Akademia Ignatianum w Krakowie: Czasopisma
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Measurement of Learning Outcomes in Mathematics in Relation to Choosing a Role Model
No full textThe article presents a study which involved the selection of an authority figure by students of the last grades of secondary schools, carried out in May 2022. The main goal was to investigate the relationship between the selection of an authority figure and the achievement of learning outcomes in mathematics at the 4th level of the Polish Qualifications Framework. The literature was reviewed with regard to students’ school achievements and authority. A comparative analysis of the choice of authority in the context of school assessment and the result of an online mock exam in mathematics was carried out. The goal was achieved by presenting research problems concerning the choice of authority and its relationship with the achievement of learning outcomes in mathematics. Final conclusions were then formulated
Narrative Analysis in the Development of Teachers’ Reflective Skills
No full textObjectives of the research: The aim of the theoretical research is to elicit the meaning of improving narrative competence, particularly narrative analysis for developing teachers’ reflective skills.
Research issues or problems: The research question is posed as follows: Can a narrative, narrative analysis in particular, foster development of teachers’ reflective skills, and if so, how?
Research methods: The method used in the research is hermeneutic analysis, which matches the field of content narrative analysis.
A short description of the context of the issue: The content analyzed in the text is descriptions of narrative, narrative competence, and narrative analysis, as well as reflective skills such as being, disclosing speaking, testing, and probing – according to concept of Joseph Raelin, to some extent. An important goal of the research is to show the significant meaning of narrative competence, especially narrative analysis, for developing reflective skills by teacher–practitioners. The relationships between narrative, narrative analysis, and improving these skills can induce the need to add another skill, such as an implicative one, that would be crucial for further personal and professional development towards achieving a higher level of self-identity.
Process of argumentation: The research began the selection of an appropriate scope of terms which match one another and can achieve the aim and answer the research question. The analysis of these terms led to building the relationships between narrative, narrative competence, and reflective skills, followed by narrative analysis and reflective skills that are important for personal and professional teacher development. That resulted in some implications that may be useful in educating teachers and students and for education in general.Findings: The results show the importance of the relationship between the aspects described above. Additionally, original, result occurred in creating a new reflective skill, such as the implicative one dedicated to further self-development.
Conclusions and recommendations: The hermeneutic analysis revealed a correlation between the development of a teacher’s narrative competence, particularly narrative analysis, and practicing reflective skills. However, further research is needed to bring about changes in educating both teachers and students, which demands attention be paid to the authentic reflective/narrative approach in practice. This could be reflected in core curriculum subjects in university and secondary school education
Reflection as a Basic Category of a Teacher’s Thinking and Action
No full textReflection in the work of a teacher is an important issue from the perspectives of linking educational theory and practice, a teacher’s personal and professional development and solving educational problems in multiple contexts. The world besets the modern teacher with new challenges, and (self-)reflection becomes a necessity as well as a difficult intellectual task. This paper focusses on the issue of a teacher’s reflection from the standpoint of linking educational theory and practice and examining the value of their work. Using numerous foreign and Polish publications on the subject, while also referring to classic authors such as Dewey and Schön, the authors analyse the essence of a teacher’s reflection in order to highlight the significance of reflective thinking as a key competence for teachers and educators. In the deliberations in this paper, reflection is the foundation of a teacher’s reflexivity in modern education, and a priority in preparing individuals for the profession. The method of a systematic and critical selected literature review was used. Special attention was paid to reflective thinking as well as the flexibility of educational processes and communicative interaction with educational entities
Higher Education as a Space for Forming the Values of United Europe
No full textThe research is focused on the role of higher education in the development of European values among applicants for higher education, in particular the role of international projects that contribute to active European citizenship and spread the fundamental values of the European Union. The article uses the method of modeling and substantiation of the model of the development of European values among future PhDs during a Jean Monnet Module of the Erasmus+ program called “University autonomy in the development of democratic values in higher education: The experience of the EU Member states for Ukraine” at Borys Grinchenko Kyiv University. The model contains four structural blocks that specify the goal, tasks, methodological approaches, principles, content of structural components, forms, methods, means, stages, functions, pedagogical conditions, and expected results. The study is aimed at developing European values in graduate students as young scientists and teachers of higher education institutions – who will become agents of qualitative changes and help establish the principles of democracy in the academic community – and deepening European integration. The results of the study are presented in the broad public discourse of Ukraine, confirmed by the data of sociological studies on European integration in Ukrainian citizens’ value orientations, accelerated by the large-scale russian military invasion of Ukraine. Since sociological studies indicate a certain fragmentation of European values instead of an integral whole in the perception of the respondents, we believe that institutions of higher education themselves are an important element that builds the state and society on the basis of European values and that international projects implemented at universities contribute to the European integration of Ukraine and the formation of the values of a united Europe in young citizens.
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Funded by the European Union. View and opinions expressed are however those of the authors only and do not necessarily reflect those of the European Union or European Education and Culture Executive Agency. Neither the European Union nor the granting authority can be held responsible for tchem.
 
Współczesna tajwańska literatura aborygeńska jako narzędzie ekspresji tożsamości kulturowej na przykładzie twórczości Sakinu Ahronglonga
Get PDFThe rise of Aboriginal literature in Taiwan is directly linked to the development of a movement demanding rights for indigenous peoples in the 1990s. Crucial to this were the rights to cultivate their cultural identity, to use their indigenous language, and to indigenous land and natural resources. In this article, through an anthropological analysis of Taiwanese Aboriginal literature, using the example of the short story collection Boar, Flying Squirrel and Sakinu by a writer from the Paiwan people, Sakinu Ahronglong, an attempt is made to present the contemporary situation of Taiwanese Aborigines and their struggle for respect for cultural rights, customs and ethnic identity.Rozkwit literatury aborygeńskiej wiąże się na Tajwanie bezpośrednio z rozwojem ruchu domagającego się praw dla ludności autochtonicznej w latach 90. ubiegłego wieku. Zasadnicze znaczenie miały w tym przypadku prawa do kultywowania własnej tożsamości kulturowej, do używania rdzennego języka oraz do rdzennej ziemi i zasobów naturalnych. W niniejszym artykule poprzez antropologiczną analizę tajwańskiej literatury aborygeńskiej na przykładzie zbioru opowiadań Dzik, latająca wiewiórka i Sakinu autorstwa pisarza z ludu Paiwan – Sakinu Ahronglonga – podjęta została próba przedstawienia współczesnej sytuacji tajwańskich Aborygenów oraz ich walki o poszanowanie praw kulturowych, zwyczajów i etnicznej tożsamości
Ewangelizacja na YouTube – studium przypadku kanału Dominikanie Szczecin w 2020 roku
Get PDFThe text is a result of a research project titled “The significance of parish-distributed press for the evangelization and formation activities of the Szczecin-Kamień Church (2016–2020).” The project was realized by members of the Department of Media Evangelism of the Institute of Journalism as part of the basic statutory activity of the Faculty of Philosophy of the Jesuit University Ignatianum in Krakow. The article touches on the use of YouTube in the work of evangelization by the Dominicans of the Roman Catholic Parish of St. Dominic in Szczecin in 2020, when, due to the outbreak of the COVID-19 pandemic, for many of the faithful, online media was the primary way to stay in touch with clergy and attend Mass.Tekst jest efektem projektu badawczego pt. „Znaczenie prasy kolportowanej w parafiach dla działalności ewangelizacyjnej i formacyjnej Kościoła szczecińsko-kamieńskiego (2016–2020)”. Projekt został zrealizowany przez członków Katedry Ewangelizacji Medialnej Instytutu Dziennikarstwa w ramach podstawowej działalności statutowej Wydziału Filozoficznego Akademii Ignatianum w Krakowie. Artykuł porusza tematykę wykorzystania YouTube w dziele ewangelizacji przez dominikanów z Parafii Rzymskokatolickiej pw. św. Dominika w Szczecinie w 2020 r., gdy z powodu wybuchu pandemii COVID-19 dla wielu wiernych media internetowe stały się podstawowym sposobem na utrzymanie kontaktu z duchownymi oraz uczestnictwo we mszach świętych
Rdzenni mieszkańcy Ameryki Północnej na drodze do odzyskania praw do reprezentacji i zarządzania własnym dziedzictwem kulturowym
Get PDFThis article aims to present the main problems related to the representation of North American Indians and the management of their cultural heritage. Particular attention will be given to the Ganondagan State Historic Site run by the Seneca community. The critical methodology of research on visuality was used in the analysis of the exhibition.Artykuł ten ma na celu przedstawienie głównych problemów związanych z reprezentacją Indian Ameryki Północnej oraz zarządzaniem ich dziedzictwem kulturowym. Szczególna uwaga zostanie poświęcona Ganondagan State Historic Site prowadzonemu przez społeczność narodu Seneca. W analizie ekspozycji została zastosowana krytyczna metodologia badań nad wizualnością
Rights of Nations
Get PDFThis issue of the journal is related to the contemporary topical issue of the rights of peoples in the era of cultural interaction. The assembly and editing of texts related to the aforementioned issues was undertaken by Professor of the Jagiellonian University, Leszek Korporowicz, PhD, a long-time collaborator of the Jesuit University Ignatianum in Cracow, including in the Social Dictionaries project, where, together with Dr. Łukasz Burkiewicz and Dr. Agnieszka Knap-Stefaniuk, he became co-editor of the Studia kulturowe collection (Krakow 2022). The leading issue in this journal will be presented in an introduction prepared by Prof. Korporowicz. I would like to mention that in this section there are seventeen texts written by authors from various scientific centers in Poland
Przekład na styku kultur: Od translatorskiego pesymizmu do (niesymetrycznego) dialogu międzykulturowego
Get PDFArtykuł ukazuje różnorodne podejścia do przekładu jako działania społecznego zachodzącego na granicy porządków językowych i kulturowych. Zestawia ze sobą translatorski pesymizm wywodzący się z relatywizmu językowego oraz zdecydowanie bardziej optymistyczną koncepcję tłumaczenia jako dialogu międzykulturowego, mającą swoje źródło w hermeneutyce. Zwraca też uwagę na liczne asymetrie i kłopoty tkwiące w przekładowym dialogu na styku kultur. Ich ilustracją – przedstawioną w końcowej części artykułu – są zagadnienia związane ze strategiami obrony praw kulturowych w ramach przekładu w kontekstach kolonialnym i postkolonialnym
Język podręczników do matematyki w klasie pierwszej jako kontekst budowania mentalnych ścieżek edukacyjnych uczniów i ich nauczycieli
Get PDFA handbook is a part of the teaching and mathematical culture. As an important part of the mental experience of students and their teachers, it can be an interesting subject of research. It can be assumed that the language of a handbook is a carrier of specific meanings created by its users. It is important for first-grade students and their teachers to indicate the cognitive paths constructed by the language of the suggested handbooks. The analyses undertaken in the text made it possible to identify some significant categories of the language of instructions and questions contained in the mathematical tasks included in handbooks. They are the cognitive context for the creation of mathematical cultural meanings by first-grade students and their teachers. They define what mathematics education is, what it means to understand what mathematics learning is, or who I am in mathematics lessons. The interpretative methodological approach allowed for in-depth analyses, and the document analysis method proved to be fruitful. The results showed that handbooks may hinder the development of mathematical knowledge in children. The language of handbooks reveals the potential for harmful influences by creating beliefs that are inconsistent with current scientific knowledge about learning mathematics in the early grades.Podręcznik jest elementem kultury dydaktycznej oraz matematycznej. Język podręcznika jest nośnikiem określonych znaczeń tworzonych przez jego użytkowników. Istotne dla uczniów klasy pierwszej oraz ich nauczycieli jest wskazanie poznawczych ścieżek konstruowanych w przez określony język proponowanych podręczników. Podjęte w tekście ich analizy pozwoliły wskazać pewne znaczące kategorie języka poleceń i pytań zawartych w podręcznikowych zadaniach matematycznych. Są one kontekstem poznawczym dla tworzenia przez uczniów klasy pierwszej i ich nauczycieli matematycznych znaczeń kulturowych definiujących, czym jest edukacja matematyczna, co to znaczy rozumieć czym jest uczenie się matematyki czy też kim ja jestem na lekcjach matematyki. Wyniki pokazały niepokojący potencjał ograniczania rozwoju wiedzy matematycznej. Język analizowanych podręczników ujawnia możliwość szkodliwych oddziaływań przez tworzenie przekonań niezgodnych z aktualną wiedzą naukową o poznawaniu matematyki w klasach początkowych