{"title":"Rodzina wobec przemian społecznych. O wychowawczym funkcjonowaniu rodziny i możliwościach jego doskonalenia","authors":"Zofia Frączek","doi":"10.15584/kpe.2019.7.5","DOIUrl":"https://doi.org/10.15584/kpe.2019.7.5","url":null,"abstract":"","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121082797","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 child’s sensitivity develops perfectly through literature. It is a source of many impressions and emotions for him, as well as the basis for learning his native language. It enriches the child’s vocabulary and develops his passions and interests. This publication attempts to show the importance of teachers reading fairy tales to children in order to develop their sensitivity. The fairy-tale world is a world that is close to the child, it does not create an artificial therapeutic situation, it does not force the child to perform specific tasks, it is just a guide. Fairy tales, whether transmitted orally or in writing, are a hope for the reader and allow them to enter a better, pain-free reality. The results of my own research have shown that organizing forms of educational activity contributes to the development of sensitivity to beauty, as well as the formation of morally appropriate attitudes in pre-school children. By using fairy tales in work with children, we have the opportunity to influence not only the child’s attitude, but also his yet unformed morality or imagination.
{"title":"Znaczenie czytania bajek dla rozwijania wrażliwości dziecka w opinii nauczycieli wychowania przedszkolnego","authors":"M. Domagała","doi":"10.15584/kpe.2022.10.8","DOIUrl":"https://doi.org/10.15584/kpe.2022.10.8","url":null,"abstract":"The child’s sensitivity develops perfectly through literature. It is a source of many impressions and emotions for him, as well as the basis for learning his native language. It enriches the child’s vocabulary and develops his passions and interests. This publication attempts to show the importance of teachers reading fairy tales to children in order to develop their sensitivity. The fairy-tale world is a world that is close to the child, it does not create an artificial therapeutic situation, it does not force the child to perform specific tasks, it is just a guide. Fairy tales, whether transmitted orally or in writing, are a hope for the reader and allow them to enter a better, pain-free reality. The results of my own research have shown that organizing forms of educational activity contributes to the development of sensitivity to beauty, as well as the formation of morally appropriate attitudes in pre-school children. By using fairy tales in work with children, we have the opportunity to influence not only the child’s attitude, but also his yet unformed morality or imagination.","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128624458","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}
Pablo Lafarga Ostáriz, Rebeca Soler Costa, Sławomir Schultis
New digital trends are generating new habits in society. The democratization of mobile devices, such as smartphones, has caused a new paradigm in areas such as access to information and the skills necessary to be an active part of society. The end of this revolution is still impossible to define, however, there are already numerous customs that have been displaced towards virtual contexts. The latest generations are verifying how Information and Communication Technologies (ICTs) are the axis of daily processes, one of them being access to information. During the last decades, the change regarding the consumption of information, as well as entertainment, has become evident, with a clear conversion towards fast and digital reading content. A situation which repercussions are manifested transversally in society, from those generations that have grown up with physical newspapers to the most recent ones and who find non-daily news obsolete. Its impact in the educational field is reflected when considering the personal development of students and their preparation for the 21st century. It is a context in which digital skills are no longer complementary but necessary, from the personal sphere to the professional through the social. Training requirements are reflected in institutions such as higher education, both university, and professional training.
{"title":"Fake News as the axis of contemporary Higher Education","authors":"Pablo Lafarga Ostáriz, Rebeca Soler Costa, Sławomir Schultis","doi":"10.15584/kpe.2022.11.11","DOIUrl":"https://doi.org/10.15584/kpe.2022.11.11","url":null,"abstract":"New digital trends are generating new habits in society. The democratization of mobile devices, such as smartphones, has caused a new paradigm in areas such as access to information and the skills necessary to be an active part of society. The end of this revolution is still impossible to define, however, there are already numerous customs that have been displaced towards virtual contexts. The latest generations are verifying how Information and Communication Technologies (ICTs) are the axis of daily processes, one of them being access to information. During the last decades, the change regarding the consumption of information, as well as entertainment, has become evident, with a clear conversion towards fast and digital reading content. A situation which repercussions are manifested transversally in society, from those generations that have grown up with physical newspapers to the most recent ones and who find non-daily news obsolete. Its impact in the educational field is reflected when considering the personal development of students and their preparation for the 21st century. It is a context in which digital skills are no longer complementary but necessary, from the personal sphere to the professional through the social. Training requirements are reflected in institutions such as higher education, both university, and professional training.","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129099883","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}
Asperger Syndrome (AS) was first described by Hans Asperger in 1944 and was initially referred to as autistic psychopathy. In the case of individuals with AS, a whole range of social interaction disorders is observed, which is mainly manifested by difficulties at the pragmatic and semantic levels. Linguistic and communicative behaviours of individuals with AS take a specific form. The aim of this article is to present an analysis of the language behaviour of this group of people, based on the author’s own research and the latest literature. The cases of two boys with the aforementioned disorder are discussed. The deficits in selected linguistic, communicative and interactional skills, occurring to a different degree and extent in the examined persons with Asperger Syndrome, prove the existence of linguistic deficits in this group of people. Pointing out the principles of linguistic functioning of individuals with AS will help to understand them and facilitate the work of speech therapists.
{"title":"Zaburzenia relacji społecznych osób z zespołem Aspergera jako konsekwencja deficytów lingwistycznych w oparciu o analizę zachowań językowych","authors":"Danuta Grzesiak-Witek","doi":"10.15584/kpe.2022.10.5","DOIUrl":"https://doi.org/10.15584/kpe.2022.10.5","url":null,"abstract":"Asperger Syndrome (AS) was first described by Hans Asperger in 1944 and was initially referred to as autistic psychopathy. In the case of individuals with AS, a whole range of social interaction disorders is observed, which is mainly manifested by difficulties at the pragmatic and semantic levels. Linguistic and communicative behaviours of individuals with AS take a specific form. The aim of this article is to present an analysis of the language behaviour of this group of people, based on the author’s own research and the latest literature. The cases of two boys with the aforementioned disorder are discussed. The deficits in selected linguistic, communicative and interactional skills, occurring to a different degree and extent in the examined persons with Asperger Syndrome, prove the existence of linguistic deficits in this group of people. Pointing out the principles of linguistic functioning of individuals with AS will help to understand them and facilitate the work of speech therapists.","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114220249","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}
We are currently living in Poland in a liberal society with a certain level of subjectivity of individuals, which translates, for example, into freedom of: speech, conscience and religion, lifestyle. This is reflected in the sphere of family life. We function in marriages, cohabiting relationships or as singles. Marriage, no matter how it is understood, is of considerable importance from the perspective of the individual, his family and society. It is incomparable to the social significance of the above-mentioned so-called alternative forms of family life. This significance is evidenced by the fact that it is reflected in the regulations of secular and canon law. They form an essentially similar, normatively determined cultural pattern for implementation in social reality. In this connection, the essence of marriage in both areas of law is discussed. Both in the Family and Guardianship Code and in canon law, nupturients enter into marriage on the basis of a contract. However, individuals are more and more often, for various reasons, unwilling or not strong-willed enough to fulfil it at all or to meet some of its conditions, as evidenced by the increase in the number of divorces in Poland. This has inspired the author of this publication to make an attempt to undertake a socio-legal analysis of the issue of responsibility for a marriage (or lack of it) in Polish society based on the grounds for divorce and the so-called “breaking obstacles” as legal grounds for marriage annulment, assuming as lack of responsibility the criterion of guilt, i.e. bad will of the partner (sometimes both partners). Furthermore, it should be emphasised that divorce itself or the annulment of a marriage could be considered irresponsible failure to comply with the aforementioned consensus. It is therefore necessary here to cite the age-old Roman law principle ‘contracts must be honoured’.
{"title":"Małżeństwo a odpowiedzialność. Socjologiczno-prawna analiza rozwodów w Polsce","authors":"Ewa Markowska-Gos","doi":"10.15584/kpe.2022.11.3","DOIUrl":"https://doi.org/10.15584/kpe.2022.11.3","url":null,"abstract":"We are currently living in Poland in a liberal society with a certain level of subjectivity of individuals, which translates, for example, into freedom of: speech, conscience and religion, lifestyle. This is reflected in the sphere of family life. We function in marriages, cohabiting relationships or as singles. Marriage, no matter how it is understood, is of considerable importance from the perspective of the individual, his family and society. It is incomparable to the social significance of the above-mentioned so-called alternative forms of family life. This significance is evidenced by the fact that it is reflected in the regulations of secular and canon law. They form an essentially similar, normatively determined cultural pattern for implementation in social reality. In this connection, the essence of marriage in both areas of law is discussed. Both in the Family and Guardianship Code and in canon law, nupturients enter into marriage on the basis of a contract. However, individuals are more and more often, for various reasons, unwilling or not strong-willed enough to fulfil it at all or to meet some of its conditions, as evidenced by the increase in the number of divorces in Poland. This has inspired the author of this publication to make an attempt to undertake a socio-legal analysis of the issue of responsibility for a marriage (or lack of it) in Polish society based on the grounds for divorce and the so-called “breaking obstacles” as legal grounds for marriage annulment, assuming as lack of responsibility the criterion of guilt, i.e. bad will of the partner (sometimes both partners). Furthermore, it should be emphasised that divorce itself or the annulment of a marriage could be considered irresponsible failure to comply with the aforementioned consensus. It is therefore necessary here to cite the age-old Roman law principle ‘contracts must be honoured’.","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"13 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130518363","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 outbreak of the COVID-19 pandemic occurred unexpectedly and it generally extended to all the areas of the lives of people of all ages. It was a distinctive time for children and adolescents, in respect of both their family and school life. During that period many researchers undertook studies on various aspects of their life. This paper had presented some selected results of the Author’s own research relating to some threats (physical violence and mental abuse, negligence in a family, cyberbullying) accompanying adolescents at home and at school. The analysis and interpretation of the results of the Author’s own research had preceded by some theoretical considerations on the specificity of the time of plague and the issues of threats. The summation shall present the conclusions resulting from the Author’s own research and recommendations addressed to parents, teachers and adolescents.
{"title":"Zagrożenia towarzyszące nauce zdalnej w domu i szkole w trakcie pandemii COVID-19 – wybrane aspekty","authors":"Ewa Tłuczek-Tadla","doi":"10.15584/kpe.2022.10.4","DOIUrl":"https://doi.org/10.15584/kpe.2022.10.4","url":null,"abstract":"The outbreak of the COVID-19 pandemic occurred unexpectedly and it generally extended to all the areas of the lives of people of all ages. It was a distinctive time for children and adolescents, in respect of both their family and school life. During that period many researchers undertook studies on various aspects of their life. This paper had presented some selected results of the Author’s own research relating to some threats (physical violence and mental abuse, negligence in a family, cyberbullying) accompanying adolescents at home and at school. The analysis and interpretation of the results of the Author’s own research had preceded by some theoretical considerations on the specificity of the time of plague and the issues of threats. The summation shall present the conclusions resulting from the Author’s own research and recommendations addressed to parents, teachers and adolescents.","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122281333","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 time of school and educational facility closures during the COVID-19 pandemic diversified children’s and adolescents’ access to educational and therapeutic services. Students with special development and educational needs found themselves in a particularly difficult situation. The aim of this article is to present the results of the diagnosis of remote psychological and pedagogical help for students with intellectual disabilities in a special school. The study was carried out using the diagnostic survey method and the questionnaire technique in a group of specialists (school counselors, revalidation teachers, psychologists and speech therapists) employed in special primary schools in selected cities of the Silesian Voivodeship. The results were collected in the period from March 2020 to March 2021. Summarizing the outcome, it should be stated that remote assistance was a challenge for specialists due to the lack of preparation of the schools, curricula as well as students and parents for this form of work. A major limitation was the loss of direct contact with the child, which so far has been the basis for diagnostic, support, revalidation and educational activities. Limited access to specialist support slowed down the development of students with intellectual disabilities, and the responsibilities related to conducting education and therapy fell, to a large extent, on parents or guardians.
{"title":"Zdalna pomoc psychologiczno-pedagogiczna dla uczniów z niepełnosprawnością intelektualną w opiniach specjalistów","authors":"Bogumiła Bobik","doi":"10.15584/kpe.2022.11.6","DOIUrl":"https://doi.org/10.15584/kpe.2022.11.6","url":null,"abstract":"The time of school and educational facility closures during the COVID-19 pandemic diversified children’s and adolescents’ access to educational and therapeutic services. Students with special development and educational needs found themselves in a particularly difficult situation. The aim of this article is to present the results of the diagnosis of remote psychological and pedagogical help for students with intellectual disabilities in a special school. The study was carried out using the diagnostic survey method and the questionnaire technique in a group of specialists (school counselors, revalidation teachers, psychologists and speech therapists) employed in special primary schools in selected cities of the Silesian Voivodeship. The results were collected in the period from March 2020 to March 2021. Summarizing the outcome, it should be stated that remote assistance was a challenge for specialists due to the lack of preparation of the schools, curricula as well as students and parents for this form of work. A major limitation was the loss of direct contact with the child, which so far has been the basis for diagnostic, support, revalidation and educational activities. Limited access to specialist support slowed down the development of students with intellectual disabilities, and the responsibilities related to conducting education and therapy fell, to a large extent, on parents or guardians.","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114990857","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}
Bogumiła Bobik, Katowice Polska Uniwersytet Śląski
{"title":"Ciągłość czy zmiana? O powojennym systemie kształcenia nauczycieli na przykładzie województwa śląsko-dąbrowskiego","authors":"Bogumiła Bobik, Katowice Polska Uniwersytet Śląski","doi":"10.15584/kpe.2019.7.3","DOIUrl":"https://doi.org/10.15584/kpe.2019.7.3","url":null,"abstract":"","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114587979","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}
In addition to their important didactic role, student academic and interest circles in middle schools in autonomous Galicia played an important educational role. They taught respect for national tradition and history, thus shaping patriotic attitudes. They functioned in practically all junior high schools. The number of them in particular schools varied. They enjoyed the interest of students, as evidenced by their significant attendance at classes. After regaining independence the schools of Cracow School District the Lviv continued the forms of work allowing to enrich the scope of students’ scientific knowledge and to extend the curricula of compulsory subjects with new content. After regaining independence the schools of the Cracow School District continued their forms of work allowing to enrich the scope of students’ scientific knowledge and to extend the curricula of compulsory subjects with new contents, which referred to the Galician tradition. Regardless of the model of education – national or state, they shaped in students the patriotic and civic attitudes. They built respect for national values and rich cultural heritage. Both academic and interest circles functioned in autonomous Galicia, and later in the Second Polish Republic, in practically all middle schools. These circles were thematically related to the curriculum subjects: history, theology, natural sciences, mathematics, physics, German studies, Polish studies, philosophy, as well as those arising from specific student interests, for example: abstinence, theater lovers, self-education, aesthetics, tourism, economics, photography, sightseeing, music and singing, sports, bookbinding, literary, ethics, hygiene, physical activities, art, drama, literature and others. As a rule, the tutors were subject teachers or teachers who were interested in the subject of the club. The Galician student clubs had the support of the school principals. According to them, the clubs should maintain their scientific character, their creation should be supported by teachers, and the decision to organize them should be left to youth councils. Student circles in autonomous Galician middle schools as a form of didactic and educational work were an important contribution to the development of this type of student activity. They were an important contribution to the development of this type of student activity in Polish secondary schools in the interwar years, and thus a contribution of Galician education to the Polish school system of 1918–1939.
{"title":"Tradycja kółek uczniowskich gimnazjów autonomicznej Galicji w Okręgu Szkolnym Krakowskim i Lwowskim II Rzeczypospolitej","authors":"Edmund Juśko, A. Niedojadło","doi":"10.15584/kpe.2022.10.1","DOIUrl":"https://doi.org/10.15584/kpe.2022.10.1","url":null,"abstract":"In addition to their important didactic role, student academic and interest circles in middle schools in autonomous Galicia played an important educational role. They taught respect for national tradition and history, thus shaping patriotic attitudes. They functioned in practically all junior high schools. The number of them in particular schools varied. They enjoyed the interest of students, as evidenced by their significant attendance at classes. After regaining independence the schools of Cracow School District the Lviv continued the forms of work allowing to enrich the scope of students’ scientific knowledge and to extend the curricula of compulsory subjects with new content. After regaining independence the schools of the Cracow School District continued their forms of work allowing to enrich the scope of students’ scientific knowledge and to extend the curricula of compulsory subjects with new contents, which referred to the Galician tradition. Regardless of the model of education – national or state, they shaped in students the patriotic and civic attitudes. They built respect for national values and rich cultural heritage. Both academic and interest circles functioned in autonomous Galicia, and later in the Second Polish Republic, in practically all middle schools. These circles were thematically related to the curriculum subjects: history, theology, natural sciences, mathematics, physics, German studies, Polish studies, philosophy, as well as those arising from specific student interests, for example: abstinence, theater lovers, self-education, aesthetics, tourism, economics, photography, sightseeing, music and singing, sports, bookbinding, literary, ethics, hygiene, physical activities, art, drama, literature and others. As a rule, the tutors were subject teachers or teachers who were interested in the subject of the club. The Galician student clubs had the support of the school principals. According to them, the clubs should maintain their scientific character, their creation should be supported by teachers, and the decision to organize them should be left to youth councils. Student circles in autonomous Galician middle schools as a form of didactic and educational work were an important contribution to the development of this type of student activity. They were an important contribution to the development of this type of student activity in Polish secondary schools in the interwar years, and thus a contribution of Galician education to the Polish school system of 1918–1939.","PeriodicalId":339622,"journal":{"name":"Kultura - Przemiany - Edukacja","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116549753","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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