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Tytuł:
Shame as a self-conscious emotion and its role in identity formation
Autorzy:
Czub, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/430688.pdf
Data publikacji:
2013
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
adolescence
early adulthood
exploration
commitment
identity status
identity development
experience of shame
shame-proneness
Opis:
The paper presents a draft model of the relationship between shame, treated as one of the self-conscious emotions, and the identity formation process. Two main concepts of shame have been discussed here: shame as an adaptive emotion, in line with the evolutionary approach, and as a maladaptive emotion (in contrast to guilt), according to cognitive attribution theory. The main thesis of this paper states that shame has an essential, both constructive and maladaptive, importance for identity development and that its effect is indirect as it works through the mechanisms of emotion regulation. The destructive and disrupting influence of shame is not an immanent feature of this emotion, but it is a consequence of malfunctioning mechanisms of shame regulation. The association of shame with identity formation relates to the exploration dimensions – exploration in breadth, exploration in depth and ruminative exploration, as well as to commitment making and identification with commitment.
Źródło:
Polish Psychological Bulletin; 2013, 44, 3; 245-253
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contemporary Catholic Studies in a Secular University: Friend or Foe?
Autorzy:
Briliute, Birute
Powiązania:
https://bibliotekanauki.pl/articles/668810.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Papieski Jana Pawła II w Krakowie
Tematy:
Contemporary Catholic studies
hermeneutics, religious education
communication
identity
secular university
development of identity
Opis:
Through the introduction of a new hermeneutical model of communication in RE, this article intends to explore an innovative approach to developing Christian identity in a secular university. The author holds a joint lectureship in religious education, catechesis and pastoral theological education. Religious education and catechesis are concerned with all aspects of the teaching of religion in schools, within the parish and any other pastoral setting. pastoral theological education is concerned with the place of learning within religious communities and the larger society. This distinction has resulted in this research proceeding along two parallel routes: the institutional educational environment, religious communities and society as a background influencing our value change as well as the way we do RE in schools. The main concern of the author is to develop practical ways of enhancing the Catholic religious identity and theological literacy of students in the state secondary schools and universities in the UK, on the basis of contemporary theological anthropology and educational theoretical foundations. This article is an investigation into a new understanding of the development of Catholic identity and new models of RE used in a contemporary secular university.
Źródło:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2018, 8, 1
2391-6559
2083-8018
Pojawia się w:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Liquid Identity or Multiple Identities of Young People?
Płynna tożsamość czy tożsamości wielorakie młodzieży?
Autorzy:
Juszczyk-Rygałło, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/449018.pdf
Data publikacji:
2016
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
identity
personality
adolescence
society
development of identity
media education
tożsamość
osobowość
adolescent
społeczeństwo
kształtowanie tożsamości
edukacja medialna
Opis:
Identity is commonly understood as the process of creating an image of oneself. It is, similarly to personality, a psychical disposition which is acquired in the course of experiencing reality. Unlike personality, identity is not passively shaped by the environment, but each individual has a significant impact on the development of his or her own identity, so that the person can consciously distinguish oneself from other people in the group. On the one hand, constructing identity is the way a pupil looks for the most optimal environment for one’s development, and on the other hand, acquired identity determines the logic of this person’s behaviour. The period of adolescence is especially crucial for the development of identity as it is then that a young person faces new ways to participate in the world. Experience of the world through new media has a huge impact on identity, which is formed on the basis of some points of reference. These points of reference are mainly role models popularized by media. The high speed of the changes in social life results in similarly rapid alteration of identity. In liquid reality we can observe also liquid identity, which is accommodated to current social needs. It is characteristic that participation in Internet communities is the impulse for the creation of many network identities, which are selectively used in various situation. A phenomenon that may be described as the existence of multiple identities results in the fact that young people have difficulties in being aware of their own identity as well as in understanding themselves and their personality. As a result, it causes frustration, uncertainty and a feeling of being lost. Consequently, it can lead to chaos in thinking and acting. Therefore, media education aims at preventing these alarming phenomena. Studies were conducted that aimed at placing identity in social and cultural context and they permitted the question of whether a contemporary pupil was able to define himself on his own and describe his own identity to be addressed. In other words, the question was: Can a pupil cope with the process of creating the picture of oneself through experiencing reality? The research goal of this article is to analyze the personality structure of identity and, based on its background, to answer the question what is its impact on possible identity changes in current social conditions. However, the answer, which is important for educators, is not explicit and it rather implies that changes of identity may occur in two ways: as slow and smooth or abrupt and multiple. Bearing in mind that current pedagogy goes beyond its own framework and it more and more often also uses psychological tools, the article follows such a perspective and presents all dissertations, which concern the problem of searching and creating liquid identity and multiple identities, in the broader context—as the digital intermediation of social structures.
Powszechnie tożsamość jest rozumiana jako proces tworzenia obrazu samego siebie. Jest to, podobnie jak osobowość, swego rodzaju psychiczna dyspozycja nabywana poprzez doświadczanie rzeczywistości. W odróżnieniu od osobowości tożsamość nie jest biernie kształtowana przez środowisko, ale w znacznej mierze to jednostka sama buduje swoją indywidualną tożsamość w ten sposób, aby świadomie odróżnić się do innych osób w grupie. Z jednej strony poprzez konstruowanie tożsamości uczeń poszukuje najbardziej optymalnego środowiska własnego rozwoju, z drugiej – przyjęta tożsamość określa logikę jego zachowania się. Szczególnie krytyczny w kształtowaniu tożsamości jest okres adolescencji. Przed młodym człowiekiem otwierają się nowe możliwości uczestnictwa w świecie. Doświadczanie świata zapośredniczone przez nowe media ma duży wpływ na tożsamość, która formowana jest w oparciu o punkty odniesienia. Tymi punktami odniesienia są najczęściej wzorce osobowe lansowane przez media. Szybkość zmian w życiu społecznym powoduje, że równie szybko podlega zmianom tożsamość. W płynnej rzeczywistości możemy mówić o płynnej tożsamości i dostosowywaniu jej do aktualnych potrzeb społecznych. Znamienne jest to, że uczestnictwo w internetowych społecznościach jest z kolei impulsem do tworzenia wielu tożsamości sieciowych, które użytkowane są w różnych sytuacjach. Zjawisko, które można nazwać istnieniem tożsamości wielorakich, powoduje, że młody człowiek ma trudności z uświadomieniem sobie własnej tożsamości oraz zrozumieniem siebie i swojej osobowości, co jest przyczyną frustracji, niepewności i zagubienia. To z kolei może prowadzić do chaosu w myśleniu i działaniu. Tym niepokojącym zjawiskom stara się zapobiec edukacja medialna. Podjęte zostały badania nad osadzeniem tożsamości w kontekście społecznym i kulturowym. Pozwoliły one odpowiedzieć na pytanie, czy współczesny uczeń jest zdolny do samo zdefiniowania się i określenia własnej tożsamości, czyli, czy jest w stanie podołać procesowi tworzenia obrazu samego siebie poprzez doświadczanie rzeczywistości? Celem badawczym podjętym w artykule jest analiza struktury osobowościowej tożsamości oraz na jej tle odpowiedź na pytanie, jak ona wpływa na możliwości wprowadzania zmian tożsamości w obecnych warunkach społecznych. Odpowiedź, istotna dla edukatorów, nie jest jednoznaczna i skłania raczej do wysunięcia wniosku, że zmiany tożsamości mają charakter dwupłaszczyznowy: powolny i płynny oraz skokowy i wieloraki. Ponieważ współczesna pedagogika wykracza poza własne ramy i coraz częściej posługuje się narzędziami psychologicznymi, więc z tej perspektywy przedstawiono również rozważania na temat problemu poszukiwania i kreowania tożsamości płynnej i wielorakich tożsamości w szerszym kontekście – cyfrowego zapośredniczenia struktur społecznych.
Źródło:
Studia Paedagogica Ignatiana; 2016, 19, 4; 119-137
2450-5358
2450-5366
Pojawia się w:
Studia Paedagogica Ignatiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Verbal and Visual Strategies of Teachers’ Work on Identity
Autorzy:
Švaříček, Roman
Powiązania:
https://bibliotekanauki.pl/articles/2032555.pdf
Data publikacji:
2014-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
expert teacher
identity
professional development
work on identity
Opis:
The paper describes qualitative research which studied six teachers from their professional beginnings to the present position of an experienced - expert - teacher. The research method used is life story, through which the teacher’s career is reconstructed. The key research question is: What strategies of work on identity did a teacher use to become an expert teacher? The most important motor of change and particularly of a teacher’s development was his/her decision and commitment to the development of his/her identity (Pittard, 2003). Snow and Anderson (1987) labelled this process as work on one’s identity. I will discuss only verbal and visual strategies, which the teacher uses to influence the environment at school in general (verbal distancing, gossip, and strategy of uniqueness). The paper concludes with a discussion of how necessary the verbal and visual strategies directed towards the school space are for the teacher’s professional identity. Had they no power, teachers could not influence decision-making processes.
Źródło:
The New Educational Review; 2014, 38; 141-151
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Teacher Spiritual Development in the Reference to the Metaphorical Understanding of “Education as a Spiritual Journey” by Parker J. Palmer
Autorzy:
Szymańska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/44453388.pdf
Data publikacji:
2024
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
spirituality
spiritual development
spiritual identity
teacher spiritual development
education
Opis:
Objective of the article: The aim of the article is to elicit and show the correlation between a spiritual teacher’s development and education seen as a spiritual journey in a pedagogical, personalistic perspective. The research question is as follows: How does the relationship between the teacher’s spiritual development and Palmer’s perception of education in spiritual perception look? Research method: To answer the research question, the method of hermeneutic content analysis seems to be appropriate, as it provides a deeper meaning of education rooted in spirituality for the teacher seen as a unity achieved in the integrative process of formation. A short description of the context of the presented issue: The contents of the article are rooted in the personalistic perspective and cover the reference to spirituality, to some extent corresponding with human spiritual development and teacher spiritual development, tightly connected with Parker J. Palmer’s concept of education perceived in the spiritual dimension. Research findings: The article elicits the meaning of spirituality in the quality of teacher development and the need to provide a space for spirituality in education, in the care of future generations. The research emphasizes that students achieving a spiritual identity on a transpersonal level can become fruitful for contemporary civilization, and further research in this light demands engagement of the broader scientific community, working in the personalistic paradigm. Conclusions and recommendations: Education lacking the space for spirituality determined by higher values does not foster the building of the wholeness of a person and can cause many problems with forming one’s identity, the core of which is a spiritual identity on the autonomous, transpersonal level. The conclusion is that the more “technical/pragmatic” approaches to education are propagated, the more problems in the functioning of future generations can appear. That is why the core curriculum in education needs changing, which should be followed by changes in teacher higher education and training.
Źródło:
Multidisciplinary Journal of School Education; 2024, 13, 1 (25); 29-44
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Identity Dynamics Questionnaire (IDQ): Operationalization and Verification of the Identity Dynamics Model
Autorzy:
Brygoła, Elwira
Zięba, Mariusz
Kwapis, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/2121842.pdf
Data publikacji:
2021
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
identity
Identity Dynamics Questionnaire
Validation of method
Discrepancies in personality
development
Opis:
The article presents the Identity Dynamics Questionnaire (IDQ) as a method for measuring identity processes and modes included in the identity dynamics model by Oleś. The model refers to general processes of personality development that underlie identity functioning located on two dimensions: the internal experience and the external activity. The new tool was created to validly and reliably operationalize the theoretical proposition and to verify its assumptions and relations between components of the model. Four studies were conducted as successive stages of constructing the IDQ. Studies 1 and 2 aimed to exploratory setting the content of subscales designed to measure four identity processes (integration, reconstruction, adaptation, expansion – part A of the IDQ) and four identity modes (stabilization, fluidity, amplification, pliability – part B of the IDQ). Studies 3 and 4 served to confirmatory analyses concerning the structure of the IDQ and show its validity. The studies showed satisfactory psychometric properties of current version of the new method.
Źródło:
Polish Psychological Bulletin; 2021, 52, 3; 270-288
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contested identities and symbolic changes in the urban space of Bytom (Poland). The historical-geographical approach
Autorzy:
Lamparska, Marzena
Powiązania:
https://bibliotekanauki.pl/articles/1199465.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet Gdański. Instytut Geografii
Tematy:
identity
heritage
development path
questioning
contradiction
conflict
Opis:
Bytom is a city located in Upper Silesia, in the southern part of Poland which after World War II found itself within the boundaries of Poland after several hundred years. For many centuries, the main function of the city has been metal-ore and hard coal mining, which considerably contributed to its historical identity. The over 800-year history is full of numerous social, economic and ethnic conflicts caused by frequent changes in the city’s political affiliation and frequent redefinitions of its identity. After the collapse of communism, during the political and economic transformation, there arose a need to determine a new development path, in particular a new perspective on the heritage from the times of German dominance and from the times of communism. The mining and heavy industries have already ceased to be the basis of Bytom’s identity. Taking account of these historical rationales, this article attempts to answer the question of whether, among a number of contradictions and conflicts, the urban community of today’s Bytom, heterogeneous in terms of its origin, will be able to generate a model of cultural identity and historical remembrance accepted by all. All these complex and at the same time contradictory processes have been discussed through the prism of their reflection in the urban space and examined by means of historical analysis and contemporary cartographic and photographic sources.
Źródło:
Journal of Geography, Politics and Society; 2020, 10, 4; 33-48
2084-0497
2451-2249
Pojawia się w:
Journal of Geography, Politics and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Research in Progress: CLIL Teachers’ Identity Construction and Negotiation
Autorzy:
Hu, Hengzhi
Powiązania:
https://bibliotekanauki.pl/articles/11542533.pdf
Data publikacji:
2023-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
CLIL
teacher identity
professional attributes
professional development
Opis:
This brief report presents preliminary findings of a qualitative investigation into five Content and Language Integrated Learning (CLIL) academics’ professional attributes and identities in China. The findings revealed that the participants possessed diverse types of capital essential to CLIL, including human, social, psychological, cultural, identity, and agentic capital, though with mixed controls. The temporality of personal experiences and the social networks surrounding the participants were deemed influential in shaping and negotiating their professional identities. The study concluded with implications for institutional administrators and leaders, who should consider teachers’ development needs, especially their learning, social and psychological needs, to create an academically supportive, emotionally engaging and socially collaborative organisational climate.
Źródło:
The New Educational Review; 2023, 72; 244-252
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Scientific Conference as a Form of the University and Its (Not Only) Academic Staff Development and a Manifestation of Positive Shaping of the University Image on the Example of the National Scientific Conference on Education of Uniformed Services After 1989 — Changes, Tradition, Values and Identity Organised by the Police Academy in Szczytno on 13 September 2021
Autorzy:
Gawroński, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/45236255.pdf
Data publikacji:
2022-03-29
Wydawca:
Akademia Policji w Szczytnie
Tematy:
conference
science conference
academy
college
functions
identity
development
Opis:
The article concerns the importance of the scientific conference in the development of an academy and not only its academic staff and shaping its image based on the national scientific conference organised by The Police Academy in Szczytno on September 13, 2021 on “Education of uniformed services after 1989 — changes, tradition, values and identity”.The article describes the functions of an academy, in particular the implications of organising scientific conferences.
Źródło:
Przegląd Policyjny; 2021, 144(4); 373-379
0867-5708
Pojawia się w:
Przegląd Policyjny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Centrope as a laboratory of cross-border cooperation – lessons from 17 years of the Centrope region (2003-2019)
Autorzy:
Husár, Milan
Jaššo, Matej
Dillinger, Thomas
Powiązania:
https://bibliotekanauki.pl/articles/2077941.pdf
Data publikacji:
2020-06-06
Wydawca:
Stowarzyszenie Naukowe Przestrzeń Społeczna i Środowisko
Tematy:
CENTROPE
spatial development
vision
regional identity
sustainable regional development
multilevel polycentric governance
Opis:
The idea of Centrope (Central European Region) was launched in September 2003 with the aim to profile the Central European Region as a framework for increasing wealth and sustainable development in area of living and working space for about 6 mln people. Cities, counties and other territorial subjects in Austria, Hungary, Czechia and Slovakia took part in this initiative. With its size, complexity of relations and thematic scope, Centrope became a laboratory of cross-border cooperation. Innovative solutions based on cross-border cooperation in all fields, including economy, politics, culture and education, were included in its vision and main objectives. The authors are looking into the development of this region over the past 17 years of its existence. Using semi-structured interviews with key stakeholders, the initial expectations, its strengths and weaknesses as well as what lessons can be learned from this initiative for other cross-border areas in Europe are evaluated. Special attention is paid to the role of the two largest cities of this region, Vienna and Bratislava, and their cooperation, as well as their role for the region as a whole. Regional cooperation within the Centrope, its marketing communication as well as overall current state of art of the region and its future perspectives, are other thematic highlights of the critical revision, presented in this paper.
Źródło:
Przestrzeń Społeczna; 2020, 2, 2/2020 (20); 163 - 183
2084-1558
Pojawia się w:
Przestrzeń Społeczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Perceiving rural landscapes in film and photography - experiences from a participative planning approach in the upper austrian leader region Mühlviertler Kernland
Autorzy:
Löschner, L.
Neugebauer, G.
Stöglehner, G.
Powiązania:
https://bibliotekanauki.pl/articles/100582.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Rolniczy im. Hugona Kołłątaja w Krakowie
Tematy:
landscape development
landscape perception
landscape identity
film
photography
krajobraz
fotografia
Opis:
In addition to the natural-physical aspects of landscape, the public perception of landscapes is of central importance for a comprehensive understanding of landscape. This paper reflects different landscape perceptions on the basis of a photo competition and school workshops. These were conducted in the VITAL LANDSCAPES project as part of a regional participation process in the Upper Austrian LEADER region Mühlviertler Kernland. The authors analysed the photos submitted in the regional photo competition as well as the short films produced by secondary and vocational school students with regard to how the participants perceive the landscapes they inhabit. This paper argues that human-nature relations form an intrinsic part of the regional landscape perception and that depictions of local/regional landscape particularities contribute to forming personal and collective identities.
Źródło:
Geomatics, Landmanagement and Landscape; 2013, 2; 65-74
2300-1496
Pojawia się w:
Geomatics, Landmanagement and Landscape
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages
Autorzy:
Calafato, Raees
Powiązania:
https://bibliotekanauki.pl/articles/2051523.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
multilingualism
teacher development
foreign languages
metalinguistic knowledge
teaching practices
teacher identity
Opis:
To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 4; 579-606
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Local identity as a determining factor of Cittaslow city development based on the example of Lidzbark Warmiński
Tożsamość lokalna jako determinanta rozwoju miasta Cittaslow na przykładzie Lidzbarka Warmińskiego
Autorzy:
Markowski, Łukasz
Powiązania:
https://bibliotekanauki.pl/articles/582262.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
Tematy:
local identity
city development
Cittaslow
Lidzbark Warmiński
tożsamość lokalna
rozwój miasta
Opis:
The article deals with the role and significance of local identity in city development. The Cittaslow movement is a concept promoting city development based on a strong bond between the inhabitants and the given area, Lidzbark Warmiński being one of the first Polish cities to join the network. However, the implementation of the Cittaslow model may be more difficult in the region of Warmia and Mazury, due to historical factors, among others. These circumstances prompted conducting a survey among the inhabitants of Lidzbark Warmiński, the main aim of which was to determine whether, in their opinion, participation in the Cittaslow network influenced their subjective sense of local identity.
W artykule poruszono problematykę odnoszącą się do roli i znaczenia tożsamości lokalnej w rozwoju miasta. Koncepcją, która propaguje rozwój opierający się na poczuciu silnej więzi mieszkańców z danym obszarem, jest ruch Cittaslow, a jednym z pierwszych miast, które dołączyło do sieci w Polsce, jest Lidzbark Warmiński. Realizacja modelu Cittaslow może być jednak dość utrudniona na obszarze województwa warmińsko-mazurskiego, co wynika m.in. z czynników historycznych. Uwarunkowania te stały się podstawą do przeprowadzenia badań ankietowych wśród mieszkańców Lidzbarka Warmińskiego. Ich głównym celem było uzyskanie odpowiedzi na pytanie, czy według mieszkańców uczestnictwo miejscowości w sieci Cittaslow wpłynęło na ich subiektywne odczuwanie tożsamości lokalnej.
Źródło:
Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu; 2019, 63, 8; 79-91
1899-3192
Pojawia się w:
Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Modernization and Its Contradictions: Contemporary Social Changes in India
Autorzy:
Singh, Yogendra
Powiązania:
https://bibliotekanauki.pl/articles/1929957.pdf
Data publikacji:
2012-07-09
Wydawca:
Polskie Towarzystwo Socjologiczne
Tematy:
caste
class
development
discourse
education
folk culture
globalization
identity
materialism
modernization
Opis:
History of the discourse goes back to the national movement for India’s Independence. Both Mahatma Gandhi and Jawaharlal Nehru, though differed in their perceptions about future of India, they contributed immensely for modernization of India. Gandhi was for preservation of India’s diverse cultural values and traditions with resilience, and Nehru was for a India which was free of barriers of caste, region, religion, etc. However, a large number of studies indicated that Indian tradition did not blur the path of progress which India had set up for itself in the Constitution, Five Year Plans and other such means for a new India. Resilience has been a strong hallmark of the dynamics of Indian society. Both categorical and instrumental values have coexisted in the long history of Indian society and civilization. During the course of India’s modernization, perspectives such as structural-functionalism and historical materialism have been critically viewed in terms of their relevance for knowing India’s ground reality. Today, it is realized that there is no uniform pattern of modernization, rather the idea of “multiple modernities” has gained currency in contemporary India. Structural transformation of Indian society on the one hand, and changes in culture, values and norms on the other, signify a semblance of modernization in India. In domains like economy, politics, education, and media, it is not difficult to work out different phases of change and development. One can see correspondence in different phases relating to these basic structural and cultural domains. The issues of growth, development, weaker sections, human rights, social justice and distributive shares have attracted attention of scholars and concerned people and organizations, including the civil society. Contradictions at the cognitive as well as substantive levels are integral to the process of modernization. The question of cultural identity has surfaced prominently even in the face of considerable growth, development and education.
Źródło:
Polish Sociological Review; 2012, 178, 2; 151-166
1231-1413
2657-4276
Pojawia się w:
Polish Sociological Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Professional Reflection of Psychology Students: The Way of Enhancement
Autorzy:
Kaniuka, Inna O.
Serhieienkova, Oksana P.
Powiązania:
https://bibliotekanauki.pl/articles/1997696.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
professional reflection
reflection
research-based education
self-identity
agency
educational development
Opis:
The present article concentrates on the way of working out the program of effective intervention of professional reflection in psychology students. Five stages of study are presented. In the first step, in the literature review the designation of professional reflection was defined as a set of structure components: prognostic thinking, reflexivity, positive professional identity and agency. In the second step, in the empirical studies the external and internal factors of professional reflection were selected and examined among a group of professional psychologists (N=54). The analysis of empirical data of professional reflection factors and the level of its formation in psychology professionals made it possible to clearly identify the basic conditions for the intervention program «Professional reflection development» and its effect among psychology students. Only twenty five students (N=25) were self-selected in a 12-week intervention program forming an intervention group (IG). There are four studies of the program: cognitive, personality-related, motivational and emotional-volitional. All of them contain interaction, workshops, webinars, and art-cases. Remaining students (N=28) formed a control group (CG). The results obtained in both student groups and differences between them were further analyzed and explained.
Źródło:
The New Educational Review; 2017, 49; 273-284
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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