- Year of publication: 2017
- Source: Show
- Pages: 5-8
- DOI Address: -
Children’s literature plays a key role in the process of socialization. It is one of the crucial factors which help the young reader to understand the surrounding world, also in terms of what is one’s own and what is other, different. On the one hand, its task is reflecting the existing reality, on the other-shaping specific attitudes towards it, for example through strengthening existing stereotypes or calling them in question. In English-language literature on the subject one can find numerous analyses of both broadly understood intercultural literature and depictions of individual nationalities, cultures, and races. So far, Polish children’s literature has not attracted much scholarly attention in this respect. It might result from the fact that the Polish population is to a large extent a homogenous group as regards race and nationality. However, this state of affairs is gradually changing, as Poland starts to attract migrants from all over the world and national and ethnic minorities already inhabiting the country are being discovered. In this context, it seems particularly interesting to ask if and how these social changes have influenced Polish children’s literature of today. The goal of this paper is to outline the issue of cultural diversity, in particular the presence of the national and ethnic “other” in the newest Polish children’s literature, according to criteria developed on the basis of Short, Lynch-Brown and Tomlinson’s guidelines (2014). The paper is also an attempt at determining to what extent Polish children’s literature corresponds with the model of intercultural education. As the analysis shows, Polish literature on cultural diversity is scarce, involves non-representative depictions of minorities, and lacks the “insider” perspective, and thus fulfills the postulates of intercultural education only in a limited way.
The aim of the article is to point out how in contemporary Russian school history textbooks the collapse of the Soviet Union and its consequences for Russia, Europe and the whole world are shown. By combining this information with public opinion polls, aimed at analyzing Russian attitude to this controversial period in history, an attempt was made to find an answer to the question of how in the cultural memory of Russians, transmitting the experience of the older generations to the younger, this groundbreaking change in the political system operates nowadays. The conducted analysis has shown that many Russian history textbooks present a balanced, unemotional picture of the process the collapse of the Soviet Union. However, there are also such textbooks, which include emotional negative opinions about the collapse of the Soviet superpower, considering this event as one of the most tragic moments in the history of the 20th century. The article cites excerpts from history textbooks for history, juxtaposing them with public opinion surveys (regarding the evaluation of the last CPSU Secretary Mikhail Gorbachev; an opinion about the possibility of avoiding the collapse of the USSR, the factors that cause the greatest sorrow for the state union). This juxtaposition has revealed that despite the passage of time, there is lack of one, acceptable to the general public version of events that took place a quarter of a century ago. Just as Russians evaluate events focused around the collapse of the USSR and its consequences differently, so authors of textbooks offer students interpretations of groundbreaking events very diverging from each other. Therefore, the article shows that the historical education of young Russians in relation to this specific period will be the sum of the family stories, reading textbook recommended by the teacher and teacher comments. This leads to the conclusion that the collapse of the USSR is an event affecting the cultural memory of Russians, though the evaluation of this period are still evolving.
It can be striking for us today that when so little divides us there is still so much that separates us from each other. We observe the fragility of social cohesion and witness the degradation of social capital even though some say that our religious belief as well as material conditions or differences in political rights no longer divide us. In the light of critical observations, one can say that there is a need to reconcile people with each other, to establish bonds between us, that we need to establish civil society. When trying to establish a well-functioning civil society we have to ask ourselves a few crucial questions. These questions include: How can Western individualism be combined with the values of community and social solidarity? What are the necessary conditions for freedom and solidarity among people? To answer these questions it is worth reaching the philosophical thought of John Dewey and Roberto Unger. In his text Roberto Unger points out that today’s social and political order is not something solid and stable. Even our democratic order that I was referring to in this paper faces challenges that may undermine its base. Without the right preparation to face these challenges-through responsible and critical public participation and deliberation-it is possible that instead of us having some sort of possibility of steering the growth of our societies and having an impact on political and economic evolution, the evolving situations will steer us. If this happens, we will be left behind, being unable to grasp and handle the different new situations.
The text is focused on two relatively young yet rapidly developing disciplines: psychology of music and music therapy. The goal of the article was to outline the territories of both disciplines and consider relationships between them. The text includes characteristics, presented through clarification of the subjects of both areas, attempt to place them in the general classification of sciences and considerations regarding the methodology. It also indicates important aspect of artistic component, present especially in practical music therapy, and reaching beyond scientific inquiry. The author notices difficulties of integrating activities utilizing arts with systematic, research-oriented perspective. She shows relationships between disciplines, paying attention to the significant differences, but also complementary values. She concludes that despite of being separate, psychology of music and music therapy have common grounds.
The paper analyses categories of every-day reality and of a life-world, reaching also for a related notion of intersubjectivity. Whereas all of them have phenomenological background, only the category of every-day reality has made a career in sociology, breaking offthe connection with its philosophical roots. Its phenomenological interpretations are recurred to in the article, together with showing its relation to Lebenswelt. The main concern is the extent to which it is possible to find religious meanings in every-day life in contemporary societies of the broadly-understood West. A degree to which it is allowed to bring meanings deriving from other spheres into the scope of every-day reality, as well as a concrete symbolic domain to be privileged, are historically and culturally changeable. Secularization that affects a society in an institutional dimension and its common sense, makes religious interpretations being less and less intersubjectively supported and loosing their status of being taken for granted. This situation encourages further secularization of individual life-worlds, and at persons who still identify themselves as religious strengthens the separation of religious province from the other domains of meanings and ways of experiencing the world. There is also a number of people who, despite the decline of
This article aims to note the importance of non-formal education in the context of lifelong learning, especially in last phase. A secondary analysis of empirical research, conducted in Germany as part of a unique project “Competencies in Later Life” (CiLL), is the starting point for a reflection on the necessity of support of educational processes, enabling the development of qualifications after leaving formal education system. This study allowed to determine the level of competence of literacy, numeracy and problem solving in technology-rich environments of the population aged 66-80 years.The conclusions of the study are clear: in connection with a deficit of the core competencies of older people is needed educational offer. Participation in education can prevent exclusion from social life.
Looking at the marketing strategies applied by institutions selling culture and education, the main problem is not to forget the nature of the selling product. We are obliged to protect the shape and essence of what we sell much more than selling any other kind of product even if the product is totally uncommercial. That’s why numerous, cultural and educational institutions often aren’t able to find their own place on the still changing market. Some of them offer products intended only for a small group of customers, others support new directions and new forms of products that haven’t got their own type of clients definite yet. So there’s appearing new need to reconciltae what’s irreconcilable, extremly different opinions and need of working out the balance between spectators preferences and organizations ambitions. It looks like the developing product strategies of Polish Cultural and Educational Union in the Czech Republic presented in the paper prove that the balance is possible to reach.
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Projekt i wykonanie Pollyart