Search results

1

Merited, (Un)Appreciated, (Un)Remembered: Women in Educational and Social Policy Sciences as a Scholarly Discipline in Poland, 1900–39

100%

Bołdyrew A.

Acta Poloniae Historica

|

2018

|

vol. 117

PL

The first four decades of the twentieth century saw an intense development in the Polish lands of educational sciences and social policy sciences. A role of importance in the development of the underlying theory for these scientific domains and in the pursuit of pioneering empirical studies fell to a group of women who combined their intellectual interests and scientific research with activities in the fields of education and social work. This article seeks to outline their scholarly achievements (until 1939) and point to the specificity of their effort: none of them pursued a ‘classical’ academic career comprehended in terms of getting employed and promoted by a university. Their formative experience consisted in studying abroad and obtaining their doctoral degrees there. Migrations and membership in (or contribution to) international scientific organisations enabled them to deepen their knowledge and present their theories in the international forum whilst also making them acquainted with the academic models functioning in West European countries in the context of female participation. The personal histories of Polish female scholars researching into education and social history show the ‘typical’ experience of reluctance and arbitrariness of the academic circles, male-dominated as they were at that time when gender weighed high on career-seeking in science. This implied search for strategies and areas of activity which enabled to participate in the world of science. Pursuance of research, in selected areas, and publication of scholarly texts was enabled through the cooperation with organisations which welcomed female experts such as those employed (for example) with ministries; the Polish Society for Social Policy was one such organisation. In spite of multiple hindrances and restrictions, those female scholars who got employed on a full-time basis with academies which were ‘alternative’ to the traditional universities – the Institute of Special Pedagogy, the State Institute of Teachers, and primarily, the Free Polish University – enjoyed the most favourable conditions of work.

2

Jedna, wiele czy może żadna? Fenomenologia w naukach o wychowaniu. Wątki fenomenologiczne w naukach o wychowaniu – kontekst historyczny

87%

Piotrowski P.

Studia Edukacyjne

|

2017

|

issue 45

369-385

EN

The article presents and reflects on the presence of some phenomenological motifs in educational sciences research and investigations. The text focuses on historical, methodological and structural context of this connection. An attempt is made to assert qualification conditions for each of the answer options mentioned in the title, as possible answers to the question about the connection between phenomenology and educational science. An attempt to define reasons for each of the above answers is taken as well.

3

The Philosophical Points of Pedagogical Thinking within European Tradition and Culture

63%

Kudláčová B.

The New Educational Review

|

2006

|

vol. 10

81-88

EN

The article describes the importance of philosophy and philosophical anthropology for the development and transformation of educational science. It clarifies the process of forming of man within a historical-cultural and social context, the theory of man and theory of man’s picture and it also clarifies the educational theory and praxis. In the second and third part the author talks about changes of specific models of education according to the European tradition and on the other hand she also talks about the essence of education which is permanent and constant. At the end of the paper the author specifies five bases of the contemporary model of education in an integrating Europe.

4

„Mocna” i „słaba” interpretacja duchowości a nauki o wychowaniu

45%

Walczak A.

Nauki o Wychowaniu. Studia Interdyscyplinarne

|

2021

|

vol. 12

|

issue 1

20-39

EN

In contemporary, secularized Western culture, more and more people talk about spirituality as non-religious or new spirituality, paying attention to its experience in the first person, usually in relation to existential values. In the article, this understanding of spirituality is confronted with two proposals of ways for its interpretation – the “strong” and the “weak”, with the prior definition of the framework of the interpretation itself from the hermeneutic perspective. In the context of these interpretations, a question is formulated about the current status of the category of spirituality in educational sciences, whose source is in the humanistic sciences. However, in order to be able to reach spirituality as “the constant of human life” in the permeation of its presence and non-presence, it seems necessary to expropriate it from the usual conceptualizations.

PL

We współczesnej, zsekularyzowanej kulturze Zachodu coraz częściej mówi się o duchowości jako duchowości bezreligijnej czy nowej duchowości, zwracając uwagę na jej przeżywanie w pierwszej osobie, zazwyczaj w odniesieniu do wartości z obszaru egzystencjalnego. W artykule takie pojmowanie duchowości zostaje skonfrontowane z zaproponowanymi dwoma jej sposobami interpretacji – „mocną” i „słabą”, przy uprzednim określeniu ram samej interpretacji z perspektywy hermeneutycznej. W kontekście tych interpretacji zostało m.in. sformułowane pytanie o obecny status kategorii duchowości w naukach o wychowaniu, które źródłowo są naukami humanistycznymi. Aby jednak móc dotrzeć do duchowości jako „stałej ludzkiego życia” w przenikaniu się jej obecności i nie-obecności, wydaje się być koniecznym wywłaszczenie jej ze zwyczajowych konceptualizacji.

Refine search results

1 Acta Poloniae Historica

1 Nauki o Wychowaniu. Studia Interdyscyplinarne

1 Studia Edukacyjne

1 The New Educational Review

1 Bołdyrew A.

1 Kudláčová B.

1 Piotrowski P.

1 Walczak A.

1 2021

1 2018

1 2017

1 2006

Merited, (Un)Appreciated, (Un)Remembered: Women in Educational and Social Policy Sciences as a Scholarly Discipline in Poland, 1900–39

Jedna, wiele czy może żadna? Fenomenologia w naukach o wychowaniu. Wątki fenomenologiczne w naukach o wychowaniu – kontekst historyczny

The Philosophical Points of Pedagogical Thinking within European Tradition and Culture

„Mocna” i „słaba” interpretacja duchowości a nauki o wychowaniu