Przeglądaj wg Autor "Rynio, Alina"

Teraz wyświetlane 1 - 4 z 4

Atrakcyjność pedagogicznego przesłania Jana Pawła II
Rynio, Alina (Wydawnictwo Towarzystwa Naukowego Katolickiego Uniwersytetu Lubelskiego, 2006)
The presented sources and manifestations of the timeless topicality of the Pope’s vision of upbringing unveil its integral formulation. First of all, it is visible in its, infiltrated by faith, anthropological reflection on human being. It this reflection the integral perception of man is a condition of the integral upbringing. The analysis provided confirms the thesis that the Pope’s pedagogy has at its roots „the adequate anthropology” and the openness of the person’s heart towards the objective truth, including the truth about Jesus Christ who is the „center of the cosmos and history” (RH) and a foundation of the truth about man. Having its anthropological foundation, the Pope’s pedagogy is an attractive one, as it allows to work out a comprehensive vision of upbringing, suitable for the present day. This vision defies the culture of despair and hopelessness, dehumanization, nihilism, existential cynicism and axiological relativism. In this vision science, technology and art, peace and justice, the knowledge of God and the true religion, nature and the grace of God, faith, hope and love - they do not exclude but complement each other. The timeless attractiveness of the Papal pedagogical message seems to reside in the fact that while having as its foundation the compatibility and completeness of man’s picture, it allows to think over the complex issue of upbringing and the personal history of creating the personality of exceptional people. It also allows to bow down before the Catholic interpretation of upbringing and the human lot.
Fr Luigi Giussani’s Concept of Education – an Outline
Rynio, Alina (The Pontifical University of John Paul II in Cracow, 2011)
This outline focuses on the multifarious academic, pedagogical and social activities of Fr Luigi Giussani, Professor of Theology, Italian thinker and scholar renowned for his numerous accomplishments. Due to his exceptional attentiveness, inquisitiveness and courage he has been certainly well-known and highly-regarded not only in university and ecclesiastical but also in the cultural and political spheres of life. The author of this study describes Fr Giussani as an exceptional scholar and educator emphasising the pedagogical aspect of his activities. The study explains his understanding of pedagogy and education. Selected achievements from his biography confirm Fr Giussani to be an exceptional human being, educator and scholar. As an educator, Fr Giussani holds a sober and realistic view of man and his formation: the true value of man, he claims, lies in being rational and free. Complete trust in God and great love for a human person define the most fundamental elements of his approach. The outline also includes a short biographical note and describes popular ways of education, formative events, the educators and educatee’s personality constituents, and the relationship between freedom, conscience, tradition and education.
Topicality and Relevance of Janusz Korczak’s Pedagogical Approach to Children and Their Upbringing
Janiak, Alicja; Rynio, Alina (The Pontifical University of John Paul II in Cracow, 2014)
Janusz Korczak’s ideas and practical pedagogical achievements permanently went down in the history of Polish and world pedagogy. They have become a unique source of knowledge, ideas and inspiration in the quest for new educational solutions. His rich literary works, especially the pedagogical trilogy entitled How to Love a Child, is both a source of knowledge and inspiration for further reflection and research in the field of pedagogic sciences and an encyclopaedia of practical knowledge in the area of care, upbringing and education. The purpose of this article is to depict Korczak as a person, tutor, guardian, researcher-clinician and show his moral credibility confirmed with testimony to love. Not only does it present the topicality and importance of his pedagogical message but it also indicates the possibility of being a role model for many of today’s tutors and teachers.
Topicality of John Paul II’s Pedagogical Message
Rynio, Alina (The Pontifical University of John Paul II in Cracow, 2012)
The purpose of this study is to outline the sources and aspects of the timesurpassing topicality of the Pope’s vision of integral education apparent in his anthropological, permeated with faith, reflection on man. In his vision, the internal perception conditions the integral education of man. The research confirms the thesis that the Pope’s pedagogy assumes an “adequate anthropology” and opens the human heart to the objective order of truth, including truth about Christ as “the centre of the universe and of history” (Redemptor hominis, 1) and to the fundamental truth about man. The Pope’s pedagogy with its anthropological grounding is topical due to the fact that it offers, contemporary times permitting, a complete vision of human education. This vision goes against the culture of lost faith, dehumanisation, nihilism, and existential cynicism, and also against axiological relativism. In this vision, science, technology, art, peace, justice, God, true religion, nature, grace, faith, hope and love are not in complementary distribution, but complement each other. The timeless source of the topical quality of the Pope’s pedagogical message appears to reside in the compatibility and completeness of the human image it provides. It investigates the complex matter of education and the individual story of shaping personalities of outstanding individuals. With due respect and unanticipated amazement, it also provides an outline of the Catholic interpretation of education and the human condition.