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The research results presented in this article are a fragment of a broader empirical material collected in order to find out the opinions of pedagogy students on the family as a space for identity formation. The theoretical considerations refer to Jerzy Nikitorowicz’s concept of a multifaceted and continuously forming identity, and to Erik H. Erikson’s psychosocial theory of development. In addition, an attempt was made to establish the answer to the question: What are the students’ opinions on the family as a space for the formation of their identity? In order to obtain an answer, the method of diagnostic survey was used in the research, and a questionnaire was used as a technique. The survey of 64 students of pedagogy shows that for most of them, the family is of great importance in the formation of their identity. Relationships with parents, siblings, grandmothers, grandfathers, and other relatives are factors that, according to the respondents, have a significant impact on the process of building their identity. [ABSTRACT FROM AUTHOR]

In the efforts to answer the educational sciences to the challenges of the present day, one cannot omit the answer to the question about the philosophical and pedagogical concept of a human being. In this study, the author draws attention to the human models currently functioning in pedagogical practice and proposes the adoption of an integral human model. [ABSTRACT FROM AUTHOR]

This article deals with the problem of redefining the most important priorities of education in the pandemic and post-pandemic world. According to the author, the pandemic has exposed gaps in the values paramount in the field of education. Diagnosis of the problem comes down to an overloading of educational programs with content and excessive detail, which causes the most important goals of education -- intellectual development, care for the environment, and training in life skills -- to be either lost or relegated to the background. A short list of the most important priorities begins with civic education, because irresponsibility is the reason for wrong choices in every sphere, and on through key competences to environmental education. The article also addresses the problem of the weakness of pedagogy and the impact of its low position among other sciences in the undervaluation of education and development. According to the author, the value of pedagogy and education in society is closely correlated with the prosperity of that society and the quality of life of its citizens. [ABSTRACT FROM AUTHOR]

Purpose/Thesis: This paper identifies the most important theoretical issues and frameworks that may serve as a basis for models of teaching information literacy. Approach/Methods: The paper reviews relevant subject literature published between 1990s and the present to outline the disciplinary context of information literacy in order to identify concepts that might be used to model teaching of information literacy. Results and conclusions: In the light of convergences and overlaps between different literacies, this paper considers various pedagogic approaches - phenomenographic, sociocultural, and discourse analytical, to combine them with the cognitive approach to information literacy. The literature review shows that all these approaches might contribute to a theoretical foundation of information literacy across different age groups and on different levels of education. Originality/Value: Teaching information literacy is examined from a cross-disciplinary perspective with a focus on information science and pedagogy. [ABSTRACT FROM AUTHOR]

The article constitutes an attempt at describing the venue of the family education initiative "At King Matt the First's Place" as well as the exhibition "In the Poland of King Matt the First. The 100th anniversary of regaining independence" at the POLIN Museum of Jewish History-spaces inspired by the pedagogical reflection of Janusz Korczak. The author showcases how the educational turn visible in contemporary museology translates into a conception of the museum spaces created for children, which draws heavily on contemporary theories of education, starting with John Dewey's constructivism, through Janusz Korczak's pedagogy, to the popular Scandinavian models of upbringing and education. [ABSTRACT FROM AUTHOR]

Pedagogical issues were present in senior seminaries in Poland in the interwar period. The interest in this subject was inspired by Jan Kanty Association of Theological Schools. The members of this association were lecturers of various theological subjects of higher seminaries and theological faculties in Poland. The Association discussed both pedagogical and didactic problems. The teaching contents of particular subjects, the teaching methods, textbooks as well as ways to familiarize students of theology with pedagogical issues were discussed by it. [ABSTRACT FROM AUTHOR]

Aim of the research. The aim of the article was to describe the external and internal learning conditions in relation to law students, stressing that these requirements are influenced by an additional condition concerning the specificity of the subject. These requirements have been referred to the appropriate teaching methods. Methodology. The paper adopts a dogmatic legal method for the legal acts described, and several groups of law students were observed and pedagogical literature studied, and a qualitative research of the factors which build high standards of teaching from the law student's perspective were analyzed. Results. The external requirements of teaching not originating from students include conditions resulting from the specificity of the subject, from legal acts concerning teaching in general and the teaching of law students, established by state authorities and internal authorities of the university, as well as orders of superiors and moral rules. The external conditions of teaching from students include knowledge, psychological conditions, attitude towards the subject and the teacher, the need for freedom and conduct and acceptance, motivation, stress, aggression, personality attitudes and mental illness, physical conditions: memory opportunities, opportunities associated with concentration, thinking, quoting, with the way of individual learning, social conditions, family conditions, job conditions and cultural conditions of students. Internal requirements depend on the teacher and are a mirror image of external conditions from students. Conclusions. recognition of the requirements for teaching law students with reference to appropriate teaching methods is a step towards perfect teaching and counteracting teachers' professional burn-out. In addition, all these teaching requirements afiect the assessment process. [ABSTRACT FROM AUTHOR]

The aim of this study is to provide a basic review of literature and discussion on the topic of developmental aspects of forgiveness. All of the analyzed publications and research studies were published in the English language, but they come from many different countries and varied cultural contexts. The first part of the review presents three major questions concerning general features of forgiveness development. 1) Does the ability to forgive grow with age or not? It seems that studies which focus on cognitive development agree that age is an important factor in reasoning about forgiveness. From this point of view, forgiveness grows with age. On the other hand, studies which focus on practical ability to forgive show that age is not as an important factor. But most people who were able to unconditional forgiveness were older and more mature people. 2) Are we allowed to lead children, young people, and clients to forgiveness? This question points to the discussion of whether forgiveness is ultimate and good value and should be the goal of education and therapy, or if it is only one possibility among many. We can conclude that healthy forgiveness has a big value and it has positive outcomes for life. On the other hand, we need to be careful to promote unhealthy pseudo-forgiveness. 3) Is forgiveness universal feature of a person, or is it more dependent on specific context? On one hand, we can see that the ability to forgive is dependent on context - type of offense, type of relationship and other variables. On the other hand, we can distinguish dispositional forgiveness or forgivingness. It is a level of preparedness to forgive in a person life. Usually, we can see that dispositional forgiveness grows with the amount of forgiving specific offense in a specific context. The second part of the review presents the outcomes of different research studies focused on forgiveness from a developmental perspective. It describes forgiveness in different phases of life from young childhood to old age. In the end, we can summarize major developmental trajectories. 1) The impact of forgiveness on life satisfaction is growing with age. Among the elderly, the ability and willingness to forgive have a great impact on their happiness and health. 2) Forgiveness can deepen with age. Children and young people usually forgive those who apologize to them. Forgiveness is more connected to reconciliation. Older people are more willing to forgive unconditionally. 3) The motivation to forgive is changing with age, we can see this in classical experiments of R. Enright. 4) Unforgiveness is an option. We can find people of all ages who would not forgive. For some of them, it might be their life philosophy. Others might be hurt much and the process leading to emotional forgiveness will not be finished. 5) More freedom. In early childhood, forgiveness is influenced by temperament. In later childhood, there is a strong influence of family and society values. In the middle and late adulthood, we can see more freedom to forgive or not forgive. The end of this review provides a few practical recommendations for psychologists, therapists, pedagogues, and parents. For example, when dealing with children, there are possibilities of daily rituals of guilt, forgiveness, apology, and reconciliation. Children usually react very well to apologies, first they understand them as magical words, then they start to understand the value of feeling remorse behind the apology. Older children value Children can learn forgiveness through interactive stories. There are possibilities in forgiveness education programs and therapeutical models of forgiveness. [ABSTRACT FROM AUTHOR]

Thesis. The film Entre les murs, by giving up the classic film narrative, becomes a "litmus test" of reality itself. The psycho-social experiment presented in the film reveals a painful collision of contemporary pedagogical theories with a quasi-reality registered by the camera, in which we can see dynamically occurring processes and social changes in microscale. Discussed concepts. The author of the article refers to such trends of contemporary pedagogy as reconstructionism, globalism, and intercultural education, and then combines them with a film which is understood as a text of culture, reflecting the problems of contemporary society. Much attention has been paid to the formal methods used in the film (performance, improvisation) and their influence on the final shape of the work. Results and conclusions. The author states that formal solutions that make the film a kind of psycho-social experiment revealed some weaknesses of the above-mentioned trends of contemporary pedagogy. School reality, which is reconstructed by the creators of the film Entre les murs, does not cope with dynamic changes in societies. One of the reason for this situation is emotional intelligence, which is not keeping up with these changes. Originality/cognitive value of the approach. Innovation in the context of a film story is not a goal in itself, but only a way to achieve it - revealing the mechanisms that are characteristic of modern school reality. The Entre les murs project, thus, turns out to be extremely valuable both from the point of view of pedagogy and film studies. [ABSTRACT FROM AUTHOR]

In this paper, we will focus on the historical reconstruction of Stevan Stojanović Mokranjac's work in the field of melography and pedagogy of Serbian church chant. Since the prestigious status he reached among his contemporaries, as well as musicologists and music historians of the recent past, both as a melographer and expert in Serbian church chant of his time, has rarely been questioned or objectively approached, we decided to reconsider some of the dominant interpretations of his activities in this domain. For that purpose, we conducted a thorough research of archival resources and press material from the late 19th century onward aiming at a critical examination of Mokranjac's role in the popularization of concepts of the Karlovac and Belgrade church chant styles, his undertakings in the documentation of monophonic church chants, and, finally, his approach to the teaching of chant singing in Saint Sava's Seminary. We will underline the discrepancy between the created image of Mokranjac as an indisputable authority in the field and historical data, which point to the significance of his symbolic (and social) capital in the process of gaining broader recognition. [ABSTRACT FROM AUTHOR]

Purpose: A report is given on a survey of international good practices in information literacy education, the first stage of an Erasmus+ project, Information Literacy Online (ILO), which is creating a multi-lingual and multi-cultural MOOC for information literacy instruction. Methodology/approach: The survey was based on a selective identification and analysis of published literature and Internet sources, qualified by expert opinion. Results: The results are summarised in five sections: definitions, models, content, and contexts for information literacy; frameworks and methods for teaching and learning of information literacy; information literacy learning materials; multicultural and multilingual aspects of information literacy education; use of MOOCs for information literacy education. Research limitations: The review is selective rather than comprehensive, and focuses on those issues of most significance for the development of the ILO MOOC. Originality/practical implications: Although the findings are directed to support the development of the ILO MOOC, it is hoped that they may be of more general interest to those involved in information literacy instruction. [ABSTRACT FROM AUTHOR]

The article analyses the process of training of educational specialists for preschool children in Lithuania in the 3rd and 4th decade of the 20th century. The emergence of the new profession in Lithuania was determined by the needs of the ever-modernising society and new relations between people. The new sociopolitical and socioeconomic conditions required new types of educational workers who would be able to take care of the children effectively. To that end, a whole new system aimed specifically at the preparation of these new specialists was created. The article explores who stood as the forerunners of the early childhood pedagogy in Lithuania and how they were able to establish this system. The latter is also analysed in the light of the disciplines which were taught to kindergarten teachers and educational workers in general. Finally, the control mechanism which was implemented by the state is presented. [ABSTRACT FROM AUTHOR]

The article reflects context of current Conception of Library Developement in the CR for 2017 - 2020 mostly in the accent of educational function of libraries in the area of lifelong learning and civil learning. The aim groups of education in libraries are defied by socio-cultural specifics, whether it’s children from a socially unprofittable environment, or adults with special needs. Knowing and understanding this socio-cultural uniqueness may help the librarians to understand informational and educational needs of various groups of users, and to design proper devices and forms of inclusive education. The aim of the article is to show in describtion the conception of social inclusion in an educational theory and practice of teaching librarians, leading to support of lifelong competence education. [ABSTRACT FROM AUTHOR]

The date of February 19, 2017 has marked the 10th death anniversary of Prof. Waldemar Dutkiewicz, who was an outstanding pedagogue, organiser of didactic and educational work, great social worker and above all an eminent scholar. Professor Dutkiewicz died suddenly on February 19, 2007, still with his full creative forces. The professor was born on June 2, 1939 in Rivne, in Volhynia. In the period 1957-1963 he studied at the School of Physical Education in Krakow. He completed his pedagogical studies in 1970 at the Higher School of Pedagogy in Krakow. In 1973 he obtained a doctoral degree in physical education. His doctorate in pedagogy was publicly defended in 1982. At the Academy of Physical Education in Warsaw he received his Doctor of Letters (habilitation) degree in the field of physical education in 1986. By a decision of the President of the Republic of Poland of August 22, 1995 he was awarded the title of Professor. Due to his studies and didactic work the heritage of Professor Dutkiewicz is composed of two parts: auxological and pedagogical. [ABSTRACT FROM AUTHOR]

This writing is about stimulating a creative consciousness among learners by implementing a curriculum where the learner shifts identity. Learners explore notions of self, mediated through text and images across platforms from real objects to social networks. The curriculum covers approaches to constructing virtual identity and how to create narratives from the perspective of the constructed identity (persona). My experiences as an artist, as an art teacher in American middle and high schools, as a lecturer in European art academies and universities, and as an organizer of alternative art educational programming in a community setting led up to the development of this curriculum. What I want to achieve with Cyborg Selfie is both personal and social. [ABSTRACT FROM AUTHOR]

Derek Walcott's colonial schoolhouse bears an interesting relationship to space and place: it is both a Caribbean site, and a site that disavows its locality by valorizing the metropolis and acting as a vital institution in the psychic colonization of the Caribbean peoples. Th e situation of the schoolhouse within the Caribbean landscape, and the presence of the Caribbean body, means that the pedagogical relationship works in two ways, and that the hegemonic/colonial discourses of the schoolhouse are inherently challenged within its walls. While the school was used as a means of colonial subjugation, as a method of privileging the metropolitan centre, and as a way of recreating that centre within the colonies, Walcott's emphasis on place complicates and ultimately rewrites colonial discourses and practices. While the school attempts to legitimize colonial space, it in fact fosters what Walter Mignolo has termed "border thinking." [ABSTRACT FROM AUTHOR]

The review article analyzes a collective monograph edited by Charles Bazerman, Adaira Bonini, and Débora Figueiredo, Genre in a Changing World (Fort Collins - West Lafayette: WAC Clearing House - Parlor Press 2009). It focuses on topics relevant to the significance of genres in scientific and academic practice and identifies namely two concomitant areas that have been in the centre of attention of scholarly studies using genre as an analytical concept: genre-based pedagogies at university level and disciplinary enculturation. While the first area deals with establishment of boundaries between academic texts and other textual forms, the latter one addresses their internal differentiation. The review article emphasizes the demonstrated value of genre-oriented approaches for the research on scientific practices, yet it concludes that there is a need for more thorough appreciation of their epistemological implications. [ABSTRACT FROM AUTHOR]

The article presents the contents of the theoretical and practical part of the Fundamenta textbook, preserved in the Francisian Monastery in Novo mesto, as well as problems of its historical interpretation here nad now. Apart from the problem of relativeness that accompanies the possibility of such an interpretation ‘through' at least three quite different historiographical ‘systems' (for the time being, scholarly ‘legitimate’ approaches), the just-mentioned problems contain also questions regarding certain broader cultural and ideological points of view concerning the functionality, i. e. scholarly research in the field of music history, viewpoints that actually realize such research socially or rather ‘objevtify' it also on the level of a symbloic transfer of an - implicit - politico - economic point of view, inevitably present when chosing one’s position within the currently accepted practice of (musical) historiography, and, at the same time, while asserting one’s viewpoints in the functionally ‘expert field' of such practice. [ABSTRACT FROM AUTHOR]

Kathak, a classical dance form from northern India, characterised by rhythmically sophisticated footwork, quick turns and storytelling, is traditionally passed down from teacher to student through a close relationship known as the guru-shishyaparampara (teacher-disciple tradition). This article examines the shifts in teaching and dance techniques over three generations of gurus and shishyas within one gharāaā (stylistic school) of Kathak. Both the culture of training and dance materials have been adapted to changing socio-historical realities, from the decline of the courtesan culture and the growing independence movement in northern India in the early 20 century to the dance's transplantation in North America in the latter part of the century. This close study of one dance lineage illuminates the impact that changing historical realities and individual proclivities have played in kathak's stylistic development. It demonstrates that even the basic elements of this style of kathak have been subject to change; furthermore, this flexibility has been a vital part of the teaching of this solo performance tradition since at least the mid-twentieth century. [ABSTRACT FROM AUTHOR]

The article deals with the main concepts of pedagogics, such as the functions, objectives, tasks and tools of education, in library and information science. Analyses is carried with the historical approach, tracing social and cultural premises of integration of library and information science and pedagogics, as well discussing general results of Lithuanian library and information science, concerning the matter. Theoretical analyses aimed at defining pedagogical scheme of public libraries in the education of library users according to the system of integral education by S. Šalkauskis. Goals of moral, intellectual and artistic calibre of library clientele and potentially performed tasks of moral, intellectual, artistic, devotional and physical education are detected. Information and its mediums are considered to be the tools of library education. Strategic mean of transmitting information in the public libraries - reading - is rated as likely to carry educative actions upon library users. Culture of reading (qualitative and quantitative characteristics of reading abilities) of library clients is directly related to their successful and positive participation in the process of (self) education. [ABSTRACT FROM AUTHOR]

The article discusses the manuscript and iconographic inheritance of the Kaunas School of Art teacher Jonas Šileika (1883-1960). This inheritance is kept in the archive of the National Art Museum of M. K. Čiurlionis. This material presents J. Šileika as not only a realist, but also a neo-romanticist, an attentive and professional pedagogue, a passionate lover of the Lithuanian language and upholder of national culture. These features that show him to be both a personality and a creator bring freshness to the prevailing portrait of J. Šileika as a rational, conservative, at times even boring representative of the realistic style. The personality of J. Šileika is closely related with the Kaunas School of Art and later the Institute of Applied Art (from 1940). The artist worked in this school for thirty years (1922-1952), from when he started his pedagogical activity together with its founders: Justinas Vienožinskis, Petras Kalpokas, Adomas Galdikas, Kajetonas Sklerius and Vladas Didžiokas. The albums of photographs that belonged to J. Šileika are an illustration of practically the entire history of this school's activity. The events are precisely collected and recorded: the building of the school, the settlement, the art classes, the pedagogues and the students of different generations. While browsing the rich inheritance of the artist, the interesting, intellectual and inquiring personality of its creator unfolds. The notes themselves are not characteristic of artistic play or unexpected leaps of creative thought and do not include drawings that would add variety to the text. Their content, however, reveals J. Šileika as a person that contemplated philosophicalaesthetic questions and a concern for the protection of the cultural-artistic inheritance of Lithuanians; showing interest in the historical past of Lithuanians and the archaism of its language and a desire to protect it. He is shown as a person who enthusiastically supported the ideas of Lithuanian national rebirth and gathered professional knowledge in the fields of drawing and painting, evaluating the artistic movements of the early 20th century and the investigations of the great artists of modernism. He wrote memoirs about his art teachers, his studies abroad, and remembers his fellow artists from the Kaunas School of Art and his students. Those manuscripts and documents prompt us to take a wider look at the world of an artist who was famous for rationality. The principles of creation and the aesthetical attitudes of J. Šileika were formed in the contexts of the early 20th art of Chicago and Munich. The experience he gained there was especially valuable; it strongly affected the scope of the artist and involved him in both the intellectual and creative life, allowing him to immediately sense the pulse of the newest artistic ideas. The artist, by this point, clearly already understood the dilemma between the challenges of modernism and tradition, opting to choose the position taken by the supporters of realism who integrated innovation in moderation. Therefore, in his oeuvre he raised the importance of clear drawing, form, and feeling as the founding qualities of every work of art.… [ABSTRACT FROM AUTHOR]

Proper choice of the whole complex of principles of teaching a foreign language, being both pure didactic or those of methods of teaching foreign languages, enables the creation and improvement of efficient teaching strategies. Both principles play their own role in a teaching practice. In their turn, though significant, the didactic principles should not be regarded as being of optimal importance. The most important in this field are the principles of methods of teaching foreign languages which can be divided into general and separate, the latter being related to the teaching of diverse phenomena of the language taught. [ABSTRACT FROM AUTHOR]