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    Wyświetlanie 1-13 z 13
    Tytuł:
    Wpływ języka polskiego na rozwój świadomości narodowej młodzieży galicyjskiej w dobie autonomicznej
    The influence of polish language on the development of national consciousness of the Galician youth during the epoch of Galician autonomy
    Autorzy:
    Zimmermann, Peter
    Powiązania:
    https://bibliotekanauki.pl/articles/1044838.pdf
    Data publikacji:
    2017-08-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Habsburg Monarchy
    Austrian Empire
    Galician education system
    Galician school system
    School Law
    Polish language
    German language
    Galician autonomy
    Polish national consciousness
    Polish nationality
    education in Galicia
    Polish language in school
    Opis:
    After the Austro-Hungarian compromise in 1867 the Galician parliament and provincial administration gained extensive privileges and prerogatives, especially in education. Galicia was the first crownland that had a school council, which was sanctioned already in 1867. After almost a century the ongoing process of Germanization ended as in the following years the majority of German speaking public officials were replaced by Poles and the Polish language became the main administrativ language and the main language of instruction in school. The article describes changes in the school system and shows the role of the Polish language in primary and secondary education during this so-called epoch of Galician autonomy. A comparison of historical documents and memories from schooldays from former Galician school children allows a realistic insight on the role which the Polish language played in the lives of young Galicians. The analysis shows that the Polonisation of the Galician school system effected the development of Polish national consciousness within young Galicians very slowly and not until the beginning of the 20th century.
    Źródło:
    Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2017, 24, 1; 175-192
    1233-8672
    2450-4939
    Pojawia się w:
    Poznańskie Studia Polonistyczne. Seria Językoznawcza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Uwarunkowania historyczne roli i statusu języka polskiego w systemie edukacji w Galicji 1. połowy XIX wieku
    Historical conditioning of the role and status of the Polish language in the education system in Galicia in the first half of the 19th century
    Autorzy:
    Zimmermann, Peter
    Powiązania:
    https://bibliotekanauki.pl/articles/1044891.pdf
    Data publikacji:
    2016-12-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Habsburg Monarchy
    Austrian Empire
    19th century
    education system
    school system
    primary school
    secondary school
    School Law
    Partitions of Poland
    first partition of Poland
    third partition of Poland
    Galicia
    Kingdom of Galicia and Lodomeria
    Polish
    Opis:
    During the partitions of Poland in 1772, 1795 and 1815 its southern part was annexed by the Habsburg Monarchy and integrated into the Austrian Empire as the Kingdom of Galicia and Lodomeria. Till the end of World War I the inhabitants of Galicia were citizens of the Austrian Empire and their lives were influenced by the political and social ideology of the Austrian government. One of the most significant changes were connected to the language issue. Austrian or German-speaking officials came to Galicia and so did German as it became the main administrative language. This was also the case for the Austrian education system, which mainly focused on teaching German language as they wanted to integrate the multilingual and multicultural inhabitants of the Austrian Empire under the leadership of the Austrian rulers.This article deals with the issue how the Austrian education system influenced the development and understanding of national consciousness of the Polish population in Galicia in the first half of the 19th century by analysing which role the Polish language played in the primary and secondary school system. This period is important because it shows the main intentions of the Austrian educational system and also because the first important School Laws were passed, which influenced the education system in Galicia for over half the century.This article is structured in two parts. The first part contains an analysis of the most important School Laws. The aim is to show the intentions and the ideology which guided the Austrian government in creating the education system and to analyse which role the Polish language played in it. The second part deals with the actual effects of the Austrian education policy for the young Polish generations of Galicia. This will allow a more realistic interpretation of the influence the education system in Galicia had on building or suppressing the development of a Polish national consciousness. This part includes analyses of school statistics and most importantly memories from schooldays from former Galician school children which gives an inside on the role the Polish language played in the school and in their own lives.
    Źródło:
    Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2016, 23, 2; 245-262
    1233-8672
    2450-4939
    Pojawia się w:
    Poznańskie Studia Polonistyczne. Seria Językoznawcza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Technical Education of the Youth – the Priority of the Czech School System in the 21st Century
    Edukacja techniczna młodzieży – priorytet czeskiego systemu oświaty w XXI wieku
    Autorzy:
    Vališová, Alena
    Powiązania:
    https://bibliotekanauki.pl/articles/915802.pdf
    Data publikacji:
    2020-01-19
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    technical education
    Czech school system
    motivation
    competence
    information and communication technologies
    technological changes and innovations
    polytechnic education
    technical science
    education sciences
    Opis:
    The presented text conceptually proceeds from the strategic and conception documents of the Czech Ministry of Education (MŠMT) and includes among the priority objectives primarily the openness to the new methods and manners of teaching by means of digital technologies, improvement of pupils’ competences of working with information and digital technologies and, last but not least, the development of pupils’ IT thinking. The motivation for secondary school students’ choice of technical bran-ches is regarded as a priority orientation of the contemporary school system in the Czech Republic.
    Źródło:
    Studia Edukacyjne; 2017, 46; 193-206
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    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:
    The Multicultural School. Analysis of challenges and opportunities based on examples from Vasa Övningsskola
    Autorzy:
    Adamczewski, Jakub
    Powiązania:
    https://bibliotekanauki.pl/articles/957020.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    multicultural school
    history of education
    finnish educational system
    educational equality
    Opis:
    The aim of this article is to present a discussion on the phenomenon of multicultural schools in Finland. The author will present both challenges and opportunities of multiculturalism based on examples from Vasa Övningsskola. The article will present a brief history of multicultural schools in the world and explain the roots of multicultural education. The purpose of this article is to explore new ideas and solutions for multicultural schools based on the best educational system in the world.
    Źródło:
    Biuletyn Historii Wychowania; 2017, 36; 77-84
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Muzykowanie z fińskim akcentem. Edukacja muzyczna w nauczaniu początkowym w Finlandii
    Musicmaking in the Finnish Rhythm. Music Education in Early Childhood Education in Finland
    Autorzy:
    Adamczewski, Jakub
    Powiązania:
    https://bibliotekanauki.pl/articles/916468.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    music education
    Finnish educational system
    rhythmic activities
    primary school education
    national curriculum
    Opis:
    The article highlights the meaning of music activities in early childhood education. All the personalthoughts and information are mostly based on the Finnish educational system and the examples comingfrom my teaching practice at Vasa Övningsskola. Music education has an enormous impacton the child’s development at early school age. The way we teach and the teacher’s personality playa key role in the process of self-learning. This article contains both theoretical and practical aspects ofmusic education in Finnish primary schools. The conclusion is supported by personal experience andobservations from a Finnish primary school, which help to precisely describe music education in thisparticular system. The speaker will present activities and ideas used in the music education in earlyschool age based on the national curriculum from 2016.
    Źródło:
    Studia Edukacyjne; 2019, 55; 259-270
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Struktura, zmiany organizacyjne i poziom nauczania Publicznej Szkoły Powszechnej w Brdowie w latach 1919–1939
    Structure, organisational changes and level of education at the General Public School in Brdów from 1919 to 1939
    Autorzy:
    Racinowski, Dariusz
    Powiązania:
    https://bibliotekanauki.pl/articles/956948.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    interwar period
    school reorganisation
    education system
    education reform
    interwar school
    Brdów
    teachers
    level of education
    attendance
    working conditions
    school in Brdów
    teaching results
    taught subjects
    organisation
    school structure
    Pauline fathers
    Opis:
    The school in Brdów dates back to the mid–15th century. It was founded and managed by Pauline fathers. In the following centuries, the school functioned with varying degrees of success. The realdevelopment of the Brdów school occurred in the interwar period. In the following years, the structure of the school changed, due to the growing number of students. Before the outbreak of World War II, there was a general public school of 3rd level, i.e. one with seven grades, in Brdów.The teachers worked under very difficult conditions. The school building was too small to accommodate all the classes. The classrooms were overcrowded. However, the educators tried to achieve the best results possible. This was confirmed by subsequent inspections conducted by educational authorities. Just before the outbreak of World War II, a new school building was opened in Brdów which greatly improved working and learning conditions there.
    Źródło:
    Biuletyn Historii Wychowania; 2017, 37; 133-150
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Uniwersytet Wileński i wizytacja generalna szkół jemu podległych w 1803 roku
    Vilnius University and the General Visitation of Schools Subordinate to the University in 1803
    Autorzy:
    Prašmantaitė, Aldona
    Powiązania:
    https://bibliotekanauki.pl/articles/29519618.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education system
    Russian Empire
    Vilnius University
    Vilnius School District
    general visitation of schools
    office of general visitator
    Opis:
    The article shows the course of the general visitation of schools of the Vilnius School District [WOS] in 1803. It was the first year when Vilnius Visegrána University, transformed into the Imperial University of Vilnius as a tertiary education institution, took over the helm and control of lower-level schools in the designated territorial area, namely the school district. In the legal acts of the Russian Empire, regulating the activities of the reformed Vilnius University, the sanctioned principle of the continuation of the Commission of National Education tradition was manifested in practice during the visitation of the WOS schools in 1803. The article presents the origin of general visitations in the history of the University and the instructions addressed to the visitators. Literature on the subject and the sources made it possible to show the visitators and to present their collective portrait.
    Źródło:
    Biuletyn Historii Wychowania; 2021, 45; 7-29
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dobre praktyki edukacji wielokulturowej na przykładzie Społecznego Gimnazjum nr 20 „Raszyńska” w Warszawie
    Good practices in multicultural education based on the example of the “Raszyńska” Community Junior Secondary School No. 20 in Warsaw
    Autorzy:
    Figiel, Angelika
    Powiązania:
    https://bibliotekanauki.pl/articles/645020.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    education of foreigners in the Polish education system
    multicultural education
    intercultural education
    Social Secondary School No. 20 „Raszyńska” in Warsaw
    Opis:
    This article is an attempt to present the good practices of intercultural education. By the introducing into the main problems, the author presents the education rules of foreigners in the Polish education system, indicating the most important aspects of Polish law regulations. Then defines the one of the most important concepts of intercultural education and multicultural education, discussing its main goals and tasks. The crucial question raised in the text is the role of the school in the intercultural education and shaping of intercultural competence in education among pupils by the teacher. At this point, the author attempts to answer the question whether and how Polish schools and teachers are prepared to accept foreign children? And what is the role of the teacher in intercultural education? In the second part of the text, they presented good practices of intercultural education as an example the Social Secondary School No. 20 “Raszyńska” in Warsaw.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2018, 13, 1
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Problemy polskiego szkolnictwa zaboru pruskiego i rosyjskiego na kartach „Szkoły” 1868-1914
    Problems of the Polish Educational System in the Prussian and Russian Partition Zones on the Pages of “Szkola” (School) 1868-1914
    Autorzy:
    Wnęk, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/956523.pdf
    Data publikacji:
    2008
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Prussian and Russian Partition Zones
    Polish Educational System
    “Szkola” (School) 1868-1914
    polskie szkolnictwo
    zabór pruski
    zabór rosyjski
    czasopismo „Szkoły”
    1868-1914
    Opis:
    The article discusses the period 1868-1914. At that time in Lvov, a pedagogical magazine entitled Szkoła (“School”) was published, in the columns of which one could find articles dealing with the problems of the Polish educational system in the Prussian and Russian partition zones. They were primarily letters and publications based on information obtained from brochures, newspapers and periodicals issued in the Grand Duchy of Poznan and the Kingdom of Poland. The news concerning Polish education published in Szkoła were non systematic and did not appear in cycles. Nevertheless, they possessed largely informative value for the readers of the periodical. They depicted the struggle to preserve the Polish language in schools, the questions connected with educating at an elementary and secondary level. Some papers provided information about schools for apprentices and schools of rural economics for girls. Galician autonomy created opportunities for freedom of  expression on various topics. Owing to this, the journalists printing their articles in Szkoła openly denounced the abuses of Germans and Russians, criticised Germanization and Russification.
    Źródło:
    Biuletyn Historii Wychowania; 2008, 24; 23-46
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ziemia rolnicza jako dobro publiczne – stanowisko austriackiej szkoły ekonomii
    Agricultural land as a public good: the position of the Austrian school of economics
    Autorzy:
    Maśniak, Jacek
    Daniłowska, Alina
    Chądrzyński, Mariusz
    Gruziel, Kinga
    Powiązania:
    https://bibliotekanauki.pl/articles/2037181.pdf
    Data publikacji:
    2021-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    agricultural land
    agricultural system
    theory of public goods
    Austrian school of economics
    ziemia rolnicza
    ustrój rolny
    teoria dóbr publicznych
    austriacka szkoła ekonomii
    Opis:
    Kategoria dóbr publicznych jest jednym z fundamentalnych elementów koncepcji zawodności rynku i jednocześnie jednym z argumentów uzasadniających interwencję ze strony państwa. Zwolennicy tego podejścia podkreślają specyfikę ziemi i jej duże znaczenie w kształtowaniu zrównoważonego rozwoju gospodarczego. Celem artykułu jest przedstawianie krytycznego stanowiska wobec koncepcji ziemi rolniczej jako dobra publicznego. Przyjęto założenie, że teoria dóbr publicznych jako naukowe uzasadnienie interwencjonizmu państwowego w rolnictwie, w tym również na rynku ziemi rolniczej, ma dużo bardziej polemiczny charakter, niż jest to przedstawiane w głównym nurcie badań. Jako alternatywne podejście do badania kwestii ziemi rolniczej zaprezentowane zostało stanowisko austriackiej szkoły ekonomii. Praca ma charakter teoretyczny. W analizie wykorzystano wnioskowanie dedukcyjne i logikę w postaci werbalnej. Przeprowadzona analiza problemu wskazała, że według kryteriów stosowanych w teorii dóbr publicznych ziemia rolnicza jest typowym dobrem prywatnym. Dyskusyjna jest natomiast kwestia takich dóbr integralnie z ziemią związanych, jak krajobraz rolniczy i jakość środowiska naturalnego. Jednak specyfika tych dóbr nie musi prowadzić do wniosku, że interwencja państwa jest konieczna. Przeciwko interwencji państwa przemawiają takie względy, jak: brak możliwości obiektywnej identyfikacji potrzeb społecznych, polityczny i redystrybucyjny charakter interwencjonizmu państwowego, istnienie rynkowych mechanizmów finansowania dóbr publicznych.
    The category of public goods is one of the fundamental elements of the concept of market failures and, at the same time, one of the arguments justifying state intervention. Supporters of this approach emphasize the specificity of land and its great importance in shaping sustainable economic development. The main goal of this article is to present a critical point of view towards the concept of agricultural land as a public good. The authors assumed that the theory of public goods, as a scientific justification for state interventionism in agriculture, including the agricultural land market, is much more polemical in nature than is presented in mainstream research. The position of the Austrian school of economics is presented as an alternative approach to researching the issue of agricultural land. The study is of a theoretical nature. The analysis is based on deductive reasoning and verbal logic. The analysis of the problem shows that, according to the criteria used in the theory of public goods, agricultural land is a typical private good. On the other hand, the issue of goods integrally connected with land, such as agricultural landscape and quality of the natural environment, is debatable. The specificity of these goods does not necessarily lead to the conclusion that state intervention is necessary. The following arguments are against state intervention: the inability to objectively identify social needs, the political and redistributive nature of state intervention, the existence of market mechanisms for financing public goods.
    Źródło:
    Ruch Prawniczy, Ekonomiczny i Socjologiczny; 2021, 83, 4; 137-150
    0035-9629
    2543-9170
    Pojawia się w:
    Ruch Prawniczy, Ekonomiczny i Socjologiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Szkoła na XXI wiek...
    School for the 21st century...
    Autorzy:
    Kłakówna, Zofia Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1076554.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    system of education
    school
    elementary
    public
    general preparatory
    compulsory
    model of education
    civilisational and cultural context
    quality of education
    system edukacji
    szkoła
    powszechna
    publiczna
    ogólnokształcąca
    obowiązkowa
    model edukacji
    kontekst cywilizacyjno-kulturowy
    jakość edukacji
    Opis:
    Artykuł dotyczy publicznego systemu obowiązkowej, ogólnej edukacji powszechnej i jego aktualnej realizacji w Polsce. W zamierzeniu stanowi zachętę do całościowej debaty, która obejmowałaby aspekty (1) prawne oraz (2) organizacyjne funkcjonowania tego systemu i służyła gruntownemu (3) przepracowaniu myślenia o celach oraz merytorycznych aspektach powszechnej, podstawowej edukacji ogólnej, stosownie do wyzwań, które stawia przed człowiekiem życie we współczesnym kontekście cywilizacyjno-kulturowym. W końcowej partii tekstu sformułowane zostały sugestie założeń i zasad, które opisują postulowany model szkoły.
    The article focuses on the public system of compulsory, general elementary education and its current realisation in Poland. The aim is to encourage a broad-based debate that would encompass 1) legal and 2) organisational aspects of functioning of this system and would help to 3) thoroughly analyse thinking about aims and substantive aspects of elementary general education in compliance with challenges that life in the contemporary civilisational and cultural context poses to a man. In the final part of the text the author formulated suggestions of assumptions and principles that describe the postulated school model.
    Źródło:
    Polonistyka. Innowacje; 2018, 8; 191-208
    2450-6435
    Pojawia się w:
    Polonistyka. Innowacje
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-13 z 13

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