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    Wyświetlanie 1-6 z 6
    Tytuł:
    Postawy wartościujące studentów polskich i amerykańskich (na przykładzie Katolickiego Uniwersytetu Lubelskiego i Franciszkańskiego Uniwersytetu ze Steubenville - USA)
    Valuing Attitudes Amongst Polish and American Students (on the Basis of the Catholic University of Lublin and Steubenville Franciscan University - U.S.A.)
    Autorzy:
    Tomkiewicz, Antoni
    Popławska, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1860521.pdf
    Data publikacji:
    1997
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    The main purpose of this paper is to find an answer to the following question: what valuing attitudes have the students of the two Catholic universities: the Catholic University of Lublin and Steubenville Franciscan University (USA)? Both universities are characterized by their loyalty to the Church. In order to answer the above question empirical research has been carried out among the students of the two universities with the use of two research methods: Allport-Vernon-Lindzey’s Paper of Valuing Attitudes and Milton Rokeach’s Scale of Values. On the basis of empirical research Rokeach came up with a list of ultimate values (as life goals) and instrumental values. 120 persons were subjected under study (60 from the Catholic University of Lublin and 60 from Steubenville Franciscan University). Among the subjects were people from different branches of studies. The findings pointed to the differences in the valuing attitudes among the Polish and American students. The Polish youth think highly of theoretical and economical values, tolerance, ambition, logical thinking, responsibility, mature love, social recognition, life successes, and national security. The American youth have a greater appreciation for political values, obedience, understanding, kindness, courage, and true freedom. It should be noted that both groups under study think most highly of religious values, with the stipulation that the latter values are more appreciated by American than Polish students.
    Źródło:
    Roczniki Nauk Społecznych; 1997, 25, 2; 45-66
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Obraz wychowawcy klasy w opinii młodzieży szkół średnich
    An Educative Image of the Class in the Opinion of the Youth of Secondary Schools
    Autorzy:
    Tomkiewicz, Antoni
    Rusińska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1860821.pdf
    Data publikacji:
    1996
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    The basic objective of the paper is to turn our attention to the person of the teacher-educator of a class, i.e. to the image the secondary school pupils have. The first part of the paper depicts, on the basis of literature, the inner and outer conditions present in the process of forming the image of the other person. Within the inner factors we find emotional attitudes, expectations and self-image of the perceiving person. Within the outer factors one should list physical attributes, conduct and the social roles played by the perceived persons. The second part analyzes the image of teacher-educator, on the basis of the research in five categories, i.e. intellectual level, general traits of character, attitudes towards pupils and towards other people, as well as philosophy of life. The research concerned those adolescents who go to social and public schools, distinguishing two groups: diligent pupils (30 persons) and dilatory pupils (30 persons). On the basis of the findings one can deduce that pupils’ „diligence” influences the formation of the image of teacher-educator in pupils. And thus the diligent pupils in all categories bear a more positive image of the educator than the dilatory pupils. One should empha size that the pupils from social schools evaluate their class educators in a more positive way (though not in all categories) than the pupils from public schools. The findings of the empirical research permit also to deduce what traits of the teacher-educator image pupils most often appreciate. They are the following: the educator’s intellectual level, his positive attitude towards pupils, the traits of his character, his attitude towards other people and his philosophy of life.
    Źródło:
    Roczniki Nauk Społecznych; 1996, 24, 2; 167-188
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rola sztuki w wychowaniu człowieka w poglądach Stefana Szumana
    The Role of Art in Man’s Education According to Stefan Szuman
    Autorzy:
    Tomkiewicz, Antoni
    Smolińska, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/1860851.pdf
    Data publikacji:
    1996
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    Education through art has a long tradition going back as early as antiquity. It is art that exerts an impact on all the psychic spheres of man and may be an overall „educative instrument”. Prof. Stefan Szuman (1887-1972) is an author of the modern conception of aesthetic education in Poland. He has written numerous works bordering on philosophy, aesthetics, pedagogy and psychology. Principally, the paper seeks to show art in man’s education. Consequently, first the anthropological issues have generally been outlined. Chapter one deals with the tendencies towards perfection and spiritual needs of man. On the other hand, there are egoistic tendencies and limitation of man as well as his experience and realization of ideals: Good, Beauty, and Truth as the only way to integrate the dual character of human nature and the only way leading to personal development. The second part of the paper depicts the role of art in man’s life, its educative functions, i. e. its aesthetic function and its role in making up one’s outlook, as well as existential function. Communing with art, according to Szuman, endows life with value, satisfies man’s psychical and spiritual needs, and thereby becomes one of the essential ways to the affirmation of life.
    Źródło:
    Roczniki Nauk Społecznych; 1996, 24, 2; 69-89
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wychowawcze znaczenie pracy w świetle nauczania Jana Pawła II
    The Formative Meaning of Labour in the Light of John Paul IIs Teaching
    Autorzy:
    Tomkiewicz, Antoni
    Chrobak, Stanisław
    Powiązania:
    https://bibliotekanauki.pl/articles/1861413.pdf
    Data publikacji:
    1995
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    Among various functions played by labour in man's life there is a formative function as well. This function is taken here to mean the liberation of human creative potential which tends to the development of a complete mature personality. The main aim of the present paper is to show the formative values of labour in the light of John Paul II's teaching. This question has been tackled in two aspects. First, the value of labour has been shown in the formative process of man's individual personality. The paper reveals the process of man becoming perfect through labour. The latter contributes to the development of man's various abilities and needs. Thanks to labour man satisfies his basic needs and develops higher spiritual needs. Labour also bears a religious character and contributes to man's sanctification. The second aspect refers to the formative process of man's social personality. Labour bears a fellowship, since in each work there is always a man who performs it for somebody and in cooperation with others. According to John Paul II's teaching proper labour contributes to the formation of correct attitudes towards nature. A personal relation between man and the Creator limits man's self-will in his approach to the world of nature. Therefore man is responsible for all goods which God put into his care. Worldly goods cannot belong exclusively to individuals, but have a common destination.
    Źródło:
    Roczniki Nauk Społecznych; 1995, 23, 2; 5-26
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Chrześcijańska postawa pedagoga
    The Educator’s Christian Attitude
    Autorzy:
    Barborik, Mariola
    Tomkiewicz, Antoni
    Powiązania:
    https://bibliotekanauki.pl/articles/1861424.pdf
    Data publikacji:
    1994
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    The present article shows the main features of the educator's Christian attitude. The reader's attention is drawn in it to two aspects of that attitude: the one is concerned with the features of the educator's very person; the other one with the educational relation between the educator and the pupil. The first part of the article points to the theological elements in the educator's attitude. Christ as the Master and Teacher should be the model to be followed by a Christian educator. The educator should treat his profession as a vocation. Hence in choosing it the role of freedom and responsibility is emphasized. The attitude of freedom and responsibility is especially characteristic of the educator's Christian attitude. Training for this profession must be versatile and consciention. Such training must concern both the psychological and spiritual sphere. It must be integral and continual formation which should result in achieving a mature personality and a mature religiousness. In order to achieve such maturity the educator must be guided by ideological principles which are the following: Christocentrism, theocentric personalism, moralism, and Christian humanism. The other aspect of the educator is his relation to the pupil. The attitude of love as the main principle should accompany the educator's fulfilling his educational tasks. The teacher shows his love towards his pupil by showing respect to his dignity. Recognition of his subjectivity and dignity is also expressed in respecting the right to form his conscience. Fulfilling the functions of teaching and educating is most efficient through influencing the pupil through the educator's own person, the condition for exerting a positive influence being the educator's congruent attitude. This means congruence of what he teaches with his attitudes and convictions, which can arouse the feeling of confidence and admiration in the pupils.
    Źródło:
    Roczniki Nauk Społecznych; 1994, 22, 2; 21-38
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Niektóre zagadnienia analizy transakcyjnej
    Some of the Problems of Transactional Analysis
    Autorzy:
    Tomkiewicz, Antoni
    Powiązania:
    https://bibliotekanauki.pl/articles/1872759.pdf
    Data publikacji:
    1984
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    Transactional analysis was developed in the late 50s by an American psychiatrist and psychoanalyst Eric Berne. It constitutes one of the first attempts to synthesize several theories into one coherent theory. It kames use of the theoretical assumptions of psychanalysis, individual psychology, the theory of roles, the theory of learning, and humanistic psychology. All the elements taken from various theories are interpreted here in a different way. In the theoretical assumptions of this analysis it is accepted that in the biological nature of man there function three significant needs. These needs start to function also in man’s psychic nature along with the development of the organism. These arc: the need to entertain stimulation, the need of support, and the need of the structuralization of time. The structure of man’s personality is formed on the basis of those needs. The manner and quality of satisfying the needs significantly influences the formation of man’s emotional attitude towards himself and to his social environment. The range of problems pertaining to transactional analysis is very wide and includes the analysis of man’s personality structure, interpersonal transaction. It helps to find out and understand the way in which interhuman conflicts begin and, possibly, solve them out. Besides, transactional analysis studies „the games people play“ in their social and occupational roles. It also analyses one’s life record, i.e. the history of one’s life. It devotes much its interests to therapy, and aims at making man capable of experiencing his own autonomy, and excite in man a sense of responsibility for his own development.
    Źródło:
    Roczniki Nauk Społecznych; 1984, 12, 2; 97-108
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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