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Sebastian Petrycy – poeta zapomniany

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Michalkiewicz-Gorol A.
Konteksty Kultury
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2012
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vol. 8
PL
The sketch recalls the personality and literary works of Sebastian Petrycy, a Polish Renaissance writer. The author recalls his volume Horatius Flaccus w trudach więzienia moskiewskiego na utulenie żalów in the context of Petrycy’s philosophical and pedagogical activity, analyzing his ode Studnia kolegiacka. The interpretation of Ode III 13 shows the sources of inspiration of the Renaissance poet. Petrycy, translating Horace’s odes in early 17th century, adapted elements of Aristotelism, Horatianism, stoicism and aretology to Polish conditions. Petrycy also used the rules of rhetoric and parenesis in a strictly humanist stylistics. A significant issue of the sketch are also discussions on the classification of Petrycy’s odes from the viewpoint of theory of literature. The text tries to remind Sebastian Petrycy’s poetry in a different and wider context than the one connected with research on Polish Horatianism, humanist versification or Russo-Polish relations of early 17th century
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Inspiracje Komeńskiego i o Komeńskim. Szkic o planie kształcenia językowego z wieku XVII i jego znaczeniu dla współczesności

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Michalkiewicz-Gorol A.
Siedleckie Zeszyty Komeniologiczne seria Pedagogika
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2021
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vol. 8
141-156
EN
This outline is an attempt to answer the questions concerning the scientific foundation and, above all, the inspiration of modern didactic and pedagogical concepts of John Amos Comenius by works of authors whose pedagogical and philosophical solutions appeared in the first half of the 17th century, especially the legacy of Sebastian Petrycy of Pilsen, in the context of foreign languages specifications and plans for teaching them. Educational, cultural and social contexts, as well as the media revolution of the 17th and 21st centuries, are the starting point for these considerations. Analysis of some excerpts from Sebastian Petrycy's Przydatki, comeniologists', contemporary educators’, scientists’ and a Nobel Prize winner's works are essential in an attempt to formulate answers to these questions. Establishing the extent of inspiration which appeared to be important to Comenius may prove to be significant in the context of studying the significance of this great pedagogue's ideas for the development of science and education.
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Elżbieta Jaraczewska o wychowaniu kobiet(na podstawie powieści Zofia i Emilia)

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Michalkiewicz-Gorol A.
Konteksty Kultury
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2011
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vol. 7
PL
The essay recalls the figure and also pedagogical accomplishment of Elżbieta Jaraczewska, the descendant of count Krasiński, a writer popular in Poland in the 19th century, and completely forgotten in contemporary pedagogical studies. The axis of theoretical considerations about the innovative pedagogical concept of Elżbieta Jaraczewska in the field of the education of girls is constituted by the analysis of her novel Zofia i Emilia (Sophie and Emily) with regard to a literary treatment which seems to consist in the acceptance of a repartee formula against the most popular pedagogical treatise entitled: Emil czyli o wychowaniu (Emile, or On Education) by Jean-Jacques Rousseau. Pedagogical discourse, which Jaraczewska evidently enters, depicts an enormous knowledge and erudition of the author, her innovativeness and autonomy in formulating opinions. In the context of a specific dialogue of Jaraczewska with Rousseau and Locke, the creation of a full catalogue of educational and didactic hints in the field of the education of girls, with the idea of self-existence as the chief motto of her pedagogics, deserves to be emphasized. Furthermore, Jaraczewska participates in the pedagogical debate on the Polish grounds. The view of the author of Sophie and Emily on the issue of education and women varies significantly from the concepts that entered the canon of the education history of Adam Czartoryski, Ignacy Krasicki, or Klementyna Hoffmanowa – the descendant of Tańscy, among others.
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Język rozważań Sebastiana Petrycego z Pilzna o wychowaniu i edukacji bez kobiet i nie dla kobiet

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Michalkiewicz-Gorol A.
Podstawy Edukacji
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2019
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vol. 12
95-107
EN
This monograph is an attempt to evoke the figure of Sebastian Petrycy of Pilsen, a Polish Renaissance physician, philosopher, Aristotelik, poet and, above all, the creator of the autonomous pedagogical and philosophical concept, in the context of analysing source texts in which the author addresses issues related to the upbringing and education of women. Petrycy’s pedagogical judgments contained in the “Przydatki” to Aristotle’s writings regarding mental, moral and physical education of women should definitely be regarded as a direct continuation of the views on this issue by Aristotle and Konrad of Byczyna. The outstanding representative of the Polish Renaissance should, as it seems, know, even briefly, fragments of the texts of Quintilian, Saint. Jerome or Erasmus of Rotterdam dedicated to the education of women. Nowhere, however, in any part of Przydatki, one can point to even a hint of Petrycy’s inspiration with “Education of the speaker”, “Letter to Let” or “Conversation of the Abbot with Magdala”. Plato did not find his place at the reception of the ancient thought of upbringing women in the pedagogical concept of Sebastian Petrycy of Pilsen, either. It is Aristotle who, also in the language layer, delineates the shape and quality of the women’s world, presented by the Renaissance author of the first pedagogical and philosophical concept created for the Polish recipient.
PL
Szkic jest próbą przywołania sylwetki Sebastiana Petrycego z Pilzna, polskiego renesansowego lekarza, filozofa, arystotelika, poety i przede wszystkim twórcy autonomicznej koncepcji pedagogiczno-filozoficznej, w kontekście analizy tekstów źródłowych, w których autor podejmuje zagadnienia związane z wychowaniem i edukacją kobiet. Rozstrzygnięcia pedagogiczne Petrycego zawarte w Przydatkach do pism Arystotelesa dotyczące kształcenia umysłowego, moralnego i fizycznego kobiet w sposób zdecydowany należy uznać za bezpośrednią kontynuację poglądów w tej kwestii Arystotelesa i Konrada z Byczyny. Wybitny przedstawiciel polskiego renesansu powinien był, jak się wydaje, znać, chociażby pobieżnie, fragmenty tekstów Kwintyliana, św. Hieronima czy Erazma z Rotterdamu poświęcone wychowaniu kobiet. Nigdzie jednak, w żadnym fragmencie Przydatków, nie można wskazać choćby cienia inspiracji Petrycego „Kształceniem mówcy”, „Listem do Lety” czy „Rozmową opata z Magdalą”. W recepcji antycznej myśli o wychowaniu kobiet w koncepcji pedagogicznej Sebastiana Petrycego z Pilzna nie znalazł również swojego miejsca Platon. To Arystoteles, także w warstwie języka, wytycza kształt i jakość świata kobiet, przedstawiony przez renesansowego autora pierwszej koncepcji pedagogiczno-filozoficznej stworzonej dla polskiego odbiorcy.
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Inspiracje kulturą antyku i średniowiecza w cyklu powieści Pieśń lodu i ognia George’a R.R. Martina

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Michalkiewicz-Gorol A.
Konteksty Kultury
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2015
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vol. 12
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issue 2
PL
The sketch constitutes an attempt at interpretation and systematization of the novel series A Song of Ice and Fire by George R.R. Martin. The author tries to pay attention to several assorted elements comprising the unquestionable phenomenon of popularity of A Game of Thrones and the subsequent books of the cycle. The analysis examines, above all, the eponymous concept of game, transferred by Martin on many levels: a game with the reader, both literary and psychological, including a game played with topoi, myths, genres and allusions to the history and sources of the European culture. The latter ones seem to be particularly interesting in the context of revival of the idea of education in the master-disciple relation or the method of heuresis. It is also worth noticing that Martin has made a book an object – a key, an artifact, a symbol. Another issue that deserves attention is the use of the motif of the Other – the stranger in A Song of Ice and Fire, especially in the context of the American author’s care for setting the novel in the realities of the ancient and medieval world
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Kwestia kwestii, czyli o scholastyce i dialektyce w Przydatkach Sebastiana Petrycego

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Michalkiewicz-Gorol A.
Konteksty Kultury
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2012
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vol. 9
PL
The sketch A question of questions, or on scholasticism and dialectic in Sebastian Petrycy’s Addenda recalls the figure and achievements of Sebastian Petrycy, the first Polish Aristotelian philosopher, author of the first translation of Aristotle’s works into Polish, this time in the context of analysis of the scholastic scheme of both composition and style of Addenda to Aristotle’s Ethics and Politics. The article emphasizes Petrycy’s innovative solutions in this regard, taking into consideration the literary tradition of scholastic commentaries of the Middle Ages and Renaissance. Using the example of selected questions of the Addenda, the multi-layer scholastic structure is analyzed. The article discusses in detail the structure of the Polonica layer, constituting an interesting record of Petrycy’s considerations and observations regarding events or figures of his era. The role of dialectic and induction in construction of scholastic questions by Petrycy is also discussed. It is worth stressing that the author of the Addenda departs from an exclusively exegetic character of his commentaries. Petrycy created a multi-layer text in which Greek, Roman, Biblical and ecclesiastical elements are supplemented with references to his contemporary era. The Aristotelian does not limit himself to translation of the Stagirite’s philosophical substance into Polish. The literary form adopted by Petrycy emphasized the multitude of his interests. The Addenda comprise the substance and reflections constituting an interesting subject of study for a historian of both philosophy and social and political sciences, education or literature.
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Twórczość Sebastiana Petrycego jako most pomiędzy przedzaborową i pozaborową polską myślą pedagogiczno-filozoficzną

100%
Michalkiewicz-Gorol A.
Język. Religia. Tożsamość
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2022
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issue 2 B (26)
157-173
PL
Szkic stanowi próbę odpowiedzi na pytania o znaczenie rozstrzygnięć pedagogiczno-filozoficznych Sebastiana Petrycego z Pilzna powstałych w pierwszej połowie XVII wieku w kontekście rozważań z pogranicza teorii wychowania formułowanych w XXI wieku. Punktem wyjścia podjętych rozważań jest kontekst międzynarodowy, społeczny, a także ten związany z politycznymi zawirowaniami z wieku XVII, XVIII czy XXI. W próbie sformułowania odpowiedzi na te pytania niezbędne okażą się analizy fragmentów Przydatków Petrycego, tekstów twórców polskiego oświecenia, a także współczesnych dydaktyków i naukowców. Ustalenie, jakie elementy składały się na renesansowe, oświeceniowe i składają na współcześnie rozumiane wychowanie obywatelskie i patriotyczne, może okazać się znaczące w kontekście badania znaczenia idei tego wielkiego pedagoga dla rozwoju współczesnej nauki i wychowania.
EN
The aim of the sketch is to answer the questions concerning the philosophical and pedagogical concepts introduced by Sebastian Patrycy of Pilzno in the first half of the 17th century in the context of the theories of upbringing and education coined and promoted in the 21st century. The international and social context as well as the political perturbations of the 17th, 18th and 21st century are the starting point of the considerations. The analysis of “Supplements” by Sebastian Petrycy of Pilzno, the works of the Polish Enlightenment authors along with the works of the contemporary educators and scientists seem very crucial to make pronouncements regarding the questions and ideas mentioned above. It is required to decide what ideas have determined the Renaissance, Enlightenment and modern concept of patriotic and civic education, which may appear to be essential in the context of the importance of the ideas introduced by this great educator as well as his key contribution to the modern science and upbringing progress.
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