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Wyszukujesz frazę "polskie szkoły" wg kryterium: Wszystkie pola

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    Wyświetlanie 1-4 z 4
    Tytuł:
    Uniwersytet i szkoły polskie na Litwie
    The Polish University and school in Lithuania
    Autorzy:
    Nowiński, Czesław
    Powiązania:
    https://bibliotekanauki.pl/articles/1964788.pdf
    Data publikacji:
    2019-07-27
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    Lithuania is the only country of the former Soviet empire where Polish schools survived during the Soviet domination; their number was over 300. Owing to that, Poles in Lithuania, who constitute 8% of the country's population, have preserved the strongest national consciousness. Numerous Polish organisations are active there, with the Polish Union in the lead; also Polish press is published. An important role is played by the Polish University in Vilnius established by the Association of Polish Scientists in Lithuania in the autumn of 1991; the University was re-named Universitas Studiorum Polona Vilnensis (USPV) in May 1998. It is a non-state scholarly and research institution that educates scholars and professionals for the Polish intelligentsia in Lithuania. The University mainly is occupied with medicine, social sciences, humanities and theology. It struggles with housing, pecuniary and technical difficulties as well as with a shortage of academic staff. It is partly aided by scholars from Poland, and as far as financial and technical aid is concerned – by the Polish colony in Southern California; in the years 1992-1998 the University received $ 12, 513 aid from them. The University also patronises Polish schools in Lithuania. Despite the economic troubles and difficulties created by the Lithuanian authorities the number of schools with Polish classes increased from 96 to 125 and the number of pupils from 9995 to 20, 263 in the years 1988 – 1998. Also Polish groups are formed in kindergartens. Polish schools as well as the University are supplied with educational aids and technical equipment by the Polish colony in Southern California and by various organisations in Poland.
    Źródło:
    Studia Polonijne; 2000, 21; 189-237
    0137-5210
    Pojawia się w:
    Studia Polonijne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Walki młodzieży szkolnej w 1. poł. XIX w. o polskie oblicze szkoły
    The Struggles of the School Youth in the First Half of the 19th Century for a Polish Image of School
    Autorzy:
    Rzemieniuk, Florentyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1957171.pdf
    Data publikacji:
    1998
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    The repressive measures after the November rising were launched not only against the older society, the people who actually took part in the battle or supported the insurgents, but also the school youth, especially those who attended secondary schools and gave a mass support for the rising. In Kronika szkół Krolestwa Polskiego (The Chronicle of the Schools of the Polish Kingdom) we find that the political events at home from the turn of 1830 and 1831 made the school authorities to end classes earlier and close all the schools, the regulation which lasted until August 1833, that is almost three years. In April 1833 a new school law was proclaimed, which dealt mainly with elementary schools. After detailed investigations, 26 teachers were proved to have participated in the rising. The students who had been engaged in the rising were punished by military courts and the punishments were usually very severe. The new educative system consisted mainly in preventive actions towards the youth through harsh punishments, intimidation and terror. The aim of education was to form young people into loyal, humble and obedient citizens, respecting the “true authorities” and the “good” czar. Terror and Russification, however, had brought about an effect opposite to the intended one, for in all the insurgent actions for national independence the number of young people was considerable. The students and teachers of the Zamojski secondary school in Szczebrzeszyn were most active in their patriotic endeavours. Therefore the school was eventually liquidated in 1852. Due to their active part in the Spring of the Peoples the young people and teachers of the real higher school in Kalisz, the school was closed for two years. After some purges among the youth and teachers, it was re-opened and new students were recruited. It was a characteristic of the patriotic activity of the students of Warsaw secondary schools that they extensively read forbidden literature, organized self-education mainly in the history of Poland, geography and national literature. In a similar activity were involved young people from the Lublin secondary school and its subordinate district schools. Another form in which the Polish youth could resist was to organize various illegal unions, societies and other often loosely connected groups, governed by some basic, principal idea. Within this form of self-defence and patriotic activity the students of the secondary school in Łuków were particularly active. Having enrolled at the Chełm seminary, its graduates established there a similar organization under the name “Fraternity”.
    Źródło:
    Roczniki Humanistyczne; 1998, 46, 2; 163-186
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Nauczyciele w systemie organizacji polskiego szkolnictwa sobotniego w Wielkiej Brytanii po drugiej wojnie światowej
    Teachers in the Organization System of Polish Saturday Education in Great Britain After the Second World War
    Autorzy:
    Zamecka-Zalas, Olga
    Powiązania:
    https://bibliotekanauki.pl/articles/2098400.pdf
    Data publikacji:
    2022-03-11
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    wychowanie ojczyste
    nauczyciele
    szkoły przedmiotów ojczystych
    polskie szkolnictwo sobotnie
    native education
    teachers
    schools of native subjects
    Polish Saturday education
    Opis:
    Edukacja ojczysta dziecka oraz przygotowanie w tym celu kadr pedagogicznych na uchodźstwie były nadrzędnym zadaniem polskich środowisk oświatowych przebywających po drugiej wojnie światowej w Wielkiej Brytanii. Gdy wycofane zostało uznanie dla rządu polskiego w Londynie, to właśnie działacze nauczycielscy przejęli ogromny trud utrzymania polskiego szkolnictwa, a tym samym przeciwdziałania wynarodowieniu młodego pokolenia Polaków. Celem artykułu jest ukazanie sytuacji nauczycieli w systemie organizacyjnym polskiego szkolnictwa oraz roli Zrzeszenia Nauczycielstwa Polskiego Zagranicą, które stworzyło podwaliny pod system szkół przedmiotów ojczystych. W artykule ponadto ukazano cele działalności nauczycieli, którzy byli ogarnięci wielką społeczną pasją i umiłowaniem tradycji, różnorodne formy kształcenia oraz ich ogromną rolę w wychowaniu dzieci w polskiej kulturze i tradycji. W celu realizacji problemu badawczego zastosowano metodę monograficzną, krytykę analizy dokumentów i piśmiennictwa w tym zakresie.
    The parental education of the child and the preparation of teaching staff in exile for this purpose was the overriding task of Polish educational environments living in Great Britain after the Second World War. When recognition for the Polish government in London was withdrawn, it was the teachers’ activists who took over the enormous trouble of maintaining Polish education, and thus preventing the denationalization of the young generation of Poles. The aim of the article is to present the situation of teachers in the organizational system of Polish education and the role of the Association of Polish Teachers Abroad, which created the foundations for the system of schools in native subjects. The article also presents the goals of teachers who were overwhelmed by great social passion and love of tradition, various forms of education and their huge role in educating children in Polish culture and tradition. In order to implement the research problem, a monographic method was used, and a critique of the analysis of documents and literature in this area.
    Źródło:
    Roczniki Pedagogiczne; 2022, 14, 1; 57-73
    2080-850X
    Pojawia się w:
    Roczniki Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Polskie wady narodowe i ich przezwyciężanie w szkolnictwie okresu międzywojennego na przykładzie Szkoły Powszechnej w Wąwolnicy
    Polish National Faults and Overcoming them in the Inter-war Period Education on the Example of the Primary School in Wąwolnica
    Autorzy:
    Pardyka, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1954359.pdf
    Data publikacji:
    2002
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    Druga Rzeczpospolita
    szkolnictwo
    wady
    cnoty
    charakter narodowy
    oszczędność
    spółdzielczość
    patriotyzm
    wychowanie
    Wąwolnica
    Second Republic
    schooling
    faults
    virtues
    national character
    thriftiness
    cooperative movement
    patriotism
    education
    Opis:
    Representatives of Polish intellectual and political elites of the last period of the partitions and of the Second Republic saw a necessity of eliminating from the Polish national mental life the faults that would make it difficult to 'form the nation' that would match the needs of an independent state. Lack of diligence and underestimating economic values, idealism, individualism, excessive emotionality were considered the leading Polish national faults. As the example of the Wąwolnica school shows, overcoming them, which was an essential postulate in the basics of national education, had a rather verbal character until the May coup. The programme was practically put into effect mainly in the course of lessons of manual work, where the pupils first of all exercised the virtue of diligence. The programme of eliminating Polish faults continued by the 'Sanacja' system was focused not only on diligence but on appreciacion of economic values (thriftiness, cooperative movement) and on collective work as well. Work on faults at schools had a planned and multi-level character. It was done in the form of lectures and of celebrating certain issues on particular days; from the end of the 1920s it was developed in pupils' organizations, and after the Jędrzejowicz's reform the problem was given more space in the curriculas and handbooks. There are premises leading to the conclusion that the programme of overcoming the faults brought real changes in the Polish society of that time; however, schooling was far from general, which means that not all the children subject to the schooling duty were included in the programme. On the other hand, it is known that it reached some of the adult representatives of the society.
    Źródło:
    Roczniki Humanistyczne; 2002, 50, 2; 149-185
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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