Author: The Editors
Year of publication: 2018
Source: Show
Pages: 5-6
DOI Address: -
PDF: kie/120/kie120toc.pdf

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TABLE OF CONTENTS

SPIS TREŚCI

Publikacja “Kultura i Edukacja” w języku angielskim, udostępnienie wersji cyfrowej w wolnym dostępie i zabezpieczenie oryginalności publikacji zgodne ze standardem COPE – zadania finansowane w ramach umowy 853/P-DUNdem/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę.

spis treści table of contents

Author: Liutauras Kraniauskas
E-mail: kraniauskas@gmail.com
Institution: Klaipeda University
Author: Aušra Paulauskienė
E-mail: apaulauskiene@lcc.lt
Institution: LCC International University
Author: Sigita Kraniauskienė
E-mail: sigitak@yahoo.com
Institution: Klaipeda University
Year of publication: 2018
Source: Show
Pages: 9-36
DOI Address: https://doi.org/10.15804/kie.2018.02.01
PDF: kie/120/kie12001.pdf

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The article explores social relations between festivals, consumption, and urban spaces. The study deals with two city festivals, Sea Festival and International Short Film Festival Tinklai, in post-Soviet city Klaipeda, Lithuania, over the period of 1991–2010, and impact of consumption on the geography of festivals’ locations within the city. We argue that modern festivals gradually move to those urban spaces which lost their functionality and can be easily transformed into temporary places of controlled consumption. Festivals set urban spaces for new sociality of emotional community, while physical arrangements of festival territories reproduce more general patterns of social distinctions and hierarchies. Methodological assumptions of the study come from Bourdieu’s typology of taste, De Certeau’s idea of urban space signification practices, and H. Lefebvre’s theory of urban space production.

consumption taste urban space festivals sociology of city

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Author: Irena Darginaviciene
E-mail: idargintt@gmail.com
Institution: Vilnius Gediminas Technical University
Year of publication: 2018
Source: Show
Pages: 37-50
DOI Address: https://doi.org/10.15804/kie.2018.02.02
PDF: kie/120/kie12002.pdf

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Vocabulary has long been taught and learned through single words. The traditional learning involved making lists of words with their translations into learner native language. Although words are the key blocks of language, they do not occur individually. To produce coherent texts, words are combined and integrated into various situations. Language practitioners, who are unaware of recent linguistic research, usually use commercial textbooks that rely on grammar syllabus. In 1993, M. Lewis introduced a lexical approach which claims that language consists of meaningful word combinations known as chunks. Corpus studies confirmed that chunks dominate all language structures. It is acknowledged that acquisition of lexis is a very complex and demanding process. Learners of each generation use different ways of learning. Recognition and recall are two key concepts that demonstrate how learners can cope with receptive and productive skills. Recognition implies understanding lexis while reading or listening, and recall refers to learners’ ability to remember and use it in speaking or writing. This article aims at investigating how students of Klaipeda University, who represent Generation Z (2000–present), prefer to learn English for Specific Purposes (ESP) lexis, which is one of key difficulties they encounter in learning English. The data are obtained from the two surveys that have been administered to the respondents. The analysis of the responses reveals that Generation Z prefers traditional ways of mastering lexis.

receptive knowledge communicative approach Generation Z ESP lexis preferences in learning

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Author: Mirosław Kowalski
E-mail: M.Kowalski@ipp.uz.zgora.pl
Institution: University of Zielona Góra
Author: Łukasz Albański
E-mail: lukasz.albanski@up.krakow.pl
Institution: Pedagogical University of Cracow
Year of publication: 2018
Source: Show
Pages: 51-64
DOI Address: https://doi.org/10.15804/kie.2018.02.03
PDF: kie/120/kie12003.pdf

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At the beginning of 21st century, we are witnessing a global transformation of the generational dynamics that exacerbate intra-generational tensions across ethnic lines. Amid crises, global challenges and deep-seated insecurity are interwoven with the turmoil of the present. With the instability of an increasingly complex world, young people are highly exposed to the forces of global risks. All young people are affected, but not all young people equally. Therefore, global generations break down into different fractions in a conflictual relationship with each other. This article outlines Beck’s major concepts in order to show some theoretical frameworks for the study on global generations. The focus is on the role of the university that should play in the contemporary world. The example of Poland seems to be particularly relevant to the discussion about the validity of Beck’s contribution to understanding of divisions, contradictions, and desires of the global generations. Many young Poles appear to be open for migratory experiences, but at the same time, they are reluctant to accept immigration to Poland. The article attempts to explore some contexts of mixed feelings about migration such as individuality and insecurity, media and the culture of catastrophe, education and neoliberal agenda. Nevertheless, the main goal of the article is to reconsider the role of education in times of rapid migration and generational interconnectedness.

U. Beck intra-generational conflicts young people higher education migration

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Author: Ewa Ogrodzka-Mazur
E-mail: eom1@wp.pl
Institution: University of Silesia in Katowice
Year of publication: 2018
Source: Show
Pages: 65-82
DOI Address: https://doi.org/10.15804/kie.2018.02.04
PDF: kie/120/kie12004.pdf

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The study presents an assessment of the achievements and problems of intercultural pedagogy as an important educational (sub)discipline, which has been developing intensively in Poland – particularly since the 1990s. Against the background of a crisis of multicultural education, a new suggestion was presented aimed at overcoming its drawbacks in the form of the theoretical assumptions and practical solutions of intercultural education. However, understanding and accepting intercultural education depends on many factors – e.g., historical experiences, the developmental level of societies and the socio-political system. This necessitates presenting the essence of intercultural education as well as formulating its message both in Poland and worldwide.

pedagogy intercultural pedagogy multicultural education intercultural education scientific schools in Poland

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Author: Mariusz Korczyński
E-mail: mariusz.korczynski@poczta.umcs.lublin.pl
Institution: Maria Curie-Skłodowska University in Lublin
Author: Mateusz Stefanek
E-mail: mateuszstefanek@wssp.edu.pl
Institution: Vincent Pol University in Lublin
Year of publication: 2018
Source: Show
Pages: 83-96
DOI Address: https://doi.org/10.15804/kie.2018.02.05
PDF: kie/120/kie12005.pdf

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The aim of the study was to establish the level of cultural sensitivity of Polish, Ukrainian and Belarusian students, as well as characterize the differences in this respect between these groups. Cultural sensitivity is understood here as an indicator of intercultural communicative ability, which manifests itself in willingness to engage in interactions with people of different cultures.
The study was conducted using a diagnostic poll with the research tool Intercultural Sensitivity Scale developed by G.M Chen and J.W. Starosta. Another methods employed included the analysis of variance (ANOVA) and LSD test. The subjects of the study were 293 students of Maria Curie-Skłodowska University and Vincent Pol University in Lublin, 91 of whom were Polish, the same number of Ukrainians and 101 Belarusians.
The research showed that the Ukrainian students are the most willing to engage in conversation with a person of different culture, obtaining average and high results for all factors. The lowest results, in turn, belong to the Poles, whose results were all average. Statistical analyses showed that the differences are statistically significant for 4 out of 5 examined dimensions of sensitivity. The students from Ukraine turned out to be the most diversifying group.

people of foreign culture cultural sensitivity intercultural communication competence intercultural education students

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Author: Andrzej Kisielewski
E-mail: a.kisielewski@uwb.edu.pl
Institution: University in Bialystok
Year of publication: 2018
Source: Show
Pages: 97-112
DOI Address: https://doi.org/10.15804/kie.2018.02.06
PDF: kie/120/kie12006.pdf

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Each of the artefacts mentioned in the title is an exemplification of products of the anthropological “Other”. Each of them comes from a distinct geographical region and represents an entirely different culture. However, all of them have been connected together in the Western culture realia as a result of a particular type of displacements. The first displacement involved their physical migration – first to European museums of natural history and ethnological museums. The next one resulted in their emergence on the market of exotic “oddities” whereas yet another displacement located them within the conceptual framework delimited by the artistic discourse. This last displacement shows that it is very difficult to understand or “translate” one culture into another because the conceptual framework of the “translator” is always determined by their own culture.

cultural anthropology art history anthropology of art

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Author: Beata Mirucka
E-mail: beatamir1@wp.pl
Institution: University of Bialystok
Year of publication: 2018
Source: Show
Pages: 113-130
DOI Address: https://doi.org/10.15804/kie.2018.02.07
PDF: kie/120/kie12007.pdf

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The present study was the first to investigate the influence of artistic images of women on adolescent girls’ body attitude. The results have shown that a 10-minute exposure to artistic images of women by such great masters as Titian, Botticelli or Degas significantly changed body attitude in teenage girls, which was expressed through increased body satisfaction, decreased body dissatisfaction, and weakening of negative body emotion. Those outcomes have also confirmed the results of the existing studies exploring the negative influence of magazine advertising on teenage girls’ body experiencing. The comparison of two study groups has shown that girls looking at women in works of art expressed a significantly higher level of body satisfaction than girls exposed to women in advertisements.

body (dis)satisfaction images of women media influence perception of art adolescence

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Author: Małgorzata Karczmarzyk
E-mail: sienkiewiczus@gmail
Institution: University of Gdańsk
Author: Dominika Szelągowska
Institution: III High School in Gdansk
Year of publication: 2018
Source: Show
Pages: 131-141
DOI Address: https://doi.org/10.15804/kie.2018.02.08
PDF: kie/120/kie12008.pdf

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The problem around which this study was constructed is the contemporary art and a person, who creates this art – an artist, and their authentic perception by the child. A modern vision of the child too often shows the artist in a distorted, incomplete or reduced way. This kind of children knowledge, based on the patterns and stereotypes, reduces the reflectivity of children, unnecessarily distorts their judgment and closes the road ahead to a full and critical participation in the world. The study is based on the analysis of interviews and children’s drawings centered around the perception of the profile of an artist by children. It results from the analysis of the research material gathered during the study that this is a stereotypical vision, and the artist is still associated with a person who remains beyond the reach of “normal” society.
The conducted research shows the diversity of the types of meanings that children aged 5–7 attribute to the term “artist” and “artistry”. The naive ideas on this subject created by children prove to be a collection of beliefs of a partially common and often completely different nature. For a pedagogue, the ultimate purpose of the research is to obtain knowledge which will allow effective changes in education, in this case, in art education. The investigation of meanings which children attribute to concepts concerning the artistic phenomena may allow to create a strategy of transmission of knowledge of art history and to design the creative activities connected with the broadly-understood visual arts.

children artists semiotic analysis drawings interviews children’s meanings common concepts of reality

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Author: Beata Bonna
E-mail: b.bonna@ukw.edu.pl
Institution: Kazimierz Wielki University
Year of publication: 2018
Source: Show
Pages: 142-158
DOI Address: https://doi.org/10.15804/kie.2018.02.09
PDF: kie/120/kie12009.pdf

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The objective of this article is to describe surveys carried out in Poland which facilitated a comparison of selected forms of cultural activity and ways of cultural participation by people in their early and late adulthood, as well as its conditions and associated opinions. The analysis demonstrated that the model of cultural participation changes with age, which is a factor strongly differentiating between the mentioned fields of research. The majority of young people prefer mediated cultural participation, in which the Internet plays a significant role. Seniors prefer direct and elite forms of cultural activity. The respondents also differ in the way they assess the attractiveness of the forms of direct contact with culture. Most young people find popular music concerts and film screenings attractive, while seniors tend to go to classical music concerts, operettas and theatre performances. Adults also differ in respect of their opinions on the benefits of cultural participation and the majority of the associated barriers.

cultural participation and the age of adult people manner of cultural participation forms of cultural activity conditions for cultural participation opinions on cultural participation

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