Review of the book | Wiesław Stawiński | EDUKACJA BIOLOGICZNA I ŚRODOWISKOWA 1/2015
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EDUKACJA BIOLOGICZNA I ŚRODOWISKOWA | ebis.ibe.edu.pl | ebis@ibe.edu.pl | © for the article by the Authors 2015 © for the edition by Instytut Badań Edukacyjnych 2015
Review of the book
Methods of activating pupils in the
XXI century school.
Questions, thoughts, good advice
Wiesław Stawiński
The latest book by Dr. Julian Piotr Sawiński entitled
Sposoby aktywizowania uczniów w szkole XXI wieku. Pytania, refleksje, dobre rady [Methods of activating pu-pils in the XXI century school. Questions, thoughts, good advice] published by Difin S.A. (Warsaw 2014) is worth
presenting in the Edukacja Biologiczna i Środowiskowa
quarterly. The author has comprehensive knowledge
in pedagogy, psychology, the humanities as well as the natural sciences, and also in the field of informa-tion and communicainforma-tion technology. His many years of professional experience includes all stages of educa-tion and teacher training. Of great significance is also his many years of personal involvement in the process of modernizing the national education system. He pre-sents the most important trends in this book, not only to adapt the work in Polish education – from primary school to university – to meet contemporary needs and educational standards, but also to prepare graduates to actively, rationally and creatively participate in social, economic and cultural activities in the more distant years of the twenty-first century, in conditions that are difficult to predict today. There is, however, much fu-turology in this. The concise, logical and clear presen-tation of the theoretical assumptions of this process is admirable.
Julian Piotr Sawiński
Sposoby aktywizowania uczniów w szkole XXI wieku. Pytania, refleksje, dobre rady
Methods of activating pupils in the XXI century school. Questions, thoughts, good advice
Difin S.A., Warsaw 2014
The author, despite his not always justified criti-cism of “traditional schools”, refers to some of its edu-cationally valuable ideas and practical solutions. I be-lieve that they should be appropriately modified and updated using the current advancements of science and technology. “Breaking with teaching schemes” may produce positive outcomes, but only if you have
– as does Dr. Sawiński – a well thought out and rea-sonably justified structure of the modified activities.
The book provides the theoretical justification of the practical advice and exercises for teachers to stimulate, direct and deepen reflection on their own development and the development of the pupils they are teaching. Importantly, this “good advice” has been thoroughly
thought out, as well as practically verified, modified and “polished” many times by the author. The reader
is encouraged to take practical measures aimed at acti-vating both pupils and teachers themselves and to work together with parents (p. 168). “Teachers, counselors,
educators, catechists as well as parents” should as-sume responsibility for the education and self-educa-tion of youth (pp. 92–93).
He rightly emphasizes that education cannot be confined only to having pupils acquire knowledge and shape their ICT skills and competence – the technolo-gies of an information society – but that it also should develop the motivation for independent learning and the personal development of learners. Modern technol-ogy is after all only a means to an end! An important role in this process is played by a teacher’s character. The author sketches the characteristics of a “very good teacher” in an original way. The teacher must be “an at-tractive and sympathetic teacher, able to invoke positive emotions and lead interesting lessons (....)”, exhibit “his exuberance about the content of the teaching mate-rial”, exhibit his personal interest and passion about the subject being taught. On various occasions, the teacher should also “share the successes achieved by eminent persons” in various fields of study. This is also an op-portunity for pupils to learn about the achievements of outstanding Poles – scientists, engineers, philosophers, musicians, artists, and athletes. This is an important el-ement in shaping national identity.
Review of the book | Wiesław Stawiński | EDUKACJA BIOLOGICZNA I ŚRODOWISKOWA 1/2015
79
IN SHOR
T
SCIENCE
SCHOOL
EDUKACJA BIOLOGICZNA I ŚRODOWISKOWA | ebis.ibe.edu.pl | ebis@ibe.edu.pl | © for the article by the Authors 2015 © for the edition by Instytut Badań Edukacyjnych 2015
However, the current emphasis by officials to hu-manize education is not a completely new trend. In
the history of our national education, this idea has been implemented and encouraged for quite a long time, es-pecially from the time of the National Education Com-mission.1 Thus, the significant contributions of many
eminent Polish philosophers and educators who con-tributed to the development of humanistic education in past centuries cannot be overlooked.
Dr. Sawiński points to some of the difficulties in the work of schools and teachers, including:
• excessive bureaucratization of the work of school
teachers and administrators due to ministerial re-quirements (collecting detailed documentation of performed work, developing many plans and re-ports, statistical summaries),
• too many, rapidly changing directives, guidelines
and regulations limiting the independence of tea-chers,
• excessive number of required evaluations and
as-sessments of the work of teachers and pupils, too many tests,
• an overregulated school system.
He also draws attention to a certain disharmony – the incompatibility of modernization activities. He recognizes the ambivalent impact of the Internet on children and young people – and even manifestations of “digital dementia” caused by its abuse, the excessive in-dividualization of students’ work and ensuing competi-tion – which should be replaced by racompeti-tionally organized teamwork. But then, however, it is much more difficult to assess the progress of individual pupils. In his view, the excessive testing of pupils’ outcomes reduces their motivation, independence and inventiveness, or even “creativity in work”.
1 Translator’s note: The National Education Commission was estab-lished in 1773.
He also believes that the media criticism of the current school system and the work of schools and teachers is not fully deserved and justified. Many
out-standing teachers are selflessly working in our schools.
There is “high risk associated with putting politicians in charge of education and schools – nothing good ever came out nor will come out of it. Polish schools still continue to demand true independence and au-tonomy” (pp. 17–18).
However, in a democratic state, education authori-ties should, in my opinion, take into account public opinion in formulating the objectives and tasks re-quired of pubic schools more than they do today! The
imposed “one and only right” way of the Polish People’s Republic and its “technology of the communist engi-neered souls and minds of men” brought about very bad results.
I agree with the author that the school, as it always has, must also play a role in rearing children and youth. However, I cannot agree with such a far-reaching pos-tulate that this aim is – and only – to serve “modern hu-manistic education”, which will “put not historical and traditional content on a pedestal, i.e. that which was im-portant in the nineteenth and twentieth centuries, but
human – humanistic values and affairs” (s.78).
If education should “stimulate and develop pa-triotic sentiments and attitudes” and “elicit an emo-tional stance and sensitivity to the universal values of nature” (only of nature?!) (p. 120), then you can-not ignore the achievements of previous generations, ignore centuries of Christian tradition and national culture, and destroy Polish national identity. More than their local communities – “small homelands”, Polish citizens should value their one and only home-land, developed selflessly, often at the cost of the lives of previous generations. Even the most
progres-sive countries – such as France, the United States, the
United Kingdom, and even Germany – are increasingly concerned that their citizens be proud to be citizens of their countries. The idea of “ multiculturalism” has not worked. Immigrants should be required to learn not only the state language, but also the basics of its history and culture, as well as obligatory legal and social norms. Today’s troubled times and threats require more con-sideration and attention to these issues! Much evidence suggests that the European Union will remain a Union of different countries and nations.
Yes, the author is right, in stating that: “It is worth thinking and discussing this more broadly (and in greater depth)!”
I encourage academicians teaching in the natural sciences to read and make practical use of this book, es-pecially in their classes preparing students to be teach-ers, in continuing education of teachers and in organ-izing doctoral studies. Persons working in continuing education centers for teachers and all natural sciences teachers should also read and make use of this book.
