Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Refine search results

Journals help

  1. 6 Biuletyn Historii Wychowania

  2. 4 Dzieje Najnowsze

  3. 4 Studia z Dziejów Rosji i Europy Środkowo-Wschodniej

  4. 3 Kwartalnik Historyczny

  5. 3 Pamięć i Sprawiedliwość

More...
Years help

  1. 6 2023

  2. 3 2022

  3. 4 2021

  4. 10 2020

  5. 13 2019

More...
Authors help

  1. 3 Jamrożek W.

  2. 3 Rodak M.

  3. 2 Ambrochowicz-Gajownik A.

  4. 2 Beczek P.

  5. 2 Cichoracki P.

More...

Results found: 63

first rewind previous Page / 4 next fast forward last

Search results

Search:
in the keywords:  Second Republic of Poland
help Sort By:

help Limit search:
first rewind previous Page / 4 next fast forward last
1
Publication available in full text mode
Content available

Blaski i cienie życia w internatach szkół jezuickich w II Rzeczypospolitej

100%
Puchowska M.
Biuletyn Historii Wychowania
|
2012
|
issue 28
53-64
EN
Jesuit boarding schools did not fulfil only social roles. They were educational institutions shaping discipline, morality and religiousness of their pupils. The monks organized various activities for their students which were conducive for acquiring and consolidating knowledge. Students’ time was filled with the review of school material, literary exercises, debates or production of theatre performances. The offer depended on the degree of exclusivity of a given establishment. In the Second Republic of Poland, there functioned three Jesuit schools for laymen: in Khyriv (Pol. Chyrów), Vilnius and Gdynia. Only the first two ran boarding schools. Both boarding schools offered very good living conditions, and the life of the alumni passed according to a similar, clearly defined day rhythm. The institutions in busy urban Vilnius and peripheral Khyriv were very much different. The educational process used for the boarding students from Vilnius lacked special rigours, which was different from the methods generally accepted at that time. The behaviours of boarding students from Khyriv, in turn, were regulated in the minutest detail by Statutes and regulations and the system of punishments was very elaborate. The schools tried to restore order by the method of overcoming the resistance of the more independently feeling and thinking pupils.
2
Publication available in full text mode
Content available

Praktyka i myśl edukacyjna Drugiej Rzeczypospolitej - w 90 rocznicę odzyskania niepodległości

98%
Jamrożek W.
Biuletyn Historii Wychowania
|
2008
|
issue 24
121-126
EN
The situation of the Republic of Poland, which was revived in 1918, in the educational field was dramatically difficult. As a consequence of partitions, the Second Republic of Poland inherited a relatively high rate of analphabetism (over 6.5 million analphabets, which constituted approximately 33% of the entire population of the country older than 10 years). As a result ofindividual differences in the economic, political, social and legal systems of the states occupyingPoland, the educational system on the Polish territories at the threshold of independence waslargely different with regard to the number of schools, the organization, program and didacticassumptions. The reborn Polish state was confronted with an important task of unifying the system and the level of education. It must be emphasised that this task was actually accomplished. In this regard, an especially important role was fulfilled by the Act on the Educational System passed by the Sejm on March 11, 1932 (the act conclusively dissolved the remains of the educational legislation of the states which partitioned Poland). In the interwar Poland, not only the school system but also the so-called extraschool education developed. The period of the Second Republic of Poland was also the time of explosion of pedagogic thought. The most important theoretical trends in the educational sciences emerged at that time, primarily: “psychological pedagogy and the related great movement of New Education (progressive education)”, “sociological pedagogics (social pedagogy)”, “cultural pedagogy (humanistic, personalistic pedagogy)”. A special object of reflection on education in the Second Republic of Poland and of controversy in the pedagogics of the twenty years between the First and the Second World War in Poland was the question of the educational aims. In the period until 1926 the dominant trend influencing the educational practice to the largest extent was the so-called patriotic education, whereas in the subsequent years citizenship education prevailed.
PL
The situation of the Republic of Poland, which was revived in 1918, in the educational field was dramatically difficult. As a consequence of partitions, the Second Republic of Poland inherited a relatively high rate of analphabetism (over 6.5 million analphabets, which constituted approximately 33% of the entire population of the country older than 10 years). As a result of individual differences in the economic, political, social and legal systems of the states occupying Poland, the educational system on the Polish territories at the threshold of independence was largely different with regard to the number of schools, the organization, program and didactic assumptions. The reborn Polish state was confronted with an important task of unifying the system and the level of education. It must be emphasised that this task was actually accomplished. In this regard, an especially important role was fulfilled by the Act on the Educational System passed by the Sejm on March 11, 1932 (the act conclusively dissolved the remains of the educational legislation of the states which partitioned Poland). In the interwar Poland, not only the school system but also the so-called extraschool education developed. The period of the Second Republic of Poland was also the time of explosion of pedagogic thought. The most important theoretical trends in the educational sciences emerged at that time, primarily: “psychological pedagogy and the related great movement of New Education (progressive education)”, “sociological pedagogics (social pedagogy)”, “cultural pedagogy (humanistic, personalistic pedagogy)”. A special object of reflection on education in the Second Republic of Poland and of controversy in the pedagogics of the twenty years between the First and the Second World War in Poland was the question of the educational aims. In the period until 1926 the dominant trend influencing the educational practice to the largest extent was the so-called patriotic education, whereas in the subsequent years citizenship education prevailed.
3
Publication available in full text mode
Content available

The Evolving Protection of Borders of the Reborn Second Republic of Poland

93%
Lubiewski P.
Internal Security
|
2018
|
vol. Special Issue
53-66
EN
The Second Republic of Poland, after regaining independence as a new state and creating state structures, faced many serious challenges. Barely formed boundaries required effective protection as soon as possible. An important problem was the process of gradually gaining power over the borders. While its protection system was developing on the western border, regular military operations continued in the east. This task was not facilitated by the incompletely resolved border conflicts and the ethnically patchy population living in the border areas. One of the most serious problems was the lack of experience in protecting the state borders caused by the loss of independence. For the above reasons, the process of developing the border protection system of the Second Polish Republic lasted several years. How difficult that task was is shown by the number of border formations that were brought into existence at that time, subjecting them to various modifications. As a consequence, due to difficult relations between the Republic and neighboring states, the developed system of border protection was not uniform. It also had to face still not fully stabilised situation in Europe.
4
Publication available in full text mode
Content available

Wieś poleska doby przemian lat trzydziestych XX wieku w ujęciu Józefa Obrębskiego

93%
Cichoracki P.
Sprawy Narodowościowe
|
2019
|
issue 51
EN
The village in Polesie: Transformations of the 1930s in the view of Józef ObrębskiThe article deals with political and social themes of Józef Obrębski's texts, which were written in the second half of the 1930s and were devoted to Polesie. Obrębski made his ethnosociological research in 1934-1937. It was the last phase of the great depression. Obrębski noted changes in political consciousness of inhabitants of the Polesie village. He described the consequences of the implementation of Polish-language education. He perceived the role and nature of communist influence. He wrote very critically about the attitude and role of local administration representatives. He did not limit himself to listing these problems. Instead, he tried to formulate proposals for activities that would have changed the attitude of inhabitants of Polesie voievodship towards the Polish State. Wieś poleska doby przemian lat trzydziestych XX wieku w ujęciu Józefa ObrębskiegoArtykuł jest poświęcony polityczno-społecznym wątkom tekstów Józefa Obrębskiego, które powstały w drugiej połowie lat trzydziestych i odnoszą się do Polesia. Obrębski prowadził swoje badania etnosocjologiczne w latach 1934-1937. Była to ostatnia faza wielkiego kryzysu. Odnotował przemiany świadomości politycznej mieszkańców poleskiej wsi. Opisywał konsekwencje implementacji polskojęzycznej oświaty. Dostrzegał rolę i charakter wpływów komunistycznych. Bardzo krytycznie wypowiadał się o postawie i roli przedstawicieli lokalnej administracji. Nie ograniczał się do rejestracji tych zjawisk. Próbował formułować propozycje działań, które zmieniłyby stosunek ludności Polesia do państwa polskiego.
5
Content available remote

Badania kryminalno-biologiczne w Drugiej Rzeczypospolitej (1933-1939). Zapomniany epizod z dziejów międzywojennej teorii i praktyki interdyscyplinarnych badań naukowych nad więźniami w latach 30. XX w.

93%
Rodak M.
Analecta. Studia i Materiały z Dziejów Nauki
|
2015
|
vol. 24
|
issue 2(47)
149-165
EN
The 1930s mark the beginning of changes in the Polish prison system. Both new prison regulations (1931) and a new penal code (1932) started a sweeping reform in the penal system of the Second Republic of Poland. The reform included the introduction of a committee subordinate to the department of justice, responsible for criminal and biological research. The most important task of the committee was to conduct research on a national scale. Studies were based on a questionnaire, specifically created for the task. each sentenced individual at the time was subject to the questionnaire. The starting point of this research was acknowledgment of the importance of individualization of sentenced individuals. The goal of the study was both to create a mass portrait of the criminal community, as well as individual evaluation of every prisoner. On the basis of such evaluation the most appropriate penal institution was chosen, such as a maximum security prison, psychiatric prison, or prison farm. The study conducted in the 1930’s covered 40 thousand prisoners and was interdisciplinary in nature. The questionnaire was composed of over a dozen parts and was meant to evaluate prisoners’ physical and mental condition. It included information such as medical history, current illnesses, detailed anthropometric description, criminal history, environment in which they lived and grew up in, attitude towards the committed crime and their conduct in prison. The questionnaire was created by representatives of several scientific disciplines, most significantly psychiatry and anthropology, but also criminology, prison studies and sociology. Prison officers, as well as doctors were directly involved in conducting the research. However, the questionnaire was not considered an ideal tool. Initiatives of the department of justice became an object of harsh criticism. The research method, as well as the questionnaire itself were under fire especially by criminologists at the time. During the 1944 uprising, the entire legacy of the commission was destroyed. Fortunately, several thousand questionnaires and prisoner records survived the interwar period. However, they are currently extremely dispersed. collecting, studying and analyzing them could become a starting point of research on the condition of interwar-period science, including evaluation of the work of its theoreticians and practitioners. The author of the article considers the questionnaires as an incredibly interesting source in research of the interwar period underclass, an environment which until recently has been considered unhistorical.
6
Content available remote

Starania na rzecz budowy meczetu w przedwojennej Warszawie. Realizacja indywidualnej czy wspólnotowej wolności wyznania?

93%
Szymański A.
Opolskie Studia Administracyjno-Prawne
|
2015
|
vol. XIII
|
issue 4
97-105
EN
In the paper, the efforts of the metropolitan religious Moslem commune are discussed concerning the construction of the mosque in Warsaw before the war, as well as the friendly approach on this question of the state authorities, supporting the construction project. In spite of the fact that finally the construction was not started, the author answers the question asked in the title that the attempts of the state authorities of the II Republic of Poland to make the construction of the Moslem temple possible in the capital of the country should be recognized certainly as realization of the religious freedom both in the individual and community-related aspects.
7
Publication available in full text mode
Content available

Catholic Social School of Poznań (1927–1939)

93%
Brenk M.
Praca Socjalna
|
2019
|
vol. 34(3)
137-152
EN
The Catholic Social School of Poznań was one of the leading Polish didactic centers for social services in the interwar period. In the years 1927–1939 it conducted courses for and educated the staff of care and social institutions, especially those related to the Catholic Church. The priority of the school’s activity was to organize, since the establishment of the institution in 1927, a two-year social work training course, later functioning under the name of the Higher Catholic Social College. In June 1937, the school obtained the state rights of the university and the name of the Higher Catholic Social College. The purpose of the article is to show selected aspects of the institution’s functioning, related to its establishment and educational and education activities until 1939. For this purpose, the preserved source materials in the form of archives, articles published in the magazines of the Second Republic of Poland were analyzed, and few studies developed after 1945 were referred to.
8
Publication available in full text mode
Content available

The Educational Practice and Thought of the Second Polish Republic on the 90th Anniversary of Regaining Independence

93%
Jamrożek W.
Biuletyn Historii Wychowania
|
2018
|
issue 38
301-307
EN
The situation of the Republic of Poland, which was revived in 1918, in the educational field was dramatically difficult. As a consequence of partitions, the Second Republic of Poland inherited a relatively high rate of analphabetism (over 6.5 million analphabets, which constituted approximately 33% of the entire population of the country older than 10 years). As a result of individual differences in the economic, political, social and legals systems of the states occupying Poland, the educational system on the Polish territories at the threshold of independence was largely different with regard to the number of  schools, the organization, program and didactic assumptions. The reborn Polish state was confronted with an important task of unifying the system and the level of education. It must be emphasised that this task was actually accomplished. In this the Sejm on March 11, 1932 (the act conclusively dissolved the remains of the educational legislation of the states which partitioned Poland). In the interwar Poland, not only the school system but also the so-called extraschool education developed. The period of the Second Republic of Poland was also the  time of explosion of pedagogic thought. The most important theoretical trends in the educational sciences emerged at that time, primarily: “psychological pedagogy and the related great movement of New Education (progressive education)”, “sociological pedagogics (social pedagogy)”, “cultural pedagogy (humanistic, personalistic pedagogy)”. A special object of reflection on the education in the Second Republic of Poland and of controversy in the pedagogics of the twenty years between the First and the Second World War in Poland was the question of educational aims. In the period until 1926 the dominant trend influencing the educational practice to the largest extent was the so-called patriotic education, whereas in the subsequent years citizenship education prevailed.
9
Publication available in full text mode
Content available

Three Pedagogical Congresses

93%
Jamrożek W.
Biuletyn Historii Wychowania
|
2018
|
issue 38
171-178
EN
The paper presents how important for the history of Polish education were: Ogólnopolski Zjazd Oświatowy (the All-Poland Education Convention) in Warsaw (of April 1919) – called the Teachers’ Sejm, the 1st Pedagogical Congress in Poznan and the 4th Pedagogical Congress in Warsaw (of May 1939). The aforementioned convention and both congresses played a significant role in the development of educational thought and practice in interwar Poland. The scope of the issues discussed during sessions was large. It covered issues regarding the school system and the school administration, preschool upbringing and other levels of education including higher education, vocational schools, teachers’ education and teachers’ pragmatics, nonschool education, school and physical education hygiene. Resolutions and motions adopted at Ogólnopolski Zjazd Oświatowy (All-Poland Education Convention) in Warsaw, in April 1919, provided grounds for work on developing a democratic national education system. The main issues of the Congress in Poznan, held on 8–10 July 1929 during the General National Exhibition in Poznan, were referred to also during sessions of consecutive pedagogical congresses organised by the Polish Teachers’ Union: 2nd Pedagogical Congress (in Vilnius, on 4–8 July 1931) and 3rd Pedagogical Congress (in Lvov on 17–21 June 1933). Sessions of the aforementioned 4th Pedagogical Congress in Warsaw were held in May 1939, in special circumstances, when a threat from Hitler’s Germany reached its apogee among the Polish society, including teachers. Resolutions of the 4th Congress included the programme of democratic transformations of the national education system characterised in many aspects even with an explicit social radicalism. They provided broader access to the university education for the youth from farmers’ and workers’ families, develop special schooling and extend the school obligation for blind, deaf, mentally disabled and “morally neglected” children, develop adult education, implement education for primary school teachers only at a university level.
10
Publication available in full text mode
Content available

Kandydat PSL „Wyzwolenie” pierwszym prezydentem Polski, czyli wielka gra Stanisława Thugutta w grudniu 1922 roku

93%
Białokur M.
Zeszyty Wiejskie
|
2019
|
vol. 25
85-107
EN
In December 1922, the first presidential election in history took place in Poland. Voting was not universal because the National Assembly made their choice. One of the candidates for the office of president was proposed by Stanislaw Thugutt. He was the leader of the Polish People’s Party “Wyzwolenie/Liberation”. PPP “Wyzwolenie/Liberation” was one of the largest peasant parties in interwar Poland. In comparison with the largest peasant party in the Second Polish Republic – the Polish People’s Party “Piast” was a leftist party. On December 9,1922, both parties supported the same candidate in a decisive vote. It was Gabriel Narutowicz, who was then the Minister of Foreign Affairs. In addition, he was a well-known civil engineering engineer in Europe, in particular hydroelectric power plants. It should be emphasized that Narutowicz was not a member of PSL. Unexpectedly, Narutowicz won the election and became the first president in Polish history. In the decisive fifth vote, he defeated the right-wing party candidate. It was a great success for Thugutt, who proved to be a foresight politician. Unfortunately, a week after the election, Gabriel Narutowicz was murdered by a right-wing fanatic. However, this did not change the fact that the first president in Polish history was the candidate proposed by the people’s party.
11
Publication available in full text mode
Content available

Rola nauczyciela w wychowaniu moralnym w II Rzeczypospolitej na podstawie analizy treści „Przeglądu Pedagogicznego” (1918–1939)

81%
Rzepka M.
Kwartalnik Pedagogiczny
|
2018
|
vol. 63(4(250))
102-123
PL
The aim of the article is to attempt to present the role of a teacher in the process of moral education in the opinion of the authors publishing in the teachers’ journal “Pedagogical Review” based on the analysis of its issues from the years 1918–1939. Moral education in the interwar period was a subject of interest in pedagogical circles both in Poland and abroad. This was related to the popularity of the slogans of the New Education as well as the moral revival sought after the First World War. The authors publishing in the “Pedagogical Review” believed that, next to the parents, it is the teachers who should play the most important role in the process of moral education of children. Their personal example, the use of a wide range of educational methods and influence in various educational areas were the most important factors shaping the educational environment for the moral education of the young generation of Poles.
12
Publication available in full text mode
Content available

Poland A and Poland B – Developmental Disproportions on Polish Lands in the 19th and 20th c. (Prior to 1939).

81%
Grata P.
Analecta Archaeologica Ressoviensia
|
2018
|
vol. 13
33-48
EN
The problem of developmental disproportions occurring within a state is not an uncommon phenomenon, and the case of Polish lands is one example of it. As a result of numerous disadvantageous conditions, Polish lands experienced dramatic developmental differences, which fully came to light in the interwar period, when the territories which had belonged to the three partitioners of Poland were incorporated into the Second Polish Republic. The disproportions were so deep that a much better developed Poland A and a much more backward Poland B (situated east of the Vistula River) were distinguished in the state. The scale of the differences was reflected in many economic and social indices, ranging from population density, to the degree of urbanisation processes and sources of population income, to the state of transportation infrastructure, to the involvement of workforce, to the production of basic goods. An attempt to reduce the disproportions was the establishment of the Central Industrial District in the mid-1930s and the Fifteen Year Plan for the state’s development prepared by Deputy Prime Minister Eugeniusz Kwiatkowski (1888–1974). These plans were thwarted by the outbreak of WWII, and the developmental disproportions on Polish lands, despite the post-war change of state borders, remain visible even today, especially in territories that were part of Poland B before 1939 (today Podkarpacie, Lubelskie, Podlasie Voivodeships).
13
Content available remote

Niemiec, Polak niemieckiego pochodzenia czy Niemiec zagraniczny. Problematyka tożsamości ludności niemieckiej w II RP

81%
Lakeberg B.
Przegląd Zachodni
|
2013
|
issue 3(348)
243-256
EN
Literature on the German minority in the Second Republic of Poland shows this community to be diverse in terms of social status as well as economic and cultural position, and as a result with a different attitude to the newly nascent Polish state. The article deals with the issue of the identity of the German population in Poland by scrutinizing ways of defining one’s own group and the group of others in the press coverage of the German minority in Poland with special emphasis on the role of stereotypes in the process of group creation and consolidation. An analysis of the press content in terms of presented criteria for defining one’s own group and modes of perceiving the Polish and Jewish population allows to draw conclusions pertaining not only to the identity of the German population but also its internal dynamism. It is noticeable that although at the beginning differences between regions (caused by the period of Poland’s partition) were the main influence on the way one’s own identity and role in the new state were defined, later on differences originating in political views gained prominence. The reasons of this change include intensified contacts within the German population as well as the policy of the German and Polish states towards it.
14
Content available remote

Refleksje i uwagi do książki Tomasza Chłopeckiego, „Myśl polityczna i prawna obozu rządzącego w Polsce w latach 1935–1939. Państwo — prawo — gospodarka”

81%
Sioma M.
Przegląd Sejmowy
|
2019
|
issue 6(155)
125-144
EN
The problems related to the political thought of Piłsudkiites — called the ruling camp by Tomasz Chłopecki — had already been a subject of numerous studies. The literature on the subject in ample and generally accessible. The author of the reviewed book decided to supplement the existent analyses of the political and legal thought in the subperiod 1935–1939, which — although significant for the interwar history — had been analyzed less extensively. I regard the choice of the subject legitimate and the analysis itself important, although not free from defects, mistakes and errors. Having read the book, I cannot fully support the author’s conclusions. The goal and the intention are one thing, and the execution another. As regards the latter, I wish to make two general remarks. Firstly, the factual sphere does not raise objections, although some substantial mistakes I had found should not have made it through the publishing process. Secondly, the interpretational scope with reference to the political and legal thought does raise objections, which I demonstrate in an extensive polemic review. Moreover, in my opinion, the book is confined strictly to one discipline: history.
15
Publication available in full text mode
Content available

Recepcja koncepcji pedagogicznych Édouarda Séguina w pedagogice Drugiej Rzeczypospolitej

80%
Fetzki T.
Biuletyn Historii Wychowania
|
2017
|
issue 37
23-36
EN
The article discusses the direct and indirect influence that the concepts of Édouard Séguin, creator of a pedagogy for people with intellectual disabilities, had on the development of Polish special and general pedagogy in the interwar period. It also presents a brief overview of the biography and achievements of this Franco-American pedagogue and doctor.
16
Publication available in full text mode
Content available

Wychowanie do ochrony przyrody w twórczości Drugiej Rzeczypospolitej

80%
Wolter E.
Biuletyn Historii Wychowania
|
2012
|
issue 28
65-78
EN
In the Second Republic of Poland, the education for the protection of nature was a part of an implicit didactic and educational process realized in primary and secondary schools – first of all as part of the education in natural science and geography (tourism). The kind of educational climate was created, connected with the establishment of protective care and sensibility for the natural environment, especially the indigenous nature. The article presents the analysis and interpretation of the printed sources, among others the publications by Maximilian Heilpern, Konrad Chmielewski, Hipolita Selmowiczówna-Gnoińska and Maria Lipska-Librachowa as well as Bronisław Gustawicz, Mieczysław Brzeziński, which were used in the didactic and educational practice in the period of the Second Republic of Poland in the process of shaping ecological attitudes. Many of them originated still in the years of Poland’s enslavement. They form valuable historical sources for studying, explaining and understanding the ecological education in the interwar period (1918–1939) – as an antecedence of the newest development trends in the educational theory and practice on ecology.
17
Content available remote

Legion Młodych w latach 1935-1938. Ku upadkowi

70%
Sioma M.
Przegląd Zachodni
|
2018
|
issue 3(368)
81-95
EN
In the late1920s in the environment of the academic youth of the Warsaw and Lvov universities emerged concepts of creating an organization that would in principle propagate the ideas of Józef Piłsudski. On 13 February 1930 the Legion of the Young –‘Work for the State’ Academic Association was established in Warsaw. In the next four years the organization developed, gained new members and enjoyed the support of the Piłsudski camp, including the Marshall himself. In the understanding of the circles then in power it was to realize statutory goals, but already after two years the activists of the Legion came to the conclusion that it should ultimately become a mass youth organization exceeding the academic environment. Their purpose was to win over the working class and peasant youth. After an unsuccessful attempt to subordinate the Legion to the Nonpartisan Bloc of Cooperation with the Government in September 1934 and due to various circumstances (internal divisions among others), mentors grouped in seniors clubs revoked their patronage in April 1935. This was the critical moment that set off a slow process of the ‘agony’ of the Legion –an organization created out of the young people’s fascination with the person of Piłsudski. Even though the organization was not liquidated, it did not regain its former significance and status. It ended its existence in December 1938 becoming part of the Polish Youth Legion. The aim of the article is to show the causes and circumstances that led to the collapse of the most powerful youth organization of the Piłsudski camp in the first half of the 1930s.
18
Content available remote

Sprawozdanie z ogólnopolskiej konferencji naukowej z cyklu „Samorząd mecenasem kultury” pt. „Stulecie samorządu”, Warszawa, 9 października 2019 r.

70%
Radomski M.
Przegląd Sejmowy
|
2020
|
issue 2(157)
219–221
EN
The conference was held on 9 October 2019 at the Independence Museum in Warsaw. It brought together researchers of the local authority in the interwar period from around the country. The lecturers presented issues regarding political, social, economic and legal aspects of the local government under the Second Republic of Poland, but also its representation in the modern education. References to the functioning of administration of this kind in Czechoslovakia were also made.
19
Publication available in full text mode
Content available

Only Prometheanism? The policy of the Polish state towards selected circles of the Russian emigration in the years 1926–1935

70%
Dryblak Ł.
Studia z Dziejów Rosji i Europy Środkowo-Wschodniej
|
2016
|
vol. 51
|
issue 1
PL
The article spans the period of 1926–1935, but the presentation of the Polish state policy towards chosen Russian exiles is set in the context of the Polish-Russian co-operation from 1920 to the 1926 May Coup and concludes with an epilogue about Jerzy Niezbrzycki’s cooperation with the members of the Polish branch of the NTS (The National Alliance of Russian Solidarists) in the second half of the 1930s. The author explores the questions of attitudes of the Second Division of the General Staff of the Polish Army and the Ministry of Internal Affairs (occasionally engaged at the same time in Promethean work and contacts with leading members of Russian emigrants in Poland and abroad) towards the Russian emigration. Thus, the article is to answer the questions of the significance of this diaspora to the Polish authorities and of the mechanisms of enlisting their support for the Polish state.The author has reached following conclusions: from the Polish perspective, Promethean activities did not automatically exclude the support for the Russian anti-communist movement, although in fact in the case of a majority of Prometheans it was limited to monitoring of activities of Russian organisations rather than cooperating with them. Contrary to opinions of some researchers, the cooperation with the Russians was not broken after the MOCR-Trust was revealed at the turn of the 1927, but was re-modelled. Often, the purpose of maintaining contacts with the Russians was to replace the activists inconvenient to the authorities with those who were loyal to them; such a policy brought about in the early 1930s the effect of consolidation of the Russian movement around the Polish state, and minimalised German and Soviet impact on it.The study is based on the analysis of the Russian press, memories, published documents and correspondence, as well as materials hold in the Central Archives of Modern Records in Warsaw, Archives of the Institute of National Remembrance and the online collection of the Józef Piłsudski Institute in New York and International Institute of Social History at Amsterdam.
20
Publication available in full text mode
Content available

„Naród bez broni”. Niechęć do służby wojskowej w II Rzeczypospolitej z przyczyn religijnych

70%
Kasprzycki R.
Kwartalnik Historyczny
|
2019
|
vol. 126
|
issue 1
EN
Przedwojenną Polskę zamieszkiwało kilkadziesiąt tysięcy adwentystów, baptystów, badaczy Pisma Świętego, zielonoświątkowców, a także wielu innych przedstawicieli mniejszych wyznań chrześcijańskich. Wielu spośród członków tych wspólnot religijnych literalnie odczytywało słowa Pisma Świętego. Przesłanie biblijne oznaczało dla nich bezkompromisowy sprzeciw wobec służby wojskowej z bronią w ręku. Niektórzy nie zgadzali się również na złożenie przysięgi wojskowej. Pre-war Poland was inhabited by dozens tens of thousands of Adventists, Baptists, Bible Students, Pentecostalists, as well as members of many other minor Christian Churches. A large number of those believed in the inerrancy of the literal Scriptures and insisted the Bible was literally true which meant for them an uncompromising objection against military service with the use of arms. Some also objected to their swearing of the military oath.
first rewind previous Page / 4 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.