Zaangażowanie studenta, uniwersytet i jego transformacje
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The author begins his article pointing out civilizational and demographic transformations that also influenced the academic world. All those processes resulted in a decrease of number of passionate students engaged in the process of learning. He then associates some postulates from the lecture by Kazimierz Twardowski from the 30s of the 20th century with Magna Charta Universitatum and its theses. Both academic declarations underline paragon ideals of universities’ autonomy in the free scientific and critical enquiry. The author makes reference to a definition of student engagement by Elizabeth R. Barcley and adds some reflections coming from cognitive science by Peter Gärdenfors. Płuciennik frames those ideas by Life Long Learning scope and the ideal of self-realization and independence. In the last section, the author describes metaphors of quality associated with divergent models of curriculum quality and learning. At the end of the article, the author makes explicit reference to a methodological device of student engagement that is academic essays writing. He then describes technical tools such as rubrics and nano-degrees and nano-certificates.
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