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The paper outlines the development of a higher education model meeting the needs of thegeneration growing up in liquid modernity. The initial hypothesis is that today’s trends ineducation, very often not having any coherent and reliable theoretical basis, are a proof of thedifficulties that have to be faced today by every ambitious educator. A detailed analysis ofthe seven trends allowed for the identification of dominating problems of modern education,determination of the threats arising out of apparently attractive didactic solutions and discoveryof their creative transformation into fully-developed methodological concepts. During the constructionof the strategy for educating adults, the author refers to psychological research anddevelops the foundations of a coherent model of educating adults which uses blended learning.The solution is named CREDO, which is an acronym of: Credence, Requirements, Engagement,Design, Open.
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It is a conceptual article. It can, however, contribute to the development of research withinthe creative influences (the creative impact of interactions) on the shape and quality of life ofa pupil/student – cross-sectional studies, stretched in time, the research of a phenomenologicalnature and for the establishment of a category of reciprocity and its verification.Incontrology concepts seem to coincide with the idea of pedagogy of creativity, whichemphasises the balanced, interdisciplinary progress of the pupil. The pedagogy of creative outputis particularly focused on the possibilities of the development and education of the creativedispositions of the pupil, as well as forming the creative posture, creative lifestyle, a transgressive,innovative man, who is willing to undertake creative tasks within the individual, social andglobal dimensions.Incontrology as a theory of meeting, for example, of a human being with another humanbeing, a tutor with a pupil, seems to have a precise view on the creative pedagogy vision,including the creativity education and relations functioning within it. It also allows identificationof some shortcomings within the pedagogy of creativity and its practice.The value of this article is the analysis of selected coinciding ideas of incontrology andpedagogy of creativity and showing the shortcomings of creativity education.
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Attributing success to external influences, such as fate, luck or coincidence indicates theformation of external locus of control. Not recognising the link between effort and the effectsof work may contribute to lower achievement motivation and, consequently, may lead to lessinvolvement and poorer educational results.In this study a question was posed whether this correlation really exists and whethergirls with a different level of locus of control (LOC) differ in terms of achievement motivation.The study, carried out on a sample of 172 girls (16 to 20 years of age), used a Delta questionnaireby Drwal to investigate the locus of control and the LMI Inventory to examine achievementmotivation. The results of this study confirmed that there is a relationship between achievementmotivation and the locus of control. In addition, the analysis included age variable. On this basisit was concluded that age can modify achievement motivation in terms of self-confidence,flexibility, status orientation and pride in productivity.
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The article presents the results of a survey on the perception of the psychosocial school environmentand school functioning of lower secondary school students with and without chronicconditions. Students of grades 1–3 (N = 4,058) from randomly selected 234 public lowersecondary schools from all voivodships participated in the survey. In this group 3,232 (80%)students were healthy and 798 (20%) had different chronic conditions. The anonymous “Healthand school” questionnaire was used as the instrument for data collections with questions fromHBSC study (Health Behaviour in School-aged Children) and from CHIP–AE Questionnaire (ChildHealth and Illness Profile: Adolescent Edition). Based on Urie Bronfenbrenner’s ecological model,dimensions of psychosocial school environment were analysed on the individual level (microsystem)and the social relations level (mesosystem). It was found that healthy students, incomparison with those with chronic conditions, perceived school environment and theirfunctioning at school better. They have: a larger sense of school belonging, higher level of schoolcompetencies and achievements, larger sense that their grades are adequate to the results,a higher social position in the class and a higher level of support from peers, teachers andparents. Students with chronic conditions have higher level of workload, stress and problemsassociated with the school, and they also spend more time on homework. These students(about 20% of the population of school age) have special educational needs which depend onthe specificity and the course of the disease. Identification of difficult areas in the functioningof chronically ill students in the school and knowledge of their perception of their school’spsychosocial environment will allow teachers to provide them with appropriate support.
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This text expands on the essence of Cicero’s humanistic pedagogy. The article consists of fourparts: the introduction focuses on pedagogical connotation of the humanitas concept andconnection of this term to the Greek φιλανθρωπία and παιδεία found in Cicero, the followingtwo parts are devoted to Cicero’s own analysis of the features of humanitas as regards theprocess and result of education and the concluding part emphasises the point that Cicerohimself used the word humanitas to describe an education-based life practice of an individual.The research was carried out with financial support of The Russian Foundation for BasicResearch’ grant (project 16-06-00004").
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The aim of the article is to identify certain limitations in the research conducted in a groupof people with intellectual disabilities and people with hearing impairments. On the basis ofreports from the field of developmental psycholinguistics it has been assumed that some of thelimitations of research in the above-mentioned study groups will result from the shortcomingsof linguistic knowledge of these people. It should be emphasised that linguistic difficultieshave completely different backgrounds in the selected groups of people with disabilities, whichwas sought to be explained here.The authors attempt to identify opportunities posed by qualitative methods increasingly usedin the social sciences, including special education. The success of the research procedure,both in the paradigm of the quantitative and qualitative strategies, depends on the level ofcommunication skills and language subjects of the research (respondents, but also researchers).
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The article is an analysis of the results of the studies conducted in a group of socially maladjustedyouth in whose case the family court applied educational measures, i.e. placed themin a Youth Educational Centre. The aim of the study was to find out the correlations betweenself-esteem, personality traits of maladjusted adolescents, and the environmental determinants(support factors and limiting factors). A total of 481 juveniles staying in Youth EducationalCentres (YEC) participated in the study. The analysis showed that in the model the significantpredictors of self-esteem were neuroticism, extraversion, conscientiousness and negativerelations at school. The obtained research results are to be used in designing methodologicalsolutions in order to support social rehabilitation and education activities carried out both inan open environment and in social rehabilitation facilities.
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This article is an attempt to reconstruct Leszek Kołakowski’s vision of education based on thestudy of his own notions and ideas.According to Kołakowski, any meaning which can be attributed to human life and activitiesis not a feature inherent in human beings but can only be granted by themselves. The processof sense creation is irremovable from culture. Kołakowski calls this process myth creation, whichis one of the key concepts he employs. He considers education as an introduction to myth whilethe lack of an external frame of reference renders education “identical with indoctrination”.Therefore the only way to preserve the apprentice’s autonomy is to refer to another categoryof Kołakowski’s, which is inconsistency. Placing hope for the apprentice’s autonomy in theteacher’s inconsistency and, in consequence, in the ineffectiveness of education, is not veryreassuring. Kołakowski’s vision of education demonstrates that scepticism is not capable (oreven willing) of offering us anything more than that.
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The principal task of the social rehabilitation process, which is based on creative social rehabilitation,is to obtain relatively permanent consequences in the personality of the juvenile,his social functioning, creating the parameters of his identity, and the resulting life and socialroles. A developing identity of juveniles is a simple way of thinking about oneself, one’s lifepriorities. It means that young people behave like they think. The process of social rehabilitationtakes place in a specific environment of the institution where one can find the objects and thefacts, as well as a lot of interaction between them. There is no doubt that among the factorswhich have a real impact on social rehabilitation the greatest importance is given to interpersonalrelations. The space and the place are essential issues in this process. The space ofcontacts of two personalities – the youth and the teacher – is a plane on which the tracesof changes of identity parameters of both interaction partners are imprinted. The place iscreated for people and by people; it activates the potential of youth.
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The article discusses the sense of community of contemporary residents of the north-easternPolish borderland. The process of individualisation and the contemporary direction of interpretingthe concept of community constitute the background of the analyses. The adoptedpedagogical perspective of narration has set out both the theoretical foundations of thepresented research results, as well as their interpretation, stressing the importance of the localenvironment and its cultural nature as factors determining an individual’s consciousness ofbelonging to a community and taking responsibility for it. The article presents selected aspectsof the statistical analysis of the sense of community and their interpretation.
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In the article the author examines parents’, caregivers’ working in crèche, preschool teachers’and educational and social policy makers’ beliefs concerning the child’s developmentalachievements. Three groups of respondents were asked what kind of skills a child leavingcrèche and then preschool they think will achieve. The author assumes that a congruence ofbeliefs, their educational conjunction and continuity may support a child, enforce the child’sdevelopment, and make the process of educational transition from one institution to another(from crèche to preschool and finally to school) easier for him/her.
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School burnout is defined as a reaction to experiencing chronic stress resulting from educationalfailures of previously strongly engaged students. This leads to psychological discomfort,physical and psychological exhaustion, as well as withdrawal. The syndrome contains threecomponents: emotional exhaustion (the pupil experiences exhaustion with regard to schoolrelatedrequirements); cynicism (depersonalisation, characterised by a feeling of detachmentfrom and indifference to tasks imposed on pupils by the school) and a feeling of inadequacy(the pupil feels inadequate with regard to the fulfilment of school requirements). Exhaustiondue to school activities has negative impact not only on current functioning, but also on futureeducational and occupational plans. It causes many problem behaviours (such as truancy,violence, psychoactive substance abuse, delinquency), serious health problems (depression,heart disease, psychosomatic illness). The study investigated the links between school burnoutand functioning as a school pupil and the quality of relationships among lower secondaryschool students.
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The activity of volunteers is a significant factor supporting social activity of young adults withphysical disability. For them, the presence of volunteers is a support in making independent,autonomous decisions. It is often the only way to experience life actively. The frequency andquality of volunteer’s activity is dependent on the level of his/her altruism and the type of his/her motivation. For social activation of people with physical disability, it is very important toidentify factors which motivate volunteers to take unpaid services for people with disabilities.Such an attempt is made in this article.
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This article presents reflections on the category of asymmetry, which has its origins in the philosophy of Emanuel Levinas. Asymmetry, however, turns out to be not only a theoretical philosophical issue, but is radically manifest in education and politics. In the public sphere, it is related to the category of the enemy – politically useful – against which anger and hatred are measured. In education, and more specifically in the education system, asymmetry occurs in the form of discrimination that students and teachers experience. Both of its forms lead to the depreciation of an enemy / Other. This depreciation can lead directly to the disintegration of life into worthy and unworthy of surviving, which is a challenge for politics, education and ethics.
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