Wyniki wyszukiwania - Biblioteka Nauki

1

THE SITUATION OF PHILOSOPHY IN CONTEMPORARY POLISH EDUCATION SYSTEM

100%

Mazur T.

Edukacja Filozoficzna

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2007

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nr 44

85-94

EN

The author presents questions and problems characteristic of the field of Philosophy of Teaching Philosophy. One of the problems is the situation of the Philosophy as the subject within a system of education. The specific context for rising this issue is Polish Education System. We confront main goal of this system and specific goals teacher of Philosophy is supposed to adopt within this system with some philosophical tradition and its specific goals of teaching Philosophy. The thesis we propose here is that Philosophy as much is structurally incompatible with this system.

2

CRITERIA OF SCHOOL ELITISM IN THE SOCIAL CONSCIOUSNESS OF DIFFERENT CATEGORIES OF PEOPLE (Kryteria elitarnosci szkól w swiadomosci spolecznej róznych kategorii osob)

100%

Kolodziejska E. , Mianowska E.

Rocznik Lubuski

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2008

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tom 34

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nr 1

27-42

EN

This study analyses the perception of school elitism criteria among working adults, students and pupils from Zielona Góra. These researches are the first stage of a project leading to a comparison of teaching results of elite schools and ordinary schools. Respondents were questioned about elite school features they could name in order to find the existing social criteria of school elitism and compare them to the criteria used in the official school ranking. There are presented four groups of features which can be indicators of an elite school. The study also reveals that pupils, students and working adults have different attitudes to school elitism.

3

A ROLE AND FUNCTION OF POLISH EDUCATION IN CONTEXT OF INTEGRATION WITH EUROPEAN UNION (Rola i zadania polskiej edukacji w kontekscie integracji z Unia Europejska)

100%

Borowik J.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2010

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nr 2

85-94

EN

The main traget of this article is introduction and the analysis of tasks of Polish education in context of integration with European Union. Investing in education contributes to creating of new reality and human capital, which in consequence leads to better functioning of social groups in integrated Europe. The understanding of need of educational development in Poland, both in theoretical aspect, connected with legal solutions, as also in practical aspect, relating projecting of workings on that kind of education, her efficiency conditions, and by this also the way of being and the functioning the yound generation in united Europe. In this article was also important the meaning of essential changes, which should step out in Polish education, and challenges, which stand before the young man, pupil of Polish school. Necessary becomes special thought over education, as it could really prepare to finding in civilization of constant changes.

4

SOCIO-PROFESSIONAL AND TERRITORIAL STRATIFICATION OF STUDENTS IN SECONDARY AND POST-SECONDARY SCHOOLS IN CESKE BUDEJOVICE IN THE FIRST HALF OF THE 19TH CENTURY

100%

Novotny M.

Historická demografie (Historical Demography)

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2007

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tom 31

117-146

EN

The secondary and post-secondary schools that provided essential education to just a small percentage of the male population in the first half of the 19th century played an irreplaceable role in the formation of the future elites in early modern society in the Czech lands. The Bishop's Seminary (founded in 1804), the Philosophy Lyceum (1803) and the Piaristicke Gymnasium (1762) became a strong attraction for young people from Ceske Budejovice, where the schools were located, and from all of Southern Bohemia and the surrounding areas, who were longing for a higher education. Between 1800 and 1848, 4909 boys studied at the gymnasium, most of whom were from families of tradesmen and architects, and there was also a large proportion of boys from families of teachers. Between 1803 and 1846, 2556 students of the Philosophy Lyceum enrolled in the first year of study, mainly from tradesmen and agricultural families. The lyceum's catchment area was very similar to that of the gymnasium. The social and territorial composition of the theology students (1618 in total) was very similar to that of the Philosophy Lyceum, which was also from where it received the most students.

5

'Messenger of Western Russia': Education in the Context of the West - Russism Idea (1862-1866)

100%

Tichomirow A.

Rozprawy z Dziejów Oświaty

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2006

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tom 45

275-307

EN

In the article were presented main conceptualistic assumptions propagated by 'West - Russism' school - an intellectual trend in historiography, publicism, and political thought - that originated on Ukrainian, Belarussian and Lithuanian territories in the half of the 19th century, and laid emphasis on the issues connected with education. A fundamental assumption for the idea's believers was not only the statement saying that the Belarussians and Ukrainians are part of the Russian nation, but also the hostile attitude, which was assumed towards the Polish movement. A periodical 'Vestnik zapadnoi Rossii' (Messenger of Western Russia), originally entitled 'Vestnik yugo- zapadnoi i zapadnoi Rossii' (Messenger of Southwestern and Western Russia), which was published in the years 1862-1871, was the main medium of propagation of ideas of the West - Russism. Education, especially on the elementary level, and women's education played a significant role in the columns of the magazine. Editorial staff called for setting up the elementary schools' net, which would be managed by the Orthodox priesthood only. Moreover, the clergy would teach in Russian, and would eliminate teaching children in Ukrainian, Polish and Belarussian. As the reading public consisted of the Orthodox priesthood, editorial staff used to support its interests (among others, editors backed up the idea of founding special schools for girls descending from the clergy). A conception of 'West - Russism' that was backed up by the priesthood, should have also become, in its believers' opinion, a predominant idea held by the peasantry. Also in this instance the idea would eliminate Polish influences and 'Ukrainian and Belarussian separatism' on the Western borderland of the Russian Empire.

6

Following the Traces of Pedagogical Universalities. Instead of an Introduction

100%

Rodziewicz E.

Kwartalnik Pedagogiczny

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2005

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tom 50

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nr 4(198)

5-27

EN

The present time is associated with the time and place, from which we try to notice pedagogical universalities. The ways of seeking generality - universality - particularity of pedagogical meanings formed in the European humanistic thinking are not sufficient and require critical remarks concerning the present problems of 'pedagogy being free from pedagogy' as an outcome of the 'hegemony of economy and market trends'.

7

MOROCCO - ATTEMPTS TO ARABISE THE COUNTRY

100%

Kafel P.

Kultura i Społeczeństwo

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2004

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tom 48

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nr 3

159-165

EN

Author describes the process of introduction of modern written Arabic language in education, administration and mass media in the Kingdom of Morocco after achieving independence in 1956. He describes the linguistic situation, which is far from the condition presented in official declarations announcing the success of arabisation. It has direct influence on the shape of the modern Moroccan culture which derives from the heritage of the civilization of Islam and by means of the French language, from European culture.

8

Francuski system edukacji w perspektywie międzynarodowej na przykładzie szkolnictwa wyższego

100%

Pachocka M.

Studia Europejskie-Studies in European Affairs

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2013

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nr 4

s169-195

EN

In the 21st century, the education system is evaluated not only on the national or regional level, but also internationally. Globalisation is progressing in all areas of life, including the area of education, research and development, resulting in an increasing interdependence between countries around the world. These processes also apply to France. First, this country has more and more foreigners who are regularly involved in the national education system. In addition, France is actively involved in the process of European integration. This stimulates the movement of people between the Member States of the European Union and increases the need for absorption by the education system of successive generations of children and young people, often non-French speakers. Finally, France seeks to promote its culture and language, and one of the most effective tools in this regard is to educate foreigners, especially foreign students. Those who return to their countries of origin may become ambassadors of French values and culture. In a world that integrates regionally and globally, competitiveness and international attractiveness are key categories for each country that wants to ‘stand out’ in the system of international relations. As a result, the international comparisons and rankings in the field of higher education are becoming increasingly important. This paper refers to the part of the formal process of education in France under the current education system that includes French citizens, foreigners residing in France and persons temporarily studying in that country. The research effort focuses on the analysis and evaluation of selected aspects of the internationalisation of the French higher education system, as well as on its attractiveness and competitiveness on a global scale .

9

Edukacja na rzecz przedsiębiorczości a rozwój gospodarczy

100%

Dąbrowski M.

Optimum. Studia Ekonomiczne

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2012

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nr 3(57)

159-172

EN

The paper is aimed at demonstrating the importance of entrepreneurship education in economic terms. The author defines several concepts from the field of entrepreneurship. The main focus is on ways to successfully foster entrepreneurial attitudes and skills essential for economic development. Also analysed are the steps taken in Poland and the European Union to stimulate education for entrepreneurship, and the major trends in this area are presented.

10

HERMETIC OR OPEN - POLISH EDUCATIONAL ORGANIZATIONS (Miedzy hermetyzacja a otwarciem polonijnych organizacji oswiatowych)

100%

Bogdan C. , Maria K.

Studia Migracyjne - Przegląd Polonijny

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2010

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tom 36

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nr 3(137)

5-19

EN

The article discusses the problem of the Polish Diaspora's system of education, in the areas where they settled after the 1989 political transformation in Poland. The Polish system of education and its functioning was distinguished in the countries of Western Europe, allowing the development of a Polish minority system of education, even an incentive towards its creation. Meanwhile, the system of education has experienced difficulties in its development, since students during Sunday schools do not receive sufficient knowledge, especially in comparison with school, where they learn every day. For many of them, knowledge on their home country is of relatively little use in their careers, especially since a large amount of information can be obtained via the Internet. Poland is not an attractive country to Western countries in terms of economy and civilization. The fact that the Polish language is difficult to learn and is spoken by a relatively small proportion of Europeans also discourages young Poles in exile to make special effort to acquaint themselves with Polish materials apart from those they receive at school, where they are obliged to attend. Polish schools are thus in danger of becoming hermetically sealed, and symptoms of this are already visible. The situation of Poles in Eastern Europe is quite different. Here, the prestige of the Polish state is completely different. Poland is a country with a higher standard of living in relation to the Polish Diaspora's country of residence, Polish culture and civilization appear to be of a higher standard. Polish minority primary and secondary schools offer the opportunity to take the Polish certificate of secondary education. Attending Polish secondary school opens the door to Polish universities, a very attractive prospect to the Polish minority. In order to get access to the Polish system of education Ukrainians, Belarusians and even Russians also attempt to be educated in Polish minority schools. Hence, the condition of Polish education is positively assessed, despite the fact that the countries where the schools exist do not encourage their development, on the contrary, they intentionally hinder it. Attention is also drawn to the experience of the Polish minority activist, Full Professor Daniel Kadlubiec in Zaolzie, who said in an interview that the transfer of the same rights to a national minority as to the majority was not entirely fair, since in order for a minority to function at the same level in a society, it must be given specific privileges for which there is no social acquiescence.

11

Academic standards eroding. An attempted diagnosis

100%

Brzezinski J.

Teksty Drugie (Second Texts)

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2006

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nr 1/2(97/98)

9-39

EN

This article takes up the issue of deteriorating standards in scholarly and teaching work as prevailing in the present-day university, or academic milieu. The topic is analysed against the background of the transformations taking place in Polish tertiary schooling - commencing with the adoption of the Tertiary Education Act (Ustawa o szkolnictwie wyzszym) dated 12th September 1990, as an important caesura separating the era of what was the 'People's Republic of Poland' and the time of an emerging Third Republic.The rapid transition, also observable in the tertiary education sphere, had to exert, and has indeed exerted, a destructive impact on the standards governing the university life, in its various aspects (a trend which has coexisted with threads of positive influence). These various aspects encompass academic promotions, teaching standards, impacts exerted by masters modelling their students' and young university teachers' personalities, or, good customs and habits in university life. The author has pointed out to several sources of the disturbing phenomenon in question. No deeply thought-over scientific and educational policies of the State, along with the imperfect legislation which is full of gaps, and, scarce funds being chronically offered to both spheres, are among the main, albeit external, sources of the milieu's observable irregularities. No uniform law on science and tertiary education has as yet been enacted in Poland to regulate the operation of the sphere of sciences (the latter being created in three sectors: tertiary schools - both public and non-public, Polish Academy of Sciences institutes, and research and development units). The author also enumerates the disturbing phenomenon's internal sources. Those relate to: (a) progressing depreciation of educating standards; (b) abuses (such as frauds or plagiarisms) committed by researchers in the area of science; (c) attempts made by certain PhD holders to qualify themselves as an assistant professor in the former USSR countries (basing on the so-called Prague Convention which remained valid in Poland until 2004). As to the latter case, the degrees obtained in certain sociological/humanities disciplines, such as e.g. pedagogics or psychology, represented a standard clearly lower than that offered in Poland, the promotion procedure itself being much facilitated; (d) scholars having their works published in local journals or collections, thus avoiding an opportunity to submit themselves to a severer scientific criticism; (e) too-easy conditions of getting promoted as a scientist, particularly to a PhD degree; (f) retarding scientists' promotions, due to a too-high average age at which one can be promoted to become a doctor, assistant professor or professor; (g) the context of teaching being separated from the one of making scientific research.

12

EVALUATION OF EDUCATION IN STATE AGRICULTURAL UNIVERSITIES IN 2001-2005 (Ocena ksztalcenia w publicznych uczelniach rolniczych w latach 2001-2005)

100%

Pasewicz W. , Slabonska T. , Switlyk M.

Zagadnienia Ekonomiki Rolnej

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2009

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nr 1(318)

57-72

EN

The main purpose of the study was to define the level of education efficiency in state agricultural universities in 2001-2005 by using the DEA method. The authors attempted to explain the inefficiency by employing the super DEA method and DEA-based Malmquist productivity index measures. In the paper the following detailed targets were set: - to analyse technical efficiency level of education; - to define production gap; - to establish a ranking of universities, - to calculate DEA-based Malmquist productivity total index measure. The sample covers 8 State universities: University of Technology and Agriculture in Bydgoszcz, Krakow Agricultural University, University of Agriculture in Lublin, University of Agriculture in Poznan, University of Agriculture in Siedlce (Podlaski University of Agriculture), University of Agriculture in Szczecin, University of Agriculture in Wroclaw, and Warsaw University of Life Sciences (SGGW). The value of relative efficiency ranged from 0.950 and 0.991 while the scale efficiency ranged from 0.943 to 0.968 in 2001-2005. Analysis shows that in the case of inefficient agricultural universities it is possible to combine analysed inputs more effectively and - consequently - to allocate public funding in education in a better way.

13

'THE LABOURER OF ABUNDANT HARVEST' - A LETTER OF A RUSSIAN TEACHER TO HIS COUNCELLOR ('Robotnik wielkiego zniwa' - Nauczyciel z gimnazjum w Szawlach i jego list do zwierzchnika (1865r.)

100%

Wolczuk J.

Acta Baltico-Slavica

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2009

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tom 33

229-240

EN

This article includes a letter written by an older history teacher at a high school in Szawli /nowadays Siauliai in Lithuania/. It is a document written in 1865, kept in archives of the Vilnius library. The author of the letter - a Russian by birth, educated in an Orthodox seminary and a graduate from the Pedagogical Institute of Petersburg - was delegated to work in so called West Districts of the Russian Empire, inhabited by citizens who spoke no Russian and were mostly Roman Catholics. Teachers of Russian origin, like the author of the quoted letter, considered themselves missionaries, 'sheperds and harvesters', the 'harvest' being russification of the Polish and Lithuanian nation, eradication of Polish and Lithuanian languages and providing Russian publications. The letter also contains formal complaints and reports about people circulating books in Polish and Lithuanian languages. Such work in the time free from lessons at school was mentioned in the letter from an average teacher to his councellor - curator in Vilnius District. So this is not a letter as such, but the report.

14

KONTEXTY KULTÚRY A EDUKÁCIE

100%

Bíziková V.

Motus in verbo: časopis mladej vedeckej generácie

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2016

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tom 5

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nr 1

14 – 20

EN

Culture as a very complex phenomenon of multiple meanings is an integral part of the educational reality. In this article we highlight the different contexts of culture and education and their relationship. We analyse culture as a part of the learning environment and one of the external determinants influencing the educational process. Given the anthropological background of culture and education we raise the question of "educated man" and the need to educate.

15

ANTINOMIES IN EDUCATION OF YOUNG POLES' GENERATION

80%

Kawula S.

Ruch Pedagogiczny

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2008

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tom 79

|

nr 1-2

5-23

EN

The author points out some most important conditions and premises of so-called specific loss of a generation of young Poles. He states that basic human needs - safety and acceptance as well as development ones - are blocked at present. A group of development needs has been determined by a group of psychical needs of a human being. But at the same time safety and acceptance needs can not be realized making room for situations of different dangers, feeling of helplessness or loneliness etc. The phenomenon of blocking the needs is intensified with two mechanism of a psycho-social character i.e. a mechanism of deceived hopes and a mechanism of incapacitation of the youth (children). Also various consequences of features and pathologies (normalcy) of a different level authority become hazards. One of the educational antinomies arises from these premises. It is a pedagogy that emphasizes education without hope, education equal to manipulation, doctrine and dogmatic education as well as education deprived of subjectivity and democracy. One of the effects of such education is a set-back in development of various social forces.. Educational tasks that can lead to overcoming such a situation are not only of theoretical character. They have to be closely related to practical solutions in the sphere of economics, decision-making and activities in politics, state social and educational policy and last but not least they have to be in accordance with a type of central and local authority in being. The author in his paper describes constitutive features of education and draws some new educational strategies and their practical implications.

16

SUCCESSES AND OBSTACLES IN THE WORK OF UPPER-SECONDARY SCHOOLS WITH NEWLY ARRIVED STUDENTS: A CONSTRUCTIVIST-INSPIRED ANALYSIS OF TEACHERS’ VERBAL ACCOUNTS REGARDING THEIR SCHOOLS’ ORGANIZATIONAL AND PRACTICAL WORK

80%

Medegår E. , Henrixon K. , Basic G.

Pedagogický časopis (Journal of Pedagogy)

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2022

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tom 13

|

nr 1

5 - 29

EN

This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles in the organizational and practical work of upper-secondary schools with newly arrived students. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers are constructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda for student behaviour, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. Through the presented analysis, the study contributes to the development of knowledge in terms of four areas. First is the narrative processing of the combination of success and obstacles in the work with newly arrived students. Second is the importance of these stories for the representation of social pedagogical recognition and lack of recognition in the school context. The third area is identity creation and re-creation of professional actors (teachers), and the fourth area of knowledge involves alternative approaches to analysis compared to the typically expected didactic perspective. The study also contributes to the development of knowledge regarding the question of how a school’s morals function in relation to the previous and current experiences of teachers and newly arrived students.

17

Twórczosc i życie Janusza Tarnowskiego

80%

Łyszkowska E.

Rocznik Andragogiczny

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2012

|

tom R. 2012

386-403

EN

The article is dedicated to the memory of the deceased priest Professor Janusz Tarnowski, who left behind an enormous huge scientific achievements. Janusz Tarnowski was primarily the author of a new trend of Christian personal and existential education, which the primary base is a dialogue and Christian education. In his pedagogical activity was a continuator of Janusz Korczak’s ideas enriched with the approach of dialogue and coexistence with God. He wrote about antipedagogical behavior and shown how to bring up correctly giving an example of his co-pupils cases. As a man who survived two wars, and served the ordained ministry in the Warsaw Uprising he paid a particular attention to education for peace, which according to him, starts from the family home. Janusz Tarnowski was in the first place a priest, tireless in spiritual leading. He supported also clergy and catechists by numerous studies and reflections connected with dilemmas of their professions.

18

Kinderrechte aus pädagogischer Perspektive

80%

Schwendemann W.

Studia z Teorii Wychowania

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2012

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nr 2(5)

31-48

EN

This article highlights the importance of the 1989 UN Convention on the Rights of the Child for the education of children and adolescents. The Convention lays out the rights of children and adolescents in 54 articles and, for the first time in history, it emphasizes the fact that young persons are endowed with inalienable rights from the moment they are born and have, therefore, their own legal rights. With regards to pedagogy, the Convention also had an immediate impact on education since children and adolescents suddenly became the focus of their own learning processes.

19

Lost Remuneration as a Cost of Investing in Education

80%

Jarecki W.

Polityka Społeczna

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2008

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tom 35

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nr 9(414)

15-20

EN

Knowledge is of key importance in the modern economy. Higher education institutions spread it to a large extent. Persons acquiring knowledge, i.e. students, can develop their interests, are more likely to have higher earnings and at smaller risk of unemployment. Studying involves costs incurred both from the budget and by individual persons. The article is aimed at presenting the method and research as well as determining the share of remuneration lost in the cost of higher education. Remuneration lost corresponds to remuneration that a person with secondary education receives during five years in higher education. Estimates were made on the basis of data derived from Central Statistical Office of Poland (GUS) and Eurostat. Furthermore, remuneration lost was also analyzed (as far as possible) with reference to particular areas of study.

20

EMPLOYEE EDUCATION AT THE TIME OF CRISIS (Ksztalcenie pracowników w kryzysie - czy traca najlepsi?)

80%

Tabor J.

e-mentor

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2010

|

nr 1(33)

60-65

EN

The aim of the article is to summarize the changes, which occurred in the realm of employee education as a result of the latest financial crisis. Particular attention has been devoted to the situation of the employees with the greatest potential, so called 'talents'. The analysis concerns also the prognoses for 2010 and the following years as well as the directions of actions in this realm.