Use of technology in different didactic approaches and methods. Diachronic review. – The present paper aims to present how different methods and approaches of teaching and learning foreign languages make use of new technologies. Every method is innovative and somehow also revolutionary. It’s quite easy to define and recognize which technologies are applied in modern methods. But when it comes to traditional methods it is not so evident. However according to research findings an appropriate application of new technologies can influence the effectiveness of the learning process.
For many years, learning the competences to teach mathematics in early education at university has been associated with the ability to reproductively apply methodological guidelines. Currently, however, the need to not only understand the mathematical meanings given by teachers, but also students of the specialty, are seen to be important. This article attempts to engage in an interpretive line of thinking with regard to mathematics education, coming from the perspective of students learning to be early education teachers. Their understanding of the contexts for learning mathematical concepts, as well as their sensitivity to the processes of constructing mathematical knowledge by very young pupils, being a way of predicting what educational activities will be undertaken in the classroom in the future. This text is the result of qualitative analyses of written essays of early education students, where respondents had to make conceptualizations of their beliefs by justifying the selection of particular declarative statements. Students’ mathematical meanings were also uncovered in their strategies for solving mathematical problems for very young pupils. Moreover, the results of this analyses provides a context for reading the students’ understanding of mathematics learning processes.
The author presents the method of philosophizing practiced by Bogusław Wolniewicz. He subsequently discusses the sources of his philosophizing, the objectives he has set for himself, his rationalism as well as his method of making philosophy scientifically sound. The author also mentions Wolniewicz’s use of history of philosophy and substantive philosophy, his method of working with students in classes, and finally his work on texts. In many places, the author expands this presentation by adding elements of his own meta-philosophy.
Pontifical Faculty of Theology in Wrocław has inherited Leopoldinum Academy, which has been in existence since 15 November 1702, run by Jesuits and transformed into the University of Wrocław in 1811. Aft er the Second World War, the Department of Catholic Theology did not reappear at the University but started its independent existence, firstly at Priests’ Seminar as an Academic Theological Centre, and since 1974 as Pontifical Faculty of Theology, recognized by the Apostle’s Capital as the follower of the University of Wrocław. The Faculty conducts uniformed Master of Art studies and Doctorate studies. Moreover, it is in possession of the right to bestow habilitation. Th ere are 25 departments at the Faculty, which are grouped into 4 institutes, 33 independent University workers and 38 Assistant Professors lecture there. There are almost 1900 students studying in the daily system, extramural system, in PHD studies and post-graduate studies.
In the historical and educational literature, there is no text, which present the history of the academic colony of the University of Cracow in Lviv from its inception in the 17th century to the next transformation at the end of the 18th century. This paper is based on manuscript archival materials collected at the Jagiellonian University, the Archbishop of Lviv, in including consistory files, and also in printed annals, published official magazines of the city of Lviv, printed works of the teaching staff and students of the colony. As a result of many years of collecting source facts, the following was reconstructed: establishment of an academic colony in 1608, directors, some auxiliary teachers, pupils’ case, their activity in the city and the church in Lviv, school building and conditions for teaching, scattered grounds for financing teachers, pupils and building maintenance school. The article is the first part of the school’s history, the archival material owned by the author, after completing the query in the Lviv city archives, allows the author to write its history in the 18th century. This is the third academic colony (Chełmno, Nowy Sącz) presenting by the author.
Dialogue in the Classroom: Teaching Strategies and Their Reception by Students – The paper aims to explore Student Voice research within the academic context in terms of theoretical assumptions and a practical approach to its application in the classroom. In the first part, we focus on three main themes which build the explanatory framework: (1) Italian language teaching at Polish universities, (2) the current teaching methodology implemented in the classroom, and (3) Student Voice as a tool to better plan teaching activities. In the second part, we present the findings of a survey conducted among students learning Italian at the Faculty of Applied Linguistics, and we analyze their value for the teaching and learning process.
The main task of the paper is to analyse pope Benedict XVI’s social teaching on poverty as introduced in the encyclical letter ‘Caritas in veritate’. While the methodo-logical language of the papal teaching is anthropological and theological in character, the document uses its own interdisciplinary approach that is characteristic of Catholic Social Teaching. Consequently such a Christian reflection on social issues like pover-ty, inequality, marginalisation and globalisation can be compared with other social fin-dings. In the global context the pope identifies growing economic inequalities but also the advantages of cooperation within the global economy. The analysis also discerns the theories of social development that are convergent with the papal social diagnosis. Finally, comparing the pope’s social teaching with some studies in economy, sociolo-gy and political sciences, the author of the paper examines the possibility to construct an interdisciplinary link between Catholic Social Teaching and other social sciences.
This paper not only clarifies the concepts of secularism and secularization, but also analyzes them, and in its final part it evaluates them. The phenomenon of secu-larism is defined as an ideological and active attitude of hostility toward everything that is Christian. In turn, secularism, quite strongly associated with the current form of culture of societies and their development, is seeking autonomy and freedom. Rad-ical (sometimes irresponsible) secularization thesis of the Protestant (R. Bultmann, K. Barth, D. Bonhoeffer, E. Fuchs, F. Gogarten, G. Vahanian, P. van Buren, W. Ham-ilton, Th . J. Alitzer, J.A.T. Robinson, D. Sölle, W. Pannenberg) mind has been adopted by most Catholic theologians with a reasonable reserve. Catholic doctrine accepts the autonomy of temporal realities and a specifically understood process of profanation of the world (constructio mundi and consecratio mundi). However, the fact that different sectors of earthly life are governed by their own relevant laws, does not mean that the created things are totally independent of God, or that man can dispose of them freely and without any relation to the Creator (K. Rahner, J. B. Metz, P. Teilhard de Chardin, M. D. Chenu, J. Danielou, G. Thils, Ch. Duquoc, J. Maritain, H. de Lubac, Y. Congar, Cz. Bartnik, A. Skowronek, A. Nossol, J. Mariański). The position of the Catholic Church on this matter is contained in the conciliar Constitution Gaudium et Spes.
The Christian vision of love, so deeply personalistic and clearly emphasizing that the love of God and the love of neighbour cannot be opposed, has to take the social na-ture of man into account. If love is the centre of the Christian life and also points to the specificity of its vocation and mission, then it is impossible to imagine that this funda-mental life perspective does not find the right expression in relation to social life. This love should be expressed in a number of social attitudes, especially in those which are considered fundamental principles of social life. The ability to enact the principles of love is important in everyday social life. It involves multiple specific attitudes. This paper discusses – in the light of the encyclical Deus Caritas Est and Caritas in veritate by Pope Benedict XVI - the issue of love in three aspects: love in micro-relations, love and justice in macro-relations and love as a common good in macro-relations.
La Bible hébraque nous apporte un certain nombre d’informations sur les sages/ savants cté d’un roi ou au milieu d’une société. Malgré cela il est difficile de définire le rle et la place des sages dans la société israélite comme aussi l’histoire du mouvement sapiential au cours des sicles. Ben Sira vivant vers la fin de l’Ancien Testament est conscient d’eÎtre le dernier et le débiteur de tous ceux qui ont veÂcu et travaillé avant lui. Il est trs conscient de ce qu’il est dans la société contemporaine et il esquisse un portrait trs apparent d’un sage (Siracide 38,24-39,11). Selon lui tous les métiers sont utiles et nécessaires pour le fonctionnement de la cité. Mais le rle du sage dans la société est exceptionnel et tout fait indispensable. Seulement le sage est capable de donner bon conseil dans les cas difficiles et prendre parole dans le gouvernement de l’Etat.
Le sage est un homme qui étudie avec respect l’héritage du passé en particulier les écritures des auteurs inspirés. Mais il est autant soucieux d’enrichir cet héritage par raisonnement, par observation de la vie, par assimilation de la philosophie hellénistique qui a profondément pénétré dans la vie et pensée de la population juive pendant les derniers sicles de l’Ancien Testament. Le sage systématiquement construit sa sagesse par l’étude, par les voyages, par les contacts avec les hommes et surtout par la prire. Ce l’Esprit de Dieu qui finalement donne la sagesse et c’est par la force de l’Esprit que le sage formule ses pensées en tant qu’un prophte. A l’instar d’autres sages Ben Sira enseignait oralement la sagesse dans une école Jérusalem. Il a aussi exposé sa doctrine dans un livre l’usage de ceux qui désirent s’instruire. Il a écrit en hébreu et dans la forme poétique, alors la langue et la forme habituelle pour les livres sapientiaux juifs. Cet idéal présenté par la personne de Ben Sira et par son ouvrage est actuel aussi aujourd’hui: tous ceux qui veulent enseigner les gens, propager leurs idées par la radio, la presse, le livre, doivent d’abord soigneusement élaborer et évaluer leurs concepts et ensuite les exposer dans une forme la plus élégante.