A.MATCZAK ZARYS PSYCHOLOGII ROZWOJU.PODRCZNIK DLA NAUCZYCIELI PDF
Quote. Postby Just» Tue Aug 28, am. Looking for strelau podstawy psychologii dla nauczycieli pdf. Will be grateful for any help! Top. Psychologiczne konteksty Internetu(Book) 2 editions Skala Poczucia Kontroli u Dzieci Przedszkolnych – SPK-DP: podręcznik by Barbara Szmigielska(Book). 1 I. Obuchowska, Adolescencja, [in:]: Psychologia rozwoju człowieka. 8 A. Matczak, K.A. Knopp, Znaczenie inteligencji emocjonalnej w funkcjonowaniu czak, Zarys psychologii rozwoju. Podręcznik dla nauczycieli, Wydawnictwo Akademic-.
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Informacje pod numerem infolinii lub na stronie internetowej http: Sociological Case Study of the Stepfamily In this issue there are mainly papers from: Poland, the Czech Republic, the Slovak Republic, Hungary, Slovenia, Turkey, and Iran, because our journal is open for rozwoju.podrcznio of scientific papers from all over the world.
In the present issue the editorial board have proposed the following subject sessions: The subject session Social Pedagogy starts with an article by Anna Nowak and Ewa Nauczyxieli which presents investigating selected aspects of pathology in educational institutions.
Ewa Ogrodzka-Mazur shows the results of research that concern: In the article by Teresa Wilk there are presented the ways in which people created theatre to cater for their needs over the centuries, how they have made use of it and how it may be of help to them today in their daily lives. The results of the part of the. Alina Szczurek-Boruta assumes, that community in the culture of individualism strengthens the individual and the individual s development.
In the first part of the study the author a.matczaak theoretical assumptions of her consideration, in the second part results of the conducted research actions concerning lda meaning of confidence and solidarity in the life of young people, in the third part she formulates conclusions. In her opinion ethnocentrism and cultural relativism are contrary approaches towards otherness, which is a constitutive element of our identity.
Emin Atasoy presents the construction and use of a free word association test for revealing the scientific conceptual structures of 8th grade students, concerning geographical and environmental stimulus words. With the help of a test four nauczhcieli of students from four schools two in Turkey and nauczycielii in Bulgaria were comparatively studied. Sengul Cangur and his co-workers describe the results of a study, which was performed among faculty members working at Eskisehir Anadolu University using their personal evaluations, in order to identify the factors affecting the job satisfaction levels of faculty members.
She denotes these problems as a crisis of values, which impacts on people s subjective happiness as well as the total stability of society. Marek Walancik brings up the problem of trauma connected with the battle situation on the example of soldiers who are stationed on the mission in Iraq. Editor s Preface 11 to competence cultivation. The results show the level of satisfaction with the teaching profession and with the quality of the respondents private lives. The basis constitutes the background for the reflection over dialogue as a tool and a method of counteracting the social marginalization rozwooju.podrcznik youth.
In the subject session Technology of Education Ewa Bochno elaborates on the relations between a student and a lecturer in the general cultural context. She focuses on one of the forms of activating students, namely through a student scientific conference. Yuksel Goktas with co-workers investigates K teachers ICT competence, the difference nauczycieeli teachers ICT competence based on their demographic characteristics, and factors lda have impact psychologil their ICT competences.
Demircioglu analyses and rozwoju.podrcznio the questions asked in history exams at different secondary schools in two cities nauczycieeli Turkey, in terms of the stages of cognitive domain of Bloom Taxonomy.
The presented coefficients give a very brief evaluation of the difficulty of curriculum in the case of a standard class. She argues that placing children into full-time institutions results in discrimination against them. In the subject session Chosen Aspects of Psychology Katarzyna Psychologi characterizes the dynamics of changes in executive function in autistic children psychologi their middle and late childhood.
The executive dka relates to the ability. In her article Teresa Borowska proves a thesis that there is a close connection between emotional resources of young people and the cognitive style presented by them.
The researches were carried out in Poland and in Norway, and the participants were students of junior schools, secondary schools and universities. The subject session Sociology of Family contains one article by Katarzyna Juszczyk, who describes the relations between a stepfather and a stepson in the sociological case study. We hope that this edition, like previous ones, will encourage new readers not only from the Middle European countries to participate in an open international rozwoju.podrcanik.
On behalf of the Editors Board I would like to invite representatives of different pedagogical sub-disciplines and related sciences to publish their texts in The New Educational Review. Pathology is a notion which cannot be interpreted unequivocally. According to a dictionary definition, it denotes any deviation from the norm.
Taking into consideration the criterion of psycholkgii, the term is applied to a set of phenomena harmful to an individual as well as a group, which have a specific origin, social scope and a negative impact [L. In social and humanistic sciences certain typical functions are attributed to educational institutions. They include accomplishing tasks referring to secondary socialization, adaptation, education, imparting knowledge and competence, selection, allocation, holding social control, compensation, reconstruction emancipation psycologii.
School fails to fulfill these functions, as Z. It reconstructs culture in an incomplete and selective way. Due to dysfunctionality it has created within many local and family environments, which do not aid it in performing its functions, school limits most of its graduates access to culture. The process of people s adaptation to the established structures and their justification is also incomplete and harmful.
The participants of the educational process do not accept the artificial world which is being acted out, pretended at school. They rebel against the division. On the other hand, it does not mean at all that at school they acquire the competence to become emancipated, to cross boundaries, to change the world around them, to transform it into a new, better one [Z. The reasons for and symptoms of the crisis in school education are diverse and multifaceted it would be impossible to investigate all psychologki them in this paper.
They lie outside educational institutions, and should be discovered in institutions and people. There are two main causes of the crisis in an organized system of education, which lie outside its institutions.
One rozwoju.podgcznik them is a crisis of nauczycieki process of legitimization of the social and political order, as well as the legitimization of power. The second reason lies in the identity crisis the system is faced with, which is characterized by a broad tendency towards readdressing questions as to who and where we are, where we are heading, what we are driven to, what happened in the early days of the current order, what led to its successive crises.
Legitimization and identity crisis in the system nauczycielli in undermining the authority and credibility of sense-makers, their ideological apologists and those who convey sense [education workers are among them] [Z. As a result of the examination of the subject literature concerning sociology of education, published over rozwoju.podrczniik last decade, a thesis can be advanced that there are two trends as nayczycieli interpretation of dysfunctions and pathologies in education.
One of them originated in the 60s of the 20th century with the investigation of sociologists, who were predominantly exponents of the theory of reproduction and the theory of social resistance. The second category of analyses refers to specific forms or risks of pathological changes in the sphere of education at its various levels studied in the context of the information society and the ostentatious nauczycili society.
The former of the approaches mentioned above focuses on the issues related to social inequalities and creating barriers that limit the opportunity for social advancement among the individuals who show the features characteristic of a depreciated, unfavourable status.
The category of social inequalities is one of the key and at the same time universal characteristics of a social structure, since it exists in each social context.
anna matczak zarys psychologii rozwoju pdf – PDF Files
Inequalities originate from the differences in access to the specific kind of goods, both material rozwoju.podrczniik non-material. A factor defined as the degree of need satisfaction has also been pointed to in literature. The Principle of Meritocracy and the Function of Emancipation 17 through the prism of differences in access to social goods, but mainly through the prism of spychologii concerning identity, ego, affiliation, cultural background.
Difference-determining identity is in this case approached from the perspective that takes into consideration the social context, and is studied through zays prism of belonging or not belonging to a particular group. Zsrys contrast to the modern interpretation, according to which differences are rooted in objective variables, a postmodern a.matcaak emphasizes the importance of subjective variables, which are constructed in a dynamic and discursive way, through social participation.
Thus, the category of inequalities has been juxtaposed with that of differences, the latter being in certain cases socially induced, whereas in others determined by an individual s choice. Hence, when referring to the sphere of education, an individual makes a comparison between identity and education, examining the correspondence between the two categories [R. Taking into account the biography of an individual, neither of the above-mentioned groups of factors objective or subjective functions separately.
An individual can employ various adaptation strategies, aimed at rejecting the features which have been imposed on a person, and regarded by society as a determinant of the individual s identity.
The individual can adopt the strategies designed to accept objective factors [variables], determining the person s identity, and refuse to identify with the environment in which these features are depreciated.
The individual can pursue identifying with the features which constitute objective variables, and decide on the strategies of resistance, both active and passive, against an institution that depreciates those characteristics.
The individual can also maintain the identity determined by the objective features, and refuse to be a member of the institution responsible for depreciation [cf. At the same time, the problem of identity refers to the issues related to society during the transformation period.
Due to a historicist attitude it adopted, and many years of activity aimed at detaching children and youth from the current issues of social life, school, as it were, blurs the generation memory. It functions as a diaphragm in the process of experience transmission between generations. Performing such a function in the period of identity crisis and the crisis of legitimization of the social system, school creates favourable conditions for the crisis to arise, mainly in the sphere of identity development among young people, and in the sphere of sense.
It also leads to anomy, vacuum and incoherence between values and norms, and consequently, to escapist attitudes among youth. As a result, school. School is an instrument of alienation that young people face in their environment [K. Hence, education is considered crucial in determining the individual s status, and a university becomes a determinant of the social class position of the individual [D.
The original assumption, made in the modern social discourse in accordance with meritocratic principles, was that educational opportunities should stem from intelligence measured by IQ.
In the 70s of the 20th century this assumption was questioned [an interpretation of the meritocratic principle was also subject to criticism]. The critics of this conception among whom there were Christopher Jencks and Jerome Karabel pointed out that meritocracy is grounded on selection, whose main criterion is the level of intelligence, which in return constitutes an inborn characteristic.
Thus, opportunities for achievement take the form of a peculiar genetic lottery, in which the so-called fair criteria for acquiring a social status are established. It has been assumed that implementation of meritocratic principles is not possible, since parents who have a high social and economic status prove to be an important social capital for their children; whereas children with a low social rank are deprived of this capital. There is also a third aspect which has been emphasized.
It refers to the ability to take a given chance, and to the importance of coincidence in the process of achieving particular occupational statuses. When it comes to the issue of the opportunities of gaining high social positions by members of the groups which have been attributed some discreditable features [e. Simultaneously, it is essential that education is referred to as a crucial factor determining the chances of social mobility as it has been put forward in the classic approach of P.
The Principle of Meritocracy and the Function of Emancipation 19 ]. The obvious assumption is that social equality [interpreted as equality of opportunity] is conditioned by equality of educational opportunities [Moore,p. Opportunities for equal access are in this case considered to provide able individuals with an opportunity to enter education on increasingly higher levels, according to the principle of competitive mobility, formulated by Randall Collins [E.
Otherwise, the idea of equality would prove antagonistic towards the rozwju.podrcznik of academic perfectionism [cf. Limiting the opportunities for egalitarian access to education is a marginalizing factor.
The phenomenon of marginalization is interpreted here as, quoting after Maria Jarosz, living on the margin of the social law and privileges, and as a characteristic related to community stratification, and deriving from a social position, biographic experience, aspirations, and civil decisions, which in this case concerns the sphere of educational policy [M.
The notion refers to the limited participation in the fundamental institutions of rozwoiu.podrcznik given social order; it defines the state which is opposite to social integration. A marginalized individual holds an underprivileged disadvantaged social position in a given structure. In extreme situations, marginalization leads to the welfare dependence syndrome, and consequently to gaining the underclass status A.
The issues concerning equality of opportunity, governed by the meritocratic principles, are examined in educational sociology both within the Polish and global context.
Determining educational opportunities of an individual through the prism of objective variables, which are predominantly social background class positionsex or racial affiliation, proves to be disadvantageous to the above-mentioned modern principle, which remains applicable in the postmodern context [R.
It is likely that the selection mechanism, which constitutes an inherent part of the education system, and results from structural limitations, leads to the exclusion of certain groups of children and youth.
The surveys and reports concerning education disclose unequal access to schooling education. According to externalist views, the reason for inequalities in the education system lies in the fact that certain types of families are not able to prepare their children for taking full advantage of learning at school.