The Bulletin of the Polish Academy of Sciences: Technical Sciences (Bull.Pol. Ac.: Tech.) is published bimonthly by the Division IV Engineering Sciences of the Polish Academy of Sciences, since the beginning of the existence of the PAS in 1952. The journal is peer‐reviewed and is published both in printed and electronic form. It is established for the publication of original high quality papers from multidisciplinary Engineering sciences with the following topics preferred: Artificial and Computational Intelligence, Biomedical Engineering and Biotechnology, Civil Engineering, Control, Informatics and Robotics, Electronics, Telecommunication and Optoelectronics, Mechanical and Aeronautical Engineering, Thermodynamics, Material Science and Nanotechnology, Power Systems and Power Electronics. Journal Metrics: JCR Impact Factor 2018: 1.361, 5 Year Impact Factor: 1.323, SCImago Journal Rank (SJR) 2017: 0.319, Source Normalized Impact per Paper (SNIP) 2017: 1.005, CiteScore 2017: 1.27, The Polish Ministry of Science and Higher Education 2017: 25 points. Abbreviations/Acronym: Journal citation: Bull. Pol. Ac.: Tech., ISO: Bull. Pol. Acad. Sci.-Tech. Sci., JCR Abbrev: B POL ACAD SCI-TECH Acronym in the Editorial System: BPASTS.
The term “metalearning”, which was introduced into scientific literature by J. Biggs (1985) is, broadly speaking, an awareness of one’s own learning process and exercising control over it. Metalearning, whose roots lie in the personal, early experiences of the child related to learning, and which is expressed in her or his current concepts – is considered in this article as a basic condition for the acquisition of one of the key competences of 21st century man, namely, the learning competence. Recognizing the importance of colloquial concepts of learning, as well as their uniqueness and contextuality – in the article I will present the main problems associated with learning about the vision and understanding of the personal worlds of the learning of pupils, coming at the end of early education. On the basis of analysis of the scientific literature and previous studies conducted abroad, as well as a number of my own research projects (resulting from the application of quantitative or qualitative approach), I will present questions, doubts and selected emerging difficulties in the application of both the presented research approaches.
The authors show how to strengthen the educational power of the museum. Emphasize the historical and contextual variability of the main functions performed by museum, indicate that the location of the museum in the community of the city and broaden the scope of its activities to different communities. Characterized by contemporary models of museum education, along with the arguments for taming the different models of learning both by visitors and museum’s staff. & e article presents two practices, which, in the opinion of the authors are conducive to learning in/and by the museum.
The complexity of the phenomena associated with the course of the cognitive processes that determine an efficient learning, excludes the possibility of collecting knowledge in other ways than neuronal-information. It excludes also possibilities of interpreting it, in other ways than with use of respectively formalized cognitive models. The presented paper is a kind of summary of the latest achievements in this field.
The article presents reflections on the intergenerational educational-research project entitled “Restoring the Memory of the City”. This project was carried out by the University of the Third Age in Toruń in partnership with the Faculty of Education of the Nicolaus Copernicus University in Toruń within the “Patriotism of Tomorrow” framework announced by the Polish History Museum and financed by the Ministry of Culture and National Heritage. This project was based on Pierre Nora’s concept of memorial sites and modern vision of patriotism. In didactic and methodological layer it was embedded within the framework of action research, thereby allowing to combine historical contents with pedagogical method of their modern transfer. The text shows the objectives and results of the project. Also, it describes its course and activities undertaken throughout its duration. Presenting the results of this project focused on the multidimensionality of related with them intergenerational process of learning
O obecności kobiet w nauce, tym, co mogłoby wspomóc ich kariery naukowe, oraz planach Akademii Młodych Uczonych mówią przewodnicząca AMU w IV kadencji dr Anna Ajduk z Uniwersytetu Warszawskiego oraz wiceprzewodniczące dr Nicole Dołowy- -Rybińska z Instytutu Slawistyki PAN, dr hab. Monika Kędra, prof. Instytutu Oceanologii PAN, i dr hab. inż. Monika Kwoka, prof. Politechniki Śląskiej.
The ideas of pluralism, their various theoretical developments and ideological concretizations, as well as their promotion and the attempts at implementing them in social practice, constitute a current signum temporis. Pedagogical reflection seems to be particularly sensitive to the issue of pluralism, to its understanding and practising, to multidimensional references of pluralism to the world of values. This especially concerns the values and conflicts of values which are close to various forms of educational activity. What is considered – more or less critically – in pedagogical reflection are different aspects and consequences of the idea of pluralism concerning the currently existing ideas. Simultaneously, the multitude of the ideas of pluralism is taken into account – the ideas which refer to the broadly treated sphere of pedagogical activities and institutions. Pedagogical reflection also considers the threats which co-occur with pluralism or are aimed against it and which are carried by pluralism itself, e.g. in the sphere of education. An expert in the contemporary pedagogical thought and practice, Bogusław Śliwerski, asks: “Will we manage to save the world of pedagogical thought, the pedagogy open to difference, to pluralism (not to be mistaken for another illness which is relativism)?”. By confronting pluralistic perspectives of pedagogy with current ideological and social challenges, he makes this question one of the leading issues in pedagogical and metapedagogical studies. What seems to be heard in this question as well is the appeal to save the world of pedagogical thought as an open world characterized by pluralism, doing this through honest reasoning conducted from different standpoints and perspectives. The assumption of this question comprises the axiologically consolidated belief that it is worth “to save the world of pedagogical thought, the pedagogy open to pluralism”. This is also an inspiration to undertake the (presented in this text) thought concerning the pluralistic perspectives of pedagogy and various faces of pluralisms in the critical recognition of metapedagogical reflection in the case of the Polish pedagogical thought after 1989.
Władysław Łuszczkiewicz was an art historian, artist, pedagogue, an outstanding personality of nineteenth-century Krakow, active in many fields. He was a professor at the Cracow School of Fine Arts, and in the years 1857–1873 and 1893–1895 he was the headmaster of this school. He was a teacher of many artists, of which it is enough to mention only the greatest — Jan Matejko, Stanisław Wyspiański, Józef Mehoffer and Artur Grottger. In 1883, Łuszczkiewicz was appointed the director of the National Museum in Krakow. He managed this institution until his death, that is until 1900. Among the oldest source materials belonging to the Archive of the National Museum in Krakow, we can find the correspondence of former students of the School of Fine Arts addressed directly to their former teacher — Professor Łuszczkiewicz, who was at this time the director of the National Museum in Krakow. Based on selected letters, the article presents their interesting subject matter and presents the issues in which the students wrote to their Master. The attempt to describe the relation between former students and their master revealed in letters will be made.
In education, information and Communications Technologies mostly play the role of a medium of communication, as well as a means of imparting knowledge. ICT, however, is used less as a subject for student activity, i.e. a subject for students to learn, where they can operate the technology, as in robotics or mechantronics. Information technologies are also very rarely implemented in education as a way for students to build their identity and shape their attitudes towards their outside and inside worlds. In spite of this, in the history of educational technology there have been a number of researchers and educators who have promoted interesting ideas for implementing technologies as tools for human cognitive, affective, psychomotor and moral empowerment. Today such people are also present in education, however, they play unimportant roles on the periphery of formal education. This paper is a reminder of a number of ideas by theorists and researchers concerning the implementation of ICT, but mainly highlights the empowerment it gives students and its humanizing/humanitarian role.
The article compares and analyses tendencies in writings about Polish migrations to the United States and the history of the Polish ethnic group in the US. What are the similarities between the discourse and topics undertaken in Poland, Europe and the US in the mid-20th century and 2016? To what extents have historiographies across the ocean influenced themselves? Is the discourse coherent? Which topics being researched by scholars in the US are relevant to Polish academics?
The article presents Model Integration of Immigrants in Gdańsk in the field of education, based on two years of experience of schools, local government institutions and social organizations involved in the creation of conditions for the education of immigrants. & e foreign pupils, defined as “someone else”, not belonging to the community of “our”, are not the subject of educational policy, but immediately a} er crossing the threshold of schools become its object. The law and school practices define their place in the system, that becomes a huge challenge for both teachers and for students themselves and their parents. Gdańsk way to develop urban educational policy for immigrants led from intervention by the diagnosis of problems and learning from others, to seek their own innovative solutions.