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1

Udział polskich uczonych poza granicami kraju w tworzeniu kierunków sowietologii po drugiej wojnie światowej

100%
Bosiacki A.
Studia nad Faszyzmem i Zbrodniami Hitlerowskimi
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2011
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vol. 33
329–340
EN
The article presents the participation of Polish scholars in the research on Russia and on the Union of Soviet Socialist Republic after World War II, which was conducted in scientific centers of Europe and the United States. Describing the participation of Poles and of people of Polish descent, the author comes to the conclusion that the scholarly interest in Russia both in Poland and among Polish emigrants dates at least for several generations and concerns many fields of scientific endeavor. In particular, the article pinpoints and describes the conceptions of such scholars as Jan Kucharzewski and Richard Pipes (historiography), Adam Ulam, Leopold Łabędź and Zbigniew Brzeziński (political science, with special emphasis placed upon a theory of international relations), Father Innocenty Bocheński, Leszek Kołakowski and Andrzej Walicki (history of ideas and philosophy), and even economic science (Stanislaw Swianiewicz). As the author contends, both disciplinarily and substantively, their efforts mark a very important contribution, constituting significant achievements of Polish science, notwithstanding the fact that many scholars have declared and still declare only possessing Polish origins, often considering themselves to be Americans. The subject of the article is also a field for further scholarly research which is worth exploring and which the author intends to undertake.
2

W poszukiwaniu modelu uczelni przyszłości

80%
Jóźwiak J.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2012
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vol. 21
23-36
EN
The paper discusses evolution of the contemporary model of the university in Europe: from Humboldtian one to the Third Generation University. In this context three scenarios of evolution of the Polish higher education system in the perspective of 2030 (elaborated in the project “Foresight Academic Mazovia 2030”) are presented. The scenario of the “Lost Opportunities” presents the most pessimistic vision of the future of Polish universities due to unfavourable external conditions and abandonments in advanced reforms of the system. The second scenario of the “Bipolar Education” describes consequences of preserving the current system of higher education with some improvements and assumptions of the stable economic growth of Poland. The third scenario of the “Red Queen” proposes a vision of radical reforms which will lead to a fundamental restructuring of the system towards open and competitive model. Given this scenario, Polish universities would improve their relative position and competitiveness at the European and global educational markets.
3

Popularyzacja nauki polskiej w Europie w drugiej połowie XIX wieku jako forma walki o niepodległość i tożsamość kulturową – przypadek Artura Wołyńskiego (1843–1893)

80%
Piskurewicz J.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2010
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vol. 19
281-295
EN
In the second half of the 19th century Polish science was a significant part of national cultural heritage, which had to be guarded, kept in hiding for better days and showed to other European nations as an important evidence of the Polish and favouring independence aspirations. The mentioned inheritance was also a crucial element of national identity – especially for Polish emigrants' circles that had to leave Polish territories after November and January Uprisings. Artur Wołyński (1844–1893) was, undoubtedly, one of the most interesting personages of Polish émigrés after January Uprising. He belonged to these circles of Polish émigrés, who were able to reconcile their patriotic aspirations with realities and interest of the countries that entertained them. As far as Wołyński is concerned, it found its expression in the efforts that were made in order to assimilate two nations – Polish and Italian people – appealing to the common history and familiar cultural traditions. An important element of integrating all the above-discussed actions was his scientific activity tending to popularize Polish science and culture in Italy.
4

Zagraniczne stacje naukowe i ich znaczenie dla nauki polskiej

80%
Gałkowski A.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2010
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vol. 19
265-280
EN
The article presents a historic and present description of foreign academic stations of Polish Academy of Sciences. These are – chronologically – stations in Paris, Rome and Vienna, Historical Research Centre in Berlin, Academic Station of Polish Academy of Sciences in Moscow and Science Promotion Bureau PolSCA in Brussels. For a more precise description the stations were showed in a wider historic and present-day context of other Polish and foreign posts of that kind. While presenting in general each of the mentioned centres of Polish Academy of Sciences, and particularly the Paris station, the author points out that despite different problems, the stations still develop and are essential. A more detailed description of the Paris centre – the oldest Polish academic station abroad – is to reveal a difficult and complicated process of arising such posts, and the process, which is additionally influenced by political context that occurred as a result of World War I, gaining the independent Polish State, World War II, the Polish People's Republic period. Having depicted all foreign stations of Polish Academy of Sciences, the author inquires about their status in Polish science, their mission, ways of managing and financing, about their future.
5

Jakość w szkolnictwie wyższym

80%
Nałęcz D.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2012
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vol. 21
37-48
EN
Contemporary and historical experience show that the quantitative development rarely interacts with an increase in quality, which can also be applied to higher education. Particularly large changes in the educational process occurred in Poland after 1989. This applies to both the over whole level of higher education but also in the location of colleges (not only in large academic centres, but also in small towns). Regardless of the status and level of these colleges, its primary goal is to educate the graduate in such a way as to be competitive in the labour market. At the same time, the college should keep pace with the best establishments in meeting the challenges in the field of scientific research.
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