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Wyświetlanie 1-3 z 3
Tytuł:
The Social and Cultural Tendencies in the Environment of Contemporary Youth. A Polish-Ukrainian Comparative Study of the Structure of Axiological Reality
Autorzy:
Ogrodzka-Mazur, Ewa
Saukh, Petro
Powiązania:
https://bibliotekanauki.pl/articles/1967652.pdf
Data publikacji:
2019-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
social and cultural tendencies
youth environment
generation gap
values
value orientations
multidimensional cultural identity
comparative study
Opis:
The theoretical and methodological framework of the undertaken issue is indicated by basic notional categories - culture, value and valuing orientations. While analyzing the philosophical and educational context, assumptions of social and cultural anthropology were applied (with a special focus on its anthropocentric-cultural current), (phenomenologically orientated) axiology and cognitive psychology (with the use of its cognitive-developmental theories). Assumption was also made concerning the exploration of youth’s image of the axiological world and the valuing orientations manifested by them, that make it possible to learn the way(s) rooted in culture and experience, in which learners understand themselves, Others and the world.
Źródło:
The New Educational Review; 2019, 57; 63-74
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contemporary Polish and Ukrainian Academic Youth: A Portrait Without Ornaments. A comparative Analysis
Autorzy:
Ogrodzka-Mazur, Ewa
Saukh, Petro
Powiązania:
https://bibliotekanauki.pl/articles/1964017.pdf
Data publikacji:
2020-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
identity forming in early adulthood
axiological preferences
one’s own life situation
Polish and Ukrainian academic youth
comparative study
Opis:
In the philosophical-pedagogical analysis of the undertaken issues, some theoretical and methodological conceptualizations have been applied that refer to Paweł Boski’s theory of the cultural identity based on values and practices in bi-or multicultural socialization and Harold J. Noah’s model of the comparison of academic education. The assumption was also made that the research into the quality of life of Polish and Ukrainian university students enables one to learn the way(s) in which students understand themselves, the others and the world - the way(s) anchored in their own experience and culture. The undertaken studies also address the important problem of forming students’ identity in the stage of the so called emerging adulthood. It occurs in the countries where a knowledge-based economy dominates and where the intensive changes both decrease the young’s motivation to engage in adult roles and make the young postpone them.
Źródło:
The New Educational Review; 2020, 62; 11-23
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Humane Paradigm as the Conceptual Core of Education in the Age of Information Society
Autorzy:
Topuzov, Oleh M.
Saukh, Petro Yu.
Saukh, Irina V.
Ogrodzka-Mazur, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/2057071.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
humane paradigm
digitalisation of education
risks of digitalisation
standardised personality
new humanism
Opis:
The article, based on a systematic analysis of the problems of national education in the age of information society and digitalised education, reveals the significance of the human paradigm, which is the conceptual core and the major platform for the educational process under the regime of aggravation. The convergence of education and information technology produces not only new areas of knowledge, pedagogical tools and teaching methods but also large-scale transformations in social practice. Like any social change, the digitalisation of education has a variety of consequences - from positive to negative ones. It is shown that the digitalisation of education, which meets great hopes not only in Ukraine and Poland, can be productive only if an anthropocentric algorithm is dealt with. Along with the huge and not much-studied possibilities of digitalisation of education, it is proved that many problems and risks are associated with the total introduction of the “digital” in the educational system. These are social, psychological, health, organisational and methodological risks, and some problems with the reduced quality of education. However, the ethics-related risks are perhaps the most dangerous among them. As regards this, it is proved that the humane paradigm, as a paradigm of the integrity of knowledge that provides values and goals of education, is a guarantor of the harmonisation in many processes related to translating information and knowledge into a digital form. The humane paradigm is the basis of the genetic connection of knowledge, skills, digital literacy, moral imperatives, and life values, which in a synergetic algorithm contribute to students’ effective development, systematic thinking, and socialisation. The three most important blocks of educational problems in the discourse on modern cyber-socialisation (transformation of the worldview component of education, reconstruction of the content of education, imbalance of educational and didactic processes) are outlined, and the ways and mechanisms of solving them are suggested. Implementing integrated strategies within the humane paradigm (which is the nourishing source of each of these blocks) might result in the idea of the so-called “new humanism” in education.
Źródło:
The New Educational Review; 2022, 68; 60-69
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

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