StudyBays Me – It should also ask, what is the youth today?

He considers, for example, that the place of history in the museum and in the IPN. Today, when I ask young people about historical events and talk about patriotism – are responsible, why talk about it? When the urge to participate in elections – ask, and what do they need these choices? The school, ie. Those of its lofty appeals anniversary, school academies standing, which “spend” all classes and which probably benefit for students is that forfeited a lesson, effectively many young discourages celebration celebrations and even to talk about politics and patriotism. Young people on the celebration of anniversaries I am surprised when I read how the editors of newspapers describing events related to the handling in Poland various anniversaries often raise the alarm, it is impossible to understand why teachers, school principals or the same education authorities do not take care (not force?) here is that the youth participated in such important living history lessons and patriotism. Are they big and alive – I do not know. And to whom they are needed – maybe the veterans? Of course, it is best to have a claim to teachers and school principals, but not quite at the point. But participation of young people in these often lofty and pompous ceremonies, usually mandatory, compulsory, and not spontaneous and voluntarily – is actually a living lesson of patriotism? United is probably the naivety of many adults. In your school participated in a beautiful school academy on the occasion of Independence Day on November 11. After the event, some high school students said that it was a pretty academy, and others that it was pure propaganda. I was touched by their sincerity. And to whom I confessed right? It is yet young to ask, what do you think? How they see their participation in the celebrations and patriotic ceremonies, if they want more hours in school history? And may organize such above. important occasions something else more interesting for young people? Are these celebrations are for the authorities and veterans, or perhaps just for “ordinary” people? Maybe worth a little effort brain, his own ingenuity, and do something interesting for society? It should also ask, what is the youth today? What she expects her opinion and whether it is worth today to be a patriot? Do young people are like us? The beauty of history and patriotism we are now living in times of peace in Europe, but not everywhere in the world it is. In schools, talking and discussing with young people about the problems of the country and national values, characters, events, but also about the beautiful nature, geography, etc. This puts the question in front of the young, as it is today to show their patriotism in times of peace? If the answer to the question about the sense of learning patriotism – love of country – is positive, it also raises the question of how to do it best, effectively and gently? And this is a fundamental question for historians and history teachers. How to teach, not to alienate, stress and scare story, and actually interested in her? Read more … Because it is a human feelings and emotions, and this is a very delicate matter. So, it seems to be obvious and quite natural that the Polish school strives for patriotic education, which is to your environment and the region, educated in the spirit of love for his people, nation, earth, speech, flags, etc. appear, however, need the best part of young national values, pride and Polish culture in general, and in particular the beauty of the earth, nature, landscape, historical and cultural monuments, beauty and purity of the Polish language, art, and the size of great Poles. Is the size of the learning of history lies in the number of hours and the thickness of the school of history and historical resources acquired knowledge? In the current study humanistic teaching content dominate history of wars, driveways, fighting, national uprisings (except one – all lost), methods, etc. coming to power. Is not that a little scary? I really like the voice Slawomir Osinski – Director of the Primary School No. 47 in Szczecin, which in January “reflections” (2009/1) presented an interesting column Fri. “Teach humanistic.” It was there he stressed that today would demand a fundamental change in the content of school history teaching. He wrote literally: “Science in the early stages of education is to give this just a general knowledge about the world, and above all cause to the young man, even a little, he liked reading and learning. In secondary school it’s time for specialization, deeper insight into these items that arouse interest. for this Upgrade knowledge of art and culture, based on a small, but the least controversial canon of works of Polish and world. the knowledge that more can understand each other, these days, to find his reading and favorite work of art, rather than trying to push the complexities of higher poetics and forced to struggle with hundreds of scientific terms. “only applaud such a bold and legitimate views. Next above. author wrote bluntly that” history let finally become based on customs, laws economic and sociological science of man and communities, and not a collection of facts from the history of GMS jemnego bashing. “Czeslaw Sparrow statement draws attention to the real in his opinion, the risk to historical education in secondary schools. And this raises the question whether these “real threats” should bother or perhaps can enjoy? It is known that in order for the new hatched and developed, the old must fall, disintegrate and decompose to decay. Maybe “French Revolution” We have to find more than lamentations? Questions, which were raised, but remained unanswered: 1. Does the story connects more people, or especially strongly divided study bay? 2. How to teach history to awaken and strengthen the actual subject of the students’ interests? 3. Why does the teaching – learning history so strongly depends on the teacher? 4. What to do to the teaching of history is not taught showed aggression and violence? 5. Do you really ramble teaching history should become history? Applications to rethink 1. First of all awaken and develop interest in history, and not stressed it, forcing a great resource to learn the facts, names, dates, etc., Because it is a never-ending job! 2. Do not increase the amount of content in school history, but rather to reduce and align the history of biology, geography and other more necessary in the life of a young man learning objects! 3. The history of wars to teach less, and more about the customs, culture and the development of man himself! 4. Lift the school pedestal is not the story (as mediocre teacher of life), but culture, pedagogy and humanistic psychology – which place at the top of the ladder of human values ​​and the educational priorities of the man – his values, capabilities and individuality! And instead of offering a final conclusion: happy that today more and more people interested in education understands that today need to educate differently and above all something different than yesterday. Maybe eg. It is worth recalling teachers and policy makers Lisbon key competences related to the shaping of attitudes of student attitudes. It should focus on them and to introduce school programs! So nicely, they do not emphasize the teaching of history and civic education and social services. (Note about the author: Dr. Peter Julian Sawiński, teacher consultant Teachers’ Education Center in Koszalin, member of the e-Editor Edunews.pl) / ** / jQuery (document) .ready (function ($) {jac_init ();}); var JACommentConfig = {jac_base_url: ‘/ component / jacomment /’ SITEURL: ‘/ component / jacomment /? tmpl = component & view = comments’, minLengthComment:’ 10 ‘, errorMinLength:’ Your comment is too short. ‘, maxLengthComment’ 5000 ‘, errorMaxLength:’ Your comment is too long. ‘isEnableAutoexpanding:’ 1 ‘, dateASC’ recent comments at the top ‘, dateDESC’ Latest comment in bottom ‘, votedASC:’ Most voted on top ‘, votedDESC’ Most voted in bottom ‘, strLogin:’ Login ‘, isEnableBBCode:’ 1 ‘, isEnableCharacterCounter:’ 0 ‘, isEnableLocationDetection:’ 0 ‘, commentFormPosition:’ 1 ‘, hdCurrentComment: 0, contentoption’ com_content ‘ContentID’ 751 ‘, commenttype’ 1 ‘jacomentUrl’ https://edunews.pl/badania-i-debaty/opinie/751-nauczanie-historii-do-lamusa?showall=1 ‘contenttitle’ learning the history of the past ‘hidInputComment:’ You must input comment. ‘, hidInputWordInComme on: ‘The words are too long you should add more spaces between them’, hidEndEditText: ‘Please exit spell check before Submitting comment’, hidInputName: ‘You must input name’, hidInputEmail: ‘You must input email’, hidValidEmail ‘ your email is invalid ‘, hidAgreeToAbide:’ You must agree that abide by the website rules ‘hidInputCaptcha:’ You must input the captcha ‘, textQuoting’ Quoting ‘textQuote’ Quote ‘, textPosting’ Posting ‘, textReply’ reply comment ‘, textCheckSpelling’ No writing errors’, mesExpandForm ‘(+) is a Click Expand’ mesCollapseForm ‘(-) Click to Collapse’ theme ‘default’, txtCopiedDecode ‘Copied DCode’}; / ** / / ** / / ** // ** / / ** / / ** / / ** / / ** / function open_youtube (id) {jacCreatForm ( ‘open_youtube’, id, 400,200,0, 0, ‘Embed a YouTube video’, 0, ‘Embed video’); } / ** / / ** / window.addEvent ( “load” function () {var url = window.location.hash; c_url = url.split ( ‘#’); d = 0; tmp = 0; if (c_url.length> = 1) {for (i = 1; i -1) {tmp = c_url [i]. split ( ‘:’) [1]; if (tmp! = “”) {id = parseInt (tmp, 10);}}}} url = “? tmpl = component & option = com_jacomment & view = comments & contentoption = com_content & ContentID = 751 & wound = 941946669” ; if (d! = 0) {url + = “& currentCommentID =” + id;} var req = new Request ({method: ‘get’, uRL url onComplete: function (text) {$ jacJQuery = jQuery; $ jacJQuery ( ‘# Jac-wrapper’). html ($ jacJQuery ( ‘# Jac-wrapper’). html () + text); moveBackground (id ‘https://edunews.pl/’); jac_auto_expand_textarea (); jacJQuery $ ( ‘# jac-wrapper-.conversation avatar’). tooltip (); jacJQuery $ ( ‘# jac-wrapper and #jacTab: last’). it ( ‘shown’, fu nction (e) {displayVotedComments ( ‘com_content’, ‘751’); }); }}.) Send (); }); / ** / The adequacy of educational resources, highly qualified teaching staff, skills certification system, modern and properly equipped laboratories, Technology widespread availability of internships. This essential demands, the implementation of which can heal in crisis vocational education. State of emergency reform of the education system in the years 1999-2002 had marginalized the status of vocational education, which now, because of its negative image is the most backward in the Polish area of ​​education, which is reflected in the decreasing number of young people interested in choosing this type of educational path. Top-down attempt to restore the rank vocational schools despite significant investment but with poor results. To effectively train young professionals is not enough staff realized only superficially school curriculum is not always fair and practical vocational training, it is necessary to search for sources of independent professional knowledge by the students and by the teachers themselves and praktykodawców. According to the forecasts of advances in techniques and technology will continue to accelerate. In such a situation, school or training facility they have no chance of transmission of current knowledge and technological innovations, which can equip the student for many years. What is the point so learning in a vocational school, since education after graduating from graduate knowledge is already out of date? The captured diploma does not reflect the professional qualifications, which will be verified only at the workplace … In general it can be said that the rate of change in technology also requires an innovative approach to vocational education, after all, where educated professionals using the most modern equipment and uses technology achievements . Educational resources collapse of vocational education can be clearly seen in the negligible number of current textbooks and complete lack of e-books, which are a modern alternative to traditional textbooks. No current textbooks, as well as composing their archaic elements without practice and transparency is one of the main problems in the process of effective vocational education. We live in an era of constantly accelerating development of technical and technological, in a world where more and easier and faster flow of information and easier access to knowledge resources is changing ways of learning and teaching. Multimedia, including animations, sounds and interactive sets of tasks of e-books to be respond to the expectations of the digital generation of students. Unfortunately, the planned digital revolution rather not cover vocational schools. It seems necessary to speed up the digitization strong vocational schools and the introduction of modern and constantly updated compendia expertise. Editing and use of e-books should be placed in the broad context of vocational education understood as a combination of publicly available educational resources and learning platforms and educational applications for apprenticeship. Personnel qualifications are no adequate textbooks, however, is not the biggest problem of vocational education. The basic problem is the vocational school for carefully selected staff and teaching methods. Vocational school pretending to become the school masters in the profession must employ professional instructors acclaimed within the industry, relating considerable success and who avoid the continuing self-education and gain new experience. The main feature of the profession of the teacher should be a passion for his profession, he will be able to pass his ward. The instructor is not only a teacher but also a role model for students. In this context, secondary education is documented to the real value of their skills. There is no more important academic title awarded by the competent institution of higher education, but experience gained in the real workplace confirmed by reliable broadcasting rights commission championship. Practical profession To ensure a high level of professional training is also necessary correlation between theoretical learning and professional practice. In the current realities of the core curriculum and its implementation programs they are completely at the course of practical training. Students practicing in a variety of craft shops and other production companies or service are outfitted with completely different skills. Their usefulness as workers is often painfully verified only at the site of the first float. Apprenticeship in the realities of practical classes in the school in the current structure is a farce. As many questions entail practices in factories outside the school. In the first case difficulties arise from organizational and financial reasons, while in the second the specifics of the various production and a different approach to juvenile workers.