Renata Nowakowska - Siuta

Analiza kontekstualna, w tym osadzenie zjawisk w ich logice historycznych wydarzeń, jest podstawowym zadaniem pedagogiki porównawczej.
W polskiej pedagogice porównawczej zwykło się przywiązywać mniejszą wagę do roli historii i znaczenia pamięci dla całościowego uchwycenia znaczeń analizowanych zjawisk i poszukiwania odpowiedzi na istotne problemy poznawcze. Tradycyjne podejście skoncentrowane jest na perspektywie teraźniejszej i przyszłej, i tak też postrzega się problemy edukacyjne w prowadzonym dyskursie pedagogiki porównawczej. Uwzględnianie znaczenia myślenia historycznego w metodologii pedagogiki porównawczej jest o tyle istotne, że ukazuje szeroki kontekst i pozwala na rozumienie, a nie wyłącznie przedstawianie zjawisk

Teachers play a crucial role at all levels of education in shaping the knowledge of young people. The changes in the training and further training of teachers in European Union countries is accompanied by a new perception of the role of teachers in the education of new generations. According to this perception, a teacher should not only teach others in a novel way, but should also update his own knowledge regularly, using novel forms of training. He should also know how to work with pupils with varying educational needs, social status, and religious and ethnic backgrounds, and should be able to find a place for himself in the new social conditions illustrated by a growing autonomy of schools and increasingly conscious participation by local communities in the lives of schools. This article attempts to examine basic priorities and Solutions in the training and future training of teachers in European Union countries, and also presents selected issues regarding new prospects with teach...

Intercultural competence is listed more and more commonly, along with language and communication competences, as one of main goals of language education. Why are intercultural competences a vital resource for the contemporary human? During enculturation and socialization processes we learn not only how to behave, but also how to perceive and comprehend the conduct of others. These rules of perception and interpretation are sort of filters, through which a person looks at the world, interprets it and, basing on these interpretations, forms attitudes and undertakes actions. Given the importance of this resource, comprising elements of intercultural education might be seen as a significant element of foreign language teaching and learning. The article focuses on the theoretical framework and practical features of Teaching English in Poland Program (TEIP), which has been established as a response to the need of developing intercultural competences among children and adolescents under th...

The Finnish educational system is from years presented as a model example of reforming school system, effectiveness and democratic transformations taking place within schools. The aim of this article is to outline selected aspects of Finnish education, in which realization of key concepts of Finnish educational policy is clearly visible, including the idea of democratizing education and enhancing self-determination of participants of the educational process.

The article presents comparative perspective on contemporary tendencies in teachers’ professional preparation. It outlines changes in the approach to teachers’ training in the European Union, as well as shows selected examples of innovations in teachers’ didactical and class management preparation. Examples of teachers’ inclusion in sketching school reforms and creating educational policy in the European Union are also provided

This paper aims to examine the teacher education in selected countries of the European Union. It focuses on organisational issues of where and under what conditions the training is provided, including the qualifications that may be obtained. It reviews curriculum issues of what theoretical content is offered, and what arrangements are made for the trainees to gain practical experience of teaching. It also analyses structural issues on how long training courses last and under what modes they are delivered.

CEL NAUKOWY: Celem tego artykulu jest opis i wyjaśnienie roznych mozliwości rozumienia i interpretacji pojecia „racjonalnośc procesu wychowania”, a takze przyjrzenie sie temu, co kryje sie wspolcześnie pod pojeciem „pedagogicznego rozumu”. PROBLEM I METODY BADAWCZE: Czy i w jakim zakresie we wspolczesnej debacie pedagogicznej uwzglednia sie racjonalnośc procesu wychowania i ksztalcenia? W poszukiwaniu rozwiązania postawionego problemu zastosowano metode hermeneutyczną. PROCES WYWODU: W artykule zostaną nakreślone wybrane koncepcje dotyczące racjonalności procesu wychowania czlowieka, przy czym tlem rozwazan bedą zarowno teoretyczne ujecia samej racjonalności ludzkich dzialan, jak i praktyczne odniesienia znajdujące odzwierciedlenie w procesie wychowania toczącym sie w rodzinie, spoleczenstwie i szkole. Przedstawiona zostanie rowniez kategoria pedagogizmu jako represji w dzialaniach wychowawczych i ksztalceniowych. Zaprezentowany bedzie spor o role i funkcje szkoly w spoleczenstwie p...

Lew Siemionowicz Wygotski (1896–1934), wybitny rosyjski psycholog, uważał, że prawdziwa edukacja nie polega na samym przyswajaniu określonej wiedzy, ale na rozwijaniu u dzieci umiejętności uczenia się. Zdolność do jasnego i kreatywnego myślenia, planowania, realizowania planów i komunikacji z innymi jest o wiele ważniejsza od stanu posiadanych zasobów wiadomości. Przyswajanie wiedzy i kompetencji jest nieporównywalnie łatwiejsze, jeśli wiemy, jak się uczyć. Zasadniczym zadaniem nauczyciela wychowawcy jest zatem konstrukcja „rusztowania”, na którym powstanie, samodzielnie budowany przez ucznia, pałac wiedzy o świecie.

University – both in the Middle Ages and today – has been a part of the society and was prone to processes similar to the societal ones, which determined its functioning. Last decades rapidly accelerated the discussions about contemporary higher education institutions. The aim of the article is to indicate the expectancies towards the university expressed by individuals and social groups, as well as by the state. A contemporary state does not need engaged citizens, it needs competent users of an institution, which radically changes the expectancies towards university. It is often acknowledged that the university should equip students not with general knowledge, but specific skills enabling them to function in social life. It is contrary to the idea of general education, in which not only knowledge, but also specific cultural dispositions: openness to otherness, negotiation skills and respect towards other worldviews are crucial. The article calls to traditional university values and describes how their perception has changed in the contemporary university.

Uniwersytet w modelu neohumanistycznym ma za zadanie łączyć funkcję kształceniową i badawczą, ale także formować osobowość studentów. Z jed-nej strony nakierowany jest więc na wytwarzanie orientacji na zdobywanie kompetencji i doskonalenie w sferze zawodowo-naukowej (zarówno wśród studentów, jak i pracowników), z drugiej – wspomagać osobisty rozwój, w tym orientację na innych. Celem przeprowadzonych badań ankietowych było przedstawienie autopercepcji studentów kierunków nauczycielskich, czyli związanych z zawodem w szczególny i specyficzny sposób wyma-gającym zarówno sprawczości, jak i wspólnotowości. Ankiety dotyczyły kwestii tego, w jaki sposób postrzegają oni swoją sprawczość (koncentrację na własnym Ja) i wspólnotowość (koncentrację na innych). Wyniki zostały omówione w kontekście zadań i priorytetów współczesnego uniwersytetu, w odniesieniu do teorii filozoficznych oraz wartości, które stanowią model zdobywania i krzewienia wiedzy w kontekście akademickim.

W publikacji rozgałęziają się różne tropy wyrastające z łączącego je te-matu edukacji. Za szczególnie cenne uznać należy bardzo świeże ana-lizy dotyczące ruchliwości i awansu społecznego, procesów selekcji, se-gregacji i stratyfikacji, dla których edukacja jest podstawowym mo-torem, ich inhibitorem lub katalizatorem. Na drugim planie rozważań umieścić należy teksty dotyczące socjalizacyjnej funkcji edukacji. W tej płaszczyźnie znaleźć można interesujące rozważania o transmisji mię-dzypokoleniowej, związkach edukacji z kulturą i światopoglądem oraz o edukacji specjalistycznej. Wszystkie rozdziały znajdujące się w tomie prezentują wysoki poziom analiz naukowych. dr hab. Maciej Bernasiewicz (z recenzji wydawniczej)

Intercultural competence is listed more and more commonly, along with language and communication competences, as one of main goals of language education. Why are intercultural competences a vital resource for the contemporary human? During enculturation and socialization processes we learn not only how to behave, but also how to perceive and comprehend the conduct of others. These rules of perception and interpretation are sort of filters, through which a person looks at the world, interprets it and, basing on these interpretations, forms attitudes and undertakes actions. Given the importance of this resource, comprising elements of intercultural education might be seen as a significant element of foreign language teaching and learning. The article focuses on the theoretical framework and practical features of Teaching English in Poland Program (TEIP), which has been established as a response to the need of developing intercultural competences among children and adolescents under the age of 18. The programme has been managed by the Kosciuszko Foundation since 1991. Teaching English during camps in Poland, linked with experiencing cultural differences between Polish teachers and students and voluntary teachers from the United States brings children and adolescents, as well as Polish teachers, a chance to thrive crucial social skills and competences such as better understanding of other person when trying to empathize and conceive their situation as the „Other”, as well as to recognize similarities and differences to one’s own culture. Intercultural education accompanying TEIP demands not only to provide knowledge and skills about society and culture in which the language to be acquired is used, but also to develop competences which are essential to gain adequate, open mindset towards „otherness” and „differences”.

The Finnish educational system is from years presented as a model example of reforming school system, effectiveness and democratic transformations taking place within schools. The aim of this article is to outline selected aspects of Finnish education, in which realization of key concepts of Finnish educational policy is clearly visible, including the idea of democratizing education and enhancing self-determination of participants of the educational process.

RESEARCH OBJECTIVE: The aim of this article is to describe and explain various possibilities of understanding and interpretation of the term “rationality of educational process” and to analyse, what is hidden nowadays under the term “pedagogical reason.” THE RESEARCH PROBLEM AND METHODS: Is educational and nurture rationality taken into consideration in contemporary pedagogical debate? To what extent is it considered? To find a solution to this problem, a hermeneutic method has been used. THE PROCESS OF ARGUMENTATION: Selected concepts of educational process’ rationality are outlined, the background of the analysis is provided by both theoretical frameworks of rationality of human actions and practical references to what takes place in nurture process in family, society and school. A category of pedagogism is presented, which is a form of repression in nurture and educational activities. A dispute under roles and functions of school in post-communist society, which finds itself in gridlock between socialist habits and fascination for Western educational achievements, is outlined. RESEARCH RESULTS: Development of scientific knowledge and technical novelties does not directly lead towards rationalization of human actions. It happens because scientific knowledge does not have to and often is not absolutely certain and one of the most important measures of scientific progress is the ability to doubt, check and sometimes abolish existent “certainties.” The place of knowledge/authority discourse is also school, in which (especially in the 19th century, but also quite often today) pedagogism swapped places with nurture. Demanding democratic educational trend, that is to break off with repression for authenticity of relationship understood as nurture is a confirmation of this thesis. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Basing on general considerations about the rationality of educational process, a discussion about challenges for Polish school being in a melting pot of reforms is outlined.

The article describes and analyses selected aspects of Bogdan Nawroczyński’s scientific work in the field of pedagogy. He was an outstanding teacher, comparative pedagogist and historian of educational thought. The most important biographical data have been outlined, as well as selected issues from two main fields of research activity of Bogdan Nawroczyński: general didactics and comparative pedagogy. A few reflections concern the validity of his pedagogical thought today, including the matter of the way of understanding human education. A characteristic feature of the scientific work of Bogdan Nawroczyński is the precision in wording. The clarity and accurateness of word usage, as well as calling for scientific, meaning rational, understanding of knowledge have been presented as timeless values of the scientific output of Professor Nawroczyński.

The article points to the emancipatory potential inherent in science and reliable scientific research and raises doubts as to whether it is actually used and still has the power to influence society in Polish conditions. The analyses of the state and style of education system reforms which took place in Poland have made it clear that comparative studies did not serve as a signpost for their initiators and facilitators and did not contribute to the rationalization of the direction of changes. They were too often outside the interest of the education authorities, or were used for political manipulations.

Lew Siemionowicz Wygotski (1896–1934), wybitny rosyjski psycholog, uważał, że prawdziwa edukacja nie polega na samym przyswajaniu określonej wiedzy, ale na rozwijaniu u dzieci umiejętności uczenia się. Zdolność do jasnego i kreatywnego myślenia, planowania, realizowania planów i komunikacji z innymi jest o wiele ważniejsza od stanu posiadanych zasobów wiadomości. Przyswajanie wiedzy i kompetencji jest nieporównywalnie łatwiejsze, jeśli wiemy, jak się uczyć. Zasadniczym zadaniem nauczyciela wychowawcy jest zatem konstrukcja „rusztowania”, na którym powstanie, samodzielnie budowany przez ucznia, pałac wiedzy o świecie.

Contemporary pedagogical debates demonstrate a lack of good conclusive definitions of school pedagogy. School pedagogy in many concepts is seen as the art of teaching and applies to styles and methods of teaching used by the teacher. The article presents 20th-century and contemporary debates of Anglo-Saxon theoreticians of education concerning the understanding of the term school
pedagogy. The author aims to answer the question what term school pedagogy can be substituted with.

The article presents comparative perspective on contemporary tendencies in teachers’ professional preparation. It outlines changes in the approach to teachers’ training in the European Union, as well as shows selected examples of innovations in teachers’ didactical and class management preparation. Examples of teachers’ inclusion in sketching school reforms and creating educational policy in the European Union are also provided

The article presents an overview of chosen interpretations of the term
”rationality”. Selected philosophical concepts are considered, but the greatest impact is put on the contemporary debate on rationality. In the second part of the article, the author defined what is the rationality of the process of education. Didactic aspects are the basic background to the reflection on rationality of educational actions.

This paper aims to examine the teacher education in selected countries of the European Union. It focuses on organisational issues of where and under what conditions the training is provided, including the qualifications that may be obtained. It reviews curriculum issues of what theoretical content is offered, and what arrangements are made for the trainees to gain practical experience of teaching. It also analyses structural issues on how long training courses last and under what modes they are delivered.

W artykule przedstawiono strukturę, wybrane problemy oraz zmiany zachodzące w ostatnich latach w niemieckim szkolnictwie wyższym. Dyskusje dotyczące szkolnictwa wyższego w Niemczech zaostrzyły się w ostatnich latach. Przyczyniło się do tego zjednoczenie Niemiec. W kraju, w którym przez ponad czterdzieści lat funkcjonowały dwa odmienne systemy szkolne, od roku 1990 ważnym zadaniem stało się przystosowanie szkolnictwa byłej NRD do rozwiązań zachodnioniemieckich. W ostatnich latach równie ważna stała się tzw. perspektywa europejska (europaische Dimension im Hochschulbereich), wymagająca przystosowania struktury i programów szkół wyższych do wymagań obowiązujących w Unii Europejskiej. Od roku 1998 wprowadzono w szkolnictwie wyższym Niemiec procedury akredytacyjne, wymuszające zmiany w jakości kształcenia. Zmianie ulegają również sposoby zarządzania szkolnictwem wyższym. Oprócz pozytywnych przemian ujawniają się także problemy dotyczące powiązania struktury szkolnictwa wyższego i treści kształcenia z wymaganiami rynku pracy, powstawania konkurencji oraz wzrostu autonomii szkół wyższych. Jak dalece hasło „zróżnicowanie i konkurencja”, głoszone przez niemieckie władze oświatowe, znajduje potwierdzenie w strukturze i programach szkół wyższych, to jedno z głównych pytań, na które stara się znaleźć odpowiedź autorka artykułu.

Many contemporary researchers have undertook and still undertake analyses of the functions of higher education, including university. Just a cursory review of research on history, reforms, as well as contemporary reception of notions and model solutions regarding university convinces about a multi-layered and multi-faceted character of its conceptualisations and analyses. Various methodological premises, as well as solutions of ontological, teleological, axiological and cognitive-theoretical nature are noticeable and that leads to varied approaches to the problem and, in consequence, outlining diverse categories which characterise university and its distinctive features. What is especially interesting, are the critical voices about the patterns of functioning of higher education institutions and their role in establishing interpersonal and intersocietal relationships. The main aim of the book is to describe and analyse conceptualisations of the neohumanist university, which conceptual bases have been called romantic, not only due to the times of its establishment, but also because my goal is to prove, that so called romantisation, a notion used by poet Novalis with reference to the social world, encompassed universities as well. We should search for origins of this phenomenon in philosophical movements during times of Enlightenment, and even during Renaissance (mainly in relation to Reformation). The goal of this work is not only to reconstruct, but also to attempt to understand the dilemma, which has accompanied modern-day university since its beginnings: what idea, romantic or pragmatic, should be dominant in its functioning? Or maybe a thought that the neohumanist university has been designed so as to be romantic in its idea, but also pragmatic in its functioning is justified? According to rules of historical-comparative research, particular phases of critical understanding of source texts, to which I relate to in the work, were presented in chronological order, which does not mean that during practical work on them such order could have been always and absolutely maintained. What was crucial, was describing reality according to hermeneutical method, embedded in humanistic reflection. In methodological sense, the one and only appropriate form of presenting historical process is narrativism. Narrations differ from ordering of data in a manner characteristic for chronicles, instead, they organise them in a time structure and from the perspective of the context of what was earlier and what happened next. This methodological procedure shows that describing and explaining reality is not that important as its understanding and capturing meanings. In this thesis the abovementioned methodological approach plays a crucial role. Significance of something in the past compared with significance of what happened later is often homological, given that it has the same structure, but different roles. In this paper I aim to expose such homological strands of the past as well as current ideas and discussions regarding university reforming. The thesis has both an analytical and comparative character. Its task, apart from explaining and justifying is also posing questions and hypotheses. As Bogusław Śliwerski has noticed: “theory of educational shifts is more a theory of questions than a theory of statements about certain reality”. Given that, this book is a sort of a case study, which connects so called particularizing analysis – of conceptual sources and transformations of the neohumanist model of German university since first reform ideas of the 16th century up to now, with generalizing analysis – using discussed example to form generalizations, pose questions and hypotheses regarding tasks of contemporary university and its future, not only in Germany, but also in all other countries, in which the neohumanist model serves as a basis of functioning of this institution. Such methodological approach used by social science researchers and applied in analyses of complex problems is called integral or interdisciplinary. It makes use of knowledge from various fields: history, including history of education, sociology, political sciences and education, above all – comparative education studies. What is particularly important in this methodological procedure is merging research efforts of various fields of social science in order to achieve feasibly holistic description and explanation of an examined element of reality, crossing individualistic and generalizing points of view, which means that induction and deduction are used simultaneously. Social reality, which is the basis of analyses, is treated as coherent system of elements, therefore it is impermissible to treat any of it as isolated. The nature of the problem raised in this book forejudged about the interdisciplinarity of methodological approach, including leading analyses in confrontation and mutual verification of various concepts, such as philosophical, educational and sociological. Debate about the present, and to some extent the future of Humboldtian model, which is currently led in Germany, is to complement the analysis of functions and tasks which are in front of liberal university in a world in which more and more often a belief about redundancy of many rules which were constituting the neohumanist university dominates. Among these rules we might enumerate feeling of community, dialogic character, rationality coexisting with formation of individuality and ethical behaviour, freedom of scientific thought, independence of convictions about the world, acknowledgement of the significance of fundamental research. Therefore, I intend to consider the interconnection between romantic and pragmatic idea of university. Are there systemic solutions which might be seen as significant to understand the bases of historical and comparative analysis regarding the perception of university as an autonomic institution, impossible to negotiate in social discourse. Are there substantive bases (including axiological and teleological) to think that there is a core of functioning of university, without which it is hard to talk about its existence? Moreover, what is interesting for this thesis is whether German university, which largely due to Wilhelm von Humboldt began to be an important point of reference for other (including Polish) European universities in its ideological ground remained unchanged? Can we talk about continuing the idea of the neohumanist university or about the necessity to return to its stem? Or maybe, in times of radical changes in thinking about the functionality of university education we need to once and for always say goodbye to freedom ideas and regard them as too idealistic, naïve, just so romantic? The first part of the book is a presentation of discussion as well as philosophical and teleological changes following it and regarding the neohumanist model of university (Humboldtian model). I intend to show the way of coming up to the understanding of the idea of the neohumanist university – also called liberal, traditional or Humboldtian – but as well to prove that it is not justified to link this idea only to Wilhelm von Humboldt. Presenting former theoretical analyses from the 17th and even 16th centuries, connected with names such as Philip Melanchton, Wilhelm Leibniz and Christian Wolff serves as a basis for analysis of the dilemma existent since several centuries – whether the university should be a place of romantic visions or pragmatic solutions; whether in the core of Humboldtian model the integrity of these two approaches is noticeable? Next chapters are focused on an attempt to draw axiological bases of university. I intend to reflect on the validity of an idea that university can be called a place of dialogue and searching for truth. The last part of the monography is devoted to the analysis of contemporary shifts taking place in German higher education. I acknowledged that the best illustration for the thesis about the condition of the neohumanist university will be the place in which this idea emerged, crystallised and then in the 60s of the 20th century it was criticised (mainly due to countercultural currents), so as to remain unaffected in its foundations in the neoliberal view (although numerous procedures of modernisation, vocationalisation and drifting towards greater functionality took place). I devote some attention to so called americanisation of European universities, mainly of these which were embedded in the Humboldtian vision. At the same time I aim to present several arguments to defend the neohumanist model of university and show its enduring potential and prominence in today world.