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1

LWOWSKI ODDZIAŁ KOMISJI DO BADANIA DZIEJÓW WYCHOWANIA I SZKOLNICTWA W POLSCE (1920-1929)

100%
Hoszowska M.
Kwartalnik Historii Nauki i Techniki
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2015
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vol. 60
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issue 4
7–35
EN
This article deals with the co-operation among the Lvov historians studying education system and upbringing within the ministry’s Board for Studies on the History of Upbringing and Education in Poland, operating between 1919 and 1929. Its management was seated in Cracow and it was led by the president of the Polish Academy of Learning, Kazimierz Morawski. As far as the co-operation between the Lvov division and the Cracow headquarters is concerned, the publishing, personal and organizational issues were of the main importance. The first ones were the source of tension connected with far greater expectations for publishing works by the members of the division than it was possible considering the existing Board funds. The leading project undertaken by the Lvov historians, i.e. the history of Galician education system, was not realized, although works had been initiated. The issue of this ambitious endeavour influenced the management’s attitude towards the members of the Lvov division. It was impossible to become more effective due to lack of funds and personal conflicts. In Lvov there were not many fully professional researchers dealing with the history of education and upbringing, thus delays in approving candidates by the headquarters were treated as an obstacle to the works of the division. Its members did not compare their organization to the newly founded divisions in Poznan, Lublin and Vilnius but they referred their potential to Cracow and Warsaw, stating that their efforts were underestimated. The first president of the Lvov division, Kazimierz Twardowski gave up his post after less than two years. His successor, Ferdinand Bostel resigned even faster. Establishing a federation of equal divisions with more representative management was proposed along with the possibility to have an independent publishing and personal policy. Issuing new publishing series (source materials and school monographs) was suggested. Co-operation in this matter between the Cracow headquarters and the ministry of education completely paralyzed the efforts of the Lvov-Warsaw fronde. However, the Lvov historians succeeded in organizing the 150th anniversary of the National Education Board and the death of Stanislaw Konarski celebrated in 1923 and commemorated with publishing a memorial book. After that there was a year-and-a-half break in the work of the division caused by the withdrawal of the most active members. The division was revived but Stanislaw Lempicki’s efforts aiming at enlivening works in the second half of the 1920s did not bring satisfactory results. The horrible situation of the Board deprived of the ministry’s grants and the possibility to print publications meant mere vegetation of the divisions. All this indicated a still relatively weak integration of the circles of Polish education and upbringing historians.
2

Eliminacja sióstr zakonnych z systemu oświaty i wychowania Polski Ludowej

88%
Wiśniewska J. M.
Rozprawy z Dziejów Oświaty
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2014
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vol. 51
157-180
EN
In the Polish post-war reality, the presence of the Church, religion and religious in public space, with time proved not acceptable. The party’s and the government’s authorities consistently strive to separation of church and state, according to the Soviet model. Implemented by the Communist Party program secularization of social life, has transformed the Polish school, on whose territory took place specific “battle for the souls", which one element was the personnel policy, aiming to deprive congregations educational and upbringing influence on children and adolescents. The nuns were eliminated from the state’s and previously belonging to religious congregations educational institutions. Nationalized and liquidated - recognized universally - religious school led by the sisters kindergartens, dormitories, boarding schools and orphanages. The discrimination and elimination nuns in the field of education, achieved its apogee in the late 50's and 60's, when authorities using legal provisions for the Education, regarded as a distinct religious social group, which had no right to teach even the religion, not only in school but also outside its walls.
3
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Retoryka i historia w służbie wychowania w Polsce na podstawie analizy skryptu wykładów retoryki w Kolegium Jezuitów w Poznaniu z 1679 roku

76%
Nowicki M.
Biuletyn Historii Wychowania
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2013
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issue 29
15-27
EN
The most important subject of the Old-Polish educational system was rhetoric, having roots in the tradition of the Ancient Rome. This statement is very important because of the fact of the orator’s moral and patriotic duties. Owing to this, the lessons’ focus was not only on technical aspects of rhetoric education but also on morality, religion and political knowledge. The article is divided into two main parts. First of them is describing the role of the rhetorical education and the evolution of the connection between rhetoric and history which existed from the 1st century A.D. until the first decades of the 18th century, when history started separating from rhetoric. The second part shows the historical education in practice on the example of the Jesuit College in Poznań. The analysis of this topic was based on the script of rhetoric lectures given in Poznań in 1679. With regard to this manuscript, it could be said that the most important aim of historical education was the patriotic and civil upbringing of the pupils, so that they could participate in political and cultural reality. The history taught in the College in Poznań was mainly connected with Poland and was rather practical.
PL
Rhetoric and History in the service of education in Poland on the basis of the script of rhetoric lectures at the College of the Jesuits in Poznan from 1679. The most important subject of the Old-Polish educational system was rhetoric, having roots in the tradition of the Ancient Rome. This statement is very important because of the fact of the orator’s moral and patriotic duties. Owing to this, the lessons’ focus was not only on technical aspects of rhetoric education but also on morality, religion and political knowledge. The article is divided into two main parts. First of them is describing the role of the rhetorical education and the evolution of the connection between rhetoric and history which existed from the 1st century A.D. until the first decades of the 18th century, when history started separating from rhetoric. The second part shows the historical education in practice on the example of the Jesuit College in Poznań. The analysis of this topic was based on the script of rhetoric lectures given in Poznań in 1679. With regard to this manuscript, it could be said that the most important aim of historical education was the patriotic and civil upbringing of the pupils, so that they could participate in political and cultural reality. The history taught in the College in Poznań was mainly connected with Poland and was rather practica
4
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Współczesne środowisko dydaktyków historii w Polsce

75%
Konieczka-Śliwińska D.
Historica: revue pro historii a příbuzné vědy (Historica: Review in history and related sciences)
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2016
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vol. 7
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issue 1
95-109
EN
The article is not an exhaustive paper on the condition of contemporary history education in Poland’s higher education institutions, but merely an introduction to the much needed discussion on the condition of contemporary history education in Poland.
5

Ideały wychowawcze w edukacji oświeceniowej (w perspektywie historii intelektualnej). Z dziejów Komisji Edukacji Narodowej

63%
Janeczek S.
Roczniki Kulturoznawcze
|
2015
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vol. 6
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issue 2
5-37
PL
Artykuł omawia ideały wychowawcze w szkołach Komisji Edukacji Narodowej (KEN) w dobie oświecenia na tle europejskim. Wykorzystuje metody historii kultury intelektualnej (intellectual history), które umożliwiają poszerzenie tradycyjnej historii oświaty i wychowania o wymiar społeczno-kulturowy. Działania Komisji, podobnie jak poprzedzające ją reformy przeprowadzone w Rzeczypospolitej na gruncie szkolnictwa kościelnego w połowie XVIII wieku, wpisują się w analogiczne zmiany na gruncie ogólnoeuropejskim. Podobny był ich duch, godzący nowożytny utylitaryzm – odpowiedni do potrzeb absolutystycznych państw, które przejmowały troskę o oświatę od grup wyznaniowych – z integralną wizją szkoły, w której elementem fundamentalnym jest wychowanie moralne zespolone z religijnym. Mimo przejawów pewnego racjonalizmu i naturalizmu w duchu epoki religia pozostała fundamentem moralności, a ta podstawą ładu społecznego. Artykuł potwierdza ideę tzw. długiego trwania (longue durée), ukazując ciągłość wychowawczą w szkole nowożytnej, mimo odmiennych deklaracji ideowych.
XX
This paper discusses the ideals of education present in the schools of the Commission of National Education (Pol. KEN) in the period of the Enlightenment against the backdrop of Europe. It applies the methods of intellectual history which permit to expand the traditional history of education and formation by the social and cultural dimensions. The activities of the Commission, like the preceding reforms in the mid-eighteenth century Polish Republic (based on church education), are part and parcel of the European reforms. They were similar in terms of their spirit that combined a critical approach to modern utilitarianism—appropriate to the needs of the absolutist states that were concerned about education in the manner of religious groups— with an integral vision of school whose fundamental element was moral formation in combination with religious formation. Despite certain manifestations of rationalism and naturalism in line with the spirit of the epoch, religion remained the foundation of morality, and the latter in turn was the foundation of social order. This paper confirms the idea of the so-called long duration (longue durée), and shows that in spite of different ideological declarations we observe educational continuity in the modern school.
6
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Oświeceniowa kultura naukowa w kontekście filo­zoficznym. Z dziejów Komisji Edukacji Narodowej (cz. 2)

51%
Janeczek S.
Roczniki Filozoficzne
|
2015
|
vol. 63
|
issue 4
67-114
PL
Artykuł przestawia dydaktykę KEN w zakresie sformułowań programowych, podręczników i praktyki dydaktycznej, ukazanych na tle reform charakterystycznych dla ówczesnej szkoły europejskiej. W ukazaniu realiów kultury naukowej funkcjonującej w szkolnictwie zarządzanym przez Komisję skupiono się na oddaniu specyfiki styku filozofii i nowożytnej nauki, nieraz znacznie odbiegającego od realiów współczesnych. Nauczanie w szkołach KEN należy niewątpliwie do programowo eklektycznej kultury intelektualnej oświecenia, godzącej szkołę tradycyjną z postulatami nowożytnymi. Postawa ta ujaw­niła się w całym szkolnictwie europejskim, a więc nie tylko we Francji, przodującej przynajmniej w zakresie deklaracji programowych, ale zwłaszcza w centralistycznie reformowanej oświacie w monarchii habsburskiej. Jest ona także właściwa tak reprezentacyjnemu świadectwu ówczesnej kultury naukowej, jakim była Wielka Encyklopedia Francuska, do której KEN wprost nawią­zy­wała. Szkoły KEN odchodzą od utożsamiania kształcenia realnego z kursem filozofii, co nasili się wraz z upowszechnianiem się empirystycznej epistemologii, owocującego fenomenalizmem rugującym podejście ufundowane na filozofii, w szkole tradycyjnej właściwe nowożytnemu ary­sto­telizmowi chrześcijańskiemu. W szkole europejskiej wzbogacano studium językowo-humani­styczne o kształcenie matematyczno-przyrodnicze, zachowując kurs filozofii w duchu philo­sophia recentiorum, przynajmniej na poziomie uniwersyteckim. Filozofia ta krytycznie asy­milowała elementy nowożytnej epistemologii, a zwłaszcza osiągnięcia nowożytnego przyrodo­znawstwa. Postawa ta była charakterystyczna także dla szkoły zreformowanej w połowie wieku XVIII na teranie Rzeczypospolitej Obojga Narodów, zwłaszcza przez zakon pijarów i jezuitów. KEN wprowadziła natomiast samoistne przedmioty matematyczno-przyrodnicze, co zaowoco­wa­ło ograniczeniem wykładu filozofii, którą w szkołach średnich sprowadzono do kursu logiki i ukierunkowanej praktycznie etyki, a na uniwersytetach do prawa naturalnego z odniesieniami społecznymi, politycznymi i ekonomicznymi. Zaowocowało to nawet odejściem od tradycyjnej struktury uniwersytetu, z propedeutycznym wydziałem filozoficznym, gdy w duchu fizjo­kratycz­nego porządku fizycznego i moralnego ukonstytuowano dwuczłonową strukturę szkół wyższych. Tym niemniej presja tzw. długiego trwania (longue durée) tłumaczy zachowanie elementów filo­zoficznych nawet w przyrodoznawstwie, dzielone z ówczesną szkołą europejską, a więc w formie interpretacji korzystającej z kategorii substancji i jej właściwości, a nawet koncepcji duszy zwierzęcej.
EN
The paper depicts the didactic approach of the Commission of National Education (Pol. KEN). It shows curricula policy, textbooks, and didactic practice against the backdrop of reforms characteristic of the then European school. In presenting the reality of learned culture in educa­tion managed by the Commission attention is focused on the specific borderline between philo­sophy and modern science, the areas that many a time diverged from contemporary circum­stances. Teaching in the KEN schools undoubtedly belongs to the policy of eclectic intellectual culture of the Enlightenment that seeks to reconciliate the traditional school with modern postulates. This attitude was manifested throughout European education, therefore not only in France, which was leading at least in her policy declarations, but especially in the Habsburg monarchy whose education was under centralistic reformation. It was also proper to the then learned culture of the Encyclopaedia, or a Systematic Dictionary of the Sciences, Arts, and Crafts, on which the KEN would directly draw. The KEN schools diverge from the identification real education with a course of philosophy, a fact became more prominent together with the popularisation of empiristic epistemology that resulted in phenomenalism; the latter eliminated the approach founded on philosophy in the traditional school, the approach proper to modern Christian Aristotelianism. The European school of linguistic and humanistic studies was enriched by mathematics and natural sciences, whereas a course in philosophy in the spirit of philosophia recentiorum was maintained, at least at the university level. This philosophy assimilated some elements of modern epistemology in a critical manner, especially the accomplishments of modern natural science. Such attitude was also characteristic of the school reformed in the mid-eighteenth century in the Polish-Lithuanian Commonwealth, especially by the Piarists and Jesuits. The KEN introduced independent mathematical and natural science subjects, a fact that resulted in limitation of the course of philosophy which in secondary education was reduced to a course in logic and practical ethics, and at universities to natural law with some social, political, and economic references. This resulted in departure from the traditional structure of university, with a propaedeutic faculty of philosophy, where a two-part structure of higher education was constituted in the spirit of physiocratic physical order and moral order. Nevertheless the pressure of the socalled long duration (longue durée) accounts for the maintenance of philosophical elements in Enlightenment school, even in natural science, in the form of interpretation that takes advantage of the category of substance and its properties, and even of the conception of animal soul.
7
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Oświeceniowa kultura naukowa w kontekście filozoficznym. Z dziejów Komisji Edukacji Narodowej (Cz. 1)

51%
Janeczek S.
Roczniki Filozoficzne
|
2015
|
vol. 63
|
issue 4
35-65
PL
Artykuł przestawia dydaktykę KEN, koncentrując się na ukazaniu reform oświatowych charakterystycznych dla epoki oświecenia. W szczególności ukazuje specyfikę styku ówczesnej filozofii i nowożytnej nauki, stopniowo wyzwalającej się z hegemonii filozofii. Wskazuje na dominujący podówczas duch utylitaryzmu, a w warstwie metodologicznej – programowy eklektyzm. Postawa ta ujawniła się w całym szkolnictwie europejskim, a więc nie tylko we Francji, przodującej przynajmniej w zakresie deklaracji programowych, ale zwłaszcza w centralistycznie refor­mowanej oświacie w monarchii habsburskiej. Jest ona także właściwa tak reprezentacyjnemu świadectwu ówczesnej kultury naukowej, jakim była Wielka Encyklopedia Francuska, do której nawiąże wprost KEN. W szkole europejskiej wzbogacano studium językowo-humanistyczne o kształcenie matematyczno-przyrodnicze, zachowując kurs filozofii w duchu philosophia recentiorum, przynajmniej na poziomie uniwersyteckim. Filozofia ta krytycznie asymilowała elementy nowożytnej epistemologii, a zwłaszcza osiągnięcia nowożytnego przyrodoznawstwa. Podejście to było typowe dla szkolnictwa reformowanego w Rzeczypospolitej Obojga Narodów przez środowiska wyznaniowe, zwłaszcza zakon pijarów i jezuitów. Z czasem coraz bardziej upowszechni się empirystyczna epistemologia, owocująca fenomenalizmem kwestionującym możliwość uprawiania maksymalistycznie pojętej filozofii w formie nowożytnego arystotelizmu chrześcijańskiego funkcjonującego w szkole tradycyjnej. Mimo krytyki tego modelu kształcenia, presja tzw. długiego trwania (longue durée) tłumaczy zachowanie w szkole oświeceniowej elementów filozoficznych nawet w przyrodoznawstwie, w formie interpretacji korzystającej z kategorii substancji i jej właściwości, a nawet koncepcji duszy zwierzęcej.
EN
This paper depicts the didactic approach of the Commission of National Education (Pol. KEN). It focuses on the educational reforms characteristic of the Age of the Enlightenment. In particular, it shows the specific character of the then philosophy and modern science that gradually liberated itself from the hegemony of philosophy. It pinpoints the spirit of utilitarianism that dominated at that time, and in its methodological aspect policy eclecticism. This attitude was manifested throughout European education, therefore not only in France, which was leading at least in her policy declarations, but especially in the Habsburg monarchy whose education was under centralistic reformation. It was also proper to the then learned culture of the Encyclopaedia, or a Systematic Dictionary of the Sciences, Arts, and Crafts, on which the KEN would draw. The European school of linguistic and humanistic studies was enriched by mathematics and natural sciences, whereas a course in philosophy in the spirit of philosophia recentiorum was maintained, at least at the university level. This philosophy assimilated some elements of modern epistemology in a critical manner, especially the accomplishments of modern natural science. Such approach was typical of reformed education in the Polish–Lithuanian Commonwealth by religious milieus, especially the Piarists and Jesuits. In the course of time empiristic epistemology became more and more popular and bore fruit in the form of phenomenalism which questioned the pursuit of philosophy maximalistically understood in the form of modern Christian Aristotelianism in the traditional school. Despite criticism of this model of education, the pressure of the so-called long duration (longue durée) accounts for the maintenance of philosophical elements in Enlightenment school, even in natural science, in the form of interpretation that takes advantage of the category of substance and its properties, and even of the conception of animal soul.
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