Author: The Editors
Year of publication: 2021
Source: Show
Pages: 5-6
DOI Address: -
PDF: kie/134/kie134toc.pdf

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TABLE OF CONTENTS

SPIS TREŚCI

Author: Emilia Żyłkiewicz-Płońska
E-mail: e.zylkiewicz-plonska@uwb.edu.pl
Institution: University of Bialystok
ORCID: https://orcid.org/0000-0002-7864-4821
Author: Justyna Pilarska
E-mail: justyna.pilarska@uwr.edu.pl
Institution: University of Wroclaw
ORCID: https://orcid.org/0000-0002-5646-597X
Year of publication: 2021
Source: Show
Pages: 7-10
DOI Address: -
PDF: kie/134/kie13400.pdf

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Author: Christoph Wulf
E-mail: chrwulf@zedat.fu-berlin.de
Institution: Freie Universität Berlin
Year of publication: 2021
Source: Show
Pages: 13-24
DOI Address: https://doi.org/10.15804/kie.2021.04.01
PDF: kie/134/kie13401.pdf

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The upcoming transformations of today’s societies into sustainable societies pose numerous problems. To avoid the destruction of the foundations of life in the Anthropocene, a profound social and cultural transformation encompassing all areas of life is required. To know how this can be accomplished requires extensive research and knowledge, the reliability of which plays an important role. The more open and diverse the global world becomes, the more difficult it is to determine which facts are important and what consequences can be drawn from them for human action. Instead of a reflexive approach to the results of scientific research, today one often encounters a populist approach to science. Its results are used to support preconceived opinions. One is not interested in new findings but aims at the disparagement of people of other opinions and their hateful insult. A destructive division of society is the result of the debates that are so important for the future of humanity.

Anthropocene sustainability globalization facts truth Populism grand narrative utopia

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Author: Irena Dychawy Rosner
E-mail: irena.dychawy.rosner@mau.se
Institution: Malmö University
ORCID: https://orcid.org/0000-0002-0619-5326
Year of publication: 2021
Source: Show
Pages: 25-39
DOI Address: https://doi.org/10.15804/kie.2021.04.02
PDF: kie/134/kie13402.pdf

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There is a growing academic tradition of employing strategies of reflective skills in social work education. Social professions are often dealing with the problems of vulnerability and complexity that exist when encountering clients’ needs. This article arises from the experiences of the author in providing reflective learning to health and social work students in Sweden. This study opens with evoking the concept of knowing and learning. It explores and discusses the epistemological basis of reflective learning to facilitate students’ knowledge creation, clinical reasoning and reflective learning in front-on planning interventions. Further, the study present an example of a reflection scheme matrix applied in the social work and social pedagogy bachelor educational programs at Malmö University to support student’s reflective learning and information gathering while planning social interventions for service receivers. During their reflective reasoning, students are supported in their process of reflection to gain control of the unsorted information and shape a base for their own internal experience while analysing the client’s situation. This article concludes with commentary about reflective learning potential including making sense of real professional situations, meaningful engagements and how to prepare students for professional operationalisation in complex, unpredictable situations.

health and society teaching in higher education challenge-based learning (CBL) social work education students learning

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Author: Arjan Shahini
E-mail: arjan.shahini@gmail.com
Institution: Martin Luther Universität Halle-Wittenberg
ORCID: https://orcid.org/0000-0003-2458-4664
Year of publication: 2021
Source: Show
Pages: 40-70
DOI Address: https://doi.org/10.15804/kie.2021.04.03
PDF: kie/134/kie13403.pdf

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The study analyzes student, school and district level inequalities of Albanian education system as evidenced in two large-scale assessments. Two main datasets were used for this study, PISA 2018 and the Albanian State Matura Exam 2017. Due to the limited availability of data, the study could only consider a small number of dependent variables at the individual, school, and district level. Utilizing a multilevel analysis, the study observes considerable differences among schools and districts in all three PISA domains and the State Matura Exam. The results were inconclusive regarding shortages of resources at the school and district level. Staff shortage was associated with academic performance in the PISA 2018 dataset, but no statistical association could be identified with the lack of school resources. The analysis of the district financial resources did not show any significant relationship between spending and school performance in the Albanian State Matura Exam. Gender disparities were present in both datasets. Socioeconomic factors, which were measured only in the PISA dataset, had an effect on the student’ achievement.

PISA large-scale assessment Albanian education system school effectiveness research Albanian State Matura Exam

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Author: Maria Deptuła
E-mail: deptula.maria1@gmail.com
Institution: Kazimierz Wielki University
ORCID: https://orcid.org/0000-0003-3888-7623
Author: Szymon Borsich
E-mail: sz.borsich@gmail.com
Institution: Kazimierz Wielki University
ORCID: https://orcid.org/0000-0001-9635-7087
Year of publication: 2021
Source: Show
Pages: 71-88
DOI Address: https://doi.org/10.15804/kie.2021.04.04
PDF: kie/134/kie13404.pdf

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The article presents the results of empirical research, conducted according to quantitative strategy, on the significance for the level of school helplessness of the conditions of psychosocial development created for pupils in their fifth year of learning in primary school in relationships with teachers and peers and in relation to the grades received in Polish language and math classes throughout the school year. The regression analysis indicated that relationships with teachers exert the stronger impact on the level of helplessness, followed by school grades, and relationships with peers. The teacher can influence each of these factors. This means that the chances that pupils have of fulfilling the developmental task for the age of 7 to 12, in accordance with Erik H. Erikson’s stages of psychosocial development, are largely dependent on the teacher. Not only the successes in subsequent life stages but also the motivation to learn, creativity, flexibility of thinking and acting, persistence, and the emotions accompanying pupils while learning are dependent on a sense of competence. The care and attention of teachers given to ensure that every pupil can develop their competences and sense of agency according to their potential is in the interests of pupils, teachers, and society alike.

relationships with teachers middle school age sense of competence relationships with peers school helplessness school grades

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Author: Irena Przybylska
E-mail: irenaprzybylska@poczta.onet.pl
Institution: University of Silesia
ORCID: https://orcid.org/0000-0001-6688-8549
Year of publication: 2021
Source: Show
Pages: 89-104
DOI Address: https://doi.org/10.15804/kie.2021.04.05
PDF: kie/134/kie13405.pdf

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In the article, I search for the connection between emotions culture and education by examining the affective reproduction of culture. Building on the tradition of Émile Durkheim, in the works by Arlie Russell Hochschild and Steven Gordon the concept of emotional culture is (re)constructed. Emotional culture is understood as the specific complex of emotion vocabularies, feeling rules, and beliefs about emotions. Emotions and their meaning provide a socio-psychological mechanism that controls/develops individuals and groups. In the text, it is argued that the concept of emotional culture adds a distinctive conceptual tool for studying different educational contexts and environments. To examine this argument, the article is divided into three parts. First, an overview of the concepts and theories that underlie the term of emotional culture is given. In the second part, the concept is analyzed in the light of modern cultural studies. The article closes by pointing out pedagogical implications, especially those connected with emotional education.

feeling rules semiotic concept of culture emotional education emotional culture social control

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Author: Eva Zamojska
E-mail: eva.zamojska@gmail.com
Institution: Adam Mickiewicz University in Poznań
ORCID: https://orcid.org/0000-0002-8166-3978
Year of publication: 2021
Source: Show
Pages: 105-122
DOI Address: https://doi.org/10.15804/kie.2021.04.06
PDF: kie/134/kie13406.pdf

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Heteronormativity refers to a rigorous social gender order in which the only assumed and accepted gender division is between male and female. Non-heteronormativity implies a loosening of the social gender dichotomy. Both the concepts of heteronormativity and non-heteronormativity in relation to children are rarely used, probably because of prevailing notions of an essentially asexual and unproblematically heteronormative, ‘natural’ process of gender identity acquisition in childhood. In this paper, I address the issue of gender and sexuality in childhood in academic discourses and analyse the construction of non-heteronormativity in selected children’s books. Impulses for the research are provided by critical readings of classical psychological and sociological developmental theories, as well as theories and research on the construction of gender identities in children rooted in the paradigm of social constructivism. The presentation of books created with children in mind, in which the authors point to a way of “taming” non-heteronormativity in the children’s world, may strengthen inclusive tendencies in educational activities and change the existing social gender order.

gender sexuality childhood non-heteronormativity children’s books

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Author: Łukasz Wojciech Androsiuk
E-mail: lukaszandrosiuk1981@gmail.com
Institution: Pomeranian University in Słupsk
ORCID: https://orcid.org/0000-0001-8087-6464
Year of publication: 2021
Source: Show
Pages: 123-138
DOI Address: https://doi.org/10.15804/kie.2021.04.07
PDF: kie/134/kie13407.pdf

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Assuming the statement, according to which video games (or the entire culture related to them) can serve as a valuable teaching material, is true, it is reasonable and justified to question the still-existing opposition and dispute that digital games must face in school environments. This fact is all the more astonishing as it is the representatives of educational environment that are currently providing particularly didactically inspiring evidence, and thus also strong arguments for this claim. At the same time, the fact that computer games have always dealt with the cultural industry, or at least as much as with culture, means that the “distrustfulness” towards digital games present in the educational space does not only have to be an expression of prejudices and moral panic. Acting from the position of a philosopher involved in the educational potential of computer games, in this text I take up to formulate a possible answer/possible answers explaining the reasons for this conjuncture. Relying on the hermeneutic method, I also suggest possible ways of reading a computer game, pointing to its didactic importance. This text is therefore directed primarily to teachers and educators interested in searching for innovative and practical educational strategies.

new media Hermeneutics didactics new humanities video games culture

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Author: Krzysztof Sawicki
E-mail: k.sawicki@uwb.edu.pl
Institution: University of Białystok
ORCID: https://orcid.org/0000-0002-8192-9975
Year of publication: 2021
Source: Show
Pages: 139-152
DOI Address: https://doi.org/10.15804/kie.2021.04.08
PDF: kie/134/kie13408.pdf

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A positive perspective in social sciences is one of the key directions in contemporary youth studies and an important point of reflection on education. In recent decades, the Positive Youth Development concept (PYD) has been a particularly clear and significant perspective for studying adolescence on a global scale. This perspective is crucial for many theoretical assumptions and educational projects. The aim of this article is to analyse the concepts and theories (directly and indirectly) related to this concept in youth studies. In this paper, significant changes in the reflection on adolescence have been analysed, which turned the vision of a developmental stage full of tensions and conflicts into a period of great opportunities for the personal development and also gave new meaning to youth’s good life. The PYD key concepts and theories plus practical education have been presented. Additionally, critical remarks on positive concepts in youth studies have been analysed.

adolescence youth studies Positive Youth Development (PYD) in-school programmes out-of-school programmes

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