Other Forms of Sociopathic Manifestations

Juvenile delinquency, abuse, and addictions are among the very serious problems of the modern world. They are becoming more frequent every day and appear among the younger categories of children and youth, with increasingly destructive forms and manifestations. The community seeks ways and takes measures to prevent these socio-pathological phenomena, with the aim of reducing or preventing them altogether. In order to succeed, social pedagogical theory and practice are constantly being improved and enriched, and they offer new contributions that can help in the constructive resolution of these painful social phenomena. Their spread degrades the personality of the individual and the whole social community, and this leaves lasting and far-reaching consequences. Only by getting to know and having insight into all the above aspects of these socio-pathological phenomena will it be possible to create and offer organized professional activity in their transformation.

Ślady Komeńskiego we współczesności: utopijność versus realna obecność jego założeń pedagogicznych i społecznych

The article is an attempt to analyze selected aspects in the pedagogical and social views of John Amos Comenius. Comparing Comenius with the present day is looking for his traces in it. At the same time, in the literature covering studies of Comenius' output, there are categories of utopia and realism. To explain them, a short analysis of the relationship between utopia and pedagogy was undertaken. In pedagogy as a social science, a vision of a better world is always created, which is not always accepted. Comenius' views, described as utopia, seem to be accomplished today in practice and pedagogical theory, although their actual sources are not always used.

Immersive 360° videos in health and social care education: a scoping review

Background Research on the pedagogical use of immersive 360° videos is a rapidly expanding area within health and social care education. Despite this interest, there is a paucity of empirical data on its application. Method A scoping review methodology framework was used to search for relevant articles published between 1970 and July 2021. Six databases were used to identify studies using immersive 360° videos for training and education purposes within health and social care: PubMed, Ovid Medline, Psych Info, Psych Articles, Cochrane Database and Embase. Research questions included: Is there any evidence that immersive 360° videos increase learning outcomes and motivation to learn in health and social care education? What are the key pedagogical concepts and theories that inform this area of research? What are the limitations of using immersive 360° videos within health and social education? The four dimensions contained within Keller’s ARCS model (attention, relevance, confidence and satisfaction) frame the results section. Results Fourteen studies met our inclusion criteria. Learning outcomes confirm that immersive 360° videos as a pedagogical tool: increases attention, has relevance in skill enhancement, confidence in usability and user satisfaction. In particular, immersive 360° videos has a positive effect on the user’s emotional response to the learning climate, which has a significant effect on users’ motivation to learn. There was a notable lack of pedagogical theory within the studies retrieved and a general lack of clarity on learning outcomes. Conclusion Studies examining the effectiveness of such interventions remains weak due to smaller sample sizes, lack of randomised control trials, and a gap in reporting intervention qualities and outcomes. Nevertheless, 360° immersive video is a viable alternative to VR and regular video, it is cost-effective, and although more robust research is necessary, learning outcomes are promising. Future directions Future research would do well to focus on interactivity and application of pedagogical theory within immersive 360° videos experiences. We argue that more and higher quality research studies, beyond the scope of medical education, are needed to explore the acceptability and effective implementation of this technology.

Pedagogical notion of (dis)continuity in learning and its critical-pedagogical potential

The goal of this paper is to research the pedagogical notion of discontinuity in learning, its pedagogical importance and discover the notion of pedagogical subject that is complementary to it. Discontinuity is closely related to the idea of negativity in its existential sense. Discontinuity and negativity in learning are investigated in their various forms and meanings, in order to understand the pedagogical approach to these phaenomena. Our approach is differentiated by approaches based on “school success”, since pedagogical authors such as J.F. Herbart, J. Dewey and A. English see negativity and its pedagogical potential in an existential sense. Based on these insights, we further ask which kind of pedagogical subject can embody discontinuity and negativity in learning. We find that specific ideas of (critical) theory, (dialectical) knowledge and (critical) subject are needed for that. These ideas open often unexplored possibilities for pedagogical theory and practice.

Beyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program

This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed; and (b) a systematic framework for the reviewee for evaluating the content under review. Appropriately used pedagogical theory enables the constructive alignment of teaching, learning, and assessment. This collaborative, self-reflective, and bi-directional teaching development process facilitates a sense of self-determination, which facilitates motivation and achievement of goals.

HERMENEUTICAL AND CULTURAL PRINCIPLES OF FORMATION OF A CHARISMATIC TEACHER-LEADER

The article analyzes the essence and meaning of key concepts that play a significant methodological role in the study and substantiates the need to apply hermeneutical and cultural principles in the process of forming a future charismatic teacher leader. It is proved that the main idea of the philosophical and pedagogical theory of hermeneutics is the idea of understanding that acts as a fundamental need of the individual. The rationale for this idea was initiated by the German philosopher F.Schleiermacher. The scientist sketched a “hermeneutical circle” in which a person stays their whole life. This circle is not a constant value, it tends to change, filli ng with cultural meanings of the individual. Based on the results of the analysis of the contribution of leading representatives of the philosophical theory of hermeneutics, the necessity of developing the course of Pedagogical Hermeneutics was proved in the article, and the leading directions for forming the future charismatic teacher-leader were determined.