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The Kalksburg Jesuit Secondary Grammar School And Its Polish Pupils (1856–1938)

100%
Rébay M.
Studia Paedagogica Ignatiana
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2020
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vol. 23
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issue 3
EN
Founded in 1856, the Kalksburg Jesuit Secondary Grammar School quickly became the signature school of the Habsburg Monarchy, as it was particularly popular among the aristocracy and lower nobility. This institution, which obtained its ‘publicity right’ in 1891, placed a great emphasis on physical education, besides education and religious formation. Their huge garden, complete with playgrounds and sports fields, created a suitable opportunity for exercise in any season. Due to its ‘convictus’ (i.e. a boarding school), the secondary school possessed a catchment area of attractions: before 1918, students from all over the Habsburg Empire – and even from beyond it – arrived to Kalksburg. Curiously, dismantling the Monarchy merely brought about a partial reapportionment, obvious in the case of Polish students, whose number dropped considerably. The secondary school remained mindful of cultivating education in the students’ mother tongue, as well, so those who were ready for it could also learn the Polish language.
2

АНАЛІЗ ОСОБЛИВОСТЕЙ ЖИТТЄДІЯЛЬНОСТІ Й ПОБУТУ ДІТЕЙ В УМОВАХ ІНТЕРНАТНОЇ УСТАНОВИ

75%
Кузьміна О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
264-273
EN
In the article it is stated that the boarding school pupils are remarkably different from the children who attend secondary school.Economic, social and psychological problems faced by a child influence the formation of his/her life guidelines, distort social attitudes, make it difficult to adapt to life in society, because he has no independent living skills, the abilities of domestic self-stereotypes, positive family relationships. As a result, a young man, who was taken care of in the boarding school, appears unprepared for independent life of becoming of the age of discretion. The process of socialization of the child, who was in a boarding institution, is fundamentally different from that the most home kids have. The so-called “closed” life ensures that the environment outside the boarding school may not be apparent and foreign to the pupils of the boarding school, or they may have inadequate representation about it, and leads to the fact that they do not form the survival skills, adapt to new living conditions, the skills of integration in new social groups, practice of interaction and behaviour in different situations in early adult life are absent. In boarding schools there are also problems as to the realisation of educational content, improvement of the forms and methods of training and education, methodological support of the educational process. Many pupils of boarding schools as a result of the definite deformation of the development are socially and psychologically maladjusted, with deviations in behaviour, increased aggression and so on. It is necessary to improve the system of educational work, aimed at the formation of children’s vital skills for independent living. In addition, at most boarding schools there are observed the negative trends to excessive care of children, which leads to ignorance of their duties, as opposed to the rights, the removal from feasible and necessary household labour. To form vital competence of graduates of boarding schools, to prepare for a smooth entry into the community, into adulthood is the main task of boarding schools.
3
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Jezuickie instytucje edukacyjne w Orszy 1773–1820

45%
Bieś A. P.
Studia Paedagogica Ignatiana
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2016
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vol. 19
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issue 3
15-34
PL
Celem artykułu opisującego funkcjonowanie jezuickich placówek edukacyjnych, istniejących w latach 1773–1820 w położonym nad Dnieprem mieście powiatowym Orsza, jest przybliżenie fenomenu przetrwania i kontynuowania prac wychowawczo-oświatowych w warunkach poważnego kryzysu instytucjonalnego. Dla wspomnianych placówek kryzys ten był związany z jednej stron z upadkiem polskiej państwowości i włączeniem w struktury obcego państwa, a z drugiej z perturbacjami wywołanymi nieskuteczną próbą całkowitej likwidacji organizacji odpowiadającej za ich dotychczasowe prowadzenie. Korzystając z zachowanych materiałów archiwalnych oraz skąpej literatury przedmiotu, autor odtwarza przebieg działalności poszczególnych jednostek – jezuickiej szkoły publicznej, bursy muzycznej, konwiktu szlacheckiego, studium nauczycielskiego dla kleryków jezuickich oraz rocznego kursu formacji zakonnej tzw. trzeciej probacji. Ze względu na rodzaj dostępnych materiałów źródłowych tekst skupia się głównie na prowadzonej przez jezuitów od 1618 roku szkole, zwracając uwagę m.in. na jej bazę materialną, liczebność uczniów, kadry nauczycielskie, na zmiany zachodzące w programach nauczania oraz powody ich wprowadzania, a także uzyskane efekty kształcenia. W dalszej części zostały przedstawione cele stawiane pozostałym placówkom, metody ich realizacji i zakres oddziaływania, oraz osoby odpowiedzialne za wypełnianie zadań w poszczególnych jednostkach. I chociaż edukacyjna działalność jezuitów w Orszy została ostatecznie i bezpowrotnie przerwana ich wypędzeniem w 1820 roku, a same instytucje nie przetrwały nawet dekady w rękach nowych administratorów, to pamięć o dawnych zakładach poświęconych nauczaniu i wychowaniu w sposób nieoczekiwany powróciła po wiekach do przestrzeni publicznej w postaci śladu zrekonstruowanego – wzniesionych z ruin i zaadaptowanych budynków.
EN
The aim of the article, describing the functioning of Jesuit educational institutions, in the years 1773–1820, in Orsha, the poviat town loca­ted by the Dnieper, is to present the phenomenon of the survival and continuation of educational and pedagogical activities at the time of a serious institutional crisis. On the one hand, for the above-mentioned institutions, the crisis was connected with the collapse of the Polish statehood and its incorporation into the structure of a foreign state. On the other hand, it was related to the perturbations caused by a futile attempt to completely abolish the organisation responsible for its functioning until then. Taking advantage of preserved archival materials as well as of the scarce literature on the subject matter, the author reconstructs the subsequent forms of functioning of particular institutions – the Jesuit public school, music dormitory, landed gentry boarding school, teacher training college for Jesuit clerics and a year course for nunnery formation, the so-called third probationary period. Owing to the type of the available source material, the article concentrates mainly on the school ran by Jesuits since 1618, focusing among other things on its material basis, the number of students, the teaching staff, on the changes in the curricula as well as the reasons for these changes, and also on accomplished educational results. The further part of the article presents the objectives set for the remaining institutions, methods of their implementation and the scope of their functioning, as well as the people responsible for task fulfillment in particular institutions. The educational activity of Jesuits in Orsha was irreversibly terminated as a result of their expulsion in 1820 and the institutions themselves did not survive even a decade once their new administrators were in charge. However, after centuries, the memory of former institutions dedicated to education and upbringing unexpectedly returned to the public space in the form of the reconstructed trace – the adapted buildings which were erected from ruin.
4
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Działalność edukacyjna żeńskich zgromadzeń franciszkańskich na obszarze Galicji w 2 połowie XIX – na początku XX wieku

45%
Оксана Я.
Wschodni Rocznik Humanistyczny
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2020
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vol. XVII (2020)
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issue 4: Nauki o polityce i historia administracji
189-198
PL
W artykule poddano analizie jeden z głównych i ważnych kierunków działalności żeńskich zgromadzeń franciszkańskich na terenie Galicji w drugiej połowie XIX – na początku XX wieku. Ustalono, że dla zakonnic zasadniczą sprawą była działalność edukacyjna. Działalność pedagogiczna franciszkanek w czasie kryzysu społecznego oraz gospodarczego nabrała na terenie Galicji ogromnego tempa. Zakonnice w większości przypadków uczyły dziewczęta w żeńskich placówkach edukacyjnych. Działalność edukacyjna zakonnic żeńskich zgromadzeń franciszkańskich objęła istotną część ludności kraju, a dane uzyskane z przetworzonych źródeł archiwalnych potwierdzają ważną rolę społeczną tej działalności.
EN
The article analyzes one of the main and important areas in the activities of women's Franciscan congregations in the territory of Galicia in the second half of the 19-th century and at the beginning of the 20-th century. It was established that educational activities in the region were a priority for nuns. The research shows that pedagogical activities of Franciscans during the social and economic crisis gained considerable momentum in the territory of Galicia during the period under study. It was found that the nuns mainly taught girls in educational institutions. However, it was known that Franciscans also worked in mixed schools, where girls studied together with boys. It has been established that educational activities of the nuns belonging to the Franciscan women's congregations covered a significant part of the population in the region and the data obtained from the processed archival sources confirm their important social role.
RU
: В статье анализируется одно из основных и важных направлений деятельности женских францисканских конгрегаций в Галичине во второй половине XIX - начале XX века. Было установлено, что для монахинь образовательная деятельность имела важное значение. Педагогическая деятельность францисканцев в период социально-экономического кризиса в Галичине достигла огромных масштабов. Большинство монахинь обучала девочки в женских учебных заведениях. Образовательная деятельность монахинь женских францисканских общин охватывала значительную часть населения страны. Данные, полученные из обработанных архивных источников, подтверждают важную социальную роль этой деятельности.
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