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Stanisław Jachowicz − bajkopisarz, pedagog i opiekun

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Wolak M.

Roczniki Nauk Społecznych

1995

vol. 23

issue 2

67-76

Custodial pedagogy is a young branch of knowledge, which was distinguished from social pedagogy in the interwar period. This branch has to meet some methodological difficulties but is grounded on a time-honoured practice of custodial and caring activity conducted by outstanding pedagogues. One of the precursors of custodial pedagogy was Stanisław Jachowicz (1796-1857). Is activity bore a caring, formative and didactic character. He was a renown private tutor of the Polish language. He understood his tasks which was as follows: promoting morality by teaching, and the foundation of morality was faith and God-fearing. Stanisław Jachowicz became one of the most outstanding writers for children. He write ca 800 works, many of which were brought out in dozens of editions, and some have cherished popularity up to this day. With his writing he sought to form young generation of Poles in the spirit of the love of God, homeland and the neighbour. He is the first to have created fable at the service of pedagogy directed to children, a fable which teaches, forms and educates. It was also his innovatory venture to apply songs as a formative method. He contributed immensely to the development of periodical press; he edited his own periodical "Dziennik dla Dzieci" (Daily for Children). The paper entailed a lot of information on science, politics, culture, everyday life and entertainment; all this was written in a manner comprehensible for young readers. Stanisław Jachowicz was an indefatigable and deeply committed custodian. He organized the Institute for Morally Forsaken Children in which he took care about children morally degraded and orphans. He ensured them a living, custody, and established "a little school for orphans" in which children learned elementary things and gained some profession supervised by experienced craftsmen. Stanisław Jachowicz was well aware of the significance of pedagogical measures taken by the Institute; he cared about financial security of his undertakings. He manifested an extraordinary, or even surprising, ingenuity in thinking up various forms of stimulating society to generosity or taking advantage of human curiosity. He belong to the group initiating the Care for Little Children, a centre patterned according to the most progressive formative ideas of Swoboda and Frobel. Day-nurseries provided care for the children whose parents worked, formed their minds and hearts through play. The life of Stanisław Jachowicz was marked with special activity in many divisions of social life. He was an outstanding pedagogue, great fable writer and committed philanthropist. While serving Polish society, he sought ever new, better forms of aid and new ways of formative influence adjusted to the political, economical, and social conditions.

Zmiany w opinii studentów pedagogiki na temat pracy pedagogicznej

100%

Wolak M.

Roczniki Nauk Społecznych

1999

vol. 27

issue 2

63-81

Education is one of the most important and the broadest areas of social life. The teacher is the principal element of education. His identification with his profession is a socially and morally expedient phenomenon, for it affects the way he works and helps him adopt a proper attitude to his surrounding. Research has been conducted on the opinion held by extramural students of pedagogy. Two groups have been distinguished among the respondents: those who work in education and those who do not work there. Generally speaking, pedagogy students are positive about pedagogical work. They emphasize high social requirements about this job, they assess it as responsible, demanding commitment, social useful and purposeful. At the same time, they point that from the material point of view it is disadvantageous and stressful. Educators are more critical than those who do not work in education about the material aspect connected with pedagogical work. They think that this job is more creative and fascinating, whereas those who do not work in education hold different opinions. Moreover, educators stress, unlike those who do not work in education, that the level of difficulties and requirements is much higher. However, they define this job as more pleasant. The findings of the research repeated three years later, with all the transformations in education that we have witnessed, among the same students before graduation, are similar. The differences in the manners educators and non-educators perceive this job are smaller than it was in the first part of the research. Educators, however, stress the importance of requirements as regards pedagogical work and the high degree of difficulties. Now the non-educators the purposefulness and social utility of pedagogical work is the most essential feature of pedagogical work. Those who work in education do not hesitate to point to neglect in the material sphere and this opinion is shared by the non-educators. The interesting part of the research show the opinions about an ideal job. The students would like their job to be purposeful, satisfactory, social useful, fascinating, pleasant, easy, andalso responsible and creative. The contradictory opinions about the real and ideal images can be found especially as regards material profits. The respondents would like their job to provide financial security. Pedagogy students say that it is stressful, which makes it difficult to perform it. They want it to be easier and the requirements should be lower. As regards their wishful thinking, they want this job to bring them personal satisfaction and pleasure. The opinions pedagogy students hold about a pedagogical job and an ideal job as well asthe changes of their perception should make us reflect and postulate some reformatory measures in education.

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2 Roczniki Nauk Społecznych

2 Wolak M.

1 1999

1 1995

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Stanisław Jachowicz − bajkopisarz, pedagog i opiekun

Zmiany w opinii studentów pedagogiki na temat pracy pedagogicznej