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1

Aleksander Moldenhawer (1840-1909)

100%
Skoczen-Nowicka E.
Rozprawy z Dziejów Oświaty
|
2005
|
vol. 44
49-74
EN
The paper presents the person of Aleksander Moldenhawer, lawyer, reformer of the prison system and a promotor of the concept of caregiving. It discusses his ideas about the prison system at the turn of the 20th century. Aleksander Moldenhawer was an opponent of the harsh treatment of prisoners and of severe penalties, and was decidedly against the death penalty. He advocated giving assistance to released prisoners and reforming the justice system for minors. The paper presents also ideas expressed at that time in other countries (mainly in Germany, Switzerland and France) and the practical solutions applied there.
2

Reading and Writing Skills in Religious Communities Inhabiting Poland in View of the Results of the 1931 Census

80%
Wysocki T.
Rozprawy z Dziejów Oświaty
|
2005
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vol. 44
105-135
EN
The paper is an attempt to present the level of education of the popoulation of Poland during the period between the World War I and II, based on reading and writing skills in religious communities living in Poland, as reflected in the results of the 1931 Census. The paper is an introduction to a more in-depth discussion concerning the ethnic and linguistic structure of the population of Poland 70 years ago. It describes four categories of people: literate (able to read and write), semi-literate (able to read but not to write), illiterate (unable to read and write) and those whose reading and writing skills are unknown. Since the ability to write plays the decisive role in the research on illiteracy, the least attention is devoted in this paper to people belonging to the category of people with reading skills only.
3

Professor Ludwik Chmaj Imprisonment by NKGB in the Focus of the Archival Records of 1944-1945

80%
Draus J., Zasztowt L.
Rozprawy z Dziejów Oświaty
|
2005
|
vol. 44
173-202
EN
Professor Ludwik Chmaj was a renowned Polish scholar, specialist in the Reformation period, a past master of Arianism, which was the topic of his several studies, including the book and source edition on Fausto Sozzini (1539-1604). As a historian of philosophy Chmaj was fascinated by the René Descartes' thought, and that inclined him to interpret the Descartes writings, and to dedicate to this great philosopher a separate monograph. Thanks to interest in Descartes, in the 30s he entered the philosophy of occasionalism, and later translated into Polish the opus magnum of one of the Descartes critics – Peter Gassendi's 'Logic'. Chmaj was not only historian of culture and philosophy, but equally the historian of psychology and educator or - better to say - pedagogue. His main opus was the synthesis entitled 'Kierunki i prady pedagogiki wspolczesnej' (Streams and directions of the contemporary pedagogy), published in 1938, and twice in the 60s. In 1939, when the war began, Chmaj hold the chair of pedagogy in the Vilna (Vilnius) University. He was arrested by the Soviet NKGB in August 1944, and spent nearly ten years in the USSR Gulag. Depositions made by professor Chmaj in the NKGB jail in Vilna are unique. His testimony shows us a brave, and honest man, who did not frighten to present to the NKGB officer his political point of view concerning the role of Soviets in Lithuania. Although involved in the Polish underground activity against Nazis, Chmaj did not reveal any names or opportunities unknown to the Soviets. Therefore he probably saved many of his colleagues and friends. He was released from the concentration camp in 1954, returned to Poland and ended his life as a professor in the Institute of Philosophy and Sociology of the Polish Academy of Sciences. He died in 1959.
4

A Matter of Forming the Obedience in Educational Conception of Jacek Woroniecki OP

80%
Lietz N.
Rozprawy z Dziejów Oświaty
|
2005
|
vol. 44
151-171
EN
Jacek Woroniecki OP (1878-1949) is known as a prominent representative of philosophical and theological conception of ethics inspired by the trend of classical Thomism within Christianity that has both theoretical and practical character. The first of its aspects is based on a disinterested approach to the truth about man, his actions, values and duties, and the second one is to show the way and manners, thanks to which preceptors of any kind can accomplish perfection in forming the obedience among their wards. In general, the issues concerning the educational methodics are discussed by Father Woroniecki quite rarely, and when they appear, they seem to result from deeply understood and accepted aims of the upbringing. A very important element of this methodical conception is stimulation of ward's care for the common good that depends on forming the obedience. The article indicates three activities, thanks to which the obedience can be formed: ruling, commanding and castigating. Within his methodical conception Jacek Woroniecki OP concentrates on: preceptor's duties, ruling deficiency, order requirements, commanding and permission insufficiency, significance and conditions of the proper castigating. Father Woroniecki also presents two main principles concerning the punishment, and discusses the significance of compassion, closer recognition of a ward, elimination of sentimentality, severity, forbearance, and giving praise in the process of forming the obedience.
5

The University of Stefan Batory and Vilnius City-Life. The Popularization of Science before the Second World War

80%
Tylinska E.
Rozprawy z Dziejów Oświaty
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2005
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vol. 44
137-149
EN
A reflection upon a popularisation of science in Vilnius before the World War II is indissolubly connected with the history of the Stefan Batory University. All civic and educational activities of Vilnius were managed by the university authorities. The city council and the citizens profited from the high school presence: they had the use of rich library, museum collections and spacious auditoriums. But the most important advantage of being a host to the research centre was the contact with the academic scholars. The university assembly animated and inspired the everyday city-life. Members of the Vilnius community, due to the professors' efforts, had an extraordinary opportunity to improve professional qualifications or to broaden their horizons. Such chances were available to people from all social classes and having various intellectual background.
6
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PEDAGOGUE - THE PROFESSION OF THE FUTURE? (Pedagog - zawod przyszlosci?)

70%
Krolikowska I.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
|
2010
|
issue 2
117-128
EN
The article is the attempt to answer to the question about the future of pedagogue profession, according to the social and economic context and requirements of new forming information society. The article presents also the review of future professions that are predicted to be dedicated for pedagogues. It analyses the rules which organize a modern society, visions for the future and long term processes. These processes have the influence on the shape of the future and the condition of polish education as well as the lack of possibility to adapt polish education to actual and future civilization conditions. The article touches upon a basis of the pedagogy students' inability to think of their future professions.
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