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    Wyświetlanie 1-4 z 4
    Tytuł:
    Nie taki wilk straszny… O edukacji ekologicznej w kontekście bajki Wilk Ambaras Tomasza Samojlika i jej wpływie na kształtowanie postaw proekologicznych dzieci i młodzieży względem wilków
    Not such a scary wolf... On Ecological Education in the Context of the Fable The Wolf Called Ambaras by Tomasz Samojlik and its Influence on Shaping Pro-Ecological Attitudes of Children and Adolescents Towards Wolves
    Autorzy:
    Naplocha, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/919787.pdf
    Data publikacji:
    2019-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    ecological education
    wolves
    fable
    bibliotherapy
    Opis:
    This article deals with the issue of achieving the goals of ecological education in the context of the fable The Wolf Called Ambaras by Tomasz Samojlik and its influence on shaping pro-ecological attitudes of children and adolescents towards wolves. The fable The Wolf Called Ambaras by Tomasz Samojlik is part of the literature trend promoting pro-ecological attitudes within the framework of ecological education. The main educational goal included in the story of the fable treating the adventures of the young wolf is to provide young readers and their parents the knowledge about the wolves’ life as well as public awareness of the need to protect the wolf by shaping positive attitudes of people towards this predator. Helpful in this assumption is taking up the problem of overthrowing negative stereotypes about wolves, on which the form of answers as well as attemption of demythologizing them are individual scenes of the fable. The plot of the analyzed fable attempts to answer the three main allegations of people towards wolves, which often appear in social, political and ecological discourse: the issue of wolves attacks on people, the impact of wolves hunting on forest game population and the public perception of a wolf as a bad animal, one unnecessary in the ecosystem. In addition, the bibliotherapeutic character of the fable was indicated. Through identificaiton with the character of the fable, readers can overcome their own fears related to their weaknesses and complexes based on the desensitization.
    Źródło:
    Studia Edukacyjne; 2019, 53; 321-340
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wychowanie do ochrony przyrody w twórczości Drugiej Rzeczypospolitej
    Education for Protection of the Environment in the Literary Output from the Period of the Second Republic of Poland
    Autorzy:
    Wolter, Edyta
    Powiązania:
    https://bibliotekanauki.pl/articles/955138.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Second Republic of Poland, ecological education, education for the protection of nature, formation of ecological attitudes, more than material value of nature
    Opis:
    In the Second Republic of Poland, the education for the protection of nature was a part of an implicit didactic and educational process realized in primary and secondary schools – first of all as part of the education in natural science and geography (tourism). The kind of educational climate was created, connected with the establishment of protective care and sensibility for the natural environment, especially the indigenous nature. The article presents the analysis and interpretation of the printed sources, among others the publications by Maximilian Heilpern, Konrad Chmielewski, Hipolita Selmowiczówna-Gnoińska and Maria Lipska-Librachowa as well as Bronisław Gustawicz, Mieczysław Brzeziński, which were used in the didactic and educational practice in the period of the Second Republic of Poland in the process of shaping ecological attitudes. Many of them originated still in the years of Poland’s enslavement. They form valuable historical sources for studying, explaining and understanding the ecological education in the interwar period (1918–1939) – as an antecedence of the newest development trends in the educational theory and practice on ecology
    Źródło:
    Biuletyn Historii Wychowania; 2012, 28; 65-77
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ‘Co-Emergence’ In Ecological Continuum: Educating Democratic Capacities Through Posthumanism as Praxis
    Autorzy:
    Sisler, Aiden
    Powiązania:
    https://bibliotekanauki.pl/articles/781237.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Posthumanism
    ecological continuum
    education
    democracy
    integrative pluralism
    complexity
    emergence
    Opis:
    In this piece I argue for posthumanism-based deliberation and education toward just global ecologies. I propose posthumanism’s nonanthropocentric ethical approach and conceptual framework enables a processual multiperspectival account of rich, variegated bionetworks and their organic and inorganic materials’ interrelationships and interdependencies. Among reciprocal studies and methodologies, I consider Mitchell’s (2004) integrative pluralism in tandem with a developmental systems paradigm of co-emergence to acknowldge the dynamic epistemological continuum of complex ecologies. In terms of specific embedded learning experiences, I briefly discuss Lind’s Konstanz Method of Dilemma Discussion (KMDD)® as one specific approach in which to cultivate democratic capacities whilst embracing the destabilizing-stabilizing tendencies of posthumanistic praxis for inclusive flourishing.
    Źródło:
    Ethics in Progress; 2015, 6, 1; 119-139
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Światopoglądy jako źródła postaw wobec środowiska naturalnego
    Worldviews as sources of attitudes towards the natural environment
    Autorzy:
    Krawczyńska-Zaucha, Tatiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2194689.pdf
    Data publikacji:
    2022-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    ecological axiology
    worldview
    new education
    reality paradigm
    mem
    v MEME
    Opis:
    The 2020 survey found that adult Poles place the environment high in the hierarchy of life values. However, deeper analysis of the survey revealed a gap between declarations and the realization of these values. Among the more than 50% of adult Poles assigning a high value to the environment in the first part of the survey, in the final, only about 2% admit that it is the most important life value they follow in their daily life choices. The purpose of this article is to answer the question of where the mentioned gap between the declaration and realization of values comes from by analyzing the phenomenon of the existence of worldviews in general and the values correlated with them. This analysis is based not only on the classical answers of Kant, Dilthey or Scheler on the phenomenon of paradigms of reality, but also includes Dawkins’ meme theory and vMEME, or values meme by Beck and Cowan. On this base, conclusions about possible directions for educational changes regarding raising to the ecological paradigm were drawn. The novelty of the article is the proposal to design the change, using modern sources of information and knowledge acquisition, often rejected by the education system.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2022, 22, 2; 177-189
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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