Biuletyn Historii Wychowania <p>Czasopismo jest na rynku wydawniczym od 1995, jest organem Zarządu Głównego Towarzystwa Historii Edukacji a jednocześnie jest wydawane przez renomowane Wydawnictwo PTPN we współpracy z Wydziałem Studiów Edukacyjnym UAM. Zdaniem redakcji wydawnictwa spełnia obowiązujące standardy – międzynarodowy skład redakcji, redaktorów językowych, publikowane artykuły poddawane są dwustopniowej procedurze recenzyjnej (w tym double-peer view). Teksty opatrzone są abstraktami w języku angielskim i posiadają DOI, a wśród autorów znajdują się również osoby reprezentujące naukę zagraniczną. <br>Od r. 2013 „Biuletyn” przekształcił się z rocznika, w półrocznik. <br>Biuletyn cieszy się renomą wykraczającą aktualnie poza granice kraju. Jest ponadto jedynym pismem w Polsce, publikującym corocznie aktualną bibliografię swojej dyscypliny naukowej.</p> <ul class="oczasopismie"> <li class="show"><a href="/index.php/bhw/about">POLITYKA FUNKCJONOWANIA CZASOPISMA</a></li> <li class="show"><a href="/index.php/bhw/issue/view/3">AKTUALNY NUMER</a></li> <li class="show"><a href="/index.php/bhw/issue/archive">ARCHIWUM</a></li> </ul> <div class="oczasopismie"><strong>INDEKSOWANE W:</strong> <p><strong><a href="">CEJSH</a>, <a href="">Index Copernicus</a>, <a href="">POL-Index</a></strong></p> </div> <div class="oczasopismie"><strong>WSKAŹNIKI OCENY CZASOPISMA: </strong></div> <div class="oczasopismie"><strong>MNiSW: 20&nbsp;</strong></div> <div class="oczasopismie"><strong> ICV (2014) - 35,02</strong></div> <div class="oczasopismie"><strong>DOI: 10.14746/bhw</strong></div> <div class="oczasopismie"><strong>ISSN: 1233-2224<br></strong></div> <p><strong>PPrace publikowane w czasopiśmie dostępne sa na <a href="" rel="license">licencji Creative Commons Uznanie autorstwa - Użycie niekomercyjne - Bez utworów zależnych 4.0 </a>:</strong><br><img style="border-width: 0;" src="" alt="Licencja Creative Commons"></p> <p>&nbsp;</p> Adam Mickiewicz University Poznan pl-PL Biuletyn Historii Wychowania 1233-2224 Zgodne z normami prawa polskiego. „Wychowanie dobre dziecięciu szlacheckiemu” – Hieronim Baliński o edukacji <p>Hieronim Baliński’s treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński’s treatise was religious literature although he probably referred to Quintilian’s and Mikołaj Rej’s works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej’s faithful and mediocre “kind-hearted man”.</p> Dorota Żołądź-Strzelczyk Copyright (c) 2018 2018-12-15 2018-12-15 39 7 18 10.14746/bhw.2018.39.1 „Wychowawca! O jakaż wzniosła musi to być dusza!” Prywatne guwernantki dziewcząt w czasach stanisławowskich <p>In Stanislaw August Poniatowski’s time, the upbringing and education of wealthy noblewomen were commonly entrusted to foreign governesses. There was a strong conviction in the Polish-Lithuanian Commonwealth that command of foreign languages was the foundation of proper and careful upbringing of young women. Many parents were not discerning clients when it came to selecting a governess. Oftentimes, foreign origin sufficed. As a result of attaching so much importance to command of foreign languages accompanied by acquiring foreign manners, costumes and customs, young Polish women grew indifferent to their mother tongue, native culture and traditions. There was also a lack of sense of responsibility for the country’s future.</p> Małgorzata Ewa Kowalczyk Jowita Janicka Copyright (c) 2018 2018-12-15 2018-12-15 39 19 34 10.14746/bhw.2018.39.2 Filozofia i religia a wychowanie: między świeckimi a religijnymi koncepcjami teleologicznymi <p>This article is an attempt at analysing educational issues from the perspective of teleology. Teleology is a sub-discipline of philosophical and religious reflection. Providing a purpose is a fundamental act of humans. This type of reflection is also needed in education. The article presents four possible types of relations between philosophy and religion in culture. These various possibilities result in various solutions that can be employed in upbringing. Depending on the adopted system of values, a young person will have a different vision of the world. The article also provides a historical analysis, referring to various classical philosophical and religious systems.</p> Juliusz Iwanicki Copyright (c) 2018 2018-12-15 2018-12-15 39 35 52 10.14746/bhw.2018.39.3 Działalność Wyższej Szkoły Rzemieślniczej w Łodzi w przekazie „Dziennika Łódzkiego” pod koniec XIX wieku <p>The Technical Academy was established in Łódź in 1869. For many decades, it was the only occupational academy in the city. During a six-year’s course, it provided general education and educated specialists in textile studies and mechanics. As the activities of the institution largely revolutionized education of employees for the fast-developing industry and gradually gained more and more recognition among factory owners, “Dziennik Łódzki”, a newspaper published from 1884 to 1892, largely covered various aspects of the Academy’s operations. The newspaper presented the curriculum, listed all the subjects with the number of hours in a week and mentioned the mandatory apprenticeships in laboratories. It also provided information on mandatory internships in factories, specifying the names of the facilities. The newspaper published announcements on entry exams and described the celebrations of the end of the academic years. It also presented lists of graduates as well as information on school reunions. Information was published on a campaign of supporting poor students, including lifting the tuition fees, scholarships granted mainly by factory owners, or one-off cash support and free deliveries of student books, clothes, and shoes. “Dziennik Łódzki” also published information on two educational institutions operating at the Technical Academy, that is Sunday drawing courses for the labourers, junior foreman and technicians, and a four-year’s Sunday trading school for financial clerks.</p> Grzegorz Michalski Grzegorz Michalski Copyright (c) 2018 2018-12-15 2018-12-15 39 53 69 10.14746/bhw.2018.39.4 Polskie uczelnie wyższe lat międzywojennych i ich społeczności w relacji prasowej „Ilustrowanej Republiki” <p>“Ilustrowana Republika” was a daily published in Łódź in 1925–1939. Apart from the news, it published economic, social, cultural, educational, and sports information as well as materials on tertiary education. The issue of higher education was raised in over 440 articles and notes, which included information on the Łódź and other Polish universities. Journalists wrote about activities which aimed at making Łódź a university city and about more important events from the life of Polish universities. Fewer publications focused on academic issues; however, a great part of articles showed individual and atypical student conduct sometimes hard to accept such as suicidal attempts, conflicts with the law, organising anti-Semitic manifestations by right-wing students for almost the entire Interwar period. This work does not provide a complete picture of tertiary education or the academic community before WWII as it presents only facts and events described in the newspaper. However, it may be useful as a basic source for more comprehensive works concerning higher education in the past.</p> Iwonna Michalska Copyright (c) 2018 2018-12-15 2018-12-15 39 71 88 10.14746/bhw.2018.39.5 Początki i rozwój szkolnictwa polskiego w Rumunii do 1939 roku <p>Poles settled in present-day Romania in the fourteenth century. A subsequent influx of Polish settlers followed the fall of the Kościuszko Uprising. The aim of this study is to present the history of education in the Polish minority in Romania. The work focuses on showing various forms of educational and upbringing institutions from the early 19th century to 1939. In the analyzed period, the Poles organized mainly kindergartens and comprehensive primary and secondary schools in Bukowina (now northern Romania). They also made attempts at introducing the Polish language to teachers’ training institutions i.e. teachers’ training colleges for men and women. They established their own socio-educational societies and built Polish Houses in which they pursued a wide range of educational and cultural activities. In the Kingdom of Romania, Polish children could also attend (under certain conditions) Polish language classes in Romanian state schools. Owing to the Polish Schools in Romania, followed by the Polish School Association in Romania, Polish private education assumed various forms.</p> Maria Radziszewska Maria Radziszewska Copyright (c) 2018 2018-12-15 2018-12-15 39 89 104 10.14746/bhw.2018.39.6 Podróże edukacyjne synów szlacheckich w świetle korespondencji Jakuba Dunina z wojaży po Europie w latach 1699–1703 <p>The article aims to show the issue of educational travels of noble youth in the modern era. The source is the correspondence of Jakub Dunin from his journeys around Europe in 1699–1703, addressed to father Franciszek Świętosław. The mentioned letters (stored in the National Archives in Krakow in the Tomkowicz Archive from Kobiernice) provide important information referring to the reasons for travelling, travel expenses and the companions. Particularly noteworthy are colorful descriptions of the social life lived in European manors. For example, the author visited Versailles of Louis XIV and provided a detailed description of various ceremonies and court entertainment. Foreign journeys posed an opportunity to learn about foreign cultures, political systems or armies. This encouraged nobility sons’ reflections which they shared with relatives back in Poland. As a result, the travel correspondence abounds in individual interpretations, for example, of the then political developments on the international arena. When confronted with facts, they add extra value to the publication.</p> Joanna Jarzębak-Kołodziejczyk Joanna Jarzębak-Kołodziejczyk Copyright (c) 2018 2018-12-15 2018-12-15 39 105 117 10.14746/bhw.2018.39.7 „Zrozumieć dwujęzyczność” – doroczna konferencja dla nauczycieli pracujących z polskimi uczniami w szkołach holenderskich <p>According to statistics 160,000 Polish citizens currently live and work in the Netherlands. Half of these Polish migrants live there with their families. In April 2018, 36,000 Polish children lived in the Netherlands. Children and adolescents are required to go to local or international schools. Observing children who lived in the country for a few years and those who have just arrived, we can see recurring problems and issues. Students who do not know the Dutch language go to classes, where they only learn the language for two or three years. Within a few months, children become lazy. The curriculum that they are supposed to master is too simple, posing not enough intellectual challenges. Moreover, the first year in a new school abroad is stressful for children and adolescents. One of the major issues is the fact that teachers do not understand the processes that a child undergoes in the adaptation phase. Many schools also have an issue with the lack of knowledge regarding the development of a bilingual child. To help and support teachers, as well as parents and children, the School at the Embassy of the Republic of Poland in The Hague and the “Kreda” Foundation from Lisse organised the first “Understanding Bilingualism” conference four years ago, inviting teachers and specialists who work with Polish children every day. The conference turned out to be a resounding success and in the following years, three additional editions of the event were organised, devoted to a variety of topics.</p> Grażyna Gramza Agnieszka Steur Copyright (c) 2018 2018-12-15 2018-12-15 39 119 130 10.14746/bhw.2018.39.8 Strukturalne i programowe reformy polskiej oświaty w latach 1998–2017 na łamach tygodnika „Polityka” <p>A radical reform of the education system, one of the pillars of the four major reforms of Jerzy Buzek’s government, followed by a reform of the core curriculum by Minister Katarzyna Hall, and finally a controversial reform by Anna Zalewska under which some middle-level schools in operation since 1999 are being shut down are events covered in numerous publications, among them in leading opinion weeklies in Poland. One of such weeklies is “Polityka,” published continuously since 1957, where dozens of articles on education and reforms have been published over the last 20 years. The article is a concise analysis of the texts published in “Polityka”, the issues raised and the authors’ attitudes to the changes introduced in the subsequent years to the Polish education system.</p> Dariusz Gołębiowski Copyright (c) 2018 2018-12-15 2018-12-15 39 131 149 10.14746/bhw.2018.39.9 100 lat systemu pomocy społecznej w Polsce Abstract. <p>The goal of this article is to sum up the past hundred years of the social security system in Poland, starting with establishment thereof as Poland regained statehood in 1918. The changes which occurred in that time have been divided into three subsequent stages of the history of the Polish social security system. The first was the Interwar period when efforts were made to establish a social security system in independent Poland, in areas formerly divided between Austria, Prussia and Russia with extreme systems of social security. The next period was the Polish People’s Republic (1944–1989) when the communist authorities dismantled the pre-war social security system based on cooperation between state-owned and social organisations and the Church, replacing it with inefficient structures interested only in selected social groups in need. On the other hand, the third stage, commenced in 1989, of reconstructing social security, at first offered social protection for individuals affected by the system transformation. The last dozen or so years of development of social security is characterised by increasingly visible stimulation of social and economic growth to activate people from the fringes of the society.</p> Mikołaj Brenk Krzysztof Chaczko Rafał Pląsek Copyright (c) 2018 2018-12-15 2018-12-15 39 151 170 10.14746/bhw.2018.39.10 Bibliografia historii wychowania, szkolnictwa i myśli pedagogicznej w Polsce za rok 2017 (z uzupełnieniami za lata poprzednie) <p>Bibliografia historii wychowania, szkolnictwa i myśli pedagogicznej w Polsce za rok 2017 (z uzupełnieniami za lata poprzednie)</p> Anna Gruca Copyright (c) 2018 2018-12-15 2018-12-15 39 171 228 10.14746/bhw.2018.39.11 Dobrosława Gucia, Stypendyści Towarzystwa Naukowej Pomocy im. Karola Marcinkowskiego 1841–1909, Wielkopolskie Towarzystwo Genealogiczne „Gniazdo”, Poznańskie Towarzystwo Przyjaciół Nauk, Mnichowo-Poznań 2017, ss. 439 <p>Recenzja</p> Jakub Wojtczak Copyright (c) 2018 2018-12-15 2018-12-15 39 229 231 10.14746/bhw.2018.39.12 Interdyscyplinarna Konferencja Naukowa „Wychowanie i szkolnictwo ewangelickie w XVI i XVII wieku” <p>Interdyscyplinarna Konferencja Naukowa „Wychowanie i szkolnictwo ewangelickie w XVI i XVII wieku”</p> Agnieszka Teresa Tys Copyright (c) 2018 2018-12-15 2018-12-15 39 233 235 10.14746/bhw.2018.39.13 Sprawozdanie z XXII. Międzynarodowej Konferencji Naukowej Socialia 2018 – Ohrožení jedince v současné společnosti. Hradec Králové, 18–19 października 2018 r. <p>Sprawozdanie z XXII. Międzynarodowej Konferencji NaukowejSocialia 2018 – Ohrožení jedince v současné společnosti. Hradec Králové, 18–19 października 2018 r.</p> Mikołaj Brenk Konrad Nowak-Kluczyński Copyright (c) 2018 2018-12-15 2018-12-15 39 236 238 10.14746/bhw.2018.39.14 25 lat Wydziału Studiów Edukacyjnych Uniwersytetu im. Adama Mickiewicza w Poznaniu <p>25 lat Wydziału Studiów Edukacyjnych Uniwersytetu im. Adama Mickiewicza w Poznaniu</p> Konrad Nowak-Kluczyński Mikołaj Brenk Copyright (c) 2018 2018-12-15 2018-12-15 39 239 244 10.14746/bhw.2018.39.15