Prawidłowości wychowania w świetle myśli pedagogicznej Zygmunta Mysłakowskiego

The Principles of Education in the Light of Zygmunt Mysłakowski’s Pedagogical Thoughts It is quite rare that the term “principles of education” is used in contemporary pedagogy. At the same time, concrete educational activities or processes require the right actions, i.e., actions that will foster participant development within the educational reality. This article constitutes an attempt to decode the principles of education in the light of Zygmunt Mysłakowski’s works, and to pinpoint the determining factors which could have led to their formulation. These conditions influenced the practice of pedagogy in Poland, and were not insignificant for the way in which the principles of education were understood and constructed by pedagogues. The author points to some areas in which Mysłakowski searched for these principles. They are pedeutology, general pedagogy, and the pedagogue’s own theory of education. In the concluding part of the article, values are cited as one of the key categories for Mysłakowski in formulating his principles of education.

Professional Knowledge and Organizational Commitment of Faculty Members Handling Science Subjects in the University of Eastern Philippines

This study aimed to determine the professional knowledge of faculty members in terms of knowledge of science content, knowledge of general pedagogy, pedagogical content knowledge, and knowledge of the curriculum structure and materials and find out the degree of organizational commitment along with affective, continuance, and normative organizational commitment. A complete enumeration of faculty members handling science teacher education courses in the College of Education and College of Science. Descriptive-observational and survey were employed. The questionnaires were adapted from the framework for Philippine Science Teacher Education published by the Department of Science and Technology (DOST) and University of the Philippines-National Institute for Science and Mathematics Education Development (UP-NISMED) and the organizational commitment along with affective, continuance, and normative commitment constructed and tested. It was found out that faculty members have very high professional; specifically, very high knowledge content, very high knowledge of general pedagogy, and very high knowledge of the curriculum structure and materials. It was also found out that faculty members are very highly committed to the University. Specifically, faculty members are very highly committed to affective, continuance, and normative organizational commitment.

Fostering knowledge-sharing behavior through social capital: the implications of face-to-face and online interactions

Purpose This study aims to research knowledge-sharing behavior and social capital from a pedagogical perspective. It explores the facilitating role of face-to-face and online interactions in social capital development to understand how the formation of a specific form of social capital nurtures knowledge-sharing behaviors. Design/methodology/approach A qualitative approach used interviews and a focus group to collect data from 20 teachers in different positions and subject areas. Findings For face-to-face interactions to form social capital, learning communities must develop features including shared vision, shared language, trust-building and self-development and foster identification with and commitment to the community. Of all the categories of pedagogical content knowledge exchanged among teachers, teachers seek knowledge of general pedagogy, representations and strategies and knowledge of curriculum and media more than any others. However, when differentiating between online and face-to-face activities, knowledge of the curriculum and media is sought more frequently online. In contrast, the preferred way of learning about general pedagogy is through face-to-face activities. The choice of knowledge channel reflects the complexity of the types of knowledge needed and the type of social ties required to support this exchange. Originality/value The research is expected to expand understanding of how teachers develop their social capital and how social ties foster knowledge-sharing behaviors. This study suggests professional development activities and online professional learning platforms facilitate building social ties.

Special pedagogy:Volume 1: History of special pedagogy

The textbook presents the history of special pedagogy as an independent branch of scientific and pedagogical knowledge. Analyzes the development of scientific thought in special education from the standpoint of modern science and development of special education people with disabilities (prescientific period — beginning of XXI century). The main stages of the development of scientific knowledge in special pedagogy in connection with the formation of its individual branches are highlighted. The most important scientific ideas, concepts, and theories that have had a decisive influence on the development of special pedagogy and its branches are presented. For students of higher education institutions studying in the areas of bachelor's and master's degree "Special (defectological) education". It can be useful for graduate students and University teachers, researchers in the field of General pedagogy.

Socio-Pedagogical Context of Upbringing and Education

The article is devoted to discussing social and pedagogical context for the processes of upbringing and education. The purpose of the study is to disclose the specifics of upbringing and education contributing to positive socialization of the individual in the circumstances when the social component of modern life has gained greater significance. The research methods include the study and analysis of academic and pedagogical publications on the discussed issue. The article examines integration and differentiation as trends in the progress of modern pedagogical science. The author highlights the issue of interconnection and independence between general pedagogy, social pedagogy and other human sciences. The idea of social context for traditional pedagogical processes of education and instruction is argued in the article. The author focuses on transformation that these processes undergo in the present-day context for an individual’s social development, as well as on risks and barriers in solving educational problems arising in that context. The article reveals the role performed by child’s upbringing and education as factors of positive socialization. The author presents her standing in viewing the concept of “positive socialization”, and in defining the role of positive thinking in this process. The article also suggests there is a need for socio-pedagogical support for an individual’s positive socialization. The concept and content of socio-pedagogical support of a student in the process of upbringing and education is briefly revealed. The author concludes by stating a demand to modify methodology of researching processes of education and instruction in the domain of an individual’s socialization.

Between and Beyond. The Course of a Life in the Realms of History of Education, General Pedagogy and Comparative Studies. Interview with Edwin Keiner

Edwin Keiner held the chair for General Pedagogy and Social Pedagogy at the Free University of Bozen-Bolzano until his retirement in October 2019. From 2014 to 2017 he also served as Vice Dean of the Faculty of Education at the same university. Prior to that, he worked as a professor for the History of Education and Socialisation at the University of Bochum and as a professor for General Pedagogy at the University of Erlangen-Nuremberg. He has studied the theory and the history of education as an academic discipline with special interest in a comparative perspective. His academic focus is on methodology, historical and comparative research on educational research, and historical, empirical and comparative as well as interdisciplinary approaches to and in educational research. For several years he took over the role as chairman of the Commission for Research on Educational Research and of the Section for General Pedagogy of the German Educational Research Association. In addition, Keiner was very active in the European Educational Research Association (EERA) for example as the first elected representative of all networks and member of the EERA Council. In 2018, Keiner succeeded in bringing the annual «European Conference on Educational Research» (ECER) with about 3,000 participants to the Free University of Bozen-Bolzano, Italy, South Tyrol. He was a member of the «International Research Community ‘Philosophy and History of The Discipline of Education’» (University Leuven, Belgium) for almost 20 years and member of the editorial boards of Paedagogica Historica, European Educational Research Journal and Educational Assessment, Evaluation and Accountability. At present, Edwin Keiner works part-time as a senior professor at the Faculty of Education, University of Frankfurt/Main, Germany.

Improving the Technology of Forming the Creative Competence of the Future Teacher

Today, at the demand of time, it is necessary not only to obtain a volume of knowledge in all subjects but also to be ready for change, for creativity. To form creativity and a creative approach precisely - this should become one of the main tasks of modern education today. And it is a creative approach to business, non-standard thinking, independent judgments that help future specialists to navigate in an unstable society. The presence of creativity and creative abilities determines the effectiveness of the work, affects the professionalism of the work, is essential in the selection of young personnel. That is why today in Uzbekistan the question arises about the formation of future teachers, and specialists in various fields, the “new formation” in the process of studying at a university, the process of active integration into the world community is underway thanks to scientifically developed reforms closely related to education. This article was written with the aim of improving the technology for creating the creative competence of a future teacher. In accordance with the purpose of the study, the research objectives are defined: to analyze and generalize the historical and pedagogical domestic and foreign experience and the current state of the problem of improving the technology of creative competence of the future teacher; to improve the typology of teachers according to the level of creative approach to the creative development of the student; to develop a system of innovative modules for improving the technology of formation of students' creative competence; substantiate the need for qualitative formal and substantial changes in the course of general pedagogy at a pedagogical university, taking into account the creative nature of the teacher’s activities and experimentally confirm the effectiveness of the proposed system, introduce it into the practice of preparing a future teacher. A technology has been developed for the formation of the creative competence of a future teacher, including methods, forms and means identified, recommendations and conclusions.

Pedology: history and contemporaneity

This article is a study devoted to the scientific direction that existed in the 30-40-s in the system of general pedagogy - pedology. The article examines the origins of interest in the scientific and comprehensive study of childhood, the history of the emergence and development of pedology abroad and in Russia. In this study, the emergence of pedology in Russia is interpreted by the authors as a response to the growing interest of social and humanitarian knowledge in the personality of the child and the spread of the ideas of humanism that came to Russia from the West. However, due to the prevailing social, political conditions, as well as objective reasons that are analyzed in the work, pedology was abolished and the interdisciplinary study of childhood was suspended for a long time. The presented material also provides an analytical overview of the main directions of the formation of pedology as an academic subject for pedagogical educational institutions in the period of the 30-s – 40-s. The sources used were educational programs and textbooks on pedology, works of pedologists of the 30-s – 40-s, articles from the journal “Pedology”, documents of the People's Commissariat of Education and archival materials. In addition, the article attempts to highlight the range of pedological problems relevant to the modern educational system.