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1
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Perceiving the pedagogy of Johann Friedrich Herbart in Poland

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Wnęk J.
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
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2017
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vol. 7
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issue 2
PL
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.
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Italian education and pedagogical thought in Polish textbooks on history of education

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Wnęk J.
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
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2018
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vol. 8
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issue 1
IT
This paper describes the popularization of the Italian pedagogical thought in Polish textbooks about the history of education in general. It has shown that the authors of the textbooks gave a lot of information about the Italian school system and education and presented profiles of outstanding Italian educationalists, e.g. St John Bosco or Maria Montessori. This paper indicates that in the past centuries Poles were open to Italian intellectual currents, academic trips to the Italian Peninsula, and education at local universities. Polish textbooks about the history of education were popular (in the 20th c.) and still are an important source of knowledge about the history of Italian education. For the purposes of this paper, the contents of the most representative and popular textbooks have been analysed.
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The role of the mother in Polish pedagogical thought 1795–1918

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Wnęk J.
Wychowanie w Rodzinie
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2020
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vol. XXII
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issue (1/2020)
13-30
PL
Wprowadzenie. W latach 1795 – 1918 nastąpił rozwój w polskiej myśli pedagogicznej refleksji nad wychowawczą roli matki. Ta problematyka była poruszana w wielu publikacjach okresu oświecenia, romantyzmu oraz przełomu XIX i XX wieku. O matce pisali wówczas zarówno wybitni pedagodzy, jak i mniej znani autorzy. Większość z nich wskazywała na potrzebę udziału matek w procesie wychowania i opieki nad dziećmi, nauczaniu przez nie potomstwa takich wartości jak miłość, religijność. Obecnie literatura pedagogiczna okresu zaborów jest ciekawym źródłem informacji o rodzinie polskiej tamtych, trudnych czasów, kształtowaniu ideałów i celów wychowawczych. Pokazuje, jak na przestrzeni lat zmieniały się poglądy autorów na macierzyństwo. Po powrocie Polski do suwerenności państwowej część wychowawców chętnie wracała do koncepcji opiekuńczo-wychowawczych z poprzedniego okresu, dostrzegając w nich źródło głębokich przemyśleń na temat polskiej rodziny. Cel. Celem artykułu jest analiza źródeł pedagogicznych z XIX w. dotyczących roli matki w wychowaniu dzieci. Materiały i metody. W artykule zastosowano metodą analizy dokumentów. Wyniki. Z analizy literatury pedagogicznej wynika, że jej autorzy przypisywali matce kluczowe zadania opiekuńczo-wychowawcze.
EN
Introduction. In the period 1795-1918, Polish pedagogical thought on the role of a mother in a family was developed. This issue was discussed in many publications of the Enlightenment Period, Romanticism, Positivism, and at the turn of the 20th century. Both remarkable educators of that period and less known authors would write about mothers. The majority of them indicated the essential need of mothers to participate in the process of upbringing and caring for children, teaching values such as love, and religiousness. Currently, pedagogical literature of the period of Partitions is an interesting source of information on Polish family in those difficult times, shaping ideals and aims of upbringing. It shows how authors’ views on motherhood were changed. When Poland gained independence, some educators referred to educational-upbringing concepts of the previous period, seeing them as a source of deep thoughts on the family. Aim. The aim of the article is to analyse the pedagogical sources from the 19th century regarding the role of the mother in raising children. Materials and methods. Method of document analysis. Results. The analysis of pedagogical literature shows that its authors assigned care and educational task to the mother.
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Problemy lecznictwa w Turcji i Persji w świetle korespondencji emigranta Władysława Jabłonowskiego

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Wnęk J.
Wrocławskie Studia Wschodnie
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2012
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vol. 16
77 - 88
EN
The article is devoted to the letters written by doctor Władysław Jabłonowski from Turkey and Persia to Polish medical journals. This Polish doctor, who spent many years in exile following the January Uprising, carried out painstaking work to reach various areas of Turkey, contributing to the halting of the spread of cholera and plague epidemics. His letters sent to Polish periodicals (e.g. Przegląd Lekarski, Medycyna) dealt primarily with healthcare in Turkey and Persia (“An epidemiology of the East”, “Sanitary sketches from Persia”, “The plague and cholera in the East”, “Health care in the Turkish army”), and not only made for an interesting reading about countries that were exotic to many, but also constituted a source of information about some diseases rarely encountered in Poland and about specific conditionsin which health services functioned. For modern historians of medicine, too, Jabłonowski’s articles, written in the second half of the 19th century, can provide a solid source base for writing about the medical art in the past. Translated by Anna Kijak
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Polskie książki z historii oświaty i wychowania (1945–1989) w ocenie ówczesnej krytyki

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Wnęk J.
Biuletyn Historii Wychowania
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2014
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issue 32
47-72
EN
This article analyses the reviews of Polish books on the history of education and bringing up children in the years 1945-1989. It presents the ways in which critics reviewed new publications and shows the aspects which they paid special attention to. The reviews were published in the most renowned magazines among historians of education and raising children, such as ”Przegląd Historyczno-Oświatowy” (The History and Education Review), ”Rozprawy z Dziejów Oświaty” (Dissertations on the History of Education). Some of them were written by renowned specialists in the field. For contemporary historians, the reviews may constitute an interesting source of information on academic criticism from the times of the Polish People’s Republic. They may also bear witness to the hard work and efforts made towards conducting thorough studies into the history of education and bringing up children over various historical periods.
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Kursy i szkolenia masowe dla rolników w latach 1948–1956

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Wnęk J.
Edukacja Dorosłych
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2012
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issue 1(66)
99-112
PL
Artykuł ukazuje niektóre problemy związane z edukacją dorosłych rolników na kursach i szkoleniach organizowanych w latach 1948–1956. Ta forma edukacji miała za zadanie pogłębić wiedzę rolników gospodarujących indywidualnie, będących członkami spółdzielni produkcyjnych lub pracujących w Państwowych Gospodarstwach Rolnych. Podczas kursów i szkoleń realizowano zajęcia zarówno teoretyczne, jak i praktyczne. Kursantom przekazywano wiedzę z zakresu produkcji roślinnej i zwierzęcej, wskazując na potrzebę nowoczesnej uprawy roślin i hodowli zwierząt. Kursy i szkolenia organizowano w różnych regionach Polski. Wiele z nich było nienależycie przygotowanych, co negatywnie odbijało się na poziomie kształcenia.
EN
The article presents chosen problems connected with adult education of farmers at courses and training organised in years 1948–1956. This form of education was to deepen knowledge of farmers who had an individual farm, who belonged to an agricultural cooperative or worked at State Agricultural Farms. During the courses and training both theoretical and practical classes were conducted. Students were taught in crop and livestock production and shown the need for modern plant cultivation and breeding. Training and courses were organized in various regions of Poland. Many of them were poorly prepared which had a negative influence on the quality of education.
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Problemy polskiego szkolnictwa zaboru pruskiego i rosyjskiego na kartach „Szkoły” 1868-1914

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Wnęk J.
Biuletyn Historii Wychowania
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2008
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issue 24
23-46
EN
The article discusses the period 1868-1914. At that time in Lvov, a pedagogical magazine entitled Szkoła (“School”) was published, in the columns of which one could find articles dealing with the problems of the Polish educational system in the Prussian and Russian partition zones. They were primarily letters and publications based on information obtained from brochures, newspapers and periodicals issued in the Grand Duchy of Poznan and the Kingdom of Poland. The news concerning Polish education published in Szkoła were non systematic and did not appear in cycles. Nevertheless, they possessed largely informative value for the readers of the periodical. They depicted the struggle to preserve the Polish language in schools, the questions connected with educating at an elementary and secondary level. Some papers provided information about schools for apprentices and schools of rural economics for girls. Galician autonomy created opportunities for freedom of  expression on various topics. Owing to this, the journalists printing their articles in Szkoła openly denounced the abuses of Germans and Russians, criticised Germanization and Russification.
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Polskie publikacje religijne w opinii krytyki (1918-1939)

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Wnęk J.
Archiwa, Biblioteki i Muzea Kościelne
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2013
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vol. 99
273-282
EN
The article shows how reviewers assessed religious books during the Second Polish Republic. Reviews were placed in a number of professional journals such as „Ateneum Kapłańskie” (“Sacerdotal Athenaeum”), „Kwartalnik Teologiczny Wileński” (“Vilnius Theological Quarterly”), „Miesięcznik Katechetyczny i Wychowawczy”(“Catechetical and Educational Magazine”), „Mysterium Chrysti”, „Polski Przegląd Tomistyczny”(“Polish Thomist Review”), „Przegląd Biblijny”(“Bible Review”), „Przegląd Homiletyczny” (“Homiletic Review”), „Przegląd Teologiczny” (“Theological Review”). A lot of these reviews were written by experts on religious issues. The majority of reviews were laudatory ones, praising Polish religious literature and encouraging to further work and theological studies.  
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Działalność naukowa Jana Kuchty

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Wnęk J.
Biuletyn Historii Wychowania
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2011
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issue 27
157-172
EN
The article presents the scholarly activity of Jan Kuchta in the interwar period and discusses the contents of his articles and books. The author discusses in detail the essential contents of the following books: Książka zakazana jako przedmiot zainteresowań młodzieży w okresie dojrzewania („A Forbidden Book As an Object of Interest of Adolescent Youth”); Dziecko włóczęga (“A Child Vagabond”); Nowe kierunki i dążenia współczesnej katolickiej pedagogiki [na tle obrazu chaosu we współczesnym wychowaniu] (“New Trends and Endeavours of Catholic Pedagogics [on the Background of the Image of Chaos in Modern Upbringing])”. These books, as well as other Kuchta’s works, popularized a number of problems from various fields of knowledge, such as ethnography, pedagogy, psychology and sociology. However, these were not creative treaties constituting a significant contribution to the Polish science.
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Kształcenie dorosłych rolników na specjalistycznych kursach z zakresu gospodarstwa wiejskiego w latach 1918 – 1939

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Wnęk J.
Rocznik Andragogiczny
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2011
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vol. R. 2011
158-172
EN
The article describes some of the problems connected with educating farmers at courses in agricultural farming. The courses were quite frequently held in the years 1918 – 1939. Some of them, such as breeding courses, were very popular. Course participants gained both practical and theoretical knowledge, confirming themselves in the conviction that modern and assiduous work may substantially contribute to the improvement of the Polish plant and animal production and, at the same time, the improvement of the rural population’s living conditions. Some of the courses organized in the inter-war period were: veterinary, egg-producing, milk-producing, agricultural cooperatives, wickerwork, orcharding and meadow-farming courses.
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Polska recepcja niemieckiej myśli pedagogicznej w pierwszej połowie XIX wieku

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Wnęk J.
Przegląd Zachodni
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2013
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issue 2(347)
191-204
EN
As a result of the fall of the Polish state Poles were deprived of any influence on the official school system. School became a political instrument of the occupying country’s authorities. In this difficult period of national captivity, the pedagogical ideas of the most outstanding representatives of German pedagogical thought were propagated on Polish territory. Polish educators traveled in Germany to become acquainted with the activity of pedagogical institutes there and attempted to transfer their methods of work onto the Polish soil. An excellent way to popularize the ideas of German educators was translating their writings into Polish. In the first half of the 19th century the Polish public could read in their native Polish tongue the then most popular works of such German authors as Campe, Niemeyer and Kant. Some of the translations were published (and commented upon) in journals. Polish educators used the German pedagogical literature critically, adapting the views of German authors to the Polish conditions.
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