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1

Schools of the Basilian Sisters in Jaworów during the Galician autonomy 1867-1918

100%

Kudła L.

Biuletyn Historii Wychowania

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2018

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issue 38

115-127

PL

In the second half of the nineteenth century, Galicia became an autonomous province in Austria-Hungary. In addition to political reforms, changes in education were proposed. The Polish language and teaching Poland’s history were introduced to schools. Private schools for girls were also founded with the objective of raising their level of education and preparing them for academic studies. Schools run by religious congregations played a significant role here. The schools were run mainly by Catholic orders including the Basilian Sisters of the Ukrainian Greek Catholic Church (Ordo Sancti Basilii Magni). They had their convent in Jaworów in Galicia where they established an elementary school, a teachers’ school and a boarding school for girls. Ukrainian was the language of instruction. These religious schools operated according to the same principles as state schools, taught the same subjects and used the same textbooks. School authorities carried out inspections of religious schools on an annual basis. The schools enjoyed a good reputation and offered a high level of education.

2

Biografie na lekcjach historii - propozycje rozwiązań praktycznych.

100%

Kudła L.

Res Gestae. Czasopismo Historyczne

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2001

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vol. 1

237-254

PL

There are morę and morę voices among historians and history teachers which demand restoration of the human element to its rightful place in the teaching of history. Biographical motifs should be expanded in historical education. Biography can fulfill various functions in teaching history: it enables one to acąuire information about the past and develop intellectual skills. The utilisation of biographical motifs makes it possible to create a picture ofthe past in pupils’ minds, which is morę difficult to evoke by giving just “dry” facts. It allows to engage feelings, it can be used at every level of historical education. The pupil should leam to perceive the leading role of people - individuals and nations - in history. The first attempts at evaluation of the discussed figures can be madę on the basis of biographies. There is an important role of educational influence of biographies on the lives of young people, because leaming enables them to establish examples to follow, build systems of values. It teaches them to compare different biographies and assess different achievements on their own. It teaches logical thinking, and even influences attitudes of tolerance. In historical education at school, one should not avoid figures whose evaluation is controversial. It provides an opportunity to leam the influence of circumstances on human behaviour, to undertake an attempt at a meaningful discussion, to evaluate, to operate with arguments, to draw conclusions. Biographical motifs make the lesson process more attractive, develop interest in history, give basis for self-education. A biography can be an introduction to the subject of a lesson. One of the possibilities is to apply excerpts of a source text of biographical naturę. Thus, pupils can be familiarised with the methods of work of a historian researcher. We can use chronicles, diaries, memoirs. It is appropriate to use both popular and academic biographical literaturę. It can be particularly attractive to use fragments of a biographical film, and a documentary or archival film is most valuable. In addition to the content value, it provides Information which introduces the audience to the place and time of historical events to be leamt at the history lesson, and allows it to absorb the contents more fully. The historical events can be illustrated with fragments of biographies of the individuals who played a decisive roles in the discussed events. Those persons are the symbols of historie facts. Biographies ofthe persons who were the makers of historical incidents are also of great significance. A biography can also be related to the process of recapitulating the subject of the lesson. It gives an opportunity not only to get to know the individual, but also to make an attempt at an evaluation, teaching logical thinking. It makes it possible to create an image of the group on the basis of the facts from biographies of individuals.

3

Gimnazjaliści galicyjscy doby autonomicznej. Charakterystyka społeczności.

100%

Kudła L.

Res Gestae. Czasopismo Historyczne

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2005

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vol. 4

97-113

PL

One of the consequences of introducing autonomy in Galicia was the enlivening of the education at the secondary level. It was demonstrated by establishing a larger number of high schools and by the larger number of students. During 1896–1914, 27 new state high schoolswere established. Broader access to secondary education for the youth was demanded by the pedagogical circles who saw an opportunity to spread high school education in the new social, political and economic situation. The number of schools and students was decidedly higher in the large cities, and reputable high schools enjoyed a particular popularity. The multinational character of the Habsburg monarchy was reflected in the nationality structure of the schools. The largest group of students were Poles, followed by Ukrainians and Jews. The beginning of 20th century brought aggravation of the relations among the nationalities, which was a consequence of the national movements and the independence tendencies. High schools were a reflection of the religious mosaic existing in the Austrian partition. Roman-Catholics definitely prevailed among the students, but the number of Greek-Catholic and Jewish students kept increasing.Analysing the social descent of the high school students, one can notice a growingnumber of peasant sons starting education. It was a result of the situation in the country, as well as of the broadly understood work emigration of peasants. A vast majority of students were the sons of landed gentry. A broader access to high school education was gained by the sons of industrialists, merchants, craftsmen, and intelligentsia. Differentiation of the students’ community brought about the necessity to resolve various pedagogical problems. The youth, often deprived of the constant parental supervision, was exposed to agitation activities of the emerging political parties. It was reflected in the national and religious conflicts.

4

"Teka" a samoksztatcenie historyczne mtodzieży galicyjskiej (1898-1912).

100%

Kudła L.

Res Gestae. Czasopismo Historyczne

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2003

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vol. 2

157-167

PL

One of the stages of the self-education movement among the youth is connected with the activity that was inspired and organised by the magazine which was devoted to the problems of the young people from secondary schools and was entitled Teka. The magazine, being in-fluenced by the National Democracy, was issued in the years 1899-1912. Apart from the suggested self-education Solutions, such as founding scholarly circles at schools, reading rooms or libraries, the magazine tried to supply some generał knowledge to its readers. By publishing historical articles it popularised the knowledge that was not spread through the school education, for example information about national resurrections, about social and economic situation in other partitions. The conąuerors’ decisions conceming the Polish education were widely commented in Teka. History was promoted even by way of putting historical novel extracts in the magazine. Various kinds of activities were conducted in order to help Polish education in the partitioned country.The magazine lost its original character due to the inflaming of political agitation in Galicia in the beginning of the 20th century. Especially, a stronger competition with “Promieniści”, who were close to socialists, and mutual vilifications of both groups contributed to the fact that political matters were foregrounded in Teka, and the popularisation of nationalists’ arguments began to be the primary objective.The changes that took place in Galician education as a result of the events in 1905 deprived Teka of its purpose. Relaxation of school regulations, official permission to start scholarly circles, reading rooms and libraries; all of which meant a change in the school authorities’ attitude towards pupils’ self-education caused that Teka was not able to fmd itself a proper niche or the right field of activity in the new situation. The change of those conditions also influenced pupils’ attitude towards their self-education. Legalisation of the academic movement was the reason why its attractiveness disappeared. There were scout or shooting organisations that gained morę popularity with the secondary schools youth now. As a result, the magazine was published less freąuently, and then it was suspended.

5

Dydaktyka historii jako dyscyplina akademicka wobec wyzwań współczesności Kraków 28–29 września 2006.

100%

Kudła L.

Res Gestae. Czasopismo Historyczne

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2008

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vol. 7

202-203

6

Powstanie i działalność Polskiego Muzeum Szkolnego we Lwowie (1903-1914).

100%

Kudła L.

Res Gestae. Czasopismo Historyczne

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2010

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vol. 9

78-84

PL

Origins

7

Kronika Instytutu Historii w latach 2004–2006.

63%

Kudła L.

Res Gestae. Czasopismo Historyczne

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2007

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vol. 6

285-290

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Schools of the Basilian Sisters in Jaworów during the Galician autonomy 1867-1918

Biografie na lekcjach historii - propozycje rozwiązań praktycznych.

Gimnazjaliści galicyjscy doby autonomicznej. Charakterystyka społeczności.

"Teka" a samoksztatcenie historyczne mtodzieży galicyjskiej (1898-1912).

Dydaktyka historii jako dyscyplina akademicka wobec wyzwań współczesności Kraków 28–29 września 2006.

Powstanie i działalność Polskiego Muzeum Szkolnego we Lwowie (1903-1914).

Kronika Instytutu Historii w latach 2004–2006.