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> pl-PL Zgodne z normami prawa polskiego. (prof. UAM dr hab. Krzysztof Ratajczak) (Pressto) wto, 15 gru 2020 09:55:07 +0000 OJS 60 Szkoły bernardyńskie na terenie Rzeczypospolitej Obojga Narodów w latach 1772–1864 <p>Between 1772 and 1864, the Bernardines ran in total 46 schools in the Polish-Lithuanian Commonwealth. Ten of them, at least in certain periods, were high schools (sub-departmental, district, secondary schools). A majority of the schools (24) were managed by monasteries in the Lithuanian Province. The successful development of Bernardine education in this territory should be attributed to the monks’ understanding of the need of spreading educationas well as to the relative political freedom in post-partition Lithuania. For that reason, educational activities could freely develop under the supervision of Adam Czartoryski, the Vilnius district superintendent and in the care of the Vilnius University. The well-developing education system of the Bernardines was destroyed by repressive measures applied by Nikolay Novosiltsev who replaced Czartoryski in 1823, and finally the tragic end of the November Uprising. Education in Podolia and Volhynia could be successfully developed owing to Tadeusz Czacki. The situation was different in the Kingdom of Poland where schooling was subjected to the Commission of National Education and the subsequent education authorities. Despite the hostile attitude towards monasteries, the Bernardines managed to run several schools. The most difficult situation was in Galicia which was incorporated by Austria after the Partitions of Poland and not under the beneficial influence of the Commission of National Education. A majority of Bernardine schools in Lithuania, just like in the Russian Province, survived the November Uprising. However, the subsequent restrictions imposed on political freedom had negative consequences for the standard of teaching. The dissolution of the monasteries put an end to the educational activity of the Bernardines in the five provinces in question. Most of the schools closed down as the monasteries were dissolved.</p> Aleksander Krzysztof Sitnik Copyright (c) 2019 Aleksander Krzysztof Sitnik nie, 15 gru 2019 00:00:00 +0000 Szkoły Stowarzyszenia Nauczycielstwa Polskiego w Wilnie (1896–1921) <p>The article presents the history of the Polish Teachers Association (Stowarzyszenie Nauczycielstwa Polskiego – SNP) in Vilnius which was established in 1896 as a secret society under the name of Schoolmistress Circle (Koło Nauczycielek). It presents the association’s evolution, basic objectives of operation and problems faced by the organizers and the teachers against a background of political and social events. The authors of the work present the schools of the Association, their origin, starting from organization of the so-called group lessons (junior high school courses) which laid foundation for the future junior high schools (for boys named after King Sigismund August and Joachim Lelewel and for girsl named after Eliza Orzeszkowa), the curricula, financial issues, problems with premises etc. Education in these schools was mostly provided to students who in the Russian Empire attended junior high, secondary and trade schools. The time frame of this work starts in 1896 (when the Association was established) and ends in 1921 when schools within the Association were partly taken over by the state.<br>The above issues have been presented by the authors mostly on the basis of source materials stored in the National Historical Archive in Vilnius (Materials of the Scientific Society of the City of Vilnius).</p> Joanna Falkowska, Stefania Walasek Copyright (c) 2019 Joanna Falkowska, Stefania Walasek Społeczne inicjatywy na rzecz organizacji opieki socjalnej nad ludźmi starymi w Królestwie Polskim na przełomie XIX i XX wieku. Zarys problematyki <p>Lack of a universal pension system in the Kingdom of Poland in the late 19th and the early 20th centuries was one of the factors contributing to the difficult situation of the elderly from non-elite social strata, particularly in the face of insufficient support of the families. The homeless, who often also suffered from diseases, were crippled and begged, found themselves in a particularly difficult situation, men and women alike. Organising institutional social protection and medical care for this group required instant action. The priority was to establish homes for old people and various types of residential homes. This was primarily handled by charities for which medical care and welfare of the elderly were among the most important areas of activity. Old people’s homes were also established by religious communities and individualsas well as institutions operating on a self-help basis.</p> Aneta Bołdyrew Copyright (c) 2019 Aneta Bołdyrew Sposoby kształcenia w grafice książkowej w wyższym szkolnictwie artystycznym Krakowa i Warszawy w Polsce Ludowej (1945-1952) <p>The purpose of the study is to present the principles of education in the field of book art as part of applied graphics, provided at the Academies of Fine Arts in Krakow and Warsaw. These two academic environments stimulated revival of this type of education. The analysis pertains to 1945–1952 when Poland witnessed crucial political and ideological changes affecting a new character of education. In the study, the process of nationalisation of artistic education is presented. The author shares her assumptions of the new teaching curricula designed in accordance with the ideological needs of the communist authorities. Marxism-Leninism was taught as a foreground subject. Graphic departments were established to educate specialists to be employed by the state propaganda. An attempt has been made to reconstruct the personal composition of the graphic faculties lecturers in both academic centres.</p> Anna Boguszewska Copyright (c) 2019 Anna Boguszewska Między profesjonalizmem a służbą społeczną. Dyskusja środowiska dydaktyków historii na temat kształcenia przyszłych nauczycieli historii w Polsce po 1989 roku <p>In the article, a postulate is put forward to train professional history teachers by taking into consideration their social service: to prepare them well for the role of guides in the world of knowledge and values while granting them more autonomy. The goal is to draw attention to the professionalism of teachers as described by Wanda Dróżka and Dorota Gołębniak: (1) “professional autonomy”; (2) “care for maintaining and developing high standards of specialist and ethical qualifications”; (3) “reflection and self-reflection”; (4) “adopting own practices in an appropriate, individual way” (5) “high prestige and a relatively good remuneration”. The defined professionalism of teachers is the basis for their autonomous, satisfying and responsible work at school and the local environment. It is a combination of a postulate of social service and competences. The article presents a discussion of historians on teachers’ education in the context of making their vocation more professional.</p> Małgorzata Klimorowska, Izabela Skórzyńska Copyright (c) 2019 Małgorzata Klimorowska, Izabela Skórzyńska Zjazdy kół krajoznawczych młodzieży w Polsce w pierwszej dekadzie dwudziestolecia międzywojennego <p>Touring and regional trips were among important educational issues in the Second Republic of Poland, conducive to getting to know the immediate environment, regions and the country in general, underpinned by national, patriotic and civic upbringing. In the first decade of the Interwar Period, Poland had three models of school sightseeing clubs developed in Krakow in 1927, in Vilnius in 1928 and in Poznań in 1929. These events provided an opportunity to meet young people from various regions in Poland. Tutors of sightseeing circles; regional, school and church authorities; authorities of sightseeing initiatives launched by adults and the youth, university professors and representatives of urban elites were all participants of the movement. In addition to lectures and speeches, latest issues of the school sightseeing movement were discussed and experiences were shared. As a result, the students and the tutors got to know each other, established contacts and discussed the directions to be followed by school sightseeing clubs. The conventions were accompanied by trips and various forms of presenting the clubs’ achievements including exhibitions, school theatres, singing, dancing, evening performances and others.</p> Elżbieta Magiera Copyright (c) 2019 Elżbieta Magiera „Notre Pologne” (1930–1939) jako przykład kształtowania wiedzy o Polsce wśród francuskiej młodzieży <p>In 1919 Rosa Bailly, a French enthusiast of Poland, established the Les Amis de la Pologne, a socio-cultural society propagating knowledge about Poland and its culture. This activity was supplemented by a publishing business. 1930 marked the beginning of publishing ‘Notre Pologne’, a monthly magazine for teenagers. The aim of the magazine was to attract young people to the association. The article presents the history and ideology of the periodical, its impact and the way of educating about Poland and its cultural heritage.</p> Katarzyna Seroka Copyright (c) 2019 Katarzyna Seroka Funkcje żłobków polskich od początku XX wieku do wybuchu II wojny światowej <p>The issue of institutional care of the youngest children has been rarely discussed in scientific studies. In the context of the contemporary debates about improving the quality of toddlers’ care and education, it is a good idea to remind about the origin of nurseries and the development thereof. The first nurseries were established in Poland over 100 years ago. From the beginning, before Poland even regained independence until present day, they have changed their functions and organization. The aim of the article is to show the changes to the function of crèches against a political, social and cultural background since the very beginning of the existence of nurseries until the outbreak of World War II. The method used in this article is historical explanation, and the technique is an analysis of documents: literature, magazines, legal acts. The responsibilities of crèches discussed in this article include care, health -related, educational, upbringing and family-related activities This is the first of two articles related to changes in the function of crèches in a historical approach.</p> Ewelina Świdrak Copyright (c) 2019 Ewelina Świdrak Problematyka naukowo-badawcza i dorobek naukowy pracowników Katedry Pedagogiki i Dydaktyki Uniwersytetu Poznańskiego 1919–1939 w stulecie powstania Uniwersytetu im. Adama Mickiewicza w Poznaniu (1919–2019) <p>Research issues and academic achievements of the faculty of the Department of Pedagogy and Teaching at Poznań University in 1919–1939 on the centennial of the establishment of Adam Mickiewicz University in Poznań (1919–2019).</p> <p><br>In its early days, Poznań University attracted a large number of researchers representing many disciplines of science but prevailing humanities. Poznań was a centre of very dynamic research into pedagogy and psychology. Initially, the Department of Pedagogy and Teaching at Poznań University focused on just a few research fields and areas. In the lead were issues related to the theory of upbringing, educating adults and the history of upbringing. In the local Department of Pedagogy and Teaching, a number of contributions was made to teaching and the methodology of some teaching subjects. In the Interwar Period, the following research areas were pursued by the pedagogy teachers at Poznań University: Antoni Danysz’ progressive-national trend referring to the ideological traditions of the Revolutions of 1848; Ludwik Jaxa-Bykowski’s nationalist-anthropological trend resulting from nationalist conflicts and efforts to reinforce the nation with special emphasis placed on the first decade of Poland’s independence; Marian Wachowski’s nationalist-imperialistic trend based on German philosophical pedagogy.</p> Konrad Nowak-Kluczyński Copyright (c) 2019 Prawa Dzieci w XXI wieku – w 30. rocznicę ustanowienia Konwencji o Prawach Dziecka <p>.</p> Justyna Gulczyńska Copyright (c) 2019 Bibliografia historii wychowania, szkolnictwa i myśli pedagogicznej w Polsce za rok 2018 (z uzupełnieniami za lata poprzednie) <p>.</p> Anna Gruca Copyright (c) 2019 Sprawozdanie z Międzynarodowej Konferencji Naukowej Polonia i Polacy za granicą – kulturowe i edukacyjne obszary badań i doświadczeń. Poznań, 4–5 kwietnia 2019 roku <p>.</p> Magdalena Barańska, Mikołaj Brenk, Anna Mańkowska, Konrad Nowak-Kluczyński Copyright (c) 2019 REPORT ON THE 5th INTERNATIONAL CONFERENCE A Person in a world of cultural and social change – new problems, new challenges, Poznań, Poland <p>.</p> Jakub Adamczewski Copyright (c) 2019 nie, 15 gru 2019 00:00:00 +0000