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Tytuł:
Failures of Crystallization: On the Possibility of Existence of the Methodology of the History of Education
Autorzy:
Michalski, Łukasz M.
Powiązania:
https://bibliotekanauki.pl/articles/1932752.pdf
Data publikacji:
2020-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
history of education
methodology of history of education
methodology of history
Opis:
The starting point for this paper is a general interest in the faint presence of methodologically oriented analyses within the history of education. The methodology of history of education is a rare term on the map of scientific categories (likewise the theory of history of education). One can multiply reasons for such situation, pointing institutional deficiencies of science or stressing the fact that this term is for some researchers unwelcome and should be criticized. Although such statements are worth tackling, the present considerations focus on different research trail, being an analysis of obstacles for crystallization of the methodology reflection within history of education. These are, e.g., the lack of paradigmatic clarity and also definitional instability of contemporary methodology of history as such. Nevertheless, one should not treat this situation as disadvantage, rather as a need of different historical imagination. Responses to this need should be developed and potential contexts of such historical imagination are presented in the final part of this paper.
Źródło:
Kultura i Edukacja; 2020, 2(128); 79-97
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
Perceiving the pedagogy of Johann Friedrich Herbart in Poland
Autorzy:
Wnęk, Jan
Powiązania:
https://bibliotekanauki.pl/articles/668345.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Papieski Jana Pawła II w Krakowie
Tematy:
Herbartyzm
pedagogical thought
history of education
Opis:
The article shows the development of Polish interests in the pedagogical mind of J. F. Herbart. In this work we chronologically presented the most important Polish publications on Herbart we drew attention to the change of its perception in different historical periods. There is no doubt that a large part of Polish authors esteem the educational Herbart and tried to popularize his ideas among Polish teachers. It is understood that the greatest interest in ‘herbartyzmem’ was in the nineteenth century but it declined sharply in the next century. This was associated with the development of new educational systems. The article is an important contribution to a better understanding of the reception of the German educational thought in other countries.
Źródło:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2017, 7, 2
2391-6559
2083-8018
Pojawia się w:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
State of Research on the History of the Lubrański Academy
Autorzy:
Nowicki, Michał
Powiązania:
https://bibliotekanauki.pl/articles/955402.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Lubrański Academy
Poznań
history of education
Opis:
The article tells about historiography of a famous Polish school – Collegium Lubranscianum (English Lubrański Academy), which originated in 1519 and existed until 1780. The whole text divided into few groups, showing the position of Lubranscianum in the interpretations of historians and the lack of research allowing recognition of some aspects of Lubranscianum history, such as the educational process of young people in the school, including the methods and handbooks, or, in general, the history of the school in the seventieth and eighteenth century. It is stressed that only few works bring new knowledge into out problem and most of the historiography is based on previously published works.
Źródło:
Biuletyn Historii Wychowania; 2018, 38; 189-204
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Charlemagne – Emperor and Reformer. On the 1200th Death Anniversary
Autorzy:
Ratajczak, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/955410.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Charlemagne
carolingian renaissance
history of education
Opis:
The purpose of this paper is to present the role of Charlemagne (768−814), King of the Franks and Emperor of the Romans (from 800) in the process of recovering the school organisation that was considerably weakened in the period from the 5th to the 7th century as well as the participation of the ruler in the reforms of education, science and the school system, referred to as the Carolingian Renaissance. In his reforms of the legal system, the monetary system, administration and education, Charles consistently implemented the political program announced in the Act of 789. The emperor’s actions reveal a clearly utilitarian goal. The command of Latin and the introduction of readable writing enabled the clergy to better understand the words of the Holy Scripture and, in turn, increased the general level of religious education among believers. The numerous scriptoria across the empire contributed to the ongoing work on defining the uniform text of all the books. The rebirth of Latin was driven by the works of the late Roman grammarians, Donatus and Priscian, and many works by ancient authors were also copied in scriptoria.
Źródło:
Biuletyn Historii Wychowania; 2018, 38; 309-318
1233-2224
Pojawia się w:
Biuletyn Historii Wychowania
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
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