The Basis and the Structure of the Tertiary Socialization Field and the “Youth-Affairs” as an Autonomous Area (original) (raw)
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The Warsaw study in socio-cognitive psychology of education
European Journal of Psychology of Education, 1989
The article presents one of ways, in which educational psychology in Poland has been practiced. It may be called a socio-cognitive approach. The basic concepts of this approach concern the process of interaction between educators and their children. They are: the situation, the bi-subject model, the field of shared meanings, the act of communication, levels of control, expectations, complementary roles, the typisation of persons and situations, behavioural patterns. Then, this theoretical model is ilustrated by the recent researches made in the Warsaw University. The general question of them was: how to educate to promote the development of agency in students. At the last part of the paper some directions of current researches are also presented. Cet article présente la façon dont la psychologie de l’éducation se développe à l’Université de Varsovie. Cette approche qualifiée de sociocognitive se consacre à l’analyse des processus d’interaction entre l’éducateur et l’élève. Les notions de base sont les suivantes: situation commune, acte de communication, niveau du contrôle, attentes, rôles complémentaires, catégorisation des personnes et des situations, modèles du comportement. Cette approche est appliquée à l’étude des processus éducatifs à l’école et dans la famille, la question centrale étant: comment aider les jeunes à se comporter en agents de leur propre développement. L’auteur présente l’état des études actuelles et des projets scientifiques.
The New Educational Review
On the 5t of November 2015, CZESŁAW KUPISIEWICZ passed away to do his eternal duty, an eminent educationalist, member of the Polish Academy of Sciences, retired professor of the University of Warsaw and Maria Grzegorzewska University, the author of several dozen monographic studies on general didactics, comparative pedagogy, educational policy and history of pedagogical thought as well as hundreds of scientifi c contributions published in renowned Polish and international journals. Already during his lifetime, Professor Czesław Kupisiewicz became one of the classics of the pedagogical thought, famous not only for a vast scope of the scientifi c research carried out but also for making the best use of the experience and wisdom of the masters of his generation, gained throughout his long life of dramatic occurrences and, last but not least, the author of a frequently reissued academic textbook. Th ousands, or shall we say dozens of thousands of teachers, studied his excellent treatises on the theory of education or pupil school failure. In his own opinion, it was a paradox to fi ght school failure together with those who actually had contributed to it. He passed away at the age of 91, a scientist, the teacher of teachers and the educationalist of educationalists; a man of letters and master of the Polish language, whose perfect scientifi c narration not only complied with the highest methodological standards of liberal arts and social science but was comprehensible and convincing. Let me recall, following the publishing chronology, the works of the professor, fundamental for the pedagogical science: "On Effi cacy of Problem Teaching" (1960) ", "Teaching Failures. Reasons and some Improvement Measures" (1964),