Wszystkie pola: cultural canon - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: The Historical Memory of Ethnic Poles in Belarus: A Cultural and Ideological Palimpsest
Autorzy:: LASTOUSKI, Aliaksei
Powiązania:: https://bibliotekanauki.pl/articles/519692.pdf
Data publikacji:: 2014
Wydawca:: Uniwersytet Mikołaja Kopernika w Toruniu. Wydawnictwo UMK
Tematy:: historical memory
ethnic identity
cultural canon
historical narrative
Opis:: This article examines the main characteristics of the historical memory of Poles in Belarus, allowing to speak about the special image of the past within this ethnic group. The canon of historical and cultural figures is analyzed, as well the relationship between historical grand narrative and family memory that creates a trend of “escape” from the rigid interpretations of the past.
Źródło:: Historia i Polityka; 2014, 12(19); 9-21
1899-5160
2391-7652
Pojawia się w:: Historia i Polityka
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Ukrainian students enrolled in music education studies in Poland – education, attitudes, professional expectations, and their relations to their environment – research report
Autorzy:: Chaciński, Jarosław
Powiązania:: https://bibliotekanauki.pl/articles/566592.pdf
Data publikacji:: 2020-01-10
Wydawca:: Akademia Pomorska w Słupsku
Tematy:: double diploma
art music
Ukraine
student mobility
cultural canon
Opis:: The significant growth in the number of Ukrainian s tudents at Polish institutions of higher education has significantly changed the face of academic education in this country. The existing model of higher education mostly based , especially in smaller centres, on studies of a single nation has been evolving over a t least several years in the direction of a bi- or multicultural model. Ukrainians currently constitute the largest group of minority students in Polish institutions of higher education , which affects social attitudes perceptible in the academic environment, arouses interest in th e Other or evokes negative cultural ste- reotypes and prejudice. In the context of these cha nges, key questions arise about the mo- bility of Ukrainian students to Poland, which can b e addressed in the following research questions: What are the motives of Ukrainian studen ts coming to Poland? Will Ukrainian graduates remain in Poland and be assimilated, or w ill the higher professional qualifica- tions earned help many Ukrainians with Polish degre es to build a new social, economic and cultural order? What is the structure of education for a Ukrainian student – one based on the domi- nance of one cultural canon or one that shows cultu ral diversity? Included these visible changes at Polish universiti es were also programmes in “Art Ed- ucation in the Musical Arts”, including those condu cted in the Institute of Music at the Pomeranian Academy in Słupsk. Since 2014, this inst itution and institute have offered “semester exchange” and “double degree” programmes for students from Ukrainian insti- tutions, and many Ukrainians have chosen Słupsk as the place for the full programme of their music and pedagogical studies. The theoretical section of the article is divided i nto three parts: 1. Academic mobility - in which select literature o n the situation of students pursuing their education abroad is discussed. At the foregro und of these discussions are the problems of students’ adaptation to a new, cultural ly foreign environment. Also con- sidered are the perceived difficulties in studying in the chosen field, as well as the question of the declared strength of the desire of Ukrainian students to emigrate to a new country, understood in the perspective of their car eer development in the profession. 2. Students from Ukraine pursuing studies in music and pedagogy form a certain image of their future professional employment, namely as a music teacher at school. There- fore, the focus of this article is the analysis of different models of this profession and their integration with the interests and musical ac tivities they engage in. Jarosław Chaci ń ski 256 3. Another area of the literature analysis, underta ken in order to learn about the changes in the consciousness of Ukrainian students, is the subject of shaping their individual cultural image, based on the dominance of their nat ive cultural canon, which then un- dergoes an inevitable process of acculturation. In this aspect, it is important to esti- mate how much they have learned and their ability t o recognize another cultural tra- dition, as well as to acquire the competence to dea l with the history of Polish culture and its most outstanding works in the musical, visu al, architectural and literary arts. The research variables identified in the theoretica l part of the article were then the main inspiration for the survey research, included in th e second part of the article, in which Ukrainian students, answering the questions in the survey, declared their attitudes toward selected phenomena in which they participate, made a self-assessment of their assimilation of the Polish cultural canon in the context of the previous canon of their native Ukrainian culture, declared their professional preferences, o riented towards performing the future work of a music teacher according to a defined model.
Źródło:: Ars inter Culturas; 2019, 8; 233-256
2083-1226
Pojawia się w:: Ars inter Culturas
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Paradoksy edukacji humanistycznej
Paradoxes of humanistic education
Autorzy:: Kłakówna, Zofia Agnieszka
Powiązania:: https://bibliotekanauki.pl/articles/2051035.pdf
Data publikacji:: 2020-12-31
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: concept of humanistic education
humanism
humanitarianism
humanities
cultural canon
collective cultural memory
mass comprehensive schoo
civilization context
idea edukacji humanistycznej
humanizm
humanistyka
kulturowy kanon
zbiorowa pamięć kulturowa
masowa szkoła ogólnokształcąca
cywilizacyjny kontekst
Opis:: Tekst wskazuje na zależność myślenia o edukacji humanistycznej od znaczeń nadawanych pojęciom humanizm, humanitaryzm, humanistyka. Akcentuje przy tym absurdy charakteryzujące polską szkołę współczesną. Konkluzja obejmuje jeden zasadniczy wniosek i jeden równie zasadniczy postulat: (1) kultywowanie dziewiętnastowiecznej z ducha edukacyjnej tradycji w zderzeniu z cywilizacyjno-kulturowym kontekstem współczesności prowadzi do intelektualnej katastrofy na pokolenia w przód, (2) o naprawie sytuacji nie ma mowy bez gruntownego przepracowania idei szkoły i de facto wymyślenia jej na nowo.
The text clearly indicates that thinking about humanistic education largely depends on the meanings given to such terms as humanism, humanitarianism, humanities and the paradoxes which may arise if these terms are confused. At the same time, it emphasizes the absurdity of the contemporary Polish school. The conclusion includes one essential inference and one equally essential postulate: (1) cultivating the nineteenth century spirit of educational tradition, which collides with the modern civilization and cultural context leads to an intellectual catastrophe for generations to come, (2) The situation cannot possibly be rectified unless some fundamental changes are made to the present school concept, in fact, unless it is re-imagined or reinvented.
Źródło:: Polonistyka. Innowacje; 2020, 12; 13-30
2450-6435
Pojawia się w:: Polonistyka. Innowacje
Dostawca treści:: Biblioteka Nauki

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