Wyniki wyszukiwania - Biblioteka Nauki

1

Educational and Care-Giving Functions of the Urzedów Guilds in the 15th-18th Centuries

100%

Surdacki M.

Rozprawy z Dziejów Oświaty

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2005

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tom 44

7-48

EN

Craft guilds were organizations that protected the economic interests and rights of their members, provided them with educational opportunities and social care. There were a lot of such organizations in the 'regal' town of Urzedów, which gained its Magdeburg Rights from Wladyslaw Jagiello in 1405. The activity of the guilds relates directly to the issue of education of male youth. The guild masters organized workshops, which, in view of the fact there was no other vocation training available, made the only way to get practical training and trade for the male youth. This is why the guilds must be said to have created an educational environment, similar to modern private vocational schools, giving hosts of young pupils and apprentices a chance of developing their trade and skills in various domains. The first step on the way to the status of an independent craftsman - a master of a craft - was getting education from a tutor, after a two-week probation period. The tuition period usually lasted three years. The next step was nomination to apprenticeship, after which the apprentice had to gain comprehensive experience by subsequently working in a number of workshops run by independent masters. Years of educational efforts and vocational practice ended with a master exam. Being awarded the title, one could set up their own workshop. Noteworthy is the social care that the guild took of the guild members, particularly over the widows and orphans of deceased masters. A gesture of solidarity with the dead members was obligatory participation in the funeral ceremony.

2

A Vocational School of the Professors from the Department of Engineering of the Warsaw Technical University during the Nazi Occupation

63%

Mikulski Z.

Rozprawy z Dziejów Oświaty

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2005

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tom 44

203-209

EN

The author describes his studies during World War II in the Nazi-occupied Poland at the secondary vocational school, directed since autumn 1940, by professors from the Department of Engineering of the Warsaw Technical University (closed down by the Nazis). Apart from training the students in the construction engineering, the professors intended to prepare them for teaching in the future institutions of higher learning. The study at the school was completed in summer 1942, and the alumni started working in various institutions throughout the country. The majority of students was involved in the underground military organisations and prepared to be a part of the future Polish Underground Army fighting the occupants. The author describes also the underground activities, run together with the study, starting in October 1939, as a typical example of both open and secret work which Polish youth was forced to do during the Nazi occupation.

3

COMMERCIAL EDUCATION IN GALICIA

63%

Swieboda J.

Analecta. Studia i Materiały z Dziejów Nauki

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2010

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tom 19

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nr 1-2(36-37)

203-272

EN

The paper discusses the development of economic schools in 'Galicja', the southern part of Poland remaining under Austrian rule in the years 1772-1918. In the period 1772-1868, the first three educational institutions were established: 'Szkola Realna' (Real School) at Brody (1818-1853), turned later on into a classical 'gimnazjum', Real-Commercial School, later Commercial Department of the Technical Academy in Lwów (Lviv) (1817-1876) and the substitute of a commercial school in the form of lectures on economic matters at the Technical Institute in Kraków (1836-1878). Economic education developed more extensively during the period of autonomy for 'Galicja' (1868-1918). This was a period when free-market economy was introduced (1859) and a liberal constitution adopted (1867). As for economic schools, a major role was played by two Academies of Commerce, in Lwów and Kraków. The one in Lwów , established in 1899, developed from a supplementary commercial school active from 1871 onwards. The academy in Kraków evolved from the School of Commerce, established in 1882. Both academies had a four-year cycle of instruction, followed an Austrian curriculum, and were among the 21 institutions in the Austro-Hungarian monarchy that offered the highest type of economic education.. Associated with the academy in Kraków were two commercial schools of a lower (secondary) level: the Two-Grade Commercial School for Men and Women, and the evening Merchant School for shop assistants. The most popular type of commercial education in the Habsburg monarchy were the two-grade commercial schools, the total number of which in 1914 amounted to 89. There were 13 such schools in 'Galicja'. There were about 25 supplementary merchant schools in Galicja. Besides that, the commercial academies and two-grade commercial schools organized supplementary courses. Economic issues were taught at the universities in Lwów and Kraków, as well as at the Lwów Polytechnic. The subsequent sections of the current paper are devoted to the following issues: the teaching curricula and syllabuses in particular types of commercial schools; the textbooks used in such schools, first written in German and then also in Polish; the system of practical training (apprenticeships); the teaching aids used, especially in the physics and commodity science classes; the model specimens of different types of economic letters used; the presence of typewriters and calculating machines; and the library collections of books connected with economic issues. A distinct section is devoted to the teaching staff of economic schools. Commercial education in Galicja had a major impact on economic education in independent Poland after 1918.

4

A Matter of Forming the Obedience in Educational Conception of Jacek Woroniecki OP

51%

Lietz N.

Rozprawy z Dziejów Oświaty

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2005

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tom 44

151-171

EN

Jacek Woroniecki OP (1878-1949) is known as a prominent representative of philosophical and theological conception of ethics inspired by the trend of classical Thomism within Christianity that has both theoretical and practical character. The first of its aspects is based on a disinterested approach to the truth about man, his actions, values and duties, and the second one is to show the way and manners, thanks to which preceptors of any kind can accomplish perfection in forming the obedience among their wards. In general, the issues concerning the educational methodics are discussed by Father Woroniecki quite rarely, and when they appear, they seem to result from deeply understood and accepted aims of the upbringing. A very important element of this methodical conception is stimulation of ward's care for the common good that depends on forming the obedience. The article indicates three activities, thanks to which the obedience can be formed: ruling, commanding and castigating. Within his methodical conception Jacek Woroniecki OP concentrates on: preceptor's duties, ruling deficiency, order requirements, commanding and permission insufficiency, significance and conditions of the proper castigating. Father Woroniecki also presents two main principles concerning the punishment, and discusses the significance of compassion, closer recognition of a ward, elimination of sentimentality, severity, forbearance, and giving praise in the process of forming the obedience.

5

The University of Stefan Batory and Vilnius City-Life. The Popularization of Science before the Second World War

51%

Tylinska E.

Rozprawy z Dziejów Oświaty

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2005

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tom 44

137-149

EN

A reflection upon a popularisation of science in Vilnius before the World War II is indissolubly connected with the history of the Stefan Batory University. All civic and educational activities of Vilnius were managed by the university authorities. The city council and the citizens profited from the high school presence: they had the use of rich library, museum collections and spacious auditoriums. But the most important advantage of being a host to the research centre was the contact with the academic scholars. The university assembly animated and inspired the everyday city-life. Members of the Vilnius community, due to the professors' efforts, had an extraordinary opportunity to improve professional qualifications or to broaden their horizons. Such chances were available to people from all social classes and having various intellectual background.

6

Reading and Writing Skills in Religious Communities Inhabiting Poland in View of the Results of the 1931 Census

51%

Wysocki T.

Rozprawy z Dziejów Oświaty

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2005

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tom 44

105-135

EN

The paper is an attempt to present the level of education of the popoulation of Poland during the period between the World War I and II, based on reading and writing skills in religious communities living in Poland, as reflected in the results of the 1931 Census. The paper is an introduction to a more in-depth discussion concerning the ethnic and linguistic structure of the population of Poland 70 years ago. It describes four categories of people: literate (able to read and write), semi-literate (able to read but not to write), illiterate (unable to read and write) and those whose reading and writing skills are unknown. Since the ability to write plays the decisive role in the research on illiteracy, the least attention is devoted in this paper to people belonging to the category of people with reading skills only.

7

FROM THE HISTORY OF POLISH PUBLISHING OF HISTORICAL SOURCES. MACIEJ DOGIEL (1715-1760)

51%

Kurkowski J.

Analecta. Studia i Materiały z Dziejów Nauki

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2006

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tom 15

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nr 1-2(29-30)

89-157

EN

The paper is devoted to the life and work of the Piarist monk Maciej Dogiel from the Lithuanian province of the order, the author of the first Polish diplomatic, an active participant in the reform of the Piarist educational system, and the founder of the tertiary Collegium Nobilium, as well as a Piarist printing house in Wilno (Vilnius). The paper is based on a number of hitherto unanalysed manuscriptural sources from collections in Polish and Lithuanian libraries (Biblioteka Czartoryskich, Biblioteka Narodowa (National Library), the Library of the Polish Academy of Sciences at Kórnik, the Library of the Lithuanian Academy of Sciences) as well as archives (The Central Archives of Historical Records (AGAD), the Piarist Archives in Kraków, the Archives of the Polish Academy of Sciences in Warsaw). The subject-matter has been presented against the background of the intellectual life of the Polish-Lithuanian Commonwealth in the 18th century, the history of the Piarist order, and the history of publishing historical sources. The account of Dogiel's life and work includes his ties with the intellectual millieu that coalesced during the reign of Augustus III around the Zaluski Library. The paper also takes into consideration all of the achievements of the Polish and Lithuanian provinces of the Piarist order in the field of publishing historical sources. An analysis of the main work by Dogiel has shown that it is rich in influences deriving both from the traditional culture of the country's nobility, and from West European erudite historiography. Several tendencies have been observed that are characteristic for the political-historical thought of the Commonwealth in that period, such as a reorientation of interest towards the West (towards lands lying on the river Oder), an ahistorical levelling of the historical perspective, the affirmation of the educational role of historical sources, and the belief that argumentation based on sources could play a decisive role not only in the description and understanding, but also in the reforming of the realities of the times.

8

Pijarska szkoła rzemieślnicza w Opolu Lubelskim - pomyłka badaczy

51%

Jastrzębski K.

Analecta. Studia i Materiały z Dziejów Nauki

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2011

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tom 20

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nr 2(39)

51-61

EN

Since the beginning of the XIXth century, a conviction has prevailed in the Polish historiography according to which in the second half of the XVIIIth century a Piars` craft school existed in Opole Lubelskie. This school was the subject of numerous historical texts starting with those written by Józef Łukasiewicz in 1851 and ending with those of Mariusz Ausz (2009). The historians underlined it with pride that the existence of this school was a significant and glorious fact. Most authors of encyclopedia articles and dictionary entries always mentioned this craft school. However, even a superficial analysis of the historical sources concerning this “school” leads to the obvious conclusion that the Piars` craft school in Opole Lubelskie has neither ever been established nor has it ever educated any students nor has it ever started to perform its didactic activities, which means that it has never existed. It was only an idea that has never materialized. It is a myth, not an historical fact. The case of this school – or rather of this idea – illustrates how myths have been created in historical sciences and how these myths can advance to axioms taken for granted by all and how historians themselves can contribute to it. This is a perfect example of how easy one can be self-deceived and how careful one should read source documents.

9

The Struggle for National School in the Kingdom of Poland in the Years 1905-1907 (A Centenary of the School Strike)

51%

Miaso J.

Rozprawy z Dziejów Oświaty

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2005

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tom 44

75-103

EN

After the failure of the 1863 January Uprising the educational system of the Kingdom of Poland lost its autonomy and was subordinated to the Ministry of Education in St. Petersburg. All schools were reorganized according to the educational rules compulsory in Russia. Between 1869-1885, Russian became the official language for the teaching of all subjects in schools, with the exception of Catholic religion . Polish teachers has to use Russian as the means of instruction for teaching Polish literature. This growing russification process made people reluctant to send their children to the government schools, which resulted in an emergence of home teaching, mostly of the cleandestine character. Towards the end of the nineteenth century special organizations were set up to coordinate this cleandestine teaching. Secondary school students formed in conspiracy the circles of self teaching, which predominantly aimed the study of Polish history and Polish literature. These circles became very important institutions of self-education of young generation. During the revolution of 1905, the general strike embraced not only the academic and secondary establishment, but also the primary schools. It represented a climax in the long standing struggle for a national character of schools, and for granting the right to have its children taught in their native tongue of each nationality within the Kingdom. As a consequence of this school strike, the Russian government was forced to agree to an increased role for the Polish language in schools and to give its consent to the setting up of private Polish schools where national language could be used in teaching. By 1913, 247 private Polish secondary schools with over 50 000 pupils have been established.

10

Professor Ludwik Chmaj Imprisonment by NKGB in the Focus of the Archival Records of 1944-1945

51%

Draus J. , Zasztowt L.

Rozprawy z Dziejów Oświaty

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2005

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tom 44

173-202

EN

Professor Ludwik Chmaj was a renowned Polish scholar, specialist in the Reformation period, a past master of Arianism, which was the topic of his several studies, including the book and source edition on Fausto Sozzini (1539-1604). As a historian of philosophy Chmaj was fascinated by the René Descartes' thought, and that inclined him to interpret the Descartes writings, and to dedicate to this great philosopher a separate monograph. Thanks to interest in Descartes, in the 30s he entered the philosophy of occasionalism, and later translated into Polish the opus magnum of one of the Descartes critics – Peter Gassendi's 'Logic'. Chmaj was not only historian of culture and philosophy, but equally the historian of psychology and educator or - better to say - pedagogue. His main opus was the synthesis entitled 'Kierunki i prady pedagogiki wspolczesnej' (Streams and directions of the contemporary pedagogy), published in 1938, and twice in the 60s. In 1939, when the war began, Chmaj hold the chair of pedagogy in the Vilna (Vilnius) University. He was arrested by the Soviet NKGB in August 1944, and spent nearly ten years in the USSR Gulag. Depositions made by professor Chmaj in the NKGB jail in Vilna are unique. His testimony shows us a brave, and honest man, who did not frighten to present to the NKGB officer his political point of view concerning the role of Soviets in Lithuania. Although involved in the Polish underground activity against Nazis, Chmaj did not reveal any names or opportunities unknown to the Soviets. Therefore he probably saved many of his colleagues and friends. He was released from the concentration camp in 1954, returned to Poland and ended his life as a professor in the Institute of Philosophy and Sociology of the Polish Academy of Sciences. He died in 1959.

11

'JAHRESBERICHTEN' AS A SOURCE FOR THE HISTORY OF EDUCATION (EXAMPLE OF THE SECONDARY SCHOOL REPORTS IN THE 19TH CENTURY EAST PRUSSIA) (Polish title below)

51%

Chrzanowski T.

Klio. Czasopismo poświęcone dziejom Polski i powszechnym

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2011

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nr 1(16)

77-93

EN

(Polish title: 'Jahresberichten' jako zrodlo do historii edukacji (na przykladzie sprawozdan wschodniopruskich szkol srednich z XIX wieku)). One of the most important tasks of the Prussian secondary schools, reformed in the years 1808-1812, was the publication of annual school reports. That type of documents is of early modern origin but these were the Prussian authorities that through a series of regulations gave them during the 19th century a unified character. The purpose of this article is to characterize that type of source and evaluate its significance for historical-educational research on the example of the 19th century secondary school reports in the province of East Prussia. The first step is to emphasize the opportunity of getting to know, thanks to those publications, some of the scholar achievements of secondary school teachers, as a scientific treatise, written by one of them, was supposed to be an integral part of school reports. These dissertations allow us to get acquainted not only with the views of teachers on the issues of pedagogy, but also to become familiar with the research on the regional history as well as the history of individual schools. Equally important to the education historian is the second essential part of school reports, comprising information about schools (Schulnachrichten), the material covered, teaching methods, modes of teaching, students' number, origin and confession as well as teachers' records. The school reports do not reflect all the aspects of Prussian school in the 19th century and an education historian, seeking to obtain a more complete picture, has to look for informations in other sources such as daily newspapers, science magazines, correspondence, memoirs or other archival documents. There is no doubt that the printed reports constitute a primary source of the history of male secondary education in the 19th century Prussia. They contribute greatly to the state of knowledge on legal, cultural and social aspects of the history of education.

12

A CONTRIBUTION TO THE HISTORY OF HEBREW STUDIES AT THE JAGIELLONIAN UNIVERSITY IN CRACOW: A COURSE IN THE HEBREW LANGUAGE AT THE FACULTY OF PHILOSOPHY (1926-1939) (Polish title - below)

51%

Sliz M.

Analecta. Studia i Materiały z Dziejów Nauki

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2009

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tom 18

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nr 1-2(35-36)

65-72

EN

(Title in Polish -'Przyczynek do dziejów studiów hebraistycznych na Uniwersytecie Jagiellonskim. Lektorat hebrajskiego na Wydziale Filozoficznym (1926-1939)'). The aim of the paper is to present the course in the Hebrew language, offered in the years 1926-1939 at the Faculty of Philosophy of the Jagiellonian University in Cracow. The paper is based on information obtained from an inquiry into the university's archival material and official publications. As intended by its originators, the course was supposed to enable young Poles to get acquainted with the language and culture of the Jews. In order to meet this goal, the syllabus of the course was oriented towards the modern forms of the Hebrew language. The instructors at the course, supervised by a renowned specialist in oriental studies, Prof. Tadeusz Kowalski, included dr Dawid Rosenman, dr Edmund Stein and dr Bencjon Katz. The launching of the course in Hebrew was quite an innovative initiative in Poland at that time, but it is hard to ascertain whether it was actually successful in its popularizing role.

13

BETWEEN THE EAST AND WEST. BERNARD SYRUC (SIRUC), 1731-1784 (Miedzy Wschodem a Zachodem. Bernard Syruc (Siruc) 1731-1784)

44%

Kurkowski J.

Analecta. Studia i Materiały z Dziejów Nauki

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2009

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tom 18

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nr 1-2(35-36)

7-50

EN

The paper is devoted to the life and work of Bernard Syruc, a monk of the Lithuanian province of the Piarist order and an eminent, albeit now largely forgotten, scholar of his time. A man of wide-ranging interests: mathematician, historian, classical philologist, Bible scholar and translator, Syruc was the author of the first Polish publication (written in Latin and published in Rome) on integral and differential calculus. His pedagogical skills were highly valued as well: it is significant that after studies in Poland and abroad, Syruc was able to work at the Theresian Academy in Vienna. Later he was actively engaged in two successive educational reforms carried out in Lithuania: he participated in establishing a model Piarist centre at Wilno (Vilna, Vilnius) in the late 1750s and early 1760s, and later took part in the reform of the educational system conducted after 1773 by the Committee for National Education (KEN), as a lecturer of the Main School of Lithuania (1781) and as inspector general. At the same he was responsible for many publications in various fields, including books meant for the general public; most of these were translations, adaptations and compilations of literary dating from Antiquity and Modern times (the latter included works in French, German and even Russian). Among those publications were translations of the history of Poland by Pierre Joseph Solignac and of the history of Russia based on the work of Jean Rousset de Missy (vol. 1-2 and 4), and translations of the memoirs of Tsar Peter the Great edited by Mikhail Shcherbatov (vol. 3), as well as translations of German works, mainly the memoirs of General Christoph Hermann von Mannstein and source materials edited by Christoph Schmidt (vol. 5). The paper is based on source materials available at the Piarist Archives in Cracow, at the Archives of the Polish Academy of Sciences, at the Czartoryski Library, as well as many Polish, French, German and Russian old prints. The analysis of Syruc's biography and work makes it possible to state that, irrespective of his skills and unique abilities, he was a typical representative of the monastic intellectual elite of the Polish-Lithuanian Commonwealth, which traditionally had strong links with the culture and scholarship of Western Europe, but was deeply engaged in the public life of the Commonwealth. This explains Syruc's interest in history in general, and in the history of law and political systems, as well as international relations in particular, which was directed not only towards the West (in line with the 'reorientation to the lands on the Odra (Oder)', which was taking place in the political-historical thinking of the times), but also towards the new European power in the East, Russia. There are also characteristic traces of 'Lithuanization' to be found in the Piarist scholar's work. It is worth adding that Syruc planned to publish works on the history of Lithuania and with that goal in mind approached the KEN with a proposal for a source query in St. Petersburg.

14

NINETEENTH CENTURY EARLY CHILDHOOD INSTITUTIONS IN AOTEAROA NEW ZEALAND: LEGACIES OF ENLIGHTENMENT AND COLONISATION

44%

May H.

Pedagogický časopis (Journal of Pedagogy)

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2015

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tom 6

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nr 2

21 – 39

EN

The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.

15

ON THE HISTORY OF THE MODERN CONCEPTION OF LOGIC. PROPONENTS OF LOCKE'S VIEW (Z dziejów nowozytnej koncepcji logiki. Propagatorzy pogladów J. Locke'a)

44%

Janeczek S.

Kwartalnik Filozoficzny

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2008

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tom 36

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nr 4

95-110

EN

The paper discusses the reception of Locke's achievements. It shows the history of his writings in the British Isles and on the continent. Then it focuses on a number of logic manuals used by the Commission of National Education, especially J. Le Clerc's and A. Genovesi's books. They sought to allay the aversion to logic characteristic of modern Christian Aristotelianism (theory of knowledge, formal logic), as initiated by Descartes, continued by Locke, and radicalized by Condillac. This resulted in a number of eclectic approaches. In accord with the practical position of the Enlightenment, they focused on the useful character of logic, not only in the methodology of the various forms of science of the time (philosophy and the natural sciences that sought to be liberated from its chains). In practical activity, broadly understood, i.e. as the ability to pass judgments or criticize various books, logic was also deemed to be useful.