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Przemiany uroczystości i świąt szkolnych jako efekt zmian społecznych

100%
Wróblewska U.
Problemy Wczesnej Edukacji
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2012
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vol. 8
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issue 3(18)
98-111
EN
The aim of the article is to show transformations in selected Polish school ceremonies over decades during tens of years in a case study of schools in the city of Bialystok. The presented results are the result of the joint research project conducted by the Department of the History of Education of the Faculty of Pedagogy and Psychology at the University of Bialystok and the Bialystok Open Air Museum (the Branch of Podlaskie Museum in Bialystok) in 2011. The work shows the period of the Second Polish Republic (1918-39), the Polish People’s Republic (1945 – 89) and the present day (since 1989). It helps to show a more comparative point of view. The article describes the yearly cycle of school ceremonials, and especially shows those holidays which have undergone social changes most. The main goal of the ethnographic-historical research was to record forms of school ceremonies and to analyze their course and significance in the school system and the social system. Aschool environment is a microsphere of society, where the importance, kinds, and forms of school ceremonies are changed depending on social transformations. To collect empirical material, research methods and tools from social sciences were used (i.e. surveys, questionnaires collected from teachers, students, and their parents). The valuable basis of knowledge about ceremonies was school documents and school chronicles, which needed reliable and critical analysis because they are indirect historical sources.
2
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Gromadzenie i ochrona źródeł szkolnych

100%
Wróblewska U.
Biuletyn Historii Wychowania
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2017
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issue 37
37-52
EN
Among the historical information on the development of education and upbringing in Poland, it is the school sources that have cognitive value. The school sources include chronicles, official documents, photographs, interviews, school diaries, school newspapers, school equipment, and exhibits in school memorial rooms. Since the school sources have been present as long as the schools themselves, they provide the most accurate information about the activities of schools. Usually, the school documentation duty was imposed by the school authorities, which developed appropriate regulations, and with time the systems for protection of school resources were also implemented. The school authorities also designed detailed guidelines for the preparation of, inter alia, school chronicles, and encouraged employees to write them. The interest in school documentation especially grew in the Second Republic of Poland, which resulted from the process of rebuilding the administrative structures of the Polish state. All documents were subject to an assessment by the School Inspector. The process of creating school documentation was accompanied by initiatives to store and protect it. Pedagogues started to create school museums, where the school documents were to be kept. School sources meet the criteria of historical sources. However, it is difficult to suggest a uniform typology of school sources, as it depends on the definition of the source. School source materials of invaluable cognitive value and a rich iconographic base might be the basis for research in history, education science, ethnology, sociology and anthropology. Despite their cognitive value, the school sources are currently not protected by law and may become dispersed and irreversibly lost.  
3
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Sprawozdanie z konferencji naukowej „Źródła do dziejów staropolskich podróży edukacyjnych” Poznań, 11 i 12 maja 2017 roku

100%
Wróblewska U.
Studia Edukacyjne
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2017
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issue 46
489-492
PL
Sprawozdanie
4
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Karaimskie tradycje i aspiracje oświatowe w XIX/XX wieku (zarys problemu)

100%
Wróblewska U.
Wychowanie w Rodzinie
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2018
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vol. XVII
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issue (1/2018)
17-32
EN
Aim: The aim of the article is to show the specificity of Karaite upbringing, forms and methods of religious education and educational activities that were determined by the socio-political situation of Polish lands and professional structure of Karaites. Methods: In this article the use of source analysis, for example: documents deposited in Lithuanian archives, analysis of Karaite press and interviews with the oldest Karaites. Results: Karaite families cultivated the traditions of their ancestors and the love of learning was passed onto subsequent generations. Family, as an original and closest educational environment that inculcated religious values into the children and taught them their mother tongue, was the source of shaping Karaim attitudes. Despite the importance of the family environment, upbringing depended mostly on the financial situation and social status of the family. In Karaite municipalities in the 19th/20th century there were traditional religious schools called midrash functioning next to kenesas (houses of prayer). Teachers who taught religious rules and practices, and the Karaite language, played an important role in passing on religious knowledge. Conclusions: Because of the relevance of educational authorities, upbringing in a Karaite community in the 19th century was based on the model of post-figurative culture, in which cultural patterns were handed down by the older generation, who possessed experience and knowledge, to the younger generation.
PL
Cel: Celem artykułu jest ukazanie specyfiki wychowania karaimskiego, form i metod kształcenia religijnego oraz działań oświatowych, które były zdeterminowane przez sytuację społeczno-polityczną ziem polskich i strukturę zawodową Karaimów. Metody: Poprzez zastosowanie analizy źródeł, tj. dokumentów zdeponowanych w archiwach litewskich, uzupełnionych o analizę prasy karaimskiej i wywiady z najstarszymi Karaimami. Wyniki: Rodziny karaimskie kultywowały tradycje swoich przodków, a umiłowanie do nauki było przekazywane kolejnym pokoleniom. Źródłem kształtowania postaw karaimskich była rodzina, pierwotne i najbliższe środowisko wychowawcze, które wpajało dziecku wartości religijne i uczyło języka macierzystego. Pomimo znaczenia środowiska rodzinnego to jednak wychowanie w znacznym stopniu zależało od sytuacji finansowej i statusu społecznego rodziny. W gminach karaimskich w XIX/XX wieku przy kienesach funkcjonowały tradycyjne szkółki religijne zwane midraszami. W przekazywaniu wiedzy religijnej ważną rolę pełnili nauczyciele, którzy uczyli zasad i praktyk religii oraz języka karaimskiego. Wnioski: Ze względu na znaczenie autorytetów wychowawczych wychowanie w społeczności karaimskiej w XIX wieku oparte było na modelu kultury postfiguratywnej, w której wzorce kulturowe młodszemu pokoleniu przekazuje generacja starsza, posiadająca doświadczenia i wiedzę.
5
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Założenia organizacyjne żłobków dziennych w okresie międzywojennym według wytycznych Polskiego Komitetu Opieki nad Dzieckiem

100%
Wróblewska U.
Biuletyn Historii Wychowania
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2021
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issue 44
45-57
EN
The aim of this article is to present the main organizational assumptions of nurseries, which were just organized in the Interwar period and were to represent the first level of social care and educational work for mothers and children. The proposed issue is of contributory nature and is the first attempt to discuss the activities and operations of nurseries in the Interwar period, when their utility and significance were discussed. It is a description of the origins of the facility, which in the post-war period was a common element of childcare. As a result of the developing industry and the growing demand for workers, young mothers also took up paid jobs in order to improve their material status. Therefore, nurseries located near factories did not actually mushroom and the time of development of this institution was arrested in the post-war period.
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Historical Outline of the Short Activity of the Karaite Public Primary School in Troki, 1918–1923

100%
Wróblewska U.
Res Historica
|
2022
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issue 53
343-361
PL
Celem artykułu naukowego dotyczącego powszechnej szkoły karaimskiej w Trokach w latach 1918–1923 jest omówienie pięciu lat działalności jedynej szkoły karaimskiej, która funkcjonowała w pierwszych latach po odzyskaniu przez Polskę niepodległości. Karaimi są obecnie najmniejszą mniejszością etniczną w Polsce, która zachowała swoją odrębność kulturową, po części za sprawą znaczenia wiedzy i nauki, jako nadrzędnych wartości religijnych. Samo słowo karaim oznacza bowiem czytającego, dlatego tak istotne były szkoły, w których zdobywano umiejętności czytania pisma świętego. Pierwsze oficjalne informacje o szkole karaimskiej w Trokach pochodzą z 1576 r. Działalność szkoły przerwał wybuch pierwszej wojny światowej a działania wojenne zmusiły Karaimów do opuszczenia Trok. Na nowo historia szkoły karaimskiej w Trokach pojawia się w dokumentach archiwalnych z okresu międzywojennego. Artykuł został opracowany na podstawie dokumentów archiwalnych znajdujących się w Litewskim Centralnym Archiwum Państwowym, w Bibliotece Litewskiej Akademii Nauki w Wilnie im. Wróblewskich w kolekcji dokumentów Archiwum Karaimskiego Zarządu Duchownego w Trokach oraz w Litewskim Centralnym Archiwum Państwowym w Wilnie w zespole Kuratorium Okręgu Szkolnego Wileńskiego w teczkach inspektoratu szkolnego powiatu trockiego. W niniejszym tekście omówiono działalność powszechnej szkoły karaimskiej w Trokach (1918–1923), uwzględniając warunki szkolne, zmiany organizacyjne i strukturalne, program nauczania, metody i formy, skład osobowy nauczycieli i uczniów oraz ukazano znaczenie szkoły karaimskiej dla Karaimów jak i dla społeczności trockiej. Krótkie lata działalności szkoły karaimskiej w Trokach świadczą o jej fenomenie, bo była to jedyna szkoła mniejszości religijnej w omawianym okresie, która stanowiła dla Karaimów podstawę rozwoju i zachowania ich tożsamości kulturowej.
EN
The aim of the scientific article on the general Karaite school in Trakai in 1918–1923 is to discuss five years of the only Karaite school that operated in the first years after Poland regained independence. Karaims are currently the smallest ethnic minority in Poland, which has retained its cultural identity, partly due to the importance of knowledge and science as superior religious values. The word karaim itself means the reader, which is why the schools in which the skills of reading the scriptures were so important. The first official information about the Karaite school in Trakai comes from 1576. The activities of the school were interrupted by the outbreak of the First World War and the hostilities forced the Karaims to leave Trakai. The history of the Karaite school in Trakai appears again in archival documents from the interwar period. The article was prepared on the basis of archival documents kept in the Lithuanian Central State Archives, in the Wroblewski Library of the Lithuanian Academy of Sciences in Vilnius in the document collection of the Archives of the Karaim Clerical Administration in Trakai and in the Lithuanian Central State Archive in Vilnius in the fond of the Vilnius School District Board in the files of the school inspectorate of the Trakai district. This text discusses the activity of the Karaim general school in Trakai (1918–1923), taking into account school conditions, organizational and structural changes, the curriculum, methods and forms, and the composition of teachers and students, and shows the importance of the Karaite school for Karaims and the Trakai community. The short years of operation of the Karaite school in Trakai testify to its phenomenon, because it was the only school of a religious minority in the period in question, which constituted the basis for the development and preservation of their cultural identity for the Karaims.
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Działalność wileńskiego oddziału Związku Kulturalno-Oświatowego Tatarów Rzeczypospolitej Polskiej

100%
Wróblewska U.
Acta Baltico-Slavica
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2013
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vol. 37
165-178
EN
The aim of the article is to describe the activity of the Vilno branch of the Cultural and Educational Association of Polish Republic Tatars, according to the monographic method. The materials used come from New Documents Archive in Warsaw (Pol. ‘Archiwum Akt Nowych’) and Lithuanian Central Archive in Vilnius, which had not been used previously. The Second Polish Republic was inhabited by approximately five thousand Tatars, who formed the smallest ethnic and religious minority in the multinational structure of Poland. The period between World Wars was a time of very intensive cultural and educational work of Tatar activists for their community. The activity of the Vilno branch of the Cultural and Educational Association of Polish Republic Tatars was the most effective and diverse, and it set the example for other Tatar centres. The main areas of the activity included: transfer of knowledge – organising lectures, holding libraries and museums and publishing of the monthly Tatar Life; as well as forms that contributed to the integration of the community, e.g. organising meetings and balls on common holidays. Furthermore, the Tatar youth showed great activity in the raising of the cultural advancement of their community. The young activists of the Tatar Youth Circle in the Cultural and Educational Association of Polish Republic Tatars played a significant role in the raising of the consciousness of Tatars.
RU
Целью статьи является обсуждение деятельности вильнюсского отдела Культурно­образовательной aссoциации татар Речи Посполитой Польши. Автор базируется на монографическом методе с использованием архивных материалов, собранных в Архиве новых актов г. Варшавы, а также в Литовском центральном архиве г. Вильнюсa, которые до сих пор не были использованы. Во Второй Речи Посполитой проживало приблизительно 5 тысяч татар, они составляли самое маленькое этно­религиозное меньшинство в многонациональной структуре Польши. Межвоенный период был временем интенсивной культурно­просветительской работы татарских деятелей на благо развития их общества. Деятельность вильнюсского отдела Культурно­образовательной aссoциации татар Республики Польшa была наиболее эффективной и разнообразной, являлась образцом для подражания других татарских центров. Активность вильнюсского отдела концентрировалась, главным образом, на работе, направленной прежде всего на развитие общества. К главным направлениям деятельности общества надо причислить разъяснительные формы: передачу информаций, т.е. организацию лекций, ведение библиотеки и музея, издание ежемесячника «Татарская жизнь», а также формы, объединяющие татарское общество путём организации совместных встреч и балов по случаю праздников. Большую активность в повышении культурного уровня своего общества проявила также татарская молодёжь, которая в рамках Кружка татарской молодёжи сыграла значительную роль в укреплении самосознания татар.
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Działalność wileńskiego oddziału Związku Kulturalno‑Oświatowego Tatarów Rzeczypospolitej Polskiej

100%
Wróblewska U.
Acta Baltico-Slavica
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2013
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vol. 37
EN
The activity of the Vilno branch of the Cultural and Educational Association of Polish Republic TatarsThe aim of the article is to describe the activity of the Vilno branch of the Cultural and Educational Association of Polish Republic Tatars, according to the monographic method. The materials used come from New Documents Archive in Warsaw (Pol. ‘Archiwum Akt Nowych’) and Lithuanian Central Archive in Vilnius, which had not been used previously.The Second Polish Republic was inhabited by approximately five thousand Tatars, who formed the smallest ethnic and religious minority in the multinational structure of Poland. The period between World Wars was a time of very intensive cultural and educational work of Tatar activists for their community. The activity of the Vilno branch of the Cultural and Educational Association of Polish Republic Tatars was the most effective and diverse, and it set the example for other Tatar centres. The main areas of the activity included: transfer of knowledge – organising lectures, holding libraries and museums and publishing of the monthly Tatar Life; as well as forms that contributed to the integration of the community, e.g. organising meetings and balls on common holidays. Furthermore, the Tatar youth showed great activity in the raising of the cultural advancement of their community. The young activists of the Tatar Youth Circle in the Cultural and Educational Association of Polish Republic Tatars played a significant role in the raising of the consciousness of Tatars. Деятельность вильнюсского отдела Культурно-образовательной ассоциации татар Речи Посполитой ПольшиЦелью статьи является обсуждение деятельности вильнюсского отдела Культурно-образовательной aссoциации татар Речи Посполитой Польши. Автор базируется на монографическом методе с использованием архивных материалов, собранных в Архиве новых актов г. Варшавы, а также в Литовском центральном архиве г. Вильнюсa, которые до сих пор не были использованы. Во Второй Речи Посполитой проживало приблизительно 5 тысяч татар, они составляли самое маленькое этно-религиозное меньшинство в многонациональной структуре Польши. Межвоенный период был временем интенсивной культурно-просветительской работы татарских деятелей на благо развития их общества. Деятельность вильнюсского отдела Культурно-образовательной aссoциации татар Республики Польшa была наиболее эффективной и разноо бразной, являлась образцом для подражания других татарских центров. Активность вильнюсского отдела концентрировалась, главным образом, на работе, направленной прежде всего на развитие общества. К главным направлениям деятельности общества надо причислить разъяснительные формы: передачу информаций, т.е. организацию лекций, ведение библиотеки и музея, издание ежемесячника «Татарская жизнь», а также формы, объединяющие татарское общество путём организации совместных встреч и балов по случаю праздников. Большую активность в повышении культурного уровня своего общества проявила также татарская молодёжь, которая в рамках Кружка татарской молодёжи сыграла значительную роль в укреплении самосознания татар.
9
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“Children’s Week” as one of the activities of the Polish Childcare Committee in the Second Polish Republic

63%
Wróblewska U., Gołko J.
Biuletyn Historii Wychowania
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2018
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issue 38
151-169
PL
The aim of this article is to discuss “the Children’s Week” event organised from 1926 by the Polish Childcare Committee, which was the prototype of today’s Children’s Day and Mother’s Day. This issue has not been the subject of scientific analysis. The aim, meaning and course of “the Children’s Week” in the Second Republic of Poland were analysed based on the interwar sources’ materials. This holiday was one of the social events organised by the Polish Childcare Committee, which, as a body of the Ministry of Labour and Social Care, was responsible for improving health and social conditions of children and teenagers. Therefore, it organised care units for mothers and children, published scientific papers, propagated tasks related to the care of children and teenagers, and organised and conducted exemplary care institutions. “The Children’s Week” was a social event, which aim was to make Poles more interested in the situation of children and teenagers. For seven days the importance of proper care of the youngest children in a rebuilding country was emphasised. Every day was devoted to education or upbringing issues as well as the functioning of schools and social centres. The Children’s Day was on the first day of the event, and the Mother’s Day on the last. “The Children’s Week” in the Second Republic of Poland proceeded in accordance with the programme prepared by the Polish Childcare Committee. Each Voivodeship office tailored the programme to their capabilities and regional conditions. Despite the criticism it attracted, “the Children’s Week” was an extremely important social event, which was supported by pedagogical authorities, among others, Janusz Korczak. Annually, the public attention was focused on childcarerelated issues for seven days. This event was in line with the European trends at that time, in which children’s rights and freedoms were gaining more and more supporters.
10
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Pre-school Education in Poland in the 20th Century as a Forgotten and Underestimated Source of Contemporary Trends and Pedagogical Inspirations

63%
Wróblewska U., Choińska-Kieżel M.
Kultura i Edukacja
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2021
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issue 2(132)
80-95
EN
The aim of the article is to show the stages of the development of pre-school education in Poland in the 20th century, which set the directions for further changes in the pre-school area. The article was prepared on the basis of available historical sources in the form of specialist press, guides, and methodological manuals, as well as analysis of the literature on the subject. The work identifies and distinguishes innovative views and methods in the field of former pre-school education, which may constitute a form of contemporary pedagogical inspiration. The aim of this article consciously combines two important aspects, i.e., acquiring historical knowledge and its modern applications. The text discusses the history of pre-school education in Poland in the 20th century and shows its reminiscences in contemporary social and educational space. The text is an attempt to show the importance of pre-school education in the modern system, and drawing the reader’s attention to the achievements of Polish preschool education in the context of changes and needs of society in the area of care for pre-school children. The article is not an exhaustive study, but rather a contribution to considerations in this area.
11
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Polityka oświatowa państwa polskiego wobec mniejszości narodowych, grup etnicznych i wyznaniowych zamieszkujących Kresy Wschodnie w II RP

50%
Wróblewska U.
Nauka
|
2011
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issue 2
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