Dorota Łażewska, Deconstructed education as a challenge of the teatcher of the 21st century, II...
Transcript of Dorota Łażewska, Deconstructed education as a challenge of the teatcher of the 21st century, II...
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BOOK OF ABSTRACTS
TThhee SSeeccoonndd IInntteerrnnaattiioonnaall CCoonnffeerreennccee
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