Temat: history education - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Wychowanie obywatelskie a problem nauczania historii – rekonstrukcja zachodniej debaty
Citizenship Education and History – Reconstruction of the Western Debate
Autorzy:: Hejwosz-Gromkowska, Daria
Tematy:: history education
citizenship education
critical thinking
postmodernism; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/644790.pdf Link otwiera się w nowym oknie
Opis:: Some academics claim that history education is a vital component in citizenship education, others say that its role is overestimated. In the postmodern perspective there is “the end of the past” which is, to some extend, a product of consumption society and globalization. The contemporary societies are future-oriented and the rituals, myths and the need of belonging have nearly disappeared. In this context the questions about the purposes of history education and its relation to citizenship education are posed: should history education be nation-orientated to build loyalty and commitment or should it develop skills and knowledge for better comprehension of the present? Is history education oriented towards consensus or con ict? How to talk about history in multicultural societies, without marginalizing particular groups and without imperious imposition of the only version of “the Truth”? In order to answer to these question the reconstruction of the western debate has been made.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 2.

Tytuł:: Failures of Crystallization: On the Possibility of Existence of the Methodology of the History of Education
Autorzy:: Michalski, Łukasz M.
Tematy:: history of education
methodology of history of education
methodology of history; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/1932752.pdf Link otwiera się w nowym oknie
Opis:: The starting point for this paper is a general interest in the faint presence of methodologically oriented analyses within the history of education. The methodology of history of education is a rare term on the map of scientific categories (likewise the theory of history of education). One can multiply reasons for such situation, pointing institutional deficiencies of science or stressing the fact that this term is for some researchers unwelcome and should be criticized. Although such statements are worth tackling, the present considerations focus on different research trail, being an analysis of obstacles for crystallization of the methodology reflection within history of education. These are, e.g., the lack of paradigmatic clarity and also definitional instability of contemporary methodology of history as such. Nevertheless, one should not treat this situation as disadvantage, rather as a need of different historical imagination. Responses to this need should be developed and potential contexts of such historical imagination are presented in the final part of this paper.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 3.

Tytuł:: Między profesjonalizmem a służbą społeczną. Dyskusja środowiska dydaktyków historii na temat kształcenia przyszłych nauczycieli historii w Polsce po 1989 roku
Between professionalism and social service. A discussion held by history academics on educating future history teachers in Poland after 1989
Autorzy:: Klimorowska, Małgorzata
Skórzyńska, Izabela
Tematy:: history of education
history; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/956623.pdf Link otwiera się w nowym oknie
Opis:: In the article, a postulate is put forward to train professional history teachers by taking into consideration their social service: to prepare them well for the role of guides in the world of knowledge and values while granting them more autonomy. The goal is to draw attention to the professionalism of teachers as described by Wanda Dróżka and Dorota Gołębniak: (1) “professional autonomy”; (2) “care for maintaining and developing high standards of specialist and ethical qualifications”; (3) “reflection and self-reflection”; (4) “adopting own practices in an appropriate, individual way” (5) “high prestige and a relatively good remuneration”. The defined professionalism of teachers is the basis for their autonomous, satisfying and responsible work at school and the local environment. It is a combination of a postulate of social service and competences. The article presents a discussion of historians on teachers’ education in the context of making their vocation more professional.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 4.

Tytuł:: Reclaiming a Dwelling Place: How a German History Learning Community Handles Traumatic Memories of Shoah Witnesses
Autorzy:: Morgan, Katalin Eszter
Tematy:: Shoah
witnesses
testimony
history education
emotions
trauma
memory; Pokaż więcej
Wydawca:: Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Powiązania:: https://bibliotekanauki.pl/articles/549619.pdf Link otwiera się w nowym oknie
Opis:: This paper describes the results of an empirical study in which the objective was to find out how traumatic narratives by Shoah survivors are handled in a classroom setting. The study was conducted using an ethnographic approach by means of which a history lesson sequence was observed and analysed. The teaching medium of the lesson was a digitised presentation of memories by Shoah survivors. The description of the lesson establishes how teachers and students negotiate the difficult terrain of an emotional engagement with the testimonies. The findings are discussed by elaborating on the meaning of traumatic memories for the witnesses, and in turn by asking what it means to listen to the telling of such memories. Conclusions are drawn about the overall meaning of (history) education.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 5.

Tytuł:: Turkish History Teachers’ Perceptions of Primary Sources in History Textbooks
Autorzy:: Demircioglu, Ismail H.
Tematy:: history education
history textbooks
primary source
Turkish history teachers; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/59968782.pdf Link otwiera się w nowym oknie
Opis:: Primary sources help us to visualize the past, bringing it into the present day. Primary sources are multifarious: they can be illustrations, original texts, maps and examples drawn from real-life events, all of which are important components of history textbooks. In order to use these sources, students can develop different skills, such as critical thinking, the ability to assess different views and the ability to think empathetically, all of which are crucial attributes in a democratic society where primary sources are to be used. To benefit from primary sources, history teachers and students must know how to use these sources effectively. However, it is a generally held belief that some Turkish history teachers do not use primary sources in history textbooks effectively. The purpose of this paper is to elicit history teachers’ perceptions about primary sources in history textbooks. A qualitative approach was used in this study in order to gather data in response to the research questions, and the information itself was secured through a semi-structured interview. History teachers who joined this study were chosen from the province of Trabzon through random sampling. In the light of the data, it seems that the majority of history teachers do not know how to use primary sources presented in history textbooks effectively.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 6.

Tytuł:: Towards micro-history – new look at the family history
Autorzy:: Garbula, Joanna Maria
Tematy:: micro-history
memory
history education
narration
children’s historical senses; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/2012449.pdf Link otwiera się w nowym oknie
Opis:: The article is dedicated to the problems of history education in the early school years, a question which until now has been almost neglected in literature. Studies on constructing the historical senses of primary school pupils can help, if only partially, to fill in this gap. Two aspects are discussed: historical senses constructed in the context of educational situations (focusing on the content, developed around the teacher, concentrated on pupils’ knowledge) and historical senses constructed by pupils via narration. By analyzing the research material, the author was able to distinguish the subjective senses and meanings which pupils participating in the study assigned to spheres of private life and to spheres which are manifestations of grand history in private stories.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 7.

Tytuł:: Tradycyjna edukacja dzieci żydowskich (wprowadzenie do problemu)
TRADICTIONAL EDUCATION OF JEWISH CHILDREN (AN INTRODUCTION TO THE PROBLEM)
Autorzy:: Grzesiak, Hanna
Tematy:: EDUCATION
JEWISH CHILDREN
HISTORY OF EDUCATION; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/955224.pdf Link otwiera się w nowym oknie
Opis:: The birth of a child in a Jewish family, both in the ancient times and today, brings happiness not only to the parents themselves but also to the whole of the Jewish community. Children are a gift from God, they contribute to the prosperous future of the family they come from, but they also, what is essential, guarantee the continued survival of the chosen nation. Following this assumption, childless families were considered to be deficient, unsubstantial and were shunned from society because, as the Israelites believe, God blesses only those who have numerous offspring. The lack of children was often considered a curse, equated to punishment for sins and the absence of God in the family. The present article introduces the reader to the principles of traditional education of Jewish children, outlines problems of child’s education both at home, which is a fundamental basis for creating and shaping Jewish identity, and at school, where the emphasis is on transferring knowledge of religious and moral nature. Additionally, educational methods used both at family home and educational establishments are also discussed in the article.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 8.

Tytuł:: Edukacja dziewcząt pod zaborem pruskim na przełomie XVIII i XIX wieku
The education of girls under Prussian rule at the turn of the eighteenth and nineteenth centuries
Autorzy:: Łukasiewicz, Dariusz
Tematy:: the history of education
girls’ education
Prussian; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/957056.pdf Link otwiera się w nowym oknie
Opis:: At the turn of 18th and 19th century the education of women on Polish territory underwent a gradual enlargement. Already in the period of the reforms of the National Education Commission, more girls received education; after the seizure of Greater Poland (Wielkopolska) by Prussia in 1793, Germany implemented their educational system, that meant the acceleration of development. Compulsory schooling in Prussian was introduced in 1794, however, it was still poorly enforced. In Prussia girls often attended lower school due to the requirement for a Protestant to have the ability to read the Scriptures. More and more often, they also attended secondary schools with syllabuses not extensively devoted to Latin, but to more practical skills, connected with so-called woman’s work, and to religious education. In Wielkopolska, lower education, private schools for girls and schooling by tutors in convents and midwifery schools increased significantly. Nevertheless, girls did not attend ordinary secondary schools, which retained an emphasis on teaching Latin, or colleges.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 9.

Tytuł:: Wartość wychowania w rodzinie luterańskiej w piśmiennictwie staropolskim XVI i XVII wieku
The Value of Upbringing in the Lutheran Family in the Old Polish Literature of the 16th and 17th Centuries
Autorzy:: Nowicki, Michał
Tematy:: history of education
modern history
family
Lutherans; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/916775.pdf Link otwiera się w nowym oknie
Opis:: The article deals with the issue of the value of upbringing in the Lutheran family as shown in the Old Polish literature of the 16th and 17th centuries. The first of the two parts discusses the formation of Lutheran educational thought in the context of the development of modern culture, reforms of Martin Luther and the work of Philip Melanchthon. The second part demonstrates the reception of these views in Polish pedagogical texts. In these texts, several features specific to the Protestant perspective can be distinguished. First of all, it is a strongly emphasized fear of God, a significant role of the father in the upbringing of not only children but also the whole family together with the retinue (following the example of the Roman tradition), and a rather poorly emphasized woman’s role in the family (only in the context of her maternal function in the period of necessary care for children). Particular importance was attached to the family itself as an institution established by God, to parenthood and the need to carefully educate offspring, to the personal involvement and efforts of both parents to educate their children.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 10.

Tytuł:: Owidiusz w Szkole Rycerskiej
Owidjusz w "Szkole Rycerskiej"
Autorzy:: Batowski, Zygmunt (1876–1944)
Powiązania:: Przegląd Warszawski. R.3 (1923), nr 20, s. 170-175
Opis:: 170-175 s., [1] k. tabl : il. ; 24 cm
Dostawca treści:: RCIN - Repozytorium Cyfrowe Instytutów Naukowych

Książka

na półce

Informacja

Wyszukujesz frazę "history education" wg kryterium: Temat