787 research outputs found
Tulasiewicz (Witold), Adams (Antony) (eds), 1989. — Teachers' Expectations and Teaching Reality
No full textZay Danielle. Tulasiewicz (Witold), Adams (Antony) (eds), 1989. — Teachers' Expectations and Teaching Reality. In: Recherche & Formation, N°8, 1990. Les professions de l'éducation : recherches et pratiques en formation. pp. 143-147
Ingarden and Blaustein on image consciousness: data
No full textThis collection includes materials connected to the research article on "Ingarden and Blaustein on Image Consciousness" by Witold Płotka, published by "Studia Phaenomenologica" 23 (20023): 89-114, https://doi.org/10.5840/studphaen2023235. The collection includes: the original version of the text before reviews, three anonymized reviews written by the journal's reviewers, the author's replies to the reviewers, a version of the text with highlighted fragments which required revision, and a database of major quotations, both in original formulation and translation into English, used in the article. As an overview: the article explores two phenomenologies of image consciousness that were formulated by Ingarden and Blaustein, both of whom were students of Husserl. Both philosophers analyze image consciousness in the context of the phenomenon of contemplating a painting. The article serves to define main differences between both approaches. It is argued that both philosophers refer to different theoretical contexts when discussing Husserl’s idea of image consciousness. </p
Un débat anglais prémonitoire : l'établissement scolaire et la formation
No full textTulasiewicz W., Adams Anthony, Hargreaves David H. Un débat anglais prémonitoire : l'établissement scolaire et la formation. In: Recherche & Formation, N°12, 1992. Le mémoire professionnel. pp. 190-197
The origins of Leopold Blaustein’s descriptive psychology: data
No full textThis collection includes materials connected to the research article on "The Origins of Leopold Blaustein’s Descriptive Psychology: An Essay in the Heritage of the Lvov–Warsaw School" by Witold Płotka, published by "History of Psychology" 26(4) (2023), s. 372-390, https://doi.org/10.1037/hop0000241.The collection includes:the original version of the text before reviews,two anonymized reviews written by the journal's reviewers,the author's replies to the reviewers,a version of the text with revisions introduced as highlighted fragments, anda database of major quotations, both in original Polish formulation and translation into English, used in the article.As an overview: This article critically analyzes the concept of descriptive psychology, which was used by Blaustein as part of his struggles with the Brentanian heritage which shaped the Lvov-Warsaw School. It is argued that because of his studies under the Gestaltists or Husserl, Blaustein was able to redefine the basics of Brentano’s and Twardowski’s projects of empirical and descriptive psychology. </p
La formation des enseignants et la prise en compte du multiculturalisme
No full textThe rapid development of multiculturalism and multilingualism in societies, including those of the European Union, has turned teacher preparation for the multicultural classrooms into a priority concern. The problem is that minorities representing different groupings may be treated differently by the governments in power. The "old" minorities (territorial) and the "new" ones mostly coming from outside Europe have to be distinguished as well as their relation of interdependence or dependence with the native community. The distinction made by German between Aussiedler and Ausländer shows the complexity of the policies of assimilation and promotion of diversity. This leads to differences in the allocation of funds (more or less provision in mother tongue education for example), and makes the search for a new multicultural pedagogy more difficult.
Teacher preparation for this new task is linked with the decision of politicians on education 'In" or 'for" a multicultural society. This affects the provision for teacher preparation and accounts for the differences which can be observed in different countries.Le rapide développement du multiculturalisme et du multilinguisme dans les sociétés, y compris celles de l'Union européenne, a abouti à faire de la formation des enseignants aux classes pluriculturelles une préoccupation prioritaire. Le problème c'est que des minorités représentant différents regroupements peuvent être traitées différemment par les gouvernements en place. Il faut distinguer les « anciennes » minorités (territoriales) et les « nouvelles » minorités venues principalement de l'extérieur de l'Europe et leur rapport d'interdépendance ou de dépendance avec la communauté majoritaire. La distinction que fait l'Allemagne entre les Aussiedler et les Ausländer montre la complexité des politiques d'assimilation et de promotion de la diversité. Il s'en suit des différences dans l'attribution de crédits (plus ou moins de fonds pour l'enseignement de la langue maternelle par exemple), la recherche plus difficile d'une nouvelle pédagogie multiculturelle.
La formation des enseignants à cette nouvelle tâche est liée à la décision des hommes politiques concernant l'éducation « dans » ou « pour » une société multiculturelle, ce qui a une incidence sur le financement de cette formation et explique les différences que l'on peut observer dans différents pays.Tulasiewicz Witold, Tournier Michèle. La formation des enseignants et la prise en compte du multiculturalisme. In: Recherche & Formation, N°18, 1995. Les enseignants et l'Europe. pp. 73-85
Witold Kula's Anthropological Vision of Economic History
No full textThe article deals with Witold Kula's anthropological vision of economic history, what allows the Author to analyze a broader phenomenon of anthropologization of history
Witold Gombrowicz, « sociologue en apesanteur »
No full textWitold Gombrowicz cite une fois le nom de Pierre Bourdieu mais n’a pu connaître son œuvre, alors qu’au contraire Bourdieu a connu les livres de Gombrowicz. Cet article entend montrer comment l’écriture objectivante de l’auteur de Ferdyduke lui a donné comme un pressentiment de « la sociologie du champ » de l’auteur des Règles de l’art.Even if he quotes once the name of Bourdieu, Witold Gombrowicz did not know his work. At the contrary, Pierre Bourdieu knew rather well the books of the polish writer. The aim of this article is to show how the permanent objectivation of the author of Ferdydurke, leads him very near the “field sociology” of the author of The rules of art
Szanując inność : Witold Szalonek, pedagog i wychowawca
No full textWitold Szalonek is one of the most distinctive personages in the second half of the 20th century.
Apart from his composing activity, characterised by a radical sound language grounded in
the ideas of the Second Avantgarde, he was known for being a pedagogue and populariser of music
dedicated to students. The subject of the article is Witold Szalonek’s less known professional
activity as a long-standing lecturer at the Music Academy in Katowice and Hochschule der
Künste in Berlin, a choirmaster of amateur singing bands in his youth, and an indefatigable organiser
of concerts, music festivals, as well as an author of many musical auditions for young
people
Witold Lutoslawski’s work in the light of Debussy’s aesthetic view
No full textThe author of this article makes a comparison of the musical styles of two composers: Witold Lutosławski and Claude Debussy. The basic concepts of Lutosławski’s music at many points touches the aesthetic views of Debussy. This article is an attempt to answer the question: to what extent C. Debussy described as “revolutionary of the twentieth century” has had an impact on creative activities of Witold Lutosławski
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