Akademia Ignatianum w Krakowie: Czasopisma
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Teachers’ and principals’ experiences with assessing Ukrainian students in Polish schools
Get PDFResearch objectives (aims) and problem(s): The purpose of this article is to describe the experiences and strategies adopted by teachers and principals in response to the challenge of evaluating Ukrainian students. The research questions are as follows: What difficulties and obstacles do school teachers face in the process of assessing Ukrainian students? What strategies have teachers developed for evaluating these students?
Research methods: Data were collected through in-depth semi-structured interviews with teachers and principals from schools enrolling students from Ukraine. A total of 10 interviews were conducted.
Process of argumentation: The article discusses the legal aspects relevant to the research topic, dominant approaches to grading in Polish didactics (objectivist and constructivist), and a review of current research in this area. It also outlines the methodological assumptions and presents the findings according to the research questions.
Research findings and their impact on the development of educational sciences: The main challenges in grading Ukrainian students included a lack of systemic support, language barriers, the absence of preparatory departments, the limited effectiveness of mixed-class instruction, and the short duration of Ukrainian students’ education in Polish schools. Strategies adopted by teachers included modifying or adjusting grading criteria and applying a “profit or loss” calculus—choosing to promote or not promote a student—often justified as being “in the best interest of the child.”
Conclusions and/or recommendations: The strategies employed by teachers expose the inefficiency of the current grading system. The sole function of assessment has become the decision to promote students to the next grade. Ukrainian students, by virtue of their extraordinary circumstances, have in some ways contributed to exposing the overemphasis on grades in the Polish educational system. We underscore the need to move away from traditional grading toward more inclusive, student-centered approaches that take cultural context into account
Adaptation of refugee children in Polish schools: Teacher-parent collaboration as a strategy for overcoming challenges
Get PDFResearch objectives and problems: The aim of the study is to examine teachers’ opinions about the adaptation of refugee children to Polish primary schools. The research problems are as follows: What are the main challenges in the adaptation of refugee children in Polish primary schools? How does teacher-parent collaboration contribute to the adaptation of refugee children in primary schools?
Research methods: This study utilized a qualitative research strategy, combining a diagnostic survey with structured interviews and a case study method supported by observational techniques. Ten teachers from primary schools in Krakow (Poland) participated in structured interviews to share their insights into the challenges faced by refugee children.
Process of argumentation: The adaptation process significantly influences a child’s school readiness, cognitive development, and academic achievement. This issue becomes especially critical for refugee children, who must overcome additional challenges within a new educational and social environment.
Research findings and their impact on the development of educational sciences: The study’s results indicate that language and cultural differences are major barriers to the adaptation of refugee children. The adaptation process is closely tied to communication, emotional well-being, facilitation of learning in school, and the ongoing psychological support necessary in a new environment. A key factor determining the success of this process is the level and quality of cooperation between teachers and parents.
Conclusions and/or recommendations: The adaptation of a refugee child is an extremely complex and multifaceted process that requires the involvement of both teachers and parents. In this context, an integrative approach is essential, as the success of teaching and learning depends on the quality of cooperation between these two stakeholder groups. Adaptation extends beyond language acquisition; it also includes emotional, social, and cultural support. Therefore, teachers must be adequately prepared to meet the challenges involved in integrating refugee children
Szybkość przetwarzania informacji a sukcesy szkolne: Jakościowe badanie postrzegania uczniów przez nauczycieli i rodziców
Get PDFIn the article, the construct of mental speed is analyzed as a biologically predetermined basic cognitive construct. It presents results of research aimed to investigate the relationship between motor/mental speed and pupil school performance from the view of teachers and parents. Applying procedures of the qualitative research paradigm, the central method of data collection was a semi-structured interview with 17 teachers and 10 parents of pupils with extreme (both high and low) values of mental and motor pace. Data analysis of interviews with teachers brings information on stereotyping pupils with a higher mental and motor pace. In their teaching practice, teachers do not reflect enough on pupils’ different mental and motor pace. There are almost no modifications of the curriculum, levels of task difficulty, differentiation of assignments e. g. by cognitive demands of assignments. Also, a connection was revealed between both teachers and parents’ self-perceived temperamental types and the type of attitude towards children with a low mental pace.W artykule analizowany jest konstrukt szybkości mentalnej jako biologicznie uwarunkowanej podstawowej zdolności poznawczej. Przedstawiono wyniki badań dotyczących związku między szybkością motoryczną i mentalną a wynikami uczniów w szkole z perspektywy nauczycieli i rodziców. Wykorzystując procedury jakościowego paradygmatu badawczego, podstawową metodą zbierania danych był półustrukturyzowany wywiad przeprowadzony z 17 nauczycielami oraz 10 rodzicami uczniów o skrajnych (zarówno wysokich, jak i niskich) wartościach tempa mentalnego i motorycznego. Analiza wywiadów z nauczycielami dostarcza informacji na temat stereotypizacji uczniów o wyższym tempie mentalnym i motorycznym. W praktyce dydaktycznej nauczyciele nie uwzględniają w wystarczającym stopniu różnic w tempie mentalnym i motorycznym uczniów. Niemal nie dokonuje się modyfikacji programu nauczania, poziomu trudności zadań ani różnicowania poleceń np. pod względem wymagań poznawczych. Ponadto ujawniono związek między samoocenianym typem temperamentu nauczycieli i rodziców a ich podejściem do dzieci o niskim tempie mentalnym
Kreatywność, myślenie krytyczne, komunikacja i współpraca dzieci w Szkole Podstawowej nr 83 im. Emilii Waśniowskiej „Łejery” w Poznaniu
Get PDFThis study aims to present ways to support the development of students in grades 1-3 of the non-standard, yet universal, Primary School No. 83 named after Emilia Waśniowska in Poznań, "Łejery." This school, unique in Poland due to its pedagogical experiment: "Theatre as a Means of Comprehensive Development – Entrepreneurship Education," is celebrating its 35th anniversary this year. Jerzy Hamerski and Elżbieta Drygas founded it for children who desire to develop creatively. The author used an individual case study based on source analysis and participant observation techniques, which she implemented during the 2023/2024 school year. The research concentrated on the following variables: ways to support the development of students at Primary School No. 83 in Poznań, social relations within the social space of Primary School No. 83 in Poznań, and the use of art in the education of children at Primary School No. 83 in Poznań. As a result of the analysis of the research material, it was noticed that the students in the institution are consistently supported in the development of future competences, and the success of education in this area is proven not only by the fact that the "Łejer" children achieve many educational and social success, but also by the fact that the first adult graduates of the school hold positions of public trust.Celem opracowania jest przedstawienie sposobów wspierania rozwoju uczniów klas 1 – 3 niestandardowej, choć powszechnej Szkoły Podstawowej nr 83 im. Emilii Waśniowskiej w Poznaniu „Łejery”. Szkoła ta, unikatowa w skali Polski ze względu na realizowany w niej eksperyment pedagogiczny: „Teatr jako środek wszechstronnego rozwoju – nauka przedsiębiorczości” obchodzi w bieżącym roku 35 – lecie istnienia, a założona została przez Jerzego Hamerskiego i Elżbietę Drygas dla dzieci, które pragną rozwijać się w sposób twórczy. Autorka posłużyła się metodą analizy indywidualnego przypadku z zastosowaniem techniki analizy źródeł oraz obserwacji uczestniczącej, którą realizuje do roku szkolnego 2023/2024, a która koncentruje się przede wszystkim na następujących zmiennych: sposoby wspierania rozwoju uczniów SP nr 83 w Poznaniu, relacje społeczne w przestrzeni społecznej SP nr 83 w Poznaniu, zastosowanie sztuki w edukacji uczniów SP nr 83 w Poznaniu. W wyniku analizy materiału badawczego dostrzeżono, iż w placówce uczniowie wspierani są konsekwentnie w zakresie rozwoju kompetencji przyszłości, a o powodzeniu edukacji w tym obszarze świadczy nie tylko fakt uzyskiwania przez „łejerskie” dzieci wielu sukcesów edukacyjnych i społecznych, ale także fakt piastowania przez pierwszych dorosłych absolwentów szkoły funkcji zaufania publicznego
Kompetencje 4K wśród nauczycieli edukacji wczesnoszkolnej
Get PDFThe main objective of this article is to present pilot research on critical thinking, cooperation, creativity, and communication skills conducted among early childhood education teachers from the Opole Province. The theoretical and cognitive objective of the study was to diagnose the level of 4C competencies among early childhood education teachers from the Opole Province. The practical and implementation objective was to develop practical recommendations related to improving teachers' competencies in this area. The research issue was related to the question: what 4K competencies do the surveyed teachers declare in their self-assessment? The study used a diagnostic survey method and a questionnaire technique. An original survey questionnaire was used for the research. The research tool consisted of four different scales, which assessed the characteristics of the phenomenon under study on a five-point ordinal scale. The first scale concerned creativity, the second – critical thinking, the third – communication, and the fourth – cooperation. The results of the research showed how the teachers assessed their own competencies. The conclusions of the research were an interpretation of the relationships between individual variables, which were calculated using the JASP statistical program. The data analysis showed how teachers from different age groups assessed their level of innovation, independence, and teaching proactivity, as well as their educational practices. In particular, statistically significant differences were noted among teachers aged 35-46 and those with the professional rank of appointed teacher. These groups rated their professional aptitudes higher than the others.Głównym celem niniejszego artykułu jest przedstawienie pilotażowych badań dotyczących kompetencji krytycznego myślenia, kooperacji, kreatywności i komunikacji przeprowadzonych wśród nauczycieli edukacji wczesnoszkolnej z terenów województwa opolskiego. Celem teoretyczno – poznawczym podjętych badań była diagnoza poziomu kompetencji 4k wśród nauczycieli edukacji wczesnoszkolnej z terenów województwa opolskiego. Celem praktyczno-wdrożeniowym było wypracowanie zaleceń praktycznych związanych z podnoszeniem przez nauczycieli kompetencji z tego zakresu. Problematyka badawcza była związana z pytaniem: jakie kompetencje 4k deklarują badani nauczyciele w ramach samooceny? W badaniach zastosowano metodę sondażu diagnostycznego, technikę ankiety. Do badań wykorzystano autorski kwestionariusz ankiety. Narzędzie badawcze składało się z czterech różnych skal, których przedmiotem oceny były cechy badanego zjawiska na pięciostopniowej skali szacunkowej, porządkowej. Pierwsza skala dotyczyła kreatywności, druga – krytycznego myślenia, trzecia – komunikacji i czwarta kooperacji. Wyniki badań przedstawiały jak swoje kompetencje oceniają badani nauczyciele. Wnioski badań stanowiły interpretację zależności pomiędzy poszczególnymi zmiennymi, które były obliczone za pomocą programu statystycznego JASP. Analiza danych wykazała jak nauczyciele z poszczególnych grup wiekowych oceniają poziom swojej innowacyjności, samodzielności i prokreatywności dydaktycznej, a także swoje praktyki edukacyjne. W szczególności zauważono różnice istotne statystycznie wśród nauczycieli w wieku 35-46 lat oraz ze stopniem zawodowym nauczyciela mianowanego. Grupy te oceniały swoje predyspozycje zawodowe wyżej od pozostałych
The New Ontology and Modern Philosophical Anthropology: On an Elective Affinity Between Two Twentieth-Century Theories
Get PDFWe find an elective affinity between two theories of the early twentieth century, namely between Hartmann’s New Ontology and the modern Philosophical Anthropology of Scheler, Plessner, and Gehlen, a strongly motivated affinity or alliance: it becomes an elective affinity between both approaches insofar as both detach themselves from their seemingly natural bonds: the modern philosophical anthropologist detaches himself from the connection to the classical modern subject of philosophy, while the New Ontology abandons the connection to the old teleological metaphysics. Both perspectives, i.e., of Philosophical Anthropology and of the New Ontology, understand the human being neither as a being that posits the world and values nor do they understand the world as the result of a transcendent instance of meaning. The potential of this modern alliance between Philosophical Anthropology and the New Ontology, formed in the “Cologne Constellation” of the 1920s, has only recently been (re-)discovered (Fischer 2012; 2020; 2021). It could entail – as has been said with regard to some other previous theories – a potential for some as yet “untapped” enlightenment with regard to current theoretical debates in the twenty-first century
Nicolai Hartmann’s Concept of Critique
Get PDFThis article explores Nicolai Hartmann’s concept of “critique” (Kritik) and his critical method. The most important components of Hartmann’s critical philosophy are the distinction between problem-thinking and system-thinking (problem-oriented and system-oriented thinking), the criterion of presuppositionlessness (neutral attitude, “this side” stance, which also highlights the priority of the phenomena over theory), the preference accorded to the natural attitude (toward the object) as opposed to the reflective attitude, the emphasis on the aporetic, the critique of the common philosophical methods, the critical review of Kant’s philosophy, and lastly the theory of critical realism. Linked to the analysis of Hartmann’s critical ontology, critical epistemology and critical metaphysics I also point out an uncritical concept in those. The discussion of the elements of Hartmann’s critical methodology (transcendental, descriptive, and dialectical) shows that the various meanings of the concept of “critique” in Hartmann’s philosophy converge in the methodology of aporetic phenomenology
Echoes of Nicolai Hartmann in Czech Philosophy
Get PDFThe aim of this article is to follow the echoes and incorporation of Nicolai Hartmann’s ideas in Czech philosophy. For the purpose of showing the variety of philosophical fields influenced by Hartmann, I have selected the systems of four Czech philosophers: Ferdinand Pelikán, Vladimír Hoppe, Jan Blahoslav Kozák, and Vladimír Kubeš. In his attempt to clarify noetic problems, Pelikán paid most of his attention to Grundzüge einer Metaphysik der Erkenntnis. Hoppe created one of the most complete philosophical systems in the history of Czech philosophy, where the notion of intuition plays a key role. Hartmann’s ethics is also treated and assessed by J. B. Kozák. And, in the last part of this chapter, I show the echo of Hartmann’s philosophy in the ontology of law of Vladimír Kubeš. I show that Hartmann’s ideas have not only been adopted in various modifications throughout the history of Czech philosophy, but that they have also been criticized
Nicolai Hartmann’s Conception of Free Will in the Context of the Debate Between Compatibilism and Incompatibilism
Get PDFIn this article, I analyse the most significant elements of Nicolai Hartmann’s conception of free will in the context of compatibilism and incompatibilism. I demonstrate that Hartmann’s conception transcends both of these paradigms, since free will seems to combine deterministic and indeterministic elements. As a result, I conclude that Hartmann’s conception of reality must contain some indeterministic moments.In this article, I analyse the most significant elements of Nicolai Hartmann’s conception of free will in the context of compatibilism and incompatibilism. I demonstrate that Hartmann’s conception transcends both of these paradigms, since free will seems to combine deterministic and indeterministic elements. As a result, I conclude that Hartmann’s conception of reality must contain some indeterministic moments
The Issue of the Pragmatist Sources of Post‑Truth, Considered in the Light of William James’ Definition of Truth
Get PDF“The post‑truth era” is one of the terms characteristic of modern times. It describes the widespread acceptance of deception and manipulation in public life, especially in the mass media. The investigation presented here first seeks to clarify the phenomenon of post‑truth, on the basis of an analysis of those authors who have proposed and popularized the concept, such as Steve Tesich, Ralph Keyes and Matthew d’Ancona. Next, it explores the thesis put forward by Dariusz Juruś regarding the influence of the philosophy of pragmatism on the development of post‑truth. In order to evaluate that thesis, William James’ conception is examined, including his definition of truth, his radical empiricism, and the idea of a genuine option. It turns out that the American philosopher’s pragmatism can undoubtedly not be counted among the sources of post‑truth.“The post‑truth era” is one of the terms characteristic of modern times. It describes the widespread acceptance of deception and manipulation in public life, especially in the mass media. The investigation presented here first seeks to clarify the phenomenon of post‑truth, on the basis of an analysis of those authors who have proposed and popularized the concept, such as Steve Tesich, Ralph Keyes and Matthew d’Ancona. Next, it explores the thesis put forward by Dariusz Juruś regarding the influence of the philosophy of pragmatism on the development of post‑truth. In order to evaluate that thesis, William James’ conception is examined, including his definition of truth, his radical empiricism, and the idea of a genuine option. It turns out that the American philosopher’s pragmatism can undoubtedly not be counted among the sources of post‑truth