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    Wyświetlanie 1-5 z 5
    Tytuł:
    O osobliwościach dyskursów w edukacji
    About Curiosities of Discourses in Education
    Autorzy:
    Nawrocki, Radosław
    Powiązania:
    https://bibliotekanauki.pl/articles/920461.pdf
    Data publikacji:
    2018-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    discourse
    paradigm
    education
    philosophy of education
    Opis:
    The basic goal of the text is to follow the work strategy on selected pedagogical concepts as part of  educational discourses. I assume that within the framework of the functioning of discursive practices in education, a certain work is done, which flattens the conceptual grid regarding education. Thus, these concepts are unambiguous, boil down to the most direct, superficial and obvious meaning. The way of thinking about education, present in the dominant discourses located in the social circulation, causes that educational processes are devoid of meaning wealth. This is how it sets the playing field in thinking about education, designing educational policy and educational practice. The treatment, which is to restore the educational discourses to depth, aporethism, internal struggle, the element of contradiction is to launch a specific etymological work that reveals the fuller meaning of the basic concepts that build the educational imagination. Thanks to this, a certain contrast will also be created between the extracted meaning and those meanings that are promoted in the most varied discursive practices launched in the field of education
    Źródło:
    Studia Edukacyjne; 2018, 51; 427-436
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rozważania wstępne o paradygmacie relacyjnym w edukacji i rehabilitacji osób z niepełnosprawnością intelektualną
    Introductory Considerations of the Relational Paradigm in Education and Rehabilitation of People with Intellectual Disabilities
    Autorzy:
    Kopeć, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/916932.pdf
    Data publikacji:
    2019-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    paradigm
    relationship
    attachment
    attachment theory
    intersubjectivity theory
    responsiveness
    mentalization
    Opis:
    Polish education and rehabilitation of persons with intellectual disabilities very often neglects the most crucial aspect of being with them, i.e. relationship. The emancipation processes taking place in Polish education and rehabilitation of people with intellectual disabilities have contributed to the gradual emergence of the relational paradigm, the theoretical basis of which constitute the theory of attachment, theory of intersubjectivity and mentalization. The article will attempt to conceptualize the relational paradigm in the field of education and rehabilitation of people with intellectual disabilities. Subsequently, it will present the concepts essential for the relational paradigm: the conceptual apparatus, theories providing its theoretical basis (attachment theory, theory of intersubjectivity). The article will conclude with a preliminary attempt to conceptualize the relational paradigm.
    Źródło:
    Studia Edukacyjne; 2019, 54; 55-70
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Edukacja we współpracy w perspektywie na nowo odczytywanych założeń teoretycznych oraz wyzwań społecznych
    Cooperative Education in Terms of Reread Theoretical Assumptions and Social Challenges
    Autorzy:
    Bąbka, Jarosław
    Powiązania:
    https://bibliotekanauki.pl/articles/919734.pdf
    Data publikacji:
    2019-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    cooperative education
    organizational form
    strategy of education
    model
    educational ideology
    paradigm
    Opis:
    Scientific output of psychology and education studies, paradigmatic changes and social expectations form a basis for rereading the assumptions of cooperative education. The paper deals with the categories of recognizing cooperative education as an organizational form, a strategy of teaching and a model of education. The paper makes a reference to the assumptions resulting from the social-constructive paradigm, which have made it possible to present a way of thinking about cooperative education in terms of joint acquisition of knowledge and negotiating meaning. The sources of the assumptions of education were also investigated in the ideology of progressivism to show that such upbringing and education helps develop pupils’ social competencies and prepares the students for functioning in a community. The considerations are completed by showing a relation between cooperative education and contemporary social challenges.
    Źródło:
    Studia Edukacyjne; 2019, 53; 143-159
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Osoba nauczyciela w edukacyjnej i edukowanej przestrzeni przywództwa. (Czy dla nauczycieli „edukacyjne lustro pandemiczne” może stać się „oświatowym fantazmatem”?)
    A Teacher in an Educational and Educated Leadership Space. (Can an "Educational Pandemic Mirror" Become an "Educational Phantasm" for Teachers?)
    Autorzy:
    Ptak, Małgorzata M.
    Śmiałek, Mirosław J.
    Powiązania:
    https://bibliotekanauki.pl/articles/1070899.pdf
    Data publikacji:
    2020-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    teacher
    educational theories
    educational space
    educational
    leadership
    interpersonal relations
    pedagogical paradigm
    Opis:
    The world of social norms and values is constantly embedded in the teacher’s actions and the educational theories they recognise, in their didactic end educational successes and failures, in professional adaptation and evaluation, in didacticism and educational inspiration, and in the case of a few, in educational leadership deprived of the external and personal world. In every dimension of the teacher’s pedagogical activities there is a link between the acquired theoretical knowledge and the professional attitude. The pedagogical approximation into specific theories and pedagogical ideas is illustrated by the professional attitude of the teacher, interpersonal relations with students and the teaching staff. The knowledge of pedagogical paradigms, the realization of diverse ideas can be a factor in a teacher’s pedagogical success, as there is no single theory, explaining and suitable for a specific school community in the educational space. Contemporary pedagogical theories, like never in the past, are becoming a creator of social mentality in multicultural environments. They are becoming a “civilizational hope” for the reduction of traditional “prescriptive-distributive” thinking, as well as subject-based, directive and authoritarian education, and educational impossibilism in schools. Contemporary pedagogical controversies around the relationship of education and leadership do not have antagonistic content, elements that are pedagogically and socially opposed. They interact with each other in various and multi-level ways in the space of humanistic pedagogy and human resource management, they are a pedagogical dualism in the sphere of descriptive and relational narrative, critical thinking, without space for academic logomachia. The growing interest in the teacher’s autonomy, teacher’s independence, the dimensions of the presence in the pedagogical community, and the pursuit of individual needs are issues of external educational affiliation. What educational and cultural dimension should constitute the pedagogical habitus of a modern teacher? From the content of many pedagogical publications, a conclusion emerges that in education, it is not the teachers who become the motivators of exceeding knowledge and skills for themselves, but the students who exceed their teachers. Such a confrontation of the two worlds: teachers, representing institutionalised education and students (more precisely: learners), having one common goal – mutual understanding, which already requires a change in the generation paradigm, methods of operation, education (students and teachers), modification of the education already acquired, transformation of the model of “becoming” a teacher (usually based on authority – still traditional) more effectively appealing to students and systematic use of the new technological solutions in the education process. Increasingly, many pedagogical ideas and theories are starting to signal the need to transpose the role of the teacher in the spectrum of expert-conceptual practitioner, which is based on the methods and techniques of learning, i.e. critical thinking.
    Źródło:
    Studia Edukacyjne; 2020, 57; 177-189
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mentalne wzorce relacyjne jako predyktory statusu związku studiujących kobiet
    Autorzy:
    Soroko, Emilia
    Adamczyk, Katarzyna
    Kleka, Paweł
    Jankowiak, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/923465.pdf
    Data publikacji:
    2020-11-18
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    relation patterns
    singles
    relationship status
    Core Conflictual Relationship Theme (CCRT)
    Relationship Anecdotes Paradigm (RAP)
    Opis:
    The article analyses relationship patterns as predictors of relationship status (having vs not having a partner) among female university students. Inner relationship patterns were identified on the basis of written statements on significant relations. The statements were obtained through the Relationship Anecdotes Paradigm (RAP), which allows the acquisition of autobiographic records of narrative nature on personally significant interpersonal relations. The results of the analysis based on the concept of Core Conflictual Relationship Theme (CCRT) helped predict whether a respondent has a partner thanks to only one category of relationship patterns – the desire of the self to feel well and comfortably, to have a sense of stability, to feel happy and self-satisfied, triggered in the context of referring to a significant interpersonal relation in the narratives. The other aspects of the patterns – responses of the other to the self’s desire and the response of the self to the reactions of the other – do not markedly affect the prediction of the relationship status.
    Źródło:
    Studia Edukacyjne; 2018, 47; 231-243
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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