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Sprawozdanie z zebrania naukowego Towarzystwa Historii Edukacji Spotkania z historią edukacji: współczesne koncepcje historii wychowania, 25 marca 2021 roku

100%
Dormus K.
Przegląd Historyczno-Oświatowy
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2021
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vol. LXIV
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issue 1-2
141-146
2
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The Subject of Girls’ Education in School Reforms from the National Education Commission to World War II

100%
Dormus K.
Biuletyn Historii Wychowania
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2018
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issue 38
99-115
EN
At the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish a permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools an governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the completion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.
3

Poetka i nauczycielka : Marcelina Kulikowska (1872-1910)

100%
Dormus K.
Rozprawy z Dziejów Oświaty
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2011
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vol. 48
35-72
EN
Marcelina Kulikowska was a poet, writer, teacher and education activist. Her works were strongly associated with the decadent movement that was characteristic of the modernist period of Young Poland. These works – dark and full of tension – reflected the dramatic events of her life; a life which ended with a suicide. Yet Kulikowska was also a committed education activist, working with organizations such as the Folk University and the Association of Folk Schools. Most importantly, however, she was at the centre of a scandal which took place in her school between 1903 and 1908, following her open declaration of irreligiousness. The development of this scandal sheds an interesting light on the relationships of power in secondary schools at the time. Owing to her personal connections and views as well as uncompromising actions in defense of the values she believed in, Kulikowska became one of the main figures of the radical intellectual circles in Cracow. Kulikowska was also an example of a 19th-century emancipation activist; whilst she did not formally belong to the women’s movement of the time (and did not agree with some of the movement’s principles), she embraced the emancipation ideals in her everyday actions.
4
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The Pedagogical College at the Jagiellonian University (1921–1952): Origins, Founders, Significance

100%
Dormus K.
Nauki o Wychowaniu. Studia Interdyscyplinarne
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2020
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vol. 11
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issue 2
138-154
PL
Utworzenie, a następnie działalność Studium Pedagogicznego Uniwersytetu Jagiellońskiego, stanowią ważne wydarzenie w dziejach polskiej pedagogiki, przyspieszyły bowiem proces jej kształtowania się jako samodzielnej dyscypliny naukowej, a Kraków dzięki temu stał się ważnym ośrodkiem badań naukowych w tym zakresie. W Studium wypracowano model kształcenia nauczycieli szkół średnich harmonijnie łączący praktykę z teorią. Przy Studium w roku 1926 utworzono Katedrę Pedagogiki oraz uruchomiono magisterskie studia pedagogiczne.
EN
The establishment and the activities of the Pedagogical College at the Jagiellonian University was an important event in the history of Polish pedagogy because this fact accelerated the process of its developing as a standalone academic discipline, with Krakow becoming an important centre of pedagogical thought. The process of developing an appropriate curriculum for training secondary school teachers, which combined practice and theory, took place in this College. In 1926, the Pedagogical College opened a Department of Pedagogy and saw the launch of the first Master’s programme in pedagogy.
5
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Problemy edukacyjne w publicystyce okresu Sejmu Czteroletniego (1788–1792)

100%
Dormus K.
Przegląd Historyczno-Oświatowy
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2022
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vol. LXV
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issue 1-2
22-46
EN
Aim: To discuss educational issues in journalism of the Great Sejm period. Methods: A historical analysis of source materials. Results: An analysis of publications and the reconstruction of views on education, school and upbringing during the period of the Four-Year Sejm period. Conclusions: The political and ideological divisions in the Polish society towards the end of the 18th century become apparent from the analysis of source material. These divisions manifested themselves in the discussion on educational issues, which focused on topics such as the Commission of National Education, the Jesuit restoration, folk education, and Jewish assimilation. The division between the advocates and opponents of the Commission of National Education mirrored the division between conservative and reform political parties
6
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Zarys dziejów pierwszego gimnazjum żeńskiego w Krakowie (1896–1948)

100%
Dormus K.
Rozprawy z Dziejów Oświaty
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2021
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vol. 58
29-48
EN
The founding of the first women’s gymnasium, ie secondary school, in the Polish lands was of critical significance for the development of women’s secondary and higher education. It resulted from grassroots efforts which were an expression of newfound societal needs related to women’s education. Allowing women to enter universities created the need for a gymnasium to enable young women to take the final secondary school exams, required for university admission. The first women’s gymnasium was shaped by the times it operated in, which were characterised by political instability as well as social and ideological changes.
7
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Fizyka Ziemi i jej światowe początki w Uniwersytecie Jagiellońskim

100%
Dormus K.
Prace Geograficzne
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2011
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issue 127
PL
The 19th century saw the birth of a new scientific discipline: geophysics. Polish scholars played a pivotal role in its creation, with pioneering contributions coming particularly from scientists working in Kraków. Owing to the ambitions of the Jagiellonian University and its understanding of the newest scientific trends and needs, research-friendly conditions were created for two academics of a global caliber: L.A. Birkenmajer and M.P. Rudzki. In 1895 the first academic department in the world devoted solely to geophysics was estabilished at the University. Its creation signaled the birth of geophysics as an independent scientific discipline. Textbooks written by Rudzki, particularly the outstanding "Physics of the Earth", played a key role in fostering the development of several generations of both Polish and German scientists.
8
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Wątek kształcenia dziewcząt w reformach szkolnych od czasów Komisji Edukacji Narodowej do II wojny światowej

100%
Dormus K.
Biuletyn Historii Wychowania
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2015
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issue 33
23-40
EN
At the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish the permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools and governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the completion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.
PL
Girls’ education as an element of school reforms from the Commission of National Education up to WWIIAt the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish the permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools and governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the  ompletion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.
9

Rola czasopism historyczno-oświatowych w kształtowaniu się historii wychowania jako samodzielnej dyscypliny naukowej

100%
Dormus K.
Rozprawy z Dziejów Oświaty
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2013
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vol. 50
27-50
EN
Just like with any academic field, the development of history of education as an academic discipline featured the emergence of specialized magazines. In the 19th century, there were multiple examples of Polish educational magazines publishing articles on historical-educational issues. This phenomenon reflected the development of history of education as an independent academic discipline. However, the first specialized historical-educational magazine – “Minerwa Polska” – was established only during the Second Polish Republic. After the Second World War, three other magazines – all of which are still being published – started to come out: “Przegląd Historyczno-Oświatowy,” “Rozprawy z Dziejów Oświaty” and “Biuletyn Historii Wychowania”. These magazines fulfill an informational role; they provide insights into the trends in academic research at the time, and include information on the newest publications as well as the development of the academic field and various initiatives therein. As they include various reviews, these magazines also play a substantial role in opinion formation. Furthermore, they constitute a source of reflections on the current condition of history of education as an academic discipline. Finally, such magazines help to further integrate the community of historians of education.
10
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U progu społecznej dyskusji o macierzyństwie świadomym na ziemiach polskich przełomu XIX i XX wieku

100%
Dormus K.
|
2015
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vol. XII
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issue (2/2015)
255-270
EN
Creating the best possible conditions for bringing up the young has been a topic long debated by educators and politicians. The turn of the 20th century, however, was a time when the debate intensified and took on a new meaning. The discussion had social, economic, health, feminist, and patriotic aspects. Toward the end of the 19th century, the whole of Europe – including the Polish territories – saw a decline in the health as well as the psychological and moral condition of young generations. This was a cause for concern among European societies. A fear of degeneration was fueled by the growing scientific research on heredity. All this was happening amidst changes related to the role of family as a building block of both the state and the nation. Hence, from a social capital perspective, children became very valuable. Such views were also shared by the Polish intelligentsia. Perceiving education as the best solution to the aforementioned problems, the intelligentsia undertook a range of initiatives – launching press campaigns, and setting up publications and associations – that targeted parents as well as young women. These initiatives were intended to prepare young females – from a physical, psychological, and moral standpoint – to make conscious decisions about motherhood. Among the most debated issues were the health and hygiene of young females, the changing model of marriage, birth control, as well as other ethical issues, such as the introduction of more rigorous moral guidelines for future husbands and wives. The discussion which started during this time was in many ways institutionalized during the Second Polish Republic.
PL
Problem zdrowotności i stworzenia jak najlepszych warunków dla wychowania młodego pokolenia jest zagadnieniem stale przewijającym się w dyskusjach pedagogów, wychowawców i polityków na przestrzeni wieków. Na przełomie jednak wieku XIX i XX wieku uległ intensyfikacji i nabrał nowego znaczenia. Jak w soczewce kumulowały się w nim wątki społeczne, ekonomiczne, higieniczne, feministyczne i patriotyczne, przeplatając się i warunkując wzajemnie. Pod koniec XIX wieku w całej Europie – również na ziemiach polskich – pogarszający się stan zdrowia oraz kondycja psychiczna i moralna młodych pokoleń budziły poważne obawy. Lęk przed zwyrodnieniem i degeneracją podsycany był przez rozwój badań nad dziedzicznością. Wszystko to łączyło się również z przemianami związanymi z funkcjonowaniem rodziny, rozumianej jako gwarant przetrwania oraz siły państwa i narodu. Dziecko stawało się w tym ujęciu najcenniejszym kapitałem społecznym. Poglądy te podzielała również inteligencja polska, a kierując się wiarą, iż najskuteczniejszym lekarstwem jest edukacja i wychowanie, podejmowała szereg inicjatyw (kampanie prasowe, publikacje, stowarzyszenia) kierowanych do rodziców oraz dziewcząt mających na celu przygotowanie tych ostatnich pod względem fizycznym, psychicznym oraz moralnym do podjęcia decyzji o macierzyństwie. Zwracano uwagę na problem zdrowia i higieny dziewcząt, dyskutowano na temat konieczności i form ich uświadomienia, zmiany dotychczasowego modelu małżeństwa, pojawiła się wreszcie kwestia odpowiedniego dobru małżeństwa i kontroli urodzeń. Szeroko poruszano kwestie etyczne, zwłaszcza wprowadzenia surowszych rygorów moralnych dla narzeczonych i przyszłych małżonków. Dyskusja, która się wówczas rozpoczęła, przybrała formy zinstytucjonalizowane w okresie II RP.
11
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Dziecko w czasach Komisji Edukacji Narodowej (Children in the period of the Commission Of National Education)

75%
Dormus K.
Rocznik Komisji Nauk Pedagogicznych
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2015
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issue LXVIII
12
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O granicach wolności w wychowaniu. Kilka uwag na marginesie rozprawy Bogdana Nawroczyńskiego Swoboda i przymus w wychowaniu

63%
Dormus K., Włoch A.
Biuletyn Historii Wychowania
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2020
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issue 43
167-181
EN
The aim of the article is to present a classic pedagogical concept entitled Freedom and compulsion in education by Bogdan Nawroczyński, an outstanding founder of Polish pedagogy, and to indicate its topicality in the postmodern world. Nawroczyński’s dissertation should be a compulsory reading for students of pedagogy who would have an opportunity to learn about the contribution of this outstanding scientist to the development of Polish pedagogy. Presenting the complexity of the issue of education in the postmodern world in the context of Nawroczyński’s dissertation proves the importance and validity of his concept. The article is mainly based on an analysis of Nawroczyński’s original dissertation, published in 1929, accompanied by the approach of contemporary researchers on the subject of freedom in education.
13
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The Commission of National Education and its transformation from 1773 to 1794

63%
Bartnicka K., Dormus K.
Rozprawy z Dziejów Oświaty
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2018
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vol. 55
9-60
EN
The unexpected news about the suppression of the Society of Jesus by Pope Clement XIV arrived in Warsaw in September 1773 during the Sejm summoned for the purpose of ratifying the First Partition of the territory of the Polish–Lithuanian Commonwealth. The pope decided to subordinate the schools and the estate owned by the Jesuits to the secular clergy. Despite the pope’s recommendation, the parliamentarians decided to nationalise post-Jesuit schools and their estate. A central state office, the Commission of National Education, was established to supervise those schools. The post-Jesuit estate, converted into an educational fund under the authority of the Commission, would be used solely for the operations of schools and teachers as well as for a profound education reform. The Commission was instituted on 14 October 1773 and took charge of education and public schools without exceptions. In 1776, despite many obstacles, it assumed full control over its educational fund and commenced work immediately. Despite the belief generally held today, in its 20 years of existence, the Commission of National Education was significantly transformed on several occasions and did not operate without stopping. What was invariable were the concept and objective of the Commission and its schools: to raise an enlightened, public-oriented and happy man, a good citizen and patriot, capable of building a happy and wealthy society and a strong state. In 1795, Poland lost its independence for 123 years, but owing to the Commission’s activity, a new nation was born that was prepared to fight for its freedom.
14
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Odrodzenie Wydziału Sztuk Pięknych Uniwersytetu Stefana Batorego w Wilnie (1919–1939)

63%
Dormus K.
Rocznik Komisji Nauk Pedagogicznych
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2011
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issue LXIV
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