Search results

1

Praca wychowawcza wśród Ukraińców w Wojsku Polskim w latach 1921–1939

100%

Mraka I.

Studia Interkulturowe Europy Środkowo-Wschodniej

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2018

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vol. 11

90-113

PL

The spread of mandatory military service for all citizens in II Rzeczypospolita caused the rapid growth of representatives of national minority in the army, Ukrainians in particular, who were often indifferent or sometimes even hostile to the country. One of the main reasons for indifference or hostile from Ukrainians was the events of Polish-Ukrainian war 1918–1919, the fight for Lviv, the defeat of ZUNR (West Ukrainian People’s Republic), in which Poland was considered to be guilty. At the same time the level of national and civil consciousness of many Poles was low enough. Taking all that into consideration, military and political authorities realized the necessity of organizing some educational activities for recruits. In the army there were some regular educational lectures with tendentiously chosen historical examples, whose aim was to smooth tensions in bilateral relations, to integrate Ukrainians into society, to bring up the sense of patriotism to Motherland, country of residence and finally to assimilate. To reach this aim, excursions, theatres and cinemas were also used for this reason.

2

Polskie badania nad krytyką literacką Vladimira Nabokova

100%

Karwacka M.

Acta Polono-Ruthenica

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2014

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issue 19

61-70

EN

The paper presents development of studies on Lectures on Russian Literature by Vladimir Nabokov in Russia, America and on this background in Poland. Works of Nabokov arouses constant interest among researchers all over the world, however, Nabokov’s literary-critical heritage remained out of scientific focus for a long time until publishing Lectures on literature and later Lectures on Russian literature first in the USA and then in Russia and Poland. In the paper there is presented the attempt to determine the scale and significance of studies on literary-critical works of Nabokov in different countries and to show similarities and discrepancies in international researches.

3

Ioannikii Malynovskyi as an Enlightener of the History of Law

72%

Matviichuk M., Popeliushko V., Herasymchuk O., Gongalo S., Borzhetska N.

Journal of Education Culture and Society

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2022

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vol. 13

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issue 2

65-84

EN

Aim. The purpose of the study is to research the career of Professor Ioannikii Malynovskyi in higher education, his contribution to its development, the goals of the university education. Methods. In the study several different methods were used in the system and interaction. A dialectical method, which boils down to the fact that all phenomena in society have a beginning and an end. The historical method was used to take into account historical traditions, socio-cultural roots of the state and law. A logical-semantic method was also used to help define the conceptual apparatus used in the study. Formal-legal method was used to analyse and disclose legal concepts. Results. The research showed that Malynovskyi conducted scientific researches in the chosen field and by getting acquainted with the heritage of national and world culture. The professor made considerable efforts in education to democratise higher education, in particular, by admitting women to higher education in Western Siberia. He defined the goals of university teaching: 1) to learn to acquire knowledge, the method of scientific research and, 2) to get acquainted with the current state of science. The scientist was the first to create a chronologically consistent, comprehensive subject course on the history of Rus’ law. Conclusions. Malynovskyi’s contribution to the democratisation of higher education already belongs to history, but his scientifically based recommendations on the goals of university education and means of achieving it are not without relevance today, but especially on the practical side in training future legal practitioners which are topical for today.

4

Wybrane formy przepowiadania słowa Bożego w parafii (kan. 770 KPK)

72%

Adamczyk J.

Analecta Cracoviensia

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2018

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vol. 50

EN

This article aims to show the other (different from the mission or parish retreats) forms of preaching of the word of God adapted to the local needs, which should be organised by the parish priests in accordance with the decision of the diocesan Bishop.The first part of the article shows various forms of preaching of the word of God in the parish.The second part points out the sources and content of “other forms of preaching” of the word of God. The third part examines important types of “other forms of preaching” in the parish.

PL

Celem artykułu jest ukazanie innych (różnych od misji czy rekolekcji parafialnych) form przepowiadania słowa Bożego, dostosowanych do miejscowych potrzeb, które proboszczowie winni organizować zgodnie z zarządzeniem biskupa diecezjalnego.W jego pierwszej części przedstawiono różne formy przepowiadania słowa Bożego w parafii.W drugiej części wskazano na źródła i treść „innych form przepowiadania” słowa Bożego, natomiast część trzecia została poświęcona ważniejszym rodzajom „innych form przepowiadania” parafialnego.

5

Vladimir Nabokov jako wykładowca literatury

44%

Grygiel M.

Roczniki Humanistyczne

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2016

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vol. 64

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issue 7: Słowianoznawstwo

137-147

PL

Vladimir Nabokov podjął pracę wykładowcy akademickiego po wyjeździe do Stanów Zjednoczonych, gdzie wykładał na Wellesley College i Uniwersytecie Cornella literaturę europejską i literaturę rosyjską. W swoich wykładach pisarz zaprezentował kategoryczne i kontrowersyjne opinie na temat literatury, podzielił ją na arcydzieła i utwory, jego zdaniem mierne, stworzył hierarchię literacką, wynikającą z osobistych autorskich przekonań i upodobań. W literaturze rosyjskiej zachwalał twórczość M. Gogola, L. Tołstoja i A. Czechowa, negatywnie ocenił dorobek F. Dostojewskiego i M. Gorkiego. Z literatury europejskiej wyróżnił wybrane dzieła M. Prousta, J. Joyce’a i G. Flauberta, w każdym wypadku wskazywał na wartości kluczowe dla swojego dorobku, metody znamienne dla całej swojej prozy. Wykłady Nabokova stanowią nierozerwalną część jego dokonań literackich, są wykładnią literackiej filozofii pisarza.

RU

Владимир Набоков стал преподавателем литературы после переезда в США, где читал лекции в колледже Уэлсли и Корнеллском университете по русской и зарубежной литературах. В своих лекциях писатель представил твердые и спорные суждения на литературу, разделяя ее на шедевры, и, по его мнению, посредственные произведения, сочинил литературную иерархию как результат собственных авторских взглядов и симпатий. В русской литературе восхищался творчеством Н. Гоголя, Л. Толстого и А. Чехова, отрицательно высказывался на тему достижений Ф. Достоевского и М. Горького. В зарубежной европейской литературе подчеркивал значение выбранных произведений М. Пруста, Д. Джойса и Г. Флобера, в каждом случае определяя ключевые ценности и значительные методы для своего прозаического творчества. Лекции Набокова составляют неотделимую часть его творческого наследия, являются интерпретацией литературной философии писателя.

EN

When he arrived to the United States Vladimir Nabokov took a job as the university lecturer at Wellesley College and Cornell University. He taught Russian and European literature. In his lectures he presented a categorical and controversial opinions on literature, he divided it into masterpieces and works. In his opinion he created a hierarchy of literary resulted from his personal beliefs and preferences. In Russian literature, he praised works of M. Gogol, L. Tolstoy and Chekhov. He negatively assessed the achievements of F. Dostoevsky and M. Gorky. In the European literature he singled selected works of Marcel Proust, Joyce J. and G. Flaubert. In any case he pointed to the key values for his Works and methods characteristic of all his prose. Nabokov's lectures are the integral part of his literary achievements and they are writer’s literary philosophy.

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1 Acta Polono-Ruthenica

1 Analecta Cracoviensia

1 Journal of Education Culture and Society

1 Roczniki Humanistyczne

1 Studia Interkulturowe Europy Środkowo-Wschodniej

1 Adamczyk J.

1 Borzhetska N.

1 Gongalo S.

1 Grygiel M.

1 Herasymchuk O.

1 Karwacka M.

1 Matviichuk M.

1 Mraka I.

1 Popeliushko V.

1 2022

2 2018

1 2016

1 2014

Praca wychowawcza wśród Ukraińców w Wojsku Polskim w latach 1921–1939

Polskie badania nad krytyką literacką Vladimira Nabokova

Ioannikii Malynovskyi as an Enlightener of the History of Law

Wybrane formy przepowiadania słowa Bożego w parafii (kan. 770 KPK)

Vladimir Nabokov jako wykładowca literatury