Paradygmat kontynuacji i zmiany – generalną przesłanką scholiologii i reform edukacyjnych

The concept of paradigm has its origin in ancient Greece. Plato understood a paradigm as an idea or form, while Aristotle gave it the meaning of a particular pattern or model. The school, alongside the Temple, is the oldest social institution that meets the very important developmental needs of the young generations of society. It is shown in the article, based on the genesis of the school in various countries of the world, how in the history of the school there were periods of both development and stagnation. Major school system and program changes were carried out in accordance with the general principle of continuation and change. This means that everything that has worked well in the current practice of the school’s activities should be continued and the curricula and upbringing should be constantly enriched with new content, values, and experience, while consistently changing what is incompatible with current science and practice in programmes and the organizational sphere and, above all, outdated knowledge and teaching methods. This general rule should also apply to the reform of the Polish school system introduced in 2019. Only by observing the general principle of continuation and change can school reform achieve its intended goals. The fact that the optimal change paradigm is the guiding thought of learning about school or scholiology deserves to be emphasized in the presented article. The concept of scholiology met with positive feedback from many Polish scholars involved in school education, as well as Professor Mark Bray, Chairman of the World Council of Comparative Education Societies (University of Hong Kong, 2019).

Wybrane możliwości współpracy środowiska rodzinnego i przedszkolnego

A kindergarten gives extensive opportunities for cooperation with parents. The article is limited to present two aspects of cooperation. One area concerns health education, which can and should combine and integrate the activities of kindergarten teachers and parents, concerning children’s knowledge acquisition and formation of health-oriented behaviour. The second area concerns preparing preschool children for the future role of a tourist. Advantages of tourism for a child’s development were presented, including trips as an organizational form of kindergarten work. In addition to evidence confirming the numerous cognitive, health, cultural, and aesthetic values of trips, the importance of cooperation between a kindergarten and parents in this regard was highlighted. The article also contains many proposals for methodological solutions for the discussed issues.

Edukacja w perspektywie inkontrologii. Spotkanie jako kategoria pedagogiczna

The article presents the possibilities of analysing communication processes occurring in education from the perspective of „incontrology”, i.e. the theory of meetings. The concepts of Andrzej Nowicki and Jerzy Bukowski, as well as other thinkers, regarding the essence of the meeting were presented. Then, the possibilities and conditions of educational meetings were analysed, especially in informal education.

Wychowawczy wymiar dydaktyki Hanny Chrzanowskiej

Hanna Chrzanowska supported ill people, organized aid, and educated nursing staff. Her writings reveal her great professionalism, nursing competencies and efforts to provide support which goes beyond nursing care. Her activity had an educational dimension. Chrzanowska tried to put values into practice and was able to directly influence people who worked with her. She had to face a lot of difficult challenges. She strived to develop professionally and spiritually.

Accelerated Foreign Language Learning: Theoretical Premises

This article focuses on the foundations of accelerated foreign language (FL) learning. The study arises out of a need to employ in the educational process an effective methodology of mastering a FL, which can boost communication skills of learners in a short time. An emphasis is placed upon the method of Suggestopedia, its fundamental principles, structure and procedure. The study also explains its theo retical grounds, principles, benefits, and flaws.

Teoria miejsca i przestrzeni społeczno-zawodowej człowieka w obszarze zawodów i pracy ludzkiej

In the article I present statements which are the result of many analyses, reflections, literature research, own empirical research, and reflections related to the individual professional development of children, adolescents, and adults. The text contains basic statements about the socio-occupational theory of place and space in the division of professions and in human labour. Social and professional „place and space” are inseparable elements and determinants of human development, life and activity, are related to people permanently, throughout their life, from conception to death.

Projektowanie i realizowanie się w dialogu podmiotów edukacyjnych

The process of designing and implementing didactic and educational activities should be planned, and thus deliberate, and take into account the needs, possibilities, and expectations of individuals along with a determination of the effects of these activities. Fulfilling educational goals of the teacher and the student, the educator and the pupil, the parent and the child, assumes coexistence and mutual development. The concept of self-diagnosis, understood as a reflection on the answer to the question of who I am and what direction I want to go in, is inscribed in development. The process of self-diagnosis and holistic diagnosis make it possible for subjects of the didactic and educational process to strive for harmonious development. Dialogical contact and dialogue motivating both the teacher and his/her student to action are necessary in this mutual coexistence and development. Self-diagnosis and dialogical contact are necessary conditions for the process of continuous development of identity. The author refers to the typology of teachers presented by Stanisław Dobrowolski and mentions the teacher’s identity and self-diagnosis. She also gives examples of intercultural dialogue in an intercultural fairy tale, as well as recognizes the advantages of the common cause method in solving peer conflicts.

Treści kształcenia w perspektywie przemian edukacyjnych

The content of education is now one of the most important elements of the education process. The concept of educational content is presented in the article, based on an analysis of available literature. Much attention was also paid to the criteria for their selection in the educational process. These issues are presented in the context of changes to the educational process affecting the main elements of education.

Zmiana społeczna a edukacja przyszłości

The article presents problems of schools’ functioning in the conditions of social change. Social change places new demands on the school concerning the scope of knowledge and type of skills students and graduates need in preparation for work and social life, as well as relationships with other people. The author presents in the article issues of how school functions under conditions of rapid change. He notes that it is a social institution, so it changes with the whole of society. In these new, complex conditions, the school cannot cope with the growing social and economic expectations. It is still an institution strongly rooted in tradition. Therefore, it does not meet the standards of an increasingly democratic society, it does not sufficiently respond to the needs of the labour market. In this situation, school crisis is more and more often discussed in Poland and in the world. The author poses the question: What will the education of tomorrow look like? In the text, he argues that it is difficult to make optimistic predictions about the successful construction of tomorrow’s education. This state of affairs will not change until the pool of contemporary scientific knowledge in the field of pedagogy and the entirety of decision-making in educational management become completely separate fields, each of which is governed by different principles and functions as an entity existing in and of itself.