The article discusses the phenomenon of infrahumanisation in academic relations between able-bodied people (both students and academics) and students with disabilities. The main goal of the article is to show that infrahumanisation may make it difficult for young people with disabilities to build their capital for the future in the form of interpersonal relations. The paper uses Arnold van Gennep’s concept of the rite of passage as a model of entering adulthood, and focuses specifically on the stage of university education as the one which completes the transition into adulthood, and marks the beginning of a “normal” life (i.e. one consistent with social expectations). The phenomenon of infrahumanisation shown here on various levels of academic life disrupts this process, and may hinder the inclusion/integration of disabled people into society. The relations between disabled students and non-disabled people who are part of the academic community in which the students operate may, however, also bridge the distance between the two groups, and thus contribute to paving the way to a respectful society, i.e. the way of equality.
The postmodern reality, including the multitude of changes and expanding volumes of offers force the individual to continually redefine themselves. A person existing in contemporary reality is permanently on the search for their identity, in order to finally find the most suitable one, which (as it usually turns out nowadays) does not exist. Youths make a choice within the range of education offers. They more often than not decide to study, with studying being the reason for delaying the moment of entry into adulthood and taking over social roles that are specific for the period of young adulthood. In making this choice, young people enter the phase of socalled emerging adulthood, which for a while now has been a new, separate phase of development, fitting in between adolescence and young adulthood. They are not passing through the complex process of puberty any more, however, they do not always have a mature identity. They find themselves in a period characterised by intense exploration. The article attempts to describe the specifics of this stage, additionally presenting an overview of studies on the mode of coping with issues of identification characterising the early adulthood period.
The article discusses the dynamics of psychological views of A.F. Lazursky (1874-1917), author of one of the first theories of personality in the world of psychology. There are two stages in Lazursky’s work: the first is associated with the concept of nature as an internal individually-typological basis of personality, and the second one is determined by introduction and more intensive development of ideas about an attitude towards the world as an important component of the personality structure. The primary aim of the article is to highlight the role of Lazursky in international psychology.
At the core of the Czech education system and rehabilitation for people with multiple disabilities to the assumption that this is a group that requires a specialized approach to this issue. The main purpose of the text is to present the organization of education of people with multiple disability in the Czech Republic. Education and rehabilitation with the participation of people with multiple disabilities encourages to undertake research related to the dynamics of changes as well as their size. This work is an attempt to show how various factors have shaped the current form of education of people with multiple disability in the Czech Republic.
The aim of the article is to answer the question of why contemporary interpersonal relationships need dialogue in cultural and social transformations ?
The article is based on the conclusions of the author’s research carried out among a selected group of students revealing the characteristics of homo construens. Young people who took part in the research directed (constructed) the scripts of partnership and family biographies as free, original and willing to change. On the other hand, the same scripts unmasked loneliness and a huge need for recognition in the world of cultural and narcissistic demands for self-actualisation, satisfaction and a sense of fulfilment in the spheres of partnerships and family. The need for dialogue requires pedagogical support that will reveal the values of community, social groups and partnerships.
The aim of the article is to present a critical analysis of the social model of disability.
In the first part, the author discusses the genesis, essence and basic advantages of the social model of disability. Next, five major disadvantages of this model are analysed: /1/ avoiding dealing with impairment as an important aspect of the lives of people with disabilities, /2/ separating impairment from disability, /3/ assuming that all people with disabilities are exposed to social oppression, /4/ postulating the creation of an environment without barriers and /5/ assuming that disability is the basis of the identity of people affected by it. In the final part of the article, the author presents reflections on the possibility of creating a new, more holistic model of disability.
December 12, 2016 a group of eleven first-year students of history organized at the Institute of History of Nicolaus Copernicus University in Toruń (Poland) participated in the field work carried out in the church Roman Catholic parish of St. Jacob the Apostle in Toruń. During a visit in the temple the students performed an exercised to draw their attention: generally to the role of the imagination in the practice of the historian’s research and training his own imagination in whole live. First, the authoress described a process of the exercise. Then she briefly pointed to the literature on the role of the imagination. Later she discussed the work that have arisen in the result of the exercise. Next she characterized the thoughts and impressions of students. She also outlined the importance of this exercise in a broader context. At the end she summed up the whole article.
The question contained in the title of the dissertation of the great folklore, researcher of the past, a lover of sightseeing trips – Zygmunt Gloger Czy lud polski jeszcze śpiewa? [Does the Polish folk still sing?] was asked, far more than a hundred years ago. It was put to Gloger by a French musician and journalist who was staying in Poland in 1901 to celebrate the opening of the Warsaw Philharmonic. He asked this way, because he was fascinated with music pieces he had heard on the stage, based “on beautiful folk motifs”.
Small size, because only 24-page Gloger’s dissertation issued in 1905 is an attempt to answer the problem raised in the title.
Above all, the dissertation is an expression of Gloger’s regret over the changes that took place in contemporary culture, namely forgetting the role of the song for the Slav community. This is way the author knew the achievements of this community, he devoted his whole life to saving them, he could not understand how contemporary intelligentsia did not see the need for protection, as he described it “our ancient, native and indigenously Slavic-national song and music”. This text is an attempt to analyze Gloger’s essay Czy lud polski jeszcze śpiewa? [Does the Polish folk still sing?], extracting and developing the main theses contained in it, as well as noticing their value today, not forgetting the circumstances of creating the text over 100 years ago.
The article discusses the programme of special education and its range of sub-fields. The introductory section summarises reflections on the origin of the field, philosophy and its formation, aims and target groups, paradigm shift and introduction of new methods and forms of pedagogical work in special education. The second part presents a new course Resocialisation and Prison Education in special education, which is one of the specialisations, pillars or schools of special education.
I would like to present the general outlook on dominant tendencies within educational studies and shortly introduce my analysis in the context of so called „turning point” of educational discourse in the second half of XX century. I would like to propose to look at that moment of our actual cultural and educational field through two dominant perspectives and metaphors on which two different pedagogies are grounded. I would like to introduce two domianant metaphors within the educational field and the new tendencies, shortly how the educational studies shift from the „survival pedagogy” to the „spiritual pedagogy”. In general, this atriculations founded in the mindfull critics of educational practices undermine the cultural shift which is based on the process of abandom the tradition values, and the civilisation trends of development which generated the actual shape of culture to be axhausted. The great positivism project was adjected by the new generations of educators with new and fresh approach to the educational problems. At that moment it’s clear that we stand before the creation the new, alternative vision of the social world and culture in general. I would like to present the changes of that social process on the example XX-century pedagogy, which I hope is touched by that cultural transformation. I would like to concentrate on the educational discourse as a econcrete area of such cultural shift. It’s rather difficult to recognize the whole field of that revolutionary and alternative movement within our culture. In my text I would like to show the process of transition from „survival pedagogy” into „spiritual pedagogy”. As we simply know from the poststructural perspective each of educational interpretation operates in the social contexts has own definition of the aims, functions and tesks of education. After Michel Foucault works we can say that each of the educational discourse and interpretation is grounded in the cultural power/knowledge forces. The new generation of educators proposed new approach towards social analyses of edacational aims and destination. In that movement the main aim of edacation is to build identity of pupils. There are of course many researchers shared that view on edacational discourse eg. Zbyszko Melosik, Tomasz Szkudlare, Lech Witkowski, Zbigniew Kwieciński in Poland (to give only representative examples) and Henry Giroux and Peter McLaren in the United States.They proposed the new approach towards the understanding of edacation destination ond obligations and broke the traditional interpretation. They rejected the traditional inerpretation of „forming the reason” or „excercising the reason” as the main goal of education towards the popular culture and sensses. And they based their interpretations on that aspect of identity construction process. I would like to propose in my text general outlook at the cultural shift within educational discourse as the transtition from the metaphor of „survival pedagogy” towards the „spiritual pedagogy”. These metaphors also determined two different perspectives and approaches to education. I wolud argue that these perspectives are based on the two different antopological visions and determine different pedagogies.