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Abstract

In this text are shown the chosen specific manifestations of rhetoric used by NCN experts in the evaluation of grant applications. The subject of analysis are the phrases and expressions contained in the opinions of requests in competitions FUGA (national competitions for internships after obtaining a doctoral degree, postdoc position), which are characterized by ambiguity and commonness. Makes it difficult to incorporate them in re-applying for the grant. Moreover, some of them express patronize attitudes towards potential applicants and their advisors. As an example one could present an expression: „as for pedagogue she has a good achievements”.
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Authors and Affiliations

Maria Czerepaniak-Walczak
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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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Authors and Affiliations

Maria Czerepaniak-Walczak
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Abstract

In this text is taken the issue of doctoral studies as the highest level of formal education as well as the first stage of their research careers. Use the category of “critical mass” I put questions about the PhD program in the discipline of Pedagogy. One of the context of analysis of “critical mass” is the number of the pedagogy students I and II degree and the social contexts of education as well as employability qualified pedagogs. Then, I ask, who and why needs a PhD in pedagogy. At the end I discuss the European trends in doctoral education with comparing it to the dominance the administrative and bureaucratic approach to doctoral studies in Poland.
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Authors and Affiliations

Maria Czerepaniak-Walczak

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