Wyniki wyszukiwania - Biblioteka Nauki

Ten serwis zostanie wyłączony 2025-02-11.

Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na https://bibliotekanauki.pl

Ograniczanie wyników

2 Hurysz M.

Znaleziono wyników: 2

Liczba wyników na stronie

Wyniki wyszukiwania

Sortuj według:

Ogranicz wyniki do:

Kardynał Edmund Dalbor a tańce nowoczesne w odrodzonej Polsce

100%

Hurysz M.

Ecclesia. Studia z Dziejów Wielkopolski

2014

nr 9

237-251

After 1918 the Church among other current topics also addressed the issue of the so called modern dances which arrived mainly from the United States of North America. The Primate of Poland, Cardinal Edmund Dalbor, archbishop of Gniezno and Poznań saw in them the danger of moral corruption. He expressed his great concern in pastoral letters, circulars and exchange of correspondence. Cardinal Dalbor was not against dances as such, but could not approve of those which broke the abiding customs and rules for fasting.

Odpowiedzialność zawodowa, a wprowadzanie uczniów klas IV szkoły podstawowej w świat historii. Oczekiwania społeczne, a codzienna rzeczywistość – wyniki obserwacji młodego nauczyciela

100%

Hurysz M.

2017

nr 45

347-368

The teacher today works in close relationship with others, which forces him to accept a limited set of attitudes and ways of action. I assume for the purposes of this paper two groups of factors for the teacher modeling approach: external – pedagogical supervision and school-imposed regulations deriving from state teachers’ and society’s expectations, especially from parents and students themselves, the internal factors – the process of educating and teaching every teacher and crucial, long-term formation of conscience. Based on this specific quadrangle I will present the first stage of introducing a young man to the world of history at the second stage of compulsory education in Polish schools. The assumption is that a primary school teacher may encourage or discourage the student to continue learning history, both national and global, in the middle school or in the secondary school. This is a great responsibility, which even teachers themselves often forget. The article indicates how all of this corresponds to social expectations and what everyday reality for a young teacher is...