Temat: history of education

Skocz do pozycji: 1.

Tytuł:: Failures of Crystallization: On the Possibility of Existence of the Methodology of the History of Education
Autorzy:: Michalski, Łukasz M.
Tematy:: history of education
methodology of history of education
methodology of history; Pokaż więcej
Data publikacji:: 2020-06-30
Powiązania:: https://bibliotekanauki.pl/articles/1932752.pdf Link otwiera się w nowym oknie
Źródło:: Kultura i Edukacja; 2020, 2(128); 79-97
1230-266X
Pojawia się w:: Kultura i Edukacja
Opis:: The starting point for this paper is a general interest in the faint presence of methodologically oriented analyses within the history of education. The methodology of history of education is a rare term on the map of scientific categories (likewise the theory of history of education). One can multiply reasons for such situation, pointing institutional deficiencies of science or stressing the fact that this term is for some researchers unwelcome and should be criticized. Although such statements are worth tackling, the present considerations focus on different research trail, being an analysis of obstacles for crystallization of the methodology reflection within history of education. These are, e.g., the lack of paradigmatic clarity and also definitional instability of contemporary methodology of history as such. Nevertheless, one should not treat this situation as disadvantage, rather as a need of different historical imagination. Responses to this need should be developed and potential contexts of such historical imagination are presented in the final part of this paper.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Między profesjonalizmem a służbą społeczną. Dyskusja środowiska dydaktyków historii na temat kształcenia przyszłych nauczycieli historii w Polsce po 1989 roku
Between professionalism and social service. A discussion held by history academics on educating future history teachers in Poland after 1989
Autorzy:: Klimorowska, Małgorzata
Skórzyńska, Izabela
Tematy:: history of education
history; Pokaż więcej
Data publikacji:: 2019
Powiązania:: https://bibliotekanauki.pl/articles/956623.pdf Link otwiera się w nowym oknie
Źródło:: Biuletyn Historii Wychowania; 2019, 41; 77-95
1233-2224
Pojawia się w:: Biuletyn Historii Wychowania
Opis:: 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.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Edukacja dziewcząt pod zaborem pruskim na przełomie XVIII i XIX wieku
The education of girls under Prussian rule at the turn of the eighteenth and nineteenth centuries
Autorzy:: Łukasiewicz, Dariusz
Tematy:: the history of education
girls’ education
Prussian; Pokaż więcej
Data publikacji:: 2014
Powiązania:: https://bibliotekanauki.pl/articles/957056.pdf Link otwiera się w nowym oknie
Źródło:: Biuletyn Historii Wychowania; 2014, 31; 61-83
1233-2224
Pojawia się w:: Biuletyn Historii Wychowania
Opis:: At the turn of 18th and 19th century the education of women on Polish territory underwent a gradual enlargement. Already in the period of the reforms of the National Education Commission, more girls received education; after the seizure of Greater Poland (Wielkopolska) by Prussia in 1793, Germany implemented their educational system, that meant the acceleration of development. Compulsory schooling in Prussian was introduced in 1794, however, it was still poorly enforced. In Prussia girls often attended lower school due to the requirement for a Protestant to have the ability to read the Scriptures. More and more often, they also attended secondary schools with syllabuses not extensively devoted to Latin, but to more practical skills, connected with so-called woman’s work, and to religious education. In Wielkopolska, lower education, private schools for girls and schooling by tutors in convents and midwifery schools increased significantly. Nevertheless, girls did not attend ordinary secondary schools, which retained an emphasis on teaching Latin, or colleges.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Tradycyjna edukacja dzieci żydowskich (wprowadzenie do problemu)
TRADICTIONAL EDUCATION OF JEWISH CHILDREN (AN INTRODUCTION TO THE PROBLEM)
Autorzy:: Grzesiak, Hanna
Tematy:: EDUCATION
JEWISH CHILDREN
HISTORY OF EDUCATION; Pokaż więcej
Data publikacji:: 2010
Powiązania:: https://bibliotekanauki.pl/articles/955224.pdf Link otwiera się w nowym oknie
Źródło:: Biuletyn Historii Wychowania; 2010, 26; 69-80
1233-2224
Pojawia się w:: Biuletyn Historii Wychowania
Opis:: The birth of a child in a Jewish family, both in the ancient times and today, brings happiness not only to the parents themselves but also to the whole of the Jewish community. Children are a gift from God, they contribute to the prosperous future of the family they come from, but they also, what is essential, guarantee the continued survival of the chosen nation. Following this assumption, childless families were considered to be deficient, unsubstantial and were shunned from society because, as the Israelites believe, God blesses only those who have numerous offspring. The lack of children was often considered a curse, equated to punishment for sins and the absence of God in the family. The present article introduces the reader to the principles of traditional education of Jewish children, outlines problems of child’s education both at home, which is a fundamental basis for creating and shaping Jewish identity, and at school, where the emphasis is on transferring knowledge of religious and moral nature. Additionally, educational methods used both at family home and educational establishments are also discussed in the article.
Dostawca treści:: Biblioteka Nauki

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na półce

Skocz do pozycji: 5.

Tytuł:: Wartość wychowania w rodzinie luterańskiej w piśmiennictwie staropolskim XVI i XVII wieku
The Value of Upbringing in the Lutheran Family in the Old Polish Literature of the 16th and 17th Centuries
Autorzy:: Nowicki, Michał
Tematy:: history of education
modern history
family
Lutherans; Pokaż więcej
Data publikacji:: 2019-09-15
Powiązania:: https://bibliotekanauki.pl/articles/916775.pdf Link otwiera się w nowym oknie
Źródło:: Studia Edukacyjne; 2019, 54; 103-122
1233-6688
Pojawia się w:: Studia Edukacyjne
Opis:: The article deals with the issue of the value of upbringing in the Lutheran family as shown in the Old Polish literature of the 16th and 17th centuries. The first of the two parts discusses the formation of Lutheran educational thought in the context of the development of modern culture, reforms of Martin Luther and the work of Philip Melanchthon. The second part demonstrates the reception of these views in Polish pedagogical texts. In these texts, several features specific to the Protestant perspective can be distinguished. First of all, it is a strongly emphasized fear of God, a significant role of the father in the upbringing of not only children but also the whole family together with the retinue (following the example of the Roman tradition), and a rather poorly emphasized woman’s role in the family (only in the context of her maternal function in the period of necessary care for children). Particular importance was attached to the family itself as an institution established by God, to parenthood and the need to carefully educate offspring, to the personal involvement and efforts of both parents to educate their children.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Perceiving the pedagogy of Johann Friedrich Herbart in Poland
Autorzy:: Wnęk, Jan
Tematy:: Herbartyzm
pedagogical thought
history of education; Pokaż więcej
Data publikacji:: 2017
Powiązania:: https://bibliotekanauki.pl/articles/668345.pdf Link otwiera się w nowym oknie
Źródło:: The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2017, 7, 2
2391-6559
2083-8018
Pojawia się w:: The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
Opis:: The article shows the development of Polish interests in the pedagogical mind of J. F. Herbart. In this work we chronologically presented the most important Polish publications on Herbart we drew attention to the change of its perception in different historical periods. There is no doubt that a large part of Polish authors esteem the educational Herbart and tried to popularize his ideas among Polish teachers. It is understood that the greatest interest in ‘herbartyzmem’ was in the nineteenth century but it declined sharply in the next century. This was associated with the development of new educational systems. The article is an important contribution to a better understanding of the reception of the German educational thought in other countries.
Dostawca treści:: Biblioteka Nauki

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na półce

Skocz do pozycji: 7.

Tytuł:: State of Research on the History of the Lubrański Academy
Autorzy:: Nowicki, Michał
Tematy:: Lubrański Academy
Poznań
history of education; Pokaż więcej
Data publikacji:: 2018
Powiązania:: https://bibliotekanauki.pl/articles/955402.pdf Link otwiera się w nowym oknie
Źródło:: Biuletyn Historii Wychowania; 2018, 38; 189-204
1233-2224
Pojawia się w:: Biuletyn Historii Wychowania
Opis:: The article tells about historiography of a famous Polish school – Collegium Lubranscianum (English Lubrański Academy), which originated in 1519 and existed until 1780. The whole text divided into few groups, showing the position of Lubranscianum in the interpretations of historians and the lack of research allowing recognition of some aspects of Lubranscianum history, such as the educational process of young people in the school, including the methods and handbooks, or, in general, the history of the school in the seventieth and eighteenth century. It is stressed that only few works bring new knowledge into out problem and most of the historiography is based on previously published works.
Dostawca treści:: Biblioteka Nauki

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na półce

Skocz do pozycji: 8.

Tytuł:: Charlemagne – Emperor and Reformer. On the 1200th Death Anniversary
Autorzy:: Ratajczak, Krzysztof
Tematy:: Charlemagne
carolingian renaissance
history of education; Pokaż więcej
Data publikacji:: 2018
Powiązania:: https://bibliotekanauki.pl/articles/955410.pdf Link otwiera się w nowym oknie
Źródło:: Biuletyn Historii Wychowania; 2018, 38; 309-318
1233-2224
Pojawia się w:: Biuletyn Historii Wychowania
Opis:: The purpose of this paper is to present the role of Charlemagne (768−814), King of the Franks and Emperor of the Romans (from 800) in the process of recovering the school organisation that was considerably weakened in the period from the 5th to the 7th century as well as the participation of the ruler in the reforms of education, science and the school system, referred to as the Carolingian Renaissance. In his reforms of the legal system, the monetary system, administration and education, Charles consistently implemented the political program announced in the Act of 789. The emperor’s actions reveal a clearly utilitarian goal. The command of Latin and the introduction of readable writing enabled the clergy to better understand the words of the Holy Scripture and, in turn, increased the general level of religious education among believers. The numerous scriptoria across the empire contributed to the ongoing work on defining the uniform text of all the books. The rebirth of Latin was driven by the works of the late Roman grammarians, Donatus and Priscian, and many works by ancient authors were also copied in scriptoria.
Dostawca treści:: Biblioteka Nauki

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na półce

Skocz do pozycji: 9.

Tytuł:: Pięćdziesięciolecie gdańskiej historii wychowania
Fiftieth Anniversary of History of Education in Gdańsk
Autorzy:: Grzybowski, Romuald
Tematy:: history of education
Gdańsk
historia wychowania; Pokaż więcej
Data publikacji:: 2008
Powiązania:: https://bibliotekanauki.pl/articles/956578.pdf Link otwiera się w nowym oknie
Źródło:: Biuletyn Historii Wychowania; 2008, 24; 139-164
1233-2224
Pojawia się w:: Biuletyn Historii Wychowania
Opis:: In 2009, the Faculty of the History of Science, Learning and Education, operating within the structures of the Institute of Pedagogics at Gdańsk University, will celebrate 50th anniversary of its existence. The beginnings of the Faculty and the fust years of its operation are inseparably connected with the Higher School of Pedagogics in Gdańsk, in which, in 1958 students were offered courses in pedagogics. Following these developments, a proper organizational framework was established, which was supposed to promote the development of such studies. One of the elements was the Department of History of Learning and Education, renamed - at the close of the 1960s - the Faculty of the History of Learning and Education. Since 1983 it is the Faculty of the History of Science, Learning and Education. The founder and first director of the Department, and later of the Faculty was Professor Kazimierz Kubik. Following him, it was Professor Klemens Trzebiatowski who headed the Faculty for three years. Professor Lech Mokrzecki was the subsequent director for over twenty years. Since 2005, Professor Romuald Grzybowski from Gdańsk University has been the head of the Faculty. Since the foundation of the Faculty, its employees have been conducting intensive scholarly research, originally limited to local or regional studies, and later comprising all Poland. Numerous book publications, papers and lectures delivered at scholarly conferences, form a material confirmation of intense scholarly activity by research and teaching staff of the Faculty. The scholarly conferences organized or co-organized by individual Faculty employees must be evaluated similarly. Another confirmation of the energy of the Faculty is participation of its employees in the process of education of the young ranks of scholars. The completion of ambitious tasks was possible due to such factors as stability of scholarly staff combined with their systematic replacement, good relationships between the Faculty’s employees, and, first of all, creative personality of successive directors of the Faculty. Owing to this creativity, the Faculty has not only survived, but develops intensively in all spheres of scholarly and didactic activity.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: WYCHOWANIE RELIGIJNE ELEMENTEM EDUKACJI PIJARSKIEJ W RZECZYPOSPOLITEJ OBOJGA NARODÓW NA PRZEŁOMIE XVII I XVIII WIEKU
RELIGIOUS EDUCATION AS A FOUNDATION OF THE PIARIST SCHOOLS IN THE COMMONWEALTH OF POLAND AND LITHUANIA AT THE TURN OF THE 17TH AND 18TH CENTURIES
Autorzy:: Taraszkiewicz, Jacek
Tematy:: religious education
Piarist Order
history of education
school education; Pokaż więcej
Data publikacji:: 2016
Powiązania:: https://bibliotekanauki.pl/articles/418464.pdf Link otwiera się w nowym oknie
Źródło:: Colloquium; 2016, 8, 1; 101-116
2081-3813
2658-0365
Pojawia się w:: Colloquium
Opis:: The organisation of Piarist schools in the Commonwealth of Poland and Lithuania was mainly based on the provisions of the Piarist Order costitutions drawn by Joseph Calasanz. Part II titled „Constitutionum Congregationis Regularium Pauperum Matris Dei Scholarum Piarum” virtually focused on the education system. It set no rigid rules of teaching but gave the teacher a great deal of leeway in the selection of both the class topics and recommended reading. Calasanz’s constitutions were usually published in full by the specific provinces of the Order. In subsequent editions their contents were not changed but supplemented by further provisions set by the General Chapter and provincial chapters. This was in compliance with the assumptions adopted by Calasanz who took account of self-dependent actions in various provinces subject to the local opportunities and needs. Therefore the organisation of Piarist school system differed from one another in the provinces which may have made the impression of the lack of a normative document standardising operation of the Order educational units. Such a solution was, however, in compliance with the Piarist authorities’ assumptions. Each edition of the Order constitution in particular provinces contained the basic recommendations by Calasanz (which were finally revised by the General Chapter in 1694 and published by the superior general Joannes Franciscus Foci in Rome in 1698) and subsequent decisions by the General Chapter and the chapters of former provinces regarding the schools system organisation, selection of things to be taught and reading. The discretion in the organisation of schools, reading selection and openness to novelties or even experiments presumably allowed the Order to lay the foundations for the subsequent great reforms in a spirit of the Enlightenment in the territory of the then Commonwealth of Poland and Lithuania. Presumably, the Piarist „ratio studiorum” enabled the Order to overtake, in the 18th century, other orders topped by the Society of Jesus who had played a leading role in that field amongst Catholics until the middle of the 18th century. In the period in question, the prime educational task of the Piarist schools and other units connected with the Catholic Church was the education of the youth in piety which was intended to protect boys from the perpetration of misdeed. It was a common view that teaching itself, disregarding ‘the fear of God’ is incapable of producing desired educational effects. During lessons, teachers did not confine themselves to deliver the curriculum contents but they were supposed to mould a passion of the students for religion and virtue so as to make them being ‘intense members of the Catholic Church and the pride of society’. All student of the Piarist schools had to attend Holy Mass every day and on Sundays and festive occasions they had to take part in two services. Students who failed to do so were punished. Newcomers to schools were obliged to make their confession and receive Communion. Students sang litanies every Saturday at 3 p.m. During oratory services elder students, who were members of religious brotherhoods, listened to homilies while younger ones listened to catechism excerpts. In the Piarist schools everything began, was conducted, and ended ‘in the name of God and for the sake of His holy glory’.
Dostawca treści:: Biblioteka Nauki

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