Repozytorium Uniwersytetu Komisji Edukacji Narodowe
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Wybrane aspekty bezpieczeństwa społecznego dzieci
No full textKonieczność zapewnienia dzieciom bezpieczeństwa wynika z moralnego i prawnego obowiązku
ochrony i promowania praw dziecka. Stanowi również istotny warunek długofalowego
rozwoju społecznego i ekonomicznego każdego kraju. Prezentowany artykuł opisuje
wybrane aspekty bezpieczeństwa społecznego dzieci, tj. konieczne działania na rzecz ochrony
zdrowia dziecka, jego fizycznego, psychicznego, duchowego, moralnego i społecznego
rozwoju. Autorka zwraca uwagę m.in. na kwestie legalnego związku dziecka z państwem,
dającego mu poczucie tożsamości i bezpieczeństwa, problematykę ochrony dziecka przed
wyzyskiem ekonomicznym, ochrony zdrowia dziecka, bezpieczeństwa jego rodziny oraz realizację
prawa do edukacji.rozwój społeczny, rozwój ekonomiczny, prawa dziecka, ochronaThe need to ensure safety of children is the consequences of our moral and legal duty to
protect and promote children's rights. It is also important prerequisite for long-term social
and economic development of each country. This article presents selected aspects of social
security of children: necessary action for ensure child's health, physical, mental, spiritual,
moral and social development. The author draws attention to the legal issues of child relationship
with the state, which gives him a sense of identity and security, the issues of
child protection from economic exploitation: the security of child's family, and his right to
education
Teachers in the archives of Vilnius and Lviv
Get PDFAnalysis of sources found in the archives of Wilno and Lwów constitutes a way to
enriching the knowledge about teachers at the onset of the 20th century and in the Second
Republic of Poland. The query that the author of the paper has been conducting for many
years presents the teachers’ dedication to the didactic and educational work of schools and
tothe cultural and educational development of local communities.
Information about the pedagogical staff is to be found in the personal files of teachers
stored in the archives. Their content is diverse: from full documentation, including, e.g.,
handwritten curricula vitae, certificates and diplomas connected with teachers’ education
and employment, to files containing single, sometimes handwritten notes, which are
often of little cognitive value, such as, e.g., a train ticket or a teacher’s note to the school
headmaster concerning the former’s sudden need to visit a doctor.
Substantial information on the didactic, educational, and social work of teachers is
found in, e.g., staff meeting reports and protocols and correspondence between units of
school administration or city officials.
The majority of the pieces of information regarding the teaching staff, especially
those referring to work outside schools, are dispersed in the environment. The teachers’
achievements in social work are described in, e.g., written accounts of the celebrations of
national annuals, the founding of a library, or initiatives undertaken for the benefit of the
local population
From the archives of the monastery: the pragmalinguistic analysis of the seventeenth-century Obiecadło duchowne (Spiritual Alphabet)
No full textThe paper contains the analysis of a fragment of a seventeenth-century monument –
a prayer book written by a nun-Carmelite. The selected part: Obiecadło duchowne...
is a certain entity, and it stands out from the whole monument due to its form
– Abecedarius.
The article presents pragmalinguistic view on this text. From the described aspects, one
can list: what the analyzed passage says about the sender and the recipient, what was
the communication goal of the writer, what type of speech acts the text represents, what
functionalities it includes, as well as how the text was formed in terms of language
Forgotten (?) educational inspirations
Get PDFThis article is an attempt made to confront educational approaches presented by Plato, Aristotle, and Kant with modern educational system. By referring to the former educational ideas the author wanted to draw attention to the sources of inspiration and educational concepts. The paper draws particular attention to the role of the teacher because there is no doubt that only the righteous, educated, intelligent and responsible man can be an educator. These requirements apply also, and perhaps above all, to parents
The legacy of lifelong learning : competences in active citizenship
Get PDFFocusing on the relation between Education in general and Citizenship Education in
particular some key questions come to the surface: Which kinds of new trends in learning
are compatible for citizenship education? Which knowledge, skills and attitudes
must be protected? How can teachers and students obtain the label ‘ good work’? How
can we avoid a dualistic approach and promote a more holistic way to link reason and
emotion, personal and social development? How can we empower the relationship of
education to a dramatically different world view?
In the last decade the European Commission launched the Long life learning process.
Not only for students and teachers to go on mobility but also other stakeholders like
entrepreneurs. New skills for new jobs became the adagio. Also industry had an impact
on the educational system. More and more models of quality assurance came into the
school gate and breathed the industrial spirit of a linear. Pupils are so much more than
products waiting to be shaped; teachers are so much more than instructors; each are
complex adaptive thinkers who need the freedom to grow their own minds1.
The third annual Education and Training Monitor (2014) charts the evolution of educational
systems across Europe. The strategic message for Member states is clear: we need
to strengthen our investment in education and training systems if we want them to
fully contribute to productivity, competitiveness and innovation in Europe. These goals
require quality education that is both relevant and inclusive (European Commission
2014). The modernization of education systems is an important element of the Europe
2020 strategy, reflected by its education headline target. The early school leaving rate is
12% and still above the Europe 2020 headline target of 10% or less. The more than five
million early school leavers across Europe face an unemployment rate of 41% and are
at a higher risk of poverty and social exclusion . The Monitor encourages the further
professional development of teachers, exploit the potential of innovative pedagogies
and digital learning and better address the importance of early childhood education.
Our approach will be strongly inspired by the innovated vision of the American cognitive psychologist Howard
Gardner: the five minds for the future. His school policy
model will be explained and compared with other taxonomies. Arguments will be
given reinforcing the idea that all the five minds are needed within a school policy
for the future. They give us a good profile of what an active citizen might look like in
complex, interconnected, multi- and trans-cultural societies. Innovative educational
models challenge the conventional frontal teaching and row – by – row learning and
the hierarchic teaching. ‘Sage on the stage to guide on the side’2 is not an easy switch
and is based on constructivist theory of learning. Interactive teaching in combination
with cooperative learning and peer – questioning create a new dynamic in the classroom.
Putting the classroom desks in a horseshoe shape create a forum for dialogue
and debate. Maybe there will be less silence, but the noise will be full of thoughts3.
Once the conceptual background is established, we’ll present an enquiry conducted
with a group of international students (some of them participated in the Erasmus +
program) who have been asked what are their ideas regarding work, character, interpersonal
relations, values and mindsets. This will help us to recommend a number of
pedagogical ideas to encourage students’ active citizenship
19th Century Patterns of Polish Family and Family Education of a Child and their Enlightenment Inspirations
Get PDFPolish pedagogical thought of the 19th century, open to the influence of western education,
continued many topics concerning family education of children in the literature of the
Enlightenment. It perpetuated the conviction of high social standing of the family as the
educational environment, recognizing the role of both parents. The Enlightenment belief
that education is a condition for the effectiveness of mutual love and respect for parents
and children and the idea that the educational process should take into account the nature
of the child were already widespread.
In the changed political circumstances of the Polish nation in the 19th century and
in the course of the transformation of the socio-economic institution of the family, home
began to play an almost vital and special role. The literature of the 19th century formulated
a clearly defined ideology of the family, described the model of marriage and family as
educational environment, not forgetting the Enlightenment civil and patriotic threads
Institutional framework of manager training in agricultural universities of Ukraine
Get PDFThe article presents the normative framework of specialist training of bachelor, specialist,
and master’s degrees in the uuniversities of Ukraine of the third-fourth accreditation
levels
