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    Wyświetlanie 1-9 z 9
    Tytuł:
    Stanisław Litak, Historia wychowania. Podręcznik akademicki, t. 1: Do wielkiej rewolucji francuskiej
    Autorzy:
    Gach, Piotr Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/1853602.pdf
    Data publikacji:
    2020-05-12
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Źródło:
    Roczniki Nauk Społecznych; 2005, 33, 2; 181-182
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Winfried Böhm, Maria Montessori – Bibliographie 1896-1996. Internationale Bibliographie der Schriften und der Forschungsliteratur
    Autorzy:
    Gach, Piotr Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/1857105.pdf
    Data publikacji:
    2003
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Źródło:
    Roczniki Nauk Społecznych; 2003, 31, 2; 165-167
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Bartosz Cichocki, Krzysztof Jóźwiak, Najważniejsze są kadry. Centralna Szkoła Partyjna PPR/PZPR, Warszawa: Wydawnictwo TRIO 2006, ss. 208
    Autorzy:
    Gach, Piotr Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/2038159.pdf
    Data publikacji:
    2009
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Źródło:
    Roczniki Pedagogiczne; 2009, 1(37); 190-194
    2080-850X
    Pojawia się w:
    Roczniki Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Krakowskie prawodawstwo cechowe w XV, XVI i na początku XVII stulecia
    Die krakauer Zunftgesetzgebung im 15., 16. und zu Beginn des 17. Jahrhunderts
    Autorzy:
    Gach, Piotr Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/1955022.pdf
    Data publikacji:
    2000
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    Die Grundlage des Wirkens der Handwerkerzünfte im 15., 16. und 17. Jahrhundert in Krakau bildeten die Statuten der Zünfte und Gesellenvereine sowie ihre zahlreichen Ergänzungen (additamenta ad statuta), die vom Magistrat (im 14.-16. Jahrhundert) und von den polnischen Herrschern bestätigt wurden. Die polnischen Könige bestätigten als die Besitzerder Stadt Krakau, die zugleich die Hauptstadt des Staates bildete, seit Beginn des 16. Jahrhunderts die Zunftbriefe in Form eines entsprechenden Dokuments. Auf der Grundlage zweier von F. Piekosiński und S. Krzyżanowski bearbeiteten Quellenbücher vom Ende des 19. Jahrhunderts konnte der Autor die Daten der Bestätigung der Zunftbriefe durch den Krakauer Magistrat und solche polnischen Könige wie Sigismund der Alte (zwei Statuten von 1516 und 1547), Sigismund August (zehn Statuten in den Jahren 1549-1569), Heinrich von Valois (ein Statut von 1574), Stefan Batory (13 Statuten in den Jahren 1578-1585) und Sigismund III.Wasa (20 Statuten für 18 verschiedene Zünfte in den Jahren 1588-1628) feststellen. In den Jahren 1517-1624 bestätigte der Krakauer Magistrat 15 Statuten für 13 Gesellenvereine. Die Zunftbriefe weisen formale und inhaltliche Ähnlichkeiten auf. Die Unterschiede zwischen den einzelnen Statuten ergeben sich aus der Spezifik des jeweiligen Berufes. Der Inhalt der Zunftbriefe konzentrierte sich auf folgende Fragen: 1. die innere Struktur der Organisation, 2. die Zeitdauer, die Prozedur und die Bedingungen für die Berufsausbildung und die allgemeine Erziehung, 3. Produktion und Arbeit, 4. berufliche, militärische, religiöse und gesellschaftliche Pflichten der Mitglieder sowie eine Auflistung der Strafen für ihre Nichterfüllung.
    Źródło:
    Roczniki Humanistyczne; 2000, 48, 2 Special Issue; 145-164
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Jana Pawła II dorobek zamknięty, dzieło otwarte
    John Paul II the Closed Achievements and the Open Work
    Autorzy:
    Gach, Piotr Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/1848988.pdf
    Data publikacji:
    2020-05-12
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    Jan Paweł II
    papież
    pedagogika ewangeliczna
    wymiary solidarności
    diagnozy i współpraca w wychowaniu
    John Paul II
    pope
    evangelical pedagogy
    dimensions of solidarity
    diagnoses and co-operation in education
    Opis:
    The author begins with a question: who was John Paul II? First he makes a review of various terms used to describe the Pope-Pole. They are found in his many biographies, studies, albums, learned journals, press publications, radio and television broadcasts, and characterisation delivered at learned symposiums in Poland. The author closes this review with a statement that the personality and activity of John Paul II transcends the unambiguous terms used by contemporary journalists, politicians, biographers, and historians. He cannot be enclosed in one field of meaning, or even reduced to several terms. John Paul II spoke on the formation of teachers and educators, the necessity to prepare them for their job from many points of view and to equip them with educational and didactic skills. He spoke about the serious and subtle question of their vocation and even their apostleship, the necessity to fulfil essential tasks and the need to co-operate with their pupils' parents. These sentences, often quoted in the press, suffice to define the Pope as a good pedagogue, educator, and teacher both in theory and practice. Starting from the personalistic vision of man, supplemented by the axiological, normative, social and cultural, and religious approaches, John Paul II arrives the overall vision of Christian pedagogy. According to him, education is a continual process that encompasses the formation of personality and serves to build the civilisation of life, truth, and love. That process leads to a full mental development and to engagement in everyday matters. It takes places in various milieus: in the family, social groups, the nation, the state, and the Church. The figure of John Paul II can be seen here as: a teacher, theorist of education, visionary who shows the Church's stance on education, a pedagogue well-aware of the didactic methods and means by which to reach the listener, an author of the educational programme for a definite group of people, for families, and the whole nations. In his addresses, John Paul II presented many accurate social and pedagogical diagnoses. This his figure appears to be a foreseeing pedagogue, caring educator, lover of people, the one who sees their errors and weaknesses, but at the same time encourages them to positive actions, to demand of themselves, and to reach the long-term goals. The exceptional character of his life consists not only in the diverse form of his teaching. He also set on apostolic journeys and was an exemplary figure when he showed us how to suffer illnesses, and how he coped with the assault on his life. Journalists and biographers admired him for his words about God, man, societies, history, and the contemporary times. He regularly met with the suffering and the sick, talked with them, consoled brought, and administered the Holy Communion to them. Following the Pope's order, a “Gift of Mary” hostel for the poor was built in the Vatican. The Pope showed pedagogical and educational values. His addresses on pedagogical and social issues often encouraged people to action and released creative opportunities. He did not only appeal, instruct, and summon, but also provided funds for those societies who had suffered disasters, for the poor in Latin America, for the countries in Sahara struggling against drought. The teaching of John Paul II was the key element of his pontificate and an important chain in governing the Church. While responding to the questions whether John Paul II's teaching was accepted, the author points to various manifestations of how people approved of his pedagogy. These are, among other things, letters written to him, gratitude for counsels and guidelines, many books and albums with dedications, precious arts of work, artistic and useful products, liturgical garments and vessels, medals and numismatists. A large part of them is stored in Rome, in the Centre of the Documentation of John Paul II's Pontificate at via Cassia 1200, in the Vatican Museum and Library, and in other museum collections. All these gifts may be treated as a token of social approval and acceptance of his teaching, recognition of his views, attitude, or addresses. They were also given to show gratitude that he had visited a particular place in his Homeland, or hosted a delegation during the audiences. John Paul II influenced the masses of people and small groups, families, and the lonely. He encouraged them to creativity, to various activities, to show mutual help, and to kindness. Thereby he encouraged people to seek a more satisfactory model of life, in which activity, creativity, and solidarity would be basic elements.
    Źródło:
    Roczniki Nauk Społecznych; 2007, 35, 2; 109-121
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Szkoły i drukarnie zakonne na ziemiach dawnej Rzeczypospolitej w XVIII-XIX wieku
    Schools and Printing Houses in the Old Polish Republic in the 18th-19th Centuries
    Autorzy:
    Gach, Piotr Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/1857463.pdf
    Data publikacji:
    2002
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    kolegium
    konwikt
    seminarium
    drukarnie zakonne
    zakony
    college
    boarding house for alumni
    theological Seminary
    religious printing houses
    religious orders
    Opis:
    In the beginning the author shows the historical process through which the concept of collegium took shape as a university residence for students and professors, a boarding house for students (not only in Poland but also in such countries as France, Italy, England, Spain, and Germany), a secondary school and a semi-high school (occupational or other) before going to university. The further parts of the paper is devoted to collegia as secondary schools. Starting from the 16th century on, collegia (secondary schools) were established in Poland. They were run by religious orders which can be defined as teaching orders. They were as follows: Jesuits, Piarists, Theatins, and Basilians. In the period of the Enlightenment, ie in the second half of the 18th century, other orders joined them. In order to satisfy the social need, they organized and ran secondary schools, e.g. Benedictines, Cistercians, Friars of the Tomb of the Lord, Regular Lateran Canons, Bartolomites, (also called communists for they strictly abode by the life in a religious community). The religious collegia comprised the teaching staff with its rector at the head, a number of didactic rooms, a church, and the religious home (with different names), the boarding house called a convict, a library, and a theatrical hall. In bigger centres there wad a printing house, a pharmacy with a hospital, research-didactic studies, an astronomical observatory, (botanic and fruit) gardens, workshops for production and service, and other buildings. The author gives the number of those collegia, discusses their structure and curricula in particular periods from the 16th to the 18th century. Similarly, he has characterized noble convicts, being part of the collegium and occupied with elite education for the future politicians and state officials. Their students came from nobel and magnate families. Now diocesan seminars were important didactic-educational institutions (in the 17th-18th centuries they provided a two-year and in the 19th century a four-year tuition. They were run by the Congregation of Missionaries of St Vincent a Paulo (Congregatio Sacerdotum Saecularium Missionis S.V. a Paulo). Finally, the author quotes a number of printing houses at the above collegia and seminar in Poland in the years 1700-1864 and points to the main types of their publishing production, such as: various kinds of handbooks, ABC books, catechisms, didactic manuals, calendars, posters and theatrical plays, sermons, prayer books, liturgical, historical, theological, and fiction works. He postulates further reach on the collegia and religious printing houses.
    Źródło:
    Roczniki Nauk Społecznych; 2002, 30, 2; 105-125
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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