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Wyświetlanie 1-4 z 4
Tytuł:
Nurty badań empirycznych kulowskiej katechetyki (1970-2010)
Currents of Empirical Studies of Catechetics at the John Paul II Catholic University of Lublin (1970-2010)
Autorzy:
Kulpaczyński, Stanisław
Powiązania:
https://bibliotekanauki.pl/articles/31340332.pdf
Data publikacji:
2011
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
badania empiryczne
katechetyka
promotorzy prac
wyniki
empirical studies
catechetics
promoters of dissertations
results
Opis:
With reference to General Catechetical Directory (14, 30, 32) currents of studies from 1970 to 2010 are shown. The current of empirical studies of catechetics at the CUL was begun by Professor Stefan Kunowski. Next, Rev. Mieczysław Majewski studied the following issues: realization of catechetical revival of the Vatican Council II; acceptance of moral-religious values by young people; the level of religious knowledge in the catechized young people with mild mental disability; young people’s views of catechesis; conflicts in young people; the sense of meaning of life; catechesis in various milieus. Rev. Stanisław Kulpaczyński’s currents of research, on the other hand, are the following: catechesis in young people’s awareness; conflicts in young people and attempts to overcome them at catechesis; educational aspects of friendship, comradeship and love; catechetic formation in the catechists’ awareness; the parents’ cooperation in catechization; catechization preparing for marriage; catechetic notebooks; young people’s personal models; young people’s Eucharistic attitudes; drawing in catechesis; assessing at catechesis; the image of the catechist in young people’s opinion; conscience in young people’s awareness; the prayer of the catechized ones; catechetical methods in the catechists’ opinion; the meaning of life; religious-moral values in pupils with mild mental disability; angelology and demonology; knowledge of Jesus Christ; reception of religious symbols by pupils; the sacrament of penance and reconciliation in young people’s opinion; young people’s attitude towards their coevals’ alcoholism; drug addiction in the catechized ones’ awareness. Master’s and doctoral dissertations as well as books and articles are the effect of many studies. Among the 209 masters and 61 doctors Rev. M. Majewski has promoted 15% wrote dissertations based on empirical studies, among the 330 masters and 57 doctors Rev. S. Kulpaczyński has promoted – 51%, and in the case of Sister H. Wrońska – empirical studies were the basis for 44 master and 1 doctoral dissertations. These studies should be appreciated and continued.
Źródło:
Roczniki Pastoralno-Katechetyczne; 2011, 3; 279-306
2081-1829
Pojawia się w:
Roczniki Pastoralno-Katechetyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wartości preferowane przez nauczycieli szkół sandomierskich. Raport z badań
The Values Preferred by the Teachers of the Sandomierz Schools (A Report of the Research)
Autorzy:
Jusiak, Roman
Powiązania:
https://bibliotekanauki.pl/articles/1857601.pdf
Data publikacji:
2001
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
hierarchia wartości
zawód nauczyciela
badania empiryczne
hierarchy of values
teacher's job
empirical research
Opis:
The problems of the values preferred by teachers merits our attention, especially under the conditions of political, economic, social and cultural transformations in which Polish society has lived recently. From the social point of view, it is interesting to point the issue of the hierarchy of values approved by teachers. This issue has been shown on the basis of empirical research among the teachers in Sandomierz. All the analyses here tended to define the direction of the gradation of values which the teachers of the Sandomierz schools regarded as important. The analyses sought to determine the variables which condition the approved hierarchy of values. Detailed analyses pinpoint such variables as sex, age, and period of teachers' work, and they differentiate the approved hierarchy of values. The findings show that there is an interrelation between the independent variables under consideration and reveal their role in how the teachers under study rank particular values. A general characterization of the population under study has proved that the percentage of the believing teachers is high and reaches almost 85 per cent; it is, however, lower than the percentage from the research of religiosity in Poland (ca. 90 per cent). It is worth noting that almost 12 per cent of the teachers under study are religiously indecisive, but they are attached to Christian tradition. The ratio of teachers' attitudes towards religious practices points to a relatively high selectivity in their approach to religiosity. Only 42 per cent of respondents do practice systematically (in Polish research − 52.4 per cent, in the Włocław diocese 45 per cent), almost 40 per cent are not systematic, 15 per cent rarely practice, and 3.4 per cent do not practice at all. Out of religious truths the existence of God is most generally accepted (91 per cent), and the least the infallibility of the pope (31 per cent), the existence of hell (ca. 54 per cent). As far as the norms of the Decalogue are concerned, the population under study accepts most the norm you shall not kill, and honour your father; the respondents ranked as the third the commandment concerning the cult of God (75.6 per cent). Among the values in question family values were ranked as the last ones (family happiness and work and sacrifice for one's own children); the second place took values related to religious life (everlasting salvation; preservation of the faith in God). It follows from the research that the socio-political background, with the stress laid on the principle of democracy and freedom, has a clear impact on the fact how teachers appreciate of such values as freedom, dignity, one's own beliefs. At the same time, the same context seems to magnify the tendencies to the individualization of the values of religion. In their approved hierarchy of values the teachers rank very highly family, religion and the values of human life. These are the values for which they would lay down their life. Now in Poland a thesis about the devaluation of the value of human life is being put forward, stressing the widespread phenomenon of abortion, propagation of euthanasia, or else various forms of violence and crime shown in the media. It seems that the democratic context with its emphasis on freedom, pluralism and democracy, is conducive to the formation among teachers attitudes towards their own life and the life of the others. One can notice among the respondents a clear tendency to underestimate and ignore such values as solidarity and social equality. This fact may signal disappointment to this social category, or at least a considerable weakening of a hope that these values can be fully realized. Such hopes were awakened in the beginning of the transformations. After ten years of transformation, the respondents who experience various difficulties and are burdened with big costs of those transformations are able to asses the gap between the expectations and reality.
Źródło:
Roczniki Nauk Społecznych; 2001, 2; 29-62
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wybrane zagadnienia etyki zawodowej socjologa
Selected Problems of Professional Ethics in Sociology
Autorzy:
Jedynak, Witold
Powiązania:
https://bibliotekanauki.pl/articles/1833101.pdf
Data publikacji:
2020-05-14
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
nauki społeczne
socjolog
badania empiryczne
etyka zawodowa
kodeks etyczny socjologa
social sciences
sociologist
empirical research
professional ethics
code of professional ethics for sociologists
Opis:
Skodyfikowana etyka zawodu socjologa jest próbą określenia norm moralnych działalności zawodowej, które wynikają z etyki ogólnej i są jej uszczegółowieniem. Odnosząc się do konkretnych, wzorcowych sytuacji, daje podstawy do określenia reguł funkcjonowania socjologa w sytuacji wynikającej z jego roli zawodowej. Pokazuje, jak socjolog ma się zachowywać, a jak nie powinien postępować. Ustalenie norm etyki zawodowej socjologa nie tylko jest podyktowane troską o dobro przedstawicieli tego zawodu, ale i ma na celu dobro społeczeństwa, które przez socjologów jest badane, a także korzysta z wyników ich badań. Społeczeństwo oczekuje od socjologów, by posiadali wysokie kwalifikacje zawodowe, stale doskonalili własne umiejętności i podnosili poziom fachowej wiedzy, a także zachowywali wysokie standardy etyczne. Jedynie solidne badania realizowane przez uczciwych socjologów będą zasługiwały na uznanie, a jeśli ich opinie będą bezstronne, zostaną przez społeczeństwo przyjęte i pozytywnie ocenione.
The code of professional ethics for sociologists attempts to define moral standards of sociologists’ professional activity, derived from general ethics being particularized. Professional ethics in sociology, through reference to specific model situations, gives the grounds for establishing rules of sociologists professional functioning. It indicates how a sociologist should and should not act. Observing moral standards is an expression of care not only for sociologists’ common good, but also for the society’s common good, as the society is examined by sociologists, and uses and benefits from the research results. The society expects that sociologists will be highly qualified, will perfect their skills and improve their expertise as well as keep high ethical standards. Only solid research conducted by reliable sociologists deserves to be acknowledged, and if sociologists' opinions are unbiased, they will be accepted and positively appraised.
Źródło:
Roczniki Nauk Społecznych; 2014, 42, 2; 161-181
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Współczesne ukierunkowania niemieckiej pedagogiki religijnej
Modern Tendencies in German Religious Pedagogy
Autorzy:
Chałupniak, Radosław
Powiązania:
https://bibliotekanauki.pl/articles/31341342.pdf
Data publikacji:
2011
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
niemiecka pedagogika religijna
lekcja religii
nauczanie interreligijne
integralność treści
badania empiryczne
korelacja w nauczaniu religii
German religious pedagogy
religion lesson
interreligious teaching
integrity of the issues
empirical research
correlation in religion teaching
Opis:
Analyzing German pedagogical-religious publications that appeared in 2009, the author answers the question about the direction, in which modern German religious pedagogy is heading. Tendencies dominating in the works by German religious educationalists are subjected to assessment from the Polish perspective, among them being: understanding of religious pedagogy, the issue of interreligious teaching of religion, the integrity and correlation of the issues taught at school, or empirical research in religious pedagogy.
Źródło:
Roczniki Pastoralno-Katechetyczne; 2011, 3; 155-165
2081-1829
Pojawia się w:
Roczniki Pastoralno-Katechetyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-4 z 4

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