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Budowanie kapitału społecznego w świetle analizy podstawy programowej dla pierwszego etapu edukacyjnego

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Abstract

The aim of this article is to present the analysis of the core curriculum for the first stage of education for social and civic competences useful in building social capital. The research is the answer to the question: to what extent are the learning outcomes promoted in the core curriculum for the first stage of education in social and civic competences, the basis for building social capital? The method of data collection was a search of secondary sources.

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... Przedstawione w ramach artykułu wyniki badań pochodzą z szerszego projektu badawczego, którego celem była identyfikacja i ocena kompetencji społecznych i obywatelskich zawartych w podstawach programowych kształcenia ogólnego oraz ocena tak sformułowanych podstaw programowych dla edukacji Solarczyk-Szwec, Matusiak, Kopińska 2016;Symonowicz-Jabłońska, Wieczór, 2016;Kopińska, Majchrzak, Szwech 2017). Badanie zostało przeprowadzone przez Katedrę Pedagogiki Szkolnej Wydziału Nauk Pedagogicznych Uniwersytetu Mikołaja Kopernika w Toruniu w roku 2015. ...
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In this article we diagnose another sham in education. In this way, we are adding symbolically the next chapter to the book edited by Maria Dudzikowa and Karina Knasiecka-Falbierska " Sprawcy i/lub ofiary działań pozornych w edukacji szkolnej " [The Offenders and /or Victims of Shamming Actions in School Education] (this book was an inspiration for the text). Using the results of research on social and civic competences in the core curricula in school education, we concentrate on analyzing the core curriculum for gimnazjum (school for students aged 12/13–15/16). We conclude the semblance of the core curriculum's accordance to legal and political declarations. We note a huge dominance of the requirements relating to knowledge, and “deficits” in the range of specific, important skills and attitudes.
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The subject of the article is a voice in the discussion on the construction of the goals of preschool education in subsequent years of educational reforms in Poland. The topics discussed focus on thedilemma of curricular centralization in Polish education, which creates a context of prescriptive control in the teacher’s work. The verifiably of the learning outcomes expected by the education authorities reveals its weaknesses in the assumptions concerning the child’s social upbringing. The aim of the research presented in the article is to analyze the meanings assigned to the social role of a preschool child in the context of the assumptions of preschool education curricular in the years1962–2018. The subject of the research are the content of documents concerning the assumed goals of the child’s social education contained in the preschool education programs of 1962, 1973 and 1992 and the core curriculum of preschool education in 1999, 2008 and 2018. It was applied the qualitative approach of searching secondary sources using of computer-aided analysis in the program MaxQda. The content analysis allowed for the emergence of three types of discourses of the child’s social role. The theoretical basis for the interpretation of the results were the theories of social development by H. Garner and R. H. Schafer, through which proved inadequacy in constructing the goals of social education of a preschool child. Keywords: national core curriculum, preschool education, social development, Polish educational policy
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