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ERIC ED380365: The School in Democratic Society: A Course Plan for Poland's Future Teachers. PDF

189 Pages·1994·2.8 MB·English
by  ERIC
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DOCUMENT RESUME SO 024 550 ED 380 365 Broclawik, Krzysztof; And Others AUTHOR The School in Democratic Society: A Course Plan for TITLE Poland's Future Teachers. Ohio State Univ., Columbus. Mershon Center. INSTITUTION PUB DATE 94 189p.; Edited in Polish and translated to English by NOTE Barbara Malak-Minkiewicz. Edited in English by Gregory E. Hamot. Non-Classroom PUB TYPE Guides Descriptive (141) Reports Use (055) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Course Content; *Curriculum Development; Curriculum Guides; Education Courses; Elementary Secondary Education; Foreign Countries; Higher Education; Instructional Materials; *Methods Courses; Preservice Teacher Education; *Teacher Education Programs IDENTIFIERS *Poland ABSTRACT This document details the development and implementation of a course for teacher education in Poland. The course, "The School in Democratic Society," was prepared between September 1992 and December 1993 as a cooperative effort between the Polish Ministry of National Education and the Citizenship Development for a Global Age Program of the Mershon Center at The Ohio State University. First, a definition is given of the main aspects of the school's operation in a democratic society and their relevance to Poland's present and future needs. Additionally, some new tea^hing methods were explored and subsequently implemented in Poland. The course covered: (1) "Role and Position of the Teacher"; (2) "Student Rights and Responsibilities"; (3) "Parental Participation in (4) "Schools and the Local Community"; Schools"; (5) "The Distribution of Resources for Education"; (6) "Schools as an Organization and as a Community"; and (7) "The Role of Schools in a Democratic Society." Lesson plans, practical suggestions for teaching, and auxiliary materials are included. (EH) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** Society: in Democratic The School Teachers for Poland's Future A Course Plan by Krzysztof Broclawik Barbara Malak-Minkiewicz Marek Simlat Marta Zahorska-Bugaj Elibieta 2uchowska-Czwartosz English Edited in Polish and Translated to by Barbara Malak-Minkiewicz U.S. DEPARTMENT OF EDUCATION Office of Educational Reaearcn and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document hail been reprOduced as 114 received from the ()sewn or ofgenization orownetinc it O Minor cnenoes nave been made to improve Edited in English nePrOduction quality Points of view or opinions stateo m this docu merit do not necessarily represent official OERI position Or ool.cy by Gregory %. Hamot -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).- Copyright 1994, The Mershon Center 2 BEST COPY AVAILABLE Citizenship Development for a Global Age Program A Note to Readers of English two-volume This document is the English translation of a It represents new course plan developed for use in Poland. designed to ground in Polish teacher education -- a course To our highlight the role of school in a democratic society. knowledge, it is the first of its kind in post-communist Central. With this in mind, we would like to and Eastern Europe. congratulate the five Polish social scientists who developed this breakthrough toward realizing the democratic ideal in post- communist teacher education. Gregory E. Hamot Assistant Director Richard C. Remy Director Columbus, Ohio May, 1994 3 TABLE OF CONTENTS Introduction 1 Rationale 17 Topic Suggested Number of Class Hours per 18 Topic I: Role and Position of the Teacher 35 Topic II: Student Rights and Responsibilities 50 Topic III: Parental Participation in Schools 61 Topic IV: Schools and the Local Community Education 72 Topic V: The Distribution of Resources for 78 Community Topic VI: Schools as an Organization and as a 90 Topic VII: The Role of Schools in a Democratic Society INTRODUCTION Society" was A course entitled "The School in Democratic prepared between September, 1992 and December, 1993 as the result National of a cooperative effort between The Polish Ministry of Education and The Citizenship Development for a Global Age The Program of the Mershon Center at The Ohio State University. Mershon Center is an interdisciplinary organization that is recognized internationally for its work in curriculum design, The developing instructional materials, and teacher education. project was funded partially by the PEW Charitable Trusts of Philadelphia, Pennsylvania. The authors of the syllabus (one political scientist, one sociologist, one educational psychologist, and two social psychologists), with consultation from American specialists in education, spent four months (September - December, 1992) at the Mershon Center of the Ohio State University working on the first The primary specialists were Dr. Luvern draft of the Syllabus. L. Cunningham, Professor Emeritus of Education and former Dean of the College of Education at the Ohio State University, and Dr. Richard C. Remy, Professor of Education, Associate. Director of the Mershon Center, and Project Co-Director. This first stage of work was devoted to defining the main 40 aspects of th6 school's operation in a democratic society and their relevance to Poland's present and future needs. The Additionally, some new teaching methods were explored. ii suggestions for second phase took place in Poland, where detailed procedures the content of the course and teaching methods and were developed. iii 6 R;TIONALE 1. Basic Assumptions forty years of communism in When looking back on more than be dissatisfied with Poland, one can find many reasons to Teachers were probably in a position schooling in our country. On the level of doctrine, they were to be disappointed most. type" of society - recognized as an important pillar for the "new generation. forming and enlightening the young - responsible for inclined to specify In practice, however, Communist leaders were strict harshly the practice of teachers by enforcing As a consequence, subordination to bureaucrats and politicians. perceived them as more or less many within Polish society voluntary agents of indoctrination. their children obeyed Parents were concerned whether or not hostile teachers' demands enough to avoid trouble, and they were They school. toward the politically imposed authority of the their children. could hardly influence the formal education of The majority limited themselves to indirect control over didn't fit schooling by correcting the child's knowledge when it the family's standards and values. authoritarian Often, students did not like school and its There was no sort of authentic bond between the atmosphere. influence school and the community, nor could the community schooling in any respect. 2 this Therefore, it is now an object of consensus that Polish unsatisfactory condition of Polish schooling must change; Yet, this necessity for change schools have to be democratized. has a deeper justification: a need to educate the young generation for life in a free and democratic society. it is Democracy as a political system is unstable as long as Modern exclusively a political system and not a type of society. Democracy is a mode democracy is more than a form of government. of associated living. It assumes freedom, justice, and equality It asks for participation and responsibility from for everyone. It is In a democracy, nothing is decided in finality. everyone. No static "final product" of a process of continuous change. The "democratic ideal" fulfills this process can be identified. itself in the ways individuals and groups act and interact with each other. Thus, the democratic ideal implies that "education It for democracy" should be based on democratic experiences. requires school to become a democratic environment in the sense of both a democratic climate and democratic means. The postulate for school democratization is often questioned from the point of view of the nature of the school itself. School is organized in a hierarchic way, and the teacher's role If these principles is defined through the concept of authority. were rejected, the execution of the school's fundamental However, what can and functions would be inhibited considerably. should be rejected for the sake of the educational process are blind discipline, coercion, arbitrary rules, and disregard for 8 3 in the school means In essence, democracy the students' dignity. than a lack of tyranny, well nothing more (and nothing less) justice, sensitivity toward established and clear regulations, authority based on rights, and teacher and respect for students' that schooling Also, it should be stressed professional mastery. There are other domains of exclusively. does not mean classes self-governments) that activity (e.g., students and teachers' authentic democratic rules should be organized on the basis of and procedures. democratize schools Release from communism does not emerged that are Moreover, many obstacles have automatically. Political the present. related to the transitory character of changes and results in instability disrupts necessary legislative Economic crises educational leadership. a "revolving door" of school reform and make limit some recognized possibilities for situation of teachers and many the already difficult financial students more difficult. of democratic There are barriers created by the lack formal Very often, the main agents of experiences as well. do and how to education do not know precisely what they can expressing They have problems with initiate democratic changes. with reaching mutual expectations, with compromising, and They do not know agreement on issues of school and education. and procedures. patterns of behal'ior that honor democratic values "democratization of As an effect of such a situation, the slogan 0 4 superficial rather than authentic the school" leads frequently to untouched. Old structures and habits remain activity. prospective The purpose of this course is to empower change toward democracy in teachers to take on the challenges of Undoubtedly, since democratic values the Polish school system. the teacher who is prevent "autocratic temptation," only to the committed to democratic values can contribute Such values are responsible for democratization of the school. solutions and actions, even if an inclination toward democratic The course consuming. they are difficult, complicated, and time If it will give values. we propose is linked to this type of utility of preservice teachers the possibility to recognize the will be democratic skills and procedures for school life, they and procedures able to improve and develop further these skills throughout their teaching careers. preservice teachers To achieve the intention of this course, goals. should have the opportunity to realize two overarching cognitive First, they should be offered the opportunities to gain insight into the actuality and potential of Polish schools in the Therefore, not only do they have to context of democracy. investigate the present situation of education in Poland, the to character and consequences of reforms, the barriers for them but hurdle, and other pertinent aspects of the present situation, also possibilities for development based on the Polish experience, the practice of other countries, and democratic values and principles. 10

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