<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mirosław   Kowalski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REFLECTIONS ON EDUCATIONAL EFFECTS IN THE AGE OF CRISES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cultural conditions</style></keyword><keyword><style  face="normal" font="default" size="100%">cultural functioning</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental influences</style></keyword><keyword><style  face="normal" font="default" size="100%">social institutions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1556863461.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The beginning of the XXI century can be considered as the decade of “everything”. A crisis, by its own nature, causes destabilization in various areas of social and cultural functioning as it affects the entire system without bypassing any function or structure. As a consequence, the weaknesses of a given socio-cultural system are revealed, all the while pointing towards a need for change.  The process in question also applies to education which is responsible for creating the appropriate environment and conditions for human learning in a given cultural-economic context. Therefore, a person - along with his surroundings creates a specific system - in which he becomes sensitive to changes in a sociocultural context both on the macro-, exo- and micro-level. Bearing in mind the assumptions of psycho-pedagogical and educational concepts, the individual along with the systems he creates is subjected to environmental influences not just directly - through entering specific interpersonal interactions, but also indirectly - through the influence exerted by its products. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">172-178</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mirosław   Kowalski</style></author><author><style face="normal" font="default" size="100%">Ewa   Kowalska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SUBJECTIVITY TOWARDS EDUCATIONAL PRACTICE AND THREATS OF CONTEMPORARY TIMES: EXCEPTIONS OF REFLECTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational ideology</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419412135.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">52</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Subjectivity today is commonly referred to as a necessary condition of education. Regardless of the world-view option, of social, or religious doctrine which determines the ideological layer of the education, the problem of the subjectivity is functioning as the crucial element of the design and implementation of the educational activities. At least in individual presentations it is differently understood, nobody is already contradicting its being. With reference to the introduction – what is the subjectivity?
 Modern ideas of education suffer from lack of the paradigmatic continuity, they commit the sin of inconsistency. Apart from the philosophical perspective of anthropology, they do not define their subjects. They constitute themselves as a methodical concept: they grow out of the technological rationality and they cross out a model of communicational rationality. The growth of educational praxeology knowledge actualises itself in isolation from the basic consideration. Inconsistency and ambiguity of ontological assumptions replaced with the indications on epistemology multiplies axiological dilemmas.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-6</style></section></record></records></xml>