Dydaktyki stabilne, pograniczne oraz in statu nascendi. Rozważania o książce Doroty Klus-Stańskiej: Paradygmaty dydaktyki. Myśleć teorią o praktyce, Wydawnictwo Naukowe PWN, Warszawa 2018

Grażyna Szyling

Abstract

The key aim of the paper is to present a scientific review of Dorota Klus-Stańska’s book, Paradygmaty dydaktyki. Myśleć teorią o praktyce. The conducted analysis was subjected to unravelling these substantive and structural aspects of the textbook which reinvigorate the understanding of didactics as a scientific discipline, violate the matrices-based typologies and knock the reader out of automatisms. Conclusions from the analysis provided substantiation for proposing a classification of didactics reaching beyond their paradigmatic assignment, yet not discordant with it. Taking advantage of the relationship of particular types of didactics with their (a) paradigmatic assignment and (b) educational practice, the author distinguished stable, borderline and in statu nascendi didactics, posing at the end a question as to them being open to interparadigmatic translation.
Author Grażyna Szyling (FSS / IE / DRChS)
Grażyna Szyling,,
- Division of Research on Childhood and School
Other language title versionsStable, borderline and in statu nascendi didactics. Deliberations on Dorota Klus-Stańska’s book, Paradygmaty dydaktyki. Myśleć teorią o praktyce, Wydawnictwo Naukowe PWN, Warszawa 2018
Journal seriesKwartalnik Pedagogiczny, ISSN 0023-5938, (N/A 20 pkt)
Issue year2019
Vol64
No1 (251)
Pages127-138
Publication size in sheets0.55
Keywords in Englishdidactic paradigms, internal complexity of didactics, paradigmatic relationships, extraparadigmatic relationships
DOIDOI:10.5604/01.3001.0013.1845
Languagepl polski
Score (nominal)20
Score sourcejournalList
ScoreMinisterial score = 20.0, 17-11-2019, ArticleFromJournal
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