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Tytuł:
A short presentation of the history of legal education in Romania
Autorzy:
Trocan, Laura Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/621220.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
Rumunia, edukacja prawnicza, historia edukacji prawniczej
Romania, legal education, history of legal education
Opis:
In Romania, the history of legal education dates from ancient times. The historical records show that legal education had appeared on the territory of countries that have later entered into the composition of the Romanian State, after enactment of the first written laws (pravile – or codices), and long before the enactment of legal codes on branches of activity. Thus, the preliminary of legal education in the Romanian countries can be traced back to the practice of writing laws (pravila – or codex) that emerged in the 17th century: in Walachia this was the Govora Code of 1640 and the Matei Basarab’s Code (also known as the reshaping of laws) in 1652: in Moldavia it was the Vasile Lupu Code (also known as the Romanian book of learning) of 1646. However, there are historians who claim that since 1400, an Academy of law or, at least, a course in law, would have been organized at the School of Alexander the Good in Suceava. The first educational institutions were established in monasteries and churches and teachers had a western and Byzantine educational background. In Moldavia in 1648, during the reign of Vasili Lupu, the Great Princely School was founded at Trei Ierarhi Monastry in Iasi. In 1694, under the reign of Constantin Brâncoveanu – in Walachia, the Princely Academy was founded in Bucharest. Thus were laid the bases of Romanian higher legal education. In 1777 in Transylvania, the Romanian territory which for a long time was under Austro-Hungarian domination, by an imperial document called Ratio educationis imperial, an Academy of law was established in Oradea together with another in Bratislava. Over the years, the study of juridical sciences in Romanian countries developed and received systematic organization – especially after the Union of the Romanian principalities in 1859 – being influenced as much by historical realities as by the political, economic and social conditions of the country. This paper aims to provide an overview of the development of legal education in Romania and the contributions to the development of the science of law of the most prestigious Romanian jurists.
Źródło:
Miscellanea Historico-Iuridica; 2014, 13, 1; 193-203
1732-9132
2719-9991
Pojawia się w:
Miscellanea Historico-Iuridica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analiza pojęciowa wybranych manifestów pedagogicznych w ujęciu historycznym
A conceptual analysis of selected pedagogical manifestos in historical terms
Autorzy:
Sieradzka-Baziur, Bożena
Powiązania:
https://bibliotekanauki.pl/articles/1196730.pdf
Data publikacji:
2019-12-30
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
pedagogika rodziny
historia wychowania
model wychowania
family pedagogy
education history
education model
Opis:
CEL NAUKOWY: Celem naukowym pracy jest pokazanie wyznaczników formalnych i semantyki wybranych polskich tekstów pedagogicznych z zakresu pedagogiki rodziny. PROBLEM I METODY BADAWCZE: Problem postawiony w pracy dotyczy tego, jakie cechy gatunkowe mają teksty pedagogiczne odnoszące się do wychowywania dzieci, ich kształcenia i opieki nad nimi w rodzinie, oraz tego, jaki przekaz autor kieruje do założonych odbiorców. Metoda badawcza to analiza pojęciowa i porównawcza tekstów z zakresu pedagogiki stworzonych w różnych epokach historycznych (XVI w., XX w. i XXI w.). PROCES WYWODU: W artykule zostały zaprezentowane wyznaczniki semantyczne i leksykalne pojęć „opieka, kształcenie i wychowanie” charakterystyczne dla pedagogiki rodziny. WYNIKI ANALIZY NAUKOWEJ: Analiza wybranych tekstów pedagogicznych pokazuje, iż zagadnienia opieki, kształcenia i wychowania dzieci w rodzinie są nie tyle przedmiotem chłodnej refleksji, ile obiektem żarliwego namysłu i polemiki. WNIOSKI, INNOWACJE, REKOMENDACJE: W celu dogłębnego zbadania cech gatunkowych i wyznaczników semantycznych oraz leksykalnych pojęć odnoszących się do opieki, wychowania i kształcenia w rodzinie konieczne jest stworzenie korpusu tekstowego wszystkich manifestów pedagogicznych adresowanych do rodziców i przeprowadzenie ich analizy pojęciowej.
RESEARCH OBJECTIVE: The scientific goal of the work is to show the formal determinants and semantics of selected Polish pedagogical texts in the field of family pedagogy.   THE RESEARCH PROBLEM AND METHODS: The problem posed in the work relates to what genre features have pedagogical texts on the upbringing of children, their education and care in the family, and what message the author addresses to the intended recipients. The research method is a conceptual and comparative analysis of pedagogy texts created in various historical periods (19th, 20th and 21st). THE PROCESS OF ARGUMENTATION: The article presents the semantic and lexical determinants of concepts CARE, EDUCATION and UPBRINGING characteristic of family pedagogy. RESEARCH RESULTS: The analysis of selected pedagogical texts shows that issue of care, education and upbringing of children in the family are not the subject of cold reflection, but the object of ardent reflection and polemics.   CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: In order to thoroughly examine the genre features and semantic and lexical determinants of concepts related to family care, upbringing and education, it is necessary to create a text corpus of all parents’ handbooks and conduct their conceptual analysis.  
Źródło:
Horyzonty Wychowania; 2019, 18, 48; 75-85
1643-9171
2391-9485
Pojawia się w:
Horyzonty Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Słowacki na uniwersytecie
Słowacki at University
Autorzy:
Jędrychowski, Zbigniew
Powiązania:
https://bibliotekanauki.pl/articles/29519871.pdf
Data publikacji:
2016
Wydawca:
Polska Akademia Nauk. Instytut Sztuki PAN
Tematy:
Juliusz Słowacki
Uniwersytet Wileński
historia edukacji
Vilnius University
education history
Opis:
Artykuł przedstawia okres 1825-1828, kiedy Juliusz Słowacki studiował na Uniwersytecie Wileńskim. Autor wyszczególnia i charakteryzuje miejsca, w których poeta mieszkał przez dłuższy czas. Opisuje także położenie Belwederu, letniej rezydencji i ogrodu Augusta Bécu, do którego Słowacki często chodził na spacery. Artykuł uzupełnia pewne luki w wiedzy na temat życia studenckiego poety. Dzięki odnalezieniu kopii dyplomu, wykazu ocen i informacji o ukończeniu studiów udało się ustalić, którzy studenci Oddziału Nauk Moralnych i Politycznych otrzymali nagrodę pieniężną, kto otrzymał wyróżnienie, jaki był temat pracy końcowej Słowackiego i kiedy Słowacki opuścił Wilno na stałe.
This article presents the time spanning 1825–1828, when Juliusz Słowacki studied at Vilnius University; it specifies and describes the places where he lived for longer periods of time. The article also describes the location of Belweder, the summer residence and garden of August Bécu, to which Słowacki often went for a stroll. The article fills some gaps concerning the poet’s student life. Thanks to discovering a copy of the diploma, the mark transcript and some information concerning the completion of studies, the author has been able to determine which students of the Faculty of Moral and Political Sciences received a monetary prize, who was awarded an honorable mention, what the subject of Słowacki’s final paper was and when Słowacki left Vilnius for good.
Źródło:
Pamiętnik Teatralny; 2016, 65, 1/2; 114-138
0031-0522
2658-2899
Pojawia się w:
Pamiętnik Teatralny
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:
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:
Jindra Milos Kulich (1929-2009). Andragog porównawczy, bibliograf i historyk edukacji dorosłych
JINDRA MILOS KULICH (1929-2009). COMPARATIVE ANDRAGOGUE, BIBLIOGARPHER AND HISTORIAN OF ADULT EDUCATION
Autorzy:
Maliszewski, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/418089.pdf
Data publikacji:
2009
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ADULT EDUCATION - HISTORY
COMPARATIVE ANDRAGOGICS
INTERNATIONAL EDUCATIONAL COOPERATION
KULICH JINDRA MILOS (1929-2009)
Opis:
The paper recalls the figure of Jindra Kulich, a world known andragogue and historian of education, of Czech origin, who passed away in December 2009. The author provides an outline of life and work of the professor: from the time of his emigration from Czechoslovakia in 1951 - through his work as a folk high school teacher in Denmark and his studies and research at the University of British Columbia in Vancouver in Canada - to his last more than ten years, when he was an independent expert in adult education. The sketch also includes characteristics of the main research interests of J. Kulich - as an internationally recognised bibliographer of adult education, one of the precursors of comparative andragogics and historian of adult education in Scandinavia, Central and Eastern Europe and Canada. The article makes references to the most significant scientific publications from Kulich's areas of research. It also emphasises numerous research contacts of Jindra Kulich with the community of Polish andragogues and adult educators.
Źródło:
Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wychowanie obywatelskie a problem nauczania historii – rekonstrukcja zachodniej debaty
Citizenship Education and History – Reconstruction of the Western Debate
Autorzy:
Hejwosz-Gromkowska, Daria
Powiązania:
https://bibliotekanauki.pl/articles/644790.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history education
citizenship education
critical thinking
postmodernism
Opis:
Some academics claim that history education is a vital component in citizenship education, others say that its role is overestimated. In the postmodern perspective there is “the end of the past” which is, to some extend, a product of consumption society and globalization. The contemporary societies are future-oriented and the rituals, myths and the need of belonging have nearly disappeared. In this context the questions about the purposes of history education and its relation to citizenship education are posed: should history education be nation-orientated to build loyalty and commitment or should it develop skills and knowledge for better comprehension of the present? Is history education oriented towards consensus or con ict? How to talk about history in multicultural societies, without marginalizing particular groups and without imperious imposition of the only version of “the Truth”? In order to answer to these question the reconstruction of the western debate has been made.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2013, 3, 1; 135-154
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
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:
Program i propagatorki wychowania religijnego w przedszkolu w świetle czasopisma „Wychowanie Przedszkolne” (1925- 1939)
The Curriculum and Promoters of Preschool Religious Education in the Light of the Magazine “Preschool Education”
Autorzy:
Szulakiewicz, Władysława
Powiązania:
https://bibliotekanauki.pl/articles/1310165.pdf
Data publikacji:
2019
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
wychowanie religijne
historia wychowania przedszkolnego
czasopismo „Wychowanie Przedszkolne”
religious education
preschool education history
the magazine Preschool Education [Wychowanie Przedszkolne]
Opis:
Tekst wpisuje się w problematykę historii wychowania przedszkolnego w Polsce. Jego celem z jednej strony jest ukazanie dziejów teorii wychowania przedszkolnego, a głównie wychowania religijnego, z drugiej zaś zasygnalizowanie, jak ważną rolę w rozwoju wychowania przedszkolnego i jego propagowania odegrało czasopismo „Wychowanie Przedszkolne”. Intencją przedstawionej w tekście refleksji jest ukazanie propagatorek teorii wychowania przedszkolnego ze szczególnym akcentem na popularyzację i upowszechnianie idei wychowania religijnego w przedszkolu oraz treści wychowania religijnego. Wyrazistą cechą proponowanego programu wychowania religijnego w omawianym czasopiśmie było zalecenie łączności wychowania religijnego z wychowaniem moralnym i zasadami etyki, ponieważ religia musi być połączona z życiem. Proponowany przez „Wychowanie Przedszkolne” program wychowania religijnego miał na celu uczenie głębokiej religijności, dlatego „ambasadorki” takiego wychowania przekonywały, że ważna jest nie tylko teoria religii i religijności czy poznanie treści Pisma Świętego, ale i praktyki religijne. Służyły temu wszystkie zasady i wskazówki wynikające z proponowanej w czasopiśmie metodyki wychowania religijnego. Należy zaznaczyć i to, że szczególna rola w tym niełatwym dziele wychowania religijnego przypadała wychowawczyniom przedszkoli. Z pomocą zwłaszcza w zakresie dostarczania odpowiednich treści przyszli im twórcy poezji religijnej.
The paper refers to the history of preschool education in Poland. Its purpose is to show the history of preschool education theories, especially the religious ones, and, on the other hand, to emphasize the significant function of the magazine Preschool Education [Wychowanie Przedszkolne] in that process. The intention of the reflection included in the text is to show the propagators of the theory of preschool education, with a special emphasis on the promotion of religious education and upbringing in kindergartens. The magazine in question clearly promoted religious education that was to link religious education with moral upbringing and ethics, because it was believed that religion must be connected with life. The curriculum of religious upbringing promoted by the Preschool Education aimed at teaching deep religiousness, which is why the promoters of such upbringing argued that, apart from the theory of religion and religiousness, or learning the texts of the Holy Scriptures, religious practices are important. All the principles and guidance included in the methodology of religious education described in the magazine served this purpose. It should be noted that a particular function in this difficult work of religious education was performed by kindergarten teachers. The creators of religious poetry helped them, especially in providing relevant educational contents.
Źródło:
Edukacja Elementarna w Teorii i Praktyce; 2019, 14, 3(53); 47-62
1896-2327
Pojawia się w:
Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozwój szkolnictwa morskiego i uczelnianej technicznej bazy laboratoryjnej w Szczecinie na początku XX wieku
Development of Maritime Educational system and Base of Technical Laboratories in Szczecin on beginning of XX Century
Autorzy:
Banaszek, A.
Powiązania:
https://bibliotekanauki.pl/articles/314384.pdf
Data publikacji:
2016
Wydawca:
Instytut Naukowo-Wydawniczy "SPATIUM"
Tematy:
historia szkolnictwa morskiego
historia techniki morskiej
Szczecin
Höhere Maschinenbauschule zu Stettin
maritime education history
marine technology history
Opis:
W pracy przedstawiono system rozwój szkolnictwa morskiego i jego bazy laboratoryjnej w Szczecinie na początku XX wieku. Opisano przyczyny powstania Hoehere Maschinenbauschule zu Stettin oraz wzrostu zapotrzebowania na wysokokwalifikowaną kadrę w ówczesnym Szczecinie. Przedstawiono strukturę szkoły oraz jej wyposażenie laboratoryjne do badań ówczesnych rozwiązań w dziedzinie napędu statków oraz wyposażenia okrętowego. Opisano następnie przyczyny degradacji szkolnictwa morskiego w okresie międzywojennym oraz dalszy rozwój technicznej bazy laboratoryjnej.
The development of maritime educational system and his base of technical laboratories in Szczecin on beginning of XX Century has been presented in the paper. Main reasons of establishment of Höhere Maschinenbauschule zu Stettin and increase of demand on high-qualified the personnel in contemporary Stettin was described. The structure of the academy school and laboratory equipment for research of contemporary ship drive solutions and ship equipment were presented. Next, the reasons of the degradation of the maritime educational system in interwar period and further development of the technical laboratory base were described.
Źródło:
Autobusy : technika, eksploatacja, systemy transportowe; 2016, 17, 6; 778-781
1509-5878
2450-7725
Pojawia się w:
Autobusy : technika, eksploatacja, systemy transportowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
«Wiersz o sztuce aktorskiej» Ludwika Osińskiego w świetle teorii pedagogicznych
«Wiersz o Sztuce Aktorskiej» (A Poem on the Art of Acting) by Ludwik Osiński in the Light of Pedagogical Theories
Autorzy:
Buczek, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/29519836.pdf
Data publikacji:
2016
Wydawca:
Polska Akademia Nauk. Instytut Sztuki PAN
Tematy:
teatr polski 1800-1900
historia teatru
historia pedagogiki
historia edukacji
Polish theater 1800-1900
theater history
pedagogy history
education history
Opis:
Wiosną 1803 roku periodyk Nowy Pamiętnik Warszawski opublikował "Wiersz o sztuce aktorskiej ofiarowany aktorce zaczynającej" napisany przez Ludwika Osińskiego. Poemat ten był dedykowany Rozalii Bogusławskiej, córce dyrektora Teatru Narodowego Wojciecha Bogusławskiego. Rozalia zadebiutowała na scenie rok wcześniej, a później wyszła za mąż za autora wiersza. Omawiany utwór nie jest, jak sugeruje tytuł, adresowany tylko do początkujących aktorów. Widać w nim gruntowną wiedzę z zakresu pedagogiki ogólnej, edukacji i dydaktyki, którą Ludwik Osiński dysponował dzięki swojemu wykształceniu i zawodowi. Uczył się w kolegium pijarskim, pracował jako guwerner i nauczyciel; wraz z Konstantym Wolskim prowadził też szkołę z internatem dla chłopców, znał więc dobrze teorie pedagogiczne Jana Amosa Komeńskiego, François Fénelona, Johna Locke'a i Jean-Jacques'a Rousseau. Znalazły one odbicie w omawianym wierszu, który odnosi się do kwestii szerszych niż tylko pedagogika zawodu aktora.
In the spring of 1803, the periodical Nowy Pamiętnik Warszawski published “Wiersz o sztuce aktorskiej ofiarowany aktorce zaczynającej” (‘A Poem on the Art of Acting Offered to A Debuting Actress’) composed by Ludwik Osiński. It was dedicated to Rozalia Bogusławska, a daughter of the managing director of the National Theatre, Wojciech Bogusławski. Rozalia debuted on stage a year earlier, and later on, married the author of the poem. The poem is not, as the title might suggest, addressed just to beginners. It shows thorough knowledge of general pedagogy, education and didactics, which Ludwik Osiński possessed by virtue of his education and profession. He had been educated at a Piarist divinity school, worked as a tutor and teacher; he also ran, in co-operation with Konstanty Wolski, a boarding school for boys, so he was well-versed in the pedagogical theories by John Amos Comenius, François Fénelon, John Locke and Jean-Jacques Rousseau. He deployed them in the poem he composed, which referred to matters broader than just pedagogy of the acting profession. 
Źródło:
Pamiętnik Teatralny; 2016, 65, 1/2; 97-113
0031-0522
2658-2899
Pojawia się w:
Pamiętnik Teatralny
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:
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:
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:
Special education in Poland (until 1989) – historical perspective
Autorzy:
KULBAKA, JACEK
Powiązania:
https://bibliotekanauki.pl/articles/941279.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history of special education
disability
Opis:
The article is dedicated to presenting the information regarding the origins, organisation and the activity of special schools and institutions in Europe, with the particular focus on Polish territories (from the beginning of the 19th century to the final years of the Polish People’s Republic). The text nature may be included within the framework of inquiries regarding the history of education. Referring to the wide historical context (social, political, economical, legal, outlook and other determinants), the aim of the author of the text was to introduce the accomplishments of particular individuals, and various institutions active for the children with disabilities, in the discussed period.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 27; 117-149
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Towards micro-history – new look at the family history
Autorzy:
Garbula, Joanna Maria
Powiązania:
https://bibliotekanauki.pl/articles/2012449.pdf
Data publikacji:
2015-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
micro-history
memory
history education
narration
children’s historical senses
Opis:
The article is dedicated to the problems of history education in the early school years, a question which until now has been almost neglected in literature. Studies on constructing the historical senses of primary school pupils can help, if only partially, to fill in this gap. Two aspects are discussed: historical senses constructed in the context of educational situations (focusing on the content, developed around the teacher, concentrated on pupils’ knowledge) and historical senses constructed by pupils via narration. By analyzing the research material, the author was able to distinguish the subjective senses and meanings which pupils participating in the study assigned to spheres of private life and to spheres which are manifestations of grand history in private stories.
Źródło:
The New Educational Review; 2015, 39; 65-72
1732-6729
Pojawia się w:
The New Educational Review
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:
Reclaiming a Dwelling Place: How a German History Learning Community Handles Traumatic Memories of Shoah Witnesses
Autorzy:
Morgan, Katalin Eszter
Powiązania:
https://bibliotekanauki.pl/articles/549619.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
Shoah
witnesses
testimony
history education
emotions
trauma
memory
Opis:
This paper describes the results of an empirical study in which the objective was to find out how traumatic narratives by Shoah survivors are handled in a classroom setting. The study was conducted using an ethnographic approach by means of which a history lesson sequence was observed and analysed. The teaching medium of the lesson was a digitised presentation of memories by Shoah survivors. The description of the lesson establishes how teachers and students negotiate the difficult terrain of an emotional engagement with the testimonies. The findings are discussed by elaborating on the meaning of traumatic memories for the witnesses, and in turn by asking what it means to listen to the telling of such memories. Conclusions are drawn about the overall meaning of (history) education.
Źródło:
Forum Pedagogiczne; 2019, 9, 1; 225-243
2083-6325
Pojawia się w:
Forum Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czemu ma obecnie służyć historia prawa, co jej grozi?
Autorzy:
Zakrzewski, Andrzej
Powiązania:
https://bibliotekanauki.pl/articles/621823.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
history of law, legal education
Opis:
Legal history in Poland is imperiled by a few threats. One of them is a model of the university education, promoted by the heads of faculties, which is devoted to strictly legal subjects. It may happen, that historical subjects will be eliminated or vastly limited in the course of the implementation of this model. Such kind of pressure inclines legal historians to emphasize their utility to contemporary legal science. However, it is worth noticing, that there are different dangers that lie in wait for Roman law and for Polish legal history. Basing instruction upon incomplete sources in showing a distant genesis of contemporary legal institutions causes an excessive simplification, which is a serious threat to the reliability of scientific research. The Polish legal history researcher will be helpful to a specialist of contemporary law only occasionally and in most of those rare cases his research will be used to point out the birth of a certain legal institution in Polish law. Another threat to Polish legal history is an intensive interest in mostly recent history. Although, after years of censorship in the state of real socialism, this situation is intelligible, as it resulted in abandoning the research of old-Polish times, nowadays conducted by only a few scholars. As far as the group of Romanists is concerned, they tend to indicate the Roman roots of almost all past, present and future legal institutions. However, this is cannot be done when applying all rigors of scientific research. A drop of the scientific level of publications may be observed as well. Authors do not investigate sources of the practice of the law, the use of legal history literature is insufficient and the publications of historians of other specializations are used only to a minimal degree. Legal historians in Poland have to deal with these main problems, if they hope for the further development of their discipline.
Źródło:
Miscellanea Historico-Iuridica; 2011, 10; 35-46
1732-9132
2719-9991
Pojawia się w:
Miscellanea Historico-Iuridica
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
Wyświetlanie 1-25 z 378

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