Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/13611
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dc.contributor.authorKrause, Amadeusz-
dc.date.accessioned2015-07-08T09:59:43Z-
dc.date.available2015-07-08T09:59:43Z-
dc.date.issued2014-
dc.identifier.citationStudia Edukacyjne, 2014, nr 33, s. 7-18pl_PL
dc.identifier.isbn978-83-232-2879-0-
dc.identifier.issn1233-6688-
dc.identifier.urihttp://hdl.handle.net/10593/13611-
dc.description.abstractThe text focuses on the issues of the development and changes within scientific disciplines, in particular social sciences and special education as one of their areas. The author locates his reasoning in reference to the idea of scientific development and the concept of paradigmatic change of Thomas Kuhn, especially revealing the notion of hermeneutic disparity, which metaphorically means the lack of a common language of researchers originating from different (opposite) paradigms. Applying hermeneutic disparity in his discussion, the author seeks answers to the questions formulated either to the essence and quality of pedagogy as a science or to the ways it is practiced and conditioned by a researcher’s paradigmatic and methodological orientation.pl_PL
dc.language.isoplpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectsocial and humanistic sciencespl_PL
dc.subjectdevelopment and changes within scientific disciplinespl_PL
dc.subjectspecial educationpl_PL
dc.subjectparadigmpl_PL
dc.subjecthermeneutic disparitypl_PL
dc.titlePedagogika w zmianie paradygmatycznej – problem hermeneutycznej niewspółmiernościpl_PL
dc.title.alternativePedagogy in the Paradigmatic Change – the Problem of Hermeneutic Disparitypl_PL
dc.typeArtykułpl_PL
dc.identifier.doi10.14746/se.2014.33.1-
dc.description.number33pl_PL
dc.description.pageof7pl_PL
dc.description.pageto18pl_PL
dc.description.articlenumber1pl_PL
dc.description.journaltitleStudia Edukacyjnepl_PL
Appears in Collections:Studia Edukacyjne, 2014, nr 33

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