Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

The Validity of Ten Organic and Romantic Challenges of the Interwar Period Generation and Ten Weaknesses of Their Implementation

100%
Witkowski L.
International Journal of Pedagogy, Innovation and New Technologies
|
2018
|
vol. 5(1)
13-18
EN
The paper aims to compare the challenges faced by youths of Radlinska’s generation with the young of today, posing questions about what triggered the increased energy, agency and activism of the young of the interwar period and asks if it could be utilised by current pedagogical ‘forces’ in Poland. The focus is placed on teachers’ education and emerging new systems of tuition, as well as the extraordinary achievements of the social pedagogue of the interwar period – Helena Radlinska. The article is a modified and updated version of an excerpt from the book entitled: 'Invisible environment' (Witkowski, 2014) published in Polish language by Impuls. The idea of revisiting this theme was triggered by the upcoming celebration of the 100 years anniversary of the Independence of Poland (1918)
2
Publication available in full text mode
Content available

Radlińska jako wyzwanie (moja odpowiedź na dyskusję z książką „Niewidzialne środowisko”)

100%
Witkowski L.
Studia z Teorii Wychowania
|
2015
|
vol. VI(2 (11))
117-132
PL
The author reacts to the series of former comments on his recent book entitled “Invisible Environment”. His answer is including references to the polemics from prof. B. Śliwerski, as well as discussion with results of debates arranged by prof. E. Marynowicz-Hetka and other contributions of five more commentators. It is argued why the concept of “complete pedagogy” is valid and applicable to Radlinska’s project. At the same time this project has to be treated as representing the “first generation” in Polish pedagogy contrary to some inclinations of seeing a founding role rather played by Suchodolski’s generation. The author emphasizes the condition of studying Radlinska’s discourse as a precondition for valid initiation into pedagogy as a whole. The paper discusses also various interpretations of Radlinska’s discourse arguing at the same time about some superiority of the interpretation being the result of the book. Author critically comments on the state of reception of pre-War II pedagogical tradition as dominated by later adaptation, even by leading followers in post-War period in Poland as A. Kaminski, or B. Suchodolski.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.