Author: The Editors
Year of publication: 2019
Source: Show
Pages: 5-8
DOI Address: -
PDF: kie/126/kie126toc.pdf

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TABLE OF CONTENTS

SPIS TREŚCI

Publikacja “Kultura i Edukacja” w języku angielskim, udostępnienie wersji cyfrowej w wolnym dostępie i zabezpieczenie oryginalności publikacji zgodne ze standardem COPE – zadania finansowane w ramach umowy 853/P-DUNdem/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę.

Author: Roald Larsen
E-mail: roald.larsen@uit.no
Institution: The Arctic University of Norway
Year of publication: 2019
Source: Show
Pages: 9-22
DOI Address: https://doi.org/10.15804/kie.2019.04.01
PDF: kie/126/kie12601.pdf

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The objective of this article is to consider legends or oral narratives in Norway which deal with the Chudes. Who were the Chudes - an important nation acting in a particular historical context or a mythological image? In order to answer this question it is necessary to examine different references to the Chudes preserved in Norwegian legends and historical sources. Here I consider the following tasks: 1) to clarify the meaning of the word ‘Chude’ in Norwegian culture; 2) to analyze legends about the Chudes in order to pick out the main plot-constructing elements. Legends are narratives which claim to be true and are usually connected to well-known places and people. Migrating legends are narratives which have been narrated in many places and for a long period of time. This also concerns legends narrating about the Chudes. This article discusses the effect on the percentage of truth in the narratives. For fifteen years I have taken the lead in doing research work at UiT (The Arctic University of Norway), the Institute of Teacher Education and Pedagogy, where my students and I collected several hundred legends, mainly from Northern Norway. The reason why pedagogy students were involved in this work is that legends can be applied as a method of knowledge development. It will be helpful when the students become trained teachers and face their own pupils at primary and lower secondary schools. Interest in legends can strengthen skills and content awareness, being at the same time a gateway to establishing knowledge structures.

legend Chude historical sources Norway intangible cultural heritage

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Author: Ewa Ogrodzka-Mazur
E-mail: eom1@wp.pl
Institution: University of Silesia in Katowice
ORCID: https://orcid.org/0000-0001-9990-6176
Year of publication: 2019
Source: Show
Pages: 23-43
DOI Address: https://doi.org/10.15804/kie.2019.04.02
PDF: kie/126/kie12602.pdf

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The issues explored in the article concern experiencing acculturation stress by children inhabiting Gubin (on the Polish-German borderland) whose parents decided to educate and fulfill school duties in the German cultural environment in the neighbouring Guben. It was assumed that methodical education in German school of Polish children who live with their parents in their homeland: (a) contributes to the children’s applying different culturalization strategies in different areas of life - these differences are visible mostly in the public and private sphere and they change with growing up; (b) becomes the source of permanent and/or recurrent enculturation stress, which children at primary education age are not prepared to manage in the psycho-physical (individual) and social dimension as they lack family support and the support from the receiving environment (culture). What became the basis for the undertaken discussion were the results of some studies conducted in the Polish-German borderland in 2004. They concerned the axiological preferences of I-III class children living in culturally diversified environments as well as some new phenomena, not observed in other regions. They encouraged the author of this study to provide a broader view upon the issues of the culturalization process and to repeat the studies in 2007 and 2017 in order to capture the relative dynamics of this phenomenon.

Cultural Identity Polish-German borderland national identifications longitudinal studies culturalization strategies

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Author: Andrei Harbatski
E-mail: a.harbatski@uwb.edu.pl
Institution: University of Białystok
ORCID: https://orcid.org/0000-0001-5098-0949
Year of publication: 2019
Source: Show
Pages: 44-64
DOI Address: https://doi.org/10.15804/kie.2019.04.03
PDF: kie/126/kie12603.pdf

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In the conditions of modern state social and cultural policy of Belarus, the problem of studying and using the cultural heritage is very actual: the creation of projects and programmes of social and cultural development demands the research of history, heritage and traditions. A noticeable trace in the Belarusian cultural heritage was leftby the Old Believers who moved on Belarusian lands in the second half of the 17th century. The history of the Old Believers on the Belarusian lands before the beginning of the 20th century is widely represented in the monographs of A.A. Gorbatsky: The Old Believers in Belarus at the End of the 17th - the Beginning of the 20th Centuries, Brest 1999; The Old Belief in the Belorussian Lands, Brest 2004. There is no monographic literature concerning the history of the Old Belief in Belarus in the 20th century. In the Belarusian scientific magazines there are some articles by T. Dobzhinskaya and T. Hursan devoted to the analysis of the life and activity of Old Believers in Belarus in the 20th century. The articles by T. Dobzhinskaya deal with the history of the Old Belief in Vitebsk region in the first half of the 20th century. T. Hursan in her articles analyzes ethnographic features of Old Believers in Mogilev region. The aim of this article is to show some peculiarities of the development of the state policy in relation to Old Believers in Belarus in the 20th and the beginning of the 21st centuries.

lifestyle traditions spiritual foundations legal relations civil rights cultural policy social politics Belarus Old Believers

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Author: Ewa Przybylska
E-mail: ewa_przybylska@sggw.pl
Institution: Warsaw University of Life Sciences
ORCID: https://orcid.org/0000-0001-8338-5484
Author: Błażej Przybylski
E-mail: blazej.przybylski@wp.pl
Institution: Maria Grzegorzewska Academy of Special Education
ORCID: https://orcid.org/0000-0002-0663-8692
Year of publication: 2019
Source: Show
Pages: 65-79
DOI Address: https://doi.org/10.15804/kie.2019.04.04
PDF: kie/126/kie12604.pdf

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The aim of the article is to present selected themes that form part of the contemporary discourse on informal learning, which since the 1970s has dominated the scientific debate on learning, especially in the area of adult education. The authors, using Polish and German-language literature, outline areas of scientific and research interest, as well as tendencies in the contemporary approach to the learning processes of adolescents and adults. Moreover, they present exemplary results of research on informal learning, conducted within various fields: adult education, social pedagogy, economics and others. They indicate that separate treatment of human learning (division into formal, non-formal, and informal learning) is not always justified, and is not conducive to the analysis of learning processes.

adult education lifelong learning andragogy research on informal learning informal learning

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Author: Tomasz Bajkowski
E-mail: t.bajkowski@uwb.edu.pl
Institution: University of Białystok
ORCID: https://orcid.org/0000-0003-4931-8637
Year of publication: 2019
Source: Show
Pages: 80-94
DOI Address: https://doi.org/10.15804/kie.2019.04.05
PDF: kie/126/kie12605.pdf

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The family is the environment that leaves its mark and imprint the most in the structure of the human identity. This is because of both the broadly reaching and permanent character of impacts. Every family creates and regulates its particular familial identity. It can be seen as a kind of azimuth of feeling of being a member of an important, specific family community, despite the changes that are taking place in and around us. The text presents the results of research conducted in the group of academic youth regarding the level of the sense of satisfaction with the functioning of their family of origin and an attempt to capture the determinants of them. There are significant differences in the range of predictors building models for the whole group, compared to models built separately for the group of males and females. This indicates a high level of diversity in the perception of the family of origin system among the surveyed students. Analyses of the presented models show the image of academic youth who, in their life orientations, highly values the family as the basic reference point in the construction of their own identity. There is a visible focus on the community nature of its functioning, the quality of the relations of individual members of the system and the possibility of participating in the rules and rules developed in the family. The family identity that develops with said rules is a kind of negotiated creation of the family traditions recognized by them, with simultaneous outlined tendencies of deconstruction of the existing model ways of capturing the family structure, in favor of seeking a different view, which is a kind of adaptation of the system to dynamically changing socio-cultural conditions.

youth level of satisfaction identification family identity family system

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Author: Agata Świdzińska
E-mail: agata.swidzinska@poczta.umcs.lublin.pl
Institution: Maria Curie-Skłodowska University in Lublin
ORCID: https://orcid.org/0000-0002-2185-7420
Year of publication: 2019
Source: Show
Pages: 95-108
DOI Address: https://doi.org/10.15804/kie.2019.04.06
PDF: kie/126/kie12606.pdf

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The objective of this study is to present the opinions of Ukrainian secondary school students, living in a boarding school in Lublin, on their adaptation to the new environment while studying in Poland. The questionnaire method was used, which offered an insight into particular aspects of adaptation for their studying abroad, e.g., coping with being parted from their family, managing free time, adjusting to the new educational environment, viewing the Polish society, as well as observing differences and similarities between the Polish and Ukrainian culture. The collected data point to a need to intensify educational activity promoting the space of mutual understanding between the citizens of the neighbouring countries. The problems revealed in this study show that the educational migration of Ukrainian students to Poland requires implementing a long-term and systemic educational policy that would shape multicultural competence of the Polish society.

multicultural education adaptation Ukrainians in Poland foreigners in Poland

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Author: Agnieszka Sakowicz-Boboryko
E-mail: agnieszka.sakowicz@uwb.edu.pl
Institution: University of Białystok
ORCID: https://orcid.org/0000-0001-5595-8249
Year of publication: 2019
Source: Show
Pages: 109-124
DOI Address: https://doi.org/10.15804/kie.2019.04.07
PDF: kie/126/kie12607.pdf

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The article presents a study whose aim was to learn the attitudes of teachers of upper elementary grades from mainstream schools to education including students with disabilities. It was also an attempt to learn their opinions on the chances and limitations of implementing inclusive assumptions in educational practice as well as their needs and expected support in the performance of professional tasks related to teaching students with disabilities. The study involved 145 teachers of grades 4-8 of elementary schools. The following research tools were used: The Scale of Teachers’ Attitudes to Inclusive Education, developed on the basis of the Survey of Attitudes Toward the Inclusion of Students with Special Needs by M.A. Winzer (Polish adaptation by W. Pilecka & J. Kossewska), and a survey questionnaire for teachers. The obtained results show that many teachers approach skeptically the new solutions in education for students with disabilities. Their ambiguous or negative attitude to inclusive education corresponds to the sense of lack of proper preparation to teaching students with disabilities and a critical assessment of the state of readiness of mainstream schools (both in formal and social/mental terms) to the implementation of educational inclusion assumptions.

students with disabilities teachers attitude inclusive education

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Author: Jolanta Muszyńska
E-mail: jolamusz@uwb.edu.pl
Institution: University of Białystok
ORCID: https://orcid.org/0000-0002-8116-4343
Year of publication: 2019
Source: Show
Pages: 125-137
DOI Address: https://doi.org/10.15804/kie.2019.04.08
PDF: kie/126/kie12608.pdf

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The article deals with the issue of the identity of the place, taken in reference to the concept of places and non-places by Marc Augé. The main purpose of the theoretical analyses and analysis and interpretation of empirical results of the study was to determine the identity of the place (borderland) by referring to the individual memory of members of the minority group, inscribed in multifaceted, individual negotiations of experiencing the identity of the place. An important aspect discussed in the article are issues of social forgetting in Paul Connerton’s approach and socio-cultural consequences of this process for the identity of the individual, group and place. Narrative interview was the main form of data collection. The analyses are oriented to the variable of the identity of the borderland. The categories of the analysis refer to: the cultural identity of the borderland; personal memories of respondents related to the events, situations related to the past of their family; social memory of the minority group; social memory of the majority group. Memory of the borderland is a memory strongly embedded in a given area and unequivocally localized - assigned to a place “marked” and “embedded” culturally. This, of course, implies a series of difficult group-based negotiations regarding the contents of memory, places, events that, from the perspective of internal diversity of the group, may construct contradictory images of the past of the place.

social forgetfulness individual memory place identity

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Author: Beata Bigaj-Zwonek
E-mail: beata.bigaj@ignatianum.edu.pl
Institution: Jesuit University Ignatianum in Kraków
ORCID: https://orcid.org/0000-0003-1316-375X
Year of publication: 2019
Source: Show
Pages: 138-150
DOI Address: https://doi.org/10.15804/kie.2019.04.09
PDF: kie/126/kie12609.pdf

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The article discusses the work of artists active in the 1920s and 1930s in Russia,2 the form and content of which links them with the idea of man-machine, which grew in popularity in the age of heightened industrial development and system changes in the 20th century. The article seeks to present the influence of official guidelines (including cultural and educational policies) and technological change on imagery, and, essentially, to point up the relationship between politics and the form and content of the art. An overview of artists working notably in Russia focuses on that period of their oeuvre that drew overtly on new solutions in visual arts. These artists are less known in Poland nowadays as they were either artistically enmeshed in Socialist Realism down the line or had a role in sanctioning it. The paper further dwells on the relationship between the avant-garde, modern art and engaged art at the early stages of forming the new political system. It also discusses problems such as: changes in art prompted by new ways of artistic practice; artist’s mutual inspirations; the application of imagery types that had formed earlier (especially when artistic activity had its footing in similar objectives); exemplifications of artists frequently drawing on the artistic traditions of their native country without shunning references to landmark works.

Soviet art engaged art Socialist Realism machine industrial development Alexander Deyneka

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