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Wyświetlanie 1-15 z 55
Tytuł:
Dziecko z FASD – terapia neurologopedyczna
Children with FASD – Neurologopedic Therapy
Autorzy:
Pawłowska-Jaroń, Halina
Orłowska-Popek, Zdzisława
Powiązania:
https://bibliotekanauki.pl/articles/2135459.pdf
Data publikacji:
2022-10-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
neurobiology
neurologopedic therapy
thinking
analogical inference
categorical thinking
language
Opis:
The article characterises Fetal Alcohol Spectrum Disorders as a holistic developmen- tal disorder, emphasising the importance of communication difficulties, both verbal and non-verbal. By pointing successively to the pathological changes in the anatomy and the functioning of individual parts of the CNS, the authors draw attention to the aspects of the impaired development of a child with FASD (FAS, PFAS, ND-PAE, FAS without confirmed prenatal alcohol exposure) and the possibility of providing support through proper programming of the therapeutic process while taking into consider- ation neurobiological knowledge. In the therapeutic work with a child affected by fetal alcohol syndrome, the starting point should be the identification of the child’s strengths rather than deficits. These children require holistic therapy, thanks to which it is pos- sible to eliminate the health, communication and also social problems. The authors present the methods of overall development interactions with the aim of creating the foundations of the language.
Źródło:
Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2022, 29, 1; 197-209
1233-8672
2450-4939
Pojawia się w:
Poznańskie Studia Polonistyczne. Seria Językoznawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jak myśli wiersz? Czesław Miłosz: Nad strumieniem
How does a Poem Think? Czesław Miłosz Nad strumieniem
Autorzy:
Zach, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1389782.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
thinking in verse – thinking within verse
nature
ecosystem
Darwinism
theodicy
Opis:
The subject of the analysis is the poem by Czesław Miłosz from the volume To, entitled “Nad strumieniem”. The task the author embarked upon boils down to the answer to the question: how does a specific idea(its hidden mental message) develop in this poem and what results from it for the idea as well as for the poem. The proposed reading takes place at three levels. Preliminary reconnaissance is made by naive reading consisting in the reconstruction of the situation portrayed in the poem, in the recreation of that which can be fund, so to say, on the “surface” of the poem. Next, the author launches these contexts which in Miłosz’s representation of the attitude of man towards nature allow one to notice balance and harmony, coming to terms with life and wisdom, which is based on distance and silence. At the third reading level, the author refers to the image crowning opus magnum by Charles Darwin, in which a similar situation—contemplation in the open nature—leads to the formulation of the answer to the question about the sense of “fight in nature, famine and death”. This answer is juxtaposed with the ending of Czesław Miłosz’s poem: „Wydaje mi się, że słyszę głos demiurga:/ Albo nieme skały jak w pierwszym dniu stworzenia,/ albo życie, którego warunkiem jest śmierć,/ i to upajające ciebie piękno”. („It seems to me that I hear the voice of demiurge:/ Either silent rocks as on the first day of creation, / or life, whose condition is death,/ and this beauty engulfing you”).
Źródło:
Poznańskie Studia Polonistyczne. Seria Literacka; 2014, 24; 243-254
1233-8680
2450-4947
Pojawia się w:
Poznańskie Studia Polonistyczne. Seria Literacka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O potrzebie wiedzy humanistycznej. Ku wychowaniu człowieka zintegrowanego. Próba wskazania tropów
On the Need for Humanistic Knowledge. Striving for an Integrated Person. An Attempt at New Leads
Autorzy:
Joachimowska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/1070871.pdf
Data publikacji:
2020-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
humanistic education
classical culture
knowledge about humans
thinking (humanistic thinking)
understanding
Opis:
The content of the article was created during the search for justification for, stated in the subject literature, the need for the existence of an integrated (trans-disciplinary) science about humans; this need to gather existing knowledge which allows for a comprehensive and holistic understanding about an individual, their essence (both humans and their humanity) and their activity encouraging the education of a person ready to take responsibility for the quality of their life resulting from reflection and understanding. Bringing up self-aware and thinking people, who realize themselves in their personal, professional and social life, who are responsible for themselves, others, and the world around them. The aim of the conducted analysis was also to search for a common language (common categories and meanings) of researchers from various scientific fields (philosophy, anthropology, sociology, pedagogy, physics, law, history, mathematics and others) and various cultures concerned about their existence, and thus about the existence of an individual and their humanity.
Źródło:
Studia Edukacyjne; 2020, 57; 283-299
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Neurolinguistic Account of Learning Barriers in Thinking Patterns: From the Perspective of Classroom Writing in English
Autorzy:
Peng, Virginia
Powiązania:
https://bibliotekanauki.pl/articles/916711.pdf
Data publikacji:
2018-11-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Neurolinguistic Account
Thinking Patterns
Opis:
Teaching English as a foreign language to students invariably encounters 3 learning barriers: (1) the barrier between the instructor and students; (2) the barrier between the textbook author and the student; and (3) the barrier between the instructor and the textbook author. These are explained by applying neurolinguistic theory currently available in neuroscience. To help students learn English, particularly regarding writing, the instructor faces challenges to overcome such barriers, because teaching any language to students of a different culture requires a great deal of adjustment of brain functions on all parties involved. This paper addresses one particular issue, adjustment of the thinking process, from a neurolinguistic point of view; it specifically presents classroom writings, by analyzing them, in order to propose a remedy. The data are papers from first year university students. The materials were collected through participant observation and from student homework. These data are analyzed. The results of the analysis of the data are discussed in detail. The author concludes that pathways to students' protomeanings in the brain must be formed, and that repetition of exercises by relying on students' brain functions of memory can enhance understanding , because in writing, there is a large gap between writing a paragraph and an essay, which can be narrowed by the brain functions of memory.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2005, 30, 1; 195-224
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obszary aksjologiczne we współczesnych organizacjach
The area of axiology in contemporary organizations
Autorzy:
Wojewódzki, Tadeusz
Powiązania:
https://bibliotekanauki.pl/articles/950272.pdf
Data publikacji:
2013-06-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
mse™
integrated humanities
declared values
respected
values
thinking patterns
thinking paradigms
mental barriers
Opis:
Many problems of contemporary organizations originate in the area of axiology. In management practice, however, the problem of values is often reduced to stimulus-motivation of behavior and does not exceed the paradigm of socio-technical effectiveness. This is why strictly axiological problems are not identified and recognized as axiological but are often referred to in terms of their technical or economic consequences. In result, management practice deals rather with effects than actual causes of experienced problems. From the point of view of methodology of decision-making such state-of-affairs requires intervention. There are at least two ways to recommend changes with respect to such situation. First one, direct way, involves promoting axiological reflection among managers. Second one, the indirect, seeks to stimulate axiological consciousness through management consulting products that are built on essential axiological theory. The following paper focuses on the second of above mentioned ways and discusses particular consulting product called MSE™. On the one hand, the cognitive benefits of application of the MSE™ consist in implementation and validation of theory of integrated humanities in organizational context. Practical benefits, on the other hand, rely on opportunities emerging from MSE™ that allow for diagnosis of intellectual mental infrastructure of contemporary organizations and changes recommendation resulting therefrom.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2013, 2, 1; 122-145
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing creativity: a new paradigm
Autorzy:
Nizhneva-Ksenofontava, Nadzeya
Nizhneva, Natallia
Powiązania:
https://bibliotekanauki.pl/articles/1047944.pdf
Data publikacji:
2019-02-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
a new paradigm of education
a paradigm of developing creativity
thinking
critical thinking
creative thinking
creativity
barriers to creativity
creative situations
Opis:
The article is devoted to the description of a new teaching paradigm, a paradigm of developing creativity in particular. Difference between a new paradigm and the old one is shown. The essence of such concepts as thinking, critical thinking, creative thinking, creativity is analyzed. Peculiarities of thinking of geniuses are described. The author presents critical thinking skills. Special attention is paid to barriers to creativity, essence of creative situations, their most distinctive features, main parameters, key principles of developing creative situations.
Źródło:
Scripta Neophilologica Posnaniensia; 2018, 18; 197-206
1509-4146
Pojawia się w:
Scripta Neophilologica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Generowanie obcości, czyli recenzja współczesnej polskiej szkoły
Generating of alienation. A review of contemporary Polish school
Autorzy:
Stanek, Bartosz
Powiązania:
https://bibliotekanauki.pl/articles/950169.pdf
Data publikacji:
2013-06-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
education
humanism
indoctrination
discrimination
critical thinking
Opis:
The article suggests the need for education, which is free of indoctrination and imposition of authority. Changes that occurred in the Polish educational system during last twenty five years created a subtle form of indoctrination. In such situation an ethical education becomes especially necessary to develop in pupils critical thinking and shape the humanistic attitude.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2013, 2, 1; 90-105
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Critical thinking in the intercultural context: Investigating EFL textbooks
Autorzy:
Sobkowiak, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/780461.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
critical thinking
intercultural competence
EFL textbooks
Opis:
The multicultural world has made intercultural teaching necessary. It should focus on students’ ability to comprehend quickly and accurately, and then act appropriately and effectively in a culturally complex environment in order to achieve the desired goal. Intercultural competence is important for successful communication across cultures, and so is critical thinking since the two, if they are not “parallel” (Bennett, 2013), at least overlap (Deardorff, 2009). This article tries to shed light on the linkage between intercultural and critical thinking skills and reports on the findings of research done on whether and to what extent EFL textbooks used in Polish schools contribute to fostering critical thinking skills in students. The study analyzed the cultural content of 20 coursebooks to check whether they go beyond merely depicting the target culture, or various foreign cultures, and involve students in practicing critical thinking, that is, prompt them to explore intercultural encounters and processes, and scrutinize how diverse cultures influence their own understanding of reality. The research revealed an insignificant and limited capacity of the textbooks to develop students’ critical thinking.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 4; 697-716
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Common Sense and Scientific Inquiry: Remarks on John Dewey’s Philosophy of Educational Progressivism
Autorzy:
Malitowska, Anna
Bonecki, Mateusz
Powiązania:
https://bibliotekanauki.pl/articles/781133.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
common sense
scientific inquiry
critical thinking
theoretical thinking
progressivism
Dewey
pragmatism
informal education
conceptual framework
Opis:
This paper focuses on analysis of relation between pedagogical and epistemological ideas of John Dewey. Our considerations are divided into four sections. (1) We reconstruct Dewey’s conception of culture as a body of normative and regulative common sense beliefs determining human conduct and language use. (2) Further, we compare common sense based inquiry and its scientific mode with regard to their respective conceptual frameworks in order to show that “theoretical-scientific” perspective provides more comprehensive insight into the relations constituting problem situations. (3) We identify informal education with socialization processes and argue that educational process relies on constant reflection on cultural habits. (4) We conclude that competences of using theoretical conceptual frameworks and conducting scientific inquiry play crucial role in Dewey’s educational ideology of progressivism since they provide basic tools for critical reconsideration and revision of common sense beliefs.
Źródło:
Ethics in Progress; 2016, 7, 1; 184-198
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A PRELIMINARY STUDY OF POLISH STUDENTS’ APTITUDE FOR THINKING REFLEXIVELY, DIFFERENTIATED BY HIGHER EDUCATION FACULTIES AND THE LEVEL OF STUDY
Autorzy:
Odrowąż-Coates, Anna
Perkowska-Klejman, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1036550.pdf
Data publikacji:
2017-11-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reflexive thinking
higher education
QRT
Kember
Opis:
The paper contains the original empirical study, based on quantified qualitative questionnaire, containing reflexivity scales - called QRT (Questionnaire to measure the Level of Reflexive Thinking) - developed by Kember et al. (2002) - translated, adjusted, validated and adopted to Polish circumstances. The aim was to compare the reflexivity levels amongst higher education students at differentiated faculties and at different levels of study (bachelor's, Master's and doctoral) to capture dependent variables and to promote reflexivity as a subject of scientific enquiry.
Źródło:
Society Register; 2017, 1, 1; 97-106
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Instynkt – naśladownictwo – myślenie. Jak się uczą zwierzęta
Instinct – imitation – thinking. How animals learn
Autorzy:
Korpikiewicz, Honorata
Powiązania:
https://bibliotekanauki.pl/articles/950061.pdf
Data publikacji:
2017-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
animals
thinking
reflex
observation
behavior
ethology
Opis:
In the article one considered bases of keeping himself animals in different living standards – during the care over young, in the play, on hunting and at dissolving more difficult problems. One underlined that the conviction about directing himself reflexes and „an instinct”, in the light of many present observations had appeared inadequate. Animals learn across the imitation and the observation of behaviour both representatives of their own sort as and other sort, eg. the man, and the trial method and errors – „the concrete thinking”. Observations show that there, where this is inadequate to dissolving of the problem, try to keep impromptu logical, similarly if this was made by the man, thinking abstractly. The statement so that with the thought and have the consciousness is not groundless anthropomorphism.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2017, 6, 1; 129-150
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wychowanie obywatelskie a problem nauczania historii – rekonstrukcja zachodniej debaty
Citizenship Education and History – Reconstruction of the Western Debate
Autorzy:
Hejwosz-Gromkowska, Daria
Powiązania:
https://bibliotekanauki.pl/articles/644790.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history education
citizenship education
critical thinking
postmodernism
Opis:
Some academics claim that history education is a vital component in citizenship education, others say that its role is overestimated. In the postmodern perspective there is “the end of the past” which is, to some extend, a product of consumption society and globalization. The contemporary societies are future-oriented and the rituals, myths and the need of belonging have nearly disappeared. In this context the questions about the purposes of history education and its relation to citizenship education are posed: should history education be nation-orientated to build loyalty and commitment or should it develop skills and knowledge for better comprehension of the present? Is history education oriented towards consensus or con ict? How to talk about history in multicultural societies, without marginalizing particular groups and without imperious imposition of the only version of “the Truth”? In order to answer to these question the reconstruction of the western debate has been made.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2013, 3, 1; 135-154
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zagadnienie myślenia i odpowiedzialności w filozoficznej refleksji Hannah Arendt
The Problem of Thinking and Responsibility in Hannah Arendt’s Philosophical Reflection
Autorzy:
Szary, Stefan
Powiązania:
https://bibliotekanauki.pl/articles/1040731.pdf
Data publikacji:
2020-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
thinking and acting
responsibility
totalitarian system
philosophy
Opis:
The problem of responsibility became, particularly in the second half of the twentieth century, one of the most important subjects of philosophical reflection. Many thinkers, including Martin Heidegger, Emmanuel Lévinas, Karl Jaspers and Hans Jonas, expressed their views about it. The evil of totalitarian systems became the main experience triggering discussion about responsibility. The reflection included in Hannah Arendt’s works is an important voice in the debate and it remains up-to-date despite the passage of time. Arendt demonstrated the multidimensional and dramatic character of responsibility by presenting the meanings of vita contemplativa and vita activa in reference to every person’s existence. The thinker was searching for the answer to the question about the essence of responsibility. Today, she still introduces the readers of her works and the listeners of numerous interviews she gave to a more profound understanding of responsibility-related experiences. In my humble opinion, the greatest value of philosophical interpretation of Hannah Arendt’s works is the fact that they still remain constructive reflections. Their influence is not limited to shaping one’s mind only. It goes deeper and develops our attitudes, including the attitude to properly understood responsibility.
Źródło:
Poznańskie Studia Polonistyczne. Seria Literacka; 2020, 37; 75-89
1233-8680
2450-4947
Pojawia się w:
Poznańskie Studia Polonistyczne. Seria Literacka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tropem magii słowa w literaturze chorwackiej i serbskiej XX wieku
Pursuing the Magic of Words in the Twentieth-Century’s Croatian and Serbian Literature
Autorzy:
Czapik-Lityńska, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/635646.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
magic thinking
post-magic thinking
aesthetic experience
cultural experience
speech communication
extraverbal communication
imagination
word
symbol
sign
metamorphic identity
Opis:
The  essay  titled  „Pursuing  the  Magic  of  Words  in  the  Twentieth-Century’s  Croatian  and Serbian Literature” discusses transformations of the awareness of the avant-garde and postmodernism  from  the  perspective  of  its  relation  to  magic  thinking.  The  essay  advances a vision of poetic language and the main figures of the avant-garde’s imagination, especially the aesthetic  conceptualizations  of  the  messianic  archetype.  The  avant-garde  thinking about  the world  of  unity  (of  the  world-man-language)  is  utopian  and  not  infrequently magic-esoteric. Postmodernism deconstructs symbolic language; it does not share the avant-garde’s belief in the existential and creative power of imagination and the word. The virtual culture of postmodernism reduces the value of the language sign and the referential function of language; it disenchants the conceits of the magic word. 
Źródło:
Poznańskie Studia Slawistyczne; 2013, 4
2084-3011
Pojawia się w:
Poznańskie Studia Slawistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obywatelskość w edukacji humanistycznej (w duchu Hannah Arendt)
Citizenship in Humanistic Education (in the Spirit of Hannah Arendt)
Autorzy:
Koc, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1040757.pdf
Data publikacji:
2020-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
humanistic education
Arendt
citizenship
thinking
politicalness
antipoliticalness
reportage
Opis:
The author analyses Hannah Arendt’s writings in search of inspirations for reflecting on the contemporary world’s problems in humanistic (school) education, finding such inspirations in the topics that interested the author of The Human Condition and in her perception of politics, citizenship and thinking as such. Koc’s thesis is that educational documents show a clear deficit of reflection on current challenges, often transnational, that need to be analysed from multiple angles. The article emphasises Arendt’s warningsabout non-thinking as an attitude conducive to totalitarianism, which should unsettle anyone interested in the concept of educating young people. Reconstructing Arendt’s axiology of citizenship and emphasising thevalue of journalistic texts as stories that uncover ambiguity and ask key questions, the author calls for a reconsideration of the nature of Polish language education in contemporary school.
Źródło:
Poznańskie Studia Polonistyczne. Seria Literacka; 2020, 37; 41-59
1233-8680
2450-4947
Pojawia się w:
Poznańskie Studia Polonistyczne. Seria Literacka
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 55

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