Identification of a Child’s Creative Potential: Test, Observation, or Dialogue? Main Themes of the Discourse

The subject of the article is the diagnosis of children’s creativity in its two varieties: diagnosis of creative potential and diagnosis of effectiveness, generally based on psycho- metric measurement. The author briefly characterizes both types of diagnoses, and then goes on to criticize their shortcomings and limitations, which are still the subject of dispute among their supporters. Finally, he proposes to appease these disputes by developing an integrated diagnosis model that combines the study of all aspects of creativity: products, people, the process of creation, and the creative environment, with the use of dialogue and through analyzing children’s narratives. Giving voice to the creative child and the systematic collection and analysis of his or her various achievements in the form of a portfolio is the essence of this model of diagnosis, which is to fulfill an important prognostic and developmental function

Wybitni twórcy jako wzory wychowawcze – dylemat pedagogiki zdolności

The aim of the article is to discuss a serious problem in the pedagogy of abilities, related to presenting specific patterns and models of an outstanding artist to the pupils as types that determine the directions of personal development. In the first part, the author briefly describes the differences between the model and the personal pattern, grounded in pedagogy and sociology, and then moves on to a synthetic description of the main features of the outstanding artist’s model, derived from empirical research. Against this background, he presents his own concept of a pattern of creative attitude, which he considers worth promoting in the education of gifted children. The difficult dilemma of the lack of correspondence between outstanding works and the character of outstanding artists is illustrated with the example of two personal anti-models: the composer and murderer Gesualdo da Venosa, and the writer and denunciator Henryk Worcell. In the conclusion, the author suggests not to separate considerations about outstanding creativity from the qualities of the character of a given artist, and to treat these phenomena as an integral in the gifted education area. Lastly, the author formulates several questions for further research in this field.Celem artykułu jest przedstawienie poważnego problemu pedagogiki zdolności, związanego ze stawianiem przed wychowankami określonych wzorów i wzorców wybitnego twórcy jako modelu rozwoju osobowego. W pierwszej części autor krótko opisuje różnice pomiędzy wzorem a wzorcem osobowym, ugruntowane w pedagogice i socjologii, a następnie przechodzi do syntetycznego opisu głównych cech wzoru wybitnego twórcy, wywiedzionego z badań empirycznych. Na tym tle przedstawia własną koncepcję wzorca postawy twórczej, godnego – jak sądzi – promowania w edukacji dzieci zdolnych. Trudny dylemat często spotykanego braku korespondencji pomiędzy wybitną twórczością a charakterem wybitnych twórców ilustruje na przykładzie dwóch antywzorów osobowych: kompozytora-mordercy Gesualda da Venosy oraz pisarza-donosiciela Henryka Worcella. W zakończeniu autor postuluje, by w edukacji osób zdolnych nie oddzielać rozważań o wybitnej twórczości od przymiotów charakteru danego twórcy i traktować te zjawiska jako integralny byt, a następnie formułuje kilka pytań do dalszych badań z tego zakresu

Criticism in Pedagogical Research – Six Bad Practices (Discussion Article)/ Krytyka w badaniach pedagogicznych – sześć niedobrych praktyk (Artykuł dyskusyjny)

The author’s intention is to briefly describe some of the selected “bad practices”, the attitudes (behaviour) of critics and reviewers of pedagogical works, and pinpoint the positive model of critical and supportive criticism on the basis of this diagnosis. The author intends to describe six “bad practices” commonly found, as he believes, in various recurrent and evaluative procedures in the education of educating: 1) ignorance and humiliation: taking an assessment (review) when there is no sufficient material competence; 2) asymmetry – disorder of the proportion between the perceived defects and the advantages: in-depth analysis of deficiencies and shortcomings of the work, but positive conclusions; 3) theoretical and methodological fixation: lack of openness to other theoretical and research methods; 4) recitative conformism: lack of assertiveness and submission to authority, sometimes illusory; 5) bias and recurrence mistakes; 6) narcissism – criticism as an opportunity to show off. Descriptions of these “practices” will also include questions to the author and other reviewers-critics, and will relate to habits and favourite patterns of behaviour in this important area of scientific activity. In the end, the author will try to identify some important features of the model of format and support criticism: (a) not intrusive; b) constructive, c) accurate (adequate), d) symmetrical (balanced), e) creative (revealing). To outline this model, the author will use the postulates resulting from the concept created by contemporary researchers of scientific criticism, mainly in psychology.The author’s intention is to briefly describe some of the selected “bad practices”, the attitudes (behaviour) of critics and reviewers of pedagogical works, and pinpoint the positive model of critical and supportive criticism on the basis of this diagnosis. The author intends to describe six “bad practices” commonly found, as he believes, in various recurrent and evaluative procedures in the education of educating: 1) ignorance and humiliation: taking an assessment (review) when there is no sufficient material competence; 2) asymmetry – disorder of the proportion between the perceived defects and the advantages: in-depth analysis of deficiencies and shortcomings of the work, but positive conclusions; 3) theoretical and methodological fixation: lack of openness to other theoretical and research methods; 4) recitative conformism: lack of assertiveness and submission to authority, sometimes illusory; 5) bias and recurrence mistakes; 6) narcissism – criticism as an opportunity to show off. Descriptions of these “practices” will also include questions to the author and other reviewers-critics, and will relate to habits and favourite patterns of behaviour in this important area of scientific activity. In the end, the author will try to identify some important features of the model of format and support criticism: (a) not intrusive; b) constructive, c) accurate (adequate), d) symmetrical (balanced), e) creative (revealing). To outline this model, the author will use the postulates resulting from the concept created by contemporary researchers of scientific criticism, mainly in psychology

Review: Alane Jordan Starko, Creativity in the Classroom. School of Curious Delight, seventh edition, Routledge, New York – London 2022, pp. 442.

The text is a short review of the seventh edition of Alane Jordan Starko’s book Creativity in the Classroom. Schools of Curious Delight, recognized by the author of the review as the best American academic textbook on the pedagogy of creativity. The content of this very informative publication is briefly outlined and its basic advantages as well as additions and developments in relation to previous editions are indicated.Tekst jest krótką recenzją siódmego już wydania książki Alane Jordan Starko Creativity in the Classroom. Schools of Curious Delight, uznanego przez autora recenzji za najlepszy amerykański podręcznik akademicki do nauki pedagogiki twórczości. Została zarysowana krótko treść tej bardzo bogatej w informacje publikacji i wskazano jej podstawowe walory oraz uzupełnienia i rozwinięcia w stosunku do poprzednich wydań

Theoretic-research trends in Polish creatology

The article presents the characteristics of various trends (approaches) in creativity research, which together form creatology – an integrated resource of knowledge about creativity and creative man. The author discusses in turn the trends in psychology of creativity, pedagogy, management and marketing theory, geography and philosophy, pointing to their main research problems and achievements, and postulating the direction of future research. These trends are demonstrated in a concise manner in Table 1, and the author presents his own approach at the end, listing 10 theoretical and research assumptions of the Lodz School of Pedagogy of Creativity.W artykule przedstawiono charakterystykę różnorodnych nurtów badań nad twórczością, które wspólnie tworzą kreatologię – zintegrowany zasób wiedzy o twórczości i człowieku twórczym. Autor kolejno omawia nurt badań psychologii twórczości, pedagogiki, teorii zarządzania i marketingu, geografii oraz filozofii, wskazując na ich główne problemy badawcze i dokonania oraz postulując kierunki przyszłych badań. Nurty te w zwięzły sposób przedstawia tabela 1, a stanowisko własne autor prezentuje w zakończeniu, wymieniając 10 założeń teoretyczno-badawczych Łódzkiej Szkoły Pedagogiki Twórczości

Effect of growth pressure on coalescence thickness and crystal quality of GaN deposited on 4H-SiC

Cataloged from PDF version of article.The influence of growth pressure on the coalescence thickness and the crystal quality of GaN deposited on 4H-SiC by low pressure metalorganic vapor phase epitaxy was studied. It was shown that growth pressure has an impact on the surface roughness of epilayers and their crystal quality. GaN coalescence thicknesses were determined for the investigated growth pressures. The GaN layers were characterized by AFM and HRXRD measurements. HEMT structures were also fabricated and characterized. Among the growth pressures studied, 50, 125 and 200 mbar, 200 mbar was found to be most suitable for GaN/SiC epitaxy. (C) 2010 Elsevier B.V. All rights reserved

Introduction. Abilities – Talent – Creativity. Very „Present” Discourses

The text offers an introduction into the sixteenth issue of “Educational Sciences. Interdisciplinary Studies,” which is dedicated to the topic of educational, family, and cultural conditions for recognizing and supporting abilities, talent, and creativity. In the introduction, the authors emphasize that the topic of abilities and talents has become an important subject in contemporary studies in pedagogy and psychology. The sixteenth issue of the journal consists of both theoretical and empirical articles, which present the results of the authors’ research projects.Tekst wprowadza do problematyki szesnastego numeru „Nauk o Wychowaniu. Studia Interdyscyplinarne”, który poświęcony został problematyce edukacyjnych, rodzinnych oraz kulturowych uwarunkowań rozpoznawania i wspierania zdolności, talentu oraz kreatywności. Autorzy we wprowadzeniu podkreślają, iż tematyka zdolności i uzdolnień stała się współcześnie znaczącym problemem w badaniach pedagogicznych i psychologicznych. W numerze szesnastym znalazły się artykuły o charakterze zarówno teoretycznym, jak i w ujęciu empirycznym, w których autorzy prezentują wyniki badań własnych

Walidacja komunikacyjna w analizie wyników badań pedagogicznych

The article touches upon the subject of communicative validation. In the first part, the authors provide an insight into methodological literature discussing communicative validation as a means of assessing the accuracy of data, basing on the estimation provided by people who participated in quality tests. The second part presents examples of communicative validation application in research into everyday activities and the role of key people in developing directional capabilities. In the summary, the authors ask about the accuracy and purposefulness of validation.The article touches upon the subject of communicative validation. In the first part, the authors provide an insight into methodological literature discussing communicative validation as a means of assessing the accuracy of data, basing on the estimation provided by people who participated in quality tests. The second part presents examples of communicative validation application in research into everyday activities and the role of key people in developing directional capabilities. In the summary, the authors ask about the accuracy and purposefulness of validation

Step-edge-induced resistance anisotropy in quasi-free-standing bilayer chemical vapor deposition graphene on SiC

Cataloged from PDF version of article.The transport properties of quasi-free-standing (QFS) bilayer graphene on SiC depend on a range of scattering mechanisms. Most of them are isotropic in nature. However, the SiC substrate morphology marked by a distinctive pattern of the terraces gives rise to an anisotropy in graphene's sheet resistance, which may be considered an additional scattering mechanism. At a technological level, the growth-preceding in situ etching of the SiC surface promotes step bunching which results in macro steps similar to 10 nm in height. In this report, we study the qualitative and quantitative effects of SiC steps edges on the resistance of epitaxial graphene grown by chemical vapor deposition. We experimentally determine the value of step edge resistivity in hydrogen-intercalated QFS-bilayer graphene to be similar to 190 Omega mu m for step height h(S) = 10 nm and provide proof that it cannot originate from mechanical deformation of graphene but is likely to arise from lowered carrier concentration in the step area. Our results are confronted with the previously reported values of the step edge resistivity in monolayer graphene over SiC atomic steps. In our analysis, we focus on large-scale, statistical properties to foster the scalable technology of industrial graphene for electronics and sensor applications. (C) 2014 AIP Publishing LLC