autonomy

Stosunki polsko-żydowskie we Lwowie w latach 1918 – 1919 (wybrane zagadnienia)

Author: Aleksandra Imiłowska-Duma
Institution: Uniwersytet Wrocławski (Polska)
Year of publication: 2017
Source: Show
Pages: 117-134
DOI Address: http://dx.doi.org/10.15804/PPUSN.2017.03.09
PDF: pomi/03/pomi201709.pdf

Polish-Jewish relations in Lviv 1918 – 1919 (selected issues).

During World War I Lviv became a field of struggle between Poles and Ukrainians for the possession of the city. During the conflict Jews declared to be neutral. Nevertheless, when the Polish army took over the city, anti-Jewish riots started. Jews were, mainly falsely, believed to support Ukrainians. The pogrom lasted for two days (Nov 22 – 23 1918) and had a strong negative effect on the Polish-Jewish relations. Another important issue was the question of equality for Jews. Most of the Jewish political parties in Lviv understood and supported the demand. Poles, for various reasons, could not agree to grant Jews with a national-cultural autonomy. For the public opinion in Poland, the Jewish struggle for equality was only another example of their hostility towards the Polish state.

The Legality of the Catalan Independence Referendums

Author: Michał Zbigniew Dankowski
Institution: University of Gdańsk
Year of publication: 2017
Source: Show
Pages: 87-99
DOI Address: https://doi.org/10.15804/ppk.2017.06.05
PDF: ppk/40/ppk4005.pdf

During the last decade the separatist activities of the Catalan nationalists have intensified. Despite the enactment of the Statute of Autonomy in 2006, extending the existing autonomy of the Autonomous Community, Catalonia’s governing political parties strived for total independence. In view of the consistent attitude of the central government in Madrid refusing any concessions on the extension of autonomy or independence, the Autonomous Government of Catalonia (Generalitat) appealed to the institutions of direct democracy, calling twice for a Catalan referendum on independence. In both cases, the Spanish Constitutional Court declared the referendum unlawful. In spite of this, Catalonia declared independence after the referendum of October 1st, 2017, although the effects of the declaration were also suspended – a situation so far unknown to law.

Financial autonomy of the commune in Poland – assumptions and results

Author: Jacek Zaleśny
Institution: University of Warsaw
Year of publication: 2015
Source: Show
Pages: 105-124
DOI Address: https://doi.org/10.15804/ppk.2015.06.06
PDF: ppk/28/ppk2806.pdf

The present analysis is devoted to the financial autonomy of communes and the ways of understanding it. The author analyzes the legal, jurisdictional and actual determinants of the commune’s financial independence and points to the consequences following from them. The author poses a hypothesis that the constitutional value in the form of the financial autonomy of communes is not full realized by the parliament in contemporary Poland, with the Constitutional Tribunal underestimating it. The increase in the revenues of communes is not adequate to the duties assigned to them by the parliament. The consequences of the ongoing process include an increased debt of the communes and their problems with realization of the needs of local communities, the latter being the goal whose realization was the reason to have established the local self-government.

The Right of Indigenous Peoples to Self-Determination: International Law Perspective

Author: Agnieszka Szpak
Institution: Nicolaus Copernicus University in Toruń
Year of publication: 2018
Source: Show
Pages: 178-204
DOI Address: https://doi.org/10.15804/athena.2018.59.12
PDF: apsp/59/apsp5912.pdf

The author offers an international law perspective on a specific issue of self-determination of indigenous peoples. The article begins with the definition of indigenous peoples, then proceeds to self-determination in general. The last section examines the forms of indigenous selfdetermination and its meaning for indigenous peoples. Indigenous peoples have a right to self-determination which allows them for control over their destiny, their livelihoods, their culture and customs. It may be realized, most of all, in the form of autonomy or self-governance. As such, self-determination allows indigenous peoples to participate in decision making in matters that affect their rights.

Limits of the ethical training of social workers (altruism issue in the moral space of professional ethics)

Author: Jaromír Feber
Author: Jelena Petrucijová
Year of publication: 2015
Source: Show
Pages: 189-199
DOI Address: https://doi.org/10.15804/tner.2015.42.4.16
PDF: tner/201504/tner20150416.pdf

The article is focused on the professional ethics of social work in the context of the philosophy of education. The authors analyse its educational pitfalls seen as a possible tension of personal ethics and professional ethics. Analysing the altruism issue (one of the essential values in social work) the authors reflect on the relationship of autonomy and heteronomy of will (e.g. regulated by institutional codes) in moral acting.

Szacunek dla autonomii kobiety ciężarnej a wolność sumienia lekarza. Etyczne konsekwencje odmowy wykonania świadczeń zdrowotnych przez pracowników służby zdrowia

Author: Justyna Czekajewska
Year of publication: 2016
Source: Show
Pages: 33-46
DOI Address: https://doi.org/10.15804/kie.2016.03.02
PDF: kie/113/kie11302.pdf

The reason of moral conflict between a pregnant woman and a doctor is incorrect understanding principles of ethics and medical provisions. The erroneous course of reasoning often is leading to the contradiction heading fundamental assumption of medical ethics. According to the right to autonomy the acceptance of individual beliefs of the patient is the same important as the concern for her health, therefore one should treat the expectant mother with the respect respecting the sovereignty for her. In spite of the possibility of expressing the own opinion, the liberty of the subject cannot disturb the conscience of the doctor. Every man irrespective of the performed profession has the right to own beliefs, so the doctor can refuse to carry determined medical benefits out because of reported ethical doubts. In the article I’m going to establish the terms and what type of the benefits to explain are medical compulsory for a health service employee. To the purpose of the presentation of ethical problems of the medical conscience clause I will refer to example of abortion.

Autonomie terytorialne i kulturowe w Siedmiogrodzie. Dążenia i interpretacje

Author: Karolina Kaczmarek
Institution: Uniwersytet im. Adama Mickiewicza w Poznaniu
ORCID: https://orcid.org/0000-0002-4736-4990
Year of publication: 2021
Source: Show
Pages: 89-107
DOI Address: https://doi.org/10.15804/hso210405
PDF: hso/31/hso3105.pdf
License: This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license CC BY-NC-ND 4.0.

Territorial and cultural autonomies in Transylvania. The pursuit and interpretations

The article presents the endeavours on the part of the multi-national and multicultural population living in Transylvania to create, within a span of several centuries, various types of autonomies, be it cultural or territorial.

The Perspectives of the Development of the Strategic Management in Ukrainian Higher Education

Author: Myroslava Hladchenko
Institution: University of Educational Management, Kyiv
Year of publication: 2014
Source: Show
Pages: 240-250
DOI Address: https://doi.org/10.15804/tner.14.36.2.19
PDF: tner/201402/tner3619.pdf

The research focuses on the perspectives of development of the strategic management in Ukrainian higher education. Strategic management is widely used by European higher education institutions and cannot be avoided by Ukrainian institutions if they are going to develop for a better future. Ukrainian higher education institutions are in the transition state and their understanding of strategic management is at the initial stage and further evolvement of the strategic management in Ukrainian higher education requires reforms from the state and willingness of the higher education institutions to accept the challenges of the modern environment.

Perceived Autonomy Levels among Elementary School Students and Their Teachers

Author: Maja Matrić
Institution: University of Maribor
Author: Katja Košir
Institution: University of Maribor
Year of publication: 2014
Source: Show
Pages: 215-228
DOI Address: https://doi.org/10.15804/tner.14.37.3.17
PDF: tner/201403/tner3717.pdf

Many authors have spoken against controlling environments and in favour of autonomous ones. In order to estimate perceived autonomy levels in the classroom, we decided to compare teachers’ perceptions with students’ ones, gaining a more accurate idea of the autonomy levels present in the classroom. The study participants (231 students, 18 teachers) provided data which showed how the teachers’ perceptions differ from the students’ ones in all cases, generally the teachers rating autonomy levels higher than the students. We also found indicators of differences present among teachers of the same subject areas as well as in terms of the students’ gender, school and age.

The Analysis of Selected Motivational Mechanisms in Gamification of Higher Education

Author: Katarzyna Skok
Institution: Faculty of Education, University of Bialystok, Białystok
ORCID: https://orcid.org/0000-0002-1309-9674
Year of publication: 2022
Source: Show
Pages: 186-201
DOI Address: https://doi.org/10.15804/kie.2022.04.11
PDF: kie/138/kie13811.pdf

One of the innovative perspectives to increase student involvement is gamification. The article aims to analyse selected motivational mechanisms in the context of gamification tools. The pragmatic nature of students (obtaining a better final grade, improving the organisation of the learning process) is compared with players’ experiences and the offered gamification models. While students’ goals relate mainly to effectiveness (study certificates, practical skills and knowledge with minimum effort), games are process-oriented (fun, engagement). The paper states that the differences may be apparent and proposes motivational tools that can make learners’ experience resemble players’ one. Particular attention is paid to the art of failure, autonomy, community and mandatory fun, which are discussed from the perspective of the theory of self-determination (competence, autonomy, relatedness) and cognitive dissonance (effort justification, insufficient punishment, counter-attitudinal advocacy paradigm). The article advocates voluntary participation or at least the choice of different educational paths and tools. Secondly, the paper encourages implementing features enabling students stress-free freedom to experiment and experience failure.

Autonomia w ramach hierarchii konstytucyjnej

Author: Piotr Szreniawski
Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie
ORCID: https://orcid.org/0000-0002-3448-0298
Year of publication: 2023
Source: Show
Pages: 299-311
DOI Address: https://doi.org/10.15804/ppk.2023.05.21
PDF: ppk/75/ppk7521.pdf

Autonomy within a Constitutional Hierarchy

According to the Hierarchies Rivalry Theory, a constitution contains the tops of hierarchies, understood as systems of norms. Due to their position in the constitution, such hierarchies may be called constitutional hierarchies. These hierarchies compete with one another in a dynamic – albeit long-term – process of transforming the constitution. Autonomy within the constitutional hierarchy means the existence of a specific scope of independence, in particular in the area of creating internal or local law. Such law must be consistent with the general contents of the constitution. Autonomy within the constitutional hierarchy is a combination of conflicting tendencies of subordination and independence. The first practical attempts to apply the Hierarchies Rivalry Theory to research on autonomy within the constitutional hierarchies of various countries encourage further actions in this area.

Transformacja czy transmisja? Edukacja humanistyczna wobec problemów „przeniesienia” w relacji pedagogicznej

Author: Wojciech Kruszelnicki
Institution: Dolnośląska Szkoła Wyższa we Wrocławiu
Year of publication: 2013
Source: Show
Pages: 42-61
DOI Address: https://doi.org/10.15804/kie.2013.01.03
PDF: kie/94/kie9403.pdf

Transformation or Transmission? Humanities Education Facing the Problems of “Displacement” in Pedagogical Relation

In my paper I discuss in pedagogical context the mechanism which Freud referred to as “transference”, and expand this subject with pedagogically relevant commentaries of Jacques Lacan who has proposed to inscribe the Freudian concept of transference into the wider context of the functioning of the authority comprised by the problematic of knowledge as such. The aim of this examination is not only to draw attention to numerous psychoanalytical insights into man’s existence in culture that may enrich pedagogical reflection with new intellectual stimuli, but also to show both positive, and negative sides of the mechanism of transference in education (consisting respectively in facilitating the process of learning and debilitating it) and in this way consider from a different perspective the ambivalence of the teacher’s authority in the classroom.

Evaluation as the Tool to Initiate Changes and Development of the School

Author: Alena Seberová
Institution: University of Ostrava, Czech Republic,
Year of publication: 2005
Source: Show
Pages: 51-67
DOI Address: https://doi.org/10.15804/tner.05.5.1.05
PDF: tner/200501/tner505.pdf

The article is focused on the analysis of the essence, purpose and meaning (sense) of evaluation and self-evaluation processes in the school environment. It is an attempt to analyse the pedagogical evaluation as both a specific theoretical problem and a long-term, systematic process by means of which the school is able to reflect and evaluate its work quality in a critical way, to initiate changes and thus to improve and upgrade its quality. The above idea is based on an assumption that the development of the good quality school depends on its concept as an open, co-operative and learning institution focused on educational, cultural and public awareness objectives; and the systematic reflecting, checking and evaluating of its objectives, progress and results form an integral part of its (internal) culture.

The Subject of Philosophy, the Subject of Pedagogy, the Pedagogues’ Subject

Author: Ulrich Binder
Institution: University of Berne, Switzerland
Year of publication: 2005
Source: Show
Pages: 27-39
DOI Address: https://doi.org/10.15804/tner.05.6.2.03
PDF: tner/200502/tner603.pdf

Whoever reflects upon the development and reasoning of pedagogical thoughts and actions faces the problematic subject. ‘The’ subject seems to figure as the basis of it all. Whilst all other key terms and categories are constantly open to negotiation, the ‘subject’ presents itself as self-evident rather than as an entity to be argued at length. Yet, some questions remain unanswered. Why is this the case? Furthermore, what kind of subject do we refer to? In this article the central issues concerning ‘The Subject and Pedagogy’1) as well as first findings of this ongoing research by the author are being discussed. The main focus is not on the results. What is of crucial importance with regard to the following text are the allusions to the apories which accompany any paradigm of the subject. This holds true of every single stage: the subject of philosophy, the subject of pedagogy and the pedagogues’ subject.

Autonomiczność, sprawczość i innowacyjność nauczyciela we współczesnej leksykografii pedagogicznej i jurysprudencji. Analiza lingwistycznopedagogiczna

Author: Anna Sarbiewska
Institution: Badacz niezależny
ORCID: https://orcid.org/0000-0002-9429-8228
Author: Dariusz Stępkowski
Institution: Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
ORCID: https://orcid.org/0000-0002-6855-1517
Year of publication: 2024
Source: Show
Pages: 96-121
DOI Address: https://doi.org/10.15804/kie.2024.01.06
PDF: kie/143/kie14306.pdf

Teacher autonomy, agency and innovation in the language of contemporary pedagogical and jurisprudential terminology. A linguistic-pedagogical study

The article examines the concepts of teacher autonomy, agency and innovation from a linguisticpedagogical perspective. The research material was selected with the use of the method of searching the existing documents. The documents included selected encyclopaedic articles and legal texts concerning the teacher and his pedagogical activity. The authors used the theoretical framework of cognitive semantics in the form of conceptual integration theory when analysing the material. Autonomy as a pedagogical phenomenon has a broad and well-established lexical basis in both encyclopaedic and legal texts. The second concept, agency, has a very narrow dictionary and theoretical basis. The use of the last of the category, innovation, is limited to only some authors and their texts. Besides, the issue of innovativeness appears in legal texts sporadically and, as a rule, in relation to the school and not to the teacher. On the basis of the results obtained, it was proposed to treat the title terminological triad as an amalgam, in which the enumerated terms form a unity on the one hand, while on the other hand each of them expresses one aspect of the whole, which shows the multifaceted nature of the teacher’s pedagogical activity.

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