Education of Tomorrow. Since education in family to system aspects of education

Kazimierz Denek, Aleksandra Kamińska, Piotr Oleśniewicz

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ISBN/ISSN:

978-83-64788-90-1

DOI:

Wydawnictwo:

Wyższa Szkoła Humanitas

Rok wydania:

2014

Liczba stron:

402

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

. Education of Tomorrow. Since education in family to system aspects of education. Red. Denek, Kazimierz; Kamińska, Aleksandra; Oleśniewicz, Piotr . Sosnowiec: Wyższa Szkoła Humanitas, 2014, 402 s. ISBN 978-83-64788-90-1

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A2 Denek, K.

A2 Kamińska, A.

A2 Oleśniewicz, P.

T1 Education of Tomorrow. Since education in family to system aspects of education

PB Wyższa Szkoła Humanitas

PP Sosnowiec

YR 2014

SN 978-83-64788-90-1

Bibliografia BibTex:

@Book{ 152938, author = "", editor = "Denek, Kazimierz and Kamińska, Aleksandra and Oleśniewicz, Piotr", title = "Education of Tomorrow. Since education in family to system aspects of education", publisher = "Wyższa Szkoła Humanitas", year = "2014", address = "Sosnowiec", isbn = "978-83-64788-90-1" }

Bibliografia endNote:

TY - BOOK

AU -

ED - Denek, Kazimierz

ED - Kamińska, Aleksandra

ED - Oleśniewicz, Piotr

TI - Education of Tomorrow. Since education in family to system aspects of education

PB - Wyższa Szkoła Humanitas

CY - Sosnowiec

PY - 2014

SN - 978-83-64788-90-1

ER -

Netografia (standard APA):

. Red. Denek, Kazimierz; Kamińska, Aleksandra; Oleśniewicz, Piotr. Education of Tomorrow. Since education in family to system aspects of education [baza danych online] Sosnowiec: Wyższa Szkoła Humanitas, 2014 [dostęp: 22 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/education-of-tomorrow-since-education-in-family-to-system-aspects-of-kazimierz-denek-aleksandra-152938.

bulimia, dom rodzinny, tacierzyństwo, turystyka szkolna, rola rodziny w wychowaniu, agresja wobec dzieci i młodzieży niepełnosprawnej

Contemporary post-modren family as the "family of risk" The contemporary family is a post-modern one. Unfortunately, it is frequently a dysfunctional family which fulfils its basic roles (bio-psychical, economic, socio-determining, socio-psycholog...

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ISBN/ISSN:

978-83-64788-90-1

DOI:

Wydawnictwo:

Wyższa Szkoła Humanitas

Rok wydania:

2014

Liczba stron:

402

XML:ISBN/ISSN:

ONIX MARC21

PrefaceMałgorzata CywińskaContemporary post-modern family as the “family of risk”19
Part I. Task of family in education of children and youthKrystyna Duraj-NowakowaThe area of pedagogical activity in holistic optic25
Joanna Lorenc, Monika Miczka-PajestkaPersonality-based view on upbringing. Areas of humanism35
Iwona SamborskaIndividual and social determinants of valuing in the world of a child47
Anna Kowal-Orczykowska“Dadhood” – that is, the image of the modern father. Between biology and culture57
Teresa ParczewskaFamily home (not) a place of dwelling. An adult’s perspective69
Danuta Szeligiewicz-UrbanApplication of the Family Group Conference Method working with disabled and their families79
Part II. Education and its dangers in school of tomorrowMałgorzata CywińskaCreative verbal activity of children93
Karolina Kaliszewska, Teresa ŻółkowskaEducation for diversity107
Teachers’ attitudes toward the “Others” and intercultural education121
Barbara GrzybCommon area of the integrative school as perceived by fully-abled and disabled students137
Temperament as a determinant for strategy of coping with difficulty conflict situation among junior high school students151
Izabela Plieth-KalinowskaAggression towards disabled children and youth in their peer environment163
Part III. Didactic aspects of education of tomorrowUrszula OrdonTeacher in the face of educational tasks at pre-school and school181
Aleksandra KamińskaThe ways of obtain information from the internet sources by the young people191
Mariusz Przybyła, Sylwia PolcynEducational context of contemporary computer games203
Dorota CiechanowskaStudent responsibility in deep learning215
Wojciech Wiesner, Bogusław OgrodnikRole of models in swimming education227
Part IV. Healthy preventive in education of tomorrowMariola Wojciechowska, Monika Szpringer, Justyna KoseckaHealth and physical activity awareness of young people – selected aspects245
Piotr Oleśniewicz, Mariusz SołtysikLegal, organizational, and economic aspects of school tourism in Poland. Current trends and solutions257
Jana Juříková, Robin HavelkaNutrition education and habits of pregnant women who attend antenatal clinics in Brno, Czech Republic267
Monika Szpringer, Mariola Wojciechowska, Justyna Kosecka, Ewa BarańskaKnowledge of eating disorders related to bulimia among secondary school learners in Poland279
Part V. University as educational institutionMałgorzata KabatUniversity as an educational environment of teachers295
Anna DudakPedagogical studies seen in high school graduates opinions307
Systems approach as a methodology of training modern specialists of the qualification of “master”317
Ewa KochanowskaSelected problems in verification of the effects of education of candidates for teachers in terms of social competence329
Innovations in teaching practice program. The accomplishment of “Through practice towards career – the program of teaching practice in Humanitas University’s project”341
Consensus between the interests of a person, society and the state as a pledge of success in modernizing the national system of education355
Marzanna PogorzelskaWhen the discrimination knocks at the school door. The response of educational institutions to the situation of the local conflict367
VariaMykola Zymomrya, Oleksandra Nimylovych, Władysław Grzeszczuk, Lesia ShahalaThe contribution of spiritual figures to the development of the pedagogical thought of Halychyna in the 19th – beginning of the 20th centuries381
Olha A. KvasnitskaMethodologically oriented reform and improvement of the legal regulation of construction activity in Ukraine395

Personality-basedviewonupbringing.Areasofhumanism

betheaspectofWesternculturethatisabsentinthiscultureandthat,accordingto

E.Mounier,canbeworkedout.However,hisapproachtoahumanbeingcontains

aparadox,i.e.“apersonis[ś]aplacewherereceivingismorepersonalactionthan

creation,whereonlywhengivingsomethingonemayenjoypossession.”19Further-

more,“oneﬁndsapersonwhenonedoesnotlookforit,andregardlessoftheReality

onwhichthepathopens,[ś]onlythisdimandfreewaygivesussomeopportunity

tobeingledtothesecretofexistence.”20Tisisoneofmanywaysofambiguousin-

terpretationofpersonalization,thatE.Mounierponders,stillhedoesnogiveusthe

deﬁnitiveanswerexceptthenecessityofleavingofthinkingabouttotalspiritualiza-

tionofapersonandaboutanauthenticpersonintermsofahero.

Teprocessofpersonalisticupbringingisthepersonaldevelopmentprocess.

Ahumanbeingdoesnotknowthestandstill,heisneverﬁnishedandtheessential

featureofhislifeisconstantdevelopmentandaimingfor“thebetterhimself.”Tisis

whythelifeofahumanisincessantlyoutspreadbetweenhisactualstateandaperson

heislikelytobe.21Teneedforupbringingemergesfromahuman’simperfection.

AccordingtoWładysławStróżewskiifahumanwereaperfectentity,i.e.ﬁnished,

fulﬁlledandcomplete,hisupbringingwouldbeunnecessaryandevenimpossible.

Testateofdeﬁciencyandlackisthefundamentofahuman’sdevelopment.

Tethingthatisalsoquiteimportant–inthispersonalistictheory–istoassume

thatahumanhasadynamicstructure,itmeansthatheisabletochangeandbecome

better.Inordertobecomebetterahumanbeingmusthavenotonlytheopportunity

thatconditionstheprocessofchanges,buthealsomusthaveaprecisegoal,i.e.an

ideaoranidealaccordingtowhich,andtowhichthisbecomingissupposetorefer.

Tementionedideaistheideaofhumanitythatassumesthatahumanfacesvalues

andifhewanttobeahumanhehastorealizethesevalues.Tecompletedevelop-

mentstandsbetweenaperson’sfuturepossiblestateandaperson’srealstate.Itis

asearchingforoneselfininnerself,whichisnotgiventoahumanbutisavalue

toreach.22So,thepowerforupbringingoriginatesfromahuman’sprimitiveinner

power,so-calledinneraimingfordevelopment,apedagogicalimpulseortheimpulse

forbecoming.Achilddoesnotreceiveupbringing,butasaconcretehumanbeing,

apersonwithallthatshapesit,entersintorelationswithapersonresponsiblefor

upbringingandwiththesurrounding.Teroleofaneducatoristoinvokeinachild

awishtobeahuman,insteadoftryingtoﬁtachildfortheenvironment.Upbring-

ingisachallenge,themaieuticsofpotentialthatisenclosedineveryhumanbeing.

Educationaccompaniesahumanthroughouthislifeinthecontinualprocessofbe-

coming.23Italsoconstitutesahumanandgiveshimimportanceinbeingsomeonein

relationtotheworld,whichisemphasizedinwordsofP

.TeilharddeChardin:“For

athinkingcreaturethedecisivemomentmustbewhenthescalesfallfromone’seyes

19E.Mounier,Osoba…,op.cit.,p.350.

20Ibidem,p.350.

21Comparewith:S.Jedynak,J.Kojkoł,Encyklopediaflozofiwychowania,Bydgoszcz2009,p.228.

22Comparewith:W

.Stróżewski,Ostawaniusięczłowiekiem,[in:]F

.Adamski(ed.),Człowiek–wychowanie–kultura,

Kraków1993,p.52-53.

23Comparewith:S.Jedynak,J.Kojkoł,Encyklopediaflozofi…,op.cit.,p.228.

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