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Wyszukujesz frazę "polish education" wg kryterium: Wszystkie pola

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Wyświetlanie 1-15 z 1251
Tytuł:
Sesja naukowa Polskiego Towarzystwa Leśnego poświęcona problemowi profilu szkolnictwa leśnego i drzewnego, Kraków 5-6. XI. 1965 r.
The scientific session of the Polish Forest Society devoted to problems of the profils of education in forestry and wood science, Cracow, November 5-6 1965
Autorzy:
Bernadzki, E.
Powiązania:
https://bibliotekanauki.pl/articles/820668.pdf
Data publikacji:
1966
Wydawca:
Polskie Towarzystwo Leśne
Źródło:
Sylwan; 1966, 110, 07
0039-7660
Pojawia się w:
Sylwan
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkolnictwo z zakresu leśnictwa i drzewnictwa na ziemiach polskich do drugiej wojny światowej
Education in the field of forestry and wood science on Polish territories before the World War II
Autorzy:
Kolowski, E.
Powiązania:
https://bibliotekanauki.pl/articles/822593.pdf
Data publikacji:
1967
Wydawca:
Polskie Towarzystwo Leśne
Źródło:
Sylwan; 1967, 111, 06-07
0039-7660
Pojawia się w:
Sylwan
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Główne problemy szkolnictwa polonijnego w Hamburgu i okolicy
Major Problems of Polish Education in the Hamburg Area
Autorzy:
Śliwański, Jan
Powiązania:
https://bibliotekanauki.pl/articles/1985633.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The first Polish emigrants came to Hamburg in the second half of the 19th century. Their brotherhoods and societies performed some informal educational activities. After the World War II the whole system of Polish education came to existence in West Germany. Several primary schools and secondary technical school were organized in Hamburg. Besides, about 120 Polish students studied at the University of Hamburg in the 1940s. Lubeka was a great Polish eductional centre. By 1950, however, most Polish school had already disappeared as a result of a new social situation. Some years later the Union of Poles in Hamburg reorganized the teaching of Polish. Since 1976 the Polish priest in Hamburg Jan Śliwanski has taken over all educational activities.
Źródło:
Studia Polonijne; 1983, 7; 369-379
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Katolickie szkolnictwo polonijne w Kanadzie. Przeszłość-współczesność-przyszłość
Catholic Polish-Canadian Education. Past-Present-Future
Autorzy:
Krukowski, Tadeusz
Powiązania:
https://bibliotekanauki.pl/articles/1985855.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The article is both a historic and problematic description of the Polish education in Canada. It presents the problems and difficulties the system of the Polish education has suffered from and he changes it undergoes. The number of schools and pupils gradually decreases. The author analyses the reasons for such changes. He points to the pressure of assimilation and the emasculating influence of mass culture. The article strongly emphasizes the need for the Catholic and Polish education. The author also specifies definite conditions for the future of the Polish education. In general, it is a new and creative look at the problem of Polish schools abroad.
Źródło:
Studia Polonijne; 1983, 7; 329-340
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O perspektywach nauczania języka polskiego w szkolnictwie polonijnym (na przykładzie Chicago)
On the Perspectives of Teaching Polish within the Polish-American Education (in the Chicago area)
Autorzy:
Serwański, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/1986356.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The paper discusses some of the main factors that are most probable to determine ways of development of the Polish ethnic schooling abroad in the future. The analysis is based on the system of the so-called Saturday schools of Polish in the Chicago area. Although an extensive research concerning the present state and the history of these schools has been done recently, still much relevant data pertaining to their needs remain unknown. The paper makes an attempt to justify the growing significance of three factors on which a lot of effort to avoid the Polish language loss among Polish-Americans seems to depend. These factors are as follows: 1. development of theory and methods of teaching Polish as a foreign language (TPFL); 2. educating of competent Polish teachers; 3. use of programs within the public education sphere. The basic change that the Saturday schools are undergoing now is connected with the increasing number of English-speaking children born in the U.S.A. of Polish background who, however, do not speak Polish at all. They must study it almost as any foreign language, in a manner similar to the way foreigners learn Polish. The author postulates that joint efforts on the part of applied linguists from Poland and from among Polish Americans be taken in order to introduce modern methods and materials for TPFL, to include it in the language policy and bilingual education programs in the U.S.A., to educate Polish teachers, etc. Provided these measures be taken, the Polish ethnic schools will not disappear.
Źródło:
Studia Polonijne; 1983, 7; 251-260
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Oświata polonijna na terenie Buenos Aires pod kierunkiem Polskiej Macierzy Szkolnej w latach 1962-1979
Polish Education in Buenos Aires under the Polska Macierz Szkolna in 1962-1979
Autorzy:
Piotrowska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/1985857.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
There are a few Polish educational centres in Buenos Aires organized by the Polska Macierz Szkolna (a Polish educational organisation). The Sisters of the Resurrection constitute most of the teaching staff. The author characterizes briefly 10 most important Polish schools in Buenos Aires. 1176 children attended the schools in 1962-1979.
Źródło:
Studia Polonijne; 1983, 7; 355-357
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problemy oświaty polonijnej w Danii w latach 1945-1980
Problems of Polish Education in Denmark (1945-1980)
Autorzy:
Zdunek, Władysław
Powiązania:
https://bibliotekanauki.pl/articles/1985859.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The author distinguishes two periods of the Polish educational activities in Denmark: the years 1945-1971 and 1971-1980. There was no proper Polish education in the first periods There were only slight educational elements in some Polish organizations and parishes. It has been since 1970 that the Polish pastoral care centres in Denmark began their educational activities. Thanks to the local priests and nuns „Saturday scools” were organized to teach Polish to about 35% of the Polish children and 20% of youngsters.
Źródło:
Studia Polonijne; 1983, 7; 359-367
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkolnictwo polonijne w Szwecji
Polish Education in Sweden
Autorzy:
Gruszyński, Jan
Powiązania:
https://bibliotekanauki.pl/articles/1985631.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The author briefly presents the Polish education in Sweden after the World War II with reference to the policy of the Kingdom toward immigrants. It was in 1975 that the Swedish Parliament passed new principles of the imigrant policy: equality of the immigrants and the Swedes; free choice of a cultural pattern; cooperation and solidarity between the Swedish society and particular ethnic groups. Moreover, special donations are guaranteed for national immigrant organizations. The above reforms also concern the problems of immigrant education in native languages. The author estimates the number of Poles in Sweden at about 30 thousand. Children consitute 30% out of the. total. The main teaching centres are as follows: Sztokholm, Malmo, Geteborg, Norrkoping, Lund. They are also the biggest Polish immigrant centres. Every whose at least one parent is an immigrant has a right to be taught its mother tongue in a Swedish school. At present there are about 150 teachers of Polish employed in Swedish schools.
Źródło:
Studia Polonijne; 1983, 7; 381-383
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkolnictwo polonijne we Francji po II wojnie światowej
Polish Education in France after World War II
Autorzy:
Dzwonkowski, Roman
Powiązania:
https://bibliotekanauki.pl/articles/1986353.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The Polish education in France started to develop rapidly immediately after the world war. The number of pupils was even higher than before the war. Soon, however, a crisis of Polish teaching began as a result of political reasons. By 1963 all the Polish schools had been closed by the Embassy of the Polish People’s Republic. Since then the French government has taken over the teaching of Polish. This did not affect, however, the schools that have been run by various Polish social organizations and Catholic orders. Though far from being numerous, they appeared to be the strongest. Before World War II only 20% percent of Polish children could attend the Polish schools in France. A few years after the war the percentage of such children was hardly none. It is due to various Polish organizations rather than the education itself that the majority of Polish emigrants in France have maintained strong links with the culture of the country of origin. Thanks to these organizations the young generation of old emigrants have not undergone assimilation but entered the process of integration, that is, their full participation in the life of France with the simultaneous maintenance of some elements of their native cultural heritage. Presently, the Polish language teaching is possible wherever a proper number of children has been registered. The French legislation presents good opportunities in this sphere now. The further development of Polish education depends only on those who are really interested in it.
Źródło:
Studia Polonijne; 1983, 7; 183-205
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkolnictwo polskie w Austrii (1945-1950)
Polish Education in Austria (1945-1950)
Autorzy:
Nadolny, Anastazy
Powiązania:
https://bibliotekanauki.pl/articles/1985772.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The Polish education in Austria (excluding Vienna) in the post-war period is divided into two periods depending on its aim and the curriculum. The first period covers the years 1945-1950, while the other begins in 1952 when the first Polish Saturday schools came into being. The following article deals only with the first period. There were about 80 thousand Poles including many children and the youth in Austria with the end of the war. There were also some teachers among the prisoners of war and the people who had been compulsorily transported to the Reich. Immediately after the war, the teachers organized the education and began their work. The Polish priests eagerly supported their activities. The aim of education was the same as in the country. The structure as well as the curricula were equally alike. The system of education was based on the Education Act of March 11, 1932 O ustroju szkolnym. There were over 20 primary schools in 1945. This number was gradually decreasing during the process of repatriation. The last school was closed in 1950. In 1945-1948 there was a Polish gymnasium in Salzburg; in 1945/46 there was also a Polish secondary school there. Simultaneously, there were some nursery schools and several dozens of technical courses. The Polish education in Austria continued the aim of the pre-war education in Poland. New situation and migrant conditions, however, were taken into account. It was to serve the children who were waiting for the repatriation. They were thought in order to be able to take up the education in Poland on the same level. There was a serious lack of handbooks and other teaching aids. Frequent movements of the people considerably disturbed the education. Thanks to the teachers, some school books were printed in Austria while the rest was sent from the Second Corps from Italy where nearly all the books and curricula were printed in 1942-1946. Many of these books reached the schools in Western Germany and Austria. The Second Corps provided also other teaching aids. Some books were printed by the Polish publishers in Western Germany and other countries. Libraries were organized in the schools and other Polish centres. The pupils were actively engaged in some extra cultural activities and youth organizations. They belonged to choirs, theatrical and dancing groups. Scouting was particulary popular. Nearly all the pupils belonged to it.
Źródło:
Studia Polonijne; 1983, 7; 151-182
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkolnictwo polskie w Wielkiej Brytanii
The System of Polish Education in Great Britain
Autorzy:
Ludzińska, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/1985767.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The system of the Polish education in Great Britain is closely connected with the character of the Polish emigration of war. All transformations that the Poles in Great Britain had undergone, simultaneously changed the main aims of the Polish education. Hence, two phases of the Polish education can be distinguished: the period of the military emigration of war (1940-1947);2. the period of the intensive adaptation with the British society (since 1947). In the first period the education of Poles was under the authority of the Polish Government-in-Exile. It was to offer education for the soldiers as well as to work out the system of education in post-war Poland. After the Polish Army had been demobilized, the responsibility for the education of Poles was taken over by the Interim Treasury Committee for Polish Questions (1945-1947) and then by the Committee far the Education of Poles in Great Britain (1947-1954). Both institutions tended to enable the Poles to obtain education from the British authorities. This intensive process of adaptation threatened with the danger of complete assimilation with the British society. However, the Polish political emigrants, thanks to their deep national awareness, understood the necessity and value of keeping up their national character. They contributed a lot to organizing the Polish national education in Great Britain based on free, voluntary work of Polish teachers, priests and social organizations. In 1980, there were 68 Polish Saturday schools, two grammar schools and the Polish University-in-Exile. This whole system depends largely on a few Polish educational organizations. The history of the Polish education in Great Britain shows great efforts of the Polish ethnic group in order to maintain the values of the Polish culture. Methods of teaching, however, are far from being ideal. If the Polish system of education is to survive and serve future generations, the process of teaching has to be enriched by the idea of biculturalism.
Źródło:
Studia Polonijne; 1983, 7; 127-150
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Z historii szkolnictwa polonijnego w Argentynie
From the History of Polish Education in Argentina
Autorzy:
Wróbel, Herkulan
Powiązania:
https://bibliotekanauki.pl/articles/1985639.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The article is the first source publication devoted to the Polish education in Argentina in 1900-1980. The author makes use of both the Polish archives (the Records of the Primate of Poland) as well as the Polish sources in Argentina where he works. These records make the article particularly interesting. The article contains: a list of Polish schools, a description of curricula and of the teachers. Cultural and educational aims of the Polish schools are presented on the social background, namely, on the background of the processes of assimilation and integration which the emigrants are influenced by.
Źródło:
Studia Polonijne; 1983, 7; 341-354
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zarys dziejów szkolnictwa polonijnego w Danii w latach 1910-1980
An Outline of the History of Polish Education in Denmark (1910-1980)
Autorzy:
Later-Chodylowa, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1986355.pdf
Data publikacji:
1983
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
The Polish education in Denmark was organized and developing in a close relation to the elements of social ties existing within Polonia. As a consequence of various conditionings, the Polish education, similarly to the ties, was weak and unstable. This situation resulted from the demographic features of the Polish group, internal links and relations with the Danes, organizational and religious life of the Poles and their legal situation in Denmark. The national education came to existence considerably late and was hardly developing. In fact, it was during the World War I that the Polish education started to develop. The following periods may be distinguished in this development: 1. the Church organizational education 1910 (?), 1913-1926;2. both the Church and the organizational education 1926-1940;3. the organizational-municipal and the Church education 1940-1980. Thus, in general, the Polish education in Denmark was devidied into both the Church and the organizational education especially in the inter-war period. The main features of the Danish Polonia are strongly reflected in the Polish education there. Social and territorial links of Polonia, wavy affluence of the Poles to Denmark, their internal religious and organizational conflicts had an influence on the weakness of the Polish education. It is likely that the moderate educational life of Polonia in Denmark will take up similar forms in the future.
Źródło:
Studia Polonijne; 1983, 7; 223-249
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Polskie prywatne szkolnictwo powszechne w Republice Litewskiej (1926-1939)
Polish Private General Education in the Republic of Lithuania in the Years 1926-1939
Autorzy:
Boruta, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1965752.pdf
Data publikacji:
1989
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
Both the history and the present situation of the Polish people living within the borders of the former independent Republic of Lithuania belong to the least known problems in the sphere of researches into Polish people abroad. Due to the lack of contemporary studies, the present paper is based on newspapers and books covering the interwar period, and on introductory querenda carried out in archives. Conclusions presented here are concerned with the number of Poles in Lithuania; they consisted 9,9% of the population in the beginning of the 20s. The development and evolution of Polish private education is characterized here with a special regard to the short period under the folk-sociodemocratic regime. The paper discusses the problems of the teaching staff and also the organizational and financial background, thanks to which the educative system could function. The complicated history of the Polish minority living on the territory of independent Lithuania was an outcome of both the previous relations between Polish and Lithuanian statehood, and of contemporary relations. The Poles who had settled there in the past and polonized groups of Lithuanians who belonged to different social strata tended in a natural way towards the Polish statehood, since they saw in it the defender of their own laws. Lithuanian standpoint, however, was different. It tried to take advantage of the restered after years statehood in order to strengthen as soon as possible the influence of Lithuanian culture. It led inevitably to a conflict with Polishness, and, first of all, with those institutions which supported it among the young generation. The present Polish national minority is divided into two groups: „the old” composed of the former citizens of Lithuanian Republic and their descendants, and „the new” composed of the Poles who live on the eastern territories of II Republic. The latter group, and that being an exception it the USSR, may take advantage of, among other things, schools with the Polish language, „Czerwony Sztandar” (Red Banner) daily, or radio broadcast. Sometimes, there are studies in Polish and translations from Lithuanian and Russian in official Lithuanian publications. We barely know the present day. We may wish ourselves, then, that both the history of the Poles in Lithuania, and the present day will be better examined.
Źródło:
Studia Polonijne; 1989, 12; 225-240
0137-5210
Pojawia się w:
Studia Polonijne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Poglądy na koedukacje w szkole polskiej w latach 1920-1939
Some Views on Co-education in Polish School in the Period of 1920-1939
Autorzy:
Kukołowicz, Teresa
Otręba, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/1860847.pdf
Data publikacji:
1996
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Opis:
There has been a vast debate in Polish pedagogical literature around the issue of coeducation in school since the beginning of the twentieth century. One of the main reasons why co-education was established was material reason. The economic crisis did not allow for two secondary schools, for girls and boys, to be set up, especially in small towns. Since there was a need to educate women on a par with men, mixed schools were deemed necessary. An additional positive aspect was that they could better equipped and ensured a better development than it is in the case of two separate schools. They were not something one should be afraid of, for – as the advocates of common education and instruction of both sexes claimed – the experience of other countries in this sphere had proven how perfect the co-educative system was. The United States – the homeland of co-education – would be quoted as an example, as well as Finland, Sweden, Norway, England and other countries. It is in these countries that the system became very popular and was regarded as natural and expedient by the society. Polish education should be based on it. The necessity to keep up continuity in this respect spoke for co-education too. The majority of primary schools was for both sexes. The advocates of co-educative schools claimed that due to the variety of interests and experiences in girls and boys there disappeared the one-sided character of observation. Co-education was perceived as giving enormous intellectual, formative and moral profits. The advocates maintained that co-educative schools excelled all other schools in each of the aforementioned aspects. Co-education was thought to have conditioned a proper development of society, being on guard of its morality. The staff of the mixed schools claimed that the moral standard there was so high as nowhere else. The arguments of the opponents of co-education was based to a large extent on the experience of the Catholic Church. The co-educative system was thought, in view of history and of its ideas, to be a child of 18th- and 19th-century rationalism. Now rationalists misconceived the equality between man and woman. Another contradiction to the Catholic standpoint was perceived in grasping co-education from a purely practical point of view. A approach to co-education merely from the angle of short-term profits was condemned. The differences in the psychological development of male and female youth were an equally essential and widely discussed argument on the part of the opponents of education. In order to achieve as best as possible results at school one was supposed to abide by the principles of separate education and formation of the male and female youth.
Źródło:
Roczniki Nauk Społecznych; 1996, 24, 2; 107-118
0137-4176
Pojawia się w:
Roczniki Nauk Społecznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 1251

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