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Abstract

The article contains reflections on the role of reflexivity in contemporary education. The most important is to emphasize the importance of a pragmatic reflexivity in constructing the cultural identity of a young man. The majority of the text consists of references to the thoughts of Hans Georg Gadamer in the context of pragmatics of reflexivity. In conclusion, the author proposes a pedagogical definition of reflexivity.
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Abstract

Applying the commonly accepted definitions of identity to landscape as our field of research, in particular landscape in protected areas, we assume that identity is the deepest relationship with the landscape (surroundings) perceived by man, with its historical layers of content (the culture and tradition of a place) and form (the canon of a place). An evaluation of change in time should be the keynote of deliberations on place identity. Basing on the current status of research, a review of specialist literature and the author’s experience to date, the above definitions and terms may be referenced to talk about “former” and “new” place identity, especially if we acquiesce to what is termed “the culture of a place” that originates in love for it and willingness to participate in the act of creation that has been launched upon the site. Author tries to explain this fenomenom on example of revitalization, on scale of conntry or even the Europe – the cultural – strategic landscape od Zamość Fortress.
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Abstract

The motto of the article signals that ‘the great cultural change’ on the turn of the 20th century is going to be the context for reflections on the identity of pedagogy. The problem of identity has always been controversial; however, it is particularly visible in the circumstances of change. In the article I attempt to weaken the argumentation used by the advocates of marginalising that problem in an academic discourse in order to remind statements of leaders of Polish pedagogy encouraging undertaking the problems of the identity of pedagogy. I also try to convince the reader that it is possible to form important questions about the new connection between pedagogy and educational practice in the context of a discourse about the identity of pedagogy.
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