The starting point of the article is a description of the extremely low status of early social education and the knowledge planned for children in this area based on the Polish core curriculum. Then, ...four models of early social education, that can be identified in the world, were reconstructed. At the same time, the inevitable limitations of the proposed classification were pointed out. The following models were described: Model of Social and Disciplining Education, Model of Socio-Moral Education, Model of Socio-Personal Education and Social Studies Model. For each of them there are reconstructed psychological theories that are the source of teaching and can support teachers in their practice.
The article is an attempt to diagnose the condition of the Polish theory of teaching in a temporal perspective. The starting point is the identification of three main strengths of the interwar theory ...of teaching: the interdisciplinarity of analyses, theoretical holism, consisting in strong connections between the theory of teaching and more general theories of pedagogy, and openness to the latest trends and theories of the social sciences of the time. These resources are indicated as a potential development inspiration for the discipline, neglected in the post-war years in order to submit to politically propagated theories, especially the pedagogy of Ivan Kairow, which led to a specific stagnation of the Polish theory of teaching, which can be observed today in the form of a theoretical monism, narrowing the subject of research and ignoring scientific theories dynamically developed in the world. At the end of the article, the existing possibilities and island manifestations of counteracting the stagnation and reversing the behavioural tendencies in teaching were indicated.
The article is an attempt to diagnose the theoretical condition of polish theory of teaching in a temporal perspective. The starting point is the identification of three main strengths of interwar ...didactics: interdisciplinarity of analyzes, theoretical holism, consisting in strong connections between didactics and theory of teaching, and openness to the latest trends and scientific theories at the time. These resources are indicated as a potential development inspiration for the discipline, neglected in the post-war years in order to subordinate to politically propagated theories, especially the pedagogy of Ivan Kairow, which led to a specific stagnation of Polish theory of teaching, which can be observed today in the form of theoretical monism, narrowing the subject of research and ignoring theories dynamically developed in the world. At the end of the article, the existing possibilities and island manifestations of counteracting the stagnation and reversing the behavioral tendencies in teaching were indicated.
Artykuł jest dokonaną w perspektywie temporalnej próbą diagnozy kondycji teoretycznej polskiej dydaktyki ogólnej. Punktem wyjścia jest identyfikacja trzech zasadniczych mocnych stron dydaktyki międzywojennej: interdyscyplinarności analiz, holizmu teoretycznego, polegającego na mocnych związkach dydaktyki z pedagogiką ogólną oraz otwartości na najnowsze wówczas prądy i teorie naukowe. Zasoby te są wskazane jako potencjalna inspiracja rozwojowa dla dyscypliny, zaniedbana w latach powojennych na rzecz podporządkowania teoriom politycznie propagowanym, zwłaszcza pedagogice Iwana Kairowa, co doprowadziło do swoistego zastoju polskiej dydaktyki ogólnej, jaki daje się współcześnie obserwować w postaci monizmu teoretycznego, zawężaniu przedmiotu badań i ignorowaniu teorii dynamicznie rozwijanych na świecie. W zakończeniu artykułu wskazane zostały istniejące możliwości i wyspowe przejawy przeciwdziałania zastojowi i odwrócenia tendencji zachowawczych w dydaktyce.
This article is a voice in the discussion on the reasons why the polemics on the essence and status of constructivism and on its significance for educational practices continues. The multiplicity of ...theoretical references, the ambiguity of evidence on educational outcomes, and the divergence of assessments of the effects of using constructivism in organizing learning processes have their various causes. This text undertakes to identify those reasons whose roots lie in the nature of pedagogical science and in the related peculiarities of the relationship between academic theory and teaching practice.
The article is an attempt at a detailed analysis of the book on emotions, feelings and social behaviour of children starting school written by Aleksandra Kruszewska as a case of thickened errors in ...the theory, methodology and interpretation of collected empirical data. The book is an exemplification of the mechanisms of generating pseudoscience, both these which could occur in every discipline of science and those which are particularly typical of pedagogy.
The text is an attempt to analyse the language of the Polish core curriculum for primary schools and the language of teaching methodology, created by the core curriculum, as a source of stereotype ...thinking about school and the (im)possibility of change in the model of education. In this perspective, the language of government documents appears as a significant barrier to changes in the educational system, perpetuating traditional teaching, and leading to the blocking of the development of students.
Der Artikel will das Wachstum der privaten Bildung in Polen analysieren sowie ihren Beitrag zum andauernden Demokratisierungsprozess und zur Entwicklung der Bildung. Die Autoren argumentieren, dass ...die Euphorie nach dem Sturz des Einparteienkommunismus unrealistische Erwartungen an die Bildungsreform hervorrief. Ihre Analyse des Privatschulwesens in Polen deutet an, dass die Entwicklung zufällig geschah und die Unsicherheit einer Gesellschaft in einem schmerzhaften Übergangsprozess wiederspiegelte. Symptomatisch dafür war die Unfähigkeit, einen klaren regulierenden Rahmen für den Privatsektor einzuführen - eine Unterlassung, die die Glaubwürdigkeit privater Schulen erschütterte. Trotzdem argumentieren die Autoren, dass die Entwicklung des Privatschulsektors in Polen Vielfalt und einen gewissen Grad an Innovation für ein System hervorgebracht hat, dem diese Eigenschaften bis dahin völlig fehlten. (DIPF/Orig./Bi.)
In the paper an attempt is made to organise positions to be identified in the field of discussions on the value and scope of possible triangulation of qualitative and quantitative research. Types of ...triangulations are recognised which are generally accepted and do not entail significant controversies (triangulation of methods, data, researchers, environments and theories), with their drawbacks also being analysed. Research strategies are discussed which retain the character of triangulation (case studies, ethnography, research in action, bricolage and mosaic approach). A discussion is also undertaken on the possibility (or impossibility) of paradigms triangulation, with the epistemologically-ontological arguments of its opponents and practical arguments of its proponents being confronted. As the issue is finally settled, the argument adopted as decisive is one on incommensurability of paradigms and simultaneous acceptance of the combination of (also qualitative and quantitative) methods of a shared the same epistemological core.
The text is an attempt at a comparative analysis of the concept by Rousseau in which he proposed moving away from the directive control of the development of the child, with those concepts that can ...be found in poststructural childhood psychology and pedagogy, whose authors are inspired by the work of Michel Foucault. The author reconstructs the incidents of the child’s crying (Book 2) and child’s agency (Book 3) described in “Emile”, to show that Rousseau’s proposition is, in reality, manipulative and oppressive in relation to the child, being as it is based upon the all-knowing mentor, who carries out his own hidden programme. The poststructural proposition frees childhood from the regime of standardization and normalisation, taking as its starting point a problematisation of so-called, scientific developmental psychology, questioning the very term development and the role of educational institutions. The fundamental difference between the concept of the right of the child to enjoy their life in freedom formulated by Rousseau and poststructuralist concepts, is identified by the author in terms of four areas: certainty “versus” the uncertainty of deciding(differences in status given to the thesis and the project, universalism “versus” localism (differences in scope of agreed upon understandings), binary “versus” diversity (differences in accepted ontological assumptions), instruction “versus” description (differences in moral attitude towards the child).
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