Panu bogu świeczkę, a diabłu ogórek. Positive education and Polish language instruction in Taiwan (The Museum of World Religions)

Natalia Tsai

doi:10.18778/0860-6587.32.19

Autor

Natalia Tsai Hsing Wu University, College of Hospitality and Tourism, Department of Applied English https://orcid.org/0000-0002-3965-5704

DOI:

https://doi.org/10.18778/0860-6587.32.19

Słowa kluczowe:

PERMA, edukacja pozytywna, muzeum, religia, język polski jako obcy, jpjo, LOTE, Tajwan

Abstrakt

W literaturze przedmiotu dużo uwagi poświęcono jak dotąd zastosowaniu modelu PERMA Martina Seligmana w szkolnictwie. Wciąż niewiele wiadomo jednak na temat możliwości, jakie daje on nauczycielom języków obcych innych niż angielski (Languages Other Than English, LOTE). Niniejszy artykuł to szczegółowy opis doświadczeń z lektoratu języka polskiego na Tajwanie. Zajęcia przeprowadzone zostały zarówno na uczelni, jak i w muzeum religii (Museum of World Religions, New Taipei City). Celem autorki było ustalenie, na ile edukacja pozytywna idzie w parze z wymiernymi osiągnięciami studentów, jak postrzegają oni włączenie religii do programu zajęć oraz czy wyprawa do muzeum przekłada się na wyniki w nauce. Biorąc pod uwagę rosnące zainteresowanie modelem Seligmana, realistyczne sprawozdania (jak to) są istotne. Tu model ten posłużył jako punkt wyjścia do wyłożenia dość ryzykownego tematu w niestandardowym miejscu, to jest w galerii pełnej obiektów religijnych z całego świata. Dane zebrano za pomocą kwestionariuszy i zestawiono je z rzeczywistymi osiągnięciami uczestników zajęć, egzaminu nie wyłączając. Szczegółowo opisano też obserwacje nauczycielki. W przeciwieństwie do wielu innych projektów, w tym wypadku trudno było mówić o znacznym postępie językowym studentów. Niewiele zmieniło tu staranne wprowadzenie i utrwalenie wiadomości. Ustalono zatem, że radosna atmosfera kojarzona z edukacją pozytywną niekoniecznie znajduje odzwierciedlenie w sukcesach uczestników zajęć. Co się zaś tyczy religii, o ile temat wprowadzany jest umiejętnie, nie należy się go wystrzegać. Podsumowując, artykuł ten stanowi głos w światowej dyskusji na temat edukacji pozytywnej i daje Czytelnikowi szczegółowy wgląd w rzeczywistość lektoratu w tej części Azji.

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