- Tytuł:
-
Dwa ujęcia działającej jednostki a rozumienie zagadnienia wyborów ścieżek edukacyjnych
Two Perspectives on an Acting Individual versus a Choice of Educational Paths - Autorzy:
- Zaremba, Marek
- Powiązania:
- https://bibliotekanauki.pl/articles/2141641.pdf
- Data publikacji:
- 2020-06-06
- Wydawca:
- Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
- Tematy:
-
edukacja
ścieżka edukacyjna
education
educational paths - Opis:
- The article discusses factors that determine the choice of particular educational paths taking into account what they objectively bring and how it is reflected in individuals’ awareness. Therefore, what is taken into account on the one side is the character of what is acquired as a consequence of made choices and – on the other hand – the character of decisive processes. Two dimensions are achieved this way: the first one would be connected with juxtaposition expressed by contrasting economic benefits with noneconomic ones; the second one – with continuum, whose one pole would be defined by pure calculation and the opposing one – a purely affective action. The perspective put forward by Raymond Boudon is an example of a consequent application of an explanation procedure based on a list of economic benefits with a model of a calculating unit. The writer indicates specific cognitive benefits resulting from the assumption of the rationality of actions – under the condition that this rationality is limited. In his opinion, thanks to such an explanation there are available simple, but satisfactory models of explaining the discussed social phenomena. The formulation of alternative assumptions within two dimensions of reflections on the issues mentioned herein requires the adoption of a wider concept about individual advantages and should be connected with seeking ways of describing the processes of making decisions in such a way that the process is far from the one of rational calculation. Such assumptions are discussed on the example of Pierre Bourdieu’s theoretical works, in particular, on his concept of the economy of practices and practical reason.
- Źródło:
-
Teraźniejszość – Człowiek – Edukacja; 2013, 16, 1(61); 91-106
1505-8808
2450-3428 - Pojawia się w:
- Teraźniejszość – Człowiek – Edukacja
- Dostawca treści:
- Biblioteka Nauki
Artykuł