ARISTÓTELES E O DEBATE EDUCACIONAL:UMA ANÁLISE A PARTIR DA PEDAGOGIA HISTÓRICO-CRÍTICA

This article deals with a classic of educational reflection, both from the point of view of research and from the point of view of teaching practice: the philosopher Aristotle from the contributions of Historical-Critical Pedagogy. It is not a matter of literally "applying" the views of this thinker in a hasty and uncritical way to school and research in contemporary education without major concerns. On the contrary, we understand that the study of Aristotelian work, as well as of Greek society, can provide subsidies for understanding the importance of the classics in education. This text deals withthe social and historical bases of Greece and the elements present in the work "Ethics to Nicomaches", which help to understand the particularity of the educational dimension and the relevance of human culture developed for the development of individualities in formation.

أهمية فهم طبائع العلوم الإسلامية في إعداد الأستاذ المُتخصص فيها وصفاته (Importance of Understanding the Natures of Islamic Sciences In the Preparation of Specialised Lecturer and His Attributes)

تتناول الورقة بالدراسة مسألة طبائع العلوم الإسلامية والشرعية، وما يميزها عن غيرها وأثر ذلك على نوعية الأستاذ الجامعي الذي يُدرسها وصفاته وملكاته. وتهدف الورقة إلى بيان هذه الطبائع في تحديد صفات الأستاذ الذي يتعلمها ويُعلمها. ويتبع البحث المنهج الوصفي التحليلي وتحليل النصوص. وخلص البحث إلى أن من طبائع هذه العلوم أنها توحيدية المرجعية، وعملية وعلمية ومنهجية ومقصدية، وتدور حول رسالة الاستخلاف في الأرض واعمارها المتوازن. وعليه فإن الأستاذ الذي يتعلمها ويُعلمها ينبغي أن يتصف بصفات منها: الرسالية والإيمان القوي، والقيادة والإمامية العلمية، والعلم والخبرة، والقدوة النموذجية والحكمة والرشد والتزكية والتطهير. ويوصي البحث بضرورة تطوير برامج تأهيلية متخصصة لأستاذ العلوم الإسلامية والشرعية في الجامعات تراعي واقع التعليم المعاصر، ونوعية المتعلمين وطرق التدريس والتعليم المتلائمة وطبائع هذه العلوم والواقع الذي تُدرس فيه. الكلمات المفتاحية: طبائع العلوم الإسلامية، الأستاذ، الصفات، التعليم الجامعي. Abstract This article analyses the importance of understanding the natures of Islamic sciences, and what distinguishes them from others and the impact of this on the attributes and competencies of the university lecturer who teaches them. The aim of the paper is to show the how these natures influence preparation of the lecturers. The article followed the descriptive analytical method and textual analysis. It concluded that some of the natures of these sciences are: revealed reference, practical, scientific, methodological and purposeful, and revolve around the message of Istikhlaf (vicegerency) and civilisation (umran) on the earth. Accordingly, the teacher who learns and teaches them should have attributes and qualities such as; sense of mission, strong faith, Intellectual leadership, knowledge and experience, exemplary role model, wisdom, guided reasoning, purification and spiritualty. The article recommended the need to develop specialised programs for the lecturers of Islamic and Shari’ah sciences in universities that take into account the realities of contemporary education, the quality of learners, teaching methods and the natures of these sciences. Keywords: Natures of Islamic Sciences, Lecturer, Attributes, University Teaching.

The Role of Action Research in Teachers’ Professional Development

The challenges of contemporary education and teaching profession have resulted in an increased demand for the appropriate professional advancement and practice-based research. The action research is an approach that encourages teachers to manage and control their own work. This research was conducted with the purpose of being primarily beneficial for primary and secondary school teachers. The empirical research presented in this paper was based on the factor analysis, by which the research factors were extracted, as well as on the examination of the teachers’ attitudes towards methodological education, cognition and metacognition in teaching, reflexive practice, science education and lifelong learning in the context of the action research. The method used was descriptive together with the scaling technique and the five-level Likert scale (AISE) consisting of 29 items. The research was realized in 2020, and then retested in 2021. The number of 1021 teachers from the Republic of Serbia participated in this research. The research results showed statistically significant differences in the respondents’ responses related to the independent research variables: education cycle, teaching experience and the number of professional development seminars attended. The significance of action researches is reflected in the fact that the problems are resolved by the teachers themselves, not the scholars or academics who are not directly involved in teaching. Therefore, this research contributes to a greater motivation and support of teachers to raise their classroom activities and accomplishments to the level of a scientific research.

Kompetencje emocjonalno-społeczne nauczyciela wobec potrzeb współczesnej edukacji

This article concerns the issue of emotional and social competences of a teacher in the face of the needs of contemporary education, in relation to the global situation caused by the spread of the SARS-CoV-2 virus. The state of emergency introduced today is a new context for the changes taking place, challenging every sphere of life, including education. The publication presents reports from selected international and national reports, showing the state of the introduced remote education, which highlighted a multitude of problems for representatives of the school environment. The most important educational problems concern the deteriorating mental condition of pupils and teachers and the crisis in interpersonal relations. Attention was drawn to a neglected area in pedagogy, which is the sphere of emotional and social competences of the student and the teacher, as well as to the necessity of their compulsory inclusion in the problems of research. The article presents the position that school can be an environment for conscious learning of emotions, therefore it is important that teachers have emotional and social competences at an optimal level in order to provide effective support. It is assumed that only emotionally and socially competent teachers can stimulate the development of these competences in pupils. It has been recognised as a new task, challenge and educational need.

Kontynuacja myśli pedagogicznej Jana Amosa Komeńskiego w edukacji XXI wieku w kontekście wybranych zagadnień

John Amos Comenius' views on education do not only have a historical dimension. They belong to the valuable aspects relating to the area of education in the context of the organ-ization of schoolwork, universality of education, arranging the teacher's work with the use of methodologically important teaching principles and working methods, taking into account the intellectual and physical abilities of students. The meaning of the postulated views is humanistic, leaning towards a man and his development possibilities. At the same time, they indicate his a right for a dignified life, which results from the concept of human nature. From the sense and essence of J. A. Comenius' humanistic thinking derives the nature of his timeless ideas, whose message is still valid in the multidimensional education of the 21st century. The aim of the text is to present selected ideas of J. A. Comenius - a scholar from the 17th century, which are still relevant and can be found in contemporary education. In the text, I refer to the selected ideas. I characterize and interpret them, referring to the great works by J. A. Comenius and priority modern educational challenges.

Humanities Studies and Jesuit Principles of Education

RESEARCH OBJECTIVE:The objective of the study is to identify key features of the concept of analysing humanitarianism and, eventually, humanity as an important sociogenic factor and its meaning for contemporary education. RESEARCH PROBLEM AND METHODS: This work focuses on recognizing the conceptual core in the humanist tradition through the analysis of the ancient and Renaissance idea of the study of humanitarianism that dominated in the educational paradigm in the period of the Renaissance humanism and in the development of Jesuit education. THE PROCESS OF ARGUMENTATION: The study indicates interpretative inconsistency in the concept of modern humanism. Trying to explain what is unclear in the humanistic discourse, the author will, first of all, focus on the origin of the Renaissance humanism with its outdated concept of the study of humanitarianism, and then he will present the analysis of the concept of the original, ancient understanding of the study of humanitarianism in the inspiring text of the Renaissance humanistic movement Pro Archia Poeta Oration by Cicero. Finally, the author presents the connection between the analysis of humanitarianism and the Renaissance educational system of Societas Jesu, as well as the perspectives of this tradition and its influence on the present time. RESEARCH RESULTS: In the research, the author identified the ancient and Renaissance concept of studying humanitatis as a key sociogenic factor necessary for the morphogenesis of cultural identity. CONCLUSIONS, INNOVATIONS, RECOMMENDATIONS: Humanistic studies, as a lifelong process of cultivating cura personalis according to Jesuit principles, are an important condition for upgrading humanity which is characterized by the fulfillment of the moral dimension of an individual integrated with social and cultural processes of the society. The study indicates the meaning of the epideictic approach to analysing humanitarianism in its function of articulating the cultural identity of the polis.