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Selekcje szkolne w toku kształcenia czy spontaniczne? Kilka pytań o merytokrację w świetle dorobku Profesora Ryszarda Borowicza

Author: Aleksandra Nowakowska-Kutra
Institution: Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Year of publication: 2014
Source: Show
Pages: 297-314
DOI Address: https://doi.org/10.15804/kie.2014.04.19
PDF: kie/104/kie10419.pdf

Processes of selection of schools have already constituted the object of the Doctoral Dissertation of Professor Ryszard Borowicz, prepared under a scientific supervision of Professor Zbigniew Kwieciński, and also of his numerous books and papers published throughout his whole scientific career. One of the leading concepts applied in the projects carried out by Professor Ryszard Borowicz was the meritocratic concept. Application of that theory in the explanation of phenomena taking place in the contemporary education system has been subject of critical analysis. Besides, the possible directions of studies have been proposed concerning the selection of schools, including the university-level of education. A number of questions have been raised worth answering, especially in face of dynamic transformations taking place in the Polish society that are somehow a consequence of belief in education that was supposed to create stratification mechanisms enabling promotion of positively selected individuals, according to the relation “merit-award”. With consideration for the Professor’s achievements, and for current indicators, some phenomena have been presented that currently exist in the system and are directly related with the problem of selection of schools.

Edukacja jako lustro kultury

Author: Mirosława Nowak-Dziemianowicz
Institution: Dolnośląska Szkoła Wyższa we Wrocławiu
Year of publication: 2023
Source: Show
Pages: 7-23
DOI Address: https://doi.org/10.15804/kie.2013.04.01
PDF: kie/97/kie9701.pdf

Education as the Mirror of Culture

This article is an attempt to answer the question of relationships between culture and education, not only on the level of assumptions and declarations but also in various dimensions of social life and social science. The first issue is the question of the place of education in our country’s development strategies. The author compares two such strategies: one based on the notion of development dependent on financial markets, European Union policies, labour efficiency and Gross Domestic Product (the notion of continuity of the current development path as presented in official documents) and another notion, i.e. that of mental-cultural change. The author analyses the place and role of education in each of these notions of development. The second issue is axiology of education. The major task in this part of the paper is to present tensions and divergences between declared description of educational practices and theories that legitimise them on the one hand and the actually realised axio-normative orientation or other value-based human actions and choices on the other. The third problem is an attempt to show education and school in the process of cultural change. The subject of critical analysis is a dominant educational policy and practice, which is linked to the practically realised notion of the country’s development, and based on requirements of usefulness, effectiveness and applicability. As an illustration of this, the author examines opposition between humanities and technical sciences, which is constructed and maintained in public debate. Plenary speeches from the 2nd Congress of Education that took place in Warsaw in June 2013, are also subject to analysis in relation to this opposition. In conclusions, the author poses the question whether education remains perceived as a cultural practice or it has become yet another tool of production submitted to requirements of the market, economic development and GDP growth.

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