Pub Date : 2023-03-31DOI: 10.4467/25439561le.22.010.17536
Doinița Obada
The paper aims to highlight the problems faced by teachers, students, parents and government bodies of the Republic of Moldova in the school year 2020–2021 in the conditions of the coronavirus pandemic, as well as their management in the general context of the health crisis in this country. The paper highlights good practices, but also the errors that led to an increase in COVID cases and the establishment of restrictions. The documentation on the Republic of Moldova was made on the basis of official reports and information retrieved from the media, as well as from own experiences of the authors in their dual capacity as parents and teachers. Szkoła w czasie pandemii. Wyzwania i niepewności Celem artykułu jest zwrócenie uwagi na problemy, z jakimi borykają się nauczyciele, uczniowie, rodzice i rządy Republiki Mołdawii w roku szkolnym 2020– 2021 w warunkach pandemii koronawirusa, a także radzenie sobie z nimi w ogólnym kontekście zdrowia kryzys w tym kraju. W artykule podkreślono dobre praktyki, ale także błędy, które doprowadziły do wzrostu liczby zachorowań i ustanowienia ograniczeń. Dokumentacja dotycząca Republiki Mołdawii została sporządzona na podstawie oficjalnych doniesień i informacji zaczerpniętych z mediów, a także własnych doświadczeń autorów pełniących funkcję rodziców i nauczycieli.
{"title":"School during the pandemic. Challenges and uncertainties","authors":"Doinița Obada","doi":"10.4467/25439561le.22.010.17536","DOIUrl":"https://doi.org/10.4467/25439561le.22.010.17536","url":null,"abstract":"The paper aims to highlight the problems faced by teachers, students, parents and government bodies of the Republic of Moldova in the school year 2020–2021 in the conditions of the coronavirus pandemic, as well as their management in the general context of the health crisis in this country. The paper highlights good practices, but also the errors that led to an increase in COVID cases and the establishment of restrictions. The documentation on the Republic of Moldova was made on the basis of official reports and information retrieved from the media, as well as from own experiences of the authors in their dual capacity as parents and teachers. \u0000 \u0000Szkoła w czasie pandemii. Wyzwania i niepewności\u0000\u0000Celem artykułu jest zwrócenie uwagi na problemy, z jakimi borykają się nauczyciele, uczniowie, rodzice i rządy Republiki Mołdawii w roku szkolnym 2020– 2021 w warunkach pandemii koronawirusa, a także radzenie sobie z nimi w ogólnym kontekście zdrowia kryzys w tym kraju. W artykule podkreślono dobre praktyki, ale także błędy, które doprowadziły do wzrostu liczby zachorowań i ustanowienia ograniczeń. Dokumentacja dotycząca Republiki Mołdawii została sporządzona na podstawie oficjalnych doniesień i informacji zaczerpniętych z mediów, a także własnych doświadczeń autorów pełniących funkcję rodziców i nauczycieli.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43406022","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}
Pub Date : 2023-03-31DOI: 10.4467/25439561le.22.012.17538
Monika Wojtkowiak
The article raises the issue of disorders that may affect Ukrainian children who have come to Poland when fleeing the war. It focuses on trauma and related disorders. The study attempts to provide a general outline of the characteristics of assistance in the event of trauma including specific difficulties that may occur in the reality described. The article is an attempt to define the framework of the possible consequences of the war experience in children and to determine the main directions of possible aid. Its objective is to present the basic terminology related to the topic, as well as the basic theoretical assumptions relating to counselling in the discussed field. Therefore, it should be assumed that the assumption of the study is a sort of ordering of knowledge about assistance in the situation of trauma implied by the war or the risk of its occurrence. Therefore, the first part of the study focuses on the concept of trauma and the distinction between disorders of a similar type. There are also presented possible effects of experiencing trauma. The second subchapter refers to childhood trauma as a specific phenomenon requiring special interactions. The subsequent part of the study deals with the issue of aid, possibilities, and limitations in terms of support. It also addresses the
{"title":"General characteristics of possible consequences of trauma and forms of aid granted to Ukrainian children refugees","authors":"Monika Wojtkowiak","doi":"10.4467/25439561le.22.012.17538","DOIUrl":"https://doi.org/10.4467/25439561le.22.012.17538","url":null,"abstract":"The article raises the issue of disorders that may affect Ukrainian children who have come to Poland when fleeing the war. It focuses on trauma and related disorders. The study attempts to provide a general outline of the characteristics of assistance in the event of trauma including specific difficulties that may occur in the reality described. The article is an attempt to define the framework of the possible consequences of the war experience in children and to determine the main directions of possible aid. Its objective is to present the basic terminology related to the topic, as well as the basic theoretical assumptions relating to counselling in the discussed field. Therefore, it should be assumed that the assumption of the study is a sort of ordering of knowledge about assistance in the situation of trauma implied by the war or the risk of its occurrence. Therefore, the first part of the study focuses on the concept of trauma and the distinction between disorders of a similar type. There are also presented possible effects of experiencing trauma. The second subchapter refers to childhood trauma as a specific phenomenon requiring special interactions. The subsequent part of the study deals with the issue of aid, possibilities, and limitations in terms of support. It also addresses the","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47387323","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}
Pub Date : 2023-03-31DOI: 10.4467/25439561le.22.014.17540
Katarzyna Pardej
{"title":"Report on the Fourth International Scientific Conference “Universalism of Human Work. Challenges for Education”","authors":"Katarzyna Pardej","doi":"10.4467/25439561le.22.014.17540","DOIUrl":"https://doi.org/10.4467/25439561le.22.014.17540","url":null,"abstract":"","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46617422","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}
Pub Date : 2023-03-31DOI: 10.4467/25439561le.22.005.17531
Katarzyna Białożyt-Wielonek
The article addresses the issue of media education of the elderly in Poland. It aims at presenting the problem of media education of senior, representing a specific issue in various areas of the social life. E-participation, e-services, and e-inclusion are new challenges, but also dimensions of social functioning that permanently shape the life of modern man. According to available data, Polish seniors present a low level of digital competence. The article analyzes the available data associated with the task faced by the media education in the most senior age groups. With the progressing aging of the population, there is a growing need to undertake media education activities among the elderly. This will enable their fuller social participation and also reduce the risk of their exclusion and marginalization. O potrzebie edukacji medialnej wśród seniorów – wybrane zagadnienia Artykuł porusza problematykę edukacji medialnej osób starszych w Polsce. Artykuł ma na celu zaprezentowanie zagadnienie związanych z edukacją medialną osób starszych, która stanowi pewnego rodzaju wyzwanie dla różnych obszarów dziedzin życia społecznego. E-uczestnictwo, e-usługi, e-integracja to nowe wyzwania, ale także wymiary funkcjonowania społecznego, które na stałe kształtują życie człowieka współczesnego. Jak wynika z dostępnych danych Polscy seniorzy prezentują niski poziom kompetencji cyfrowych. W artykule dokonano analizy dostępnych danych odnoszących się zadanie jakie stoją przed edukacją medialną najstarszych grup wiekowych. Wraz z postępującym procesem starzenia się społeczeństw, wzrasta zapotrzebowanie na podejmowanie działań z zakresu edukacji medialnej, wśród osób starszych. Pozwoli to na pełniejsza partycypację społeczną seniorów a także zmniejszy ryzyko wykluczenia i marginalizacji.
{"title":"On the need for media education for seniors – selected issues","authors":"Katarzyna Białożyt-Wielonek","doi":"10.4467/25439561le.22.005.17531","DOIUrl":"https://doi.org/10.4467/25439561le.22.005.17531","url":null,"abstract":"The article addresses the issue of media education of the elderly in Poland. It aims at presenting the problem of media education of senior, representing a specific issue in various areas of the social life. E-participation, e-services, and e-inclusion are new challenges, but also dimensions of social functioning that permanently shape the life of modern man. According to available data, Polish seniors present a low level of digital competence. The article analyzes the available data associated with the task faced by the media education in the most senior age groups. With the progressing aging of the population, there is a growing need to undertake media education activities among the elderly. This will enable their fuller social participation and also reduce the risk of their exclusion and marginalization.\u0000\u0000O potrzebie edukacji medialnej wśród seniorów – wybrane zagadnienia\u0000Artykuł porusza problematykę edukacji medialnej osób starszych w Polsce. Artykuł ma na celu zaprezentowanie zagadnienie związanych z edukacją medialną osób starszych, która stanowi pewnego rodzaju wyzwanie dla różnych obszarów dziedzin życia społecznego. E-uczestnictwo, e-usługi, e-integracja to nowe wyzwania, ale także wymiary funkcjonowania społecznego, które na stałe kształtują życie człowieka współczesnego. Jak wynika z dostępnych danych Polscy seniorzy prezentują niski poziom kompetencji cyfrowych. W artykule dokonano analizy dostępnych danych odnoszących się zadanie jakie stoją przed edukacją medialną najstarszych grup wiekowych. Wraz z postępującym procesem starzenia się społeczeństw, wzrasta zapotrzebowanie na podejmowanie działań z zakresu edukacji medialnej, wśród osób starszych. Pozwoli to na pełniejsza partycypację społeczną seniorów a także zmniejszy ryzyko wykluczenia i marginalizacji.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44750584","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}
Pub Date : 2020-12-31DOI: 10.4467/25439561LE.20.009.13000
Y. A. Iddagoda
It is a known fact that all organizations, other than philanthropic ones, are concerned about increasing their financial performance. The Covid-19 pandemic indisputably affects the organizations’ triple bottom line, especially profit. Hence, it is essential to make plans for the post-Covid-19 pandemic world. Consequently, one solution is to pay more attention to the increase in the level of advantageous personal character traits among the employees. The personal character is a blend of virtues and vices. The highest level of virtues will enrich the level of the advantageous personal character traits. The aim of this paper was to provide a definition of the personal character and to present an instrument for the construct of the personal character. The importance of having a good personal character is also addressed as a part of this study.
{"title":"The Employee’s Personal Character and its Imperative in the Post-Covid-19 Pandemic World","authors":"Y. A. Iddagoda","doi":"10.4467/25439561LE.20.009.13000","DOIUrl":"https://doi.org/10.4467/25439561LE.20.009.13000","url":null,"abstract":"It is a known fact that all organizations, other than philanthropic ones, are concerned about increasing their financial performance. The Covid-19 pandemic indisputably affects the organizations’ triple bottom line, especially profit. Hence, it is essential to make plans for the post-Covid-19 pandemic world. Consequently, one solution is to pay more attention to the increase in the level of advantageous personal character traits among the employees. The personal character is a blend of virtues and vices. The highest level of virtues will enrich the level of the advantageous personal character traits. The aim of this paper was to provide a definition of the personal character and to present an instrument for the construct of the personal character. The importance of having a good personal character is also addressed as a part of this study.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41554426","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}
Pub Date : 2020-12-31DOI: 10.4467/25439561LE.20.014.13005
Andrea Óhidy
Roma and Gypsy women in Europe suffer from multiple deprivation (Council of the European Union 2011): Firstly, a large part of Roma and Gypsy people live in poverty. Secondly, their different cultural/ethnic traditions often lead to discrimination in school education. Thirdly, they also have disadvantages through the gender aspect, because the traditional Roma/Gypsy culture defines the place of women to be at home with the family and an educational career is not necessary for that (l. Forray, Hegedűs 2003; Durst 2015). That is why Roma and Gypsy women are often called the “minority of the minority” (Vincze 2010: 195). Despite of this multiple deprivation, Roma and Gypsy women are (not only in Hungary) more and more successful in the education system (Forray; Hegedűs 1991) and they increasingly take part in the political life as well (Bak., T.th 2008; K.cz. 2010). The research study focuses on Roma and Gypsy women who have come from a background of multiple deprivation but managed to achieve successful educational careers (defined by their university degree). To answer the research question “Which factors are regarded as beneficial for success in education from the perspective of Roma and Gypsy women?”, we chose the method of biographical narrative interviews. Additionally, we analysed statistical and empirical studies and used expert interviews as well. The aim of the research was to learn about the subjective theories of the interviewed women. The selection of the respondents was done through the snowball-system. The analysis of the interviews was based on the methodology of Fritz Schütze (Schütze 1983). The underclass theory of William Julius Wilson (Wilson, 1978; 1987) adapted by Iv.n Szel.nyi and J.nos Lad.nyi for the Hungarian situation (Lad.nyi; Szel.nyi, 2004) and the theory of Helmut Fend about the functions of the school in society (Fend, 1980; 2003) served as the theoretical framework for this study. For the interpretation we used the categorisation of factors for school success of Hungarian Roma and Gypsy women from Katalin Forray R. and Andr.s Hegedűs T. (Hegedűs, 1996; Forray, Hegedűs, 2003). The study shows that all interviewed women had a very strong learning motivation and were ready to have conflicts with the traditional female role model. Their parents and teachers played mostly a very positive role in this success, but the most important factor was their individual learning motivation.
{"title":"Positive Impact of Teacher Activities on the Educational Career of Roma and Gypsy Women in Hungary","authors":"Andrea Óhidy","doi":"10.4467/25439561LE.20.014.13005","DOIUrl":"https://doi.org/10.4467/25439561LE.20.014.13005","url":null,"abstract":"Roma and Gypsy women in Europe suffer from multiple deprivation (Council of the European Union 2011): Firstly, a large part of Roma and Gypsy people live in poverty. Secondly, their different cultural/ethnic traditions often lead to discrimination in school education. Thirdly, they also have disadvantages through the gender aspect, because the traditional Roma/Gypsy culture defines the place of women to be at home with the family and an educational career is not necessary for that (l. Forray, Hegedűs 2003; Durst 2015). That is why Roma and Gypsy women are often called the “minority of the minority” (Vincze 2010: 195). Despite of this multiple deprivation, Roma and Gypsy women are (not only in Hungary) more and more successful in the education system (Forray; Hegedűs 1991) and they increasingly take part in the political life as well (Bak., T.th 2008; K.cz. 2010). The research study focuses on Roma and Gypsy women who have come from a background of multiple deprivation but managed to achieve successful educational careers (defined by their university degree). To answer the research question “Which factors are regarded as beneficial for success in education from the perspective of Roma and Gypsy women?”, we chose the method of biographical narrative interviews. Additionally, we analysed statistical and empirical studies and used expert interviews as well. The aim of the research was to learn about the subjective theories of the interviewed women. The selection of the respondents was done through the snowball-system. The analysis of the interviews was based on the methodology of Fritz Schütze (Schütze 1983). The underclass theory of William Julius Wilson (Wilson, 1978; 1987) adapted by Iv.n Szel.nyi and J.nos Lad.nyi for the Hungarian situation (Lad.nyi; Szel.nyi, 2004) and the theory of Helmut Fend about the functions of the school in society (Fend, 1980; 2003) served as the theoretical framework for this study. For the interpretation we used the categorisation of factors for school success of Hungarian Roma and Gypsy women from Katalin Forray R. and Andr.s Hegedűs T. (Hegedűs, 1996; Forray, Hegedűs, 2003). The study shows that all interviewed women had a very strong learning motivation and were ready to have conflicts with the traditional female role model. Their parents and teachers played mostly a very positive role in this success, but the most important factor was their individual learning motivation.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45415173","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}
Pub Date : 2020-12-31DOI: 10.4467/25439561LE.20.001.12992
Asta Volbikienė, Neringa Vilkaité-Vaitoné, Remigijus Bubnys, R. Girdzijauskienė
Student formal assessment is the core axis of the educational process that affects the whole teaching / learning activity, its quality, students’ success experience, their self-respect and self-esteem, and the perception of self-efficacy. By recognising prospects as the main learning objective and defining the outcome as personal and authentic learner progress, the assessment raises the need to pay a due attention to reflection, deep consideration, and feedback to all participants of the educational process. Against this background, doubts are started to be raised about appropriateness of the grade, currently being one of the most popular methods of the formal student assessment, leading to the scientific problem of this article. Over the last few decades, a shift in the assessment has been observed, from the focus exclusively on the end result to a stronger orientation toward the whole educational process, with an emphasis on motivating students to learn and strengthening their involvement in the educational process. These changes are illustrated by the Finnish good practice where, in an environment based on mutual trust and respect, and without questioning the importance and need for testing learners’ knowledge, abilities, and skills in the teaching / learning process, alternative assessment methods: portfolio assessment and learning conversations, are successfully used. To transfer examples of the good practice and adapt them to the national context, it seems reasonable to apply theories and models of change management. Achieving a targeted and effective change in the area of the assessment requires a process-focused approach to the change management.
{"title":"Theoretical Preconditions for [a] Change in the Student Assessment System: Toward Good Practices","authors":"Asta Volbikienė, Neringa Vilkaité-Vaitoné, Remigijus Bubnys, R. Girdzijauskienė","doi":"10.4467/25439561LE.20.001.12992","DOIUrl":"https://doi.org/10.4467/25439561LE.20.001.12992","url":null,"abstract":"Student formal assessment is the core axis of the educational process that affects the whole teaching / learning activity, its quality, students’ success experience, their self-respect and self-esteem, and the perception of self-efficacy. By recognising prospects as the main learning objective and defining the outcome as personal and authentic learner progress, the assessment raises the need to pay a due attention to reflection, deep consideration, and feedback to all participants of the educational process. Against this background, doubts are started to be raised about appropriateness of the grade, currently being one of the most popular methods of the formal student assessment, leading to the scientific problem of this article. Over the last few decades, a shift in the assessment has been observed, from the focus exclusively on the end result to a stronger orientation toward the whole educational process, with an emphasis on motivating students to learn and strengthening their involvement in the educational process. These changes are illustrated by the Finnish good practice where, in an environment based on mutual trust and respect, and without questioning the importance and need for testing learners’ knowledge, abilities, and skills in the teaching / learning process, alternative assessment methods: portfolio assessment and learning conversations, are successfully used. To transfer examples of the good practice and adapt them to the national context, it seems reasonable to apply theories and models of change management. Achieving a targeted and effective change in the area of the assessment requires a process-focused approach to the change management.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44311636","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}
Pub Date : 2020-12-31DOI: 10.4467/25439561LE.20.007.12998
H. Chad
There is an important difference between the phenomena we study and the names we call them or theories we use to explain them. Transformative learning theory is a human construction designed to describe a phenomenon, but it is imperfect at best. The author advocates a delineation of the terms. Namely, the term perspective transformation should be used to refer to Mezirow’s theory because it has only ever been used for his specific theory. The term transformative learning should be used to refer to the broad range of theories (including Mezirow’s) that attempt to describe and explain dramatic changes in how people experience, conceptualize, and interact with the world. The author uses transformative learning in adult education investigations to understand the experiences of military veterans transitioning from combat to civilian life, of breast cancer survivors navigating the psycho-social transition of their disease, of students from backgrounds of poverty attending community college, and even the negative transformation of people becoming radicalized into violent terrorism. There are many more situations that cause people to change, and those specific situations shape the processes that lead to change and therefore shape the eventual outcomes of that change. All of the theories and constructs in the transformative learning literature are nothing more than human creations designed to explain the phenomena associatedwith dramatic learning and change in adulthood. The value of transformative learning as a metatheory is to provide constructs in the form of analytic tools that scholars from disparate disciplines can use in working together to create better, more useful constructs for understanding that phenomena. There are identified and presented the analytic tools (definition, criteria, typology) to provide a framework for scholars to think carefully and with clarity about what they mean when using the word “transformation”. The need in more holistic, interdisciplinary understandings of transformative learning is substantiated, thus promoting the use of transformative learning as a metatheory.
{"title":"Defining and Analyzing Transformative Learning","authors":"H. Chad","doi":"10.4467/25439561LE.20.007.12998","DOIUrl":"https://doi.org/10.4467/25439561LE.20.007.12998","url":null,"abstract":"There is an important difference between the phenomena we study and the names we call them or theories we use to explain them. Transformative learning theory is a human construction designed to describe a phenomenon, but it is imperfect at best. The author advocates a delineation of the terms. Namely, the term perspective transformation should be used to refer to Mezirow’s theory because it has only ever been used for his specific theory. The term transformative learning should be used to refer to the broad range of theories (including Mezirow’s) that attempt to describe and explain dramatic changes in how people experience, conceptualize, and interact with the world. The author uses transformative learning in adult education investigations to understand the experiences of military veterans transitioning from combat to civilian life, of breast cancer survivors navigating the psycho-social transition of their disease, of students from backgrounds of poverty attending community college, and even the negative transformation of people becoming radicalized into violent terrorism. There are many more situations that cause people to change, and those specific situations shape the processes that lead to change and therefore shape the eventual outcomes of that change. All of the theories and constructs in the transformative learning literature are nothing more than human creations designed to explain the phenomena associatedwith dramatic learning and change in adulthood. The value of transformative learning as a metatheory is to provide constructs in the form of analytic tools that scholars from disparate disciplines can use in working together to create better, more useful constructs for understanding that phenomena. There are identified and presented the analytic tools (definition, criteria, typology) to provide a framework for scholars to think carefully and with clarity about what they mean when using the word “transformation”. The need in more holistic, interdisciplinary understandings of transformative learning is substantiated, thus promoting the use of transformative learning as a metatheory.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47033588","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}
Pub Date : 2020-12-31DOI: 10.4467/25439561LE.20.003.12994
Álvaro Luis López Limón, E. Zhizhko, L. García
This work constitutes a historical-pedagogical reflection focusing on the philosophical foundations of Jesuit pedagogy or education for peace through the thought of Francisco Javier Clavijero, in particular, his works Ancient History of Mexico and Particular Physics. The authors studying Clavijero found that his thought included the following foundations of education for peace: eclectic attitude expressed in a search for the reconciliation of modernity with tradition; the use of verisimilitude as a criterion of knowledge in the process of adjustment to the truth within the philosophy of nature and history; and a belief in the knowledge of the different philosophical systems, in which the truth is found. According to Clavijero, education, at first, represents means or a pretext to refute the insults of European philosophers concerning the supposed inferiority of Mexicans, based on the reason. Education could be understood as the principle on which a political-social system is based, in this case of the society of ancient Mexicans. Education is the resource that enables the transmission of laws and customs, in short, a worldview of the world, which can be understood in terms more typical of culture.
{"title":"The Culture of Peace in Adult Education: Its Epistemological Bases from the Jesuit Philosophy","authors":"Álvaro Luis López Limón, E. Zhizhko, L. García","doi":"10.4467/25439561LE.20.003.12994","DOIUrl":"https://doi.org/10.4467/25439561LE.20.003.12994","url":null,"abstract":"This work constitutes a historical-pedagogical reflection focusing on the philosophical foundations of Jesuit pedagogy or education for peace through the thought of Francisco Javier Clavijero, in particular, his works Ancient History of Mexico and Particular Physics. The authors studying Clavijero found that his thought included the following foundations of education for peace: eclectic attitude expressed in a search for the reconciliation of modernity with tradition; the use of verisimilitude as a criterion of knowledge in the process of adjustment to the truth within the philosophy of nature and history; and a belief in the knowledge of the different philosophical systems, in which the truth is found. According to Clavijero, education, at first, represents means or a pretext to refute the insults of European philosophers concerning the supposed inferiority of Mexicans, based on the reason. Education could be understood as the principle on which a political-social system is based, in this case of the society of ancient Mexicans. Education is the resource that enables the transmission of laws and customs, in short, a worldview of the world, which can be understood in terms more typical of culture.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45082061","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}
Pub Date : 2020-12-31DOI: 10.4467/25439561LE.20.013.13004
Olena Shelest-Szumilas
This paper uses data from the fifth edition of the European Working Conditions Survey to examine the relationship between workers’ skills mismatch and risk of investment in work-related training. Apart from financial (earnings) worker’s risk, the study addresses also some non-financial facets of the investment risk. The results indicate that while mismatched workers have higher earnings risk than wellmatched ones, they also perceive their jobs as more insecure. Surprisingly, mismatched workers are also relatively more optimistic of having good career prospects and finding similarly paid employment. These findings did not allow a conclusion about the difference in non-financial risk between mismatched and well-matched workers.
{"title":"Risk of Investment in Human Capital and Skills Mismatch","authors":"Olena Shelest-Szumilas","doi":"10.4467/25439561LE.20.013.13004","DOIUrl":"https://doi.org/10.4467/25439561LE.20.013.13004","url":null,"abstract":"This paper uses data from the fifth edition of the European Working Conditions Survey to examine the relationship between workers’ skills mismatch and risk of investment in work-related training. Apart from financial (earnings) worker’s risk, the study addresses also some non-financial facets of the investment risk. The results indicate that while mismatched workers have higher earnings risk than wellmatched ones, they also perceive their jobs as more insecure. Surprisingly, mismatched workers are also relatively more optimistic of having good career prospects and finding similarly paid employment. These findings did not allow a conclusion about the difference in non-financial risk between mismatched and well-matched workers.","PeriodicalId":34779,"journal":{"name":"Labor et Educatio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43486791","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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