Search results

1

Edukacyjna rola szkoły i nauczyciela wychowania fizycznego w kształtowaniu aktywności fizycznej młodzieŜy

100%

Agnieszka Wartecka-Ważyńska A. W.-W.

Studia Edukacyjne

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2016

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issue 42

289-308

EN

Physical activity is an important element in psychophysical development of any human, including children and young people. Rational and regular participation in vigorous physical activity contributes to improvement and maintaining good health status. It also affects mood of a person and determinesthe quality of his or her life. The aim of the paper is to determine the role of school in the context of the factors that stimulate physical activity among young people at the age of 16 to 20 years. The paper has a literature-based and empirical character. The basic research methodologies adopted in the study included analysis of subject literature, diagnostic survey using questionnaire technique, and a statistical method. The questionnaire survey was carried out in 2012-2013 in secondary schools in the region of the Greater Poland Voivodeship in Poland in a group of 850 students. The study demonstrated that young people are physically active and participate in different forms of sport and recreation. However, one third of the young people studied spend their leisure time in a passive manner. They are not involved in any physical activity and spend their leisure time playing computer games, watching the TV, socializing, reading books and magazines and listening to the music. It should be noted that, in this context, the role of physical education teachers and school is critical.

2

Edukacja patriotyczna uczniów szkół ponadgimnazjalnych w nauczaniu wiedzy o społeczeństwie

92%

Zellma A.

Studia Elbląskie

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2013

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vol. 14

373-384

EN

In the context of globalization and the denial of civic virtues the patriotic education of high school students is still an important issue. It involves not only the transmission of knowledge, but it is also combined with the formation of attitudes. Teaching civics, based on fair, universal values, plays a special role in implementation of these processes. The purpose of this paper is to show the patriotic education of students of secondary schools in the teaching of civics. Therefore, first will be shown the essence of patriotic education. Then there will be described the program assumptions and the forms and methods of patriotic education of high school students, implemented in the teaching of civics. There will also be shown – in the form of concluding observations – the areas of educational activities which a civics teacher should pay a special attention to.

3

Obowiązki wychowawcy klasy w szkołach średnich Drugiej Rzeczypospolitej

80%

Kalinowska-Witek B.

Biuletyn Historii Wychowania

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2014

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issue 31

113-160

EN

Educational influence is among the essential tasks of school activities. It should be performed by all the teachers and especially by form tutors. The modern model of the form tutor was formed during the interwar period. After Poland regained independence, it also gained the opportunity of creating its own schools and of conducting educational tasks in accordance with the needs of the country and the society. Educating the youth became one of the most important tasks. The duties of form tutors had to be redefined, too. The educational authorities issued the relevant regulations, which were popularised by educational magazines and introduced into schools under the guidance of school principals and teachers’ boards.

4

Akademia Lubrańskiego – chluba Poznania. W 500. rocznicę fundacji

80%

Nowicki M.

Biuletyn Historii Wychowania

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2019

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issue 40

201-213

EN

1519 was a special year for the city of Poznań, owing to the foundation of a new school, the Lubrański Academy. It was the first school of humanities in Poland to follow the best models of Renaissance education and employed illustrious teachers like Krzysztof Hegendorfer and Benedykt Herbest. In the 16th century, the Academy was considered a rival of Krakow University; ultimately in the early 17th century, the Academy was affiliated with the University. As a result of the affiliation, the Poznań school enjoyed stability, a group of experienced teachers and a curriculum recognized by the society. The curriculum stood out in Poland by its inclusion of practical preparation for performing various political functions, especially in the field of law, and, as in other educational institutions, by preparing young people for cultural life in the country. Its relations with Krakow University also had drawbacks: during the Enlightenment reforms of the education system, the Lubrański Academy adopted a conservative and reactionary position. Despite this, the authorities managed to introduce several modern solutions, especially in the realm of teaching modern foreign languages.

5

Organizacja wychowania fizycznego w wybranych liceach ogólnokształcących Wrocławia

70%

Ściślak M., Rokita A.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

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2015

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vol. 49

58-72

EN

Background. The aim of the study was to identify the organization of physical education in the new core curriculum. The research material consists of the professional qualifications of 32 physical education teachers, the sports infrastructure and the method of the physical education implementation were diagnosed. Material and methods. The primary research method was a diagnostic survey and survey technique. Moreover, a teacher personal questionnaire of physical culture and a questionnaire to assess working conditions for the implementation of school physical education were applied. To identify how to implement physical education classes in schools and how to offer a variety of classes for the students to choose from, a personal questionnaire (RZWF) was used. It was created independently on the basis of the Decree of the Minister of National Education of 23 December 2008 on the core curriculum and general education in particular types of schools. Results. The study which diagnosed the professional qualifications of the physical education teachers showed that all of them graduated from the University School of Physical Education, and the highest percentage of the teachers have been working for over 21 years. Half of the diagnosed teachers have a chartered teacher status. Half of the teachers have at least an instructor certificate in a single discipline. Among those teachers, most people have a coach or instructor licence to conduct classes in basketball, volleyball, swimming, soccer and downhill skiing. The study on the diagnosis of the ways of implementing physical education classes showed that five secondary schools implemented a traditional classroom- lesson system, and four schools – a mixed system (classes in the classroom-lesson system, and activities to be chosen by a student). Conclusions. The research has shown that in more than half of the diagnosed secondary schools in Wroclaw some new opportunities for the organization of physical education have been introduced.

6

Rhetoric and History in Service of Education in Poland on the Basis of the Script of Rhetoric Lectures at the Jesuit College in Poznań from 1679

70%

Nowicki M.

Biuletyn Historii Wychowania

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2018

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issue 38

67-80

EN

Rhetoric was the most important subject of the Old Polish educational system, with its roots tracing back to the tradition of the Ancient Rome. The statement itself is crucial, due to the fact of the orator’s moral and patriotic duties. Therefore, the lectures were focused not only on the technical aspects of rhetoric, but also on morality, religion and political knowledge. The article consists of two main sections. The first section is dedicated to describing the role of the rhetorical education, as well as, the evolution of the relation between rhetoric and history, which had existed from the 1st century A.D. until the first decades of the 18th century, when history began to separate from rhetoric. The second section is dedicated to presenting the history education in practice, on the example of the Jesuit college in Poznań. The analysis of the matter is based on the script of rhetoric lectures given in Poznań in 1679. With regard to the aforementioned manuscript, one could say, that the most important task of history education, was the patriotic and civil upbringing of pupils, so that they could participate in political and cultural activities. History taught at the College in Poznań was mainly dedicated to Poland, and was of practical nature.

7

Nauczanie prawa w szkołach średnich – analiza status quo i ocena rozwiązań systemowych

70%

Farhan J., Jamiołkowska M.

Krytyka Prawa. Niezależne studia nad prawem

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2020

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vol. 12

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issue 2

56-78

EN

The aim of the research was to verify system solutions in the field of teaching law at the secondary school level. The authors analysed the main factors affecting the quality and quantity of matter related to law – the core curriculum, questions appearing on the secondary school-leaving examination and other local circumstances / related to a particular institution. According to the authors’ opinion, low legal awareness results from the underrepresentation of law at the secondary school level. As a result of the analysis, authors came to the conclusion that the problem does not only lie in the underrepresentation of law in the secondary school curriculum, but is also a consequence of several imperfect solutions in the education system. In the last chapter, the authors suggested optimization solutions.

PL

Celem badań była weryfikacja rozwiązań systemowych w zakresie nauczania prawa na etapie szkół średnich. Autorzy przeanalizowali główne czynniki mające wpływ na jakość i ilość materii dotyczącej prawa – podstawę programową, zagadnienia występujące na egzaminie maturalnym i inne okoliczności o charakterze lokalnym/związane z określoną placówką. Zdaniem autorów niska świadomość prawna wynika z niedoreprezentowania prawa na etapie szkół średnich. Wskutek przeprowadzonej analizy okazało się, iż problem nie leży w wyłącznie zbyt małej ilości zagadnień prawnych, ale jest skutkiem większej ilości niedoskonałych rozwiązań systemowych. W ostatnim rozdziale autorzy zasugerowali rozwiązania o charakterze optymalizacyjnym.

8

ТЕНДЕНЦІЇ ВПРОВАДЖЕННЯ В ПРАКТИКУ ЗАГАЛЬНООСВІТНІХШКІЛ ПРИНЦИПІВ ОСВІТИ ДЛЯ СТАЛОГО РОЗВИТКУ

70%

Левків С.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 6(40)

124-134

EN

This article is dedicated to identifying the trends in putting into practice the principles of secondary school education for sustainable development. The essence of the concepts of «trend», «sustainable development», «education for sustainable development», «sustainable development of society» are characterized. The reasons for the emergence of the concept of «education for sustainable development» are defined by the author. It is determined that education is a prerequisite and a priority and at the same time a means of achieving sustainable development. It is crucial to ensure awareness of environmental issues and ethics, the formation of values and approaches, instilling skills and encourage behavior in consistent with sustainable development. The shortcomings of traditional secondary education to implement in practice the concept of sustainable development are given. The priority areas of improving the environmental component of secondary education for sustainable development are revealed. The author focuses on results and prospects of the project «Education for sustainable development in action». The role of the state in the implementation of education for sustainable development into practice in secondary schools is mentioned. The basic principles of the modernization of educational content based on the reorientation of the objectives of sustainable development are shown. Attention is drawn to the importance of the course «Lessons for sustainable development» in terms of its impact on the process of implementation in practice of secondary school education for sustainable development. It reveals the importance of understanding the concept of «sustainable development» and the experience obtained by the students as an important element of preparation for life. The attention is focused on that high-quality secondary education is a prerequisite for sustainable development. Based on the analysis of scientific literature, legal documents, content, forms and methods of secondary schools to implement the paradigm of sustainable development the author of the article has identified the following trends: the priority of secondary schools on the implementation of the principles of education for sustainable development; unification of the efforts of schools and NGOs ecological sustainable development; the diversity of content, forms and methods of interaction between schools and community organizations in the implementation of sustainable development; the creation of a new teaching for schools in the context of sustainable development.

9

МЕТОДИКА ВИВЧЕННЯ ДЕЯКИХ ПИТАНЬ СУЧАСНОЇ ФІЗИКИ В ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ

70%

Олена З., Лариса О., Ольга П., Алла С.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 3(67)

189-201

EN

The article is devoted to the display of modern achievements of physics as a science in the school physics course. The existences of contradictions between modern scientific concepts in physics and content curriculum of discipline have been found. At the same time, it is proved that the curriculum requirements for general education of students has not been specifically formulated in the part of expected results of training on the basic concepts of nanoscience. The research is based on the general scientific theory and empirical methods: analysis – in order to study modern physics in secondary schools, finding the provision in the learning process of necessary learning tools; synthesis – for designing content for elective courses; observing of the educational process in physics. Based on the analysis of scientific and technical literature and teaching experience it is shown that the issue of development and implementation of appropriate elective courses in the context of the reform of secondary education are not reasonable: methodology of the use of elective courses while studying modern physics in secondary school has not been disclosed; relevant materials of these courses have not been developed, and there are no methodological and logistical support for their teaching. It is proved that today there is an urgent need for the development and implementation in the learning process, starting with secondary schools, of tailored training courses that include individual questions of modern physics and nanotechnology. The authors proposed elective course “Fundamentals of Modern Physics” for high school students. The course objective is to resolve contradictions between modern scientific concepts in physics and curriculums physics. In the article elective course program and guidelines for teachers are revealed. Course content promotes pupils with the modern scientific world. Holding this course the authors consider appropriate in the end of the11th class curriculum. The effective implementation of the foundations of modern physical science in the educational process of secondary schools requires creating programs and teacher training courses and developing of appropriate methodological provision of the studied subjects.

10

Kwalifikacje zawodowe nauczycieli wychowania fizycznego a zainteresowania aktywnością ruchową licealistów (na przykładzie wybranych liceów ogólnokształcących Wrocławia)

70%

Ściślak M., Rokita A., Pawlik D.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

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2016

|

vol. 53

79-90

EN

Background. The aim of the study was to identify the interests in physical activity of students attending senior high schools and the organization of physical education in the new core curriculum. The research material consists of the results of students’ physical activity from nine randomly selected senior high schools in Wrocław. Material and methods. In addition, in those randomly selected schools, the professional qualifications of 32 physical education teachers, sports infrastructure and the method of physical education implementation were diagnosed. Results. The study revealed significant differences in the interest of senior high school students. The differences in physical activity forms among students involved gender, age and school they attended and the seasons in which the survey was held. Students showed the greatest interests in swimming, team sports and downhill skiing. The most popular among the girls were swimming, dancing, skating and roller skating, whereas among the boys were team sports, swimming, martial arts and downhill skiing. The study which diagnosed the professional qualifications of PE teachers showed that all of them graduated from a University School of Physical Education, and most of them have been working for over 21 years. Half of the diagnosed qualified teachers have a professional degree. Half of the teachers have more than trainer’s or instructor’s qualifications in one discipline Among the teachers, most people have a trainer’s or instructor’s license to conduct classes in basketball, volleyball, swimming, soccer and downhill skiing. Conclusions. The study on the diagnosis of the ways of implementing PE classes showed that five senior high schools implemented a traditional classroom-lesson system, and in four schools – a mixed system (classes in the classroom-lesson system, and activities to be chosen by a student).The study has shown that in more than half of the diagnosed senior high schools in Wroclaw some new opportunities for the organization of physical education are introduced.

11

The Impact of School Shops on Students’ Eating Habits on the Example of Secondary Schools in Wrocław in Poland1

70%

Jarossová M. A.

Studia Commercialia Bratislavensia

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2013

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vol. 6

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issue 24

581-590

EN

The aim of this paper was to describe the impact of school shops on students’ eating habits on the example of secondary schools in Wroclaw. The school shops in Wroclaw’s secondary schools were characterized in terms of their type, persons involved in the food sale, the range of products in school shops and vending machines located within the schools, as well as the advertisements of food and beverages displayed in the school shops, promotions used by the owners with respect to food offered to the students and activities related to the promotion of rational nutrition principles. The paper outlines the conditions which should be met by school shops in order to be an important link in shaping the correct nutritional behavior of young people.

12

Dojazdy do pracy i szkół jako podstawowe kryterium delimitacji obszarów funkcjonalnych miast

66%

Bul R., Walaszek M.

Rozwój Regionalny i Polityka Regionalna

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2015

|

issue 29

119-138

EN

The aim of this article is to identify the role of commuting to work and school as an important indicator of functional spatial relations between the large cities and their urbon zone. The article has been prepared in an attempt to recognize the scale and directions of daily migration to work and schools in the agglomeration of Poznań. The first part of paper presents the literature and the experience of national and international research of commuting. Through extensive research, presented in this article, it was possible to determine the zones of strong and weak interactions with Poznań city.

PL

Celem artykułu jest wskazanie roli dojazdów do pracy i szkół jako ważnego identyfikatora powiązań przestrzenno-funkcjonalnych, które zachodzą pomiędzy wielkimi ośrodkami miejskimi a jednostkami gminnymi stanowiącymi ich bezpośrednie zaplecze. W pierwszej części pracy dokonano przeglądu literatury oraz doświadczeń krajowych i zagranicznych w aspekcie badań dojazdów do miejsc pracy i nauki. Przedstawione zostały również źródła danych oraz metody badawcze. W części empirycznej autorzy przytoczyli wyniki badań zasięgów oddziaływania miasta Poznania jako ośrodka szkolnictwa ponadgimnazjalnego i dojazdów do pracy. Badania te zostały przeprowadzone na potrzeby projektu delimitacji poznańskiego obszaru metropolitalnego, który został zrealizowany przez zespół Centrum Badań Metropolitalnych UAM w Poznaniu na zlecenie Stowarzyszenia Metropolia Poznań.

13

Instytucjonalny i organizacyjny rozwój średnich szkół ogólnokształcących w województwie gdańskim po II wojnie światowej (1945–1948)

61%

Gorloff E.

Biuletyn Historii Wychowania

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2014

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issue 32

109-120

EN

After World War II, high schools in the Gdansk region had to be built virtually from scratch. However, it is evident there were some major differences between the new and old districts, where the schools’ tasks went beyond teaching. Their role was to integrate local communities and give them a sense of stability. The former secondary school districts began their activities on the basis of pre-war organisational structures, and were established very quickly, almost immediately after the war ended. However, the network of grammar schools in new counties formed much more slowly, although in the 1945/46 school year there was already a secondary school in each county town. The intensity of the development of secondary schools can be shown in numbers. In the 1944/1945 school year, 14 secondary schools were established, and a year later there were already 28. With the development of institutional schools, their organisational development followed. Within a year, the number of students nearly trebled. Quickly, though not as strongly, there was an increase in the number of teachers. The major breakthrough for these institutions was 1948, in which, by decision of the school and party authorities, Poland experienced the reorganisation of general school education.

14

Krakowskie gimnazja żeńskie przełomu XIX i XX wieku

58%

Dormus K.

Studia Paedagogica Ignatiana

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2016

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vol. 19

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issue 2

87-103

PL

Problem zapewnienia kobietom wykształcenia na poziomie średnim stał się na ziemiach polskich niezwykle istotny w drugiej połowie XIX wieku. Kwestia ta była szczególnie aktualna w zaborze austriackim, gdy w latach 90. XIX wieku dziewczęta zostały dopuszczone do egzaminów maturalnych oraz studiów uniwersyteckich. W Galicji nie istniały jednak gimnazja żeńskie, a żaden z typów ówczesnych „średnich” szkół żeńskich (takich jak wyższe szkoły wydziałowe, seminaria nauczycielskie czy licea żeńskie) nie dawał możliwości zdania egzaminu maturalnego umożliwiającego wstęp na studia wyższe. Wobec niechęci władz państwowych do tworzenia państwowych gimnazjów żeńskich równych gimnazjom męskim, jedynym rozwiązaniem było tworzenie placówek prywatnych. Powstawały one jako odpowiedź na potrzeby społeczne i były efektem oddolnego społecznego działania. Pierwsza tego typu szkoła średnia – nie tylko na terenie Galicji, ale wszystkich trzech zaborów – powstała w 1896 roku w Krakowie. Przed wybuchem I wojny światowej funkcjonowały w Krakowie trzy klasyczne gimnazja żeńskie: I Prywatne Wyższe Gimnazjum Żeńskie, Prywatne Wyższe Gimnazjum Żeńskie im. Królowej Jadwigi oraz Prywatne Gimnazjum Żeńskie Heleny Strażyńskiej (potem: Józefa i Marii Lewickich) oraz gimnazjum realne sióstr urszulanek. Koncepcja prywatnego gimnazjum żeńskiego zyskała wpierw aprobatę społeczną, a stopniowo również dużą popularność. W galicyjskich gimnazjach uczyła się ponad połowa uczennic uczęszczających do gimnazjów żeńskich położonych na terenie Przedlitawii.

EN

The issue of providing education to women became particularly important in the Polish territories during the second half of the 19th century. In the Austrian partition, women were allowed to take secondary school exit exams and enroll in universities in the 1890s. However, no female school at the time offered preparation to the aforementioned exams. As the government did not want to establish public all-female schools in the same way that it had created public all-male schools, a private solution was the only one. Private all-female schools emerged through a bottom-up effort as a response to the needs of society. The first school of this kind in Galicia – and all of the Polish territories – was established in Krakow in 1896. Before the outbreak of World War I, there were only four all-female secondary schools in Krakow. Still, with time, the concept of all-female secondary schools became very popular and more than half of the students of all-female secondary schools in the Habsburg Monarchy attended such schools in Galicia.

15

Biblioteki szkolne gimnazjów lwowskich w okresie międzywojennym

58%

Sanojca K.

Z Badań nad Książką i Księgozbiorami Historycznymi

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2019

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vol. Tom specjalny: Dla Niepodległej / Special Issue: For an Independent Poland

89-104

EN

School libraries in Lviv gymnasiums were treated as an important element of scientific collections and had important didactic functions – as a source of knowledge and a tool for educational influence. Separate libraries for teachers and students existed. The latter were sometimes divided by language (e.g. German, Ukrainian library) or specificity of collections (e.g. library of school textbooks, notes for choral singing). In addition to books, schools also subscribed to numerous magazines for teachers and junior high school students, which were made available in the reading rooms of some libraries. The Lviv gymnasiums acquired an impressive collection of scientific, popular and literature books. The state of student readership was very good.

16

Towarzystwo Salezjańskie wobec wyzwań edukacyjnych w latach 1918-1939

58%

Niewęgłowski J.

Seminare. Poszukiwania naukowe

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2015

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vol. 36

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issue 1

151-162

EN

After regaining its independence in 1918, Poland commenced a long-lasting reconstruction of the state structures. The legacy of three partitions significantly hindered this process. The Salesian Company, together with the whole society, participated in the creation of schools and protective structures. Until 1918, the Salesians could only realize their charisma within the territory annexed by Austria. One of the first activities of the Company after 1918 was opening secondary schools. This was done at the request of the authorities and the Polish society. A majority of those schools were created in the twenties. Some struggled with many problems, such as lack of properly qualified personnel or financial difficulties. Despite many problems, the schools enjoyed rather a good reputation in the Polish society and facilitated acquiring the secondary education for a large number of Polish youth.

17

Education system in the Commonwealth’s Eastern Borderlands in the days of the Commission of National Education (1773–1794)

58%

Massalski A., Kula E.

Rozprawy z Dziejów Oświaty

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2018

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vol. 55

171-193

EN

The article presents the transformation of the education system in the days of the Commission of National Education in the area of the Commonwealth’s south-eastern borderlands, ie the then provinces of Bratslav, Kyiv, Podolia and Volhynia, in the geographical, political and administrative context. Owing to their diversity in social, ethnic and religious terms and their distant location, these regions were particularly neglected in the Polish scholarly literature dealing with education. In 14 secondary schools operating within the Ukrainian and Volhynian Departments, students were being taught first by former Jesuits and Basilians and by secular teachers, graduates from the Crown Main School, thereafter.

18

Miejsce rodziców w życiu lwowskich szkół średnich w okresie międzywojennym

58%

Sanojca K.

Wychowanie w Rodzinie

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2018

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vol. XIX

|

issue (3/2018)

73-91

EN

Aims: The aim was to show the place and role of parents in contacts with educational institutions at the level of high school in Lviv during the interwar period and to determine the changing dynamics in the scope of tasks posed and implemented by parent organizations. Methods: The analysis of the source material content was used from a historical and pedagogical perspective, as well as qualitative and formal analysis of documents, including previous literature. Results and conclusions: The findings show that the awareness of the need to establish close cooperation between parents and the school was already evident in the first years of the twentieth century. Parents’ activity in Lviv high schools gained not only a formal dimension, but also a permanent and systematic one after the creation of an independent Polish state. In subsequent years, the importance of this cooperation grew rapidly. Initially, the most important were charity initiatives, but from the beginning of the 1930s parents were clearly being involved in the implementation of the educational program. Parents and legal guardians of Lviv secondary school students showed considerable commitment to various forms of cooperation with the school, and the results achieved were commendable.

PL

Cele badań: Celem było ukazanie miejsca i roli rodziców w kontaktach z placówkami oświatowymi na poziomie szkoły średniej we Lwowie w okresie międzywojennym oraz określenie dynamiki zmian w zakresie zadań stawianych i realizowanych przez organizacje rodzicielskie. Metody: Zastosowano analizę treści materiału źródłowego z perspektywy historyczno-pedagogicznej, analizę jakościową i formalną dokumentów wraz z uwzględnieniem dotychczasowego piśmiennictwa. Wyniki i wnioski: Z dokonanych ustaleń wynika, że świadomość potrzeby nawiązania ścisłej współpracy pomiędzy rodzicami i szkołą widoczna była już w pierwszych latach XX w. Aktywność rodziców na terenie lwowskich szkół średnich zyskała wymiar nie tylko formalny, lecz także stały i systematyczny już po powstaniu niepodległego państwa polskiego. W kolejnych latach znaczenie tej współpracy szybko rosło. Początkowo najważniejsze były inicjatywy o charakterze charytatywnym, jednak od początku lat 30. wyraźnie włączano rodziców również w realizację programu wychowawczego. Rodzice i opiekunowie lwowskich gimnazjalistów wykazywali się znacznym zaangażowaniem w różnorodne formy współdziałania ze szkołą, a osiągnięte efekty budzą uznanie.

19

Wykroczenia dyscyplinarne uczniów rządowych szkół średnich przeciw obowiązującym przepisom jako przedmiot rozważań Rady Wychowania Publicznego w latach 1845–1850

47%

Massalski A.

Rozprawy z Dziejów Oświaty

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2020

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vol. 57

131-150

EN

In the minutes of the meetings of the Public Education Council, referred to as the ‘supreme school authority in the Kingdom of Poland’ of the interuprising period, a lot of space between 1845 and 1850 was devoted to the matters of male secondary school students of the Warsaw Academic District. Among many decisions taken in this regard were also the issues of disciplinary penalties students received at that time. The punished can be divided into two groups. The first group consisted of 42 students, including those who, for patriotic reasons, escaped from schools and went abroad, probably to take part in the 1846 Kraków Uprising and the Spring of Nations afterwards. They were all expelled without the right to resume education. The second group consisted of 33 students who violated school discipline or committed criminal offences. Most often, they were punished with expulsion as well as flogging, a practice allowed by the law of the time. The information contained in the article complements the knowledge about secondary school students in academic circulation.

20

Cesarsko-królewskie gimnazja państwowe miasta Lwowa na drodze transformacji w gimnazja państwowe Polski Niepodległej 1914–1922

47%

Siudut G.

Biuletyn Biblioteki Jagiellońskiej

|

2013

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vol. 63

187-211

EN

In retrospect, the outbreak of the Great War in the summer of 1914 must be recognised as a trigger that changed the education model in Galicia. The process of legal and administrative transformation of the education framework in Galicia started overnight. The purpose of the adjustments was to accommodate the system of teaching, upbringing, organisation of education and the work of schools (including secondary schools) to the needs of the monarchy which at that time was in the state of war. The transformation of the Galician education system reached its peak in the period of sociopolitical upheavals, which resulted from the fall of the Dual Monarchy as well as from the acquisition of the former Galicia by the newly reborn Polish State. After a careful analysis, it has turned out that scholars should study the transformation period as divided into three homogenous phases. The first of these stages began together with the outburst of the War in the summer of 1914 and lasted until the end of the Russian occupation of Lviv. The second one began together with the end of that occupation in July 1915 and lasted until the fall of the Dual Monarchy. The third one covered the period of the rebirth of Poland in November 1918. The most durable legacy of the Galician education model in the schooling system of Independent Poland consisted in the 19th century idea of basing the education of the young generation on the dominant position of an eight-form secondary school (gimnazjum). These schools were partially reformed after the programme debate which took place between 1919 and 1922. Therefore, the educational basis and the teaching personnel established before 1918 became the durable element transferred to the new generation. On the brink of the Great War of 1914–1918, i.e. in the summer of 1914, the Lviv centre of secondary education enjoyed the position of the largest centre of secondary education in Galicia. A variety of religions and nationalities represented by the pupils had become its hallmark. Lviv was also the centre of an ongoing debate about the role of upbringing and education in the life of a nation. The teaching staff of Lviv’s public secondary schools, consisting of distinguished pedagogues, had a significant impact on the results of education in those schools.

PL

Wybuchu wielkiej wojny w lecie 1914 roku z perspektywy czasu uznać trzeba za impuls zmian galicyjskiego modelu edukacji. Z dnia na dzień zaczął się proces modyfikacji prawno-administracyjne ram pracy galicyjskiej oświaty. Celem wprowadzanych korekt, było dostosowanie systemu nauczania, wychowania, organizacji oświaty i pracy szkół (w tym szkół średnich) do potrzeb prowadzącej wojnę monarchii. Apogeum transformacji galicyjskiej całości oświaty przypada na okres polityczno-społecznych przemian będących konsekwencją upadku Austro-Węgier i przejęciem byłej Galicji przez odrodzone Państwo Polskie. Analiza okresu przemian skłania badacza dziejów lwowskiej i polskiej oświaty do wyodrębnienia trzech jednolitych faz. Pierwsza zaczęła się wraz z wybuchem wojny w lecie 1914 roku i trwała do zakończenia rosyjskiej okupacji Lwowa. Druga, zapoczątkowana równolegle z końcem tej okupacji w lipcu 1915 roku, ciągnęła się do upadku monarchii. Trzecia przypadła na czas odrodzenia Polski w listopadzie 1918 roku. Najtrwalszą spuścizną galicyjskiego modelu edukacji w systemie szkolnym Polski niepodległej, była XIX-wieczna koncepcja oparcia systemu edukacji młodego pokolenia o dominującą pozycję gimnazjum – ośmioletniej ogólnokształcącej szkoły średniej, częściowo zreformowanej po debacie programowej z lat 1919–1922. Trwałym elementem przeniesiony w nowe czasy były też baza edukacyjna i kadry pedagogiczne szkół uformowane przed 1918 roku. U progu wielkiej wojny lat 1914–1918, w lecie 1914 roku, lwowski ośrodek szkolnictwa średniego ogólnokształcącego, był wówczas największym centrum edukacji na poziomie średnim w Galicji. Jego charakterystyczną cechą była wielowyznaniowość i wielonarodowe pochodzenie uczniów. We Lwowie ścierały się opinie o wychowaniu i roli edukacji w życiu narodu. Ważnym elementem, wpływającym na efekty kształcenia w gimnazjach państwowych Lwowa, była zatrudniona w ich kadra wybitnych pedagogów.

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