Author: Urszula Klajmon-Lech
E-mail: urszula.klajmon-lech@us.edu.pl
Institution: Uniwersytet Śląski
Year of publication: 2018
Source: Show
Pages: 159–170
DOI Address: https://doi.org/10.15804/kie.2018.03.10
PDF: kie/121/kie12110.pdf

Streszczenie:

The aim of the article was to present the main problems related to the functioning of a child with a rare disease at school and to show the forms of support for the child and his family offered by the school. In the text, I present the results of research carried out using the method of narrative interview among parents of children with a rare genetic disease. Respondents present difficult choices related to the choice of school and frequent changes of educational facilities for their children. They also show positive examples of support provided to the child by the school and educators. Parents appreciate that the teachers establish a subjective relationship with the child and parents, provide the child with proper care during classes, innovate in teaching and the attitude of openness that is passed on to the school community.

child with a rare disease wsparcie dziecko z rzadką chorobą rodzina szkoła school family Support

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Author: Anna Szafrańska
E-mail: anna.gajdzica@us.edu.pl
Institution: Uniwersytetu Śląskiego w Katowicach
Year of publication: 2018
Source: Show
Pages: 171–183
DOI Address: https://doi.org/10.15804/kie.2018.03.11
PDF: kie/121/kie12111.pdf

Streszczenie:

The cyclic survey, carried out on a representative group of Poles, indicate some changes taking place in the Polish society – what has changed is Poles’ attitude to their own activity which brings no profit but is of general social significance. With no doubt, growing social engagement is a positive phenomenon. The issue which the author has explored for years is the activity and engagement of teachers – especially those inhabiting the Polish-Czech borderland. Borderland is a space which enhances intensive activity and engagement. Transfrontier activities are largely addressed to schools and teachers and the cooperation in the examined area of the southern borderland is very intensive. The research was inspired by earlier projects addressed to teachers on both sides of the border. Its aim was to find out whether the views of teachers engaged in projects are close to the views shared by a broader, representative group of school workers. The obtained empirical data were processed with the use of statistical methods: for testing the statistical significance of differences between variables the chi-square test (χ2) was used, and for measuring the intensity of the relation between variables – Cramer’s V coefficient (0 ≤ V ≤ 1). The research focus was on the surveyed teachers’ activeness concerning both the participation in transfrontier projects and the search for knowledge of the neighbours. The research was also aimed at finding out how the teachers evaluate the activeness, in the field of establishing closer contacts between Poles and Czechs, of other subjects – politicians of all levels and educational institutions or associations. The analyses of the research results concerning this issue reveal the respondents’ strong criticism. It seems worth mentioning, that the respondents themselves present little interest in the activities aimed at establishing closer Polish-Czech contacts.

critical evaluation politicians transfrontier projects krytyczna ocena politycy zaangażowanie projekty transgraniczne nauczyciel pogranicze engagement Borderland

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Author: Mariola Badowska
E-mail: mbadowska@ah.edu.pl
Institution: Akademia Humanistyczna im. Aleksandra Gieysztora w Pułtusku
Year of publication: 2018
Source: Show
Pages: 184–200
DOI Address: https://doi.org/10.15804/kie.2018.03.12
PDF: kie/121/kie12112.pdf

Streszczenie:

School is the basic institution introducing into the world of civic values and shaping prosocial attitudes and behaviors. Properly shaped social and intercultural competences are essential for proper functioning in everyday life, which is why in the education process they should be constantly developed and concern both teachers and students. By taking an active part in the mutual learning process, individual individuals can become citizens of the world with high competences. In addition to theoretical considerations regarding the desirable competences of teachers and educators working in a multicultural classroom, the article presents statements of representatives of the pedagogical group allowing to estimate their social and intercultural competences and their self-esteem in this regard.

educator intercultural competences social competences pedagog kompetencje międzykulturowe kompetencje społeczne nauczyciel edukacja Education teacher

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Author: Edward Nycz
E-mail: edward.nycz@uni.opole.pl
Institution: Uniwersytet Opolski
Year of publication: 2018
Source: Show
Pages: 201–217
DOI Address: https://doi.org/10.15804/kie.2018.03.13
PDF: kie/121/kie12113.pdf

Streszczenie:

The article presents the problem area of animation as a pedagogical method of working in the environment which is differentiated as regards its social, cultural and regional aspects. The environmental diagnosis is meant to identify local capitals which can offer support for a group of animators participating in the socio-cultural project, whose goal was activation of the examined local community. The author shows the role of the institution of culture functioning in the region of cultural and ethnic frontier in the social reception.

socio-cultural transformations cultural-educational work institution of culture ethnic differentiation local community animation zmiany społeczno-kulturowe praca kulturalno-oświatowa instytucja kultury zróżnicowanie etniczne społeczność lokalna animacja

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Author: Anna Twardzik
E-mail: anna.twardzik@us.edu.pl
Institution: Uniwersytet Śląski w Katowicach
Year of publication: 2018
Source: Show
Pages: 218–230
DOI Address: https://doi.org/10.15804/kie.2018.03.14
PDF: kie/121/kie12114.pdf

Streszczenie:

In the article the author stresses importance of including intercultural education content into kindergarten education and presents examples of positive results brought by teachers’ actions in this field. The author formulates and empirically verifies the thesis that implementation of intercultural education in kindergarten positively affects the development of social competences of children, improves their relations with peers and arouses in a child the will to get to know himself/herself and others.

young child’s education kindergarten edukacja małego dziecka przedszkole edukacja międzykulturowa intercultural education

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Author: Jarosław Charchuła
E-mail: jaroslaw.charchula@ignatianum.edu.pl
Institution: Akademia Ignatianum w Krakowie
Year of publication: 2018
Source: Show
Pages: 231–243
DOI Address: https://doi.org/10.15804/kie.2018.03.15
PDF: kie/121/kie12115.pdf

Streszczenie:

The article deals with the important issue of defining the role and place of the university in the contemporary world. Globalization processes force far-reaching changes in social institutions, universities are also not free of them, so it is necessary to re-read the university’s mission in the context of current cultural changes. The inspiration for the conducted analyzes are the assumptions of the social theory developed by one of the most versatile thinkers of the twentieth century – José Ortega y Gasset.
Using the analytical-synthetic method as well as the historical-comparative method, the topicality of the main assumptions formulated by Ortega y Gasset was demonstrated. Among them, the most important place is occupied by the postulates regarding the proper definition of the university mission. The basic thesis is the distinction between science and culture. While modern culture draws heavily on science – mainly technical and natural sciences – it is important to distinguish these two areas, giving decisive priority to culture. From this main assumption comes a number of logical consequences related to the necessary amendments to the university education profile. The general preparation of a humanistic profile, which is not only an introduction to the social reality but a sensitization to higher values, should definitely have greater significance. The education of professionals – specialists in narrow fields – can not be deprived of a broader reference to the cultural context. The University will properly implement its mission if, in addition to professional preparation, it will be able to prepare its graduates to live with others in the society.

university mission mass society José Ortega y Gasset misja uniwersytetu społeczeństwo masowe nauka kultura Science culture

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Author: Katarzyna Jas
E-mail: katarzyna.jas@us.edu.pl
Institution: Uniwersytet Śląski w Katowicach.
Year of publication: 2018
Source: Show
Pages: 258–260
DOI Address: https://doi.org/10.15804/kie.2018.03.17
PDF: kie/121/kie12117.pdf

Streszczenie:

RCENZJA

REVIEW

recenzja Review

Author: The Editors
Year of publication: 2018
Source: Show
Pages: 261–262
DOI Address: -
PDF: kie/121/kie121auth.pdf

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