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

Results found: 5

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

Karol Klemens Poznański, uczony i profesor pozytywista

100%
Bartnicka K.
Przegląd Historyczno-Oświatowy
|
2022
|
vol. LXV
|
issue 1-2
101-112
EN
Aim: The presented essay was prepared in connection with the 91st birthday anniversary of Prof. Karol Poznański, which falls in February 2022. Over 60 years of acquaintance with the professor prompted the author to reflect on his rich, many-sided personality. Methods: In order to present his profile and evaluation, a retrospective analysis of the images preserved in the author’s memory of the professor’s behaviour towards both colleagues, staff and students was used. Synthesising and evaluating the scientific achievements of the distinguished jubilarian was to some extent facilitated by the reference books, especially publications directly dedicated to him. Results: The profile of Prof. Poznański has been presented based on personal memories and literature. Conclusions: In the era of confusion of notions and values, concerning also many representatives of the academic teachers, the presentation of the professor’s profile was considered necessary for cognitive and application reasons.
2

[recenzja] Adam Fijałkowski, Tradycja i nowatorstwo w "Orbis sensualium pictus" Jana Amosa Komeńskiego, Wydawnictwo Uniwersytetu Warszawskiego, Warszawa 2012, ss. 410, ilustr.

100%
Bartnicka K.
Rozprawy z Dziejów Oświaty
|
2013
|
vol. 50
189-196
3
Publication available in full text mode
Content available

Profesor Józef Miąso - historyk wychowania i współtwórca Towarzystwa Historii Edukacji

100%
Bartnicka K.
Biuletyn Historii Wychowania
|
2003
|
issue 17/18
162-168
EN
.
4
Publication available in full text mode
Content available

Oryginalność Komisji Edukacji Narodowej na tle europejskim

100%
Bartnicka K.
Biuletyn Historii Wychowania
|
2015
|
issue 33
7-22
EN
As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and  organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783. The Commission was appointed by parliament and had an educational fund at its sole disposal. It was responsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king.
PL
The uniqueness of the Commission of National Education in Europe As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783.  The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king. 
5
Publication available in full text mode
Content available

The Commission of National Education and its transformation from 1773 to 1794

63%
Bartnicka K., Dormus K.
Rozprawy z Dziejów Oświaty
|
2018
|
vol. 55
9-60
EN
The unexpected news about the suppression of the Society of Jesus by Pope Clement XIV arrived in Warsaw in September 1773 during the Sejm summoned for the purpose of ratifying the First Partition of the territory of the Polish–Lithuanian Commonwealth. The pope decided to subordinate the schools and the estate owned by the Jesuits to the secular clergy. Despite the pope’s recommendation, the parliamentarians decided to nationalise post-Jesuit schools and their estate. A central state office, the Commission of National Education, was established to supervise those schools. The post-Jesuit estate, converted into an educational fund under the authority of the Commission, would be used solely for the operations of schools and teachers as well as for a profound education reform. The Commission was instituted on 14 October 1773 and took charge of education and public schools without exceptions. In 1776, despite many obstacles, it assumed full control over its educational fund and commenced work immediately. Despite the belief generally held today, in its 20 years of existence, the Commission of National Education was significantly transformed on several occasions and did not operate without stopping. What was invariable were the concept and objective of the Commission and its schools: to raise an enlightened, public-oriented and happy man, a good citizen and patriot, capable of building a happy and wealthy society and a strong state. In 1795, Poland lost its independence for 123 years, but owing to the Commission’s activity, a new nation was born that was prepared to fight for its freedom.
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.