Podstawy poznawcze procesu kształcenia
Cognitive bases of the educational process

Author(s): Ewa Szadzińska
Subject(s): Social Sciences, Education, Psychology
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: educational process
Summary/Abstract: The work touches upon cognitive bases of the educational process. Increase in the roleof individual subjectivity oriented towards the value of truth, which is present in didacticprocess because of social and cultural changes taking place, as well as the acceptance ofknowledge pluralism in didactics, determines the necessity of reconstructing the process ofeducation.Contemporary division of the educational conceptions into classical, humanistic, integrativeand constructionist ones determine the changeability of important features ofthe stages the educational process. That is why the present research concentrates oncognitive bases, that is important elements existing in each process and determiningthe course of the educational process. By definition, the relation between the subjectlearner and the subject of her/his cognition is important. A reference was made to the cognitionaspects accepted in didactics, notably the axiological one determining a direction ofthe process via cognitive values, the social one showing an attitude of knowledge to reality,the philosophical one describing world qualities and their cognitive representations, as wellas the psychological one defining the actions of an individual cognition.Theoretical and methodological assumptions of the research on cognitive bases werepresented. The justification of the two stages of research, the theoretical and empirical one,was indicated. The first stage includes a reconstruction of the types of learner and teacheractions from the didactic studies conducted so far, the features of their subject of cognition,and a description of cognitive actions from the perspective of psychology and logic. Theirgeneralization was used to create a model of cognition-transformation which is called ofknowledge.The second stage of research covered the results of empirical studies on the use ofknowledge transformation in a description of the course of the educational process inthe educational practice in the junior high school. The types of knowledge dominant inthe educational practice as well as their connection to a differentiation of individuallearners’ cognitive experiences were described.Finally, the perspectives of studies on cognitive bases of the educational process werepresented.

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