scholarly journals Co zrobić z Tym Wstydem?… Jacek Podsiadło, Słup ze słów i problemy z pamięcią w edukacji polonistycznej

2021 ◽  
Vol 12 (330) ◽  
pp. 184-202
Author(s):  
Grażyna Bożena Tomaszewska
Keyword(s):  
Language Education ◽  
Social Conscience ◽  
School Practice ◽  
The Social ◽  
The Holocaust ◽  
Polish Language

The paper attempts to analyse the concept of memory in the social conscience, which is a taboo (despitefilms, testimones, the amount of academicresearch) related to the participation of the Polish communities in the Holocaust. It is believed that this dark memory or dark post-memory is animportant element which partially creates the sphere of key values for etery community ornation. Its absorption defines the maturity in taking up the challenges of history and indvidual experience. In order to avoid it being only anelitist memory, it should be included in the school practice, which is a difficult endeavour. It is controversial, and sometimes leads to an even stronger denial of knowledge and unwanted experience, due to its disgracefulness. In Jacek Podsiadło’s Słup ze słów, it is possibe to see the chance to break from this oblivion in the Polish Language Education.

zy prawda nas wyzwoli? Przełamywanie oporu psychologicznego w przyjmowaniu wiedzy o Zagładzie

2014 ◽  
pp. 803-822
Author(s):  
Marta Witkowska ◽  
Piotr Forecki
Keyword(s):  
Psychological Research ◽  
Public Knowledge ◽  
Social Psychological ◽  
Holocaust Education ◽  
Positive Group ◽  
Nazi Occupation ◽  
The Social ◽  
The Holocaust ◽  
Survey Results ◽  
Social Psychological Research

The introduction of the programs on Holocaust education in Poland and a broader debate on the transgressions of Poles against the Jews have not led to desired improvement in public knowledge on these historical events. A comparison of survey results from the last two decades (Bilewicz, Winiewski, Radzik, 2012) illustrates mounting ignorance: the number of Poles who acknowledge that the highest number of victims of the Nazi occupation period was Jewish systematically decreases, while the number of those who think that the highest number of victims of the wartime period was ethnically Polish, increases. Insights from the social psychological research allow to explain the psychological foundations of this resistance to acknowledge the facts about the Holocaust, and indicate the need for positive group identity as a crucial factor preventing people from recognizing such a threatening historical information. In this paper we will provide knowledge about the ways to overcome this resistance-through-denial. Implementation of such measures could allow people to accept responsibility for the misdeeds committed by their ancestors.

Pro linhvistychni pokaznyky vzayemodiyi mova – kulʹtura na prykladi analizu polʹsʹko- ukrayinsʹkoho pohranychchya XV-XIXst.

2020 ◽  
pp. 129-148
Author(s):  
Halyna Маtsyuk
Keyword(s):  
Social Relations ◽  
Native Speakers ◽  
Historical Memory ◽  
Linguistic Knowledge ◽  
Social Functions ◽  
Subject Field ◽  
Theoretical Concepts ◽  
Language And Culture ◽  
The Social ◽  
Polish Language

The article is devoted to the formation of a linguistic interpretation of the interaction of language and culture of the Polish-Ukrainian border territories. The material for the analysis includes nomic systems of Ukrainian and Polish languages, which are considered as a cultural product of interpersonal and interethnic communication and an element of the language system, as well as invariant scientific theory created in the works of Polish onomastics (according to key theoretical concepts, tradition of analysis, and continuity in linguistic knowledge). The analysis performed in the article allows us to single out the linguistic indicators of the interaction of language and culture typical for the subject field of sociolinguistics. These are connections and concepts: language-territory, language-social strata, language-gender, language-ethnicity, social functions of the Polish language, and non-standardized spelling systems. Linguistic indicators reveal the peculiar mechanisms of the border in the historical memory and collective consciousness, marking the role of languages in these areas as a factor of space and cultural marker and bringing us closer to understanding the social relations of native speakers in the fifteenth-nineteenth centuries.

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

Applying the Social Ecological Model to Explore HIV-Related Stigma in the Southeastern United States: A Qualitative Study

2020 ◽  
Author(s):  
Veronica L Richards ◽  
Renessa Williams ◽  
Nichole E Stetten ◽  
Shantrel S Canidate ◽  
Angel Algarin ◽  
...  
Keyword(s):  
Ecological Model ◽  
Language Education ◽  
Healthcare Services ◽  
Social Ecological Model ◽  
Individual Level ◽  
Social Ecological ◽  
Persons Living With Hiv ◽  
The Social ◽  
Related Stigma ◽  
Individual Knowledge

Abstract Background: Although evidence suggests HIV-related stigma directly affects health and behaviors, we have a limited understanding of stigma’s influence beyond the individual-level. We aimed to describe HIV-related stigma and strategies to reduce it in the Southeastern U.S. within the context of the social ecological model (SEM). Methods: Qualitative surveys were distributed in-person at community events, conferences, and via email to persons affected by HIV periodically over 8 months. The final sample size included 87 participants (33 persons living with HIV, 54 without HIV). A directed content analysis was used to code responses into five levels of the SEM (individual, interpersonal, community, institutional, and structural). Results: Multiple themes emerged within each level: Individual – knowledge, fear, internalization; Interpersonal – social network; Community – judgements, discrimination, community organizations, norms; Institutional – competent providers, healthcare services; and Structural – systemic barriers, language, education. Conclusions: The findings exemplify the need for a multi-level approach to intervene and reduce HIV-related stigma. Based on the experiences and suggestions of people affected by HIV, future interventions should include substantial consideration from persons affected by HIV.

Moscow megapolis as an educational environment in the system of intercultural foreign language education

2021 ◽  
pp. 27-33
Author(s):  
V.A. Goncharova ◽  
◽  
V.V. Alpatov
Keyword(s):  
Foreign Language ◽  
Urban Space ◽  
Personal Development ◽  
Meaning Making ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Environment ◽  
Educational Activity ◽  
Native Culture ◽  
The Social

Substantiated is the thesis for necessity and possibility of using the social cultural resources of Moscow city to establish an educational environment suitable for building intercultural communicative competence when teaching students foreign languages from the perspective of the intercultural approach. As a key point, the authors put forward the thesis that it is regional culture which is the only one available to the student to abide and understand by their national native culture (which comes equal with learning a foreign language culture within the goal-setting of intercultural foreign language education). At the same time, Moscow is grounded as a resource space for intercultural foreign language education, being a place for building the social environment and communication relations, the center of the regional level of native culture, and the city of intercultural communication. The authors define the related educational urbanistics as interdisciplinary field of designing socio-humanitarian knowledge and experience in the context of the mutually enriching integration of urban space and value-specific (educational) trajectories of personal development of the citizen. As a result, the authors formulate the basic principles of urban educational environment in the context of foreign language intercultural communicative training of students, including the following: knowledge of the universal (global) through the single (local), methodological work with space as a resource and a factor in educational activity design, taking an educational environment as an individually perceived value, designing individual educational trajectory on the basis of mapping, contextual learning, the priority of spontaneous meaning-making, a conscious distinction between education and vocational training.

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