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    Wyświetlanie 1-2 z 2
    Tytuł:
    Life Plans and the Strength of Efforts to Achieve Them Shown by Students – Future Teachers from Selected Countries of Central and Eastern Europe – Noticeable Effects of the Transformation
    Autorzy:
    Ogrodzka-Mazur, Ewa
    Saukh, Petro Yu.
    Saukh, Yurii P.
    Powiązania:
    https://bibliotekanauki.pl/articles/48533939.pdf
    Data publikacji:
    2024-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    young learners – future teachers
    goals and life plans
    strength of aspirations
    culturally diverse environments
    social change
    comparative analysis in international research
    Opis:
    The study presents the results of team-based, interdisciplinary comparative research on young learners’ life plans and choices – students of full-time academic pedagogy courses and future teachers in selected Central and Eastern European countries. In their life planning model, students considered specific properties of designing and implementing plans: the degree of orientation towards goals, telic orientation, richness of life contents, productivity, social orientation, and emotional and motivational involvement. Our research also met the most important preliminary conditions for data comparability – conceptual, statistical, and interpretative. The comparison of the declarations of students from Poland, the Czech Republic, Slovakia, and Ukraine reveals significant differences in all preferred life goals, except for a life that commands respect and is pursued under moral values.
    Źródło:
    The New Educational Review; 2024, 76; 11-23
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Humane Paradigm as the Conceptual Core of Education in the Age of Information Society
    Autorzy:
    Topuzov, Oleh M.
    Saukh, Petro Yu.
    Saukh, Irina V.
    Ogrodzka-Mazur, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/2057071.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    humane paradigm
    digitalisation of education
    risks of digitalisation
    standardised personality
    new humanism
    Opis:
    The article, based on a systematic analysis of the problems of national education in the age of information society and digitalised education, reveals the significance of the human paradigm, which is the conceptual core and the major platform for the educational process under the regime of aggravation. The convergence of education and information technology produces not only new areas of knowledge, pedagogical tools and teaching methods but also large-scale transformations in social practice. Like any social change, the digitalisation of education has a variety of consequences - from positive to negative ones. It is shown that the digitalisation of education, which meets great hopes not only in Ukraine and Poland, can be productive only if an anthropocentric algorithm is dealt with. Along with the huge and not much-studied possibilities of digitalisation of education, it is proved that many problems and risks are associated with the total introduction of the “digital” in the educational system. These are social, psychological, health, organisational and methodological risks, and some problems with the reduced quality of education. However, the ethics-related risks are perhaps the most dangerous among them. As regards this, it is proved that the humane paradigm, as a paradigm of the integrity of knowledge that provides values and goals of education, is a guarantor of the harmonisation in many processes related to translating information and knowledge into a digital form. The humane paradigm is the basis of the genetic connection of knowledge, skills, digital literacy, moral imperatives, and life values, which in a synergetic algorithm contribute to students’ effective development, systematic thinking, and socialisation. The three most important blocks of educational problems in the discourse on modern cyber-socialisation (transformation of the worldview component of education, reconstruction of the content of education, imbalance of educational and didactic processes) are outlined, and the ways and mechanisms of solving them are suggested. Implementing integrated strategies within the humane paradigm (which is the nourishing source of each of these blocks) might result in the idea of the so-called “new humanism” in education.
    Źródło:
    The New Educational Review; 2022, 68; 60-69
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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