Rozważania o interdyscyplinarności z pedagogiką pracy w tle

This paper presents attempts to define and differentiate between the terms of multidisciplinarity, interdisciplinarity, and transdisciplinarity. It identifies the various ways of integrating knowledge and names the associated dilemmas that lead to internal contradictions in the perception of interdisciplinary knowledge. References are also made to selected issues associated with interdisciplinarity. This provides the backdrop for asking questions about labour pedagogy cooperating with other disciplines and subdisciplines, namely whether labour pedagogy is still a subdiscipline of pedagogy, or these are rather inter – or transdisciplinary labour studies.W tekście zaprezentowano próby definiowania i rozróżniania pojęć: multi-, inter- i transdyscyplinarność. Wskazano na różne formy integracji wiedzy i związane z nimi dylematy prowadzące do wewnętrznych sprzeczności w postrzeganiu wiedzy interdyscyplinarnej. Odwołano się także do wybranych problemów interdyscyplinarności. Na tym tle sformułowano pytania o pedagogikę pracy kooperującą z innymi dyscyplinami - czy w istocie mamy w tym przypadku do czynienia jeszcze z subdyscypliną pedagogiki czy raczej naukami o pracy o charakterze inter- czy transdyscyplinarnym

Bieg życia zawodowego człowieka. Kontekst transformacji kulturowych

Książka zawiera wyniki socjopedagogicznych weryfikacji empirycznych, które mają charakter badań podstawowych. Ich zadaniem jest deskrypcja i wyjaśnianie fenomenu biografii zawodowej człowieka. Wykorzystana metoda biograficzna umożliwiła pokazanie indywidualnych losów zawodowych wybranych osób na etapie śedniej dorosłości. Uzyskany materiał biograficzny został także wykorzystany do wybiórczych analiz ilościowych i tworzenia typologii biografii zawodowych oraz klasyfikowania badanych obiektów do kilku grup homogenicznych z uwzględnieniem następujących wymiarów: · aktywność versus pasywność jednostki w biegu życia zawodowego · wewnątrzsterowność versus zewnątrzsterowność w biografii zawodowej · stabilizacja versus destabilizcja linii życia zawodowego w okresie transformacji ustrojowo-gospodarczych (po1989 roku) · subiektywne poczucie sukcesu versus porażki zawodowej w karierze zawodowej · produktywność versus stagnacja życiowa także oceniana przez pryzmat życia zawodowego. Praca może być wykorzystana przez przedstawicieli nauk humanistycznych (pedagogów, socjologów, psycholgów, historyków, politologów), zajmujących się problematyką subiektywnego przetwarzania oraz jednostkowego odbioru prawidłowości i reguł rządzących przemianami makrospołecznymi. W szczególnym stopniu adresowana jest do pedagogów społecznych i pedagogów pracy (oraz przedstawicieli analogicznych subdyscyplin na gruncie innych nauk humanistycznych i po części ekonomicznych) zajmujących się przemianami w obrębie rynku pracy, działaniami zawodowymi, wzorami karier w kontekście permanentnej zmiany społecznej. Jest też adresowana do pedagogów, doradców zawodowych i przedstawicieli teorii i praktyki poradnictwa, którzy starają się pomagać jednostkom w konstruowaniu indywidualnych biografii i realizowaniu wymagań współczesnego rynku pracy.Publikacja finansowana przez Ministerstwo Nauki i Szkolnictwa Wyższego (grant badawczy) oraz Wydział Studiów Edukacyjnyc

From stabilisation to vocational chaos. Vocational biography scenarios in middle adulthood

The text discusses the main social and cultural transformations that occurred over the last twenty years and the simultaneous political and economic transformations that have become a background for different structuring of individual biographies. In circumstances where changes have become permanent, the organized, foreseeable, relatively certain as regards their feasibility life-course models, including the vocational life-course models, cease to exist. Random references were made to results of biographical research whose main objective was to identify and describe vocational life courses of individuals in their middle adulthood, i.e. persons who, according to the classical vocational development periodisation by D. Super, already have a well-defined vocational career model that they confirm by real activities during stabilisation and in a further perspective – during consolidation. If and to what extent the current labour market changes are transposed on the course of individual’s life experience – how these changes pervade the sphere of vocational biographies, how individual vocational models change in the middle adulthood? – these have been the main questions defining the research area. Attempts were made to depict how individuals form their vocational paths in circumstances of permanent macrostructural social change, that in the Polish reality was intensified due to a shift from a centrally-planned economy to a free-market economy. Three types of the middle adulthood vocational biographies were identified and characterised: linear, sequential and decentralised (mosaic) biographies

Post-Accession Economic Migration of Young Adults as Element of Changing Career Patterns in Poland

The results presented in this paper were obtained as part of a research project (funded by the National Science Centre in Kraków – NN 106 348 140) entitled: Economic Migration andReturning Home as Experienced by Contemporary Poles. A Social Pedagogy Study. Quantitative research strategies were used (N-174) – a diagnostic survey, and the basic problem was – What experiences related to work (before, during and after emigration) do young Poles have? This article reviews how vocational career patterns changed against the background of the social and cultural transformations that took place in Poland; it also addresses economic migration as a part of these transformations and identifies career guidance in the context of migration experiences of young adults. Sampling studies of young adults (return migrants) revealed significance they assigned to their labour migration experiences that mainly involved 3D (dirty, dull, dangerous) jobs. A two-stage skill depreciation was found – brain waste (before and during migration) and the reasons for the waste as well as its consequences for the future career potential (post-migration “CV gaps” vs. the sense of agency, resourcefulness)

Projektowanie przyszłości edukacyjno-zawodowej w okresie adolescencji

Książa opisuje specyfikę realizacji zadania rozwojowego okresu adolescencji jakim jest projektowanie przyszłści edukacyjno-zawodowej. Preszentuje wyniki badań realizowanych w procedurze podłużnej i poprzecznej w ramach łączenia paradygmatu jakościowego i ilościowego.Opisuje style i strategie projektowania przyszłości przez adolescentów.Wydział Studiów Edukacyjnyc

(Occasionally) Being a Mentor or Dilemmas and Traps of Mentoring

Mentoring is regarded as a method of comprehensive development of a protégé’s potential, which required a steady approach, regular contact and collaboration with the mentor. A non-directive interaction between the master and protégé, mentoring is a relation that involves inspiration, stimulation and leadership. At its foundation lies a belief that it is possible to have impact on other individuals in their zones of proximal development (Vygotsky) based on the skill (art) of bringing out protégé’s strong assets (Seligman) within joint involvement episodes (Schaffer). A mentor is expected to motivate and encourage her protégé to be active as well as to develop an honest, open and friendly collaboration environment that is based on mutual respect. As a work and joint involvement method, mentoring is endorsed in education, labour market institutions, learning organisations (Senge). The concept of a mentor is linked to those of a master, authority, important person, example to follow, leader, and to some extent those of a teacher. To what extent this mentor- protégé relation can be formalised? Is it, as claimed by critical pedagogy, a component of pastoral power where the protégé is required to give herself up and surrender her development to the hands of the leader, i.e. a pastor, mentor (Foucault)? Is a teacher (occasionally) a mentor? These selected dilemmas, questions and doubts about the mentoring concept are raised in this text.417201Studia Edukacyjn

The Sense of Coherence in Career Structuring (a Context of Lifelong Development of an Individual)

The text The Sense of Coherence in Career Structuring (a Context of Lifelong Development of an Individual) describes the salutogenetic concepts of health and sense of coherence by A. Antonovsky that serve as an inspiration for reflections about the structuring of an individual’s vocational career. The Sense of Coherence (SOC) is a global orientation that expresses the extent to which one has an enduring and dynamic feeling of confidence that: – stimuli coming throughout one’s lifetime from the internal and external environments are structured, predictable and explainable (the sense of comprehensibility – a cognitive component); – resources are at one’s disposal which are adequate to meet the demands posed by these stimuli (the sense of manageability – a cognitive-instrumental component); – these demands are challenges that are worth investing effort and engagement (the sense of meaningfulness – an emotional-motivational component); The essay presents a hypothesis that the Sense of Coher-ence, as it develops over one’s lifetime, may foster an effective structuring (planning and realisation) of one's vocational career. A bi-directional relation exists between the structuring of one’s high and stable sense of coherence and the development of the biographical thinking and shaping of one’s biographical competence. These competencies can be developed in the process of upbringing and education and fostered by vocational guidance, especially in its non-directive dimension (coaching, tutoring).4021382Studia Edukacyjn

Kariery zawodowe doby transformacji kulturowych. Pytania o poradnictwo

The article focuses on presenting the specific features of vocational careers among Poles that are an outcome of globalisation and cultural transformations, combined with the system and economic  transformations for which 1989 was a turning point. It selectively analyses the social and  cultural reality that defines a perspective of personal perception of the market reality. The article identifies various (existing and new) vocational career patterns that are specific for people currently active in the labour market. References are also made to a potential role of vocational guidance (career guidance) during the structuring by individuals of their careers. There were emphasised the dilemmas of the vocational guidance theory and practice that are related to the specificity of “unstable” modernity where questions are asked about career sense and planning possibilities, how much assistance should be provided to have one’s career accomplished, or whether various assistance forms (e.g. coaching, mentoring, counselling) are necessary and effective.Tekst artykułu koncentruje się na ukazaniu specyfiki karier zawodowych Polaków, będącychefektem procesów globalizacji i przemian kulturowych, a także transformacji ustrojowo-gospodarczych,dla których cezurę czasową stanowił rok 1989. W artykule selektywnie zanalizowano realiaspołeczno-kulturowe definiujące perspektywę personalnego postrzegania rzeczywistości rynkowej.Wskazano na zróżnicowane (dotąd obecne i nowe) wzorce karier zawodowych charakterystycznedla osób funkcjonujących obecnie na rynku pracy. Odwołano się także do potencjalnej roli poradnictwazawodowego (poradnictwa kariery) w procesie konstruowania przez jednostkę kształtu swojejkariery. Wyeksponowano wątek dotyczący dylematów teorii i praktyki tego poradnictwa związanychze specyfiką „płynnej” nowoczesności, w której rodzą się pytania o sens i możliwości planowaniakariery, zakres pomocy w jej realizacji, wreszcie o konieczność zastosowania i efektywnośćzróżnicowanych form tego pomagania (np. coaching, mentoring, poradnictwo)

Poradnictwo karier w sektorze szkolnictwa zawodowego – refleksje – dylematy – pytania

The text brings closer the career (vocational) guidance issues in the context of the vocational education specificity. Liquid modernity, with multidirectional changes occurring at a great speed, and growing requirements of the competitive labour market have become fertile soil for the growth of all sorts of guidance services, i.e. activities that concern the entire human life and treat individuals in a holistic way. Being one of them, the career guidance has travelled a long way undergoing a paradigmatic change of its objectives and tasks and of other aspects, i.e. how a relation with a client starts or what methods are applied. Vocational school students are one of those groups where career structuring is in demand. Being a weak link in Poland’s education system before the economic and political system transformations of 1989, after this date the group actually has started drifting, losing to the growing educational aspirations and the boom of secondary education that opened the door to increasingly popular higher education. Current efforts to restore vocational education need to be coupled with career guidance services that are provided professionally to the present and future vocational school students. Assumptions of these career guidance activities do not seem to differ basically from the general assumptions applied in the holistic guidance, which does not mean that a search for methods suited to this group of young people should be discontinued.The text brings closer the career (vocational) guidance issues in the context of the vocational education specificity. Liquid modernity, with multidirectional changes occurring at a great speed, and growing requirements of the competitive labour market have become fertile soil for the growth of all sorts of guidance services, i.e. activities that concern the entire human life and treat individuals in a holistic way. Being one of them, the career guidance has travelled a long way undergoing a paradigmatic change of its objectives and tasks and of other aspects, i.e. how a relation with a client starts or what methods are applied. Vocational school students are one of those groups where career structuring is in demand. Being a weak link in Poland’s education system before the economic and political system transformations of 1989, after this date the group actually has started drifting, losing to the growing educational aspirations and the boom of secondary education that opened the door to increasingly popular higher education. Current efforts to restore vocational education need to be coupled with career guidance services that are provided professionally to the present and future vocational school students. Assumptions of these career guidance activities do not seem to differ basically from the general assumptions applied in the holistic guidance, which does not mean that a search for methods suited to this group of young people should be discontinued

Career in the narratives of early adolescents

IIn the paper “Career in the narratives of early adolescents” I set out to describe the selected aspects of constructing an identity during adolescence in the context of prospective professional development among young individuals, who seek to define their future selves. The paper also outlines the social and cultural context of constructing a career, which should potentially be addressed by young individuals long before they enter the labour market. The paper also describes the selected findings of my own concerning career narratives constructed by early adolescents, descriptions of selected career aspects provided by middle school students, and their personal predictions and plans on their prospective life as professionals