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1

Pięćdziesięciolecie gdańskiej historii wychowania

100%

Grzybowski R.

Biuletyn Historii Wychowania

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2008

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issue 24

139-164

EN

In 2009, the Faculty of the History of Science, Learning and Education, operating within the structures of the Institute of Pedagogics at Gdańsk University, will celebrate 50th anniversary of its existence. The beginnings of the Faculty and the fust years of its operation are inseparably connected with the Higher School of Pedagogics in Gdańsk, in which, in 1958 students were offered courses in pedagogics. Following these developments, a proper organizational framework was established, which was supposed to promote the development of such studies. One of the elements was the Department of History of Learning and Education, renamed - at the close of the 1960s - the Faculty of the History of Learning and Education. Since 1983 it is the Faculty of the History of Science, Learning and Education. The founder and first director of the Department, and later of the Faculty was Professor Kazimierz Kubik. Following him, it was Professor Klemens Trzebiatowski who headed the Faculty for three years. Professor Lech Mokrzecki was the subsequent director for over twenty years. Since 2005, Professor Romuald Grzybowski from Gdańsk University has been the head of the Faculty. Since the foundation of the Faculty, its employees have been conducting intensive scholarly research, originally limited to local or regional studies, and later comprising all Poland. Numerous book publications, papers and lectures delivered at scholarly conferences, form a material confirmation of intense scholarly activity by research and teaching staff of the Faculty. The scholarly conferences organized or co-organized by individual Faculty employees must be evaluated similarly. Another confirmation of the energy of the Faculty is participation of its employees in the process of education of the young ranks of scholars. The completion of ambitious tasks was possible due to such factors as stability of scholarly staff combined with their systematic replacement, good relationships between the Faculty’s employees, and, first of all, creative personality of successive directors of the Faculty. Owing to this creativity, the Faculty has not only survived, but develops intensively in all spheres of scholarly and didactic activity.

2

Geneza wyższych szkół pedagogicznych i ich rozwój organizacyjny w latach 1946-1949

100%

Grzybowski R.

Biuletyn Historii Wychowania

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2000

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issue 11/12

35-45

EN

Origin of higher educational schools and their organizational development in the period 1946-1949

PL

Geneza wyższych szkół pedagogicznych i ich rozwój organizacyjny w latach 1946-1949

3

Prof. dr hab., dr h.c. Lech Marian Mokrzecki (1935–2021): uczony – artysta – człowiek. Szkic do biografii

100%

Grzybowski R.

Przegląd Historyczno-Oświatowy

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2022

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vol. LXV

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issue 1-2

75-100

EN

Aim: To draft life trajectories and focus on major achievements of Prof. Mokrzecki who died in July, 2021. Methods: A biographical method was combined with critical analyses and interpretation of Prof. Mokrzecki’s published works and other texts related to his academic achievements. Results: Based on the inquiry, Prof. Mokrzecki’s childhood and youth were characterized, followed by the period of his professional career. His academic work, including research, teaching and leadership was scrutinized scientifically. Conclusions: Based on the research, it can be concluded that Prof. Mokrzecki was one of the most outstanding scholars of the second half of the 20th and the first decades of the 21st century in Gdańsk. His scientific achievements made a significant contribution to the development of historiography and the history of science, culture and education of the Old Polish period. He was a successful musician – he was an educated cellist. He reached significant achievements in academic leadership – as a long-term Director of the Institute of Pedagogy and Head of the Department of the History of Science, Education and Upbringing at the University of Gdańsk. As a supervisor of over a dozen doctoral dissertations, he facilitated careers of many young faculty members and education leaders. He promoted several hundred master-degree students – sgraduates of pedagogical and music studies. He devotedly served as an animator of the cultural life of the student community.

4

Cele ideowe i struktura organizacyjna Wszechzwiązkowej Organizacji Pionierskiej imienia W.I. Lenina oraz jej miejsce w systemie wychowanie nowego człowieka (homo sovieticus)

100%

Grzybowski R.

Biuletyn Historii Wychowania

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2017

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issue 37

63-78

EN

One of the characteristics of the second half of the 19th and 20th centuries was the tendency of young people to gather in youth associations and organisations. Some of these were created spontaneously and their activities were illegal, while others were created by the authorities of particular states, especially totalitarian ones. One example of such an organisation was the All-Union Pioneer Organisation, established by the leaders of the Bolshevik Revolution in Russia in 1922. Its strategic goal was to participate in the education of the new man, who was to become homo sovieticus, a higher variety of homo sapiens, in the future. The Pioneer Organisation fulfilled this task by organising children of school age (aged 9 to 14) and subjecting them to a systematic ideological and political training based on the Leninist or Stalinist model. The activities of the Pioneer Organisation were supervised by the Komsomol and additionally by the leadership of the communist party ruling the USSR. The structure of the Pioneer Organisation included groups, packs and cells. Like the Komsomol, the Pioneer Organisation also had its symbols, such as the threepointed red scarf that symbolised three generations: communists, komsomolets and pioneers, as well as a pioneer badge, a pioneer salute, a uniform, bugles and a snare drum.

5

Odradzanie się harcerstwa polskiego po 1956 r. i próby włączenia go w struktury systemu wychowawczego szkoły

100%

Grzybowski R.

Biuletyn Historii Wychowania

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2007

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issue 23

35-46

EN

The Polish scouting movement, which wrote such a beautiful page of history during the Second World War, after 1945 found itself in an extremely difficult situation. The aims and the forms of educational influence of ZHP (poi. abbr. Związek Harcerstwa Polskiego - Polish Scouting Association) proved unacceptable by the government of a totalitarian state, which the Polish People’s Republic (Polska Rzeczpospolita Ludowa - PRL) was. As a result, ZHP was originally marginalized, and then, for several years, had been completely dissolved. The reconstruction of the scouting movement started at the end of 1956, on the wave of a political thaw. Such actions led, in the years 1956-1958, to a formal recreation of ZHP, however, since then, this organization was entirely subject to PZPR (Polish communist party). Consequently, following 1958, ZHP was incorporated into the structure of a communist youth movement in Poland. Moreover, in accordance with the rules of the socialist political system and the principles of a planned economy, the scouting movement was „delegated” to work in school. Since then, in compliance with the guidelines of the Central Committee of PZPR, the activity of the Polish Scouting Association (ZHP) was to become an integral element of the school's educational programme. It meant that the scouting movement was supposed to actively participate in shaping of socialist attitudes in children and youth, according to the main task of the Polish school which was reformed in 1961. Unexpectedly, the party authorities and educational authorities were confronted with the opposition of ZHP leadership that they controlled. ZHP, for a long time, resolutely rejected the suggestion about a necessity to strengthen the ties of this organization and school. In reality, in early 1960s, the scouting movement defended the remnants of its autonomy, struggling against becoming one of the tools for shaping a young generation of Poles through ideologized Polish school. The practice showed that the arguments of scouts did not have any significance for communist authorities as they consequently kept on achieving their own goals.

PL

The Polish scouting movement, which wrote such a beautiful page of history during the Second World War, after 1945 found itself in an extremely difficult situation. The aims and the forms of educational influence of ZHP (poi. abbr. Związek Harcerstwa Polskiego - Polish Scouting Association) proved unacceptable by the government of a totalitarian state, which the Polish People’s Republic (Polska Rzeczpospolita Ludowa - PRL) was. As a result, ZHP was originally marginalized, and then, for several years, had been completely dissolved. The reconstruction of the scouting movement started at the end of 1956, on the wave of a political thaw. Such actions led, in the years 1956-1958, to a formal recreation of ZHP, however, since then, this organization was entirely subject to PZPR (Polish communist party). Consequently, following 1958, ZHP was incorporated into the structure of a communist youth movement in Poland. Moreover, in accordance with the rules of the socialist political system and the principles of a planned economy, the scouting movement was „delegated” to work in school. Since then, in compliance with the guidelines of the Central Committee of PZPR, the activity of the Polish Scouting Association (ZHP) was to become an integral element of the school's educational programme. It meant that the scouting movement was supposed to actively participate in shaping of socialist attitudes in children and youth, according to the main task of the Polish school which was reformed in 1961. Unexpectedly, the party authorities and educational authorities were confronted with the opposition of ZHP leadership that they controlled. ZHP, for a long time, resolutely rejected the suggestion about a necessity to strengthen the ties of this organization and school. In reality, in early 1960s, the scouting movement defended the remnants of its autonomy, struggling against becoming one of the tools for shaping a young generation of Poles through ideologized Polish school. The practice showed that the arguments of scouts did not have any significance for communist authorities as they consequently kept on achieving their own goals.

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Pięćdziesięciolecie gdańskiej historii wychowania

Geneza wyższych szkół pedagogicznych i ich rozwój organizacyjny w latach 1946-1949

Prof. dr hab., dr h.c. Lech Marian Mokrzecki (1935–2021): uczony – artysta – człowiek. Szkic do biografii

Cele ideowe i struktura organizacyjna Wszechzwiązkowej Organizacji Pionierskiej imienia W.I. Lenina oraz jej miejsce w systemie wychowanie nowego człowieka (homo sovieticus)

Odradzanie się harcerstwa polskiego po 1956 r. i próby włączenia go w struktury systemu wychowawczego szkoły