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1
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Wychowanie dla przyszłości – w 70. rocznicę pierwszego wydania książki Bogdana Suchodolskiego z Ireną Wojnar rozmawia Adam Fijałkowski

100%
Wojnar I.
Kwartalnik Pedagogiczny
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2018
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vol. 63(2 (248))
159-167
PL
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Filozoficzne i religijne korzenie narodowego socjalizmu

51%
Strutyński M.
Sprawy Narodowościowe
|
2020
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issue 52
EN
Philosophical and Religious Roots of National SocialismUnderstanding the sources of national socialism requires exploring religious and philosophical sources of German culture. Such research was carried out by Bogdan Suchodolski and Leon Halban, whose work was included in this book. Their research shows that it is necessary to refer to axiological issues when analyzing contemporary political phenomena. Filozoficzne i religijne korzenie narodowego socjalizmuPoznanie źródeł narodowego socjalizmu wymaga odniesienia się do religijnych i filozoficznych źródeł kultury niemieckiej. Takie badania przeprowadzili Bogdan Suchodolski oraz Leon Halban, których prace zostały zamieszczone w recenzowanej książce. Ich badania pokazują, że także przy analizowaniu współczesnych zjawisk politycznych konieczne jest sięgnięcie do zagadnień aksjologicznych.
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Świat humanistyczny i humanistyczna edukacja według Bogdana Suchodolskiego

51%
Kwiatkowska-Tybulewicz B.
Kwartalnik Pedagogiczny
|
2014
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issue 3(233)
103-114
EN
The article is a discussion on Humanistic world, a Bogdan Suchodolski’s text, which was published in “The Pedagogical Quarterly” in 1985. The author presents Suchodolski’s concept of humanistic world, which is understood as the world of human creativity and human activity in philosophy, art, science, technology, work; and world which is rich in true, deep and sincere relationships. The second concept analysed in the article is the concept of humanistic education as a preparation for a fulfilled human life, filled with humanistic values. The author also stresses the importance of Professor Suchodolski's theses in the context of a currently widely proclaimed crisis of the humanities.
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Outlooks of Bogdan Suchodolski on the issue of popularizing the history of science

51%
Lietz N.
Kwartalnik Historii Nauki i Techniki
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2011
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vol. 56
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issue 3-4
37-55
EN
The author of the present article proves the veracity of the postulate, which was formulated by Bogdan Suchodolski and concerned the necessity of popularizing the history of science. The stipulation is still greatly important for many fields of human activity. Bogdan Suchodolski was not the first and the only thinker, who revealed the unquestionable significance of disseminating the history of science as scientific branch. For the first time the problem was noticed in 1900 during International Congress of Comparative History in Paris and in 1903 during International Congress of Historical Sciences in Rome, when the idea of universalizing the history of science was put forward, among others, by: Paul Tannery, Carre de Vaux, Gino Ioria and Karl Sudhoff. All the mentioned participants declared then the necessity of teaching the history of science both in the secondary schools and in the universities. In the article was also included a detailed description of conceptions formulated by Paul Tannery and Michel Lhéritier in the inter-war period that concerned popularizing the history of science, and differed much from each other. Unlike Paul Tannery, Michel Lhéritier advised against separating history of science from the whole of history. On the occasion of describing the inter-war period the author is paying a special attention to the role, which was played by International Conference of Teaching History in Hague in 1932. In that time a representative of International Committee on the History of Sciences and International Academy of the History of Sciences – Aldo Mieli – presented the idea of disseminating the history of science, which resulted in a resolution saying that the discussed branch should be taught in the primary and secondary schools, and in the universities as well. Further, the paper includes the description of the detailed conceptions that were put forward after World War II by the members of Committee on Teaching within International Academy of the History of Science and the participants of International Congress of the History of Science in 1965 and in 1968, and concerned the idea of introducing compulsory lectures on the history of science for prospective teachers and lecturers, and the ways of universalizing the discussed branch. The author is also presenting American conceptions of popularizing the history of science tht were created by George Sarton, Derek J. de Solla Price and by Committee on University Education that was established in the 1970s. In the article one can find a specific reflection of Bogdan Suchodolski on popularizing the history of science through admitting its social role, making it the main element of educating ‘the modern man’ and teaching the branch in Poland. The author describes the above-mentioned stipulations in detail. At the same time, the last part of the paper reveals Polish thought in the field of disseminating the history of science in the inter-war period, so in times, when Bogdan Suchodolski was on the point of building his own idea. The author makes an attempt at showing to what extent Bogdan Suchodolski was inspired by one of the most famous Polish originators and precursors of a new branch ‘science of science’ – Florian Znaniecki. On this occasion the author draws definite conclusions concerning similarities and differences between the conception created by Bogdan Suchodolski, and the ideas that were put forward by his predecessor.
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U źródeł myślenia alternatywnego. Krytyczna analiza studium Bogdana Suchodolskiego o Stanisławie Brzozowskim

45%
Ciążela A.
Studies in Global Ethics and Global Education
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2015
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issue 4
68-82
EN
The article introduces the criticism of the Polish version of “philosophy of life” (Lebensphilopsohie) developed by Stanisław Brzozowski and further developed by Bogdan Suchodolski. Being the most distinguished Polish representative of “new humanism”, Suchodolski criticises in two dimensions the philosophy of life developed by Brzozowski, his tendency to reshape man on behalf of the ideal of power and to impose on people, on behalf of the same ideal, the will of organised groups. Suchodolski confronts these ideals by referring to the tradition of the human being who distances themselves from the fascination of power in favour of moderation and inner harmony as well as the ideal of humanity, striving for the harmonious and sustainable development of the contemporary civilisation.
PL
Artykuł przedstawia problem krytyki polskiej wersji „filozofii życia” (Lebensphilopsohie) rozwijanej przez Stanisława Brzozowskiego dokonanej przez Bogdana Suchodolskiego. Suchodolski będący na polskim gruncie najwybitniejszym przedstawicielem nurtu „nowego humanizmu” dokonuje krytyki „filozofii życia” rozwijanej przez Brzozowskiego w dwu wymiarach, jej tendencji do przetwarzania człowieka w imię ideału mocy i narzucania w imię tegoż ideału woli zorganizowanych grup ogółowi. Suchodolski przeciwstawia tym ideałom nawiązanie do tradycji człowieka dystansującego się od fascynacji mocą w imię ideałów umiaru i wewnętrznej harmonii oraz ideał ludzkości dążącej do nadania rozwojowi współczesnej cywilizacji harmonijnego zrównoważonego charakteru.
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Pedagogical cairology of Bogdan Suchodolski

36%
Nauka
|
2023
|
issue 2
7
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Freirego Suchodolskim – Suchodolskiego Freirem: pedagogika materialistyczna i krytyka ideologii

36%
Stańczyk P.
Teraźniejszość – Człowiek – Edukacja
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2018
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vol. 21
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issue 2(82)
7-30
EN
The main purpose of the article is to present a comparative analysis of Bogdan Suchodolski’s materialist theory of education and that of Paulo Freire. The main reason for that kind of analysis is that P. Freire, during his work on Pedagogy of the Oppressed, was inspired by the Spanish translation of B. Suchodolski’s Teoria marxista de la educación (Marxist theory of education – writer’s note). What is even more important, the conception of materialist pedagogy was used by P. Freire during basic literacy campaigns in decolonising Africa, what will be exemplified with the case of the successful action in the Democratic Republic of São Tomé and Príncipe. The main thesis of this text is that the theory of materialist pedagogy combined with emancipatory popular education has a potential to overcome the impasse of critical pedagogy. Materialist emancipatory thing-centered pedagogy allows to revise the view of critique of ideology and the ways of  generating social transformations in the area of education and politics.
PL
Głównym zadaniem tego artykułu jest przedstawienie analizy porównawczej materialistycznej teorii edukacji Bogdana Suchodolskiego oraz emancypacyjnej pedagogii Paula Freire. Powodem dla przeprowadzenia tej analizy jest fakt, że P. Freire inspirował się tekstem B. Suchodolskiego. U podstaw materialistycznej teorii wychowania w okresie pisania Pedagogii uciśnionych. Co jednak ważniejsze, koncepcja pedagogiki materialistycznej została najpełniej wykorzystana przez P. Freire w trakcie akcji alfabetyzacyjnych w Afryce, co zostanie przedstawione na przykładzie udanej akcji w Demokratycznej Republice Wysp Św. Tomasza i Książęcej. Podstawową tezą tego tekstu jest dostrzeżenie w połączeniu materialistycznej teorii edukacji i emancypacyjnej edukacji ludowej potencjału do przezwyciężenia impasu, w którym znalazła się pedagogika krytyczna. Materialistyczna i emancypacyjna pedagogika rzeczy pozwala na rewizję poglądów na krytykę ideologii i generowanie zmiany społecznej w obszarze edukacji i polityki.
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Rozrzutność andragogiki, czyli o pewnym podręczniku Bogdana Suchodolskiego

36%
Michalski Ł.
Edukacja Dorosłych
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2010
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issue 2(63)
105-117
PL
Artykuł jest próbą włączenia Bogdana Suchodolskiego w krąg twór-ców współczesnej myśli andragogicznej. Lektura książki znamienitego humanisty, Skąd i dokąd idziemy (1939), zestawiona z jego ostatnim dziełem, Education permanente en profondeur (1993), prowadzi do interesujących wniosków, które rzuca-ją wiele światła nie tylko na twórczość samego Suchodolskiego, ale i początki funkcjonowania andragogiki jako dyscypliny naukowej
EN
The article is an attempt to include Bogdan Suchodolski in the circle of creators of contemporary andragogy. It mainly refers to “From where and where are we going “ [“Skąd i dokąd idziemy”] (1939) – a handbook that the professor wrote during World War II – which compared with his last work, “Continuous education in-depth” [“Education permanente en profondeur”] (1993), can lead to interesting conclusions, ones that not only shed a lot of light on Suchodolski's work, but also show the beginning of andragogy's functioning as a scientific discipline.
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Recepcja niemieckiej pedagogiki kultury w polskiej humanistyce

32%
Szymański M. S.
Kwartalnik Pedagogiczny
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2019
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vol. 64(4 (254))
9-19
PL
The starting point for the discussion is the obvious statement that cultural pedagogy is one of the three main currents in German education sciences; the other two are empirical and critical pedagogy. As the title suggests, the author focuses on cultural pedagogy only, and in particular on the reception of German cultural pedagogy by Polish cultural pedagogy during the interwar period. One can definitely say that German Geisteswissenschaften, or “the sciences of spirit” (including pedagogy) influenced Polish humanities. The main thesis of the article is that although the geisteswissenschaftliche Pädagogik had an overwhelming influence on pedagogical thinking and actions in Poland before World War II, it became considerably marginalised or almost totally forgotten after the war, as it was proclaimed a “bourgeois relic” and an “old fashioned trinket”. Theodor Litt (1880–1962) and Eduard Spranger (1882–1963) are commonly considered the leading representatives of German cultural pedagogy, and their Polish counterparts are Bogdan Nawroczyński (1882–1974) and Bogdan Suchodolski (1902–1993). The article refers to original source literature – although in brief – to discuss the influence of the educational concepts of the former group on the latter one. By proposing such analysis, the author hopes for fair and critical restructuring of cultural pedagogy in Poland, if not for its revitalisation. The first signs are already there.
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O początkach Wydziału Pedagogicznego Uniwersytetu Warszawskiego i „Kwartalnika Pedagogicznego”

32%
Fijałkowski A., Wojnar I.
Kwartalnik Pedagogiczny
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2014
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issue 3(233)
77-94
EN
The text is a developed and supplemented record of a long conversation between Prof. Irena Wojnar, the oldest employee of the Faculty of Education at the University of Warsaw, the longstanding (since 1949) associate of Prof. Bogdan Suchodolski (1903–1992), and Dr. Adam Fijałkowski, the current editor-in-chief of “The Pedagogical Quarterly”. The authors try to characterize and evaluate the cultural and political climate in Poland, in Warsaw and at the University of Warsaw in 1945–1956. At that time, pedagogy studies were formed at the University of Warsaw, first within the existing Faculty of Humanities, and since 1953 – in the newly created Faculty of Education. Prof. Suchodolski played a significant role in this process. On the basis of her own memories, Prof. Wojnar discusses Prof. Suchodolski’s pedagogical views and organisational assumptions – including the pedagogy of culture and the humanistic education, the role of international cooperation, his role in publishing a series of books and journals, including the creation of “The Pedagogical Quarterly” in 1956.
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Pamięci zmarłych profesorów Wydziału Pedagogicznego Uniwersytetu Warszawskiego – przedstawicieli pedagogiki ogólnej, historii wychowania, dydaktyki

26%
Kamińska J.
Kwartalnik Pedagogiczny
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2014
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issue 3(233)
37-52
EN
The article presents the academic profiles of the professors of the Faculty of Education at the University of Warsaw who published their papers in “The Pedagogical Quarterly”. Since 1956 the magazine, whose founder was Prof. Bogdan Suchodolski, has been closely related to the Faculty of Education. The material about professors’ scientific research and careers at the Faculty of Education was compiled mostly on the basis of personal documents stored in the Archive of the University of Warsaw. Articles and studies complemented the project.
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