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1

An anniversary left untold. The 400th anniversary of the publishing of the Frankfurt Memorandum

100%

Sarnecki R.

Biuletyn Historii Wychowania

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2018

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issue 38

335-340

EN

The History of Education, one of the courses offered at teacher education studies at the University of Szczecin, has been taught since the 1960’s. It was then when Teacher Education College in Szczecin was set up as a branch of Adam Mickiewicz University, Poznań. In 1973 Teacher Education College was transformed into an independent unit – Pedagogy Academy. The establishment of the University of Szczecin in 1985 marked a new chapter in the process of the development of the history of education as a course offered at pedagogical studies. History of Education Department was set up in 1992 and professor Danuta Koźmian was chair of the department throughout its existence. Scientific and didactic work of professor Danuta Koźmian first at Teacher Education College, through Pedagogy Academy and the University of Szczecin has been crucial for the development of the history of education as a course taught at teacher education studies in Szczecin. In 2008 professor Danuta Koźmian retired and the Council of the Faculty of Humanities at the University of Szczecin established the Chair for the History of Education appointing professor Wiesław Andrukowicz, Ph.D its head.

2

Przemilczana rocznica. Czterechsetlecie wydania Memoriału frankfurckiego

100%

Sarnecki R.

Biuletyn Historii Wychowania

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2013

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issue 30

149-154

EN

In 1613, the German linguist Wolfgang Ratke presented to the parliament assumptions, which later became the basis for the development of the system of teaching. Pioneering the views of the organizations concerned by the learning process. He drew attention to the need for education in accordance stages of human development, called for education in the national language. The foundations of teaching principles gradation of difficulty. His views were not initially accepted mino positive reviews J. Jung and K. Helwig, who expressed appreciation for the progressive thinking of Wolfgang Ratke. It took 400 years from the moment the first time the name was used teaching. The analysis of available sources indicates that contemporary educators did not pay the anniversary of interest.

PL

In 1613, the German linguist Wolfgang Ratke presented to the parliament assumptions, which later became the basis for the development of the system of teaching. Pioneering the views of the organizations concerned by the learning process. He drew attention to the need for education in accordance stages of human development, called for education in the national language. The foundations of teaching principles gradation of difficulty. His views were not initially accepted mino positive reviews J. Jung and K. Helwig, who expressed appreciation for the progressive thinking of Wolfgang Ratke. It took 400 years from the moment the first time the name was used teaching. The analysis of available sources indicates that contemporary educators did not pay the anniversary of interest.

3

Wokół kryzysu w myśleniu o dydaktyce normatywnej

63%

Sarnecki R., Porzucek-Miśkiewicz M.

Kultura-Społeczeństwo-Edukacja

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2018

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vol. 14

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issue 2

EN

The learning process is subject to change. The direction of changes is not unambiguous and results from different paradigms. Didactics must be subject to changes resulting from psychological processes. They take into account the universal regularities of thinking, memory, perception, emotions and motivation. Learning and teaching are complicated process that should not take into account only one paradigm.

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2 Biuletyn Historii Wychowania

1 Kultura-Społeczeństwo-Edukacja

3 Sarnecki R.

1 Porzucek-Miśkiewicz M.

2 2018

1 2013

An anniversary left untold. The 400th anniversary of the publishing of the Frankfurt Memorandum

Przemilczana rocznica. Czterechsetlecie wydania Memoriału frankfurckiego

Wokół kryzysu w myśleniu o dydaktyce normatywnej