The article outlines the conceptual assumptions of pedagogy underlying university education, re-defined with regard to the dynamic conditions underlying contemporary culture. The authors concentrate on constitutive educational forms that define the nature of semiosis in education, as well as their exposure and transformation. In connection with this, there is a focus on the concept of “symbolic politics”, which aims to liberalize the practice of pedagogy, freeing it from the dictatorship of a transmission form of education, as well as creating conditions for strengthening discursive relationships and a reflexive discursive attitude. As a result of the implementation of this form of symbolic politics, those involved in education do not promote the prevailing discourse but become agents capable of discursive reflection in action as well as participants in processes of discursive design and creation.
W 2014 r. Uniwersytet Jagielloński hucznie obchodził 650-lecie istnienia. Na jubileuszowej stronie internetowej w opisie historii uczelni nie ma jednak ani słowa o pierwszych studentkach. A przecież UJ to pierwsza polska uczelnia, na której pojawiły się kobiety.
The paper focuses on the social education of younger students, which I see as an important area of activity that enables a better understanding of oneself, others and the world. However, this can only be achieved if social topics include issues arising from the needs of individuals and social expectations and if expository methods of teaching are replaced by a reflective problem approach. & en “the different one” will cease to be perceived as inferior, dangerous, marked by stereotypes, and will seem interesting, worth knowing, and the world will become a space for the child to explore and discover in order to know it better and act in it more skillfully. The paper is a study report. The starting point for discussion are two conceptual categories of “the inactive bystander effect” and “the active bystander effect” taken from the Heroic Imagination Project by Philip Zimbardo, which I illustrate with the results of ethnomethodological studies conducted among 7–9-year old children during their classes about social issues. The research objective is to reconstruct the features of social knowledge and the process of its acquiring in the classroom. The paper includes a theoretical part that explains the idea and nature of social education with the emphasis on so-called new thematic areas resulting from the needs of individuals and social expectations. Then the paper describes the concept of the studies. The next section presents the research outcomes and highlights several areas of analysis, including lesson topics on social education, methods of their implementation, and the social importance that is revealed during communication practices. The final part contains research conclusions and summarizing reflections.
W tekście podjęta jest problematyka edukacji akademickiej, a szczególnie jej obecność w trzech projektach Ustawy 2.0. W każdym z nich misja i funkcja kształcenia akademickiego opiera się na formalnie zadekretowanej Polskiej Ramie Kwalifi kacji, co oznacza tradycyjne podejście do edukacji na uniwersytecie. Podkreślone są konsekwencje podtrzymania paradygmatu nauczania oraz instrumentalnego interesu w kształceniu. Autorka argumentuje, że prowadzi to do przewagi wzorów paternalizacji w interakcjach edukacyjnych oraz udziecinniania zarówno studentów, jak i nauczycieli. Na tym tle wskazane są negatywne konsekwencje dla doświadczeń demokratycznych, kształtowania kapitału społecznego w szkole wyższej oraz emancypowania się uczestników interakcji edukacyjnych.
Nauczanie o judaizmie we współczesnej katechezie młodzieży szkół ponadgimnazjalnych spełnia ważną rolę w dialogu chrześcijańsko-żydowskim. Pozwala katechizowanym zauważyć i zrozumieć wspólne korzenie chrześcijan i wyznawców religii Mojżeszowej. Przyczynia się do zmiany sposobu postrzegania mniejszości żydowskiej oraz okazywania jej szacunku i zrozumienia. Uzupełnia i integruje działania edukacyjne szkoły związane z edukacją o historii i tradycji Żydów. Stąd też nieuzasadnione wydaje się jedynie sporadyczne odwołanie do tej problematyki w dokumentach programowych katechezy młodzieży szkół ponadgimnazjalnych oraz w zgodnych z nimi seriach podręczników krakowskich i poznańskich. Braki te w przyszłości wymagają uzupełnienia. Warte uwagi i znaczące dla dialogu chrześcijańsko-żydowskiego są materiały Lekcja religii wydane przez Wydawnictwo Święty Wojciech przy współpracy z telewizją Religia.tv. W swych podstawowych założeniach mają one spełniać rolę środka dydaktycznego wspomagającego katechetów w przekazywaniu wiedzy o judaizmie oraz w kształtowaniu postawy dialogu i tolerancji. Ich skuteczność edukacyjną należałoby zweryfikować za pomocą badań empirycznych.
The authors show how to strengthen the educational power of the museum. Emphasize the historical and contextual variability of the main functions performed by museum, indicate that the location of the museum in the community of the city and broaden the scope of its activities to different communities. Characterized by contemporary models of museum education, along with the arguments for taming the different models of learning both by visitors and museum’s staff. & e article presents two practices, which, in the opinion of the authors are conducive to learning in/and by the museum.
The study consists of three parts. The first comprises the characteristic features of social politics strategy. They include the basic assumptions and functions of the social politics strategy in the field of the development of education and aid activities at the level of local units of territorial authorities. The essence of the study is the second part. It consists of the own research results – an analysis of the aims and tasks associated with inclusive education (also with preparing local communities for creating inclusive culture), comprised in strategies. The whole is completed with final conclusions. The study is aimed at the qualitative analysis of the development strategy of 17 communes (3900 pages of documents) as regards the issues of disability. The research interest was to find out whether the slogans promoting the equal access to education, elimination of barriers and preparing mainstream schools and local community for inclusive culture had been reflected in any way in the social politics strategies of local authorities – in the documents which, at least in the assumptions, constitute the starting point for generating good practices, also in the field of social support and education for disabled learners.
This introduction to the volume outlines the conception of the pedagogical city. The author stresses flows, or continuous exchange between citizens as specific to city life. Such flows concern also thinking, which contributes to the creation of a community that one may identify, afer Aristotle, as koinopolis – an educational community of shared thinking, ‘a great teacher’. Against the background of the condition of the global city, the conception of pedagogical city contributes to the theory of social pedagogy, and to the conception of pedagogy of place in particular (including urban community education). One may speak, in this context, of koinpolitanism – a trait of thinking capable of inspiring the flow of changes taking place in the cities of today. The papers collected in this volume contribute to the development of this idea.
The Finns built a goal-oriented policy of lifelong guidance, which promotes not only the climate of constant learning, but also the development of knowledge and skills. The Finnish success is related to the changes in the contemporary world. It relies on the perfect recognition of skills and competences, which are needed in society of the future due to the different working conditions, which students and employees of XXI century have to face.
Odróżniając “nadzieję” od “oczekiwań”, staramy się wypracować naszą drogę ku modelowi edukacji, która byłaby nie tylko zestawem procedur pozwalających uczniom uzyskać fakty i dane do zaimplementowania w zdolnościach technicznych i praktycznych, ale która jednocześnie umożliwiałaby im krytyczną refl eksję nad jakością życia w ponowoczesnych warunkach zorientowanej rynkowo globalizacji. Taka edukacja, którą nazywamy „sytuacjonistyczną”, nie ma na celu nauczenia ucznia jak dostosować się do wymagać świata, ale (zgodnie z ujęciem Guy Deborda i jego fi lozofi i i praktyki sytuacjonistycznej) jak praktykować wolność w celu zmieniania świata, by uczynić go bardziej otwartym na rozwój ludzkiej indywidualności. To implikuje przebudzenie na wszelkie komplikacje współczesnego świata, ale także wytycza ścieżkę do kultury nadziei, która zgodnie z ujęciem Ernsta Blocha, jest najbardziej ludzkim z wszystkich mentalnych doznań oraz pozwala usytuować się wobec najdalszych horyzontów przyszłości – czyli najbardziej przejmujących kwestii w obecnej sytuacji – tworząc szansę na rozwój kultury gościnności.
The article presents Model Integration of Immigrants in Gdańsk in the field of education, based on two years of experience of schools, local government institutions and social organizations involved in the creation of conditions for the education of immigrants. & e foreign pupils, defined as “someone else”, not belonging to the community of “our”, are not the subject of educational policy, but immediately a} er crossing the threshold of schools become its object. The law and school practices define their place in the system, that becomes a huge challenge for both teachers and for students themselves and their parents. Gdańsk way to develop urban educational policy for immigrants led from intervention by the diagnosis of problems and learning from others, to seek their own innovative solutions.
Punktem wyjściowym artykułu jest teza, że zależność między jakością pracy i kształcenia nauczycieli a jakością nauczania w szkole, ma charakter sprzężenia zwrotnego. Nie tylko edukacja nauczycieli wpływa na to, co dzieje się w szkole, ale także model szkoły i programu nauczania decyduje o tym, jak i dla jakiej szkoły są kształceni nauczyciele. Dla uzasadnienia tej tezy wykorzystano analizę zasobów leksykalnych, za pomocą których w polskiej podstawie programowej dla szkół ogólnokształcących są opisane oczekiwane efekty nauczania, analizę dokumentów potwierdzających nauczycielskie kwalifi kacje kandydatów na studia podyplomowe w zakresie drugiego przedmiotu oraz nieudokumentowane dane dotyczące doboru kadry prowadzącej przedmioty pedagogiczno-psychologiczne na wydziałach kształcących nauczycieli przedmiotów. Całość analiz dowodzi rozległych obszarów niedociągnięć w zakresie edukacji nauczycieli, umacnianych modelem tradycyjnego przekazu wiedzy wytwarzanym przez obowiązujące w kraju regulacje pochodzące z resortu oświaty.
The aim of this paper is to reflect on the role of non-governmental organizations in contemporary cities. It is assumed that post-socialist cities are subjected to changes related to new models of citizenship as well as new models of urban social movements. First, a general picture of Polish non-governmental sector is presented. Next the idea of social movements in a post socialist city is given. The following part presents the idea of NGO as agents of a social change.Th e notions of social conflict, common good and a collective identity are used. The paper sums up with conclusions and a demand to built coalitions between different social actors.
This paper points out assumptions and reasons for using digital technologies, the importance of using digital technologies in teaching and management. It also refers to the digital technologies and digital competences as an essential part of the competency model of a teaching staff in education. It also points out the fact that existing competency models need to be further explored, decomposed, and formulated as an illustration by the digital competences extensions.
The study concerns the functioning of disabled learners at the level of higher education. The period of university studies is usually associated with the change of the life routine practised so far. The changes comprise various fields and bring about the adjustment to new roles. This stage is a chance for becoming independent, for specifying one’s position in the group, for shaping one’s own “young adult world view”18. The article is aimed at presenting the typology of disabled students based on an analysis of the behaviour which they show as members of the academic community. The sources of these behaviour patterns can be sought in various interpersonal and intrapersonal factors resulting from the individual’s character. The presented authorial typology has been presented also in reference to the Personality Traits Theory formulated by Costa and McCrea. This has allowed for broadening this typology with some particular subtypes.
In the text, a polemic is undertaken against the model of the child expected in Polish institutions of early childhood education, and which appropriates the rationalities producing social practices. The source of this model is in the logic of standardization whose cognitive and effects on identity are criticized by the author. Identifying the sources of validation of the practices normalizing some children and stigmatizing others, who do not meet the requirements of the cognitively rigid and morally trivialized standards, the text points to developmental psychology as a discipline which potentially triggers this form of oppression. In conclusion, the author describes briefly a number of examples of educational solutions in which an attempt has been made to move beyond the discourse of standardized quality in child education.
In this text the author poses a question about the direction of the evolution of early childhood education, considering its specificity in the context of the academic nature of pedagogy itself and its historical development, and especially the modern trend for interdisciplinarity. The author associates sources of diversity of this sub-discipline with a focus on the child, emphasizing, on the one hand, the setting of the sub-discipline in the tradition, especially pedological and, on the other hand, a growing and critical phenomenological perspective of research in this area. In conclusion he emphasizes that a reorientation of the multi paradigmatic research conducted in early childhood pedagogy, its openness to differences, but also the use of the methodology of the humanities and social studies recognized by the international community of scholars, make this sub-discipline of learning begin to regain the appellation of an integral discipline.
The term “metalearning”, which was introduced into scientific literature by J. Biggs (1985) is, broadly speaking, an awareness of one’s own learning process and exercising control over it. Metalearning, whose roots lie in the personal, early experiences of the child related to learning, and which is expressed in her or his current concepts – is considered in this article as a basic condition for the acquisition of one of the key competences of 21st century man, namely, the learning competence. Recognizing the importance of colloquial concepts of learning, as well as their uniqueness and contextuality – in the article I will present the main problems associated with learning about the vision and understanding of the personal worlds of the learning of pupils, coming at the end of early education. On the basis of analysis of the scientific literature and previous studies conducted abroad, as well as a number of my own research projects (resulting from the application of quantitative or qualitative approach), I will present questions, doubts and selected emerging difficulties in the application of both the presented research approaches.
The goal of this paper is to discuss changes implemented in Danish early childhood education influenced by neoliberal ideology, and views concerning the new requirements for teachers (pedagogues) at private and self-owned kindergartens. The paper describes the historical tradition of Danish kindergartens based on children’s free play and democracy, allowing children to develop social skills and cognition through exploration and discovery, and giving practitioners a great deal of autonomy. The new trend in Danish early childhood education is towards detailed planning of work and accountability-based-assessment, which contradicts the traditional philosophy. It pushes teachers to create programs that develop children’s readiness for school and to implement teaching methods based on educational standards mandated by the government. The results of this research project, based on interviews conducted with teachers and educational experts, demonstrates the educators’ criticism of this new approach and their attempts to save democracy as a central value in education
In this article, we wish to address the potential of cities and built environments as important sites for international education. We will introduce Urban Labs Central Europe, methodological concept that frames our pedagogies, which we practice in the context of international education, more specifically, American University study abroad programs in Poland and Central Europe. We will begin by considering several dimensions in which cities are important for international education and how they are central to our pedagogies. We will then explain our concept of Urban Labs and give some examples from our work with students.
In this text, a critical reflection is presented on assessment practices in early childhood education, which are discussed in the context of the creation by those practices of the students’ sense of agency which, according to J. Bruner, is treated as a category of school culture. The discussion is based on the results of the recent research conducted in Poland on students’ agency and an analysis of the data collected as part of the author’s own research. The picture obtained by using the triangulation of methods and sources confirms that assessment in early childhood education strips children of the opportunity to build a sense of agency, even in terms of independent control of a task situation. The surveyed students, admittedly, are capable of a relatively independent reflection on the context of school assessment, but the world of their educational experience is limited to the incapacitating culture of the school grade. It is a culture that becomes one of the sources of children’s self-restraint in the perception of themselves as agents, perpetuating their external steerability and passivity. To change this situation, external regulations will not suffice, but only the organizing of the learning environment based on the relationship between the teacher and the student, which is free from the daily pressures of assessment and the worship of formal correctness.