http://hdl.handle.net/11716/8480 2026-04-09T02:18:18Z 2026-04-09T02:18:18Z Ryk, Andrzej http://hdl.handle.net/11716/8494 2020-10-11T16:56:40Z 2008-01-01T00:00:00Z

Spotkanie jako element strukturacji społecznej w ujęciu A. Giddensa. Konteksty edukacyjne Ryk, Andrzej The article is an attempt at applying the ideas of A. Giddens, a British sociologist, in educational research. The core of his structuration theory is the reality of encounter, in a multidimensional approach. For Giddens, the social act of encounter is crucial in creating a social reality. People enter an interaction in order to create ideas of reality, and then are themselves created by those ideas. This mutual dependence is, according to Giddens, an attempt to combine two approaches, which – first in philosophy, and then in social sciences – opposed each other as for the individual’s or the society’s primacy in creating social reality. Education, in its broad sense, is a part of this reality. Thus the author finds it justified to resort to the structuration theory as a tool that enables a better understanding of identity of educational activities. Firstly, the structuration theory is presented, and its terminology is explained, in order to display – through showing the crucial features of a social encounter – the elements that structure social reality. They are both internal and external factors. The former belong to the very structure of an encounter, e.g. co-presence, ontological security, tact, trust, or situational awareness. The latter characterize the formal aspects of an encounter, e.g. time, space, routine, ephemerality, or systematicity. In result of the conducted analyses it appears that the model of understanding social reality, proposed by Giddens, can be helpful in recognizing the identity of educational activities. The author of the article would like to inspire and direct further investigations in this area. Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych".

2008-01-01T00:00:00Z Stochmiałek, Jerzy http://hdl.handle.net/11716/8493 2020-10-11T16:53:18Z 2008-01-01T00:00:00Z

Występowanie stresu w sytuacjach kryzysów życiowych Stochmiałek, Jerzy Stress – an extremely complex phenomenon – is a subject of many scientific investigations, conducted on the background of philosophy, psychology, sociology, social politics and natural sciences. Their theoretical bases are, among others, concepts of motivation, social dissonance, social roles or social perception. The author of the article focuses on selected factors causing stress in difficult, critical and extreme life situations. He presents an interesting analysis of how varied degree of stress is significant in behaviour of persons who differ with respect to: character traits, resistance to stress, types of reactions, dealing with difficult situations, and reacting to stress situations. Experiencing difficult situations may result in a development of psychic and somatic disturbances. Occasionally, the contrary occurs: increased ability to solve problems and better utilization of developmental potential are observed. Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych".

2008-01-01T00:00:00Z Konarzewski, Krzysztof http://hdl.handle.net/11716/8492 2020-10-11T16:50:03Z 2008-01-01T00:00:00Z

O czym mówią egzaminy zewnętrzne Konarzewski, Krzysztof In the course of the educational reform, external examination was introduced to schools, yet school-internal grading was also retained. The achievements of a school-leaving pupil are characterised by the school-leaving test and teachers’ grades. Since correlation of the test results and teachers’ grades is not high, what is a better prognostic of success at the next level of education: an internal or external exam? When success is measured by the grades in the first form of gymnasium, the more adequate prognostic are the grades in the last form of elementary school. In external examination, when compared to internal grading, girls have less advantage over boys, and upper-class children have more advantage over their lower-class contemporaries. The author presents various hypotheses explaining why girls score less in the external examination, in comparison to the course of school learning. The most plausible hypothesis seems to be the one of specialisation, which states that the school grades and the external exam in fact evaluate different things. Internal tests measure the cognitive resources accumulated as a result of school learning. The external examination measures pupils’ resources regardless of the source of their acquisition. The author believes that internal grading shows girls’ advantage over boys, since girls’ motivation to learn at school is higher. In the external examination, knowledge acquired outside school proves to be more useful than in school tests. That might also explain why the higher social-economic status of the family facilitates scoring higher grades in the external exam than those reported by the internal school tests. Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych".

2008-01-01T00:00:00Z Kawecki, Ireneusz http://hdl.handle.net/11716/8491 2020-10-11T16:46:18Z 2008-01-01T00:00:00Z

Nauczanie a profesja (anglosaski punkt widzenia) Kawecki, Ireneusz The article concerns the question whether teaching can be a profession. In Polish, such wording of the problem seems artificial, since the words: profession, occupation, trade, are treated as synonyms. Therefore the author resorts to the conventions applying in the English speaking countries, where these words have their precisely defined connotations. The starting point for the presented considerations are the sociological definitions of the term “profession”: hence the references to Flexner, Tyler, or Blauch. Their analyses allow determining the conditions which must be fulfilled by a type of human activity to be recognized as a “profession”. Applying these criteria to teaching raises some doubts, which are strengthened by the critique of teacher’s occupation presented by Kemmis and Carr. Can teaching be regarded as a profession, if teachers have been deprived of autonomy, both individually and collectively? Yet the last two decades of the 20th century brought numerous publications on the professionalism of teaching. Then, is teaching truly a profession? Pratte and Rury’s suggestion may answer this question to some extent: they call teaching “a craft-profession”. Still, stating the original problem in such a way seems to place it in the sphere of consciousness, and distances it from the proposals of Tyler or Becker, who aim at defining objective markers of a “profession”. Thus we still face the necessity to discover the answer to the question: is teaching a profession? Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych".

2008-01-01T00:00:00Z