69 research outputs found
Doświadczenie krytyczne lat osiemdziesiątych: Jerzy Malewski i Tadeusz Komendant
No full textThe author reviews two literary criticism book from the 80's, which were published outside of the government-sanctioned censorship: "Widziałem wolność w Warszawie" of Jerzy Malewski (kickname of Włodzimierz Bolecki) and "Zostaje kantyczka" by Tadeusz Komendant. He finds in them two totally different views on literary and public discourse, which stem from and recall the same source experience. Malewski writes about discourse, which sanctions the experience of the common ground between the postion and value. Komendant describes the experience of difference, the "positional aspect of truth" and literature as a "linguistic gesture'. Instead of sharing the common ground, Komendant advocates the participation in a varied social practice and taking responsibility for its shape and direction. The difference between the positions of these two critics heralds characteristic for the Polish public scene of the 90's split into 'communionistic' and 'liberal' factions. During that period both Bolecki and Komendant participated in the controversial dispute about postmodernism in Poland, regarding it as non-existent problem, one that does not reflect Polish historical experiences, and as a mere linguistic proposition, which may be useful potentially to express those experiences
FIGURE 4 in Description of Pratylenchoides ojcowensis sp. nov. (Nematoda: Merlinidae) from Polish Jurassic Highland
No full textFIGURE 4. Pratylenchoides ojcowensis sp. nov. Male: a, Entire body; b, Anterior region; c, Posterior region with spicules and gubernaculum; d–f, Lateral field structure: d, on the deirid level, e in the middle part of the body, f, near cloaca. (Scale bars: a = 50 µm, b–f = 10 µm).Published as part of Winiszewska, Grażyna, Dobosz, Renata, Malewski, Tadeusz & Skwiercz, Andrzej, 2020, Description of Pratylenchoides ojcowensis sp. nov. (Nematoda: Merlinidae) from Polish Jurassic Highland, pp. 117-128 in Zootaxa 4742 (1) on page 124, DOI: 10.11646/zootaxa.4742.1.7, http://zenodo.org/record/367452
FIGURE 3 in Description of Pratylenchoides ojcowensis sp. nov. (Nematoda: Merlinidae) from Polish Jurassic Highland
No full textFIGURE 3. Pratylenchoides ojcowensis sp. nov. Female: a, Entire body; b, Body anterior region; c, Pharynx region with nuclei of pharyngeal glands; d, Spermatheca; e, Lateral field on the vulva level; f–h, tails. (Scale bars: a = 50 µm, b–h = 10 µm).Published as part of Winiszewska, Grażyna, Dobosz, Renata, Malewski, Tadeusz & Skwiercz, Andrzej, 2020, Description of Pratylenchoides ojcowensis sp. nov. (Nematoda: Merlinidae) from Polish Jurassic Highland, pp. 117-128 in Zootaxa 4742 (1) on page 123, DOI: 10.11646/zootaxa.4742.1.7, http://zenodo.org/record/367452
On the incommensurability of adult education researchers’ worlds
No full textThe article consists of two parts. The first part shows how the idea of lifelong learning turns away from an earlier understanding of adult education, replacing it with a new vision of learning activities as natural processes of participation in culture. For adult education as a research field this means a paradigmatic shift that is radical, thus difficult and costly. A transition from teaching to learning lays the foundations for a discourse that implicates a reconceptualisation of the most basic theoretical categories and methodological competences of research practices. This change of leading research paradigm creates a situation that each discipline finds difficult. Analysis presented in the second part of the paper describes the situation among Polish researchers in the field of the education of adults. Describing the divided research community, the author emphasizes the difficult position of young researchers and proposes a typology of their attitudes towards their professional roles and academic career
Cultural Contexts of the Lifelong Learning Concept
No full textW artykule analizowane są uwarunkowania ekonomiczne, społeczne i kulturowe, które przyczyniły się do wygenerowania idei całożyciowego uczenia się ludzi dorosłych i jej wpływ na sferę edukacji zawodowej i pracy. Autor jest zdania, że gwałtowne zmiany w gospodarce i turbulencje na rynku zatrudnienia każą zastanawiać się, czy tradycyjny model edukacji zawodowej, w którym kształcenie poprzedza podjęcie pracy, jest jeszcze do utrzymania. Być może dotychczasową relację: „najpierw edukacja, potem praca” należałoby zastąpić rozwiązaniem: „najpierw praca, potem edukacja”. Obserwowana dynamika ponowoczesności dostarcza argumentów na rzecz takiej zmiany.In the article the author analyses economic, social and cultural conditions, which contributed to the idea of lifelong learning in adults and its impact on the sphere of professional education and work. The author believes that sudden changes in the economy and turbulences on the employment market force us to consider whether the traditional model of professional education, where education precedes taking on a job, is still to be maintained. Perhaps the so-far relation “first education and then work” should be replaced by the solution of “first work and then education”. The observed dynamics of post-modernism provides arguments for such a change
The Theatrical Ties that Bind: An Examination of the Hidden Curriculum of Theatre Education
No full textabstract: Examining the elements of the hidden curriculum in theatre education allows theatre educators the opportunity to reflect on their own pedagogy and its effects on the learner. The hidden curriculum refers to the unspoken or implicit values, norms, and beliefs that are transmitted through tacit messages. When the hidden curriculum remains veiled, the impact on the learner's education and socialization process can perpetuate gender, race, and class inequalities. In order to understand how the hidden curriculum manifests itself in theatre classrooms, we have to look at schools as "agents of legitimation, organized to produce and reproduce the dominant categories, values, and social relationships necessary for the maintenance of the larger society" (Giroux, 1983, p. 72). This qualitative study examined the hidden curriculum in theatre at the secondary level and looked at theatre teachers' pedagogy in reproducing elements of the hidden curriculum. Interviews, naturalistic observation, and a researcher reflective journal were employed in the data collection process to better understand: a) the elements of hidden curriculum that appear in theatre education at the secondary level, b) how the pedagogical practices of theatre teachers support societal structures, and c) how the hidden curriculum in theatre reinforces gender, race, and social class distinctions. Data were then coded and analyzed to find emergent themes. Multiple theoretical perspectives serve as a conceptual framework for understanding the hidden curriculum, and provide a neglected perspective of the hidden curriculum in theatre education. The theatre classroom provides a unique space to view hidden curriculum and can be viewed as a unique agent of social change. Themes related to the first research question emerged as: a) privileges for older students, b) school rules, c) respect for authority, d) acceptance of repetitive tasks, and c) punctuality. Themes related to the second research question emerged as: a) practices, b) procedures, c) rules, d) relationships, and e) structures. Finally, themes related to the third question emerged as: a) reinforcement of social inequality, b) perpetuation of class structure, and c) acceptance of social destiny. The discussion looks at the functions of theatre pedagogy in the reproduction of class, inequality, and institutionalized cultural norms.Dissertation/ThesisPh.D. Curriculum and Instruction 201
O korporatyzacji uniwersytetu
No full textIn the article the author presents a thesis that the process of the corporatization of the university is developing. To prove this thesis he analyses the changes in some areas of activities. He points out the consequences of commercialisation and marketization for science and didactics. Furthermore, he mentions disintegration of academic community and dissolving of traditional academic hierarchy, as well as considers internationalization of the high schools and effects of the academic classifi cation
Qualitative Research in the Methodological Trap of Scientism
No full textAutor artykułu stawia tezę, że dynamicznie rozkrzewiające się badania jakościowe nie mogą uwolnić się od metodologicznej tradycji pozytywizmu, a projekty badawcze realizowane przez badaczy społecznych często wpadają w scjentystyczne pułapki. W rezultacie badania jakościowe nierzadko stają się rewersem badań ilościowych. Dzieje się tak, ponieważ badacze nie są w stanie uwolnić się od kulturowej matrycy modernizmu, której są „nosicielami” i której składowe, na ogół nieświadomie wciąż aplikują do badania społeczeństw ponowoczesnych.The author of the article states that the dynamically springing up qualitative research cannot free itself from the methodological tradition of positivism and the research projects carried out by social researchers very often fall into scientistic traps. As a result, the qualitative research frequently becomes the reverse of quantitative research. It happens so, because the researchers are not able to free themselves from the cultural matrix of modernism, whose “carriers” they are and whose components, usually unconsciously, they apply to their research on post-modern societies
No one rises to low expectations: Citizenship education in an “urban” charter school
No full textThis dissertation examines how middle level teachers at HOPE Academy, an urban charter school with a majority African American student population, understand citizenship education and what it means to teach African American students to be good citizens. Specifically, the study: (a) investigated how teachers\u27 personal histories and pedagogical knowledge informed their definitions and concepts of citizenship education (b) explored whether and how teachers practiced citizenship education/instruction at the school and (c) revealed complexities associated within the teachers\u27 citizenship education constructs. Data collection took place during 2006-2007, while I was teaching Math and Black History as a long term substitute teacher at the school. I utilized teacher interviews, focus groups discussions, reflective journals, and classroom observations techniques to address the following research questions: (1) How is citizenship education/instruction taught in an urban, mid-level charter school where the majority of students are African American; (2) How do social, historical, and cultural forces shape teachers\u27 citizenship education curricular/instructional decision-making, motivation, and teaching/learning expectations for African American students; and (3) How does citizenship education promote justice, while challenging social inequities? Because citizenship education/instruction constructs are not neutral, a critical racial analysis was beneficial to the exploration of important connections between teachers\u27 personal histories, beliefs, classroom practices and discourses
Understanding education for the profession of a classical dancer – contexts of education of children and adolescents at ballet school
No full textCel. Celem badawczym opracowania jest ukazanie wybranych kontekstów edukacji dzieci i młodzieży w szkole baletowej oraz zwrócenie uwagi na wielopłaszczyznowe postrzeganie zawodu tancerza na gruncie literatury przedmiotu. Złożoność procesu edukacji w zawodzie tancerza klasycznego pozwala na nabycie kompetencji do łączenia intensywnego treningu ciała z kształtowaniem wrażliwości estetycznej oraz szeroko rozumianych kompetencji poznawczych. Zawód tancerza ma elitarny charakter, wymaga specjalnych predyspozycji zarówno fizycznych, jak i psychicznych. Tancerz powinien mieć kompetencje w czterech kategoriach: merytoryczne, praktyczne, artystyczne oraz psychofizyczne.
Metody i materiały. Autorki zgromadziły materiał poprzez ewidencję empiryczną (Malewski, 2017), czyli uczestnictwo w życiu badanej społeczności. Na bazie obserwacji autorki przystąpiły do teoretycznych interpretacji, co w metodologii teorii ugruntowanej nazywa się teoretyzowaniem (Malewski, 2017). Sprawozdaniem z badań są wnioski przedstawione poniżej.
Wnioski. Wśród problemów szczegółowych poruszanych w tekście autorki omawiają: specyfikę zawodu tancerza, sylwetkę i kompetencje tancerza baletowego, jego ścieżkę edukacyjną oraz codzienność adeptów sztuki tanecznej. Autorki uważają, że publikacje podejmujące zagadnienie kształcenia baletowego dzieci i młodzieży nie wyczerpują tematu lub są już nieaktualne. Zwracają też uwagę, że podczas przygotowania do zawodu tancerza baletowego nie weryfikuje się uczniów pod kątem specjalizacji, a szkolnictwo artystyczne w Polsce boryka się z licznymi problemami, takimi jak np. niewielki nabór do szkół czy warunki lokalowe.Aim. The aim of the study is to present selected contexts of educating children and teenagers at ballet schools, and to draw attention to the multi-level perception of the dancer’s profession in the literature on the subject. The complexity of the education process for the profession of a classical dancer allows the acquiring competences to combine intensive body training with the development of aesthetic sensitivity and broadly understood cognitive competences. The profession of a dancer is elitist and requires special predispositions, both physical and mental. Therefore, the dancer should have competences in four categories: substantive, practical, artistic, and psycho-physical.
Methods and materials. The authors collected material through empirical evidence (Malewski, 2017), i.e., participation in the life of the studied community. Based on observations, the authors made theoretical interpretations, which in the grounded theory methodology is called theorizing (Malewski, 2017). The research report consists of the conclusions presented below.
Conclusion. Among the detailed problems discussed in the text, the authors discuss: the specificity of the dancer’s profession, the profile and competences of a ballet dancer, the educational path of a ballet dancer, and the everyday life of dance students. The authors believe that publications on ballet education for children and young people do not exhaust the topic or are no longer up to date. The authors point out that the preparation of a ballet dancer does not verify students’ specialization in the profession of a dancer, and artistic education in Poland is struggling with numerous problems, such as low recruitment to schools, or housing conditions
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