Student scientific movement in Poland is over 150 years old. Its history is best recognized by a model (which is an idealization tool) as the theory of social movements poses too many problems. In this way three models emerge: traditional (1851 - 1947), socialist (1948 - 1989) and contemporary. In all three models a scientific circle is a dominant organization form, having the features of community and association. Institutional processes influence the activity of student movement in a negative way. Stiffening of structures leads to crises as the collective action of this type is strongly dependent on the charisma of local activists. Apart from the issues conditioned by the scientific policy, a number of immanent difficulties is being observed, e.g., the problems of ”fictitious members”, evanescence or lack of professionalism. The review of the solutions present on European universities leads to the conclusion that scientific circles – including all their burdens – are an excellent scientific opportunity for research active students.
Achievements of Congress of Academic Culture that took place in Cracow in 2014 were clarified in work titled The idea of the university. Reactivation. This book is a critique of contemporary trends in higher education and suggests restitution of the nineteenth-century model of university. In the article author attempted to contest the critical arguments outlined in the opening remarks of Piotr Sztompka. In the second part, author wanted to explain why a return to the idea of Humboldt is a pipe dream. Finally, in third section one presented these elements of institutional strategy, that could work in Polish context, if only reforms have been performed now.
PL
Dorobek Kongresu Kultury Akademickiej, który odbył się w 2014 r. w Krakowie, zawarto w pracy Idea uniwersytetu. Reaktywacja. Jest to krytyka współczesnych trendów w szkolnictwie wyższym i sugeruje restytucję XIX-wiecznego modelu uniwersytetu. W artykule podjęto próbę polemiki z argumentami krytycznymi zarysowanymi w wystąpieniu inauguracyjnym Piotra Sztompki oraz wyjaśniono, dlaczego powrót do idei Humboldta jest mało realny. Ponadto przedstawiono te elementy strategii instytucjonalnej, które mogłyby się w polskim kontekście sprawdzić, gdyby działania podjęto w krótkiej perspektywie czasowej.
Despite massification and declining quality of education at universities, still there is a small percentage of students who want to take actions beyond formal program of education. They associate in small organizations and pick up their first individual research. Scientific movement of students is subjected to the same processes as the entire higher education system is. Text examines the impact of educational massification, mobility, internationalization and commodification on the way scientific circles (the most popular form of the movement) act. Research material comes from individual in-depth interviews that were conducted with student activists and information provided by university administrations. The study distinguishes two types of organizations: traditional scientific circles and small expert organizations. It tries to determine which strategy fits better to current context. Just like the idea of university needs new consideration also the scientific movement of students requires the attention too. Entire sector desperately needs a fundamental change.
PL
Mimo umasowienia kształcenia niewielki odsetek studentów podejmuje działania wykraczające poza oficjalny program kształcenia. Zrzeszają się oni w niewielkich organizacjach i podejmują pierwsze samodzielne badania naukowe. Studencki ruch naukowy podlega takim samym procesom, jak cały system szkolnictwa wyższego. W tekście przeanalizowano wpływ umasowienia, mobilności, umiędzynarodowienia i utowarowienia edukacji na działalność kół naukowych – najpopularniejszych form w obrębie studenckiego ruchu naukowego. Materiał badawczy pochodzi z indywidualnych wywiadów pogłębionych i materiałów dostarczanych przez administracje uniwersytetów. W toku badań wyodrębniono dwa typy organizacji: tradycyjne koła naukowe i mikroorganizacje eksperckie. Są one egzemplifikacją dwóch sposobów adaptacji do zmian zachodzących w szkolnictwie wyższym. W artykule podjęto także próbę rozstrzygnięcia, która ze strategii jest bardziej adekwatna do realiów. Podobnie jak idea uniwersytetu, także studencki ruch naukowy potrzebuje refleksji oraz zmian, które powinny nastąpić możliwie szybko.
This article aims to characterize a segment of Polish student activity in the perspective of social movements theories. By analysing the contents (archives, memoirs, publishing of organizations), the history of scientific circles in the first half of the 20th century was reconstructed. The tool used for the analysis was idealization. Students' scientific movement is a potentially important field for inexperienced scholars. Without it, young people would have no means to find their own scientific interests and to continue higher education at postgraduate level. The scientific movement of students helps to improve the quality of education in higher education, although in the past, it held various positions, not just scientific. The text focuses on the scientific activity of Polish students during the Second Polish Republic and the People's Republic, but also has a theoretical dimension. The study provides empirical data to test the relevance of ideas from various strands of the theory of social movements - especially the concept of collective action and interpretive approaches. The issues discussed are: organizational structure, identity and subjectivity of the movement. The text discusses the key differences between the model of the student movement in 1918-1939 and 1948-1956 with the use of organizational field concept. The added value of this work is the interdisciplinarity, combining the workshop of a historian and a sociologist. The students' scientific movement is not a very popular subject, so far overlooked by sociologists.
The aim of the thesis is to present the origins of students scientific movement on the historically Polish territory and the answer to the question: where the structures we know today come from. This topic is important because the extra-curricular activity of students, its verve and directions, highlights the effectiveness of higher education. The facts for this article were provided by historical source data and publications of memoirs. The effects of the query were presented chronologically. The main conclusion of the study is the statement that: student organizations arise due to structural deficiencies in a system. The origins of scientific circles is to be found as early as the 16th century. These were Jesuit academies and schools founded by the Piarst Order in their precincts (cyrkuły) . A larger revival in this area, however, happened in the 19th century when students started to organize scientific societies. One of their secondary objectives was to improve future professional skills and to develop scientific interests. The main function was to carry out activities of patriotic nature. An important organizational form in the student scientific circles constituted the Academic Libraries and Reading Rooms, for example, Towarzystwo Biblioteki Słuchaczów Prawa of the Jagiellonian University (1951), and Czytelnia Akademicka UJK (1867). They did not have much in common with the modern institutions of the same name. Their history is presented in this thesis, because it is a rarely taken up subject in the history of science. The first scientific circles were created half a century later, bore the name of "clubs" and were not described by the adjective "scientific". They were dependent on the above mentioned Reading Rooms and Libraries. The last part of the thesis encompasses a comparison of the above presented forms of organization in terms of their size, the degree of formalization and the level of institutionalization.
Modern university model faces many problems; it is even said to be undergoing a crisis. The most frequent reasons include commercialization, mass education, bureaucracy, politicization, the development of digital technologies, popularity of postmodernism and critical trends in social sciences. What is sought for are the new, more functional solutions, which would be appropriate for the changing reality. As regards subject dimension a question about the nature of the master-disciple relation is posed. It has a significant impact on the content and coherence of the academic ethos and its student variant. Because of the undertaken studies a student is entitled (and obliged at the same time) to a concrete and socially-recognised activity, namely – the acquisition of knowledge. In this respect, it differs from all formed professional roles, where at best this task is placed at the end of the catalogue of activities ascribed to a given role. However, what is the problem is the fact that often the learner does not know what he/she should be like lacking a personal model. Therefore, there is a risk that without ethical education, i.e. establishing the declarations of proceedings and codes, they will somewhere lose the essence of the role they are fulfilling.
Student scientific movement is an essential part of academic life. In the article the author discusses how much the issue is taken into account by the institutional factors. To answer that question text analysis was applied. As empirical material we chose a local academic paper - 'Glos Uczelni'. The article tested how often between 1952-2010 the problems of student associations were discussed. It turned out that 'Glos Uczelni' is a useful material in examining the history of student scientific movement.
Tekst jest rozszerzoną recenzją, dotyczącą spraw europejskiej integracji i tożsamości oraz narodu Europejczyków, napisanym w reakcji na książkę pod redakcją Włodzimierza Wesołowskiego i Kazimierza M. Słomczyńskiego Tożsamość, zaufanie, integracja. Polska i Europa. Uważamy, że jej Autorzy podejmują ważne zagadnienia, ale bez szerszej refleksji teoretycznej, w związku z czym koncentrują uwagę czytelników na problemach marginalnych, a pozostawiają bez odpowiedzi pytania podstawowe: o szanse ukształtowania się narodu europejskiego, o sensowność procesu integracji, różnice w jego postrzeganiu między narodami europejskimi, o składowe tożsamości europejskiej i jej relacje do narodowych odpowiedników. Lektura książki utwierdza nas w przekonaniu, że nadal nie ma pomysłu na to, jak dalsza integracja miałaby wyglądać oraz czy i jak kształtować tożsamość europejską.
EN
The article is a review essay touching upon the problems of European integration and identity as well as the nation of Europeans. It was written as a response to the book edited by Włodzimierz Wesołowski and Kazimierz M. Słomczyński Tożsamość, zaufanie, integracja. Polska i Europa [Identity, Trust, Integration. Poland and Europe]. We believe that the Authors undertake to discuss important issues, but without broader theoretical reflection, which makes them focus on marginal problems. They thereby leave certain key questions unanswered, regarding the chances for a European nation to emerge, the meaning of the process of integration, the difference in the way in which it is perceived by various European nations and its relation to its national equivalents. While reading this book, we were confirmed in the belief that there is still no idea of how a further integration would look like and whether or how to shape the European identity.
Przedmiotem rozważań podjętych w artykule jest zjawisko niepowodzeń edukacyjnych doświadczanych w trakcie studiów. Opisano, jak niepowodzenia są postrzegane przez przedstawicieli szkolnictwa wyższego, oraz jakie działania podejmuje się, aby im zaradzić. W pierwszej części artykułu przybliżono historię badań nad zjawiskiem niepowodzeń edukacyjnych oraz przeanalizowano narosłe w wyniku odmiennych tradycji metodologicznych problemy koncepcyjne i nieścisłości terminologiczne, które utrudniają prowadzenie analiz w tym obszarze. W drugiej części przedstawiono wyniki badań empirycznych, przeprowadzonych w formie 15 indywidualnych (z ekspertami w zakresie polityki publicznej wobec szkolnictwa wyższego) oraz 2 wywiadów grupowych (z młodymi pracownikami nauki i studentami). Badanie przeprowadzono w dwóch szkołach wyższych: publicznym uniwersytecie i uczelni niepublicznej o charakterze zawodowym. Skupiono się w nim na kwestii niepowodzeń edukacyjnych jako wyzwaniu dla polityki publicznej oraz polityki rekrutacyjnej realizowanej przez szkoły wyższe. W trzeciej części omówiono działania podejmowane przez badane uczelnie w celu minimalizacji skutków niepowodzeń edukacyjnych. Z wyników przeprowadzonego badania wynika, że zarówno na poziomie centralnym, jak i instytucji szkolnictwa wyższego, przerywanie nauki nie jest traktowane jako problem. Więcej uwagi poświęca się niewystarczającej selekcyjności systemu, problemom z rekrutacją czy kryzysowi demograficznemu jako zagrożeniu dla etatów nauczycieli akademickich.
EN
The paper aims to address drop-out from Polish higher education, focusing on two fundamental issues: (a) how it has been seen by various internal stakeholders; (b) what kind of action (if any) has been taken to address the problem by institutions themselves. The paper is in three major parts. The first examines the history of empirical studies and includes a major theoretical discussion about forms of educational failure in Poland. The intentionwas to raise all the major problems related to overlap in terminology reflecting the wide range of disciplines, in which drop-out has been researched. The second and the third parts report the empirical research, namely individual (IDI) and focus group interviews (FDI). In the second section special attention is paid to educational failure, while in the third the focus is on the various strategies to reduce its impact used by two institutions in public and private higher education.
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