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    Wyświetlanie 1-4 z 4
    Tytuł:
    Czy potrzebna jest retoryczna teoria literatury?
    Autorzy:
    Regiewicz, Adam
    Powiązania:
    https://bibliotekanauki.pl/articles/445604.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
    Tematy:
    theory of literature
    rhetoricality
    poststructuralism
    methodology
    Opis:
    Does anyone need the rhetorical theory of literature? The new various directions of the literary research are continiously appearing. Together with them, new perspectives of the research of the literary texts are opening up. They allow to ask questions concerning the language generated by them, with the use of which they shape the literary discourse. Being aware of the consequences of the linguistic shift for the research on culture, today the rethorical viewpoint in the conduct of the theoretical discourse is adopted. At the same time, the attention is paid to the phrases, style, as well as the metaphors used in the current literary research. The entire reflection is accompanied by the comparative spirit, that is, a certain transdisciplinary openness, which calls for abandoning the internal literary field by the theoretical research, and entering the wide field of the culture research. This process is especially visible in the new theoretical-literary directions (cognitive humanities, constructivism, affective theory of literature etc.) and enables to assign to the comparative literature the role of a binder of the taken discourse on the border between theory and rethorics.
    Źródło:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica; 2017, 5; 62-73
    2353-4583
    2449-7401
    Pojawia się w:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kosmos teorii. Wprowadzenie do konceptu
    Cosmos of Theories. Introduction to the Concept
    Autorzy:
    Regiewicz, Adam
    Powiązania:
    https://bibliotekanauki.pl/articles/445459.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
    Tematy:
    literary theory,cosmology,poststructuralism,social group
    teoria literatury,kosmologia,poststrukturalizm,grupa społeczna
    Opis:
    Each social group – including the scientific community – creates a series of internal tensions that determine the relations within that group. They can be explained by social theories, but some phenomena transcend the boundaries of sociology. Theories of the universe provide an interesting perspective in the interpretation of systems within the group. Looking at cosmological models and theories, the article attempts to conceptualize the cosmological metaphor in theoretical and literary reflection. On the basis of Guth’s, Bondi’s or Gödel’s models, the dynamics of development in literary studies is being considered.
    Każda grupa społeczna – w tym środowisko naukowe – wytwarza szereg wewnętrznych napięć, które determinują relacje wewnątrz tejże grupy. Można je tłumaczyć teoriami społecznymi, jednak niektóre zjawiska wykraczają poza granice socjologii. Ciekawą propozycję w interpretacji układów wewnątrz grupy przynoszą teorie wszechświata. Przyglądając się modelom i teoriom kosmologicznym, artykuł podejmuje próbę konceptualizacji metafory kosmologicznej w refleksji teoretycznoliterackiej. Na bazie modeli Gutha, Bondiego czy Gödla rozważa się dynamikę rozwoju kierunków badań literaturoznawczych.
    Źródło:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica; 2019, 7; 16-25
    2353-4583
    2449-7401
    Pojawia się w:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Votum separatum. O głosach sprzeciwu wobec Postmodernizmu
    Votum separatum. On the Rejection of Postmodernism
    Autorzy:
    Heck, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/445469.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
    Tematy:
    postmodernism,poststructuralism,literary theory,culture wars,conservatism
    postmodernizm,poststrukturalizm,teoria literatury,wojny kultur,konserwatyzm
    Opis:
    For theory-conscious scholars, Theory is the key to understanding the scope and nature of their philosophies, because the chosen theory determines problems to be called academic and to be investigated. Though no perfect theory of literary studies has yet been found, the search for such a theory appears inevitable. Rejection of postmodernism and poststructuralism sometimes leads literary scholars to the so-called cultural wars. Conservatism of some critics makes the discussion on the alternative to the impasse more and more interesting. In the early years of the new millennium the anthologies Theory’s Empire and Beyond Poststructuralism set the standards of this debate.
    Zdaniem świadomych pod względem teoretycznym badaczy Teoria jest kluczem do zrozumienia zakresu oraz natury ich filozoficznych przekonań, ponieważ wybrana teoria przesądza, jakie zagadnienia mogą zostać uznane za naukowe i zasługiwać na zbadanie. Aczkolwiek nie istnieje idealna teoria badań literackich, poszukiwanie jej wydaje się nieuniknione. Odrzucenie postmodernizmu i poststrukturalizmu doprowadza niekiedy literaturoznawców do problematyki, którą określa się mianem wojen kulturowych. Coraz bardziej interesującą czyni debatę o wyjściu z impasu konserwatywne stanowisko niektórych literaturoznawców. Na początku nowego tysiąclecia antologie Theory’s Emprte [ Imperium teorii] oraz Beyond Poststructuralism [Poza poststrukturalizm] wyznaczyły poziom owej dyskusji.
    Źródło:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica; 2019, 7; 26-37
    2353-4583
    2449-7401
    Pojawia się w:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Нове програмске тенденције у васпитно-образовном раду... Предшколски програм у Републици Србији
    The New Curricular Trends in Educational Work. The Preschool Curriculum of the Republic of Serbia
    Autorzy:
    Мићић, Вишња
    Вукомановић Растегорац, Владимир
    Powiązania:
    https://bibliotekanauki.pl/articles/1627332.pdf
    Data publikacji:
    2020-12-29
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
    Tematy:
    preschool curriculum
    poststructuralism
    project approach
    speech development
    critical review
    предшколски курикулум
    постструктурализам
    пројектни приступ
    развој говора
    критички осврт
    Opis:
    Полазећи од промишљања постструктуралистичког приступа курикулуму, концеп- туализације детета и терминолошких недоумица, потом проматрајући карактеристи- ке и недоумице у вези са применом пројектног приступа у предшколском васпитању и местом развоја говора у њему, текст указује на кључне промене у предшколском сис- тему у Републици Србији. Анализа на поменутим нивоима показаће основне врлине и евентуалне недостатке програма у покушају да конструктивно учествује у његовој успешнијој примени и конкретизацији.
    The focus of this text is set on the concept of educational work that was presented within the recently adopted Fundamentals of the preschool curriculum ‘The years of ascension’ (2018). The emphasis is put on the analysis of theoretical foundations, terminology, educational tendencies, and the question of the initial education of preschool teachers in Serbia. This recently adopted curriculum is based on the contemporary curricular theories, theoreti- cal principles of the pedagogical and developmental psychology, sociology, anthropology, and other disciplines. The concept of childhood, and mainly of the child, is based on the sociocultural theories and poststructuralism. Even though this approach can be seen as modern in the context of educational work in Serbia, the curriculum seems to lack a stronger demonstration of the scope and limitations of foundations that are based on poststructuralism, as well as the socio-political conditionality that supports the designation of these foundations. In this respect, even the framework that this programme is based on (the UN and the EU documents) is not supported with the critical insight into the particularity of the national framework it was created for. The significant part of the curriculum is dedicated to the representation of socio-cultural conceptions of childhood. The children are seen as the ‘the playful beings’ and the game as their natural relationship with the world. The project approach and the complex definition of the concept of child’s wellbeing are the core of ‘The years of ascension’. The important characteristic of the new curriculum is the introduction of a large number of new terms that can be regarded as an update and a starting point for new approaches to the problem. The possible drawbacks of the mentioned viewpoints pertain to: 1) the insufficiently specified awareness that the idea of the child represented in the curriculum is only one of many possible ideas, (2) the contradicting definition of the idea of wellbeing (with the accent on the problem with defining the correlation between safety and flexibility in educational work), (3) the possible doubts regarding the usage of certain terms (we studied the idea of authenticity, as well as the strong opposition to spontaneity in co-construction of knowledge in the process of planning the learning situations).The presence of binary simplifications in the curriculum carries with itself a possibility that every attempt to reassess and relativize the values of opposing elements can easily be marked as regressive (even if it is not), if one element has a positive value and the other one has a negative value (which is often the case in the curriculum). Little significance given to the proper preparation of pre-school teachers is regarded as a serious problem. Moving the focus away from the concrete knowledge and professional care for the developmental aspects of child’s character could easily be interpreted as the abandonment of these concepts rather than their perception in a new light – the light of decomposition and co-construction of knowledge. The newly adopted concept of foundations suggests that the competence of preschool teachers will expand and include a series of pedagogical and psychological skills and knowledge at the expense of the foundation of their competence in those sciences that form the basis of development areas (that should be encouraged with children). In contrast to this attitude, we should not forget that the academic knowledge of preschool teachers, as well as their own inquisitiveness and their willingness to learn and to explore, represents the foundation for the creative approach to preschool educational practice that aspire to timely answer the children’s inquisitiveness and to encourage their interest in better understanding of themselves and the world around them. The long-term intention of preschool education should be to develop the need for education as the integral part of both the children’s and the teachers’ characters, and keeping up with these directions (speaking competence, early literacy, etc) would increase if the key aspect of children’s character development would be operationalised and defined with standards.
    Źródło:
    Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2020, 11, 315; 217-227
    2082-0909
    Pojawia się w:
    Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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