The modern model of state education in Russia promotes patriotism and devotion to the authorities. Young people must be proud of their origin and, in spite of deteriorating material conditions, should stay in the country contributing to its development. Cadet Corps Alumni are an example of a patriotic education model. Several years of learning in the military school shapes their beliefs and teaches them complete surrender to authority. Patriotism, combined with the sense of external threat, has become the driving force behind the reconstruction of the Russian superpower. One of the cornerstones of the school is the acceptance of Putin's Russia by spreading the vision of becoming an international representative of the country. The increase in military spending and functioning of military schools such as the Corps of Cadets give rise to fears that in the future Russia the army will become one of the tools of the superpower on the arena of foreign policy. ; The modern model of state education in Russia promotes patriotism and devotion to the authorities. Young people must be proud of their origin and, in spite of deteriorating material conditions, should stay in the country contributing to its development. Cadet Corps Alumni are an example of a patriotic education model. Several years of learning in the military school shapes their beliefs and teaches them complete surrender to authority. Patriotism, combined with the sense of external threat, has become the driving force behind the reconstruction of the Russian superpower. One of the cornerstones of the school is the acceptance of Putin's Russia by spreading the vision of becoming an international representative of the country. The increase in military spending and functioning of military schools such as the Corps of Cadets give rise to fears that in the future Russia the army will become one of the tools of the superpower on the arena of foreign policy.
This book proposes a theoretical-methodological approach to resocialization diagnosis from a positive perspective. The author presents theoretical assumptions of positive diagnosis in resocialization and creates its methodological model. Her starting point is the belief that a well-conducted diagnostic process, inherently linked with the process of resocialization, belongs to the most important factors which determine the effectiveness of the latter. Her standpoint is that both processes should be carried out within the same theoretical-methodological paradigm; she points out that diagnosis serves as the basis for planning resocialization activities, which are directly tied to its results. Moreover, diagnosis is further developed in the course of resocialization, while methods used are subject to modification during the whole process. In the conceptualisation of the area, scope and object of resocialization diagnosis, the author took into consideration assumptions which follow from: a) the concept of personality as a system of interdependencies, where individual development is treated as an unstable process, influenced by many contradictory internal and external forces; b) the idea of a dynamic "system of attitudes towards the world," which implies a psychological perspective on the subject of its interest, that is a human being in the process of self-development; c) the concept of resilience, which refers to the processes and mechanisms conducive to a proper (positive) functioning of an individual — despite life's adversities, risk factors, developmental hazards, and traumatic past experiences; and d) the concept of salutogenesis, which harks back to the transactional theory of stress. This view calls for an interdisciplinary approach to diagnosis in resocialization, which would encompass data from the field of psychology and social pedagogy, developmental psychology and health, special needs education and biosciences. From this perspective the object of resocialization diagnosis are multifarious conditions which determine the process of "shaping" the human being or, more specifically, problems in his or her development throughout the life cycle, including environmental, cultural and personal factors. In the positive approach to resocialization diagnosis proposed by the author, various categories of diagnostic description of an individual are important, such as multidimensionality (various areas of activity), continuity (development throughout the life cycle), orientation of individual development (prosocial, prodevelopmental vs. antisocial, destructive) and, most importantly, necessity to discover individual resources (potential). The proposed approach situates the diagnostic process in the paradigm of positive psychology and positive resocialization, basic to human cognition, which focus on autocreation and creative resocialization, at the same time pointing out the necessity to identify the unique potential of an individual (positive diagnosis). The book comprises two chapters. The first one presents the theoretical assumptions of resocialization diagnosis; the second chapter explains its methodological premises. The models presented by the author (so called complementary approach) assume the priority of positive diagnosis (focused on resources and potential) and a supplementary role of negative diagnosis (focused on deficits and disorders). Chapter One ("Positive and negative diagnosis in resocialization — general theoretical assumptions") comprises: a) a description of the main approaches in resocialization diagnosis — pathogenic and salutogenic — with their specific ways of explaining adaptive disorders; and b) a description of the major factors and problems in diagnosis for resocialization. On the whole, the author adopts the approach typical of salutogenesis to explain adaptive disorders. She also provides evidence that it is possible to implement the concepts of positive psychology in resocialization diagnosis. She presents resocialization models which refer to resilience and salutogenesis, using them as the theoretical foundation of positive diagnosis in resocialization: the risk model, the well being model and models which support development. As a result, she creates a complementary model of supporting development. In Chapter Two ("Positive and negative diagnosis in resocialization — narrowing down on the theoretical and methodological assumptions), the reader is introduced to the theoretical problems of social maladaptation and to the specific objects of positive and negative diagnosis. The author describes adaptive disorders in the context of basic markers, dimensions and mechanisms of human development on the one hand and developmental disorders on the other, focusing mainly on the cognitive mechanisms of development and psychopathology of developmental disorders (cognitive distortions). She analyses the environmental and sociocultural context of development and demonstrates a risk factor model and a protective factor model. It is against this background that she creates a complementary methodological model of resocialization diagnosis, in which positive diagnosis (salutogenic approach) is treated as primary, and negative diagnosis (pathogenic approach) as supplementary. A discussion of the model of resocialization diagnosis closes with remarks on the markers and characteristic features of a resocialization pedagogue's ethics of conduct — the teacher acting both as a diagnostician and a tutor who fosters the process of inner transformation of a socially maladapted individual.
At present, the Bologna Declaration is the most important document for the academic community worldwide. This act, signed in 1999 by 29 European education ministers, lists goals that are expected to bring European education systems closer together. The implementation of the Declaration's objectives and their adoption in the development of tertiary education is known as the Bologna Process. The main goal of the Bologna document is to establish the European Higher Education Area by 2010. This noble goal is to be pursued by implementing transparent and comparable systems of research degrees, adopting an education system based on three cycles and common application of credits. Harmonisation of academic communities across Europe would not happen without efforts to promote student and teacher mobility or without joint European efforts to improve the quality of education. Eight years have passed since the Bologna Declaration was signed. The academic community has taken steps to pursue its objectives so it is interesting to see how far they have been put into practice at universities. This will help us to assess the mobilisation of the entire Bologna movement in extenso. Also, such analysis will identify areas where progress has been most significant and those where more effort is required. The arrangements developed by education ministers in Bologna in 1999 and during subsequent (cyclical) meetings in Berlin (2001), Prague (2003), Bergen (2005) and London (2007) should, or even must, be translated into practice. With this in view, the Author attempts to describe the actual progress towards implementation of the Bologna objectives as this considerably influences the development of Poland's higher education. However, not all domestic universities seem to be sufficiently involved. In his discussion, the Author relies on findings from studies conducted in public and non-public schools of tertiary education in the Kujawsko-Pomorskie voivodship (one of Poland's provinces). Recapitulation of those studies is likely to produce the real picture of progress towards the Bologna objectives in Poland's higher education. ; Deklaracja Bolońska jest obecnie najważniejszym dokumentem dla środowiska akademickiego w skali globalnej. Akt ten, podpisany przez 29 europejskich ministrów szkolnictwa wyższego w 1999 r., formułuje cele prowadzące do zbliżenia europejskich systemów kształcenia. Realizacja dezyderatów zawartych w Deklaracji, a także ich dostosowanie do zmian zachodzących w szkolnictwie, nazywane są Procesem Bolońskim. Głównym celem zapisów zawartych w bolońskim dokumencie jest stworzenie do 2010 r. Europejskiego Obszaru Szkolnictwa Wyższego. Realizacja tego szczytnego celu polega na wdrażaniu przejrzystych i porównywalnych systemów stopni naukowych, przyjęciu systemu kształcenia opartego na trzech poziomach kształcenia i powszechnym stosowaniu systemu punktów kredytowych. Harmonizacja środowisk akademickich Europy nie nastąpiłaby także bez promowania mobilności studentów i nauczycieli akademickich oraz współpracy europejskiej w zakresie podnoszenia jakości kształcenia. Od podpisania Deklaracji Bolońskiej minęło już osiem lat. Środowisko akademickie stara się wdrażać te założenia, dlatego też warto przeprowadzić rozeznanie, w jakim stopniu i zakresie są one urzeczywistniane w uczelniach. Umożliwi to ocenę mobilizacji całego ruchu bolońskiego in extenso. Wskaże też, w których dziedzinach postęp jest największy, a w których należy zwiększyć wysiłki. Uzgodnienia wypracowane przez ministrów szkolnictwa wyższego w Bolonii w 1999 r. oraz podczas późniejszych (cyklicznych) spotkań - w Berlinie (2001), Pradze (2003), Bergen (2005) i Londynie (2007) - powinny, a nawet muszą, znaleźć odzwierciedlenie w praktyce. Z tego względu autor podjął próbę określenia stanu faktycznego implementacji założeń Procesu Bolońskiego. Wywiera ona bowiem znaczny wpływ na rozwój polskiego szkolnictwa wyższego. Jednak nie wszystkie krajowe uczelnie biorą w niej udział wystarczająco efektywnie. Autor opiera swe rozważania na wynikach badań przeprowadzonych w publicznych i niepublicznych szkołach wyższych województwa kujawsko-pomorskiego. Rekapitulacja tych badań może jednak przedstawiać realny obraz realizacji założeń ruchu bolońskiego w polskim szkolnictwie wyższym.
