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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4 O psuciu pedagogiki – rozważania na kanwie doświadczeń członka PKA

Amadeusz Krause

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: state of pedagogy academic discourse crisis of pedagogy critical pedagogy

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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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5 Metodologia oceny parametrycznej czasopism. Problemy i dylematy

Henryka Kwiatkowska

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: parametrisation scientific journals parametric evaluation science development

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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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6 Kryteria i warunki ewaluacji nauczycieli akademickich w świetle arkuszy okresowej oceny na kierunkach pedagogicznych w polskich uniwersytetach

Katarzyna Marszałek, Sławomir Pasikowski

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: periodic evaluation academic teacher evaluation sheet university pedagogy

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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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7 Uniwersytet bioprodukcyjny w kontekście społeczeństwa opartego na wiedzy

Oskar Szwabowski

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: bioproduction academic works neoliberalism subsumption

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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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8 Proaktywność w karierze jako narzędzie inwestycji i odnawialności kapitału kariery młodzieży akademickiej

Agnieszka Cybal-Michalska

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: career career development career capital youth globalization career “portfolio” proactivity

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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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9 Tubylcze szkolnictwo wyższe w Arktyce. Wybrane problemy i egzemplifikacje

Tomasz Gmerek

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: Arctic higher education indigenous minorities language policy ethnic identity

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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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10 Prywatne szkolnictwo wyższe w Chinach – refleksja nad praktyką edukacyjną

Anna Mańkowska

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: higher education China non-state education private education

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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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11 Cтановление и развитие высшего образованияв Украине

Ałła Wasyluk

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: pedagogy higher education

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Abstract

The article presents the common causes (external and internal factors) for reforming the national higher education, which actively began after the proclamation of the independence of Ukraine. Strategies of state policy in the sphere of education are presented. They are aimed at overcoming the crisis of the previous socialist education system, ensuring the state's needs for highly qualified specialists and scientific research, promoting development of the society through the establishing a competitive human capital. Ways and the complexity of formation and development of the national high school during the last decade of the XX–XXI centuries of the first decade are researched. Promising development vectors in the context of European integration, socially-oriented market economy and student centered learning are highlighted.

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12 Trust as a Social Capital: A Critical Input Underlying Economic Growth an Educational Development. An Indian Experience

Ali Nisar

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: social capital India higher education knowledge society

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Abstract

The aim of the article is to discuss the issue of academic revolution in India. Particularly since the globalization, this revolotion is marked by transformation unprecedented in scope and diversity and education particularly higher education is profoundly influenced by the new order. However, it remains unfinished task due adequate statutory support of the government. In Indian context the national aspirations, to establish knowledge society in the context of increasing globalization, is based on the assumption that higher and technical education essentially empower people with requisite competitive skills and knowledge. The emerging trends demonstrate consumer driven approach to enhance marginal capital gains in educational investment. The higher education being a powerful tool to build knowledge based society and also a critical input underlying sustainable development has received a significant attention nowadays.

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13 Zur Geschichte der tschechischen Hochschulbildung

Miroslav Somr, Lenka Hrušková

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: higher education development Czech history higher education Czech education

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Abstract

The paper presents the history of Czech higher education, which has a very rich tradition. Authors have taken up a number of issues in the context of crucial importance of higher education and its role in building of the intellectual capacity of the country (which has been strongly experienced by history).

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14 „Konsument jest wrogiem obywatela” – próba dyskusji z Baumanowską tezą

Mateusz Marciniak

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: Zygmunt Bauman consumer culture consumerist syndrome civil participation social participation

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Abstract

The purpose of the paper is to analyze the issue of the relations between being consumers and being citizens in the consumer society. Many researchers point to deepening crisis of mature democracy and a decrease in social and civil participation, which entails most developed and developing countries, including Poland. The phenomenon present in a context of consumer society and its culture are often indicated among causes of this state. Based on the analysis of social changes in modern world, Zygmunt Bauman arrives at a conclusion that as an individualized entity, the consumer is an enemy of the citizen. The citizen and the consumer have different interests, hierarchies of values and ways of perceiving the world. The Zygmunt Bauman’s thesis is being analyzed in the paper on the basic of author’s research results. In the first part of the study, the typical characteristics of “model” members of a consumer society in the liquid modernity era are discussed (with reference to Bauman’s and other authors’ views). The way a consumer society affects the mentality of its members (the consumers) and their relations with groups, or larger communities (especially civil participation) is addressed. The second part is devoted to the issue of relations between being consumers and being citizens and is based on the research results of author’s research results. The relationships between consumer orientations of AMU students and chosen elements of their civic and social participation are discussed. Finally, the study is concluded with an attempt at explaining the results of research with reference to Bauman’s concept.

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15 Migracja zarobkowa młodzieży. Problem indywidualny czy społeczny? Sfera prywatna czy sfera publiczna?

Ireneusz Bochno

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: Polish economic migration social problem residual conversion theory private sphere public sphere degradation of the public sphere

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Abstract

In this article I will attempt to answer the question of why systemic solutions to (social) problems of Polish economic migrants fail to be instituted in Poland by means of social negotiations. Therefore, while emphasising the social dimension of Polish migration, I briefly present its specificity and point to some associated threats. Referring to the category labelled as social problem, I demonstrate the nature of obstacles which prevent a debate on Polish migration in the area of social negotiations from taking root on public ground in Poland. I also refer to the mechanisms of degradation of the public sphere as those which are preventing the development of systemic solutions to the problems of Polish migrant workers by means of social negotiations.

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16 Prywatne-publiczne-polityczne. Genderowe konteksty edukacji

Barbara Biskup

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: Gender theory ideology critical pedagogy

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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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17 Eglantyne Jebb i jej wkład w rozwój praw dziecka

Aleksander Cywiński

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: children's rights

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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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18 Z edukacją sprawa trudna… Kilka refleksji po Seminarium Eksperckim, które odbyło się 17 czerwca 2014 r. w Pałacu Prezydenckim w Warszawie

Anna M. Kola

Rocznik Pedagogiczny | 2014 | Tom 37

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19 Sprawozdanie z działalności Komitetu Nauk Pedagogicznych Polskiej Akademii Nauk w 2013 roku

Mirosław Kowalski

Rocznik Pedagogiczny | 2014 | Tom 37

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20 Sprawozdanie z działalności Zespołu Pedagogiki Ogólnej przy Komitecie Nauk Pedagogicznych PAN (za rok 2013–2014)

Teresa Hejnicka-Bezwińska, Krystyna Ablewicz

Rocznik Pedagogiczny | 2014 | Tom 37

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21 Zespół Pedagogiki Społecznej pod patronatem Komitetu Nauk Pedagogicznych PAN – w sferze publicznej

Tadeusz Pilch, Tomasz Sosnowski

Rocznik Pedagogiczny | 2014 | Tom 37

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22 Kalendarium i dokumentacja korespondencji „Rocznika Pedagogicznego” w sprawie parametryzacji czasopism

Rocznik Pedagogiczny | 2014 | Tom 37

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23 XXVII Letnia Szkoła Młodych Pedagogów, Między sferą publiczną a sferą prywatną, Wrocław – Wojanów, 23– 28.09.2013

Katarzyna Szorc

Rocznik Pedagogiczny | 2014 | Tom 37

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24 Odszedł Mistrz, Profesor Bronisław Urban

Marek Konopczyński

Rocznik Pedagogiczny | 2014 | Tom 37

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25 Z żalem żegnamy (dr hab. Beata Dyrda; prof. zw. dr hab. Ryszard Borowicz; dr hab. Stanisław Ruciński; prof. zw. dr hab. Stanisław Kaczor)

Rocznik Pedagogiczny | 2014 | Tom 37

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26 Uroczystość nadania godności Doktora Honoris Causa Profesorowi Bogusławowi Śliwerskiemu

Renata Nowakowska-Siuta

Rocznik Pedagogiczny | 2014 | Tom 37

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27 W trosce o całość namysłu nad wychowaniem, czyli reaktywacja ekologii pedagogicznej (nadanie prof. zw. dr. hab.Kazimierzowi Zbigniewowi Kwiecińskiemu godności doktora honorowego Uniwersytetu Śląskiego w Katowicach)

Łukasz Michalski

Rocznik Pedagogiczny | 2014 | Tom 37

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28 Dwie dekady obecności „Edukacji Jutra” u stóp Giewontu

Kazimierz Denek

Rocznik Pedagogiczny | 2014 | Tom 37

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29 XI Walny Zjazd Delegatów Polskiego Towarzystwa Pedagogicznego

Halina Rotkiewicz

Rocznik Pedagogiczny | 2014 | Tom 37

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30 Wydział Pedagogiki i Psychologii UMCS. W 40-lecie Jubileuszu

Renata Bednarz-Grzybek, Monika Hajkowska, Joanna Wierzejska

Rocznik Pedagogiczny | 2014 | Tom 37

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31 „Parezja” – głos Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN (ale nie tylko)

Alicja Korzeniecka-Bondar, Ewa Bochno

Rocznik Pedagogiczny | 2014 | Tom 37

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32 Ku otwartej nauce. „International Journal of Pedagogy, Innovation and New Technologies”

Rocznik Pedagogiczny | 2014 | Tom 37

Keywords: Tanaś Maciej

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33 „Journal of Gender and Power”

Mateusz Marciniak

Rocznik Pedagogiczny | 2014 | Tom 37

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34 Obchody Roku Komisji Edukacji Narodowej w Krakowie

Ryszard Ślęczka

Rocznik Pedagogiczny | 2014 | Tom 37

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35 O pedagogice Profesora Bogdana Suchodolskiego. W 110. rocznicę urodzin

Izabela Kieliś, Mirosław Kowalski

Rocznik Pedagogiczny | 2014 | Tom 37

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36 V Zjazd Pedagogów Społecznych. Pedagogika Społeczna w służbie człowiekowi i wartościom w XXI wieku. W poszukiwaniu nowych metod integracji i rozwoju społecznego, Jachranka koło Serocka, 26–28.11.2013

Katarzyna Segiet

Rocznik Pedagogiczny | 2014 | Tom 37

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37 Sprawozdanie z I Ogólnopolskiej Konferencji Naukowej – Kultura edukacji szkoły wyższej – różnorodne perspektywy, Białystok, 14–15.11.2014

Mirosław S. Szymański

Rocznik Pedagogiczny | 2014 | Tom 37

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38 Wykaz konferencji naukowych pod patronatem Komitetu Nauk Pedagogicznych PAN za lata 2013–2014

Mateusz Marciniak

Rocznik Pedagogiczny | 2014 | Tom 37

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39 Recenzje: Eugenia Potulicka, Neoliberalne reformy edukacji w Stanach Zjednoczonych. Od Ronalda Reagana do Baracka Obamy, Oficyna Wydawnicza Impuls, Kraków 2014

Zbigniew Kwieciński

Rocznik Pedagogiczny | 2014 | Tom 37

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40 Recenzje: Monika Wiśniewska-Kin, Dominacja a wyzwolenie. Wczesnoszkolny dyskurs podręcznikowy i dziecięcy, Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2013

Małgorzata Żytko

Rocznik Pedagogiczny | 2014 | Tom 37

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41 Z kroniki

Rocznik Pedagogiczny | 2014 | Tom 37

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42 Wykaz prac doktorskich i habilitacyjnych za rok 2013

Rocznik Pedagogiczny | 2014 | Tom 37

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43 Książki nadesłane

Rocznik Pedagogiczny | 2014 | Tom 37

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Editorial office

Komitet Redakcyjny:

Maria Dudzikowa – redaktor naczelny

Sylwia Jaskulska –sekretarz
Mateusz Marciniak - członek Komitetu Redakcyjnego

Rada Naukowa:

Zbigniew Kwieciński (Dolnośląska Szkoła Wyższa we Wrocławiu), Tadeusz Lewowicki (Wyższa Szkoła Pedagogiczna ZNP w Warszawie), Marian Nowak (Katolicki Uniwersytet Lubelski), Hein Retter (Uniwersytet Techniczny w Brunszwiku), Karel Rýdl (Uniwersytet w Pardubicach), Piotr Szybek (Uniwersytet w Lund)

Redaktorzy tematyczni:

Maria Czerepaniak- Walczak (pedagogika szkoły wyższej)

Dorota Klus – Stańska (dydaktyka)

Stefan M. Kwiatkowski (kształcenie zawodowe)

Jerzy Nikitorowicz (edukacja międzykulturowa)

Kazimierz Przyszczypkowski (polityka oświatowa)

Bogusław Śliwerski (teoria wychowania)

Recenzenci:

prof. UŚ, dr hab. Zenon Gajdzica, Uniwersytet Śląski w Katowicach (Wydział w Cieszynie)

prof. zw. dr hab. Henryka Kwiatkowska, Wyższa Szkoła Nauk Społecznych PEDAGOGIUM w Warszawie

prof. zw. dr hab. Mieczysław Malewski, Dolnośląska Szkoła Wyższa we Wrocławiu

prof. UAM, dr hab. Agnieszka Cybal-Michalska, Uniwersytet im. Adama Mickiewicza w Poznaniu

prof. zw. dr hab. Stefan Mieszalski, Wyższa Szkoła Pedagogiczna ZNP w Warszawie

ks. prof. CHAT, dr hab. Bogusław Milerski, Chrześcijańska Akademia Teologiczna w Warszawie

prof. zw. dr hab. Bolesław Niemierko, Akademia Marynarki Wojennej w Gdyni

prof. zw. dr hab. Eugenia Potulicka, Uniwersytet im. Adama Mickiewicza w Poznaniu

prof. UMK, dr hab. Beata Przyborowska, Uniwersytet Mikołaja Kopernika w Toruniu

prof. zw. dr hab. Mirosław J. Szymański, Uniwersytet Pedagogiczny w Krakowie

prof. UW, dr hab. Anna Wiłkomirska, Uniwersytet Warszawski

dr hab. Monika Wiśniewska-Kin, Uniwersytet Łódzki

prof. UW dr hab. Małgorzata Żytko, Uniwersytet Warszawski

Contact

WSE UAM w Poznaniu
Pracowania Pedagogiki Szkolnej
ul. Szamarzewskiego 89
60-568 Poznań tel.(061) 829-22-27
rocznik.pedagogiczny@wp.pl
maria.dudzikowa@wp.pl

www.wse.amu.edu.pl

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Zalecenia edytorskie

Prosimy o przyjęcie następującego schematu edycji tekstu:

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Cytowania: Przywoływane fragmenty tekstów źródłowych prosimy zaznaczać przez cudzysłów. Wypowiedzi osób badanych, analizowane wypowiedzi prasowe lub internetowe prosimy zaznaczać kursywą.

Przypisy: Dół strony, Times New Roman 10, interlinia 1. Tytuły cytowanych prac: kursywa. Np.

¹ M. Mead, Kultura i tożsamość. Studium dystansu międzypokoleniowego, przeł. J. Hołówka, Wydawnictwo Naukowe PWN, Warszawa 2000, s. 3.

Bibliografia na końcu tekstu:

Dudzikowa M., Ku sprawstwu, współpracy i refleksyjności poprzez ich doświadczanie w edukacji szkolnej. Brunerowskie przesłanie w praktyce, [w:] Doświadczenia szkolne pierwszego rocznika reformy edukacji. Studium teoretyczno-empiryczne, red. M. Dudzikowa, R. Wawrzyniak-Beszterda, Oficyna Wydawnicza „Impuls”, Kraków 2010.

Śliwerski B., Wielopragmatyczność w ponowoczesnej myśli pedagogicznej, „Rocznik Pedagogiczny” 2008, t. 31.

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