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Zapomniana karta. O inicjatywach wprowadzenia filmu do szkół

100%

Szoska M.

nr 10 Ponowoczesne lekcje polskiego - rozpoznania i propozycje

103-115

The article The forgotten page. On the introduction of film education to Polish schools raises a subject of film education in Polish schools. At the beginning of the article the author focuses on the groundbreaking school curriculum introduced to Polish schools in 2009. The teachers of Polish have had to include the elements of film education within their course since then. At the same time Polish Film Institute provided fourteen thousand schools with the packages of film materials. It was supposed to support film education in schools. The initiative was warmly approved by the press and various media. Nonetheless, it was not the first initiative of this kind in Poland as similar programme was introduced to schools in the 1930s by Film Institute of Polish Telegraphic Agency. The article is devoted to the description of this forgotten period of Polish education, which was terminated by the outbreak of World War II.

Perception of Arctic issues among young learners in Poland and Lithuania

100%

Kotyńska-Zielińska I. , Olenin S. , Fornalewicz K. , Prądzińska A. , Węsławski J. M.

tom No. 62 (4PB)

576--587

In this work, we show the results from two different types of approaches designed to map the Arctic (Polar) perception of young learners in Poland and Lithuania. The first case study is composed of both closed and open questions (Case Study 1), while the second one is a closed, multiple choice type of questionnaire (Case Study 2). We have questioned a total of 274 learners in Case Study 1 and 80 in Case Study 2. In both cases, learners were divided into four age groups. The results show that the Case Study 1 questionnaire, due to its structure, provided more comprehensive information about the state of awareness among young learners in comparison with the limited option for answers (no open option) in Case Study 2. The results show that documentaries and nature films together are the dominating sources of information for all age groups. A very interesting finding came out from Case Study 1, which shows that school lessons dominate in public schools, with exception to high schools, however, other means of learning were also mentioned. Educational workshops play a very important part in learning among three youngest groups of students of public schools. In case of autonomic schools, it is lessons that play a key role in knowledge transfer at all levels of education, which is most likely related to the educational system in these schools, which regularly conduct group projects. Both studies show that nonformal education has an important role in education of young learners in Poland and Lithuania.

Oświecenie a reforma Komisji Edukacji Narodowej, jej pionierski system scentralizowanego zarządzania, program szkolny i wychowanie fizyczne: mity i rzeczywistość

51%

Urniaż J.

tom 3

nr 1

11-27

In this article, the author discusses the reasons for creating the National Education Commission, its links with the Enlightenment, the school program, PE and, above all, the centralized system of management and financing of the reform. In the first place, reference was made to the characteristic trends of the Enlightenment, the way the Republic of Poland functioned until the partitions, and in the second part to KEN reform. The reform was not the effect of the long-term state education policy. It was created thanks to the coincidence of the unexpected liquidation of the Jesuit Order in Europe. The financial security of the reform was money gained from the sale of wealth of the Order, used thanks to the pioneering system in Europe of centralized management and financing of the reform. As it turned out, this system – in the absence of control – made it possible to squander and even misappropriate a large part of the funds. The effect of this was the collapse of many schools and a small number of secular teachers (eg. PE was often conducted by older students). In the KEN reform, it is difficult to find the characteristic features of the Enlightenment, because of world-view and mental-cultural issues. Moreover, the reform did not have long term prospects on the one hand due to the limited size of post-Jesussian wealth, on the other – due to the lack of alternative finacial security – regularly incoming taxes to the state, which was not the case in the Commonwealth of Poland.

W niniejszym artykule autor omawia przesłanki utworzenia Komisji Edukacji Narodowej, jej związki z oświeceniem, program szkolny, wychowanie fizyczne, a przede wszystkim scentralizowany system zarządzania i finansowania jej reformy. W pierwszej kolejności odniesiono się do charakterystycznych trendów oświecenia, sposobu funkcjonowania RP do czasu rozbiorów, w drugiej – do reformy KEN. Reforma nie była efektem długofalowej polityki edukacyjnej państwa. Była możliwa dzięki zbiegowi okoliczności, jakim była nieoczekiwana likwidacja zakonu jezuitów w Europie. Zabezpieczenie finansowe reformy stanowiły środki ze sprzedaży majątku zakonu, wykorzystane dzięki pionierskiemu w Europie systemowi scentralizowanego zarządzania i finansowania reformy. Jak się okazało, ów system – przy braku kontroli – umożliwiał roztrwonienie, a nawet sprzeniewierzenie dużej części środków uzyskanych ze sprzedaży pojezuickiego majątku. Efektem tego był upadek wielu szkół i niewielka liczba świeckich nauczycieli (np. wychowanie fizyczne często prowadzili starsi uczniowie). W reformie KEN trudno – z powodu kwestii światopoglądowych i mentalno-kulturowych – się doszukać charakterystycznych cech oświecenia, co więcej, reforma nie miała perspektyw; z jednej strony – z powodu ograniczonej wielkości pojezuickich majątków, z drugiej – z braku alternatywnego zabezpieczenia, jakim są regularnie napływające podatki do kasy państwa, czego w Rzeczypospolitej nie było.