JournalTOCs

Beyond Philology : An International Journal of Linguistics, Literary Studies and English Language Teaching
Number of Followers: 1

This is an Open Access Journal

Open Access journal
ISSN (Print) 1732-1220 - ISSN (Online) 2451-1498
Published by Uniwersytetu Gdańskiego

[20 journals]

Foreword
- Authors: Beata Karpińska-Musiał, Karolina Janczukowicz
  Pages: 7 - 12
  PubDate: 2022-06-15
The extraordinary discourse of the Anthropocene
- Authors: Ewa Bińczyk
  Pages: 13 - 42
  Abstract: The text presents the extraordinary discourse and surprising grammar of the Anthropocene discussion. It introduces the most relevant terms making up the unique lexicon of the Anthropocene epoch. Much like the debate on the epoch of man itself, this lexicon has an interdisciplinary dimension. Terms which are used include post-nature, climatic divide, Gaia, eco-justice, human environmental rights, irrecoverable/irreversible loss, geohistory and Plantationocene, while in the text topics covering criticism of anthropocentrism, human agency and natural agency, all of which are so crucial to the Anthropocene debate, are discussed.
  PubDate: 2022-06-15
  DOI: 10.26881/bp.2022.2.01
An infelicitous agreement – the writing of education in relation to
its practice
- Authors: Martin Blaszk
  Pages: 43 - 72
  Abstract: In the article, the author aims to problematize the notion that education as a practice can be written a priori. In doing so, first of all, an outline of Habermas’ work in connection with the ideal speech situation is given, to show its importance in conceptualizing educational practice in democratic society. This is followed by a description of Austin’s concept of the infelicitous functioning of the performative as a way to critically view the activity of teaching in general and then, more specifically, to bring into question the writing of education in connection with the discourses and philosophizing which govern its practice – what is done in the classroom by teachers and learners. In developing this idea, a number of discourses that underpin the practice of teaching (among others, functionalist-behaviourist, developmental-constructivist, critical-emancipatory) are discussed to highlight their similarities but also their fundamental differences and how, when one of the discourses dominates educational practice, it can lead to the distortions in the understanding and implementation of that practice. Additionally, instrumental and post-critical relations of philosophizing to the practice of education are described with the aim of posing the question of whether educational practice can actually be written a priori. In conclusion, the author suggests the writing of education would appear to be a “tool” to be used in the further “colonization of the lifeworld” rather than a support for the emancipatory projects that Habermas and Dewey pursued in relation to society and society and education, and that this may have consequences for democracy itself.
  PubDate: 2022-06-15
  DOI: 10.26881/bp.2022.2.02
Professional identity shifts of academic teachers in response to recent
(g)local critical incidents: Preliminary research results
- Authors: Beata Karpińska-Musiał, Jarosław Jendza
  Pages: 73 - 91
  Abstract: The Covid-19 pandemic, 2020-2022, has been defined as a turning point and possibly a critical incident (Tripp 1993) for the workstyle, professional well-being, and quality of work of thousands of academics worldwide. This type of uncontrolled, unexpected, and multifaceted event: political (procedural and administrative), biological (coronavirus inflicted deaths) and cultural (normative), has never before been experienced by the contemporary generation of professionally active academic teachers. As we assume in the presented research findings, two years of a global lockdown and the implementation of regulations which have had a destabilizing effect, must have affected the dynamics of identity shifts experienced by this professional community. Paradoxically, however, alongside this, endless possibilities have opened up for new research concerning the hardship experienced during the adaptation undertaken to deal with global and local (g/local) sociocultural changes in policy and work conditions in academia. One such study, led by two co-researchers at the University of Gdańsk, shall be introduced and partially described in the following text. Selected findings shall also be demonstrated and tentative conclusions drawn.
  PubDate: 2022-06-15
  DOI: 10.26881/bp.2022.2.03
A few words about dignity: An introspective study of a person with
disability
- Authors: Agnieszka Dul
  Pages: 93 - 117
  Abstract: In the article, I present issues of presence, existential absence, and the sense of dignity of a person with a disability. I present these issues for the first time and attempt to show disability “from within”, a perspective to which I am no stranger as I myself am disabled.
  The issues of presence, absence and human dignity have always fascinated me. Hence, in this text, they are “filtered” through my dramatic and sometimes even traumatic personal experiences. In conveying these experiences, I never forget what human existence should be – the fact that there should be dignity, presence and being. Is my human experience marked by this' At some point in the text I make a “moral accusation” in connection with this issue. Additionally, I have never forgotten (and will never forget) the person who helped me to “reborn” for myself, people and the world. “The significant person and her achievement in relation to the author” is my modest expression of gratitude to someone because of whom I LIVE. However, the central points of reference in this text are questions of human dignity and presence. They form its axis and are its guiding categories of analysis. I conclude by stating that these are important, even essential issues in order to understand the phenomenon of what it is to be human. And to be unique in that humanity.
  The main research question which I pose is the following: Does society see that people with disabilities have dignity' Furthermore, the thesis I propose and which I believe arises from this question is: society has little recognition of the dignity of people with disabilities. More specific research questions will be quoted below in the text which, in terms of methodology, has been written using an autoethnographic approach (Wolcott 2004, Kacperczyk 2014, Urbańska 2012). The choice of this highly qualitative methodology was guided by the assumption that autoethnography allows a subjective presentation of specific fragments of those events inscribed in the category of human dignity described here. This will be an analytical autoethnography, after Canagarajah (2012), because through writing I analyze the emotional, mental and situational states that I have had to face in the past, while some of the experiences that generated these states resonate with me to the present. Last but not least, it is my hope that my openly described states of mind will contribute to some betterment of this particular area of human existence in its extremely important, social and cultural dimensions.
  PubDate: 2022-06-15
  DOI: 10.26881/bp.2022.2.04
Science fiction and fantasy in general education
- Authors: Ryszard Wenzel
  Pages: 119 - 163
  Abstract: This article deals with the possible application of the genres of science fiction (SF) and fantasy – novels, short stories, films, dramas, spectacles etc. in secondary schools as part of the programme of general education. The discussion concerns both the production and the reception of such works by the students. The purpose of this educational proposal is to introduce in the system an opportunity for the students to coordinate and consolidate creatively the knowledge and the skills acquired in the classes of all the other disciplines of the curriculum. The basic assumption of the thesis is that the characteristic features of these genres, i.e., their appeal to the imagination, curiosity, and the natural need of the students for their own artistic creation, may prove effective to elevate the educational targets beyond the pragmatic level of absorbing information for the sake of the formal requirements of the school programme. These aims, which transcend the level of the practical utility of existential and psychosocial needs, concentrate on the search for objective knowledge about the world through the development of the skill of critical thinking in the domain of cognition, the search for the artistic talents and predispositions of all the students in the domain of creation, and on the essential issues of educing the need for harmonious and peaceful coexistence with other people and with the environment. The article presents the essential features of the theoretical grounding of this conception, the pedagogical implications of its introduction into the system and suggestions for its practical realization illustrated with examples of possible activities for students and teachers. The essay is concluded with a speculation on the future perspectives of a reciprocal reinforcement of the quality of general education and the development of the literary genres of SF and fantasy.
  PubDate: 2022-06-15
  DOI: 10.26881/bp.2022.2.05
Languaging and interactivity in the self-scaffolding space: How cognitive
change happens in one coaching dialogue
- Authors: Grzegorz Grzegorczyk
  Pages: 165 - 194
  Abstract: Tracking the performance of a coach and her client conversing during a demo coaching session we find that languaging provides a cognitive space for the client’s problem determination and solution creation despite the cognitive complexity of the issues she languages about. We apply here qualitative methods (Peräkylä, Antaki, Vehviläinen and Leudar 2008), specifically microgenetic analysis. On a more general level, our study proves that languaging aids in the construction of selfscaffolding space in which cognitive change emerges. This is because languaging mediates mental processes, thought completion and brings cognitively complex ideas to the physical domain. We also find that sense-making is achieved through the integration of languaging and bodily actions.
  PubDate: 2022-06-15
  DOI: 10.26881/bp.2022.2.06