Informacje o publikacji
| Wydanie: | 1 |
| Miejsce i rok wydania: | Warszawa 2015 |
| Język publikacji: | polski |
| ISBN/ISSN: | 2450-1816 |
| EAN: | 977239191715101 |
| Liczba stron: | 106 |
| Wielkość pliku: | 1 MB |
| Typ publikacji: | Praca naukowa , Open access |
Zeszyt poświęcony zagadnieniom, które zajmują ważne miejsce we współczesnej refleksji nad edukacją. Poruszana problematyka dotyczy między innymi: rozmowy i jej znaczenia dla edukacji, ze szczególnym uwzględnieniem doniosłości sztuki słuchania; związków racjonalności (rozumu) i emocji (uczuć) w ujęciu brytyjskiego filozofa edukacji Richarda S. Petersa; współczesnej interpretacji myśli Johna Deweya na temat etycznego wymiaru edukacji; przemocy w szkołach Afryki Południowej; zdobywania tożsamości zawodowej przez nauczycieli w czasach reform edukacyjnych; znaczenia otwartego dostępu dla kształtowania polityki naukowej.
Autorzy pochodzący z Kanady, Belgii, Niemiec, Południowej Afryki, Wielkiej Brytanii, USA oraz Polski, reprezentują różne podejścia badawcze.
Publikacja na licencji Creative Commons Uznanie autorstwa 3.0 PL (CC BY 3.0 PL) (pełna treść wzorca dostępna pod adresem: http://creativecommons.org/licenses/by/3.0/pl/legalcode).
*********
Pedagogical Culture is a new international, peer-reviewed biannual journal in pedagogy. It seeks to invite research perspectives which shed a critical light on the professional cultures of teaching, and of educational practice more widely. It hopes to provide an open forum for research-informed debate on pedagogical questions among educational researchers, scholars in humanities and social sciences, educational practitioners, including teachers and those in management and leadership positions, and not least, educational policy-makers. Too often professionals in such areas move in separate circles, with their own professional cultures cultivating a sense professional insulation and isolation from each other. There is a pressing need for a forum which removes walls that are rarely deliberately built but that nevertheless grow in such a way as to contain educational discourse in separate enclosures.
To facilitate this aim of providing a forum that is open to the widest range of interested parties, the journal will be an open-access one, also an on-line one. The open-access policy means that membership of one or other specialist group within the arena of education will not be necessary to read any of the articles. As an on-line journal its contents will be instantly available to readers and instantly available for reference purposes. The issues of the journal will be available both online and in print.
The journal is devoted to issues which occupy an important place in the contemporary reflection on education. The topics discussed include, among others, conversation and its significance for education, with a particular emphasis on the importance of the art of listening; the approach of Richard S. Peters, the British philosopher of education, to the relationship between rationality (reason) and emotions (feelings); a contemporary interpretation of John Dewey’s thoughts on the ethical dimension of education; school violence in South Africa; gaining professional identity by teachers in times of educational reforms; the importance of open access to science policy.
The authors from Canada, Belgium, Germany, South Africa, Great Britain, the USA and Poland represent different research approaches.
Autorzy pochodzący z Kanady, Belgii, Niemiec, Południowej Afryki, Wielkiej Brytanii, USA oraz Polski, reprezentują różne podejścia badawcze.
Publikacja na licencji Creative Commons Uznanie autorstwa 3.0 PL (CC BY 3.0 PL) (pełna treść wzorca dostępna pod adresem: http://creativecommons.org/licenses/by/3.0/pl/legalcode).
*********
Pedagogical Culture is a new international, peer-reviewed biannual journal in pedagogy. It seeks to invite research perspectives which shed a critical light on the professional cultures of teaching, and of educational practice more widely. It hopes to provide an open forum for research-informed debate on pedagogical questions among educational researchers, scholars in humanities and social sciences, educational practitioners, including teachers and those in management and leadership positions, and not least, educational policy-makers. Too often professionals in such areas move in separate circles, with their own professional cultures cultivating a sense professional insulation and isolation from each other. There is a pressing need for a forum which removes walls that are rarely deliberately built but that nevertheless grow in such a way as to contain educational discourse in separate enclosures.
To facilitate this aim of providing a forum that is open to the widest range of interested parties, the journal will be an open-access one, also an on-line one. The open-access policy means that membership of one or other specialist group within the arena of education will not be necessary to read any of the articles. As an on-line journal its contents will be instantly available to readers and instantly available for reference purposes. The issues of the journal will be available both online and in print.
The journal is devoted to issues which occupy an important place in the contemporary reflection on education. The topics discussed include, among others, conversation and its significance for education, with a particular emphasis on the importance of the art of listening; the approach of Richard S. Peters, the British philosopher of education, to the relationship between rationality (reason) and emotions (feelings); a contemporary interpretation of John Dewey’s thoughts on the ethical dimension of education; school violence in South Africa; gaining professional identity by teachers in times of educational reforms; the importance of open access to science policy.
The authors from Canada, Belgium, Germany, South Africa, Great Britain, the USA and Poland represent different research approaches.
