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Wyświetlanie 1-10 z 59
Tytuł:
Discussion Theater. A Method of Democratic Education
Autorzy:
Lind, Georg
Powiązania:
https://bibliotekanauki.pl/articles/781285.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Democracy
education
moral competence
democratic competence
learning opportunities
KMDD
theatre
Schiller
Kohlberg
dilemma discussion
Opis:
Democracy is bound to fail if its citizens lack opportunities to develop their moral-democratic competence, that is, their ability to solve conflicts through thinking and discussion, instead of through violence, deceit or bowing down to others. The concept of Discussion Theatre has been designed to provide such an learning opportunity. In contrast to traditional theatre, there is no above and below, no division between actors and listeners – all are participants. The Discussion Theatre is the “public” version of the Konstanz Method of Dilemma Discussion (KMDD), which is been successfully used in institutions of education in many countries for over two decades.
Źródło:
Ethics in Progress; 2019, 10, 1; 23-40
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja demokratyczna a kreatywność
Democratic Education and Creativity
Autorzy:
Michałowska, Danuta A.
Powiązania:
https://bibliotekanauki.pl/articles/642626.pdf
Data publikacji:
2013-06-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
In democratic education should be used special forms and methods of teaching and learning. One of such method is drama, which stimulates creativity and self-expression. The results of the research showed, that drama is an effective teaching and learning method by experience, because it stimulates both the cognitive and affective development. Moreover, teaching through drama helps young people to become receptive to values and to shape their own system of values. Drama with elements of the psychodrama can be simultaneously applied as the method of the democratic education and as the method of upbringing in ethical and philosophical development.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2013, 2, 1; 58-72
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja demokratyczna według Hannah Arendt
Hannah Arendt on democratic education
Autorzy:
Eliasz, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/950076.pdf
Data publikacji:
2016-06-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
hannah arendt
education
democracy
thinking and moral
considerations
eichmann
public realm
Opis:
Among various modes of the vita activa considered by Hannah Arendt, the ability for action and particularly political action is the crucial one as it endows life with meaning and constitutes human freedom. The question I address in this essay is whether it is possible – according to Arendt – to create active citizenship by means of democratic education. In order to answer this question I consider three models of democratic education, two of which should be rejected if one agrees with Arendt’s assumptions. The third model, aimed at developing abilities to think critically, is the only one that can support those values, which are essential for a healthy democracy.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2016, 5, 1; 200-218
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Amy Gutmann, Democratic Education, Princeton University Press, Princeton 1999, ss. 348
Autorzy:
Rybińska, Jolana
Powiązania:
https://bibliotekanauki.pl/articles/952150.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Źródło:
Studia z Teorii Wychowania; 2019, 2 (27); 147-151
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O „Filozofii Publicznej i Edukacji Demokratycznej”
On „Public Philosophy and Democratic Education”
Autorzy:
Juchacz, Piotr W.
Malitowska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/642575.pdf
Data publikacji:
2012-06-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
On „Public Philosophy and Democratic Education”
O „Filozofii Publicznej i Edukacji Demokratycznej”
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2012, 1, 1; 4-10
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How Do Teachers Understand Democratic Education, Equal Opportunities and Their Roles in School
Autorzy:
Mazurkiewicz, Grzegorz
Powiązania:
https://bibliotekanauki.pl/articles/639574.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Opis:
To talk about democracy in school, several basic principles must be observed that secure democratic organization of schoolwork and equal access to education. The aim of this study, then, was to inquire into teachers’ beliefs towards controversial behaviors that might be noticeable in schools (e.g. relations with students, extra-curricular tutoring, and teachers’ attitudes towards his/her own work (intrinsic/extrinsic).By focusing on questions such as: Who do teachers perceive as responsible for their professional development; How do teachers perceive their work with “good” and “bad” students; and How do teachers perceive their ability to influence the workings of their school? we are led to understand the manner in which teachers beliefs play out in school. These beliefs become important if school is to fulfill its role for democratic society.
Źródło:
Zarządzanie Publiczne; 2008, 4
2084-3968
Pojawia się w:
Zarządzanie Publiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contributing to an European vision of democratic education by engaging multiple actors in shaping responsible research agendas
Autorzy:
Gudowsky, Niklas
Sotoudeh, Mahshid
Bechtold, Ulrike
Peissl, Walter
Powiązania:
https://bibliotekanauki.pl/articles/642765.pdf
Data publikacji:
2016-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
Traditionally, expert-based forward looking has been applied to anticipate future challenges, solutions and strategic decisions, but limitations to this approach have become obvious – especially when considering long term perspectives – e.g. failing to include a comprehensive array of opinions. Aiming at producing sustainable strategies for responsible socio-technical change, research funding can benefit from combining forward looking and public participation to elicit socially robust knowledge from consulting with multi-actors, including citizens. In this paper, we give insights into the EU project CIMULACT – Citizen and Multi- Actor Consultation on Horizon 2020. In CIMULACT, more than 4500 citizens, stakeholders and experts from 30 European countries engaged online and offline to co-create research topics. These are supposed to serve as input for the next round of calls in Horizon 2020, national research agendas as well as the ninth framework programme in the making. We investigate key results of this transdisciplinary process focussing on the topic “democratic education” with regard to two levels: What issues concerning the topic were raised? Can we find a common European imaginary for “democratic education”? Our analysis shows that the results contribute to defining and describing challenges for the currently prevailing imaginary of democratic education in Europe.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2016, 5, 2; 29-50
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Proliferation of Democratic Education in Indonesia: The Influence Measurement of Tolerance, Multiculturalism, and Historical Awareness on the Democratic Attitude
Autorzy:
Sumardjoko, Bambang
Joebagio, Hermanu
Sariyatun, -
Powiązania:
https://bibliotekanauki.pl/articles/1969412.pdf
Data publikacji:
2018-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
democratic education
proliferation
democratic attitude
Opis:
This research aims to predict the direction of democratic education in Indonesia through the influence measurement of tolerance, multicultural sensitivity, and historical awareness of the democratic attitude. The multiple linear regression test, coefficient determination test, and model accuracy test were used to measure the influence of the predictors and the dependent variable. The research participants were 300 students, aged between 17 and 18 years, who were taken proportionally in Senior High School (SHS) 1 Surakarta, SHS 5 Surakarta, and SHS 6 Surakarta. Results showed a simultaneous and partial influence of tolerance, multicultural sensitivity, and historical awareness on the democratic attitude. The authors found that there is no diversion in the proliferation of democratic education in Indonesia, in which tolerance, multicultural sensitivity, and historical awareness have a positive influence on the democratic attitude. However, the authors stated that the association between tolerance and democratic education in Indonesia remains problematic, thus, it should be noticed in future research.
Źródło:
The New Educational Review; 2018, 52; 112-123
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja domowa – kilka uwag w kontekście dyskursu o edukacji demokratycznej
Homeschooling – a few remarks in the context of the discourse on democratic education
Autorzy:
Helios, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/950247.pdf
Data publikacji:
2014-12-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
homeschooling
freedom
the right to education
compulsory
schooling
democratic education
Opis:
The article presents home teaching in the context of the discourse on democratic education. The author discusses two problems: first, the role of home schooling in the context of compulsory schooling and the right to education; secondly, the legal aspects of home schooling.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2014, 3, 2; 180-198
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of education in the discourses of the EU and of alternative schooling institutions
Autorzy:
Galiere, Mehdi
Powiązania:
https://bibliotekanauki.pl/articles/605898.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
education, critical pedagogy, critical discourse analysis, democratic education, Europe 2020.
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
The paper discusses two different approaches to education and the way they are embedded in different discourses on education. The market-oriented approach is compared to the democratic approach. In the paper, the discourse of the European Union is considered as an example of hegemonic neoliberal discourse while the discourse produced by the Summerhill School and the Self-Managed High School of Paris is addressed as a  counterhegemonic discourse. Drawing on Critical Discourse Studies scholars such as Norman Fairclough, and critical pedagogic approaches such as Basil Bernstein’s and Paulo Freire’s, it will be shown that the difference in the ways these institutions represent the social world around them have a strong influence on their discourses on what education is for and should be like. For the European Union, education is a utilitarian means facilitating the adaptation of society to the economic system through the acquisition of predefined skills, while for the democratic approach it is rather a practice developing common decision-making and empowerment through an understanding of the world as a whole.
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 59

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