Kultura robotnicza – niedokończony projekt: od sceptycyzmu do kulturoznawstwa historycznego [Workers’ Culture – an Unfinished Project: From Scepticism to Historical Cultural Studies]

Workers’ Culture – an Unfinished Project: From Scepticism to Historical Cultural StudiesThe research on workers’ culture carried out in Poland from the 1960s to the late 1980s has been recognised in this article as a failure. The author discusses the numerous attempts to conceptualise research programmes and their actual implementation in the fields of sociology, anthropology and the emerging cultural studies. She looks for the sources of their failure, reflecting on its nature and possible causes. She asks whether the failure of the research on workers’ culture was not due to the scepticism of the researchers themselves, who might have overlooked important attempts at demonstrating self-awareness and pro-active attitude on the part of the workers, treating them as politically manipulated and therefore inauthentic. She raises the question about both ideological and methodological reasons behind this stance, the latter having to do with a clash between quantitative research and humanistic orientation. She calls for “preposterous” research (as proposed by Mieke Bal) to be undertaken, which would give a different interpretation of the workers’ various cultural initiatives from today’s perspective. Perhaps this would inspire the creation of a counter-history of workers’ culture.Kultura robotnicza – niedokończony projekt: od sceptycyzmu do kulturoznawstwa historycznegoBadania kultury robotniczej w Polsce od lat sześćdziesiątych do późnych osiemdziesiątych XX wieku diagnozowane są w tym artykule jako porażka. Autorka przypomina liczne próby konceptualizacji programów badawczych i konkretne ich realizacje w obszarze socjologii, antropologii i rodzącego się wówczas kulturoznawstwa. Szuka źródeł tej porażki, zastanawia się, na czym ona polegała i co mogło być jej przyczyną. Stawia pytanie: czy niepowodzenia badań nad kulturą robotniczą nie wynikały ze sceptycyzmu samych badaczy, którzy mogli przeoczyć ważne próby manifestacji samoświadomości i aktywnego uczestnictwa robotników, traktując je jako sterowane politycznie, a więc nieautentyczne. Pyta o przyczyny zarówno ideologiczne, jak i metodologiczne – ścieranie się badań ilościowych z orientacją humanistyczną. Proponuje, aby z dystansu czasowego podjąć badania preposteryjne, pozwalające dziś inaczej odczytywać różne robotnicze inicjatywy kulturalne. Być może byłoby to inspirujące dla budowania przeciw-historii kultury robotniczej.

Practical aspects of the application of pedagogical skill and communicative competence of teachers of higher education institutions

The relevance of this research involves a comprehensive consideration of the links between the concepts of "pedagogical excellence" and "pedagogical competence" of university teachers during classes. The study aims to establish the relationship between pedagogical excellence and communicative competence in the structure of pedagogical activities of HEIs teachers. Methodological basis: a sociological survey (drawing up a system of research questions), method of information analysis (processing of respondents' answers), ranking method (suggested for respondents during the provision of answers to the questions). Results of the research: updating the basic components of the pedagogical skill of the teacher: humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness. The main characteristics of pedagogical excellence and communicative competence of university teachers (inconsistency; interdependence; hierarchical organization) were revealed. Key dimensions of pedagogical excellence as an element of communicative competence (competence of nonverbal communication, competence of verbal clarity, competence of verbal richness of speech) were determined. The relationship between pedagogical excellence and communicative competence is proved. The basic components of pedagogical excellence are defined (humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness). The links of communicative-speech competence are presented. The characteristics of communicative-speech competence, which determine the quality of professional interactions of university teachers, are highlighted. The regularities and peculiarities of communicative-speech competence of teachers are presented. The practical value of the study was to present a summary of the causal links of the concepts of "pedagogical excellence" and "communicative competence" of university teachers during the classes.

Szczęście w poglądach Komeńskiego i koncepcjach psychologii pozytywnej – poszukiwanie analogii

Unflagging interest of the pedagogical thought of John Amos Comenius results from the universalism of his assumptions. A significant part of his views is reflected in the contempo-rary pedagogical concepts, and their topicality results from the humanism permeating his considerations of education. Thanks to it, it can be concluded that Comenius' views laid the foundations for the humanistic orientation of pedagogy, taking shape at the turn of the 19th and 20th centuries. The aim of the article is to present John Amos Comenius’ views of happi-ness and to relate them to the assumptions of the currently developed psychological and peda-gogical research on happiness.

PHILOSOPHY OF ATTRACTIVENESS OF SCHOOL AND OUT-OF-SCHOOL ACTIVITIES

The article considers the problem of increasing the attractiveness of the modern Ukrainian school, i.e. providing such conditions for pupils, parents, teachers,educators so that pupils wanted go to school with pleasure. To do this, they should like not only the content of education and professionalism of the teacher, but the technological component of the educational process as well. Therefore, innovative and humanistic technologies of teaching and education, computer and communication tools, game techniques and extracurricular organizational mechanisms should play a special role in increasing the attractiveness of the modern Ukrainian school. This article emphasizes the need for comprehensive application of these educational and cognitive means to create an attractive environment for pupils, teachers and educatorsin every educational institution. The purpose of the article is to theoretically substantiate the need for comprehensive application of educational and cognitive meansin every educational institutionin order to create an attractive environment for co-creation for pupils, teachers, educators and other participantsof the educational process. This goal is realized in the following tasks: to analyze such a priority direction of modern school development as the humanistic orientation of education, in which the leading role is given to a personality oriented approach that takes into account the needs and interests of the pupils; identify the means of implementing a personality-oriented approach in the educational and extracurricular process; to highlight the prospects of modern implementation of innovation humanistic orientation of technological support of educational and extracurricular process as a guarantee of the implementation of personality-oriented approach.

Technology of design of the pedagogical process, which is the result of the constructive efficiency of the teacher

The article discusses the modern meaning of the terms "pedagogical technology", "teaching technology" is revealed with an emphasis on the leading link "technology" - this is a means (s) of teaching, and also that pedagogical design from a technological point of view is a system, the main components of which are high general culture, humanistic orientation, professional knowledge and skills, creativity and pedagogical, technological competence. It is shown that manufacturability gives pedagogical design a different quality, a different essence - the mastery of teaching technologies, design etc., and not the method of presenting information. Mastery of pedagogical technologies improves pedagogical design.

Verbalization of the Concept of Dignity in Alexander Solzhenitsyn’s Novel “The First Circle”

The article analyzes the verbal realization of the concept of dignity in O. Solzhenitsyn’s novel «The First Circle». Verbalization of the concept of dignity characterizes the positive characters of the novel and is a part of the ways of reproducing general humanistic issues, revealing the author’s intentions for both positive and negative characters, which creates contrast in describing the then civilizational ambiguous era. The humanistic orientation of the positive characters in the novel, who are marked by dignity, self-sacrifice (Nerzhin, Sologdin, Volodin), courage (Khorobrov, Rubin), honest attitude to work (Potapov, Egorov) is observed. It was found out that the character of Gleb Nerzhin, in whom the reader can recognize O. Solzhenitsyn himself, and the image of Spiridon Egorov are the most comprehensively depicted. The first is a representative of the intelligentsia, the second – of ordinary people. They are united by the inner humanism, which does not depend on historical circumstances or situational trials. This, according to the author, is the basis of the immortality of the people, reveals their deep philosophy, based on humanistic principles. In general, it is determined that dignity/humanity is the leading motive of the novel, supplemented by the elements of motives of male friendship and sincere love in the difficult conditions of tyranny. The images of representatives of the tyrannical government are covered in detail through their dialogues and monologues, including internal ones. Yes, the image of Stalin appears as painted with dark signs in contrast to a sunny day. In the end, the conceptual sphere of humanism is concretized in the motive of the heroes’ struggle for better life for all the people not only of their native country, but of the whole world. It is this motif that characterizes the 1970 Nobel Prize-winning work of Alexander Solzhenitsyn. The issue of the novel is also marked by a certain controversy: for example, the theme of war and the related celebration of victory are very relevant today in both Ukraine and Russia, where this theme is an important ideological factor.

Мастацкая аксiясфера “Палескай хронiкi” Iвана Мележа

The article examines the artistic axiosphere of “Chronicle of Palesie” by I. Melezh. The artistic axiosphere is a totality of artistic qualities of the work which are recognized as valuable and significant by both the writer and the readers. They include the subject and the perspective of the image, subject matter, life persuasiveness, humanistic orientation, polemic attitude to traditional aesthetic conventions and artistic experiment. The artistic axiosphere of “Chronicle of Palesie” is dynamic and subjective, which ensures the work dialogue with time and with various generations of professional and amateur readers.

Axiological principles of integrated protection of human and natural environments

Over the last few decades, we have witnessed a significant change in human mentality and attitudes towards the natural environment and its protection. This change is accompanied by different axiological principles within which we can distinguish: 1) the anthropocentric concept which places man in the centre and grants him a privileged place amongst other species; 2) the anti-anthropocentric concept which stresses the equality of all species and demands a reversal in humanistic orientation consolidated by the European Enlightenment; 3) the moderate anthropocentric concept which underlines human’s caring and a responsible role towards the ecosystem. As disturbances of ecological balance are the result of human actions and the sign of the cultural crisis, the necessity to protect the natural environment should be realised. John Paul II was a supporter of the above. He referred to the integrated ecology, which combines the protection of the natural environment with the concern of the quality of human spirituality. Integrated ecology poses two demands: 1) all actions towards environmental protection should be understood as means of confirming the respect of human personal dignity; 2) those actions which harm the natural environment and threaten man should be given up.