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The Historical Memory of Ethnic Poles in Belarus: A Cultural and Ideological Palimpsest

100%
LASTOUSKI A.
Historia i Polityka
|
2014
|
issue 12(19)
9-21
EN
This article examines the main characteristics of the historical memory of Poles in Belarus, allowing to speak about the special image of the past within this ethnic group. The canon of historical and cultural figures is analyzed, as well the relationship between historical grand narrative and family memory that creates a trend of “escape” from the rigid interpretations of the past.
2
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Ukrainian students enrolled in music education studies in Poland – education, attitudes, professional expectations, and their relations to their environment – research report

88%
Chaciński J.
Ars inter Culturas
|
2019
|
vol. 8
233-256
EN
The significant growth in the number of Ukrainian s tudents at Polish institutions of higher education has significantly changed the face of academic education in this country. The existing model of higher education mostly based , especially in smaller centres, on studies of a single nation has been evolving over a t least several years in the direction of a bi- or multicultural model. Ukrainians currently constitute the largest group of minority students in Polish institutions of higher education , which affects social attitudes perceptible in the academic environment, arouses interest in th e Other or evokes negative cultural ste- reotypes and prejudice. In the context of these cha nges, key questions arise about the mo- bility of Ukrainian students to Poland, which can b e addressed in the following research questions: What are the motives of Ukrainian studen ts coming to Poland? Will Ukrainian graduates remain in Poland and be assimilated, or w ill the higher professional qualifica- tions earned help many Ukrainians with Polish degre es to build a new social, economic and cultural order? What is the structure of education for a Ukrainian student – one based on the domi- nance of one cultural canon or one that shows cultu ral diversity? Included these visible changes at Polish universiti es were also programmes in “Art Ed- ucation in the Musical Arts”, including those condu cted in the Institute of Music at the Pomeranian Academy in Słupsk. Since 2014, this inst itution and institute have offered “semester exchange” and “double degree” programmes for students from Ukrainian insti- tutions, and many Ukrainians have chosen Słupsk as the place for the full programme of their music and pedagogical studies. The theoretical section of the article is divided i nto three parts: 1. Academic mobility - in which select literature o n the situation of students pursuing their education abroad is discussed. At the foregro und of these discussions are the problems of students’ adaptation to a new, cultural ly foreign environment. Also con- sidered are the perceived difficulties in studying in the chosen field, as well as the question of the declared strength of the desire of Ukrainian students to emigrate to a new country, understood in the perspective of their car eer development in the profession. 2. Students from Ukraine pursuing studies in music and pedagogy form a certain image of their future professional employment, namely as a music teacher at school. There- fore, the focus of this article is the analysis of different models of this profession and their integration with the interests and musical ac tivities they engage in. Jarosław Chaci ń ski 256 3. Another area of the literature analysis, underta ken in order to learn about the changes in the consciousness of Ukrainian students, is the subject of shaping their individual cultural image, based on the dominance of their nat ive cultural canon, which then un- dergoes an inevitable process of acculturation. In this aspect, it is important to esti- mate how much they have learned and their ability t o recognize another cultural tra- dition, as well as to acquire the competence to dea l with the history of Polish culture and its most outstanding works in the musical, visu al, architectural and literary arts. The research variables identified in the theoretica l part of the article were then the main inspiration for the survey research, included in th e second part of the article, in which Ukrainian students, answering the questions in the survey, declared their attitudes toward selected phenomena in which they participate, made a self-assessment of their assimilation of the Polish cultural canon in the context of the previous canon of their native Ukrainian culture, declared their professional preferences, o riented towards performing the future work of a music teacher according to a defined model.
3

La traducción como exégesis implícita: observaciones sobre la traducción al francés de los almanaques de Julio Cortázar

63%
Ţăranu I.
Translationes
|
2009
|
vol. 1
|
issue 1
ES
La obra de Julio Cortázar conoció un enorme éxito en Francia, y su recepción tan excepcional se debe en gran parte a la calidad de las traducciones al francés de sus obras. La traductora Laure Guille-Bataillon se encargó de la mayoría de las versiones francesas de los libros escritos por Cortázar, de modo que el nombre del autor argentino está prácticamente inseparable en Francia del nombre de su gran traductora. Nuestras observaciones en este artículo se refieren a un tipo de exégesis implícita que realiza Laure Guille-Bataillon a la hora de seleccionar los textos de Cortázar incluidos en sus libros-collage La vuelta al día en ochenta mundos (1967) y Último Round (1969) para realizar la versión francesa de un nuevo libro, Le tour du jour en quatre-vingt mondes (1980).
EN
The work of Julio Cortázar has received an astonishing recognition in France and this owes a lot to the quality of its translation into French. Laure Guille- Bataillon is signing the majority of Cortázar’s French translations, in such a way that the Argentinian author’s work has been always linked by French readers to the name of his great translator. Our remarks in this survey concern the implicit exegesis followed by Laure Guille-Bataillon, while the translator is selecting Cortazar texts from his patchwork-book La vuelta al día en ochenta mundos (1967) and Último Round (1969) in order to create a new book in French, called Le tour du jour en quatre-vingt mondes (1980).
4
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Paradoksy edukacji humanistycznej

54%
Kłakówna Z. A.
Polonistyka. Innowacje
|
2020
|
issue 12
13-30
EN
The text clearly indicates that thinking about humanistic education largely depends on the meanings given to such terms as humanism, humanitarianism, humanities  and the paradoxes which may arise if these terms are confused. At the same time, it emphasizes the absurdity of the contemporary Polish school. The conclusion includes one essential inference and one equally essential postulate: (1) cultivating the nineteenth century spirit of educational tradition, which collides with the modern civilization and cultural context leads to an intellectual catastrophe for generations to come, (2) The situation cannot possibly be rectified unless some fundamental changes are made to the present school concept, in fact, unless it is re-imagined or reinvented.
PL
Tekst wskazuje na zależność myślenia o edukacji humanistycznej od znaczeń nadawanych pojęciom humanizm, humanitaryzm, humanistyka. Akcentuje przy tym absurdy charakteryzujące polską szkołę współczesną. Konkluzja obejmuje jeden zasadniczy wniosek i jeden równie zasadniczy postulat: (1) kultywowanie dziewiętnastowiecznej z ducha edukacyjnej tradycji w zderzeniu z cywilizacyjno-kulturowym kontekstem współczesności prowadzi do intelektualnej katastrofy na pokolenia w przód, (2) o naprawie sytuacji nie ma mowy bez gruntownego przepracowania idei szkoły i de facto wymyślenia jej na nowo.
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