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1
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Upbringing of Girls as Reflected in the Activities and Views of Blessed Marcelina Darowska

100%
Knop M.
Biuletyn Historii Wychowania
|
2018
|
issue 38
213-227
EN
The article presents the life and educational activities of Blessed Marcelina Darowska, the co-founder of the Convent of the Immaculate Conception of the Blessed Virgin Mary, and her views on upbringing of young women. Mother Marcelina’s perception of education of girls in the 19th century seemed modern and beyond her time. In her opinion, there was a need of putting a stop to producing “parlour dolls” and provide young women with practical education. For the betterment of the country, she set up schools in Jazłowiec, Jarosław, Niżniów and Nowy Sącz. The girls attending the schools were brought up according to the system developed by Marcelina Darowska, based on religious and patriotic values. The Convent of the Immaculate Conception of the Blessed Virgin Mary continues the work commenced by its founder; over time Mother Marcelina’s message remains valid and serves the subsequent generations of young Polish girls.
2
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Re-contextualising Catholic School Religious Education: Educating Young People Spiritually, Morally and Religiously for the 21st Century

100%
Rossiter G.
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
|
2020
|
vol. 10
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issue 1
29-66
EN
Philip Phenix’s (1964) book Realms of meaning: A philosophy of the curriculum for general education started the ever growing movement concerned with how school education might help young people in their search for meaning, purpose and values in times of rapid cultural change. Today, in globalised, digital, secularised culture, the importance and urgency of this role have never been greater. Religious Education, with core curriculum status in Catholic schools, has both credentials and precedents for studying directly the contemporary human quest for meaning to help resource the spirituality of young people, no matter what their religious disposition. But a ‘course correction’ is needed for the discourse of Catholic Religious Education which has ‘drifted’ almost so exclusively into ecclesiastical terminology that its educational credibility as a valuable spiritual/moral school subject has been eroded, creating an ever widening discontinuity with the realities of the classroom and young people’s spirituality. A more outward-looking and less Catholic-centric emphasis would help, without neglecting commitment to the faith tradition. While concerned with the Australian Catholic sector, the article may well have relevance to other countries and contexts.
3
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Understanding the Changing Landscape of Contemporary Spirituality: A useful starting point for reviewing Catholic school religious education

89%
Rossiter G.
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
|
2013
|
vol. 3
|
issue 1
PL
Pope John Paul II, following in the steps of his predecessors, strongly advocated the critical appraisal of the influence of culture on people’s spirituality. This article responds to his directive by seeking to develop an interpretation of how and why contemporary spirituality has changed that will better inform the work of religious educators in Catholic schools. A number of constructs like secularisation, privatisation of religion etc. have been used to describe the significant change in spirituality of many of the young people in Australian Catholic schools over the last 50 years from a more traditional religious spirituality to something that is more secular, eclectic and individualistic. To some extent, this change has been acknowledged; but the religion curricula in Catholic schools still give the impression that all of the students are, or should be, regular church goers – as if Sunday mass attendance was to be the end point of their education in spirituality. An interpretation of change in spirituality in terms of change in cultural meanings has been developed for the purpose of understanding contemporary spiritualities in other than a deficit model. Such an interpretation may be more persuasive in getting Catholic education authorities and religious educators firstly to accept, rather than condemn or ignore, the significant change in contemporary spiritualty; and then secondly, to take steps to address this change positively and constructively in the Catholic school religion curriculum. This article is concerned with the first step – understanding contemporary spirituality; it is intended that the second question will be considered in a follow up article.
4
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Comparative Discourse Analysis of Moral Dilemmas of Students Attending Hungarian Schools of Three Models

88%
Mátyás T.
The New Educational Review
|
2023
|
vol. 71
216-226
EN
The culture of inquiry in moral thought had already introduced the method of eliciting judgement about images and stories through open-ended questions in the first third of the 20th century. In our research, we investigated the moral reasoning of students. We sought to answer how pupils in public, Catholic, and Waldorf schools judge moral dilemmas in fictional stories. Students’ (N=1144) responses to single-choice selective closed-ended (yes or no?) and open-ended (why?) questions about the reason for their choice were used to judge the decisions of the characters in three realistic, believable, age-appropriate stories. In the first story, taking unlawful advantage was accepted most by public school students and least by Catholic school students. In the second story, the actors’ solution method was rejected mainly by Waldorf students, with social justification. In the third story, there was no significant difference between the perceptions of the school models’ pupils, with a similar pattern of rejection. The results are only valid for Hungary.
5
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Wielorakość kulturowo-religijna a wychowanie obywatelskie w szkole katolickiej

75%
Zakrzewska A.
Paedagogia Christiana
|
2017
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vol. 1/39
149-170
PL
Podstawę rozważań stanowi wychowanie obywatelskie podejmowane w szkołach katolickich w duchu otwartości dzieci i młodzieży na różnorodność kulturowo-religijną, która w polskiej rzeczywistości społecznej jest coraz bardziej widoczna. Jest to niezwykle trudne z punktu widzenia społecznego. Z jednej bowiem strony każda z grup pragnie żyć w poczuciu tolerancji, z drugiej natomiast chce zachować swą tożsamość. Poza tym nie jest to łatwe w perspektywie misji szkoły katolickiej. Wynika to z faktu, że wprawdzie deklaruje ona budowanie jedności w różnorodności, jednak jej proces dydaktyczno-wychowawczy determinuje konkretny światopogląd.
EN
The basis for the discussion is civic upbringing which is introduced in Catholic schools in the spirit of openness of the children and teenagers to the cultural-religious diversity which is more and more visible in the Polish social reality. It is especially difficult from the social perspective. On the one hand each group wants to live in tolerance, on the other hand it wants to keep its identity. Besides it is not easy in the perspective of the mission of the Catholic school. It results from the fact that although it declares building unity in diversity, the educational and upbringing process of the school determines the specific point of view.
6
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Upbringing of girls as reflected in the activities and views of Blessed Marcelina Darowska

71%
Knop M.
Biuletyn Historii Wychowania
|
2016
|
issue 34
101-115
PL
The article presents the life and educational activities of Blessed Marcelina Darowska, the cofounder of the Convent of the Immaculate Conception of the Blessed Virgin Mary, and her views on upbringing of young women. Mother Marcelina’s perception of education of girls in the 19th century seemed modern and beyond her time. In her opinion, there was a need of putting a stop to producing “parlour dolls” and provide young women with practical education. For the betterment of the country, she set up schools in Jazłowiec, Jarosław, Niżniów and Nowy Sącz. The girls attending the schools were brought up according to the system developed by Marcelina Darowska, based on religious and patriotic values. The Convent of the Immaculate Conception of the Blessed VirginMary continues the work commenced by its founder; over time Mother  Marcelina’s message remains valid and serves the subsequent generations of young Polish girls.
7
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I Like the Practical Side. Early Career Teachers in Catholic Schools, Interpretative Autonomy, and Negotiating Secular and Religious Boundaries. A Preliminary Study

63%
Rymarz R.
Paedagogia Christiana
|
2020
|
vol. 2/46
107-119
EN
This study is a preliminary examination of early career teachers who work in Catholic schools in a regional Australian diocese. By examining early career teachers, the aim is to better understand religious and secular influences on an indicative group of teachers, and how these influences may shape their work in Catholic schools. A number of analytical categories are used to describe early career teachers, including the notion of interpretive autonomy. This allows early career teachers to negotiate their engagement with the school, with reference to their personal choices. Key findings identify the importance of values in shaping teachers’ identity, and the place of the school as the most prominent marker of teachers’ religious life. A number of recommendations for teacher formation are provided in light of the findings.
PL
Niniejsze studium stanowi badanie wstępne nauczycieli na początkowym etapie kariery zawodowej, którzy pracują w szkołach katolickich w regionalnej diecezji Australii. Badanie tej grupy nauczycieli ma na celu poznanie religijnych i świeckich wpływów na wskazaną grupę nauczycieli oraz określenie, w jaki sposób te wpływy mogą kształtować ich pracę w szkołach katolickich. Do opisania nauczycieli na początkowym etapie kariery zawodowej stosuje się szereg kategorii analitycznych, w tym pojęcie autonomii interpretacyjnej. Pozwala to nauczycielom rozpoczynającym karierę zawodową negocjować swoje zaangażowanie w szkole w odniesieniu do ich osobistych wyborów. Kluczowe ustalenia wskazują na znaczenie wartości w kształtowaniu tożsamości nauczycieli oraz miejsce szkoły jako najważniejszego wyznacznika życia religijnego nauczycieli. W świetle wyników przedstawiono szereg zaleceń dotyczących formacji nauczycieli.
8
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‘And Now I’m Teaching in a Catholic School’ – The Experiences of Early Career Teachers (ECT) in Lismore Catholic Schools and What Can Be Learned to Support Their Formation: A Preliminary Study

63%
Challinor K., Lancaster J., Rymarz R.
Paedagogia Christiana
|
2022
|
vol. 1/49
121-143
EN
This study is a preliminary investigation of early career teachers (ECT) working in Catholic schools in a large regional Australian diocese. The key aim of the study is to better understand the factors influencing early career teachers, who begin their teaching careers in Catholic schools, and to apprehend their early experiences as teachers to cater for their continuous formation needs. Key findings identify the openness of ECTs to faith-based experiences and the challenges faced in teaching in a Catholic school. Recommendations for early career teacher support and formation are provided considering the findings of this study.
PL
Niniejsze opracowanie relacjonuje badania pilotażowe nauczycieli na początkowym etapie kariery (Early Career Teachers [ECT]) w szkołach katolickich w diecezji Lismore w Australii. Głównym celem badań było lepsze poznanie czynników, warunkujących decyzję o rozpoczęciu kariery nauczycielskiej w szkole katolickiej oraz zrozumienie pierwszych doświadczeń, będących udziałem nauczycieli w szkołach katolickich, tak aby lepiej zaspokajać ich bieżące potrzeby formacyjne. Wyniki badań wskazują na otwartość ECT na doświadczenia oparte na wierze oraz wyzwania stojące przed nauczaniem w szkole katolickiej. W świetle wyników badań przedstawiono zalecenia dotyczące wsparcia i formacji nauczycieli na wczesnym etapie kariery.
9
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Ochrona osób małoletnich przed wykorzystywaniem seksualnym na przykładzie dokumentu Profilaktyka przemocy seksualnej wobec uczniów w szkole katolickiej

51%
Bojanowski W.
Studia Paedagogica Ignatiana
|
2022
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vol. 25
|
issue 4
131-151
EN
Child sexual abuse is a social problem that requires a strong response. Therefore, action is needed to prevent harm. Information materials, procedures and training should be provided to strengthen safety in places where children and youth are present. The purpose of this article is to present the document Prevention of Sexual Violence Against Students in a Catholic School. Its creation stems from the demand to prepare prevention materials adapted to the context of educational institutions. The document is primarily aimed at Catholic schools, as it takes into account the prevention system of the Catholic Church in Poland. However, it can also be useful in other types of schools as most of the provisions are universal. The article describes the origins of the document and the theoretical assumptions lying behind it. It is mainly based on the comprehensive child sexual abuse prevention strategy developed by Stephen Smallbone, William L. Marshall and Richard Wortley. This concept postulates preventive action at three levels: universal, selective and interventional. Not only does the article summarize the key provisions of the publication in question but also it shows how the document applies the comprehensive prevention model in a school setting.
PL
Wykorzystywanie seksualne osób małoletnich jest problemem społecznym, który wymaga zdecydowanej reakcji. Konieczne jest podjęcie działań mających na celu zapobieganie krzywdzie. Potrzebne są materiały informacyjne, procedury i szkolenia wzmacniające bezpieczeństwo w miejscach, gdzie przebywają dzieci i młodzież. Celem niniejszego artykułu jest zaprezentowanie dokumentu Profilaktyka przemocy seksualnej wobec uczniów w szkole katolickiej. Jego powstanie wynika z potrzeby przygotowania materiałów profilaktycznych dostosowanych do kontekstu instytucji edukacyjnych. Dokument ten jest kierowany przede wszystkim do szkół katolickich, gdyż uwzględnia system prewencji obowiązujący w Kościele w Polsce. Może on jednak być przydatny również w innych typach szkół, ponieważ większość zapisów jest uniwersalna. Artykuł opisuje genezę powstania dokumentu i założenia teoretyczne stojące u jego podstaw. Opiera się on głównie na zintegrowanym modelu profilaktyki wykorzystywania seksualnego dzieci, który opracowali Stephen Smallbone, William L. Marshall i Richard Wortley. Ta koncepcja postuluje podejmowanie działań profilaktycznych na trzech poziomach: uniwersalnym, selektywnym i interwencyjnym. Artykuł ukazuje, w jaki sposób w omawianym dokumencie stosuje się ten model w warunkach szkolnych oraz streszcza najważniejsze zapisy tejże publikacji.
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