Publikacje profesor Marii Konopki w latach 1979–2011
Publications of Professor Maria Konopka in the years 1979–2011
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Publications of Professor Maria Konopka in the years 1979–2011
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The opinions of scholars about their own academic and literary achievements, their evaluation of the state of science and scientific writing as well as tips addressed to the young adepts of science are an important source of information about the history of science and scientific writing. While discussing the issue of a scientific book and the scientific publishing movement, such statements deserve closer attention of bibliologists. The article presents the views and recommendations of a prominent biologist Jan Tur (1875– 1942) that concern writing and publishing scientific works and are included in his book Nauka i uczony (The science and a scholar). In the light of the condition of the contemporary movement of scientific publication, the scientist’s opinions from over 100 years ago on the necessity of writing productivity, languages and types of the scientific publication as well as collectivity of works become up-to-date and stimulate for discussion.
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Jerzy Samuel Bandtkie was born in Lublin to a Lutheran family. He studied history and philology at the universities in Halle and Jena. Since 1798 he worked in Wroclaw as a teacher and a librarian. He was also a rector at one of Wroclaw’s schools. In 1811 Bandtkie was granted the post of a professor of bibliography and a director of the Jagiellonian Library at the University of Krakow. He increased and organized the library’s collection as well as improved and developed the system of library catalogues. While working in Wroclaw and Krakow he published numerous works on history, linguistics and bibliology. He also edited scholarly periodicals. In his treaties about Silesia he defended the Polish nature of the region. Krakow’s Lutheran circles held Bandtkie in high esteem as it was owing to his initiative and influence that they obtained the Church of St. Martin with the adjoining buildings at Grodzka Street in 1816. Bandtkie accumulated a valuable private book collection that presently constitutes a part of the collection of the Jagiellonian Library
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In her article Hanna Batorowska organizes terminology connected with the education of the users of broadly understood information and presents mutual relations between the terms that are interchangeably used in the Polish practice. The author analyzes the types of users’ information culture shaped by libraries of various organizational cultures. She also formulates conclusions concerning the influence of transformations in the understanding of the term “information culture” on the educational actions undertaken on the decision-making level that either bolster or hinder the development of the information literacy programme. She states that the economic and political aspects of realization of a particular project determine the preference of one of the definitions of information culture over other definitions that function in the literature. In conclusion the author states that it is mainly the government that is responsible for the development of the citizens’ information awareness and that it should recognize information literacy as the priority of educational policy and a component of the country’s information policy.
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What is today, the fundamental feature of the role of the Albanian state, the Albanian government and politics in generalin higher education, which hasanuninterruptedtradition, astherulingpartywereleft, and whentheywereright? There is only oneconclusion: all measures arequantitativeorpopulistnature, oretatiste nature. However, the problem of financinghigher education andhis concept, there should be no distinction between publicand private, andthere should be consideredasa wholefortheentire system.What is today, the fundamental feature of the roleof the Albanian state, the Albanian government and politics in general in higher education, which has an uninterrupted tradition, as the ruling party were left, and when they were right? There is only one conclusion: all measures arequantitative or populist nature, oretatiste nature. However, the problem of financin ghigher education and his concept, there should be no distinction between public and private, andthere should be considered as a whole for the entire system.
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Para pak kohësh Revista “Time” prezantoi renditjen e universiteteve të vendeve të ndryshme të botës, sipas një klasifikimi të kryer nga ajo revistë (Times Higher Education World Universiteti Rankings)1 , të cilën e ka tashmë traditë të saj të përvitshme. Ky klasifikim prej kohësh është shndërruar në një industri të tërë dhe bëhet duke i renditur universitetet sipas një vlerësimi mbi cilësinë e tyre2 . Mjafton të mendojmë sa i madh është interesimi i prindërve dhe studentëve për të ditur se cilit universitet duhet t’i drejtohen për shkollim dhe do e kuptojmë qartë sa e madhe është kërkesa dhe vlera për një shërbim të tillë. Renditjet e kësaj natyre përgjithësisht synojnë klasifikimin e institucioneve ose të programeve, duke u fokusuar kryesisht në programet bachelor dhe ato master. Përveç renditjes që ofron Revista Time, njihen edhe mjaft renditje të tjera, që kryen nga organizma të ndryshme ndërkombëtare (The Leiden Ranking3 ; Shanhai Jiao Tong University Ranking4 ; The CHE Ranking5 ; Financial Times Rankings6 ; etj.). Kuptohet se renditja e universiteteve nuk është një detyrë e lehtë po të marrim parasysh se ato janë institucione kompleksë e të larmishëm për të cilët pa frikë mund të thuhet se i ndryshojnë madje jetën individit nëpërmjet ofrimit të njohurive me vlerë për përballimin e jetës në vazhdimësinë e saj, dhe që luajnë një rol të madh e të pazëvendësueshëm në zhvillimin njerëzor.
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A report on the global scientific collaboration in the 21st century, published by the Royal Society in the U.K., in March 2011, concluded that China, which ranked second in the world regarding the number of scientific papers published in academic journals last year, leaving the United Kingdom behind, will very soon, by 2013, surpass the United States, therefore becoming “the world scientific superpower”. By taking a critical stance toward the linear interpretation of data, the methodology on which this report is based, we question the aforsaid conclusion, arguing that, even with regard to its scientific output, China is and will remain for a long time to come much behind the United States.
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This paper is a presentation of selected materials from the Department of Manuscripts of the Pol- ish Academy of Sciences, deposited by the creators of the coastal student culture of the period of the Polish People’s Republic (PRL). The author indended it as a contribution to the considerations on the concept of “ephemerality” in three dimensions: ephemerality of the content of manuscripts, ephemerality of information carriers, ephemerality in accordance with the traditional definition of ephemeral prints. The value of theater artefacts as source materials is emphasized, allowing to determine the periodization of the history of separate student theaters, the artistic expression of stu- dents from the State College of Fine Arts in Gdańsk and demonstrating the features of the communist era as a time of shortage economy, poor-quality products. Those included typescripts from the 1950s and 1960s (the poor make of which made it difficult to read the notation of the scenes), the scrip or the list of theatrical props. Due to their non-institutional nature and short duration, the theaters of the PRL period are often referred to as ephemera. The article therefore aims to answer to the ques- tion of what ephemera-theaters and their socio-historical context say about leaflets and manuscripts.
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The article concerns the pre-war period in the scientific career of prof. Jan Wasilkowski. This period is associated with the University of Warsaw (from 1935, the Józef Pisudski University), where the scholar worked from the position of an assistant at the Civil Law Seminar (1924), through the habilitation and the degree of associate professor of private law (1929), then deputy professor civil law (1931) and finally associate professor (December 1936). As it turned out, the position of associ- ate professor at the Józef Piłsudski University was not the first choice of the scholar who, in a letter to the Ministry of Religious Affairs and Public Enlightenment, first declared his willingness to be associated with his alma mater (the Jagiellonian University), where he studied and obtained a doc- toral degree in 1923. However, by the decision of the Ministry, he took the position of an associate professor at the Józef Piłsudski University and after the war, as a full professor (1947), he reached the highest ranks of the legal world (Dean, Rector, First President of the Supreme Court, Chair- man of the Codification Committee). However, the scholar’s pre-war career did not promise that he would become the most influential lawyer of the People’s Republic of Poland, because compared to younger scholars (e.g. Prof. Gwiazdomorski or Prof. Przybyszewski), he achieved the honors of professors and the corresponding reverences somewhat later.
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RESEARCH OBJECTIVE: The purpose of the article is an attempt to synthesize the problem areas and identify the issues that arise on the horizon of the term „Artificial Intelligence – Educa- tion”. The article outlines selected current developmental trends in educational theory and prac- tice, changes that are/will be taking place in teaching/learning processes over the next few years, in terms of the use of new technologies/artificial intelligence. THE RESEARCH PROBLEM AND METHODS: The problem question was formulated as follows: which issues should be taken into account in social (including pedagogical) reflection around the triad of artificial intelligence – technological progress – education? The method of literature analysis and content selection and reconstruction was used to obtain a synthesis of the issues discussed. THE PROCESS OF ARGUMENTATION: The realization of the goal and the answer to the prob- lem question was included in the process of argument, which consists of: an introduction to the issue, the presented analyses and reflections (framed in bipolar terms) on the essence, interre- lationships, dependencies between artificial intelligence and education (in terms of freedom and discretion of human action). RESEARCH RESULTS: Reflection on the issues addressed indicates the multidimensionality of the analyzed area; the analyses and reflections presented prove the conceptual (and purposeful) diversity within the studied reality, and the analyses presented suggest the need for changes in some dimensions/scopes of institutional education. CONCLUSIONS, RECOMMENDATIONS AND APPLICABEL VALUE OF RESEARCH: There is a need to prepare universal studies of the nature of, among other things, an in-depth criticaldiscourse on artificial intelligence and its educational orientation. In the face of new educational challenges (but also threats), under conditions of constant socio-cultural change, it is necessary to develop knowledge, skills and competencies – especially of the younger generation – in order to effectively undertake critical discourses.
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RESEARCH OBJECTIVE: The aim is to provide a theoretical diagnosis of the impact of the paceof contemporary civilisational changes – which are consequences of the development of informationtechnologies – on the specificity of modifications to the youth socialisation space and their impacton the forecasted changes to the educational model of the future.THE RESEARCH PROBLEM AND METHODS: The research problem is contained in the ques-tion: To what extent does the leap in civilisation progress generated by the successive stages ofthe digital revolution modify young people’s socialisation process, creating new spaces and newrealised patterns of educational interactions? A selective analysis of theoretical works and researchreports from sociology, pedagogy, psychology, psychiatry, neuroscience and information technologywas used as a research method, combining it with the results of my research work.THE PROCESS OF ARGUMENTATION: The article analyses the new quality of the youth sociali-sation process taking shape in recent years and its effects in educational spaces, using selectedelements of the conceptual model applied to analyses of the world of contemporary youth in timesof accelerated civilisational change.RESEARCH RESULTS: As a consequence of the development of new opportunities brought aboutby the dynamic development of information technologies, especially artificial intelligence systems,we are seeing the creation of new foundations for the socialisation process of young people, whichis noticeably making its presence felt in educational spaces.CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Themodifications to the socialisation process of young people emerging in the wake of rapid civilisa-tional change are contributing to the shaping of a new model of education for the future, and theexisting one is beginning to lose its relevance. The development of appropriate mechanisms tocontinuously monitor the impact of AI systems on their users seems necessary in such a situation.
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RESEARCH OBJECTIVE: The objective of this research study was to find out the subjective feel-ings of Czech teachers regarding the introduction of artificial intelligence into schools.THE RESEARCH PROBLEM AND METHODS: The following research questions follow fromthe research objective: Are Czech teachers worried about the introduction of artificial intelligenceinto schools? Do Czech teachers see artificial intelligence as a tool that will help them? Do Czechteachers have experience with the use of artificial intelligence? What experience do teachers havewith artificial intelligence? To achieve the research objective and answer the research questions,the in-depth interview method with primary and secondary school teachers was used.THE PROCESS OF ARGUMENTATION: The first part of the article discusses the concept of ar-tificial intelligence. The second part discussed the use of artificial intelligence in Czech schools.The third part presents the results of a research study was to find out the subjective feelings ofCzech teachers regarding the introduction of artificial intelligence into schools.RESEARCH RESULTS: As part of the research, it was found that some teachers are concernedabout the advent of artificial intelligence and its use in education, especially that students will“misuse” AI to cheat and plagiarize. Most teachers see the application of artificial intelligence inschools as inevitable and realize that it is their task to teach students to use AI effectively. Teach-ers are also aware that with the implementation of AI into schools, the teaching system will alsohave to change.CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Wecan expect that teachers will consider artificial intelligence as a tool that helps them and makestheir work easier. A big impetus will be the integration of artificial intelligence into tools that teach-ers commonly work with, such as Office 365 or Google Workspace. Artificial intelligence tools alsohave the potential to enrich e-learning technology.
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In the new theories of economic growth increasing educational and professional level is at the core being a fundamental element which characterizes the human capital. On the other hand, social development in many countries has changed the social structure of society, increasing significantly the demand for education. In this regard, reforms in higher education for several years represent a phenomenon which perhaps characterizes the most social and economic development in many countries. Problems that have faced and face this development include a wide range of highly controversial aspects and also they affect very important issues quantitatively and qualitatively. This paper is not intended to address the totality of these aspects. Its perspective is mainly related to economic and financial issues that characterizes today the development of higher education. This aspect, though not often treated in public discussions, in fact associates all the changes observed in this area, if not in some cases, it is at the core of these changes. More widely the problem can be viewed as a trend of transforming the public sector itself, going so in the debate of the controversial partnership between this sector and the private sector. In this perspective the paper aims: first, to treat the whole content of the reform of higher education funding, putting the spotlight on the relationship between the development of public and private education, secondly, the paper treats the case of controversial reform in Albania on the way of financing higher education, which is thought to mark a radical change in the development of education in this country. The main idea of the paper is to treat and argue, both theoretically and practically, that the development of higher education today makes it necessary to harmonize the development of public education with that of private funding in this area.
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RESEARCH OBJECTIVE: The aim of this article is to present applications of artificial intelligence in the media and its impact on education.THE RESEARCH PROBLEM AND METHODS: The research problem of the article was to answer the question: “What is the impact on education of the media with the application of artificial intelligence in it”? The method used was the desk research and an analysis of the literature on the subject was carried out.THE PROCESS OF ARGUMENTATION: The paper briefly characterizes the theoretical basis of new media and artificial intelligence taking into account the data from the reports. It also describes the application of artificial intelligence in journalism and then the role of media in education.RESEARCH RESULTS: The analysis looked at the impact of the media with the application of AI to its audiences. The multiple benefits and numerous risks affecting their educational aspect were indicated.CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: In the context of the constant presence of digital media in society, media education for recipients is necessary. In order to obtain the best possible results in the teaching and educational processes of the media with the application of artificial intelligence in them, it is necessary to emphasise the importance of shaping conscious and responsible attitudes of media participants, especially towards new technologies.
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RESEARCH OBJECTIVE: The aim of the article is to conduct an analysis of the most importantchallenges facing the modern university in the era of development of artificial intelligence.THE RESEARCH PROBLEM AND METHODS: The main problem of the conducted analyzesis to identify the most important challenges facing modern universities in the era of artificial intel-ligence development. Literature analysis will be used to solve the problem.THE PROCESS OF ARGUMENTATION: In the article, starting from indicating the differencesbetween human and artificial intelligence, then, there are analyzed challenges that face the modernuniversity, in order to adapt dynamically to the labor market changing under the influence of arti-ficial intelligence. Attention was also paid to the threats associated with the described changes.RESEARCH RESULTS: Despite the great freedom of research and the involvement of large fi-nancial resources, the modern university still reacts too slowly to the changes caused by the de-velopment of artificial intelligence. The sources of this state of affairs lie partly in the university itselfand partly also outside it.CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Fulladaptation of academic education to the dynamic changes of artificial intelligence is not possible,primarily because its development is too fast and difficult to predict. Importantly, however, not fullyadapting the university can also be beneficial because it can help avoid potential risks associatedwith artificial intelligence.
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RESEARCH OBJECTIVE: The aim of the article is to characterize students’ attitudes towardsChatGPT in education.THE RESEARCH PROBLEM AND METHODS: The main research question was: What are theattitudes of students towards ChatGPT in education? Moreover, an attempt was made to deter-mine how individual components of students’ attitudes (behavioral, cognitive, emotional) towardsChatGPT are differentiated by the type of studied field (social-humanistic vs. scientific). The diag-nostic survey method was used. To collect the necessary data, an online questionnaire was used.The study involved 189 students aged 17 to 52 (M = 21.83, SD = 4.96).THE PROCES OF ARGUMENTATION: The theoretical part of the text explains what artificial in-telligence (AI) is and characterizes ChatGPT. Scientific works addressing the issues of opportuni-ties and threats of using the language model in education were indicated. The empirical part pre-sents the results of own research and conclusions.RESEARCH RESULTS: Student attitudes towards ChatGPT vary. Nevertheless, students of sci-ences are definitely more positive than those of social and humanities, which is expressed in theirbeliefs about the tool and the dominant emotions. A positive attitude also signals the fact of testingthe chatbot and the willingness to use it in the near future.CONSULSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: It isworth teachers preparing for the fact that ChatGPT will be used by students and it would be good forthem to learn how to use it. It is worth developing regulations specifying the extent to which studentsand teachers can use ChatGPT in education. It is also worth monitoring attitudes towards ChatGPT,because they will certainly change as knowledge and experience in using AI increases. The conduct-ed research can contribute to the analysis of educational behaviours among young people using AI.
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RESEARCH OBJECTIVE: A description of how educational subjects perceive moral responsibil-ity for the education process.THE RESEARCH PROBLEM AND METHODS: In order to answer question: how do high schoolstudents and teachers perceive moral responsibility for the educational process? – individual in-depth interviews with eight teachers and focus interviews with sixty students were conducted.THE PROCESS OF ARGUMENTATION: The moral responsibility can not be considered in iso-lation from the problem of the subject’s freedom. This text evokes three ways of understandingfreedom and responsibility: Cartesian, Leibnizian and Nietzschean.RESEARCH RESULTS: The analysis of research results, shows that students and teachers:1) don’t perceive moral responsibility for education as personal, own, but they shift the responsi-bility onto the others: ministry, political parties and system. 2) understand moral responsibility onlyin negative perspective. Responsibility is seen only as a blame, which is a consequence of inap-propriate or exceptional behaviour.CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Noneof the groups are ready to change the status quo. The research results and conclusions concernonly the cases analyzed, and on this base, the generalizations should not be made from them.However, the emerging way in which educational subjects perceive moral responsibility for the ed-ucational process is of such concern that it should undergo a deeper analysis, for which this workcan serve as a starting point and inspiration.
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RESEARCH OBJECTIVE: The research objective is to isolate, describe and define the relation-ship between various approaches to school mediation in view of their goals.THE RESEARCH PROBLEM AND METHODS: Presenting mediation in school as a construc-tive tool for understanding the nature of interpersonal and social conflicts, which are the basis forthe development of democratic interpersonal relations. The method is the content analysis of avail-able data and critical analysis of sources, as well as a meta-analysis of concepts related to theresearch problem.THE PROCESS OF ARGUMENTATION: Starting from the issue of the conflicts by nature, insocial and educational life, where one of the available options for solving them is mediation, twoways of understanding mediation at school and their internal ways of perceiving the conflict andthe purpose of mediation are distinguished and characterized.RESEARCH RESULTS: This allows us to see the potential for building relationships based ondemocratic values. From this perspective, instead of relationships based on dominance and thesearch for the guilty, relationships based on partnership in the joint designing of the future take place.CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH:The conducted analyzes lead to the statement that mediation at school can support democraticupbringing as an essential element of democratic interpersonal relations and a democratic system.The conclusions are important for school mediation practitioners, encouraging them not only tofocus on resolving disputes, but also to use their transformative nature.
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The article raises the issue of fabrication and falsification of research in connection with the role that legislators can play in counteracting this phenomenon. Legislators may establish organizational units dedicated to counteracting research misconduct that are entitled, for example, to conduct investigations or recommend penalties. A researcher committing such misconduct can face not only disciplinary but also civil, administrative or criminal liability. This article presents the results of a survey in which 70 Polish academics were asked about their opinion on the role of legisla tors in counteracting fabrications and falsifications in research. The results of the survey show, among other things, that the respondents mostly support disciplinary liability for such misconducts (81%) and believe that legislators should counteract this phenomenon with soft measures, such as promoting codes of research ethics (70%). Half of the respondents want to criminalize such behavior. According to almost half of the respondents, the Polish legislator does not effectively counteract such misconducts.
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The article addresses the problem of fabrication and falsification of scientific research in the context of the role that lawmakers can play in combating this practice. Legisla tors may establish organisational units specialising in combating scientific miscon duct (also referred to as ‘research misconduct’), having the authority to, for instance, to conduct investigations or recommend penalties. A researcher who commits such misconduct may face not only disciplinary, but also civil, administrative or criminal liability. The article discusses the results of a survey asking 70 Polish academics about their opinion on the role of legislators in countering fabrication and falsifica tion in research. The findings show, for example, that respondents mostly support disciplinary responsibility for such misconduct (81%), and also believe that legisla tors should combat this practice using ‘soft’ measures, such as promoting codes of ethics in research (70%). Half of those surveyed wanted such behaviour crimina lised. According to almost half of the respondents, the Polish legislator does not combat such misconduct effectively.
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