Search results

1

Problemy pedagogiki opiekuńczej

100%

Kukołowicz T.

Roczniki Nauk Społecznych

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1986

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vol. 14

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issue 2

5-12

DE

Der Artikel zeigt die Probleme auf, die die Fürsorgepädagogik lösen muss, um ihre theoretischen Grundlagen zu errichten.. Zu ihnen gehören: die Bestimmung des Gegenstandes der Fürsorgepädagogik durch Aufzeigen der Spezifik der fürsorgepädagogischen Aktivitäten und ihre Unterscheidung von anderen ähnlichen Aktivitäten (Pflege, Therapie, Rehabilitation, Reedukation), sowie eine Analyse der fürsorgepädagogischen Erfahrungen, die vor Jahrhunderten in der europäischen Kultur entstanden. Mit dem Ziel der Bestimmung der Spezifik der fürsorgepädagogischen Aktivitäten bemerkt die Autorin, dass man sie in zwei Kategorien einteilen kann. Die eine bilden die mit den Entwicklungsphasen des Menschen verbundenen Aktivitäten, die zweite die mit dem Schicksal verbundenen. Ihr gemeinsames Merkmal ist, dass der Ausgangspunkt für die Aktivitäten immer das Bedürfnis der Fürsorge ist.

2

Konferencja Gerontologiczna nt. Kobieta w wieku emerytalnym. Łódź 28-29 V 1984

100%

Kukołowicz T.

Roczniki Nauk Społecznych

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1985

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vol. 13

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issue 2

73-73

3

Nauka Kardynała Wyszyńskiego o rodzinie w „Ładzie Bożym"

100%

Kukołowicz T.

Roczniki Nauk Społecznych

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1982

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vol. 10

27-34

PL

Kard. Stefan Wyszyński często wypowiadał się na temat rodziny i jej problemów. Okazję dla tych wypowiedzi stanowiły przede wszystkim spotkania duszpasterskie z wiernymi, czasami ważne wydarzenia w życiu Kościoła, jak np. Tygodnie Miłosierdzia. Inny charakter mają wypowiedzi ks. kardynała na łamach „Ładu Bożego” tygodnika, który wychodził we Włocławku. /.../

4

Kobieta - jej rola w dziełach charytatywnych

100%

Kukołowicz T.

Roczniki Nauk Społecznych

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1998

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vol. 26

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issue 2

85-93

EN

Women were committed to charitable activity individually, or in group. They often continued the work of men. They involved in this work directly or indirectly. Their indirect involvement meant stimulating other to charity, financial support, material donations, prayer and production for sale. Their direct involvement was expressed in discovering new needs and satisfying them, organizing charitable posts, institutions, organization, associations and initiating new ways of action.

5

Iwona Michalska, Grzegorz Michalski, Wychowanie przez teatr szkolny w II Rzeczypospolitej

100%

Kukołowicz T.

Roczniki Nauk Społecznych

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1999

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vol. 27

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issue 2

161-161

6

Iwona Michalska, Czasopisma Związku Nauczycielstwa Polskiego dla dzieci w okresie Drugiej Rzeczypospolitej

100%

Kukołowicz T.

Roczniki Nauk Społecznych

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1999

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vol. 27

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issue 2

162-162

7

Poglądy na koedukacje w szkole polskiej w latach 1920-1939

63%

Kukołowicz T., Otręba I.

Roczniki Nauk Społecznych

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1996

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vol. 24

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issue 2

107-118

EN

There has been a vast debate in Polish pedagogical literature around the issue of coeducation in school since the beginning of the twentieth century. One of the main reasons why co-education was established was material reason. The economic crisis did not allow for two secondary schools, for girls and boys, to be set up, especially in small towns. Since there was a need to educate women on a par with men, mixed schools were deemed necessary. An additional positive aspect was that they could better equipped and ensured a better development than it is in the case of two separate schools. They were not something one should be afraid of, for – as the advocates of common education and instruction of both sexes claimed – the experience of other countries in this sphere had proven how perfect the co-educative system was. The United States – the homeland of co-education – would be quoted as an example, as well as Finland, Sweden, Norway, England and other countries. It is in these countries that the system became very popular and was regarded as natural and expedient by the society. Polish education should be based on it. The necessity to keep up continuity in this respect spoke for co-education too. The majority of primary schools was for both sexes. The advocates of co-educative schools claimed that due to the variety of interests and experiences in girls and boys there disappeared the one-sided character of observation. Co-education was perceived as giving enormous intellectual, formative and moral profits. The advocates maintained that co-educative schools excelled all other schools in each of the aforementioned aspects. Co-education was thought to have conditioned a proper development of society, being on guard of its morality. The staff of the mixed schools claimed that the moral standard there was so high as nowhere else. The arguments of the opponents of co-education was based to a large extent on the experience of the Catholic Church. The co-educative system was thought, in view of history and of its ideas, to be a child of 18th- and 19th-century rationalism. Now rationalists misconceived the equality between man and woman. Another contradiction to the Catholic standpoint was perceived in grasping co-education from a purely practical point of view. A approach to co-education merely from the angle of short-term profits was condemned. The differences in the psychological development of male and female youth were an equally essential and widely discussed argument on the part of the opponents of education. In order to achieve as best as possible results at school one was supposed to abide by the principles of separate education and formation of the male and female youth.

8

Koncepcja wychowania w ujęciu Ludwiki Jeleńskiej

63%

Kukołowicz T., Murawska E.

Roczniki Nauk Społecznych

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1990

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vol. 18

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issue 2

31-42

EN

L. Jeleńska's conception of education falls within integral and Catholic pedagogy. The subject of education is man as a being both good and free. The educator's efforts aim at solving a problem, which is man's inner integration. The educator's work, viewed as consisting of both unconscious and conscious influences, is supported by the child's own effort. Subconscious influences prepare the ground by creating incentives to emulate a model. But what is also necessary is an appeal to the child's concentration, his interests, obedience and recognition of authority. Provided with suitable experiences the child opens himself to conscious influences. These involve the method of the ideal, objectivization and specialization of effort. L. Jeleńska's conception of education was opposed to such directions in pedagogy as naturalism, intellectualism, sociologism, totalism and cultural pedagogy.

9

Współczesny ubogi przedmiotem pedagogiki opiekuńczej

63%

Kukołowicz T., Rząd E.

Roczniki Nauk Społecznych

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1993

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vol. 21

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issue 2

39-48

EN

In the end of the twentieth century, which is called the age of abundance, there occurs a new form of destitution called poverty. It is a spiritual poverty caused by the lack of charity, understanding, the feeling of loneliness and ostracism. The Society of the Missionaries of Charity, set up by Mother Teresa of Calcutta, took up the mission of spreading charity among the poor. This mission is aimed at not only the people who are destitute but also at those deprived of the care for their human life. The paper depicts the ways of activity and attitudes towards the needy which methods are employed by the Society.

10

Pedagogika opiekuńcza i jej zadania we współczesnych czasach

63%

Szyszko-Bohusz A., Kukołowicz T.

Roczniki Nauk Społecznych

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1984

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vol. 12

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issue 2

5-10

EN

The present paper discusses the birth of a new discipline in education (pedagogy) called social welfare education, or sometimes care. Its sources should be sought in social education and special (rehabilitation)education as well as in the evolution of welfare and social work. The author follows R. Wroczyński in defining the subject of the new discipline: the assistance provided for children and adolescents must fulfill the basic educational demands, i.e. it must be educational assistance or care. Because of many dangers to children’s and adolescents’ physical and psychical health which occur in the modern world (brought about by the family’s failure to fulfill its educational tasks, inadequate didactic programme at school, and overstraining influence of mass media) it is suggested that social welfare education should make it its aim to help the family and school in the organization of spare time for young people.

11

Czynniki zagrażające wydolności wychowawczej rodzin niepełnych

63%

Kukołowicz T., Orłowski P.

Roczniki Nauk Społecznych

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1987-1988

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vol. 15-16

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issue 2

117-133

EN

The investigation covered 81 families: 48 families of divorced women and 33 families of widows. The most important factors threatening the educational efficiency of the family are: lack of mother's help with homework, mother's lack of professional qualifications, lack of interest on the part of household members, mother's poor health, father's destructive behaviour during his residence with the family, income below the social minimum, no household duties assigned to children. There are of course differences between the two types of single parent families. In widows' families the image of the father is much more favourable than in the families of divorced women. The former also show stronger bonds between the mother and the children and enjoy better living conditions. The correlation coefficients calculated for the various phenomena, properties of the family environment and the level of danger to educational efficiency are the highest for: mother's knowledge of the child's progress at school and leisure activities; possession of educational equipment; availability of space for study; conversations; family's interest in the child. The second strongest group of correlations comprises: reading magazines; children's duties in the household; joint activities; duration of marriage; mother's education. We can thous conclude that the significant factors are those that concern immediate attitudes to the child and his needs and those that saturate the environment with values.

12

„Osoba i Czyn” a wychowanie w rodzinie

51%

Kukołowicz T.

Analecta Cracoviensia

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1973

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vol. 5

PL

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Problemy pedagogiki opiekuńczej

Konferencja Gerontologiczna nt. Kobieta w wieku emerytalnym. Łódź 28-29 V 1984

Nauka Kardynała Wyszyńskiego o rodzinie w „Ładzie Bożym"

Kobieta - jej rola w dziełach charytatywnych

Iwona Michalska, Grzegorz Michalski, Wychowanie przez teatr szkolny w II Rzeczypospolitej

Iwona Michalska, Czasopisma Związku Nauczycielstwa Polskiego dla dzieci w okresie Drugiej Rzeczypospolitej

Poglądy na koedukacje w szkole polskiej w latach 1920-1939

Koncepcja wychowania w ujęciu Ludwiki Jeleńskiej

Współczesny ubogi przedmiotem pedagogiki opiekuńczej

Pedagogika opiekuńcza i jej zadania we współczesnych czasach

Czynniki zagrażające wydolności wychowawczej rodzin niepełnych

„Osoba i Czyn” a wychowanie w rodzinie