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    Wyświetlanie 1-4 z 4
    Tytuł:
    Monitorowanie własnej motywacji w nauczaniu zdalnym
    Monitoring self-motivation in distance learning
    Autorzy:
    Wnuk, Kamil
    Powiązania:
    https://bibliotekanauki.pl/articles/2194747.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    monitoring self-motivation
    pedagogy of youth and technoculture
    media education
    postdigital culture
    YouTube culture
    Opis:
    The article discusses new forms of youth self-control in the Internet space, which are actively developing in the postdigital culture. The text analyzes the form of social activism during the coronavirus syndemia, which the author defined as self-motivation monitoring. The use of this cognitive category prompts reflection on specific examples – the Internet users, and it allows to capture the self-control mechanism’s characteristics of the young generation community on the Internet. The educational discovery of the discussed phenomenon made it possible to notice that there are significant problems in distance learning, and the communities’ cooperation in the network is related to the educational process of creating the common good.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2021, 20, 2; 277-290
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „Z czego sie śmiejecie?”, czyli sztuka kabaretowa w perspektywie edukacyjnej
    “What Are You Laughing At?”, Sketch Comedies in the Perspective of Education
    Autorzy:
    Osip, Kamila
    Powiązania:
    https://bibliotekanauki.pl/articles/644982.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical pedagogy
    deconstruction of
    culture
    resistan
    ce dialogue
    cabaret
    populararts
    game
    entertainment
    Opis:
    The educational reality is nowadays increasingly associated with the philosophy of postmodernity. The new orientation leads researchers to explore new paths – one of them may be the inclusion of popular culture with all its potential, not excluding popular arts, to the educational canon. This text is an attempt to approximate the popular arts as having significant educational potential in reference to the critical pedagogy. I will try to prove that even purely entertaining aspects of culture may have educational content. First of all, I would like to describe a critical orientation in pedagogy; I will present its practical side in relation to the deconstruction of cultural meanings and nally, I will show some consequent implications for relations between culture and education. The next part of my considerations will concern the popular culture as an educational area, with particular emphasis on a game as the source of culture and as an inherent element of popular arts. I will present in detail associations between popular arts and education based on Polish cabaret which I acknowledged as a place, where basic tasks and functions of critical pedagogy can be seen and realized. Finally, I will present some parts of interviews which had been conducted as my researches – these are the respondents’ opinions about cabaret and its interpretation. This part seems to be showing cabaret as a place of discourse, where a critical dialogue between the sender, the content and the recipient of cabaret transmission takes place.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2012, 1; 205-223
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    On instant pedagogy
    Autorzy:
    Marzec, Jarosław
    Powiązania:
    https://bibliotekanauki.pl/articles/644941.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    dentity
    risk society
    instant pedagogy
    genealogy of expert cul ture
    consumer culture
    Opis:
    The main intention of this text is to show the interpretative track in the attempt to find the genealogy of expert appraisal. The main thesis expresses Zygmunt Bauman’s view of mutual connection between the weak and light status of identity in consumer culture and the tendency to create cultural practices in order to overcome that weakness, and to strengthen and confirm that status of identity. On the one hand, the main feature of consumer culture and our freedom expressed by consumption determines our identities and is the main reason for „corrosion of identity” (R. Sennett), but on the other hand it demands and generates the necessity of cultural institutions that guarantee its confirmation. Hence, we may find the reason for the so-called „counselling boom” and expansion of expert appraisal in our risk society. The presented text also shows the cultural background for cultural practices in the risk society and consists of the attempt to grasp social instant pedagogies. This phenomenon is analysed here by the role of advertisements and psychological guides as the main cultural practices of instant pedagogy. My intention seeks to bring to account often hidden and obvious practices, and to highlight in a critical manner the tendencies in our social milieu and in the face of „the unbearable lightness of consumption”.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2019, 15, 1; 95-114
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pedagogika potoczności jako podstawa alternatywnej teorii nauczania o Holokauście
    Pedagogy of Common Things as the Basis for an Alternative Theory of Education on the Holocaust
    Autorzy:
    Kaźmierczak, Marek
    Boroń, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/644669.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    the pedagogy of commonness
    commonness
    the new media
    the Internet
    Web 2.0
    the Holocaust
    culture
    user
    communication
    remembering
    oblivion
    Opis:
    The pedagogy of commonness might be the art of distinguishing between complementary knowledge and its appearances and communicative masks. Ignorance can create some myths of daily life that sanction mistakes, abuses and misunderstandings as the equivalents or even substitutes of knowledge based on true research, dialogue and exchange of thoughts and ideas. The main thesis of this article is: commonness will not cease – that is why the future reception of the Holocaust depends on the critical thinking skills of people who as users of new media should know why the Holocaust is not only a word. The pedagogy of commonness should prepare every user (who is or will be interested in) of the new media to think critically about the diversity of representations of the Holocaust.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2013, 3, 1; 89-114
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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