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Wyszukujesz frazę "educational philosophy" wg kryterium: Temat


Tytuł:
Pedagogika i religia u Sergiusza Hessena
Pedagogy and religion in Sergei Hessen
Autorzy:
Stępkowski, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/495352.pdf
Data publikacji:
2010
Wydawca:
Towarzystwo Naukowe Franciszka Salezego
Tematy:
Sergei Hessen
educational philosophy
religion
moral education
Opis:
The inspiration for this article was a monograph entitled Sergiusz Hessen – pedagog odpowiedzialny (Sergei Hessen – the Responsible Pedagogue) by the contemporary philosopher of education Andrea Folkierska. In the abovementioned work the religious thread of pedagogical thought in the work of the polonised Russian, who like no other writer gave a specific trait to 20th-century philosophical pedagogy in Poland, was omitted in complete silence. The article comprises five points. Firstly, the author attempts to define the causes which have led to the contemporary renaissance in Hessen’s thought to the depreciation of the religious references contained in his texts. In the next point he indicates the locus philosophicus, in which Hessen’s concept of the „dialectic relationship” between moral upbringing and religion. After this, in the third point the author postulates the replacement of unclean dialectic, i.e. the two-factored dialectic almost unanimously accepted in the most recent interpretations as the paradigm of the famous Russian’s philosophy of upbringing with the aporetic (Gr. aporia – difficulty). On this backdrop, the fourth point contains consideration of Hessen’s definition of pedagogy as „applied philosophy”. Finally, the author considers the influence of religion on the process of morally becoming human presented by Hessen, particularly with reference to the Christian understanding of God as the supreme (saving) Good, and full of Love.
Źródło:
Seminare. Poszukiwania naukowe; 2010, 28; 183-199
1232-8766
Pojawia się w:
Seminare. Poszukiwania naukowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Namysł nad osobistymi przekonaniami na temat dziecka jako wyzwanie dla filozofii edukacyjnej nauczyciela (FEN)
Reflection on personal beliefs as a challenge for teacher’s educational philosophy (TEP)
Autorzy:
Lemańska-Lewandowska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1387981.pdf
Data publikacji:
2017-05-24
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
teacher’s educational philosophy (TEP)
child
teacher’s reflection
teacher’s
personal beliefs
Opis:
The article presents the construct of the teacher’s educational philosophy in relation to thinking about the child and the student. The analysis of different ways regarding teacher’s thinking about his own decisions and actions towards the child reveals the sources and the ways of creating a personal educational philosophy. Individual beliefs about the students, nature of their development, their minds, their knowledge and learning processes can contribute to the continuous reflection and crystallization of TEP. In the following text the attention was also paid on possible teacher’s pedagogies that may arise from the mentioned reflection.
Źródło:
Problemy Wczesnej Edukacji; 2017, 38, 3; 116-123
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Filozofia edukacji Kazimierza Twardowskiego z perspektywy analitycznej
Kazimierz Twardowskis educational philosophy from the analytical perspective
Autorzy:
Goncharenko, Olga
Powiązania:
https://bibliotekanauki.pl/articles/945919.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Kazimierz Twardowski
scientific philosophy
analytical method
antiirrationalism
scientific criticism
scientific pedagogy
analytical educational philosophy
filozofia naukowa
metoda analityczna
antyirracjonalizm
krytycyzm naukowy
pedagogika naukowa
analityczna filozofia edukacji
Opis:
The reflection on philosophical foundations of pedagogy is characteristic feature of the analytical tradition in philosophy. The creative work of Kazimierz Twardowski, famous polish philosopher, is an integral part of this tradition. His papers together form the analytical project, which lay the ground for the formation of a particular style of philosiphizing in pedagogical dimension. These features are most clearly manifested in problematizing the relation between philosophy and pedagogy, in the analysis of pedagogical concepts, in the critic of irrationalism in pedagogy, in the coordination with scientific criticism in pedagogy.
Źródło:
Internetowy Magazyn Filozoficzny Hybris; 2017, 36 (1)
1689-4286
Pojawia się w:
Internetowy Magazyn Filozoficzny Hybris
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Creativity and Parental Involvement in Early Childhood Education in the Reggio Emilia Approach and Philosophy
Kreatywność i zaangażowanie rodziców we wczesną edukację dzieci w podejściu i filozofii Reggio Emilia
Autorzy:
Kołodziejski, Maciej
Butvilas, Tomas
Powiązania:
https://bibliotekanauki.pl/articles/2037950.pdf
Data publikacji:
2021-07-23
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
dzieci
kreatywność
zaangażowanie rodziców w edukację
wczesna edukacja
filozofia edukacyjna Reggio Emilia
children
creativity
parents’ engagement
early education
Reggio Emilia educational philosophy
Opis:
In the article the authors discuss the importance of parental creativity and involvement in early institutional education of a child on the example of Reggio Emilia educational method. Among the main aspects of this involvement are the quality of education, child support, cooperation between teachers and parents as well as a positive feedback. The authors of this paper also deal with one of the main aspects of early education—creativity and its importance for a child’s psychosocial development. The preschool curriculum has been designed for children of the preschool educational institutions to provide them with a rich learning experience and to help them to develop properly. Creative education starts at an early age, therefore kindergartens and families play a very important role in supporting and developing creativity in child’s everyday routine. It is stressed that being creative is primarily about taking initiatives and innovative behavior. These are the qualities required in contemporary society, especially by employers in private and public sectors. However, the process of involving parents in their child’s education starts at the preschool stage and plays the most important role in child’s socialization. It is also emphasized that if children feel the support of both educational subjects (teacher and parents) in the process of preschool education, they feel safer, more comfortable, and much more confident.
W niniejszym artykule autorzy omawiają znaczenie kreatywności oraz zaangażowania rodziców we wczesną edukację instytucjonalną dziecka na przykładzie metody Reggio Emilia. Głównymi aspektami takiego zaangażowania są zapewnienie jakości edukacji, wsparcie dziecka, współpraca nauczycieli z rodzicami oraz pozytywna informacja zwrotna. Autorzy tego artykułu zajmują się również jednym z głównych aspektów wczesnej edukacji dziecka – kreatywnością i jej znaczeniem dla rozwoju psychospołecznego dziecka. Program nauczania przedszkolnego został opracowany dla dzieci w placówkach edukacji przedszkolnej, aby zapewnić im bogate doświadczenie edukacyjne i pomóc we właściwym rozwoju. Edukacja kreatywna rozpoczyna się od najmłodszych lat, dlatego przedszkola i rodziny odgrywają bardzo istotną rolę we wspieraniu i rozwijaniu kreatywności w codziennych sytuacjach rozwojowych dzieci. Podkreśla się, że bycie kreatywnym polega przede wszystkim na podejmowaniu inicjatyw i innowacyjnych zachowań. Są to cechy wymagane we współczesnym społeczeństwie, zwłaszcza przez pracodawców w sektorze prywatnym i publicznym. Jednak proces angażowania rodziców w edukację dziecka zaczyna się już na etapie przedszkolnym i odgrywa najważniejszą rolę także w socjalizacji dziecka. Podkreśla się również, że jeśli dzieci czują wsparcie obu podmiotów wychowania (nauczyciela i rodziców) w procesie wychowania przedszkolnego, czują się bezpieczniej, bardziej komfortowo i dużo pewniej.
Źródło:
Edukacja Elementarna w Teorii i Praktyce; 2021, 16, 3(61); 103-112
1896-2327
Pojawia się w:
Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Współzależność i asymetria w relacjach pedagogiki z filozofią
Autorzy:
Leś, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/1789421.pdf
Data publikacji:
2019-11-02
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy of education
educational theory
educational studies
Opis:
The author presents and analyses the issue of the interrelationship between philosophy and pedagogy. He shows the areas of connections which have already been indicated and the ones which have not been clearly indicated yet. These areas are as follows: the genetic-historic area, the institutional-structural area, evaluation, ethical and metaethical issues and others. For each of those areas there is argumentation underlying the relationship between the two mentioned disciplines. In conclusion, the author presents general characteristics of that relationship.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 9-30
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jedna, wiele czy może żadna? Fenomenologia w naukach o wychowaniu. Wątki fenomenologiczne w naukach o wychowaniu – kontekst historyczny
Is There One, Many or Maybe There Is No? Phenomenology in Educational Sciences
Autorzy:
Piotrowski, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/913307.pdf
Data publikacji:
2017-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
educational sciences
philosophy of education
philosophy and pedagogy
phenomenology
Opis:
The article presents and reflects on the presence of some phenomenological motifs in educational sciences research and investigations. The text focuses on historical, methodological and structural context of this connection. An attempt is made to assert qualification conditions for each of the answer options mentioned in the title, as possible answers to the question about the connection between phenomenology and educational science. An attempt to define reasons for each of the above answers is taken as well.
Źródło:
Studia Edukacyjne; 2017, 45; 369-385
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy
Autorzy:
Tomasz, Leś,
Powiązania:
https://bibliotekanauki.pl/articles/892612.pdf
Data publikacji:
2018-04-30
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
wisdom
educational aims
philosophy of education
Opis:
Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply.
Źródło:
Kwartalnik Pedagogiczny; 2018, 63(1 (247)); 48-68
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Kurdish educational curriculum: an unreflected philosophical base
Autorzy:
Hussein Saeed, Haval
Powiązania:
https://bibliotekanauki.pl/articles/1388642.pdf
Data publikacji:
2015-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
the Kurdistan Region of Iraq
the Kurdish educational curriculum
educational
philosophy
Opis:
At this point in time, in the Kurdistan Region of Iraq, an educational philosophy underpinning the educational system is being neither reflected upon nor consciously implemented. This serious situation is the subject of this research and will be presented using logical and political explanations as well as analytical methodology. The facts and conclusions included will be assessed for accuracy. The entire contents of the educational plan and curriculum of the Iraqi Kurdistan Region will be explained in a manner that is both understandable and problematized when necessary. Later in the study, the current curriculum and programmes in Iraq, and especially the educational system of Iraq, will be more generally explained and analyzed. At another point, as education and philosophy are discussed, an attempt will be made to determine whether there is any relation between the current educational model and a philosophy. At a final point, the Kurdistan Region of Iraq’s educational philosophy is discussed with a view to analyzing its impact, if any, on the educational system and curricula. In addition, the study looks at whether the aim and philosophy of the Kurdistan Region of Iraq’s education system is clear and understandable by international standards.
Źródło:
Problemy Wczesnej Edukacji; 2015, 31, 4; 122-131
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Philosophy of Education and Pedagogy: Peculiarities of Interaction
Autorzy:
Vakhovskyi, Leonid
Powiązania:
https://bibliotekanauki.pl/articles/18757424.pdf
Data publikacji:
2023
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
philosophy of education
educational practice
pedagogy
comprehension
understanding
interaction
functions of philosophy of education
Opis:
Aim. The aim of the article is to determine the status and purpose of philosophy of education, and to identify the peculiarities of its relationship with educational practice and pedagogical science. Concept. Philosophy of education and pedagogy explore different aspects of the same subject field – education. Realising different research functions, they do not act as competitors, but, on the contrary, have the potential for mutual complementarity and reciprocal strengthening of their cognitive capabilities. Results. Philosophy of education as a branch of applied philosophy is not an instrumental tool and cannot directly influence educational practice. It is designed to provide comprehension and understanding of the most important problems of the theory and practice of education. The role of mediator is played by another science of education – pedagogy. Conclusion. The most productive form of relationship between philosophy of education and pedagogical science is their interaction, which contributes to the mutual enrichment, building up and the fullest realisation of their special research capabilities. Pedagogy has a choice of philosophical and educational concepts to develop educational theories which are verified by experiment and directly implemented in practice. Philosophy of education realises its theoretical functions at all stages of educational activity. Cognitive value. The article presents a new perspective on the problem of the relationship between educational philosophy and educational practice. It is argued that the most efficient channel of transferring philosophical and educational ideas into practice is pedagogical science.
Źródło:
Journal of Education Culture and Society; 2023, 14, 2; 19-29
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
W stronę słabej edukacji kruchych istot ludzkich. Krzysztof Maliszewski, Bez-silna edukacja. O kształceniu kruchego, Wydawnictwo Uniwersytetu Śląskiego, Katowice, 2021, ss. 208
Towards a Poor Education for Fragile Human Beings. Krzysztof Maliszewski: Bez-silna edukacja. O kształceniu kruchego, Wydawnictwo Uniwersytetu Śląskiego, Katowice 2021, 208 p.
Autorzy:
Włodarczyk, Rafał
Powiązania:
https://bibliotekanauki.pl/articles/40048934.pdf
Data publikacji:
2022
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
power-less education
philosophy of education
educational theory
pedagogical thought
Opis:
This review article discusses selected issues taken up by Krzysztof Maliszewski in his work Bez-silna edukacja. O kształceniu kruchego [Power-less Education. On the Education of the Fragile.] The interesting content, the choice of the form of argument and its contexts, as well as the clear layout of the book have been subordinated to the tasks perfectly fulfilled by its author in presenting the assumptions, justification and discussion of the concept of power-less education.
Źródło:
Chowanna; 2022, 1(58); 1-5
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Yakym Yarema’s philosophical and pedagogical ideas in discursive practices of education
Autorzy:
Honcharenko, Olha
Powiązania:
https://bibliotekanauki.pl/articles/951783.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Aristotle
Franz Brentan
Kazimierz Twardowski
Yakym Yarema
educational discourse
philosophy of education
Opis:
In this paper on the basis of comparative analysis the similarity of Yakym Yarema’s and Kazimierz Twardowski’s main philosophical and pedagogical ideas has been identified. The analysis of these ideas proves that Ukrainian scientist represents Twardowski’s educational practices as well as reflects the traditions of Vienna philosophical school by Franz Brentano which history goes back to Aristotle’s philosophy. The value of Yakym Yarema’s philosophical and pedagogical ideas in the present educational discourse has been shown in the article.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 313-327
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O ścisłych związkach pedagogiki z etyką
Autorzy:
Leś, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/600499.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
etyka
pedagogika
normatywność
filozofia edukacji
ethics
educational theory
normativity
philosophy of education
Opis:
The purpose of this paper is to provide grounds for the thesis on close relations between pedagogy and ethics. These relations can be both accidental and necessary in their form, however, the latter are definitely more significant in terms of implications for the pedagogy as a discipline. This is because pedagogy can be considered as (practical) ethics. The thesis will be supported by reference to both practical and strictly philosophical arguments. The final part of the paper will show the consequences of this specific identification of the aforementioned relations for pedagogy as a discipline.
Źródło:
Internetowy Magazyn Filozoficzny Hybris; 2017, 36 (1)
1689-4286
Pojawia się w:
Internetowy Magazyn Filozoficzny Hybris
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wandering along the Moebius strip: Radical reflexivity in the archaeology of educational research
Autorzy:
Saari, Antti
Powiązania:
https://bibliotekanauki.pl/articles/951779.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
educational research
discourse analysis
history of the human sciences
philosophy of the human sciences
Opis:
Writing qualitative research texts often involves the acknowledgement of the researcher being imbued in the systems of meaning that he or she is studying. This provides a background for incitement to reflexivity, i.e. how one’s own life history and broader cultural context is etched in epistemological and ontological assumptions about the object. This article studies the reflexive style of writing in Michel Foucault’s archaeology of the human sciences, which constantly problematises its own assumptions about studying discourses. His style is described with the analogy of a Moebius strip, highlighting the way the ‘outside’ history of the human sciencesturns into the ‘inside’ conditions of possibility for analysing discursive formations in the history of educational research.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 129-151
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wpływ dociekań filozoficznych na rozwój intelektualny dzieci. Analiza wyników badań
Autorzy:
Walczak, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/1996488.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
philosophy for children
P4C
philosophical inquiry
cognitive competence
educational researches
Matthew Lipman
Opis:
Towards the end of the seventies of the twentieth century American philosopher Matthew Lipman and his colleagues developed a method of philosophical inquiry with children and the youth, which, according to the author, allowed to supply inefficient system of education in the areas of supporting intellectual and social development of children. The Philosophy for Children scheme was aimed to develop critical thinking skills, reasoning, argumentation and dialogue. The idea of philosophizing with children in school has become an inspiration for many educational experiments carried out in various parts of the world. An important part of these experiments is the scheme’s evaluation, the aim of which is to investigate the effectiveness of the method and its impact on intellectual, emotional and social development of children. The article analyzes the 4 selected European researches, concerning the measurement of the impact of philosophical investigations on the development of children cognitive competence. It presents the basic methodological assumptions, the course of study and the results and conclusions of experiments. All of these experiments demonstrate the positive impact of methods to support the intellectual development of children. Despite this, the method is still seen only as an educational experiment and there is not wider application in education. From the analysis of research reports one can conclude that there is a need for in-depth and systematic study of the method of philosophical inquiry in education, inclusion in the study area, not only the effect of the impact of the program on children’s competence but also on the competence of teachers and broadly understood culture of the school.
Źródło:
Kultura i Edukacja; 2017, 3(117); 128-142
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Philosophical Points of Pedagogical Thinking within European Tradition and Culture
Autorzy:
Kudláčová, Blanka
Powiązania:
https://bibliotekanauki.pl/articles/29520300.pdf
Data publikacji:
2006-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
philosophy
philosophical anthropology
educational sciences
European tradition
anthropological
axiological
model of education
integrating Europe
Opis:
The article describes the importance of philosophy and philosophical anthropology for the development and transformation of educational science. It clarifies the process of forming of man within a historical-cultural and social context, the theory of man and theory of man’s picture and it also clarifies the educational theory and praxis. In the second and third part the author talks about changes of specific models of education according to the European tradition and on the other hand she also talks about the essence of education which is permanent and constant. At the end of the paper the author specifies five bases of the contemporary model of education in an integrating Europe.
Źródło:
The New Educational Review; 2006, 10; 81-88
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł

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