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    Wyświetlanie 1-3 z 3
    Tytuł:
    Odpowiedzialność za przyszłe pokolenia: edukacja do autonomii
    Responsibility for future generations: Education for autonomy
    Autorzy:
    Madalińska-Michalak, Joanna
    Czerepaniak-Walczak, Maria
    Radziewicz-Winnicki, Andrzej
    Powiązania:
    https://bibliotekanauki.pl/chapters/1036311.pdf
    Data publikacji:
    2020-12-11
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    odpowiedzialność za przyszłość
    pokolenia
    autonomia
    kompetencja do bycia autonomicznym
    edukacja do autonomii
    edukacja nauczyciela
    responsibility to the future
    generations
    autonomy
    education for autonomy
    teacher education
    competence to be autonomous
    Opis:
    This paper considers the problem of autonomy of the individual in a democratic society, and the problem of education for autonomy, education seen as a challenge and our moral responsibility to the future generation. I assume that the decisive role in this task is for us all. The quality of our response to the call of responsibility to the future generation depends largely on our generation’s attitude – whether the generation responsible to the future generations will take action or whether it will be made responsible for its inaction in the future. Teachers and teacher education are placed in the centre of the presented analysis. I argue that teachers who do not focus on acquiring and expanding their autonomy competences, or do not use the autonomy assigned to them by law, are not able to create appropriate conditions for their students in the field of education. Education for autonomy depends, among other conditions, on the teachers’ responsibility for their own professional development. A significant responsibility in this respect falls on universities that provide teacher education.
    Źródło:
    Pedagogika i edukacja wobec kryzysu zaufania, wspólnotowości i autonomii; 31-47
    9788323543039
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Autonomia wyzwaniem dla naszej edukacji
    Autonomy as a challenge for our education
    Autorzy:
    Kaniowski, Andrzej M.
    Czerepaniak-Walczak, Maria
    Radziewicz-Winnicki, Andrzej
    Powiązania:
    https://bibliotekanauki.pl/chapters/1036307.pdf
    Data publikacji:
    2020-12-11
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    autonomia
    prawo naturalne
    dobro
    wolność
    Kant
    Kohlberg
    autonomy
    natural law
    freedom
    the Good
    Opis:
    The idea of autonomy can be considered “one of three or four innovations throughout the history of philosophy”, following Jürgen Habermas. We owe today’s understanding of this idea, which has always been related to the idea of freedom, to Immanuel Kant, but this idea has been forged both in the course of intellectual – particularly philosophical – reflection and in the social, political and economic struggle for its realization in concrete historical conditions. Autonomy based on one’s own doing, that is, on being the author of one’s own actions, can be understood in various ways. However, this diversity can be put in order. The model for the development of moral thinking, elaborated by Lawrence Kohlberg, is helpful here. The autonomy in its Kantian understanding is only attainable at the post-conventional level of development of this thinking. At this level of development of moral thinking, the measure of the rightness of one’s own conduct, that is to say, the measure of how good or bad one’s conduct is, is the norm that we can present to ourselves as the norm that governs the will or the freedom, both internal and external, of every single rational being. Subjecting one’s will and freedom to such a norm is nothing else but autonomy, or “one’s own norm-giving”. The aim of the considerations conducted in the article is, first of all, to show – against the background of various possible variations of the understanding of autonomy – Kantian concept of autonomy as a particularly important way of understanding it, having fundamental significance for our perception of ourselves, both as individuals, i.e., unique individuals, and as creating our own political order of communities. The idea of autonomy, this particular product of Greek-Latin thinking and the centuries-long struggle to make it a reality, is particularly threatened in today’s world. Because of these threats, it is the idea of autonomy – as an idea which is also to be adopted in the process of education and upbringing – that is a particular challenge for our education, both Polish and European.
    Źródło:
    Pedagogika i edukacja wobec kryzysu zaufania, wspólnotowości i autonomii; 48-66
    9788323543039
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Młody nauczyciel w szkole. Problemy związane z rozwojem kompetencji i autonomii
    Problems of development of competences and autonomy of novice teachers at school
    Autorzy:
    Zielińska, Anna
    Czerepaniak-Walczak, Maria
    Radziewicz-Winnicki, Andrzej
    Powiązania:
    https://bibliotekanauki.pl/chapters/1035673.pdf
    Data publikacji:
    2020-12-11
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    kompetencje nauczyciela
    rozwój zawodowy w miejscu pracy
    autonomia nauczycieli
    systemowe i mentalne przeszkody w rozwoju autonomii
    teachers’ competences
    professional development in the workplace
    teachers’ autonomy
    systemic and mental obstacles to the development of autonomy
    Opis:
    Many authors have long been involved in research concerning the development of teachers’ personal and professional competences. According to them, teacher professional development is stadial and should lead to the critical use of knowledge, development of their own ways of working, revising the patterns of professional role and, consequently, to independence from external pressure and the creation of a teacher’s “autonomous identity”. The goal of this paper, based on several empirical studies, is the identification of some systemic and mental obstacles hindering the development of teachers’ competence and autonomy. The requirements related to the professional promotion system allow us to develop only some of the teachers’ competences that are the basis for building their autonomy, e.g. teaching and development of the teacher’s workshop. In the construction of the professional promotion system, communication skills, skills to motivate students, supporting them in solving problems, building their authority in relations with students were neglected. At the school level, a lack of trust among teachers, a lack of culture of cooperation and shared responsibility, a conflict between teacher generations, lack of respect and openness to others can hinder or even prevent the development of the autonomy of young teachers.
    Źródło:
    Pedagogika i edukacja wobec kryzysu zaufania, wspólnotowości i autonomii; 308-325
    9788323543039
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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