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1

Teachers of primary schools in north-east provinces in the years 1915-1926

100%
Walasek S.
Rozprawy z Dziejów Oświaty
|
2004
|
vol. 43
93-112
EN
Organisation of the Polish primary schools in the north-east provinces in the years 1915-1926 required considerable number of new teachers.Initially the educational authorities were forced to employ persons without necessary pedagogical qualifications. Advertisements in pedagogical newspapers that were adressed to all teachers - first of all to teachers from Galicia didn't brought any effects. At the same time training colleges and pedagogical courses were organized. Among many teachers of primary schools in the borderland, Józefa Joczowa, Nikodem Krasowski, Helena Kuzmowa, Helena Budrowiczówna and Otton Hademann deserve a particular respect
2

The Polish co-education's theories from beginning of the XXth century and its adoption

63%
Dormus K.
Rozprawy z Dziejów Oświaty
|
2004
|
vol. 43
53-92
EN
The mixed schools are generally accepted today, but not long ago different opinion on co-education were voiced. The most controversial matter was co-education in high schools. The pupils educated in high schools usually experience difficulties connected with their adolescence. Their characters and attitudes are cristallizing. The mixed primary schools were generally accepted. They allowed to educate more children than others at the same cost. Co-education was also widely accepted in universities, since women could take university education. Polish children were co-educated in their homes and in primary schools but not in high schools (with some exceptions considered as experiments). The mixed high schools were founded in the Polish teritory during the WW I. The main reasons of those foundations were economical, not ideological. Nevertheless they were not common and only after the WW II the situation changed. However, even today co-education is not fully accepted by everyone.
3

The Conferences of Academic School's Rectors in Poland between 1919-1939

63%
Zamojska D.
Rozprawy z Dziejów Oświaty
|
2004
|
vol. 43
113-164
EN
The Conferences of Academic Schools' Rectors developed from the meetings of representatives of those schools aimed at elaboration of the charter of the Polish Academic Schools that was established in 1920. It provided for congresses of representatives of the academic schools having advisory competences, convened by the Ministry of Religions and Public Education. In 1923, the Conference of Rectors, being statutory representatives of schools, was summoned by Rector of the Warsaw University and not by the Ministry and it slowly became a habit that rectors of Warsaw Colleges as the Conference Contact Committee represent it outside. In 1926 the rectors decided that the conferences should be organized every year by the colleges and universities and not by the Ministry. In 1928 the provisional charter of the Conferences was established. The Conferences demanded changes in the charter of academic schools and more prerogatives for academic self-govenment, for example in the field of financial matters. Alas, a new Academic School's Act (1933) put a stop to the Conferences as the self-governed representations of the academic schools and established the Rectors' Congresses instead, which were totally depended from the Ministry and had only advisory functions.
4

The analysis of the elementary education's organization in Northern Mazovia Region in the light of the A. Wielopolski's reform (1862)

63%
Baranski J.
Rozprawy z Dziejów Oświaty
|
2004
|
vol. 43
21-51
EN
The implementation of Wielopolski's reform of elementary education in the Northern Mazovia Region is discussed. Although, in the years 1862-1864 the pupils' population increased, the number of the state primary schools remained the same. The reforming process was partially stopped in the region during the January Insurection (1963) as well as in the whole country. After 1864, the Tsar has changed his educational policy in the Polish Kingdom and the reforming process was totally stopped. In spite of that, during the first decade after the January Insurrection, the number of state primary schools in the area , especially in the countryside, increased significantly.The similar process could be observed in the whole Polish Kingdom.
5

Private Sector Education in Poland

51%
Szymanski M. S.
Kwartalnik Pedagogiczny
|
2005
|
vol. 50
|
issue 3(197)
153-167
EN
The article is a presentation of non-state education development in Poland in the times of political system transformation, begun in 1989. There is a clear division into non-state primary and secondary education on the one hand (which is the author's main subject of interest), and non-state university education on the other hand. Initially, however, he focuses on non-state education prehistory in Poland, beginning in 1918. In concluding remarks the author assumes that schools from the private sector have finished the state's monopoly in education. They have become a new but stable education model. They encourage application of new approaches and heighten education level. If certain conditions are met by the state, they can make education chances equal in the society. Reasonable education administration should support good schools and good universities. Badly equipped schools with poor staff will have to disappear from the Polish education landscape.
6

'Generality' of Contemporary Pedagogies

51%
Hejnicka-Bezwinska T.
Kwartalnik Pedagogiczny
|
2005
|
vol. 50
|
issue 4(198)
45-59
EN
At the end of 20th century the category of 'pedagogy' was returned to lexical resources of contemporary Polish pedagogy (as a science of education). A contemporary reconstruction of the scope and content of the notion enables to identify that in literature it can be applied to: a) a technique of exerting an influence on a personality of the educated (the art of education), b) the wholeness of the praxis of education (synonym), c) a specific educational paradigm, d) a process of absorbing new forms of behaviour, knowledge, abilities, and the criteria of evaluating them. Elicited senses correspond to various types of rationalities and they require different levels of generality. Assuming that 'pedagogies' are an object of pedagogical research in all senses mentioned above, passing from generality characterized by a practical rationality to generality characteristic to coherent rationality the process of producing pedagogical knowledge is required.
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