Akademia Ignatianum w Krakowie: Czasopisma
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Kindergarten teacher preparedness to provide first aid
Get PDFResearch objectives (aims) and problem(s): This article presents research into the preparedness of kindergarten teachers to provide first aid. The research was based on statistics regarding accident rates in Polish kindergartens.
Research methods: The study involved 360 kindergarten teachers and employed the diagnostic survey method using a questionnaire.
Process of argumentation: The objective of the study was to assess Polish kindergarten teachers’ knowledge of first aid principles. The scope of the research was defined by the following questions:
How do the surveyed teachers evaluate their knowledge of first aid?
What types of situations involving danger to children have the surveyed teachers encountered?
Were the surveyed teachers able to take appropriate action when a child’s life or health was at risk?
Research findings and their impact on the development of educational sciences: The study showed that teachers’ knowledge of first aid principles is insufficient and that the measures taken did not always follow proper procedures.
Conclusions and/or recommendations: There is a need to raise teachers’ awareness of the importance of regularly updating their ability to respond effectively in situations that threaten children’s safety
Cross-cultural communication competence of students in the unique context of the Polish–Czech borderland
Get PDFResearch objectives (aims) and problem(s): The aim of this study was to identify differences in the level and determinants of intercultural communication competence among school pupils in the Polish–Czech border region. Specifically, we sought to determine whether statistically significant differences exist among the study groups, and which variables—such as environment, gender, faith, national identity, and community affiliation—shape intercultural communication skills.
Research methods: The study employed a diagnostic survey using a questionnaire. It involved 464 participants across three groups: pupils from bilingual schools in the Czech Republic [A], pupils from Polish schools located near the border [B], and a control group of pupils from public schools in the Silesian Voivodeship.
Process of argumentation: Zaolzie represents a borderland with a unique cultural identity and a longstanding tradition of multiculturalism. This raises the question of whether, in such an environment, students’ levels of intercultural communication competence differ from those in other regions, or whether their declared views are shaped by different variables.
Research findings and their impact on the development of educational sciences: The study found that the local context—the environment in which respondents were raised and educated, situated at the cultural and national border between Poland and the Czech Republic—does not significantly influence their level of intercultural communication competence or their expectations regarding intercultural education. The data indicate that students’ competences are similar to those of adolescents from other regions, and that beliefs, views, and attitudes toward multiculturalism are only minimally affected by the examined variables
Teachers’ opinions on the education of Ukrainian refugee students (in Polish schools)
Get PDFResearch objectives (aims) and problem(s): The research objective was to explore Polish teachers’ opinions on the form and conditions for optimizing the educational process of refugee students from Ukraine, as well as the difficulties related to broadly understood education.
Research methods: The study employed a scale created by the author, which covered seven areas: the optimal system and forms of education for refugee students from Ukraine, conditions for optimizing their education (including environmental adjustments), possible difficulties and demotivators, and the priority needs of refugee students. Additionally, the issue of teacher preparedness for working with refugee students was considered.
Research findings and their impact on the development of educational sciences: Teachers emphasized the necessity of smaller class sizes, psychological support, and access to interpreters as critical for optimizing educational outcomes for refugee students. They also pointed to challenges that refugee students face, such as language barriers and emotional distress, highlighting the need for specialized teacher training in intercultural sensitivity and trauma-informed methods. These findings underscore the growing recognition in the field of the need for inclusive and adaptive educational strategies.
Conclusions and/or recommendations: Teacher training programs should prioritize intercultural competence and trauma-sensitive approaches to better prepare educators to support the unique needs of refugee students. Recommendations include integrating structured psychological support and linguistic resources within schools to foster a supportive learning environment in culturally diverse educational settings
Czynniki stymulujące poznawanie sześcianu a proces tworzenia jego graficznego zapisu przez dzieci w wieku wczesnoszkolnym - praktyczne uwagi dla nauczycieli
Get PDFThe aim of the conducted research was to determine the effectiveness of introducing stimulating factors into the drawing process among early school-aged children, with the goal of enhancing their understanding of the cube. The core cognitive focus of the undertaken research procedure was the question: What is the effectiveness of the impact of the factors (color, contour, touch) introduced into the process of creating a graphic representation of the cube watched by the students? The study employed the method of document analysis, using both qualitative and quantitative analysis techniques. These allowed for the identification of models and the frequency of cubes drawn by successive age groups of children under conditions of direct observation and with the involvement of various stimulating factors. The research material consisted of 593 cube drawings. It should be assumed that the introduction of stimulating factors – particularly the role of touch – enhances cognitive effectiveness not only in relation to the observed cube, but also potentially increases cognitive efficiency when it comes to understanding other solids or objects. The content and formal analysis of the collected research material, along with the conclusions drawn, may contribute to outlining pedagogical guidelines that will support teachers in more effectively introducing students into the world of three-dimensional objects.Celem prowadzonych badań było ustalenie skuteczności wprowadzania w proces rysowania przez dzieci w wieku wczesnoszkolnym, czynników stymulujących poznawanie sześcianu. Zasadniczym przedsięwzięciem poznawczym podjętego postępowania badawczego stało się pytanie: jaka jest skuteczność odziaływania czynników (obserwacja, zróżnicowana kolorystyka, kontur, dotyk) wprowadzonych w proces tworzenia graficznego zapisu obserwowanego przez uczniów sześcianu? W badaniu zastosowano metodę analizy dokumentów, a dla niej przyjęte techniki analizy jakościowej i ilościowej, które umożliwiły wskazanie modeli oraz liczebność rysowanych przez kolejne grupy wiekowe dzieci sześcianów tworzonych w warunkach bezpośredniej obserwacji i przy angażowaniu zróżnicowanych czynników. Zebranym materiałem do badań były 593 rysunki sześcianów. Z przeprowadzonego postępowania badawczego wynika, że w procesie poznawania przez uczniów na poziomie edukacji wczesnoszkolnej sześcianu, skuteczność zgłębiania o nim wiedzy powinna być wzmacniana wskazanymi czynnikami, ze szczególnym uwzględnieniem roli dotyku. Należy przyjąć, że dzięki takim działaniom wzrasta efektywność poznawcza, nie tyko w stosunku do obserwowanego sześcianu, ale można założyć zwiększoną skuteczność poznawczą w stosunku do innych brył czy przedmiotów (np. martwej natury). Analiza treściowa i formalna zebranego do badań materiału oraz wysnute wnioski, mogą przyczynić się do nakreślenia dyrektyw pedagogicznych, które pozwolą nauczycielom na skuteczniejsze wprowadzanie uczniów w świat obiektów trójwymiarowych
Znaczenie aktywności ruchowej w holistycznym rozwoju dziecka w edukacji wczesnoszkolnej i przedszkolnej
No full textMovement, as an integral part of education, is an important element supporting children's holistic development. An interdisciplinary approach to education is the foundation of contemporary teaching and learning, integrating various areas of student development. Numerous studies on the characteristics of preschool and early school-age children confirm this, indicating that integral teaching is the optimal solution for organizing the teaching process, as it focuses on children's well-being, their holistic functioning, and their comprehensive development. Physical activity supports neurogenesis and the development of cognitive functions such as memory and concentration, which has a direct impact on the effectiveness of teaching and learning processes. The interdisciplinary combination of education and movement is distinguished by a more comprehensive achievement of teaching objectives. The aim of the research, conducted over 20 years, was to determine the effects of using EDUballs and during movement classes integrated with subject content (Polish, English, and mathematics) on physical and cognitive development. To this end, 13 pedagogical experiments were conducted in natural settings using EDUballs. It was found that there are positive relationships between physical activity integrated with subject content using EDUballs and students' reading, writing, and numeracy skills. EDUballs also positively impact students' motor skills, eye-hand coordination, time-space orientation, and graphomotor skills.Ruch jako integralna część edukacji stanowi ważny element wsparcia holistycznego rozwoju dzieci. Interdyscyplinarne podejście do edukacji stanowi fundament współczesnego nauczania-uczenia się, integrując różne obszary rozwoju uczniów. Potwierdzają to liczne badania nad właściwościami dzieci w wieku przedszkolnym i młodszym szkolnym wskazując, że nauczanie integralne jest optymalnym rozwiązaniem organizowania procesu dydaktycznego, gdyż skupia się na dobru dzieci, ich całościowym funkcjonowaniu i wszechstronnym rozwoju. Aktywność fizyczna wspiera neurogenezę oraz rozwój funkcji poznawczych, takich jak pamięć i koncentracja, co ma bezpośrednie znaczenie dla efektywności procesów nauczania i uczenia się. Interdyscyplinarne połączenie edukacji z ruchem wyróżnia się pełniejszym osiągnięciem celów dydaktycznych. Celem zrealizowanych w ciągu 20 lat badań było określenie efektów wykorzystania piłek edukacyjnych EDUball podczas zajęć ruchowych zintegrowanych z treściami przedmiotowymi (językiem polskim, angielskim, matematyką) w zakresie rozwoju fizycznego i poznawczego. W tym celu przeprowadzono 13 eksperymentów pedagogicznych w warunkach naturalnych z wykorzystaniem EDUballi. Okazało się, że istnieją pozytywne związki pomiędzy zajęciami ruchowymi zintegrowanymi z treściami przedmiotowymi realizowanymi z EDUballami a umiejętnościami czytania i pisania uczniów oraz rachowania. EDUballe pozytywnie wpływają także na umiejętności ruchowe uczniów, na zdolności koordynacyjne: oko-ręka, orientacja czasowo-przestrzenna czy umiejętności grafomotoryczne. 
Wiedźmin w kontuszu: Komunikacyjna rola literackich nawiązań w medium współczesnych gier wideo
Get PDFOne of the most prominent forms of contemporary cultural expression is video games, which frequently exist in close correspondence and interdependence with literature. The narrative of The Hearts of Stone expansion to The Witcher 3: Wild Hunt centers on themes inspired, among others, by Polish literature; accordingly, the analyses presented in this article focus on these literary elements. By examining specific components encountered during gameplay, the article demonstrates that the discourse between video games and literature is defined by mutual interconnections and by the player’s need to reference contexts external to the game itself. Furthermore, the shaping of subsequent exploitation spaces creates further possibilities for transposition. The analysis also confirms the hypothesis that that video games generate a hybrid reality, and that literary references within them serve as key elements in establishing a communicative space between the player, the game world, and its creators.Jedną z dominujących współcześnie form ekspresji kulturowej są gry wideo, wielokrotnie pozostające w ścisłej korespondencji i współzależności z literaturą. Ze względu na skoncentrowanie fabularne rozszerzenia do gry Wiedźmin 3: Dziki Gon: Serca z kamienia wokół wątków inspirowanych między innymi polską literaturą, to na nim skupiają się analizy zaprezentowane w artykule. Za pośrednictwem sprecyzowanych składowych pojawiających się w trakcie rozgrywki artykuł dowodzi, iż dyskurs pomiędzy grami wideo a literaturą odznacza się wzajemnymi powiązaniami i koniecznością odwoływania się przez gracza do kontekstu pozagrowego, zaś kształtowanie się kolejnych przestrzeni do naukowej eksploracji stwarza dalsze możliwości transpozycji. Potwierdza też hipotezę, że gry wideo tworzą rzeczywistość hybrydalną, a literackie nawiązania w grach wideo są jednym z elementów, które kreują przestrzeń komunikacyjną pomiędzy graczem a światem gry, jak również jego twórcami
„Nieobliczalna fantazja”? Artysta i „tworzące” maszyny
Get PDFThe aim of the article is to reconstruct the reflections and views of three artists regarding the issues of creation and the status of the creator in relation to drawings made by machines. The first example concerns the products of a mechanical drawing machine constructed by the Belgian artist Francis André, as well as the reception of his creative stance by the Polish writer Jan Józef Szczepański. The second example – selected to signal a significant shift in the understanding of art and the creative process – focuses on the actions and statements of Polish artist Agnieszka Piłat, who collaborates with Boston Dynamic and SpaceX on a project aimed at teaching robots equipped with AI to draw. The examples discussed in the article contribute to the ongoing debate on the status of the artist, creator, and author in relation to machines and the artifacts they create.Celem artykułu jest rekonstrukcja refleksji oraz poglądów trojga artystów, dotyczących zagadnień tworzenia i statusu twórcy w związku z rysunkami wykonywanymi przez maszyny. Przykład pierwszy dotyczy wytworów mechanicznej maszyny rysującej skonstruowanej przez belgijskiego artystę Francisa André oraz recepcji jego postawy wobec powstających dzieł, dokonanej przez polskiego pisarza Jana Józefa Szczepańskiego. Przykład drugi – wybrany jako reprezentujący istotną zmianę w rozumieniu sztuki i procesu twórczego – to działania i deklaracje artystki polskiego pochodzenia, Agnieszki Piłat, współpracującej z Boston Dynamic i SpaceX w projekcie uczenia robotów wyposażonych w AI sztuki rysowania. Przywołane w artykule przykłady stanowią głos w dyskusji nad statusem artysty, twórcy, autora wobec maszyn i tworzonych przez nie artefaktów
Editorial
Get PDFWe are pleased to present to our readers this issue of Perspectives on Culture, in which the central theme is contemporary art – understood here as beginning in the 1970s – with particular attention to its current condition, relevance, and role within modern culture.
Art, like science, morality, and religion, is one of the fundamental expressions of human activity and thus constitutes a vital domain of culture. The continuous interplay between these spheres ensures that art remains in ongoing dialogue with science, morality, and religion
Education of the child as part of parental duties – Comparative legal analysis of national reports submitted to the Commission on European Family Law
Get PDFResearch objectives and problems: The author conducts a comparative analysis of the legal regulations of 21 European countries concerning children’s education in the context of parental responsibility/authority.
The guiding questions are: Is a child’s education considered part of parental responsibility/authority? What is the legal source of this right and obligation? Does the law give children any ability to decide about their education? Do the national reports refer to compulsory schooling or education duty?
Research methods: The author performs a comparative legal analysis of reports submitted by 21 countries[1] to the Commission on European Family Law on the subject of parental responsibility.
Process of argumentation: Drawing on the provisions contained in the domestic legislation of 21 European countries, as documented in the reports submitted to the Commission on European Family Law, the author presents the legal solutions governing children’s education in the context of parental responsibility/authority.
Research findings and their impact on the development of educational sciences: The analysis shows that in all 21 legal systems examined, a child’s education is regarded as an element of parental responsibility/authority/care/custody. The most common legal sources of the parental right and duty to provide a child’s education are provisions found in children’s/family/parental responsibility acts or codes, constitutions, civil codes, and education laws. National legislation generally grants children an indirect right to influence their educational path. Most reports also outline, at least in general terms, the scope of compulsory schooling or education duty in their respective countries.
Conclusions and/or recommendations: The discussion offers a concise overview of the regulations in 21 European countries and serves as an introduction to a more detailed analysis of the issue of children’s education
Supporting religious and pro-social education in the Catechesis of the Good Shepherd within the cognitive-developmental framework of integral religious development
Get PDFResearch objectives and problem(s): This article aims to identify practical approaches to religious and pro-social (moral) education within the pedagogical framework developed in Rome during the 1950s by Sofia Cavalletti, known as the Catechesis of the Good Shepherd (CGS). The central research question guiding this study is: How does the CGS program support the religious education and pro-social development of preschool children in the context of the cognitive-developmental concept of integral religious development?
Research methods: To address these questions, we employed a method of document content analysis. The religious education content and its delivery methods were examined through an analysis of the CGS curriculum and methodological guides for children aged three to six years.
Process of argumentation: The article consists of an introduction and justification for the choice of topic, a presentation of methodological assumptions, an analysis of the literature to present the research context, research results in accordance with the research problem, conclusions and discussion.
Research findings and their impact on the development of educational sciences: A psychological and pedagogical analysis of the CGS program, viewed through the lens of holistic child development, suggests that it effectively integrates (a) the individual characteristics of the child, including age, psychological traits, religious socialization, and prior knowledge based on physical and psychological experiences; (b) the characteristics and role of the adults introducing the child to the faith, particularly the nature and quality of the relationship with the child; and (c) the content and delivery of religious knowledge.
Conclusions and/or recommendations: Formal catechesis is important in supporting the religious development of preschool children as it complements the foundational experiences gained within the family. It considers the development of the child’s religious awareness according to their unique religious disposition and their ways of understanding and perceiving reality. Cavalletti’s content arrangement is kerygmatic, and fosters a relationship with a personal God, which forms the basis for pro-social (moral) development in subsequent stages of religious education