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    Wyświetlanie 1-7 z 7
    Tytuł:
    Aksjologia normatywna przykazań judaizmu Tarjag micwot – niektóre aspekty (do) nauczania i wychowania
    Normative Axiology of the 613 Commandments of the Judaism (Tarjag micwot) – Selected Aspects to Teach and Raise
    Autorzy:
    Wojnowski, Kazimierz
    Powiązania:
    https://bibliotekanauki.pl/articles/1070900.pdf
    Data publikacji:
    2020-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    normative axiology
    moral values
    social norms
    Judaism
    Jewish education
    Opis:
    Jewish education is based on normative axiology tarjag micwot which include ethical values and fundamental social norms, including legal values. Historically and contemporary teaching in Judaism is grounded on the values included in 613 commandments of the Jewish moral and legal axiology. The values comprised in commandments of the Judaism were borrowed from the Christian axiology, however some of them were adopted in Islam. Contemporary many values stemming from Jewish commandments appear in non-religion axiology. In order to develop knowledge, skill and competences nthese values are still relevant.
    Źródło:
    Studia Edukacyjne; 2020, 57; 161-176
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Upaństwowienie przedszkoli żydowskich w Polsce „ludowej”
    Nationalization of Jewish kindergartens in the Polish People’s Republic
    Autorzy:
    Wiśniewska, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/956602.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    national and ethnic minorities
    Jewish education
    Jewish kindergartens
    nationalization of education
    education in the Polish People’s Republic
    Opis:
    Educational and teacher training institutions for Jewish children and adolescents had a long and well-established tradition in Poland. Institutional forms of preschool education call for special attention, all the more so that the remaining national and ethnic minorities did not run their own kindergartens in Poland after WWII. In these circumstances, Jewish kindergartens were a striking exception. Ultimately, they suffered the same fate as the other educational and teacher training institutions managed by entities not welcomed by the Communist party and government in Poland, inspired by Marx’s and Lenin’s ideologies, whose guidelines from the communist headquarters in Moscow imposed a monopolistic vision of so-called socialist education and upbringing.
    Źródło:
    Biuletyn Historii Wychowania; 2019, 40; 71-83
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Arab Educational System in Israel: Challenges and Changes
    Arabski system szkolnictwa w Izraelu – wyzwania i zmiany
    Autorzy:
    Diala Abu-Oksa, Eid
    Powiązania:
    https://bibliotekanauki.pl/articles/1070839.pdf
    Data publikacji:
    2020-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Education in Israel
    Arab Palestinian Minority
    Jewish Arab Education
    Palestinian Minority Complexity Introduction
    Opis:
    While the Arab minority in Israel has suffered greatly from war events and political definition of the state, its education system has experienced rapid development since the state’s establishment until today. The partial improvement in the level of education of Arab children and youth is evident in qualitative and quantitative indices, as well as in the level of infrastructure of the Arab education system. Nevertheless, socio-economic gaps between Arab and Jewish children and youth continue to exist, and it is apparent that the rate of improvement does not keep pace with the growing needs of Arab society in the field of education. In the last decade, the government has adopted a series of five-year plans for the socio-economic development of Arab minority. However, there is a significant gap between Arab education and Hebrew education in important indicators, such as financial investment per pupil, infrastructure (buildings and classrooms), educational frameworks outside the school hours, and the rate of entitlement to matriculation.At the beginning of the eighth decade of the State of Israel, the real challenge of the Arab education system in Israel is not necessarily quantitative, but qualitative. The more formal and informal educational programs in the Arab educational system will be adapted to the culture of the children and youth integrated into it, the more Arab society will be able to realize its human potential.
    Źródło:
    Studia Edukacyjne; 2020, 56; 435-448
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    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:
    The Educational System in Israel – Changes in Perception and Approaches since the Late 19th Century
    Autorzy:
    Liviatan, Sarit Albaldes
    Powiązania:
    https://bibliotekanauki.pl/articles/955466.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Israel
    Education
    Goals
    Changes
    Jewish people
    Opis:
    Education, by its very nature, is an institution that preserves tradition and its values, and thus preserves structures, patterns and processes that have become rooted in society and continue to influence and shape it. Education was one of the significant forces in the shaping of modern culture and the modern social cohesion of the Jewish people along with the peoples of Europe from the end of the 19th century and throughout the entire process of its renewed hold over its land. In the period that preceded the establishment of the State the focuses of power were distributed politically, with the considerable involvement of the community in what was done in education. Since the establishment of the State, the structure of the shaping of education policy in Israel has experienced changes. The principle of statehood guided Prime Minister Ben-Gurion, who sought to apply it also to the educational system. For many years since the establishment of the State, changes have been made in the national consensus about the emphasis of values, according to the spirit of the era and the major events that occurred in the country and society in Israel. In the transition to the 21st century, Israeli society is undergoing major changes that have direct implications on the positioning of formal education in society and on the image of the desired graduate.
    Źródło:
    Biuletyn Historii Wychowania; 2015, 33; 71-78
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Inicjatywy opiekuńcze i oświatowo-wychowawcze łódzkiej społeczności żydowskiej w latach I wojny światowej – Przytulisko dla Dzieci Wyznania Mojżeszowego
    Care and Education Initiatives of the Łódź Jewish Community During WW I – the Shelter for Jewish Children
    Autorzy:
    Sosnowska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/957078.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education of Jewish children during WWI
    childcare initiatives of the Jewish community in 1914–1918
    shelter for children
    edukacja dzieci żydowskich podczas I wojny światowej
    opieka nad dziećmi w społeczności żydowskiej w latach 1914-1918
    chronisko dla dzieci
    Opis:
    In 1914–1918, the Łódź Jewish community organized activities for children and teenagers in more than ten social and charitable organizations and institutions. Some of them were established even before 1914, some were opened during WWI. The Shelter for Jewish Children was among the centres operating during the difficult war times and dating back to the time before the Great War. The Shelter was established on the initiative of Sara Poznańska, wife of Maurycy Poznański, a prominent Jewish industrialist and social activist in Łódź. Members of the Board of the new institution included rich, middle class Jewish women, factory owners and merchants. In 1917, they were joined by S. Poznańska as President, Maria Hertzowa as Vice-President, Stefania Hirszbergowa as Treasurer and Paweł Becker as Secretary of the Board. Several sections were identified in the Shelter with different functions in mind: the Pedagogical, Medical, Food, Maintenance, and Clothes Sections. The task of the Pedagogical section was care for the intellectual and physical development of the children. Efforts were made to propagate Polish issues in education (the children were taught history and the Polish language). The Medical Section focused on hygiene and the children’s health. The Food Section prepared hot meals, i.e. dinners and breakfasts. The Maintenance Section’s responsibility was to develop a sense of cleanliness and order in the children. The Clothes Section put an emphasis on maintaining the children’s clothes in order, mainly by mending them. During WWI, the Shelter took care of over 200 pre-school and school children (aged 4–12).
    Źródło:
    Biuletyn Historii Wychowania; 2016, 34; 21-35
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Fałszerze pieprzu Moniki Sznajderman w roli lektury uzupełniającej, czyli jeszcze jedna odsłona prawdy o XX wieku
    Monika Sznajdermans “Pepper Counterfeiters” in the role of supplementary reading – a bit more of the truth about the 20th century
    Autorzy:
    Kania, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1075447.pdf
    Data publikacji:
    2021-05-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    memory;
    identity;
    Polish language education;
    Polish-Jewish relationships;
    Holocaust;
    critical thinking
    pamięć;
    tożsamość;
    edukacja polonistyczna;
    relacje polsko-żydowskie;
    Zagłada;
    myślenie krytyczne
    Opis:
    Wiedza o relacjach polsko-żydowskich, zwłaszcza w czasie II wojny światowej i Zagłady, jest w polskim społeczeństwie wciąż niewystarczająca i obarczona wieloma stereotypami. Edukacja polonistyczna w obowiązkowym wymiarze nie pozwala na podjęcie tego trudnego tematu, dlatego w liceum warto uczynić lekturą uzupełniającą książkę Moniki Sznajderman Fałszerze pieprzu. Historia rodzinna, opowieść o pamięci i tożsamości. Jej omówienie powinno zostać starannie przemyślane, a uczniowie powinni być przygotowani do odbioru. Metodą w zaproponowanych działaniach dydaktycznych jest przede wszystkim myślenie krytyczne. Tak zinterpretowany utwór daje szansę na wykształcenie w młodych ludziach postawy dystansu wobec narodowych mitów dotyczących relacji polsko-żydowskich i przygotowanie ich do świadomego uczestnictwa w życiu społecznym i kulturalnym.
    Knowledge about Polish-Jewish relations, especially during World War II and the Holocaust, is still insufficient in Polish society and is burdened with many stereotypes. Polish language education in its compulsory dimension does not allow to take up this difficult topic, so in secondary school it is worth to discuss Monika Sznajderman's “Pepper Counterfeiters. A family story” as supplementary book about memory and identity. Its overview should be carefully prepared and the students should be prepared for reception. The method suggested in the proposed didactic activities is primarily critical thinking. Thus interpreted, the literary work gives young people a chance to distance themselves from national myths about Polish-Jewish relations and to prepare them for conscious participation in social and cultural life.
    Źródło:
    Polonistyka. Innowacje; 2021, 13; 173-186
    2450-6435
    Pojawia się w:
    Polonistyka. Innowacje
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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