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BOOK OF ABSTRACTS

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Education: Changing Contexts

and Europe 2020 Strategy Challenges

21 April 2015

ALCIDE DE GASPERI UNIVERSITY OF EUROREGIONAL ECONOMY in

JÓZEFÓW (WARSAW, POLAND)

4 Sienkiewicza Street, 05-410 Józefów

+48 22 780 10 07

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HONOUR COMMITTEE

Dr Tadeusz Graca – Chairman of the Honour Committee – Rector of the Alcide De Gasperi

University of Euroregional Economy in Józefów (Poland)

Prof. nadzw. dr hab. Magdalena Sitek – Vice – Rector of the Alcide De Gasperi University

of Euroregional Economy in Józefów (Poland)

Prof. zw. dr hab. Bronisław Sitek – President of the State Treasury Solicitors; Alcide De

Gasperi University of Euroregional Economy in Józefów (Poland)

Prof. nadzw. dr hab. Zofia Szarota - Dean of the Faculty of Pedagogy, Pedagogical

University of Cracow (Poland)

Prof. zw. dr hab. Leon Dyczewski – The John Paul II Catholic University of Lublin (Poland)

Prof. Dr., PhD. Beata Kosova - Matej Bel University (Banska Bystricia, Slovakia)

Prof. zw. dr hab. Zbigniew Semadeni – University of Warsaw (Poland); Alcide De Gasperi

University of Euroregional Economy in Józefów (Poland)

Hanna Majewska-Smółka - Dyrektor Oświaty Powiatowej w Otwocku (Poland)

Ewa Barbara Musiejko - Dyrektor Powiatowego Młodzieżowego Domu Kultury im. M.E.

Andriolliego (Otwock, Poland)

Romuald Sadowski - Dyrektor Schroniska dla Nieletnich i Zakładu Poprawczego

w Warszawie-Falenicy (Poland), Przewodniczący Rady Patronackiej Wyższej Szkoły

Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Poland)

Danuta Wolska-Rzewuska - Dyrektor Powiatowego Urzędu Pracy (Otwock, Poland)

SCIENTIFIC COMMITTEE

Prof. zw. dr hab. Bożena Muchacka - Chairwomen of the Scientific Committee, Director

Institute of Pre – School and Elary School Education, Pedagogical University of Cracow

(Poland)

Dr hab. Krystyna Ablewicz - Director Institute of Pedagogy, Jagiellonian University in

Kraków (Poland)

Prof. zw. dr hab. Ryszard Bera - Dean of the Faculty of Pedagogy and Psychology, Maria

Curie – Skłodowska University (Poland)

Prof. Jelena Davidova - Dean of the Faculty of Education and Management, Daugavpils

University (Latvia)

Doc. Paed Dr Tomáš Jablonský – Dean of the Faculty of Education, The Catholic

University in Ruzomberok (Slovakia)

Poc. dr Peter Jusko – Vive – Dean of the Faculty of Education, Matej Bel University

(Slovakia)

Prof. nadzw. dr hab. Zofia Szarota – Dean of the Faculty of Pedagogy, Pedagogical

University of Cracow (Poland)

Prof. nadzw. dr hab. Anna Wiłkomirska – Dean of the Faculty of Education, University of

Warsaw (Poland)

Prof. nadzw. dr hab. Janusz Gęsicki – The Maria Grzegorzewska Academy of Special

Education (Warsaw, Poland)

Doc. PhDr. Miloslav Jůzl – Institute of International Studies in Brno (Czech Republic)

Prof. nadzw. dr hab. Anna Klim-Klimaszewska – Siedlce University of Natura Science and

Humanities (Poland)

Prof. nadzw. dr hab. Mariusz Korczyński – Maria Curie – Skłodowska University (Poland)

Prof. nadzw. dr hab. Piotr Krajewski – University of Warmia and Mazury in Olsztyn

(Poland)

Prof. dr hab. Miroslav Krystoń – Matej Bel University (Banska Bystricia, Slovakia)

Prof. nadzw. dr hab. Roman Leppert – Kazimierz Wielki University in Bydgoszcz (Poland)

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Doc. PhDr. PhD Dagmar Markowa – Constantine the Philosopher University in Nitra

(Slovakia)

Prof. nadzw. dr hab. Grzegorz Pyszczek - The Maria Grzegorzewska Academy of Special

Education (Warsaw, Poland)

Dr hab. Justyna Szulich-Kałuża – The John Paul II Catholic University of Lublin (Poland)

Dr Mirosława Brasławska - Haque – Dean of the Faculty of Pedagogy, Lublin High School

in Ryki (Poland)

Dr Małgorzata Such-Pyrgiel – Dean of Faculty of Social Sciences, Alcide De Gasperi

University of Euroregional Economy in Józefów (Poland)

Kand. ped. nauk Olga Dymitriewna Barabash - Ivano-Frankivsk Peripheral Institute of

Postgraduate Education (Ukraine)

Dr Katarzyna Ferszt-Piłat - Alcide De Gasperi University of Euroregional Economy in

Józefów (Poland)

Dr Ewa Jagiełło - Siedlce University of Natura Science and Humanities (Poland)

Dr Małgorzata Kamińska – Pawel Wlodkowic University College in Płock (Poland)

Dr Dorota Łażewska - Alcide De Gasperi University of Euroregional Economy in Józefów

(Poland)

Dr Sofia Sokolova – The M. Drahomanow Ukrainian State University (Kiev, Ukraine)

Dr Anna Sugier-Szerega - The John Paul II Catholic University of Lublin (Poland)

ORGANIZING COMMITTEE

Dr Małgorzata Such-Pyrgiel - Alcide De Gasperi University of Euroregional Economy in

Józefów – WSGE - (Poland)

Dr Katarzyna Ferszt-Piłat – secretary, WSGE (Józefów, Poland)

Dr Dorota Łażewska – secretary, WSGE (Józefów, Poland)

Dr Kateryna Novikova – secretary, WSGE (Józefów, Poland)

Dr Małgorzata Kaniewska – WSGE (Józefów, Poland)

Dr Anna Krajewska – WSGE (Józefów, Poland)

Dr Anna Orzyłowska – WSGE (Józefów, Poland)

Dr Aleksandra Szejniuk – WSGE (Józefów, Poland)

Dr Tomasz Wrzosek – WSGE (Józefów, Poland)

Mgr Iwona Florek – WSGE (Józefów, Poland)

Mgr Michał Łęski – WSGE (Józefów, Poland)

Małgorzata Radecka - WSGE (Józefów, Poland)

PATRONAGE

Educational Research Institute (Warsaw, Poland)

Centre for Education Development (Warsaw, Poland)

University of Warsaw, Faculty of Education (Poland)

Pedagogical University of Cracow, Faculty of Pedagogy (Poland)

Siedlce University of Natural Sciences and Humanities, Cathedral of teaching (Poland)

Powiatowy Urząd Pracy w Otwocku (Poland)

Oświata Powiatowa w Otwocku (Poland)

Powiatowy Młodzieżowy Dom Kultury w Otwocku (Poland)

Miejsko-Gminny Ośrodek Kultury w Karczewie (Poland)

Powiatowa Biblioteka Publiczna w Otwocku (Poland)

LGD Lokalna Grupa Działania Natura i Kultura (Poland)

Journal of Modern Science

Publishing Company

Alcide De Gasperi University of Euroregional Economy in Józefów, Poland

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ABSTRACTS

dr Barbara Antczak

Alcide De Gasperi University of Euroregional Economy in Józefów (Poland)

Education for safety is it needed ?

This article compares the teaching curricula and expectations of young people with

respect to the matters of security and safety. Even the traditional educational institutions

(mainly public sphere) must adapt to these expectations in order to compete for the better

prepared candidates for further study to survive in the market of educational services.

Creating new faculties, different profiles (including the so-called military ones) is a response

to the changing needs and search for interesting, satisfying young people’s interest.

The beginnings of education in these classes (profiles) took place in the time when the

school curriculum included the subject of adoption of defense. Currently, the program of the

education for safety has been drastically reduced. This is why, it is more important to create

places where young people can develop their interest in the area of defense and patriotism,

especially in the time of extensive external threats.

PhD Olga Barabash

Ivano-Frankivsk Peripheral Institute of Postgraduate Education (Ukraine)

Pedagogical conditions of professional development by means of technologies of

developmental training in postgraduate education

Necessity of professional development of pedagogue acquires special meaning in the

context of lifelong study. Realization of these tasks mostly depends on conditions which are

created by institutions of postgraduate pedagogical education for systematic and purposeful

personal and professional development of a teacher. In modern researches scientists consider

pedagogical conditions as structural component of professional activity. Generalized – these

are external circumstances against the background of which the process of training is being

occurred. To pedagogical conditions of professional development of a pedagogue by means of

technologies of developmental training in postgraduate education we assigned the following:

Creation of appropriate environment in which meanings of professional pedagogical

activity are presented.

Organization of learning activity according to technology of developmental training.

The combination of stages of learning with active approbation of gained methods of

professional activity.

Specially organized methodological, psychological and administrative support.

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PhD Oľga Bočáková

PhD Darina Kubíčková The University of Ss. Cyril and Methodius in Trnava

(Slovakia)

Family and its position in the New Millennium

The genesis of the development of family and its members in built on family life. In

Slovakia the emphasis was laid on the phenomenon of sociability, having common family

events and on collective work. The data have confirmed that in spite of accelerated tempo and

work load, in spite of the assaults of modern day alienation, the common life has not

completely disappeared from our families. Common moments are still one part of our family

life.

dr Mirosława Brasławska-Haque

Lublin High School in Ryki (Poland)

The role and tasks of psycho-pedagogical clinics in cooperation of schools and

kindergartens

For several years, the Ministry of Education introduces changes in the education system,

with the task of improving the quality of the activities taken up by teachers. One of the aims

that the Ministry is committed to improving the quality of teacher training. The new system,

which will be introduced in 2016, is directed to the needs of a particular school, and not to the

needs of teachers (as it was so far). Tasks related to the professional development will be

realized by local development centers of education, which will come in psycho-pedagogical

clinics, libraries and teacher training centers. The article describes the planned changes in

teacher training, pay attention to the role and tasks of psycho-pedagogical clinics in this field

and presents the results of activities undertaken within the project, funded by the EU, for

a new system of comprehensive support schools and kindergartens.

prof. nadzw. dr hab. Mariusz Cichosz

Kazimierz Wielki University in Bydgoszcz

(Poland)

Educational environment as a place of lifelong human education - experience and

contemporary changes

Education is a process that always runs in the specified external considerations,

in a specific place and time and cultural context. Besides this objective dimension is also

a process that is perceived and experienced subjectively. This diverse and in some ways

complex space education--defines, for example in the category of environment/educational

environment. In long tradition the pedagogical reflection, taking into account the multiplicity

of ways that impact the environment and his "presence" in a person's life develops knowledge

about its different types, but also the ontological, epistemological and axiological models.

Knowledge of the environment is also, and perhaps above all a challenge for teaching practice

which includes human lifelong activity.

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PhD Inna Czerwińska,

Vasyl Stefanyk Precarpathian National University

(Iwano- Frankivsk, Ukraine)

Succession in the school and family education Ukrainian in the Mountainous Region

Carpathians

The article describes the features of the interaction of school and social environment,

analyzes key factors that influence the formation of the spiritual values of the individual. The

author describes organizational and pedagogical conditions of interaction and socio-cultural

environment of the school to educate students. Forming the right relationships and personal

development depends primarily on what people facing child mother and father as

recognizable human relationships and social environment.

dr Paulina Depczyńska

The Jan Kochanowski University in Kielce,

Branch in Piotrków Trybunalski (Poland)

In search of the ideal conception of civic education – from the german, austrian and

polish perspective

Political education, included under the term politische Bildung in Germany and

Austria, and civic education in Poland, is a very important part of the functioning of

democratic society and state. The concept of political education is extremely broad,

multifaceted and has an interdisciplinary character, because for many years it has been the

subject of research, not only for political scientists or educationalists, but also for sociologists,

psychologists, anthropologists or historians.

In Poland, after the initiation of democratic changes in 1989, and in Germany after

unification, a debate was started on the objectives, content and methods of civic education and

the competence of the institutions responsible for its realization. On this account, political

education has become a new challenge for both countries.

This article attempts to define the terms, points to the status and determinants shaping

the system of political education and discusses the role of civic education in Germany, Austria

and in Poland.

The use of the concept of political education in the sources and publications is not

standardized and consistent because it is a broad-ranging and appropriate concept, as it

contains the cognitive plane (logos), the plane of values (ethos) and the emotive plane

(pathos). It does not merely come down to conveying a particular quantum of knowledge in

the field of civic education, or comes down only to the didactics, theory or methodology of

political knowledge, but relies on the educational and permanent impact on the target groups

in order to assimilate certain civic values.

There are also conclusions and recommendations for the Polish model of civic

education, which result from the analysis of the Austrian and German system of civic

education. In the face of the changes connected with civilization and globalization, there is a

need for continuous updating of the content and methods of political education, and therefore

the ideas and recommendations quoted in this study should not be treated as final solutions,

let them be impulses for further discussion on the changes in the field of political education.

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dr Katarzyna Ferszt-Piłat

Alcide De Gasperi University of Euroregional Economy in Józefów (Poland)

Intercultural competence as the form of the social inclusion

Intercultural competence - it is a kind of abilities for building constructive social

relations and it is an essential condition of the participation in the life of modern societies.

They found their place in the European discourse, in the set of competence, determined as

crucial and are important for the education for the cultural diversity in multicultural societies.

This strategy can save the school and her actors, before transition effects (contemporary form

of the social exclusion). In case of multicultural reality such a supported development should

be exactly by the intercultural education. Therefore for tasks of the contemporary school, but

first of all to teachers - a way of preparing people for living in the perspective of the cultural

change by equipping them is included into the knowledge and abilities necessary in defeating

intercultural barriers. In this context the intercultural education is, as field developing

intercultural competence understood as the form of the social inclusion.

dr Krzysztof Gogacz

Alcide De Gasperi University of Euroregional Economy in Józefów (Poland)

Director of public educational institution, teacher, manager, or a hostage of the system?

Polish accession to the European Union forced the adaptation of a series of acts of

public institutions to EU requirements. This also applies to regulations relating to the system

of education. Life, however, shows that there is in any case we were able to make at a time of

change, preventing corruption-social and pathological mechanisms. Internal criticism of the

education system is completely at Polish graduates of secondary schools and universities who

are doing well in the European labor market, and in many cases they are wanted as great

professionals, displacing the market of other nations. The changing reality enforces European

experimentation and introduction of innovative solutions giving hope to improve the

effectiveness of education of the younger generation. Sometimes, however, and so that new

developments do not tolerate age environment teachers too, rigid, self-inflated, and the

authorities conducting educational institutions, for which interfere with pathological changes

in systems characterized by the local authorities. Multifaceted challenges related to the

training of young people find their generations in a very complex social reality. These are the

challenges of contemporary pedeutology and educators and directors - managers of

educational institutions. The future of Polish education depends on teachers' creative, talented,

responsible, who are not afraid of a challenge, elected to the profession on the basis of fair

competition procedure. This is possible only when public approval of the proposed legislative

changes.

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dr Joanna Juszczyk-Rygałło

The Jan Długosz University in Częstochowa (Poland)

Media education in the perspective of Europe 2020 Strategy

Development of media and information literacy, which results from particular educative

actions, is currently necessary condition for improving quality of live as well as intelligent

and balanced social, cultural and economic development. It requires new educative strategies

that will involve children’s contact with media culture at the very early stage of their

development and in this way will enable parallel development of linguistic and cultural

competences along with media literacy. A lot of initiatives, activities and declarations are

undertaken for the purpose of realizing ideas of media education. This articles discusses place

of media education in the process of establishing potential of informative society.

Perspectives of development of media education in the context of realizing strategy “Europe

2020” are presented on the basis of current legal regulations, both European and domestic

ones, which refer to media education.

dr Krystyna Kamińska

Pultusk Academy of Humanities (Poland)

E-personality, which is our new alter ego

The multidimensionalism of virtual reality, and at the same time, its (apparent)

anonymity, supports the creation of our new image by improving the previous version of it.

It seems, that the personality change could become (unless it’s not already became) one of the

most popular form of entertainment. E-personality fulfil in some way changes, that has been

made in our psyche. On the one hand it simplifies the life “here and now”, on the other gives

us the possibility to make it more attractive by reaching the inside of virtual reality, all that to

overcome our own limitations in the real world.

The virtuality begins more and more often being perceived as a new organ of our own

body. This organ serves as a peculiar complement to our I (“self”), increasing it with a new

component – in this case on-line sensuality. The virtuality allows not only to extend our

personality, but also even lets to create a new one, which is only a product of our imagination.

It causes, that the nature of our social relations is a subject to (sudden) change as well. In this

context the transformation of our own I (“self”) with the on-line and off-line identity, that

accompanies it, constitutes a provocation to continuous change. E-personality doesn’t make

a “stranger”, but it extend the original mental scope of a person with new capabilities.

The new version of I (“self”; which appears when e-personality becomes known)

causes, that in the same time as virtual reality enters rapidly into the everyday life, the

intimacy sphere decreases. It happens through covering up the public and private sphere’s

range of our performance and through disappearance of the traditional behavior’s rules. In

consequence, when the on-line life and the off-line life superimpose on each other, it appears

a peculiar instability of our own personality and the so-called “broken identity”, which can be

defined as some sort of incapacity to go from the fiction world to the real world without

hurting “the actual self”.

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dr Małgorzata Kamińska

Pawel Wlodkowic University College in Płock (Poland)

The cooperation of teachers in the light of the of the internal evaluation reports of

schools

The text provides an overview and analysis of the main results, within the performance

reports of the internal evaluation of schools. One of the pedagogical supervision of standards

in schools and educational institutions are the requirements that apply to the cooperation of

teachers in planning and implementing educational processes. Are subject to monitoring and

evaluation in the process of the internal evaluation of schools. Conclusions on the level and

scope of this cooperation and effectiveness in the perspective the quality of education are not

satisfactory.

dr Małgorzata Kaniewska

Alcide De Gasperi University of Euroregional Economy in Józefów (Poland)

Global education - objectives, assumptions, perspectives

Global education has many definitions, and even many names e.g. development

education and education for sustainable development. Therefore, for clarity, it is

recommended to use the term global education. “Global education is education that opens

people’s eyes and minds to the realities of the globalized world and awakens them to bring

about a world of greater justice, equity and Human Rights for all” - The Maastricht Global

Education Declaration. The main objectives of global education include: explanation of the

causes and consequences of phenomena, show the impact of the individual to the global

processes and the impact of global processes on the unit, overcome existing stereotypes and

prejudices, present the perspective of the Global South, development of critical thinking skills

and change attitudes.

At the core of global education are the following values: dignity, justice, solidarity,

equality, peace, freedom. Global education fosters attitudes: responsibility, respect, honesty,

responsibility, personal involvement, readiness for lifelong learning.

mgr Agnieszka Kantorowicz

Neobrit Education Ltd, Global Advanced Research Centre

(Poland)

Multicultural context of pre-school activities as an important factor enhancing the

performance of education system.

The study based on practical performance of multilingual nursery schools suggests that

this period of child development plays a key role in promoting pupils' active attitudes towards

education. Multilingual and multicultural environment facilitates the development of

creativity which in further lives enables young people to meet global challenges of labour

market, making them responsive to demands of constantly changing conditions. One of the

most important outcomes of such education is promoting student's mobility in the aspect of

choosing geographical location of study and work, as well as meeting variability of

technology. Multicultural context favours developing deep interest in the surrounding world

which in turn is the base of willingness to acquire knowledge and skills throughout the life-

cycle and prevents young people from leaving education too early. Gaining information

parallelly via several languages and diversified means leads to promoting unconventional

attitudes towards solving problems and therefore stimulates innovativeness being the engine

of future growth.

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prof. nadzw. dr hab. Anna Klim-Klimaszewska

dr Ewa Jagiełło

Siedlce University of Natura Science and Humanitaties (Poland)

Elements of economy in the first three forms of primary school

The article will present a curriculum developed for the first three forms of primary

school entitled "A Balanced School". The name and the whole idea behind the curriculum

originates from the concept of Education for a Balanced Development, the theory of many-

sided learning by W. Okoń, and sociocultural constructivism of J.S. Bruner. The primary

focus of this interdisciplinary formula of the curriculum is developing competence in

languages, Mathematics, Natural Sciences and Design Technology, shaping creative attitudes

and critical thinking in accordance with universally recognised principles of constructivism,

and introducing an innovative model of teaching (the merging of different contents from

economy, including but not limited to entrepreneurship, culture, axiology, ecology, social life,

all corresponding to the developmental stage of the pupil and accounting for its special

educational needs). The ability to see child's individual needs is gained through knowledge

activation and differentiation of various methods and techniques of teaching, models of

interaction, and a rate of work. Reference to Education for a Balanced Development correlates

with formation of awareness regarding interrelations between culture, society, economy and

ecology, and enhancement of skills necessary to improve the condition and quality of our

environment. However, presented educational activities will fail to be effective if teachers'

sole focus will be the transfer of knowledge.

PhD Petr Kocina

PhD Dagmar Marková

Constantine the Philosopher University in Nitra

(Slovakia)

Ethical analysis of the right of persons with intellectual disabilities to sexuality education

in Slovakia

The present study focuses on sexuality education as a means to realize the fundamental

right to education. It analyses the relevant provisions of the Convention on the Rights of

Persons with Disabilities and highlights related ethical issues. Study also shows that sexuality

education is ideologically saturated and morally charged topic in Slovakia. In this paper we

analyse context between constructions of intellectual disability and sexuality and their

implication for sexuality education. We outline some aspects of the right to sexuality

education for persons with intellectual disabilities and discuss cultural challenges and related

ethical dilemmas from the liberal point of view.

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prof. nadzw. dr hab Mariusz Korczyński, dr Agata Świdzińska

Maria Curie – Skłodowska University (Poland)

Migrations – Intercultural - Education – Safety

In the present article for the description of the weight and the role of the cross-cultural

education as the priority in the Polish education, authors adopted the perspective of triggered

changes with dynamics of the migration in the local and global dimension and with need of

providing the sense of security for societies which are actors of these changes. Statistical data

of the migration were presented to Poland and from Poland interests justifying the need

oneself with different consequences of this occurrence and legal documents governing the

migration policy in the country. Current theoretical studies and practical solutions were

evoked from the scope of the cross-cultural education. Authors are concluding their review

with the most urgent need of including the cross-cultural education in the educational system

on all her levels. They will acknowledge that created legal conditions enable the optimum

accomplishment for her of tasks, however a need to notice chances is a basic factor of her

application and of possibilities resulting from cultural diversifying by decision-makers on

rungs of not only local self-government bodies, but also ministerial. Ensuring preparing for

acquiring cross-cultural competence for citizens and migrants to take effect perhaps for

peaceful co-existing on one territory.

dr Anna Krajewska

Alcide De Gasperi University of Euroregional Economy in Józefów (Poland)

The nursery school of Rosa and Carolina Agazzi in promoting equal educational and life

opportunities of children from neglected environments

The Agazzi sisters, Rosa and Carolina, initiated a nursery school (Mompiano, Italy),

where they dedicated themselves to working with children from rural environment afflicted

with poverty and backwardness. Their tried to create the nursery school according to

children’s abilities. The elaborated method supported and developed fundamental skills

necessary to effective functioning in school education and life situations. They rejected

everything that was connected with premature, in their opinion, school education, which

proved that pre-school education plays a crucial role in promoting equal educational

opportunities .

dr Aleksandra Kruszewska

The Jan Długosz University in Częstochowa (Poland)

State of social and emotional development of children who start school education

Since school year 2014/2015 Ministry of National Education has implemented first

stage of compulsory education for 6 year old children. Thus, from school year 2015/16 all six-

year-olds become pupils of first year. In extensive polemics many communities argue that in

terms of social and emotional development the six year old children are not ready to become

first year pupils. The age of seven years is an optimal one – until this time children should

remain in pre-school. Proper adaptation of pupils to school situation during first years of

learning determines level of their functioning throughout further education. Adaptation of the

6-year-olds to school conditions may be difficult because various competences and skills may

not be adequately developed in children at such age. This paper presents state of social and

emotional development of children in the first days of their school education. It presents level

of emotions, feelings as well as social-emotional behaviours that are crucial for children’s

further school carrier.

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dr Dorota Łażewska

Alcide De Gasperi University of Euroregional Economy in Józefów (Poland)

Deconstructed education as a challenge for the teacher of the 21st century

Education has always been shaped (constructed) under the influence of diverse

philosophical conceptions concerning the world, man and society. For educational theory and

practice are to philosophical premises as effects are to causes. Whilst a deconstructive

mentality prevails in 21st century education, hence we have deconstructed education. This

mentality influences interpretations of literary texts and the way dialogue is conducted. It is

reflected in the negation of the right understanding of a set text in favour of many diverse

interpretations, whilst teacher pupil dialogue is not aimed at an unequivocal assessment of

things and phenomena. Universities are also subject to deconstructionism. The consequence in

this case is a rejection of the pedagogical function of universitas studiorum in favour of

business interests. The mass media has also succumbed to deconstructionism. For

deconstructionism propagates the ambiguity of truth, reinforces the conviction of the non-

existence of absolute truth, and the end of the so-called grand narratives. The deconstructed

education of the 21st century is based on a radical pluralism, a polytheism of values, and on a

multiplicity of moral authorities.

prof. zw. dr hab. Bożena Muchacka

Pedagogical University of Cracow (Poland)

Challenges in the quality of teachers education

The author takes the problem of personality and professional competence of teacher in

the context of quality policy in higher education. The text brings up some aspects of the

quality of teachers education policies, inter alia: family and research carried out in an initial

teacher education, teaching methods, material resources, technical and supporting educational

processes and the principles of approval, monitoring and periodic evolution of study programs

and students.

dr inż. Mateusz Muchacki

Pedagogical University of Cracow (Poland)

Ludic, cognitive, social value of computer games in the context of challenges for the

learning environment of the child

New technological solutions let us see the other functions of computer games than just

ludic and cognitive. Thanks to, inter alia PlayStation Move, games now can also fulfill social

function as well as they can stimulate physical development. Universal access of children to

the Internet sources provides an opportunity to establish relationships, co rivalry and

cooperation. On the other hand, games create more and more new threats. This text shows

computer games in the light of their new quality and new treats.

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dr Anna Orzyłowska

Alcide De Gasperi University of Euroregional Economy in Józefów (Poland)

From the imperative to the axiom – perception of the safety of the contemporary of the

education

Due to formal-legal, organizational and procedural conditioning the contemporary

education became one of the most important public institutions. The common school

obligation of children and young people is a standard and a norm of the current civilization.

The educational process and his organization are regulated by law, of what consequence there

are specific school curricula, qualifying requirements of staffs education and social-technical

requirements providing the development for pupils and the safety.

The education became also the subject of the research above all for teachers, as well as

for sociologists, psychologists and theoreticians of the safety, of what for her multifaceted

defining is a result.

dr Anna Sugier – Szerega

The John Paul II Catholic University of Lublin (Poland)

The development of media competencies is a challenge to formal education

Nowadays media competences are among the most important ones, because they enable

a conscious and creative participation in the socio-cultural reality. A multitude of

broadcasters, a significant change in the relationship between the broadcaster and the receiver

who has become active thanks to the Internet and the new technologies and, in many cases,

has replaced the broadcaster, as well as a rapid growth of receptive technologies that also

enable the creation of information, are just a few examples alternating the image of the media

world as a static, closed and defined reality. The media culture, created by various entities

(journalists, media workers, amateurs, etc.) is chaotic, but also attractive and all-

encompassing. It may seem that, in the modern educational system, there is an obvious need

for a continuous, formal media education at various educational levels, which, in addition to

technical skills, takes into account the need to prepare students for a critical reception as well

as the creation of their own content associated with that culture. However, the Polish school

lacks a coherent program implementing this task. In this paper, I will elaborate on the reasons

behind this state of affairs, the difficulties, but also the positive practices resulting from the

initiatives undertaken by teachers and the suggestions, made by non-governmental

organizations, how to improve the situation.

14

prof. zw. dr hab. Zbigniew Semadeni

University of Warsaw (Poland)

Alcide De Gasperi University of Euroregional Economy in Józefów (Poland)

Problems of curriculum integration in primary mathematical education

The term integration generally means: to make whole or combine into a whole. In the

context of education, it has three different meanings:

1) putting students of different cultures together, based on their positive aspects;

2) inclusion of students with special needs into a general education environment;

3) integrating curricula.

Only the third meaning will considered in the presentation – specifically, the integration

of mathematical curriculum with those of other subjects in primary education: Polish

language (reading and writing), learning environment, music etc. We will present general

arguments for and against the integration in the form practiced in Polish schools.

Advocates of curriculum integration assert that it is anchored in psychology and our

knowledge about human development. They emphasize a comprehensive understanding of

a whole, rather than parts (often with Gestalt theory in mind). This is supposed to help

students to gain comprehensive understanding within and across various disciplines.

Arguments against this view will be shown in the presentation. Mathematics is related to

certain aspects of each subject of primary education. It should be taught as to show the

students how it can be meaningfully applied to questions which are practically important for

them. However, the main claim of the presentation is that mathematical activities concerning

the core of the curriculum should be organized in special time slots (not necessarily fixed in

advance), when the scope and sequence of what children do is conformed to the mathematical

goal in mind; possible accompanying topics should then play an auxiliary role.

dr Aleksandra Szejniuk

Alcide De Gasperi University of Euroregional Economy in Józefów (Poland)

Coaching - development tool of professional competence

Human resources constitute the source of the competitiveness in organizations

functioning on the not only Polish, but also international market. With integral part of the

organization development investing in the staff as well as improving the organizational

structure are deciding. Trainee organizations are an effect of such action. That is a

significance of the commitment of employees is growing into creating the goodwill. The

efficient management is regarding an hierarchical interrelationships and is coordinating not

only behaviors, but above all attitudes of employees. The quality and the work output are

made conditional not only from competence, but also from the ability and experience. A new

category appears - the personal coaching enabling to teach and the development. He is

philosophy of the management. He determines peculiar employee competence essential for

effective supporting people in their professional development. In Poland a coaching is more

and more often used by individual persons and organizations which accustoming him as one

of organizational priorities treat.

15

dr hab. Justyna Szulich-Kałuża

The John Paul II Catholic University of Lublin (Poland)

Education of media generations - restrictions, opportunities and prospects

The dynamic development of the digital technologies has a great impact on education.

Behaviors relying on the simultaneous use of media while performing other tasks (media

multitasking) are becoming more and more common nowadays, especially among young

people. In this article is have been presented the atributes of the media generations, called

generation X, Y,- Z, -Alfa. It is discussed how using a new media by youth influences on the

processes of attention, memory, the functioning of cognitive control and multisensory

integration. The discussion takes the perspective of „soft” media determinism by Paul

Levinson. „Soft” media determinism consists of interaction of technology and the people.

The space is left to the human will and human decision what is very promising for the proces

of educations.

mgr Joanna Śmietanka

University of Wrocław (Poland)

Senior with Internet - education 60+

Paying attention to the need of the education of seniors is a purpose of the article in the

area of the operation of the computer and the Internet as one of basic indicators of the

implementation of strategies of the intelligent and balanced development.

The author is paying attention to dissonance between strong technological progress,

with evolution of products and services (among others bank whether of health care) and with

neglecting the educational sphere towards deliberate and luxurious using these services.

Numerous applications of seniors regarding abuses and frauds are an effect of this collision on

the part of companies which very often are a result of the ignorance, the ignorance of products

or the technology, and aren't correlating with the intentional functioning of these companies to

the disadvantage of elderly people. It is emphasizing the rank of the education of seniors as

the huge challenge standing in front of an European educational system. Additionally the

author is paying attention to lifestyles of seniors and their individual need of the membership

in social groups what for them in today's world community portals enable, like e.g. Facebook

or popular still amongst elderly people Nasza-Klasa. He is summoning examinations here

from 2013, P Research Mix conducted by research house 4 which made the own segmentation

of seniors, appointing 6 older, differing groups of people both in terms of the age, of financial

circumstances, professional, as well as of interests, a lifestyle or ways of spending the leisure

time. The author is paying attention here for whiling away the life with elderly people through

Internet matrimonial sides or messengers of the type Skype which let for establishing or

keeping the contact with persons about similar interests or with family. He is encouraging

seniors after all for the education in the operation of the computer and the Internet.

16

dr Maria Trzcińska-Król,

dr Urszula Gosk,

dr Barbara Pilipczuk

The Maria Grzegorzewska Akademy of Special Education

(Warsaw, Poland)

Computer-media competence of teachers – research reports

In the era of computerization and the global village it is worth to consider the possibility

of using the media in the process of exchange of information between the school and pupils'

legal guardians. School programs put increasing emphasis on preparing children and young

people to live in information-driven society, where the ability to search for information and its

verification are crucial. And what is with the teachers? What are their computer-media

competence? Can they use the media for teaching, as well as exchange of information with

parents? There is no doubt that direct contacts allow to establish a closer relationship between

the participants. However, bearing in mind that in this days, the majority of parents are not

able to reach the school in person for various reasons (eg. work, emigration for work or

illness), it is worth considering the possibilities offered by the new technologies to exchange

information between the school and pupil's home, despite the different life situations, was

possible.

dr Tomasz Wrzosek

Pultusk Academy of Humanities (Poland)

Józef Majka University of Social Sciences in Mińsk Mazowiecki (Poland)

Inclusive education goals and institutionalized xenophobia on the example of the

Catholic discourse on gender

The presentation focuses on discourse about gender. The author uses discourse analysis

in order to show argumentation and rhetoric strategies used by catholic priests and journalist

against gender studies. The author distinguishes two kind of discourse: scientific and pastoral-

journalistic. The first one seems to be the primary and it is a basis of the second. The main

strategy used by the authors of the analysed texts is to totally discredit gender studies by

comparing it to ideologies , especially communist ideology.

The author suggests that such a radical condemnation of gender studies is a reaction to

social changes which manifest themselves e.g. in allowing women to be a priest in protestant

churches. In his opinion such strategy of fight can be successful because of the low level of

knowledge about gender studies in Poland. The discourse that is being created by catholic

priests and journalists underlay discrimination based on sex and sexual orientation.

DESCRIPTION

Dorota Łażewska

Anna Orzyłowska

GRAPHIC DESIGN

Katarzyna Ferszt-Piłat

17

Program

IIII MMiięęddzzyynnaarrooddoowwaa KKoonnffeerreennccjjaa NNaauukkoowwaa

„„ZZMMIIEENNNNEE KKOONNTTEEKKSSTTYY EEDDUUKKAACCJJII

AA WWYYZZWWAANNIIAA SSTTRRAATTEEGGIIII EEUURROOPPAA 22002200””

Education: Changing Contexts and Europe 2020 Strategy Challenges

21 kwietnia 2015

WYŻSZA SZKOŁA GOSPODARKI EUROREGIONALNEJ

IM. ALCIDE DE GASPERI W JÓZEFOWIE k/OTWOCKA

ul. Sienkiewicza 4, 05-410 Józefów

+48 22 780 10 07

18

08:15-09:00 REJESTRACJA / Registration / Регистрация

09:00-09:45 OTWARCIE KONFERENCJI / Opening of the Conference / Открытие конференции

sala15/16

JM Dr Tadeusz Graca Rektor Wyższej Szkoły Gospodarki Euroregionalnej im. Alcide De Gasperi

Dr Małgorzata Such-Pyrgiel, Dziekan Wydziału Nauk Społecznych Wyższej Szkoły Gospodarki Euroregionalnej

im. Alcide De Gasperi

Prof. zw. dr hab. Bronisław Sitek, Prezes Prokuratorii Generalnej Skarbu Państwa

Hanna Majewska-Smółka, Dyrektor Oświaty Powiatowej w Otwocku, Zreformowane kształcenie zawodowe i ustawiczne

Danuta Wolska-Rzewuska, Dyrektor Powiatowego Urzędu Pracy w Otwocku, Nowe wyzwania Publicznych Służb Zatrudnienia w ograniczaniu bezrobocia młodzieży w kontekście Strategii Europa 2020

Grzegorz Laskowski, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi, Nowe trendy w szkolnictwie wyższym

Romuald Sadowski, Dyrektor Schroniska dla Nieletnich i Zakładu Poprawczego w Warszawie – Falenicy, Tutoring w resocjalizacji

Doc. PhD Dagmar Marková, Nitra, Univerzita Konštantina Filozofa v Nitre, Slovakia

09:45-11:00 OBRADY PLENARNE / Plenary session / Пленарное заседание sala 15/16

PROWADZĄCY: Prof. zw. dr hab. Bożena Muchacka, Uniwersytet Pedagogiczny im. Komisji Edukacji

Narodowej (Kraków, Polska), Dr Tadeusz Graca Rektor Wyższej Szkoły Gospodarki Euroregionalnej im. Alcide De Gasperi, dr Małgorzata Such-Pyrgiel, Dziekan WNS WSGE (Józefów, Polska)

Prof. zw. dr hab. Bożena Muchacka, Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej (Kraków, Polska), Wyzwania w zakresie jakości kształcenia nauczycieli

Prof. zw. dr hab. Zbigniew Semadeni, Uniwersytet Warszawski, (Warszawa, Polska), Wyższa Szkoła Gospodarki Euroregionalnej im. Alcie De Gasperi (Józefów, Polska), Problemy integracji przedmiotowej w edukacji początkowej

Prof. nadzw. dr hab. Anna Klim-Klimaszewska, dr Ewa Jagiełło, Uniwersytet Przyrodniczo – Humanistyczny (Siedlce, Polska), Elementy edukacji ekonomicznej w klasach I-III szkoły podstawowej

Prof. zw. dr hab. Валентина Лозовецька, Akademia Humanistyczna im. Aleksandra Gieysztora w Pułtusku

(Pułtusk, Polska)/ Państwowa Akademia Nauk Pedagogicznych Ukrainy, System edukacyjny na tle europejskiego procesu integracyjnego

Prof. nadzw. dr hab. Mariusz Korczyński, Uniwersytet Marii Curie-Skłodowskiej (Lublin, Polska), Migracje - Edukacja-Bezpieczeństwo

Prof. nadzw. dr hab. Mariusz Cichosz, Uniwersytet Kazimierza Wielkiego (Bydgoszcz, Polska), Środowisko wychowawcze jako miejsce realizacji całożyciowej edukacji człowieka. Od tradycji do współczesnych przemian

PhDr., PhD. Slavomira Bellová, Katolicka Univerzita w Ružomberku (Ružomberok, Slovakia), Selected atributes of European Strategies 2020 among European Union States

11:00-11:30 PRZERWA NA KAWĘ / Coffe break / Кофе-брейк sala 19

19

11:30-12:00 WYSTĘP/ PERFORMANCE/ ВЫСТУПЛЕНИЕ sala 34

Zespół Taneczno-Akrobatyczny HIT ze Specjalnego Ośrodka Szkolno-Wychowawczego nr 1 im. Marii Konopnickiej w Otwocku, pod kierunkiem Pani Magdy Solińskiej, który zaprezentuje taniec i choreoterapię jako

innowacyjne formy edukacji włączającej

12:15 – 14:00 OBRADY W SEKCJACH / Thematic _ession / Выступления в секциях sala 15/16

Panel 1. Podstawowe obszary edukacji całożyciowej: od edukacji przedszkolnej do edukacji seniorów, z

uwzględnieniem edukacji formalnej i nieformalnej oraz współpracy z otoczeniem społeczno-gospodarczym (przewidziany czas wystąpienia: 10 minut)

12:15 – 14:00

PROWADZĄCY: Prof. nadzw. dr hab. Mariusz Korczyński, Uniwersytet Marii Curie-Skłodowskiej (Lublin, Polska),

Dr. Paed., Prof. Jelena Davidova, Dean of the Faculty of Education and Management, Daugavpils University (Łotwa), Prof. Dr., PhD. Beata Kosova - Univerzita Mateja Bela (Banska Bystricia, Slovakia), Dr Anna Krajewska, WSGE (Józefów, Polska), Dr Anna Orzyłowska WSGE (Józefów, Polska)

Dr Tadeusz Graca, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Psychospołeczne uwarunkowania edukacji całożyciowej

Dr Anna Krajewska, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Przedszkole Róży i Karoliny Agazzi w wyrównywaniu szans życiowych i edukacyjnych dzieci ze środowisk zaniedbanych

Mgr Agnieszka Kantorowicz, Neobrit Education Ltd, Global Advanced Research Centre (Józefów, Polska), Multicultural context of pre-school activities as an important factor enhancing the performance of education system

PhD/канд.н, Светлана Викторовна Власова, Polessky State University/ Полесский государственный университет (Pinsk, Belarus), Dynamic myography as a part of monitoring the functional state of athletes

Doc. PhDr. Dagmar Markova PhD, Mgr Petr Kocina, Univerzita Konštantina Filozofa v Nitre (Slovakia), Sexuality education of persons with intellectual disabilities as an ethical issue

Dr Barbara Antczak, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Edukacja dla bezpieczeństwa - czy jest potrzebna?

Dr Anna Orzyłowska, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Od imperatywu do aksjomatu. Percepcja bezpieczeństwa we współczesnej edukacji

Doc. PhDr. Ph.D. Miloslav Jůzl, Institut Mezioborových Studií (Brno, Česká Republika), Vlastenectví v české sociální pedagogice

Dr Paulina Depczyńska, Uniwersytet Jana Kochanowskiego, Filia w Piotrkowie Trybunalskim, (Piotrków Trybunalski, Polska),W poszukiwaniu idealnej koncepcji edukacji obywatelskiej - perspektywa niemiecka, austriacka, polska

PhD/канд.n, доцент PhD, Инна Богдановна Червинская, ГВУЗ Прикарпатский национальный университет имени Василия Стефаника (Iwanofrankowsk, Ukraina), Succession in the school and family education Ukrainian in the Mountainous Region Carpathians, Формирование личности в социокультурной среде учебного заведения в условиях вызовов современного общества

Dr Tomasz Wrzosek, Wyższa Szkoła Nauk Społecznych w Mińsku Mazowieckim, Akademia Humanistyczna im. Aleksandra Gieysztora w Pułtusku (Pułtusk, Polska), Inkluzywne cele edukacji a zinstytucjonalizowana ksenofobia na przykładzie katolickiego dyskursu o gender

Dr Aleksandra Szejniuk, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Coaching - narzędzie rozwoju kompetencji zawodowych

20

12:15 – 14:00 OBRADY W SEKCJACH / Thematic sessions / Выступления в секциях sala 20

Panel 2. Nauczyciel przyszłości w sieciach współpracy - oczekiwania i ograniczenia w kontekście nowych wyzwań

cywilizacyjnych, a jakość kształcenia i dokształcania nauczycieli

(przewidziany czas wystąpienia: 10 minut)

12:15 – 14:00

PROWADZĄCY: Dr Mirosława Brasławska-Haque, Dziekan Wydziału Pedagogicznego Lubelskiej Szkoły

Wyższej (Ryki, Polska), Prof. dr hab. Miroslav Krystoń - Univerzita Mateja Bela (Banska Bystricia, Slovakia), Dr Małgorzata Kaniewska, WSGE (Józefów, Polska)

Dr Mirosława Brasławska-Haque, Lubelska Szkoła Wyższa (Ryki, Polska), Rola i zadania poradni psychologiczno - pedagogicznych w systemie sieci współpracy szkół i przedszkoli.

Dr Aleksandra Kruszewska, Akademia im. Jana Długosza (Częstochowa, Polska), Stan rozwoju społecznego i emocjonalnego dzieci rozpoczynających edukację w szkole /doniesienie z badań/

Doc. Dr. Lubov Vladyková, PhD and PhDr. Andrea Klimková, PhD., Pavol Jozef Šafárik University (Košice, Slovakia), Teacher of the future networks Pronaturaless cooperation - Study in Applied Ethics in Slovakia

Dr Małgorzata Kamińska, Szkoła Wyższa im. Pawła Włodkowica (Płock, Polska), Współpraca nauczycieli w świetle raportów ewaluacji wewnętrznej szkół

Dr Maria Trzcińska-Król, Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej (Warszawa, Polska), Kompetencje informatyczno-medialne nauczycieli – doniesienia z badań

Dr Kateryna Novikova, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Samorealizacja w pracy : autentyczność własnej ścieżki czy naśladowanie ludzi sukcesu ?

PhD/Канд.n, Ольга Дмитриевна Барабаш, Ивано-Франковский обласной институт последипломного

педагогического образования (Iwanofrankowsk, Ukraina), Pedagogical conditions of professional development by

means of technologies of developmental training in postgraduate education

Dr Małgorzata Such-Pyrgiel, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska),

Wykształcenie i edukacja w systemie wartości współczesnego społeczeństwa polskiego a nowe trendy?

Dr Dorota Łażewska, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Edukacja zdekonstruowana jako wyzwanie dla nauczyciela XXI

Dr Ewa Musiał, Uniwersytet Wrocławski (Wrocław, Polska), Rola studiów podyplomowych w podnoszeniu kwalifikacji i kompetencji zawodowych nauczycieli w percepcji uczestników tej formy kształcenia

Dr Krzysztof Gogacz, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Dyrektor publicznej placówki oświatowej, manager czy zakładnik systemu?

PhD Oľga Bočáková, PhD Darina Kubíčková, University of St. Cyril and Methodius (Trenčin, Slovakia), Family and its position in the new millennium

14:00-14:30 OBIAD/ LUNCH / ОБЕД sala 19

21

14:30-16:00 OBRADY W SEKCJACH / Thematic sessions / Выступления в секциях sala15/16

Panel 1. Kontynuacja: Podstawowe obszary edukacji całożyciowej: od edukacji przedszkolnej do edukacji

seniorów, z uwzględnieniem edukacji formalnej i nieformalnej oraz współpracy z otoczeniem społeczno-gospodarczym (przewidziany czas wystąpienia: 10 minut)

14:30-16:00

PROWADZĄCY: Prof. nadzw. dr hab. Anna Klim-Klimaszewska, Uniwersytet Przyrodniczo – Humanistyczny

(Siedlce, Polska), Dr Ewa Jagiełło - Uniwersytet Przyrodniczo-Humanistyczny (Siedlce, Polska), Doc. Paed Dr Tomáš Jablonský - Dziekan Wydziału Pedagogiki, Katolicka Univerzita w Ružomberku (Ružomberok, Slovakia), Dr Aleksandra Szejniuk WSGE (Józefów, Polska)

Dr Joanna Juszczyk – Rygałło, Akademia im. Jana Długosza (Częstochowa, Polska), Edukacja medialna w perspektywie strategii Europa 2020

Dr inż. Mateusz Muchacki, Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej (Kraków, Polska), Ludyczne, poznawcze, społeczne wartości gier komputerowych w kontekście wyzwań dla organizowania środowiska edukacyjnego dziecka

Dr Krystyna Kamińska, Akademia Humanistyczna im. Aleksandra Gieysztora (Pułtusk, Polska), E-osobowość, czyli

nasze nowe alter ego

Dr hab. Justyna Szulich-Kałuża, Katolicki Uniwersytet Lubelski im. Jana Pawła II (Lublin, Polska), Edukacja

pokoleń medialnych - szanse, ograniczenia, perspektywy

Dr Anna Sugier-Szerega, Katolicki Uniwersytet Lubelski im. Jana Pawła II (Lublin, Polska), Kształtowanie

kompetencji medialnych wyzwaniem dla edukacji formalnej

PhD Andrey Daragenski (Minsk, Belarus), BELINTELROS Ltd., Massive open online courses (MOOCs) and

principles of designing of university programs on the degree completion programs basis

Mgr Kamila Olga Stępień, Uniwersytet Gdański (Gdańsk, Polska), Uczyć się by być...uczyć się by żyć" czyli

Edukacja, doradztwo, kariera - dylematy i perspektywy XXI wieku

Mgr Joanna Śmietanka, Uniwersytet Wrocławski (Wrocław, Polska), Senior w Internecie – edukacja 60+

Dr Katarzyna Ferszt-Piłat, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Kompetencje międzykulturowe jako forma inkluzji społecznej

Doc. PaedDr. PhD. Peter Jusko, Univerzita Mateja Bela (Banska Bystricia, Slovakia), Increasing of employment of long-term unemployed in material distress in regions with high long-term unemployment

PhD Sofiia Sokolova, Narodowy Uniwersytet Pedagogiczny im. M. P. Dragomanova (Kijów, Ukraina), Wiodąca rola młodzieży w promocji i rozwoju kształcenia językowego

Mgr Michał Łęski, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Edukacja prawna jako element nauki przez całe życie

Dr Małgorzata Kaniewska, Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi (Józefów, Polska), Edukacja globalna – cele, założenia, perspektywy

16:00-16:15 PRZERWA NA KAWĘ / Coffee break / Кофе-брейк sala 19

22

16:20-17:00

Panel Dyskusyjny z udziałem wszystkich uczestników Konferencji

Rekomendacje na przyszłość - wskazanie pożądanych kierunków rozwoju polskiej i europejskiej przestrzeni edukacyjnej

sala15/16

JM Dr Tadeusz Graca Rektor Wyższej Szkoły Gospodarki Euroregionalnej im. Alcide De Gasperi

Dr. Paed., Prof. Jelena Davidova - Dean of the Faculty of Education and Management, Daugavpils University (Łotwa) Prof. Dr., PhD. Beata Kosova - Univerzita Mateja Bela (Banska Bystricia, Slovakia) Prof. Dr., PhD. Miroslav Krystoń - Univerzita Mateja Bela (Banska Bystricia, Slovakia) Doc. Paed Dr Tomáš Jablonský - Dziekan Wydziału Pedagogiki, Katolicka Univerzita w Ružomberku (Ružomberok, Slovakia)

Podsumowanie obrad – oficjalne zamknięcie Konferencji

Summary of the conference – closing of the conference

Подведение итогов – официальное закрытие конференции

Konferencji towarzyszy wystawa współorganizowana z Biblioteką Powiatową z Otwocka, poświęcona polskiej

kulturze ludowej, jako reminiscencja Roku Oskara Kolberga