Michal Bron Jr | Södertörn University (original) (raw)
Historical Foundations of Adult Education a Bulletin of Research and Information, 1987
International Journal of University Adult Education, 1982
Adult Education & Democracy, 1995
Adult education and democratic …, Jan 1, 1995
International Journal of University Adult Education, 1979
LIT Verlag : Münster ISBN 3-8258-5324-1, 2001
In: Reischmann, Jost & Bron Jr, Michał (eds.) Comparative Adult Education 2008. Experiences and examples. Frankfurt am Main: Peter Lang, 2008, pp. 65-80 http://www.peterlang.com/?58235
Every academic endeavour faces a number of problems that have to be dealt with. The goal of this ... more Every academic endeavour faces a number of problems that have to be dealt with. The goal of this chapter is to raise an awareness of the risks of falling into various traps awaiting researchers in comparative adult education. When pursuing an inquiry, a researcher in comparative studies can encounter three types of problems: (a) Difficulties typical for all research undertakings within the social sciences, such as objectivity, reliability, validity, selection, sustainability, reactivity, interpretation or consistency. Since these methodological difficulties are common to all research in the social sciences, this chapter does not pursue further discussion on the topic. (b) “Obstacles” – the most frequent are the lack of comparable information, variation in the quality and reliability of statistics, lack of uniform definitions, incurrence of travel expenses, communication problems, and the dependency on foreign contributors/information. Obstacles are considered as ‘normal’ because they must be tackled in almost every comparative research undertaking. They cannot be avoided and occur frequently enough to be consid¬ered as inherent to this type of study. Obstacles are often ‘objective’ or ‘exter¬nal’ to a researcher. (c) Pitfalls, however, are a more intricate phenomenon. They are often uncon¬scious mistakes, ignorant assumptions, or self-inflicted misinterpretations. A pitfall is usually a ‘self-styled danger,’ because the problem stems from the limited understanding of a researcher. Thus, a researcher, a team leader, or an editor is ultimately accountable for the pitfall.
The objective of this chapter is to increase an understanding of pitfalls in com¬parative research, in order to prevent falling into such traps. [Stockholm 2008]
Education in East/Central Europe, 1992
Die Zukunft des lebenslangen Lernens. Frankfurt am Main: Peter Lang, 2002, pp. 317-330, 2002
Do we not exaggerate when we maintain that adult education has influenced the democratic processe... more Do we not exaggerate when we maintain that adult education has influenced the democratic processes in European countries? Probably not. Could democracy have developed without adult education? Certainly! Nevertheless, one can uphold a position that adult education could be a means of preparing citizens for participation in a multitude of spheres of live of a given society. It is rather infeasible to first achieve a democratic system and then to maintain it without constant citizen co-operation.
However, the situation in Russia today [2002] resembles rather this impossible order of events: the State is strengthen by democratic legislation (notwithstanding all deficiencies, mischief and abuses) while its citizens are still not too keen to participate in decision making processes, even though they usually concern precisely themselves. A potential usually attributed to non-formal adult education is discernibly wasted.
Adult education and democratic citizenship IV ISBN: 83-7308-096-1, Jan 1, 2001
SwePub titelinformation: Jews and christians in dialogue II : identity - tolerance - understanding.
ED430118 - Comparative Adult Education 1998. The Contribution of ISCAE to an Emerging Field of St... more ED430118 - Comparative Adult Education 1998. The Contribution of ISCAE to an Emerging Field of Study.
Two major themes are addressed in this book. The first one is on Active Civic Participation. This... more Two major themes are addressed in this book. The first one is on Active Civic Participation. This is considered an increasingly important aim both for public governance and for the renewal of civil society. The contributions on this topic deepen our understanding of the reasons why ...
... Editor: Bisovsky, Gerhard. Bourgeois, Etienne. Bron Jr, Michal (Södertörn University College,... more ... Editor: Bisovsky, Gerhard. Bourgeois, Etienne. Bron Jr, Michal (Södertörn University College, Södertörn University Library). Chivers, Geoff. Larsson, Staffan. Title: Adult Learning and Social Participation. Department: Södertörn University College, Södertörn University Library. ...
ED278802 - Adult Education and (Dis)integration Processes in Yugoslavia. Uppsala Reports on Educa... more ED278802 - Adult Education and (Dis)integration Processes in Yugoslavia. Uppsala Reports on Education 22.
Stocktaking study on lifelong learning for democratic citizenship through adult education. Copenhagen2007
Polish policy regarding adult education for democratic citizenship (EDC) is still to be formulate... more Polish policy regarding adult education for democratic citizenship (EDC) is still to be formulated. Based on an extensive study of various documents, coupled with strong public utterances from leading politicians, one can only conclude that in Poland there exists no coherent EDC policy. While there is a growing number of official documents stating the importance of strengthening civil society, educational provisions for adults that would directly address issues of EDC are still to be designed and implemented [Uppsala 2007]
Stocktaking study on lifelong learning for democratic citizenship through adult education. Copenhagen 2007
When studying Adult Education for Democratic Citizenship (AEDC) or discussing the relationship be... more When studying Adult Education for Democratic Citizenship (AEDC) or discussing the relationship between adult education and civil society, one can attribute an NGO, or the “Interesting and Relevant Initiatives” (IRIs) gathered for this project, three roles: (1) as a supplier of services to civil society; (2) as an organisation (or a group of organisations) which is part of civil society; (3) as an exemplary power which itself visibly adopts and fosters the mind set needed for civil society to flourish
Altogether 24 Interesting and Relevant Initiatives (IRIs) were analysed in the nine countries involved: Austria (AT/2 IRIs), Germany (DE/2), Denmark (DK/3), Spain (ES/3), Hungary (HU/2), Poland (PL/5), Romania (RO/2), Slovenia (SL/2), United Kingdom (UK/2). [Uppsala & Vienna 2007]
Stocktaking study on lifelong learning for democratic citizenship through adult education. Copenhagen 2007
Very few could disagree with the assertion that civic education is especially needed in societies... more Very few could disagree with the assertion that civic education is especially needed in societies that have recently freed themselves from authoritarian regimes. Education, which would aim at raising citizens' understanding of constitutional democracy, i.e. rule of law, limited government, individual rights, political participation, social activism. The main task of which would be to inculcate in adults that it is necessary to combine liberty with order, majority rule with minority rights, private rights with the public good.
The question however, is how to overcome the communist legacy - that is, how to successfully combat indifference and distrust of citizens? The memory of the infamous ‘political education’ (wychowanie obywatelskie) is so strong that it still impedes many adults from attending any kind of non-vocational education. It also discourages many associations and institutions from including 'civics' in their educational offer.
According to the few accessible studies presented in this report, the majority of adult Poles declare their attachment to democratic and liberal values. However, the “need for a democratic society is recognize rather than understood”.
As far as the research is concerned, general statements rather than actual research prevail in Polish academic publications. One can distinguish several reasons for that. As it was previously mentioned, education for democratic citizenship targeting adults is virtually non-existent in Poland. Thus, there is not much to be investigated. No purposeful, intentional courses in civics for adults are given – there are no interested providers or an interested public. [Uppsala 2007]
xn--danmarkspdagogiskeuniversitet- …
Acta Sueco-Polonica , 1994
Can one expect positive results when societies shift their socio-political systems from authorita... more Can one expect positive results when societies shift their socio-political systems from authoritarian, one-party regimes to democratic ones with elected governments, and their economic systems from planned and highly centralized ones to market-oriented economics, with private enterprise, share dealings and growing numbers of shareholders? Are these expectations fulfilled? This paper seeks answers to those questions in relation to East/Central European countries, with the main emphasis on Poland.
Pedagogika Społeczna, 2020
This article presents the life and activity of Jadwiga Szczawińska-Dawidowa, education organiser ... more This article presents the life and activity of Jadwiga Szczawińska-Dawidowa, education organiser and socially engaged journalist, who made it possible for hundreds of women to enjoy higher education, ensured access to scientific publications, and brought to attention an awareness of the need for social work. Co-creator of specific forms of education for adolescent girls and women. Jadwiga Szczawińska-Dawidowa was active in an epoch of the underprivileged social and economic status of women in a country whose entire population was deprived of political rights. By means of her actions and publications she contributed to inspiring not only women aware of their rights but also citizens of a non-existent state. Even though Jadwiga Szczawińska-Dawidowa was, first and foremost, a person of action she remained, at the same time, a pragmatic visionary. K E Y W O R D S : Adult education, women's education, 'flying university', women's journalism. The aim of this article is to portray a single person, whose importance for Polish adult education deserves more attention than it has hitherto received. Despite Szczawińska-Dawidowa's attainments not many studies described and analysed her prominence in the history of adult education. Only two scholarly articles are devoted entirely to her educational and social achievements. Today, the article by Stanisław Jedlewski (1956) is difficult reading because it is "tainted" by Marxist-Leninist drivel. Nevertheless, it contains a number of useful facts, sober observations, and thoughtful assessments. The second article (Muszczyńska, 2017) is more of a summary of known information, and thus does not contribute much to our knowledge about Szczawińska-Dawidowa. Therefore, the main source of information about her life and achievements
Pedagogika Społeczna, 2020
A B S T R A C T : This article is a sketch of a group portrait of a generation of women actively ... more A B S T R A C T : This article is a sketch of a group portrait of a generation of women actively involved in
participating in, organizing, running, and remaking a great number of educational provisions for adults. Most
of them belonged to a generation of “the unsubdued”, usually born after the January Uprising (1863), who
became adults in the mid-1880s. The group portrait consists of 14 female adult educators, whose lives are
depicted with a relevant political, social, and economic background of the period, including their country of
residence.
K E Y W O R D S : Female adult educator, women’s emancipation, adult education associations, clandestine
education, higher education for women
Non-formal workplace learning - similar frameworks, divergent conditions. A study of two transnational environmental organizations operating in four countries
Abstract ABSTRACT The present paper explores the learning that occurs in two environmental non-go... more Abstract
ABSTRACT The present paper explores the learning that occurs in two environmental non-governmental organizations (ENGOs). Examples of non-formal workplace learning were studied in two transnational environmental organisations: Greenpeace and WWF. An investigation was carried out in four countries ‒ Croatia, Italy, Poland and Sweden. I was interested to determine how learning in these two ENGOs was organized; who defined needs, content, priorities and solutions; how people engaged in these organizations gained knowledge and competences; where did training competences come from; where did it took place ‒ within the organization (in-service training) or outside; were there any significant differences in how non-formal learning processes are run within two ENGOs active in four countries? To find answers to these questions I conducted a series of open-ended interviews. Interviewees were staff members of both ENGOs from all four countries. Collected interviews disclosed, that Greenpeace and WWF "store knowledge" and make good use of it, although they do not necessarily actively foster learning. Most successful, and efficient, ways of non-formal workplace learning tend to be when gained experiences are transferred to new co-workers. In this way ENGOs did convert their tacit knowledge into explicit one. My findings lead me also to an observation that people do act differently in different countries, while they learn in similar ways.
STRESZCZENIE Niniejszy artykuł traktuje o procesach uczenia się w dwóch ekologicznych organizacjach pozarządowych (ENGOs). Przykłady nieformalnej edukacji w miejscu pracy zaczerpnięto z dwóch ENGOs: Greenpeace i WWF. Badanie prowadzono w czterech krajach ‒ Chorwacji, Polsce, Szwecji i we Włoszech. Byłem zainteresowany ustaleniem jak kształcenie w tych dwóch ENGOs zostało zorganizowana; kto określał potrzeby, treści, priorytety i rozwiązania praktyczne; jak pracownicy tych organizacji uzyskiwali wiedzę i umiejętności; jakie były kompetencje zawodowe szkoleniowców; gdzie to kształcenie się odbywało ‒ w ramach organizacji czy poza nią; czy były jakieś znaczące różnice w sposobie organizowania nieformalnego kształcenia się w dwóch organizacjach działających w czterech krajach? Aby znaleźć odpowiedź na te pytania przeprowadziłem serię wywiadów z pracownikami obu ENGOs we wszystkich czterech krajach. Zebrany materiał empiryczny ujawnił, że Greenpeace i WWF "magazynują wiedzę" i potrafią zrobić z tego dobry użytek, jakkolwiek rzadko aktywnie wspierają uczenie się. Najbardziej udane i skuteczne sposoby nieformalnego uczenia się w miejscu pracy to kiedy zdobyte doświadczenia są przekazywane nowym współpracownikom. W ten sposób ENGOs dokonują konwersji wiedzy ukrytej w wiedzę jawną. Moje ustalenia doprowadziły mnie również do obserwacji, że ludzie działają w różny sposób w różnych krajach, ale uczą się w sposób podobny.
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](International Journal of Lifelong Education, 1987
Dydaktyka Szkoly Wyzszej, 1979