Renaissance in England is frequently referred to as the „Golden Age”, but despite countless innovative views and ideas, many aspects of social life did not develop simultaneously. The analysis of the 16th-century courtesy books for women enables readers to have a closer look at the Renaissance ideal of a perfect woman and the upbringing process, to which she was subjected in order to reach perfection. The most valued traits, defined mainly by men, still did not let women free themselves from stiff etiquette rules imposed on them several centuries earlier. While a man was spreading his Renaissance wings, a woman was silently staring at the ground beneath her feet.
England's increasing housing affordability problem, widely described as a 'housing crisis', has become a major public and political concern in recent years. The proportion of social housing has been shrinking for 40 years but there is no political appetite - at least under the current government - to reverse this. Policies are instead addressed at making some private housing more affordable and at increasing access to owner occupation by allowing more social tenants to buy their homes. The government has increased its control over the financial affairs of social landlords, who are responding by concentrating on those areas of activity where control is less stringent.
The article contains characteristics of the fourteen professors who gained their appointment to the Regius Chair of Civil Law in Oxford and Cambridge in the 18th century. Their academic careers as well as their many out-of-academia duties are described in the article. The analyses of the collected materials allowed the author to assert that the condition of teaching Roman law in the 18th-century England resembled the general crises of the university education in England in the aforementioned epoch. For most of the lecturers the academic posts were more or less sinecures that provided a social prestige and honourable social position. Only the late 18th century brought some changes in the methods of teaching Roman law and in the appointments of the professors. To a fuller extent these changes could not be observed to bring expected effects before the mid-19th century.
The article shows the Bohemian lands in the 17th century as mediated by travelogues of English provenance, in particular travel diaries written both for personal use only and to be later published. Attention is mainly focused on the religious situation in Bohemia and Moravia and its transformation in the studied period in the context of the denomination of the English visitors. The paper further briefly describes individual travellers from England, who would come to the European continent for various reasons and would also visit the Kingdom of Bohemia as part of this trip.
The article presents the results of research dedicated to the content analysis of standards for professional training of political scientists in the higher education system of England and Wales. The materials highlighting certain aspects of the legal provision of professional training in the field of political science have been examined. The in-depth analysis of standards for professional training of bachelors in political science, elaborated by the Quality Assurance Agency for Higher Education, has been carried out. Basic principles and essence of political science, requirements for professional competences of political scientists, forms of teaching, learning and assessment that are relevant in the study of political science have been reviewed. Standards for training political scientists at the universities of England and Wales are set out in the document called “Subject Benchmark Statement for Politics and International Relations”. The document focuses on two main features of political science – diversity and opportunity, which are reflected in the multiplicity and breadth of the defining principles, nature and extent of subject and skills acquisition. Since this discipline is closely connected with other humanitarian and social sciences such as law, economics, geography, sociology, history, cultural studies, literature, philosophy, the interdisciplinary nature of political science is emphasized. The document focuses on professional competences of political scientists, rather than curriculum content. Bachelors in political science should develop competences which are divided into three categories: 1) subject knowledge and understanding, 2) generic intellectual skills and 3) personal transferable skills. Plurality of political science should be reflected in the plurality of educational technologies used for teaching this discipline. The dominant forms of teaching are lectures and seminars, but workshops, whole group, small group and individual teaching, student-led and tutor-led sessions, skill-based, discussion-based and knowledge-based classes are widely used by universities. The effectiveness of the learning process is greatly enhanced through the use of computer technologies, so many universities in England and Wales carry out studies using a virtual learning environment.
From the very beginning of the concept of sustainable development education is seen as a necessary condition to achieving it. Adopted at the highest international level obligations for implementation of ESD cover specific indications as to the objectives, tasks, methods and groups and areas of impact. Currently, the realization of EZR should be based on the guidelines set out by the UN Decade for ESD (2005–2014) coordinated by UNESCO and UNECE Strategy for ESD. The school is particularly important place for the implementation of education. In this article an attempt was made to describe the characteristics of effective education for sustainable development in formal education on the basis of the guidelines contained in the latest documents and the results of research carried out in Poland and the UK.
PL
Od samego początku powstania koncepcji zrównoważonego rozwoju edukacja jest postrzegana jako konieczny warunek do jej osiągnięcia. Przyjęte na najwyższym, międzynarodowym szczeblu zobowiązania do realizacji edukacji dla zrównoważonego rozwoju (EZR) zawierają konkretne zalecenia co do celów, zadań, metod oraz grup i obszarów oddziaływania. Obecnie realizacja EZR powinna opierać się na wytycznych określonych dla wdrażania, przyjętej przez ONZ, a koordynowanej przez UNESCO, Dekady EZR (2005–2014) oraz zawartych w Strategii Edukacji dla Zrównoważonego Rozwoju Europejskiej Komisji Gospodarczej ONZ. Szczególnie ważnym miejscem wdrażania edukacji jest szkoła. W niniejszym artykule została podjęta próba określenia, na podstawie wytycznych zawartych w najnowszych dokumentach obligujących do wdrażania EZR oraz wyników badań prowadzonych w Polsce i w Wielkiej Brytanii, charakterystyki skutecznej edukacji dla zrównoważonego rozwoju w edukacji szkolnej.
This article is both a thread and a complementation of the issues surrounding programmes of Aleksander Bregman entitled “Kaleidoscope”, broadcast in 1960–1966 by the Munich–based station of Radio Free Europe. The overall subject of the programmes, as well as the precise delineation of relations between politics and media and society have been undertaken in separate papers; however, the course and evaluation of the integration process of the old continent’s western part in Bregman’s commentaries, deserves an individual consideration. Several reasons dictate that it should be so. Primarily, the complexity of this subject matter should be emphasised. The author of “Kaleidoscope” perceived the unification of Western Europe in several aspects, therefore the structure of the text should incorporate, albeit setting it apart, Bregman’s personal and subjective impressions, associated with his stay in Brussels and the observation of Union institutions at work. These were delivered to the listeners in a series of special programmes in the shape of objective accounts, which explained formal decisions taken by governing bodies of individual states. At the time, Bregman lived in London, therefore the attitudes of the government and society of Great Britain occupied a particular place in his programmes, as did the assessment of the Whitehall’s standpoint and decisions among the member states.“Kaleidoscope” was typified by a tremendously broad thematic scope in terms of issues addressed by the author. One of the most important among those which interested him was the aforementioned issue of the run of integration processes in the early 1960s, with particular emphasis on the initial solicitation and accession talks of the Brits with the states of “the six”. This thread, being the chief subject of this paper, is nevertheless extended to include the standpoint of other member of the British Commonwealth on Britain’s attempts do join the Common Market. Also, the then situation within the Commonwealth as well as the further expediency of its existence has been analysed. The commentaries of A. Bregman concerning the general operation of the authorities in Brussels, have been discussed separately.
Based on a study of Polish migrants living in England and Scotland, this paper explores how Polish families who have decided to bring up their children in the UK make initial school choices. The Polish parents taking part in our study generally had low levels of social and cultural capital (Bourdieu 1986) upon arrival in the UK: they had limited networks (predominantly bonding capital) (Putnam 2000) and a poor command of English, and lacked basic knowledge of the British education system. Meanwhile, this is a highly complex system, very much different from the Polish one; moreover, school choice plays a much more important role within the UK system, especially at the level of secondary education. We found that while some parents acted as ‘disconnected choosers’ (Gewirtz, Ball, Bowe 1995) following the strategy they would use in Poland and simply enrolling their children in the nearest available school, others attempted to make an informed choice. In looking for schools, parents first and foremost turned to co-ethnic networks for advice and support; nevertheless, parents who attempted to make an informed choice typically lacked ‘insider knowledge’ and often held misconceptions about the British education system. The one feature of the system Polish parents were very much aware of, however, was the existence of Catholic schools; therefore, religious beliefs played a key role in school choice among Polish parents (with some seeking and others avoiding Catholic schools). The ‘active choosers’ also made choices based on first impressions and personal beliefs about what was best for their child (e.g. in terms of ethnic composition of the school) or allowed their children to make the choice. Parents of disabled children were most restricted in exercising school choice, as only certain schools cater for complex needs. All in all, the Polish parents in our sample faced similar barriers to BME (Black Minority Ethnic) parents in exercising school choice in the UK and, regardless of their own levels of education, their school selection strategies resembled those of the British working class rather than of the middle class. However, the risk of ‘bad’ initial school choice may be largely offset by a generally strong preference for Catholic schools and parents’ high educational ambitions for their children.
The aim of the article is to analyse first medieval biography of William the Conqueror in order to explain the issue of legitimization of the Norman rule in England. In the introduction I present the author of Gesta Guillelmi and his work. Main part of the article contains detailed explanatory narrative’s elements used by author to provide ideological justifications for William the Conqueror’s rule in London.
Hejwosz-Gromkowska Daria, Kapitał i zaufanie społeczne a aktywność obywatelska w Anglii i Polsce – implikacje dla edukacji obywatelskiej [Capital and Social Trust vs. Active Citizenship in England and Poland – Implications for Civic Education]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 85-109. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.5 The aim of the paper is to analyze the tendencies of shaping both social capital and social trust in England and Poland. The analyses of aforementioned categories allow to explain the patterns of conventional civic participation. The social capital and social trust are also important factors influencing citizenship education. Therefore, analysis comprises policies towards citizenship education in English and Polish schools.
Faith institutions play a vital role in shaping social structure, social capital and social cohesion. Both religious and citizenship education can contribute to making good citizens. The latter is more political oriented, while the former is focused on faith, spirituality and morality. The English model of religious education is oriented towards a multi-faith dialogue, without the aspects of worship and confession. The phenomenological approach assures that every child, regardless of their religious background, is obligated to attend religious education. Today, the UK is facing many challenges, including secularization and cultural differentiation of the society. Thus, the educational institutions revise curricula and aims of learning. The aim of the paper is to present and analyze the main premises of educational policy in the context of religious education in public schools in England. I will also attempt to reconstruct the social and political ongoing debate on the aims of RE.
The article discusses a variety of opinions related to the first English translation of Adam Mickiewicz’s poem Pan Tadeusz published in 1885 by Maud Ashurt Biggs (1857-1933). The main point for the author is to analyse the scope of the Polish critics’ opinions and attitudes towards this translation. Some of them were issued by well-known experts in literary translation at the time (for example Stanisław Tarnowski), as well as critics who regularly published notes on British literature and culture in Polish periodicals (Edmund Naganowski). The article points out that the translation of Pan Tadeusz triggered neither numerous, nor enthusiastic reviews; it did, however, contribute to the publication of several interesting reflections related to poetry translation.
The article describes the religious situation in the 19th-century England with special emphasis on the position of Anglicanism and Catholicism. First, it examines the situation of the Church of England with its rise of the Oxford Movement and transformation of Anglicanism into a worldwide community. Subsequently, the paper describes the renaissance of Catholicism in the new circumstances following the enactment of Catholic Emancipation Bill . Finally, it mentions the first attempts at a dialogue between Anglicans and Catholics. All these historical developments are shown in the context of life and conversion of John Henry Newman.
Social entrepreneurship has always been a contested concept, both within the academic discourse and in practice. A lot of scholarly effort has been put into analyzing the different definitions of social entrepreneurship and the negative consequences that the definitional debate has on the opportunity to advance social entrepreneurship as a research field. Very little is known about what the consequences of the multiple meanings of social entrepreneurship are for people working in the sector. This paper advances knowledge on this topic by looking at the social entrepreneurship sector in England and by investigating through qualitative research methods what sector members think about social entrepreneurship and its unclear boundaries. The results show that there are three different conceptions of social entrepreneurship within the sector in England. However, while everyone agrees on the presence of a definitional debate, opinions on what this means for the sector are several. Some members think it is something positive; some others think it is causing different issues, and a third group considers it as irrelevant.
This article’s main aim is to summarise the crucial period of the reign of King John of England during so-called first barons’ war of 1215–1217 and through the examination of contemporary sources show possible attitudes to the invasion of Prince Louis of France in 1216, when he was invited by English barons to become their new king, which eventually turned to the usurpation when King John died and his son Henry became the King of England with support of those who had been adherents of Louis before. In June 1215, English barons persuaded King John to agree with terms of Magna Carta, limiting royal power in various branches of law. When Magna Carta was proclaimed null and unlawful by Pope Innocent III allowing John not to be bound by its terms, it meant open war with English rebels. They negotiated an invasion of Prince Louis, the eldest son of Philip II, the King of France, and they promised him a crown of England. In October 1216, King John suddenly died in the middle of war and he was succeeded by his son Henry. Henry III was in relatively short time accepted by most of rebellious barons leaving Louis in very precarious situation and it eventually led to Louis’ defeat in 1217. The treaty of Lambeth (September 1217) ended this war with Plantagenets still on English throne.
The trade in the early modern England represented a crucial element of the state economy and the Crown had to make a particular effort to support it. Therefore, the main point of the article is to describe several ways which the English state used to promote the trade in the era of Tudor and Stuart monarchs. Also, the significance of trade in general is discussed as well as its impact on economy of the state. Key points in the international relations are pointed out and so is the activity of the Crown in the encouragement of navigation and colonial activity. Also, the role of trade companies, the trade laws which were imposed, and the growing importance of the Navy are highlighted. Therefore, the article concludes all the fundamental moments of the 16th and 17th centuries which impacted further development of the English trade.
Few things are more unpredictable than the convergence of people, landscape and memory. Often, the more time that passes, the more memory has to lean upon imagination to define experiences from the ever-receding past. “The present”, notes Ian Jack, “always depends upon the past, which makes the past a necessary subject of any reporter’s enquiry” (Jack 2009: xiii). When the reporter is also a poet, however, the enquiry of which Jack speaks assumes a different character, different imperatives. The following essay considers Batmans Hill, South Staffs, 1961-1972, my themed sequence of poems, a return to the human and non-human landscapes of my childhood. One concern of the sequence is how locality defined people and people humanised locality in one region of post-war municipal England. Running alongside that, however, is an awareness of the caprice of memory and a fascination with the ways in which poetry tempers and exploits that caprice.
This paper argues that early modern English utopias in general, and Joseph Hall’s Mundus alter et idem (1605/1606) in particular, engage in the contemporary debate on cross-dressing. After a look at the problem of early modern cross-dressing, the paper introduces Hall’s work, together with some of the opinions about it. Out of the four books of the work, only the second part (the description of Viraginia/Shee-landt) is discussed here in detail, since it abounds in instances of cross-dressing and related phenomena (for example, sexual licence and hermaphroditism). In my reading, Hall’s work readily joins the ongoing debate, but because of its masterful rhetorical strategies and its satirical perspective, the text poses a great challenge if one tries to accurately identify its position in that debate. Yet the text and some of Hall’s other works testify to a serious interest in cross-dressing and other gender-related issues.
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