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Tytuł:
Między profesjonalizmem a służbą społeczną. Dyskusja środowiska dydaktyków historii na temat kształcenia przyszłych nauczycieli historii w Polsce po 1989 roku
Between professionalism and social service. A discussion held by history academics on educating future history teachers in Poland after 1989
Autorzy:
Klimorowska, Małgorzata
Skórzyńska, Izabela
Powiązania:
https://bibliotekanauki.pl/articles/956623.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history of education
history
Opis:
In the article, a postulate is put forward to train professional history teachers by taking into consideration their social service: to prepare them well for the role of guides in the world of knowledge and values while granting them more autonomy. The goal is to draw attention to the professionalism of teachers as described by Wanda Dróżka and Dorota Gołębniak: (1) “professional autonomy”; (2) “care for maintaining and developing high standards of specialist and ethical qualifications”; (3) “reflection and self-reflection”; (4) “adopting own practices in an appropriate, individual way” (5) “high prestige and a relatively good remuneration”. The defined professionalism of teachers is the basis for their autonomous, satisfying and responsible work at school and the local environment. It is a combination of a postulate of social service and competences. The article presents a discussion of historians on teachers’ education in the context of making their vocation more professional.
Źródło:
Biuletyn Historii Wychowania; 2019, 41; 77-95
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
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:
Edukacja dziewcząt pod zaborem pruskim na przełomie XVIII i XIX wieku
The education of girls under Prussian rule at the turn of the eighteenth and nineteenth centuries
Autorzy:
Łukasiewicz, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/957056.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
the history of education
girls’ education
Prussian
Opis:
At the turn of 18th and 19th century the education of women on Polish territory underwent a gradual enlargement. Already in the period of the reforms of the National Education Commission, more girls received education; after the seizure of Greater Poland (Wielkopolska) by Prussia in 1793, Germany implemented their educational system, that meant the acceleration of development. Compulsory schooling in Prussian was introduced in 1794, however, it was still poorly enforced. In Prussia girls often attended lower school due to the requirement for a Protestant to have the ability to read the Scriptures. More and more often, they also attended secondary schools with syllabuses not extensively devoted to Latin, but to more practical skills, connected with so-called woman’s work, and to religious education. In Wielkopolska, lower education, private schools for girls and schooling by tutors in convents and midwifery schools increased significantly. Nevertheless, girls did not attend ordinary secondary schools, which retained an emphasis on teaching Latin, or colleges.
Źródło:
Biuletyn Historii Wychowania; 2014, 31; 61-83
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wartość wychowania w rodzinie luterańskiej w piśmiennictwie staropolskim XVI i XVII wieku
The Value of Upbringing in the Lutheran Family in the Old Polish Literature of the 16th and 17th Centuries
Autorzy:
Nowicki, Michał
Powiązania:
https://bibliotekanauki.pl/articles/916775.pdf
Data publikacji:
2019-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history of education
modern history
family
Lutherans
Opis:
The article deals with the issue of the value of upbringing in the Lutheran family as shown in the Old Polish literature of the 16th and 17th centuries. The first of the two parts discusses the formation of Lutheran educational thought in the context of the development of modern culture, reforms of Martin Luther and the work of Philip Melanchthon. The second part demonstrates the reception of these views in Polish pedagogical texts. In these texts, several features specific to the Protestant perspective can be distinguished. First of all, it is a strongly emphasized fear of God, a significant role of the father in the upbringing of not only children but also the whole family together with the retinue (following the example of the Roman tradition), and a rather poorly emphasized woman’s role in the family (only in the context of her maternal function in the period of necessary care for children). Particular importance was attached to the family itself as an institution established by God, to parenthood and the need to carefully educate offspring, to the personal involvement and efforts of both parents to educate their children.  
Źródło:
Studia Edukacyjne; 2019, 54; 103-122
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pięćdziesięciolecie gdańskiej historii wychowania
Fiftieth Anniversary of History of Education in Gdańsk
Autorzy:
Grzybowski, Romuald
Powiązania:
https://bibliotekanauki.pl/articles/956578.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history of education
Gdańsk
historia wychowania
Opis:
In 2009, the Faculty of the History of Science, Learning and Education, operating within the structures of the Institute of Pedagogics at Gdańsk University, will celebrate 50th anniversary of its existence. The beginnings of the Faculty and the fust years of its operation are inseparably connected with the Higher School of Pedagogics in Gdańsk, in which, in 1958 students were offered courses in pedagogics. Following these developments, a proper organizational framework was established, which was supposed to promote the development of such studies. One of the elements was the Department of History of Learning and Education, renamed - at the close of the 1960s - the Faculty of the History of Learning and Education. Since 1983 it is the Faculty of the History of Science, Learning and Education. The founder and first director of the Department, and later of the Faculty was Professor Kazimierz Kubik. Following him, it was Professor Klemens Trzebiatowski who headed the Faculty for three years. Professor Lech Mokrzecki was the subsequent director for over twenty years. Since 2005, Professor Romuald Grzybowski from Gdańsk University has been the head of the Faculty. Since the foundation of the Faculty, its employees have been conducting intensive scholarly research, originally limited to local or regional studies, and later comprising all Poland. Numerous book publications, papers and lectures delivered at scholarly conferences, form a material confirmation of intense scholarly activity by research and teaching staff of the Faculty. The scholarly conferences organized or co-organized by individual Faculty employees must be evaluated similarly. Another confirmation of the energy of the Faculty is participation of its employees in the process of education of the young ranks of scholars. The completion of ambitious tasks was possible due to such factors as stability of scholarly staff combined with their systematic replacement, good relationships between the Faculty’s employees, and, first of all, creative personality of successive directors of the Faculty. Owing to this creativity, the Faculty has not only survived, but develops intensively in all spheres of scholarly and didactic activity.
Źródło:
Biuletyn Historii Wychowania; 2008, 24; 139-164
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Profesor Wiesław Jamrożek (1954–2021) – pedagog, historyk wychowania
Prof. Wiesław Jamrożek (1954–2021) – a pedagogue, a historian of education
Autorzy:
Brenk, Mikołaj
Nowak-Kluczyński, Konrad
Powiązania:
https://bibliotekanauki.pl/articles/1926934.pdf
Data publikacji:
2021-12
Wydawca:
Związek Nauczycielstwa Polskiego
Tematy:
Wiesław Jamrożek
the history of education
Poznań
Opis:
Aim: Presentation of the scientific profile of an outstanding historian of education, the head of the Department of History of Education at the Faculty of Educational Studies at the Adam Mickiewicz University in Poznań, who died prematurely on April 2, 2021 – Prof. Wiesław Jamrożek. Methods: An analysis and interpretation of source material. Results: Showing the main threads in the scientific, didactic and organizational work of Prof. Wiesław Jamrożek. Conclusions: The interests and research of Prof. Wiesław Jamrożek focused on the history of the educational thought and practice, mainly in the 19th and 20th centuries. They concerned such issues as: the theory and methodology of the history of education; creators of the Polish history of education; ideology and the educational activity of Polish political and social movements in the 19th and 20th centuries; education of women in the 19th and 20th centuries; the Polish pedagogical thought of the 19th and 20th centuries; civic education in the Polish lands in the 19th and 20th centuries; school reforms in Poland (from the 18th to the end of the 20th century); upbringing in the Polish family in the 19th and 20th centuries; history of adult education in Poland in the 19th and 20th centuries; birth and development of social work in Poland. Prof. Wiesław Jamrożek was an active member of many societies and organizations, a co-inspirator and the first Rector of the Lusatian University. Jana Benedykta Solfy based in Żary.
Źródło:
Przegląd Historyczno-Oświatowy; 2021, LXIV, 3-4; 118-133
0033-2178
Pojawia się w:
Przegląd Historyczno-Oświatowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obowiązki wychowawcy klasy w szkołach średnich Drugiej Rzeczypospolitej
The duties of form tutors in secondary schools in the Second Commonwealth of Poland
Autorzy:
Kalinowska-Witek, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/957042.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teaching
tutoring
secondary schools
history of education
Opis:
Educational influence is among the essential tasks of school activities. It should be performed by all the teachers and especially by form tutors. The modern model of the form tutor was formed during the interwar period. After Poland regained independence, it also gained the opportunity of creating its own schools and of conducting educational tasks in accordance with the needs of the country and the society. Educating the youth became one of the most important tasks. The duties of form tutors had to be redefined, too. The educational authorities issued the relevant regulations, which were popularised by educational magazines and introduced into schools under the guidance of school principals and teachers’ boards.
Źródło:
Biuletyn Historii Wychowania; 2014, 31; 113-160
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogika moralna Immanuela Kanta jako wyraz wychowania do odpowiedzialności
IMMANUEL KANT’S MORAL PEDAGOGY AS A MANIFESTATION OF EDUCATION TO RESPONSIBILITY
Autorzy:
Nowicka, Anna
Powiązania:
https://bibliotekanauki.pl/articles/955222.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
IMMANUEL KANT
MORAL PEDAGOGY
HISTORY OF EDUCATION
Opis:
The author discusses I. Kant’s pedagogical views and beliefs related to moral education. In particular, the author attempts to prove the thesis that, for Kant, all education and proper upbringing was ultimately linked with moral education and that moral education, in turn, was just education to responsibility. After a presentation of the main assumptions of Immanuel Kant’s ethics, the author proceeds to discuss the status of pedagogy within its framework as a science that aims at educating people and forms attitudes that were understood to involve meeting of one’s obligations expressed in the formula of the categorical imperative, and precisely based on making one sensitive to the influence of a priori moral principles and on practicing skills of making everyday use of them in different life situations. The author characterizes notions that are related in Kant’s philosophy to the problems of prospective and positive moral responsibility, and discusses how this philosophy responds to the problem of feasibility and ways of developing a responsible attitude in man. Further on, the author discusses in detail Kant’s pedagogy, i.e. attempts to discover the connective concepts necessary to understand how Kant perceived the educational reality within the context of responsibility, attempts to answer what its goal and essence are and what measures are to be taken to successfully achieve the goal. The considerations on the notion of responsibility and pedagogy in Kant’s thought are summarized in a brief presentation of its essential significance for the pedagogy of morality.
Źródło:
Biuletyn Historii Wychowania; 2010, 26; 87-100
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WYCHOWANIE RELIGIJNE ELEMENTEM EDUKACJI PIJARSKIEJ W RZECZYPOSPOLITEJ OBOJGA NARODÓW NA PRZEŁOMIE XVII I XVIII WIEKU
RELIGIOUS EDUCATION AS A FOUNDATION OF THE PIARIST SCHOOLS IN THE COMMONWEALTH OF POLAND AND LITHUANIA AT THE TURN OF THE 17TH AND 18TH CENTURIES
Autorzy:
Taraszkiewicz, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/418464.pdf
Data publikacji:
2016
Wydawca:
Akademia Marynarki Wojennej. Wydział Nauk Humanistycznych i Społecznych
Tematy:
religious education
Piarist Order
history of education
school education
Opis:
The organisation of Piarist schools in the Commonwealth of Poland and Lithuania was mainly based on the provisions of the Piarist Order costitutions drawn by Joseph Calasanz. Part II titled „Constitutionum Congregationis Regularium Pauperum Matris Dei Scholarum Piarum” virtually focused on the education system. It set no rigid rules of teaching but gave the teacher a great deal of leeway in the selection of both the class topics and recommended reading. Calasanz’s constitutions were usually published in full by the specific provinces of the Order. In subsequent editions their contents were not changed but supplemented by further provisions set by the General Chapter and provincial chapters. This was in compliance with the assumptions adopted by Calasanz who took account of self-dependent actions in various provinces subject to the local opportunities and needs. Therefore the organisation of Piarist school system differed from one another in the provinces which may have made the impression of the lack of a normative document standardising operation of the Order educational units. Such a solution was, however, in compliance with the Piarist authorities’ assumptions. Each edition of the Order constitution in particular provinces contained the basic recommendations by Calasanz (which were finally revised by the General Chapter in 1694 and published by the superior general Joannes Franciscus Foci in Rome in 1698) and subsequent decisions by the General Chapter and the chapters of former provinces regarding the schools system organisation, selection of things to be taught and reading. The discretion in the organisation of schools, reading selection and openness to novelties or even experiments presumably allowed the Order to lay the foundations for the subsequent great reforms in a spirit of the Enlightenment in the territory of the then Commonwealth of Poland and Lithuania. Presumably, the Piarist „ratio studiorum” enabled the Order to overtake, in the 18th century, other orders topped by the Society of Jesus who had played a leading role in that field amongst Catholics until the middle of the 18th century. In the period in question, the prime educational task of the Piarist schools and other units connected with the Catholic Church was the education of the youth in piety which was intended to protect boys from the perpetration of misdeed. It was a common view that teaching itself, disregarding ‘the fear of God’ is incapable of producing desired educational effects. During lessons, teachers did not confine themselves to deliver the curriculum contents but they were supposed to mould a passion of the students for religion and virtue so as to make them being ‘intense members of the Catholic Church and the pride of society’. All student of the Piarist schools had to attend Holy Mass every day and on Sundays and festive occasions they had to take part in two services. Students who failed to do so were punished. Newcomers to schools were obliged to make their confession and receive Communion. Students sang litanies every Saturday at 3 p.m. During oratory services elder students, who were members of religious brotherhoods, listened to homilies while younger ones listened to catechism excerpts. In the Piarist schools everything began, was conducted, and ended ‘in the name of God and for the sake of His holy glory’.
Źródło:
Colloquium; 2016, 8, 1; 101-116
2081-3813
2658-0365
Pojawia się w:
Colloquium
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Źródła do dziejów szkół dominikanów poznańskich w dobie nowożytnej
SOURCES FOR THE HISTORY OF THE SCHOOLS RUN BY THE DOMINICAN ORDER IN MODERN TIMES
Autorzy:
Kaczmarek, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/955234.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
HISTORY OF EDUCATION
STANISLAW KOT
UNIVERSITY OF LVOV
Opis:
The present work aims at presenting the most important texts documenting the activity of schools in the St. Dominic Monastery in Poznan in modern times. Following a query carried out in archives, the author made a juxtaposition of relevant texts. It appears that that the most precious monuments shedding light on the Dominican educational system are to be found in Poznan-based archives and registry offices, and in the Archives of the Polish Province of Dominicans in Cracow. The archival material includes documents written by Dominicans, as well as numerous records and documents that provide detailed information on schools operating within the order and on their lecturers and disciples.
Źródło:
Biuletyn Historii Wychowania; 2010, 26; 59-68
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lwowskie studia Stanisława Kota – droga do doktoratu
STANISŁAW KOT’S RESEARCH STUDY IN LVOV – ON THE WAY TO EARNING HIS DOCTORATE DEGREE
Autorzy:
Wałęga, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/955241.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
HISTORY OF EDUCATION
STANISLAW KOT
UNIVERSITY OF LVOV
Opis:
Stanislaw Kot, one of the creators of the history of education as a scientific discipline, studied at the University of Lvov between 1904 and 1909. His special line was classical philology, Polish philology and, for two terms, legal studies. The hitherto written relevant historical and educational literature does not address these issues in detail - Kot's professional life in Cracow is far better known and elaborated. However, on the basis of the analysis of the Lvov archival material from the State District Archive in Lvov (primarily student catalogues and examination protocols for doctoral examinations), it is possible to reconstruct the course of studies of this well-known historian of education until the very last stage of his doctoral achievements, i.e. his successful defense of his dissertation in 1909. The scope of this study was fairly wide. The comprehensive and extensive knowledge in the history of literature, both Polish and general, history, pedagogy, philosophy and psychology that he gained in Lvov, as well as the excellent knowledge of the Polish language and classical languages, formed a firm base for Kot to pursue professional career on his own. It was the Lvov scholarly environment that shaped him as a researcher and scholar and made it possible for him to not only debut as a scholar but also to encounter and come into contact with scholars from the academic centers of Cracow. Thanks to his brilliantly-written doctoral dissertation, supervised by Wilhelm Bruchnalski and Józef Kallenbach from Lvov, and to his first publications in the periodical 'Muzeum' (which he presented at a pedagogical seminar prepared by Boleslaw Mankowski), S. Kot quickly gained a reputation as a precise scholar among the university circles of the town. Also in the later period of his professional career he remained in close contact with his former university lecturers and cooperated with them, for example, on the work on the successive volumes of the publication of book series Biblioteka Narodowa (National Library).
Źródło:
Biuletyn Historii Wychowania; 2010, 26; 37-58
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkoła polska z lat ofensywy ideologicznej w oświacie (1948–1956) w świetle wspomnień nauczycieli
Polish school in the years of the ideological offensive in education (1948–1956) in the light of teachers’ memories
Autorzy:
Rozmarynowski, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/29519604.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teachers
indoctrination
communism in Poland
history of education
Opis:
The aim of the article is to present the assumptions and methods of the ideological impact on the environment of Polish teachers by the communist authorities in 1948–1956 as remembered by teachers. During the Stalinist period, the Polish Workers’ Party (later the Polish United Workers’ Party) tried to instil in teachers “socialist morality” by means of various courses, conferences, additional education and the order of “self-education”. The following text contains a synthetic historical outline of the above–mentioned activities and their analysis based on the memories of direct witnesses of those events.
Źródło:
Biuletyn Historii Wychowania; 2022, 46; 83-98
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkoła polska z lat ofensywy ideologicznej w oświacie (1948–1956) w świetle antologii wspomnień nauczycieli
The Polish school during the ideological offensive in education (1948–1956) in an anthology of teachers’ memoirs
Autorzy:
Rozmarynowski, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/1795633.pdf
Data publikacji:
2020-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teachers
ideologization
communism in Poland
history of education
Opis:
The aim of the article is to present the assumptions and methods behind the ideological pressure exerted on Polish teachers by the communist authorities in 1948–1956 as described in the teachers’ memoirs. The Polish Workers’ Party (later the Polish United Workers’ Party) during the Stalinist period tried to instil in teachers “socialist morality” by means of courses, conferences, additional education and an order to “self-educate”. The text contains a synthetic historical outline of the above-mentioned activities and their analysis based on the memories of credible witnesses to those events.
Źródło:
Biuletyn Historii Wychowania; 2020, 43; 113-129
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Generacje i osobowości w niemieckiej andragogice - Wiltrud Gieseke
GENERATIONS AND INDIVIDUALS IN GERMAN ANDRAGOGY - WILTRUD GIESEKE
Autorzy:
Solarczyk, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/417837.pdf
Data publikacji:
2011
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ANDRAGOGY
HISTORY OF GERMAN EDUCATION
Opis:
Nowdeys, we come back to the tradition of thinking abort the education in the individual categories, what is especially important for pedagogical research, including andragogy, which use the term of individual model. The article constitutes a modest contribution to this process, which shows four generations of academics building the andragogy in German, with a special attention to professor Wiltrud Gieseke – the representative of the forth generation. Her scientific and professional way, main publications, translations into Polish and realized projects in cooperation with Polish andragogists were presented.
Źródło:
Rocznik Andragogiczny; 2011, R. 2011; 21-33
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Historia wychowania w twórczości i działalności dydaktycznej Jadwigi Lechickiej (1895–1965) w okresie toruńskim
History of education in the work and teaching activity of Jadwiga Lechicka(1895–1965) during the Toruń period
Autorzy:
Grabowska-Pieńkosz, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/2179165.pdf
Data publikacji:
2022
Wydawca:
Związek Nauczycielstwa Polskiego
Tematy:
history of education
education in Pomerania
Enlightenment
scientificpublications
didactic activity
Opis:
Aim: The article takes on the subject of the beginnings of formation of the academic history of upbringing at the Nicolaus Copernicus University in Toruń, which was established after World War II. It is a proposal to complement previous publications devoted to the historians of education and upbringing at the Toruń University. Jadwiga Lechicka should be counted among them because of her scientific and didactic activity in this area, which came to light mainly during her work at the Nicolaus Copernicus University. Methods: An analysis of archival materials, memoire, biographies, and publications written by Jadwiga Lechicka. Results: Lechicka was involved in the activities of a specialist organisation researching the history of education (Pracownia Dziejów Oświaty Polskiej Akademii Nauk – Education History Unit of the Polish Academy of Sciences), and she actively participated in the work of the Polish Historical Society, contributing to the development of its local branches in Łódź and Toruń. Her didactic activities at the university level are also noteworthy, as during her time in Toruń she successfully implemented the problems of the history of education during exercises and lectures. In addition, her master’s seminars, which she initially conducted together with the founder of Toruń pedagogy faculty, Kazimierz Sośnicki, and then independently, were very popular among students. Conclusions: Although the history of upbringing was not a basic discipline in her research, the publications she prepared on this subject contributed significantly to enriching the output of educational historiography. In general, their subject matter concerned the Age of Enlightenment, while at the same time Lechicka’s interests were directed towards the Pomeranian region.
Źródło:
Przegląd Historyczno-Oświatowy; 2022, LXV, 3-4; 55-74
0033-2178
Pojawia się w:
Przegląd Historyczno-Oświatowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 199

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