O RELACJI WYCHOWAWCZEJ
Review of: Relacja wychowawcza. Rozumienie, modele, propozycja, red. Marek Jeziorański, Wydawnictwo KUL, Lublin 2022, ss. 250.
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Review of: Relacja wychowawcza. Rozumienie, modele, propozycja, red. Marek Jeziorański, Wydawnictwo KUL, Lublin 2022, ss. 250.
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A meeting with the Other is related to the attitude of interest, dialogue, cooperation and understanding. However, negative reactions to otherness may give rise to different attitudes as well. These include discrimination and exclusion. In this article, the problem of multiple discrimination is addressed and intersectionality is presented as both an important method in intercultural research and an idea worth raising and developing in the practice of intercultural education. Multiple discrimination pertains to people who experience two or more forms of oppression at the same time (due to gender and disability; due to disability and residence place; due to ethnic origin, gender and place of residence, etc.). Intersectionality introduces a new quality to intercultural studies. As a research paradigm, it enables a critical analysis of these areas of exclusion and discrimination which have so far been shown mainly from the perspective of the needs and views of majority groups. Intersectional analysis can also become useful in educational practice: in preparing individualized assistance programs for people affected by discrimination, as well as in creating preventive projects to keep stigmatization and discrimination away.
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The article presents an original study based on the perspectives on diversity, not solely cultural but also diversity of the disabled and beyond the canon of corporeality. The conducted studies provided an answer to the question: Did the method of intersemiotic translation in transcoding the content of literary works on intercultural and inclusive topics into the language of theatre and visual arts impact the change of attitude towards cultural diversity? In the course of this pedagogical experiment, supplemented with survey and observation techniques, the attitudes of five – and six-year-old children (the experimental group, first and second control group) towards differences in the cognitive, emotional and behavioral components were distinguished. The method of intersemiotic translation implemented in an experimental group, leading to the division of children’s attitudes towards people who are different, as well as the acquired knowledge about otherness and discovering literary texts, developed methods for formulating accurate results in children. The results obtained are of great importance for intercultural education and carry great value, because the conducted experiment and the intercultural texts used aroused children’s interest in otherness, allowed them to understand it and understand that there is no alien thing that could not become their own.
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The article describes the connections between theoretical assumptions concerning teaching freedom and the role of authority in education. It also presents Rene Girard’s idea of sacrificial crisis and uses it as an interpretative technique to understand conceptual, bureaucratic, and neoliberal forms of hiding violence. Finally, the author formulates remarks concerning the importance of making violence visible and distinguishing between its manifold forms and cases.
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The article presents the situation of lower secondary education teachers in Europe on the basis of international comparative analyses. The main symptoms of the crisis in the teaching profession were outlined. The professional burnout among Polish teachers was indicated emphasising the growing social requirements for this professional group. The diagnosis of the condition of teachers was made on the basis of data contained in the report of the European Commission Teachers in Europe (2021). Several significant aspects of the work life of lower secondary school teachers were highlighted, such as the shortage of teachers in schools, the ageing of this professional group, the outflow of teachers from the profession, as well as working conditions. The conclusions of the analyses highlight the need to increase the attractiveness of the teaching profession to young people.
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The article discusses the issue of the relation between education and the processes of assimilation and discrimination of Indigenous minorities (Indian and Inuit) in Canada. Particular emphasis is placed on reconstructing educational practices and the educational policy within the Canadian school system (especially destruction of the pupils' ethnic identity in residential schools). An attempt is made at examining the relationship between schooling, religion, socialisation, forced Christianisation, language policy, and the development of aboriginal minorities in Canada.
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n this article, an attempt is made to analyse selected factors influencing the current situation in the education of children with hearing impairment in Europe and worldwide. The attention is focused on exploring the importance of the impact of modern technology in providing children with hearing aids, hearing implants, undertaking early rehabilitation intervention and in the light of international education policy as a foundation for inclusive education. The key questions sought to be answered concern the dilemma of whether deaf/hard of hearing pupils need a special school or whether its existence is in jeopardy.
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Pedagogical analysis of the issues addressed in the study adopts theoretical and methodological conceptualisations, referring to Paweł Boski's (1) theory of cultural identity based on values and practices in conditions of bicultural and multicultural socialisation, Tadeusz Lewowicki's (2) theory of identity behaviours, and (3) comparative analysis in international studies. The basis for outlining the sense of identity in local, regional, national, European and extra-European dimensions manifested by academic youth and their perceptions of mixed marriages was an international comparative study conducted from 2019 to 2021 in the Polish-Czech-Slovak-Ukrainian borderland. The analysis and interpretation of the collected empirical material indicate that – although there have been political transformations in the neighbouring countries, they cooperate in many spheres – both traditional ('constant') elements and new phenomena and processes, determined by the complexity and diversity of historical, cultural-social, cultural-personal and economic conditions, are preserved in the image of identity behaviour manifested by students today. These shape with particular intensity the cultural identity of young learners in the years of early adulthood.
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The article primarily concerns an approach to the core of conventionalised rules of spelling contained within the pronouns twoja (‘your(s)’) and nasza (‘our(s)’). The former symbolises a convention reached by a single person, usually the author of the published rules of spelling him- or herself. The latter is plural, which suggests that the convention was agreed upon by multiple persons, and thus, the published spelling should also be used by multiple persons. The aim of this article is to prove that Polish orthography only truly began after the 1830 publication of Rozprawy i wnioski o ortografii polskiej (‘Studies and Conclusions Regarding Polish Orthography’). The article takes an essay form and describes the situation in Polish spelling before the publication of Rozprawy i wnioski, which is a collection of theoretical articles written by the authorities of that period. The article also discusses the role that the dictionary edited by Samuel Bogumił Linde played in solidifying a single model of spelling of the registered lexemes. Furthermore, it provides short biographies of the authors of each study included in Rozprawy i wnioski and an overview of the core arrangements regarding non-conventionalised spelling. Each section of the article includes a commentary of its author.
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The article is aimed at the analysis of literature, international documents, legal regulations and research reports on the implementation of formal sexuality education in selected countries. There are many contradictions among researchers about the definition of sexuality education, its scope, the age from which it should be taught and learnt, people who should be its providers, its content and forms. These discrepancies are also present in the public sphere, where two strongly polarized discourses (the conservative and liberal) exist. National policies regarding sexuality education vary in the European Union. In some countries sexuality education has the status of a compulsory subject, is regulated by relevant acts, similarly to teachers training for this subject. In others, sexuality education curricula lack solid legal and theoretical basis. The analysis of selected documents and acts shows that the most effective type is the holistic sexuality education, which being part of the cultural sensitivity approach, addresses the development of knowledge and skills of education recipients, as well as the elaboration of appropriate attitudes towards positive sexuality and sexual and reproductive health. The existing research indicates also that the availability of data on sexuality education should be improved and further analysis is needed to enable better assessment of the situation, to ensure the evidence-based policy creation and strengthen the best identification practices.
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This article is aimed at presenting the main assumptions of the opening education in the context of the need to develop regional, intercultural and pro-environmental education. The reflections and diagnoses presented in the text draw on both the author’s research and teaching experience, as well as on a critical view of educational policy developed in Poland. The author asks if opening education can be used as a tool for the democratizing and ecologisation of knowledge, shaping an open society and social imagination. In the context of late capitalism, the dominant neoliberal rationality, the multiculturalism of the world, the climate and environmental crisis, an important aspect of the discussion is the diagnosis of the need to practice opening education to the future.
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The methodology of writing instruction is determined by the nature of the script associated with a certain language. Since the Bulgarian Cyrillic alphabet is a sound-letter one and belongs to the phonographic type of the graphic systems, this means that the basic principle of the elementary stage of training should be a phonematic one, and emphasis should be put on drawing the graphic elements that make up the configuration of a letter. In the pre-letter and letter period in primary school, determining the dominant hand is of utmost importance as the child is about to master such a complex type of activity as writing. The main difficulty, character- istic of the left-handed children when learning to write, is that the Bulgarian Cyrillic script must be mastered on the basis of a sound-letter analysis, and the majority of the left-handed children form the complete images of the words in their minds and find it hard to carry out their syllable and letter analysis. It can be concluded that the greatest difficulty they encounter is mastering the Bulgarian language programme.
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The purpose of this article is to present the project Holocaust Emotion Cards, which was created as part of the course Innovation and Entrepreneurship for Holocaust Memory, run by Western Galilee College. In the first part of the presentation, we will present the assumptions and concepts of the project, as well as the process of creating the cards. In the second part, we will discuss the cards themselves and the way to use them in educational work.
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Free time of children and adolescents is an important and interesting issue addressed by scholars of many disciplines. The article presents the theoretical basis of knowledge on contemporary free time paradoxes, the influence of the natural, cultural, and social environment on the organization and forms of spending free time by children and young people. The text describes factors facilitating and hindering the organization of leisure time of children and young people living in urban areas, as well as selected results of research and reports on leisure time of children and young people spending time in the city. The theoretical considerations examined in the article and the research results cited enabled conclusions for pedagogical practice concerning the free time of children and adolescents in urban areas.
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LEGO bricks are undoubtedly one of the most famous and strong construction toy brands. The name comes from the Danish phrase “leg godt” which means “play well”. The company motto is: “Only the best is good enough”. The bricks have limitless capacities. They are used not only for playing but more and more often in the educational context, from kindergarten to universities. LEGO is creativity and play as well as stimulation of mental development. The bricks excite the imagination of both children and adults. In the therapy, they improve focus, concentration, logical thinking and improve small motor skills. Nowadays, they are encroaching the adult world boldly, because they have become strong icon of pop culture and the socially engaged “toy”. LEGO sets produced especially for AFOLs (the acronym of “an adult fan of LEGO”) strengthen hobby development. They are collector’s items as well as a sentimental journey to the childhood and, especially, a supporting gesture for marginalizing environments.
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Review of: Dorota Żołądź-Strzelczyk, (2022). Pustelnik z Pałacu Ordynackiego. Dole i niedole Marcina Nikuty, Wrocław: Wydawnictwo Chronicon, ss. 68.
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Self-report of the doctoral dissertation entitled The educational role of “Friend” in the life of rural women in the People’s Republic of Poland in the years 1956–1975 written under the supervision of prof. dr hab. Małgorzata Dajnowicz presents the activities of the most popular women’s magazine published during the People’s Republic of Poland for the dissemination of knowledge among rural women. The author presents the cognitive purpose of the work, research questions, sources used in the doctoral dissertation, as well as research methods. The self-report presents the structure of the dissertation along with a synthetic discussion of each of the chapters of the work, as well as the final conclusions contained in the dissertation
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Islamic boarding schools did not receive juridical recognition from the state for a long time, so their graduates were often not recognized. During the time of President Jokowi, radical changes occurred. Islamic boarding schools were recognized and designated as educational institutions like public education institutions. The state recognized the existence of theses schools with the declaration of Law Number 18 of 2019 concerning Islamic boarding schools. However, the law was met with positive and negative reactions, especially among Islamic groups. The research delves into the questions why the law was met by pros and cons, what caused them, how the contestation was expressed in the ratification of the Islamic boarding school law. The research has employed the social theory of Pierre Bourdieu to analyze the contestation model. The findings of the present research indicate that the contestation on the formulation of the Islamic boarding school law had occurred before the law was declared. The pro and contra groups split into two big poles, consisting of the pro groups driven by the Islamic organization Nahdlatul Ulama (NU) and the contra groups by the Islamic organization Muhammadiyah. The article focuses on their contestation and the consequences that led to the current situation in the country.
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Introduction. The article is devoted to the problem of developing Education undergraduates’ system thinking skills through cognitive mapping. The purpose of the article is to identify the specifics of the development of system thinking skills in Education undergraduates by means of cognitive mapping strategy. Materials and Methods. The study follows competence-based, systemic and activity-based approaches to teaching Education students. The authors used a set of theoretical (analysis, synthesis, reviewing scholarly publications) and empirical methods. The empirical research was conducted as a formative teaching experiment (action research). The empirical data were analyzed and summarized. The sample consisted of 186 Education students (State University of Education, Tambov State University named after G. R. Derzhavin). In order to verify the research findings, the authors developed and used a system thinking skills scale and A. V. Panova and M. A. Fedorova’s system thinking assessment inventory. In order to assess system thinking skills, the authors selected a set of criteria based on the analysis of R. A. Excelsa, G. K. Semiz and G. Teksoz’s studies. The Mann-Whitney U-test was used to determine the reliability of the reported statistics and the accuracy of the results. Results. Based on the analysis of theoretical studies and successful educational practices, the authors clarified the concept of developing the skills of systemic thinking in Education students, identified the specifics of this process on the basis of a formative e xperiment on the implementation of cognitive mapping strategy (setting the goal; choosing a topic for mapping; collecting information; preparing materials; definition of key terms; creation of the first level of the cognitive map; adding additional levels; analysis and evaluation; preparation for use; editing and updating). Summarizing theoretical and empirical data, the authors developed and justified diagnostic tools for measuring students’ system thinking skills (role levels include pre -aware; developing; developer and master), and identified the level of system thinking skills in future teachers. The study has proved the effectiveness of the purposeful development of system thinking skills in Education students by means of cognitive mapping strategy. Conclusions. The article concludes about the effectiveness of developing systemic thinking skills in Education students through cognitive mapping strategy. Research findings on the level students’ system thinking skills are summarized.
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Introduction. The authors investigate the current trends in scientific and methodological support of preparing future teachers for moral education activities. The aim of the article is to identify changes in the leading characteristics of scientific and methodological support of classroom teachers’ preparation in modern conditions and to determine its prospects in the context of higher education transformation. Materials and Methods. The study is theoretical in nature, includes the analysis and generalization of theoretical approaches to scientific and methodological support of university teachers and empirical data obtained in the course of a comprehensive study of the content, forms and methods of preparing future teachers for conducting moral educational activities. The study is based on the following methodological approaches: psychological and educational support, scientific and methodological support, and the concept of involvement, allowing to reveal the successful areas and the main difficulties in scientific and methodological support of classroom teachers' training in academic and extracurricular activities, and to identify the prospects of scientific and methodological support in the context of the transformation of higher education. Results. The paper identifies the main areas of support: scientific and methodological support, student extracurricular involvement, research projects on classroom management problems, targeted information and methodological support. The study reveals the contradictions between teachers’ satisfaction with existing scientific and methodological support and dissatisfaction of students and heads of educational settings with the quality of classroom teachers’ preparation in modern schools. The authors identify the characteristic features of improving the quality of classroom management in modern schools. Conclusions. The study has shown the socio-pedagogical and professional significance of scientific and methodological support of classroom teachers' preparation in higher educational institutions that provide teacher education programmes. New methodological approaches to understanding the role and place of scientific and methodological support in higher education institution, innovative, network and interactive formats of training, and creating educational open professional-oriented environment serve as resources of scientific and methodological support of classroom teachers’ preparation.
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