Journal of Human Dignity and Wellbeing

Journal of Human Dignity and Wellbeing SCIENTIFIC BOARD Petra Aczél, Irena Adamek, Jacek Dworzecki, Ingrid Emmerová, Franz Feiner, Pavel Fobel, Dani...
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Journal of Human Dignity and Wellbeing

SCIENTIFIC BOARD Petra Aczél, Irena Adamek, Jacek Dworzecki, Ingrid Emmerová, Franz Feiner, Pavel Fobel, Daniela Fobelova, Andrzej Gofron, Jolana Hroncová, Valdonë Indrađienë, Cynthia S. Jacelon, Michal Kaplánek, Jozef Kutarňa, Aleksandra Kuzior, Odeta Merfeldaitë, Małgorzata Przybysz-Zaremba, Jana Raclavská, Ivan Rusnak, Jadwiga Sucharzewska-Smith, Sławomir Sztobryn, Yesim Isil Ulman, Marek Wosiński, Ewa Wysocka, Renata Stefańska-Klar

THE EDITORIAL STAFF Editor-in-Chief: Izabela Bieńkowska Associate Editor: Marek Bernacki Linguistic editors of the issue: Krzysztof Polok, Vincent Chesney Statistical editor: Joanna Guzik-Iwińska

ISSN 2451-3520

Journal of Human Dignity and Wellbeing

No. 1(1)/2016

The dignity of the human being – migrating boundaries

VOLUME EDITORS: Valdonė Indrašienė, Małgorzata Kitlińska-Król, Renata Stefańska-Klar

PUBLISHER: Faculty of Humanities University of Bielsko-Biala Scriptum Publishing Company PUBLISHER ADDRESS: Katedra Pedagogiki Akademia Techniczno-Humanistyczna w Bielsku-Białej ul. Willowa 2, 43-309 Bielsko-Biała Polska e-mail: [email protected] www.johdaw.com © Copyright by Faculty of Humanities University of Bielsko-Biała, 2016 Scriptum Publishing Company Typesetting: Wydawnictwo “scriptum” (www.wydawnictwoscriptum.pl) Cover design: Piotr Bieńkowski Circulation: 180 copies “Journal of Human Dignity and Wellbeing” is scientific, semi-annual and peer reviewed publication. Also available in electronic, open-access version.

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Contents Valdonė Indrašienė, Małgorzata Kitlińska-Król, Renata Stefańska-Klar Introduction ______________________________________________________7

Research Studies and Analyses Artur Łacina-Łanowski Axiological Contexts of Interpersonal Communication: Human Dignity in Daily Communication ______________________________13 Valdonė Indrašienė, Leta Dromantienė The Outline of The Context of Social Pedagogical Assistance for Children from Social Risk Families in Lithuania ______________________27 Peter Mlynarčík A Brief History of Human Rights Education: Contribution of the Salesians of Don Bosco __________________________________________39 Grażyna Cęcelek School as an Institution Helping the Young to Meet Their Future ____________53

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Contensts

Silvia Dončevová Gender, Tolerance of Otherness and Family (The Perception of the Gender Problem by Young People Based on the Results of the MyPlace Research Project and the Perception of the Tolerance of Otherness Noted in the Referendum on Family in Slovakia in 2015) _______________________________________________65 Agnieszka Przybyła-Dumin The Motif of Well-Being in Folk Fairy Tales and Their Film Adaptations: Selected Aspects _______________________________________79 Indrašienė Valdonė, Merfeldaitė Odeta, Railienė Asta Social Pedagogical Performance Assumptions and Professional Activities in Lithuania _____________________________________________91 Izabela Bieńkowska, Małgorzata Kitlińska-Król Clubs of Social Integration and the Quality of Life of Older People in the Context of Sustainable Development ____________________________105

Reviews, reports and research reports, news etc. Izabela Bieńkowska, Justyna Modrzejewska Respect for the Dignity of the Child in the Context of Adaptation of Immigrant Children in Polish Schools: Preliminary Research Data _________123 Renata Stefańska-Klar Measuring Polish Children’ and Adolescents’ Positive Well-Being and Positive Life Orientation: A Brief Report on Studies Conducted in the Years 2009 – 2015 in Upper Silesia ______________________________131 Krzysztof Polok ‘English for The Teacher: A Language Development Course’ by Mary Spratt, Cambridge University Press, 1994 ______________________137 Notes about Authors _________________________________________________141

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Valdonė Indrašienė, Małgorzata Kitlińska-Król, Renata Stefańska-Klar “I have no right to do or say anything that diminishes a man in his own eyes. What matters is not what I think about him, but what he thinks about himself. An affront to human dignity is a crime. “ (Antoine de Saint-Exupéry)

INTRODUCTION Dignity is the special value of the person. It is constituted by the positive value of the human being. The search for the truth about the essence of human dignity, which is his/her inalienable right and thus ensures the preservation and maintenance of social order in many areas of his/her activity appears to be one of very current themes of scientific exploration. Many forms of change in technological, economic, cultural, social, etc. nature also bring a change in the view of man, his/her rights, values, freedom. How far are boundaries moved? Is a new order conducive to a person and his/her dignity? The concept of human dignity is not clear, it can be considered in several aspects, e.g. in the plane of philosophical, psychological, legal, religious etc. approaches…

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Valdonė Indrašienė, Małgorzata Kitlińska-Król, Renata Stefańska-Klar

In the definitions that focus on the philosophical aspects of dignity, there appears the fact of being human, a personal being, regardless of race, education, property and moral level (Redelbach, 1999, p. 24). Personal dignity remains an inalienable value and gives rise to other types of dignity (Ackrill 1981; Aristotle, 1996; cf. Środa, 1993). The philosophical perception of dignity may not only constitute the foundation for the modern idea of social inclusion, equality, acceptance of the Other, but also indicate the need to develop an attitude of tolerance and freedom. As a (global) society we are prepared to respect such a sense of dignity, but do we really want to fully implement it? Given the psychological considerations of human dignity, two alternatives in the description of this approach can be revealed. On the one hand, it is possible made absolute certain specific elements of reality, which leads to the acceptance of the existence of either individual or group egocentrism. This attitude can generate a number of negative social consequences (e.g., nationalism, discrimination, intolerance, etc.). Equally destructive can be the second dimension of the psychological approach to dignity, i.e. understated self-esteem. The balance between these two approaches is not to be underestimated (cf. Grzybek, 2007). Inherent sense of personal worth, which indicates a form of balancing between clever individualism and common determination of one’s dignity, helps overcome difficult situations and failures, allows one to accept defeats and experiencing the full enjoyment of life and in life. According to Jacelon et all (2004), dignity can be understood as “an intrinsic quality of being human that is manifested as an attributed, dynamic quality of the selfconnoting self-value and behaviour that demonstrates respect for self and others (…) and is sensitive to human interaction (Jacelon & Choi, 2014, p. 2150). Jacelon, the author of the Jacelon Attributed Dignity Scale (JADS) developed the concept of attributed dignity. Attributed dignity consisting of three factors, self value (SV) behaviour with respect to self (BRS) and behaviour with respect to others (BRO). These three factors constitute, de facto, the psychological structure, interesting from developmental point of view which do motivate to asking questions about their regulatory functions in every phase of life as well as ways to socialization toward high level of reflections on dignity – personal, expected and offered to others. An important role in creating a positive sense of dignity is played by education/socialization that commences in early childhood. Most often these

Introduction

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processes run in the family, strongly determined by many internal and external factors, that are to be modified over time. The dynamics of those ongoing changes can be observed in modern family environments and in support of social institutions or those that replace their functioning. A multitude of environments makes the human dignity to be a subject matter of many psychologically-stinted conversations carried out by various researchers representing different scientific disciplines, professionals that belong to many social institutions, as well as family members, that often represent opposing views on the issue. In the legal aspect, dignity finds its security in the documents of international range. The Universal Declaration of Human Rights, proclaimed by the United Nations General Assembly on 10 December 1948, in the preamble on can read that “(…) recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world.” All human beings are born free and equal in dignity and rights (Universal Declaration of Human Rights 1948; 1974). The record of similar wording can be found in the fundamental documents of many countries of the world including the Polish Constitution, in Art. 30. There is an inscription of treating dignity as a constitutional value that can never be limited, being understood as one of the general clauses underpinning the interpretation of the whole legal system. Human dignity is therefore legally guaranteed. The dignity of the human is guarded by many judicial institutions that seek to preserve or restore the appropriate status to an individual/group. Today’s social reality, strongly relativized, puts the existing justice system, as well as a human being, in the face of new ethical dilemmas related to dignity. These problems are not always able to offer the perfect solutions. The search for answers to the oncoming questions, the growing need to make “legitimate” selections, could be supported by reference to canon law, in which human dignity is the foundation. In the religious perspective, dignity of the person is treated as its natural property, i.e. the essence of humanity. Dignity in religion is an inherent human characteristic, a gift of the Creator, which should be developed and improved in one’s continuous activity. Education, while taking into account the religious and moral values, plays an important role in shaping one’s sense of dignity. However, is it still perceived as a determinant of conduct of modern man?

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Valdonė Indrašienė, Małgorzata Kitlińska-Król, Renata Stefańska-Klar

The aim of the present volume is to offer a reflection provided by the researchers from various scientific and professional circles; a reflection constituting the impact of social reality on the dignity of the human person as his /her well-being, as it is seen in various perspectives and stages of life. The papers compiled in the volume are meant to reveal the currently occurring changes in the concept that concerns the importance of dignity and the details that affect the dignity of man, during the implementation of various social roles performed by a human. Precious also seems to be an attempt to specify the factors that influence positively or negatively on the subjective perception of ourselves as decent individuals. We invite you to read the magazine, hoping on scientific reflection and personal contacts with the Editor.

References: 1. Ackrill, J.L., (1981), Aristotle the Philosopher, Clarendon Press, Oxford. 2. Arystoteles, (2007), Etyka Nikomachejska (Eng. The Nicomachean Ethics), przekł., wstęp i komentarz Gromska, D., Państwowe Wydawnictwo Naukowe, Warszawa. 3. Grzybek, G., (2007), Etyka, rozwój, wychowanie, Wydawnictwo ATH, Bielsko-Biała. 4. Jacelon, C.S., Choi, J., (2014), Evaluating the psychometric properties of the Jacelon Attributed Dignity Scale, Journal of Advanced Nursing 70, (9). 5. Jacelon, C., Connelly, T., Brown, R., Proulx, K. & Vo, T., (2004), A concept analysis of dignity in older adults, Journal of Advanced Nursing 48(1). 6. Powszechna Deklaracja Praw Człowieka: w językach: polskim, białoruskim, czeskim, litewskim, rosyjskim, słowackim, ukraińskim, (1974), Instytut Literacki, Paryż. 7. Redelbach, A., (1999), Wpływ praw człowieka na wymiar sprawiedliwości, „Ruch Prawniczy, Ekonomiczny i Socjologiczny,” nr 2. 8. Środa, M., (1993), Idea godności w kulturze i etyce, Wydawnictwo Borgis, Warszawa. 9. Universal Declaration of Human Rights, (1948), by the United Nations General Assembly.

Research Studies and Analyses

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Artur Łacina-Łanowski

AXIOLOGICAL CONTEXTS OF INTERPERSONAL COMMUNICATION: HUMAN DIGNITY IN DAILY COMMUNICATION Abstract: Man during his life should strive for self-development in the name of axiological and ethical ideals. It is impossible to imagine that this process can take place without paying attention to human values. Value replacement usually occurs at the level of interpersonal contacts in the framework of everyday communication. Another assumption concerns the realization of the communication partners, the important role it plays in the life of our species. This process should be of not only progressive but also creative nature. The biggest threat to the dignity of the individual in everyday communication is the problem connected with the mutual subjective treatment of the interaction partners. Interlocutors extremely subjectively evaluate each partner, forgetting that such behavior is a perfect example of effective communication barrier. One should therefore seek to initiate a relationship in which each participant of an interaction will shed their positive energy with the help of verbum. The ideal solution to the issue of respect for another human being is a permanent stay in the dialogue, so that each communication participant is able to not only strengthen their humanity, but also to support others in the process of axiological improvement. Keywords: interpersonal communication, daily (everyday) communication, human dignity, verbum, dialog, mutual attraction

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Introduction The issue of human dignity1in interpersonal relationships, when taken from the perspective of an axiological-ethical approach remains the undisputed “backbone” of reflection dedicated to the phenomenon of human existence. Throughout history, philosophers and thinkers have tried in a universal way to describe what is valuable, moral or desirable. As a result, today there are almost countless numbers of ethical conceptions starting form extreme subjectivism on the one side up to the extreme objectivity on the other that, while making an attempt to question on the essence of things, try to present a vision of the ideal world. However, the notion of man, „defective“ in its essence, is not necessarily congruent to these theories. Noble precepts, taught by the sages, do not always find understanding within the cognitive approaches of average mortals, so it is worth considering the issues concerning the ways a human being finds familiar when recognizing, or verifying the value in question. The problem is that most people hold certain values unconsciously, which in turn affects their specific behavior or conduct. This is due to the simple fact that the identity of each human is formed in the educational process, which in turn is dominated by the mechanism of duplication, what means a human being cannot shape their everyday attitudes. It is enough that our parents, teachers or guardians, while representing arbitrary or liberal educational models, have not provided for interfamily partnerships, correct daily communication, or – based on higher values – essential child development. In such a situation, it is difficult to expect that people with such an educational deficit paid correct respect to other people, as probably they do not have enough acceptance and respect for themselves. Human dignity is an example of wellbeing that in the life of the human race does play an important role. According to Eduard Picker (2007, 179; cf. idem, 2002) dgnity should be the last place of „(…) escape of what is human, it should perform its humanity protective functions.“ On the other hand, Thomas Hobbes (1954, 84; cf. idem, 2014) claimed that dignity “depends on the particular power or capacity to what the man has aspired to be worthy of.” This 1



In this study, we follow the definition of dignity proposed by Joseph Kozielecki. In his opinion, “the dignity is a permanent conviction of a human about his authentic value as a human, being an indivisible whole; it is the moral component of the personality of each of us”. Vide J. Kozielecki, O godności człowieka, The ‘Reader’ Publishing House, Warszawa 1977, p. 10.

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thought of Hobbes leads to the conclusion that man should strive for a state in which he is the supreme value. The words of Immanuel Kant (2004, 144; cf. idem, 2003), who wrote: “(…) although man misses a lot for holiness, but humanity confined in his person must be sacred to him” stand in surprising concord with this idea. Considerations focusing on dignity are embedded in the formula, offered by Eugène Teraillon (after: M. Ossowska, 1970, 73): „Have your dignity but respect that of others.“ Being directed by one’s dignity in everyday interpersonal contacts as well as respecting its existence gives every person the opportunity to become aware of other important values, such as freedom, justice, equality, respect and tolerance2. When a human is guided by these values, he seems to take a different perspective when looking at the people surrounding him; he feels obliged to “(…) various [positive] acts against his neighbors, friends and enemies. His life begins to have some task (…) acquires a meaning and significance. Such life gets a stigma of responsibility” (cf. Ingarden, 1987, 15). The man, being faithful to the values, through which he can gradually succumb to the process of his improvement, as well as by taking constructive actions aimed at creating a culture3, is able to sublimate his earthly existence in the dimension of species. It is assumed that the process of interpersonal communication indicates a fully conscious action taken by human beings towards other entities, as well as in order to improve the conditions of social life. A recognized authority in the field of interpersonal communication, Paul Watzlawick4, represented the view according to which all communication is holistic. He claimed that even unconscious behavior is an act of communication. Such an approach is firmly 2



3



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In the literature there are disputes concerning the unambiguous recognition of tolerance in terms of value. It seems justified to ask a question of whether you can be tolerant of individuals whose attitude is full of indifference, conformism or excessive indulgence? Vide. M. Kardaczyńska, ”Czy tolerancja jest wartością? Rozważania terminologiczne In: Edukacja aksjologiczna, red. K. Olbrycht, T. 3, O tolerancji, Wyd, UŚ, Katowice, 1995, p. 59. Structuralists supported the idea according to which culture is synonymous with communication understood in the broad sense. Vide. B. Szymańska, Co to jest ‘filozofia kultury’? In: Co to jest filozofia kultury? (red.) Z. Rosińska, J. Michalik, Wydawnictwo Uniwersytetu Warszawskiego, Warszawa 2006, p. 19. Bruno Ollivier is the author of the idea, according to which the axioms of communication offered by Watzlawick are only an unsuccessful attempt to reformulate the assumptions offered earlier by Gregory Bateson. More on this topic can be read in B. Ollivier, Les sciences de la communication : Théories et acquis, Armand Colin, Paris, 2007.

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opposed by Michael Wendland (2014, 181), a supporter of the culturalist approach, which stands in clear opposition to the maximalist approach cherished by Watzlawick. The first approach exposes the realm of praxis (i.e. process the second one turn onto the sphere behavior. The discussion presented above assumes that the issues connected with communicational behavior are the type of activities of a progressive and even creative character. Indeed, „studies show” as Pat Petrie (2013, 15; cf. idem, 2011) informs us, “that communication skills can improve.” Guided by the view of the British teacher another assumption was also adopted: the one that the actions of a communicational character shall be determined by two important factors: the value and the purpose. The first determinant is usually identified with dignity, and the second one with an attitude of respect for the interaction partners. Following Heine Retter (2005, 15; cf. idem, 2002), through daily (interactive) communication the transfer of information that takes place between people remaining in direct contact. The essential features of this process are: a small number of participants (up to three), the small distance between them, mutual perceptions and „(…) common horizon of expectations associated with the people who have to communicate every day, that results from the functional connections that have to take place there.” The concept of interpersonal communication offered by Zbigniew Nęcki (2009, 58) can discern some similarities with Retter’s vision. According to the Polish psychologist, most favorable circumstance for the proper “(…) communication is the relationship of two people, [because] in the dyadic relationship there is a chance for the most developed feed-back, and consequently, the closest method of correcting the level of mutual understanding”. In the monograph, the principal focus is on the question of the dignity and the ways through which each entity in everyday communication is able to build interpersonal relationships based on respect for the other person.

Subjective-objective dimension of interpersonal communication No man in the early stages of his development can truly impact the value system in the spirit of which he is raised. The fundamental influence on the young person‘s type of personality is performed by their contact with his loved ones (parents, teachers or guardians). Generally speaking, we can claim that they may be of dichotomous nature: constructive or destructive, based on

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emotional proximity. These first bode well when it comes to the development of the individual potential and interpersonal relationships. Furthermore, people who have experienced this kind of contact in childhood have a lot less problems of axiological nature, because they are firmly rooted in the values. This second type of contact usually results with the appearance of all dilemmas, and even dramas of axiological nature, which may be experienced by the individual throughout the entire period of their ontogenetic life. It is in the past of these people where there lies the cause of their toxic relationships with others they experience in their adult life. These types of behavior should be also blamed for the existence of so many restrictions, obstacles or barriers easily found in their everyday communication. An Austrian thinker, the author of the philosophy of dialogue, Martin Buber offered an opinion that any human being should remain in dialogic contact with another person as “(…) a man becomes Me when in contact with You” (Buber, 1992, 56; cf. idem, 2010). Only through such contact the process to know the other person can be initiated, the process which eo ipso forces a man to give birth to a reflection on their own being. The tangible result of such an in-depth reflection is a progressive process of awareness of a self that let an individual shape his subjectivity. A similar opinion on the above issue was voiced by Edward Sapir (1978, 128), who wrote that “(…) personality can be defined as a subjective awareness of self – something clearly different from other [actors and] objects of perception”. Therefore, interactions of men with the outside world are not only temporal, but primarily metaphysical, because this relationship is applied to “(…) not only subjectivity and human life, but its objective [aspect] of being” (Buber, 1993, 72). John Stewart (2014, 39; cf. idem, 2012), while commenting on Buber’s concepts, stresses the fact that people have natural tendency to stress what is real in either non-personal (IT) or personal (YOU) way. The first approach reveals objective, whereas the second – subjective attitude. This comment suggests implicitly that the sphere of human relations is determined by the dichotomous (i.e. objective or subjective) types of attitude that represent participants in everyday interactions. However, the reason why some individuals objectively treat their partners may be quite prosaic. They may feel a dose of uncertainty in contact with the interlocutor, resulting from the unpredictability of his behavior. The latter segment can be seen as a significant obstacle or barrier in rela-

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tionships. Using this type of interpretation can, in a sense, help one understand and perhaps even accept the present way of reciprocal treatment by partners of everyday communication. A huge threat in the realm of human relationships is created by an attitude linked to judging others. It is needless to justify how far the destructive impact on the behavior of participants in the interaction has this type of communication barrier. Judging (assessment) is an effective obstacle that commonly occurs in interpersonal relations, because the vast majority, if not all people have a natural tendency to negative judgment of their interlocutors. The most worrying is that this kind of behavior is commonly presented at the initial stage or in the course of establishing a contact with another human being5. If one will “grade” his interlocutor, for example, allocating him/her in the categories of persons: incompetent, clumsy or unpleasant, it must affect the whole communication process. While assessing another human being, one closes the possibility of building relationships from the very beginning. How far egoistic an attitude is represented by these individuals who in almost every situation base their own assessment in the pass opinions of others. The attitude of such people bears the hallmarks of behavior which should be condemned and ultimately eliminated, because - consciously or unconsciously – they commit the sin of objectification (reification)6 of the human person, which ultimately leads to his/her alienation. In the context of the discussed issues unequivocal stance was the one adopted by Immanuel Kant (ibid, p. 127), who wrote: “Respect is always directed only toward the people, and never to things.” At the same time the vast majority of people declare the need to respect the rights, in the name of a mythical ideal of dignitas hominis, which is an example of universal value. At this point one conclusion can be proposed: there is a huge hiatus between the values openly declared and the ones actually applied. This assumption seems to confirm the idea proclaimed by structuralists, who claim that “(…) the perception method of any observer includes some intrinsic bias, which greatly affects what is seen. It is, therefore, not possible 5



6



In the opinion of Józef Podgórecki “(…) contact can be seen as the first step of real cooperation.” Cf. J. Podgórecki, Współdziałanie interpersonalne. In: Komunikacja i negocjacje a współdziałanie interpersonalne, Z. Nęcki, K. Błaszczyk, R. Uździcki (eds), op, cit., p. 11. Following the claim offered by M. Wendland “(…) reification [remains] the most radical version of [the ontological approach] and [assumes] that a given idea [or person] is ascribed to a given, strictly defined “thing”. Cf. M. Wendland, Filozoficzne i  metodologiczne podstawy historii komunikacji, op, cit., p. 153.

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to assume completely objective perception of separate entities: each observer must produce something of what is observed “(cf. Hawkes, 1977, pp. 15–16; cf. idem, 2003). Most worrying is the attitude that does not assume a need for permanent change. After all, it is only by verifying their behavior in the name of higher values that people should gradually improve the way of their actions. Each successful attempt of this kind can only be a proof that the individual has a certain level of self-reflexive consciousness. It is, as Böhme (1998, 21; cf. idem, 1994) remarked, mostly due to that fact that homo sapiens is able to “rule over the body, (…) to apply his imagination for the use of reason, and [adjust] his needs to what can be expressed rationally.” From the perspective of the undertaken issue, the activity of an intellectual entity also has another very important advantage; according to Edward Sapir (ibid, p. 37), thinking is a perfect substitute for communication. The people endowed with this type of knowledge have great communicational potential, which should be reflected in respecting the dignity of each partner in everyday interactions by them.

Respect for human dignity as a sign of effective interpersonal communication The idea of communication understood as perfect being is an attractive theoretical concept. The concept appears to be extremely inspiring for every humanist, recognizing themselves as close to the issues related to the functioning of the socio-political and cultural entities of social life; apart form that, it is also an intellectual challenge to explore and create a vision of the ideal human community. While the philosophical reflection on this idea is an extremely interesting form of purely intellectual adventure, it is hard to find in it the concrete ways in which one could effectively influence the realm of everyday interpersonal contacts. Therefore, it is reasonable to expose any attempts to bring any theoretical treatments closer to their practical outcomes. For example, doctors cannot settle for a reflection on patient’s health, but should engage all their energy in the treatment process. Important also seems to observe a postulate, implicitly contained in the words of Aristotle (1956, 17; cf. idem, 2012), who wrote: “(…) the doctor does not deal with (…) health [generally] understood, but only human health, and perhaps even more of a particular man, as he cures individuals.” Therefore, the basic task of the doctor is reduced to provide guidance, support and help addressed to one specific

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person. Professional dedication, care and commitment to patients are signs of respect for the dignity of the person seeking help from a professional. What arises in this context is the following reflection: much professional literature (articles, books or guides) devoted to social competence postulate the need for change in this area of human activity. The problem is, as mentioned above, that the theory presented in these publications do not conform the standards, which should be met by both the sender and recipient in the process of everyday communication. The theory does not fit into reality completely, because it only refers to the observations and suggestions of a general nature. One can say that in the area of everyday communication theory and practice exist in two parallel, but incompatible to each other, worlds. One would therefore recall the postulate proclaimed by the representatives of the Vienna Circle in the second decade of the twentieth century. Kazimierz Ajdukiewicz (1985, p. 9) identifies that postulate with a formula of empiricism, which can be expressed in the following statement: “knowledge of fact can be stored by experience only”. Therefore, every person in the course of his ontogenetic period should experience different ways of behavior and interpersonal activities, which allow him to determine the parameters of the most effective model of his own communication. Only this practice can contribute to positive changes in the sphere of interpersonal contacts. In this moment one more suggestion can be posited: any person responsible for another person (such as parent, guardian, educator, teacher, supervisor, etc.) should be expected to permanently develop their interpersonal skills. Alarming is the fact that there are still appear many circumstances between parents and children, teachers and pupils or superiors and subordinates which clearly upset the axiological balance of the latter. At home, at school or at work individuals experience a situation in which their dignity is neglected. Janusz Homplewicz (1996, p. 22) writes: “It is customary to think that scream and coercion are the ultimate ‘weapon’ of incompetent teachers, besides, this is the worst weapon, like the chemical one – it destroys the entire fabric of an individual’s positive values.” At the same time, individuals who have a significant influence on other people should perceive the need for change and progress in the sphere of social skills in terms of the imperative. This should result in a situation in which any self-reflective entity, through the systematic development of their competence profile, keeps experiencing the changes through which, in turn, they are able to

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verify the mistakes and, as a result, modify and improve the model of individual communication.

Verbum7 to “guard” the dignity of man Verbal communication is the area that plays an important role in the area of interactive co-operation, mainly because in using speech man describes his psycho-somatic states. Following the definition offered by A. Sztejberg (2002, p. 39), “(…) speaking is an emitting (i.e. transmitting) activity in the act of verbal communication.” In the process of communication, through verbal contacts, an individual also expresses his opinion on others. The word, therefore, serves as a medium through which you can show respect for other people. Giuseppe Colombero (2005, p. 50; cf. idem, 2001) claims that word is “(…) the oldest and most valuable tool a man owns, an evidence of his incessant need to understand and be understood, of presenting oneself or being presented to other beings.” Speech is the most perfect form of communication of people. For every person staying in the dialogue should be a “(…) purely physiological reflex, which is a denial of silence. As long as we say we are. Further than silence there is only death” (Rylski, 2005, p. 132). The principle that one must first think and then speak becomes in this kind of communication a superior rule, which must be followed by every participant. It is only then when one takes full responsibility for the words, which he utters. Such an attitude is a manifestation of one’s emotional maturity, which results from the fact that an individual has reached a high level of self-awareness and is, therefore, being guided by objectivity in the name of the highest value, which is the ratio. An emotionally mature person, when getting into the state of interaction with another person ensures that the words s/he pronounces so as to express respect for others are authentic. Thus the word, which is formulated by an individual, should stay in concord with his/her internal condition. Such an attitude of communication in the sphere of interpersonal relations should be regarded as imperative. In such a situation the individual reaches a state of balance between what is inside and what is outside. This is a manifestation of the optimal way to improve one’s social competences. On the other hand, excessive speculation, which is evidenced by one’s verbal hyperactivity inevitably, leads an individual to some unspecified form of communicational wilderness. This is because the human mind also has some 7



In Latin: a word (spoken).

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weaknesses, which should include being schematic, as well as remaining excessively static. In the context of the above reflection it seems reasonable to pay attention to the twists and turns of verbal communication. One of such thoughts worth quoting is the opinion uttered by Zbigniew Herbert, who was quite critical of its own model of verbal communication, indicating the superiority of written communication. He recalled that „what was said [by him], was said by the worse part of [his] being that he used to [throw] out the door when I [tried] to write” (after: Bocheński, 2010, p. 108). Seeing everyday communication as a creative activity, we cannot ignore the power hidden in one’s everyday verbal performance, the power which is able to heal mutual relationships. This can happen, following Andrzej Grzegorczyk’s claim, because “(…) people, ‘reificated’ by all the conditions they are dependent on, can be‘ recovered for humanity’ by the proper way of addressing them” (Grzegorczyk, 1962, p. 55).

Conclusions Delving into the concept of influence, discussed by Robert Cialdini (1999, 33–65; cf. idem, 1999) you get the impression that the force of the impact of the principle of reciprocity is simply not to be underestimated. After all, each participant in the communication process, willy-nilly conditions their commitment on the behavior of the other person. For example, if the message sender adopts an open attitude, involved in the process, the message receiver will try to do everything possible to appropriately retaliate; the same rule will be applied in a situation where the atmosphere of the process is unfavorable. One could therefore conclude that the issue of respect for human dignity to a large extent should be regulated by the principle of reciprocity. However, the conclusions formulated by the eminent French anthropologist Claude Levi-Strauss seem to be very interesting in this context. In his opinion, it is interesting to have a closer look at the ritual called potlatch, practiced by the Indians, who live in Alaska and Vancouver Region. An important element of the festival is to give each other gifts by members of the tribe. The value of gifts is often disproportionate to the scope of activities undertaken within the framework of certain interactions. Beyond the positive aspects of the social impact of the potlatch festival, the anthropologist looked for the threats it may carry. The most worrying is that this rite, according to Strauss, in effect liberated the participants’ desire to “surpass

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rivals with generosity and, if possible, destroy them by imposing obligations to reciprocate, in the hope that they could not cope” (Levi-Strauss, 1992, 108). A quite unequivocal conclusion can be posited here: it is not only modern society that is reported to be guided by the strict rules of rivalry and competition; apparently, these were known and applied by primitive societies as well. Thus, as it seems before the modern man there is much work to be done. Units mired in the depths of mass culture, which effectively “robs” them from dignity should save themselves in one way only: to work on the development of self-awareness. It is only permanent development that can guarantee personal power (i.e. personal dignity) to an individual, which value can be difficult to overestimate when in contact with another person. Interaction participants can become far more interesting for each other. It is enough that such ritual of everyday communication would foresee the need for the completion of such a condition as mutual attractiveness8 of its partners, and any such act would guarantee respect for human dignity.

References: 1. Ajdukiewicz, K., (1985), Język i poznanie, vol. 2, Wybór pism z lat 1945–1963, PWN, Warszawa. 2. Arystoteles, (1956), Etyka Nikomachejska, PWN, Warszawa. 3. Aristotle, Aristotle’s Nicomachean Ethics, (2012), (translation: R. C. Bartlett, S. D. Collins), University of Chicago Press, Chicago. 4. Bocheński, J., (2010), Antyk po antyku, Świat Książki, Warszawa. 5. Böhme, G., (1998), Antropologia filozoficzna. Wykłady z Darmstadt, IFiS PAN, Warszawa. 6. Böhme, G., (1994), Anthropologie in pragmatischer Hinsicht, Darmstädter Vorlesungen, Suhrkamp, 4. Auf Frankfurt am Main. 7. Buber, M., (2010), I and Thou, Martino Publishing, Eastford. 8. Buber, M., (1992), Ja i Ty. Wybór pism filozoficznych, PAX, Warszawa. 9. Buber, M., (1993), Problem człowieka, PWN, Warszawa. 10. Cialdini, R., (1999), Wywieranie wpływu na ludzi. Teoria i praktyka, GWP, Gdańsk. 11. Cialdini, R., (1999), Influence: The Psychology of Persuasion, Theory and Practice, Collins Business Essentials, New York. 8



A reference to the title of a book by Zbigniew Nęcki “Mutual Attractiveness,” in which the author’ presents his reflections on the conditions of human relationships, but also the dynamics of various interpersonal systems. Among the many questions posed in the book, one of most significant seems to be the following one: why, for example, some interpersonal relationships are always positive, and the other constantly negative? Vide: Z. Nęcki, Mutual Attractiveness, Published by Professional School of Business, Cracow, 1996.

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12. Colombero, G., (2001), Dalle parole al dialogo : aspetti psicologici della comunicazione interpersonale, Cinisello Balsamo, San Paolo. 13. Colombero, G., (2005), Od słów do dialogu, Bratni Zew, Kraków. 14. Grzegorczyk, A., (1992), Schematy i człowiek. Szkice filozoficzne, Znak, Warszawa. 15. Hawkes, T., (1977), Structuralism i semiotics, University of California Press, Sacramento. 16. Hawkes, T., (1988), Strukturalizm i semiotyka, PWN, Warszawa. 17. Hobbes, T., (2014[1954]), Leviathan; Writings on Religion, Heresy and Church History, Clarendon Books, Oxford University Press, Oxford. 18. Homplewicz, J., (1996), Etyka pedagogiczna, Wydawnictwo Wyższej Szkoły Pedagogicznej, Rzeszów. 19. Ingarden, R., (1987), Książeczka o człowieku, Wydawnictwo Literackie, Kraków. 20. Kant, I., (2003), Kritik der praktischen Vernunft, Meiner Verlag, Hamburg. 21. Kant, I., (2004), Krytyka praktycznego rozumu, PWN, Warszawa. 22. Kardaczyńska, M., (1995), Czy tolerancja jest wartością? Rozważania terminologiczne. In: K. Olbrycht (ed.), Edukacja aksjologiczna, vol.3, O tolerancji, Wydawnictwo Uniwersytetu Śląskiego, Katowice. 23. Kozielecki, J., (1997), O godności człowieka, Czytelnik, Warszawa. 24. Lévy-Strauss, C., (1992), Zasada wzajemności. In: M. Kempny, J. Szmatka (eds.), Współczesne teorie wymiany społecznej. Zbiór tekstów, PWN, Warszawa. 25. Nęcki, Z., (1996), Atrakcyjność wzajemna, Wydawnictwo Profesjonalnej Szkoły Biznesu, Kraków. 26. Nęcki, Z., (2009), Negocjacje i komunikowanie – problematyka wzajemnie splątana. In: Z. Nęcki, K. Błaszczyk, R. Uździcki (eds.), Komunikacja i negocjacje a współdziałanie interpersonalne, Adam Marszałek, Toruń. 27. Ollivier, B., (2007), Les sciences de la communication : Théories et acquis, Armand Colin, Paris. 28. Ollivier, B., (2010), Nauki o komunikacji. Teoria i praktyka, Oficyna Naukowa, Warszawa. 29. Ossowska, M., (1970), Normy moralne. Próba systematyzacji, PWN, Warszawa. 30. Petrie, P., (2011), Communication Skills for Working with Children and Young People. Introducing Social Pedagogy, Jessica Kingsley Publishers Ltd, London-Philadelphia, 31. Petrie, P., (2013), Komunikacja w pracy z dziećmi i młodzieżą. Wprowadzenie do pedagogiki społecznej, Zysk i S-ka, Poznań. 32. Picker, E., (2007), Godność człowieka a życie ludzkie, Oficyna Naukowa, Warszawa. 33. Picker, E., (2002), Menschewürde und Menschenleben, Klett-Gotta Verlag, Stuttgart. 34. Podgórecki, J., (2009), Współdziałanie interpersonalne. In: Z. Nęcki, K. Błaszczyk, R. Uździcki (eds.), Komunikacja i negocjacje a współdziałanie interpersonalne, Adam Marszałek, Toruń. 35. Retter, H., (2005), Komunikacja codzienna w pedagogice, GWP, Gdańsk.

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36. Retter, H., (2002), Studienbuch Pädagogische Kommunikation, 2. Aufl. Bad Heilbrunn. 37. Rylski, E., (2005), Warunek, Świat Książki, Warszawa. 38. Szymańska, B., (2006), Co to jest ‘filozofia kultury’? In: Co to jest filozofia kultury? Z. Rosińska, J. Michalik (eds.), Wydawnictwo Uniwersytetu Warszawskiego, Warszawa. 39. Sapir, E., (1978), Kultura, język, osobowość, PIW, Warszawa. 40. Sapir, E., (1978), Selected Writings on Language, Culture and Personality, D. G. Mandelbaum (ed.), University of California Press, Sacramento. 41. Stewart, J., (2012), Introduction to Interpersonal Communication. In: J.  Stewart (ed.), Bridges not Walls. A Book about Interpersonal Communication, McGraw-Hill Publishing Co., New York. 42. Stewart, J., (2014), Wprowadzenie do komunikacji interpersonalnej. In: J. Stewart, (ed.), Mosty zamiast murów. Podręcznik komunikacji interpersonalnej, PWN, Warszawa. 43. Sztejnberg, A., (2002), Podstawy komunikacji społecznej w edukacji, Astrum, Wrocław. 44. Wendland, M., (2014), Filozoficzne i metodologiczne podstawy historii komunikacji, Wydawnictwo Naukowe UAM, Poznań.

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Valdonė Indrašienė, Leta Dromantienė

THE OUTLINE OF THE CONTEXT OF SOCIAL PEDAGOGICAL ASSISTANCE FOR CHILDREN FROM SOCIAL RISK FAMILIES IN LITHUANIA Abstract: Lithuanian education policy pays ever increasing attention to issues of children from social risk families. This article presents a qualitative study to outline the context of social pedagogical assistance for children from high-risk families. The applied qualitative research uses a semi-structured interview of social pedagogues at secondary school from particular Lithuanian district. The paper analyzes the presumptions of the need of social pedagogical assistance for children from at-risk families and the levels of identification of the assistance. It was found that the social pedagogical assistance presumptions are related to the pupil and family. The need for assistance is identified at child welfare authorities, school and local community levels. Effective organisation of social pedagogical assistance and its provision is ensured by general specialists from different institutions working together. Keywords: social pedagogical assistance need, social risk family, the child’s welfare.

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Introduction Lithuanian state’s approach to the family is enshrined in the Constitution of the Republic of Lithuania (1992[1]), which regulates that ‘The family shall be the basis of society and the State. Family, motherhood, fatherhood, and childhood shall be under the protection and care of the State”. The State Family Policy Concept (2008) defines a family as: “The family is the principal good of the society, arising from human nature and based on voluntary matrimonial pledge of man and woman to devote their life to developing family relations, ensuring the welfare of all family members – man and woman, children and all generations and the development of a healthy society, the vitality and creativity of the people and the state.” However, rapid changes in life lead to sudden and substantial changes of a family as a socio-cultural instance, which is often too sudden change for the unprepared society and which cannot be unequivocally accepted. Family reaction to economic instability and the deterioration of the standards of living gets a classic demographic behaviour change model (Stankūnienė, Jonkarytė, Mikulionienė, Mitrikas, & Maslauskaitė, 2003). Family is incapable to overcome these problems; it becomes vulnerable, no longer serves its purposes and is more exposed to social risk factors (Kondrotaitė, 2006, T. 4., pp. 55–60). Such family member or members may abuse alcohol, drugs, some become addicted to gambling. Some, because of disability, addiction, poverty, lack of social skills people cannot or are not able to take care of children; use psychological violence, physical or sexual abuse (Republic of Lithuania on Social Services Law, 2006; see also Przybysz-Zaremba, 2015, pp. 274–292). According to the State Family Policy Concept (2008), social risk families include family where its members’ cooperation and emotional communication is disturbed and the negative environment does not promote a healthy and productive personal growth and development, ‘where at least one of the parents abuses alcohol, narcotic, psychotropic or toxic substances, is a gambling addict, is unable or cannot take proper care of the children due to lack of social sills, subjects them to psychological, physical or sexual violence, uses the assistance received from the state for other than family needs, which puts at risk physical, mental, spiritual and moral development and security of children”. In other words, social risk family - is a family whose social functioning due to objective and subjective reasons are disturbed, which “because of its features does not correspond to its aims and does not fully carry out its functions, is exposed to adverse social

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factors and poses a threat to the normal functioning of society” (Guščinskienė & Kondrotaitė, 2006, p. 17). V. Indrašienė & E. Šlapelienė (2007, p. 20) claim that “most members of the family who have grown up in poverty, usually live in poverty in their own families’ and in such families ‘child poverty is programmed for the future: the poor family cannot provide good learning conditions for their children, and lack of education raises the risk of poverty. “It is emphasized that the social risk families “due to poor parental literacy, moral values decline, ​​ failure and inability to adapt to the changing social and economic conditions instead of forming an independent and harmonious personality, distrustful and insecure individuals are developed” (Kondrotaitė, 2006, p. 58). In family children usually learn from their parents, copy their behaviour, “the child shall monitor and take over the way of life of its family, family members moral and spiritual culture’s values, norms of behaviour, activities and methods of communication with others” (Indrašienė, 2004, p. 99). Children from social risk families as well copy inappropriate parental behaviour, thus family at-risk status is repeated from generation to generation. Lithuanian education policy pays ever increasing attention to issues of children from social risk families. The researchers claim that social educational support for children, including those from social risk families, organized and available to deal with school absenteeism, lack of motivation, learning difficulties, nonpromotion, misconduct, conflicts with classmates, disagreements with teachers and parents (Ališauskas 2007; Merfeldaitė, 2007; Indrašienė and Suboč, 2008; Targamadzė, Vale­ckienė & Kvieskaitė, 2008). The analysis of mentioned studies shows that main focus is put on the organisation and provision of social pedagogical assistance, the analysis of the efficiency of the measures; analysis of professionals, students and parents’ approach to provided assistance at school, the analysis of principles of building a support team. The organisation of social pedagogical assistance for children from social risk families both in theory and practice is not widely studied. There is a lack of research showing the specific character of organisation of social pedagogical assistance for children from social risk families, experience of social workers working with children from families at risk. Social risk family is related to negative environmental impact, which results in disruption of normal personality growth and development, social functioning, thus the family becomes socially excluded (Leliūgienė & Simanavičiūtė,

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2010). The researchers note that such family is unable to overcome problems, is vulnerable, and cannot perform its main functions: communicational, socialising, economic and other (Guščinskienė & Kondrotaitė, 2006), it limits the child’s ability to express and satisfy their needs and feelings (Maguire, 2013).

Research methodology Research aim: to identify the organisational context of social pedagogical assistance for children from risk families. Research strategy. Case study was used as a strategy. It was assumed that what matters is not the coverage of the phenomenon but the understanding of specific cases, which allows to “move” towards new fields of research, to understand better the test provisions and true-life priorities (Bitinas, 2010). The research sample. Respondents were chosen using targeted selection. The research involved 6 social pedagogues. The research participants are skilled professionals who work directly with disadvantaged children and families so they are capable to disclose their activities, because they possess the most useful information. The research organization. In order to determine the context of organisation of social pedagogical assistance for children from risk families all secondary school social pedagogues from area X were interviewed. Connection was established with each participant before the beginning of the research. Later, a specific meeting time, suitable for questioning, was agreed by telephone. Time was chosen so that it is convenient for the participants, which is important to offer enough time to listen to the questions, think about the answers in order to avoid any external interference. The research data collection and analysis methods. Data collection used semi-structured interviews. The social pedagogues were asked the same questions, the interview was recorded and later transcribed. The research data collection method – semi-structured interviews. When choosing a research method the possibility of the anticipation of topics or issues that will be discussed during the interview was taken into account and questions could be reworded in any sequence based on the situation (Flick, 2009). In addition, semi-structured interview approach creates freer communication atmosphere, the conditions to adapt quickly to the situation and provided information which led to further discuss the analysed issue.

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In order to find out the survey participants experience in providing social help they were asked to specify in details their statements and give examples. Analysis of the research results from semi-structured interviews was carried out applying descriptive analysis (descriptive and thematic interpretations) method (Creswell, 2013). The final results of the study generated descriptive categories which are subject to re-submersible primary data analysis. The information collected during the analysis was grouped; the comparison of data and categories as well as the comparison within subcategories was carried out. Categories and subcategories were distinguished as well as the statements that substantiate them. The research validity and reliability was established by means of a detailed description, information of the location of a research, course, interview sample characteristics, careful transcriptions of participants – transferring unique language of informants, capturing their pauses, emotions, providing an authentic language of the informants. Research limitations. The research included only a small part of the social pedagogues providing social assistance for children from social risk families, but the experience of other specialists was not analyzed. Therefore, it can be claimed that only social pedagogues’ personal experience and subjective evaluations would be revealed. The research ethics. Ethical principles, namely, privacy, anonymity, confidentiality, fairness as well as voluntary participation were followed in the course of the research. Before the interview, the interviewer revealed the participants the research aim and methods.

Social pedagogical assistance contextualization The data analysis allowed to distinguish two social pedagogical assistance contextual elements: the factors influencing the need of assistance and opportunity identification. It was revealed that the factors influencing the need of social pedagogical assistance are associated with the problems of parents and children’s from social risk family (Fig. 1). V. Indrađienë and V. Suboč (2008) argue that students need social pedagogical assistance to deal with school absenteeism, unwillingness to learn, learning difficulties, lack of motivation. One of the conditions for social pedagogical assistance related to students distinguishes the following sub-categories: learning difficulties, school absenteeism, and bad behaviour.According to the infor-

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mants, social pedagogical assistance demand occurs in cases when pupils have learning difficulties: ‘Learning results are also not very satisfactory’ (P2) ‘Child struggles with Lithuanian language and mathematics.’ (P3).

Fig. 1. Factors influencing the need of social pedagogical assistance

Another factor associated in with the student influencing the need of social pedagogical assistance was bad attendance at lessons or school absenteeism: “… started regularly playing truant” (P4); “for example the district library reports that the pupil sits at the computer in the library … we bring him back to school, he hits the backpack and gets out of school (P6). After the analysis of informants’ interviews it can be concluded that the need of assistance can be decided according to the student’s behaviour “had serious behavioural problems, teachers constantly complained that he disturbs in the classroom, does not listen (P1). The fact that children from risk families have behavioural problems is confirmed by scientists’ statements. According to Burchinal and colleagues (2006), poor or inadequate environment is often associated with the child behavioural disorders. Children from risk families often do not comply with the rules, ignore adults’ remarks and annoy others. They quickly lose their temper, get angry, get offended, and inadequately respond to both adults’ and peers’ comments. Behavioral and emotional disorders of children are displayed by acute, aggressive reactions to various situations, fear to communicate with adults, a poor child’s language environment determines the limited communication with peers. Such children often look sad and miserable. S. Burvytë, K. Ralys and R. Ilgűnienë (2012), talking about family functions, note that one of the most important functions of the family – to create

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favorable conditions for the child’s life. Some families lack basic social skills and neglect children, so such family children need assistance. Thus, the other presumption for the need of social pedagogical assistance is related to family: the lack of social skills and children neglect. The informants’ interviews show that the families do not tidy homes and do not wash clothes. Thus, the children also lack understanding of hygiene and basic cleaning standards:“According to his mother, she does not wash clothes, because of joint pain … … House is abandoned, unheated, furnace broken (P1); “… Terrible mess, water from a well in the yard (P 4). Sektnan and colleagues (2010, [2]), said that children from social risk families lack some social skills. Older children (12–16 years) have fewer social skills than younger (7–11 years). The children have the fewest self-awareness, emotional and social control (self-control) skills. Therefore, they are unable to control their actions, their behaviour, are unable to calmly and adequately handle the situation and adapt to different social situations. Children also lack independent living, healthy lifestyle and healthy eating habits, are unable to tidy and keep clean. Other serious problem of social risk families is neglect: “Pupil’s clothes are dirty, do not fit to the size and are unfashionable. The pupil spreads unpleasant smell (P1); “child’s teeth are decayed, some have dropped out” (P3); Thus, the children from social risk families can differ in appearance, learning outcomes and this can cause a social exclusion. For example I. Klanienë, L. Rupđienë, G. Đmitienë, & D. Baraldsnes (2014) revealed that the majority of students bother if their classmates live in a poor family, especially if there’s violence, children are neglected and not cared of, poorly dressed, without care of appearance, education, eating habits, parents have addictions or any specific qualities. If a student is different, all of this leads to a greater interest of classmates and provokes the limitation of equal opportunities. According to Merfeldaitë (2007), the relevance of social educational problems depends on many factors: on the pupils’ age - the older is the students, the more often he/she faces various problems; on gender - for girls all social and educational problems are more common than for boys; on learning progress – students receiving lower grades face motivation and behaviour problems; on the place of residence – for rural children pupils and teachers’ conflicts and bad pupil behaviour problems seem more important; on family relationships – for students experiencing emotional abuse in the family, conflicting with parents, living in difficult material conditions school attendance, learning and behaviour problems are common.

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The research data analysis disclosed three levels of identifying the need of assistance: local communities, child welfare authorities and schools (Fig. 2). The information that the family belongs to a group of social risk families and children need social pedagogical assistance is received from the department of children’s rights protection “from the Department of children’s rights protection, in most cases. They are first to learn when such family into our neighbourhood hauls from somewhere (moves houses – auth.), they get the message and inform us (R6); “I appeal to children’s rights (Department of children’s rights protection – auth.) requesting the list of social risk families living in neighbourhood (P1).

Fig. 2. Levels of identification of social pedagogical assistance needs

Social worker learns about the social pedagogical assistance need for a child from risk family from the police “we are informed as soon as any such case happens – by the police (P 2) and neighbourhood offices” township social worker dealing with social risk families inform us new children from risk families start attending school “(P5). At school level, social pedagogical assistance needs identification is associated with the teachers ‘all class tutors fill in the class social pass’ (P4), the students ‘ all newly arrived pupils, at a gymnasium fill in a questionnaire specifying the information about themselves and family, where and how they live. … so it becomes clear (P2) and social pedagogues: “I hand out free meals vouchers, daily monitor children, and notice problems … the children themselves speak of their problems’ (P1).

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Social pedagogue is to help children to adapt to society, community, educational or care institution, other social institutions providing educational functions, rational use of all the opportunities offered to develop, learn and grow as independent citizens. Social pedagogue works together with teachers, class tutors, other professionals, parents or the child’s legal representatives and community. The results of research prove the research results of V. Gudţinskienë & E. Ţitkevičius (2011) concluding that social pedagogue is interested in both social and psychological problems of pupils in their own community as well as their mutual relations and the effects of these relations on student behaviour. To identify the need for assistance the local community is helpful: neighbours informing the ward or “well, he just comes to me (to social pedagogue) and says – I can no longer remain silent, something must be done with these kids (P2). Interview with social pedagogues revealed the significance of interinstitutional cooperation providing social educational support. According to R. Kontautienë (2010), one of the most important elements of cooperation is understanding of their interdependence: each institution practitioner must realise that their personal success will depend on other colleagues’ personal success. If there is no perception that the overall result is pursued, it will not be possible to cooperate successfully and achieved problem solutions will not be successful. ‘PPT (pedagogical psychological Service) consult students with learning difficulties. They provide services to families to wash clothes, to wash themselves … Children’s Day Center helps, where kids can take a shower, do their homework, handicrafts and other activities (R4); “We cooperate with the ward social workers to work with risk families, together we visit families.” (R3). It responds research conducted by Karmaza, Grigutytė and Karmazė (2006) that the school, providing social pedagogical assistance for children cooperates with child welfare institutions providing the social educational support, as well as consult parents of the pupils and teachers.

Summary The context of social pedagogical assistance is determined by the mutual cooperation of the child welfare authorities and the school. Social pedagogical assistance need is identified at child welfare authorities, schools and the local community levels.

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Effective organization of social pedagogical assistance and its provision can be ensured by mutual work of specialists from different institutions. Presumption of assistance is associated with the pupil and family. Student-related presumptions are learning difficulties, school absenteeism and bad behaviour. Family-related presumptions - the lack of social skills and child neglect.

References: Book sources 1. Ališauskas, A., (2007), Vaiko psichopedagoginis vertinimas: pokyčių perspektyva: mokomoji knyga, Šiauliu universiteto leidykla, Šiauliai. 2. Bitinas, B., (2010), Gyvenimas ugdymo verpetuose, Klaipėdos universiteto leidykla, Klaipėda. 3. Burchinal, M., Roberts, J.E., Zeisel, S.A., Hennon, E.A. & Hooper, S., (2006), Social risk and protective child, parenting, and child care factor sinearly elementary school years. Parenting: science and practice. 6(1), pp. 79–113. 4. Burvytė, S., Ralys, K. & Ilgūnienė. R., (2012), Ugdymo šiuolaikinėje šeimoje konceptas, Lietuvos edukologijos universitetas, Vilnius . 5. Creswell, J. W., (2013), Qualitative Inquiry and Research Design: Choosing Among Five Approaches, SAGE Publications, Los Angeles. 6. Flick, U., (2009), An Introduction to Qualitative Research, Fourth Edition, SAGE PublicationsLtd. 7. Guščinskiene, J. & Kondrotaitė, G., (2006), Socialinės rizikos šeimų problemos. “Socialinis darbas : mokslo darbai”. 5 (2), pp. 15–23. 8. Gudžinskienė, V. & Žitkevič, E., (2011), Profesinėje mokykloje besimokančių mokinių požiūris į socialinio pedagogo veiklą. Socialinis ugdymas: mokslo darbai. 14 (25), pp. 88–97. 9. Indrašienė, V., (2004), Socialinio ugdymo technologijos: mokomoji knyga, Baltijos kopija, Vilnius. 10. Indrašienė, V. & Šlapelienė, E., (2007), Vaikų požiūris į jų lankomus vaikų dienos centrus. “Socialinis ugdymas. Socialinė pedagoginė pagalba: mokslo darbai”. 3 (14). 11. Indrašienė, V. & Suboč, V., (2009), Socialinė pedagoginė pagalba nesėkmingai besimokantiems moksleiviams. “Socialinis ugdymas : mokslo darbai”. 8 (19), pp. 23–34. 12. Karmaza, E., Grigutytė, N. & Karmazė, E. G., (2006), Smurtas mokykloje: prevencija ir pagalba, Švietimo aprūpinimo centras, Vilnius. 13. Klanienė, I., Rupšienė, L., Šmitienė, G. & Baraldsnes, Dž., (2014), Mokinių lygios galimybės ir jų ribojimas bendrojo ugdymo mokykloje: monografija, KU leidykla, Klaipėda.

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14. Kondrotaitė, G., (2006), Socialinės rizikos šeimos Lietuvoje: atvejo studija. Filosofija. Sociologija: mokslo darbai. T. 4, pp. 55–60. 15. Kontautienė, R., (2010), Bendradarbiavimo sistema ir jos valdymas mokykloje, Petro ofsetas, Klaipėda. 16. Leliūgienė, I. & Simanavičiūtė, G., (2010), Pedagoginis tėvų švietimas kaip sėkmingos vaikų socializacijos prielaida. “Socialinis darbas : mokslo darbai” . 9 (1), pp. 114–121. 17. Lietuvos Respublikos Seimo, 2008 birželio 8 d.nutarimas No. X-1569 „Dėl valstybinės šeimos politikos koncepcijos patvirtinimo“ , Valstybės žinios. No. 69/ 2008. 18. Lietuvos Respublikos Socialiniu paslaugu istatymas, 2006 m. sausio 19 d. No. X-493. Valstybės žinios. Nr. 17–589; 22. 19. Maguire, E. R., (2013), ExploringFamily Risk and Protective Factors for Adolescent Problem Behaviors in the Caribbean. “Matern Child Health Journal”, 17, pp. 1488–1498. 20. Merfeldaitė, O., (2007), Socialinės pedagoginės pagalbos efektyvumas mokykloje: klasės auklėtoju požiūris. “Socialinis ugdymas : mokslo darbai”. No. 3 (14), pp. 8–18. 21. Przybysz-Zaremba, M., (2015), Dysfunkcje i patologie rodziny jako asumpty zaburzeń w zachowaniu dzieci i młodzieży. Wybrane konteksty, egzemplifikacje i eksploracje. In: Łucja Kabzińska, Anna Prusik (eds.), Funkcjonowanie ucznia o specjalnych potrzebach edukacyjnych w wybranych środowiskach i sposoby jego wspierania, WSIiE TWP, Olsztyn, pp. 274–292. 22. Stankūnienė, V., Jonkarytė, A., Mikulionienė, S., Mitrikas, A.A. & Maslauskaitė A., (2003), Šeimos revoliucija? Iššūkiai šeimos politikai, Socialinių tyrimų institutas, Vilnius. 23. Targamadzė, V., Valeckienė, D. & Kvieskaitė, E., (2008), Mokykloje dirbančių specialistu brėžiamų problemų eskizas pedagoginėje-psichologinėje erdvėje. “Socialinis ugdymas :mokslo darbai”. 5 (16), pp. 31–51. Web sources [1] Lietuvos Respublikos Konstitucija, (1992), Retrieved from: [http://www3.lrs.lt/ home/Konstitucija/Konstitucija.htm], accessed: 05.05.2016, at 14.56 hours. [2] Sektnan, M., McClelland M.M., Morrison, F.J., ir Acock, A., (2010), Relations between early family risk, children’s behavioural regulation, and academic achievement, [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2953426/], accessed: 05.05.2016, at 16.50 hours.

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Peter Mlynarčík

A BRIEF HISTORY OF HUMAN RIGHTS EDUCATION: CONTRIBUTION OF THE SALESIANS OF DON BOSCO Abstract: The article deals with the education that spread human rights and its historical pathways on international level. It points at important events held on the board of United Nations and UNESCO, focusing on the Associated Schools Project Network and Salesians of Don Bosco. The last part gives another point of view on the Education of Human Rights – the International Youth organizations and its projects. Keywords: human rights, education, International Youth (IY) organizations, Salesians, St. John Bosco.

Human rights are external (legal) expression of basic human values at the centre of which stands the dignity of man as the most perfect notion of Earth’s ecosphere. To maintain the balance and development of the whole human society, it is necessary to create conditions for a long time process that would lead people of all levels and in all strata of society of the world to respect the dignity of other people. In this light the global efforts for promotion and extension of education to human rights appears to be crucial, considering also the possibilities for its application in all cultures of the world. Therefore, it is important to know the history of these global activities.

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One of the prominent figures active in the field of youth education was St. John Bosco. He was aware that raising the dignity of a young person by integral education is the best asset for the future and personal happiness. He put all of his life energy into his educational effort: “I have promised God that I would give of myself to my last breath for my poor boys” (Lemoyne, 1912, XVIII, 285). Today the Salesians of Don Bosco are continuing his educational activities worldwide bringing up in 132 countries about 15 million young people (SDB 2016). Challenges of contemporary world are directing inter alia to the need to deepen education of future generations. It suggests also the multidimensional poverty index MPI, which encompasses the area of education. In 2015, about 30% of the world’s population were below the poverty line in health care, housing conditions, as well as Education [MPI Global, 2015]. In our study, we will focus on some important points on the path of the development of the education towards human rights. First, we will concentrate on its concept and organizational origins and mark several milestones on the global level. In the next section we will present the beginnings of involvement of Salesians of Don Bosco in the field of education for human rights. Finally, we present some educational projects in the field of human rights.

Beginnings of Education towards Human Rights The expression  “human rights”  is relatively new, because it has come into everyday parlance only since  World War II, when the  United Nations was found  in 1945 and the  Universal Declaration of Human Rights  was adopted by the UN General Assembly in 1948. It replaced the concept “natural rights”, which fell into disfavor in the 19th century in part because of another concept of the “natural law” to which it was closely linked. The expression “natural law” had become controversial with the rise of legal positivism. It had rejected the theory (long espoused by the Roman Catholic Church), that law must be moral to be law. The phrase “human rights” at the same time replaced the concept the “rights of Man”, which in some ways of understanding excluded the “rights of women”[ Weston, 2016]. After World War I the League of Nations had some success in using minority rights treaties to protect national minorities in Europe, but the effort ended with the rise of Nazi Germany and the beginning of World War II. Countries fighting Hitler’s Germany decided that after their victory a new international organization would be needed to promote international peace

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and security, and that securing human rights in all countries would help lessen the likelihood of the reoccurrence of large wars. Indeed, prior to the official formation of the United Nations, the Allies imposed human rights obligations on Italy and Central European powers in peace treaties. Similar obligations were imposed on Germany and Japan during the Allied occupation. The United Nations was created in 1945. Its Charter established goals of protecting future generations from the “scourge of war” and promoted “fundamental human rights” and the “dignity and worth of the human person” [Nickel, 2014]. Also the concept of “(…) human rights education contributes to a concept of development consistent with the dignity of women and men of all ages that takes into account the diverse segments of society such as children, indigenous peoples, minorities and disabled persons (…)” [UN, 1995]. The initial attempt to teach human rights in formal school settings begins with UNESCO Associated Schools Project Network in 1953. Resolution 1.341, 7th session of the UNESCO General Conference, 1952 explained the need to “(…) encourage the development of education in the aims and activities of the United Nations and the Specialized Agencies and in the principles of the Universal Declaration of Human Rights”. In an attempt to help translate these ideals of UNESCO into the learning process, UNESCO convened some 21 experts representing 33 secondary schools in 15 countries1 in Paris from 23 to 27 November 1953. Their aim was to set up “(…) education for living in a world community: coordinated experimental activities in schools of Member States”. The idea was to launch national pilot programmes with international links, supported by Ministries of Education and their National Commissions for UNESCO and with logistic help from UNESCO. The agreed-upon themes of study were: women’s rights, other cultures, human rights and the UN system. The first decade saw the Network extended to teacher-training institutions (in 1958) and the first two of many publications based on the new Network’s activities: International Understanding at school and Some Suggestions for Human Rights Teaching [Khawajkie, 2003, pp. 3–4]. The Associated Schools Project continued to expand and in 1965 it started to include elementary schools. In response to the need for educational resource materials which could be easily used by teachers around the world, a book entitled World Problems in the Classroom: the role of the United Nations was pub1



Belgium, Costa Rica, Ecuador, Federal Republic of Germany, France, Japan, Netherlands, Norway, Pakistan, Sweden, Switzerland, United Kingdom of Great Britain, United States of America, Uruguay, Yugoslavia.

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lished. The Decade 1964–1973 closed with an emerging international Network of 923 schools in 63 Member states [Khawajkie, 2003, p. 5]. The first formal request for the need to educate students about human rights came about in UNESCO’s 1974 article Recommendation concerning Education for International Understanding, Cooperation and Peace, and Education Relating to Human Rights and Fundamental Freedoms2. The Project was extended in 1976 to nursery schools. A number of countries were also keen to involve universities in ASP and an International Consultation to Examine the Extension of ASP to the University Level was convened in Paris in 1977. However, given the special nature and autonomy of institutions of higher learning, it was decided not to extend ASP to universities (except for faculties of education) but to envisage a special network for institutions of higher education [Khawaj­kie, 2003, p. 6]. The participants of the International Congress on the Teaching of Humans Rights eventually met in Vienna in 1978 to form a specific definition of what would be a required application of the education in formal curricula. The aims at which the Congress agreed upon included the encouragement of tolerant attitudes with focus on respect, providing knowledge of human rights in the context of national and international dimensions as well as their implementations, and finally developing awareness of human rights, translated into reality whether social or political, on national and international levels [UNESCO, 1978]. In 1983, the ASP Anniversary Year, the United Nations published World Concerns and the United Nations: Model Teaching Units for Primary, Secondary and Teacher Education, largely based on ASP innovative teaching practices, besides other to human rights. 2



Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms, V. 11.: „Member States should take steps to ensure that the principles of the Universal Declaration of Human Rights and of the International Convention on the Elimination of All Forms of Racial Discrimination become an integral part of the developing personality of each child, adolescent, young person or adult by applying these principles in the daily conduct of education at each level and in all its forms, thus enabling each individual to contribute personally to the regeneration and extension of education in the direction indicated.” VII. 33. a): “Member States should constantly improve the ways and means of preparing and certifying teachers and other educational personnel for their role in pursuing the objectives of this recommendation and should, to this end: (a) provide teachers with motivations for their subsequent work: commitment to the ethics of human rights and to the aim of changing society, so that human rights are applied in practice; ….” [UNESCO, 1974].

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In 1993 the Associated Schools Project had taken yet another leap forward with almost 3,000 schools in 116 countries [Khawajkie, 2003, p. 10]. Human Rights Education became an official central concern internationally after the World Conference on Human Rights in 1993. This conference brought the issue of educating formally to the top of many countries’ priority lists and was brought to the attention of the United Nations (wiki). The General Assembly of the United Nations, by its resolution 45/155 of 18 December 1990, decided to convene at a high level a World Conference on Human Rights held in Vienna in 1993: “The World Conference on Human Rights emphasizes the importance of incorporating the subject of human rights education programmes and calls upon States to do so. Education should promote understanding, tolerance, peace and friendly relations between the nations and all racial or religious groups and encourage the development of United Nations activities in pursuance of these objectives. Therefore, education on human rights and the dissemination of proper information, both theoretical and practical, play an important role in the promotion and respect of human rights with regard to all individuals without distinction of any kind such as race, sex, language or religion, and this should be integrated in the education policies at the national as well as international levels” [UN, 1993, 33]. “The World Conference on Human Rights considers human rights education, training and public information essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace.” [UN, 1993, 78]. Twenty years after the adoption of the ’74 Recommendation on Education for International Understanding, the time had come to take a  closer look at its application and relevance. The wave of democracy had not only swept over Eastern Europe but was gaining force world-wide. The International Bureau for Education (Geneva) thus devoted its 44th session in 1994 to taking stock of progress. It resulted in the Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy [Khawajkie, 2003, p.12]. The goal of education for peace, human rights and democracy was explained as follows: “The ultimate goal of education for peace, human rights and democracy is the development in every individual of a sense of universal values and types of behaviour on which a culture of peace is predicated. It is possible to identify even in different socio-cultural contexts values that are likely to be universally recognized” [UNESCO, 1995, p. 24].

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Peter Mlynarčík

Pursuant to a suggestion of the World Conference on Human Rights in the Vienna, the United Nations General Assembly, in its resolution 49/184 of 23 December 1994, proclaimed the 10-year period beginning on 1 January 1995 the United Nations Decade for Human Rights Education, and welcomed the Plan of Action for the Decade contained in the report of the Secretary-General3 [UN, 1995].  The Plan of Action includes 5 objectives: “(a) The assessment of needs and the formulation of effective strategies for the furtherance of human rights education at all school levels, in vocational training and formal as well as non-formal learning; (b) The building and strengthening of programmes and capacities for human rights education at the international, regional, national and local levels; (c) The coordinated development of human rights education materials; (d) The strengthening of the role and capacity of the mass media in the furtherance of human rights education; (e) The global dissemination of the Universal Declaration of Human Rights in the maximum possible number of languages and in other forms appropriate for various levels of literacy and for the disabled” [UN, 1996, A/51/506/Add.1]. In September 2000, the UN issued an evaluating report about the Decade of Human Rights. The Report of the United Nations High Commissioner for Human Rights on the mid-term global evaluation of the progress made towards the achievement of the objectives of the United Nations Decade for Human Rights Education (1995–2004). There we underlined three conclusions: (1) It is necessary to realize the right to human rights education. (2) Human rights education is also an important strategy for achieving several important ends (empowerment, participation, transparency, accountability, the prevention of conflict, conflict resolution, peacemaking and peace-building, protection and realization of all human rights for all). (3) Used strategies for human rights education must be more effectively utilized in the remaining years of the Decade to give foundations for sustainability beyond the Decade [UN, 2000]. 3



„2. Proclaims the ten-year period beginning on 1 January 1995 the United Nations Decade for Human Rights Education; 3. Welcomes the Plan of Action for the United Nations Decade for Human Rights Education, 1995-2005, as contained in the report of the Secretary-General, and invites Governments to submit comments, with a view to supplementing the Plan of Action; “

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The full evaluation of the Decade was presented in two documents: Study on the follow-up to the United Nations Decade for Human Rights Education (1995–2004) published in 2003 and United Nations Decade for Human Rights Education (1995–2004): Report on achievements and shortcomings of the Decade and on future United Nations activities in this area published in 2004. The first of them proposes three overall courses of action: (1) Training of educators and trainers responsible for human rights education activities, (2) Targeting of human rights education on some specific groups, i.e. government officials (in particular those working in education and in the administration of justice), the media and the business community, (3) Developing quality indicators for measuring impact of human rights education activities and evaluation systems [UN, 2003]. The second one (Report on achievements) was prepared on the basis of 29 returned questionnaire send to Member states UNESCO and proposes conclusions as follows: (1) Proclamation of a second Decade for Human Rights Education (2005–2014), (2) Establishment of a voluntary fund for human rights education, (3) The Commission on Human Rights would adopt decisive measures to promote the development of human rights education across the globe, (4) The Commission may wish to reflect on the desirability of an international convention on human rights education [UN, 2004]. Finally proposed points in the end were realized in other programs. UN Human rights day in 2004 was dedicated to Human Rights Education. In that occasion Kofi Annan notes: “Human rights education is much more than a lesson in schools or a theme for a day; it is a process to equip people with the tools they need to live lives of security and dignity. On this International Human Rights Day, let us continue to work together to develop and nurture in future generations a culture of human rights, to promote freedom, security and peace in all nations” [Annan, 2004]. Another fruit of the Decade was the World Programme for Human Rights Education (2004) adopted by the UN General Assembly, on 10 December 2004. “The Programme seeks to promote a common understanding of basic principles and methodologies of human rights education, to provide a concrete framework for action and to strengthen partnerships and cooperation from the international level down to the grass roots. Unlike the specific time frame of the Decade, the World Programme is structured in consecutive phases, in order to further focus national human rights education efforts on specific sectors/issues.

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The first phase (2005-2009) focused on human rights education in the primary and secondary school systems. Although the first phase was initially launched for three years (until 2007), the Human Rights Council subsequently decided, in its resolution 6/24 (28 September 2007), to extend it until the end of 2009. The United Nations Inter-Agency Coordinating Committee on Human Rights Education in the School System (UNIACC) was established in September 2006 to facilitate coordinated United Nations support to the national implementation of the Plan of Action during the World Programme’s first phase. The second phase (2010–2014) focused on human rights education for higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel. Office of the High Commissioner for Human Rights (OHCHR), in consultation with UNESCO, elaborated a draft plan of action for the second phase (2010– 2014) of the World Programme (document A/HRC/15/28), which the Council adopted by its resolution 15/11 (30 September 2010). The third phase (2015–2019) focuses on strengthening the implementation of the first two phases and promoting human rights training for media professionals and journalists” [OHCHR, 2005], [UN, 2004a]. Although the path of promoting human rights education around the world is still not complete, already brings fruit in the form of various local and international initiatives leading to cooperation and solidarity. Such initiatives involve in the human rights education eminent educational institutions and global educational networks. One of them is a religious society (family) Salesians of Don Bosco focused on education of youth.

The Preventive system and the Human Rights conference Salesians of Don Bosco adopt from their founder St. John Bosco a preventive educational system by which they lead young people on the path of integral development of personality. The expression of this educational method is the purpose to form youth on “(…) upright citizens and good Christians” (Lemoyne, 1912 II, 46). For Salesians of Don Bosco the global problems connected with human rights came to the fore in 1986 with founding a lay organization of International Volunteer Service for Development (VIS), which is a non-profit and Non-Government Organization (NGO) and an educational agency. In developing nations, VIS works particularly in the education and training sector, with

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international cooperation projects, through a holistic approach.” One of the aims is to “(…) promote human rights, particularly the rights of children and older youth” and to “(…) train Italian operators to international cooperation, human rights and development of appropriate themes [VIS, 2016]. The first occasion to open the topic of human rights (the rights of children and youth) was the international Conference on Street Children (Ragazzi di Strada) in Rome from 7 to 11 December 1998, organized by the VIS in cooperation with the Salesians’ Department of Youth Ministry. The conference involved 90 operators from 40 different countries around the world, international experts in the field of rehabilitation and reintegration of street boys both from an academic point of view and the field work, representatives of Italian NGOs, researchers and scholars [VIS, 1999]. The impulse to organize a congress on human rights was the letter of the Rector Major Don Bosco Salesians Don Pasqual Chavez-Villanueva, explaining the Strenna (motto) for the Salesian Family for the year 2008 under the name Let us educate with the heart of Don Bosco, to develop to their full potential the lives of young people, especially the poorest and most disadvantaged, promoting their rights. In the letter writes: “Promoting human rights, in particular those of juveniles, as the Salesian way of promoting a culture of life and a change of structures. The Preventive System of Don Bosco has a great social outreach: it wants to collaborate with many other agencies in the transformation of society, working for a change in the criteria and views about life, in the promotion of the culture open to others, in a sober style of life, in a constant attitude of selfless sharing and of a commitment to justice and the dignity of every human being. Education to human rights, in particular to the rights of juveniles, is the privileged way to implement in various contexts this commitment to prevention, to integrated human development, to the construction of a world that is more fair, more just, more healthy. The language of human rights also allows us to dialogue and to introduce our pedagogy into the different cultures in our world.” (Chaves, Pasqual, 2008). The International Congress on Preventive System and Human Rights took place from 2 to 6 January 2009 in Rome, in the presence of 330 participants coming from 130 countries. The immediate objective of the meeting was: (1) To analyse and deepen the problem of the “(…) need of global education” in terms of anthropological, social, pedagogical, particularly issues of social decline of education in the perspective of the Salesian Family, as an international edu-

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cational agency operating 150 years in 130 countries worldwide. (2) To share and appreciate good practical experience of Salesian pedagogy. (3) To share and develop programs for the recovery of the Preventive System of Don Bosco through the promotion of human rights in the 8 macro-regions of the Salesians in the world1. (4) To contribute with their reflection on 60 anniversary of the Universal Declaration of Human Rights by the Promotion and Protection of Human Rights. (5) To contribute their suggestions for reflection, exchange and promotion of long-term strategies after 2009. The Salesian Family realized that the preventive system of Don Bosco, effects on about 15 million young people in 130 countries worldwide (Attard, 2009, pp. 5–6). General Assembly of the Congress at the final gathering presented the final 10 propositions put together during the work groups. Responding to the total of 30 propositions, including those of the previous days, introduced by a message drawn up by the assembly members, the Rector Major gave his concluding address. Don Bosco’s ninth successor draw three lines – choices for the future of Salesian charism: (1) Our responsibility for human rights. (2) Centrality of quality education. (3) The fruitful reciprocity between the Preventive System and Human Rights. Later Fr. Chavez said in his concluding address, “(…) this Congress did not set out to be the closing event for the 2008 Strenna but intended to provide a decisive impulse for sustaining the development of a path of research, formation, and action which we now have to take forward in our provincial and local circumstances.” (Chaves, 2009, pp. 108–111).

En Route – Don Bosco’s Volunteers for Human Rights Salesian Activities in the field of Human Rights was adopted by Don Bosco Youth-Net ivzw – an international network of youth organisations, which work in the style of Don Bosco and of youth work offices of Salesian provinces based in 2000 in Belgium. As a direct follow-up of the world Congress (Preventive System and Human Rights) Don Bosco Youth-Net developed a European Congress on Human Rights Education, which took place 15–18/10/2009 in Brussels, Belgium. Over 200 young people participated in the national activities; 60 participated in the youth congress. The Congress was part of the project “You(th) for Human Rights” funded by the EU’s “Youth in Action”-programme. The project 1



Italy, Africa Madagascar, America South Cone East Asia-Oceania, INTERAMERICA, Mediterranean, Centre and North Europe, South Asia.

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brought together young people active in organisations who are working with non-formal education on one side and young people working with youth who are facing fewer opportunities like minor-aged refugees, Roma youth, homeless young people and young people in special youth care [En-Route, 2016]. Salesians of Don Bosco organize contemporary activities in the field of Human Rights Education through the organization of Youth-Net and its project ‘En Route – Don Bosco Volunteers for Human Rights’. The project consists of three training activities: (1) Pathways to Human Rights Education, (2) Routes to Europe, (3) Streetwise. In the beginning they organized a study session ‘A Preventive Approach in Human Rights Education’ at the European Youth Centre in Strasbourg (15-20/02/2015), which has given foundations of educational po­ licy. The activities in this work plan are targeted at three different categories of volunteers in their network. Each category reaches different target groups of young people on international, European or local level. Hence they are the ideal multipliers to mainstream the new educational policy throughout the network. The three objectives of the work plan target each one of the categories of volunteers: (1) to train new trainers in delivering Human Rights Education in the style of Don Bosco, (2) to train local volunteers in working with young people facing fewer opportunities and encourage them to further develop their voluntary engagement on local and European level within DBYN, (3) to train volunteers returning from a voluntary service abroad to continue their voluntary commitment in their local communities, especially focussed on safeguarding Human rights and children’s rights of young people. The project fits into the long-term strategy of Don Bosco’s Youth-Net of integrating the methodology of Human Rights Education into educational methodology [En-Route, 2016a].

Conclusions Concluding our study, we want to underline some important results emerging from the presented analysis: – the project titled Human Rights Education is an eminent way how to lead humanity all over the world to live in peace with the acceptance of dignity of every person. – the project of Human Rights Education remains actual despite the lapse of time. – UN with its agencies is a world guiding organization promoting and legalizing the ideas of education towards Human Rights.

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– Salesians of don Bosco with the whole Salesian family are a noted global educational Catholic agency promoting youth, that add undertaking human rights education to their programs. – Salesian contribution to human rights education consists in widening application programs on non-formal education and on youth who face fewer opportunities, like minor-aged refugees, Roma youth, homeless young people and young people for special youth care. As a dot we add citation from UN declaration about the Decade for Human Rights Education: “(…) human rights education should involve more than the provision of information and should constitute a comprehensive life-long process by which people at all levels in development and in all strata of society learn respect for the dignity of others and the means and methods of ensuring that respect in all societies (…) “[UN, 1995].

References: Book sources 1. Attard, F., (2009), Introduzione. In: Atti del Congresso Internzionale Sistema Preventivo e Diritti Umani, Roma 2–6 gennaio 2009, VIS, Roma, pp. 5–8. 2. Chaves, V., Pasqual, (2009), Intervento conclusive al Congresso “Sistema Preventivo e Diritti Umani”. In: Atti del Congresso Internzionale Sistema Preventivo e Diritti Umani, Roma 2–6 gennaio 2009, VIS, Roma, pp. 107–112. 3. Lemoyne, G., (1912), Memorie biografiche don Giovanni Bosco [Vol.] I– XVIII/1912, Torino. Web sources [1] Annan, K., (2004), Human Rights Day, 10 December 2004 UN Events, [http://www. un.org/en/events/humanrightsday/2004/index.htm], accessed: 19.06.2016, [on-line]. [2] Chaves, P., (2008), Strenna 2008. Let us educate with the heart of Don Bosco, Salesians of Don Bosco, Rector Major, [http://www.sdb.org/en/rector-major/ 1058-strenna-rm-projects/518-strenna-2008-commentary-en2], accessed: 27.06.2016, [on-line]. [3] En-Route, (2016), You(th) for Human Rights. En Route - Don Bosco Volunteers for Human Rights, [http://enroute-dbvolunteersforhre.weebly.com/dbyn--human-rights.html], accessed: 27.06.2016, [on-line]. [4] En-Route, (2016a), En route: Don Bosco Volunteers for Human Rights, Don Bosco Youth-Net, [http://enroute-dbvolunteersforhre.weebly.com/en-route.html], accessed: 28.06.2016, [on-line].

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[5] Global MPI, (2015), Key findings, Oxford Poverty & Human Development Initiative, Oxford Department of International Development, Queen Elizabeth House, University of Oxford, [http://www.ophi.org.uk/multidimensional-poverty-index/mpi-2015/], accessed: 13.05.2016, [on-line]. [6] Khawajkie, E., (2003), UNESCO Associated School Project Network (ASPnet): Historical Review 1953-2003, [http://unesdoc.unesco.org/images/0013/001305/130509e.pdf], accessed: 05.05.2016, [on-line]. [7] Nickel, J., (2014), “Human Rights”, The Stanford Encyclopedia of Philosophy, (Winter 2014 Edition), Edward N. Zalta (ed.), [http://plato.stanford.edu/archives/ win2014/entries/rights-human/], accessed: 22.05.2016, [on-line]. [8] OHCHR, (2005), World Programme for Human Rights Education (2005-ongoing), UN Human Rights Office of High Commissioner, [http://www.ohchr. org/EN/Issues/Education/Training/Pages/Programme.aspx], accessed: 27.06.2016, [on-line]. [9] SDB, (2016), About us, Salesians of don Bosco, Roma, [http://www.sdb.org/en/salesians-of-don-bosco], accessed: 28.06.2016, [on-line]. [10] UN, (1993), Report of the World Conference on Human Rights. Report of the Secretary- General, Viena 14-25 June 1993, [https://documents-dds-ny. un.org/doc/UNDOC/GEN/G93/853/46/PDF/G9385346.pdf ?OpenElement], accessed: 22.05.2016, [on-line]. [11] UN, (1995), 49/184. United Nations Decade for Human Rights Education. 94th plenary meeting, 23 December 1994, UN General Assembly, [http://www. un.org/documents/ga/res/49/a49r184.htm], accessed: 25.06.2016, [on-line]. [12] UN, (1996), Human rights questions: Human Rights questions, including alternative approaches for improving the effective enjoyment of human rights and fundamental freedoms, UN General Assembly, [https://documents-dds-ny. un.org/doc/UNDOC/GEN/N97/008/02/PDF/N9700802.pdf ?OpenElemen], accessed: 25.06.2016, [on-line]. [13] UN, (2000), Report of the United Nations High Commissioner for Human Rights on the mid-term global evaluation of the progress made towards the achievement of the objectives of the United Nations Decade for Human Rights Education (1995-2004), UN General assembly, A/55/360, [https://documents-dds-ny.un.org/doc/UNDOC/GEN/N00/640/37/PDF/N0064037. pdf?OpenElement], accessed: 04.06.2016, [on-line]. [14] UN, (2003), Study on the follow-up to the United Nations Decade for Human Rights Education (1995-2004), E/CN.4/2003/101, [https://documents-ddsny.un.org/doc/UNDOC/GEN/G03/113/29/PDF/G0311329.pdf?OpenElement], accessed: 27.06.2016, [on-line]. [15] UN, (2004), United Nations Decade for Human Rights Education (1995-2004): Report on achievements and shortcomings of the Decade and on future United Nations activities in this area, E/CN.4/2004/93, [https://documents-

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-dds-ny.un.org/doc/UNDOC/GEN/G04/112/36/PDF/G0411236.pdf?OpenElement], accessed: 27.06.2016, [on-line]. [16] UN, (2004a), 59/13 World Program for Human Rights Education. Resolution adopted by the General Assembly on 10 December 2004, UN General Assembly, resolution 59/113, A, [https://documents-ddsny.un.org/doc/UNDOC/GEN/N04/483/04/PDF/N0448304.pdf?OpenElement], accessed: 27.06.2016, [on-line]. [17] UNESCO, (1974), Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms, UNESCO, [http://www.unesco.org/education/nfsunesco/pdf/Peace_e.pdf], accessed: 22.05.2016, [on-line]. [18] UNESCO, (1978), Congress on the Teaching of Humans Rights, [http://unesdoc. unesco.org/images/0003/000326/032644eb.pdf], accessed: 22.05.2016, [on-line]. [19] UNESCO, (1995), Draft Integrated Framework- of Action on Education for Peace, Human Rights and Democracy, In: International Conference on Education 44th Session. Final report, UNESCO, Paris, [http://www.unesco.org/education/pdf/34_69.pdf] accessed: 24.06.2016, [on-line]. [20] VIS, (1999), Ragazzi di strada, Biblioteca, Redattore sociale, [http://www.redattoresociale.it/Banche%20Dati/Biblioteca/Dettaglio/226083/RAGAZZI-DI-STRADA] accessed: 27.06.2016, [on-line]. [21] VIS, (2016), Vision and Mission, International Volunteer Service for development, [http://www.volint.it/vis/node/2297], accessed: 27.06.2016, [on-line]. [22] Weston, Burns H., (2016), “Human Rights”,  Encyclopædia Britannica, [http:// www.britannica.com/topic/human-rights/Human-rights-in-the-early-21stcentury], accessed: 22.06.2016, [on-line].

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Grażyna Cęcelek

SCHOOL AS AN INSTITUTION HELPING THE YOUNG TO MEET THEIR FUTURE Abstract: The school is a very important training and nurturing institution that is aimed to prepare young people to be able to perform specific social roles, as well as specific professional work or, rational leisure time. It is also an addressee of many hopes associated with the formation of desirable social and professional competencies, socially acceptable values and patterns of everyday behavior, forms of ability to cope with life and the impact on the surrounding reality as evidenced by the learners. One of very important tasks of contemporary school is the formation of abilities that can not only allow its participants to get adjusted to the assisting, usually fast, changes, but can help them consciously meet the future as well as teach them how to reasonably plan and/or shape their life. What is therefore needed are many new patterns of pedagogical activity that will not only emerge from the main body of the traditional school, but also will remain open for the oncoming future needs. Keywords: school, education, teacher, personality, competences, adaptation education, innovative education

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Introduction The school is a constantly changing and evolving institution that constitutes a very important educational environment, extremely susceptible to any influence from the outside. What is required from the contemporary school is to generate the optimum of education, to prepare a pupil to be not only able to make use of the achievements of civilization, but also to participate in the creative processes connected with their further existence on the one hand and their development as well as their skillful direction on the other. “This must be a man able to meet the complex challenges of the time, a person wise, responsible, able to find his/her place in new socio-economic conditions, mobile, able to critically select and skillfully use various sources of knowledge” (cf. Cęcelek, 2005, p. 99). The basic condition of this path that helps one achieve a desired professional position and social prestige in the era of accelerated technological progress and global competition accompanying the existence of modern man becomes the anticipation of the future and the education able to help one meet the transformations constantly taking place in every area of social functioning. These tendencies and aspirations confront contemporary school as an educational institution with bigger and more complex requirements.

The function of school as an educational habitat A habitat is usually perceived as the space that surrounds us, in which we tend to live and function, which is neatly connected with accompanying sets of elements of biological, social and cultural type, that affect both the human behavior and the humans themselves. According to J. Kuźma (2003, 25) “(…) the area of functioning of a human not only consists of biological or social as well as cultural environment, but also, approaching it from a much larger perspective, an educational one.” Following the claims of many leading representatives of modern philosophical, pedagogical and/or sociological approaches, both the habitat itself and what emerges from it constitute an element strongly unified with the oncoming process of education and the shaping of human personality. What follows is an attempt to differentiate between an environment that affects human living conditions and the one that is made responsible for his/ her educational ones, in dependence of the type of activities observed there (in case the forms of influence are spontaneous and unplanned, one can talk about

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life habitat, if, however, the forms of influence are assessed as purposeful and planned, one can talk about the educational one). Analyzing the issue of the educational habitat, Kawula (2003, 212) offers a generalization that it constitutes “(…) a life habitat comprising two elements, namely educational institutions and natural groups oriented at educational tasks.” According to Pieter (1960, 49), the educational habitat is “(…) a complex set of either repeating or relatively constant situations, to which a person adjusts actively during the educational period of their life.” Finally, Sośnicki (1964, 49) takes a similar position when he defines the educational habitat as “(…) the entirety of educational situations called educational environment.” There are many educational elements which are made responsible for the formation of the personality of a young person and, subsequently, prepare them for the future life, whose significance changes relatively with age and the actual stadium of development achieved by an individual. The literature presents various typologies of educational environments, such as the ones based upon the genesis and character of the stimuli interacting with an individual, significant territorial features or the type of dominant social bonds. After all, following Znaniecki, (2000, 67) “(…) parents, the neighborhood, peer groups, teachers, school and institutions of indirect education do not constitute the only possible elements of educational environment, but they are the elements most widespread.” It is school which is generally recognized as this educational environment that heavily influences the young person’s preparation for the ever-changing world and the oncoming challenges of their future activities. Dyrda (2009, 22) aptly observes: “(…) contemporary school has found itself in a situation in which the issues of education must be considered in the context of both Europeanisation and the concurrent global processes.” What is currently required from an individual is not only the competence of adjustment to the world changing at a very fast pace but also, and first of all, the competence to transform the world, to model the surrounding reality, to exert influence upon it so as to obtain the desired direction of its development. Dyrda (ibid, p. 221) remarks: “(…) what matters is not only to adapt school to the ever-changing reality, but also to prepare the young for what is going to happen – for the future. Pupils’ aspirations and their feelings of life sense and its quality must therefore be formed to help them meet the future conditions.”

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Thus the awareness of the fact that school is this educational habitat in which the aspirations towards the pupil’s multi-sided development constitute the scaffolding for all the oncoming teacher-emerging educational activity, which not only expected to generate its dimensions but also to provide most of the assisting elementary values, appears to be of prime importance in this context.

Deliberations on teacher’s personality The issue of teacher’s personality as the most primary element of educational process has been and still is considered by many eminent educators and/ or psychologists. In Szkolak’s (2005, 62) opinion: “(…) looking for and ideal image of a teacher – especially of elementary classes, whose personality constitutes the patterned model for child’s personality – has had a rich tradition in Polish pedagogical literature.” Many scholars and researchers of pedeutologic issues most often concentrated around the features of teacher’s personality which are decisive when it comes to effective influence of the oncoming educational results and/or the analysis of the factors responsible for the occurrence of these features. It also has to be highlighted that the viewpoints on the genesis of teacher’s personality traits were not uniform: some scholars claimed these were inborn features, while some others that they are formed during the process of education or under some school practice (cf. Kosyrz, 1997, 10). Following Dawid (1956, after: Szkolak, 2005, 65) no other profession is of so great importance as the profession of a teacher. Therefore, a teacher’s most prominent characteristics ought to be the love towards human souls, which is the key element of teacher vocation that enables him/her to grasp such elements like: kindness, ability to sympathize with others, good will, indulgence, eagerness to devotion, desire to advance the others. According to Mysłakowski (1950, after: Kosyrz, 1997, 10), the personality feature deciding upon the effective educational influence is one’s outgoing personality; at the same time, while making an attempt to provide a definition of pedagogical talent, the author understands it as inborn imagination allowing for experiencing the other’s mental states, parental instinct, emotions, or external use of the psyche. Kreutz (1950, in: Okoń, 1950, after; Kosyrz, 1997, p.10), while discussing the superior and the most dominant educational features, acknowledges the so-called suggestive ability which is expressed in some kind of ease of influencing another person, their viewpoints, emotions, or will. Szuman (1950, in: Okoń. 1950, after: Ko-

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syrz, 1997, p.10) treats the results of pedagogical work as art; he thinks that nobody is born a teacher, but some features with which a human being is born do condition that the talent triggers and develops in satisfactory conditions. However, whereas Baley (1960, 252-3), described the teacher’s personality as the set of all features allowing for and facilitating the education of others. In Okoń’s (in: Szkolak, 2006, p. 64) opinion, the most important personal features of a good pedagogue seem to be: knowledge and obedience to ethical and social-moral norms, goodwill to possess and present the ideals of truth, good and beauty. Apart from that, one more salient feature of a good teacher is his/her attitude towards the pupils expressed in patience, understanding and justice with a subsequent simultaneous level of demand and firmness. In their paper, Radwiłowicz and Radwiłowicz (2005, after: Szkolak, 2006, p. 65) produce a list containing the following elements included in the catalogue of subsequent personal values of a good teacher that seem to respond to the needs of the children at the level of their preschool/early school education: • appearance features, i.e. neat, nice appearance; • ideological features, i.e. humanistic approach, social engagement; • moral features: righteousness, truthfulness, altruism; • being social: friendliness; • volitional features: systematicity, industriousness, activeness; • nervous system and temperamental features: calmness, smile-on-theface, vigor; • emotional features, including outgoing personality, understanding and kindness; • instrumental features related to the profession, i.e. musicality. According to Kwaśnica (2003, in: Śliwerski, et al., 2003, pp. 298–305), the particularity of a profession of a teacher, as well as many teacher-related specializations, makes it impossible to make a complete descriptive list of competences indispensable in the pedagogical work. Basing on the concept in which the human experience is formed both in the area of practice-and-moral knowledge and in the one of technical knowledge, two groups of competences have to be specified: • practical-moral competences, which entail interpretation competences, moral competences and communication competences; • technical competences, incorporating postulation (normative) competences, methodological competences and realization competences.

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In the further part of his deliberations the author claims that although the profession of a teacher requires the competences of the double kind, it is the practical-moral competences that are to be placed first of all and, subsequently offers the following statements to prove this issue: • practical-moral competences are superior to technical competences as they mostly characterize the majority of the teacher‘s professional activities as well as decide whether and in what manner a teacher approves the technical competences to be made use of; • regardless of a teacher’s individual decisions, the potential scope of use of technical competences is mostly limited to the scope of actions related to narrowly understood education.

The multiplicity of roles of a contemporary teacher Recently there have appeared a number of classifications aiming at the growing need of fulfilling various functions by a contemporary educator, out of which the following ones seem to be of relative interest: a reflective practitioner open to different forms of creative activities; an interpreter helping his/ her learners to select various educational options; or a guide ready to help his/ her learners open new auto-creative information related to the presentation of the possibilities of the creation of oneself as well as the world, and/or display of one’s unique way of development (cf. Kwieciński, 2000; Ratajek, 2002). A contemporary teacher is seen to be a master effectively inducing his/her pupils’ interests, an animator of school-life, a guardian, a reflective didactic-innovator, a social activist – the one who introduces the world of knowledge and a creator looking for a new model of life of a future man [cf. Balamska, 2005]. According to Superczyńska [2005] the most frequent roles of a teacher entail: • Tamer of a huge class: the one who, often in overpopulated classes tries to tame the vigorous and temperamental groups, makes an attempt to teach and educate but who is, in these attempts, far from the expected individual work with a pupil, or take care of a pupil with special educational needs; • Planner: the one who plans what, when, where, how and what for something happens in advance; also the one who plans his/her individual promoting development, prepares the working plans related to a partic-

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ular class, makes result plans, lesson plans, plans of trips, events, and/or projects; • Counsellor: the one who observes pupils’ progress at various domains, discovers talents, helps at selection of the pupils’ further education and/ or future profession, maintains contact with the parents in such cases; • Talents’ guardian: the one who superbly cooperates with talented pupils that take part in competitions and/or other topical contests, appoints them with new targets and motivates them to further development; at the same time s/he provides support to the pupils with learning difficulties and/or other poor learners, runs the correction classes; also presents the perspectives of development and possibilities of achieving a success; • Examiner: the one who gets the formal requirements to act as examiner in various external commissions at various phases of education; • Tourist: the one who organizes trips to various parts of the country and/ or (currently more frequently) abroad; s/he often prepares single-handedly trip plans and other school trips; • Innovator: the one who implements new ideas, follows the subject-related and educational innovations, evaluates their effectiveness to be applied at his/her work and promotes new solutions; • Technician: the one who effectively uses the various, new mostly technical, didactic aids, is able to use them and when it is necessary, knows how to repair them; • Constable: the one who minds the order and safety at classes and outside, always on duty at playground, corridor and at any important place in school; • Polymath: the one who believes s/he should know everything, be always able to help the pupil and advise the parents, run any lesson and possess all the required indisputable qualifications; • Human Being; the one who has the competence of performing his/her professional activities in the context of acting for the sake of another human being, what should let all the remaining roles find themselves at the proper place and in proper proportions. Carl Rogers (1992, in: Blusz, 1992) thinks that any preschool teacher should be, first of all, a facilitator, that is the person supporting his/her pupil’s development, a person whose primary duty is the creation of the class atmosphere which conditions sincerity, authenticity, trust and emphatic understanding.

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Grażyna Cęcelek

The existing expectations of a contemporary teacher to be able to fulfill so many various and complicated functions result that, along with his/her professional education and indispensable qualifications, what is largely appreciated in teachers and possible would-be teachers are one’s personal intelligence, their ability of creative thinking, imagination as well as their resourcefulness.

The salience of education in the contemporary world Due to the many changes and transformations observed in the contemporary world, high competition in the labor market and ever grater requirements an individual as well as the whole society are to face, the processes of education of younger generations, including its permanent form aimed at a person of any age have happened play a more vital function. J. Materne (1999, 84) aptly remarks: “(…) education of individuals currently constitutes one of the most important elements of the quality of life in respect of societies as well as their successful development.” School, the place of education for children and the youth, is considered to be the place of formation and enrichment of human capital understood as “ (…) the amount of knowledge and competences of defined quality being the source of income or satisfaction “ (cf. Denek, 2003, 34), or as Boon and Witteloostuijn (1996) see it, as a set of subjective (i.e. related to individual’s personality traits, such as talent, inborn predispositions to perform a certain type of profession, health condition etc.) and/or objective (i.e. education and experience) spheres that are responsible for the formation of the resources of every individual. Many different researches and analyses indicate the significant relation between the citizens’ education and country’s economic growth. Reliable education is currently considered as one of the elementary factors of one’s professional career and social status. What becomes even more significant is such education which, as Z. Tyszka (1999, 29) observes, creates the perspectives of satisfactory income and ensures the social prestige. According to G. S. Becker and T. W. Schultz (1993) the expenditures on human education are much more profitable than the ones spent for the increase of the real capital. ‘Work and education have become a system, and even a combination of internally cohesive actions, that not only help one meet one’s elementary life needs, but also keep one active at the labor market, as well as let one benefit from them and achieve the satisfaction from the activities performed by individuals”(cf. Cęcelek, 2011, 85). Following B. Kołaczek (2004, 74), getting

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education serves not only to “(…) becoming properly prepared to work and advancing the professional competence at the dynamically changing labor market, but also helps formatting one’s personal consciousness, a possibility of understanding oneself and the world, the development of the system of one’s emotions and values.” Younger generations perceive the value of education more distinctively, understanding that it does define the individual’s social status, his/her prestige, his/her hierarchy of required values, place in life and, to put it in a more general way, the manner that fully determines the future of an individual.

Summary In the contemporary world in which an important element of an individual’s social functioning has become the multiplied-at-fast-pace knowledge, education has more and more difficult tasks to complete. W. Korzeniowska (2001, 9) remarks that “(…) education is currently hoped to become the source of socially required changes in people’s mentality and many of their habits, including the hopes for breaking the existing stereotypes and many of the mind frames.” What becomes an extremely important role of school as an educational institution is one’s acceptance of the concept of readiness to face the future and one’s active competence for its conscious planning and formation. In order to find ourselves in the fast changing world, we must update our knowledge, skills and competences at all times. At the same time these needs make us search for the new patterns of educational activity that are fully adjusted to the oncoming needs. “The necessity of forming the new type of personality, adapted to the requirements of contemporary life deactivates the traditional forms of pedagogical work. In this new paradigm there also changes the role of a teacher, who still remains the one most decisive when it comes to the quality of education” (viz. Cęcelek, 2005, 128). What appears to be necessary in the existing situation is the replacement of any form of adaptation education with the one based upon various innovative and anticipative forms of education; the ones that become the inspiration to young learner’s permanent creative activity, as well his/her active co-creation of the future.

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References: Book sources 1. Baley, S., (1960), Psychologia wychowawcza w zarysie, PWN, Warszawa. 2. Becker, G. S., (1993), Human Capital, Chicago. 3. Boone, Ch., Witteloostuijn, A., (1996), Industry Competition and Firm Human Capital, „Small Business Economics” no. 6/1996. 4. Cęcelek, G., (2005), Nauczyciel wobec edukacyjnych wyzwań współczesnej rzeczywistości. In: T. Zacharuk (ed.), Pedagog – jednej czy wielu dróg? Part 1. Pedagog w teorii, Wydawnictwo Akademii Podlaskiej, Siedlce, pp. 99–108. 5. Cęcelek, G., (2005), Twórczość nauczyciela jako podstawowa przesłanka pracy współczesnego nauczyciela. In: A. Klim-Klimaszewska (ed.), Pedagog jednej czy wielu dróg? Part 3, Wydawnictwo Akademii Podlaskiej, Siedlce, pp. 127–135. 6. Cęcelek, G., (2011), Sytuacja szkolna dziecka z rodziny ubogiej, Wydawnictwo Akademickie „Żak”, Warszawa. 7. Dawid, J. W., (1959), O duszy nauczycielstwa. In: W. Okoń, Osobowość nauczyciela. Essays by J. W. Dawid and others. Introduction by W. Okoń, Wydawnictwo PZWS, Warszawa. 8. Denek, K., (1998), O nowy kształt edukacji, Toruń. 9. Dyrda, M. J., (2009), Środowiska prowadzące zorganizowaną działalność wychowawczą – szkoła. In: M. J. Dyrda, Pedagogika społeczna. O aspiracjach, jakości i sensie życia, Oficyna Wydawnicza ASPRA-JR, Warszawa. 10. Kawula, S., (2003), Pedagogika społeczna w ujęciu Aleksandra Kamińskiego (1903– 1978). In: S. Kawula (ed.), Pedagogika społeczna: dokonania – aktualność – perspektywy, Wydawnictwo „Adam Marszałek”, Toruń. 11. Kołaczek, B., (2004), Dostęp młodzieży do edukacji. Zróżnicowania. Uwarunkowania. Wyrównywanie szans, Instytut Pracy i Spraw Socjalnych, Warszawa. 12. Korzeniowska, W. (ed.), (2001), Przemiany edukacyjne w Polsce i na świecie a modele wychowania, Wyd. Impuls, Kraków. 13. Kosyrz, Z., (1997), Osobowość wychowawcy, Polskie Towarzystwo Higieny Psychicznej, Agencja Wydawnicza CB, Warszawa. 14. Kreutz, M., (1950), Osobowość nauczyciela – wychowawcy. In: W. Okoń, Osobowość nauczyciela, Warszawa. 15. Kuźma, J., (2003), Środowisko życia – punkt widzenia orientacji psychologicznej, pedagogicznej i medialnej, „Pedagogika Społeczna”, no. 3. 16. Kwaśnica, R., (2003), Wprowadzenie do myślenia o nauczycielu. In: Z. Kwieciński, B. Śliwerski (eds.), Pedagogika. Podręcznik akademicki. Volume 2, Wydawnictwo Naukowe PWN, Warszawa. 17. Kwieciński, Z., (2000), Nowe potrzeby i kierunki zmian kształcenia pedagogów i nauczycieli. In: Z. Kwieciński (ed.), Tropy – Ślady – Próby. Studia i szkice z pedagogiki pogranicza, Wydawnictwo Edytor, Poznań – Olsztyn. 18. Materne, J., (1999), Pedagogika socjalna, Wydawnictwo Mater, Szczecin.

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19. Mysłakowski, Z., (1950), Co to jest „talent pedagogiczny”? In: W. Okoń, Osobowość nauczyciela, Warszawa. 20. Okoń, W., (1950), Osobowość nauczyciela. Essays by J. W. Dawid and others. Introduction by W. Okoń, Wydawnictwo PZWS, Warszawa. 21. Parzęcki, R. (ed.), (2003), Dyskusja o nauczycielu, Wyższa Szkoła Humanistyczno-Ekonomiczna, Włocławek. 22. Pieter, J., (1960), Poznawanie środowiska wychowawczego, Ossolineum, Wrocław – Kraków. 23. Radwiłowicz, M., Radwiłowicz R., (1981), Nauczyciel klas początkowych, WSiP, Warszawa. 24. Ratajek, Z., (2002), Osobowość nauczyciela. Poszukiwanie nowych perspektyw badawczych i nowego modelu kształcenia. In: T. Gumuła (ed.), Nabywanie kompetencji nauczycielskich w toku studiów wyższych, Wydawnictwo A. Ś., Kielce. 25. Rogers, C., (1992), Tworzenie klimatu wolności. In: K. Blusz (ed.), Wydawnictwo „Impuls”, Kraków. 26. Schultz, T. W, (1976), Investment in Human Capital The Role of Education and Research, New York. 27. Szkolak, A., (2005), Osobowość nauczyciela klas początkowych jako wartość w procesie edukacyjnym, „Nauczanie Początkowe”, no. 1. 28. Sośnicki, K., (1964), Istota i cele wychowania, NK, Warszawa. 29. Szuman, S., (1950), Talent pedagogiczny. In: W. Okoń (ed.), Osobowość nauczyciela, Warszawa. 30. Tyszka, Z., (1999), Relacja „rodzina – społeczeństwo globalne” w okresie transformacji. In: M. Ziemska (ed.), Rodzina współczesna, Wydawnictwa Uniwersytetu Warszawskiego, Warszawa. 31. Znaniecki, F., (2000), Środowisko wychowawcze. In: H. Mielicka, Socjologia wychowania. Wybór tekstów, Wydawnictwo „Stachurski”, Kielce. Web sources [1] Balsamska, M., Młodzi nas potrzebują, „Uczyć Lepiej” 2005, no. 3, [https://odn. poznan.pl/uczyclepiej/archiwum/ul_33.pdf], accessed: 06.06.2016, at 13.30 hours. [2] Superczyńska, E., Nauczycielem być…, „Uczyć Lepiej” 2005, no. 3, [https://odn. poznan.pl/uczyclepiej/archiwum/ul_33.pdf], accessed: 06.06.2016, at 15.30 hours.

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Silvia Dončevová 1

GENDER, TOLERANCE OF OTHERNESS AND FAMILY (The Perception of the Gender Problem by Young People Based on the Results of the MyPlace Research Project and the Perception of the Tolerance of Otherness Noted in the Referendum on Family in Slovakia in 2015)

Abstract: The area of focus in this study is the sphere of human relations and the rate of otherness tolerance from the point of views of genders. Our research was conducted in Trnava (TT) and Rimavská Sobota (RS), Slovakia and in other European countries (Croatia, Greece, Estonia, Germany, Denmark, Finland, Georgia, Hungary, Russia, Spain, Portugal and Lithuania). The aim of the study is to present the significant stereotypical themes affecting the future of the family, resonating in our society within the otherness in/tolerance between males and females, between traditional society, the LGBT community and the part of society advocating without reservation for the universality and non-deprivation of human rights. The paper shows the gravity of the fact that after more than 20 years after democracy in Slovakia and in other post-communist countries, there 1



The study aims at joining the results of the analysis of research data obtained within the international research project of MyPlace (a research team led by Prof Ladislav Macháček, PhD) and the real perception of the problem of in/tolerance of otherness as part of the gender problem, noted by the referendum on family which took part on 7 February 2015 in Slovakia.

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is not acceptance or tolerance of otherness even in the name of human rights. In sum, non-recognition of democratic principles for all people without reservation remains incomplete. We must accept that a family is not a closed unit, but a living social organism which should reflect all social changes. Keywords: gender, gender equality, gender stereotypes, in/tolerance of otherness, traditional family vs modern family

Introduction Why do we need gender? The distinguishing between the terms sex and gender began in the 20th Century owing to Simone de Beauvoir and the reasons were mainly as follows: • females were considered naturally inferior, • the intellectual, rational or cultural inferiority was connected with the female corporality, with its particularities (minor physical strength) and functions (pregnancy, maternity), • the exclusive linking of females with maternity, • the superiority of the male perspective, considered central, universal, and determining, • the open animosity towards females, as well as towards males showing “female” behaviour whose basis is superiority over otherness, • the explanation why females should not be inferior to males, • the high risk of legitimisation of violence on women and weaker members of society (children, seniors) Nevertheless, biology is no fate. To be born a female does not mean to come to terms with “fate” that life will be connected with both open and latent discrimination, with direct or indirect violence, and to be born as a male does not mean to come to terms with „fate“ that one has to be the best and successful (both at work and with females), one has to be hard to himself and to others, to sacrifice all his life to work and support of his family, and not to have time for emotions and mistakes. Since both traditional views of gender are limiting and binding for both males and females, who would readily accept such a fate?

Family, gender equality and tolerance of otherness The term “traditional family” is much talked about in Slovakia, most often as the opposite of alternative forms of family which have been profiled during

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the development of society and are a natural reply to the evolution in the social space. What can we imagine under those terms? According to the proponents of a traditional family, this means two parents, a man and a woman, and a child or children. However, the traditional concept of a family, presented by some organisations, can be an unattainable state for many families. These are families consisting of one parent and a child or children, or of childless spouses. For them, this is a normal state or the result of circumstances they could not affect. Is it suitable to label or even traumatise such families because they had not more luck than others, or maybe they had more of it? Is it not more important to study why they are satisfied, than whether they meet social standards? Maybe it is time to ask a question who in fact has introduced the standards of a traditional family. The traditional family, as we know it today, is not sustainable from many natural reasons. If we wanted to recognise only the traditional understanding of a family as the only ideal pattern of family co-existence, we would have to condemn families which • cannot meet the requirements of a traditional family from various reasons, • do not want to meet the requirements of a traditional family, because they find it a a limitation of what they expect of a partner union. And the philosophy of gender equality finds these reasons relevant and telling. We all shall have a possibility of living in a family or a partner union and share its advantages, if we decide so even if we do not meet the traditional social expectations. Gender equality does not intend to destroy the traditional family, but it does support the rights of the LGBTI community from several reasons: it comprehends that the human rights are universal, imprescriptible and unremovable, and so it is not possible to vote on them. Nevertheless, there exist scientific facts as well. Medical science has long known that humans are more than two traditional genders (male and female), and that homosexuality and other forms of experiencing sexuality is not a disease, but a given fact. Finally, gender equality is irritated by militant demonstrations of intolerance, lack of empathy, and considers it not naturally human after people have tried for thousands of years to make our society human. Equality between genders is not unnatural and against nature. It is a basic right, a basic value, a moral principle, and part of fair treatment. It is the right

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of people to freely develop their abilities and interests, to utilise alternatives without any gender restrictions. Why is it important to consider the gender equality and more the frontiers of our tolerance? Until women were invited to take part in the dialogue about society and creation of scientific fields, the public sphere of life and science as such had been an image of a purely male view of the world, and therefore, one-sided. Many people realise that a one-sided patriarchal system in modern democratic societies is not sustainable now, because it is not only discriminating, but ineffective as well. Equality of males and females means equality of abilities, opportunities, and evaluations, as well as equality in the division of labour.

The referendum on family in 2015 The last time gender equality was used as ideological rhetoric, Slovakia saw the impact of Fascism. To the casual observer some statements of the traditionally, religiously oriented organisations, from the “anti-gender” campaign before the 2015 February referendum on family preservation appeared reminiscent of witch hunts. It was supported neither by rational arguments, nor by serious scientific theories or research which would prove negative impacts of equality between males and females as for family preservation. On the contrary, it limited the rights of those individuals who do not share the conservative views and create an atmosphere in an otherwise tolerant society that it is possible to speak about a division of society into two irreconcilable camps. Many religious organisations have for many years tried to point to the negative impact of emancipation of women on the family existence. They have even accused women who have decided to follow their persuasions and not to yield to the dictate of social conventions that they are the cause of family disintegration and the increased divorce rate. They forget that not only discontented women but also men participate in the divorce rate and that many marriages disintegrate for example because women are no longer willing to endure the violent behaviour of their partners or their misuse of power in favour of men´s own needs and interests. And this should be a serious argument for not further living in a partner union not only for gender philosophy trying to point to gender conditionality of domestic violence and pushing for protection of endangered partners (both women and men), but also for the church’s whose legacy is to protect and advocate the rights of victims as well.

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The way of communication from these religious movements in Slovakia advocated the rules of the traditional family worked to the disadvantage of the proponents of the traditional family: contrary to a rational and peaceful communication of the proponents of the rights of all including the LGBTI community, they chose an aggressive tone and the content of their argumentation was full of unfounded or disproved half-truths, accentuated by the atmosphere of manipulation and an unfounded fear of what will be. The Slovak referendum on family preservation revealed many negative moods in our society which are closely connected with intolerance, animosity and even militant manifestations which have long been hidden. In subsequent research conducted approximately one year prior to the aforementioned referendum, Slovak tolerance of otherness was studied, i.e. differences from the social norms in selected areas. The result did not surprise us, rather brought shame on us.

Research: Relations between the sexes and sexuality MyPlace is a research project of the European Commission taking place from June 2011 to May 2015 studying the civil, political and social participation of young people in 14 European countries. Empirically, the project uses sociological research, individual in-depth interviews and research methods in such a way to give new, Europe-wide data measuring not only the level of participation, but also explaining the importance attached to by young people. The project uses an approach of an intensive empirical survey of the youth, their getting involved in politics and culture, and how they perceive various historical, social, political and administrative conditions affecting the lives of young people in different countries, and their social and political activity. Section 7.0 within the MyPlace research project has been surveying the level of social relations based on an analysis and interpretation of the results of the study of trustworthiness within social contacts, the ratio of the assisting and individualistic aspects in social contacts, the intensity of maintaining relations with a close environment in a form of personal or mediated contacts (through social networks), the measure of acceptance and respect of otherness within a close relation, the measure of gender stereotypes in the behaviour of an individual, the measure of tolerance of some other sexual orientation, and the measure of recognition of 100% responsibility of women for their own bodies. The selected areas have covered some of the most important critical places of

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the current spectrum of social relations, and therefore the research data can be considered a cautionary signal about what is weakened or disturbed in social relations, what affects these relations destructively, and where should social relations not head for in the future. Especially alarming is the continuing state of gender inequality and non-acceptance of dignity of other sexual orientations, reflecting a large measure of gender stereotypes and intolerance of any other than heterosexual orientation. In the case of gender stereotypes, typical for the patriarchal social organisation, these are long-standing prejudices (based on sex) preventing a free decision of individuals of both sexes in education, upbringing, socialisation, the choice of leisure activities and professions, and even in such areas as the perception of own body and self. In the case of intolerance of other than the majority sexual orientation, it is misapprehension of sexuality as exclusively personal perception of corporeality connected with attachment to some other human being regardless of sex, with feelings of love and intimate proximity, or even affinity of two souls. Both problems of gender and sexual orientation intersect in the principle of respecting human rights, which crosses the limits of human intolerance and smallness, and lays stress on acceptance of equality of all human beings. The attitude to the role of males and females in society Q34 – 1,2: The research theses studied the measure of sensitivity to the issue of equality of both sexes within not completely common situations: the first expression simulates inequality in the labour market, and the second one that in the execution of political power. In our society, both areas (labour market, the execution of social power) belong to those where women have not been very welcome, especially in the highest positions, though they can be predisposed and competent. In Slovak society, gender equality in public life is seemingly tolerated, but only until it comes into escalated conflict with the rules of the patriarchal social system. Thesis 1: If vacancies are limited, men should be preferred to women

This expression issues from the traditional gender stereotype saying that the role of men is primarily predestined to the material support of family, and therefore men should be preferred to get a job in the case of being unemployed. This stereotype represents negative connotations for both sexes: as for women, this means that the labour sphere is primarily not open for them regardless of their abilities and skills, and in a certain moment they are considered more or less inferior. As for men, this means a one-sided reduction of their role to sup-

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porters of material needs of their families. It can be said that many young people are undecided on this issue: in both TT and RS it concerns approximately 30 per cent of them. The biggest number of respondents did not agree with gender inequality in the labour market formulated in this way. Even the resolute disagreement obtained a higher percentage of votes as the resolute agreement, what can be considered good news. However, a high number of young people is still willing to accept unequal rules in the labour market in the case of high unemployment, since up to 20% of respondents accepted the thesis. From the point of view of the individual categories, it was interesting and pleasing to observe that both men and women disagreed equally. On the other hand, many women agreed with the thesis. The elderly, people of Protestant faith, singles, students, people with university education, and people with a higher social status disagreed with the thesis; nevertheless, the unemployed and people with families most agreed with it (Charts 1 and 2). Thesis 2: Women are as good political leaders as men

This thesis is based on the traditional gender stereotype dividing the world of people in public and private spheres. The dichotomy of public – private is negatively reflected in the lives of men and women, because what is public is considered a primarily suitable area of realisation for men (politics, science, education, sports, etc.), and what is private is more appropriate for women (family). In Slovakia, women also participate in the political sphere, but it is still not widely considered a suitable area for them to realise their potential. The largest number of respondents agreed completely and agreed with this thesis. There was a significantly lower number of respondents who do not think that women can be as good in the execution of political power as men. Almost all women agreed with this thesis, but men mostly preferred the answer “I neither agree, nor disagree”, though relatively many men agreed with the thesis. Younger people, singles, students, people with the highest education, and members of a higher social class agreed with the thesis. From the regional point of view, people from Rimavská Sobota agreed more with the thesis, but men, older young people, and respondents with a lower social status mostly disagreed with it (Charts 1 and 2).

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Chart 1. The attitude to the role of men and women in society

Rimavská Sobota

Chart 2. The attitude to the role of men and women in society

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To complete the image regarding the perception of equality between men and women in Slovakia compared with other European countries, Charts 3 and 4 are included.

Chart 3. If vacancies are limited, men should have a bigger chance to get a job than women

Chart 4. Women are as good political leaders as men

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The attitude to homosexuality Q35 – 1,2: This has polarized Slovak society, while the tolerance rate is not very high. Anything other than heterosexual orientation is a priori considered something unnatural, immoral, or unacceptable. The tolerance rate of otherness within sexual orientations attests mainly to the social as well as gender maturity of society, and it causes more problems in the countries where other than a democratic system of power, thinking and behaviour had survived. Thesis 1: Homosexuality is „unnatural“

Though we are gradually getting used in Slovakia to the fact that the issue of sexual orientation is one of biological conditions, the naturalness of other sexual orientations is still unacceptable by the heterosexual majority. In general, „I neither agree, nor disagree“ was the most frequent answer, but second was the answer „I agree“, and even the answer „I completely agree“ was extraordinarily frequent (in some categories up to 25%). The largest number of those who agree with the thesis can be found among men, people of higher age, not singles, employed, people with lower education, and those of the lowest social status. Among those who disagree were mainly women, people with the lowest education, and those with the highest social status (Charts 5 and 6). Thesis 2: People of the same sex should be allowed to adopt children

The respondents confirmed in their answers that this is an extraordinarily stereotypically burdened problem. In Slovakia, this is a controversial issue, what could be observed in the obtained answers as well. The research was conducted in the time when a pastoral letter of bishops of Slovakia was issued and of the ensuing reactions, among others that of the Alliance for Family, and it reflects the current Slovak mood in this area. The respondents answered most „I neither agree, nor disagree“, but there were many people saying they disagree, and almost the same number said they disagreed resolutely. This means that our society is so far not prepared to accept that homosexual people start a family. Despite this, our research has revealed a large number of those having no problem with homosexual people starting a family: here we can see more women than men, people with no religion, students, people with the highest education, and those of a high social status. Significantly more men, employed and unemployed, respondents with families, people with the lowest education, and majority representatives disagreed with this thesis (Charts 5 and 6).

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Chart 5. The attitude to homosexuality

Rimavská Sobota

Chart 6. The attitude to homosexuality

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To complete the image regarding the tolerance of otherness, regarding LGBT communities in Slovakia compared with other European countries, Charts 7 and 8 are included.

Chart 7. Homosexuality is “unnatural”

Chart 8. People of the same sex should be allowed to adopt children

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Conclusions With no equality between genders, we can never reach a fair, democratic and modern developed society fully respecting human rights (Zuzana Kiczková) The continuing state of gender inequality and non-acceptance of dignity of other sexual orientations is extraordinarily alarming, because it reflects a high measure of gender stereotypes and intolerance of any other than heterosexual orientation. In the case of gender stereotypes, typical for a patriarchal social system, we can speak about long-standing prejudices (based on sex) preventing people of the same sex from free decisions in upbringing, education, socialisation, in the choice of leisure activities and profession, and even in such domains as the perception of own body and self. In the case of intolerance of any other than the majority sexual orientation, we can speak about misunderstanding sexuality as exclusively individual experience of corporality connected with attachment to some other human being regardless of sex, with feelings of love and intimate nearness, or even affinity of two souls. Both issues of genders and sexual orientation intersect in the principle of respecting human rights crossing the limits of human intolerance and ignorance, and it lays stress on the recognition of equality of all humans. It is true that people fear what they do not comprehend. In this case, it can be said about gender equality as well: the proponents of the traditional family and, at the same time, the opponents of the liberal principles of gender equality fear that family will be more endangered. It was frequent in the process of social evolution that concerns about the new and unknown were present. Nevertheless, changes in society are an unavoidable consequence of development.

References: Book sources 1. Beauvoir, S. de., (1966), Druhé pohlaví, Orbis, Praha. 2. Kalaman, M. R., Sosnowska, E., (2010), O specyfice resocjalizacji kobiet w zakładzie karnym. In: Z. Bartkowicz, A. Lewicka, A. Węgliński (eds.), Powinności i kompetencje w wychowaniu osób niedostosowanych społecznie, Wydawnictwo Uniwersytetu im. Marii Curie-Skłodowskiej, Lublin, pp. 185–201.

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3. Karsten, H., (2003), Weiblich-männlich (Geschlechterrollen durchschauen), Reinhardt, Munchen. 4. Kiczková, Z., (2006), Rod - gender vo výskume v  oblasti spoločenských vied. In: L. Macháček, Rod - gender v  pedagogickom výskume a praxi, FF UCM, Trnava. 5. Kozoň, A., (2007), Perspektívy rodovej príležitosti v  socializácii. In: Mládež a spoločnosť, roč. XIII., č. 3/2007. 6. Lukšík, I., (2003), Rodové stereotypy. In: G. Bianchi (ed.), Upgrade pre sexuálnu výchovu, SAV, Bratislava. 7. Průcha, J., (1997), Moderní pedagogika, Portál, Praha.  8. Przybysz-Zaremba, M., (2014), Voľný čas žien, individuálny čas – teda ako trávia voľný čas pracovne a študijne aktívne ženy? In: S. Dončevová (ed.), Najnovšie trendy a výzvy európskeho výskumu v edukačných vedách. Zborník z medzinárodnej vedeckej konferencie, FSV UCM, Trnava. 9. Renzetti, C. M., Curran, D. J., (2003), Ženy, muži a společnost, Karolinum, Praha. 10. Tokárová, A. a kol., (2001), Sociálna práca, FF, Prešov. Web sources [1] Rey, Ch., (2004), Schools – role players in the constructions of gender, [http://education.pwv.gov.za/Conf-Wshops-Events/Values/Sheryl-dlRey.htm], accessed: 09.17.2014, [online]. [2] Smetáčková, I., (2006), Gender ve škole II. Příručka pro budoucí i současné učitelky a učitele, Otevřená společnost: Praha, [http://www.osops. cz/cz/projekty/genderova-rovnost/publikace-gender-ve-skole], accessed: 09.17.2014, [online].

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Agnieszka Przybyła-Dumin

THE MOTIF OF WELL-BEING IN FOLK FAIRY TALES AND THEIR FILM ADAPTATIONS: SELECTED ASPECTS Abstract: A folk fairy tale was one of the most popular genre native to folklore, performing an important educational role. Through the simplicity and stereotypical construction of the plot, the lack of descriptive elements, striving for universal grasp, binary system form and optimistic finale, showing the victory of good over evil – folk fairy tales showed the world of values and ​​ shaped their hierarchy. Human fairytale heroes, deprived of psychological depth, represented certain types of characters that were morally unambiguous, which made them an inexhaustible treasure trove of patterns of behavior. Description of the damage and deficiencies that affected the characters and finally the way they were softened or eliminated, great rewards achieved at the end of the story pointed to the current needs and tastes of the community which was the story’s creator, means of transfer and/or recipient. The author of the article analyzes the selected plot threads and their film adaptations in order to present how the motif of well-being understood as happiness pursued by fairytale heroes has developed through years. Keywords: folk fairy tale, film adaptation, well-being, social and cultural transformations, changes in the role of man and woman, marriage status.

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In order to explore the issue of well-being – how it is defined and what constitutes sufficient value to represent it – we can analyze text-stories produced by the community (threads originating from folklore) or approved by the community literary or film adaptations (which may be measured for example on the basis of the number of purchased copies or the interest of audience). Naturally, in the context of the literary and film adaptation we can discuss whether we are dealing with a projection of current needs and views, or the projection of those planned by the creators. However, not having the possibility to answer this question unambiguously, the author of this article limits her study to the analysis of texts and intentions stemming from them. And a fairy tale and its film adaptations are undoubtedly a convenient research subject in this regard. A folk fairy tale is one of the most fascinating and the most frequently adapted species of folk prose. Known throughout the whole world, it has many threads of an international character. Especially popular are magical fairy tales – its characters (Cinderella, Little Red Riding Hood, Snow White, Hansel and Gretel) and motifs (crystal shoe, red dress, mirror and glass coffin, gingerbread house) are recognizable by all the representatives of the communities, within which the variation on the discussed fairy tale was formed and transferred among its members. Slightly less recognizable are the fables featuring animals, a stupid monster, and now almost forgotten – short-story tales (of realistic character) and chain tales1. A characteristic feature of folk fairy tales is the pursuit of the grasp of universal motifs – which may serve as a common truth, warning or instruction to all members of the community in various existential situations. Therefore, the style of a fairy tale includes abstractness that provides those components of the created world with general features, often unusual and always synthetically determined, and leaves the specific features of individuals, because epic grasp

1

Based on the author’s own research conducted within the Zagłębie Dąbrowskie area between 1999 and 2004. The results of the research has been published in three separate volumes: A. Przybyła-Dumin, Proza folklorystyczna u progu XXI wieku. Bajka ludowa, legenda, anegdota, Materiały (Eng. Folk Prose at the Threshold of the Twenty-First Century. Folk Tale, Legend, Anecdote, Materials), Chorzów-Katowice 2013; Proza folklorystyczna u progu XXI wieku. Bajka ludowa, legenda, anegdota, Materiały (Eng. Folk Prose at the Threshold of the Twenty-First Century. Folk Tale, Legend, Anecdote, Materials), ed. A. Przybyła-Dumin, Chorzów–Katowice 2013; and Podanie, opowieść wspomnieniowa, legenda współczesna. Materiały (Eng. Folk Prose at the Threshold of the Twenty-First Century. Folk Tales, Memoirs, Contemporary Legend. Materials), ed. A. Przybyla-Dumin, Chorzów–Katowice 2013. Genre Division Based on J. Krzyżanowski, Polska bajka ludowa w układzie systematycznym (Eng. Polish Folk Fairy Tale in a Systematic Order), Vol. 1–2, Wroclaw 1962–1963, p. 13.

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of individualizing anand realistic character could not be universal to the same extent (see: Ługowska, 1981, p. 17; Kasjan, in: Kasjan, 1994, pp. 72–87). Folk tales deprive events derived from the human experience of individual characteristics and make them subject to the process of sublimation, so that they become clear, universal to all people (see: Simonides, ca. 1965, p.  80; Lüthi, 1982, pp. 67–68). Those tales build their own reality, ruled by different laws (see: Eadem, 1969, p. 65), which may be characterized by a specific logic (see: Krzyżanowski, 1980, p. 49). A characteristic feature of the style of a folk fairy tale is the simplicity and stereotypical approach to the construction of plot. It schematizes characters, figures and events (see: Simonides, ibid, p. 53). It does not describe things, instead, it simply gives them proper names, as it does not reflect the spheres of existence from which they come from, but simply represents those spheres (see: Kasjan, ibid, p. 73–87). In the discussed genre of folk prose we may observe almost complete lack of static and descriptive elements (see: Ługowska, 1988, p. 77), its characters lack physicality and psychological depth that are anchored in time and space (see: Kasjan, ibid, p. 67), or in specific socio-historical realities. Moreover, indeterminacy of the time and place of its plot is its characteristic feature (see: Ługowska, 1988, p. 17). Fairy tales are deprived of directly expressed reflections concerning not just feelings in general, but also the feelings of their characters. There is also no information as to their psychological features. Feelings and characteristics are shown only indirectly, through their actions (see: Kasjan, ibid, p. 67). Characters of such tales are abstract types or figures (see: Krzyżanowski, ibid, p. 55; Simonides, ibid, p. 60), whose function is limited to playing a specific role in the tale’s plot (see: Kasjan, ibid, p. 85) – this oriented plot action activity of characters is one of the basic features of a fairy tale (see: Ranke, 1997, p. 13). Going further, another characteristic element for this genre of folk prose is finally the binary system of the most important constitutive plot elements (see: Ługowska, ibid, p. 77), handling with sharp contrast (see: Kapełuś, in: Krzyżanowski, ibid, p. 21; Lüthi, ibid, p. 65; Niebrzegowska-Bartmińska, in: Mianecki, Wróblewska (eds.), 2002, p. 82), as well as the selection of the antagonistic characters, clearly defined in terms of ethical, aesthetic and social features (see: Ługowska, ibid, p. 16, 17). Finally, the happy end (see: Simonides, ibid, p. 62; Propp, 2000, p. 207) meaning in this case the absolute victory of good over evil is also typical for folk fairy tales (see: Ługowska, ibid, p. 77).

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All varieties of a folk fairy tale served important functions. Dorota Simonides, when writing about their role of meeting the need for entertainment, emphasized that the story is a surrogate form of realization of dreams of the indebted members of the society, who could at least experience the imaginary change of the fate born out of the stories (see: ibid, p. 52). Their compensation function was also indicated by Julian Krzyżanowski, who pointed to the “stark contrast between the faint beginning of a fairytale hero and a great finale of his career” (Krzyżanowski, ibid, p. 53), clearly expressing trends followed by creators of such stories. The ethical aspect of the folk fairy tale, in turn, was emphasized by Maria Ilnicka who, already in the nineteenth century noticed its inexhaustible treasure trove of patterns of behavior, stemming directly from the characteristics of the traditional folk oral literature, presenting a binary value system, stern moral order and unambiguous in this regard heroes (Ilnicka1870, p. 313; see also: Olkusz, 2000, p. 66). A simple ethics of these stories was also noticed by Julian Krzyżanowski, who noted that in the fairy tale “[the] (…) consequence of good deeds is a reward, whereas the consequence of evil deeds is punishment. Harm and suffering always come unscathed, because the final dimension of justice rests in the hands of mysterious powers guarding the victims of human perversity” (Krzyżanowski, ibid, p. 53; see also: Ługowska, ibid, p. 19; Robotycki, in: Burszta, Damrosz (eds.), 1994, pp. 176–177). However, good fortune and happiness are not easy to achieve and they are not the subject of the action, but a difficult path leading to it that is always paved with work, trial, suffering and sacrifice which, in this specific genre of a fairy tale Kurt Ranke saw its ethical strength: “In the pure forms of fairy tales happiness does not happen to those who lie with their hands folded on his stomach; help from the mythical world can be obtained only after facing many hardships, trials and manifest one’s own commitment in achieving the goal. But the happiness experienced at the end, which is in fact the driving force and purpose, after being achieved does not play, however, any role in a fairy tale any more. Instead the plot focuses on arduous road aiming at achieving the happiness that is the subject of the action. Once the heart of a princess is conquered, long-lost spouse finds its way home, the state is conquered or the main character merits fame - a story ends up. Events occurring after that are irrelevant. However, it is not that that a fairy tale always offers a victory in its finale. This kind of interpretation can only stem from iso-

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lated interpretation of an optimistic ending. But in fact, the finale is just a consequence of that unshakeable fidelity and valor. (…) This ethical message of a fairy tale is simultaneously its integral attribute” (Ranke, ibid, pp. 14–15). But folk fairy tales are not relevant to the ethics within the meaning of philosophy. Instead they are an expression of the view on how it should happen in life (See: Ługowska, ibid, p. 78). Andre Jolles (1965, p. 77) stressed that the events presented within this genre of folk prose are arranged in a way so as to meet the requirements of a naïve moral, and so the audience could considered them as good and fair. Unfortunately, field researches indicate that in the course of the 20th Century the genre of a folk fairy tale began to disappear from the oral transmission that was her birthplace. Records made at the turn of the century showed that narrated tales are limited to a few types and their variety is largely limited. Tales persisted through contact with literature and film are the ones that survived. However, they are transferred in a shape they were presented in their book and film adaptations. Their ossification is surely the best evidence of the process of the extinction of the discussed genre. Repeated threads are remembered to the greater extent than recreated. They cannot experience changes since we observe the decline in the competence of the carriers. We have to deal with the process of forgetting the convention that made them live in the formally unchanged shape, but in countless variations – so many as many narrators they had (Przybyła-Dumin, A., (ed.), 2013, pp. 62–64, 280–286). The oral tradition lacks fairy tales, however, the genre still reigns in written form and in cinematography. Numerous more or less faithful adaptations prove great need for fairy tales. The fairy tale itself still performs important functions. It shapes the personality of its audience, indicates the importance of values and norms, praises and rewards appropriate behavior, serves both compensatory or entertainment role, and shows what justice and happiness mean for our society. But does it still adhere to the same standards, values, attitudes and patterns as the folk tale? (Przybyła-Dumin, 2014, pp. 53–65). The meaning of well-being for the carriers of the genre is defined primarily by the goals of its characters, finales and awards, which implements / receives the protagonist of the story (the hero). Knowledge of the subject is also concealed in remarks of good material, social and spiritual life, as well as clues on what the presented individuals miss, on what is assessed as bad or wrong and

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on the punishment the behaving shamefully antagonist (the villain) has to face. However, the article will focus on the former aspects and on one of the varieties of folk fairy tales - a magical fairy tale, which is not only “the most typical and characteristic example of the folk tale” (Krzyżanowski, J., (ed.), 1965, p. 34), but as well the most frequently adapted one. Analytical material used in the following article will constitute of the selected plot threads and their film adaptations, which reflect contemporary needs and tastes of our society. In order to take a closer look at the above-mentioned elements of magical fairy tales, pointing to the well-being, we should refer to the works of Vladimir Propp, who took an attempt to describe this genre on the basis of its essential structural features. Due to a very thorough research, during which he analyzed a hundred tales from the collection of Alexander Nikolayevich Afanasyev, the scholar identified thirty-one functions of fairy tale characters and seven basic roles that they perform: the villain, the hero, the false hero, the dispatcher (the one causing damages), the donor, the helper, the princess or her father (cf. Propp, 1976). Functions of the fairytale characters “are the actions specified in terms of the role they play in the course of the story plot.” (ibid., 2000, p. 92). According to the author of Morphology of the Tale they are “(…) fixed, immutable elements of fairy tales” (ibid., 1976, p. 59), their number is limited and the order of their appearance, in spite of the possible shifts, is basically the same (cf. ibid., 2000, p. 92). Moreover, Vladimir Propp (ibid., p. 164) also pointed out that “(…) from the morphological point of view the term magical fairy tale can be used in reference to any development of the action from harm (…) or deficiency (…), through indirect functions to the wedding (…) or other functions used as a solution” . Hence, a folk fairy tale can be seen as a description of the pursuit or the path to happiness (well-being). That happiness is defined therein or in the form of a statement about what the story character lacks or what damage he should eliminate – thus they are described either by the objective of the action, or in the form of prize the character receives in the course of events or at the end. Interesting in this reflection roles will therefore be performed by functions of liquidation of damages (misfortune) or deficiency (Л), the wedding party and taking the throne (C). Both – depending on the type of story plot development - can constitute the end of the plot thread. Within the first one levelling of inconvenience in the texts present in the oral tradition usually followed by direct or supported gaining of a coveted item

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/ person, with the help of transferring or indication, the use of force, deception or means of magic (eg. living water, gold-feather bird, princess), the implementation of specific actions aiming at repairing, removing the spell, bringing to life, or release. Whereas wedding (in the form of conclusion or renewal of marriage, or its promise) and taking the throne (with variants in the form of money award or other forms of enrichment) often belonged to the functions of forming the story finale (Propp, 1976, p. 244, 246). In the analyzed examples inconvenience and misery were never subject to specific transformation – within their plot we deal with injustice, imprisonment, tormented, picking up goods or opportunities, or the assassination attempt, so as is the fact that the story’s characters never avoid material prize such as taking the throne. However, in case of liquidation of damage or deficiency we observe a significant change is the commitment of the passive participants of the event known from the oral version of the discussed plot thread - namely, princesses and other female characters. A suitable example in this regard are adaptation of Snow White having its premiere in 2012, and the screen adaptation of Cinderella from 1998. Snow White, directed by Tarsem Singh (USA 2012), although being classified as fantasy or comedy, implements the content of the well-known folk fairy tale of the same name. But it does it in a different way than the one known from the oral tradition. The action is not as clear and simple as its prototype. Snow White fights, she does not remain passive, waiting for a savior. Characters have a psychological depth. They are not archetypes any more, but people with their weaknesses and doubts. This is a convection break, purposeful play, polemic with it. Using the knowledge of the audience, the film plays with them, surprises and amuses. Another change in the approach to the plot observed in this adaptation is also the relationship of the story’s protagonists. In this version Snow White and the prince get to know in advance (as it was in the Walt Disney’s Sleeping Beauty, USA 1959). Meanwhile, folk tales were reigned by absolute destiny, so no other reasons were necessary – there were no need for earlier meeting and falling in love by the protagonists. Today, in the times of the great significance of one’s own choices, the traditional approach undergoes big change. Contemporary audience need extra motivation, reasons for love – from which stem the theme of getting to know in advance, adventure and giving a favor. What’s interesting here is the fact that in this adaptation it is the prince who is being

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kissed because he was enchanted, and then he fights side by side with Snow White. This shift of the roles is a consequence of changes in understanding of the role of man and woman. If a fairy tale was still alive in the transmission, the said trend would eventually appeared in it in the course of time. Meanwhile, we observe the lack of such examples. In folk fairy tales roles of male and female were clear and ruled by their traditional understanding, which in this case assumed male active participation in the fight and female passive attitude. It is no different in a memoirs-stylized adaptation of Cinderella story entitled: Ever After, directed by Andy Tennant (USA 1998), classified as a romantic comedy, in which the heroine frees herself from the hands of her tormentor and then meets the apologizing for the negligence prince. She does not hesitate to take up arms in the face of danger, nor agree with the bad fortune or duress. In this version, there are no magical items - the king’s son is captivated by the heroine’s intellect, erudition and passion, not by her beautiful dress passed through her dead mother, a fairy godmother or enchanted tree. Dressing up indeed takes place, but it is the result of attempt to save a friend, (and, later, it is a measure allowing to maintain lies, rather than the desire to participate in a ball). There is also prior meeting of the main characters that ignited their mutual love. The said feeling is based on admiration, understanding, mutual fascination, not the fulfillment of a social duty that - from the today’s point of view – seems to be unpleasant, even if the partner would be the savior or the marriage would change the heroine’s material status. The realism of this adaptation is emphasized by the upfront attention to social status paid by the prince, which never happened in the folk prototype of the story. In the film Snow White and the Huntsman (directed by Rupert Sanders, USA 2012) immaculate goodness, purity, innocence of the heroine has to be – as in the case of her discussed earlier counterpart - defiled. Snow White cannot remain without any blemish. She must devote her innocence to win and at the same time to ensure the triumph of good. She has to kill on her own as the male hero will not act for her. The passivity of her fairy-tale counterpart allows her to retain her integrity. The change of this kind stems not only from a different narrative convention, but also from the transformation, which has been observed in the twentieth and twenty-first century perception of the role of women - her duties and rights. The characters have feelings, views, we were given a number of reasons for their actions, as if the good has to be justify and explain, and evil has never been pure evil, and had its reason – this also moves the story toward

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reality, leaving universal types and patterns behind. Even a potential partner is not one, like there is no one “kiss of true love.” In the approach to weddings being a culmination moment of a literary work, which a folk tale is – after all: “(…) and I was there, honey and wine drunk” – has also experienced a significant change. In Snow White and the Huntsman, in which at the end the main characters should get married, the film’s producers avoid such a solution. Although love binds the characters, though not always in obvious ways (huntsman replaces the prince), the legalized union of man and woman is no longer an expected culmination of events – well-being in the form of a family and legal relationship, once completely obvious and irreplaceable, today tend to be a marginalized option, what of course is also a manifestation of cultural transformation, as well as the transformation in the system of values shared by contemporary producers and recipients. Another excellent example of leaving this convention is loosely based on the variety of fairytale threads and not only the animated film Frozen, directed by Chris Buck and Jennifer Lee (USA 2013), where the true love saving the story’s heroine is the feeling connecting sisters, not a man and a woman – the solution proposed in this work is therefore a consequence and kind of prediction of socio-cultural changes – because, just as in the case of folklore, so it is in connection with any other text of culture we should mention here about the feedback – on one hand the text is a picture of the phenomena present in the culture, on the other it influences the culture, resulting in subsequent texts and transformations and shaping the new recipients of the story. Meanwhile, the change observed within the hierarchy of the position of marriage and the increasingly higher status of life without a partner is emerging from our society more clearly. Presented in adaptations relationship of a man and woman is still considered a kind of well-being. However, previously necessary marriage (the arrange marriage has already been excluded) has been replaced by love being the result of a meeting and mutual admiration of the two personalities as discussed above. Realization of the motifs native to folklore – reflecting the realities of their carriers in modern adaptations – undergoes a change, which corresponds with the socio-cultural transformations happening nowadays. The effects of emancipation and different than before position, rights and duties of women, their intelligence, the status of self-realization, self-sufficiency, individuality, independence and marriage, which is no longer the only one commonly approved means of creating a relationship of two people, all these and much more had to

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be reflected in contemporary pictorial stories, so that the contemporary society would want to watch them. Narratives always correspond with the custom-axiological reality and worldview of the contemporary community, as well as create them becoming the foundation of subsequent changes. Hence, it could not be otherwise with the motif of well-being, defined in their framework.

References: 1. Bartmiński, J., (1977), Literatura chłopska wobec językowych tradycji folkloru. In: A. Aleksandrowicz, Cz. Hernas, J. Bartmiński (eds.), Literatura ludowa i literatura chłopska. Materiały z ogólnopolskiej naukowej sesji folklorystycznej, 16-18.02.1973, Uniwersytet Marii Curie-Skłodowskiej, Lublin. 2. Bettelheim, B., (1985), Cudowne i pożyteczne. O znaczeniach i wartościach baśni(Eng. Wonderful and Useful. On Meaning and Value of Fairy Tales), translated by: D. Danek, Vol. 2, Warszawa. 3. Ilnicka, M., (1870), Czytanie dziecinne, „Bluszcz” 1870, nr 50. 4. Jolles, A., (1965), Proste formy, (Eng. Simple Forms), translated by: R Handke, „Przegląd Humanistyczny”, no. 5/1965. 5. Kasjan, J. M., (1994), Maxa Lüthiego koncepcja bajki. In: J. M. Kasjan, Usta i pióro. Studia o literaturze ustnej i pisanej, Toruń. 6. Krzyżanowski, J., (1962-1963), Polska bajka ludowa w układzie systematycznym, Vol. 1-2, Wrocław. 7. Krzyżanowski, J., (ed.), (1965), Słownik folkloru polskiego, Wiedza Powszechna, Warszawa. 8. Krzyżanowski, J., (1980), W świecie bajki ludowej, PIW, Warszawa. 9. Lüthi, M., (1982), Cechy narracji w bajce ludowej (Eng. Characteristics of Narration of a Folk Fairy Tale), translated by: J. M. Kasjan, „Literatura Ludowa”, no. 2/1982. 10. Lüthi, M., (1982), Zabójca smoka. O stylu bajki (Eng. A Dragon Slayer. On the Style of a Fairy Tale), translated by: J. M. Kasjan, „Literatura Ludowa” , no. 3, 41/1982. 11. Ługowska, J., (1988), Bajka w literaturze dziecięcej, Młodzieżowa Agencja Wydawnicza, Warszawa. 12. Ługowska, J., (1981), Ludowa bajka magiczna jako tworzywo literatury, Zakład Narodowy im. Ossolińskich, Wrocław. 13. Ługowska, J., (1993), W świecie ludowych opowiadań, Wydawnictwo Uniwersytetu Wrocławskiego, Wrocław. 14. Mianecki, A., Wróblewska, V., (eds.), (2011), Bajka zwierzęca w tradycji ludowej i literackiej, Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, Toruń.

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15. Niebrzegowska-Bartmińska, S., (2002), Porządek tekstu bajki jako odwzorowanie porządku świata. In: A. Mianecki, V. Wróblewska (eds.), Genologia literatury ludowej, Studia folklorystyczne, Toruń. 16. Olkusz, W., (2000), Baśń – cudowność – fantastyka. Refleksje Marii Ilnickiej na tle pozytywistycznej pedagogiki oraz krytyki literatury dla dzieci i młodzieży, „Literatura Ludowa” , no. 4/5. 17. Propp, V., (1976), Morfologia bajki (Eng. Morphology of the Tale), translated by: W. Wojtyła-Zagórska, Warszawa. 18. Propp, V., (2000), Nie tylko bajka, translated by: D. Ulicka, Warszawa. 19. Przybyła-Dumin, A., (2014), Modyfikacja znaczeń we współczesnych adaptacjach klasycznych bajek ludowych. W kontekście wychowania, „Konteksty Pedagogiczne” , no. 1 (2). 20. Przybyła-Dumin, A., (ed.), (2013), Proza folklorystyczna u progu XXI wieku. Bajka ludowa, legenda, anegdota: materiały, Muzeum „Górnośląski Park Etnograficzny w Chorzowie”, „Śląsk” Sp. z o. o. Wydawnictwo Naukowe, ChorzówKatowice. 21. Przybyła-Dumin, A., (ed.), (2013), Proza folklorystyczna u progu XXI wieku. Podanie, opowieść wspomnieniowa, legenda współczesna: materiały, Muzeum „Górnośląski Park Etnograficzny w Chorzowie”, Śląsk” Sp. z o. o. Wydawnictwo Naukowe Chorzów-Katowice. 22. Ranke, K., (1997), Rozważania o istocie i funkcji bajki, (Eng. Deliberations on the Essence and Function of a Fairy Tale), translated by: J. M. Kasjan, „Literatura Ludowa”, no. 2. 23. Robotycki, C., (1994), Moralny i strukturalny aspekt „dobra” i „zła” w bajce magicznej. In: W. J. Burszta i J. Damrosz (eds.), Pożegnanie paradygmatu? Etnologia wobec współczesności, Prace Komitetu Nauk Etnograficznych PAN, Warszawa. 24. Rzyman, A., (2011), Teoria baśni i magii wg Robin’a George’a Collingwood’a, „Literatura Ludowa” no. 2. 25. Simonides, D., (1965), Śląska bajka ludowa dawniej a dziś, Opole. 26. Simonides, D., (1969), Współczesna śląska proza ludowa, Opole. 27. Wróblewska, V., (2007), Ludowa bajka nowelistyczna (źródła – wątki – konwencje), Wydawnictwo Naukowe Mikołaja Kopernika, Toruń.

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Indrašienė Valdonė, Merfeldaitė Odeta, Railienė Asta

SOCIAL PEDAGOGICAL PERFORMANCE ASSUMPTIONS AND PROFESSIONAL ACTIVITIES IN LITHUANIA Abstract: After the analysis of regulatory documents and scientific literature, this article aims to analyze professional activities and potential aspects of social advisers in Lithuania. The study found that a social pedagogue should have competences, ensuring children’s socialization optimization principles, patterns and technological knowledge and the application of them as well as he/she must be able to understand the social and pedagogical principles and methods of a self-fulfilling social development goals, on the basis of competence-based knowledge. Keywords: Social pedagogical assistance, social pedagogue.

Introduction Due to the increasing importance of education, primary education is one of the key priorities of national education policy. Therefore, primary education has to be modern and of high quality, aiming at an independent and self-responsible people in the active civil and knowledge society. Main goals of education are enabling everyone to acquire basic skills, knowledge, social skills

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and workplace competencies. State Education Strategy 2013–2022 project [17] emphasizes the need to allow each person to learn and self- realize by means of various institutions’ cooperation. The strategic framework for European cooperation in education and training (EU 2020) chose one of the objectives of education and training includes improving the quality and equal opportunities for every individual and ensuring social cohesion in development at all levels [16]. The National Progress Programme for Lithuania for the period 2014–2020 seeks, in addition to other objectives [10] increasing the involvement of people with disabilities and other disadvantaged groups into education process. It should be noted that due to the rising social inequality, the level of relative poverty is also increasing; thus, there is a threat of rising crime levels and social unrest [13]. Pursuant to the data of the Ministry of Labour and Security of the Republic of Lithuania (Social Report, 2013–2014), the number of cases of violence against children and the number of children exposed to violence is increasing. In 2013 the number of children who didn’t attend general education schools amounted to 17584 [14]. This means that the major role in the field of prevention of the early school dropout is given to school. Therefore, according to some scientists (Leliūgienė, 2002; Kvieskienė, 2005), a school is a main institution of socialization of children, which increasingly reacts to nowadays challenges and changes of the society needs to enable every child to acquire education corresponding to his nature, to ensure high-quality and comprehensive social and educational support for children. Social pedagogical assistance in school is provided by social pedagogues, class tutors, teachers, administration and other workers. Social pedagogues provide social pedagogical assistance to pupils who cannot receive this assistance from teachers, class tutors or other education assistance specialists. It means that social pedagogue is one of the main specialists responsible for the coordination of social pedagogical assistance in school. Consequently, only a comprehensive social pedagogue can help ensure good vision of a good school [7]. According to Pitsoe, Isingoma (2014), Leliūgienė, Terechovienė (2011), Cameron and Moss (2011), Grønvold and Storø (2010), Alifanovienė and Kepalaitė (2007); a social pedagogue is not the only and irreplaceable decision-maker, he/she is also a problem-solving consultant, partner and co-author. Social pedagogue’s activity is actualized in numerous Lithuanian and foreign scientists‘ works (Rupšienė, 2000; Rupšienė, Kučinskienė, 2006; Indrašienė, Suboč, 2008, Barkauskaitė, ir kt., 2003 [2]; Merfeldaitė, Indrašienė, 2010; Kvies-

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kienė, Merfeldaitė, Indrašienė, 2007; Merfeldaitė, 2007, 2008; Kvieskienė, 2005; Gudžinskienė ir Žitkevič, 2010; Baraldsne ir Vaškienė, 2013; Merfeldaitė, 2009) and foreign scientists such as Ucar (2013), Hämaläinen (2014), Cameron and Moss (2011), Eichsteller (2010 [4]); Fielding (2011), Lorenz (2010), Kornbeck (2014), Holthoff ir kt. (2011), Hämaläinen, 2003, 2014 and others. Although scientists actualize the role of the social pedagogue, but in the context of Lithuania there is a lack of a common definition of the social educator activities and his professional activities. The object of research – the activity of a social pedagogue. The aim of research – to analyse the responsibilities of a social pedagogue and opportunities in the context of Lithuania. Methodology of research: analyses of research literature and political documents.

The characteristics of social pedagogue’s practice in the context of Lithuania Job positions of the social pedagogues have been introduced in the Lithuanian general schools since 2001 after approving the 2001-2005 Programme for the Establishment of Social Pedagogue Job Positions in the Educational Establishments; its purpose is to activate social and preventive work in schools to organise work with risk group children and parents, to create better special and educational conditions for all pupils and senior youth. Social pedagogue – a professional who aims at the child’s well-being and security (‘Qualification Requirements and Job Description of Social Pedagogue’ 2001, no. 1667), provides and arranges social educational support at school (social and educational support description, 2011, No. 99 – 4675), carries out its coordination (Baraldsnes, Vaškienė, 2013). Social pedagogue is named as a fundamental and main child education organizer (Alifanovienė, Kepalaitė, 2007; Ivanauskienė, 2009; Hämaläinen, 2014, Cameron, Moss, 2011), who represents the interests of a child and seeks an overall welfare. Scientists (Kvieskienė, 2003; Alifanovienė, Kepalaitė, 2007; Misiukevičienė, Putauskienė, 2009; Ivanauskienė, 2009; Quinn-Lee, 2009) identify the following characteristic roles of a social pedagogue: an administrator, a manager, a service provider, an educator and a child defender – a lawyer, a consultant,

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a behaviour changer, an agent, an evaluator, an expert, an adviser, a friend, a manager, a mediator and a supporter. Social pedagogue implements and maintains a range of activities characteristic for his/her occupation as follows: carries out an individual performance, evaluates various issues and provides assistance, carries out prevention programs, cooperates with others, is in regular contact with the school community and provides information to parents, creates and implements projects and foremost defend and represent the child rights (Qualification Requirements and Job Description of Social Pedagogue’) (Official Gazette, 2002-03-06, No. 24 – 896). Social pedagogue acts both at school and outside the school. (Majauskienė, Leliūgienė, 2007). Therefore the activities of a social pedagogue become various. Scientists (Žydžiūnaitė, Merkys ir Jonušaitė, 2005; Leliūgienė ir Prochorenkienė, 2008; Ivanauskienė, 2009; Čiužas ir Leliūgienė, 2011) claim that often social pedagogue activity is quite difficult to determine, because it is a specialist assigned to various activities. However, the main categories of activities can be divided into work with students, teachers and students’ family, work with a class, administrative work and work related to a student visiting home. Social pedagogue’s activities are focused on comprehensive services in which users are different. According to Leliūgienė, Baršauskienė ir Mertinkaitytė (2008) social pedagogue activity is characterized by three parameters: activity method, the recipient of help – the object of a service and the content of the activity. What is more, a social pedagogue carrying out different activities must be guided by principles which ensure efficiency. The following principles can be enumerated: ensuring equal opportunities for children, the confidentiality, recognition of child’s self-determination, humanism, the client’s welfare and so on. (Kvieskienė, 2005; Leliūgienė ir Prochorenkienė, 2008). Social pedagogue’s activity is dynamic and requires competences (Kepalaitė, 2008), which facilitate the implementation goals of social development. Assigned competences of a social pedagogue as a specialist are to enable and allow him to operate effectively in the appropriate surrounding (Majauskienė, Leliūgienė, 2007). Meanwhile, it can be assumed that the lack of competences can lead to a number of consequences for both worker and the surroundings the recipients, particularly children. According to social pedagogue’s training standard (Official Gazette, 2002, No. 101 – 4524) includes five major professional competences required of a person after completion of their studies. Mentioned document claims that the

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social pedagogue as a professional practitioner must be able to organize learner social educational support, be competent to work with groups of pupils. Also, by means of the used activities one must be able to create a safe environment for a learner, have excellent communication skills and be able to use them for positive child development. Thus, communication, collaboration, problem solving and teamwork, organization of assistance, a safe environment for the development of skills and activities performed all are necessary for improvement of social pedagogue’s work.

The professional activities of social pedagogue The need of services of social pedagogues is highlighted in the international and national documents and in various research papers. One of the objectives of the National Education Strategy for 2013–2022 is: “(…) to create the most favourable conditions for school pupils, students and youth to reveal individual abilities and satisfy special education and study needs by ensuring adequate accessibility of education and equal opportunities and optimal inclusion of children and youth in education” [17]. It means that social pedagogues shall be able to organise and coordinate the provision of social pedagogical assistance and evaluate its effectiveness, correct social educational activity taking into account operational results and effectiveness; be able to evaluate socio-educational problems and needs of pupils/students , and be able to initiate, organise and implement educational, preventive and social projects and programmes. The Strategy highlights [17] the necessity to cooperate with other school communities, engage pupils, parents and social partners, initiate systematic school changes reducing bullying, human trafficking and violence, alcohol and tobacco abuse, and ensure psychological security of school community. Pursuant to the Lithuanian Innovation Strategy for 2010–2020 (2010 [8]) creativity of human resources and entrepreneurship determine innovation and innovation determine the creation of added value in the market, public welfare and competitiveness of the country. It means that for a social pedagogue it is important to use innovations and scientific achievements in their professional life, in solving social pedagogical assistance problems and in meeting the needs and challenges of modern society.

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Lithuanian Progress Strategy “Lithuania 2030” (2011 [9]) seeks to promote fundamental changes in society and to facilitate the formation of a creative, responsible and open personality. The Strategy highlights the need of life-long learning and emphasises that all Lithuanian citizens should have favourable conditions to pursue non-formal education and life-long learning, because the current education system of the country is not flexible, not enough attention is given to the enhancement of critical thinking skills, people are not encouraged to create and realise their ideas. The strategic plan [15] of the Ministry of Justice for 2013-2015 states that during this period the penalty policy was directed towards penalties not related to imprisonment; in view of this, social pedagogues should play a special role in providing assistance to delinquent persons and in developing various social pedagogical services in and outside the institution. Provision of educational assistance in schools, including child socialisation centres, is insufficient. There is still lack of educational assistance specialists, especially psychologists. In 2013, the average number of pupils per one educational assistance specialist providing psychological, social pedagogical, special pedagogical and special assistance was 132 pupils. Teachers, class tutors and educational assistance specialists still lack relevant competences to deal with child delinquency. In practice the focus is given to the ability of social pedagogues to organise legal education, represent children’s interests, work with children at risk and their families, pursue pedagogical diagnostics research and organise team work etc. (Merfeldaitė, 2007; Railienė, 2010; Effectiveness of Pedagogical… op. cit., 2006). It means that social pedagogues should develop the skills of representation and cooperation with the child’s family. The Communication from the European Commission “Annual Growth Survey 2013” highlights the need to “to reduce early school-leaving and facilitate the transition from school to work by developing quality traineeships, apprenticeships and dual learning models - classroom-based education combined with hands-on experience in the work place” [1]. It means that one of the tasks of a social pedagogue is to increase education diversity and education accessibility, quality of services provided by schools, promote independent activity/ responsibility of young people, and ensure the provision of diverse assistance to them. All the above tasks are directly related to one of the main spheres of a social pedagogue’s activity.

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Recently the negative consequences of parental violence against children’s further development are acknowledged across the globe (Price, Maholmes, 2009; Cross et al, 2013; Finkelhor, Turner, Ormrod, & Hamby, 2009). Pursuant to the data of the Children Rights Protection Division, in 2013 the number of cases when children were exposed to violence amounted to 1454. Compared to 2009, the number of children exposed to violence has increased by 20.1 percent (from 1203 to 1454). In order to reduce the prevalence of violence against children, among children and family violence, the National Programme for the Prevention of Violence against Children and Assistance for Children has been implemented in the country [11]. Social pedagogues, in cooperation with other specialists, shall be able to help the children who experienced violence reintegrate in the community and ensure emotional and social-pedagogical assistance for the child and the child‘s family. According to the Report “Opportunities of Non-Formal Education Promoting Citizenship Education of Youth, Social Inclusion and Integration in the Labour Market” [12], the efforts to bring back socially excluded youth directly into the general education system do not always give the expected results, since these measures often require special preparation; it means that there is a necessity to prepare high quality social pedagogues. The same Report emphasises the necessity to look for more extensive reasons of exclusion and take into account that some of the reasons are due to the inability to adapt to general education system. In view of this, for a social pedagogue it is very important to know various principles of identification of the needs of and individual and a group. Another recommendation for Lithuania is: “in implementing the measures preventing the early drop out and the measures of the return to education, individual assistance should be enhanced in the work with the problematic youth by offering individual support measures”. It is very important to keep these skills sets in “one hands” equipped with adequate qualification for work with the problematic youth. According to the Report [12], it is necessary to further upgrade qualification of school social pedagogues, the staff of the municipal divisions for the protection of children’s rights and workers of pedagogical-psychological services. It is important to solve the above problems in place, close to school and family and not to hurry and employ other result-oriented services (e.g. inspectors for the affairs of juvenile). It means that activity of a social pedagogue at community level becomes more apparent.

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The research “European Perspectives on Social Work: Models of Education and Professional Roles” [5] highlights the role of a social pedagogue as a consultant. The research “Exploring Different Perspectives of Social Pedagogy: Towards a Complex and Integrated Approach” [6] emphasises the context of a changing activity of a social pedagogue: openness, dynamics and modern approach determining the development of social pedagogue’s critical thinking skills, the ability to adapt to the changing world and analyse the findings-based data. The pilot programme of social pedagogues “Final Report of the Social Pedagogy Pilot Programme: Development and Implementation” [3] highlights critical thinking, managerial and reflection skills of social pedagogues. Pursuant to the PISA research, in countries where more pupils (compared to other countries) repeat grades or “difficult” pupils are transferred to another school, pupils’ achievements are lower, and difference between the pupils from favourable and adverse social economic environment is higher (this demonstrates higher social inequality), (PISA, 2009 Results: What Makes a School Successful? Resources, Policies and Practices, 2010). This is directly related to the development of a favourable school environment for pupils and an adequate system of assistance.

Conclusions Social pedagogue is a qualified school community educator, interested in community and child welfare, protecting children’s rights and interests. The social pedagoue should have competences, ensuring children’s socialization optimization principles, patterns and technological knowledge and application. One has to be able to understand the social pedagogical principles and methods, and a self-fulfilling social development goals, based on competency-based knowledge. Social pedagogue must have the following general competencies: communication and collaboration (to communicate and collaborate with learners, their parents and professionals), research activities (use of scientific achievements in the professional field of activity in solving problems related to social and educational support provision and to operational efficiency, while responding to modern society needs and challenges; follow the provisions of the methodology and ethics, plan and organize socio educational research and results of tests used to increase the efficiency and process of education modernization) as well as professional and personal development (to identify and implement personal

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and professional learning needs and assess learning results in professional development to adapt to changes in the occupation, through innovation). As well as subject-specific competencies such as of the child socio educational needs, problem assessment, and social and educational assistance (knowledge of social education theoretical provisions and principles as well as ability to apply them creatively in a particular case after evaluation of its characteristics and circumstances of the assessment of learner socio-educational problems and needs, to plan and provide social teaching assistance in choosing and correctly applying the optimal and most effective social education activities technologies), social and educational support assessment and development (collect, interpret, analyze and critically assess necessary information for their work and on its basis substantiate their choice for decisions, organize, coordinate social and educational aid and assess its effectiveness, correcting social education activities with regard to performance and efficiency, to initiate, develop and implement educational, preventive and social projects and programs).

References: Book sources 1. Alifanovienė, D, Kepalaitė, A., (2007), The Peculiarities of socio-educational activities in grammar schools (gymnasia) and secondary schools, Tiltai, Nr. 1 (38), pp. 137–150. 2. Baraldsnes, D, Vaškienė, A., (2013), Socialinio pedagogo iššūkiai organizuojant ir teikiant socialinę-pedagoginę pagalbą mokiniams mokykloje, Tiltai, 62 (1), pp. 199–210. 3. Cameron, C., Moss, P., (2011), Social pedagogy: current understandings and opportunities. In: S. Holthoff, A. Frorup, M. Fielding, I. Bryderup, I. and M. Vandenbroeck (eds.), Social pedagogy and working with children and young people: Where care and education meet, Jessica Kingsley Publishers, London. 4. Cross, A.B., Jaycox, L. H., Hickman, L.J., Schultz, D., Barnes-Proby, D., Kofner, A., Setodji, C., (2013), Predictors of study retention from a multisite study of interventions for children and families exposed to violence, “Journal of Community Psychology”, Vol. 41, 2013, No. 6, pp. 743–757. 5. Čiužas, R., Leliūgienė, I., (2011), Socialinių pedagogų teisių ir pareigybių įgyvendinimo galimybės praktinėje veikloje, “Socialinis ugdymas”, 16 (27): 45–57. 6. Effectiveness of Pedagogical and Psychological Assistance in School (functions of school psychologists, social pedagogues, special pedagogues and assistants of teachers in schools according to job instructions and actual work content): research report, (2006), Vilnius.

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7. Fielding, M., (2011), Radical democratic education and emancipatory social pedagogy: prolegomena to a dialogue. In: Holthoff, S., Frorup, A., Fielding, M., Bryderup, I. and Vandenbroeck, M. (eds.), Social pedagogy and working with children and young people: Where care and education meet, Jessica Kingsley Publishers, London. 8. Finkelhor, D., Turner, H., Ormrod, R., Hamby, S. L., (2009), Violence, abuse, and crime exposure in a national sample of children and youth, “Pediatrics”, 124(5)/2009, pp. 1411–1423. 9. Grønvold, E., Storø, J., (2010), Miljøarbeid i barnevernet. Systematikk og refleksjon, Universitetsforlaget, Oslo. 10. Gudžinskienė, V., Žitkevič, E., (2010), Profesinėje mokykloje besimokančių mokinių požiūris į socialinio pedagogo veiklą, “Socialinis ugdymas”, 14 (25), pp.108–117. 11. Hämaläinen, J., (2003), The concept of social pedagogy in the field of social work, “Journal of Social Work”, 3(1), pp. 69–80. 12. Hämaläinen, J., (2014), Developing social pedagogy as an academic discipline and professional practice: learning from the Finnish experience, “Journal of research on lifelong learning and career education”, 10, pp. 53–68. 13. Holthoff, S., Frorup, A. K., Fielding, M., Bryderup, I. and Vandenbroeck, M., (2011), Social pedagogy and working with children and young people: Where care and education meet, Jessica Kingsley Publishers, London. 14. Indrašienė, V., Kvieskienė, G., Merfeldaitė, O., (2007), Tarpdalykinės socialinės-pedagoginės pagalbos komandos veiklos modelis, sprendžiant vaikų socialinės atskirties problemas, “Tiltai”, No. 4 (41), Klaipėdos universitetas, pp. 97–108. 15. Indrašienė, V., Suboč, V., (2008), Sociopedagoginės pagalbos vaikams, patyrusiems mokymosi nesėkmes, prielaidos, “Pedagogika. Mokslo darbai”, t. 89, pp. 115–122. 16. Ivanauskienė, V., (2009), Collaboration between a social pedagogue and a class master in solving social problems of pupils, “Socialiniai tyrimai”, 2 (16), pp. 24–31. 17. Kepalaitė, A., (2008), Socialinių pedagogų subjektyvaus patyrimo apie konfliktines situacijas analizė, “Specialusis ugdymas”, 2 (19), pp. 59–66. 18. Kornbeck, K. J., (2014), Convergence and divergence in conceptualizing the professions of social work and social pedagogy and their professional education, and the question of Europeanisation: Germany, Denmark and Belgium (1989–2004), unpublished Doctoral dissertation, Institute of Education, University of London. 19. Kvieskienė, G., (2003), Socializacija ir vaiko gerovė, Vilniaus pedagoginis universitetas, Vilnius. 20. Kvieskienė, G., (2005), Pozityvioji socializacija: monografija, Vilniaus pedagoginio universiteto leidykla, Vilnius. 21. Leliūgienė, I., (2002), Socialinė pedagogika, Technologija, Kaunas.

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22. Leliūgienė, I., Baršauskienė, V., Mertinkaitytė, E., (2008), Socialinio pedagogo vadybinė veikla, “Socialinis darbas”, 7 (3), pp. 129–139. 23. Leliūgienė, I. ir Prochorenkienė, S., (2008), Socialinio pedagogo įvaizdis mokykloje, “Tiltai”, 3, pp. 77–102. 24. Leliūgienė, I., Terechovienė, R., (2011), Manifestation of Social Pedagogue competencies at school, “Social Work”, 2011, 10(2), pp. 193–204. 25. Lorenz, W., Coussée, F. and Verschelden, G., (2010), Historical consciousness in youth work and adult education, “Social Work & Society”, 8(1), pp. 32–45. 26. Majauskienė, L. ir Leliūgienė, I., (2007), Mokyklos socialinio pedagogo veikla: bendrieji struktūros komponentai kaip lyginamosios analizės rezultatas, “Socialinio darbo teorija ir praktika”, 6 (2), pp. 5–13. 27. Merfeldaitė, O., (2007), Socialinės pedagoginės pagalbos komandos veiklos veiksmingumo sąlygos, “Socialinis ugdymas”, t. 14. Vilnius, pp. 8–19. 28. Merfeldaitė, O., (2007), The Model of Social Pedagogical Assistance Team in General Education Schools: Doctor‘s Thesis, Vilnius. 29. Merfeldaitė, O. (2008), Socialinės pedagoginės pagalbos komandos veiklos modelis bendrojo lavinimo mokykloje, “Socialinis ugdymas”, t. 16. Vilnius, pp. 93–103. 30. Merfeldaitė, O., Indrašienė I., (2010), Social Pedagogical Assistance in School as a means for Implementation of Social Justice in Education, “Tiltai”, Klaipėdos universitetas, no. 1 (50). 31. Merfeldaitė, O., (2009), Mokinių krizės ir teikiamos sociopsichologinės pagalbos ypatumai, “Socialinis darbas”, 8 (2), pp. 159–166. 32. Misiukevičienė, O. ir Putauskienė, A., (2009), Socialinio pedagogo darbo vadovas. Baltos lankos, Vilnius. 33. PISA 2009 Results: What Makes a School Successful? Resources, Policies and Practices, (2010), vol. 4, OECD 2010. 34. Pitsoe V.J., Isingoma P., (2014), How do School management Teams Experience Teamwork: A case study in the Schools in the Kamwenge District, Uganda, “Mediterranean Journal of Social Sciences”, 5 (3), pp. 138–145. 35. Price, L. N., Maholmes, V., (2009), Understanding the nature and consequences of children’s exposure to violence: Research perspectives, “Clinical child and family psychology review”, no.12, 65–70. 36. Quinn-Lee, L., (2014), School Social Work with Grieving Children, “Children and School”, 2/2014, pp. 93–103. 37. Railienė, A., (2010), Development of Professional Advisor‘s Competences in Social Pedagogues Teaching: Doctor‘s Thesis, Vilnius. 38. Rupšienė, L., (2000), Nenoras mokytis – socialinis pedagoginis reiškinys, Klaipėdos universiteto leidykla, Klaipėda. 39. Rupšienė, L., Kučinskienė, R., (2006), Mokinių adaptacija naujoje mokykloje, “Acta Pedagogica Vilnensia”, no. 17, pp. 86–102. 40. Socialinio pedagogo rengimo standartas, (2002), „Valstybės žinios”, pp. 101–4524.

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41. Ucar, X., (2013), Exploring different perspectives of social pedagogy: towards a complex and integrated approach, “Education Policy Analysis Archives” 21, p. 36. 42. Žydžiūnaitė, V., Merkys, G. ir Jonušaitė, S., (2005), Socialinio pedagogo profesinės adaptacijos kokybinė diagnostika, “Ugdymo(si) paradigmos kaitos procese”, pp. 23–32. Web sources [1] Annual Growth Survey 2013. Communication of the Commission (2013), [http:// ec.europa.eu/europe2020/pdf/ags2013_en.pdf], accessed: 11.01.2016, [on-line]. [2] Barkauskaitė, M., Vasiliauskas, R., Gaigalienė, M., Prakapas, R., Survutaitė, D., Rimkevičienė, V., Guoba, A., (2003), Nesėkmingo mokymosi mastai ir priežastys: tyrimo medžiaga, Vilnius, Švietimo ir mokslo ministerija, [http:// www.smm.lt/tyrimai], accessed: 05.01.2016, [on-line]. [3] Cameron, C., Petrie, P., Wigfall, V., Kleipoedszus, S., Jasper, A., (2011), Final Report of the Social Pedagogy Pilot Programme: Development and Implementation. Thomas Coram Research Unit, Institute of Education, University of London, [http://eprints.ioe.ac.uk/6767/1/Cameron2011Final%28Report%29.pdf], accessed: 05.01.2016, [on-line]. [4] Eichsteller, G., (2010), Social Pedagogic Practice: The Importance of Hermeneutics. Webmag, [http://www.childrenwebmag.com/articles/social-pedagogy/social-pedagogic-practice-the-importance-of-hermeneutics], accessed: 05.01.2016, [on-line]. [5] European Perspectives on Social Work: Models of Education and Professional Roles, (2009), [http://www.nuffieldfoundation.org/sites/default/files/files/European%20Perspectives%20on%20Social%20Work%20v_final.pdf], accessed: 11.01.2016, [on-line]. [6] Exploring Different Perspectives of Social Pedagogy: Towards a Complex and Integrated Approach, (2013), [http://www.academia.edu/3437381/Exploring_ different_perspectives_of_Social_Pedagogy_towards_a_complex_and_integrated_approach_2013], acces­sed: 11.01.2016, [on-line]. [7] Kas yra gera mokykla? Švietimo problemos analizė, (2012), [http://www.smm.lt/ uploads/documents/kiti/2012%20SPA_Nr3_Kas%20yra%20gera%20mokykla.pdf], accessed: 12.11.2015, [on-line]. [8] Lietuvos inovacijų 2010-2020 metų strategija, [http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=365849&p_query=&p_tr2=], accessed: 12.12.2015, [on-line]. [9] Lithuanian Progress Strategy “Lithuania 2030“, (2011), [http://www.lrv.lt/bylos/ veikla/viesosios%20konsultacijos/2011-05-03_LIETUVA2030.pdf], accessed: 12.12.2015, [on-line].

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[10] 2014–2020 metų nacionalinės pažangos programa, (2012), [http://www.smm.lt], accessed: 12.04.2012, [on-line]. [11] National Programme for the Prevention of Violence against Children and Assistance for Children for 2011–2015, [http://www.socmin.lt/public/ uploads/1481_nacional-violence-prevention-programme-2011-2015.pdf], accessed: 11.01.2016, [on-line]. [12] Opportunities of Non-Formal Education Promoting Citizenship Education of Youth, Social Inclusion and Integration in the Labour Market, (2013), [http://www.esparama.lt/es_parama_pletra/failai/ESFproduktai/2_SADM_ tyrimas_nedirbanti-jaunimas_2013-05.pdf.], accessed: 11.01.2016, [on-line]. [13] Švietimo kokybė. Švietimo problemos analizė, (2013), [http://www.smm.lt/ uploads/documents/tyrimai_ir_analizes/Leidiniai%202013/%C5%A0vietimo%20kokyb%C4%97%20%282013%2011%29.pdf], accessed: 12.11.2015, [on-line]. [14] Švietimo valdymo informacinė sistema, [http://svis.emokykla.lt/lt/index/a_ view/43], accessed: 12.12.2015, [on-line]. [15] Teisingumo ministerijos 2013-2015 metų strateginės veiklos planas, [http://www. tm.lt/dok/Stud_analiz_kiti/TM_2013-2015_SVP_tikslinimas.pdf], accessed: 12.12.2015, [on-line]. [16] 2012 m. Tarybos ir Komisijos bendro pranešimo apie Europos bendradarbiavimo švietimo ir mokymo srityje strateginės programos („ET 2020“) įgyvendinimą projektas Švietimas ir mokymas pažangioje, tvarioje ir integracinėje Europoje, (2011), [http://www.europarl.europa.eu/meetdocs/2009_2014/ documents/com/com_com(2011)0902_/com_com(2011)0902_lt.pdf], accessed: 11.01. 2016, [on-line]. [17] Valstybinė švietimo 2013–2022 metų strategija, [https://www.etar.lt/portal/forms/ legalAct.html?documentId=b1fb6cc089d911e397b5c02d3197f382], accessed: 12.11.2015, [on-line].

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Izabela Bieńkowska, Małgorzata Kitlińska-Król

CLUBS OF SOCIAL INTEGRATION AND THE QUALITY OF LIFE OF OLDER PEOPLE IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT One always has to know when to end a stage in life. If we stubbornly want it to last longer than necessary, we lose the joy and sense of what lies ahead … (Paulo Coelho) Abstract: The paper presents a proposal of the activities of the Social Integration Club (SIC) from the perspective of sustainable development and broader mobilization of older people. In the first part, there are theoretical considerations, whereas its final part contains proposed solutions of a program sketch  for the functioning of a model SIC for seniors. Keywords: senior, quality of life, sustainable development

Introduction Life is a miracle and a gift (cf. Wojtyła, 1994; idem, 2000), and being the man is unique and exceptional (cf. Fula, 2004, pp. 65–79). But no one gave us a guarantee that the miracle of life will continue in happiness, health and completeness.

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In his dimension of existence and coexistence a man is experiencing this life in one unrepeatable, unique and individually assessed as proper way. It depends on us whether we can draw from this source and learn to live each day with dignity. Old age should not therefore differentiate some people from another. Man as a “unique entity of being” (Kuzior, 1998, pp. 49–56; idem, 2011, p. 86), regardless of his limitations, has the right to experience his subjectivity in the full human dimension, according to his capabilities at every stage and in every moment of his human journey (cf. Bieńkowska, 2011, p. 191–198; idem, 2012). Old age is associated with a tendency to reflect on life. It can be a time of fruitful memories, the period accounting for the life lived so far and the reflection on the achievements at its various levels. It can sometimes be the time most beautifully experienced, or a period of painful settlement with the past, with a sense of wasted past.

The last period of man’s development The aging process is irreversible. It is the last stage of man’s development, conditioned by many internal (e.g. illness) and external (e.g. environment, culture) factors. It is observed to be progressive, additionally determined by genetic predispositions (cf. Wołowicka, 2000; Nowicka, 2004). Given the age criteria, we can assume that the beginning of the old age is 60th or, according to some sources, 65th year of life. This time is divided into two periods: up to 75 years of age, considered to be early old age and above 75 years of age called late old age. Some classifications also offer the division into: early old age (60–74 years), old age roper (75–90 years) and late old age (over 90 years), called longevity (cf. Wołowicka, 2000; Nowicka, 2004; Pędich, 1995). The Act referred to below does not specify clearly how old could people be to be able to join social integration clubs (later: SIC).

Forms of activity of social interaction clubs The main objective of the establishment of social integration clubs is to help individuals and members of their families in the social reintegration and return to participate in local life. The basis of their activities are the provisions contained in the Act of 13.06.2003 r. On social employment (Journal of 13 June 2003 No. 122, item. 1143 on social employment [2]; Chancellery of the Sejm, 05.04.2015; cf. Komarynska-Polak, 2014; Active Senior, 2012 [1]). In Article 1

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point 8, it is stated that the provisions of the Act relate in particular to the people, among others, those long-term unemployed, the mentally ill, the disabled, within the meaning of the regulations on vocational and social rehabilitation, “who are subject to social exclusion and due to their life situation are not able to complete their own efforts to satisfy their basic needs and are in a situation that causes poverty and preventing or limiting participation in professional, social and family life.” In contrast, social reintegration is described as “[any] action, including self-help, in order to rebuild and maintain in a person involved in the activities in (…), a club of social integration (…), skills for participation in community, [so as to help them] perform social roles in the workplace, residence or domicile “(ibid). Although the condition of participation in club social integration is the “realization of social contract, referred to in the regulations on social assistance” (ibid), an important objective of participation of older people in the club is not only a matter of economic nature (club participants get the so-called ‘integration service’). On the one hand, the club of social integration can organize activities stimulating self-help in matters of residential, or social nature, take up the activities in the form of social cooperatives (many older people not only have extensive experience, life knowledge, but – above all – the time, which they can often freely dispose of); on the other hand, the club creates the possibility of social inclusion, opportunities to meet, go out for the people who – for various reasons – are not able to participate more broadly in local life. Social integration clubs can actively participate in combating social exclusion of older people and provide real help in getting out of their isolation and loneliness. The first and foremost tasks in the area of interest to us appear to be the following: • social mobilization through: increase of various forms of social and socializing contacts, building relationships, combating loneliness, maintaining interpersonal communication, building this sense of security that leads to better completion of mental needs; • implementation of the activity by means of: all kinds of forms of physical movement so as to sustain the overall medical fitness; • engaging in initiatives aimed at not just an exercise of the mind and manual dexterity, but also building a sense of being needed; • integration with the environment to combat marginalization, exclusion of the elderly;

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• initiating self-help-like actions in meeting the needs and facilitating contacts with various entities, institutions and health centers, rehabilitation etc.; • increasing – in the broad sense – the well-being of older people, in terms of sustainable development, possibly involving their relatives and families [cf. The State of Men’s Health in Europe. Report, 2011]. The general design of SIC activities is presented at the Figure below: Social activation Combating marginalization and exclusion

Help to fulfill psychical needs An older person

Integration with the environment

Movement activation Self-help activities

Fig. 1. Activities aimed at older people when in social integration clubs (own elaboration)

The idea of sustainable development The idea of sustainable development was a response to the threats that emerged in the twentieth century with the rapid development of economic and social carrying behind not only progress, urbanization and the spectacular successes of many of the world economies, but also environmental degradation, unemployment, destabilization of many regions, depreciation of values and increasing frustration of successive generations. The origins of the idea of sustainable development can be seen in the Charter of Belgrade from 1975., or – as suggested by a few – even earlier, in the final document of the United Nations Conference entitled Man and His Environment (1972). Most scientists seem to be sticking to the position that the real importance could be given to the first report of the Club of Rome entitled The Limits to Growth (Meadows DH, DL Meadows, Randers, Behrens, 1972) as well as the second one by Mesarović M. and E. Pestel, entitled Mankind at the turning point (1974). The very concept that was originally derived from forestry and developed by H.C. von Carlowitz, was later taken over by the economy and implies a type of development that will satisfy not only the needs of

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the present generation but also possibly met by future generations, consciously shaping the relationship between the economy and its growth, the environment and care for living and lifeless matter, as well as human welfare, quality of life and health. That doctrine, seated on the concept of reasonable needs and constraints, is associated with the principle of social justice and the theory of the public good.

The quality of life of older people in the context of sustainable development The idea of sustainable development can be seen in the macro and micro scale, bearing in mind the needs and quality of life of older people in terms of social, economic and environmental conditions. Following our assumptions social integration clubs can merge these activities. This is illustrated in the chart below: Social aspect:

Economical aspect:

– rising the quality of life for seniors – providing better access to services (such as specialists, for example) – supporting activities in various areas – supporting local integration – developing a sense of security and solidarity

– Support in official matters – Supporting the „club” of entrepreneurship – Help in meeting the economic needs

SUSTAINABLE DEVELOPMENT Environmental aspect: – developing conscious, pro-health attitudes – supporting environmental activities – the use of pro-ecological solutions in the club Fig. 2. Measures aimed at an older person in social integration clubs in the aspect of sustainable development [own elaboration]

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The quality of life of older people in the context of sus­tainable development and assumptions of logotherapy If one plans to manage social integration clubs for elderly people one should be aware of the scope of necessary assistance that one can provide and the ways of activation we are able to offer and to which we have access (time, funds at our disposal, and even the place where the club runs). Apart from that, not without significance is an older person and their needs, which can be very varied and depend on a number of factors. While taking into account a popular ranking of needs offered by A. Maslow, we are able to behold the functioning of the motivational (incentive) mechanism of a human being in different spheres, its social functioning included. One can experience the meaning of life (Frankl, 2010; cf. Rath, Harter, 2010), at any stage of human existence, and according to the therapeutic concept of Viktor E. Frankl (2010) – this is the most important task (i.e. desire) of man. The primary source of the meaning of life precisely entails both needs and values. “Both are factors motivating and activating body to action. The needs constitute an intra-subjective factor and affect human behavior from their interaction with biology, and values, as an extra-subjective factor, aid human behavior to specific objects of the external world” (Krośniak-Kiszka, 2005, p. 47; see. Bieńkowska, 2012). Therefore, when planning to work with older people one should not only keep in mind the needs of the lower level (e. g. physiological or safety ones), but also remember about the higher level needs, which are also important, such as: respect, recognition and – extremely significant – affiliation. All these aspects are found in logotherapy, which remains a  part of the foundation of sustainable development. Referring to the personalistic vision of man it takes into account in the therapeutic work, in its approach to persons in need of support, three important aspects, which can be somewhat labeled pillars of human functioning: the biological-physiological, psycho-social and noetic (spiritual). Importantly, all three dimensions can and should be introduced in various activities for the elderly. The table below reveals the activities that ought to result with tangible results in any of the above-mentioned dimensions.

Fig 3. Selected activities to be implemented when working with the elderly in any of the three dimensions (own elaboration)

- awareness and acceptance of their health situation and lower efficiency, acceptance of certain restrictions relating to their physicality and sexuality (self-acceptance); - helping to create lasting bonds with relatives, neighbors and people from the club, - assistance in integration with the local community (proper motivation), and where possible involvement in the activating mentally initiatives; assistance in training for skills helpful in verbalizing their wishes, desires, and/or needs:

-assistance in accepting restrictions on their own body, as well as initiating activities aimed at motor activation of seniors, - healthy lifestyle (taking care of their development, proper diet and treatment in case of illness etc.) - awareness of the importance of recreation and sports, as well as spending life outdoors, - help / support in comprehensive rehabilitation, medical aid

-growing awareness that we are autonomous entities, with full rights, but also obligations towards each other; - help to understand that loneliness and suffering also have a meaning and their „way of things”, and old age for us and for those close to us is also an important and valuable time („we are not an island”); - striving for acceptance of our appearance and self, as well as responsibility for ourselves and our behavior (self-acceptance, self-esteem, self-realization, selfdetermination); - assistance in determining our needs, aspirations and desires in relation to the existing facts; - education of moral imagination, an objective look at our limitations, understanding the essence of humanity aimed at the option „we and our world,” not the „me and my world” one;

SUSTAINABLE DEVELOPMENT Noetic (spiritual) dimension:

Psycho-social (etic) dimension:

Bio-physiological dimension:

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As with age it becomes increasingly difficult to maintain one’s internal and external balance (this condition of homeostasis able to balance our welfare), it is important to maintain efficient in all areas as long as possible. Both biological and physical dimension depends on us least of all, the elderly included. As the dimension in question is characterized by greater determinism than other areas, it requires special attention. It is worth remembering that close cooperation with the environment, family, people from the club reduces the feeling of loneliness, positively affects one’s vitality, helps in the formation of good mood, self-acceptance and satisfaction in a broad sense, from the perspective of lived life and everyday functioning. The psycho-social (i.e. ethic) dimension can be influenced by awareness-raising actions, that allow one to accept and analyze the values, needs, or desires. As a result, it is easier to seek acceptance for the current condition (lesser efficiency, health restrictions, loneliness) and, subsequently, create a rational approach to the feelings often associated with one’s regret of the years of lived life, unfinished and uncompleted businesses and so on. In developing this dimension we also successfully solve demands concerning noetic (spiritual) dimension, because the areas of our activities penetrate, and at the same time complement, each other, thus leading to a conscious reference to what is around and to ourselves, allowing for a more complexed look at the whole person. Such life in balance introduces not only the harmony within ourselves, but also in the environment in which we function, together with the adoption of our illness, loneliness and suffering. Rational approach to reality is inseparably connected with the acceptance of what we have (and experience) around, and what is imminent, thus giving meaning to the life we do. This approach fits into the concept of sustainable development. Striving for the welfare of the elderly leads not only to the affirmation of that idea, but makes it become rational and responsible for its implementation.

Patterned outline of the program of a social integration club for seniors (and not only) Currently a concept that man develops throughout his life, and the maximum development of the capabilities of individual spheres falls on different stages of its existence (cf. Bauman, 2005; Liberda, 2011) has become quite popular among many of the researchers of lifelong learning, and also among people not directly involved in the study. By adopting such an assumption, it seems necessary either to establish new institutions (e.g. social integration clubs), or

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broaden the offer of these organizations or institutions that already exist so as to help them cope with the task of equipping their members with the knowledge and the skills, shaping the attitudes that will facilitate the succeeding generations entering into the world of adulthood and old age with peace, as well as a sense of harmony with the self and the nearby environment. Considering the above, taking into account the objectives of the functioning of the social integration clubs, and basing on the assumptions of the theory related to sustainable development as well as speech therapy we have always been close to, we have made an attempt to construct the initial patterned assumptions of a non-public club for social integration. Aims:

–– –– –– –– ––

maintenance/stimulation of social activity of seniors; meeting mental and spiritual needs of the elderly; assumption of the responsibility for oneself, self-help; prevention of the marginalization and social exclusion; implementation of the actions leading to sustainable functioning and to obtain a high standard of quality of life; –– improvement/maintenance of appropriate relationships seniors and their relatives; Assumptions:

–– means for conducting the basic activity of the Club will be obtained from the EU funds and the city (contract); –– premises for SIC activities will be prepared within the framework of own means of SIC organizer; –– program assumptions will be extended together with the gradual development of SIC and the needs of seniors, their families and the local environment; –– financial resources for the implementation of the undertaken measures will be obtained in addition to the various sources, such as participation in competitions promoting support for seniors announced by various institutions, funds raised from sponsors and through the activities of the association established for the purposes to help in the processes of integration and education; –– SIC-based offer will be directed essentially to the elderly, but in order to adequately fulfill its program objectives SIC will also work for other target groups (children and young people, adults, also carrying out intergenerational tasks).









Preferrance for the healthy style of life



− −

− − − − − −

Bio-physical dimension Preferred activities Signing a contract with a NZOZ facility to help the elderly get an easier access to complex medical care (paid and /or unpaid); Signing a contract with a facility providing optical services (free of charge repairs of glasses, paid services to help match appropriate glasses for the elderly) Signing a contract with a facility providing diagnostic and matching services of hearing apparatuses; Services within physical and/ or kinetic therapy implemented by a specialist facility as part of the benefits offered by a SIC outpost; Holiday and rehabilitation stays with psychological care; Individual and group psychotherapy; Counseling to provide aid to individual patient as well as cooperation with his/her family – support/ instruction; Classes in rehabilitation gymanstics; Dancing classes (integration ance in a circle; salsa, zumba etc.); Movement activities /fitness (aerobic, pilates, step etc.); Activities at a swimming-pool; Walks, sightseeing trips etc. Visiting beauty studios, hairdressers (professional internships for hairdressers, and/or cosmetologists in SIC outposts); Consultations with dieticians; Healthy nutrition circles (integrative meetings to present results of cooking recipes, exchanges of such recipes as well as collective cooking of some interesting dishes); Creative relaxation, rest, emotional chillout (relaxation, visualization, artetherapy, occupational therapy) Craftsmen, specialists, therapists

Rehabilitation specialists, trainers Guides

Physical therapists, psychologists, medical doctors working for SIC

Physical therapists, medical doctors working for SIC

Specialist doctors employed by NZOZ; Craftsmen

Contractors

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Movement activation (recreation, sport)

Acceptance of limitations − of one’s own body − −

Tasks Complex medical and rehabilitation care

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Integration with the nearby environment

Tasks Accepting the limitations of one’s own physicality and sexuality (selfacceptance) Maintaining/training of skills to be able to verbalize one’s own wishes, desires or needs.











− −

− −





Psycho-social dimension Preferred activities Individual and group psychotherapy for the elderly (maintaining selfesteem and positive self-image as a MAN and a WOMAN) Occupational therapy – an attempt to look for and self-seek new unknown talents, abilities, passions … Workshops in speech therapy: therapeutic, educational, prophylactic; Bookworms and film-lovers club – cyclical meetings /workshops grounded upon various forms of active performance; Reading marathons (various age groups); Cyclical meetings with composers, book authors, artists etc. held both in SIC outposts and outside; Common visits to the theatres, cinemas, concert halls, operas etc. so as to jointly experience live events and express oncoming emotions. Senior City Card – making use of the offers of different friendly institutions of various type, providing services in the fields of culture, entertainment, gastronomy etc. (e.g. gaining free-of-charge tickets to concerts, exhibitions etc. as a result of having Senior City Cards); Active involvement in various events prepared by local insttutions or people; Inviting various guests to SIC outposts (preschoolers, school learners, students), as well as globetrotters, together with their meeting-time offers; Day camps for children asa a form of inter-generation linking (part of the activities to be performer together with the seniors). Pedagogue, Occupational therapist

Logotherapist, Occupational therapist

Contractors Psychologist, Social therapist Occupational therapist

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Psychologist, gerontologist, occupational therapist, logotherapist

Occupational therapist − Celebrating important events of individuals, groups, societies – meetings with the loved ones as well as other club members (common Psychologist preparations of such meetings e.g. baking cakes, laying the table etc.); partying; − Conducting a support group for families who cannot cope with age-related changes, diseases of their loved ones etc. Noetic (spiritual) dimension Contractors Preferred activities Social help worker, Meetings designed to raise one’s awareness of the facts associated with lawyer legal independence, management of one’s property and organization of one’s financial affairs (counteracting the phenomenon of frequent use by people close to an elderly person his/her state of health for their own financial gain) Psychologist, priest – Cyclical workshop for seniors and their loved ones under the title „Suffering makes sense” – Regular integrative meetings of different people - children, adults and young people, as well as people with various disabilities

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Building understanding for the feelings of loneliness, suffering inherent in old age (stressing the importance and value of this phase of life for individuals/ relatives/people one’s close with). Maintaining / learning – Workshops raising self-awareness, self-esteem etc. conducted responsibility for oneself individually and in groups; and one’s behavior (self- – Cyclic workshops raising efficiency in all areas of psychosocial and acceptance, self-esteem, physical functioning; self-realization, selfdetermination).

Awareness of one’s autonomy (one’s rights and obligations).

Tasks

Creating lasting relationships with loved ones, neighbors and people from the club

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− Carrying out one’s life balance – help provided by a psychologist and/ or clergy − Concern for the spiritual life (religious practice)

− Legal help to fix different succession issues (individual meeting) − Meetings with the loved ones

Psychologist, priest, nun

Lawyer, psychologist, priest

− Workshops aimed at the construction of the abilities of one’s effective Psychologist, occupational therapist, logotherapist communication and the correct presentation of oneself

Table 1. Presentation of SIC-related tasks in the three dimensions: biological and physical, psychological and social and spiritual [own preparation]

Defining one’s own - individual needs, aspirations and desires in relation to the outside factual situation (assertiveness) Education in moral imagination, an objective look at one’s limitations, understanding the essence of humanity (differences / intergenerational exchange) Preparation for the end of life

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The proposed tasks and the activities undertaken in the framework described above are to be recognized as bid proposal only, that naturally results from the theoretical assumptions. We realize that we have not mentioned all the relevant elements of sustainable development, but we hope that the idea of a Social Integration Club, officially directed at the improvement of the quality of life of the elderly, will ultimately become the real work. It is at that time when a team appointed to form and shape the outlines of functioning of a SIC entity will be able to refer to the program sketch presented above.

References: Book sources 1. Bauman, T., (2005), Dydaktyczny i społeczny status uczenia się. In: T. Bauman (ed.), Uczenie się jako przedsięwzięcie na całe życie, Oficyna Wyd. Impuls, Kraków. 2. Bieńkowska, I., (2011), Wybrane elementy logoterapii w pracy z młodzieżą niepełnosprawną ruchowo w późnym okresie adolescencji. In: J. Kutarna, M. Fula, (eds.), Aktuálnosť logoterapie vo výchovnej a  sociálnej práci s mládežou, Vydavatel: Vysoká škola zdravotníctva a sociálnej práce sv. Alžbety v Bratislave, Bratislava. 3. Bieńkowska, I., (2012), Doświadczanie sensu życia przez osoby z niepełnosprawnością fizyczną. In: Księga streszczeń, 9th Polish Congress of Philosophers Sept 17-21, 2012, Katedra Stosowanych Nauk Społecznych, Politechnika Śląska, Instytut Filozofii, Uniwersytet Śląski. Gliwice-Katowice-Wisła. 4. Frankl, V.E., (2010), Wola sensu. Założenia i zastosowanie logoterapii, Wyd. Czarna Owca, Warszawa. 5. Fula, M., (2004), Osoba v adekvátnej antropológii Jána Pavla II. In: J. Letz (ed.), Za personalistickú kultúru, FF TU, Trnava. 6. Komarynska-Polak, H., (2014), Active adult community – community for active elderly in comparison to other centers for seniors in the USA. In: M. Dudek, J. Krukowski, K. T. Panas, Rzeczywistość seniora, Wydawnictwo Wyższej Szkoły Menedżerskiej w Warszawie, Warszawa. 7. Krośniak-Kiszka, B., (2005), Sens życia a trud samostanowienia. Rozważania nad problemem wychowania młodzieży z deficytem intelektualnym do doświadczenia sensu życia. In: A.Klinik, J.Rottermund, Z.Gajdzica (ed.), Edukacjasocjalizacja- autonomia w życiu osoby niepełnosprawnej, Oficyna Wydawnicza Impuls. Kraków. 8. Kuzior, A., (2011), Człowiek w myśli V.E. Frankla na tle filozofii egzystencji. In: J. Kutarna, M. Fula, (eds.), Aktuálnosť logoterapie vo výchovnej a sociálnej práci s mládežou, Vydavatel: Vysoká Skola Zdravotníctva a Sociálnej Práce sv. Alžbety v Bratislave, Bratislava.

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9. Kuzior, A., (1998), Człowiek – „wyjątkowy byt bytu. In: Acta Universitatis Matthiae Belii, Zbornik FHV UMB, Banska Bystrica. 10. Liberda, B., (ed.), (2011), Wellbeing and competences of individuals in local communities in Poland, Warsaw University Press, Warsaw. 11. Meadows, D. H., Meadows, D. L., Randers, J., Behrens, III W., (1972), The Limits to Growth, A Report for The Club of Rome`s Project on The Predicament of Mankind. Universe Books, New York. 12. Mesarovic, M. - Pestel, E., (1974), Mankind at the turning point. The second report to the Club of Rome, E.P. Dutton, New York. 13. Nowicka, A., (2004), Niepełnosprawność osób starszych na przykładzie choroby Alzheimera. In: J. Bąk (ed.), Człowiek niepełnosprawny w różnych fazach życia, Wydawnictwo Żak, Warszawa. 14. Pędich, W., (1995), Starość. In: W. S. Gomułka, R. Wewerski (eds.), Encyklopedia zdrowia, PWN, Warszawa. 15. Rath, T., Harter, J., (2010), Wellbeing: the five essential elements, Gallup Press, New York. 16. Wojtyła, K., (1994), Osoba: Podmiot i wspólnota. In: T. Styczeń (ed.), Człowiek i moralność. Osoba i czyn oraz inne studia antropologiczne, Vol. 4, Wyd. KUL, Lublin. 17. Wojtyła, K., (2000), Osoba i czyn, TN KUL, Lublin. 18. Wołowicka, L., (2000), Jakość życia seniorów. In: Profile starości, Wydawnictwo Miejskie UM, Poznań. Web sources [1] Active Senior. Citizens for Europe: A Guide to the EU, (2012), European Union Programme for Employment and Social Solidarity (PROGRESS), [http://www. age-platform.eu/images/stories/EN/activesenior_citizens_for_europe-_a_ guide_to_the_eu.pdf], accessed: 10.06.2015, [on-line]. [2] Journal of 2003, no. 122, item. 1143, Parliament Office, [http://isap.sejm.gov.pl/DetailsServlet?id=WDU20031221143], accessed: 05.04.2015, [on-line]. [3] The State of Men’s Health in Europe. Report, (2011), A. White, B. de Sousa R. de Visser, R. Hogston et al. (ed.), Directorate- General for Health&Consumers, European Union, [http://ec.europa.eu/health/population_groups/docs/ men_health_report_en.pdf], accessed: 10.06.2015, [on-line].

Reviews, reports and research reports, news etc.

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Izabela Bieńkowska, Justyna Modrzejewska

RESPECT FOR THE DIGNITY OF THE CHILD IN THE CONTEXT OF ADAPTATION OF IMMIGRANT CHILDREN IN POLISH SCHOOLS – PRELIMINARY RESEARCH DATA In the age of increased migration and immigration to our country the processes of assimilation and integration of the immigrants in the new social environment have become one of the most important goals of the functioning of our entire society. In this context, the processes of socialization of immigrants’ children in our country are primarily confined to a school environment and the moment when young people get into it. The new living environment for young people should create a positive impression to eliminate potential concerns, dislike, discrimination, or even a lack of understanding of different behavior. Tolerance and acceptance are derived from human dignity and fall within the scope of the fundamental aims and objectives of the current Polish education system, which also includes “preparation for pluralism, tolerance, freedom, as well as acceptance of many different approaches to one’s personal beliefs” (Kochanowska, Majzner, 2014, 8). Learning about many aspects of the situation of

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these families should result in conscious, tolerant and dignified treatment of immigrant children that start their school education in Poland. Thus, the most important research problem is to seek – and hopefully find – an answer to the following question: What is the situation of immigrant children starting their school education in a Polish school in terms of the assumed mentioned-above functions? The above-specified principal problem entails the following specific issues: 1. What needs and expectations are reported by immigrant children starting their education in Polish schools? 2. What problems do immigrant children meet when starting their education in a Polish school? 3. What factors determine the effective functioning of immigrant children starting their school education in a Polish school? 4. What is the opinion of the learners, their parents as well as all those people who co-occur in the educational process, in respect to the competence, knowledge and skills of teachers and the conditions related to the educational process and the implementation of the program content? 5. What factors – when reported by the participants of this schooling process – facilitate or hinder the implementation of compulsory education of immigrant children? 6. What needs are reported by the teachers working with immigrant children, and what experience do they have to work with students of a different culture? 7. To what extent is it possible to examine the level of school readiness of immigrant children entering education in Polish schools and how to carry out such research? 8. What steps and/or procedures are being taken in order to equalize the educational opportunities in case great disparities in preparing children for learning have been found? Our research aims to find and provide evidence to our main hypothesis, which is as follows: The situation of immigrant children starting their school education in a Polish school consists of many aspects of the social, cultural, educational, legal etc. nature, that favor and/or impede the full adaptation of these children in school. Nevertheless, it is assumed that the accepted functions, found in the legal regulations, statutes and/or the regulations issued by the Ministry of National Education that regard the education of immigrant children, fully meet

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the requirements related to the education of children in Poland, do not violate the rights of the child and are consistent with the Constitution of the Republic of Poland, Convention on the Rights of the Child and follow the recommendations of the European Commission. Whereas, real functions are implemented with regard to the assumed functions and their goal is to best prepare immigrant children to their education effected in the Polish school, with the overarching objective concerning the child’s welfare, wellbeing and safety. It is believed that the real functions implemented on the basis of assumed functions by the qualified staff, are conducive to proper adaptation of the immigrant children at school. Apart from the main hypothesis, a few resulting sub-hypotheses have been proposed. These are as follows: It is assumed that the socio-educational situation of immigrant children entering their education in Polish schools is primarily conditioned by organizational, legal as well as cultural factors. The needs and expectations of immigrant children condition modifications of their socio-educational situation in Polish schools. The need to adapt to the new situation is a determining factor in the formation of many socio-educational problems (such as the ones concerning peer co-existence, as well as teacher-student, or even teacher-parent-student relationships, etc.). It is assumed that the investigations concerning school readiness among immigrant children will remain a mandatory indicator for the attempts related to the creation of equal educational opportunities and proper adaptation of immigrant children. Verification of the hypotheses will be made possible by conducting field studies. The proposed studies are part of a socio-cultural context diffusionism examining the wider culture and social relations as distributaries, determining the specificity of social functioning of refugees on the canvas of the idea of the spread of cultures, multiculturalism and interpenetration of cultures. These global phenomena are the social ground for future generations, thus, the curr current situation of the young generation in Europe should be considered in the context of multiculturalism, especially at the level of education. In our country, the research of school environments through the prism of acceptance and acclimation of immigrant children seems to be a necessity, since the goal of this research is an attempt to create a positive social climate.

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It is mainly the refugees from Eastern Europe – Ukrainians, Chechens, Russians, Georgians – that are most often met in Poland, but these are not the only ones. Following the regulations of the international law under the Geneva Convention, a foreigner is granted his/her refugee status, if as a result of a well-grounded fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group s/he cannot or does not want to use the protection of their own country. Such a person, that was granted a refugee status, is also granted the right to stay in our country and, besides when in exceptional circumstances, the right not to be expelled from it. Thanks to the so-called, the Geneva passport s/he is given the opportunity to travel abroad has the right to work on the same terms as other Polish citizens and, on the same principles, s/he can carry out economic activity. Such a person also has the right to social assistance and the reception of the benefits: family care and child care. A person with the above status is also granted the right to education, health insurance and integration assistance, which is a cash benefit to cover their subsistence expenses connected with learning the Polish language, payment of insurance premiums, social counseling. It is important that people with refugee status may also apply for Polish citizenship and an easier and simplified way, similar to the situation of those who have received subsidiary protection. The information presented by the National Office for Foreigners point to the fact that Poland the grants the refugee status to very few people; at the same time, a replacement called “tolerated stay”, granted for a shorter period of time, certainly does not facilitate stabilization. In 2012 the applications for the refugee status in our country were received from 6621 people, of which 2,772 Russians, 652 Georgians, 101 Armenians and 126 residents of Kyrgyzstan. There were 262 positively considered requests only. These were given to 115 Syrians, 107 Russians, 27 Afghans and 22 citizens of Kazakhstan. In Poland there are several centers and institutions dealing with immigrants, such as: Division of Archives and Records of Foreigners, Centre for Refugees in Targówek, the temporary reception centers in Linin in the Mazovia Province; in Bezwola and in Łuków in the Lublin Province; in Biała Podlaska; in Grotniki (in the Lodz Provice); in Red Bór and Bialystok in the Podlasie Province; near Grudziądz in the Kuyavy Province; and a newly opened center for foreigners in Dokudowsk. Establishing the status quo of young immigrants and monitoring their current basic educational and social needs is a necessary factor helping them feel assimilated with the new habitat. Field studies allow for direct obser-

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vation of the tested environment and provide essential information necessary to achieve the goals of the planned research. The syllabus of the effective realization of the project 1. Exploration of current literature, getting in touch with schools and centers for refugees, document analysis, preparation of research tools, purchase of equipment, preparation for first departure; 2. Visits to schools and institutions, doing the research; 3. Putting together all the obtained materials, preliminary verification and analysis of the data obtained from the – surveyed so far – schools and/or institutions (progress reports); 4. The annual summary, the analysis of the data received and the preliminary conclusions of the study, preparation of research tools for the next year; 5. Statement of the received data (the final report on the visits in the schools); 6. Preparation of the final report, a summary and conclusions of the research, printing of the report; Research aims: 1. Understanding the factors determining the proper functioning of students with different cultures starting education in Polish schools; 2. Finding out the needs and expectations of immigrant children, as well as the problems and barriers faced by the learners starting their education in Polish schools; 3. Recognition of objective and subjective factors that facilitate or hinder the implementation of compulsory schooling in respect to immigrant children; 4. Obtaining the opinion of learners, parents and all those people who participate in the educational process on their own expectations, but also the competence, knowledge and skills of teachers and the conditions related to science as well as the scope of implementation of the program content; 5. Finding out the views of teachers on their preparation for work with immigrant children; 6. Investigation of the ways of verification of school readiness of immigrant children in the context of teaching conditions found in Polish schools; 7. Preparation and publication of the final report: determination of actual, real and current situation of immigrant children starting their education in Polish schools;

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The basic research method will be a diagnostic survey, which will incorporate such personally elaborated research instruments as: types of questionnaires and interviews; observation, with the techniques of photographic observation and observation sheets; and the analysis of the documents, which will entail the application of classic and modern techniques. The information obtained by the research will be used to construct a set (model) of socio – educational expectations of immigrants in our country;. The analysis will be carried out in agreement with the principles of the transactional analysis in teacher-parent-child relation. The assumed research methods will include the application of various research methods and techniques commonly observed in the field of basic research: 1. The diagnostic survey: – questionnaires for teachers and anonymous questionnaires parents (in a foreign language); – collection of individual, in-depth interviews; 2. Types of observation: – standardized (categorical) observation technique; – photographic observation technique; 3. Analysis of documents (qualitative, quantitative and formal); 4. The dialog method with individual, direct interview, 5. The method of storytelling - using this innovative qualitative method allows to learn about the life history of the respondents, as well as mythologized areas of their previous existence; the method will be applied as /1/ free interview; and /2/ addressed interview; The impact of the expected results of research on the current knowledge in teaching is to be observed in the context of both theoretical (model needs and expectations of socio-pedagogical immigrants), and practical (to identify areas support the education of these children) approach- Social science will also benefit from the above considerations, indicating the proper functioning of society with elements of multiculturalism and the reality of cultural and civilization is obviously stimulated new on such a large scale social phenomena. Adaptation of immigrant children in Polish schools must respect the dignity of both children and their parents. However, the full acceptance and tolerance, and mutual knowledge and understanding require a research that could indicate what problems are important and which ones need necessary adjust-

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ments, which elements of our relationship does not favor the inclusion of socio-educational children of immigrants. This is important not just for kids and families arriving in our country, but also for Polish learners and their families so that the mutual relationship could not bring intercultural animosity, nor increase the level of intolerance or extreme emotions. This is the welfare and safety of children, regardless of their origin, race, or culture that should be the supreme good, never becoming subjected to any discussion.

References: Book sources 1. Babby, E., (2013), Podstawy badań społecznych, PWN, Warszawa. 2. Białas, J., Domańska, B., Górczyńska, M., Jaźwińska, M., Łysienia, M., Ostaszewska – Żuk, E., (2015), Cudzoziemcy w Polsce Podręcznik dla funkcjonariuszy publicznych. In: M. Łysienia (ed.), Wydawnictwo Helsińskiej Fundacji Praw Człowieka, Warszawa. 3. Borowiak, A., Szarota, P., (eds.), (2004), Tolerancja i wielokulturowość – wyzwania XXI wieku, Wydawnictwo Szkoły Wyższej Psychologii Społecznej „Academica”, Warszawa. 4. Eller, J. D., (2012), Antropologia kulturowa. Globalne siły, lokalne światy, Wydawnictwo Uniwersytetu Jagiellońskiego, Kraków. 5. Gabriel, Y., (2000), Storytelling in Organizations: Facts, Fictions, and Fantasies, Oxford University Press, New York-Oxford. 6. Grzymała-Kazłowska, A., Łodziński, S., (eds.), (2008), Problemy integracji imigrantów. Koncepcja, badania, polityki, Wydawnictwo Uniwersytetu Warszawskiego, Warszawa. 7. Krawczyk, E., (2003), Antropologia kulturowa – klasyczne kierunki, szkoły i orientacje, Wydawnictwo Uniwersytetu M. Curie-Składowskiej, Lublin. 8. Łodziński, S, (2008), Ośrodek Badań nad Migracjami, Wydawnictwa Uniwersytetu Warszawskiego, Warszawa. Web pages [1] Chrzanowska, (2009), Asystent kulturowy –innowacyjny model pracy w szkołach przyjmujących dzieci cudzoziemców „Analizy, raporty, ekspertyzy”, Stowarzyszenie Interwencji Prawnej, Warszawa, [http://interwencjaprawna.pl/ docs/ARE-509-asystent-miedzykulturowy.pdf], accessed 23.11.2015, [online]. [2] Pytasińska, J., Dyfuzjonizm w pigułce, [etnolodzy.pl/artykuły/item/74-dyfuzjonizm], accessed 24.11.2015, [online]. [3] Todorovska- Sokolovska, V., Integracja i edukacja dzieci imigrantów w krajach Unii Europejskiej- Wnioski dla Polski, Instytut Spraw Publicznych, Badania- Eks-

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pertyzy- Rekomendacje, [http://www.isp.org.pl/uploads/pdf/1652675396. pdf], accessed 24.11.2015, [online]. The legal basis for the education of foreigners in Poland: 1. Act on Granting Protection to Foreigners Within the Territory of the Republic of Poland (National Gazette of 2003, No 128, item 1176 with subsequent changes.). 2. Convention on the Rights of the Child (National Gazette of 1991,. No 120, item 526). 3. Decision of the Minister of National Education of April 1st, 2010 on the Admission of Persons who are not Polish Citizens to Public Kindergartens, Schools, Teacher Training Institutions and Educational Posts and the Organization of Additional Polish Language Courses, Extra-Up Courses and Places Securing Gaining Information about the Language and the Culture of the Country of Origin (National Gazette of 2010, No 57, item 361).

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Renata Stefańska-Klar

MEASURING POLISH CHILDREN’ AND ADOLESCENTS’ POSITIVE WELL-BEING AND POSITIVE LIFE ORIENTATION: A BRIEF REPORT ON STUDIES CONDUCTED IN THE YEARS 2009–2015 IN UPPER SILESIA Research on the impact of a positive well-being on human functioning, more often covers issues related to the quality of life, development and mental health in childhood and adolescence (Oleś, 2010; Roberts et all, 2002; Stefańska-Klar, 2002). This is the area of positive psychology development and application, in the field of raising, education and mental health prevention and promotion among children and adolescents (Gilman et all, 2009; Huebner et all, 2005; Larson, 2000). From 2000 the author began to conduct the set of research that focused on usefulness of concepts and ideas describing positive states, beliefs and psychological orientation toward the life as hope and forgiveness, in explaining and predicting children and adolescents psychosocial functioning, especially on the ground of the positive mental health, flourishing and resilience. The first research (Stefanska-Klar, 2002) aimed on interrelations between hope, depres-

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sion and readiness for aggressive behavior. In the research carried out in the later years, the need for use more numbers of positive indicators inspired the author for create the appropriate tools. One of the main questions underlying those studies sounded: “What are the relationships between children’s and young people’s concepts, beliefs and feelings which we could describe as a “positive life orientation” and their real subjective well-being and an every-day functioning. The second one was: “What is the role of positive life orientation in mental health prevention and promotion in childhood, especially among children and youth at risk of depression and behavioral problems?” In that context, of course, the necessity of developing brief, easy for use and accurate, reliable tools for measurement positive emotional and mental states, beliefs and similar to them dispositions in children and adolescents is the crucial problem in so kind of studies. Because of it the study covering the period from 2009–2011 the year at first were focused, on developing research tools as relevant measures of positive orientation, and positive well-being of children and young people, and secondly, to explore correlates and causal determinants of positive subjective well-being. In that period the author have developed and conducted research on reliability and validity of set of brief scales measuring children’ and adolescents’ positive well-being (hope existential, self-worth, sense of happiness and life satisfaction, school and home satisfaction, school and home engagement, social connectedness, emotional support, ect.) as well as the negative pool of psychological well-being as sense of hopelessness, social fears, grief, difficulties with controlling anger, not-forgiveness or depressive states. The set of the brief scales organized into the one questionnaire was titled “What I think about life?” and were administrated to students by teachers or university students cooperating with the author. The place of research was the Upper Silesia. The subjects of research were students from the different levels schools as well as the other educational institutions as correctional youth centers, shelters for children and youth, ect. The study involved the Silesian cities as: Gliwice, Zabrze, Rybnik, Racibórz, Pszów, Rydułtowy, Kietrz, Jastrzębie Zdrój, Bielsko-Biala, Cieszyn, Skoczów Wisła, Ustroń, Zory and Mikołów and rural areas of Upper Silesia. In the period of 2009– 2015 we examined a total of more than 2,500 primary school middle school, high school and technical school students, aged 8–17 years.

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The Children Hope Scale” (Snyder, 2005) and Huebner’s Brief Multidimensional Student’s Life Satisfaction Scale (Huebner et al, 2005; Huebner, 1994). translated by the author into Polish were included into the battery for further validation of the all set. The author previously have found (Stefańska-Klar, 2002; 2011b) that Polish versions of scales had a face validity and were psychometrically strong, with good internal consistency, and factorial validity in each, especially BMSLSS. The both scales, however, had concurrent validity, with high scores on the traits being positively associated with subjective well-being, happiness, well-functioning family life, peer-relationships and receiving good grades in school, as well as with low scores on traits associated with poor emotional, school and family functioning and with depression. The all tools included into “What I think about life?” questionary have good or very good psychometrical values and let to predict the correlates and in some extent, longitudinal effects in pupils functioning either. Studies have been conducted at different times and covered a variety of topics, as the correlates and determinants of children and adolescents functioning but each time was also tested tools investigating children and adolescents positive well-being and life orientation. The results obtained in those studies there were presented on the several conferences and scientific meetings (Stefańska-Klar, 2016, 2015, 2014b, 2014c, 2014d, b, 2013a, 2013b, 2013c, 2013 d, 2013e, 2013f , 2012b, 2012c, 2012d, 2011c, 2011d ) as well as published (Stefańska-Klar, 2014a, 2013a, 2012a, 2011a, 2011b, 2009a, 2009b) Kryk, Stefanska-Klar, 2013) . The research, enhanced with additional new variables are still ongoing. The next step should be to check to what extent the results obtained in the Upper Silesia would be consistent with the results of research conducted in other parts of Poland and to what extent they are universal. So far, results seem to be consistent with those obtained in other countries, although scores in terms of happiness and hope, as measured by CHS are lower than reported by researchers from outside the Poland, as well as hope itself conceptualized according to Snyder seems to play a smaller regulatory role among Polish children than the “hope existential”, according to the conceptualization by the author (NE -scale in the “What I think about life? questionnaire)

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References: 1. Gilman, R., Huebner, E.S. Furlong, M.J., (eds.) (2009), Handbook of Positive Psychology in Schools, Routledge, New York. 2. Huebner, E. S., Suldo, S. M., and Valois, R. F., (2005), Children’s Life Satisfaction. In: K. A. Moore and L. H. Lippman (eds.), What Do Children Need to Flourish? Conceptualizing and Measuring Indicators of Positive Development, NY: Springer Science+Business Media, New York. 3. Huebner, E. S., (1994), Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6. 4. Kryk, G., Stefańska-Klar, R., (2013), Zdrowie psychiczne młodszych uczniów a realia współczesnej szkoły. In: I. Gembalczyk, B. Fedyn (red), Edukacja zdrowotna. Dokonania, aktualności, perspektywy, Wydawnictwo PWSZ w Raciborzu, Racibórz. 5. Larson, R. W., (2000), Toward a psychology of positive youth development. American Psychologist, 55(1). 6. Oleś, M., (2010), Jakość życia młodzieży w zdrowiu i chorobie, Wydawnictwo KUL, Lublin. 7. Roberts, M. C., Brown, K. J., Johnson, R. J. and Reinke, J., (2002), Positive psychology for children: Development, Prevention, and Promotion. In: C. R. Snyder and S. J. Lopez (eds.), Handbook of Positive Psychology (pp. 663–675), Oxford University Press, London. 8. Snyder, C. R., (2005), Measuring Hope in Children. In: K. A. Moore and L. H. Lippman (eds.), What Do Children Need to Flourish? Conceptualizing and Measuring Indicators of Positive Development, Springer Science+Business Media, New York. 9. Stefańska-Klar, R., (2016), Poczucie bezpieczeństwa jako wymiar dobrostanu dzieci i młodzieży. Referat na Międzynarodowej Konferencji Naukowej nt. „Bezpieczne Dzieciństwo. Aspekty Prawne, Kryminologiczne i Społeczne”, 05.04.2016, Bielsko-Biała. 10. Stefańska-Klar, R., (2015), Świadomość jako podstawa psychicznego dobrostanu i optymalnego funkcjonowania. Referat na Interdyscyplinarnym Sympozjum Badań Natury Świadomości i Sztucznej Świadomości, 27.05.2015, Cieszyn. 11. Stefańska-Klar, R., (2014a), Psychologiczne aspekty pracy z uczniem. In: A. Górniok-Naglik (ed.), Rekomendacje w zakresie praktycznego przygotowania studentów do wykonywania zawodu nauczyciela, Usługi Poligraficzne, Druk Cyfrowy i Offsetowy Korzonkiewicz Krzysztof, Bielsko-Biała. 12. Stefańska-Klar, R., (2014b), Autistm and fullfilled life. Dimensions, determinants, condtions. Paper on International Conference on Autism and the chances of a fulfilled life. Toward personal development, social inclusion, proper education and professional activity of people with autism, 02.04.2014, Cieszyn. 13. Stefańska-Klar, R., (2014c), Zdarzenie traumatyczne jako sytuacja graniczna. Konsekwencje dla rozwoju osoby w cyklu życia. Referat na Konferencji Nauko-

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wej pt. Człowiek w sytuacjach granicznych. Przyczynek do analizy o egzystencji, 20.05.2014, Cieszyn. 14. Stefańska-Klar, R., (2014d), O psychologicznym znaczeniu granic i ich przekraczaniu. Wykład wprowadzający do Ogólnopolskiej Konferencji Naukowej nt. Przekraczanie granic. Pozytywne inspiracje, 13.06.2014r., Racibórz. 15. Stefańska-Klar, R., (2013a), Psychologiczne konteksty dobrego życia, wykład na V Festiwalu Psychologii organizowanym przez PWSZ w  Raciborzu nt. W pozytywnym świetle”, 24.05.2013 r., Racibórz. 16. Stefańska-Klar, R., (2013b), The research on the development of positive life orientation and its preventive role in children and adolescents. Material prepared as poster for I International Conference „Positive Psychology in Poland”, 17–19.05.2013 r., Sopot. 17. Stefańska-Klar, R., (3013c), A place of hope among the mechanisms of resilience. In search of the key dependencies. Material prepared as poster for I International Conference „Positive Psychology in Poland”, 17–19.05.2013 r., Sopot. 18. Stefańska-Klar, R., (3013d), Towards the prevention of life burning. Presentation of the author’s research tool: Life Burnout Scale. Material prepared as poster for the I-th International Conference „Positive Psychology in Poland”, 17–19.05.2013 r., Sopot. 19. Stefańska-Klar, R., (2013e), Profilaktyka depresji w wieku szkolnym. Pytanie o czynniki ochronne i czynniki ryzyka. Międzynarodowej Konferencji Naukowej nt. Wielowymiarowść Profilaktyki Społecznej, 15–16.05. 2013 r., Gliwice. 20. Stefańska-Klar, R., (2013f), Poczucie szczęścia i zadowolenie z życia u dzieci oraz młodzieży jako przedmiot badań psychologicznych. Referat na Ogólnopolskiej Konferencji Naukowej pt. Szczęście przejawy, konteksty, sposoby osiągania, idee promujące, 6–7. 05. 2010, Zielona Góra. 21. Stefańska-Klar, R., (2012a), Nadzieja i jej znaczenie u dzieci i młodzieży. Między psychicznym dobrostanem a rezyliencją. In: M. Fula, M. Martinek, I. Bieńkowska (eds.), Socialne-vychovne konteksty prace s ohrozenou mladezi. Jabok-Vyssi odborna skola socialne pedagogiceska a teologiceska, Praha. 22. Stefańska-Klar, R., (2012b), Psychologiczne i pedagogiczne aspekty zdrowia psychicznego dzieci i młodzieży. Referat na Międzynarodowej Konferencji Kół Naukowych pt. „Pedagogika wobec współczesnych problemów dzieci i młodzieży”, 25.04.2012, Racibórz. 23. Stefańska-Klar, R., (2012c), Hope and its contributing to mental health of children and adolescents. Paper on the International Conference “Antropological-Psychological-Social Aspects of Health Support and Health Education, University of Palatzky, 24–25.10.2012, Olomouc. 24. Stefańska-Klar, R., (2012d), Hope and its relation to wellbeing and resilience in children and adolescents. (paper) Medzinárodni vedecke konference: Sociálno-výchovné kontexty práce s ohrozenou mládežou, 26.04.2012, Żylina.

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25. Stefańska-Klar, R., (2011a), Jakość życia i nadzieja a depresyjność oraz inne wskaźniki zdrowia psychicznego dzieci i młodzieży. In: Oblicza współczesnej psychologii. Jedność w różnorodności? XXXIV Zjazd Naukowy Polskiego Towarzystwa psychologicznego. Katowice, 18–21 września 2011 roku. Psychotronic publishing Tychy. 26. Stefańska-Klar, R., (2011b), Badanie poczucia jakości życia dzieci i młodzieży. In: Oblicza współczesnej psychologii. Jedność w różnorodności? XXXIV Zjazd Naukowy Polskiego Towarzystwa psychologicznego. Katowice, 18–21 września 2011 roku. Psychotronic publishing Tychy. 27. Stefańska-Klar, R., (2011c), Związki psychologicznej jakości życia ze zdrowiem psychicznym dzieci i młodzieży. Referat na Ogólnopolskiej Konferencji Naukowej z udziałem Gości zagranicznych pt. „Psychologiczna jakość życia i zdrowie w kontekście edukacyjnym”, PWSZ, 15.04. 201l, Racibórz. 28. Stefańska-Klar, R., (2011d), Bezpieczeństwo psychospołeczne dzieci i młodzieży w kontekście współczesnych wyzwań. Referat na Międzynarodowej Konferencji nt „Współczesne determinanty bezpieczeństwa”, 12–13.05.2011, Gliwice. 29. Stefańska-Klar, R., (2009a), Nadzieja i jej miejsce w profilaktyce psychospołecznej oraz terapii dzieci i młodzieży. In: I. Bieńkowska (ed.), W kręgu resocjalizacji i wybranych zagadnień opiekuńczo-wychowawczych. Tom 1. Wydawnictwo „Scriptum”, Gliwice-Kraków. 30. Stefańska-Klar, R., (2009b), Zaangażowanie w gry komputerowe a psychospołeczne funkcjonowanie w okresie wczesnej adolescencji. In: A. Musioł (ed.), Komunikowanie się a jakość życia człowieka. Tom 2. Perspektywa pedagogiczna, PWSZ w Raciborzu, Racibórz. 31. Stefańska-Klar, R., (2002), Związki pomiędzy agresją, depresją i nadzieją u dzieci w wieku późnego dzieciństwa i wczesnej adolescencji. Psychologia w perspektywie XXI wieku, XXI Zjazd Naukowy Polskiego Towarzystwa Psychologicznego, Lublin.

Journal of Human Dignity and Wellbeing No. 1(1)/2016

Krzysztof Polok

‘ENGLISH FOR THE TEACHER: A LANGUAGE DEVELOPMENT COURSE’ BY MARY SPRATT CAMBRIDGE UNIVERSITY PRESS, 1994 At the beginning I would like to make a confession: this is not a new book and one could therefore doubt whether it does need a review. To all those I think I have just one answer: look inside the book and you will find out that this book (that, to my mind, has not been given a review so far) is really worth looking into, leafing through, or stopping here and there to taste the accidentally spotted issues, as – first of all - it teaches how to teach (and not how to pretend teaching). But it is worth a review also because of some other reason: it teaches teachers that learners are humans not learning machines, that they do need rest and comfort, and wellbeing. And that, first of all, one cannot incite motivation in anybody – and to do anything (a foreign language included) – if one has to work with a learner lost in their endeavours to match the impossible. The book definitely teaches how to avoid the situation specified above. After all, it is – by far – for the teacher. I took that book with some strange mixture of joy, hope and apprehension. At last, I hoped, I found some clear evidence that a teacher could not be truly solitary during her time of limitless fight with those ambivalent thoughts con-

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cerning teaching, the teaching syllabus and the teaching resources. At last I thought I found some help. We, teachers, know perfectly well what it means to teach, how expensive - not only from the fiscal point of view - is this state of being constantly effective, imaginative, creative and resourceful. We, teachers, know how much self-perseverance is very often required from us to be exact and accurate and how much wisdom we should have to organise a learnable lesson during which our pupils are not only engaged and involved in it, but also enjoyed. It is very easy to write or talk about it. Any methodological coursebook does preach about different language skills, the idea of the language, the need for a teacher’s development, the language a teacher should use in the classroom and so on. Numerous linguistic conferences and symposia are plentiful of very wise researchers who hurl various instructions and observations on the topic. Yes, but coming to the classroom and teaching the pupils is a slightly different matter. This is that positivistic work at the bottom which we are expected to do. This is that everyday battle with our pupils’ reluctance and indifference, their lack of belief in their and our abilities, a hope for the better and the hunger for a pedagogical success that our work mainly consists of. And on the top of everything usually reigns the hidden fear of making a linguistic mistake. The book is exactly about these things. Each of its 158 pages informs a teacher about his/her daily problems suggesting how to solve them. Those who think that they may find instructions there will certainly be disappointed. Because there are no instructions in the book. Instead of that, there is a great deal of information and suggestions as to possible solutions in some, typical, classroom situations. One can learn about the components of communication (Unit 1) and about the teaching duties and activities (Unit 11), about the terms and conditions of work (Unit 10) and about the classroom management (Unit 13). One can find many useful remarks concerning the teacher and student development (Units 7 and 8) and the organization of lessons (Unit 10). One can discover how the teacher’s personality can be perceived by the teachers themselves and the on-lookers (Unit 12) or how to select coursebooks appropriately (Unit 4). There are fifteen units in the book – each of them worked out up to the stage of perfectness. The map of the book, placed right after the title page, clearly informs a possible reader about its contents and invites her to look for a possible remedy she might find having gone through the unit, or its section, chosen at random.

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Spratt discusses not only different classroom situations but also provides the ideas asking to think about them. What it really means to be a teacher? What ways should be undertaken if a teacher really wants to be effective? How a language is learned and acquired? How to evaluate a lesson ? What activities are the most suitable for a lesson? And many others. Each of the units has got the same construction. It begins with the presentation of some ideas concerning the topic discussed in it in order to pass on to a more detailed survey by means of manifold resource materials that amply illustrate the ideas dealt with. Paying particular attention to the presentation of the material through each of the four skills, the author selects them appropriately using them as a form of evidence of what she is just talking about. The unit continues with some chosen vocabulary and grammar problems indispensable for a non-native teacher (the use of English tenses, the application of articles the conditionals, the modals and so on ) in order to pass on to their practical classroom use. What follows next is - in my opinion the most valuable - part of the unit: this is a collection of classroom expressions used by teachers during their lessons when they want to introduce the problem discussed in the unit. The two remaining sections of each of the units are: the ways of assessing the student’s activities (both written and oral) and the reflections on teaching, being a sort of revision of the problem dealt with in a unit. Additionally, the listening materials selected for the unit can be found on the cassette that accompanies the book. Spratt does not consider a teacher as a sort of a Twenty First Century Hercules, always ready to do any job even at the cost of her health. On the contrary, the voice hidden in the book, seems to say: ‘Take your time, everything is OK, the only thing you need is your accurate knowledge, willingness to work and a pinch of admiration for your job.’ And the conclusion everybody must find in the book is that the most desired thing for a teacher is to be a professional. In the Introduction, Spratt states that the book is a language development course for non-native teachers of English, focusing on the language necessary for them in different classroom situations and assuring any possible readers that it can be used as a source of information and development for both in-service and pre-service teachers teaching the language in schools and outside them. It seems to me that the book itself fully confirms that statement. Before you decide which of the following statements are true and which of them are false read them carefully. If necessary, ask your partner to help you. You may also look for any necessary literature where you can find the answer:

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1. According to the advocates of the audiolingual method, learning a foreign language was similar to learning any other form of behaviour. 2. A child from birth is exposed to language which acts as a trigger for the learning device.This is the idea of LAD. 3. The Communicative Approach theory of learning a foreign language strongly differentiates between learning a foreign language and its acquisition. 4. The key ideas of Suggestopedia can be summarised in the statement that learning a foreign language must go simultaneously with the acquisition of the idea of what the language learned really is. 5. The Humanistic approach contributes to the process of learning a foreign language in that it tries to stress the physical and emotional needs of a learner. 6. According to Canale and Swain Theory of Communicative Competence there exist four different layers of it; they are: the grammatical, the sociolinguistic, the discourse, and the strategic one. 7. One of totally modern approaches to language learning is the way of learning suggested by Asher, named TPR (Total Physical Response). 8. The most important idea found in the CLL (Community Language Learning) is the counsellor-like function of the teacher. 9. According to the beliefs one can find in the CLT (Communicative Language Teaching) the position of a learner must be interactive and characterized by a great deal of independence. 10. The Silent Way is the teaching/learning approach in which the teacher is forbidden to speak during the lesson.

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Notes about authors:

Izabela Bieńkowska, Institute of Education Faculty of Humanities, University of Bielsko-Biala, Bielsko-Biała, Poland. The area of research interest circulates around issues related to impairments of varying type that affect social functioning and achievements of younger pupils, as well as the determinants of functioning of people with disabilities, socially maladjusted and/or with evident risk of maladjustment in different social environments e-mail: [email protected] Grażyna Cęcelek, State Higher Vocational School in Skierniewice, Poland. Areas of research interest: the environmental conditions of the development and education of children and youth; educational aspects of functioning of basic educational environments; problems of poverty in contemporary Polish family; diagnostics of social environment; organizing and processing of human environmental habitat; barriers of educational access and instruments for equal educational opportunities; psychosocial aspects of the phenomenon of social exclusion; social work; permanent education; media education; vocational and personal guidance. e-mail: [email protected] Silvia Dončevová, Faculty of Pedagogy, Comenius University Bratislava, Slovakia. While teaching in the Department of Pedagogy and Social Pedagogy at the Faculty of Pedagogy of the Comenius University in Bratislava she focuses her scientific interest on social pedagogy, specializing in the problem of genders, social policy and support of voluntary work of university students, e-mail: [email protected]

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Notes about authors

Leta Dromantienė, Faculty of Social Welfare, Institute of Educational Sciences and Social Work, Mykolas Romeris University, Lithuania. Scientific interests: lifelong learning, social cohesion, social policy, e-mail: [email protected] Valdonė Indrašienė, Faculty of Social Welfare, Mykolas Romeris University, Vilnius, Lithuania. Scientific interests are focused on: facilitation of the activity of an educator with respect to management of learning problems and promotion of interest and motivation in learning; analysis of the opportunities of social/pedagogical facilitation in team work; analysis of effectiveness; education of risk group children. e-mail: [email protected] Małgorzata Kitlińska-Król, Institute of Education Faculty of Education and Psychology University of Silesia, Katowice, Poland. Her scientific interests are mainly focused on the two research areas: education to feel responsible for one’s own behavior, i.e. the problems connected with values, permanent education, multiculturality, social change, incusion etc’ and education to feel responsible for another person, i.e. the issues linked with speech therapy, special pedagogy, and/or problems that underline various problems of functioning of children or aduls with special existential (bevelopmental or educational) needs. The two mentioned-above areas of scientific interest, that are mutually interconnected and interdependent in many instances, seem to be very important for understanding of the theoretical and pedagogical practice in contemporary social reality. e-mail: [email protected] Artur Łacina-Łanowski, Akademia Humanistyczno-Ekonomiczna in Łódź, Polska, Being mainly interested in the formation and development of social abilities of students, his didactic and academic activities are focused on interpersonal communication, negotiations and mediations. He is also active in local communities by giving courses and lecturers to public. e-mail: [email protected] Odeta Merfeldaitė, Faculty of Social Welfare, Mykolas Romeris University, Vilnius, Lithuania, Scientific interests: social pedagogical aid; child welfare and socialization. e-mail: [email protected] Peter Mlynarčík, Institue of St. John Bosco, Zilina, St. Elisabeth University of Helth and Social Work, Bratislava, Slovakia. His research interests concentrate over the issue of the philosophical aspects of the natural sciences, theology and social sciences. e-mail: [email protected]

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Justyna Modrzejewska, Institute of Education Faculty of Humanities, University of Bielsko-Biala, Poland. Specialization - health pedagogy. Main subjects of research and academic interests within the broad aspects of children`s health in nursery and primary age and the role of the teacher with relation to the diagnosis and prevention of health risks amongst young children. e-mail: [email protected] Krzysztof Polok, Institute of English Faculty of Humanities, University of BielskoBiala, Poland. Research interests: teaching English as a global language; forms of FL teacher awareness; types of human creativity with particular focus on the elements of creativity necessary to provide a learner-involving FL lesson; mutual co-existence and cooperation of motivationenhanced pupils; making an autonomous learner in a mixed-ability FL classroom. e-mail: [email protected] Agnieszka Przybyła-Dumin, Institute of Education Faculty of Humanities, University of Bielsko-Biala; Museum of “Upper Silesian Ethnographic Park in Chorzów”, Poland. Research interests: Traditional contemporary folklore, folklore prose, beliefs and magical practices, customs, annual rituals and family, mythical and magical thinking, vision of the world and man in the texts created by the community, encultural properties of folklore, folklore as a system of informing and warning the community. e-mail: [email protected] Asta Railienė, Faculty of Social Welfare, Mykolas Romeris University, Vilnius, Lithuania. Scientific interests: career education, child welfare and socialization. e-mail: [email protected] Renata Stefańska-Klar, Institute of Educational Science Faculty of Ethnology and Eductional Science in Cieszyn, University of Silesia, Katowice, Poland. Research interests: positive psychology and its developmental aspects, mental health and its determinants across full life cycle, psychological quality of life, subjective well-being, hope, sense of meaning and other positive indicators measurement and promotion; as educational, clinical and social psychologist interested in preventive aspects of psychology (especially in educational settings) as well as psychological diagnosis, counselling and therapy of children and adolescents with emotional and behavioral disorders/ difficulties and mental or developmental disabilities (especially with autistic spectrum disorders). e-mail: [email protected]

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