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Permanentna formacja etyczna nauczycieli w polskiej myśli pedagogicznej

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Galek C.

Zamojskie Studia i Materiały – Seria Pedagogika

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2011

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tom 13

29-39

EN

The problem of the moral formation of teachers was strongly emphasized over the centuries in the Polish pedagogical thought. In the reform of the Republic of Poland postulated the Enlightenment thinkers, they noticed the important role of teachers who had an appropriate moral background. The Commission of National Education (1773) and thinkers connected with it, e.g. Hugo Kołłątaj and Grzegorz Piramowicz, devoted a lot of their attention to teachers. During the period of the national bondage (1795-1918), the problems of the ethical formation of teachers were mainly tackled by Ewaryst Estkowski and Bronisław Ferdynand Cieszkowski. At the turn of the 19th and 20th centuries, such thinkers as Aniela Szycówna, Bolesław Prus and Jan Władysław Dawid made a very important contribution to pedeutology. After regaining independence by Poland in 1918, the educational authorities put a lot of emphasis on the ethical formation of teachers, which is especially noticeable in the acts of the reform, worked out by Janusz Jędrzejewicz (1932). In contemporary times a lot of works concerning the teachers’ professional ethics have been written. The importance of the constant ethical formation of teachers is emphasized in them, assuming that only teachers representing high moral standards can have successful educational influence on children and young people.

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Rola cierpienia w życiu człowieka w świetle listów Zygmunta Krasińskiego

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Galek C.

Studia Pastoralne

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2013

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tom 9

202-215

EN

Zygmunt Krasiński (1812–1859) was one of the greatest Polish Romantic poets. The objective of this article is to present his views on suffering in light of his letters written to various addressees. The article describes the problems of the causes and effects of suffering and the sense of suffering, as well as the causes and effects of man’s happiness. Krasiński saw the ultimate cause of suffering in the original sin, which had introduced disintegration in the whole created world, also in man. He viewed suffering in light of the mystery of the passion, death and resurrection of Jesus Christ, seeing it as a means of man’s spiritual development and his eternal salvation. Even though man cannot become fully happy on earth, he should aim at making others happy. The fullness of happiness can only be reached in life after death, when man will become united with God.

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Jan Władysław Dawid, O duszy nauczycielstwa, opracował, wstępem i przypisami opatrzył oraz podał do druku Edward Walewander

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Galek C.

Roczniki Nauk Społecznych

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1999

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tom 27

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nr 2

155-156

4

Wychowanie estetyczne młodzieży szkolnej na ziemiach polskich przełomu XIX i XX wieku

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Galek C.

Zamojskie Studia i Materiały – Seria Pedagogika

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2013

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tom 15

9-21

PL

Przez wychowanie estetyczne rozumie się zorganizowane procesy edukacyjne i działania własne wychowanka zmierzające do ukształtowania w nim wrażliwości na wartości estetyczne tkwiące w sztuce i naturze, wyrobienia smaku estetycznego, przejawiającego się w tendencji do otaczania się pięknem oraz do wyrażania piękna we własnej działalności artystycznej. Celem niniejszego studium jest ukazanie form i metod wychowania estetycznego na przełomie XIX i XX w. na ziemiach polskich, które znajdowały się wtedy pod zaborem Rosji, Austrii i Prus. Materiałem źródłowym do niego jest literatura pamiętnikarska i beletrystyczna. Zaborcy nie przywiązywali wagi do wychowania estetycznego młodzieży polskiej, w związku z tym musiała ona samodzielnie zadbać o nie poprzez czytanie zakazanych przez władze zaborcze arcydzieł literatury polskiej oraz udział w życiu kulturalnym. Młodzież szkolna angażowała się także w samodzielną działalność artystyczną biorąc udział w inscenizacjach polskich utworów dramatycznych, jasełek oraz organizację odczytów literackich. Niektórzy młodzi ludzie prowadzili ożywioną działalność publicystyczną i literacką oraz rozwijali swoje talenty, m.in. muzyczne i plastyczne, co zaowocowało w przyszłości tym, że wielu z nich zostało wybitnymi naukowcami oraz twórcami literatury, kultury i sztuki.

EN

By aesthetic education the author means organised educational processes and the student’s own activities, aiming at shaping the student’s sensitivity to the aesthetic values of art and nature, developing aesthetic taste, expressed in the tendency to be surrounded by beauty, and expressing beauty in the student’s own artistic activity. The aim of the study was to show the form and methods of aesthetic education at the turn of the 19th and 20th centuries on the Polish lands, which were then under the Russian, Austrian and Prussian rule. Memoirs and fiction constituted the source material for the study. The invaders did not care for the aesthetic education of young Polish people, so young Polish people had to take care of it themselves: by reading masterpieces of Polish literature, forbidden by the invaders, and by taking part in cultural life. Students also became engaged in an independent artistic activity, taking part in staging Polish drama works and nativity plays and organizing literary lectures. Some young people conducted lively publicist and literary activities and developed their talents, for example musical or art talents, and later many of them became distinguished scholars or literary, culture and art creators.

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Edukacja permanentna w myśli pedagogicznej Bolesława Prusa

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Galek C.

Zamojskie Studia i Materiały – Seria Pedagogika

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2012

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tom 14

9-19

EN

Bolesław Prus (1847-1012), a renown Polish writer, columnist and educator, devoted a lot of space in his fictional and journalistic writing to the problem of permanent education, which, at the time of the partitions of Poland, could only and exclusively be realized using the social forces, because the invaders were not interested in the development of education among Poles. The most important objective of adult education was the eradication of illiteracy, especially among farmers and workers. He encouraged the town and country intelligentsia to teach farmers and workers the art of reading and writing. He also drew a lot of attention to issuing manuals, which were helpful in gaining scientific, psychological, economic and religious knowledge. He also noticed the great role of educational lectures, whose objective was the popularisation of scientific, technical and cultural achievements. He appreciated the role of museums and agricultural, agricultural and industrial, hygienic and educational exhibitions in presenting craft, industrial and agricultural innovations. Many of Prus’s ideas are realized in contemporary permanent education.

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Ks. Edward Walewander: Kapłani w mojej pamięci, Lublin 2021, s. 26

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Galek C.

Przegląd Historyczno-Oświatowy

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2022

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tom LXV

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nr 1-2

160-165

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Wychowanie religijne dzieci i młodzieży szkolnej na ziemiach polskich przełomu XIX i XX wieku w świetle literatury pięknej i pamiętnikarskiej

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Galek C.

Studia Pastoralne

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2009

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tom 5

213-233

EN

The research objective of the article is to show the methods and forms of religious education of school children and students in the late 19th and early 20th centuries in the territory of Poland based on fiction and memoir writings. Religious instruction teachers were responsible for teaching religion at schools. Some of them conducted classes in accordance with the teaching methodology; they were able to make students interested in religious matters, and they were treated as authorities and became their students’ spiritual mentors. Others did not contribute much to the religious and moral shaping of young people, due to the lack of teaching skills or appropriate knowledge, or because they treated their duties carelessly. The authorities representing foreign rule in the territory of Poland, by treating religion instrumentally, forced students to various religious practices, which created a negative effect, and turned the students off religion and the Church. Many students were deep believers and practicing Catholics. However, lack of proper educational impact caused some students’ difficulties with faith. Some of them even considered themselves atheists. The source material presented in the article can also be instructive for contemporary teachers of religious education.