Wychowawca Nauczyciel Mistrz O Potrzebie M Dro Ci Autorytetu I Cnoty

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Wychowawca Nauczyciel Mistrz O Potrzebie M Dro Ci Autorytetu I Cnoty

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Author : Barbara Jędrychowska
language : pl
Publisher: Uniwersytet Wrocławski. Instytut Pedagogiki
Release Date : 2017-01-01

Wychowawca Nauczyciel Mistrz O Potrzebie M Dro Ci Autorytetu I Cnoty written by Barbara Jędrychowska and has been published by Uniwersytet Wrocławski. Instytut Pedagogiki this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-01 with Juvenile Nonfiction categories.

Celem niniejszej monografii nie jest poszukiwanie przyczyn współczesnego kryzysu zawodu nauczycielskiego. Nie jest nim również przypisywanie nauczycielom i wychowawcom kolejnych funkcji autorytetu, ani też wyznaczanie wzorców osobowościowych idealnego pedagoga na miarę czasów, w których żyjemy. Książka powinna zainteresować przede wszystkim tych, którzy w historii chcą i potrafią odnajdywać przykłady dające odpowiedź na współczesne pytania. W tym przypadku jest to pytanie o dawnych nauczycieli i wychowawców – mistrzów w swoim zawodzie.

Quo Vadis

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Author : Henryk Sienkiewicz
language : en
Publisher: BoD - Books on Demand
Release Date : 2023-03-27

Quo Vadis written by Henryk Sienkiewicz and has been published by BoD - Books on Demand this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-03-27 with Fiction categories.

Quo Vadis: A Narrative of the Time of Nero was first published in Polish as Quo vadis. Powieść z czasów Nerona. Among Henryk Sienkiewicz’s inspirations was the painting Nero’s Torches (Pochodnie Nerona) by fellow Pole Henryk Siemiradzki; the painting, which depicts cruel persecution of Christians, serves as the cover art for this ebook edition. Sienkiewicz incorporates extensive historical detail into the plot, and notable historical figures serve as prominent characters, including the apostles Simon Peter and Paul of Tarsus, Gaius Petronius Arbiter, Ofonius Tigellinus, and the infamous Nero himself. Sienkiewicz used the historical basis of the novel as an opportunity to describe in detail the lives of the citizenry under Nero’s cruel and erratic rule. Sienkiewicz was awarded the 1905 Nobel Prize in Literature in part for his authorship of Quo Vadis. The book was exceedingly popular both domestically and internationally: it was translated into more than 50 languages, sold 800,000 copies in the U.S. within a period of eighteenth months, and was the best selling book of 1900 in France. The plot of Quo Vadis follows the love story of Marcus Vinicius and Lygia. He is a young, charming, up-and-coming Roman patrician; she is a high-ranking hostage, a former princess of a country conquered by Rome. Vinicius’s immediate infatuation with Lygia is complicated by her devout Christianity, a faith barely tolerated in Rome of the time. As the painting that inspired the novel foreshadows, Rome burns in a great fire, and Christians receive the blame. The subsequent persecution of the Christians in Rome serves as the main obstacle between the two lovers. Sienkiewicz portrays a pro-Christian narrative throughout the book, with the apostles Peter and Paul serving as spiritual mentors to both Vinicius and Lygia. The novel’s title translates to “Where are you going, Lord?”, a quote from the apocryphal Christian text the Acts of Peter, which depicts Peter’s death. The text describes how while fleeing Rome, Peter asks a vision of Jesus the titular question, to which Jesus replies that he is returning to Rome to lead the Christians since Peter, their leader, is deserting them. Peter then realizes he must turn back and remain with his people, despite the cost. Quo Vadis depicts this exchange, along with Paul’s fate and the deaths of Nero and Petronius, Vinicius’s wise and worldly uncle and mentor. Sienkiewicz contrasts Petronius’s and Nero’s hedonism with Vinicius’s and Lygia’s journey to a deeper faith in their God, and with Peter and Paul’s faithful martyrdom, to great effect. As such, the novel is not just a love story, but also a thoughtful reflection on how one’s way of living affects how they see death.

Russian Postmodernism

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Author : Mikhail Epstein
language : en
Publisher: Berghahn Books
Release Date : 1999

Russian Postmodernism written by Mikhail Epstein and has been published by Berghahn Books this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with Literary Criticism categories.

The last ten years were decisive for Russia, not only in the political sphere, but also culturally as this period saw the rise and crystallization of Russian postmodernism. The essays, manifestos, and articles gathered here investigate various manifestations of this crucial cultural trend. Exploring Russian fiction, poetry, art, and spirituality, they provide a point of departure and a valuable guide to an area of contemporary literary-cultural studies which is currently insufficiently represented in English-language scholarship. A brief but useful "Who's Who in Russian Postmodernism" as an appendix introduces many authors who have never before appeared in a reference work of this kind and renders this book essential reading for those interested in the latest trends in Russian intellectual life.

A Jesuit Education Reader

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Author : George W. Traub
language : en
Publisher: Loyola Press
Release Date : 2008

A Jesuit Education Reader written by George W. Traub and has been published by Loyola Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Education categories.

A Jesuit Education Reader is a collection of the best writing on the mission, challenge, and state of Jesuit education. This anthology will prove especially valuable to those who work in Jesuit education and other Catholic and Christian schools.

Cultural Selection

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Author : A. Fog
language : en
Publisher: Springer Science & Business Media
Release Date : 2013-03-09

Cultural Selection written by A. Fog and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-03-09 with Philosophy categories.

1. INTRODUCTION This book describes a new interdisciplinary theory for explaining cultural change. In contrast to traditional evolutionist theories, the present theory stresses the fact that a culture can evolve in different directions depending on its life conditions. Cultural selection theory explains why certain cultures or cultural ele ments spread, possibly at the expense of other cultures or cultural elements which then disappear. Cultural elements include social structure, traditions, religion, rituals, art, norms, morals, ideologies, ideas, inventions, knowledge, technology, etc. This theory is inspired by Charles Darwin's idea of natural selection, because cultural elements are seen as analogous to genes in the sense that they may be reproduced from generation to generation and they may undergo change. A culture may evolve because certain cultural elements are more likely to spread and be reproduced than others, analogously to a species evolving because individuals possessing certain traits are more fit than others to reproduce and transmit these traits to their offspring.

Ancient Egypt

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Author : Barry J. Kemp
language : en
Publisher: Routledge
Release Date : 2018-06-12

Ancient Egypt written by Barry J. Kemp and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-06-12 with History categories.

This fully revised and updated third edition of the bestselling Ancient Egypt seeks to identify what gave ancient Egypt its distinctive and enduring characteristics, ranging across material culture, the mindset of its people, and social and economic factors. In this volume, Barry J. Kemp identifies the ideas by which the Egyptians organized their experience of the world and explains how they maintained a uniform style in their art and architecture across three thousand years, whilst accommodating substantial changes in outlook. The underlying aim is to relate ancient Egypt to the broader mainstream of our understanding of how all human societies function. Source material is taken from ancient written documents, while the book also highlights the contribution that archaeology makes to our understanding of Egyptian culture and society. It uses numerous case studies, illustrating them with artwork expressly prepared from specialist sources. Broad ranging yet impressively detailed, the book is an indispensable text for all students of ancient Egypt and for the general reader.

Scholiology

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Author : Józef Kuźma
language : en
Publisher: Oficyna Wydawnicza Impuls
Release Date : 2018-11-05

Scholiology written by Józef Kuźma and has been published by Oficyna Wydawnicza Impuls this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-11-05 with categories.

The monograph’s most important assets are that it consistently treats scholiology as the study of school; it bases the study of school on culture and national traditions as well as contemporary world trends important for its development; it emphasises the educational value of scholiology; it treats its participants democratically as active agents and partners; and it does not follow blindly the fashionable movements in education and disciplines devoted to it. It is also a timely and socially, cognitively and methodologically important, utilitarian work, characterised by an innovative approach, scientific objectivism and credibility, competent use of the conducted analyses, transparent recommendations and showing the means, limitations, and determinants of applying the proposed solutions efficiently. The monograph has all the qualities of a good book. The Author has included important trends in the world and Polish study of school and its present-day developments. He has expertly shown the essence and origin of the basic concepts of scholiology and their functions in keeping with the understanding according to contemporary disciplines concerned with education. He has aptly, yet briefly, defined the process of scientific cognition in the study of school on the basis of disciplines concerned with education, both humanistic and social ones. The Author’s concern about the organic growth of scholiology and his readiness to help other educators is clearly conspicuous on the pages of the book. The Study of School is a noteworthy monograph full of concrete facts, and although some of its parts are not easy at all, it is never monotonous or tiring to read. It is not narrow-minded, but full of diversity and open. It is a book which cannot be overlooked in the education, improvement and in-service training of teachers. prof. zw. dr hab. Kazimierz Denek Foreword The school system has been under constant criticism from theorists of education for over thirty years. Some of the Polish scholars who have conducted critical reviews of school and the education system are Bogdan Suchodolski (1959), Jan Szczepański (2000), Wincenty Okoń (1999b), Czesław Kupisiewicz (1985a, passim), Czesław Banach (1997), Zbigniew Kwieciński (1990, 2000), Alicja Kargulowa (1991, passim), Józef Kozielecki (1995, passim), Aleksander Nalaskowski (1995, passim), Bogusław Śliwerski (1998), and more recently Tadeusz Pilch (1999, passim), Kazimierz Denek (2000, passim) and Maria Dudzikowa (2001, passim). Out of the listed Polish theorists of education, Kupisiewicz, Denek, Pilch, Janowski (2002), Kwiatkowska (2005) and Śliwerski (2006) in particular carried out not only an in-depth critical analysis of how contemporary school functions, but also attempted to identify optimal, in their opinion, ways and means of overcoming the crisis. Contemporary school has also been criticised, both objectively and subjectively, by foreign theorists of school education, such as Ivan Illich, Philip H. Coombs, Hubertus von Schoenebeck, Merlyn J. Behr, Erich E. Geissler, Hartmut von Hentig, Torsten Husén, Eliška Walterová, David Greger and others. As Behr stated (1982, cited by: Kupisiewicz, 1985b, p. 27), if we wanted to take this dissatisfaction seriously, schools would have to close down. Criticism of school – main trends: 1. Traditional school, isolated from reality and contemporary life, does not keep up with the requirements of the times in the post-industrial or postmodern era, especially in the times of globalisation, with regard to science, the development of technology and information technology, social progress, environmental studies, culture and morality. 2. Contemporary school as a dedicated educational institution has taken on too many functions and tasks connected with general and vocational education, upbringing and socialisation, cultural education, and recently even integrated teaching and providing diagnosis and therapy to children with social adjustment problems, as well as developing creativity, even though it lacks the proper conditions and suitably qualified and motivated staff to perform all these functions. John Dewey wrote in The School and Society, first published in 1899: Upon the ethical side, the tragic weakness of the present school is that it endeavors to prepare future members of the social order in a medium in which the conditions of the social spirit are eminently wanting (Dewey, 1907). Dewey went on to state in the same work: The obvious fact is that our social life has undergone a thorough and radical change. If our education is to have any meaning for life, it must pass through an equally complete transformation. This transformation is not something to appear suddenly, to be executed in a day by conscious purpose (Dewey, 1907, p. 26). Without generalising, we can find many analogies with the present times. The school at that time was facing similar challenges as it is facing now. Aleksander Nalaskowski (1995, p. 79) wrote in Niepokój o szkołę (Concern About School): This means that schools should frantically search for a solution to the dilemma: how to educate quickly and sensibly, without teaching superficiality and shallowness of thinking […]. He continued: In schools, we encounter literally everything that can be encountered in the contemporary world. It is a peculiar agora of history and contemporary times. In order to successfully complete the tasks charged to schools of various grades and levels it is no longer sufficient to supplement and change curricula, to improve teaching methods, to prolong the period of education, to buy ever newer computers and audio-visual equipment, or to improve school architecture and interior design. There is an increasingly large discrepancy between schooling and education which is necessary in adult life. This is true of general as well as vocational education. hich is mediocre because it is poor, can only be a school of new quality, one open to change, promoting children’s development, but considerably more expensive. It should be an institution which will offer better conditions, which will set higher requirements, but at the same time will be friendly to children. Among contemporary Polish theoreticians of pedagogy Stanisław Palka consistently holds the position that research on the borderline of pedagogy and other disciplines can give a strong impulse to the growth of pedagogy and can be inspiring for auxiliary sciences as well (a collective work edited by Stanisław Palka, Pogranicza pedagogiki i nauk pomocniczych (Borderline of Pedagogy and Auxiliary Sciences) (UJ, Kraków 2004). As for school – as a social institution serving a specific purpose – the following sciences and disciplines play an important role: philosophy, history, ethics and aesthetics, sociology, psychology, theoretical and practical pedagogy, didactics, social pedagogy and resocialisation, the media and the Internet, management and economics of education, law, architecture and school ergonomics, along with many other disciplines (such as inventics – the science of invention). The influence of tradition and culture, as well as moral philosophy, i.e. ethics, on school life is also obvious. At present, culture and its various forms are becoming increasingly important. School culture is a complex phenomenon. It is based on three dimensions: mass, collective (group) and individual, and on three levels: transcendental (metaphysical values); rational (norms, customs, social standards) and subrational (the teacher’s personal preferences and feelings). The role of culture, ethics or aesthetics is already sufficiently understood and popularised in numerous scholarly theses, monographs and essays. Therefore, I have not devoted a separate chapter to these problems in my monograph on the study of school, even though they are of fundamental importance in the broadly defined study of education. Due to scholiology’s connections to almost all areas of life and their entanglement in many contexts, a solid analysis of the functioning of the contemporary school system requires subscribing to the model of open pedagogy, which Zbyszko Melosik calls pedagogy without borders (Melosik, 2001, p. 31). It is in opposition to confined pedagogy, whose proponents set borders of what belongs to the field of pedagogy and what does not. Open pedagogy, due to its interdisciplinary nature, encourages us to pursue – if such are our research interests and needs – issues which belong to philosophy, psychology, sociology and cultural studies. Every researcher of the problem of contemporary education repeatedly listens to this encouragement, since it is a problem requiring a broad, interdisciplinary approach (Melosik, 2001, passim). This is even truer for scholiology. In the study of school – due to its institutional and systematic character – we are dealing with a different way of searching for those connections and a somewhat different role of these areas of knowledge for school and the education system. This allows for a new vision of school to be created and offers an opportunity to cast a new look at school’s present and future functions. New areas and common research fields and topics come into view. In a longer term, this may lead to a new thinking about school and to increasing the effectiveness of its work, which would take into account the effect produced by the integrated approach (possible synergic effect). This goal is very distant and perhaps too ambitious. During the final stages of preparing the English version of Scholiology for publication, in June 2018, the European Parliament passed a resolution on modernisation of education in the EU. The draft of the resolution, prepared by MEP Krystyna Łybacka, presents a comprehensive approach to the problem of education, looking at the process of schooling from pre-primary to higher education, including mechanisms of lifelong learning and creating optimum conditions for individualised teaching. The part devoted to teachers is an important element of the resolution. The document emphasises the need to improve the status of teachers, their working conditions and career prospects and pay. As the rapporteur correctly notes, The traditional place of learning, i.e. the school, is now complemented by the many other sources of information available. Modern technologies have liber­at­ed education, created opportunities for multidimensional educational activities, and established an EDUCATIONAL SPACE. A major challenge is to ensure that schools are the most interesting place in this space. […] Europe’s demographic and social challenges, the requirements of the labour market, new technologies, personal preferences and educational needs are determining the directions of changes in education. It is important that education systems take these factors into account in order not only to offer high-quality knowledge, but also to ensure appropriate competences, including the key competence of the 21st century: the ability to successfully learn throughout one’s life (Draft report on modernisation of education in the EU, 2018). The resolution seems to contain key recommendations for modern education, which are discussed in-depth in the Study of School, or Scholiology, to which I have devoted many years of my research work.

Teaching As Learning

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Author : Jean McNiff
language : en
Publisher: Routledge
Release Date : 2006-04-14

Teaching As Learning written by Jean McNiff and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-04-14 with Education categories.

In this fascinating and very personal book, Jean McNiff, author of the successful Action Research: Principles and Practice, argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives. Working with case studies of actual practice, she looks again at the familiar action research paradigm of identifying a problem, imagining, implementing and evaluating a solution and modifying practice in the light of that evaluation. She gives practical advice on how working in this way can aid the professional development of action researcher and practitioner alike. She concludes that the best teaching is done by those who want to learn and who can show others how to be open to their own processes of self development.

Network Based Language Teaching Concepts And Practice

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Author : Mark Warschauer
language : en
Publisher: Cambridge University Press
Release Date : 2000-01-13

Network Based Language Teaching Concepts And Practice written by Mark Warschauer and has been published by Cambridge University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000-01-13 with Foreign Language Study categories.

This collection of research in on-line communication for second language learning inlcudes use of electronic mail, real-time writing and the World Wide Web. It analyses the theories underlying computer-assisted learning.

Globalisation Pedagogy

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Author : Richard Edwards
language : en
Publisher: Routledge
Release Date : 2007-08-08

Globalisation Pedagogy written by Richard Edwards and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-08-08 with Education categories.

With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book. The authors examine a number of questions posed by the rapid march of globalisation, incuding: What is the role of the teacher, and how do we teach in the context of globalisation? What curriculum is appropriate when people and ideas become more mobile? How do the technologies of the internet and mobile phone impact upon what is learnt and by whom? The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.