self-awareness

  • Vivere e maturare per acquistare autocoscienza. Il bacio del pane di Carmine Abate.

    Author: Karol Karp
    E-mail: karp@umk.pl
    Institution: Uniwersytet Mikołaja Kopernika w Toruniu
    Year of publication: 2015
    Source: Show
    Pages: 77-94
    DOI Address: https://doi.org/10.15804/IW.2015.06.05
    PDF: iw/06/iw605.pdf

    LIVING AND GROWING UP IN ORDER TO ACQUIRE SELF-AWARENESS. IL BACIO DEL PANE BY CARMINE ABATE

    the article, while focusing on the protagonist-narrator, demonstrates the structures that are typical of the novel of education and consequently points to the genre of the newest work by Carmine Abate, entitled Il Bacio del Pane. Over the course of one summer, Francesco—mostly because of his having met Lorenzo, the main witness in a mob trial who was forced to hide in the ruins of the old mill, near Spillace—turns from a careless teenager into a youth who becomes dramatically aware of such serious problems running in his community as the existence and operation of organised criminal groups. What is presented, then, are the psychological processes that take place in the internal world of the main character, who can also correctly describe the state he finds himself in. the analysis is carried out in relation to different theories (Bachelard, Freud, Jung).

  • Teacher’s Expertise in the Context of Didactic Paradigms’ Multifariousness

    Author: Jolanta Gałecka
    E-mail: jolanta01@msn.com
    Institution: University of Gdańsk, Poland
    ORCID: https://orcid.org/0000-0003-1525-8912
    Year of publication: 2020
    Source: Show
    Pages: 80-93
    DOI Address: https://doi.org/10.15804/kie.2020.04.05
    PDF: kie/130/kie13005.pdf

    Many professions have some identified features or performance rules that are considered characteristic of an expert. However the standards and expectations regarding teachers’ work might not have been clear to the majority of the teachers. The attributes that are demanded or expected from teachers are very diversified and span many fields of expertise. One of the reasons behind it may be the co-existence of multiple paradigms in the social sciences. Those paradigms cannot be applied simultaneously since the disparities between them are often insurmountable. Yet they define the role of a teacher and hence are crucial to the assertion of expertise in teaching. Therefore I come to the conclusion that understanding paradigms and their consequences for the role of a teacher may provide the necessary criteria of performance and a path to becoming an expert teacher. Without the knowledge and understanding of the basic concepts and the meaning of what it is that the teacher is trying to achieve through their performance, the teacher will not be able to work deliberately on their development or to critically reflect on it.

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