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    Wyświetlanie 1-9 z 9
    Tytuł:
    Dzieciństwo w mieście na ziemiach polskich w XVI–XVIII wieku – możliwości źródłowe i perspektywy badawcze
    Childhood in a Town in the Polish Territories in the 16th–18th Centuries – Available Sources and Research Perspective
    Autorzy:
    Żołądź-Strzelczyk, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/955182.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Childchood, Poland, 16th–18th Century
    Opis:
    The issues of a child and childhood in the Polish territories have been neglected by historians for a long time. One of the reasons for this situation was the lack of appropriate sources for such studies. On one hand, the sources for analysing the history of childhood are relatively scarce; on the other hand, the sources that exist do not often provide much information. Thus, in order to reconstruct the functioning of a child in those times a researcher must confront numerous sources concerning various aspects of town life. The sources include the legal sources (statutes, constitutions) as well as court, iconographic, school, personal/private, statistical, archeological and material sources. Their diversity and informative value depends on the size and wealth of a particular town. Bigger and more affluent cities produced more sources but they also did more for children, especially those who found themselves in a difficult situation – abandoned, orphaned or harmed.
    Źródło:
    Biuletyn Historii Wychowania; 2011, 27; 7-17
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rola kobiety w okresie prenatalnym i pierwszych dniach życia dziecka w świetle XVIII-wiecznego poradnika Józefa Legowicza
    The Role of Women in the Prenatal Period and First Days of a Child’s Life in the Light of the Eighteenth-century Guidebook Written by Józef Legowicz
    Autorzy:
    Ziomek, Patrycja
    Powiązania:
    https://bibliotekanauki.pl/articles/956835.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    guidebook
    Poland 18th Century
    Józef Legowicz
    Opis:
    The author of the article presents how eighteenth-century writer Józef Legowicz sees the issue of motherhood. Józef Legowicz was a priest and a doctor of theology. He was a parson in Korkożyszki, a small village in Lithuania. He published 18 works, one of which was the guidebook Wedlock. He tried to show his parishioners the best way to achieve a harmonious marriage and raise children as good Christians. This guidebook is a valuable source of information about mother- and fatherhood in 18th Century Poland. The main task of this article is to show the unique role of women in the early stages of a child’s life.
    Źródło:
    Biuletyn Historii Wychowania; 2016, 35; 89-100
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „Synu mój najmilszy…”. Życie i edukacja Stanisława Mikołaja z Lubomirskich Tretera w latach 1776–1789, opisane przez ojca w trzynastu listach
    “My Dearest Son…”. Life and Education of Stanisław Mikołaj Treter of the Lubomirskis in the Years 1776–1789 Described by his Father in Thirteen Letters
    Autorzy:
    Kowalczyk, Małgorzata Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/955198.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Stanisław Mikołaj Treter, Poland 18th Century
    Opis:
    The author of the article presents the contents of an interesting treaty written in November 1785 in a mansion house in Mikołajów—situated in the Sandomierz area – by Stanisław Treter of the Lubomirskis (1744–1833), the chamberlain of the King Stanisław August Poniatowski. The purpose of the treaty was the presentation of life and education of his son Stanisław Mikołaj (1776–1861). The work devoted and dedicated to his, then nine-year-old, son, was written in a form of letters, very popular in the period of the Enlightenment. The letters are an interesting contribution to the history of upbringing, education, fatherhood, motherhood, childhood, travel and even medicine. They are a specific “voice of the epoch” reflecting the lifestyle, values, concerns and joys of the people of the Polish Enlightenment.
    Źródło:
    Biuletyn Historii Wychowania; 2011, 27; 59-70
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Miejsce nauczania historii w pijarskich profesoriach Rzeczypospolitej w XVIII wieku
    The Position of History Teaching in Piarist “Profesoria” of the Republic of Poland in the 18th Century
    Autorzy:
    Taraszkiewicz, Jacek
    Powiązania:
    https://bibliotekanauki.pl/articles/955247.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    The Piarist, Education in Poland, 18th Century
    Opis:
    Stanisław Konarski, while introducing the reform of the Piarist schools, began from changing the profile of the education of the monks, who, according to the rules and constitutions of the order were supposed to be teachers. The sources concerning the handbooks used in the education of the future history professors in Rzeszów are unknown The source data regarding the preparation of monks for their teaching profession may be obtained mostly on the basis of Ordinationes Visitationis Apostolicae... approved by the authorities of the monastic order and the Pope as late as in 1754. The Ordinationes Visitationis Apostolicae...., sometimes called “school regulations”, dedicated its third part to the problems connected with the education of the Piarist orders. The reformed system of the monks’ preparation for their future work assumed two years of noviciate, followed by three years of “profesorium”, where the monks should continue their education. The seminarists, in the period of their five year long education, learned, among others, history, which they were supposed to teach later as Piarist teachers. The historical material embraced both sacred and secular history. The readings for the future teachers in the field of history were the ancient classical works, the works of Polish historiographers and also modern works from the 16th, 17th and even 18th century. In the Piarist “profesoria” the ancient, national and general modern history was taught. However, history was still supposed to support rhetoric, providing speakers with examples confirming their erudition. The regulations concerning “profesoria” emphasised the fact that the greatest benefit of history consisted in showing the youth examples of civic virtues and vices contributing to the ruin of their Motherland.
    Źródło:
    Biuletyn Historii Wychowania; 2011, 27; 51-58
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „Osobliwie muszę tu wyznać zrządzenie Boskie nad tobą Synu mój kochany, iż twoja najlepiej cię kochająca Matka, uniesiona często słabością rozumu swojego, biła cię i źle ci życzyła”. Choroba psychiczna w rodzinie w drugiej połowie XVIII wieku na przykładzie dzieciństwa Stanisława Mikołaja Tretera
    “I must personally confess here, my dear son, to the cruel twist of fate that your most loving mother, frequently afflicted by weakness of mind, hit you and wished you ill”. Mental disease in the family in the second half of the 18th c. On the example of Stanisław Mikołaj Treter’s childhood”
    Autorzy:
    Kowalczyk, Małgorzata Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/956855.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    childhood
    education
    family
    mental disease
    18th century
    Opis:
    Stanisław Mikołaj, son of Agnieszka, nee Izbicki, and Stanisław Treter, the king’s chamberlain, was born on 19th November 1776. When he was seven years old it turned out that his mother was mentally ill, most probably suffering from schizophrenia. In the 18th century mental and nervous disorders were very rare, and foreigners visiting Poland even thought they were characteristic of Poles. Certainly, mental disease in a family does not only affect the one who actually suffers from it, it has an impact on each family member and somehow everyone is involved. Agnieszka’s psychosis started with aggressive behaviour towards her family, and especially her son. She would destroy things which either belonged to him or were in some way related to him, she would scream at him, physically and mentally harass him. His father would usually buy the things the boy needed most, such as underwear, clothes and shoes, in well-kept secret. Agnieszka categorically opposed this and even “became stubborn and restless which influenced the atmosphere in this home”. Because of his mother’s disease and its influence on the atmosphere in the family, the boy often felt anxiety and fear, and sometimes even annoyance and despair. In November 1786 Stanisław Treter decided that it would be better if his wife stayed in Warsaw for a while. The atmosphere at home was becoming worse and worse, and their ten-year-old son required systematic and extensive education, while Agnieszka herself needed “professional” care. In the 18th century people who suffered from mental diseases would usually live with their families and be provided with good care and a kind of particular respect, unless they were dangerous to others. However, Agnieszka was completely unpredictable. Her irrepressible aggression was understood by her son as a lack of love and acceptance. He often felt lost and very lonely. His mother’s mental disease did not create supportive conditions for the development of the child’s emotions and mentality. Certainly, like any other child he loved his “Mummy” very much, so parting with her was a very difficult experience for the boy. Disharmony in the Treter family, which was the consequence of Agnieszka’s disease, developed in Stanisław Mikołaj patterns of instability, hostility and neglect. Thus it is not surprising that he became oversensitive, egoistic, combative and aggressive. We learn about Stanisław Mikołaj Treter’s difficult childhood from his father’s notes. In 1785 he decided to write a history of his son’s life and education, and it took him four years to write in 13 letters which are now kept in the Central State Historical Archive of Ukraine in Lvov.
    Źródło:
    Biuletyn Historii Wychowania; 2013, 30; 103-112
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Uczeń w szeregach rzemieślniczych. System edukacyjny i wychowawczy chłopców w wileńskich cechach w dobie wczesnonowożytnej w świetle statutów cechowych
    Pupils as apprentices of a craft. The system of education and upbringing of boys in Vilnius guilds in the early modern period as revealed by guild statutes.
    Autorzy:
    Manyś, Bernadetta
    Powiązania:
    https://bibliotekanauki.pl/articles/956599.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Vilnius
    craftsmen
    professional education
    craft guild
    17th and 18th century
    Opis:
    In this paper, I analyse the educational and teaching systems developed for boys joining Vilnius craft workshops. The boys worked (participating in production) and prepared themselves for their future profession. In my paper, I present the educational and teaching paths leading to an apprentice assuming the status of a fellow. It is interesting how the students operated in the structures of the guild workshops and what skills they possessed. The research does not encompass the sons of master craftsmen and out-of-guild craftsmen who would come to Vilnius and attempt to join the craft guilds. These issues require a separate analysis. It was not my intention to provide a holistic study of the issue; rather, I revised and supplemented Józef Morzy’s research in which he partly analysed craft guilds in Vilnius with respect to the essential work skills. In my analysis, I made use of the statutes of the craft guilds operating in Vilnius, one of the biggest cities in the Polish-Lithuanian Commonwealth, in the early modern period.
    Źródło:
    Biuletyn Historii Wychowania; 2019, 40; 7-23
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rhetoric and History in Service of Education in Poland on the Basis of the Script of Rhetoric Lectures at the Jesuit College in Poznań from 1679
    Autorzy:
    Nowicki, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/955395.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    history of education
    Jesuit College in Poznań
    16th–18th century Poznań school system
    secondary schools
    history education
    moral values
    Opis:
    Rhetoric was the most important subject of the Old Polish educational system, with its roots tracing back to the tradition of the Ancient Rome. The statement itself is crucial, due to the fact of the orator’s moral and patriotic duties. Therefore, the lectures were focused not only on the technical aspects of rhetoric, but also on morality, religion and political knowledge. The article consists of two main sections. The first section is dedicated to describing the role of the rhetorical education, as well as, the evolution of the relation between rhetoric and history, which had existed from the 1st century A.D. until the first decades of the 18th century, when history began to separate from rhetoric. The second section is dedicated to presenting the history education in practice, on the example of the Jesuit college in Poznań. The analysis of the matter is based on the script of rhetoric lectures given in Poznań in 1679. With regard to the aforementioned manuscript, one could say, that the most important task of history education, was the patriotic and civil upbringing of pupils, so that they could participate in political and cultural activities. History taught at the College in Poznań was mainly dedicated to Poland, and was of practical nature.
    Źródło:
    Biuletyn Historii Wychowania; 2018, 38; 67-80
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Retoryka i historia w służbie wychowania w Polsce na podstawie analizy skryptu wykładów retoryki w Kolegium Jezuitów w Poznaniu z 1679 roku
    Rhetoric and History in the service of education in Poland on the basis of the script of rhetoric lectures at the College of the Jesuits in Poznan from 1679
    Autorzy:
    Nowicki, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/956694.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    History of Education
    Poznanian College Of Jesuits
    School-System Of Poznań ni 16th–18th Century
    Secondary Schools
    Historical Education
    Moral Values
    Opis:
    Rhetoric and History in the service of education in Poland on the basis of the script of rhetoric lectures at the College of the Jesuits in Poznan from 1679. The most important subject of the Old-Polish educational system was rhetoric, having roots in the tradition of the Ancient Rome. This statement is very important because of the fact of the orator’s moral and patriotic duties. Owing to this, the lessons’ focus was not only on technical aspects of rhetoric education but also on morality, religion and political knowledge. The article is divided into two main parts. First of them is describing the role of the rhetorical education and the evolution of the connection between rhetoric and history which existed from the 1st century A.D. until the first decades of the 18th century, when history started separating from rhetoric. The second part shows the historical education in practice on the example of the Jesuit College in Poznań. The analysis of this topic was based on the script of rhetoric lectures given in Poznań in 1679. With regard to this manuscript, it could be said that the most important aim of historical education was the patriotic and civil upbringing of the pupils, so that they could participate in political and cultural reality. The history taught in the College in Poznań was mainly connected with Poland and was rather practica
    Źródło:
    Biuletyn Historii Wychowania; 2013, 29; 15-27
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Oryginalność Komisji Edukacji Narodowej na tle europejskim
    The uniqueness of the Commission of National Education in Europe
    Autorzy:
    Bartnicka, Kalina
    Powiązania:
    https://bibliotekanauki.pl/articles/955453.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Education in the Polish Republic
    education reforms in the 18th century
    the state organ of the education authorities
    the secular profession of a teacher
    the structure of universities
    the ideal of a citizen
    curricula
    teaching language
    Opis:
    As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783.  The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king. 
    Źródło:
    Biuletyn Historii Wychowania; 2015, 33; 7-22
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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