The paper focuses on the social education of younger students, which I see as an important area of activity that enables a better understanding of oneself, others and the world. However, this can only be achieved if social topics include issues arising from the needs of individuals and social expectations and if expository methods of teaching are replaced by a reflective problem approach. & en “the different one” will cease to be perceived as inferior, dangerous, marked by stereotypes, and will seem interesting, worth knowing, and the world will become a space for the child to explore and discover in order to know it better and act in it more skillfully. The paper is a study report. The starting point for discussion are two conceptual categories of “the inactive bystander effect” and “the active bystander effect” taken from the Heroic Imagination Project by Philip Zimbardo, which I illustrate with the results of ethnomethodological studies conducted among 7–9-year old children during their classes about social issues. The research objective is to reconstruct the features of social knowledge and the process of its acquiring in the classroom. The paper includes a theoretical part that explains the idea and nature of social education with the emphasis on so-called new thematic areas resulting from the needs of individuals and social expectations. Then the paper describes the concept of the studies. The next section presents the research outcomes and highlights several areas of analysis, including lesson topics on social education, methods of their implementation, and the social importance that is revealed during communication practices. The final part contains research conclusions and summarizing reflections.
The article presents youth expectations towards: – school, presented by the competences of the eighteen-year-old, – the world, reflecting the concept of one’s own identity, – oneself expressing the condition measured by satisfaction with oneself. The summary tries to answer the question: can the expectations be fulfilled?
This paper points out assumptions and reasons for using digital technologies, the importance of using digital technologies in teaching and management. It also refers to the digital technologies and digital competences as an essential part of the competency model of a teaching staff in education. It also points out the fact that existing competency models need to be further explored, decomposed, and formulated as an illustration by the digital competences extensions.
The article presents reflections on the intergenerational educational-research project entitled “Restoring the Memory of the City”. This project was carried out by the University of the Third Age in Toruń in partnership with the Faculty of Education of the Nicolaus Copernicus University in Toruń within the “Patriotism of Tomorrow” framework announced by the Polish History Museum and financed by the Ministry of Culture and National Heritage. This project was based on Pierre Nora’s concept of memorial sites and modern vision of patriotism. In didactic and methodological layer it was embedded within the framework of action research, thereby allowing to combine historical contents with pedagogical method of their modern transfer. The text shows the objectives and results of the project. Also, it describes its course and activities undertaken throughout its duration. Presenting the results of this project focused on the multidimensionality of related with them intergenerational process of learning
The subject of the considerations put forward in this article is an evaluation of the quality, in substantive and ethical terms, of the specialist translation into Polish of Henryk Hiż’s article ‘Peirce’s Influence on Logic in Poland’. The translation subjected to evaluation here was published in 2015 in the specialist philosophical journal Studia z Filozofii Polskiej [Studies of Polish Philosophy] (October 2015, pp. 21–33). In the presented evaluation, I point out substantive and ethical violations committed by interpreter, calling attention to (a) the flouting of the principle cuilibet in arte sua ; (b) manipulation of source material; (c) dishonesty in philological-textological development; (d) improper editorial preparation; (e) disregard of the subsequent literature on the subject; (f) deliberate and unjustified abridgement of the original text. The deficiencies enumerated in points (a)–(f) are the result of interpreter’s adoption of the ‘publish or perish’ strategy, the overriding goal of which is to publish an article in a high-impact journal with the aim of achieving the most favourable bibliometric result in the shortest possible time, at a cost to the integrity and ethical responsibility of the translator-researcher.
The term “metalearning”, which was introduced into scientific literature by J. Biggs (1985) is, broadly speaking, an awareness of one’s own learning process and exercising control over it. Metalearning, whose roots lie in the personal, early experiences of the child related to learning, and which is expressed in her or his current concepts – is considered in this article as a basic condition for the acquisition of one of the key competences of 21st century man, namely, the learning competence. Recognizing the importance of colloquial concepts of learning, as well as their uniqueness and contextuality – in the article I will present the main problems associated with learning about the vision and understanding of the personal worlds of the learning of pupils, coming at the end of early education. On the basis of analysis of the scientific literature and previous studies conducted abroad, as well as a number of my own research projects (resulting from the application of quantitative or qualitative approach), I will present questions, doubts and selected emerging difficulties in the application of both the presented research approaches.
States and individuals are the essential building blocks of international law. Normally, their identity seems to be solidly established. However, modern international law is widely permeated by the notion of freedom from natural or societal constraints. This notion, embodied for individuals in the concept of human rights, has enabled human beings to overcome most of the traditional ties of dependency and being subjected to dominant social powers. Beyond that, even the natural specificity of a human as determined by birth and gender is being widely challenged. The law has made far-going concessions to this pressure. The right to leave one’s own country, including renouncing one’s original nationality, epitomizes the struggle for individual freedom. On the other hand, States generally do not act as oppressive powers but provide comprehensive protection to their nationals. Stateless persons live in a status of precarious insecurity. All efforts should be supported which are aimed at doing away with statelessness or non-recognition as a human person through the refusal to issue identity documents. Disputes about the collective identity of States also contain two different aspects. On the one hand, disin tegrative tendencies manifest themselves through demands for separate statehood by min ority groups. Such secession movements, as currently reflected above all in the Spanish provin ce of Catalonia, have no basis in in ternational law except for situations where a group suffers grave structural discrimin ation (remedial secession). As the common homeland of its citizens, every State also has the right to take care of its sociological identity. Many controversies focus on the distin ction between citizens and aliens. This distin ction is well rooted in domestic and in ternational law. Changes in that regard cannot be made lightly. At the universal level, international law has not given birth to a right to be granted asylum. At the regional level, the European Union has put in to force an extremely generous system that provides a right of asylum not only to persons persecuted in dividually, but also affords “subsidiary protection” to persons in danger of bein g harmed by military hostilities. It is open to doubt whether the EU in stitutions have the competence to assign quotas of refugees to in dividual Member States. The relevant judgment of the Court of Justice of the European Union of 6 September 2017 was hasty and avoided the core issue: the compatibility of such decisions with the guarantee of national identity established under Article 4(2) of the EU Treaty.