Scena krytyczna

The editorial concerns the characteristics of a new section entitled Critical Scene, which will present critical articles showing how statements about literature, art and theory function in the academic field. It is a proposal to create a model of dramaturgical critique that will show the process of creating the relationship between a work and the field in which it operates. The new section strengthens the vision of dramaturgical literary studies developed on various stages combining art and science.

Taming the untamable

Although our systems of thought have long accustomed us to differentiate sharply between the human world of ‘culture’ and the animal world of ‘nature’, both sides of this very influential dichotomy are entangled in complex and indissoluble ways. The civet cat and its very special perfume—civet—provide a perfect example of this ‘merging’. The idea of taming the untamable, expressed in paintings of civet cats and textual sources, has been especially fruitful and became a promising preoccupation especially for artists like Joris Hoefnagel to enrich their work with an intellectual hybridity. The article shows how—in painting, perfume, and writing—nature and culture complemented one another, rather than standing in opposition. Owing to the animal’s odour, its mysterious nature, and debates about its (un)tamability, the image of the civet cat served as a focal point through which early modern Europeans wrestled with and redefined the realms of human and animal, of art and science, and of culture and nature.

Slovenian Primary School Teachers' Opinion on Interdisciplinary Approach Between Fine Art and Science Education

<p style="text-align: justify;">In this article we present research on Slovenian primary school teachers' opinion about the interdisciplinary approach between fine art and science education. With the help of questionnaires, interviews, and analysis of lesson plans, we determined how primary school teachers use this type of interdisciplinary approach, how often and what their views are. We included 138 primary school teachers from every region in Slovenia. It turned out that primary school teachers in Slovenia use an interdisciplinary approach between fine art and science teaching quite often and consider it useful to achieve different aspects of pupils' development. The study revealed that most teachers find it difficult to consider the educational goals of both fields (fine art, science). They often use the connection between the subjects only on an associative level - they only mention the teaching content of one subject quickly and carelessly, without making meaningful connections and without achieving the goals of both subjects. Content taught in this way cannot be considered a cross-curricular approach in the subject sense.</p>

Navigating Professional and Personal Knowing Through Reflective Storytelling Amidst Covid-19

The paper offers space for dialogue illustrating reflection as lived, exploring both my personal and professional experiences of grief and loss surrounding the death of my Dad from Covid −19. In my role as a nurse educator, I share understandings of reflection in facilitating learning and person centered practices with students. I illustrate my approach with two stories generating a narrative giving testimony to those who have died and highlighting the ensuing grief for those who have cared for older people during the pandemic. The first reflective story has been shared with students and snapshots of student responses during virtual sessions are incorporated. The second story shifts to a more personal focus reflecting personal knowing. Insights emerge bringing forth personal and professional knowing, about the art and science of holistic nursing. I explore the challenges in separating ourselves from personal knowledge and experience in reflective writing. I invite readers to take time to pause amidst a global healthcare pandemic to consider the potential of reflection to support nurses in recovering from suffering experienced during a pandemic.

A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.