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Wyświetlanie 1-15 z 1239
Tytuł:
Erfolg. Niedergang. Neuanfang. 100 Jahre Verband Deutscher Sondarschulen - Fachverband für Behinderten - Pädagogik. Im Aftrag des Verbandes herausgegeben von Andreas Möckel mit Beiträgen von Herwig Baier, Elrich Bleidick, Bodo Bröse, Sieglind Ellgar-Rüttgard, Clemens Hillenbrand, Gustav Kanter, Christian Lindmeier, Andreas Möckel, Norbert Myschker, Bruno Prändl, Franz Rumpler, Ditmar Schmetz, Otto Speck, Ursula Stinkes, Norbert Stoellger, Peter Wachtel. Ernst Reinhardt Verlag München - Basel 199
Autorzy:
Hellwig, Jan
Powiązania:
https://bibliotekanauki.pl/articles/957754.pdf
Data publikacji:
1999
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
special pedagogy
pedagogika specjalna
Opis:
Erfolg. Niedergang. Neuanfang. 100 Jahre Verband Deutscher Sondarschulen - Fachverband für Behinderten - Pädagogik. Im Aftrag des Verbandes herausgegeben von Andreas Möckel mit Beiträgen von Herwig Baier, Elrich Bleidick, Bodo Bröse, Sieglind Ellgar-Rüttgard, Clemens Hillenbrand, Gustav Kanter, Christian Lindmeier, Andreas Möckel, Norbert Myschker, Bruno Prändl, Franz Rumpler, Ditmar Schmetz, Otto Speck, Ursula Stinkes, Norbert Stoellger, Peter Wachtel. Ernst Reinhardt Verlag München - Basel 1998, ss. 602
Źródło:
Biuletyn Historii Wychowania; 1999, 9/10; 63-64
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jędrzej Sobczak, „Nowe wychowanie” w polskiej pedagogice okresu Drugiej Rzeczypospolitej (1918-1939), Wydawnictwo Uczelniane WSP w Bydgoszczy, Bydgoszcz 1998, ss. 446
Autorzy:
Jakubiak, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/956125.pdf
Data publikacji:
1999
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Polish pedagogy
polska pedagogika
Opis:
Jędrzej Sobczak, „Nowe wychowanie” w polskiej pedagogice okresu Drugiej Rzeczypospolitej (1918-1939), Wydawnictwo Uczelniane WSP w Bydgoszczy, Bydgoszcz 1998, ss. 446
Źródło:
Biuletyn Historii Wychowania; 1999, 9/10; 66-66
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Recepcja poglądów J. Deweya w polskiej pedagogice okresu międzywojennego
Perception of John Dewey’s views in Polish pedagogy in the time between world wars
Autorzy:
Kabzińska, Łucja
Powiązania:
https://bibliotekanauki.pl/articles/957707.pdf
Data publikacji:
2000
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pedagogy
time between world wars
pedagogika
okres międzywojenny
Źródło:
Biuletyn Historii Wychowania; 2000, 11/12; 23-31
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kierunki badań w Zakładzie Historii Nauki, Oświaty i Wychowania Instytutu Pedagogiki Uniwersytetu Gdańskiego w latach 1953-2001
Research Areas in the Department of History of Science, Education and Upbringing, Institut of Pedagogy, Gdańsk University in 1953-2001
Autorzy:
Taraszkiewicz, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/955640.pdf
Data publikacji:
2001
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
research areas
Department of History of Science
Education and Upbringing
Institut of Pedagogy
Gdańsk University
1953-2001
kierunki badań
Zakład Historii Nauki
Oświaty i Wychowania
Instytut Pedagogiki
Uniwersytet Gdański
lata 1953-2001
Źródło:
Biuletyn Historii Wychowania; 2001, 13/14; 50-55
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pojęcie rozwoju człowieka w pedagogice
The Concept of Development in Contemporary Pedagogy
Autorzy:
Salamucha, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1857589.pdf
Data publikacji:
2001
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
rozwój
definicja sprawozdawcza
definicja projektująca
pedagogika chrześcijańska
development
reporting definition
projecting definition
Christian pedagogy
Opis:
The paper seeks to show how the word „development” was understood in various sciences, especially in pedagogy. It turns out that „development” is a key term for many disciplines, such biology, psychology, sociology, or philosophy. The contexts in which the term can be used allow us to attempt an initial typology of how human development is understood in pedagogy, with a view to its subject, purpose, means, and effects. On the basis of the above criteria, the author proposes reporting definition of development and his projecting definition from the point of view of Christian pedagogy whose representative she is.
Źródło:
Roczniki Nauk Społecznych; 2001, 2; 159-166
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wybrane aspekty recepcji programów reality show w refleksji pedagogicznej
Some Aspects of the Reception the Reality Show Programmes in Pedagogic Reflection
Autorzy:
Łuszczek, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1857451.pdf
Data publikacji:
2002
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
pedagogika medialna
mass media
telewizja
reality show
kultura masowa
medial pedagogy
television
mass culture
Opis:
Media pedagogy is a discipline of pedagogy that stems from the need to reflect on the development of the contemporary media. Television still occupies a dominating position among them and has the greatest social influence. It also poses complex educational difficulties. The reasons for this are often such programmes as reality show. Young people eagerly watch them and they have found a permanent place in the educational area. Such programmes have brought about a number of ethical, psychological, and educational doubts. The reality show programmes contribute to the destruction of many socially essential values. The television medium is still developing and some negative tendencies are clearly manifested. Pedagogy initiates dialogue with the new educational partner. It cannot limit itself merely to criticism, but seeks to understand the language of modern television. This will allow to provide effective education and formation which seem indispensable today for the development of media culture of the young generation.
Źródło:
Roczniki Nauk Społecznych; 2002, 30, 2; 185-206
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stanisława Jachowicza wychowanie do wartości – na podstawie Ćwiczeń pobożnych rozwijających myśl
Stanisław Jachowicz's Education Aiming at Respecting Values – on the Basis of `Ćwiczenia pobożne rozwijające myśl'
Autorzy:
Kowalik, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1857107.pdf
Data publikacji:
2003
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
wychowanie
wartości chrześcijańskie i uniwersalne
wzór postępowania
prawy człowiek i katolik
pedagogika kultury
education
Christian and universal values
model of behavior
righteous man and Catholic
pedagogy of culture
Opis:
In the present article the meaning of `education' is discussed from the position of pedagogy of culture and the values are pointed to that are realized by Stanisław Jachowicz (1796-1857) in Ćwiczenia pobożne rozwijające myśl (1857) – the highest, most important, most valuable values, that are a perfect model for Christian education. Hence, the structural analysis of Jachowicz's selected texts and their problems are discussed and their worldview, spiritual, ethical and cognitive values are pointed to; next, the kinds of utterances and the techniques used by the writer are shown in order to pronounce the fact that he professed Christian principles and wanted his readers to become pious, good people who would propagate the good. The analytical method is mainly used, and it is complemented with the method of statistical analysis, which allows discovering more deeply Jachowicz's pedagogical thought that, in the author's opinion, belongs to the so-called pedagogy of culture. It has been found that in the collection Jachowicz declares his adherence to the Catholic worldview and becomes its exponent and apologist. He emphasizes the greatness, omnipresence and uncommonness of God, at the same time teaching his readers to worship Him. This is done in various ways: he orders it, prays, and teaches. It has been calculated that as many as 91.5% of all the statements in the examined works worship God. Jachowicz also distinctly expresses spiritual values, such as man's contact with God; Christian virtues: faith, hope, trust, vocation and responsibility; struggle against evil; and man's participation in the salutary Passion of Redemption. Also another group is distinguished – that of ethical values (moral imperatives), like: honest work, piety, honor, respect for life, man's dignity, intellectual development, humility; as well as cognitive values containing the image of real world and man's activity, shaping the recipient's consciousness and teaching him to foresee the results of his actions and reasoning, expressing the care for human life marked with chastity, piety, unselfishness, continuously remembering about God and about eternal salvation. These values are expressed in three forms: order-appeal, prayer and direction (instruction). Also the techniques that are used and the kinds of statements have been examined in order to prove that orders having the informative-instructive, instructive, esthetic, captivating, instructive-captivating, and captivating-esthetic functions dominate. By means of them Jachowicz educates with the aim of respecting Christian values, calling for a fully happy life, united with God, for sainthood. It turns out that to this goal he also uses various kinds of prayer: adoration, request, imploration; and he utters evaluating statements – which has not been yet emphasized – as a priest with an intensive inner life. Hopefully the present article will allow pedagogues to make the young generation consciously and more profoundly make the discussed values come true in their lives. However, it must be added that the present article is the first result of studies on Stanisław of Dzików's literary output and it does not exhaust the issue; nevertheless the author hopes to meet the challenge in the future.
Źródło:
Roczniki Nauk Społecznych; 2003, 31, 2; 21-41
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogika egzystencjalizmu: jej założenia, cele i rola w rozwoju nauk pedagogicznych
Pedagogy of Existentialism: Its Assumptions Goals, and Its Role in the Development of Pedagogic Sciences
Autorzy:
Nowak, Marian
Powiązania:
https://bibliotekanauki.pl/articles/1857082.pdf
Data publikacji:
2004
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
pedagogika egzystencjalizmu
myśl pedagogiczna
teoria wychowania
aksjologia pedagogiki egzystencjalizmu
rola nauczyciela/pedagoga i wychowanka/ucznia w procesie wychowania
metodyka wychowania i nauczania
existential pedagogy
pedagogical thinking
axiology of existential pedagogy
the role of teacher/educator and pupil/student in the educational process
the methodology of education and instruction
Opis:
The paper seeks to bring home to theorists and practitioners of education one of the branches of pedagogical thought, namely existential pedagogy. The main line of thinking in pedagogy can be defined in the following way: the point is to help people to overcome their banal existence and help them to choose a way towards authentic existence. Thus formulated watchword of this trend opens a new perspective on pedagogical thinking of great importance both theoretical and practical. It is true that in the end of the 1960s the peculiar vogue for existentialism was in the wane. Nevertheless it brought about a vivid interest in philosophy, introduced a new approach in many domains of science, including pedagogy. Consequently, the reality of education and its planning could better be recognized. By opening to what is non-verifiable, existentialism made it possible to seek after the sense of existence and education (interest in the noetic dimension), and to quest after a climate in which one could adopt an attitude of openness and overcome abstract categories (V. Frankl). The very categories of existentialism are significant, starting with the category of „existence” (Lat. existere - take place, exist, appear, be outside, go towards). Owing to existentialism such categories as „freedom,” experience etc. have clearly received a dynamic dimension in pedagogy. The author points to existentialism as a branch of contemporary philosophical thought with which is connected its appearance in pedagogical thought. The author devotes much attention, within the framework of basic problems of existential pedagogy, to the tasks and objectives of education. He does this by turning our attention to the axiology of existential pedagogy, understanding of the educational relationship, the role of educator/teacher and pupil/student in the overall dynamism of the educational process. Then he goes on to outline an existential approach to the methodology of education and instruction. By showing the main aspects of the existentialist trend in pedagogical thought, the paper may become a help in understanding not only how to approach the reality of education in the future, but also how to understand many ideas that have been imported to pedagogical thought by existentialism. Undoubtedly, existentialism has contributed to the recognition of the role of human experiences and emotions in the formation of personality. This can also be seen as an important element in the formation of a society that is more capable of empathy, dialogue, reconciliation, and sensitivity. It is especially valuable of existentialism that it has directed pedagogical thinking towards planning (in relation with the be-project idea) and the carrying out of plans in the future. They call for the climate of empathy, agreement, dialogue, and collaboration with others. Existentialism has faced criticism, but has also won great popularity and recognition. At least some of these attitudes are illustrated in the paper. Generally, one can say that undoubtedly existentialism has had its role in stressing a living concrete anew in pedagogical thought. Among other things, it has contributed a lot to the issue of coming to terms between individualism and socialization, subjectivism and objectivism, solving these problems by way of compromise between the two kinds of opposition.
Źródło:
Roczniki Nauk Społecznych; 2004, 32, 2; 5-29
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A History and Present Situation of Social Pedagogy
Autorzy:
Hroncová, Jolana
Powiązania:
https://bibliotekanauki.pl/articles/28409137.pdf
Data publikacji:
2005-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Social
social pedagogy
social work
directions of social pedagogy
socialization
supporting professions
prevention
environment
formative education
Opis:
The attention of this contribution is paid to the prehistory, history and the present time situation of social pedagogy in our country and abroad. Social pedagogy must now solve numerous problems that have remained unsolved over its more than 150-year-long history. It is about the subject’s elaboration, terminology, clarification of its relation to different sciences, specification of contemporary problems that have priority, and the professiogram of social pedagogues.
Źródło:
The New Educational Review; 2005, 5; 27-34
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Risks of the Present Youth Subcultures in the View of Social Pedagogy and Social Work
Autorzy:
Jusko, Peter
Powiązania:
https://bibliotekanauki.pl/articles/28409153.pdf
Data publikacji:
2005-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
youth
culture
subculture
social pedagogy
social work
social pathology
adolescence
family
globalization
individualization
drug addiction
criminality
unemployment
marginalization
lifestyle
socialization
free time
social environment
Opis:
The contribution analyzes the most important risks of the present youth subcultures and the opportunities for social work and social pedagogy with regard to the problems of youth subcultures. The basic characteristics of youth subcultures is described as well as their social development, types and forms. The central meaning is inscribed to the possibilities of interdisciplinary coaction of social pedagogy and social work when solving specific problems of youth subcultures in the process of socialization during free time or at the penetration of social deviations. A specific attention is paid to the definition of the professional roles of social workers and social pedagogues in relation to the risky youth subcultures.
Źródło:
The New Educational Review; 2005, 5; 35-43
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Subject of Philosophy, the Subject of Pedagogy, the Pedagogues’ Subject
Autorzy:
Binder, Ulrich
Powiązania:
https://bibliotekanauki.pl/articles/28762904.pdf
Data publikacji:
2005-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Subject
Philosophy
Pedagogy
Maturity
Autonomy
Pedagogical Paradox
Opis:
Whoever reflects upon the development and reasoning of pedagogical thoughts and actions faces the problematic subject. ‘The’ subject seems to figure as the basis of it all. Whilst all other key terms and categories are constantly open to negotiation, the ‘subject’ presents itself as self-evident rather than as an entity to be argued at length. Yet, some questions remain unanswered. Why is this the case? Furthermore, what kind of subject do we refer to? In this article the central issues concerning ‘The Subject and Pedagogy’ as well as first findings of this ongoing research by the author are being discussed. The main focus is not on the results. What is of crucial importance with regard to the following text are the allusions to the apories which accompany any paradigm of the subject. This holds true of every single stage: the subject of philosophy, the subject of pedagogy and the pedagogues’ subject.
Źródło:
The New Educational Review; 2005, 6; 27-39
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Elementy pedagogii Jana Pawła II
Elements of John Paul IIs Pedagogy
Autorzy:
Jusiak, Roman
Powiązania:
https://bibliotekanauki.pl/articles/1849905.pdf
Data publikacji:
2006
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
pedagogia Jana Pawła II
wychowanie chrześcijańskie
rozwój osobowy wychowawcy i wychowanka
czynność wychowawcza
John Paul II's pedagogy
Christian education
personal development of the educator and the pupil
educational action
Opis:
Pope John Paul II is definitely the greatest authority of modern times. As Pope, the head of the Catholic Church, he taught and educated the faithful. He issued a lot of magnificent Church documents: encyclicals, adhortations, apostolic letters that put the issues connected with religion in order and made one realize the need of proper opening to the world, man and God. With his personal behavior he gave a model of Christian life. The Holy Father was considered to be amaster and a „prophet” of our times. He always had the courage of unambiguously preaching Jesus Christ's message to the world. He conducted diverse and intensive apostolic activities. Analysis of John Paul II's statements and behavior shows that when carrying out the mission of evangelizing the world he had a very well thought out and consistent conception of education. Hence talking about John Paul II's own peculiar pedagogy is fully justified. The personalist-theological perspective is the basic element of this pedagogy. The chief thesis in the Pope's attitude towards education was accepting such an anthropology that considers both the positive elements of the human being (because he is a God's child), and his weaknesses, shortcomings, lack of order, which result from the original sin. In the process of education and self-education the human being is obliged by God Himself to realize in his life certain values, and especially: faith, hope and love. The basic aim of education is to develop the human being's subjectivity and to transmit the proper canon of values to him, including moral and religious values. First of all, the Pope wanted to direct man towards Christ, and to do this, besides his personal influence he used various external means, which he appreciated both in his teachings and in practice. Today it can be said that the fruit of John Paul II's pedagogical actions can be seen in many people's attitudes. The fact that many young people pronounce themselves in favor of the values accepted by John Paul II and that his attitude is meaningful is expressed in the movement defined as The John Paul II Generation.
Źródło:
Roczniki Nauk Społecznych; 2006, 34, 2; 9-26
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving Pedagogical Talents in the System of Competence-based Pedagogy Training in the Framework of Motivational Factors
Autorzy:
Dombi Fayne, Alice
Gyula, Juhasz
Powiązania:
https://bibliotekanauki.pl/articles/29520345.pdf
Data publikacji:
2006-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
pedagogical talent
motivational factors of the teaching profession
competence-based pedagogy training
Opis:
The present study introduces – from a certain point of view - the Hungarian version of the competence-based pedagogy training that meets the current EU expectations. This competence-based training shows several results of projects that aim at developing pedagogy talents and focus on professionalism, emphasizing the importance of professional motivation. This training form, using the developing method of identifying oneself with the teaching profession, tries to discover what prior and what available and what kind of new motivational factors - during the active period of teacher training - assure successful preparation for effective and qualitative professional activity.
Źródło:
The New Educational Review; 2006, 10; 195-202
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Środowisko edukacyjne człowieka dorosłego jako problem pedagogiki społecznej i andragogiki
Educational environment of adult as issue of social pedagogics and andragogy
Autorzy:
Jankowski, Dzierżymir
Powiązania:
https://bibliotekanauki.pl/articles/417682.pdf
Data publikacji:
2006
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
środowisko edukacyjne
dorosły
pedagogika społeczna
andragogika
educational environment
adult
social pedagogy
andragogy
Źródło:
Rocznik Andragogiczny; 2006, R. 2006; 47-65
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 1239

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