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Abstract

This article confronts the text of A Literary Prize, a comedy by Maria Pawlikowska-Jasnorzewska, with its contemporary reviews. Staged by the experimental theatre Reduta (directed by Zofia Modrzewska) in April 1937 at Teatr Nowy in Warsaw (under the directorship of Jerzy Leszczyński), it fell into complete oblivion which lasted until the recent discovery of the director’s copy buried at the Academy of Theatre Library in Warsaw. While contemporary reviewers found A Literary Prize to be one of the weaker works of an outstanding poet, Maria Pawlikowska-Jasnorzewska in her letters contrasted the ‘violent attacks’ of the critics with a fairly warm reception of the general audience. The play was performed to capacity audiences until 19 May, and revived for a single occasion a year later in Poznań. A Literary Prize juxtaposes two plots. One, with elements of comedy of manners, follows the fortunes of a young girl, Taida Serebrzycka, who tries to navigate between two men with literary ambitions, Klemens Niedzicki and Albin Niekawski, while the other explores the challenges faced by prospective writers, especially the role of prize-winning competitions in the discovery of talent and the building of reputation. This article is focused primarily on the character of Taida, who makes the impression of being somewhat scatterbrained and snobbish, but is in fact a strong-minded, independent young woman conscious of her sexuality. She wants an honest, equal relationship, and is ready to fi ght hard for her happiness, which does include sexual satisfaction. The analysis of the reception of Maria Pawlikowska-Jasnorzewska’s play, and especially the characterization of Taida, the female protagonist, is complemented with an examination of the mechanisms of the critical discourse.
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Abstract

This article attempts to throw some light on what may be called Poland’s new national-identity literature and its leading fi gures, Jarosław Marek Rymkiewicz, Wojciech Wencel and Przemysław Dakowicz. They see their work as a psychopolitical educational tool in the service of a patriotic mission to reactivate the ‘real’ national identity. They believe that such an identity is necessary for individuals to develop strong personal identities, founded on a sense of belonging to an integral national community. Rymkiewicz, Wencel and Dakowicz champion this, somewhat archaic, model of national identity which claims total commitment from its members in virtually all their writings. This article focuses on the rhetorical devices used by the new national-identity literature to present and promote its key concept, especially the idea of a ‘sublime’ ethnic community, or a sentimentalized vision of a Polish Commonwealth.
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Abstract

The article examines the rise of the postmodern Holocaust narrative in Polish literature taking as a case in point Leopold Buczkowski’s novel Pierwsza świetność (First Glory), published 1966, in the context of the musings of Edmond Jabés and the testimonial writings of Halina Birenbaum. In this study the postmodernization of the Holocaust is treated as an alternative to the traditional genre of the Holocaust testimonial. Contrary to the broadly-held view that the postmodern Holocaust narrative is a fairly recent phenomenon, the article claims that it made its appearance some time after the war, in the mid-1960s. Its emergence can be seen as an attempt to voice the aporias and doubts that resulted from the pressure to draw a line on the wartime experiences and move on. Many writers, including Leopold Buczkowski, were convinced that it was necessary to keep alive the memory of the Holocaust by encrusting the historic record with other plots, problems and metaphors. This article is the fi rst in a series of studies of this problem in the 1970s and the following decades of the 20th and the 21st century.
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Abstract

Studia doktoranckie w Polsce zmieniają swoje rolę, formę i funkcje. Dzieje się to w sposób zinstytucjonalizowany, uzależniony od politycznych decyzji kolejnych ministrów nauki i szkolnictwa wyższego. Niekiedy są to zmiany powierzchowne, niewnikające w fi lozofi ę kształcenia, innym razem – jak zapowiada Minister Jarosław Gowin w kontekście nowej Ustawy 2.0 Prawo o szkolnictwie wyższym – reformy wprowadzane są rewolucyjnie. Artykuł analizuje propozycje projektów nowej ustawy, odwołując się zarówno do opinii Obywateli Nauki dotyczącej zaproponowanych rozwiązań i Obywatelskiego „Paktu dla Nauki”, będącego zbiorem rekomendacji zmian polskiej nauki, jak również do badań autorki tekstu, prowadzonych na potrzeby pracy doktorskiej pisanej pod kierunkiem prof. Zbigniewa Kwiecińskiego.
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Abstract

Celem artykułu jest opis i ocena roli debaty akademickiej w sytuacji poważnego konfl iktu społeczno – kulturowego. Przedmiotem analiz jest wybrany przypadek – reakcje środowiska akademickiego w Polsce na kryzys migracyjny oraz kontrowersje związane z przyjęciem uchodźców. Spór o uchodźców obejmuje zarówno kwestie religijne, etyczne, społeczno-kulturowe, psychologiczne, polityczne, jak i ekonomiczne. Jest więc odpowiednim polem analizy roli szkół wyższych i badaczy reprezentujących różne dyscypliny w kształtowaniu sfery publicznej. Debatą akademicką nazywamy tutaj wymianę opinii podczas zgromadzeń z udziałem osób reprezentujących uczelnie i ośrodki badawcze. Od jesieni 2015 roku toczy się w Polsce dyskusja na temat kryzysu migracyjnego i przyjęcia uchodźców. Wiele wskazuje na to, że ta kwestia będzie już stałym tematem dyskursu publicznego. Przedmiotem naszego zainteresowania były te wydarzenia, które miały charakter akademicki (konferencje, seminaria, dyskusje organizowane przez ośrodki akademickie) lub debaty z udziałem osób reprezentujących środowiska akademickie. Analizie poddaliśmy tylko treści tych debat, których tematem zasadniczym był kryzys migracyjny. Analiza polegała na poszukiwaniu następujących informacji: (1) Kto był organizatorem i uczestnikiem debat oraz według jakich reguł one przebiegały? (2) Jakie postulaty w odniesieniu do decydentów przekazują przedstawiciele środowiska akademickiego? (3) W jakim stopniu i zakresie ta debata wpływa na dyskurs polityczny i medialny?
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Abstract

Punktem wyjściowym artykułu jest teza, że zależność między jakością pracy i kształcenia nauczycieli a jakością nauczania w szkole, ma charakter sprzężenia zwrotnego. Nie tylko edukacja nauczycieli wpływa na to, co dzieje się w szkole, ale także model szkoły i programu nauczania decyduje o tym, jak i dla jakiej szkoły są kształceni nauczyciele. Dla uzasadnienia tej tezy wykorzystano analizę zasobów leksykalnych, za pomocą których w polskiej podstawie programowej dla szkół ogólnokształcących są opisane oczekiwane efekty nauczania, analizę dokumentów potwierdzających nauczycielskie kwalifi kacje kandydatów na studia podyplomowe w zakresie drugiego przedmiotu oraz nieudokumentowane dane dotyczące doboru kadry prowadzącej przedmioty pedagogiczno-psychologiczne na wydziałach kształcących nauczycieli przedmiotów. Całość analiz dowodzi rozległych obszarów niedociągnięć w zakresie edukacji nauczycieli, umacnianych modelem tradycyjnego przekazu wiedzy wytwarzanym przez obowiązujące w kraju regulacje pochodzące z resortu oświaty.
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Abstract

Postulaty poprawy jakości kształcenia nauczycieli wychodzą od wielu środowisk. Krytycznie należy spojrzeć na przygotowanie do zawodu nauczyciela również przez pryzmat doświadczeń ocen programowych i instytucjonalnych Polskiej Komisji Akredytacyjnej. Na podstawie tych doświadczeń, w tekście zaprezentowano modele kształcenia nauczycieli z uwzględnieniem systemu bolońskiego po likwidacji jednolitych studiów magisterskich. Szczególną uwagę poświęcono nieprawidłowościom i akademickim patologiom w procesie kształcenia nauczycieli.
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Abstract

W tekście podjęta jest problematyka edukacji akademickiej, a szczególnie jej obecność w trzech projektach Ustawy 2.0. W każdym z nich misja i funkcja kształcenia akademickiego opiera się na formalnie zadekretowanej Polskiej Ramie Kwalifi kacji, co oznacza tradycyjne podejście do edukacji na uniwersytecie. Podkreślone są konsekwencje podtrzymania paradygmatu nauczania oraz instrumentalnego interesu w kształceniu. Autorka argumentuje, że prowadzi to do przewagi wzorów paternalizacji w interakcjach edukacyjnych oraz udziecinniania zarówno studentów, jak i nauczycieli. Na tym tle wskazane są negatywne konsekwencje dla doświadczeń demokratycznych, kształtowania kapitału społecznego w szkole wyższej oraz emancypowania się uczestników interakcji edukacyjnych.
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Abstract

China has experienced the rapid emergence and development of private higher education in the recent decades. This article focuses on the current situation in several key areas, such as development of non-state education, globalization influence at chinse non-state education and social stratification in this sector. It shows regional diversity and random planning in private higher education and also stress situation low-income groups. Moreover it presents acquisition of labour market qualification by mentioned groups. This study concludes that proper financing and management in an urgent thing to do and in the future it will benefit from to Chinese society through multiple roles.
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Abstract

Changes that take place in a job environment, job structure, job perception, as well as in the sphere of features, meanings and values ascribed to work are constituents of changes in the contemporary world, particularly of the development of the free market economy. It is difficult to overestimate the significance of these changes for the quality of career construction, its development and modification of its individualized paths. The contemporary study of career requires taking into account multicontextual changes in the world of work, that make employees face new challenges. In the economy based on knowledge, which in turn determines the orientation of the modern society to knowledge, the career development of its members and investing in their „portfolio” become the key elements of such an economy. The development of a career “portfolio” means the investment and renewal of the career capital on the path of proactivity.
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Abstract

The article include the consideration of social functions of higher education for indigenous minorities living in the Arctic. Particular emphasis was placed on reconstructing educational practices and the language policy that is implemented toward indigenous minorities in Alaska, Canadian Arctic, Greenland, northern regions of Scandinavia and Northern Russia. An attempt was made at examining the relationship between higher education, language policy, and the development of ethnic identity.
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Abstract

Based on Hardt and Negri concept I analyzed function of the bioproductive university. The bioproductive university have three function: creating, détournement and management of subjectivities, social relations and commons. I analyzed those function in context of social capital.
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Abstract

The Bill defines a requirement which are base of the academic teacher periodic evaluation. The question about criteria, conditions, and instrumentality in the evaluation process should be asked. The investigation was conducted based on 32 evaluation sheets used in 22 Polish universities. As a result the characteristics of the sheets and their construction were displayed. The occupied position or the scientific degree of employee determines the disproportion in the scope of assessment conditions. Another results show main domain which are considered during evaluation of teacher activity. A scientific category of university turned out significant for the scope of an attention paid to these domains. The evaluation sheets were arranged in a typology on the base of their characteristics.
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Abstract

In the article is taken the issue of condition of pedagogy as a research field and academic discipline. Many critical researchers and analytics arrives at a conclusion that there is a crisis of: school, higher education, upbringing, teacher’s role, educational system etc. Thus, we face common demand of changes, adaptation, reorganization, modernization, emancipation of/for/towards that what is placed within the field of pedagogy. Fundamental questions about the scientific nature and paradigmaticness of pedagogy are being moved to the further plan and giving up place to the questions about: the state of the pedagogy/pedagogics, the quality of problems considered by it and its ability/readiness to solve those problems.
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Abstract

The article refers to Eglantine Jebb (1876–1928), little known in Poland, prominent English social activist, founder of Save the Children, the author of the Declaration of the Rights of the Child. The content of this article is an attempt to show the impact of E. Jebb on the development and promotion of children's rights.
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Abstract

In the text is analyzed the issue of the parametric evaluation of scientific journals. The author makes thesis (and justifies it), that the nature and methodological bases of this process will determine the quality of effects of works on the scientific journals evaluation and it’s further status. Whereas this evaluation has far-reaching consequences for the development of the science.
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Abstract

The author is trying to reconstruct the causes of moral panic around the concept of gender and she is searching for reasons why this category is used in the Polish press with the term „ideology”. Justifying the relevance of gender for pedagogy, she compares the arguments of the supporters and opponents of spreading scientific reflections about gender roles in school. Seeking opportunities for dialogue between researchers and essayists, she asks about the role of educators in re-thinking the gender theory and stresses urgent need to engage in a public debate.
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Abstract

In this article I make a critical analysis of educational policy in Poland during the 25 years of the political transformation. I try to refer to the Polish thoughts and practices of teaching experience in the period of 1989–2014. What is more, I present experiences of anti-socialist opposition during the socialist period. They influenced on impression in the works and commitments of many scientists and a new generation of academics. Furthermore, I indicate how my generation after 1989 went into the road of scientific autonomy and / or independence in the field of government and private education. Benchmark for these analyzes build up the hopes which we tied up with the Polish revolution of non- violence. Moreover, there was a strong disappointment, which revealed over the years due to the departure of distinctive political formation of the Third Republic of the ideals and the phenomenon of Polish „Solidarity” movement, and civil society, which included the move away from the base of participatory democracy. Finally, I look at how education as a science and practice of education fit into democratization of the Polish state and society. The key meaning for me has the perception of education as a common good, as environments and entities, institutions or management practices which participate in the democratic society. To sum up, this society is constantly in the period of recovery from years of experience not only fascist, but Bolshevik totalitarianism, too.
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