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The article aims at presenting the history of tutoring and the role of a tutor in one of the most significant educational concepts in the world starting with the ancient Mesopotamia, Egypt, China or the countries of Europe-Greece, Rome, England, Ireland, Kingdom of the Franks, the Roman Empire, France, Poland, Italy, ending with the immense social transformations sparked by the French Revolution. Throughout the centuries the role of tutors was of great significance since by staying in homes of their pupils not only did they educate but by the direct relation between a master and an apprentice, based on friendship and mutual trust, which initiated honest discussion, they influenced to a great extent the shaping of their pupils` personalities…
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Tutor and Tutoring in the History of Education (to the Great French Revolution)

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The present day is characterized by many new technical and scientific solutions. The goal is probably to improve human existence. A computer and any related issues or a mobile phone; they are supposed to make life easier, but they also generate many negative phenomena. One of the most important is communication, increasingly poor in content (sms), “virtual world” at the expense of the real. Negative phenomena have also occurred from the social side. The sense of social exclusion is intensifying, which is a good example of older people. Empathy is the solution and also a way to address the negative tendency. It results in prosocial processes, through which people will look for direct relationships in interpersonal contacts, so there will be a renewal of interpersonal relationships that have characterized humanity for centuries.
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Empathy in Social Relations of the Modern World

<abstract><title style='display:none'>Abstract</title>All societies of our civilization are growing old, people live longer and longer and there are more and more old people. It results in the fact that problems of old people, either individual or of social aspects, are getting one of the crucial tasks for the society nowadays. In fact, there are no grounds to envy or to feel compassion for old people. The old man is a fully normal man, only the old one. We are all growing old…whether we want it or not – and we can only wonder, how it will be, when we get old… Without any doubt, it is important to live as long as possible, but not less important is the quality of life, physical and mental condition, good mood and the most of all – the good health. The old age, may not be a flow of happiness, but it of course has its good prospects and can remain positive. The aim of that study is the attempt to show the status of a man in the process of ageing and all aspects connected with this process. The study should allow us not only to perceive the positive aspects of old age, but also to acquaint ourselves with the mechanism of growing old and show us how to reduce the instinctive fear of growing old and what to do to make this period of our lives bearable and stately. What does it mean to grow old? How does it feel like to be old? How have people tried to prevent the process of ageing in different cultures in the past centuries? How it is being done nowadays? What are the advantages of growing old? The attempt to find the answers for the above mentioned questions is the aim of that study. Its keynote is paradoxically quite optimistic and helps us to stay calm in the face of this inevitable fate we all are going to meet with.</abstract>

Ageing in the contemporary world

Męskość I Ojcostwo A Wyzwania Kultury Współczesnej

<abstract><title style='display:none'>Abstract</title>The dynamic development of our reality as well as continuous social, political and economic make the changes to be made in thinking about any purpose and tasks of education. Many educators believe that one of the major challenges of the school is to prepare young people to be active, creative participation in the civilization. Therefore, raises many questions: whether the school stimulates the creative abilities of students?, What barriers stand in the way of promotion of creative activity in the school environment? With these questions the author to try to deal in this article.</abstract>

School as an environment for the development of students’ abilities and talents – towards the pedagogy of creativity

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<title style='display:none'>Abstract</title>
The purpose of the article is to show the personalistic dimension of education as consciously and intentionally organized social activities, aimed at causing changes in human personality, shaping the right attitudes, beliefs and assimilation recognized by specific social environments – family, school, group – values, norms, behavior patterns and goals life, which is a dynamic and complex process that usually occurs in personal interaction.
In particular, I would like to strongly emphasize the fact that in philosophy, education is included in metaphysical, anthropological, ethical and axiological aspects. The beginnings of philosophical reflection on upbringing date back to the Greek παιδεία – the ideal of formation for mature humanity through harmonious physical, mental and moral development towards good and beauty. In the circle of European culture, this ideal has become synonymous with universal principles of education.
The contemporary multiplicity of the concept of upbringing forces researchers to holistically capture the essence of up-bringing, which can be provided by realistic philosophy and the personalistic concept of man embedded in it. In this perspective, the basics of upbringing and self-education are rooted in the ontical structure of the human being, its potentiality and contingency. For this reason, the European pedagogical tradition is not exhausted either in collectivism or in individualism. The educational tradition of Europe is παιδεία and a stream of philosophical realism complemented by Christian culture. This tradition is guided by the principle of personalism in upbringing, and the truly personalistic upbringing concerns the real man, it is an update of the living abilities inscribed in human nature. This applies by all means to tutoring.
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Personalist Concept of Tutoring and Education

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<title style='display:none'>Abstract</title>
Society of Archaeology Students (SAS), in Polish: Koło Naukowe Studentów Archeologii (KNSA), is one of the oldest student societies working within the Institute of Archaeology of Nicolaus Copernicus University in Toruń. In recent years SAS began to work in cooperation with other archaeological, historical and educational organisations, as well as with museums and open-air archaeological reservations. Most of our work is focused around building and maintaining the archaeological consciousness in contemporary society – not only through participating in various mass events but also through preparing workshops for people from local communities, as well as through adding archaeological impressions to various museum events and mass outdoor reenactment festivals. Within the current outlook on archaeological methodology, those actions are linked to so-called public archaeology – the concept that is still somewhat new in many areas of archaeological activities in Poland.
The following article concerns strategies that are present in the SAS’ archaeological popularisation initiatives, as well as our reflections and inquiries on the topic of archaeological education in contemporary reality, with its numerous homogenised, standardised or idealised concepts of the past, often mirrored in many historical festivals’ conventions. Through our observations based upon various experiences, we would like to try to determine how the archaeological education and popularisation could be more widely recognised not only as a valuable but rather as an inseparable part of being an archaeolo-gist – university scholar or a field-working one.
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Sharing Stories: Students’ Experiences in Archaeological Education

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<title style='display:none'>Abstract</title>
The article aims at presenting the possibilities of using games, most of all the board ones, in civic education of children, the youth and adults. The article will demonstrate activities of Pomorskie Stowarzyszenie Aktywni Lokalnie (Pomeranian Society Locally Active-PSAL), which has taken advantage of games in its activities popularizing public participation as well as in ecological education.
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Gamification as a Tool for Civic Education – A Case Study

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<title style='display:none'>Abstract</title>
This article aims at analyzing the presentations of poverty in global education with a focus on Polish publications. The study demonstrates poverty definitions, categorizations and poverty in the global context – measuring methods and the causes and consequences that sustain global poverty cycles. To achieve the purpose of this article I refer to the history of global education and the comparison of two approaches, soft and critical. These elements outline specific ways of understanding poverty in global education discourse. Along with the historical, political and social context, two visions of poverty are clarified: the one focusing on helplessness of the poor and compassion and the one focusing on injustices of global systems and solidarity. The theoretical content is confronted with the analysis of three Polish global education publications for teachers and educators. The outcome of this article is a vision of poverty that seems to be majorly based on the principles of critical global education.
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The Presentations of Poverty in Global Education

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<title style='display:none'>Abstract</title>
In this article, I would like to attempt to reinterpret political prudence – a key skill for political action according to classical philosophy (Aristotle and Thomas Aquinas) – as a useful and even necessary skill for educators and teachers. This reinterpretation is made possible primarily by the fact that a significant part of the political works of classical authors is concerned with the upbringing and education of children and adolescents.
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Pedagogical Prudence as a Attitude of Teacher and Educator. the Reinterpretation of the Aristotelian-Thomist Concept of the Prudentiae Politicae in the Context of Pedagogical Practice

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<title style='display:none'>Abstract</title>
Mobbing is one of the most important threats to the functioning of the organization. It refers to the use of unethical activities whose purpose is to harm a colleague. The aim of this study is to present the most important issues related to the issue of mobbing and to describe its causes and consequences that it causes in the individual and social sphere. It turns out that it causes many negative consequences in the functioning of the employee and generates significant financial losses of the organization. An important aspect is the consequent elimination of it, which may contribute to improving the functioning of the organization and its employees.
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Mobbing in the Workplace-Causes and Consequences

<abstract><title style='display:none'>Abstract</title>At the end of the twentieth century the Kyrgyz Republic got the opportunity to create a higher education system, as well as the way was paved for the creation of a common educational space in the Commonwealth of Independent States (CIS), which resulted in adopting CIS-wide a number of documents that form the legal basis for a common educational space. Analysis of reforms in education system of Kyrgyzstan allows concluding that in general, the state educational policy of sovereign Kyrgyzstan was entirely aimed at solving strategic problems of the education sector, and thus at improving the socio-economic well-being of the country. Lack of continuity and the proper funding of the adopted state programs have negative impact on the effectiveness of educational reform. Therefore, a number of measures ought to be taken in order to improve the efficiency of the education system reform.</abstract>

Reform Analysis in Higher Education System of the Kyrgyz Republic

<abstract><title style='display:none'>Abstract</title>The aim of the article is to present the perception of upbringing to patriotism in contemporary Polish education and to make the reader sensitive to the importance of the topic of love for the homeland in today’s world. The analysis of the research problem begins with presenting the key terms, such as ‘patriotism’ and ‘upbringing to patriotism’. Next, the article presents selected issues from school curriculums and their analysis paying special attention to developing the attitude of love for one’s homeland. The following part of the article analyses selected elements of the National Curriculum, which is the basis for patriotic education. The aim of the article is also to prompt scientific reflection and to inspire others to create programs for teaching to patriotism.</abstract>

The Reception of Education for Patriotism in Contemporary Polish Education

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21st Century Pedagogy

 21st Century Pedagogy is an international open-access peer-reviewed journal on pedagogy. The journal’s scope includes, but is not limited to the following areas...

 21st Century Pedagogy is an international open-access peer-reviewed journal on pedagogy. The journal’s scope includes, but...