Narrative Possibilities of Educational Sciences and the Crisis in Culture and Education
<div class="page" title="Page 60"><div class="layoutArea"><div class="column"><p><span>Th</span><span>e re</span><span>fl</span><span>ection presented in the text is underpinned by three premise...
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University of Lower Silesia,
2013-12-01T00:00:00Z.
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| Summary: | <div class="page" title="Page 60"><div class="layoutArea"><div class="column"><p><span>Th</span><span>e re</span><span>fl</span><span>ection presented in the text is underpinned by three premises. Firstly, it presupposes that culture determines development of societies and people's quality of life. Secondly, it presumes that education is a mirror of culture. Hence, the problems of culture are at the same time the problems of education. Also, education is always a practical enactment of a particular vision (model of development) of culture. </span><span>Th</span><span>irdly, the text assumes that educational sciences form a speci</span><span>fi</span><span>c discipline which o</span><span>ff</span><span>ers unique possibilities and opportunities both of understanding complex conditions and diverse manifestations of the crisis in culture and education as well as of overcoming them. A distinctive chance is provided, I believe, by the narrativity of educational sciences and educational narrative research.</span></p></div></div></div> |
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| Item Description: | 0867-0323 2450-3452 |