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Tytuł:
Między profesjonalizmem a służbą społeczną. Dyskusja środowiska dydaktyków historii na temat kształcenia przyszłych nauczycieli historii w Polsce po 1989 roku
Between professionalism and social service. A discussion held by history academics on educating future history teachers in Poland after 1989
Autorzy:
Klimorowska, Małgorzata
Skórzyńska, Izabela
Powiązania:
https://bibliotekanauki.pl/articles/956623.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history of education
history
Opis:
In the article, a postulate is put forward to train professional history teachers by taking into consideration their social service: to prepare them well for the role of guides in the world of knowledge and values while granting them more autonomy. The goal is to draw attention to the professionalism of teachers as described by Wanda Dróżka and Dorota Gołębniak: (1) “professional autonomy”; (2) “care for maintaining and developing high standards of specialist and ethical qualifications”; (3) “reflection and self-reflection”; (4) “adopting own practices in an appropriate, individual way” (5) “high prestige and a relatively good remuneration”. The defined professionalism of teachers is the basis for their autonomous, satisfying and responsible work at school and the local environment. It is a combination of a postulate of social service and competences. The article presents a discussion of historians on teachers’ education in the context of making their vocation more professional.
Źródło:
Biuletyn Historii Wychowania; 2019, 41; 77-95
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tradycyjna edukacja dzieci żydowskich (wprowadzenie do problemu)
TRADICTIONAL EDUCATION OF JEWISH CHILDREN (AN INTRODUCTION TO THE PROBLEM)
Autorzy:
Grzesiak, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/955224.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
EDUCATION
JEWISH CHILDREN
HISTORY OF EDUCATION
Opis:
The birth of a child in a Jewish family, both in the ancient times and today, brings happiness not only to the parents themselves but also to the whole of the Jewish community. Children are a gift from God, they contribute to the prosperous future of the family they come from, but they also, what is essential, guarantee the continued survival of the chosen nation. Following this assumption, childless families were considered to be deficient, unsubstantial and were shunned from society because, as the Israelites believe, God blesses only those who have numerous offspring. The lack of children was often considered a curse, equated to punishment for sins and the absence of God in the family. The present article introduces the reader to the principles of traditional education of Jewish children, outlines problems of child’s education both at home, which is a fundamental basis for creating and shaping Jewish identity, and at school, where the emphasis is on transferring knowledge of religious and moral nature. Additionally, educational methods used both at family home and educational establishments are also discussed in the article.
Źródło:
Biuletyn Historii Wychowania; 2010, 26; 69-80
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja dziewcząt pod zaborem pruskim na przełomie XVIII i XIX wieku
The education of girls under Prussian rule at the turn of the eighteenth and nineteenth centuries
Autorzy:
Łukasiewicz, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/957056.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
the history of education
girls’ education
Prussian
Opis:
At the turn of 18th and 19th century the education of women on Polish territory underwent a gradual enlargement. Already in the period of the reforms of the National Education Commission, more girls received education; after the seizure of Greater Poland (Wielkopolska) by Prussia in 1793, Germany implemented their educational system, that meant the acceleration of development. Compulsory schooling in Prussian was introduced in 1794, however, it was still poorly enforced. In Prussia girls often attended lower school due to the requirement for a Protestant to have the ability to read the Scriptures. More and more often, they also attended secondary schools with syllabuses not extensively devoted to Latin, but to more practical skills, connected with so-called woman’s work, and to religious education. In Wielkopolska, lower education, private schools for girls and schooling by tutors in convents and midwifery schools increased significantly. Nevertheless, girls did not attend ordinary secondary schools, which retained an emphasis on teaching Latin, or colleges.
Źródło:
Biuletyn Historii Wychowania; 2014, 31; 61-83
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
State of Research on the History of the Lubrański Academy
Autorzy:
Nowicki, Michał
Powiązania:
https://bibliotekanauki.pl/articles/955402.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Lubrański Academy
Poznań
history of education
Opis:
The article tells about historiography of a famous Polish school – Collegium Lubranscianum (English Lubrański Academy), which originated in 1519 and existed until 1780. The whole text divided into few groups, showing the position of Lubranscianum in the interpretations of historians and the lack of research allowing recognition of some aspects of Lubranscianum history, such as the educational process of young people in the school, including the methods and handbooks, or, in general, the history of the school in the seventieth and eighteenth century. It is stressed that only few works bring new knowledge into out problem and most of the historiography is based on previously published works.
Źródło:
Biuletyn Historii Wychowania; 2018, 38; 189-204
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Charlemagne – Emperor and Reformer. On the 1200th Death Anniversary
Autorzy:
Ratajczak, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/955410.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Charlemagne
carolingian renaissance
history of education
Opis:
The purpose of this paper is to present the role of Charlemagne (768−814), King of the Franks and Emperor of the Romans (from 800) in the process of recovering the school organisation that was considerably weakened in the period from the 5th to the 7th century as well as the participation of the ruler in the reforms of education, science and the school system, referred to as the Carolingian Renaissance. In his reforms of the legal system, the monetary system, administration and education, Charles consistently implemented the political program announced in the Act of 789. The emperor’s actions reveal a clearly utilitarian goal. The command of Latin and the introduction of readable writing enabled the clergy to better understand the words of the Holy Scripture and, in turn, increased the general level of religious education among believers. The numerous scriptoria across the empire contributed to the ongoing work on defining the uniform text of all the books. The rebirth of Latin was driven by the works of the late Roman grammarians, Donatus and Priscian, and many works by ancient authors were also copied in scriptoria.
Źródło:
Biuletyn Historii Wychowania; 2018, 38; 309-318
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pięćdziesięciolecie gdańskiej historii wychowania
Fiftieth Anniversary of History of Education in Gdańsk
Autorzy:
Grzybowski, Romuald
Powiązania:
https://bibliotekanauki.pl/articles/956578.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history of education
Gdańsk
historia wychowania
Opis:
In 2009, the Faculty of the History of Science, Learning and Education, operating within the structures of the Institute of Pedagogics at Gdańsk University, will celebrate 50th anniversary of its existence. The beginnings of the Faculty and the fust years of its operation are inseparably connected with the Higher School of Pedagogics in Gdańsk, in which, in 1958 students were offered courses in pedagogics. Following these developments, a proper organizational framework was established, which was supposed to promote the development of such studies. One of the elements was the Department of History of Learning and Education, renamed - at the close of the 1960s - the Faculty of the History of Learning and Education. Since 1983 it is the Faculty of the History of Science, Learning and Education. The founder and first director of the Department, and later of the Faculty was Professor Kazimierz Kubik. Following him, it was Professor Klemens Trzebiatowski who headed the Faculty for three years. Professor Lech Mokrzecki was the subsequent director for over twenty years. Since 2005, Professor Romuald Grzybowski from Gdańsk University has been the head of the Faculty. Since the foundation of the Faculty, its employees have been conducting intensive scholarly research, originally limited to local or regional studies, and later comprising all Poland. Numerous book publications, papers and lectures delivered at scholarly conferences, form a material confirmation of intense scholarly activity by research and teaching staff of the Faculty. The scholarly conferences organized or co-organized by individual Faculty employees must be evaluated similarly. Another confirmation of the energy of the Faculty is participation of its employees in the process of education of the young ranks of scholars. The completion of ambitious tasks was possible due to such factors as stability of scholarly staff combined with their systematic replacement, good relationships between the Faculty’s employees, and, first of all, creative personality of successive directors of the Faculty. Owing to this creativity, the Faculty has not only survived, but develops intensively in all spheres of scholarly and didactic activity.
Źródło:
Biuletyn Historii Wychowania; 2008, 24; 139-164
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obowiązki wychowawcy klasy w szkołach średnich Drugiej Rzeczypospolitej
The duties of form tutors in secondary schools in the Second Commonwealth of Poland
Autorzy:
Kalinowska-Witek, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/957042.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teaching
tutoring
secondary schools
history of education
Opis:
Educational influence is among the essential tasks of school activities. It should be performed by all the teachers and especially by form tutors. The modern model of the form tutor was formed during the interwar period. After Poland regained independence, it also gained the opportunity of creating its own schools and of conducting educational tasks in accordance with the needs of the country and the society. Educating the youth became one of the most important tasks. The duties of form tutors had to be redefined, too. The educational authorities issued the relevant regulations, which were popularised by educational magazines and introduced into schools under the guidance of school principals and teachers’ boards.
Źródło:
Biuletyn Historii Wychowania; 2014, 31; 113-160
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogika moralna Immanuela Kanta jako wyraz wychowania do odpowiedzialności
IMMANUEL KANT’S MORAL PEDAGOGY AS A MANIFESTATION OF EDUCATION TO RESPONSIBILITY
Autorzy:
Nowicka, Anna
Powiązania:
https://bibliotekanauki.pl/articles/955222.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
IMMANUEL KANT
MORAL PEDAGOGY
HISTORY OF EDUCATION
Opis:
The author discusses I. Kant’s pedagogical views and beliefs related to moral education. In particular, the author attempts to prove the thesis that, for Kant, all education and proper upbringing was ultimately linked with moral education and that moral education, in turn, was just education to responsibility. After a presentation of the main assumptions of Immanuel Kant’s ethics, the author proceeds to discuss the status of pedagogy within its framework as a science that aims at educating people and forms attitudes that were understood to involve meeting of one’s obligations expressed in the formula of the categorical imperative, and precisely based on making one sensitive to the influence of a priori moral principles and on practicing skills of making everyday use of them in different life situations. The author characterizes notions that are related in Kant’s philosophy to the problems of prospective and positive moral responsibility, and discusses how this philosophy responds to the problem of feasibility and ways of developing a responsible attitude in man. Further on, the author discusses in detail Kant’s pedagogy, i.e. attempts to discover the connective concepts necessary to understand how Kant perceived the educational reality within the context of responsibility, attempts to answer what its goal and essence are and what measures are to be taken to successfully achieve the goal. The considerations on the notion of responsibility and pedagogy in Kant’s thought are summarized in a brief presentation of its essential significance for the pedagogy of morality.
Źródło:
Biuletyn Historii Wychowania; 2010, 26; 87-100
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
School Legislation of Ecumenical Councils from the 12th to the First Half of the 14th Century and the Beginning of its Reception in Medieval Poland – the Outline of the Problem
Autorzy:
Ratajczak, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/955383.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history of education
school legislation
Middle Ages
Opis:
The aim of the paper is an analysis of a broadly understood legislation of general councils which took place in an important period for the development of the then educational system and culture – at the height of the Middle Ages (12th–13th c.). While analysing the written records of synodal and council acts, several interesting aspects can be considered: the regulations related to the education of clergy (the diocesan ones, as the same issues concerning monastic orders were regulated by the inner legislation of general chapters), the organization of schools and teaching programmes, the records telling about the moralizing influence on the community of the faithful, and finally, the attitude of the Church toward the question of general access to education, including the functioning of universities. The presented study demonstrates a significant role of ecclesiastical school legislation for the development of the educational system in mediaeval Poland. Also, it can be noticed that all changes in this matter were the result of legislative activity of the Church but also responded to the educational needs of the contemporary society. The latter, in turn, stemmed from a general civilizational development of Latin Europe, the part of which were the lands being under the rule of the Piast dynasty.
Źródło:
Biuletyn Historii Wychowania; 2018, 38; 37-52
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:
Regional Research in the History of Education – Methodological Problems
Autorzy:
Głowacka-Sobiech, Edyta
Powiązania:
https://bibliotekanauki.pl/articles/955393.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
regional research
history of education in Poland
Opis:
The article demonstrates in what way the popularity of the problems of regional studies influences the development of learning (including the history of education), local societies and, paradoxically, the evolution of global history. Additionally, the author of the article gives reasons, apart from globalization phenomena and the uniting of Europe, is the methodological “revolution” in the field of social sciences, which has significantly altrered the resarch perspective of historians.
Źródło:
Biuletyn Historii Wychowania; 2018, 38; 7-12
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkoła polska z lat ofensywy ideologicznej w oświacie (1948–1956) w świetle wspomnień nauczycieli
Polish school in the years of the ideological offensive in education (1948–1956) in the light of teachers’ memories
Autorzy:
Rozmarynowski, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/29519604.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teachers
indoctrination
communism in Poland
history of education
Opis:
The aim of the article is to present the assumptions and methods of the ideological impact on the environment of Polish teachers by the communist authorities in 1948–1956 as remembered by teachers. During the Stalinist period, the Polish Workers’ Party (later the Polish United Workers’ Party) tried to instil in teachers “socialist morality” by means of various courses, conferences, additional education and the order of “self-education”. The following text contains a synthetic historical outline of the above–mentioned activities and their analysis based on the memories of direct witnesses of those events.
Źródło:
Biuletyn Historii Wychowania; 2022, 46; 83-98
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkoła polska z lat ofensywy ideologicznej w oświacie (1948–1956) w świetle antologii wspomnień nauczycieli
The Polish school during the ideological offensive in education (1948–1956) in an anthology of teachers’ memoirs
Autorzy:
Rozmarynowski, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/1795633.pdf
Data publikacji:
2020-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teachers
ideologization
communism in Poland
history of education
Opis:
The aim of the article is to present the assumptions and methods behind the ideological pressure exerted on Polish teachers by the communist authorities in 1948–1956 as described in the teachers’ memoirs. The Polish Workers’ Party (later the Polish United Workers’ Party) during the Stalinist period tried to instil in teachers “socialist morality” by means of courses, conferences, additional education and an order to “self-educate”. The text contains a synthetic historical outline of the above-mentioned activities and their analysis based on the memories of credible witnesses to those events.
Źródło:
Biuletyn Historii Wychowania; 2020, 43; 113-129
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Controversies Around the System, Organisation and Curriculum Structure of Secondary School Education in Poland, in the Years 1944–1948
Autorzy:
Gulczyńska, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/955411.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
schools in Poland
school organisation
history of education
Opis:
A new form of government of the Polish state was combined with its rather intensive influence on the character of the educational system, including general secondary schools. That time is distinguished by numerous controversies, which then appeared in various social circles, political parties, and referred to the constitutional and organizational structure as well as the program structure of this school level. In the first years the controversies were more of an evolutionary concepts for the Polish route to socialism were still possible. After 1948 there was no more room for discussion; the decisions about this sphere were also made by one group – the people related to the communist party (Pol. abbr. PZPR). Already right after the cessation of war activities, the tendencies leading to the centralization of education management were noticeable, and consequently, ever more intense influence of the government of the working classes (lub the people’s government) on the functioning of schools, but, above all, on the teaching content. The process of centralization was linked with the so-called democratization process of school i.e., the question, of which the ruling communists made their priority. A consequence of democratization of the general secondary school and rendering it a tool for the manufacture of future citizens – devoted to and subjected to the government of the working classes – was the aspiration for closing private general secondary school, and also the expulsion of religion from school. Such changes, falsely justified by the necessity to observe the principle of freedom of conscience and confession, led to the secularization of the school system. The discussed expulsion of the Church from schools, and at the same time from the sphere of educating a young generation, was supposed to serve the formation of a new socialist society in the future.
Źródło:
Biuletyn Historii Wychowania; 2018, 38; 283-299
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Źródła do dziejów szkół dominikanów poznańskich w dobie nowożytnej
SOURCES FOR THE HISTORY OF THE SCHOOLS RUN BY THE DOMINICAN ORDER IN MODERN TIMES
Autorzy:
Kaczmarek, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/955234.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
HISTORY OF EDUCATION
STANISLAW KOT
UNIVERSITY OF LVOV
Opis:
The present work aims at presenting the most important texts documenting the activity of schools in the St. Dominic Monastery in Poznan in modern times. Following a query carried out in archives, the author made a juxtaposition of relevant texts. It appears that that the most precious monuments shedding light on the Dominican educational system are to be found in Poznan-based archives and registry offices, and in the Archives of the Polish Province of Dominicans in Cracow. The archival material includes documents written by Dominicans, as well as numerous records and documents that provide detailed information on schools operating within the order and on their lecturers and disciples.
Źródło:
Biuletyn Historii Wychowania; 2010, 26; 59-68
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
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