The purpose of the article is to provide answers to the following research questions: How popular are digital games as the first step to gamification, comparing to other teaching methods used in such fields of study as economics, humanities and natural science in Poland? What is the practice of using gamification in academic teaching? The subject literature studies and empirical research carried out in the form of auditorium survey in the third quarter of 2019 across a sample of 200 students (50 people representing each field of study) were used in the article. In order to collect additional information, in-depth interviews with students (4 people representing each field of study) were carried out in the first quarter of 2020. The problem of applying gamification in tertiary education is gaining importance, as evidenced by the growing number of scientific publications addressing this issue. The conducted empirical research shows that digital-game-based learning method is marginally used in academic teaching in Poland and, thus, it is hard to talk about gamification. The article also presents the research process limitations and directions of further research.
{"title":"The Use of Gamification in Academic Teaching – Evidence from Polish State Universities","authors":"Katarzyna Piwowar‐Sulej","doi":"10.12775/pbe.2021.005","DOIUrl":"https://doi.org/10.12775/pbe.2021.005","url":null,"abstract":"The purpose of the article is to provide answers to the following research questions: How popular are digital games as the first step to gamification, comparing to other teaching methods used in such fields of study as economics, humanities and natural science in Poland? What is the practice of using gamification in academic teaching? The subject literature studies and empirical research carried out in the form of auditorium survey in the third quarter of 2019 across a sample of 200 students (50 people representing each field of study) were used in the article. In order to collect additional information, in-depth interviews with students (4 people representing each field of study) were carried out in the first quarter of 2020. The problem of applying gamification in tertiary education is gaining importance, as evidenced by the growing number of scientific publications addressing this issue. The conducted empirical research shows that digital-game-based learning method is marginally used in academic teaching in Poland and, thus, it is hard to talk about gamification. The article also presents the research process limitations and directions of further research.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48716536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is devoted to analyzing the present relevance of paradigms war concept, the most abstract meta-problem in social science. The main problem can be expressed in the following way: is it possible that there is the end of phenomenon called a paradigms war in the situation of common acceptance of pluralist approach to making science and growing importance of “mixed methods research”? To answer this question, the Author confronts the positivist and constructivist paradigms. These are compared with the special emphasis put on the epistemological differences between them and also differences between the nature of their research, quantitative or qualitative. The next analysed context is related to an alternative approach, pragmatism which rejects “the either-or position” and stresses the importance of mixed methods research is examined. To answer the main question, the Author further moves on to study these paradigms as an instrument of power in academia, especially when relating to promoting the younger generation of scholars. Against this background, the concept of epistemic communities, which is based on the idea of intersubjectivity and reciprocity of perspectives, is taken into account. Finally, the author concludes that the idea of academic freedom as a base of paradigmatic pluralism needs to be stressed. The meta-analytical approach to the main problem has been used by the author.
{"title":"There Is No End of Paradigms War in Social Sciences: A Meta-Analytical Approach","authors":"Zbyszko Melosik","doi":"10.12775/pbe.2021.011","DOIUrl":"https://doi.org/10.12775/pbe.2021.011","url":null,"abstract":"The article is devoted to analyzing the present relevance of paradigms war concept, the most abstract meta-problem in social science. The main problem can be expressed in the following way: is it possible that there is the end of phenomenon called a paradigms war in the situation of common acceptance of pluralist approach to making science and growing importance of “mixed methods research”? To answer this question, the Author confronts the positivist and constructivist paradigms. These are compared with the special emphasis put on the epistemological differences between them and also differences between the nature of their research, quantitative or qualitative. The next analysed context is related to an alternative approach, pragmatism which rejects “the either-or position” and stresses the importance of mixed methods research is examined. To answer the main question, the Author further moves on to study these paradigms as an instrument of power in academia, especially when relating to promoting the younger generation of scholars. Against this background, the concept of epistemic communities, which is based on the idea of intersubjectivity and reciprocity of perspectives, is taken into account. Finally, the author concludes that the idea of academic freedom as a base of paradigmatic pluralism needs to be stressed. The meta-analytical approach to the main problem has been used by the author.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66630736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erasmus is the largest programme in history that supports student mobility in Europe. It improves foreign language skills and the soft skills of participants, enabling immersion in diverse cultures. Moreover, it is viewed as a driver for innovation and social inclusion in higher education, contributing to a rise in the self-esteem, independence and openness of participants. These features are the integral ingredients for high levels of reflective judgment, understood as selfreferencing to one’s own knowledge production, understanding the sources of knowledge, the contexts and the relativity of one’s experience. In the empirical study presented in this paper, international Erasmus exchange students were subjected to standardised assessment of their reflective judgement level. Educational, social and familial experiences, connected to the latter were taken into account. The basic theoretical framing is derived from King and Kitchener’s (1994) Reflective Judgment Model, based on 7 cognitive stages, characteristic of 3 different levels of reflectivity: pre-reflective, quasi-reflective and reflective. The results of presented study indicate that international Erasmus exchange students display high levels of reflective judgment and the authors argue that it may be due to several socio-educational factors including an ideal activating learning environment created by the programme.
{"title":"Polish Perspective on the Reflective Judgement Level Amongst Students of the Erasmus Programme","authors":"Anna Perkowska-Klejman, Anna Odrowąż-Coates","doi":"10.12775/pbe.2021.002","DOIUrl":"https://doi.org/10.12775/pbe.2021.002","url":null,"abstract":"Erasmus is the largest programme in history that supports student mobility in Europe. It improves foreign language skills and the soft skills of participants, enabling immersion in diverse cultures. Moreover, it is viewed as a driver for innovation and social inclusion in higher education, contributing to a rise in the self-esteem, independence and openness of participants. These features are the integral ingredients for high levels of reflective judgment, understood as selfreferencing to one’s own knowledge production, understanding the sources of knowledge, the contexts and the relativity of one’s experience. In the empirical study presented in this paper, international Erasmus exchange students were subjected to standardised assessment of their reflective judgement level. Educational, social and familial experiences, connected to the latter were taken into account. The basic theoretical framing is derived from King and Kitchener’s (1994) Reflective Judgment Model, based on 7 cognitive stages, characteristic of 3 different levels of reflectivity: pre-reflective, quasi-reflective and reflective. The results of presented study indicate that international Erasmus exchange students display high levels of reflective judgment and the authors argue that it may be due to several socio-educational factors including an ideal activating learning environment created by the programme.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48017004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the article is to present and analyze the state of research on the effectiveness of the method of philosophical inquiry with children. The method was developed by the American philosopher Matthew Lipman (1923–2010) in the 1970s and, over the last few decades, has found many supporters and enthusiasts around the world. The dynamic development of the method was related to the implementation of numerous evaluation projects of the Philosophy for children (P4C) program, the aim of which was to examine the effectiveness of this method in the context of the development of cognitive and social competences of students. The article analyzes reports and reviews of the most important research projects related to the P4C method, selected on the basis of the adopted methodology, scope, and subject of the research. The conducted analysis leads to the conclusion that the researches on the effectiveness of P4C done so far, confirming that there exists a relationship between the participation of students in classes conducted with the method of philosophical inquiry and the improvement of educational achievements of these students in the area of cognitive and social competence. As a result of the analysis, it was also found that the previous researches did not include the evaluation of the P4C method in the context of improving the competences of teachers working with this method. The potential positive importance of P4C for the development of teachers’ communication and teaching skills is signalled by many theorists and practitioners dealing with philosophizing with children. METAANALIZY BADAŃ EDUKACYJNYCH 216
{"title":"Analysis of the State of Research on the Effectiveness of the Philosophical Inquiry Method","authors":"P. Walczak","doi":"10.12775/pbe.2021.013","DOIUrl":"https://doi.org/10.12775/pbe.2021.013","url":null,"abstract":"The aim of the article is to present and analyze the state of research on the effectiveness of the method of philosophical inquiry with children. The method was developed by the American philosopher Matthew Lipman (1923–2010) in the 1970s and, over the last few decades, has found many supporters and enthusiasts around the world. The dynamic development of the method was related to the implementation of numerous evaluation projects of the Philosophy for children (P4C) program, the aim of which was to examine the effectiveness of this method in the context of the development of cognitive and social competences of students. The article analyzes reports and reviews of the most important research projects related to the P4C method, selected on the basis of the adopted methodology, scope, and subject of the research. The conducted analysis leads to the conclusion that the researches on the effectiveness of P4C done so far, confirming that there exists a relationship between the participation of students in classes conducted with the method of philosophical inquiry and the improvement of educational achievements of these students in the area of cognitive and social competence. As a result of the analysis, it was also found that the previous researches did not include the evaluation of the P4C method in the context of improving the competences of teachers working with this method. The potential positive importance of P4C for the development of teachers’ communication and teaching skills is signalled by many theorists and practitioners dealing with philosophizing with children. METAANALIZY BADAŃ EDUKACYJNYCH 216","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66630390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of sensory integration, developed by Jean Ayres, is currently receiving considerable attention among specialists working with children experiencing developmental problems resulting from sensory integration disorders. Developmental problems arising from sensory integration disorders are exemplified, among others, in the acquisition of skills and abilities necessary for proper functioning, including those related to cognitive development and education. Therefore, during the course of the pilot experimental studies, presented in this article, an attempt was made to establish the effectiveness of plastic footbridges and those made with natural materials on the sensory integration therapy in pre-school and early school-age children. The studies concentrated on selected aspects of children’s functioning, including tactile performance of feet, motor coordination of the hands and legs with regard to gross motor skills, motor coordination of the hands with regard to fine motor skills, fitness and ability to maintain body balance. The research was carried out in four experimental groups: the first two groups included children of early school age with and without sensory integration disorders, and the other two included pre-school and early school-age children with deeper intellectual disabilities and sensory integration disorders. The two experimental groups carried out a series of five therapeutic classes using plastic footbridges, while two others used footbridges made of natural materials. The obtained data allowed a preliminary conclusion to be formulated about the superiority of footbridges made of natural materials ORYGINALNE ARTYKUŁY BADAWCZE 6 over plastic footbridges in the context of effective influence on the therapy of sensory integration disorders in the examined children. However, it is necessary to continue research in more numerous groups and with a larger number of therapeutic classes.
{"title":"Therapy of Sensory Integration Disorders in Pre-School and Early School-Age Children (Based on the Results of Pilot Experimental Studies)","authors":"M. Zaorska","doi":"10.12775/pbe.2021.001","DOIUrl":"https://doi.org/10.12775/pbe.2021.001","url":null,"abstract":"The concept of sensory integration, developed by Jean Ayres, is currently receiving considerable attention among specialists working with children experiencing developmental problems resulting from sensory integration disorders. Developmental problems arising from sensory integration disorders are exemplified, among others, in the acquisition of skills and abilities necessary for proper functioning, including those related to cognitive development and education. Therefore, during the course of the pilot experimental studies, presented in this article, an attempt was made to establish the effectiveness of plastic footbridges and those made with natural materials on the sensory integration therapy in pre-school and early school-age children. The studies concentrated on selected aspects of children’s functioning, including tactile performance of feet, motor coordination of the hands and legs with regard to gross motor skills, motor coordination of the hands with regard to fine motor skills, fitness and ability to maintain body balance. The research was carried out in four experimental groups: the first two groups included children of early school age with and without sensory integration disorders, and the other two included pre-school and early school-age children with deeper intellectual disabilities and sensory integration disorders. The two experimental groups carried out a series of five therapeutic classes using plastic footbridges, while two others used footbridges made of natural materials. The obtained data allowed a preliminary conclusion to be formulated about the superiority of footbridges made of natural materials ORYGINALNE ARTYKUŁY BADAWCZE 6 over plastic footbridges in the context of effective influence on the therapy of sensory integration disorders in the examined children. However, it is necessary to continue research in more numerous groups and with a larger number of therapeutic classes.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66630234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is a report from research on gender stereotyping of students by teachers. The aim of the study was to verify whether teachers show a tendency to stereotype students by gender in their work. School, or specifically teacher-student interactions, was chosen as the research area because it constitutes a critical and powerful socialising agenda that provides a permanent social and physical context for children’s activities and identity formation. To analyse this phenomenon, a survey was conducted on 133 primary school teachers in Poland. The study shows that teacher gender-specific expectations affect both boys and girls in the school environment; however, their distribution is not even across all studied areas of interaction. The studied tendency was found to be relatively low for questions about gender role expectations towards children. However, an opposite trend was discovered with regard to the frequency and type of teachers’ interactions with girls and boys.
{"title":"Gender-Specific Teacher Expectations and Stereotypes Observed in Interactions with Students","authors":"Anna Malisz","doi":"10.12775/pbe.2021.009","DOIUrl":"https://doi.org/10.12775/pbe.2021.009","url":null,"abstract":"This article is a report from research on gender stereotyping of students by teachers. The aim of the study was to verify whether teachers show a tendency to stereotype students by gender in their work. School, or specifically teacher-student interactions, was chosen as the research area because it constitutes a critical and powerful socialising agenda that provides a permanent social and physical context for children’s activities and identity formation. To analyse this phenomenon, a survey was conducted on 133 primary school teachers in Poland. The study shows that teacher gender-specific expectations affect both boys and girls in the school environment; however, their distribution is not even across all studied areas of interaction. The studied tendency was found to be relatively low for questions about gender role expectations towards children. However, an opposite trend was discovered with regard to the frequency and type of teachers’ interactions with girls and boys.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66629940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Jakubowska, Agata Natalia Chmielarz, Jacek Skorupski-Cymbaluk, Aleksander Kobylarek
{"title":"Attitudes to Studying in Poland","authors":"L. Jakubowska, Agata Natalia Chmielarz, Jacek Skorupski-Cymbaluk, Aleksander Kobylarek","doi":"10.12775/pbe.2021.003","DOIUrl":"https://doi.org/10.12775/pbe.2021.003","url":null,"abstract":"","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66629970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents the results of research on the level of the hardiness of participants of high sea cruises implementing the idea of sail training and being a non-standard form of informal education in practice. The study involved 123 people, including 65 girls and 58 boys aged 13 to 18 years, who can be perceived as youth with special educational needs. They were participants of the Krzysztof Baranowski School Under Sails in 2015 and 2016, the cruise of the 42 Author’s High School in Warsaw from 2016, the Catholic School Under Sails in 2017 and Gdańsk School Under Sails in 2019. Method: Pre-posttest study with questionnaires issued on the first and last day of each cruise. Dispositional Resilience Scale was used to measure mental hardiness, commitment, openness to challenges and a sense of control of participants. T-tests were used to check the significance of change in results. Results: The results show a statistically significant increase in hardiness level measured using the Dispositional Resilience Scale. There was also a significant increase in commitment, openness to challenges and a sense of control of participants, which are measured by subscales of the used scale. Conclusions: It can be thought that various types of Schools under Sail are an attractive way to adapt to the special educational needs of gifted young people and strengthen the hardiness of young people, which is a valuable asset of sail training.
本文介绍了在实践中实施帆船训练思想，作为一种非规范的非正式教育形式，对远海游船参与者的适应力水平进行研究的结果。这项研究涉及123人，包括65名女孩和58名男孩，年龄在13到18岁之间，他们被认为是有特殊教育需求的年轻人。他们是2015年和2016年Krzysztof Baranowski Under Sails学校的参与者，2016年华沙42 Author高中的游船，2017年的天主教Under Sails学校和2019年的Gdańsk Under Sails学校的参与者。方法:在每次邮轮的第一天和最后一天进行问卷调查。性格弹性量表用于测量参与者的心理适应力、承诺、挑战开放性和控制感。采用t检验检验结果变化的显著性。结果:使用性格弹性量表测量的耐寒水平有统计学意义的提高。参与者的承诺、对挑战的开放程度和控制感也有显著增加，这些都是通过使用的量表的子量表来衡量的。结论:各类扬帆学校是适应资优青少年特殊教育需求、增强青少年适应力的有效途径，是扬帆培训的宝贵财富。
{"title":"The Role of Sail Training as a Factor Strengthening the Hardiness of Extraordinary Youth","authors":"M. W. Romaniuk","doi":"10.12775/pbe.2021.010","DOIUrl":"https://doi.org/10.12775/pbe.2021.010","url":null,"abstract":"The paper presents the results of research on the level of the hardiness of participants of high sea cruises implementing the idea of sail training and being a non-standard form of informal education in practice. The study involved 123 people, including 65 girls and 58 boys aged 13 to 18 years, who can be perceived as youth with special educational needs. They were participants of the Krzysztof Baranowski School Under Sails in 2015 and 2016, the cruise of the 42 Author’s High School in Warsaw from 2016, the Catholic School Under Sails in 2017 and Gdańsk School Under Sails in 2019. Method: Pre-posttest study with questionnaires issued on the first and last day of each cruise. Dispositional Resilience Scale was used to measure mental hardiness, commitment, openness to challenges and a sense of control of participants. T-tests were used to check the significance of change in results. Results: The results show a statistically significant increase in hardiness level measured using the Dispositional Resilience Scale. There was also a significant increase in commitment, openness to challenges and a sense of control of participants, which are measured by subscales of the used scale. Conclusions: It can be thought that various types of Schools under Sail are an attractive way to adapt to the special educational needs of gifted young people and strengthen the hardiness of young people, which is a valuable asset of sail training.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66630059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study refers to the ‘decalogue of renewal’, a concept generated by the Polish social opposition movement in 1980–1981 reconstructed by Piotr Sztompka, and later applied by Zbigniew Kwieciński as one of the benchmarks (criteria) of good social order. The study aims to establish to what extent the expectations of that mass social movement, largely included in the ‘decalogue’, have been met and ‘modernised’ after three decades in Poland’s transformation. Which of the decalogue values influence what contemporary young adults think about social order? The study also seeks to assess the level of social order in today’s Poland. To this end, a survey was conducted in 2020 at one of the universities in Pomerania, Poland. The empirical material was collected using an opinion questionnaire developed by Kwieciński (1987). Young people (education students) were asked to make two assessments of the level of social order on a six-point scale. In the first, the respondents evaluated to what degree they recognised the listed social life values as their own and therefore worth the effort to achieve their implementation. The second assessment was intended to determine to what extent a given value is currently present in Polish social life. The unfolding analysis is founded on concepts of socio-cultural evolutionism and isomorphic mechanisms of social development. Such an approach seems pedagogically justified as it allows us to consider social and educational processes in terms of developmental stages, and thus, build a relatively universal framework for studying not only individual and social development but also the ORYGINALNE ARTYKUŁY BADAWCZE 100 level represented by members of society. According to Habermas’s and Kohlberg’s hypotheses on developmental isomorphism of an individual and society, well-integrated within the insights of the evolutionary model, the vast majority of people are incapable of moving beyond the development stage currently represented by society. Our study revealed a deficit in social life values perceived as desirable by young adults, as well as only a limited interest in community values among students. Consequently, it may be concluded that the three decades of ‘modernisation’ processes in Poland have not contributed to a transformation of attitudes and value systems represented by individuals and institutions, in particular those responsible for education.
{"title":"Social Order. Between Expectation and Reality","authors":"E. Przybylska, Danuta Wajsprych","doi":"10.12775/pbe.2021.006","DOIUrl":"https://doi.org/10.12775/pbe.2021.006","url":null,"abstract":"This study refers to the ‘decalogue of renewal’, a concept generated by the Polish social opposition movement in 1980–1981 reconstructed by Piotr Sztompka, and later applied by Zbigniew Kwieciński as one of the benchmarks (criteria) of good social order. The study aims to establish to what extent the expectations of that mass social movement, largely included in the ‘decalogue’, have been met and ‘modernised’ after three decades in Poland’s transformation. Which of the decalogue values influence what contemporary young adults think about social order? The study also seeks to assess the level of social order in today’s Poland. To this end, a survey was conducted in 2020 at one of the universities in Pomerania, Poland. The empirical material was collected using an opinion questionnaire developed by Kwieciński (1987). Young people (education students) were asked to make two assessments of the level of social order on a six-point scale. In the first, the respondents evaluated to what degree they recognised the listed social life values as their own and therefore worth the effort to achieve their implementation. The second assessment was intended to determine to what extent a given value is currently present in Polish social life. The unfolding analysis is founded on concepts of socio-cultural evolutionism and isomorphic mechanisms of social development. Such an approach seems pedagogically justified as it allows us to consider social and educational processes in terms of developmental stages, and thus, build a relatively universal framework for studying not only individual and social development but also the ORYGINALNE ARTYKUŁY BADAWCZE 100 level represented by members of society. According to Habermas’s and Kohlberg’s hypotheses on developmental isomorphism of an individual and society, well-integrated within the insights of the evolutionary model, the vast majority of people are incapable of moving beyond the development stage currently represented by society. Our study revealed a deficit in social life values perceived as desirable by young adults, as well as only a limited interest in community values among students. Consequently, it may be concluded that the three decades of ‘modernisation’ processes in Poland have not contributed to a transformation of attitudes and value systems represented by individuals and institutions, in particular those responsible for education.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66630225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of my article is to confront the insider/outsider dichotomy with the present state of cultural research from the meta-analytical perspective. In the beginning, the paper reconstructs classical Robert Merton’s theory of insider/outsider and the research potential of its basic assumption. Then, the emic-/etic approaches, as well as absolutist and constructivist approaches to cross-cultural research, are considered. The four James Bank’s types of cultural researchers and Richard Hanvey’s cultural empathy levels are presented against the background of multicultural reality. Further, the opposition of indigenous epistemology and the Western one is analyzed, as well as potential value of decolonizing methodology is emphasized. Finally, the article brings solid conclusions regarding the importance of the insider/ outsider dichotomy as a tool for understanding the key issues of cross-cultural research even in our current global era.
{"title":"Cross-Cultural Research: Insider/Outsider Dichotomy Reconsidered","authors":"A. Gromkowska-Melosik","doi":"10.12775/pbe.2021.012","DOIUrl":"https://doi.org/10.12775/pbe.2021.012","url":null,"abstract":"The aim of my article is to confront the insider/outsider dichotomy with the present state of cultural research from the meta-analytical perspective. In the beginning, the paper reconstructs classical Robert Merton’s theory of insider/outsider and the research potential of its basic assumption. Then, the emic-/etic approaches, as well as absolutist and constructivist approaches to cross-cultural research, are considered. The four James Bank’s types of cultural researchers and Richard Hanvey’s cultural empathy levels are presented against the background of multicultural reality. Further, the opposition of indigenous epistemology and the Western one is analyzed, as well as potential value of decolonizing methodology is emphasized. Finally, the article brings solid conclusions regarding the importance of the insider/ outsider dichotomy as a tool for understanding the key issues of cross-cultural research even in our current global era.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66630803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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