Abstract
This publication discusses Marian Mazur's Cybernetic Theory of Character in the context of its application in inclusive education and managing diversity in school classrooms. Modern education faces challenges arising from the increasing diversity of students, which requires adapting teaching methods to meet the individual needs of students with varying predispositions and learning styles. Mazur's theory, based on the analysis of character dynamism, offers teachers a tool for better understanding the internal decision-making mechanisms of students, which can support more effective management of diverse groups. The paper also presents the results of empirical research conducted in a Youth Educational Center. These studies demonstrated that profiling the dynamism of character is more relevant than assigning a fixed character category in terms of adapting educational processes to the individual predispositions of students.
References
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587.
Ainscow, M., Booth, T. (2006). Improving schools, developing inclusion. London: Routledge.
Bałł, G., Wilsz, J. (2015). Koncepcja stałych indywidualnych cech osobowości w kontekście racjonalistyczno-humanistycznej metodologii nauk o człowieku. Czasopismo Psychologiczne, 21(2), 151–162.
Biernacka, M., Obidziński, M., Zaborek, K. (2023). Charakter w perspektywie psychocybernetycznej – teoria Mazura i nowe badania empiryczne. Avant, 13(2), 1–20. https://doi.org/10.26913/avant.2202215.
Clarke-Midura, J., Dede, C. (2014). Assessment, technology, and change. Journal of Research on Technology in Education, 42(3), 309–328. https://doi.org/10.1080/15391523.2010.10782553.
Freeman-Green, S., Stokley, B., Baker, J. (2023). Promoting inclusive practices in education: Bridging gaps and fostering independence. Journal of Special Education Technology, 38(1), 22–33. https://doi.org/10.1177/0162643423123456.
Fullan, M. (2013). Towards a new end: New Pedagogies for Deep Learning. Collaborative impact. https://www.michaelfullan.ca/wp-content/uploads/2013/08/New-Pedagogies-for-Deep-Learning-An-Invitation-to-Partner-2013-6-2013.pdf [access: 22.08.2024]. Toronto.
Hehir, T. (2005). New directions in special education: Eliminating ableism in policy and practice. Cambridge: Harvard Education Press.
Kalambouka, A., Farrell, P., Dyson, A., Kaplan, I. (2008). The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. Educational Research, 49(4), 365–382. https://doi.org/10.1080/00131880701717222.
Lechowska, M., Lechowski, J. (1987). Praktyczne zastosowanie cybernetycznej teorii charakteru M. Mazura w szkole. W: Postępy Cybernetyki, 12(2), 58–68.
Lewkowicz, I. (2020). Idea edukacji włączającej. Łódź: Wydawnictwo Naukowe Uniwersytetu Łódzkiego.
Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1–24. https://doi.org/10.1348/000709906X156881.
Mazur, M. (1999). Cybernetyka i charakter. Warszawa: Wydawnictwo Wyższej Szkoły Zarządzania i Przedsiębiorczości im. Bogdana Jasińskiego.
Paluch, J. (1989). Zastosowanie cybernetyki w pedagogice. Dydaktyka Szkoły Wyższej, 4(88), 81–91.
Parveen, A., Qounsar, T. (2018). Inclusive education and the challenges. National Journal of Multidisciplinary Research and Development, 3(2), 64–68. https://doi.org/10.1234/inclusive_edu.
Pawlak, A. (2020). Zapomniany geniusz. Prof. Marian Mazur i jego szkoła cybernetyki. E-mentor, 5(87), 5–14. https://doi.org/10.15219/em87.1488.
Rose, D. H., & Meyer, A. (2007). A practical reader in universal design for learning. Cambridge: Harvard Education Press.
Sijuola, R., Davidova, J. (2022). Challenges of implementing inclusive education: Evidence from selected developing countries. Rural Environment Education Personality, 15, 2661–5207. https://doi.org/10.22616/REEP.2022.15.017.
Szumski, G., Smogorzewska, J., Karwowski, M. (2017). Academic achievement of students with disabilities in inclusive education: A meta-analysis. Educational Research Review, 21, 33–54. https://doi.org/10.1016/j.edurev.2017.02.004.
Tomlinson, C.A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Associacion for Supervision and Curriculum Development (ASCD). Alexandria, VA.
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000098427. Paris.
UNESCO. (2016). Incheon Declaration and Framework for Action: Towards Inclusive and Equitable Quality Education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245656. Paris.
Wilsz, J. (2003). Zwiększanie zdolności sterowniczych człowieka jako cel współczesnej i przyszłej edukacji. In: Edukacja Jutra. IX Tatrzańskie Seminarium Naukowe (pp. 85–89). Warszawa: Wydawnictwo Uniwersytetu Warszawskiego.
Wilsz, J. (2017). Znajomość sterowniczego mechanizmu psychiki jednostki jako warunek poznania przyczyn jej zachowań. Czasopismo Psychologiczne, 21(2), 151–162.
Ziębacz, I. (2023). Shifting paradigms towards supporting individuals with disabilities: A psycho-cybernetic approach to social work. International Journal of Special Education, 38(3), 70–81. https://doi.org/10.52291/ijse.2023.38.40.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2024 Izabela Ziębacz