1,354,888 research outputs found
Tarjeta postal de Irena Wojnar a Alain Guy. Varsovia, 17 de Enero de 1964
No full textTarjeta postal de Irena Wojnar a Alain Guy donde le felicita el año nuevo y le comunica que su libro “Esthétique et Pedagogie” se publicó en septiembre de 1963 y que puede comprarlo en Francia, también ha presentado una tesis titulada “Perspectives éducatives de l’art” y tiene pensado realizar una antología. - Observaciones: Se conserva el sobre. Irena Wojnar profesora de la Universidad de Varsovi
Świadek historii... w stulecie odzyskania Niepodległości... – z Ireną Wojnar rozmawia Adam Fijałkowski („Kwartalnik Pedagogiczny”)
No full textEditor in Chief of “The Pedagogical Quarterly” discourses with Irena Wojnar, employed at the University of Warsaw since early post-war time. Her intellectual evolution (l’âge où l’on grandit) occurs in changing dramatic periods of our history, optimism of elementary school before the World War II, painful time of clandestine education during the Nazi occupation in Warsaw, hopes and illusions of the post-war epoch. In these periods, the essential inspirations for Irena Wojnar were successive books of Bogdan Suchodolski, with symbolic titles: Love life – be valiant (2nd ed. 1930), Whence and where are we going to? (1943) and Education for the future (1947). In the Polish school before the WWII, pupils were educated in the spirit of patriotism and civic duties, sensibility to the surrounding world and the service of humans. Tragic heroism of the WWII became the proof of those values. In the conditions of constant aggressive and permanent threat, quasi “against the night”, the fight with the occupant becomes the essential moral duty. For young people, pupils and students, when secondary and tertiary schools were closed by the Nazis, this duty signified participation in clandestine education supporting hope to preserve future order in the world and preparation of the future activity in the free Poland after the WWII. The end of the WWII created a chance for the future shape of the world in line with our humanistic values. It was the period of the reconstruction of Warsaw, destroyed during the WWII, becoming a city of “sorrow and dreams”. In the final part of the conversation there appears the general opinion that every individual life–story, beyond its individual aspects, reveals a more general educational idea. Human life runs across destiny and personal consciousness. Independently of our destiny, we have a chance to choose values important for us, to realise the “poetics of the self” (poétique du soi) based on our capacity to overcome own limitations and to increase goodness in the world
Kongres pedagogiczny na przełomie... W 50-lecie Światowego Kongresu Pedagogicznego na Uniwersytecie Warszawskim – z prof. Ireną Wojnar rozmawia Adam Fijałkowski
No full textEditor in chief of The Pedagogical Quarterly talks with Irena Wojnar. As a long-time professor of the University of Warsaw, she remembers the importance of the International Pedagogical Congress organised 50 years ago in this university. It was a congress of the AISE/WAER association founded in 1961, and grouping educationalists from different universities and research institutes of the world. Scheduled as an important event of the liberal Polish transformation after 1956 – it took place in 1969, one year after 1968, in different and difficult times. However, it aroused keen interest of participants from all over the world. It was part of the ongoing discourse on the role and tasks of education in the everlasting “repair human things” (Comenius), as well as in the implementation of continuous civilisation changes. The congress initiated and edited the international educational journal “Paideia” (1972–1992) under the auspices of the Polish Academy of Sciences
Wheeler–DeWitt equation and Lie symmetries in Bianchi scalar-field cosmology
No full textLie symmetries are discussed for the Wheeler-De Witt equation in Bianchi Class A cosmologies. In particular, we consider general relativity, minimally coupled scalar-field gravity and hybrid gravity as paradigmatic examples of the approach. Several invariant solutions are determined and classified according to the form of the scalar-field potential. The approach gives rise to a suitable method to select classical solutions and it is based on the first principle of the existence of symmetries
Wspomnienie o Profesorze Czesławie Kupisiewiczu – in memoriam
No full textThe text is a developed and supplemented record of many hours of conversation between Prof. Irena Wojnar, the oldest employee of the Faculty of Education at the University of Warsaw, and Dr. Adam Fijałkowski, the current editor-in-chief of “The Pedagogical Quarterly”. The authors focus on trying to characterize and evaluate the academic achievements of Prof. Czesław Kupisiewicz (1924–2015). On the basis of her own memories, Prof. Wojnar discusses the pedagogical views and organizational assumptions of Prof. Kupisiewicz – including his assumptions of pedagogy of culture and the humanistic education, the role of international cooperation, his role in publishing a series of books and journals
„The Pedagogy of Concern” by Irena Wojnar. An outlook on the last ten years of their scientific work
No full textThe aim of this article is to summarize the pedagogy of concern – a proposal, which Irena Wojnar described as a “programmatic theme” that delineates the areas of research she has been involved in over the last decade of her scientific work. This proposal is less well known in the educational community than the theory of education through art with which I. Wojnar has spent most of her academic career. In the meantime, it was the idea of the pedagogy of concern that organised the scientific thinking and research work of I. Wojnar in the last decade of her life. In this article, I will discuss the conceptual categories that are crucial for the pedagogy of concern. These are: concern, pedagogical concern, alternative thinking, ambivalence, culture of peace. At the end of the article I focus on the most important demands of humanistic education, which according to I. Wojnar was a result of pedagogical concern. These are indications for the formation of a so-called “soft humanity” – a sensitivity for others and for the community, an alternative and ambivalent way of thinking, an openness to being different and peaceful togetherness. The main point of reference for me are the publications of I. Wojnar, which appeared in the years 2011 – 2021, as well as the series of eleven conferences („Humanistic Alternatives”) organised by the I. Wojnar in the Prognoz Committee “Poland 2000 Plus” at the Presidium of the Polish Academy in the years 2015 – 2020.
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Who receives treatment for alcohol use disorders in the European Union? A cross-sectional representative study in primary and specialized health care
No full textBackground
Alcohol use disorders (AUDs) are highly prevalent in Europe, but only a minority of those affected receive treatment. It is therefore important to identify factors that predict treatment in order to reframe strategies aimed at improving treatment rates.
Methods
Representative cross-sectional study with patients aged 18–64 from primary health care (PC, six European countries, n = 8476, data collection 01/13–01/14) and from specialized health care (SC, eight European countries, n = 1762, data collection 01/13–03/14). For descriptive purposes, six groups were distinguished, based on type of DSM-IV AUD and treatment setting. Treatment status (yes/no) for any treatment (model 1), and for SC treatment (model 2) were main outcome measures in logistic regression models.
Results
AUDs were prevalent in PC (12-month prevalence: 11.8%, 95% confidence interval (CI): 11.2–12.5%), with 17.6% receiving current treatment (95%CI: 15.3–19.9%). There were clear differences between the six groups regarding key variables from all five predictor domains. Prediction of any treatment (model 1) or SC treatment (model 2) was successful with high overall accuracy (both models: 95%), sufficient sensitivity (model 1: 79%/model 2: 76%) and high specificity (both models: 98%). The most predictive single variables were daily drinking level, anxiety, severity of mental distress, and number of inpatient nights during the last 6 months.
Conclusions
Variables from four domains were highly predictive in identifying treatment for AUD, with SC treatment groups showing very high levels of social disintegration, drinking, comorbidity and functional losses. Earlier intervention and formal treatment for AUD in PC should be implemented to reduce these high levels of adverse outcomes
Humanistyczny charakter pedagogiki Ireny Wojnar (w kontekście „rozwijania tkanki ludzkiej”)
No full textIntroduction: Analyses of arguments in favour of up-to-dateness and mission of humanistic education, in consideration of the present-day reality, have identified diversified global threats, aggravating crisis of growth and affluence, fall of the hierarchy of values, shortcomings of educational activities, contemporary changes in philosophy, reconstruction of human identity and other challenges of the coming years.Research Aim: This paper is intended to briefly present the humanistic aspects of education pursued by professor Irena Wojnar, to present inspirations and assumptions of this approach to education, and to discuss its specificity and status, as well as growing significance in the consolidation of the humanistic countenance of contemporary world. It was based on the analysis of texts, educational achievements and initiatives in which the scholar was engaged, as well as her statements given in the published interviews.Evidence-based Facts: The first part of the paper, making use of a traditional research design, highlights the underlying theses and conceptual categories of the theory of aesthetic education/education through art, inspired by the assumptions of culture pedagogy and supported by the humanistic learning theory. The second part attempts to present selected elements of the concept of humanistic education, approached as an instrument used in fighting in the defence of humanism and condition of the humankind, and creating educational conditions to ensure a better future.Summary: Professor Irena Wojnar elevated the significance of humanistic education in the creation of the vision of the world, as well as intentions of humanism as a philosophy and world view; she proposes person-centred perspectives of education in the complex contemporary reality which is not transparent and full of diverse threats of growth and affluence.Wprowadzenie: Ideą przewodnią analizowanych publikacji profesor Ireny Wojnar jest przekonanie, że jednym z naczelnych problemów współczesności jest wzmocnienie roli człowieka jako podmiotu sprawczego wyznaczającego procesy obiektywne; mobilizowanie różnorodnych działań na rzecz przywrócenia należnej rangi wartościom uniwersalnym; realizacja pedagogiki humanistycznej. Analizując argumenty przemawiające za aktualnością i posłannictwem pedagogiki zorientowanej humanistycznie, w powiązaniu z realiami życia w świecie tu i teraz, wskazuje się na wielorakie zagrożenia globalne, na głęboki kryzys cywilizacyjny, na upadek struktur wartości, na niedomogi oddziaływań edukacyjnych, na współczesne przemiany filozoficzne, na odbudowę tożsamości człowieka i inne wyzwania nadchodzących czasów.Cel badań: Celem prezentowanego artykułu jest ukazanie w sposób syntetyczny humanistycznych aspektów pedagogiki uprawianej przez Irenę Wojnar, przedstawienie inspiracji i założeń tej pedagogiki oraz postawienie kwestii jej specyfiki i statusu, a także rosnącego znaczenia w umacnianiu humanistycznego oblicza świata współczesnego. Podstawą jest analiza tekstów i dokonań pedagogicznych oraz inicjatyw, w których zaangażowana była Uczona, a także jej wypowiedzi zawartych w opublikowanych wywiadach.Stan wiedzy: W pierwszej części artykułu, odwołując się do tradycji badawczej, wyeksponowano podstawowe tezy i kategorie pojęciowe teorii wychowania estetycznego/wychowania przez sztukę, inspirowane założeniami pedagogiki kultury i poparte humanistycznym ideałem kształcenia. Natomiast w drugiej części podjęto próbę syntetycznej prezentacji wybranych elementów koncepcji pedagogiki humanistycznej, traktowanej jako swoisty instrument w walce o obronę humanizmu i kondycję rodzaju ludzkiego oraz tworzenie warunków wychowania dla lepszej przyszłości świata.Podsumowanie: Profesor I. Wojnar do wysokich wymiarów podnosi znaczenie humanistycznej pedagogiki w kreowaniu wizji świata, a także intencje humanizmu jako filozofii i światopoglądu; na wielu obszarach zarysowuje humanistyczne horyzonty edukacji człowieka w skomplikowanej współczesności z jej nieprzejrzystą rzeczywistością, pełną wielorakich zagrożeń cywilizacyjnych
Meletius M. Wojnar, O. S. B. M., De regimine Basilianorum Ruthenorum a métropolite, Josepho Velamin Rutskyj instauratorum, 1949
No full textChirat Henri. Meletius M. Wojnar, O. S. B. M., De regimine Basilianorum Ruthenorum a métropolite, Josepho Velamin Rutskyj instauratorum, 1949. In: Revue des Sciences Religieuses, tome 26, fascicule 2, 1952. pp. 207-209
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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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