Author: Wojciech Kojs
E-mail: wojciech.kojs@gmail.com
Institution: WSB University in Dąbrowa Górnicza,
Year of publication: 2019
Source: Show
Pages: 103-114
DOI Address: https://doi.org/10.15804/tner.19.57.3.08
PDF: tner/201903/tner5708.pdf

Education is a metaprocess focused on causing changes in individual and social resources of experience, knowledge, skills, attitudes, beliefs and aspirations, as well as in the state of health and physical fitness. This system of processes consists of many diverse interrelated interactions, actions, acts, deeds and activities, with many related elements and components, and among them control and evaluation activities. The purpose of the article is to present the results of analyzes and thoughts related to the determination of the role of these activities among other educational acts, related in particular to cooperation and mutual interaction. It goes well beyond the commonly accepted so-called school and colloquial understanding of these terms. They are treated primarily as cognitive and research activities, as well as valuing activities, as subject-making, person-forming and sociogenic tools. The basis of the research was a diachronic-synchronous model of the full, broadly understood act of educational activity. The resulting conclusions indicate their fundamental role in education.

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