education system

  • The Quality of Life of Pupils with Autism Spectrum Disorders – Comparative Research on Mainstream Integrated Education and Special Education Institutions in Poland

    Author: Jacek J. Błeszyński
    Institution: Nicolaus Copernicus University in Toruń
    Year of publication: 2018
    Source: Show
    Pages: 284-295
    DOI Address: http://dx.doi.org/10.15804/tner.2018.52.2.22
    PDF: tner/201802/tner20180222.pdf

    The article attempts to analyse the issue of students with autism spectrum disorders who attend two types of educational institutions – integrated classes in mainstream state school and special education institutions with separate classes for students with autism. Popularity and availability more often than effectiveness affect the choice of an educational institution. Parents’ decisions may also stem from lack of awareness of the scope of educational activities conducted in each institution. One of the measures of educational success is the evaluation of the quality of life in certain spheres of students’ lives.

  • Св. Димитрий Ростовский и «кризис» приходской школы в конце XVII века

    Author: Валерий В. Коновалов
    E-mail: gospodinbk@yandex.ru
    Institution: Независимый исследователь
    ORCID: https://orcid.org/0000-0001-5493-5600
    Year of publication: 2019
    Source: Show
    Pages: 116-138
    DOI Address: https://doi.org/10.15804/so2019108
    PDF: so/15/so1508.pdf

    St. Dimitry of Rostov and the «crisis» of the parish school in the end XVII century

    This article is about problems of national Russian and partly Ukrainian education system in end XVI – beginin XVIII centuries and about how people try to solve this problems. Partly touches such role persons like Dimitry of Rostov and Petr Mogila. Including some interesting details about some educationreligious and cultural aspects of this time. In addition, it is about some selfidentification problems and some orthodox-catholic traditions vacillation, and how this problems are influenced to this nations history at all.

  • Włoska oświata i myśl pedagogiczna w polskiej literaturze historyczno-pedagogicznej.

    Author: Jan Wnęk
    E-mail: j.wnek@interia.pl
    Institution: Krakowska Akademia im. Andrzeja Frycza Modrzewskiego
    Year of publication: 2015
    Source: Show
    Pages: 253-284
    DOI Address: https://doi.org/10.15804/IW.2015.06.15
    PDF: iw/06/iw615.pdf

    ITALIAN EDUCATION AND PEDAGOGICAL THINKING IN POLISH HISTORICAL-PEDAGOGIC LITERATURE

    The Italian education system and Italian pedagogical thinking have proud traditions. Italian education and its school system aroused and still arouse much interest among Polish educational historians, and numerous books and articles continue to be published on these subjects. these works provide the knowledge of the development of the Italian school system and Italian education across all historical periods; however, humanistic education issues and the meaning of Italy’s pedagogical thinking for the development of new educational concepts are discussed most frequently. Polish educational historians study Saint John Bosco’s and Maria Montessori’s views on education, providing critical analysis of education reforms introduced during Benito Mussolini’s rule. Polish academic works and popular science works published in the last two centuries, which are an interesting source of knowledge for Polish readers, give a compelling account of the Italian education system and Italian pedagogical thinking of the past. there is no doubt that Poles’ knowledge about the development of Italian educational ideals was significantly broadened by numerous historical and pedagogical publications. It should be noted that the most prominent Polish historians of education who speak Italian and know Italy’s archival sources and its rich academic literature had written about Italy’s education. As a result, their works have an important cognitive value, and they show that Poles not only had admired Italian education, but they also had been able to critically assess foreign pedagogical ideals. Additionally, the publications show that, in some historical periods, interest in the Italian education system and Italian pedagogical thought was great (notably, during the Renaissance), while in some centuries (such as the 19th century), it was scant.

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