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Matthew Arnold (1822–1888) – prekursor pedagogiki porównawczej w XIX-wiecznej Anglii oraz jego poglądy na edukację

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Włoch A.
Biuletyn Historii Wychowania
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2020
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issue 42
39-60
EN
The aim of the article is to present the achievements of Matthew Arnold’s in the development of European comparative education and to show his views on the changes in education in 19th century England against the background of other European countries. In the works on comparative education, a French writer Marc-Antoine Jullien de Paris (1775–1848) is regarded as one of precursors of this scientific field (currently treated as a pedagogical subdiscipline), however, as also emphasized by Józef Miąso, the British comparativists: Matthew Arnold, Thomas Darlington and Robert Morant have significantly contributed to the development of European comparative education1. The achievements of British educators, sociologists and historians in this area are underestimated and almost unknown in Poland.The development of English educational system in 19th century was different in many ways from other educational systems in continental Europe, so that the works of English comparativists, such as Matthew Arnold are unique and very important for better understanding of the historical development of comparative research methodology and also the specifics of English schools system.The article also proves that comparative education is a very important field of scientific research and played major role in planning the reforms of educational systems in many countries mainly in XIX and XX century. M. Arnold’s analyses could be still valid in XXI century.The study used the method of documental analysis, original Matthew Arnold’s works in the field of education and English-language scientific publications dealing with his achievements in the field of popularizing comparative studies. A new overview of M. Arnold’s achievement will ensure the use of sociological analyzes.
2
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Społeczny wymiar edukacji europejskiej

100%
Włoch A.
Zeszyty Naukowe Małopolskiej Wyższej Szkoły Ekonomicznej w Tarnowie
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2011
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issue 1(18)
225-241
PL
Celem artykułu jest zaprezentowanie społecznego wymiaru edukacji europejskiej. Omówione zostały takie kwestie jak narastanie zainteresowania problemem edukacji europejskiej we Wspólnocie Europejskiej oraz później w Unii Europejskiej. Szczegółowej analizie poddano definicje edukacji europejskiej oraz "europejskiego wymiaru edukacji". Z definicją edukacji europejskiej w szerokim kontekście powiązano priorytety tej edukacji. W ostatniej części artykułu przedstawiono problematykę wprowadzenia "europejskiego wymiaru edukacji" w polskim systemie oświaty oraz omówiono główne założenia edukacji europejskiej i sposoby ich realizacji w Polsce. Podstawową metodą badawczą, którą zastosowano w niniejszym opracowaniu, jest analiza dokumentów. Poruszone zagadnienia wskazują na szeroki kontekst, w jakim należy rozpatrywać edukację europejską. Zaprezentowano pozytywne rezultaty edukacji europejskiej o społecznym wymiarze, jak również zwrócono uwagę na różne problemy, z którymi musi się zmierzyć edukacja europejska.
EN
The main purpose of this article was to show the social dimension of European education. This article presents the growth of the interest of education in the European Community and then in the European Union. The definitions like: European education and "European dimension of education" were the subject of detailed analysis. With the definition of European education in the broad context the main priorities of this education were associated. The last part of the paragraph presents the problem of introducing the "European dimension of education" in the Polish educational system and discusses the main assumptions of European education and possible methods of their implementation in Poland. The main research method, which was used in this study is document analysis. All the issues, which were presented, indicate the broad context, in which the European education should be considered. The article also highlighted the positive results of the European education with the social dimension and pointed out various problems, which the European education must face.
3
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Sprawozdanie z Konferencji Naukowej w stulecie Sejmu Nauczycielskiego (1919–2019) pt. „Przemiany szkoły polskiej XVIII–XXI wieku”, Kraków, 1–2 kwietnia 2019 roku

63%
Włoch A., Wojniak J.
Biuletyn Historii Wychowania
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2019
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issue 40
221-226
EN
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4
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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.
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