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Tytuł:
Integralna czy komplementarna? „Archeologia” transformacji polskiej pedagogiki ogólnej w XX wieku
Integrative or Complementary? “Archeology” of Polish General Pedagogy Transformations in the Twentieth Century
Autorzy:
Stępkowski, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/2139865.pdf
Data publikacji:
2020-06-07
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
pedagogika ogólna
kształcenie
wychowanie
myślenie pedagogiczne
myślenie edukacyjne
general pedagogy
education
pedagogical thinking
educational thinking
Opis:
Tekst analizuje różnicę między integralnym i komplementarnym sposobem uprawiania pedagogiki ogólnej w Polsce w XX wieku. Kategorią umożliwiającą wydobycie tej różnicy jest polski termin „kształcenie”. Posługując się metodą archeologiczną Foucaulta i koncepcją warstw czasu Kosellecka, autor śledzi zmiany, które dokonały się w rozumieniu terminu „kształcenie” i jego przyporządkowaniu dziedzinowym. Ze szczególną uwagą zostanie prześledzony okres totalitaryzmu socjalistycznego, w którym myśleniu pedagogicznemu w Polsce narzucono politycznie zdeformowane myślenie edukacyjne.
This text analyzes a difference between the complementary and integrative form of exploring general pedagogy in Poland in the 20th century. The Polish term “kształcenie” creates a space for this analysis. By using Foucault’s archeological method and a concept of Koselleck’s time layers, the author investigates the changes in interpreting the word “kształcenie” and its domain assignment. The author will conduct a detailed analysis of the socialist totalitarianism during which pedagogical thinking was converted to a politically deformed educational thinking.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2019, 22, 3(87); 7-26
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Myślenie – sądzenie – odpowiedzialność. Fundamentalia wychowania moralnego według Hannah Arendt
Autorzy:
Stępkowski, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/1994671.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
morality
moral education
teaching
learning
pedagogical thinking
educational thinking
moralność
wychowanie moralne
kształcenie moralne
myślenie pedagogiczne
myślenie edukacyjne
Opis:
Hannah Arendt wielokrotnie podejmowała w swojej twórczości filozoficznej kwestie moralne, które z niespotykaną do tej pory siłą odezwały się w XX wieku w związku z Holocaustem. Pomimo tego nie wypracowała jednolitej teorii moralności. Niemniej jednak w jej analizach zarówno fenomenu życia moralnego, jak i współczesnego wychowania znajdują się liczne elementy, które można uznać za rudymenty teorii wychowania moralnego. Elementy te oscylują wokół trzech przejawów osoby jako podmiotu działania moralnego, a mianowicie: myślenia, sądzenia i odpowiedzialności. W niniejszym tekście traktuje się je jako fundamentalia hipotetycznej koncepcji wychowania moralnego. Żeby uwydatnić aktualność myśli Arendt, rekonstrukcja została umieszczona w ramie obejmującej przeszłość i teraźniejszość wychowania i kształcenia moralnego w szkole.
Hannah Arendt, in her philosophical work, constantly undertook moral issues, which – in the context of the Holocaust – emerged in the 20th century with an unprecedented force. In spite of this, she did not develop a unified theory of morality. In her analyzes, however, there are numerous elements that can be considered as rudiments of this theory. These elements oscillate around the phenomena of thinking, judgment and responsibility constituting a moral personality. The presented paper considers them as foundations of a hypothetical concept of moral education according to Arendt. Reconstruction of this concept has been embedded in a frame embracing the past and the present of teaching and learning morality at school.
Źródło:
Lubelski Rocznik Pedagogiczny; 2020, 39, 3; 155-171
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Philosophy of Education in Postmetaphysical Thinking
Autorzy:
Kondrla, Peter
Maturkanič, Patrik
Taraj, Martin
Kurilenko, Viktoria
Powiązania:
https://bibliotekanauki.pl/articles/18105017.pdf
Data publikacji:
2022-09-27
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
postmetaphysical thinking
innovation of educational process
educational goals
Opis:
Aim. The aim of the article is to define the possibilities of education in the concept of postmetaphysical thinking. The definition takes into account the need to understand education as an open process of developing an authentic personality. The new understanding of education helps to orient the educational process in the family and school towards the person of the pupil and the development of his real possibilities. Concept. The article is built around a comparison of metaphysical and post-metaphysical thought. It describes the fundamental differences between both types of thinking, with a focus on the importance of others and openness in the interpretation of fundamental pedagogical categories. Attention is paid to the understanding of the pupil, the teacher, the process of education, and the goal of education. The pupil is interpreted as a person who has individual and original abilities. The process of education is understood as the development of the individual abilities of the pupil. The objective of education is determined on the basis of the pupil's abilities. The aim of upbringing is not predetermined. The openness of pedagogical practice necessitates the openness to continuous updating of educational and training methods. Results and conclusion. Creation of a basic framework for the innovation of pedagogical practices. The proposed framework views pedagogical success as a means of finding a sense of self, leaves room for alternative solutions, and emphasises the importance of students' individual abilities. It allows for pedagogy based on acceptance of otherness. Through the pedagogy thus interpreted, it creates a path for creative solutions to educational problems while developing not only the individual abilities of students but also their capacity for tolerance, which is a prerequisite for the functioning of a democratic society, through the pedagogy thus interpreted. Cognitive value. The article presents problems that arise when using classical pedagogy, i.e. pedagogy based on metaphysical thinking. The aim of classical pedagogy is the passive passing of knowledge and the production of graduates with the same abilities and knowledge. Pedagogy based on a postmetaphysical approach educates pupils whose value is based on human nature. Each pupil is accepted according to his individual abilities. He is an original and authentic human being.
Źródło:
Journal of Education Culture and Society; 2022, 13, 2; 19-30
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exemplary Uses of Technology in Education
Autorzy:
Bolton, David L.
Powiązania:
https://bibliotekanauki.pl/articles/29520349.pdf
Data publikacji:
2006-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Educational Technology
Constructivism
Higher-order Thinking
Opis:
Traditional education in the United States has been largely influenced by the Industrial Revolution. Educational technology helped prepare students for the industry. The modern information technology revolution has created a need for a different type of education, one that helps the student acquire the skills to process and use information to solve problems. One approach to education that does this is constructivism, an approach to education that helps students learn the structure of knowledge. Exemplary use of educational technology can be used to accomplish this goal. Exemplary lessons stimulate higher-order thinking to solve problems. Examples are provided that demonstrate this.
Źródło:
The New Educational Review; 2006, 10; 227-243
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
American Education Sphere as a Space of Rational Critical Thinking
Autorzy:
Horokhov, Serhii
Horokhova, Iryna
Powiązania:
https://bibliotekanauki.pl/articles/972836.pdf
Data publikacji:
2018-09-01
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
critical thinking;
development of critical thinking;
education sphere;
educational society;
educational activities;
value;
education process;
universities
Opis:
One of the priority directions of the modern education process is developing of secondary and higher schools students’ critical thinking. Modern society tendencies such as constantly expanding informational space, skyrocketing role of the communicative processes and increasing amount of information form challenge of developing students’ critical thinking for the linguistic and communicative practices. Purpose. The purpose of this article is to analyze the role of critical thinking, to consider philosophical tradition of the critical thinking development, to find out what kinds of critical thinking development techniques providing special educational activities are used at universities. Methods. The methodology of this research is the comparative analysis of different kinds of critical thinking and philosophical systematization of its functions according to the specific value of critical thinking. The functional approaches to realize interdependence of critical thinking and communicative competence, the significance of the philosophical tradition of developing of the critical thinking for the linguistic and communicative practices of critical thinking are implemented in this article. The American tradition of differentiating content presentation, possible interpretations and self-assessment in the analysis of texts is systematized. The analytical method is used to find out the significance of different kinds of critical thinking development methodical techniques, provided special educational communicative activities at universities, such as: reasoning, argumentation, dialogues, debates and others. Results. Considering the importance of argumentation, its skills are taught as in high schools as well as in the US universities. Today teachers require from their students to generate and defend their views, to learn the ability of thinking independently, to formulate their own opinions with responsibility and to defend their position argumentatively. Not least in these requirements occupy argumentative communicative abilities as a way to explain and defend their arguments and critical thinking, which is one of the tools to analyze perceived information. Means of argumentation and critical thinking are improving while the whole students’ training period with the help of such means as dialogue and discussion methods in classes.
Źródło:
Intercultural Communication; 2018, 5, 2; 139-153
2451-0998
Pojawia się w:
Intercultural Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Diagnostyka edukacyjna we współczesnym systemie szkolnym. Pomiar i ocenianie wzrostu kapitału ludzkiego uczniów. Część III: Wybrane wyniki
EDUCATIONAL DIAGNOSTICS FOR CONTEMPORARY SCHOOL SYSTEMS. MEASURING AND ASSESSING GROWTH OF STUDENT HUMAN CAPITAL. PART III: SELECTED OUTCOMES
Autorzy:
Niemierko, Bolesław
Powiązania:
https://bibliotekanauki.pl/articles/418509.pdf
Data publikacji:
2012
Wydawca:
Akademia Marynarki Wojennej. Wydział Nauk Humanistycznych i Społecznych
Tematy:
EDUCATIONAL DIAGNOSTICS
WISHFUL THINKING
ACHIEVEMENT ASSESSMENT
COMMENTED REPORT
GRADING
CONSEQUENTIAL VALIDITY
EDUCATIONAL EVALUATION
Opis:
Educational practice abounds in wishful thinking which occurs when we believe that something is true because we want it were true. For example, in Poland we set very low cut-scores to external examinations (30%) and still believe that passing the examination means mastery of the subject. Fortunately for educational diagnostics, assessment practice at schools involves emotional/motivational achievement what makes it a good predictor of future accomplishments at schools and on employment. Assessing growth of human capital do begin at general education schools in Poland and elsewhere (US), though in a latent, and partly illegal way, creating the second systems of grading. Frequently applied in lower tiers of education, commented reports, in which teachers describe student achievement in their own words, are more closely related to human capital assessment than the test-based grading used to be. Both pedagogues and students are highly critical of standards of justice in the present achievement assessment practices what makes their consequential validity vulnerable to negative opinions. On the other hand, attempts to determine the worth of educational phenomena by large surveys in the shape of educational evaluation could be contaminated by various political factors. Widening the scope of educational diagnosis to cover the full range of human capital developmental aspects would encourage the better, more economically and ethically sound actions.
Źródło:
Colloquium; 2012, 4, 4; 7-28
2081-3813
2658-0365
Pojawia się w:
Colloquium
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What is History is What is Illustrated. The Utilization and Function of Images in History Coursebooks in Poland and Britain.
Autorzy:
Shaw, Aeddan
Powiązania:
https://bibliotekanauki.pl/articles/454180.pdf
Data publikacji:
2020
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
visual culture;
Polish & British educational contexts;
history teaching;
ELT;
critical thinking;
Opis:
In a society which is increasingly visual, and the teaching of history and critical thinking so important in an age of post-truth and fake news, the words of the Swedish poet, Linn Hansén, seem particularly apt: what is history, is what is illustrated. The images found in history coursebooks help learners to imagine the past, providing a visual aid to support learning, but they can also be used to foster critical thinking by treating the images as historical sources in themselves. This paper presents the results of a pilot study conducted on the functions of images contained in Polish and British history coursebooks using a proprietary paradigm developed on the basis of existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative function. The paper closes with a number of recommendations for further research and publishers of history coursebooks.
Źródło:
Multidisciplinary Journal of School Education; 2020, 17; 48-60
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Technology Addiction in Children
Autorzy:
HILČENKO, SLAVOLJUB
JAKOVLJEVIĆ, NEBOJŠA
Powiązania:
https://bibliotekanauki.pl/articles/455641.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Rzeszowski
Tematy:
serotonin/morphine
technology addiction
traditional school
educational software
motor activity/functional thinking
Opis:
ncontrolled and inappropriate use of technology (mobile phones, tablets and PC) among pre-school children is harmfulto their physical and mental development. The use of technology at this age should not be limited to 30 minutesper day.Anything over that timecan cause addiction.Even during this interval,the use of inappropriate content i.e., games, social networks may not encourage deepanalytical thinking; instead,it makes a ‘flow water heater’ from a brain causingthe reception of a huge amount of information that cannot be processed or stimulated by the brain to solve problems and develop synapses that are responsible for functional thinking.On the other hand, during that period, children experience a range of emotions such as sadness, anger, happiness, fear, love, surprise, disgust, and shame.These emotions cause an increasein serotonin levels, which functions as a form of morphine in children’s brain. It is much more effective for a child to engage in some form of motor activitiese.g., playing, climbing or crawling which successfully stimulates the formation of synapses in the child's brain. This new generation of children addictedto technology in schools creates problems. The aim of this paper is to outlinethis multifacated problem.
Źródło:
Edukacja-Technika-Informatyka; 2019, 10, 2; 239-244
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Розвиток творчого компонента професійного мислення майбутніх педагогів професійного навчання
Development of the Creative Component Professional Thinking Future Teacher of Professional Training
Autorzy:
Тарасова, Олена
Ушаткіна, Світлана
Powiązania:
https://bibliotekanauki.pl/articles/16539094.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
професійне мислення
творчість
творче мислення
розв’язання навчальних задач професійного спрямування
professional thinking
creativity
creative thinking
solving professional educational problems
Opis:
In the article a theoretical review and analysis of scientific literature are given on issue of development of creative component of the professional thinking. A concept «professional thinking» and his features are considered. In the study of professional thinking, the focus is on studying the features of professional thinking in the process of solving professional problems. Signs of professional thinking are singled out, among them: clarity and accuracy of mental operations, unity of theoretical and practical components, operation of professional concepts and images in dynamics and statics, focus on accurate calculations. Features of professional thinking are associated with certain general human abilities. They are manifested in the solution of professional problems, namely: the ability to reason, the ability to combine, to establish logical connections, the ability to concentrate, and so on. Important in studying the features of professional thinking is the problem of its connection with the creative abilities of the individual. Creative thinking is characterized as a special kind of unconventional thinking. On the one hand, these are the results of unconventional thinking, which are presented through ingenious creations, and on the other hand, they are just a new look at things. Professional activity requires from professionals developed professional thinking and professional creativity. Professional creativity is about making professional decisions, analyzing professional situations, finding new non-standard ways to solve professional problems. The results of professional creativity are presented in the form of a new understanding of the subject of work (new ideas, laws, concepts, principles), a new approach to the implementation of professional actions (new models, technologies, rules), obtaining new results in professional activities, etc. Revealing the essence of methods of studying and developing professional thinking in the process of solving creative problems, we can assume that the educational and creative task is a form of organization of activities, which creates a creative situation for students, sets goals, conditions and requirements for creative activities, in the process of which students improve their creative abilities, actively acquire skills and knowledge. One of the ways to successfully develop professional creative thinking is to conduct training. The main task of the training is to stimulate students’ interest in the problem, the solution of which requires the acquisition of knowledge and skills, and to solve this problem through the practical application of acquired knowledge. The basis of training aimed at the development of professional thinking are problem-game situations that are adapted to the educational process. An effective way to activate and develop the creative component of the professional thinking of future teacher of professional training is to conduct a training for the development of professional technical creativity using educational tasks of a professional direction.
У статті подано теоретичний огляд та аналіз наукової літератури з проблеми розвитку творчого компонента професійного мислення. Розглянуто поняття «професійне мислення» та його особливості. При дослідженні професійного мислення увагу зосереджено на вивченні особливостей професійного мислення у процесі розв’язання задач професійного спрямування. Виокремлено ознаки професійного мислення, серед них: чіткість і точність мисленнєвих операцій, єдність теоретичного й практичного компонентів, оперування професійними поняттями та образами у динаміці та статиці, спрямованість на точні розрахунки. Особливості професійного мислення пов’язано з певними загальними здібностями людини. Вони проявляються під час розв’язання професійних задач, а саме: вміння міркувати, здібність до комбінування, встановлення логічних зв’язків, здатність зосереджуватися тощо. Важливим у вивченні особливостей професійного мислення постає проблема його зв’язку із творчими здібностями особистості. Творче мислення характеризується як особливий різновид нешаблонного мислення. З одного боку, це результати нешаблонного мислення, які представлено через геніальні творіння, а з другого є лише новим поглядом на речі. Професійна діяльність потребує від фахівців розвиненого професійного мислення та професійної творчості. Професійна творчість становить собою прийняття професійних рішень, аналіз професійних ситуацій, знаходження нових нестандартних способів розв’язання фахових задач. Результати професійної творчості представлено у вигляді нового розуміння предмета праці (нові ідеї, закони, концепції, принципи), нового підходу до реалізації професійних дій (нові моделі, технології, правила), отримання нових результатів у професійній діяльності і т.п. Розкриваючи сутність методів вивчення й розвитку професійного мислення у процесі розв’язування творчих задач, можна зробити припущення, що навчально-творча задача – це форма організації діяльності, за допомогою якої для студентів створюється творча ситуація, задається мета, умови та вимоги до творчої діяльності, у процесі якої студенти удосконалюють свої творчі здібності, активно оволодівають навичками та знаннями. Один зі способів успішного розвитку професійного творчого мислення є проведення тренінгу. Основне завдання тренінгу є стимулювання інтересу студентів до проблеми, для вирішення якої необхідне набуття знань і умінь, та розв’язання цієї проблеми через практичне застосування набутих знань. Основою тренінгу, спрямованого на розвиток професійного мислення, є проблемно-ігрові ситуації, які адаптуються до навчально-виховного процесу. Найефективнішим способом активізації та розвитку творчого компонента професійного мислення майбутніх педагогів професійного навчання визначено проведення тренінгу розвитку професійної технічної творчості з використанням навчальних задач професійного спрямування.
Źródło:
Viae Educationis; 2022, 2; 109-119
2956-2856
Pojawia się w:
Viae Educationis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Współczesność „źle obecna” w szkole podstawowej, czyli o kryzysie edukacji humanistyczne
Contemporary issues „absent present” in primary schools – about the crisis of humanistic education
Autorzy:
Koc, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/782938.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
contemporary
humanities
education
thinking
comprehension
educational crisis
współczesność
humanistyka
edukacja
myślenie
zrozumienie
edukacyjny kryzys
Opis:
The author of this article is diagnosing the crisis of the contemporary humanistic education delivered in primary schools. The crisis consists of consciously ignoring any political, social and cultural issues, the world has to measure up to currently. Thinking about those issues has been replaced by a catalogue of specialist educational content, including knowledge and skills, but is not accompanied by any concept of how to functionally use those in the process of independent cognition of reality. A solution to this uneasy situation, according to the author, would be restoring critical thinking to its due rank in education. Critical thinking fulfils the meaning of learning and teaching, which has been reminded by many educators, not only the Polish language specific, but also such scientific figures as Feynman, Komeński or Firmhofer.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2019, 10, 285; 124-133
2082-0909
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
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