- Year of publication: 2017
- Source: Show
- Pages: 5-6
- DOI Number: -
The identity development takes place during the process of integrating the past to the presence with anticipated future. Additionally, it occurs in ecological context which concerns relations and interactions at the individual, group and institutional levels, as well as changes related to the revitalization of regional cultures, the integration of states into transnational structures or the progressive processes of globalization. In the paper, the Authors mostly pay attention to ecological determinants that influence the process of identity development, which takes place in multicultural environment. The purpose of the paper is to present a new theoretical approach – Theory of Multidimensional Identity (TMI) by Jerzy Nikitorowicz. It is based on the fact that a child is located in a diverse cultural environment under the influence of traditional multiculturalism, having existed for several generations, for example, on the borderland. During different stages of identity development (from the past to the future), three groups of dimensions have been distinguished: dimensions in the context of inherited (given, taken over) identity; dimensions in the context of individually shaped and realised identity and dimensions which are socially determined. This theoretical approach allows for the analysis of dependence and relations between the different stages and dimensions of identity development. It highlights with which stages those three dimensions form the identity system, how it changes, what are the reasons for those changes and modifications.
In the article, the question is raised whether human knowledge, abilities, emotions and socialization are capable of shaping social structures according to the idea of multiculturalism (which faces a critical situation), introducing the humanistic quality to the principles of coherence and integration. With my own research results in the background (diagnostic polling and individual interviews), integration and identity are presented as strategies determined by aims, subjects (players) and profits (rewards). What has been indicated is the idea worth promoting in the field of pedagogy, in educational institutions and in whole societies, i.e., shaping the culture which re-builds the real power of group life. The postulate to shape such culture in multicultural communities is very hard to implement, but not impossible. The presented results of the studies conducted on a specific group of young Europeans – the participants of a short-term international voluntary workcamp – indicate and illustrate the development of cognitive functions, motivation and interactive activity of kindness- based character.
The interpretative tracks and motifs for the obtained results are sought in K. Illeris’s holistic concept of learning and in other theories of various origin, not much known in the field of pedagogy: H. Simon’s concept of bounded rationality and R. Aumann’s theory of repeated games (otherwise called the theory of “conflict and cooperation” or “interactive decisions”). Applying two different approaches into the discussed issues – the theoretical and empirical, detailed and partially generalized approach – is cognitively interesting and useful in the practical dimension. This might help both to specify the stimuli which cause the evolution of human attitudes and strategies of acting and to design and organize education.
This paper is a theoretical investigation of body identity. It is an attempt to deepen the analysis of body identity in its subjective aspect, which is framed as a constellation of complex identity senses: the sense of being, continuity of body self in time and space, inner consistency, separateness and bodily limits, as well as the senses of body ownership and agency. All the identified motives of body identity are regarded as pertaining to a special scope in the relationship with the body which produces the sense of body self, i.e., the sense of being an embodied subject. Ultimately, body identity is defined as a holistic and a higher order manner of experiencing one’s body self which anchors a human being in his/her subjectivity and uniqueness, thus complementing the individual and social aspect of identity.
Human identity is one of the key issues of a successful existence. It is not possible to avoid answering such questions as: Who am I? How do I understand myself? What do I identify myself with? Those questions demand answers, which are being continuously verified because of the changing individual, social and cultural conditions. Nowadays, one of the main features of reality is a very strong concentration on human body, its appearance, physical attractiveness, and compatibility with socially promoted ideals. The socially popularized model is a young, beautiful, charming and fit body. This is especially true for the body of a woman – a representative of the fair sex. Meeting those social expectations is not an easy task. It requires a lot of effort and sacrifice. While it is not a problem for younger women, it is very difficult and problematic for elderly women.
In this article, the selected identity dilemmas experienced by nowadays elderly women will be discussed based on the available research described in Polish and foreign literature. As a result of the aging process of the body, the elderly woman’s body is far from the socially promoted ideal of the female body. This situation affects the self-esteem of elderly women and forces them to redefine themselves and their identity. The studies conducted so far have shown that the elderly women adopt various strategies in order to deal with these dilemmas. This article, inter alia, will discuss those strategies.
This paper is a report of some studies conducted by the author in the Roma community in the Czech Republic and Slovakia. After a brief introduction and characteristics of the surveyed group, the theoretical basis of the research and the methodological approach was presented. The project was supposed to be an attempt to show the difference between the education of Roma and of the dominant community in their country of residence. The research objective of the project was to identify the Roma perception of education and school duty, to identify and understand the relationship between the Roma identity and their relation to education and participation. Three areas were analysed: identities, culture, and education. The identification of their identities, their participation in culture and the education of the culturally dominant group are indicated. The conclusions concern the current situation of the Roma in these areas and possible recommendations or solutions for the future.
The authors are discussing the shaping of the national identity of Polish-Lithuanian frontier denizens, regarding the historical events of the 20th century. In the first part of the article, they present a brief historical sketch of Polish-Lithuanian relations, putting significant emphasis on the moment of the Sejny uprising beginning, that is August 22nd, 1919. Reclamation of independence after World War I put both countries in a challenging position of building own nationality image. Defining own territorial affiliation of the Sejny region spawned an exceptionally harsh conflict between Poles and Lithuanians, leading to the uprising. The results of these events echo in Polish-Lithuanian relations in the Sejny region to this day. The second part of the article is devoted to the presentation of the multidimensional and constantly created identity concept by Jerzy Nikitorowicz, as an introduction to considering the shaping process of identity among youth of the cultural borderland. The authors point to the fact how important it is to find a platform of dialogue for both parties. They explain selected activities regarding intercultural education, accomplished in local environments by the “Borderland of arts, cultures and nations” center animators in Sejny.
In the presented work, an attempt is made to specify the theory-cognitive significance of J. Reykowski’s concept of multidimensional moral development for intercultural studies. This proposal seems to be particularly useful in pedagogical analyses dealing with moral reasoning of children. The presented research results and their interpretation confirm the presence of intercultural differentiation in the development of evaluation standards of learners in late childhood. Therefore, this concept may have broader application in intercultural studies in education.
For centuries there has been Polish-language education in Lithuania which results from the centuries-long presence and tradition of the Polish national minority in this country. Polish education in Lithuania has its successes, but also problems that arise from the political and cultural specificity of the issue. On the one hand, it should be noted that in no other country (except Poland) there are as many state-run schools with Polish language of instruction as in Lithuania, on the other – it must be said that currently Polish-language education in Lithuania has become the source of many tensions in Poland and Lithuania inter-state relations. Polish education in Lithuania was a problem for the communist authorities of Soviet Lithuania, and now – for the authorities of independent Lithuania, which undertake both assimilation and integration activities concerning several thousand students and teachers of these schools. The first part of the article presents the situation of Polish-language education in the period of Soviet Lithuania between 1945 and 1990, marking the desperate struggle of parents and teachers to maintain the Polish language of teaching in these schools. The second chapter analyses the issue during the years of independent Lithuania – between 1990 and 2017, emphasizing the revival of Polish education in 1990–2000 and the persistent pursuit of the Polish minority society in Lithuania of ensuring education in Polish and maintain the existing state. The third chapter examines the indicator of higher education of the Polish minority in Lithuania against a national background, signifying that it was twice lower than the national average throughout the whole period. Moreover, it presents the funding of universities by ‘student basket’ model and proportion of school graduates with Polish language of instruction in this model and assesses the prospect of solving the problem.
The article is dedicated to the Muslims in Poland, with a special focus on their institutional representation. This religious minority encircles a diverse populace in terms of the path in Islam they adhere to, ethnicity, country of origin, but also the legal status they have in Poland. It includes Muslim Tatars, former students from Arab countries who have been living in this country for decades, as well as transient groups war refugees from Chechnya, Afghanistan or the Balkans, esp. Bosnia and Herzegovina. The author argues that institutionalized entities of religious character which associate Muslims in the country, organize their presence in religious terms and represent them, reflect major divisions within the Muslim populace in the country. A key factor is the duration of their settlement – it is concomitant to, if not more important than, tensions between the Sunnis and Shiites.
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