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    Tytuł:
    Zasady funkcjonowania Komisji Edukacji Narodowej jako pierwszego Ministerstwa Oświaty
    The Rules According to Which the Commission of National Education (KEN) Functioned as the First Ministry of Education
    Autorzy:
    Bednarski, Łukasz
    Powiązania:
    https://bibliotekanauki.pl/articles/1944818.pdf
    Data publikacji:
    2009
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    Komisja Edukacji Narodowej
    Towarzystwo do Ksiąg Elementarnych
    wizytator
    Ministerstwo Oświaty
    szkolnictwo
    Commission of National Education
    Society for Elementary Books
    school inspector
    Ministry of Education
    educational system
    Opis:
    The present study discusses the issue of the supreme school authorities of the last decades of the 18th century in the First Polish Republic. The rules according to which the Commission of National Education (KEN) functioned as well as its political position are characterized. The main subject of the work is showing in what way the KEN was independent of the authorities of the state, owing to which we may talk about the institution as the first Ministry of Education. The origin of the Commission is discussed against the background of education reforms in selected European countries like Prussia, Austria and France. However, these countries did not establish so independent education departments as it was the case with Poland. Apart from this institutions are discussed that were parts of the KEN, and without which it would be impossible to effect the reforms, namely, the Society for Elementary Books and the office of General Inspectors. The former one was responsible for curricula and handbooks, but it often had to take over part of the duties of the very KEN. The inspectors were a kind of a link between the central education authorities and schools all over Poland; they also supervised effecting the reforms and passed the postulates formulated by the education system employees to the Commission. In the conclusion the effects of the KEN's work and its influence on the society harassed by the partitions are summarized. The whole allows the reader to have a closer look at the functioning of the schooling system of that time from the historical-legal perspective.
    Źródło:
    Roczniki Humanistyczne; 2009, 57, 2; 99-110
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Walka o utrzymanie narodowego (demokratycznego) ideału wychowawczego w polskiej oświacie w latach 1944-1947
    The Struggle for Maintaining the National (Democratic) Educational Ideal in Polish Schools in 1944-1947
    Autorzy:
    Składanowski, Henryk
    Powiązania:
    https://bibliotekanauki.pl/articles/1953895.pdf
    Data publikacji:
    2004
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    Szkolnictwo
    Tajna Organizacja Nauczycielska
    Polski Komitet Wyzwolenia Narodowego
    Polska Partia Robotnicza
    Polskie Stronnictwo Ludowe
    Tymczasowy Rząd Jedności Narodowej
    Ministerstwo Oświaty
    Związek Nauczycielstwa Polskiego
    education
    Clandestine Teachers' Organization (TON)
    Polish Committee of National Liberation (PKWN)
    Polish Workers' Party (PPR)
    Polish Peasants' Party (PSL)
    Provisional Government of National Unity (TRJN)
    Ministry of Education
    Polish Teachers' Association (ZNP)
    Opis:
    After the Polish Committee of National Liberation (PKWN) had been established, Communist education activists came to Poland from the Soviet Union. The group was led by Dr Stanisław Skrzeszewski who was appointed Head of the Education Department in Lublin. In order to draw teachers to work in the Polish school that was being rebuilt, they had to completely change the views of education they had propagated before. These were tactical actions supposed to neutralize the teacher circle's unfavorable or hostile attitudes. This resulted from the fact that the education structure of the London Government Delegation and the Clandestine Teachers' Organization (TON), working on the liberated lands, were under the influence of the Peasants' Party (SL), and they did not join the new authorities' organizational work, as they did not trust the Polish Workers' Party or the National People's Council. This is why in the “Appeal to the Polish Teachers” issued on 1 August 1944 by the Education Department in Lublin it was, among others, stated, that “The teacher has a complete freedom of democratic political views, speech and actions, according to his views”. The people managing the Education Department, knowing the moods prevailing in the society, did not want to introduce radical changes at the initial stage, and the curriculum, including history, was the same as the one before the war. This is proven, among others, by the “Directions for organizing public primary schools in the school year 1944/45”. Such actions resulted from the social-political situation obtaining in Poland at that time. The new authorities did not want to indispose the Polish society and the teachers towards themselves, as the Communist education activists coming from the USSR were already looked at with suspicion. They were also afraid for their own future fate, as the PKWN, and then the Provisional Government were not recognized by the two remaining superpowers of the anti-Hitler coalition, that is, the United States and Great Britain. This had a great influence on the compromise solutions decided on in the field of education. In the new Provisional Government of National Unity (TRJN) appointed on 28 June 1945, on the basis of the agreement between the three superpowers concluded in Jalta, a Polish Peasants' Party (PSL) activist, the president of the Polish Teachers' Association (ZNP), Czesław Wycech became Minister of Education. When Czesław Wycech took over the function of the minister, the Communists, partly debarred from the posts of authority, still tried to influence the crucial decisions, keeping some of the most important positions. Żanna Kormanowa, an education activist who came from the Soviet Union, is a good example here. She had the key function of the Head of the School Reform and Curricula Department. Despite fears of losing it the Communists were able to keep the position. Formally not controlling the Ministry of Education, they in fact had a lot of influence on the curricula that were being prepared. Many PPR activists knew that establishing the TRJN was a necessary compromise. However, they could not understand why the party had given up just this ministry, as their educational work done so far was assessed as very good by the party leaders. They thought that reconstructing the contents of school education in history and forming a new, communist educational ideal, were an indispensable condition in the planned ideological attack. In this way a situation arose, in which the changes in education were being introduced by teachers connected with PSL, who did not agree with the former Ministry of Education's conception of reform. They did not accept the education ideal postulated by PPR, either. On the contrary, the main educational aims, which the Ministry of Education headed by the PLS pursued, were: “the principles of democracy understood as respect for human rights for freedom, for full development, for participation in material and cultural achievements according to one's work and abilities, as aspiration for dividing hardships and burdens that an individual has to bear for the common good”. These aims proved that the PSL wanted to build a fully democratic state, which was contrary to the principle of “the dictatorship of the proletariat” proclaimed by the PPR. However, in the situation that obtained at that time the Communists had to tolerate the views presented by the Ministry of Education. Until the forged elections of 1947 the Ministry tried to resist the PPR's influences and aimed at democratic changes in Poland, which was reflected, among others, in the curricula that were then issued. Having seized all the power in 1947 the Communists started putting into effect the ideals of education based on Marxist-Leninist ideology, alien to Polish people. Deserted in its struggle for democracy the PSL, supported practically by the Church alone, subjected to repressions and exposed to actions aiming at its dissent, was not able to defend the democratic and national education. The education ideas proclaimed by the PSL after the war were returned to practically only after the rise of the “Solidarity” trade union in 1980, and started being put into effecty after the breakthrough of 1989, when Poland regained full independence.
    Źródło:
    Roczniki Humanistyczne; 2004, 52, 2; 57-70
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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