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    Wyświetlanie 1-9 z 9
    Tytuł:
    The Identity of the Dialogic Educator – Dialogue in Education as a Practice for the Construction and Establishment of a New Social Reality in Education
    Tożsamość pedagoga podejmującego dialog – dialog w edukacji jako praktyka budowania i utrwalania nowej rzeczywistości społecznej w nauczaniu
    Autorzy:
    Windzberg Sasson, Ronit
    Powiązania:
    https://bibliotekanauki.pl/articles/921284.pdf
    Data publikacji:
    2018-04-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    socialization
    identity
    professional identity
    ideology
    re-socialization
    dialogue in teaching
    Opis:
    One of the things that most influencethe professional identity in teaching is the professional training that the student teacher chooses. The professional training is built by educational pedagogy that supports the construction of the reality of the person who receives the training and contributes to it, and in this way, influenceshis professional identity. The dialogue between people is the way in which people influenceone another and help in the process of socialization. The dialogue influencesthe construction of the reality of people since the process of the construction necessitates at least two people in the process. The common denominator of socialization, social construction, and dialogue is the duality required from each one of the sides in these processes. The key to change is dialogic education. Dialogic pedagogy enables the participation in the construction of the educational reality in the 21st century.The article is composed of two parts. The firstpart presents a sociological infrastructure and asks the following questions: What is reality and how does the process of socialization and construction of a personal identity occur? The second part addresses the construction of the educational identity in the aspect of the educational ideology.
    Źródło:
    Studia Edukacyjne; 2018, 48; 383-400
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gaokao i procesy stratyfikacji społecznej w Chinach
    Gaokao and Processes of Social Stratification in China
    Autorzy:
    Gromkowska-Melosik, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1070752.pdf
    Data publikacji:
    2017-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    gaokao
    high-stakes test
    stratification
    socialization
    Opis:
    This article concerns „gaokao” Chinese exams. I show how the „high stakes” tests (the essence of these exams) create the winners and losers in the battle for stratification success. They set up, as a one-time „selection act”, the trajectory of a career and the whole future life of young Chinese. At the same time, they are an example of the entanglement of the testing process in politics and of the enormous (and overwhelming) social pressure on young people.
    Źródło:
    Studia Edukacyjne; 2017, 44; 45-63
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zintegrowany system wsparcia studentów we współczesnej edukacji – dobre praktyki
    An Integrated System of Student Support in Modern Education – Good Practices
    Autorzy:
    Kot-Radojewska, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/923447.pdf
    Data publikacji:
    2020-11-18
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education
    socialization
    human capital
    knowledge
    competences
    Opis:
    The paper argues about the role of higher education not only in terms of knowledge transfer andacquisition of vocational skills among young people, that is, the creation of qualified human capital  for the needs of the economy, but also in terms of implementation of the educational role of the university, one currently underrated. It is aimed at the education of creative, open-minded, responsible graduates, capable of understanding a dynamically changing reality, able to adapt to changes flexibly, and accept responsibility for their own development. The article presents an example of good practices in the field of comprehensive student support in higher education as developed by the University of Dąbrowa Górnicza. This approach, in addition to improving the professional potential of students, is also focused on forming their values, goals, attitudes and beliefs which will significantly affect their behavior and the way they use the acquired knowledge in the future.
    Źródło:
    Studia Edukacyjne; 2018, 47; 185-195
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tworząc kreatywne zajęcia popkulturowe dla młodzieży: intencje – doświadczenia – refleksje
    Constructing Creative Popcultural Workshops for Youth: Intentions – Experience – Reflections
    Autorzy:
    Prósinowski, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/15834525.pdf
    Data publikacji:
    2021-11-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education
    upbringing
    socialization
    popular culture
    creative activities
    Opis:
    Pop culture has its significant place in education. It is also a space within which social processes take place and experiences, beliefs and cultural archetypes are presented and discussed. This text is a kind of revisiting of thoughts collected during workshops for young people focusing on various creative processes, particularly writing texts, expression through words and body, introducing elements of theatrical exercises, discussions of popular culture and everyday experiences of workshop participants. The purpose of the text is not just to offer conclusions and reflections after conducting such workshops, but also to critically look at processes like socialization, education and upbringing.
    Źródło:
    Studia Edukacyjne; 2021, 63; 21-31
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Między starym a nowym: źródła wiedzy licealistów o polityce w procesie socjalizacji
    Between the Old and the New: High School Students’ Sources of Knowledge about Politics in the Process of Socialization
    Autorzy:
    Jakubowski, Jakub
    Powiązania:
    https://bibliotekanauki.pl/articles/15835129.pdf
    Data publikacji:
    2021-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    political socialization
    youth
    media
    social media
    internet
    political communication
    Opis:
    The process of political socialization takes place on many levels and depends on various factors, such as family, peer group or school. The basic catalog of them includes the media as well. The main ob[1]jective of the article is to diagnose their role in the process of social adjustment in the area of politics of high school youth from the region of Wielkopolska. The surveys conducted among high school students helped examine a number of factors: sources of knowledge about politics, media formats on the Internet as well as the most important actors playing the role of opinion leaders in the process of political socialization of young people. The study proved that young people display features of media use characteristic of “traditional” mass communication tools (such as television), but also a tendency to use new forms of media, characteristic of “generation Z”. At the same time, significant differences in this respect were observed on the grounds of gender and the declared approach to the religion by young people from Wielkopolska region.
    Źródło:
    Studia Edukacyjne; 2021, 61; 113-129
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Socjalizacja polityczna w przebiegu życia – perspektywa kontynuacji i zmiany
    A Life-Course Model of Political Socialization – a Perspective of Continuity and Change
    Autorzy:
    Hildebrandt-Wypych, Dobrochna
    Powiązania:
    https://bibliotekanauki.pl/articles/15837813.pdf
    Data publikacji:
    2020-12-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    political socialization
    life-course
    political studies
    citizen
    citizenship
    political change
    Opis:
    The following text presents various alternative theoretical approaches in political socialization research. Some of the theoretical insights provided by the functional, systemic and interpretative perspectives are identifiedin order to depict the discussion around the continuity and change within the political socialization research. Whereas in the firstperiod of political socialization research the aim was to explain the continuity in the development of political orientations, it was later forced to account for modificationand the potential for change (especially when addressing the interpretative issues of identity politics). After describing the field’stheoretical shifts, the life-course model of political socialization is presented. The life-course model attempts to deal with the problem of continuity and change in the political socialization process, pointing to its remarkable complexity and lifelong flexibility.It offers a systematic, interdisciplinary and holistic way of conceptualizing political socialization. It points to the importance of political socialization research in demonstrating interdependence between objective functions of the political system and subjective political learning of a reflexive individual.
    Źródło:
    Studia Edukacyjne; 2018, 49; 373-400
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Theory and Practice of Political Socialization in Childhood – Democracy vs. Neoliberalism
    Teoria i praktyka socjalizacji politycznej w edukacji wczesnoszkolnej – demokracja kontra neoliberalizm
    Autorzy:
    Hildebrandt-Wypych, Dobrochna
    Powiązania:
    https://bibliotekanauki.pl/articles/913298.pdf
    Data publikacji:
    2017-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    political socialization
    prosocial skills
    democracy learning
    early-childhood education
    neoliberalism
    Opis:
    The text focuses on the efficiencyof school as one of the key agents of political socialization of early childhood students. Using the conceptual framework of J. Astuto and M.D. Ruck, a question is posed of how to effectively develop prosocial skills of children and therefore how to shape their later willingness to engage in civic actions in youth. According to various scholars, prosocial skills, such as respect for others’ feelings, helping, sharing and cooperating with others, have to be nurtured through classroom-based play. Unfortunately, in the age of neoliberal dominance of standardized tests, civic education is deemed less important, with an excessive focus on civic knowledge and the insufficien (not testable) focus on civic skills. In reference to research results (e.g. C. Flanagan and L.S. Gallay), the author of the article points out that democratic competence does not simply emerge as a result of top-down transmission of knowledge. The process of normative (moral) development in childhood knowledge of political facts is significantlyless important than the child’s social experience of civic participation and cooperation. Contrary to the neoliberal tendencies in educational reforms, democracy-learning – as pointed out by numerous studies – should be based on the development of a ‘democratic self’ (values, patterns of behavior, habits), prior to the development of political knowledge. Knowledge should be treated as a second important element of school political socialization of children. The primary focus should be the school’s commitment to the development of children’s democratic attitudes.
    Źródło:
    Studia Edukacyjne; 2017, 45; 255-265
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Socjalizacyjna funkcja szkolnictwa w Afryce Południowej w okresie apartheidu (1948-1994)
    Socialization Function of South African Education System During the Apartheid (1948-1994)
    Autorzy:
    Gmerek, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/915988.pdf
    Data publikacji:
    2020-01-19
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education
    socialization
    indoctrination
    South Africa
    Apartheid
    discrimination
    curriculum
    segregation
    stratification
    Opis:
    The article is devoted to the discussion of socialization processes in the South African apartheid sysem of education (1948-1994). The socialization function of education is considered in-depth, with special attention paid to the racial inequality and discrimination in South African society. The article includes the consideration of school indoctrination and different aims of education and curricula in education subsystems for different racial groups in an Apartheid society.
    Źródło:
    Studia Edukacyjne; 2017, 46; 235-252
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Concept of Authority in Pedagogical Thinking
    Idea autorytetu w myśleniu pedagogicznym
    Autorzy:
    Lorenzová, Jitka
    Powiązania:
    https://bibliotekanauki.pl/articles/1071289.pdf
    Data publikacji:
    2017-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    authority
    models of authority
    pedagogical relationship
    invisible pedagogy
    socialization
    complex humanity
    Opis:
    The article aims to illustrate how pedagogical authority has changed against the backdrop of the developments in our concept of the relationship between children and adults. It maps out selected concepts of authority in pedagogy (the platonic, democratic and patriarchal models), follows the transformations of the parent-child relationship in a psychohistorical context, and outlines the distinctions between authority and authoritarianism. Further arguments relate to the necessity of partnership in the model of pedagogical authority and demonstrate the shift from the disciplinary to the personalizing code of education, in conjunction with Bernstein's concept of invisible pedagogy. The text also deals with the contradictions and paradoxes that characterize contemporary childhood and complicate any clear-cut notion of pedagogical authority. The conclusion is that the current ambivalence surrounding pedagogical authority requires a renewal of the debate about educational ideals, especially the humanizing goal of education in post-industrial society.
    Źródło:
    Studia Edukacyjne; 2017, 43; 385-402
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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