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Blaski i cienie życia w internatach szkół jezuickich w II Rzeczypospolitej

100%
Puchowska M.
Biuletyn Historii Wychowania
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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
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Invisible Children: Children from a Migration Background in Polish Dormitories

70%
Kościółek J.
Kultura i Edukacja
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2022
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issue 2(136)
202-214
EN
The situation of children from a migration background in Polish dormitories and boarding schools is analysed herein. It is an emerging issue, practically absent in child studies in Poland. The author refers to research that is a part of MiCreate (Migrant Children and Communities in Transforming Europe) and demonstrates that despite the growing presence of migrant children in dormitories, they are invisible within the education system. The legal gaps in regulations applying to these children as residents of dormitories are explored herein, and integrative measures are analysed to find the possible causes of their ineffectiveness. The research was conducted in a dormitory in the city of Kraków. It included interviews with the institution’s staff, participatory observations and autobiographical narrative interviews with students. This article may inspire further large-scale research into the problems of migrant children being present and living in such dormitories.
3
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Niektóre aspekty funkcjonowania wyznaniowych placówek opiekuńczo-wychowawczych w realiach Polski Ludowej

70%
Szymański A.
Opolskie Studia Administracyjno-Prawne
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2012
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vol. X
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issue 4
95-112
EN
The paper consists of three parts representing different degrees of autonomy within the scope of the subject area encompassed by the title. In the first part, the author discusses questions which are little known about, relating to a number of monastic orders applying after 1956 for the restitution of their property which they had been deprived of in the earlier time. Apart from that the orders appealed for having formerly liquidated care-educational centres run by them reopened. The party-state authorities did everything in their power not to execute the restitution and to prolong the relevant formal procedures, employing the existing legal norms for that purpose. When, in 1981, in consequence of the collapse of the state social care system, the authorities began to grant official permissions to religious orders to establish and run denominational care institutions (which is discussed in the second part of the paper), they had to exempt the interested orders from “the requirement of the secular nature of care-educational activity which is run” on the basis of Art. 39, item 3 of the extremely anti-clerical Act on development of education and rearing of 15 July 1961, which was taken advantage of earlier to liquidate the denominational school system in Poland. One can hear history snigger here… An issue which is connected with the above-mentioned problem is the question of subsidizing the social care activity of denominational organizations by the state – the People’s Republic of Poland. Without such subsidies the majority of institutions would not have been able to function at all, and it was withholding the subsidies that for many years had been one of the easier, though somewhat time-consuming, ways of liquidating church-based institutions. Beginning with the second half of the 1970s, the modus operandi of the authorities, regarding this sphere, started to undergo changes. In some cases the authorities of individual provinces went as far as to offer to monastic orders to subsidize the care centres run by the latter, still the offer was not always accepted: the experience of many decades had taught the orders to beware of too strong dependence on this type of support, the more so as, in many cases, they had learned to function in the area of charity and were able to survive without the aid from the public purse. Thus, it was also in this sphere where the authorities of the socialist state were forced to move beyond the frames of the anti-monastic and anti-clerical law which they had established themselves.
4

СОЦІАЛЬНІ ІНСТИТУТИ ДЕРЖАВНОГО УТРИМАННЯ ТА ВИХОВАННЯ ДІТЕЙ-СИРІТ І ДІТЕЙ, ПОЗБАВЛЕНИХ БАТЬКІВСЬКОГО ПІКЛУВАННЯВ УКРАЇНІ ЯК ЗАСІБ СОЦІАЛЬНОГО ВИХОВАННЯ ДІТЕЙ (90-ті рр. ХХ ст. – початок ХХІ ст.)

70%
Султанова Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 9(73)
180-191
EN
In the article the analysis of educational activities in publicinstitutions of orphans and children deprived of parental care is conducted. The article deals with the tendencies of development of the network of social institutes of the support and education of orphans and children deprived of parental care in Ukraine from the 90’s of the XX till thebeginning of theХХІcentury. The author has set the aim, the major professional activities of social educator public care institutions, justified the basic theory on the socio-educational work with children who grow up without a family. The conceptual foundations of children’s social education in boarding schools are defined. It is grounded the creation of family-type children’s homes as an alternative form of state child support. The attention is focused on the tendencies of the network expansion of social institutions and the increase of the contingent of pupils in them during the above mentioned period. In the article the peculiarities of the boarding school as an environment which replaces a family and its influence on pupil’s preparation to the future family life caused by modern social-economic, political, social-cultural situation in Ukraine, are considered. The author gives a characteristic of the main types of residential education institutions (orphanages, boarding schools, etc.), the content, typical features of the educational process. The research reveals the essence and the contents of social education, conducts analysis of the problem and approaches to the social education of the native pedagogical theory of the time. The research also reveals organizational and educational problems of the boarding-school system formation and its continual development. Distinctive features of social upbringing conception of the investigated period have been analyzed in practical realization: in particular, such issues as forms, methods and tendencies of social education development in boarding schools have been considered in the content.
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