Studia Edukacyjne, 2011, nr 15
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Item Edukacyjne walory publicznych występów poznańskiej młodzieży szkolnej w XVI-XVIII wieku(Wydawnictwo Naukowe UAM, 2011) Nowicki, MichałIt was characteristic for old Polish secondary education that all elements of school life were being used to enhance the impact of educational influence. According to the fact, that the basic program of teaching doesn't occupy children too much, they were able to prepare some public performances. We can distinguish a few examples: individual speeches, dialogues or theatre spectacles. These occupations were a great opportunity to exercise important skills for future public activity of young noblemen. Such kind of education was not only widely accepted by Polish society, but also suggested by some parents. Especially according to poetic and rhetoric education. One of the most important aims of that system was to create a human able to understand and create a popular culture. Thus public activities could be considered as a chance to develop skills of future politicians and, in general, members of society. But not only oratorical skills. We should remember, that such education was connected with some kind of knowledge and, what's more, moral values. Children during preparation to public performances were taught, for example, about the history of ancient civilizations and their culture, and the same with regard to Poland (including basic information about Polish modern offices or institutions). The most important aspect of these practices however was related to morality and civic education. Historical sources show us many examples: importance of religion in everyday life, justice, peace, concord and many other. These values were often personified and played by pupils in school theatre. It must be emphasized that these shows had a strong influence not only on a children education, but also on spectators. Already in 16th century it has been noticed that theatre or dialogues should be used in Poznań by Jesuits as a mean to teach people. This article concentrates on public performances in Poznań from sixteenth to eighteenth century. There were analyzed two secondary schools: Lubrański Academy and Poznań Jesuits College. The author wanted to show the similarity of educational system in these schools, the same involvement with preparing young people to public performances and the pedagogical aspects of this.Item Przedmiot oceny zachowania z perspektywy ocenianych gimnazjalistów(Wydawnictwo Naukowe UAM w Poznaniu, 2011) Jaskulska, SylwiaThe subject of this article is the ‘conduct marking’ in Junior secondary school. I present the study results, that can be a source of information on school and can contribute to the debate about condition of Polish education. The results are the following: the educational ideal at school is the conformist attitude, students whose conduct is assessed are not motivated to act or work on improving themselves. Schools don’t support student’s development by preparing for autonomous learning, critical attitude, self-assessment, introspection, initiative, involvement and self-development.Item Płeć jako faktor różnicujący praktykę studiowania – opinie, oceny, plany. Raport z badań(Wydawnictwo Naukowe UAM, 2011) Piorunek, Magdalena; Werner, IwonaThe forming of the European Higher Education Area (EHEA) of the academic education is a process composed of two dimensions: objective (institutional, legal, organizational, financial) and subjective (psychological, symbolic, axiological). Such action is associated not only with a fundamental reform of educational institutions and the change in its organizational frames, but also with the change of attitudes of educational process participants. In this context it seems that it is important to recognize students' opinions, evaluations and plans. The article aims to present selectively chosen research results conducted on non-public university humanities fields. The objective was to identify students' experiences related to the practice of studying and educational and vocational plans. As it turned out, gender was one of the major factors differentiating the obtained data. Fundamentally, female students are more involved in the study, they generally accept-existing realities of higher education and declare that humanistic studies moderately well-prepared them to cope with the labor market (or alternatively: female students accept the offer of labor after graduation humanities). Female students also intend to work in line with the direction of professional education. While male students are more likely to manifest indifferent attitudes towards studying and they admit to a small own involvement in studying. Both, they are more likely to express critical opinions on the overall system of modern higher education and more clearly recognize the shortcomings of humanistic education. In case of male students the inconsistency between his field of study and professional plans was noticed. Finally, male students are more likely than female to acces PhD studies and to do business after graduation.