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Pedagogy 17/2018 HUMANITAS UNIVERSITY RESEARCH PAPERS PEDAGOGY 17/2018 Stworzenie anglojęzycznej wersji czasopisma „Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika” – zadanie finansowane w ramach umowy 726/P-DUN/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę 2018_17_ZN.indb 1 24.09.2018 13:58:19 THE SCIENTIFIC COUNCIL THE CHAIRPERSON OF THE SCIENTIFIC COUNCIL prof. dr hab. Stanisław Palka, Jagiellonian University, Kraków, Poland THE MEMBERS OF THE SCIENTIFIC COUNCIL dr hab. Kazimierz Czarnecki prof. WSH, Humanitas University, Sosnowiec, Poland; dr hab. Zofia Danielewska prof. UJ, Jagiellonian University, Kraków, Poland; prof. dr hab. Ihor Dobryansky, Institute of Regional Management and Economy, Kirovograd, Ukraine; doc. PeadDr. Tomáš Dohnal, Palacky Universitý, Olomouc, Czech Republic; prof. dr. hab. Zenon Gajdzica, University of Silesia, Katowice, Poland; prof. PhDr. Bohuslav Hodaň, Palacky Universitý, Olomouc, Czech Republic; prof. dr hab. Wojciech Kojs, WSB University, Dąbrowa Górnicza, Poland; doc. PhDr. Josef Malach, Ostravská Univerzita, Ostrava, Czech Republic; doc. PhDr. Miriam Niklová, Matej Bel University, Banská Bystrica, Slovakia; dr hab. Piotr Oleśniewicz, University School of Phisical Education, Wrocław, Poland; prof. PhDr. Libor Pavera, Vysoká Škola Hotelová, Praga, Czech Republic; doc. PaedDr. Janka Peráčková, PhD., Univerzita Komenského, Bratislava, Slovak Republic; prof. dr hab. Eugeniusz Prystupa, Lviv State University of Physical Culture, Lviv, Ukraine; prof. dr hab. Jerzy Zieliński, Humanitas University, Sosnowiec, Poland; doc. Martin Zvonaŕ, Ph.D., Masaryk Universitý, Brno, Czech Republic RECENZENCI WSPÓŁPRACUJĄCY/CO-REVIEWERS prof. dr hab. Krystyna Duraj-Nowakowa – University Ignatianum, Kraków, Poland; prof. dr hab. Ihor Dobryansky, Institute of Regional Management and Economy, Kirovograd, Ukraine; doc. PeadDr. Tomáš Dohnal – Palacky Universitý, Olomouc, Czech Republic; prof. PhDr. Bohuslav Hodaň, Palacky Universitý, Olomouc, Czech Republic; doc. PhDr. Soňa Jandová –Technical University of Liberec, Czech Republic; dr hab. Małgorzata Kabat – Adam Mickiewicz University, Poznań, Poland; dr hab. Małgorzata Kaliszewska prof. UJK – Jan Kochanowski University, Kielce, Poland; dr hab. Eugenia Karcz-Taranowicz prof. UO – Universitas Opoliensis, Opole, Poland; doc. PhDr. Vlastimila Karásková – Palacky Universitý, Olomouc, Czech Republic; dr hab. Anna Krajewska – University of Bialystok, Białystok, Poland; prof. dr hab. Maria Kozielska – Poznan University of Technology, Poznań, Poland; ks. prof. dr hab. Janusz Mastalski – Pontifical University of John Paul II, Kraków, Poland; dr hab. Edward Nycz prof UO – Universitas Opoliensis, Opole, Poland; dr hab. Ryszard Pęczkowski prof. UR – University of Rzeszów, Rzeszów, Poland; prof. PhDr. Hana Válková – Masaryk Universyty in Brno, Czech Republik; dr hab. Marta Wrońska prof. UR – University of Rzeszów, Rzeszów; prof. dr hab. Mykoła Zymomrya – Drohobycz Ivan Franko State Pedagogical University, Ukraine REDAKTOR NACZELNY/EDITOR–IN–CHIEF dr Aleksandra Kamińska; [email protected] ASSOCIATE EDITORS dr Aleksander Mańka – Wyższa Szkoła Humanitas w Sosnowcu; dr Danuta Szeligiewicz-Urban – Wyższa Szkoła Humanitas w Sosnowcu STATISTICAL EDITOR Marcin Zawada 2018_17_ZN.indb 2 24.09.2018 13:58:20 HUMANITAS UNIVERSITY RESEARCH PAPERS PEDAGOGY 17/2018 Edited by: Aleksandra Kamińska Sosnowiec 2018 2018_17_ZN.indb 3 24.09.2018 13:58:20 2018_17_ZN.indb 4 24.09.2018 13:58:20 SPIS TREŚCI INTRODUCTION......................................................................................................................9 I. THEORETICAL FOUNDATIONS OF PEDAGOGICAL PROBLEMS – DISCUSSION AND POLEMICS................13 Krystyna Duraj-Nowakowa WHY IS IT WORTH IT? WHY SHOULD WE RETURN TO THE ISSUES OF SOURCES AND APPROACHES IN PEDAGOGY?.............................................15 Monika Miczka-Pajestka THE PROBLEM OF DISCURSIVE OPENNESS IN THINKING ABOUT UPBRINGING AND EDUCATION..................................27 Justyna Ratkowska-Pasikowska PEDAGOGY TOWARDS THE PROBLEM OF INITIATION. THE FIRST INSTALLMENT: FROM CONCEPT TO APPLICATION, AN ATTEMPT TO RECONSTRUCT LITERATURE ON THE SUBJECT. THREADS SCATTERED.............................35 Aleksandra Kamińska TRENDS OF THE SO-CALLED NEW SPIRITUALITY AND THE INCLUSION OF SPIRITUAL PROBLEMS IN THE AREA OF PEDAGOGICAL REFLECTION AND PRACTICE.....................47 Grzegorz Godawa COURAGE OF A STRONG-MINDED GIRL SCOUT – GUIDANCE FOR THE EDUCATION OF TOMORROW........................................61 Teresa Neckar-Ilnicka UPBRINGING FOR SUCCESS AS A CHALLENGE TO EDUCATION.............71 Anna Karpińska RESPONSIVE EDUCATION AS A CHANCE TO DIFFERENTIATE THE TEACHING PROCESS.................................................83 2018_17_ZN.indb 5 24.09.2018 13:58:20 Teresa Parczewska EDUCATION OF A CHILD OUTSIDE THE SCHOOL CLASSROOM IN THE CONTEXT OF PEDAGOGY OF PLACE.......................95 Dorota Ciechanowska THE APPLICATION OF AUSUBEL’S MEANINGFUL LEARNING THEORY IN THE ORGANIZATION OF KNOWLEDGE REPRESENTATIONS ON CONCEPT MAPS....................105 Maria Katarzyna Grzegorzewska HOBFOLL’S RESOURCES AND THE TEACHER’S STRESS.............................115 Janusz Morbitzer INTO IDIOCRACY – PEDAGOGICAL REFLECTION ON THE EPIDEMIC OF STUPIDITY IN THE GENERATION OF THE INTERNET ERA.................................................................................................125 Kazimierz Ślęczka TROUBLE WITH MULTICULTURALISM IN THE EYES OF A PHILOSOPHER OF CULTURE.............................................139 Eugenia Karcz-Taranowicz THE ACTIVITY AND PEDAGOGICAL VIEWS OF WOMEN AT THE TURN OF THE 19TH AND 20TH CENTURIES – HISTORICAL EXPERIENCES FOR THE CONTEMPORARY TIMES............149 Kazimierz Ślęczka FEMINISM AS... MULTICULTURALISM? IRIS MARION YOUNG ON THE CONCEPT OF MULTICULTURALISM.....................................................161 II. PRACTICAL APPLICATION OF PEDAGOGICAL RESEARCH RESULTS..............................................................175 Anna Krajewska PROPOSALS FOR CHANGES IN DIDACTICAL COOPERATION IN THE ASSESSMENT OF STUDENTS AND TEACHERS...............................177 Anna Maria Manek BETWEEN INVOLVEMENT AND BURNOUT. HOW DO TEACHERS ESTIMATE THEIR PERSON-ORGANIZATION FIT?.................189 2018_17_ZN.indb 6 24.09.2018 13:58:20 Małgorzata Kabat TEACHER’S SKILLS AND THEIR USE IN PROFESSIONAL ACTIVITY......................................................................................199 Joanna Ogrodnik IMPACT OF MOTIVATIONAL ORIENTATION ON STUDENTS’ SCHOOL ACHIEVEMENTS.........................................................215 Ewa Kochanowska PARADIGMS OF CHILD EDUCATION IN THE AWARENESS OF EARLY EDUCATION TEACHERS – PRACTICAL IMPLICATIONS.........227 Tatiana Grabowska A PUPIL IN THE EARLY SCHOOL EDUCATION ON THE PATH TO HIS SUBJECTIVITY......................................239 Ewelina J. Konieczna DRAWINGS AS A SOURCE OF KNOWLEDGE ABOUT THE BASIC DEVELOPMENTAL NEEDS OF CHILDREN AT A YOUNGER SCHOOL AGE..................................................251 Edward Nycz SOCIO-CULTURAL ANIMATION – THE IDEA AND METHOD OF CHANGES IN LOCAL STRUCTURES...............................265 Marta Wrońska SOCIAL IMPACT OF THE GOVERNMENT PROGRAM SUPPORT FOR UNIVERSITIES OF THE THIRD AGE (ON THE EXAMPLE OF THE PODKARPACKIE PROVINCE)..........................275 Julita Markiewicz-Patkowska, Sławomir Pytel, Piotr Oleśniewicz, Krzysztof Widawski PEDAGOGY OF TOURISM AS AN OPPORTUNITY TO AVOID THREATS LURKING FOR CHILDREN IN THE 21ST CENTURY..................285 2018_17_ZN.indb 7 24.09.2018 13:58:20 2018_17_ZN.indb 8 24.09.2018 13:58:20 INTRODUCTION ontemporary pedagogy departs from the tradition dominant in the twentieth C century, in which the focus was primarily on the organization of school life, the teaching process (whereas the learning process to a much lesser extent), the activities and competences of a teacher and students’ school-related responsibilities. In a civili- zation called the society of knowledge, in which it is information and then knowledge that become key assets in the economic development, the aforementioned problems are still significant. Today, however, pedagogy is not exclusively limited to school problems, but covers the whole period of human existence – from the youngest years to the senior age. It is not limited to the school situation only, either. Instead, on one hand, it takes into account the centuries-old tradition focusing on the upbringing of a person (the education process being a part of it), as well as extends its reach outside school (e.g. issues related to the proper use of leisure time, the problem of helping adults deal with their everyday, also non-educational, dilemmas). In this volume, the authors’ attention focuses on the above-mentioned issues. As in the previous edi- tions, it contains both theoretical analyses concerning the directions of development of contemporary pedagogy, as well as empirical research, which the authors draw particular conclusions from, concerning both the current state of affairs (as it is) and the future (as it should be). Pedagogy, as any other scientific discipline, is not born in a vacuum. Pedagogi- cal research is limited by the imposed research framework (in this sense pedagogy constitutes a practical science), and – similarly to the humanities – refers to the the- oretical achievements, classics deeply rooted in the deliberations. Finally, pedagogy refers to the socio-cultural conditions that define
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