Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "the Polish language of the 18th century" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-2 z 2
    Tytuł:
    Pudełko Srebrne do Hoſtyi bez przykrywadła. O sposobach określania przedmiotów w inwentarzach kościelnych
    Pudełko Srebrne do Hostyi bez przykrywadła. The methods of specifying the objects in the ecclesiastical inventories
    Autorzy:
    Żuraszek-Ryś, Iwona
    Powiązania:
    https://bibliotekanauki.pl/articles/1045051.pdf
    Data publikacji:
    2016-08-02
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    the Polish language in the 18th century
    ecclesiastical inventory
    identification and specification of objects
    Opis:
    This article focuses on methods of specifying mobile objects in the ecclesiastical inventories. The research material comes from the manuscript entitled: The revision of the treasury of the Poznań cathedral (Revisio Thesauri Ecelesiae Cathedralis Poznaniensis), which is located in the Archives of the Archdiocese of Poznań under the inventory number DK pap IV/003. This document was drawn up on 6th July 1719 and certifies revision of the treasury of the cathedral in Poznań. The person who was preparing this document had to face the difficulty of describing objects located in the treasury by means of appropriate language. The choice of objects was not a coincidence. Descriptions were used for identification of relevant specimen and had to be as precise and comprehensive so that it was possible to identify a relevant object.The specifications of mobile items stored in the treasury have the analytic form of different length that mainly depends on a number of objects with the same functions. The more such objects were stored, the more elaborated description had to be attached that would include more differentiating factors. The Polish name of the object was an obligatory part of these syntactic and semantic language structures. The description also specifies: a kind of material the item was made of, its appearance, size, purpose for which it was used, a number of subsequent items of the same kind as well as the data concerning founders and owners of those objects.
    Źródło:
    Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2016, 23, 1; 131-143
    1233-8672
    2450-4939
    Pojawia się w:
    Poznańskie Studia Polonistyczne. Seria Językoznawcza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Oryginalność Komisji Edukacji Narodowej na tle europejskim
    The uniqueness of the Commission of National Education in Europe
    Autorzy:
    Bartnicka, Kalina
    Powiązania:
    https://bibliotekanauki.pl/articles/955453.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Education in the Polish Republic
    education reforms in the 18th century
    the state organ of the education authorities
    the secular profession of a teacher
    the structure of universities
    the ideal of a citizen
    curricula
    teaching language
    Opis:
    As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783.  The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king. 
    Źródło:
    Biuletyn Historii Wychowania; 2015, 33; 7-22
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies