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NAZWY MIEJSCOWOŚCI, NAZWISKA I IMIONA POLSKIE W PODRĘCZNIKACH DO NAUKI JĘZYKA POLSKIEGO JAKO OBCEGO

100%
Taboł S.
Studia Migracyjne - Przegląd Polonijny
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2011
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vol. 37
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issue 3(141)
81-98
EN
The article presents research results on Teaching Polish as a Foreign Language textbooks. The language material of 28 books published in 1999-2009 has been analyzed. The analysis shows that Kraków and Warszawa are the most frequently used city specific names. Other cities are grouped into attractive spots with regard to their historic buildings, their landscape, localities associated with famous Poles and spots where important historical events took place. The textbooks also include names of geographical regions, lakes, rivers and mountain peaks. Moreover, Kowalski and Nowak are the most popular last names. And Jan the most frequent name .
2
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Powrót do źródła – o pierwszym polskim podręczniku andragogiki

100%
Stopińska-Pająk A.
Rocznik Andragogiczny
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2012
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vol. R. 2012
63-78
EN
An article presents the genesis of publication of the first Polish andragogical textbook entitled “Educational work. Its tasks, methods, organisation. The textbook developed with effort of Adam Mickiewicz Folk University”, Krakow 1913 („Praca oświatowa. Jej zadania, metody, organizacja. Podręcznik opracowany staraniem Uniwersytetu Ludowego im. A. Mickiewicza”) and discusses its content. The author of the article shows the textbook as an important source of developing andragogy as a science, its identity, which can still initiate discussion and create andragogical narration. The metaphor of source used in the article allows to point to many trails that through receptive practices can be used for andragogical interpretation of adult education experience and can be a stimulus to create collective memory. According to the author, the discussed textbook is still the non-dried-up source of Polish andragogy despite 100 years that have passed since it was published.
3

The development of textbook market from the transition until present

88%
Molnar E.
Szociologiai Szemle (Sociological Review)
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2008
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vol. 18
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issue 3
61-91
EN
The paper presents the development of the Hungarian textbook market since its birth in the early 1990s until now. This market has a number of specialties due to the fact that the product (the textbook) is rather different from regular products: the state assigns the customers, obligates them to consume the product, and sets quality requirements that the product should meet; those who choose from the market (teachers) do not correspond to those who consume (pupils), neither to those who pay (parents, state). In spite of this, the textbook market does possess market characteristics and publishers following various market strategies compete with each other. The paper highlights the recent consequences of the strong presence of both the market mechanism and the state control (that is supposed to be in line with the education policy of the government) on the Hungarian textbook market.
4

IMAGINING A GOOD CITIZEN: THE ROLES OF A HISTORICAL HERO IN SLOVAK PEDAGOGICAL TRADITION

75%
Otčenášová S.
Pedagogický časopis (Journal of Pedagogy)
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2020
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vol. 11
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issue 2
89 – 115
EN
Based on a diachronic case study of history textbooks used in Slovak primary and secondary schools since 1918, this article discusses the roles biographies of historical heroes can play in school education. The case study analyses history textbook narratives about the medieval ruler Svätopluk published during three different political regimes, tracing their heritage up to present-day history textbooks. The text argues that the presentation of Svätopluk’s qualities, talents and achievements has been used not only in depicting him as a representative of the community, and as a desired prototype of a good citizen, but also in the formation of negative stereotypes about the representatives of the Other. This excluded significant segments of pupils of certain national minorities from the mainstream narrative and labelled them as enemies. An examination of the images of Svätopluk in history textbooks confirmed that these were politically motivated and influenced by current ideologies. However, it also showed that the 19th century Romanticist ideals, resulting in apologetic and nation defending narratives, remained an integral part of history textbooks throughout the 20th century, prevailing over the narratives offered by official contemporary historiography
5

Historia zamknięta w podręcznikach. O teoretycznych i metodologicznych problemach konstruowania obrazów przeszłości w edukacji szkolnej

63%
Stępnik A.
Sensus Historiae. Studia interdyscyplinarne
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2011
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issue 1(2)
97-107
EN
The 1999 reform of the Polish education system created an unprecedented situation in history teaching. Over a 10-year period starting from 1999, more than 250 textbooks for all levels of teaching were introduced into schools, with teachers free to make an autonomous decision as to which textbook to teach from. Textbooks constitute specific instances of historiographical praxis. They are traditional compendia of knowledge about the past and they constitute interesting research material for those investigating the historical awareness and culture of contemporary Poles. Given the target audience of textbooks and a teleological tendency in presenting historical events which is often espoused by educationists, textbooks evince specific and selected assumptions, both historical, philosophical and methodological. Groups of every political description have been given — more or less deliberately — an opportunity to locate their own vision of the past. Subsequent governments, whether left-or right-wing, have largely respected this principle, avoiding an instrumental treatment of education to further their own ends. The right to a world view and a vision of the past has become an inalienable if unwritten civil right. The author of the article has attempted a classification of the available textbooks into metaphorical categories and ventured their assessment. The categories of textbooks assessed in the article are: “museum textbooks”, which follow traditional models; “archive textbooks”, which attempt to amass substantial factual and source texts with no authorial commentary; “picture book textbooks”, in which the explanatory burden rests on images; “reliquary textbooks”, which emphasise traditional values, both national and religious; “mystery textbooks”, which hardly yield to scientific scrutiny; and the most numerous “academia textbooks”, consistent with commonly accepted educational and historiographic trends in the academia. The most recent reform of the curriculum aims to alter this situation.
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