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Wyświetlanie 1-15 z 35
Tytuł:
Konstruktywizm edukacyjny – niejednoznaczność, kontrowersje, dylematy
Educational constructivism – ambiguity, controversies, dilemmas
Autorzy:
Klus-Stańska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1387052.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
educational constructivism
pedagogical theory and practice
ambiguity of constructivism
Opis:
This article is a voice in the discussion on the reasons why the polemics on the essence and status of constructivism and on its significance for educational practices continues. The multiplicity of theoretical references, the ambiguity of evidence on educational outcomes, and the divergence of assessments of the effects of using constructivism in organizing learning processes have their various causes. This text undertakes to identify those reasons whose roots lie in the nature of pedagogical science and in the related peculiarities of the relationship between academic theory and teaching practice.
Źródło:
Problemy Wczesnej Edukacji; 2020, 51, 4; 7-20
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching and researching stage speech (connecting theory and practice, science and art)
Autorzy:
Milojević, Nina Žavbi
Powiązania:
https://bibliotekanauki.pl/articles/957850.pdf
Data publikacji:
2016
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
stage speech
teaching
researching
theory and practice
science and art
Opis:
The article deals with teaching and researching stage speech on the supposition that researching stage speech influences how we teach stage speech. Stage speech is an artistic speech that researchers try to study and explain in a scientific manner, i.e. with scientific terminology and methods. Modern studies of stage speech are interdisciplinary (they combine phonetics and theatre studies, literary theory and history, sociology, etc.) and no longer just studies on a stricly linguistic (phonetic) level. The article shows a model of a scientific and interdisciplinary study of stage speech and its influence on or connection to how it is taught. The teaching of stage speech, which is shown on the example of students of Stage Acting at the Academy of Theatre, Radio, Film and Television, balances between science and art as well as between theory and practice. The article demonstrates that researching stage speech influences the teaching that is also interdisciplinary, based on artistic and scientific concepts and constantly combines theory and practice.
Źródło:
Journal of Education Culture and Society; 2016, 7, 2; 89-99
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Von den übersetzungswissenschaftlichen Ansätzen bis zum beruflichen Bewusstsein der künftigen Übersetzer. Einige Bemerkungen am Beispiel der Typologie von Übersetzungsverfahren nach Ulrich Kautz
From translation theories to the future translators’ professional awareness. Some remarks related to the typology of translation techniques by Ulrich Kautz
Autorzy:
Sieradzka, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1191723.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
university education
German studies
translation theory and practice
translation techniques
Opis:
The paper is devoted to selected issues related to the strategies and procedures used in the translation process. It considers the description of the selected classification, i.e. the typology of translation techniques according to Ulrich Kautz, illustrated by numerous examples. The considerations include an evaluation by bachelor students of the Department of German Studies at the University of Rzeszów, concerning the identification/ selection/ application/ verification of translation strategies and techniques in the practical training of translation efficiency and mastering new vocabulary in a given subject area.
Źródło:
Studia Translatorica; 2020, 11; 151-164
2084-3321
2657-4802
Pojawia się w:
Studia Translatorica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zmiana jako kategoria edukacji dorosłych
CHANGE AS CATEGORY IN ADULT EDUCATION
Autorzy:
Frąckowiak, Anna
Powiązania:
https://bibliotekanauki.pl/articles/417554.pdf
Data publikacji:
2012
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
CHANGE
CATGORY
ADULT EDUCATION
ADULT EDUCATION THEORY AND PRACTICE
ADULT EDUCATION POLICY
Opis:
Living in a world of contstant changes makes adult education theory and practice more and more challenging. The author considers change as category and explains why it is essential to perceive change in this way in adult education. She discusses change in individual and social aspect, change in J. Mezirow’s theory, and changes in Polish andragogy over last few years. Then she points to change understanding in adult education policy, underlining non-official basis of changes made in adult education. Finally, she enumerates tasks for andragogues to make change more effective in adults’ life and education.
Źródło:
Rocznik Andragogiczny; 2012, R. 2012; 141-153
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Scientific and social challenges for clinical psychology
Autorzy:
Cierpiałkowska, Lidia
Sęk, Helena
Powiązania:
https://bibliotekanauki.pl/articles/2127744.pdf
Data publikacji:
2019-04-05
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
theory and practice of clinical psychology
globalization and culture
evidence-based practice
new challenges for assessment and therapy
Opis:
The article is an attempt to reflect on the current tasks faced by clinical psychology as a field of science and practice. These tasks stem from the constant need to improve the scientific level of this discipline and to solve problems connected with intensive social changes. We have considered the issues of globalization and the challenges it implies for clinical psychology, presenting selected theories of globalization and the patterns of reaction to these changes. We see evidence-based practice in psychology as a reflection of these transformations in science and clinical practice. In the article, we discuss the positive influence of this approach on the improvement of assessment practice standards and psychotherapy effectiveness, drawing attention to some negative consequences of universalization, particularly those that threaten human agency. Addressing and responding to these challenges requires close cooperation of researchers and practitioners, which was called for at the 1st National Clinical Psychology Conference in 2014.
Źródło:
Roczniki Psychologiczne; 2016, 19, 3; 419-436
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jerzy Bossak. Szkic do portretu (1910–1989)
Jerzy Bossak. Sketch for a portrait
Autorzy:
Hendrykowski, Marek
Powiązania:
https://bibliotekanauki.pl/articles/921276.pdf
Data publikacji:
2017-08-17
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Jerzy Bossak
documentary filmmaker
factual film
Film School in Łódź
theory and practice of filmmaking
Opis:
The article presents a profile of Jerzy Bossak (1910–1989), an outstanding Polish filmmaker, head of the Polish Film Chronicle and the Kamera film team, and a long-time distinguished pedagogue at the Łódź Film School.
Źródło:
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication; 2017, 20, 29; 103-118
1731-450X
Pojawia się w:
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reflection as a Basic Category of a Teacher’s Thinking and Action
Autorzy:
Głowala, Agnieszka
Kołodziejski, Maciej
Butvilas, Tomas
Powiązania:
https://bibliotekanauki.pl/articles/44440255.pdf
Data publikacji:
2023
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
reflection
teacher
educational theory and practice
self-evaluation
examination of the value of a teacher’s work
Opis:
Reflection in the work of a teacher is an important issue from the perspectives of linking educational theory and practice, a teacher’s personal and professional development and solving educational problems in multiple contexts. The world besets the modern teacher with new challenges, and (self-)reflection becomes a necessity as well as a difficult intellectual task. This paper focusses on the issue of a teacher’s reflection from the standpoint of linking educational theory and practice and examining the value of their work. Using numerous foreign and Polish publications on the subject, while also referring to classic authors such as Dewey and Schön, the authors analyse the essence of a teacher’s reflection in order to highlight the significance of reflective thinking as a key competence for teachers and educators. In the deliberations in this paper, reflection is the foundation of a teacher’s reflexivity in modern education, and a priority in preparing individuals for the profession. The method of a systematic and critical selected literature review was used. Special attention was paid to reflective thinking as well as the flexibility of educational processes and communicative interaction with educational entities.
Źródło:
Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 229-250
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The humanities and the ‘capturing of reality’: Ryszard Nycz’s theoretical practice
Humanistyka i „pozyskiwanie rzeczywistości”: praktyka teoretyczna Ryszarda Nycza
Autorzy:
Rakowski, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/2088477.pdf
Data publikacji:
2019
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
cultural theory and practice
the humanities
knowledge
innovation
metaphors of practice
Ryszard Nycz’s "Culture as Verb"
humanistyka
innowacja
praca
interpretacja
praktyka
Opis:
In a follow-up to Ryszard Nycz’s work Culture as Verb this article outlines a new way of bringing forward his great project. The challenge it has to face is the cognitive dilemma that lurks at the intersection of the humanities and the sciences, or, in other words, the dissonance between the traditional paradigm of accumulating and developing the store of cultural knowledge and cognitive procedures that underpin new, experimental and inductive knowledge with a potential to effect qualitative change. The article contends that Nycz’s study allows us to bypass that dilemma. The ‘Third Way’, as it is called here, would open up new forms of innovation, i.e. not just knowledge whose value is determined by its utility for the systems of late capitalism, but a mode of concrete practice of rediscovering the outer world for the humanities. In the process of capturing and transforming of that world, the metaphors of embodied labour and of knowledge production (conceptualized as the verb) function as extraordinarily important tools of the humanities reinvented as a practical, embodied theory.
Źródło:
Ruch Literacki; 2019, 4; 441-450
0035-9602
Pojawia się w:
Ruch Literacki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
After Brandi – Umberto Baldini and the modern Theory of Conservation-Restoration in Itay
Autorzy:
Bonsanti, Giorgio
Powiązania:
https://bibliotekanauki.pl/articles/113837.pdf
Data publikacji:
2019
Wydawca:
Politechnika Lubelska. Polski Komitet Narodowy Międzynarodowej Rady Ochrony Zabytków
Tematy:
Italian Theories of Conservation-Restoration
Methodology of Conservation-Restoration
Italian Re-integration Methods
Theory and Practice of Conservation-Restoration
Opis:
Giorgio Bonsanti, as a contemporary witness of Umberto Baldini’s professional activities in Florence and his successor as Soprintendente of the Opificio delle Pietre Dure, gives an overview of the closely intertwined situation in theory and practice of conservation-restoration at Baldini’s time. He analyses terms and principles of Baldini’s Theory and Methodological Unity and emphasises this theory as well as the related methods of reintegration as a development of Brandi’s Theory and the methods of the Istituto Centrale per il Restauro in Rome. Furthermore, he shortly outlines actual Italian positions in theory and practice of conservation-restoration.
Źródło:
Ochrona Dziedzictwa Kulturowego; 2019, 8; 29-36
2543-6422
Pojawia się w:
Ochrona Dziedzictwa Kulturowego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“La traducción es su asunto privado. Nosotros aquí hacemos ciencia”. ¿Para qué sirve un traductor en la universidad?
“Translation is Your Private Matter. We Make Science Here”. For What is Needed a Translator at the University?
Autorzy:
Charchalis, Wojciech
Castellano Martínez, José María
Nalewajko, Paulina
Powiązania:
https://bibliotekanauki.pl/chapters/1012963.pdf
Data publikacji:
2020-07-09
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
traducción
enseñanza superior
estudios literarios
teoría y práctica de traducción
translation
higher education
literary studies
theory and practice of translation
Opis:
La presente contribución ofrece reflexiones acerca del papel de los traductores en la universidad. El autor ha tenido un no poco estimable recorrido como traductor y académico, de modo que ofrece un punto de vista, fruto de sus experiencias que, con todo su componente individual, remite asimismo a una experiencia colectiva; inspirado en el modelo hermenéutico de Georges Steiner, tiene en cuenta un nivel subjetivo, inherente también al trabajo del traductor-académico. Comprende, pues, la situación de la figura del traductor e investigador de literatura en la universidad y en el mercado editorial polaco, así como sus interrelaciones.
The paper presents reflections about the role of a translator in the university. This text is the result of personal experience of a translator and university professor. The reflection according to the hermeneutic model of Georges Steiner, therefore based on the subjective of the translator-academic, analyses the situation of the translator and researcher of literature in the university and in the Polish publishing market, as well as their interrelationships.
Źródło:
La traducción literaria en el contexto de las lenguas ibéricas; 73-84
9788323542841
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czego wierzący może się nauczyć od niewierzącego o moralności?
What Can a Believer Learn from a Non-believer about Morality?
Autorzy:
Łuków, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/1047866.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
religious ethics
normative ethics
moral education
moral theory and practice
etyka religijna
etyka normatywna
wychowanie moralne
teoria i praktyka moralności
Opis:
Etycy i moraliści upatrujący podstaw moralności w religii często twierdzą o swoich kolegach po fachu nie odwołujących się do takich podstaw, że tym ostatnim brakuje solidnego gruntu dla obiektywnie wiążących norm moralnych. Twierdzą też, że skuteczny program wychowania moralnego wymaga kontekstu przekonań religijnych. Artykuł stawia tezę, że moralność jednostki – rozumiana jako całokształt jej działań i postaw – nie mająca podstaw w religii nie jest gorzej ugruntowana od moralności osoby, która taką podstawę posiada. Jest tak dlatego, że ani filozoficzna, ani teologiczna normatywna teoria moralności nie jest podstawą dla działań i postaw jednostek. Źródło zbudowania moralnego znajduje się w praktyce społecznej, na którą składa się między innymi przykład dawany przez wychowawców i inne znaczące osoby, wytwory kultury i praktyka życia politycznego.
Ethicists and moralists who see religion as a foundation of morality often claim that their colleagues, who do not refer to such a foundation, lack a firm ground for objectively binding moral norms. They also claim that an effective program of moral education must be located in the context of religious beliefs. The article's main thesis is that individual morality, i.e. all actions and attitudes of a person, which are not founded on religion is not less grounded than a morality which does claim to have such a foundation. The reason for this is that neither philosophical nor theological normative theory of morals is the foundation for actions and attitudes of individuals. The source of moral edification lies in social practice which is made up of examples given by educators and other significant individuals, cultural artifacts, and the practice of political life.
Źródło:
Teologia i moralność; 2013, 8, 1(13); 41-50
1898-2964
2450-4602
Pojawia się w:
Teologia i moralność
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KOMPETENCJE ZAWODOWE UKRAIŃSKICH NAUCZYCIELI W ŚWIETLE LITERATURY PEDAGOGICZNEJ DRUGIEJ POŁOWY XIX I POCZĄTKU XX WIEKU
PROFESSIONAL COMPETENCES OF UKRAINIAN TEACHERS IN THE LIGHT OF PEDAGOGICAL LITERATURE FROM THE SECOND HALF OF 19TH AND EARLY 20TH CENTURY
Autorzy:
Yelagina, Natalya
Powiązania:
https://bibliotekanauki.pl/articles/550232.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
kompetencje zawodowe
kształcenie nauczycieli
kreatywność
zależność między teorią a praktyką
professional competence
teacher training
creative activity
interreaction of theory and practice
Opis:
W artykule prześledzono rozumienie pojęcia kompetencji zawodowych nauczyciela w ukraińskiej literaturze pedeutologicznej drugiej połowy dziewiętnastego i pierwszej połowy dwudziestego wieku. Analizie poddano wybrane koncepcje kształcenia nauczycieli z tego okresu.
In the article the understanding of the concept of professional competences, presented in Ukrainian pedeutological literature from the second half of 19th and from the first half of 20th century, is explored. Selected conceptions of teacher training from this time are an object of analysis.
Źródło:
Forum Pedagogiczne; 2014, 1; 123-133
2083-6325
Pojawia się w:
Forum Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dealing with authenticity in the conservation and restoration of wall paintings and architectural surfaces
Autorzy:
Schädler-Saub, Ursula
Powiązania:
https://bibliotekanauki.pl/articles/114004.pdf
Data publikacji:
2019
Wydawca:
Politechnika Lubelska. Polski Komitet Narodowy Międzynarodowej Rady Ochrony Zabytków
Tematy:
wall paintings
architectural surfaces
authenticity
history of conservation-restoration
Theory and Practice of Conservation-Restoration
Lacunae
Methods and Techniques of Reintegration
reconstruction
Opis:
Authenticity is a key term in the modern theory and practice of heritage preservation. The great influence of this term began with the Venice Charter and increased in the following decades until this day, as numerous documents and publications have dealt with issues concerning the concept and significance of authenticity. However, the term is characterized by a certain vagueness, despite its central role in the international debate. This article presents three case studies related to the conservation-restoration of wall paintings and architectural surfaces in Germany and Italy and uses them to clarify some central theoretical issues, intertwining them with practical needs and demands. The multi-layered meanings of authenticity in the practice of conservation-restoration can range from the respectful preservation of the handed-on conditions and appearance of a work, with all material remains of its reception and interpretation, to the critical evaluation of historical restorations based on scholarly value judgments, and even to the reconstruction e. g. of architectural surfaces as a method for the sustainable protection of historical findings and a good way to visualize historical presentations and hand on traditions of craftmanship. For such a broad spectrum of meanings, the term authenticity can become a helpful umbrella term in interdisciplinary and transdisciplinary communication, well-known and appreciated by all experts and by the public. In order to avoid the use of the term authenticity as a catch-all that can mean everything or nothing, the relationship with case studies can bring awareness about the broad palette of these approaches and how the theory and practice of heritage preservation are always interconnected.
Źródło:
Ochrona Dziedzictwa Kulturowego; 2019, 8; 301-324
2543-6422
Pojawia się w:
Ochrona Dziedzictwa Kulturowego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyskurs o zasadniczej myśli prawniczej w „Themis Polskiej” (1828–1830) na tle programu historycznej szkoły prawa w Niemczech
Discourse on Fundamental Legal Issues in „Themis Polska“ (1828–1830) in Light of the Programme of the Historical School of Jurisprudence in Germany
Autorzy:
Mecke, Christoph-Eric
Powiązania:
https://bibliotekanauki.pl/articles/519101.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Jagielloński. Fundacja Utriusque Iuris
Tematy:
Themis Polska
Roman law in Poland
theory and practice of law
national codification of law
Historical School of Jurisprudence in Germany
Opis:
Shortly before the suppression of the November Uprising of 1830/31, jurisprudence in the Kingdom of Poland underwent a phase of renewal driven by a new genera- tion of well-trained young legal scholars. In 1828 they founded ”Themis Polska”, the first law journal in Poland to take a scientific approach in reference to its famous French precursor ”Thémis”. The new professional journal quickly became a public platform for debate among legal scholars in the Kingdom of Poland on the past, present and future of Polish law. Three fundamental questions engaged the jurists of the time. Firstly, the role of Roman law in the Polish history. In light of the Western European reception of Roman law, a fundamental subject of discus- sion at the core of this was the question as to what role Roman law should play in Poland of the future. Secondly, following contemporary controversies in Germany under the new watchwords ”nation” and ”history”, the question of the relation- ship between history, philosophy and the dogmatics of law had also been raised in Polish jurisprudence. The third question referred to the future codification of Polish civil law. This discussion also followed on from the famous codification debate that had taken place in Germany fifteen years earlier.
Źródło:
Forum Prawnicze; 2018, 3 (47); 17-41
2081-688X
Pojawia się w:
Forum Prawnicze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The humanities and cultural theory and practice in Ryszard Nycz’s “Culture as Verb”
Humanistyka, teoria i praktyka kulturowa w ujęciu Ryszarda Nycza
Autorzy:
Łebkowska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2089361.pdf
Data publikacji:
2019
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
cultural theory and practice
the humanities
the cultural process
creativity
Ryszard Nycz’s "Culture as Verb"
humanistyka
kultura
kulturoznawstwo
teoria
praktyka kulturowa
Opis:
This article takes a look at Ryszard Nycz’s new, groundbreaking study of cultural theory, pointedly titled Culture as Verb. It focuses on the author’s two major claims which seem to provide a foundation for the whole project. One is a vigorous defence of the humanities, the other is the proposition that culture may be best understood as a verb. The latter provokes a number of questions, especially about the role of invention, a dominant factor in any action-oriented model of culture. For example, would invention control and drive the mechanism of semantic ordering and appropriation of the things that used to be nameless, ignored, or suppressed? Is that domination culturally determined, or merely conditioned? Is it a source of suffering? It would also be interesting to fi nd out more about the Nycz’s idea of transition from passive participation to the culture of active participation. The question is: Are we doomed to take part? As an aside, the author of this essay draws our attention to the darker side of being permanently involved in other people lives, the FOMO (Fear of Missing Out) anxiety, and a new narcissism.
Źródło:
Ruch Literacki; 2019, 4; 421-428
0035-9602
Pojawia się w:
Ruch Literacki
Dostawca treści:
Biblioteka Nauki
Artykuł
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