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1

„Szkoła” źródłem w badaniach historyczno-pedagogicznych polskich instytucji edukacyjnych doby zaborów

100%

Wałęga A.

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2016

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tom 19

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nr 2

253-270

PL

Artykuł stanowi próbę ukazania znaczenia czasopisma pedagogicznego „Szkoła” w badaniach nad dziejami polskich placówek edukacyjnych drugiej połowy XIX i początków XX wieku. Czasopiśmiennictwo jako źródło do dziejów oświaty i wychowania cieszy się od wielu lat znacznym zainteresowaniem licznych badaczy. „Szkoła” stanowi w tym zakresie niezwykle cenny materiał do badań. To pierwsze w Galicji czasopismo pedagogiczne, którego wydawanie środowiska nauczycieli i działaczy oświatowych zainicjowały w 1868 roku. Jego powstanie było widocznym sygnałem aktywizacji galicyjskich pedagogów oraz wyrazem ich dążeń do pełnego wykorzystania przyznanych Polakom pod zaborem austriackim swobód. W 1871 roku pismo zostało oficjalnym organem działającego we Lwowie Towarzystwa Pedagogicznego (od 1906 roku Polskiego Towarzystwa Pedagogicznego). Na łamach tego periodyku, w ciągu 70 lat jego istnienia, toczono dyskusje o konieczności powoływania nowych placówek edukacyjnych, anonsowano powstanie wielu tego typu instytucji oraz informowano o ich dalszym rozwoju. Ze względu na to, że „Szkoła” dedykowana była przede wszystkim problemom szkolnictwa ludowego i kształceniu nauczycieli tych placówek w seminariach nauczycielskich, to im właśnie poświęcano najwięcej uwagi. Jednak na kartach pisma nie zabrakło także tekstów poświęconych innym szczeblom i typom szkół. To tam dokumentowano niezwykle starannie rozwój szkolnictwa żeńskiego, które w drugiej połowie XIX i na początku XX wieku przechodziło znaczące zmiany i rozszerzało ofertę oświatową m.in. o żeńskie gimnazja czy seminaria nauczycielskie. Na łamach „Szkoły” można też szukać wyraźnych śladów rozwoju edukacji przedszkolnej czy placówek przeznaczonych dla dzieci i młodzieży niepełnosprawnej oraz wielu innych instytucji edukacyjnych.

EN

The article is an attempt to show the significance of the educational magazine “Szkoła” in research into the history of Polish educational institutions in the second half of the 19th century and the beginning of the 20th century. Periodicals as a source of the history of education have been the subject of interest of numerous researchers for many years and in that respect “Szkoła” represents extremely valuable research material. It was the first educational periodical in Galicia whose publication was initiated by teachers and educational activists in 1868. Its creation was a visible signal of the engagement of Galician educationalists, and a manifestation of their aspirations for the full use of liberties granted to Polish people under Austrian rule. In 1871 the magazine became the official organ of the Educational Association (since 1906 Polish Educational Association), active in Lvov. During the 70 years of the existence of this magazine, its pages witnessed discussions about the necessity of setting up new educational institutions, announcements of the establishment of such institutions and information about their further development. Since “Szkoła” was primarily dedicated to the problems of village education and the training of teachers from such institutions in teacher training colleges, it was they who drew the most attention. However, the magazine also featured texts about other levels and types of schools. It was “Szkoła” which very carefully documented the development of female education, which in the second half of the 19th century and the beginning of the 20th century underwent significant changes, and expanded its educational offer with middle schools for girls or teacher training colleges, among other things. In the pages of “Szkoła” one can also look for clear signs of the development of pre-school education or institutions for disabled children and youth, as well as many other educational institutions.

2

Zróżnicowanie postaw wobec konsultacji społecznych w Polsce jako przejaw regionalnego zróżnicowania tradycji obywatelskich

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Peisert A.

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tom LXVI

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nr 3

97-113

PL

Artykuł podejmuje już nienową, ale wciąż interesującą tematykę wpływu różnic regionalnych na postawy i zachowania obywatelskie, wychodząc z założenia, że bardzo istotnym czynnikiem różnicującym tradycje obywatelskie na obszarze Polski jest uprzednia przynależność obszaru do danego mocarstwa zaborczego. Osobny obszar stanowią ziemie przyłączone do Polski w 1945 r., które w okresie zaborów bez wyjątku należały do Prus. W opracowaniu wskaźnikiem omawianego zróżnicowania są głównie postawy i zachowania wobec konsultacji społecznych. Do przygotowania opracowania wykorzystano wyniki badania partycypacji obywatelskiej w Polsce zrealizowanego w ramach programu „Decydujmy razem”, finansowanego przez Unię Europejską, udostępnionego dzięki uprzejmości Fundacji Instytutu Spraw Publicznych w Warszawie.

EN

This article presents the not new, but still fascinating, subject of the impact of regional differences in Poland on civic attitudes and behaviour. It is based on the assumption that the territories subject to the Prussian Partition, the Russian Partition or the Austrian Partition, respectively, of Poland in the 19th century still have very important differences in their civic traditions in today’s Poland. The so called Northern and Western Territories incorporated into Poland after WWII (and formerly belonging to Prussia) are a separate issue and are discussed separately. In the article, the main indicator of this differentation consists of the attitudes and behaviours with respect to social consultations. This article utilises outputs of the research into civic participation which was carried out within the framework of the programme “Let’s decide together”, financed by European Union and accessed thanks to the Foundation of the Public Affairs Institute in Warsaw.

3

Wkład Profesora Eugeniusza Piaseckiego w rozwój wychowania fizycznego w Polsce

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Jandzis S. , Chmiel A. , Luczak M.

Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe

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2019

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tom 2

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nr 1

11-33

PL

Celem artykułu jest przybliżenie wkładu Profesora Eugeniusza Witolda Piaseckiego w rozwój nowoczesnego wychowania fizycznego i sportu, higieny szkolnej oraz kształcenie kadr. Ten lekarz, związany z uniwersytetem lwowskim (1900–1915) i poznańskim (1919–1947), wieloletni dyrektor Studium Wy-chowania Fizycznego Uniwersytetu Poznańskiego (1924–1947), twórca nowoczesnego wychowania fizycznego, współpracownik Sekcji Higieny Ligi Narodów oraz redaktor licznych czasopism naukowych, żył i pracował w czasach zaborów (do 1918 r.), w okresie II Rzeczpospolitej (1918–1939), pod okupacją hitlerowską i radziecką (1939–1945) i w Polsce Ludowej (1945–1947). Jego droga zawodowa oraz ko-leje historii postawiły go w szeregu luminarzy polskiej nauki i oświaty. W artykule zaprezentowano jego naukowy życiorys oraz dokonania na polu wychowania fizycznego.

EN

The aim of the article is to present the contribution of Professor Eugeniusz Witold Piasecki to the development of modern physical education and sports, school hygiene, and education of school staff. Professor E. W. Piasecki was a doctor or medicine, associated with the University of Lviv (1900–1915) and the University of Poznan (1919–1947), a longtime director of the Physical Edu-cation Centre at the University of Poznan (1924–1947), creator of modern physical education, contributor of the Higher Education Section of the League of Nations, and the editor of numerous scientific journals. He lived and worked during the Partitions of Poland (until 1918), during the Second Polish Republic (1918–1939), under Nazi and Soviet occupation (1939–1945) and in the Polish People’s Republic (1945–1947). His career path and historical events secured him a place among the eminent Polish scientists and educationists. The article presents his academic biography and achievements in the field of physical education.

4

The Commission of National Education and its transformation from 1773 to 1794

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Bartnicka K. , Dormus K.

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2018

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tom 55

9-60

EN

The unexpected news about the suppression of the Society of Jesus by Pope Clement XIV arrived in Warsaw in September 1773 during the Sejm summoned for the purpose of ratifying the First Partition of the territory of the Polish–Lithuanian Commonwealth. The pope decided to subordinate the schools and the estate owned by the Jesuits to the secular clergy. Despite the pope’s recommendation, the parliamentarians decided to nationalise post-Jesuit schools and their estate. A central state office, the Commission of National Education, was established to supervise those schools. The post-Jesuit estate, converted into an educational fund under the authority of the Commission, would be used solely for the operations of schools and teachers as well as for a profound education reform. The Commission was instituted on 14 October 1773 and took charge of education and public schools without exceptions. In 1776, despite many obstacles, it assumed full control over its educational fund and commenced work immediately. Despite the belief generally held today, in its 20 years of existence, the Commission of National Education was significantly transformed on several occasions and did not operate without stopping. What was invariable were the concept and objective of the Commission and its schools: to raise an enlightened, public-oriented and happy man, a good citizen and patriot, capable of building a happy and wealthy society and a strong state. In 1795, Poland lost its independence for 123 years, but owing to the Commission’s activity, a new nation was born that was prepared to fight for its freedom.

5

Kontakty między towarzystwami naukowymi na ziemiach polskich pod zaborami – stan i potrzeby badań

85%

Hinc A.

Roczniki Dziejów Społecznych i Gospodarczych

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2013

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tom 73

PL

Contacts between academic societies in the lands of partitioned Poland – status of and need for research (Summary)The article describes contacts between academic societies operating in the lands of partitioned Poland. Its purpose is to present the current status of research on this very wide topic and to indicate the need for research that arises in this respect. A comprehensive view of these contacts shows that the topic has not been acknowledged to-date. Therefore, it has not been properly reflected in the professional literature. Where the topic has been recognized by authors, it has often not been properly interpreted. The most frequent mistake that has been made by researchers is perceiving the issue from an exclusively ethnic angle, which – particularly in respect of the lands of partitioned Poland – is related to the conflicts arising in such conditions. Seen against the background of the contacts between the various academic institutions operating in the three partitions, it is clearly visible how complicated the matter was and how different factors played a role in forming and discontinuing relationships.

6

Uwarunkowania historyczne roli i statusu języka polskiego w systemie edukacji w Galicji 1. połowy XIX wieku

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Zimmermann P.

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nr 2

245-262

PL

During the partitions of Poland in 1772, 1795 and 1815 its southern part was annexed by the Habsburg Monarchy and integrated into the Austrian Empire as the Kingdom of Galicia and Lodomeria. Till the end of World War I the inhabitants of Galicia were citizens of the Austrian Empire and their lives were influenced by the political and social ideology of the Austrian government. One of the most significant changes were connected to the language issue. Austrian or German-speaking officials came to Galicia and so did German as it became the main administrative language. This was also the case for the Austrian education system, which mainly focused on teaching German language as they wanted to integrate the multilingual and multicultural inhabitants of the Austrian Empire under the leadership of the Austrian rulers.This article deals with the issue how the Austrian education system influenced the development and understanding of national consciousness of the Polish population in Galicia in the first half of the 19th century by analysing which role the Polish language played in the primary and secondary school system. This period is important because it shows the main intentions of the Austrian educational system and also because the first important School Laws were passed, which influenced the education system in Galicia for over half the century.This article is structured in two parts. The first part contains an analysis of the most important School Laws. The aim is to show the intentions and the ideology which guided the Austrian government in creating the education system and to analyse which role the Polish language played in it. The second part deals with the actual effects of the Austrian education policy for the young Polish generations of Galicia. This will allow a more realistic interpretation of the influence the education system in Galicia had on building or suppressing the development of a Polish national consciousness. This part includes analyses of school statistics and most importantly memories from schooldays from former Galician school children which gives an inside on the role the Polish language played in the school and in their own lives.

7

«Где Польша?»: Н.М. Карамзин и польский вопрос в конце XVIII – первой четверти XIX вeкa

60%

Kazakow R.

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tom 6

93-128

EN

The article analyzes the works and individual statements of the Russian writer and historian N.M. Karamzin (1766‒1826), devoted to the relationship between Russia and Poland, the perception of poles and Poland in Russia. For the first time, Karamzin’s works and individual statements about the Polish question are collected in the fullest possible format. Karamzin’s attitude to the partitions of Poland in the context of the French revolution and the European wars of the end of the XVIII century is characterized. For the first time, some draft notes of Karamzin are published, including materials from the History of the Russian state. Karamzin’s methods of working with the works of Polish historians are analyzed.

PL

W artykule przeanalizowano zarówno dzieło, jak i indywidualne wypowiedzi rosyjskiego pisarza i historyka Nikołaja Michajłowicza Karamzina (1766‒1826), poświęcone stosunkom Rosji z Polską, a także postrzeganiu Polski i Polaków w Rosji. Jest to pierwsze takie zestawienie prac Karamzina i jego wypowiedzi na temat spraw polskich. Stosunek Karamzina do Polski scharakteryzowano w kontekście rewolucji francuskiej i wojen europejskich pod koniec XVIII wieku. W artykule po raz pierwszy opublikowane zostały notatki Karamzina, w tym materiały pochodzące z Historii państwa rosyjskiego. Analizie poddano również odbiór dzieła Karamzina przez historyków polskich.