Temat: state – citizen in the Republic of the 18th century - Katalog OPAC zbiorów

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Tytuł:: Oryginalność Komisji Edukacji Narodowej na tle europejskim
The uniqueness of the Commission of National Education in Europe
Autorzy:: Bartnicka, Kalina
Powiązania:: https://bibliotekanauki.pl/articles/955453.pdf
Data publikacji:: 2015
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: Education in the Polish Republic
education reforms in the 18th century
the state organ of the education authorities
the secular profession of a teacher
the structure of universities
the ideal of a citizen
curricula
teaching language
Opis:: As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783. The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king.
Źródło:: Biuletyn Historii Wychowania; 2015, 33; 7-22
1233-2224
Pojawia się w:: Biuletyn Historii Wychowania
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Idea państwa wolnego, suwerennego i niepodległego – fenomen przemian czasów Sejmu Czteroletniego?
The Idea of a Free, Sovereign and Independent State – a Phenomenon of the Change of Times of the Four-Year Sejm?
Autorzy:: Rolnik, Dariusz
Powiązania:: https://bibliotekanauki.pl/articles/1787949.pdf
Data publikacji:: 2021-03-19
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:: Sejm Wielki
reformy czasów stanisławowskich
państwo – obywatel w Rzeczypospolitej XVIII w.
elity stanisławowskie
stronnictwa polityczne
Grand Sejm
reforms of the Stanislaus era
state – citizen in the Republic of the 18th century
Stanislaus’ elites
political parties
Opis:: Czasy stanisławowskie przyniosły refleksję obywateli nad istotą Rzeczypospolitej, ta zaś doprowadziła do próby jej reformowania w czasach Sejmu Wielkiego. Proces ten w swej warstwie powierzchniowej jest znany, jednak jak dokładnie on przebiegał, nie wiemy. Z pewnością tym, co skłaniało współczesnych do refleksji, były nieszczęścia, które spadły na państwo polsko-‑litewskie. Można je różnie definiować i wskazywać na większą lub mniejszą rolę w tym procesie „odradzania narodu”. Aby jednak zmiana nastąpiła, musiało dojść do upowszechnienia takiego toku myślenia i to zagadnienie wydaje się kluczowe do tego, by zrozumieć istotę czasów stanisławowskich. Można zgodzić się z tezą, że zaczyn dobrego zrodził się w głowach ówczesnych elit, w tym również Stanisława Augusta. Jednak idee naprawy państwa, by mogły się zmaterializować, musiała przejąć inna siła, wydaje się, że była nią średnia szlachta. To oczywiście hipoteza i jej potwierdzenie wymaga jeszcze wielu badań, ale wiele wskazuje, że to ona doprowadziła nie tyle do uchwalenia Konstytucji 3 maja, ile do sytuacji, w której większość narodu szlacheckiego była gotowa ją zaakceptować. Sugeruję, że zdecydowała o tym zmiana myślenia elit szlacheckich o roli państwa, czemu towarzyszyła przemiana hierarchii wartości wewnętrznych ważnych w życiu społeczeństwa (co bynajmniej nie oznaczało porzucenia idei republikańskich). Ta ostatnia kwestia jest trudna do definiowania, w sferze tej źródła mają bardzo często charakter deklaratywny – np. wartość przysiąg, oświadczenia poświęcenia dla ojczyzny – trzeba je więc konfrontować z konkretnymi zachowaniami obywateli i dopiero na podstawie otrzymanych wyników starać się o ogólniejsze wnioski.
The Stanislaus times brought citizens’ reflection on the essence of the Republic. This reflection led to an attempt to reform the state in the times of the Great Sejm. This process in its surface layer we know, but we do not understand how exactly it proceeded. Indeed, what prompted the contemporaries to reflect was the misfortunes that affected the Polish-Lithuanian state. These misfortunes – defined differently – played a greater or lesser role in this process of “rebirth of the nation.” For this change to occur, it had to be made more widely thought about the causes of the country’s weakness. This issue seems crucial in order to understand the essence of the Stanislaus times and their reforms. One can agree with the thesis that this process was started by the elites of the time, including Stanislaw August. However, the ideas of repairing the state to materialize had to find more substantial support, which proved to be the average nobility. This hypothesis, its confirmation, still requires much research. However, many indicate that it led, not so much to the acceptance of the 3 May Constitution but to a situation in which most noble people were ready to accept it. This was decided by a change in the thinking of the noble’s elites about the state’s role, which was accompanied by a change in the hierarchy of internal values, significant in society’s life (which by no means meant abandoning republican ideas). The latter issue is challenging to define, and in this area, the sources are very often declarative – e.g. the value of oaths, declarations of sacrifice for the homeland.
Źródło:: Roczniki Humanistyczne; 2021, 69, 2; 29-48
0035-7707
Pojawia się w:: Roczniki Humanistyczne
Dostawca treści:: Biblioteka Nauki

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