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1

W poszukiwaniu modelu uczelni przyszłości

100%
Jóźwiak J.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2012
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vol. 21
23-36
EN
The paper discusses evolution of the contemporary model of the university in Europe: from Humboldtian one to the Third Generation University. In this context three scenarios of evolution of the Polish higher education system in the perspective of 2030 (elaborated in the project “Foresight Academic Mazovia 2030”) are presented. The scenario of the “Lost Opportunities” presents the most pessimistic vision of the future of Polish universities due to unfavourable external conditions and abandonments in advanced reforms of the system. The second scenario of the “Bipolar Education” describes consequences of preserving the current system of higher education with some improvements and assumptions of the stable economic growth of Poland. The third scenario of the “Red Queen” proposes a vision of radical reforms which will lead to a fundamental restructuring of the system towards open and competitive model. Given this scenario, Polish universities would improve their relative position and competitiveness at the European and global educational markets.
2
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FLORIAN ZNANIECKI'S SOCIOLOGY OF KNOWLEDGE (Socjologia wiedzy Floriana Znanieckiego)

100%
Chmielewski A.
Zagadnienia Naukoznawstwa
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2009
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vol. 45
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issue 2(180)
223-231
EN
The subject of the paper is an analysis of a programme of sociology of scientific knowledge, initiated by Florian Znaniecki in his book 'The Social Role of the Man of Knowledge' (1940) and his other works in science of science. Author points out to a series of significant affinities between Znaniecki's sociological theses and the claims of the philosophy of science put forward by Karl Popper. He argues that, despite the fact that Popper, an epistemologist, stressed that 'the course of human history is to a large extent dependent upon the growth of human knowledge', while Znaniecki's approach may be summarised by saying that 'the growth of human knowledge is to a large extent dependent upon the course of human history', both of these perspectives complement each other and provide a fuller understanding of human knowledge. Through a comparison of Znaniecki's view of science with Jacob Bronowski's conception of scientific knowledge, the author also points out some inconsistencies in Znaniecki's understanding of science, arguing that his sociology of knowledge did not free itself from a philosophical dimension, as Znaniecki thought it had done, and remains only a provisional construction. For, despite his efforts, his conception has stumbled upon significant limitations of the sociological method in explanation of the growth of knowledge, which Znaniecki attempted to overcome by encroaching upon the areas of epistemology, logics, and psychology of knowledge.
3

O przedwojennych tomach „Nauki Polskiej” i wydanym po wojnie tomie XXV

100%
Piskurewicz J.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2011
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vol. 20
55-71
EN
The text concerns the process of publishing the yearly of Mianowski Fund entitled 'Polish Science' in the inter-war period and just after war. Stanisław Michalski (1865–1949) – an eminent pesonage actively engaged both in educational and scientific work – had a great share in the obtention of the possibility of editing 'Polish Science'. The paper includes both the description of his activity in this field and the subject of the twenty five volumes of 'Polish Science', and reveals the importance of the yearly for science before and just after the World War II.
4

Jakość w szkolnictwie wyższym

100%
Nałęcz D.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2012
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vol. 21
37-48
EN
Contemporary and historical experience show that the quantitative development rarely interacts with an increase in quality, which can also be applied to higher education. Particularly large changes in the educational process occurred in Poland after 1989. This applies to both the over whole level of higher education but also in the location of colleges (not only in large academic centres, but also in small towns). Regardless of the status and level of these colleges, its primary goal is to educate the graduate in such a way as to be competitive in the labour market. At the same time, the college should keep pace with the best establishments in meeting the challenges in the field of scientific research.
5
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The Concept of Science of Science of Maria and Stanislaus Ossowski

100%
Bronk A.
Zagadnienia Naukoznawstwa
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2004
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vol. 40
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issue 3(161)
443-454
EN
When Maria i Stanislaus Ossowski published in 1935 a paper 'Science of Science ', they proclaimed the most universal, uniform and consistent program of the investigation of science (sciences). Their crucial views on the way how to practice an integrated science of science as epistemology and anthropology of science, on the issues characteristic to science of science , on the division of tasks and issues in the science of science, on the problem of autonomy and unity of science of science and on the significance of the science of science itself are presented and discussed. Today the views of Ossowski's are of mainly historical importance. Their notion of unified, universal science of science is no more in general use. The contemporary research in the field of philosophy of science comprises many specialised disciplines dealing, among others, with the structure, functions and logical aspects of science
6

Tworzenie Polskiej Akademii Nauk

100%
Hübner P.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2010
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vol. 19
245-264
EN
The article presents an analysis of the process of making decisions leading to the foundation of Polish Academy of Sciences and the liquidation Polish Academy of Arts and Sciences and Warsaw Science Society. There are also showed the premises that influenced the opinions of the scholars and experts being at strife with each other. Finally, "action N" (Nauka - Science) brought about the situation, in which the scientists did not offer any resistance to the circumstances and the foundations of academic science were destroyed. To the scientific institutions was introduced a new system of values, ideological principles and adequate methods of acting. Spectacular proceedings of Polish Science Congress I were accompanied with a propagandist setting that veiled both the aims and factual decisions and the intended system of governing the science.
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