| dc.description.abstract | The thing that helps to shape the scientific profile of an academic teacher are the scientific
autobiographies, which deal with the life and creative activity of the scientific workers.
The portrait of an academic teacher functions not only in the academic everyday life,
but also in scientific autobiographies. In both cases, the understanding of an academic
teacher is imprinted with a purely didactic function along with science and creativity.
The belief that scientific autobiographies can be useful in shaping valuable attitudes
through introduction to a scientific work climate was declared by authors such as:
A.B. Dobrowolski, W.I. Beveridge, D. Watson, A. Matejko, S. Błachowski, H. Seyle,
M. Siemieński, J. Kozielecki, W. Świętosławski, M. Łobocki, et al. However, there are
scientists that present totally opposite attitudes, i.e. they deny the usefulness of scientific
autobiographies in the recognition of the productive process of a researcher, e.g. the view
of Kevin Dunbar that the analysis of scientific autobiographies constitutes “an obsolete
method” of formulating rules that determine the findings.
Despite the reservations, it seems that autobiographies can still perform boosting
functions in the process of effective didactic-scientific work by stimulating, motivating
and creating a favorable climate. | en_EN |
