Wyniki wyszukiwania - Biblioteka Nauki

1

Ewolucja krajowych i międzynarodowych unormowań w zakresie ochrony praw dziecka w XIX i XX w.

100%

Wojniak J.

Rocznik Komisji Nauk Pedagogicznych

|

2012

|

nr LXV

5-18

EN

Rights of the child are closely linked to the evolution of the rights and freedoms of the individual and the concept of the liberal state. The main role in the evolution of the way of the children’s status perception was played by social workers and lawyers. Their activities undertaken in 19th century resulted in growing interest in prevention of violence and cruelty towards children. At the turn of 19th and 20th century the issues of child protection and care has been regulated in national and international legislation owing to activity of children’s organisations and societies.

2

Combined classes in selected educational systems: theory and practice of the shaping of school organization

100%

Wojniak J.

Rocznik Komisji Nauk Pedagogicznych

|

2015

|

nr LXVIII

47-56

EN

The paper concerns the issue of combined classes in contemporary educational systems. It presents the historical conditions of this process, based on the concepts of education of Maria Montessori, Jean Piaget and Lev Vygotsky. The contemporary condition of using this form of organization of the school have been described, as resulting from both an economic and social necessity, as well as from as a result of the adoption of specific educational objectives. The paper shows contemporary trends in combining classes in selected education system, as Sweden and Colombia.

3

Different paths, one goal: American pedagogy as a scientific discipline in the first decades of its development

100%

Wojniak J.

Przegląd Historyczno-Oświatowy

|

2022

|

tom LXV

|

nr 1-2

47-64

EN

Aim: to present the American concept of the development of pedagogy as a scientific discipline, with particular emphasis on the postulates and arguments of those whose operation and activities shaped the direction of the discussed processes. Methods: a content analysis presenting the visions and directions of the development of pedagogy as an academic discipline proposed by the creators of the scientific foundations of pedagogy. Results: the reconstruction of the perception of pedagogy as a field of scientific research and the postulated priorities, with particular emphasis on the cultural and social context for the undertaken research, which not only became its background, but largely determined its direction and course. Conclusions: In the United States, pedagogy as a field of scientific research was perceived mainly as a basis for searching for specific solutions aimed at improving the quality and effectiveness of the American education system, hence the need for education reforms in line with the trends typical of that period was prioritized. In this spirit, the quantitative research ordered and commissioned by the local and federal educational administration was conducted on the basis of questionnaires and tests with the aim to collect as much information and data as possible. The perspective of supporters of an interdisciplinary approach to pedagogical research, such as John Dewey, focused not so much on the measurable improvement of the quality of education, but above all on what the improvement of the education system is to serve in the individual and social perspective: on developing individuals and building a harmoniously functioning society. Among the researchers representing the faculties of education at American universities, quantitative research was becoming increasingly more popular and gained more supporters, which in turn, led to their gradual isolation, not only in the community of scientists representing social sciences, but also in relations with those who were to apply their scientific achievements in their daily work, i.e. teachers and education administration.

4

„Szkoła filarem Republiki”. Proces profesjonalizacji zawodu nauczycielskiego w Stanach Zjednoczonych w XIX i XX wieku wprowadzenie

100%

Wojniak J.

|

nr 3-4

30-49

EN

Aim: Introducing professionalization of the teaching profession specificity and the stages of this process in the United States in the 19th and 20th centuries, as well as the institutionalization of education for this professional group. Methods: An analysis of source and journalistic materials directly related to the discussed issues. Results: A reconstruction of the standards of teacher education in the initial stages of its development, with a view to their cultural and social context, which was not only their background, but also largely determined their course. Conclusion: Education and training constituted a superior value for a large part of the society and a group of political decision-makers. Education was perceived as a specific embodiment of the ideal of the American Republic and a guarantor of its prosperity. However, the policy of educating teachers implemented in practice, including organizational solutions adopted by universities that introduced this education in the second half of the nineteenth century, indicate a lack of coherence between declarations and reality. On the other hand, the social and cultural changes in the United States after World War I and the related change in the perception of the role of teachers, favored the emergence of pedagogy as a research discipline, which can be considered the culmination of the professionalization process of this profession in the USA.

5

„Uniwersytety dla wszystkich”. George Zygmunt Fijałkowski-Bereday i jego wizja kształcenia wyższego

100%

Wojniak J.

|

tom 23

|

nr 2

PL

Celem niniejszego opracowania jest przybliżenie poglądów George’a Zygmunta Fijałkowskiego-Beredaya na temat roli kształcenia wyższego w nowoczesnym społeczeństwie, a szerzej – dostępu do edukacji i powszechnego charakteru instytucji edukacyjnych na każdym etapie kształcenia. Wybór takiej tematyki wynika z faktu, że wspomniany uczony znany jest przede wszystkim ze swojego wkładu w rozwój komparatystyki edukacyjnej. Jego rozważania dotyczące polityki oświatowej i założeń, które należałoby w tym obszarze przyjąć z punktu widzenia potencjalnych korzyści społecznych, nie były do tej pory przedmiotem naukowych dociekań. W badaniach nad omawianym zagadnieniem analizie poddano wybrane publikacje Beredaya, zarówno te o charakterze naukowym, jak i publicystycznym, a także materiały archiwalne, obejmujące teksty wystąpień, wykładów oraz korespondencję. Przeprowadzona analiza pozwala na sformułowanie wniosku, że Bereday był zwolennikiem jak najszerszego upowszechnienia dostępu do edukacji, także na poziomie akademickim, a potrzebę tę uzasadniał nie tylko argumentami natury praktycznej – odwoływał się przede wszystkim do sfery etyki i wartości humanistycznych. Tego rodzaju rozważania wydają się godne przybliżenia szczególnie współcześnie, kiedy dyskusja na temat kształtowania polityki oświatowej koncentruje się na aspektach utylitarnych, co może prowadzić do umniejszania znaczenia faktu, że dostęp do edukacji stanowi jedno z fundamentalnych praw człowieka, a w konsekwencji – do utrwalania nierówności w tym zakresie.

EN

The aim of this study is to present the views of George Zygmunt Fijałkowski-Bereday on the role of higher education in modern society, and of access to education and the universal nature of educational institutions at every stage of education. The choice of such topics results from the fact that Bereday is mainly known for his contribution to the development of educational comparative studies. His considerations regarding educational policy and its potential social benefits have not been the subject of scientific inquiry. Selected Bereday publications, both academic and journalistic-as well as archival materials, including speeches, lectures, and correspondence-were analyzed in the research on the issue. The analysis leads to the conclusion that Bereday advocated the widest possible dissemination of access to education, at the academic level as well, and that this need was not only justified by practical arguments-he referred primarily to the sphere of ethics and human values. His views seem worthy of consideration particularly nowadays, when the discussion about shaping education policy focuses on utilitarian aspects, which may lead to diminishing the importance of the fact that access to education is a fundamental human right and, in consequence, may perpetuate inequalities in education.

6

Profession or vocation: Teachers of preschool and early school on themselves and their occupation

63%

Wojniak J. , Górka K.

Państwo i Społeczeństwo

|

2024

|

tom XXIV

|

nr 1

113-127

EN

This article refers to selected narrative axes surrounding the teaching profession. Against the background of organisational and legal aspects as well as the social perspective, the opinions of preschool and early school teachers about their professional work are presented. In order to gain insight into teachers’ points of view, in 2022 a diagnostic survey was conducted in which 63 teachers of preschool and early school education participated. For the purposes of this research, hypotheses were formulated relating to the level of teachers’ satisfaction with their work, remuneration as one of the key factors of job satisfaction, the phenomenon of professional burnout and teachers’ perception of their profession in terms of social mission. The results did not confirm the dominance of low professional satisfaction among teachers. They also indicated that the remuneration is not a factor determining its occurrence. The assumption that professional burnout is a common phenomenon among teachers was not confirmed, and furthermore, it is not a problem that only affects teachers with great professional experience. At the same time, most of the teachers surveyed agreed with the statement that their profession was a vocation.

7

Sprawozdanie z Konferencji Naukowej w stulecie Sejmu Nauczycielskiego (1919–2019) pt. „Przemiany szkoły polskiej XVIII–XXI wieku”, Kraków, 1–2 kwietnia 2019 roku

63%

Włoch A. , Wojniak J.

|

nr 40

221-226

EN

.

8

II Zjazd Historyków Wychowania

63%

Włoch A. , Wojniak J.

Przegląd Historyczno-Oświatowy

|

2023

|

tom LXVI

|

nr 3-4

119-136

EN

Aim: The aim of the text is to present the proceedings of the 2nd Congress of Historians of Education, which took place in Kraków on November 5–7, 2023. Methods: The article uses methods appropriate for social sciences. Results: The result is a presentation of the scientific achievements of the Polish historians of education deliberating during the 2nd Congress of Historians of Education. Conclusions: The scientific achievements of Polish historians of education presented in the form of papers and scientific publications prove a strong scientific position of this community and well-built research integration. The congress participants decided to organize the 3rd Congress of Historians of Education in 2027 in Lublin.