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Tytuł:
Jaka pedagogika krytyczna jest (nie)możliwa w Polsce i dlaczego? (Esej metakrytyczny z Henrym A. Giroux w tle)
What Kind of Critical Pedagogy is (Un)Feasible in Poland and Why? (a Meta-critical Essay with Henry A. Giroux in the Backdrop)
Autorzy:
Witkowski, Lech
Powiązania:
https://bibliotekanauki.pl/articles/1808262.pdf
Data publikacji:
2020-06-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
critical pedagogy
reception
resistance
reproduction
Opis:
The text undertakes the problematics situated between modernity and tradition regarding the reception of H.A. Giroux’s works in Poland, in a view of furthering the study of pedagogy and educational praxis. First, the author outlines the beginnings of openness towards critical pedagogy. What is underscored here is the 1980s’ main inspiration drawn from the resistance paradigm. Then, the author proceeds to the current state of Giroux’s reception in Poland. He illustrates differences among particular examples and levels of the said reception of Giroux’s pedagogy and of the scholar’s theoretical background. The emphasized disputes pertain especially to transcending metaphysics and relativism as a challenge faced by hermeneutical criticism and critical hermeneutics. Additionally, the “critical” horizon of the main handbook of pedagogy used in Polish universities is discussed. The author point to the wasteful efforts at instigating the breakthrough in the reception of critical pedagogy and he exemplifies them by an instance of misbegotten analysis of the allegedly delayed critical pedagogy of work. As a particularly positive example the author presents a new effort at developing critical hermeneutics (and radical praxis) for pedagogy by Andrzej Wierciński. In the concluding part written “in lieuof conclusions,” four lists of critical problems’ dislocations are provided; the problems are both convergent and related to one another, thereby redefining current research objectives and pertain to practical applications in educational praxis.
Źródło:
Chowanna; 2020, 1(54); 1-40
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Critical Discourse in Contemporary Management Science
Autorzy:
Sułkowski, Łukasz
Zawadzki, Michał
Powiązania:
https://bibliotekanauki.pl/articles/665075.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
critical approach in management
critical paradigm in CMS
education
emancipation
autocriticism in scientific research
Opis:
The article presents characteristic features of the critical approach in management-Critical Management Studies-which keeps gaining popularity in the global management studies discourse. The authors point out the major paradigmatic assumptions of this line of inquiry, its intellectual sources and its critical tools, emphasizing in particular the role of education as the key to effective emancipation. The article closes with a criticism of CMS, which falls into line with the demand of the critical approach that the practice of scientific research should be accompanied by autocriticism.
Źródło:
Folia Philosophica; 2015, 34
1231-0913
2353-9445
Pojawia się w:
Folia Philosophica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Departures: An Introduction to Critical Refugee Studies by the Critical Refugee Studies Collective (A Book Review)
Autorzy:
Traina, Giacomo
Powiązania:
https://bibliotekanauki.pl/articles/27177631.pdf
Data publikacji:
2022
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Critical Refugee Studies
Departures: An Introduction to Critical Refugee Studies
a book review
immigration
emigration
Opis:
Departures is the introductory volume to the interdisciplinary field of Critical Refugee Studies, written by the Critical Refugee Studies Collective and published by the University of California Press. The book works on many levels and can be read in as many ways. Partly a guide, partly a manifesto, the book dutifully performs its pre-set task of introducing the general reader to the field of Critical Refugee Studies, all the while engaging with larger issues and challenges. Its manifold nature is made explicit by the title itself, intended both as an allusion to the action of leaving and to that of deviating from a regular path. Highly readable and sharp-edged, tailor-made for an audience that includes (and transcends) colleges and universities, this text will likely find its way into many class syllabi and reading lists. Located at the crossroads of theory and resistance, advocacy and academia, Departures oozes rage, energy, and optimism, and is unapologetically political. The field of Critical Refugee Studies, the authors state in the “Introduction,” is “a way to seize control of image and narrative, by and for refugees, centered in refugee epistemologies and experiences." As a community-engaged critical field, it postulates the necessity of moving past pre-existing humanitarian narratives and frameworks, exposing the underlying threads that tie militarism and migration, power and memory, empire and race. Channeling Somali British and Palestinian poetry, Syrian visual art, and Vietnamese American independent cinematography, the seven contributors call for new methodologies and approaches, as well as for new stories that go beyond the simple “formula of … escape, despair, and rescue” embedded in mainstream refugee narratives. The book's aim is to break that mold, underscoring the “invisible relations of power that broker how we see and consume the refugee subject”; that is to say, to radically twist the ways in which the latter is defined by the law, by the arts, and by the collective conscious. Bold and provocative, Departures will not fail to spark conversations in the coming years.
Źródło:
Review of International American Studies; 2022, 15, 2; 251-257
1991-2773
Pojawia się w:
Review of International American Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Od wiersza jako organizmu mówiącego po wiersz jako formalne pole wielościowe
From the Poem as an Organism that Speaks to the Poem as a Formal Multiplicity Field
Autorzy:
Bartczak, Kacper
Powiązania:
https://bibliotekanauki.pl/articles/534950.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
poetry
poetics
speaking organism
critical autonomy
Opis:
The text traces the author’s own theoretical inquiries about the function of the poem as an aesthetic object functioning in contemporary environments, fromthe earlier concept of “a poem as a speaking organism” to the contemporary slightly modified version of this idea. The modification corresponds with the remarks made by Andrzej Sosnowski who perceives contemporary poetry as the source of a negative and impenetrable performance permanently separated from the fallen world of the society. Moving from the theory of the poem as the „speaking organism” and discussing selected poems by American poets as well as his own, the author tries to develop such a concept which would enable him to protect the critical autonomy of poetry placed within the material and “contaminated” (Sosnowski’s notion) world. This new concept of the poem departs from the theory of an acute material outline and favours the critical re-conceptualizing processes which, according to the author, should occur in the contemporary poem. Such a poem is named by the author “a formal multiply field.”
Źródło:
Śląskie Studia Polonistyczne; 2018, 12, 2; 25-40
2084-0772
2353-0928
Pojawia się w:
Śląskie Studia Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Figuring Atlantic Legacies: Impossible Archives, Missing Histories, Literary Counter-Memories
Autorzy:
Iuli, Cristina
Powiązania:
https://bibliotekanauki.pl/articles/625959.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
trans-Atlantic
archive
critical memory
American literature
Opis:
Cristina IuliUniversità degli Studi del Piemonte Orientale, Dipartimento di Studi UmanisticiFiguring Atlantic Legacies: Impossible Archives, Missing Histories, Literary Counter-MemoriesAbstract: This paper considers how neo- or trans- Atlantic studies conceives of the Atlantic and its legacies in relation to the idea of the archive, that is, of a body of works related to traces of a trans-Atlantic American past, to its principle of organization and analysis for literary studies, and to the critical descriptions of American Cultures in the context of a long trans-Atlantic network. It addresses how recent works on critical race studies and decoloniality, on performativity and memory and on comparative circum-Atlantic spectrality frame an original way to address how the literary imagination challenges the historical voids produced by modern Western amnesia. Keywords: trans-Atlantic; archive; critical memory; American literature
Źródło:
Review of International American Studies; 2017, 10, 1
1991-2773
Pojawia się w:
Review of International American Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Diagnostic Abilities of Novice Teachers
Autorzy:
Tołoczko, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/22446729.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
novice teachers
diagnostic operations
critical incidents
cognitive processes
Opis:
This paper discusses diagnostic abilities of novice teachers of English as a foreign language in Poland as demonstrated through analyzing critical incidents (CIs). A case study, designed to explore patterns and regularities in cognitive processes that practitioners activate to examine disorienting situations in their educational context, provided evidence of effective mental work of beginner teachers at the verbal and conceptual levels. Specifically-structured written reports on what the instructors considered critical moments in their teaching practice served as a tool to verbalize how they represent, interpret, and value phenomena in the FL classroom by activating and integrating various sources of professional knowledge. The data analysis, which included both identification of the character of mental representations the subjects stimulated during the recall as well as higher order thinking operations on these representations, led to the conclusion that the inexperienced teachers show a degree of efficacy to register relations and variation in classroom realities, to problematize the unproblematic, to take position on matters, and to formulate relevant feedback for their future didactic moves. This encourages a hypothesis that teachers’ diagnostic abilities are not necessarily determined by the current state of their professional expertise and that limited classroom experience does not suppress adequate cognitive and affective responses to problems in beginner practitioners.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-26
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Curse of Totalitarianism and the Challenge of Critical Pedagogy
Autorzy:
Giroux, Henry A.
Powiązania:
https://bibliotekanauki.pl/articles/1808128.pdf
Data publikacji:
2020-06-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
totalitarianism
critical pedagogy
education
social responsibility
educators
crisis
Opis:
Expanding critical pedagogy as a mode of public pedagogy suggests being attentive to and addressing modes of knowledge and social practices in a variety of sites that not only encourage critical thinking, thoughtfulness and meaningful dialogue, but also offer opportunities to mobilize instances of moral outrage, social responsibility and collective action. Such mobilization opposes glaring material inequities and the growing cynical belief that today’s culture of investment and finance makes it impossible to address many of the major social problems facing the United States, Canada, Latin America and the larger world. Most importantly, such work points to the link between civic education, critical pedagogy and modes of oppositional political agency that are pivotal to creating a politics that promotes democratic values, relations, autonomy and social change.
Źródło:
Chowanna; 2020, 1(54); 1-22
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Hadrian Lankiewicz, Teacher Language Awareness: A Collaborative Inquiry Based on Languaging. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego, 2015, ISBN 978-7865-624-1, 368 pages
Autorzy:
Gabryś-Barker, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/783113.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
SLA
teacher training
ecological perspective
critical language awareness
Źródło:
Theory and Practice of Second Language Acquisition; 2019, 5, 1; 133-136
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Recepcja idei postmodernizmu w pedagogice radykalnej Petera McLarena
The Reception of Postmodernism in Peter McLaren’s Radical Pedagogy
Autorzy:
Kruszelnicki, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/1808261.pdf
Data publikacji:
2020-06-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Peter McLaren
critical pedagogy
postmodernism
Marxism
postmodern education
Opis:
The aim of this paper is to comprehensively reconstruct the reception of postmodernism in Peter McLaren’s critical/radical pedagogy. On a more general level, the article discusses the pedagogical perils of uncriticalinfatuation with poststructuralist and postmodernist principles of dismantling grand metanarratives and debunking the notions of truth, totality, and universalism and replacing them with the notions of pluralism and perspectivism. The author seeks to verify the statement that McLaren’s response to postmodern developments in philosophy and social theory is in as much similar to that of Henry Giroux’s that it produces a project of education informed by postmodern ideas. The thesis – advanced in the mid 1990s by Tomasz Szkudlarek – is refuted on the basis of thorough a analysis of both earlier and more contemporary texts of McLaren where the main tenets of postmodern theory are severely criticized. The argument about the evolution of McLaren’s thought from a cautious appropriation of some elements of postmodernism to its downright condemnation is supported by the theory of its increasing radicalization under the influence of Marxism. The alternative to the illusory radicality of postmodernism – denounced as affirming the status-quo – is “pedagogy of revolution,” which emerges as strictly political, interventionist praxis whose aim is no longer discourse analysis but concrete social struggle against the oppressive capitalist class relations.
Źródło:
Chowanna; 2020, 1(54); 1-37
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Building Learning Power and Critical Thinking in the Field of Online Tutoring
Autorzy:
Śleziński, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/448432.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Guy Claxton
building learning power
online tutoring
critical thinking
Opis:
This article is first of all a theoretical study covering the whole area of critical thinking. The development of critical thinking should be supported by new information technologies. The text only points to some possibilities of using information technologies in the concept of building learning power and critical thinking. The development of information technologies gives us new tools and forms to support the teaching/learning processes. Many of the new tools of digital technology pose new teaching challenges for the teacher. However, there appears a question that is not only worth asking, but also worth answering: how to improve the teaching/learning process with the help of the new educational opportunities, so as to strengthen it and not to disturb it at the same time? A tutor-teacher has to search and to find out – in the area of these educational opportunities that belong to him or her and his or her pupils – such optimal solutions that neatly combine both the elements of traditional teaching and the ones that are typical of distance learning. This gives new opportunities for effective online tutoring when the teacher is available online for any of the students at a specific time that is perfectly convenient for each of them.
Źródło:
International Journal of Research in E-learning IJREL; 2019, 5, 1; 21-33
2451-2583
2543-6155
Pojawia się w:
International Journal of Research in E-learning IJREL
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Translocality/Methodology. The Americas, or Experiencing the World
Autorzy:
Jędrzejko, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/1008982.pdf
Data publikacji:
2020-12-31
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Critical studies
American Studies today
decolonization
translocality
indigenous methodologies
Opis:
The Americas offer a peculiar stage for translocal methodologies. If we agree that the products of Chinese American culture—which, in the course of the last 170 years of interaction, has evolved into a unique, American, phenomenon—can not be labeled as “Made in China,” then contemporary Chinese medicine in the Americas cannot legitimately be perceived solely as an ‘import.’ Beyond doubt, phenomena such as the emergence of the American College of Traditional Chinese Medicine at the California Institute of Integral Studies testify to the fact that the once ‘exotic’ forms of therapy are now being granted a status parallel to those developed throughout the history of Western medicine. Increasingly, as translocal, they are becoming recognized as non-foreign elements of the glocal culture. Similarly, the exploration of the physical world, which, to an experienced dancer of Bharatanatyam, Odissi, or any other of the dominant forms of the classical Indian dance is an obvious function of his or her own experience of the ‘body-in-the-world,’ has, translocally, opened up an altogether new space of profound understanding of ourselves in our environment. It is not about the fashionable, politically correct, ‘openness to other cultures’; it is about the opening up to a parallel meditative experience of the “bodymind,” which neither excludes nor isolates the sphere of emotions from the reality of what-is-being-experienced. Or, to express it in terms more easily comprehensible to a Western reader, dance may prove to be a methodology (not just a method) serving the purpose of a more profound understanding of the complexity and unity of the universe, and a language to express this understanding. Making the most of available traditions might produce much greater benefits than remaining locked within just one, Western, Anglonormative, library of concepts. In the context of the ongoing debate on transnational American Studies, the article offers an insight into how the worldwide studies of the Americas and translocality intersect, and how such a perspective may contribute to the multifaceted process of the decolonization, understood both literally and intellectually.
Źródło:
Review of International American Studies; 2020, 13, 2; 5-13
1991-2773
Pojawia się w:
Review of International American Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kantowska filozofia transcendentalna. Mariana Massoniusa próba ujęcia krytycyzmu Immanuela Kanta
Kant’s Transcendental Philosophy. Marian Massonius’s Approach to Immanuel Kant’s Critical Philosophy
Autorzy:
Musioł, Anna
Powiązania:
https://bibliotekanauki.pl/articles/29519192.pdf
Data publikacji:
2022
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
filozofia polska
neokantyzm
transcendentalizm
filozofia krytyczna
racjonalizm krytyczny
racjonalizm dogmatyczny
Massonius
Kant
Polish philosophy
Neo-Kantianism
transcendentalism
critical philosophy
critical rationalism
dogmatic rationalism
Opis:
Autorka artykułu odniosła się do założeń rozprawy doktorskiej Mariana Massoniusa, a także uwzględniła założenia jego kilku pomniejszych prac dotyczących sposobu ujęcia Kantowskiego systemu filozofii krytycznej. Poddała analizie problem sądów analitycznych i syntetycznych oraz sądów syntetycznych a priori. Podjęła zagadnienie możliwości istnienia czystej matematyki, problem czasu i przestrzeni, opisała także sposoby ujęcia Kantowskich antynomii oraz teorii poznania rozwijanej w kontekście idealizmu oraz realizmu czasu i przestrzeni. Uwagę skupiła również na problemie umiarkowanego agnostycyzmu w filozofii Massoniusa oraz ujęciu filozofii w perspektywie nauki. Podjęła również wysiłek udzielenia odpowiedzi na fundamentalne pytanie: dlaczego Marian Massonius, podobnie jak w 1865 roku wczesny neokantysta Otto Liebmann, rzucał wyzwanie powrotu do Kanta (Zurück zu Kant!) oraz głosił postulat koniecznego wypracowania krytycznej formuły apriorycznych form umysłu.
In the article, Anna Musioł, by referring to the assumptions of Marian Massonius’s doctoral dissertation and taking into account the assumptions of his several smaller works, considers Massonius’s approach to the Kantian system of critical philosophy. Analyzing, inter alia, the problem of analytical and synthetic judgments, and a priori synthetic judgments, Musioł addresses the issue of the possibility of pure mathematics. She considers the problem of time and space and analyzes the ways of presenting Kantian antinomies and the theory of cognition developed in the context of idealism and realism as well as the realism of time and space. Additionally, Musioł focuses on the problem of Massonius’s moderate agnosticism and his scientific approach to philosophy. Finally, she proposes an answer to the fundamental question, Why did Massonius, like the early neo-Kantist Liebmann in 1865, challenge a return to Kant (Zurück zu Kant!) and advocate as necessary the development of a critical formula of the a priori forms of the mind?
Źródło:
Folia Philosophica; 2022, 48; 1-18
1231-0913
2353-9445
Pojawia się w:
Folia Philosophica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nota o książce <i>Artful Species</i>
<i>Artful Species</i> (a critical note)
Autorzy:
Stopel, Bartosz
Powiązania:
https://bibliotekanauki.pl/articles/467737.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Stephen Davies
Artful Species
humanistyka
nota krytyczna
Humanities
critical note
Opis:
A critical note on the book: Stephen Davies, Artful Species (Oxford, Oxford University Press, 2014), p. 301
Źródło:
ER(R)GO: Teoria – Literatura – Kultura; 2017, 34
1508-6305
2544-3186
Pojawia się w:
ER(R)GO: Teoria – Literatura – Kultura
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Commynes – Mémoires: l’émancipation syntactico-sémantique à l’origine d’un genre ?
Commynes – Mémoirs: syntactico-semantic emancipation at the origin of a literary genre?
Autorzy:
Dupuy, Estéle
Powiązania:
https://bibliotekanauki.pl/articles/1368332.pdf
Data publikacji:
2021-03-31
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Commynes
autograph letters
memoirs
syntax
cohesion
diplomatic despatch
critical edition
stereotypes
Opis:
Was the Commynes’s syntactic cohesion (a man “not literary”, father of the genre of memoirs and diplomat of the fifteenth century which syntax has been often described as paratactic or uncohesive) influenced, according to the received idea, by his habit of the diplomatic despatch and was she perceived as uncohesive by his contemporaries? To answer his questions, respectively, we compare the lack of cohesion of the Memoirs with those of his autograph letters and then we search the headlines of the publisher Sauvage (1552) who propose a version pointed as more cohesive than that of the manuscript which serve of base to his edition. The results will show that the letters seem more cohesive than the Memoirs and that its Mémoirs’ s syntax is not underlined as embarrassing by its editor.
Źródło:
Romanica Silesiana; 2019, 16, 2; 289-305
1898-2433
2353-9887
Pojawia się w:
Romanica Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating Effects of Integrated Reading and Writing Skills Instruction in Enhancing Students’ Critical Thinking Skills in EFL Classroom
Autorzy:
Tilahun, Ayalew
Teka, Mulugeta
Simegn, Berhanu
Powiązania:
https://bibliotekanauki.pl/articles/2053533.pdf
Data publikacji:
2022-01-28
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
integrated reading and writing instruction
reading skills
writing skills
critical thinking achievement
Opis:
The main concern of this study was to investigate the effects of integrated reading and writing skills instruction on EFL learners' critical thinking skills achievement at Bahir Dar University. At this point, a quasi-experimental research design was employed, and 96 English majoring students as experimental (n = 48) and control (n = 48) groups participated in the study with a random assignment. Herein, the experimental group was instructed through integrated reading and writing skills instruction and the control group with the conventional method for consecutive 12 weeks, and then, 25 (twenty-five) pre and post-tests of critical thinking questions were employed to assess students’ achievement. Data were collected through tests, and then the Kappa inter-rater reliability and split-half tests were employed to compute the reliability and internal consistency of both tests respectively. Finally, the data were analyzed using an independent t-test, and then the result of the pre-test revealed that both experimental and control groups were homogenous in critical thinking skills’ achievement. However, after the treatment, the post-test results depicted that the experimental group significantly outscored the control group. In a nutshell, the study showed the supremacy of integrated reading and writing skills instruction over the conventional approach in enhancing students’ critical thinking skills achievement.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 1; 105-127
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
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