Studia Edukacyjne, 2013, nr 28
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Item RECENZJE i NOTY - Alicja Puszka "Działalność opiekuńczo-wychowawcza Zakonu Sióstr Miłosierdzia Wincentego a’ Paulo w Lublinie w XIX i XX wieku"(Wydawnictwo Naukowe UAM, 2013) Bednarz-Grzybek, RenataItem Dziecko z niepełnosprawnością jako odbiorca i bohater reklam. Czy istnieje „Inny“ kindermarketing?(Wydawnictwo Naukowe UAM, 2013) Buchnat, Marzena; Jasielska, Aleksandra Maria; Maksymiuk, Renata AnnaThe child’s development of advertising’s reception proceeds from the identifi cation of commerce through the understanding of persuasion to critical evaluation. The stages are arranged by “sedimentation“, which means that the successive ability was applied to achieve an earlier developmental stage. This is consistent with the general pattern of the child’s development. The children’s ability to understand the world is based on a series of transformations present at various stages of the child’s development. This pattern applies to children without disabilities, but in the case of a child with developmental disabilities this development progresses in a specifi c way, determined by the scope of the disability. Children with a disability belong to a group of vulnerable consumers and are doubly vulnerable, because of their age and developmental impairment. It seems important to create activities and rules for their protection.Item Inny i pedagogika: doświadczenie inności i relacja z Innym jako istotne kategorie nauk o wychowaniu(Wydawnictwo Naukowe UAM, 2013) Rzeźnicka-Krupa, JolantaThe text concentrates on the analysis of the relation between concepts and phenomena which can be perceived as different and other in social space and the area of educational studies. It attempts to research not only the theoretical roots but also seeks a kind of validation to undertake issues connecting with the “otherness” in the fi eld of pedagogical refl ection. The concept of category, understood as the way of organizing thinking around certain essential meanings and plots, makes it possible to link up the “Other“ and “relation with the Other” concepts with the problems which constitute the research area of contemporary pedagogy. It also makes possible to indicate some potential spheres of experiencing otherness and creating relation with the Other not only in the perspective of education but in the aspects of various practices constructing the social life and culture of community.Item Teoretyczne inspiracje pedagogiki specjalnej – pedagogika emancypacyjna(Wydawnictwo Naukowe UAM, 2013) Krause, AmadeuszStarting from the considerations and analyses of emancipatory educators one realizes that current special education ought to become emancipatory. The liberation of a persona with a disability should proceed simultaneously with the humanization of social and cultural life. The problem of special education needs to cope with what seems of double nature: what is at stake is on the one hand a simplifi ed and narrowly understood emancipation of the disabled, and on the other hand overcoming emancipatory barriers which are typical of our culture and social environment. Emancipatory pedagogy serves to diagnose these barriers.Item Samorealizacja życiowa osób z niepełnosprawnością(Wydawnictwo Naukowe UAM, 2013) Jachimczak, BeataThe problem of self-fulfi lment is the area of interest for many scientifi c disciplines; considerations and questions concerning its defi nition and conditions are present in psychological, educational, philosophical, and theological publications. Also, in the fi eld of special education, the ideas for supporting self-development of people with disabilities are still the subject of scientifi c inquiry and research. Given the fact that formal education (which in fact takes up about ¼ of human lifespan) can and should be a time for self-discovery, becoming independent and changing self-image, I decided that it is worth searching for the answer to the question of what education meant for people with learning disabilities in the context of self-fulfi lment and a sense of life satisfaction.Item Rekonstrukcje szczęścia w społeczeństwie neoliberalnym: Prozak jako sposób na życie(Wydawnictwo Naukowe UAM, 2013) Melosik, ZbyszkoThe article is aimed at analysing the social role of Prozac in contemporary society, especially among Americans. Various contexts of this problem are considered against the background of the psychopharmacological happiness concept as well as of different neo-liberal anxieties. Also, some moral and social issues of Prozac use are taken into account.Item Dziecko chłopskie w czasie sacrum – konteksty edukacyjne (średniowiecze – epoka nowożytna)(Wydawnictwo Naukowe UAM, 2013) Kabacińska-Łuczak, Katarzyna; Ratajczak, KrzysztofThe article presents important historical and pedagogical issues. The study analyses the functioning of the peasant child during sacred time to show the impact of this time on the child’s upbringing. It specifi cally underlines the importance of participation in the communal ritualised handling of holidays in the rites of both the Church calendar and nature, which impacts the traditional standards of conduct in certain situations. Apart from providing a sense of security and belonging, the rituals prepared the child for participation in culture. The analysis included aspects such as pilgrimages, participation in Holy Masses and, more broadly, in the life of the parish, including parish schools which have been an important part of socialization in the rural society. The authors show that participating in sacred time infl uenced the existence of the peasant child also in secular time and was a good opportunity for personal development.Item Dziedzictwo kulturowe a miejsce i czas(Wydawnictwo Naukowe UAM, 2013) Petrykowski, PiotrIf the development of cultural identity is seen as one of the signifi cant features of contemporary education, the process is conditioned on the sense of being rooted in culture. This sense is crucially linked to cultural heritage. Key for these refl ections is the aspect of an identifi cation with a place as a function of time. Three fundamental issues converge here. One is the differences in the experience of time arising from age. Another considers the time necessary for being rooted and at the same time the question of experience intensity. Belonging to a place is an experience different from possessing and cherishing a sense of place. Finally, the third issue in the analysis of the place as a function of time relates to the intensity of changes and a return to, or a yearning for the past. The intensity of changes and the possibility of instantaneous movement in space, all these processes and patterns prevent the human being nowadays from taking root; his or her experience and sense of place is superfi cial. The time-consuming process of developing a sense of belonging, of being rooted, is in principle a process that leads to an emergence of a subconscious state which denotes a certain level of identifi cation with a given area. The human being nowadays has too little time for this process, though. This is also linked to the signifi cance of the transmission of cultural heritage, which is not given and is not identical to the legacy of blood.Item Pedagogika jako (nie-)gorsza INNA nauka(Wydawnictwo Naukowe UAM, 2013) Śliwerski, BogusławThe text analyzes the situation of other science education against the other vs. our own dichotomy. In this perspective, education seen against the background of other humanities and social sciences looks alien to them, especially when poor quality of research leads to the exclusion of pedagogy from the world of science. Pedagogy does not care about its highest academic levels. Despite the fact that education in its part is derived from philosophy, it does not already belong to it like its strange fi ndings in relation to psychology, sociology, ethnography, and political science. The otherness of education is due to a lack of willingness to read pedagogy theses and dissertations by scientists from other disciplines. Moreover it is related with a lack of understanding of the scope and achievements that are evident in terms of methodology and content.Item Hybrydowy charakter oceny szkolnej we wczesnej edukacji: stan i wyzwania(Wydawnictwo Naukowe UAM, 2013) Szyling, GrażynaThe review of early-education assessment presented in this text is derived from the conviction that the traditional concept of system is not suffi cient to explain the phenomena occurring within the area in question, an indispensable quality of which is ambivalence. As the study results show, the assessment of pupils’ achievements arises within a fi eld of changeable tension between what is deemed as offi cially binding (educational norms, central and local systems regulations) and what is reliant on the local context of education and individual properties of the learner and the teacher. Accordingly, school assessment gains hybrid-like features regardless of the intentions of the people and institutions implicated in establishing it. Reducing any of its dimensions (be it instructional, social or axiological) with a view to preserving a stable and hierarchical order results in introducing obscurity into the assessment processes and thus turning assessment into an area of misunderstandings. Undertaken with such a perspective, the analyses of early-education assessment unravel its weaknesses, which are brought out thanks to the use of semantic associations derived from the senses given to the concept of hybrid by sciences other than pedagogy. The early-education status quo comes down to the diversity of meanings of assessment being radically reduced, to the assessment being conventionalized, to it being seemingly obvious and subjected to narrow instrumental objectives, especially to the motivation to learn being construed in behavioural terms. These phenomena, however, do not lead to the system being put in order, but they introduce into assessment new types of tensions, which intensify effects unfavourable to the pupil. What in this context I interpret as a challenge for teachers’ vocational training in assessment practices is taking into account – when establishing assessment – learners’ increasing independence as well as the pupils’ growing ability to assess themselves or others. This can be supported by the hybrid concept of combining throughout the teacher’s work two different types of assessment: the formative and summative one, with the two types referring to opposing systems of values. I do not see this solution as a panacea but rather as an opening of the discussion on the state of early-education assessment and on tendencies in the way it is changing.Item Beyond Peer Cyberbullying – Involvement of Polish Adolescents in Different Kinds of Electronic Aggression(Wydawnictwo Naukowe UAM, 2013) Pyżalski, JacekCyberbullying is often defi ned as aggression conducted through mobile phones and the Internet. This phenomenon is predominantly understood as a kind of peer aggression, when both the perpetrator(s) and the victim belong to the same group (class or online community). However, the Internet extends and facilitates harassment not only of peers. The paper focuses on different kinds of electronic aggression identifi ed through qualitative research (interview, e-mail interviews and focus groups with students and teachers). The results have shown that except cyberbullying one can indicate fi ve further types of electronic aggression. They are: aggression against celebrities (e.g. actors, singers, etc.), aggression against the vulnerable (e.g. alcoholics, etc.), aggression against school staff, aggression against groups/ideas (when the victim is not a particular, identifi able person) and free-fl oating (random) aggression (often when the victim is totally anonymous to the perpetrator). This typology has been positively verifi ed in a survey on a representative sample of Polish adolescents (N = 2143). The paper presents the typology with the examples from the qualitative stage of research, also discussing potential socialization risks for each kind of electronic aggression. It shows also (on the basis of quantitative research) the prevalence of perpetration and victimization of different kinds of electronic aggression as well as their co-occurrence. It demonstrates the factors that infl uence such involvement. It must be stated that although peer aggression cyberbullying seems to be predominant, other kinds of electronic aggression have also been frequently conducted by the respondents. For example, a signifi cant percentage of perpetrators attacked through new media the following groups of victims: random Internet users (30.3%), groups of people (19.7%), celebrities (13.9%), and vulnerable victims (13.3%). The conclusions underline the need to extend prevention educational tools to different kinds of electronic aggression, not restricting them to cyberbullying understood as an extension of traditional bullying.Item Sprawozdanie z VIII Ogólnopolskiego Zjazdu PedagogicznegoPolskiego Towarzystwa PedagogicznegoMiejsce pedagogiki specjalnej„Różnice – Edukacja – Inkluzja”Gdańsk, 19-21 września 2013 roku(Wydawnictwo Naukowe UAM, 2013) Plichta, PiotrItem RECENZJE i NOTY - Pierpaolo Donati "Sociologia della relazione, Società editrice il Mulino"(Wydawnictwo Naukowe UAM, 2013) Prüfer, PawełItem Inny jako obcy. Imigranci w polskim dyskursie publicznym i edukacyjnym(Wydawnictwo Naukowe UAM, 2013) Zamojska, EvaTaking into account the features of Polish public discourse, dominated by an exclusive perception of what Polish means, one may justifi ably contend that immigrants are the most invisible group of “the others” in Poland, one that is the most excluded from public life. The fi rst part of the article presents the basic theoretical underpinnings of the phenomenon of immigration and ‘being an immigrant’ and attempts to defi ne the uniqueness of this aspect of “otherness”. The second part focuses on a discoursive exclusion of immigrants from public life and the reasons for this exclusion; it moreover proposes possible measures to ameliorate the situation, especially in education.Item Teaching Competences and their Development Via Video-Recording(Wydawnictwo Naukowe UAM, 2013) Mach, Petr; Krotký, JanThe article deals with use of case studies for professional preparation of teachers to be. One of the suitable ways to develop professional teaching competences is to apply the method of a case study. A case study means a complex and creative solution for a given teaching situation in simulated teaching conditions. It is based on interactive and situational education and decision taking. A case study improves not only professional and teaching competences for becoming teachers – it also fulfi ls the task to develop at students their auto-evaluating and auto-refl exing skills. To increase professional competences it is mandatory to do a complex analysis of the video-record for the implemented study. A complex analysis is a subject of the research project of a student grant agency at the University of West Bohemia in Pilsen.Item Wśród ludzi na własnych zasadach? O możliwościach i ograniczeniach w budowaniu relacji z rówieśnikami przez młodzież z zespołem Aspergera(Wydawnictwo Naukowe UAM, 2013) Wojciechowska, AnetaThis thesis aims at describing the interpersonal relations with peers experienced by adolescents with Asperger syndrome. The research has been conducted according to qualitative research paradigm in education. Data collection in the research was based on a case studyItem RECENZJE i NOTY - Andrzeja Twardowskiego "Wczesne wspomaganie rozwoju dzieci z niepełnosprawnościami w środowisku rodzinnym"(Wydawnictwo Naukowe UAM, 2013) Chrzanowska, IwonaItem O potrzebie refl eksji nad kondycją polskiej szkoły – w efekcie lektury publikacji Bogusława Śliwerskiego: „Szkoła na wirażu zmian politycznych. Bez cenzury”(Wydawnictwo Naukowe UAM, 2013) Chrzanowska, IwonaSchool on the Bend of Political Changes. Without Censorship, Bogusław Śliwerski’s most recent book triggered refl ection about the status of the Polish school. There are a few questions which need to be answered, for example: Is the school an important subject of discussion? Who and why wants to talk about the Polish school? This text does not provide answers to these questions but is supposed to induce refl ection.Item Ja, Ty, Inny – dialog?(Wydawnictwo Naukowe UAM, 2013) Żółkowska, TeresaDialogue is a notion often used both in scientifi c discussions and in colloquial speech. The biggest interest of dialog may stem from the fact that the philosophy of dialogue promotes new ways of learning and understanding the world. The article furnishes a comparison of M. Buber’s and E. Levinas’ views concerning dialogue. Both M. Buber and E. Levinas highlight the meaning of a new dimension of cognition, pointing at the meaning of dialogic relations. However, they differ in their interpretation of dialogues between Me, You and The Other. In Buber’s interpretation, dialogue is a situation of discourse, a situation of encounter. Dialogue takes place in a face-to-face relation, in a situation of commitment, engagement and reciprocity. The conditions of dialogue are symmetry, balance and fl exibility. Levinas, however, thought that the Other is always different than I. In his opinion of the dialogic, Me-You are not partners. You is higher than I. For Levinas dialogue occurs in a situation of asymmetry, inequality between Me and You, absence of freedom, a need for sacrifi ce and taking the responsibility of Others. Questions that arise relate to whether dialogue may occur freely in such circumstances. Is Levinas really a philosopher of dialogue?Item Comparison of Attitudes of Czech and English Teachers to Multicultural Subcompetencies(Wydawnictwo Naukowe UAM, 2013) Hladík, Jakub; Jurtíková, MichaelaThe study is a research probe into attitudes of Czech and English teachers regarding multicultural competence. The authors delineate theoretical foundations which defi ne multicultural competence and its possible further division. The aim of the empirical part of the study is to present the results of a comparative research probe aimed at identifying the importance attributed to particular multicultural competences by Czech and English teachers. The authors use a methodological approach in the interface of qualitative and quantitative research strategies, namely the Q-methodology. ANOVA was used to determine differences in attitudes toward multicultural subcompetencies between Czech and English teachers. Furthermore, the Pearson correlation coeffi cient was used to analyse correlations between the groups of teachers.