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W trosce o narodowy i niezależny charakter Biblioteki Polskiej w Paryżu w czasie drugiej wojny światowej (Out of concern for the national and independent nature of the Polish Library in Paris during the second world war)

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Chmielewski W.
Rocznik Komisji Nauk Pedagogicznych
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2013
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issue LXVI
2
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Stanisław Skrzeszewski a Henryk Rowid

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Chmielewski W.
Rocznik Komisji Nauk Pedagogicznych
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2011
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issue LXIV
3
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W rocznicę pożegnania Profesora Mariana Walczaka. Wspomnienia, refleksje

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Chmielewski W.
Przegląd Historyczno-Oświatowy
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2021
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vol. LXIV
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issue 1-2
90-106
EN
Aim: The aim of the article is to mark the first death anniversary of Prof. Walczak through presenting recollections and reflections which show his activity in the academic field and in the field of education. Methods: A historical analysis of source materials. Results: The author presented interesting events from Prof. Marian Walczak’s life and highlighted that the professor was a broad-minded person, actively participating in different fields: in the resistance movement during WWII, as a teacher, a member of Polish Teachers’ Union and its Chairman, a scholar, a social activist and an esteemed participant of public life. The author also presented a coverage from the professor’s funeral. Conclusions: The aim was achieved. The author proved that Prof. Marian Walczak was hard-working, diligent, and persistent. Moreover, he had spectacular academic achievements and also good interpersonal skills. He was able to cooperate with different people and was known for his realistic view of life. He acted prudently and patiently.
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Hanna Markiewicz, Kazimierz Misiaszek SDB: Salezjańskie wychowanie oratoryjne na warszawskiej Pradze, Warszawa 2021, s. 177

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Chmielewski W.
Przegląd Historyczno-Oświatowy
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2022
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vol. LXV
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issue 1-2
174-176
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Lekcje pokoju w czasie (po)wojennym, red. M. Paluch, Kraków 2022, s. 279

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Chmielewski W.
Przegląd Historyczno-Oświatowy
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2022
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vol. LXV
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issue 3-4
159-162
6
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Jan Bolesław Nowak (1891–1966), pedagog z powołania

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Chmielewski W.
Przegląd Historyczno-Oświatowy
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2022
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vol. LXV
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issue 3-4
132-149
EN
Aim: Presenting a difficult professional career of a head master a high school teacher and an activist of Polish teachers’ Union, with special regard to the period of his work in Piotrków Trybunalski. Methods: An analysis of archival documents and source literature in the context of the changes happening in the real world. Results: Presenting a profile of a supportive educationist, who took care of his students’ good as well as the good of the school in the period of ideologisation of the process of education. Presenting a repressive attitude of the authority towards a highly-qualified teacher who tried not to submit to the pressures of the authority and who aimed at giving the proper education to the youth in the spirit of universal, human values. Conclusions: Showing that the teacher’s relentless attitude against the pressures of the authority gives positive results and consequently brings the appreciation of the students, teachers, and education authorities.
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Powstanie delegatur polskiej administracji szkolnej na uchodźstwie

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Chmielewski W.
Rozprawy z Dziejów Oświaty
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2012
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vol. 49
35-53
EN
The evacuation of Polish soldiers and civilians in 1942 from the Soviet Union to the Middle and Near East to Africa, India, Mexico and New Zealand resulted in the need to run many education and care centers, various types of schools, courses and nurseries in these parts of the world. Initially, the education of children and young people of school age in the individual Polish refugee communities was administered by the Branch of the Ministry of Labour and Social Affairs of the Polish Government in Exile. This issue, however, was quite problematic (especially difficulties of a pedagogic nature) for the above-mentioned institutions. In this situation, in several regions of the world where Polish children and young people resided, the Branches of the Office of Educational Affairs and Ministry of Religious Denominations and Public Enlightenment were established. The decision was generally correct but sparked a number of comments about the nature of competence. The main aim of branches was to organize and supervise Polish schools in exile outside the UK. Larger branches employed department managers, school inspectors, trainers, Polish Scouting and Guiding Association leaders, accountants, secretaries, clerks, janitors, drivers. Sometimes they were compared to education offices of school districts. Some of them set up school inspectorates, branches and local departments. The withdrawal of the recognition of the Polish Government in Exile by the British Government on 5 July 1945, led to the closure of branches. The activities of the branches of the Office of Educational Affairs and the Ministry of Religious Denominations and Public Enlightenment were very useful. Thanks to their huge amount of work, the Polish education system in exile outside the UK was organized and adapted to the existing needs. The branches made a major contribution to the organization and pedagogic supervision of children and young people education. They contributed to the integration of the teaching profession, created (so important in exile) a sense of stability. The branches created favourable conditions for the cultivation of patriotism and love for one`s country in their subordinate educational institutions . They consistently took care of the preparation of the Polish children and young people to return to their homeland after the end of the war.
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Stanisław Antoni Skrzeszewski jako nauczyciel Państwowego Pedagogium w Krakowie

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Chmielewski W.
Rozprawy z Dziejów Oświaty
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2011
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vol. 48
11-33
EN
Stanisław Antoni Skrzeszewski was the teacher of the National Pedagogium in the Department of Education of Polish Committee of National Liberation and twice the minister of education. In Cracow Pedagogium managed by Henryk Rowid, he taught methodology of elementary teaching and at some point he taught history of education, pedagogical psychology and philosophy. He gathered books for methodological library for the young and took care of extra curricular activities of the students of pedagogy. Moreover, he also looked after German language students who were candidates for teachers in German schools of ethnic minorities in the Silesian province. He paid much attention to the matters of pedagogical training. He cooperated in this matter with the Pedagogium School of Exercise. Rowid positively assessed Skrzeszewski’s didactic activities. The future minister gathered his didactic experience working from 1937 in the Pedagogical Institute and from November 1938 to the outbreak of the war as an assistant volunteer at the Pedagogical Training College of the Jagiellonian University. His thoughts and reflections were described in two papers published in “Pedagogical Movement”. The experience gathered while working as a teacher was used by him for ideological and political influence exerted on education after the war.
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Sprawozdanie z wystawy pt. Tułacze szkoły 1939–1950. Podręczniki, lektury, programy nauczania. Wandering schools 1939–1950, Gdańsk, 2.09.–15.10.2022 roku

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Chmielewski W.
Przegląd Historyczno-Oświatowy
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2022
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vol. LXV
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issue 3-4
171-173
10
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Celestyna Orlikowska (1892–1976) – pedagog, przyrodnik i harcerka

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Chmielewski W.
Przegląd Historyczno-Oświatowy
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2023
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vol. LXVI
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issue 1-2
168-184
EN
Aim: Presenting the pedagogic, academic, and scouting activity of Celestyna Orlikowska in different periods of time and various conditions taking mainly account of the period in Piotrków and her patriotic attitude during the Second World War. Methods: An analysis of archival documents and source literature in the context of social, political, and territorial changes taking place and the ongoing war. Results: Presenting an educationist who cared with great devotion about her mentees’ education. Presenting her great involvement in scouting, and her commendable attitude in the period of conspiracy during the German occupation and during her stay in a concentration camp. Presenting her considerable output in the scope of history of natural sciences. Showing the coercive attitude of the communist authorities towards the highly qualified teacher who wished to educate the youth in the spirit of universal, human values. Conclusions: Showing that the teacher’s worthy attitude, diligence, reliability regardless of the situation she was in, produces positive educational results and earns recognition among her students and the environment she was in.
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Likwidowanie wydawnictw i prasy katolickiej w Polsce w drugiej połowie lat czterdziestych XX wieku

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Chmielewski W.
Wychowanie w Rodzinie
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2018
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vol. XVII
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issue (1/2018)
117-140
EN
Aim: The aim of this article is to present restrictions on, and the gradual closing down of, publishing houses and Catholic press in Poland after the Second World War. Methods: The methods applied in the publication were appropriate for the history of education and the history of the press. Results: The accomplishing of this task resulted from the communist ideological assumptions of the non-sovereign Polish state, which found itself under the strong influence of the Soviet Union. According to those assumptions, Polish society, especially its young generation, was to be secularized. Within a few post-war years, the vast majority of Catholic publishing houses was closed down and the number of books and magazine titles was dramatically reduced. The circulation of the still existing press and published books was small and clearly contrasted with the fast growing propaganda and Marxist publications which were supported by the authorities. Conclusions: The article is based on previously unknown archival sources. The subject needs further in-depth research. The basic conclusion that can be drawn from the article is that the topic, which has been tackled, is very important, vast and requires further and thorough research.
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Cel: Celem artykułu jest ukazanie ograniczania i stopniowej likwidacji wydawnictw oraz prasy katolickiej w Polsce po drugiej wojnie światowej. Metody: W publikacji zastosowano metody właściwe dla historii wychowania i historii prasy. Wyniki: Realizacja zadania likwidacji wydawnictw oraz prasy katolickiej w Polsce wynikała z komunistycznych założeń ideologicznych niesuwerennego państwa polskiego, znajdującego się pod silnym wpływem Związku Sowieckiego, zmierzających do zlaicyzowania polskiego społeczeństwa, a zwłaszcza jego młodego pokolenia. W przeciągu kilku powojennych lat doprowadzono do zamknięcia zdecydowanej większości katolickich wydawnictw, drastycznego zmniejszenia liczby książek i tytułów czasopism. Nakłady istniejącej jeszcze prasy i wydawanych książek były niewielkie i stały w wyraźnym kontraście z szybko rosnącymi publikacjami o charakterze propagandowym i marksistowskim, popieranymi przez władzę. Wnioski: Artykuł oparty został o nieznane źródła archiwalne. Podstawowy wniosek z tego artykuł można sprowadzić do konstatacji, że podjęty temat jest bardzo ważny społecznie, obszerny i wymaga dalszych, dogłębnych badań.
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Profesor Tadeusz Sulimirski, współorganizator szkolnictwa polskiego na uchodźstwie w latach 1941–1947

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Chmielewski W.
Biuletyn Historii Wychowania
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2019
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issue 40
97-127
EN
The aim of the article is to present the achievements of Professor Tadeusz Sulimirski, an archaeologist, in reference to organising and managing Polish education in exile, 1941–1947. The biographical method prevails in this research paper, presenting one of the leading figures in the Office of Education and School Affairs, as well as the Ministry of Religious Denominations and Public Enlightenment of the Polish government in exile. Tadeusz Sulimirski launched numerous initiatives aimed at developing and streamlining all the forms of Polish education in exile. He cooperated very closely with General Józef Haller. He devoted much attention to developing Polish higher education in exile. Once the Polish government in London was no longer recognised by the British government, Professor Tadeusz Sulimirski became head of the Department of Education, formed on 7 July 1945, of The Interim Treasury Committee for Polish Questions established by the British. He demonstrated great creativity and organizational skills, while very competently coordinating the gradual discontinuation of Polish education in Great Britain and, to some extent, in some of the British dominions. He took great care of the financial situation of Polish students in Great Britain and in the Middle East. He also received students and schools from General Władysław Anders’ Polish II Corps evacuated from Italy to Great Britain. In the post-war years he was an active member of Polish academic circles. He greatly contributed to the development of Polish education in exile and to establishing Polish identity among war refugees.
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Wiesław Jamrożek, Kongresy i zjazdy pedagogiczne w rozwoju polskiej myśli i praktyki edukacyjnej (do 1939 roku), Wydawnictwo Naukowe UAM, Poznań 2015

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Chmielewski W.
Biuletyn Historii Wychowania
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2018
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issue 38
209-212
PL
Recenzja
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Wyższe Studium Polskie przy Bibliotece Polskiej w Paryżu w 1945 roku

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Chmielewski W.
Biuletyn Historii Wychowania
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2016
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issue 34
57-70
EN
Following the German occupation of the French capital city, an idea sprang up in the Polish intellectual circles to intensify propagation of Polish culture and knowledge of Poland among young Polish and French people. This concept was to be implemented in the Polish Library in Paris by a series of lectures organized by the Department of Science of the Polish YMCA1 in France in late 1944. The success of the lectures encouraged the Polish Library to launch the Polish College with the goal of making available to primarily Polish youth, studying and working in Paris, the achievements of Polish science and culture and to prepare the young people for work in Poland. The curriculum was developed and, as expected, the College’s operations were financed by the YMCA. Wacław Grzybowski, Ph.D., a former ambassador of Poland to the USSR, was appointed director of the College. The lecturers included illustrious intellectuals: priest Augustyn Jakubisiak, Ph.D., Franciszek Pułaski, Zygmunt Dygat, Irena Gałęzowska, Wieńczysław d’Ercville and many other. The College enjoyed considerable popularity among the students. The changing political situation in Poland put a stop to the promising operations of the College. To some extent, it was continued in the Catholic University of Paris ( the Institut Catholique de Paris). Since 1945, the University hosted the Centre for Slavic Studies where the Polish Section (Section Polonaise) was established. It is worth emphasising that an ambitious attempt at establishing studies for young Poles abroad was made in Madrid, on the initiative of the Polish ambassador, count Józef Potocki, representing in Spain the Polish government in London.
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Profesor Marian Walczak (1923–2020)* In memoriam

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Chmielewski W.
Biuletyn Historii Wychowania
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2020
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issue 42
187-197
EN
Presenting Prof. Marian Walczak’s achievements concentrated on the field of Polish Teachers’ Union and the history of education. The presentation of Prof. Marian Walczak’s biography and achievements in all fields of his rich academic activity, especially in the scope of the history of Polish Teachers’ Union, underground teaching, the activity of high schools and education as well as the martyrdom of Polish teachers during the Nazi occupation. Moreover, the results of the professor’s research into the history of Polish education after WWII have also been presented. The achievements of Prof. Marian Walczak were significant. He is remembered by posterity for his activity in the history of Polish Teachers’ Union and the history of education in the 20th century.
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Recenzja książki Władysławy Szulakiewicz pt. Nauczyciele i ich edukacja. W kręgu idei lwowskiej pedeutologii, Wydawnictwo Uniwersytetu Mikołaja Kopernika w Toruniu, Toruń 2027, 337 s.

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Chmielewski W.
Biuletyn Historii Wychowania
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2017
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issue 36
183-186
EN
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17
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Czesław Galka, Szkoła polska XIX wieku w zaborze pruskim w świetle literatury pięknej, Wyższa Szkoła Zarządzania i Administracji w Zamościu, Zamość 2016, ss. 270.

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Chmielewski W.
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2017
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vol. 16
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issue 38
167-169
PL
Recenzja
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