1,720,999 research outputs found
Educational chances of arts − proposals of Warsaw University study group
No full textThe present Ph. D. dissertation Educational chances of arts − proposals of Warsaw
University study group verifies the research hypothesis accepted and formulated in preface.
The Author makes a presentation of the study group examined, i.e. the Section of Theory of
Aesthetic Education from the University of Warsaw pointing out erstwhile general
pedagogical expectation. The Author, in particular, gives a presentation and analysis of the
theory of aesthetic education and of education through art formulated by the study group
concerned, both in overall terms and in domain specific, artistic realizations (visual arts,
music, theatre, film, etc.). In the final part the main issues of the research work accomplished
have been reminded.
The Polish idea of aesthetic education and education through art was created in
the 1960s within the Faculty of Education at the University of Warsaw. In different studies
and reports shall be defined as Polish School of Aesthetic Education as well as Warsaw
School of Aesthetic Education. The Polish theory of aesthetic education with its innovative
approaches has been developed and expanded on the grounds of remarkable study works
accomplished by the research community made up of many acknowledged scholars and PhD
students working in the Department of General Pedagogy at the University of Warsaw.Praca doktorska pt. Edukacyjne możliwości sztuki − propozycja warszawskiego
środowiska uniwersyteckiego stanowi realizację przyjętej i sformułowanej we wstępie
hipotezy badawczej. Autorka dokonuje prezentacji badanego środowiska naukowego, czyli
Zakładu Teorii Wychowania Estetycznego w Uniwersytecie Warszawskim, z odniesieniami
do, wówczas aktualnych, oczekiwań ogólnopedagogicznych; przede wszystkim omawia
i prezentuje sformułowaną w tym środowisku teorię wychowania estetycznego/wychowania
przez sztukę, zarówno w ujęciu ogólnym jak w jego dziedzinowych, artystycznych
konkretyzacjach. W zakończeniu przypominane zostały podstawowe wątki tak
zaplanowanego działania badawczego.
Polska koncepcja w wychowania estetycznego/wychowania przez sztukę
ukonstytuowała się w latach 60. XX wieku w ramach Wydziału Pedagogicznego UW.
W różnych opracowaniach i omówieniach znaleźć można określenia takie jak „polska teoria
wychowania estetycznego” czy „warszawska szkoła wychowania estetycznego”. Polska teoria
wychowania estetycznego w jej nowatorskim kształcie powstała i rozwijała się na podstawie
prac studyjnych realizowanych przez coraz liczniejszy zespół, w którego skład wchodzili
zarówno pracownicy Katedry Pedagogiki Ogólnej UW, jak i doktoranci
Dance in the upbringing higher social strata of the Renaissance
No full textLink archiwalny https://depotuw.ceon.pl/handle/item/184
Educational chances of arts − proposals of Warsaw University study group
No full textLink archiwalny https://depotuw.ceon.pl/handle/item/235322071
Changing expectations towards teachers over the centuries. Modern teacher – challenges of the professional role and competences
No full text
Polski patriotyzm i pedagogia Grunwaldu
No full textThe article presents a historical vision of the Polish patriotism. The author shows the traditions of Polish patriotism in a historical perspective on the example of changes in the function and significance of the symbolic battle of Grunwald/Tannenberg of 1410 (as a case study) in the formation of the Polish patriotic identity. The author also tries to characterise the most important challenges that different educational milieux faced in 1918 and in the first years of the construction of the Second Polish Republic
Peer Relationships of a Child with Asperger Syndrome in a Preschool Environment - A Case Study
No full textGoing Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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