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    Wyświetlanie 1-3 z 3
    Tytuł:
    Contemporary interpersonal relations that demand dialogue
    Autorzy:
    Ściupider-Młodkowska, Mirosława
    Powiązania:
    https://bibliotekanauki.pl/articles/951801.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    changes in contemporary interpersonal relations
    dialogue
    homo construens
    social pedagogy
    Opis:
    The aim of the article is to answer the question of why contemporary interpersonal relationships need dialogue in cultural and social transformations ? The article is based on the conclusions of the author’s research carried out among a selected group of students revealing the characteristics of homo construens. Young people who took part in the research directed (constructed) the scripts of partnership and family biographies as free, original and willing to change. On the other hand, the same scripts unmasked loneliness and a huge need for recognition in the world of cultural and narcissistic demands for self-actualisation, satisfaction and a sense of fulfilmentin the spheres of partnerships and family. The need for dialogue requires pedagogical support that will revealthe values of community, social groups and partnerships.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2019, 16, 2
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    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:
    (Nie)rozumienie zjawiska przywództwa w przestrzeni edukacyjnej
    (Not)Understanding Leadership in Educational Space
    Autorzy:
    Ptak, Małgorzata M.
    Śmiałek, Mirosław J.
    Powiązania:
    https://bibliotekanauki.pl/articles/15836159.pdf
    Data publikacji:
    2021-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    educational space
    wisdom
    leadership
    upbringing process
    upbringing influences
    interpersonal relations
    pragmatism
    values
    Opis:
    In the contemporary and dynamic educational reality, also known as socialization, a young person (or is it just a young one [sic!]) in a process of gaining experience, instead of understanding the environment better with time, gets lost, has problems with self-determination, struggles between the important and the irrelevant, the desired and the redundant, good and harmful. The wisdom and educational experience, the educational process and recognized educational influences should become helpful. The pragmatism of the theory of cognition often allows for conclusions and reflections on every process of scientific cognition. In the area of axiology, it may constitute a “pillar of pedagogical initiation”. In view of the holistic format of the majority of educational phenomena, the subject as a balanced dialogue and consistent in the autonomy of leadership (especially educational!) fits perfectly well the latest theories and trends of modern pedagogical, psychological and social knowledge as well as theories of inter-/intrapersonal management. The above indications are the basis for a wise leadership in education and an upbringing in leadership. Knowledge of leadership issues, understood as the process of socialization, may wisely support and strengthen educational influences. Otherwise, by unwise influences, from the pedagogical point of view, something can be irretrievably lost and wasted. To understand the phenomenon of leadership, you must first thoroughly analyze the issue of leadership in groups, trying to show relationships with other people in the process. This is vital due to the frequent confusion of the concepts of leadership and management, or leadership and command. Leadership is often recognized via its chief attribute by e.g. persistence of community, debates, personalization of tasks and actions, bonds of belonging, dynamisms of interpersonal relations (atmosphere and culture in task situations) and roles as an axiom of task decision-making.
    Źródło:
    Studia Edukacyjne; 2021, 61; 131-143
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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