity and inclusion in education and inclusive education assumptions. Afterwards they present the idea of the project “Through the difficulties to the stars”. The last part of the paper is enriched by the project participants’ statements about their experiences connected with participation in the initiative.
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The text constitutes the attempt to emphasize once again the phenomenon of multiculturalism in education, and the accepted thesis is the following: the last programme changes associated with the liquidation of cross-curricular paths in primary and secondary schools do not conduce to the realization of the content related to cultural diversity in the educational process. This article shows the chosen elements of different European education systems in terms of changes and new look at progressive multi-cultural societies. The attention was mostly paid to Polish educational solutions, especially the new core curriculum. In this context, the results of the study on the implementation of information related to multiculturalism in the schools of the region of Podlasie have been presented.
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The article raises the issue of education of foreign students in the Polish education system. I believe that, despite the assurances of equality of educational opportunities for foreign students in the Polish law, in practice, the chances of these students are much smaller than the Polish citizens, especially because of the language barrier and the lack of preparation of schools and teachers to educate migrants. To confirm this thesis, the results of the research conducted with teachers working in public primary schools in Bialystok, in which foreign children study have been presented. Finally, the solutions that should be implemented, according to the surveyed teachers, to equalize educational opportunities for foreign students have been shown.
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The article discusses the actions of teachers aimed at equalizing educational opportunities of students from rural areas. The analysis relies on the empirical research conducted in the rural schools located in Kielce County. The article is based on the pedagogy of emancipation, and within this pedagogy, on the emancipation theory of education presented by M. Czerepaniak-Walczak. The results of the research showed insufficient knowledge of the teachers working in the country, regarding educational inequalities, the existence of factors impeding education of children and youth, as well as the possibilities to reduce these disparities. The reason for such a situation might be the fact that Polish teachers are not appropriately prepared to face many new problems and challenges.
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The educational reason for writing this text was classes run by means of tutoring. The aim of the paper is to inspire all the people interested in the state of Polish system of education, to read the book by Eugenia Potulicka titled NEOLIBERAL REFORMS IN EDUCATION IN THE UNITED STATES OF AMERICA. FROM RONALD REAGAN TILL BARACK OBAMA. This publication constitutes a contribution into the discussion on contemporary educational policy, in which introduction of neoliberal reforms in the global scope is very characteristic. The book content allows to identify the educational policy of the United States and to compare a lot of similarities between educational solutions implemented in our country. Their critical analysis, presented in this work, will allow the reader to understand the causes of deepening inequalities in the access to education in Poland.
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The article contains the report of scientific conference ONE HUNDRED QUESTIONS ABOUT CREATIVITY and the analysis of reasons why it is worthy to encourage and engage students in organization of diversified scientific initiatives. In such forms of activities students and academics become real partners in the process of acquiring knowledge and experience. These activities constitute not only the opportunity for real creativity and multilateral transgressions, but also the university community that is great and uncontested value and tradition.
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