Wyniki wyszukiwania - Biblioteka Nauki

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Education system of the Commission of National Education’s Navahrudak Department

100%

Jamrożek W. , Szablicka-Żak J.

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tom 55

257-268

EN

The article on the education system in the Navahrudak Department presents various aspects of the work of the Commission of National Education’s institutions and people included in the book of our authorship. This publication is meant to be of an analytical, synthetic nature. On the one hand, it is based on the analysis of source materials; on the other, it refers to studies depicting the Commission’s achievements in the Grand Duchy of Lithuania and the work of the schools under its authority in this area, including the Navahrudak Department. The Navahrudak Department was formally established by the Commission of National Education in 1783 in the Grand Duchy of Lithuania to cover the area of the provinces of Navahrudak, Minsk and part of Polotsk, which had lost part of its lands, captured by Russia, following the First Partition of Poland. The department was to be home to an academic department school in Navahrudak, subdepartment schools in Babruysk, Khalopyenichy, Minsk, Mazyr, Nyasvizh, Slutsk and Juravičy as well as monastic schools in Luzki (Piarist Order), Ushachy (Dominican Order), Berezvech (Basilian Order) and Dzisna (Franciscan Order), all of which received the status of subdepartment schools. The department was also home to parochial schools over which the Commission sought to assume authority that played a certain part in the spreading of education among peasants as well as making education available to landless nobles, who were numerous in Lithuania.

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Jean Emmanuel Gilibert i Francuzi w Polsce i na Litwie w latach 1770-1780

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Beauvois D.

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nr 1

7-16

EN

The author is trying to remind us of great role of French culture and French people in spreading the ideas of Enlightenment in Poland. Common use of French language in high societies in 18th century and excellent knowledge of books from Paris created favourite conditions for contacts of Poland with France. The best evidence of common culture of Enlightenment was the Commission of National Education (KEN) and the deep social changes. The direct contacts of French thinkers, writers and scientists with Poland also caused the changes of horizons of aristocracy and gentry. We will remind the main animators of this movement followed A. Jobert. J.E. Gilibert takes a very important place among the animators of Enlightenment. Author intends to present the phases of knowing him, generally mentioning the main conclusions of many research on Gilibert. At the same time author leaves to next speakers a detailed analyze of Gilbert’s contribution to the development of Polish science

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Starożytny Egipt w podręcznikach szkolnych czasów Komisji Edukacji Narodowej

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Kaczmarek H.

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tom R. 49, nr 3/4

39--70

EN

Analysis of information on Ancient Egypt in the textbooks of K.J. Skrzetuski and D.A.G. Szybiński, as well as in the dissertations by H. Borzęcki, M. Wolski or W. Piwnicki, shows that they carried comparable information, but differed in what information was highlighted. The names of Egyptian rulers found in them, as well as the factography, were derived from a variety of ancient sources and contemporary works on the subject. Some of the names that appear in the textbooks have been taken form Homer (Proteus), Herodotus (e.g. Phero Cheops), Diodorus Siculus (e.g. Busiris, Uchoros), but also from Manethon (e.g. Athothis, Thosorthros). The authors of the textbooks and dissertations did not always make an attempt to order the data obtained from their reading in a chronological manner. One problem that turned out to be insurmountable for them involved trying to establish a chronology of ancient Egypt based on the works of ancient writers and to reconcile it with that based on the Bible. What is remarkable about the textbooks, however, is the fact that for the first time in Polish teaching of history they attempted to combine, albeit not always successfully, history with geographical description. There were also some rather inept attempts to comprise all the history of humanity exclusively within the framework of historia profana. The material gathered by the authors of the textbooks of the Age of Enlightenment is very interesting from the point of view of the history of knowledge and learning. It makes it possible to determine the state of knowledge gained in the Polish school system of that period and to understand many seemingly bizarre egyptological theories that appeared as late as in the 19th century. Polish textbooks of the Age of Enlightenment were the main source of knowledge on the history of Egypt for several generations of Poles, and they affected their perception of the history of that distant country at a time when a fascination with the Orient began to be observed among the educated elite of the country. Those textbooks reflected the state of research on ancient Egypt, and just as the scholarly dissertations, they were based on the same sources and contemporary syntheses.

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KOMISJA EDUKACJI NARODOWEJ A ENCYKLOPEDIA, ALBO SŁOWNIK ROZUMOWANY NAUK, SZTUK I RZEMIOSŁ (CZ. 1. WYMIAR WYCHOWAWCZY)

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Janeczek S.

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2016

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tom 59

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nr 1

17-39

EN

This paper combines on the one hand the educational ideals and didactics in the schools of the Polish–Lithuanian Commonwealth reformed by the Commission of National Education (1773), and on the other hand one of the most representative testimonies of the then intellectual culture, i.e. Encyclopédie ou dictionnaire universel raisonné des sciences, des arts et des métiers, published in the years 1751–1780. The activity of the Commission, likewise its preceding reforms carried out in the Commonwealth in church schooling in the mid-eighteenth century, correspond with analogous changes in Europe, their specific example manifestation Encyclopédie. Their spirit was similar, it sought to reconcile modern utilitarianism – appropriate to the needs of absolutist states, which had taken the concern for education from religious groups – with an integral vision of school. In this vision, the fundamental elements was moral formation combined with religious formation. Despite some manifestations of certain rationalism and naturalism, in line with the spirit of the epoch, rather more typical of Encyclopédie than the Commission’s schooling, religion remained the foundation of morality, and the latter was the ground of the social order.

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Kraków Academy: The Crown Main School from 1773 to 1794

63%

Ryś J.

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tom 55

77-107

EN

The establishment of the Commission of National Education initiated a process of profound changes in Polish education, including both organisational structures and teaching programmes. One of the first tasks faced by the new educational authority was the creation of a school system covering the successive stages of education from primary schools to universities. The new structures were to be headed by universities, exercising control over lower-level education. The existing universities in Kraków and Vilnius differed significantly from their modern European counterparts, so the Commission initially wanted to establish new ones. In the course of discussions and at the request of representatives of the Kraków Academy, decisions were made to reform both universities. The reform of the Kraków Academy was undertaken by her student, Hugo Kołłątaj, who learned the current trends in the development of European universities during his studies abroad. The reformed university, which was now called the Crown Main School, consisted of the College of Morality, with schools of theology, law and literature, and the College of Physics, with schools of mathematics, physics and medicine. The Seminary for Candidates for the Academic Estate was launched at the university, in which future teachers were educated. In departure from the medieval rules, the method of hiring and promoting lecturers was also changed. The university was to be a research and teaching institution with a comprehensive range of education opportunities. While modern knowledge, especially in the field of natural sciences, was to be applied in everyday life in order to contribute to raising the economic level of the country, the development of the social sciences and the humanities was aimed at shaping a new model of the Pole, a patriot and citizen.

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„Niemałe czyniły ukontentowanie […] doświadczenia”. Widowiskowa prezentacja nauki w czasach Komisji Edukacji Narodowej

51%

Buczek K.

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2023

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tom 60

11-31

EN

The article shows the relationship between science and spectacle in the times of the Commission of National Education. Taking advantage of the common interest in new inventions, schools tried to attract numerous members of society and instil in them interest in education by organizing shows, lectures and experiments. Scientific experiments themselves became part of the very spectacle and entertainment.