progress

  • Development of the writing skills of students in compulsory education in Spain

    Author: José Luis Gallego Ortega
    Author: Antonio Rodríguez Fuentes
    Year of publication: 2015
    Source: Show
    Pages: 52-64
    DOI Address: https://doi.org/10.15804/tner.2015.42.4.04
    PDF: tner/201504/tner20150404.pdf

    Acquiring writing skills requires an entire academic lifetime but acceptable levels of proficiency should be covered in compulsory education. This research verifies the beginner, intermediate and advanced levels of writing skills in the Spanish education system. It compares both the development of knowledge and the associated difficulties in interviews with 40 students from the even years of primary and secondary education. Descriptive and correlational analyses were made, after coding their statements according to the theoretical model used. They revealed an unexpected stagnation, depending on the levels, with important educational implications.

  • Przeciw pewności Karla Poppera Zmagania z koniecznością

    Author: Marcin Kilanowski
    Year of publication: 2016
    Source: Show
    Pages: 53-67
    DOI Address: https://doi.org/10.15804/kie.2016.01.03
    PDF: kie/111/kie11103.pdf

    All the time, we encounter social, political, or economic crises. Those crises were not and are not a sheer result of poorly designed and malfunctioning state institutions, supposed to control (or not) the sphere of individual activities. This is what we are presented with as their cause. This, however, is not a complete picture of the situation. Crises occur also due to inadequate stressing of the categories which have become central for our societies, as Karl Popper pinpoints. In The Open Society and Its Enemies, he claims that it is our attachment to thinking that there is a one history, progress, pursuit of power and glory, as measures of individual success in the hostile world, that contributes to the re­occurrence of crises and the violence that accompanies them. We live focused on abstract categories and interpretations detached from the everyday life experience. In consequence, we still have to struggle with the phenomenon of exploiting individuals, we still do not create opportunities for satisfying their needs and space for working out solutions which would aid us in tackling the emerging problems. As Popper preaches, if we want to break free from the limitations of our minds so as to act differently, as fully free, self­realized and responsible, we have to try to verify our beliefs, even if it turns out that we should abandon them. This essay is another attempt at presenting the crucial aspects of Popper’s thought that are particularly difficult to comprehend and accept: namely, that there is no history independent of our doing, there are only our descriptions; there is no progress; it is us that create history without even being aware of that.

  • Diagnostyka psychopedagogiczna problemów przystosowawczych i(e)migrantów o charakterze transkulturowym

    Author: Marta Guziuk-Tkacz
    Institution: Uniwersytet Warmińsko-Mazurski w Olsztynie
    ORCID: https://orcid.org/0000-0002-3829-6025
    Year of publication: 2020
    Source: Show
    Pages: 76-93
    DOI Address: https://doi.org/10.15804/kie.2020.03.05
    PDF: kie/129/kie12905.pdf

    The article presents a proposal of the psycho-pedagogical transcultural diagnosis model of migrant’s problems. A ground to this type of models and procedures, based on the main assumptions of contemporary theories of transculturalism, creates a consequence of the fact, that it is one of the most significant characteristics of our times, as well as the fact that the transculturation process among this social group is currently a very dynamic one. In the model presented hereby (due to the practical and innovative nature of pedagogy and in response to the need of diagnostic models and procedures modification postulated by migration experts) the specificity of progress and blockades symptoms of immigrants’ adaptation were also taken into account - with regard to phases of adaptation and integration processes in the social, psychological, didactic, care and educational spheres.

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