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    Wyświetlanie 1-3 z 3
    Tytuł:
    Pojęcie rozwoju człowieka w pedagogice
    The Concept of Development in Contemporary Pedagogy
    Autorzy:
    Salamucha, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1857589.pdf
    Data publikacji:
    2001
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    rozwój
    definicja sprawozdawcza
    definicja projektująca
    pedagogika chrześcijańska
    development
    reporting definition
    projecting definition
    Christian pedagogy
    Opis:
    The paper seeks to show how the word „development” was understood in various sciences, especially in pedagogy. It turns out that „development” is a key term for many disciplines, such biology, psychology, sociology, or philosophy. The contexts in which the term can be used allow us to attempt an initial typology of how human development is understood in pedagogy, with a view to its subject, purpose, means, and effects. On the basis of the above criteria, the author proposes reporting definition of development and his projecting definition from the point of view of Christian pedagogy whose representative she is.
    Źródło:
    Roczniki Nauk Społecznych; 2001, 2; 159-166
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Elementy pedagogii Jana Pawła II
    Elements of John Paul IIs Pedagogy
    Autorzy:
    Jusiak, Roman
    Powiązania:
    https://bibliotekanauki.pl/articles/1849905.pdf
    Data publikacji:
    2006
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    pedagogia Jana Pawła II
    wychowanie chrześcijańskie
    rozwój osobowy wychowawcy i wychowanka
    czynność wychowawcza
    John Paul II's pedagogy
    Christian education
    personal development of the educator and the pupil
    educational action
    Opis:
    Pope John Paul II is definitely the greatest authority of modern times. As Pope, the head of the Catholic Church, he taught and educated the faithful. He issued a lot of magnificent Church documents: encyclicals, adhortations, apostolic letters that put the issues connected with religion in order and made one realize the need of proper opening to the world, man and God. With his personal behavior he gave a model of Christian life. The Holy Father was considered to be amaster and a „prophet” of our times. He always had the courage of unambiguously preaching Jesus Christ's message to the world. He conducted diverse and intensive apostolic activities. Analysis of John Paul II's statements and behavior shows that when carrying out the mission of evangelizing the world he had a very well thought out and consistent conception of education. Hence talking about John Paul II's own peculiar pedagogy is fully justified. The personalist-theological perspective is the basic element of this pedagogy. The chief thesis in the Pope's attitude towards education was accepting such an anthropology that considers both the positive elements of the human being (because he is a God's child), and his weaknesses, shortcomings, lack of order, which result from the original sin. In the process of education and self-education the human being is obliged by God Himself to realize in his life certain values, and especially: faith, hope and love. The basic aim of education is to develop the human being's subjectivity and to transmit the proper canon of values to him, including moral and religious values. First of all, the Pope wanted to direct man towards Christ, and to do this, besides his personal influence he used various external means, which he appreciated both in his teachings and in practice. Today it can be said that the fruit of John Paul II's pedagogical actions can be seen in many people's attitudes. The fact that many young people pronounce themselves in favor of the values accepted by John Paul II and that his attitude is meaningful is expressed in the movement defined as The John Paul II Generation.
    Źródło:
    Roczniki Nauk Społecznych; 2006, 34, 2; 9-26
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stanisława Jachowicza wychowanie do wartości – na podstawie Ćwiczeń pobożnych rozwijających myśl
    Stanisław Jachowicz's Education Aiming at Respecting Values – on the Basis of `Ćwiczenia pobożne rozwijające myśl'
    Autorzy:
    Kowalik, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1857107.pdf
    Data publikacji:
    2003
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    wychowanie
    wartości chrześcijańskie i uniwersalne
    wzór postępowania
    prawy człowiek i katolik
    pedagogika kultury
    education
    Christian and universal values
    model of behavior
    righteous man and Catholic
    pedagogy of culture
    Opis:
    In the present article the meaning of `education' is discussed from the position of pedagogy of culture and the values are pointed to that are realized by Stanisław Jachowicz (1796-1857) in Ćwiczenia pobożne rozwijające myśl (1857) – the highest, most important, most valuable values, that are a perfect model for Christian education. Hence, the structural analysis of Jachowicz's selected texts and their problems are discussed and their worldview, spiritual, ethical and cognitive values are pointed to; next, the kinds of utterances and the techniques used by the writer are shown in order to pronounce the fact that he professed Christian principles and wanted his readers to become pious, good people who would propagate the good. The analytical method is mainly used, and it is complemented with the method of statistical analysis, which allows discovering more deeply Jachowicz's pedagogical thought that, in the author's opinion, belongs to the so-called pedagogy of culture. It has been found that in the collection Jachowicz declares his adherence to the Catholic worldview and becomes its exponent and apologist. He emphasizes the greatness, omnipresence and uncommonness of God, at the same time teaching his readers to worship Him. This is done in various ways: he orders it, prays, and teaches. It has been calculated that as many as 91.5% of all the statements in the examined works worship God. Jachowicz also distinctly expresses spiritual values, such as man's contact with God; Christian virtues: faith, hope, trust, vocation and responsibility; struggle against evil; and man's participation in the salutary Passion of Redemption. Also another group is distinguished – that of ethical values (moral imperatives), like: honest work, piety, honor, respect for life, man's dignity, intellectual development, humility; as well as cognitive values containing the image of real world and man's activity, shaping the recipient's consciousness and teaching him to foresee the results of his actions and reasoning, expressing the care for human life marked with chastity, piety, unselfishness, continuously remembering about God and about eternal salvation. These values are expressed in three forms: order-appeal, prayer and direction (instruction). Also the techniques that are used and the kinds of statements have been examined in order to prove that orders having the informative-instructive, instructive, esthetic, captivating, instructive-captivating, and captivating-esthetic functions dominate. By means of them Jachowicz educates with the aim of respecting Christian values, calling for a fully happy life, united with God, for sainthood. It turns out that to this goal he also uses various kinds of prayer: adoration, request, imploration; and he utters evaluating statements – which has not been yet emphasized – as a priest with an intensive inner life. Hopefully the present article will allow pedagogues to make the young generation consciously and more profoundly make the discussed values come true in their lives. However, it must be added that the present article is the first result of studies on Stanisław of Dzików's literary output and it does not exhaust the issue; nevertheless the author hopes to meet the challenge in the future.
    Źródło:
    Roczniki Nauk Społecznych; 2003, 31, 2; 21-41
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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