Biuletyn Historii Wychowania https://pressto.amu.edu.pl/index.php/bhw <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. tangram@amu.edu.pl (prof. UAM dr hab. Krzysztof Ratajczak) pressto@amu.edu.pl (Pressto) wto, 15 wrz 2020 00:00:00 +0000 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 Posłannictwo i zadania dziejowe rodziny. Transkrypcja myśli pedagogicznej Stanisława Wawrzyńca Staszica https://pressto.amu.edu.pl/index.php/bhw/article/view/28303 <p>In view of the fact that issues related to the family in the literary works of Stanisław Wawrzyniec Staszic are far less known than his socio-political views or his opinions about education, the author of this paper decided to creatively explore this treasure of Polish culture. The results of this study may significantly enhance the educational resources of sub-disciplines of teaching like familial teaching, the history of upbringing, the theory of upbringing and general teaching. Quoting from Stanisław Staszic, the author provides answers to several research issues, namely how Staszic perceived the family and what tasks (and missions) he assigned to family members, the parents and the offspring; the types of primeval families he identified (using the criterion of the law of nature); the role that he assigned to families with respect to the integration of mankind, the integration of a nation, and Poland regaining independence; the factors which, in his opinion, were the main obstacles to families undertaking historical tasks (including Polish families). In order to define these issues, the author of this paper used hermeneutic methods to interpret the literary output of Stanisław Staszic, revealing in the process the philosopher’s views on the family, its tasks, functions and the roles of its members, with special emphasis placed on the mother, father and the offspring. An analysis of the types of families in the initial phases of the existence of mankind was another effort worth making together with considering the obstacles that families encounter when carrying out their historical tasks</p> Alicja Żywczok Copyright (c) 2020 Alicja Żywczok https://pressto.amu.edu.pl/index.php/bhw/article/view/28303 wto, 15 wrz 2020 00:00:00 +0000 „Jak żyć po czymś takim w Polsce?” Edukacyjne walory podróży na przykładzie Dziennika podróży do Italii i Szwajcarii z lat 1815–1816 Rozalii Dunin-Borkowskiej https://pressto.amu.edu.pl/index.php/bhw/article/view/28307 <p>A Diary of a Journey to Italy and Switzerland in 1815–1816 written by Rozalia Dunin-Borkowska is one of few preserved descriptions of a journey to Italy made by a Polish woman in the early 19th century. Rozalia and her husband Stanisław embarked on their expedition on 27 May 1815 in Lvov; they went to Italy and spent nine months there, from October 1815 to July 1816. The Italian tour started in Venice and included Padua, Bologna, Florence (twice), Rome, Naples, Milan and Geneva. The spouses spent the journey actively although their main goal was to learn about the culture of the Italian Peninsula. Undoubtedly, their time in Italy was filled with admiring the works of art and visiting the most famous art galleries in almost every city on the itinerary. Consequently, the journal is full of reflections on the aesthetic value of Italian works of art. Rozalia Dunin-Borkowska was an informed traveller: while she admired the sights and paintings, sculptures and other works of art, she did that in a thoughtful way. She needed quality time to form her own opinions. Her journal demonstrates very well that visiting foreign countries was an intellectually stimulating experience. Getting to know a new culture significantly broadened the horizons of 24-year-old Rozalia. As her journal suggests, she was well-prepared for her European journey. The outstanding lesson that she learnt allowed her to reap the rewards of the tour and satisfy her intellectual aspirations. The Diary is a great source of experience accumulated by a Polish traveller; it provides an opportunity to find out about Rozalia’s cultural life, her preparation for the journey and how the trip affected her. Furthermore, Dunin-Borkowska’s testimony was compared with Katarzyna Platerowa’s and Teofilia Morawska’s diaries due to the fact that all three of them shared certain common features. Namely, their cultural background, material status and, most importantly, the travel itinerary. They were all well prepared for their respective journeys; they were also well educated, fluent in foreign languages and, above all, they were curious about the world and interested in learning about a new culture. Each of these travellers was influenced by the European journey which provided educational values combined with unforgettable experiences.</p> Katarzyna Sijka Copyright (c) 2020 Katarzyna Sijka https://pressto.amu.edu.pl/index.php/bhw/article/view/28307 wto, 15 wrz 2020 00:00:00 +0000 Pedagogika specjalna jako przedmiot zainteresowania współpracowników lwowskiej „Szkoły” (w II połowie XIX wieku) https://pressto.amu.edu.pl/index.php/bhw/article/view/28309 <p>oldest pedagogical journal published in Galicia, Eastern Europe, in the last 30 years of the 19th century. To date, these problems have not been analysed in detail in literature on the subject. The journal, devoted in particular to teachers’ training colleges and folk schools, was recommended to teachers in the south of Poland (which at that time was a part of the Austro-Hungarian Empire) as an important means of self-education. It was emphasized that knowledge acquired in teachers’ training colleges had to be broadened and the candidates for teachers, as well as professional Galician educators, should do it on their own. This concerned, among other things, the knowledge of the idiosyncrasies of working with disabled pupils. An analysis of the annual volumes of the journal from 1868–1899 demonstrates that its editors and collaborators dealt with issues in the field of oligophrenopedagogy, education of the deaf and people with impaired hearing, education of the blind and social rehabilitation. Articles published in the journal familiarized the readers with the history and contemporary problems of special education. They also supplied valuable educational and methodological instructions for parents, guardians and teachers of disabled children.</p> Agnieszka Wałęga Copyright (c) 2020 Agnieszka Wałęga https://pressto.amu.edu.pl/index.php/bhw/article/view/28309 wto, 15 wrz 2020 00:00:00 +0000 Poradnictwo zawodowe dla żydowskiej młodzieży szkolnej w Polsce w okresie międzywojennym https://pressto.amu.edu.pl/index.php/bhw/article/view/28348 <p>This article presents the beginnings of vocational counselling for school-attending adolescents in Poland. Vocational counselling developed in Poland in the Interwar period as a sub-discipline of applied psychology. The Jewish minority largely contributed to the development of this movement with Lvov at centre of it. Jews established a vocational counselling and psycho-technical institutes, putting the emphasis on school-attending adolescents and apprentices in craft companies, as well as developing new tools for psycho-technical measurements. Zionism was one of the reasons for the development of Jewish vocational counselling for young people. Zionists believed that young Jews should acquire a profession that would allow Jewish settlement in Palestine. This article also presents Zofia Lipszyc, Adolf Berman, Lea Fejgin-Gartensteyg, Jakub Kessler and Józef Weinbaum, unknown Jewish psychologists and psychotechcians.</p> Mirosław Łapot Copyright (c) 2020 Mirosław Łapot http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28348 wto, 15 wrz 2020 00:00:00 +0000 Oświata niemiecka w Legnicy po II wojnie światowej https://pressto.amu.edu.pl/index.php/bhw/article/view/28347 <p>The major goal of this paper is characterising German education in Legnica in relation to the education of this minority after WWII. Before the second half of the 1950s, Lower Silesia was home to the biggest German diaspora in Poland while Legnica was a significant location on the map of German settlement. In addition, it hosted one of the largest schools with German language; along with a similar institution in Wrocław, it was one of two oldest institutions of this type in Poland. The first part of this paper analyses the social and political situation of the German population in Poland after WWII. The second part describes the characteristics of the diaspora’s education, and the third part discusses the education of the German population in post-war Legnica.</p> Andrzej Szczepański Copyright (c) 2020 Andrzej Szczepański http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28347 wto, 15 wrz 2020 00:00:00 +0000 Nauczycielki Ziemi Wileńskiej w latach 1915–1923 https://pressto.amu.edu.pl/index.php/bhw/article/view/28346 <p>During the political changes in Vilnius County, i.e. in the territory of the Second Polish Republic (1922–1926) with the capital in Vilnius, after 1914 the Polish society hoped for full acceptance of educational institutions, operating illegally before the outbreak of WWI. Despite significant difficulties created by the German occupier, Polish education – both general and secondary – was organized. It was mean feat primarily due to the lack of teachers. In the early 20th century, two schools preparing for the teaching profession operated in Vilnius: the Nazareth Sisters and an institution organized by Agata Karpowiczówna. Recognizing the need to educate teachers, a school for women named after Queen Jadwiga was founded in 1916, and soon afterwards the Education Committee established five more schools. Meanwhile, junior and senior high schools were also established in Vilnius. On the basis of archival research carried out by the authors of the article in the Lithuanian State Historical Archive in Vilnius, numerous applications and biographies of candidates for educators, primarily in the Vilnius area, were collected and presented. This documentation is diverse as it consists of surveys regarding personal data and the course of work, applications handwritten by the candidates, opinions of former superiors but also correspondence on the basis of which. the candidate’s studies and work can be reconstructed. The above-mentioned documentation comes from 1919–1923 i.e. a period of slow stabilization of education in the area in question.</p> Joanna Falkowska Copyright (c) 2020 Joanna Falkowska http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28346 wto, 15 wrz 2020 00:00:00 +0000 Szkoła polska z lat ofensywy ideologicznej w oświacie (1948–1956) w świetle antologii wspomnień nauczycieli https://pressto.amu.edu.pl/index.php/bhw/article/view/28345 <p>The aim of the article is to present the assumptions and methods behind the ideological pressure exerted on Polish teachers by the communist authorities in 1948–1956 as described in the teachers’ memoirs. The Polish Workers’ Party (later the Polish United Workers’ Party) during the Stalinist period tried to instil in teachers “socialist morality” by means of courses, conferences, additional education and an order to “self-educate”. The text contains a synthetic historical outline of the above-mentioned activities and their analysis based on the memories of credible witnesses to those events.</p> Marcin Rozmarynowski Copyright (c) 2020 Marcin Rozmarynowski http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28345 wto, 15 wrz 2020 00:00:00 +0000 Promocja czytelnictwa dzieci i młodzieży przez Wojewódzką Bibliotekę Publiczną – Książnicę Kopernikańską w Toruniu w latach 80. XX wieku https://pressto.amu.edu.pl/index.php/bhw/article/view/28344 <p>The article presents activities undertaken by a Public Provincial Library – the Copernicus Library in Toruń in the field of promoting readership among children and adolescents in the 1980s. The author describes the situation of libraries after WWII and the role of librarians, emphasizing the educational aspect of their work. In addition, she recreates the course of seminars organised for librarians from children’s libraries, the curiculum of which included academic lectures including lectures on authors of books for children, an analysis of the status of readership and libraries and a discussion of the latest developments. The text includes a description of popularizing activities and initiatives. Cyclical library lessons and thematic projects like holiday and summer campaigns, are also described. The article is based mainly on historical source materials stored in the Archives of the Public Library and the State Archives in Toruń. They include documents relating to the institution, i.e. reports, characteristics of the directions of library development for selected years, as well as materials documenting library events and happenings.</p> Martyna Lewandowska Copyright (c) 2020 Martyna Lewandowska http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28344 wto, 15 wrz 2020 00:00:00 +0000 Edukacja międzykulturowa w edukacji wczesnoszkolnej: perspektywa historyczno-pedagogiczna i dobre praktyki nauczycieli na przykładzie Prywatnej Szkoły Podstawowej „Mieszko” w Poznaniu https://pressto.amu.edu.pl/index.php/bhw/article/view/28331 <p>The aim of this article is to present a historical perspective on intercultural education, contemporary methods of supporting foreign students as well as the role of the teacher and the specific competence required to teach effectively in an intercultural environment. Contemporary methods of support are presented based on the example of good educational practice taking place at “Mieszko” Private Elementary School in Poznań. Actions that can be initiated by a teacher in early education have been divided into four areas: physical, didactic, social and in the classroom. The physical area addresses the issue of school space and activities that help to identify and address students’ difficulties in areas related to senses and coordination. The didactic area represents cultural events designed to entertain and educate; there are also examples of how to equalize educational opportunities among students. The subsequent area, encompassing activities carried out within a class group, show intercultural activities included in the curriculum and indicate which activities may help to control difficult behaviours of children. The social area activities are designed to support students in maintaining meaningful relationships with their peers and collaborating with other organizations that can complement and enrich intercultural formal education.</p> Jakub Adamczewski, Joanna Płonka Copyright (c) 2020 Jakub Adamczewski, Joanna Płonka http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28331 wto, 15 wrz 2020 00:00:00 +0000 O granicach wolności w wychowaniu. Kilka uwag na marginesie rozprawy Bogdana Nawroczyńskiego Swoboda i przymus w wychowaniu https://pressto.amu.edu.pl/index.php/bhw/article/view/28325 <p>The aim of the article is to present a classic pedagogical concept entitled Freedom and compulsion in education by Bogdan Nawroczyński, an outstanding founder of Polish pedagogy, and to indicate its topicality in the postmodern world. Nawroczyński’s dissertation should be a compulsory reading for students of pedagogy who would have an opportunity to learn about the contribution of this outstanding scientist to the development of Polish pedagogy. Presenting the complexity of the issue of education in the postmodern world in the context of Nawroczyński’s dissertation proves the importance and validity of his concept. The article is mainly based on an analysis of Nawroczyński’s original dissertation, published in 1929, accompanied by the approach of contemporary researchers on the subject of freedom in education.</p> Katarzyna Dormus, Anna Włoch Copyright (c) 2020 Katarzyna Dormus, Anna Włoch http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28325 wto, 15 wrz 2020 00:00:00 +0000 Ministrantura w posoborowej pedagogii Franciszka Blachnickiego (wprowadzenie do problemu) https://pressto.amu.edu.pl/index.php/bhw/article/view/28306 <p>The aim of the study is to present the formation of altar boys in the post-conciliar pedagogical teaching of priest Franciszek Blachnicki, an outstanding mystagogue of the Second Vatican Council, in the context of Christian education. The post-conciliar documents changed the severity of the Church, pompous and inaccessible to laymen. Concern for the community of the faithful became the dominant idea of the Second Vatican Council. In connection with the changes taking place in the Church and the needs of Catholics in the Polish People’s Republic, Franciszek Blachnicki made an attempt to lay the foundations for pastoral theology. It included the metho-dological assumptions underlying Catholic communities, placed by the priest in the philosophy of the Christocentric tradition, and based on a dialogue derived from “a philosophical meeting”, mutual service and the value of spiritual experience. The work of Franciszek Blachnicki, which remains valid, has made its way to the history of the Polish Catholic Church. While the priest is widely recognized as the founder of the Light – Life movement, he built the foundations for the concept of work for “communion” when altar service was the only communion approved by the Polish Church authorities.</p> Katarzyna Sadowska Copyright (c) 2020 Katarzyna Sadowska http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28306 nie, 02 maj 2021 00:00:00 +0000 Wokół roku 1420. Początki szkolnictwa renesansowego we Włoszech https://pressto.amu.edu.pl/index.php/bhw/article/view/28304 <p>Paul F. Grendler suggested the year of 1420 as a symbolic date marking the dawn of Renaissance humanist teaching in the Latin education system. In 1420, the commune of Verona employed Guarino Guarini da Verona (1374–1460) to teach on the basis of Cicero’s letters and speeches. The anniversary has posed an opportunity to challenge a stereotype of two epochs: the Middle Ages and Renaissance, perpetuated in contemporary narration. I have presented my own image of these epochs, synthetic and simplified, yet based on historical facts. The synthetic approach to the similarities and differences between the Middle Ages and Renaissance, suggested here, is coherent with the changes which took place at the dawn of Italian Renaissance education (presented in the second part of the article). I have found out that this development was possible owing to personal contacts among humanists and their familiarity with inspiring texts. I have also discovered that before 1420, before Renaissance humanist education was introduced to public city schools, it had left its mark on self-education, informal relations, private city schools and urban home schooling. Only then did studia humanitatis became attractive to Italian communes and started to employ teachers knowledgeable about the new curriculum. The differences between the Renaissance and medieval education models in Italian public city schools include primarily the means at hand (i.e. the curriculum, the obligatory reading and partly the teaching organisation). They did not pertain to the major goals set by the then teachers (i.e. providing children and adolescents with knowledge and skills that they found useful in adult life, coupled with moral teaching and developing their habits). In my opinion, the Renaissance education model is continuation of the medieval model rather than its opposition because these two models complement each other harmoniously.</p> Alicja Zagrodzka Copyright (c) 2020 Alicja Zagrodzka http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28304 nie, 02 maj 2021 00:00:00 +0000 Bibliografia historii wychowania, szkolnictwa i myśli pedagogicznej w Polsce za rok 2019 (z uzupełnieniami za lata poprzednie) https://pressto.amu.edu.pl/index.php/bhw/article/view/28302 <p>Bibliografia historii wychowania, szkolnictwa i myśli pedagogicznej w Polsce za rok 2019 (z uzupełnieniami za lata poprzednie)</p> Anna Gruca Copyright (c) 2020 Anna Gruca http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28302 nie, 02 maj 2021 00:00:00 +0000 Nowa monografia z historii szkolnictwa nowożytnego w krajach Rzeczpospolitej: Studia z dziejów edukacji w Rzeczypospolitej Obojga Narodów Korony i Litwy, red. K. Puchowski, J. Orzeł, Muzeum Pałacu Króla Jana III w Wilanowie, Wilanów 2019, ss. 301, il. https://pressto.amu.edu.pl/index.php/bhw/article/view/28300 <p>Recenzja</p> Krzysztof Ratajczak Copyright (c) 2020 Krzysztof Ratajczak http://creativecommons.org/licenses/by-nc-nd/4.0 https://pressto.amu.edu.pl/index.php/bhw/article/view/28300 wto, 15 wrz 2020 00:00:00 +0000