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Uniwersytety europejskie na przełomie XVIII i XIX wieku

Bartnicka K.

Kwartalnik Historii Nauki i Techniki

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2015

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R. 60, nr 1

17--54

EN

In the Age of Enlightenment, European universities were going through a serious economic, organizational, academic and staff crisis, and were affected by the resulting decrease of social prestige. The traditional profile of university education did not respond to the real needs of developing societies. The number of secondary and semi-tertiary education institutions was on the increase, taking candidates away from universities. Theology faculties’ control hindered free academic development and research at other faculties. Economic difficulties at universities hampered modernization of academic infrastructure, as well as introduction of new faculties. It resulted in deterioration of education and teaching staff level. Academic life began shifting towards academies of sciences and scientific societies, which were often financially supported by rulers. The crisis mostly affected universities in France, Germany, Italy, but also in Spain and England. It gave rise to a heated discussion about tertiary education, as well as about the purpose and raison d’être of universities. However, simultaneously with the deepening crisis at universities in central Europe, under the influence of the Enlightenment philosophical trends spreading throughout the whole of European academia and education, in some areas of the continent (the Low Countries, Scotland, Northern and Central European countries, including the Polish-Lithuanian Commonwealth) the level and organization of academic life, openness to new ideas, curricula and education levels started to improve. It was most visible in the fields of jurisprudence and medicine, with botany beginning to stand apart as part of natural history. Philosophy faculties saw new chairs being introduced in humanities, natural sciences and exact sciences, and new subjects being introduced as extra-curricular activities. These changes accelerated towards the end of the 18th century. The turn of the 19th century was an exceptional period in the history of universities. The academic crisis had been overcome. New social, political, economic and academic circumstances in Europe, as well as the influence of the Enlightenment philosophical ideas gave rise to the concept of a liberal university, called ‘Humboldtian’ – a name derived from the university established in Berlin in 1810 thanks to Wilhelm von Humboldt. In the 19thcentury this concept conquered Europe. The academia recognized it as a classical idea for a university. It is based on: the principle of academic freedoms, freedom of scientific research and education; the idea of university’s mission as a combination of research goals: unhindered study of the world and discovery of scientific truth with educational and cultural impact on the university’s environment; the requirement for professors to combine research with teaching; separating universities as tertiary education institutions from secondary education institutions, as well as from vocational training-oriented tertiary education institutions. Modernization of European universities was progressing slowly, unevenly and non concurrently in different parts of the continent. Issues such as tertiary education, university structure, relations between university authorities with state and church authorities were tackled differently, depending on local needs and opportunities. Completely new universities were established as well, usually as institutions financed by the state, serving its purposes and under its supervision. The successful reform of Polish universities carried out by the Commission of National Education, following the ideas of Hugo Kołłątaj is a good example of the change tendencies at European universities in the second half of the 18th century. The Cracow Academy (established in1364) and the formerly Jesuit Vilnius Academy (established in 1568) were transformed into modern European universities. The Polish reform preceded the Humboldtian concept and the establishment of the Berlin University by two decades. During the reform of the Vilnius Academy transformed by the Commission of National Education into the Central School of the Grand Duchy of Lithuania, Jean Emmanuel Gilibert (1741-1812) was brought to Vilnius. He was a French botanist and doctor, born in Lyon and educated in Montpellier – one of the best medical and advanced botanical studies faculties in France. In Vilnius in the academic years 1781/82 and 1782/83, Gilibert chaired two departments: natural history and medicine. He laid the foundations for a medical school which developed very well in the 19th century at the newly established college of medicine at the reformed Central School and for Lithuanian botanical research and studies at the new faculty in Vilnius.

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Szkoła Główna Wielkiego Księstwa Litewskiego jako uczelnia oświeceniowa

Kamińska J.

Kwartalnik Historii Nauki i Techniki

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2015

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R. 60, nr 1

55--67

EN

The European Enlightenment had its own model of university organization. Reforming the old universities, establishing new ones and discussing their form and tasks were all motivated by the need to make the university not only an educational institution but also an institution aiming at scientific research. The reform of the old Jesuit Vilnius Academy in the times of the Commission of National Education had the same purpose. The effect of the reform was the transformation of the Vilnius Academy into the Principal School of the Grand Duchy of Lithuania. The changes were mainly introduced by an ex-Jesuit, an astronomer, and a rector Marcin Poczobut-Odlanicki who distinguished himself from the academic staff. He was an excellent animator of the scientific life. He made efforts to employ the best staff and to provide scientific facilities for academic faculties, which all contributed to the formation of a modern university. Undoubtedly, Poczobut was a man of the Enlightenment and a thoroughly educated science enthusiast. He tried to get employ of Jean Emmanuel Gilibert in Vilnius. This paper shows the contribution of Marcin Poczobut in forming a modern university according to the ideas of the Enlightenment in the Grand Duchy of Lithuania, and also modern ways of educating students.

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Lwowski Oddział Komisji do Badania Dziejów Wychowania i Szkolnictwa w Polsce (1920-1929)

Hoszowska M.

Kwartalnik Historii Nauki i Techniki

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2015

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R. 60, nr 4

7--35

EN

This article deals with the co-operation among the Lvov historians studying education system and upbringing within the ministry’s Board for Studies on the History of Upbringing and Education in Poland, operating between 1919 and 1929. Its management was seated in Cracow and it was led by the president of the Polish Academy of Learning, Kazimierz Morawski. As far as the co-operation between the Lvov division and the Cracow headquarters is concerned, the publishing, personal and organizational issues were of the main importance. The first ones were the source of tension connected with far greater expectations for publishing works by the members of the division than it was possible considering the existing Board funds. The leading project undertaken by the Lvov historians, i.e. the history of Galician education system, was not realized, although works had been initiated. The issue of this ambitious endeavour influenced the management’s attitude towards the members of the Lvov division. It was impossible to become more effective due to lack of funds and personal conflicts. In Lvov there were not many fully professional researchers dealing with the history of education and upbringing, thus delays in approving candidates by the headquarters were treated as an obstacle to the works of the division. Its members did not compare their organization to the newly founded divisions in Poznan, Lublin and Vilnius but they referred their potential to Cracow and Warsaw, stating that their efforts were underestimated. The first president of the Lvov division, Kazimierz Twardowski gave up his post after less than two years. His successor, Ferdinand Bostel resigned even faster. Establishing a federation of equal divisions with more representative management was proposed along with the possibility to have an independent publishing and personal policy. Issuing new publishing series (source materials and school monographs) was suggested. Co-operation in this matter between the Cracow headquarters and the ministry of education completely paralyzed the efforts of the Lvov-Warsaw fronde. However, the Lvov historians succeeded in organizing the 150th anniversary of the National Education Board and the death of Stanislaw Konarski celebrated in 1923 and commemorated with publishing a memorial book. After that there was a year-and-a-half break in the work of the division caused by the withdrawal of the most active members. The division was revived but Stanislaw Lempicki’s efforts aiming at enlivening works in the second half of the 1920s did not bring satisfactory results. The horrible situation of the Board deprived of the ministry’s grants and the possibility to print publications meant mere vegetation of the divisions. All this indicated a still relatively weak integration of the circles of Polish education and upbringing historians.