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Prasa jako źródło – i co dalej? Uwagi na marginesie książki Marzeny Okrasy „Szkoła, opieka, wychowanie na łamach prasy guberni lubelskiej w latach 1864–1914”

100%
Kula E.
Rozprawy z Dziejów Oświaty
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2019
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vol. 56
207-215
2

Główny Instytut Pedagogiczny w Sankt Petersburgu (1828-1859) i jego rola w kształceniu nauczycieli dla szkół Królestwa Polskiego

100%
Kula E.
Rozprawy z Dziejów Oświaty
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2010
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vol. 47
25-71
EN
History of teacher education for secondary schools in Russia dates from the second half of XVIIIth century, when in 1786, in range of reforms of Catherine II, the Teacher’s Seminar (Teacher’s Training School) was established. The Seminar had been eliminated from established in 1783 and directed by Teodor Iankovich de Mirievo (Jankovič Mirijevski) the Main Public School of Petersburg. In 1803 the Seminar was renamed into Teachers Grammar School, and on the act of 1804 transformed into Pedagogical Institute, running 1804-1816. On 23rd December 1816 the Pedagogical Institute was renemad into Main Pedagogical Institute, and then in 1819 included in the structure of new established Sankt Petersburg University. The article presents the problems of organization and activity of the Institute from its reactivating in 1828 till closing in 1859. According to regulations of the act of 30th September 1828, the Institute had three faculties: Philosophy and Law, Mathematics and Physics, History and Philology. Graduates of full course obtained younger teacher of grammar school degree and they (like university graduates) could compete to master or doctor’s degree at the university. In 1851, as a result of Ministry of Public Enlightenment act, the Institute was divided into lower and upper courses, and they next split into two faculties : History and Philology, and Mathematics and Physics. Within the History and Philology faculty there was established a department for training teachers of Russian literatury and history in schools of Warsaw District. Polish language was an obligatory subject there. Between 1828-1847 the Institute was directed by Fiodor Ivanovich Middendorf, then (1847-1859) by Ivan Ivanovich Davydov. Till 1859 graduates of the Institute consisted of 42 university professors, 377 secondary school teachers and 261 teachers of lower secondary schools. 28 graduates of the Institute were employed in man’s state secondary schools in the Kingdom of Poland. Their role was to teach Russian language and culture and educate pupils as loyal tsar’s serfs.
3
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Utworzenie gimnazjum Towarzystwa Przyjaciół Wiedzy w Radomiu w 1917 roku

100%
Kula E.
Rozprawy z Dziejów Oświaty
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2020
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vol. 57
231-238
EN
The Jewish gymnasium of the Society of Knowledge Friends in Radom operated between 1917 and 1939. The gymnasium for males was established in 1917 and the one for females a year later. The financial and academic supervision over both schools was provided by the Jewish School Society of Knowledge Friends in Radom, which brought together wealthy assimilated Jews. The president of the Society was Mosek Kelerwurm, the vice-president was Hilary Frenkiel and the treasurer was Aleksander Borenstein. The gymnasiums had the rights of state schools, which they lost in 1923 due to the declining level of education. From 6 September 1927, the school operated as a Coeducational Gymnasium of the Society of Knowledge Friends. Its educational process adhered to the humanistic approach and lasted eight years. The educational facility received partial rights as a state school in 1928 and full rights in 1939. As a result of the education reform in Poland in 1932, at the request of the Society, a six-year private primary school was opened along the gymnasium in September 1933.
4
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Stanisław Antoni Majewski (1944–2020). Wspomnienie

100%
Kula E.
Przegląd Historyczno-Oświatowy
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2021
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vol. LXIV
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issue 3-4
150-157
EN
Aim: Presentation of the scientific, didactic and organizational achievements of Dr. Stanisław Majewski. Methods: An analysis of source materials. Results: P resentation of t he biography, a nd scientific a nd d idactic achievements of Stanisław Majewski. His teaching experience and career at the Jan Kochanowski University. His system of values in various aspects of life. Conclusions: Stanisław Majewski is the author of several dozen scientific, didactic and methodological articles as well as many scientific reviews. He is the author of three books important for Polish education. He influenced many generations of students.
5
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Rodzinne i intelektualne środowisko ostatniego kuratora Warszawskiego Okręgu Naukowego Iwana Anatoljewicza Kurakina (1874–1950)

100%
Kula E.
Wychowanie w Rodzinie
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2018
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vol. XIX
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issue (3/2018)
31-45
EN
The aim: The article was created to portray the figure of Prince Ivan Anatolijevich Kurakin. The article attempts to show his closest family, school and university environments, which had an impact on shaping the professional and social interests of the future (in 1915–1917) curator of the Warsaw Scientific District. Methods: In abidance with the principles of biographical and historical research, document analysis was used. The resulting paper is largely based on memories of the St. Petersburg Junior High School teachers and pupils as well as on a selection of published materials on the history of said educational facility. Results: The undertaken research made it possible to capture the family environment of Ivan Kurakin, including, the state of their affluence as well as illustrating his father’s connections with high-ranking members of the St. Petersburg elite. Moreover, some key junior high school teachers were profiled and discussed. Conclusions: The s tudy of the source materials allowed demonstrating the great importance of the family, especially the father, for the career of Ivan Kurakin. The wealthy family home and the father’s connections with high-ranking members of the St. Petersburg elite were both certainly pivotal in facilitating the educational and professional paths of Ivan A. Kurakin and his siblings. Also, undoubtedly, academic and high school teachers were considered influential social groups; thus, they could easily foster the career of the Russian nobleman. Finally, the personal profile of the civil servant and social activist, as well as of his closest associates, prove the great diligence with which the Russian educational authorities would choose candidates for the post of the curator of the Warsaw Scientific District. It was also shown that the Russians, taking high-level positions in the Russian administration in the Kingdom of Poland, would not generally abuse the extraordinary economic privileges they were entitled to.
PL
Cel: Artykuł powstał w celu przedstawienia sylwetki księcia Iwana Anatoljewicza Kurakina. W artykule podjęto próbę ukazania jego najbliższego środowiska rodzinnego, szkolnego i uniwersyteckiego, które miało wpływ na kształtowanie zainteresowań zawodowych i społecznych przyszłego (w latach 1915–1917) kuratora Warszawskiego Okręgu Naukowego. Metody: Zgodnie z zasadami prac badawczych o charakterze biograficzno-historycznym zastosowano analizę dokumentów. Do przygotowania artykułu wykorzystano przede wszystkim wspomnienia nauczycieli i wychowanków gimnazjum petersburskiego, a także opublikowane materiały dotyczące historii Uniwersytetu w Petersburgu. Wyniki: W rezultacie badań było możliwe ukazanie środowiska rodzinnego Iwana Kurakina, jego stanu zamożności oraz koneksji ojca z wysoko postawiony mi członkami petersburskiej elity. Poza tym przybliżono sylwetki znaczniejszych jego nauczycieli gimnazjalnych oraz profesorów uniwersyteckich. Wnioski: Analiza źródeł umożliwiła wykazanie dużego znaczenia rodziny, w szczególności ojca, dla kariery Iwana Kurakina. Zarówno wysoki status społeczny oraz materialny tej rodziny, jak i powiązania ojca z wysokimi rangą członkami elity petersburskiej były czynnikami ułatwiającymi drogę edukacyjną i zawodową Iwana oraz jego rodzeństwa. Nie bez wpływu na awans zawodowy rosyjskiego szlachcica pozostawało środowisko nauczycieli gimnazjalnych oraz akademickich. Zaprezentowana sylwetka urzędnika państwowego i działacza społecznego, jak też wizerunek jego otoczenia świadczą o dużej staranności, z jaką rosyjskie władze oświatowe wybierały kandydatów na stanowisko kuratora Warszawskiego Okręgu Naukowego. Wykazano przy tym, że Rosjanie podejmujący pracę na wysokich szczeblach rosyjskiej administracji w Królestwie Polskim nie zawsze kierowali się nadzwyczajnymi przywilejami ekonomicznymi, jakie im przysługiwały.
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Działania środowisk naukowych na rzecz jakości kształcenia w szkołach wyższych w dwudziestoleciu międzywojennym, na łamach czasopisma „Szkoły Akademickie”

63%
Kula E., Pękowska M.
Studia Edukacyjne
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2019
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issue 54
EN
After Poland’s regaining independence, a significant role in the organization of higher education institutions, the development of academic instruction and research as well as in the formation of awareness of the Polish academic community, was played by periodicals addressed to this group. One of such magazines was Szkoły Akademickie quarterly (1927-1928) and afterwards a yearbook (1928-1930). The article presents the questions of higher education addressed by this journal and the activities undertaken by the scientific community to solve them. The information included in the journal allowed moreover to indicate the most crucial activities of academic circles for the improvement of academic didactics and the development of scientific research.
PL
After Poland’s regaining independence, a significant role in the organization of higher education institutions,the development of academic instruction and research as well as in the formation of awareness of the Polish academic community, was played by periodicals addressed to this group. One of such magazines was Szkoły Akademickie quarterly (1927-1928) and afterwards a yearbook (1928-1930). The article presents the questions of higher education addressed by this journal and the activities undertaken by the scientific community to solve them. The information included in the journal allowed moreover to indicate the most crucial activities of academic circles for the improvement of academic didactics and the development of scientific research.
7
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Obcokrajowcy studiujący w Polsce w okresie międzywojennym w dokumentach Ministerstwa Wyznań Religijnych i Oświecenia Publicznego

63%
Kula E., Pękowska M.
Biuletyn Historii Wychowania
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2020
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issue 42
75-92
EN
After regaining independence, in 1918–1939 there was a rapid development of scientific culture in Poland. The aim was to recreate the network of Polish scientific institutions, to create new centers from scratch and to increase the number of scientific staff. Efforts were also made to include the Polish scientific community in world science. Cultural relations with other countries were maintained, inter alia, by implementing the provisions and conventions on intellectual cooperation signed by Poland with other countries. These documents also included issues related to teaching. The aim of the presented study is to show students’ scholarship exchange, first of all granting scholarships to foreign students during the interwar period by the Ministry of Religious Affairs and Public Education. The basis of the research are mainly archival sources concerning the initiation and support of scholarship activities, collected in Central Archives of Modern Records in Warsaw. Analysis of the sources made it possible to develop a preliminary chara-cterization of these initiatives.
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Otwarte spotkanie władz statutowych Towarzystwa Historii Edukacji Kielce, 17 listopada 2008 r.

63%
Kula E., Pękowska M.
Biuletyn Historii Wychowania
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2008
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issue 24
266-268
PL
Otwarte spotkanie władz statutowych Towarzystwa Historii Edukacji Kielce, 17 listopada 2008 r.
9
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Nauczyciel szkoły twórczej – rzecz o Henryku Rowidzie w 65. rocznicę powołania Uniwersytetu Pedagogicznego w Krakowie. Międzynarodowa Konferencja Naukowa, Kraków 26–27 maja 2011

63%
Kula E., Pękowska M.
Biuletyn Historii Wychowania
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2011
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issue 27
275-277
PL
Nauczyciel szkoły twórczej – rzecz o Henryku Rowidzie w 65. rocznicę powołania Uniwersytetu Pedagogicznego w Krakowie. Międzynarodowa Konferencja Naukowa, Kraków 26–27 maja 2011
10
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Education system in the Commonwealth’s Eastern Borderlands in the days of the Commission of National Education (1773–1794)

63%
Massalski A., Kula E.
Rozprawy z Dziejów Oświaty
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2018
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vol. 55
171-193
EN
The article presents the transformation of the education system in the days of the Commission of National Education in the area of the Commonwealth’s south-eastern borderlands, ie the then provinces of Bratslav, Kyiv, Podolia and Volhynia, in the geographical, political and administrative context. Owing to their diversity in social, ethnic and religious terms and their distant location, these regions were particularly neglected in the Polish scholarly literature dealing with education. In 14 secondary schools operating within the Ukrainian and Volhynian Departments, students were being taught first by former Jesuits and Basilians and by secular teachers, graduates from the Crown Main School, thereafter.
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Rola szkolnictwa wyższego w rozwoju kształcenia ustawicznego w Europie i w Polsce. Próba porównania

63%
Kula E., Pękowska M.
Rocznik Andragogiczny
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2012
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vol. R. 2012
272-285
EN
In the last decade the value of continuing education has raised. The major role in this affair is assigned to higher education. The article presents principal assumptions of European education politics referring to adult education and the form of continuing education in foreign and polish higher universities. New solutions such as honoring informal education in favor of formal education have been emphasized.
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Kształcenie całożyciowe w perspektywie Europejskiego programu na rzecz umiejętności

63%
Kula E., Pękowska M.
Edukacja Dorosłych
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2023
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vol. 87
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issue 2
45-60
PL
W ostatnich latach znaczenia nabiera idea kształcenia cało- życiowego. Dynamicznie zmieniający się rynek pracy, wyzwania związane z rosnącym wykorzystaniem technologii i automatyzacją pracy mają wpływ na zatrudnienie oraz sektory gospodarki. Dlatego jednym z priorytetów edukacji ustawicznej jest zwiększenie udziału osób dorosłych w kształceniu i szkoleniu. Niniejsze opracowanie prezentuje nowy program na rzecz umiejętności ogłoszony przez Komisję Europejską w 2020 roku. Europejski program na rzecz umiejętności, służący zrównoważonej konkurencyjności, sprawiedliwości społecznej i odporności jest odpowiedzią na potrzebę rozwijania przez dorosłych nowych umiejętności potrzebnych w świecie coraz szybciej zachodzących zmian. W artykule dokonano analizy problematyki dotyczącej dynamiki ewolucji znaczenia idei uczenia się przez całe życie. Podjęto także rozważania na temat polityki edukacyjnej w kontekście realizowania jej koncepcji w praktyce oświatowej.  
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