Search results

1

Między profesjonalizmem a służbą społeczną. Dyskusja środowiska dydaktyków historii na temat kształcenia przyszłych nauczycieli historii w Polsce po 1989 roku

100%

Klimorowska M., Skórzyńska I.

Biuletyn Historii Wychowania

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2019

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issue 41

77-95

EN

In the article, a postulate is put forward to train professional history teachers by taking into consideration their social service: to prepare them well for the role of guides in the world of knowledge and values while granting them more autonomy. The goal is to draw attention to the professionalism of teachers as described by Wanda Dróżka and Dorota Gołębniak: (1) “professional autonomy”; (2) “care for maintaining and developing high standards of specialist and ethical qualifications”; (3) “reflection and self-reflection”; (4) “adopting own practices in an appropriate, individual way” (5) “high prestige and a relatively good remuneration”. The defined professionalism of teachers is the basis for their autonomous, satisfying and responsible work at school and the local environment. It is a combination of a postulate of social service and competences. The article presents a discussion of historians on teachers’ education in the context of making their vocation more professional.

2

Pięćdziesięciolecie gdańskiej historii wychowania

82%

Grzybowski R.

Biuletyn Historii Wychowania

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2008

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issue 24

139-164

EN

In 2009, the Faculty of the History of Science, Learning and Education, operating within the structures of the Institute of Pedagogics at Gdańsk University, will celebrate 50th anniversary of its existence. The beginnings of the Faculty and the fust years of its operation are inseparably connected with the Higher School of Pedagogics in Gdańsk, in which, in 1958 students were offered courses in pedagogics. Following these developments, a proper organizational framework was established, which was supposed to promote the development of such studies. One of the elements was the Department of History of Learning and Education, renamed - at the close of the 1960s - the Faculty of the History of Learning and Education. Since 1983 it is the Faculty of the History of Science, Learning and Education. The founder and first director of the Department, and later of the Faculty was Professor Kazimierz Kubik. Following him, it was Professor Klemens Trzebiatowski who headed the Faculty for three years. Professor Lech Mokrzecki was the subsequent director for over twenty years. Since 2005, Professor Romuald Grzybowski from Gdańsk University has been the head of the Faculty. Since the foundation of the Faculty, its employees have been conducting intensive scholarly research, originally limited to local or regional studies, and later comprising all Poland. Numerous book publications, papers and lectures delivered at scholarly conferences, form a material confirmation of intense scholarly activity by research and teaching staff of the Faculty. The scholarly conferences organized or co-organized by individual Faculty employees must be evaluated similarly. Another confirmation of the energy of the Faculty is participation of its employees in the process of education of the young ranks of scholars. The completion of ambitious tasks was possible due to such factors as stability of scholarly staff combined with their systematic replacement, good relationships between the Faculty’s employees, and, first of all, creative personality of successive directors of the Faculty. Owing to this creativity, the Faculty has not only survived, but develops intensively in all spheres of scholarly and didactic activity.

3

IV Ogólnopolski Zjazd Pedagogiczny w Olsztynie - Sekcja XIV: „Dzieje Europy i dzieje edukacji dla wspólnego świata”

82%

Głowacka-Sobiech E.

Biuletyn Historii Wychowania

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2002

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issue 15/16

156-159

EN

IV Ogólnopolski Zjazd Pedagogiczny w Olsztynie - Sekcja XIV: „Dzieje Europy i dzieje edukacji dla wspólnego świata”

4

Jak důkladně znali gymnazisté Bibli? K užívání biblických textů ve školní výuce v českých zemích v 16. až 18. století

77%

Bobková‑Valentová K., Holý M.

Historie – Otázky – Problémy (History, Issues, Problems)

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2013

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vol. 5

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issue 2

63-72

EN

Based on an analysis of sources of various kinds (e.g. contemporary pedagogical theory, school rules, various teaching texts, religious reference works and the like) this paper attempts to grasp the extent of knowledge of Scripture and biblical history among students and Latin school graduates from the 16th to the mid‑18th century. Partial knowledge of the Bible and biblical texts was all part of elementary education and children could acquire it before they studied at Latin schools (in the home environment, special catacheses and the like), where these foundations were then strengthened. Research into educational institutes of various denominations and types (particularist town schools, non‑Catholic private educational establishments, Jesuit schools, Piarist grammar schools and the like) indicates that although the reading of biblical texts as a rule was not included as a priority in Latin school curricula, pupils there did not only have a detailed knowledge of biblical history, but also managed to find their way round Scripture and to quote important passages from it, while dealing with Bible text and biblical realia both in religious tuition and in other subjects (particularly Latin). We do point out the differences that existed between individual schools, though these are in no way fundamental, rather depending on the definition of types of school. Scripture in the vernacular languages came to the fore in religious education particularly in the lower classes of non‑Catholic schools, whereas students at Jesuit grammar schools dealt almost exclusively with Latin (or exceptionally Greek) texts. Generally speaking, the pedagogical idea behind working with the Bible was similar in all schools, and in any case the plan was based on the same source even if the exposition, the argument and sometimes even the particular texts that were used might differ from one denomination to another.

5

Modernizácia a/alebo maďarizácia (Školská politika a ľudové vzdelávanie v hornouhorskom slovenskom regióne v rokoch 1867 – 1918)

77%

Vesztróczy Z.

Acta historica Neosoliensia Vedecký časopis pre historické vedy

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2015

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vol. 18

214-235

EN

The configuration of the modern public school system started after the Austro‐Hungarian Compromise in 1867. Most of the elementary schools in Upper Hungary belonged to the Roman Catholic and Lutheran churches at that time. The church elementary schools could be characterized by two things. On the one hand they didn’t do for the demands of the modern age, but on the other hand they provided mother‐tongue teaching for the Slovak population of the area, who were in the majority in Upper Hungary. This duality became the reason of permanent attack on church elementary schools and there were some attempts to revise the 1868 Nationality and Elementary Education Acts since the 1870‐s. This process had many stages, but it didn’t managed to reach a breakthrough till 1907. The Apponyi school laws in 1907 reached serious results in the field of the modernization of the elementary school system, but most of the church schools were nationalized. At the end of the Dualism only the 10 percents of the Slovak population of Upper Hungary could speak Hungarian, while only the 30‐40 percents of them were illiterate. These data can prove the results of the modernization and the failure of the Magyarization in the area of the public school system.

6

Vývoj školství ve Slezsku a otázka „slezské identity“

77%

Jirásek Z., Vymětalová K.

Acta historica Neosoliensia Vedecký časopis pre historické vedy

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2014

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vol. 17

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issue 1-2

252-267

EN

The beginnings of higher education Silesians can be dated back to the 13th century, when they traveled for education at the Studium Generale in Paris or Italian universities. After the founding of university in Prague in 1348, their interest turned to Bohemia but the large part of them left the capital of Bohemia in the early 15th century after the publication of the Decree of Kutná Hora. Efforts on the establishment of a separate university in Silesia bind to the city of Wroclaw with the government of the Czech and Hungarian King Vladislaus II. Jagiello, but have never been implemented. After the wars of the Austrian Succession, the Maria Theresia´s efforts to promote Czech schools in the ethnically mixed area of Silesia ran into resistance from the German population. This resistence also was concerned with the opening of Czech secondary schools – grammar schools, as well as discussions on the establishment of a second university in Moravia and Silesia. The first high schools in the Silesian region didn´t begun to emerge until after the second World War in Ostrava. "Classical" university here, however, could be built up first after the Velvet Revolution in November 1989.

7

WYCHOWANIE RELIGIJNE ELEMENTEM EDUKACJI PIJARSKIEJ W RZECZYPOSPOLITEJ OBOJGA NARODÓW NA PRZEŁOMIE XVII I XVIII WIEKU

77%

Taraszkiewicz J.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2016

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issue 1

101-116

EN

The organisation of Piarist schools in the Commonwealth of Poland and Lithuania was mainly based on the provisions of the Piarist Order costitutions drawn by Joseph Calasanz. Part II titled „Constitutionum Congregationis Regularium Pauperum Matris Dei Scholarum Piarum” virtually focused on the education system. It set no rigid rules of teaching but gave the teacher a great deal of leeway in the selection of both the class topics and recommended reading. Calasanz’s constitutions were usually published in full by the specific provinces of the Order. In subsequent editions their contents were not changed but supplemented by further provisions set by the General Chapter and provincial chapters. This was in compliance with the assumptions adopted by Calasanz who took account of self-dependent actions in various provinces subject to the local opportunities and needs. Therefore the organisation of Piarist school system differed from one another in the provinces which may have made the impression of the lack of a normative document standardising operation of the Order educational units. Such a solution was, however, in compliance with the Piarist authorities’ assumptions. Each edition of the Order constitution in particular provinces contained the basic recommendations by Calasanz (which were finally revised by the General Chapter in 1694 and published by the superior general Joannes Franciscus Foci in Rome in 1698) and subsequent decisions by the General Chapter and the chapters of former provinces regarding the schools system organisation, selection of things to be taught and reading. The discretion in the organisation of schools, reading selection and openness to novelties or even experiments presumably allowed the Order to lay the foundations for the subsequent great reforms in a spirit of the Enlightenment in the territory of the then Commonwealth of Poland and Lithuania. Presumably, the Piarist „ratio studiorum” enabled the Order to overtake, in the 18th century, other orders topped by the Society of Jesus who had played a leading role in that field amongst Catholics until the middle of the 18th century. In the period in question, the prime educational task of the Piarist schools and other units connected with the Catholic Church was the education of the youth in piety which was intended to protect boys from the perpetration of misdeed. It was a common view that teaching itself, disregarding ‘the fear of God’ is incapable of producing desired educational effects. During lessons, teachers did not confine themselves to deliver the curriculum contents but they were supposed to mould a passion of the students for religion and virtue so as to make them being ‘intense members of the Catholic Church and the pride of society’. All student of the Piarist schools had to attend Holy Mass every day and on Sundays and festive occasions they had to take part in two services. Students who failed to do so were punished. Newcomers to schools were obliged to make their confession and receive Communion. Students sang litanies every Saturday at 3 p.m. During oratory services elder students, who were members of religious brotherhoods, listened to homilies while younger ones listened to catechism excerpts. In the Piarist schools everything began, was conducted, and ended ‘in the name of God and for the sake of His holy glory’.

8

Nad prvou učebnicou československých dejín

77%

Alberty J.

Acta historica Neosoliensia Vedecký časopis pre historické vedy

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2015

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vol. 18

286-325

EN

Article compares two studentʼs books of history from years 1908 and 1921 with focus in history teaching in interwar Czechoslovakia.

9

Perceiving the pedagogy of Johann Friedrich Herbart in Poland

77%

Wnęk J.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2017

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vol. 7

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issue 2

PL

The article shows the development of Polish interests in the pedagogical mind of J. F. Herbart. In this work we chronologically presented the most important Polish publications on Herbart we drew attention to the change of its perception in different historical periods. There is no doubt that a large part of Polish authors esteem the educational Herbart and tried to popularize his ideas among Polish teachers. It is understood that the greatest interest in ‘herbartyzmem’ was in the nineteenth century but it declined sharply in the next century. This was associated with the development of new educational systems. The article is an important contribution to a better understanding of the reception of the German educational thought in other countries.

10

Warunki wstępowania i nauki polskiej młodzieży w petersburskim pułku szlacheckim//rosyjskich wojennych zakładach naukowych w latach trzydziestych i czterdziestych XIX wieku

77%

Rutkowski M.

Analecta. Studia i Materiały z Dziejów Nauki

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2015

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vol. 24

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issue 2(47)

23-39

EN

The analysis of the conditions of education of the Polish youth during the first half of the Paskiewicz’s period in Russian military scientific units, and especially in St Petersburg gentry regiment and cadet corps, is focused on numerous important issues concerning formal, educational and health issues. their presentation begins with revision of announcements of educational opportunities in 1834, as well as rules of verification of local candidates on the basis of the heraldic authority. introduction of medical examinations for pupils from the kingdom has also been described. the article verifies formal transformation of St Petersburg gentry regiment into „a unit of appropriately scientific character” and presents a number of changes in the curriculum of entrance examination and educational programme itself, both in the gentry regiment and the cadet corps.

11

The Multicultural School. Analysis of challenges and opportunities based on examples from Vasa Övningsskola

77%

Adamczewski J.

Biuletyn Historii Wychowania

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2017

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issue 36

77-84

EN

The aim of this article is to present a discussion on the phenomenon of multicultural schools in Finland. The author will present both challenges and opportunities of multiculturalism based on examples from Vasa Övningsskola. The article will present a brief history of multicultural schools in the world and explain the roots of multicultural education. The purpose of this article is to explore new ideas and solutions for multicultural schools based on the best educational system in the world.

12

Charlemagne – Emperor and Reformer. On the 1200th Death Anniversary

77%

Ratajczak K.

Biuletyn Historii Wychowania

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2018

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issue 38

309-318

EN

The purpose of this paper is to present the role of Charlemagne (768−814), King of the Franks and Emperor of the Romans (from 800) in the process of recovering the school organisation that was considerably weakened in the period from the 5th to the 7th century as well as the participation of the ruler in the reforms of education, science and the school system, referred to as the Carolingian Renaissance. In his reforms of the legal system, the monetary system, administration and education, Charles consistently implemented the political program announced in the Act of 789. The emperor’s actions reveal a clearly utilitarian goal. The command of Latin and the introduction of readable writing enabled the clergy to better understand the words of the Holy Scripture and, in turn, increased the general level of religious education among believers. The numerous scriptoria across the empire contributed to the ongoing work on defining the uniform text of all the books. The rebirth of Latin was driven by the works of the late Roman grammarians, Donatus and Priscian, and many works by ancient authors were also copied in scriptoria.

13

State of Research on the History of the Lubrański Academy

77%

Nowicki M.

Biuletyn Historii Wychowania

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2018

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issue 38

189-204

EN

The article tells about historiography of a famous Polish school – Collegium Lubranscianum (English Lubrański Academy), which originated in 1519 and existed until 1780. The whole text divided into few groups, showing the position of Lubranscianum in the interpretations of historians and the lack of research allowing recognition of some aspects of Lubranscianum history, such as the educational process of young people in the school, including the methods and handbooks, or, in general, the history of the school in the seventieth and eighteenth century. It is stressed that only few works bring new knowledge into out problem and most of the historiography is based on previously published works.

14

Controversies Around the System, Organisation and Curriculum Structure of Secondary School Education in Poland, in the Years 1944–1948

77%

Gulczyńska J.

Biuletyn Historii Wychowania

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2018

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issue 38

283-299

EN

A new form of government of the Polish state was combined with its rather intensive influence on the character of the educational system, including general secondary schools. That time is distinguished by numerous controversies, which then appeared in various social circles, political parties, and referred to the constitutional and organizational structure as well as the program structure of this school level. In the first years the controversies were more of an evolutionary concepts for the Polish route to socialism were still possible. After 1948 there was no more room for discussion; the decisions about this sphere were also made by one group – the people related to the communist party (Pol. abbr. PZPR). Already right after the cessation of war activities, the tendencies leading to the centralization of education management were noticeable, and consequently, ever more intense influence of the government of the working classes (lub the people’s government) on the functioning of schools, but, above all, on the teaching content. The process of centralization was linked with the so-called democratization process of school i.e., the question, of which the ruling communists made their priority. A consequence of democratization of the general secondary school and rendering it a tool for the manufacture of future citizens – devoted to and subjected to the government of the working classes – was the aspiration for closing private general secondary school, and also the expulsion of religion from school. Such changes, falsely justified by the necessity to observe the principle of freedom of conscience and confession, led to the secularization of the school system. The discussed expulsion of the Church from schools, and at the same time from the sphere of educating a young generation, was supposed to serve the formation of a new socialist society in the future.

15

Three Pedagogical Congresses

77%

Jamrożek W.

Biuletyn Historii Wychowania

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2018

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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.

16

School Legislation of Ecumenical Councils from the 12th to the First Half of the 14th Century and the Beginning of its Reception in Medieval Poland – the Outline of the Problem

77%

Ratajczak K.

Biuletyn Historii Wychowania

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2018

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issue 38

37-52

EN

The aim of the paper is an analysis of a broadly understood legislation of general councils which took place in an important period for the development of the then educational system and culture – at the height of the Middle Ages (12th–13th c.). While analysing the written records of synodal and council acts, several interesting aspects can be considered: the regulations related to the education of clergy (the diocesan ones, as the same issues concerning monastic orders were regulated by the inner legislation of general chapters), the organization of schools and teaching programmes, the records telling about the moralizing influence on the community of the faithful, and finally, the attitude of the Church toward the question of general access to education, including the functioning of universities. The presented study demonstrates a significant role of ecclesiastical school legislation for the development of the educational system in mediaeval Poland. Also, it can be noticed that all changes in this matter were the result of legislative activity of the Church but also responded to the educational needs of the contemporary society. The latter, in turn, stemmed from a general civilizational development of Latin Europe, the part of which were the lands being under the rule of the Piast dynasty.

17

Regionalizm w historii wychowania w ujęciu Antoniego Karbowiaka (aktualność postulatów i dokonań badawczych)

69%

Wałęga A.

Biuletyn Historii Wychowania

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2008

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issue 24

13-21

EN

The article presents the contribution of the first in Poland assistant professor in the field of the history of education, professor of Jagiellonian University, Antoni Karbowiak (1856-1919) to the development of regional historical and educational studies. Karbowiak devoted much attention to the propagation of these studies in his publications, in which he emphasized their import ant role and significance for further development of the history of education. He stressed the need to conduct collective regional studies on a broader scale, according to a precisely defined plan. He contended that only in this way valuable material can be compiled, which - elaborated by well-prepared scholars - shall enable the creation of worthwhile syntheses. He himself undertook “local” research, as he called it, and repeatedly brought readers’ attention to the question of preserving source material found in their closest surroundings for the history of education. He encouraged the creation of regional research organizations and the stimulation of historical consciousness of Polish society, especially children and youth. In order to win new contributors for regional historical and educational studies, he worked out a special 13-point questionnaire on the basis of which it was possible to gather information about local schools and their history. In his publications, Antoni Karbowiak emphasised that even the smallest papers dealing with regional issues are supposed to contribute to the explanation of educational phenomena in broader contexts. This concept by Antoni Karbowiak perfectly combines into the convention of modem regional studies.

18

Badania regionalne w historii wychowania - problemy metodologiczne

69%

Glowacka-Sobiech E.

Biuletyn Historii Wychowania

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2008

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issue 24

7-12

EN

The article demonstrates in what way the popularity of the problems of regional studies influences the development of learning (including the history of education), local societies and, paradoxically, the evolution of global history. Additionally, the author of the article gives reasons why the regional studies are becoming more and more popular. One of the reasons, apart from globalization phenomena and the uniting of Europe, is the methodological “revolution” in the field of social sciences, which has significantly altered the research perspective of historians.

19

Ks. Wacław Sierakowski – propagator wiedzy o muzyce i organizator szkolnictwa muzycznego w okresie działalności Komisji Edukacji Narodowej

69%

Piekarski M.

Biuletyn Historii Wychowania

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2016

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issue 34

85-99

EN

In the second half of the 18th century, musical education in Poland was poor. The Commission of National Education (1773–1793) did not take music into account in its projects. The individual willing to change the situation was Father Wacław Sierakowski (1741–1806), provost of the Wawel Cathedral in Krakow. He played a significant role in the musical life of the city as an organiser of public concerts and founder of a private music school. In 1795–1796, he published a three-volume musical textbook, The Art of Music for Young Polish People (Sztuka muzyki dla młodzieży krajowej), one of the first musical textbooks in the Polish language. In Sierakowski’s publication the stress was put on the social and national value of music. The first volume also featured Sierakowski’s petition from 1792, intended for submission before the Sejm (Polish Parliament), in which the author propounded the idea of the state taking over musical education and establishing a major statesponsored music school in Krakow (Alumnatus Vocalistarum). These plans were never carried out as the third partition of Poland ensued in 1795.

20

Dydaktyczno-wychowawczy walor ochrony przyrody na łamach czasopisma „Ziemia” w Drugiej Rzeczypospolitej

68%

Wolter E.

Kwartalnik Historii Nauki i Techniki

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2016

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vol. 61

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issue 4

111–133

EN

On 30 August 1919, the issuance of the periodical entitled “Ziemia” (full title: “Ziemia. Tygodnik krajoznawczy ilustrowany” [“Earth. Illustrated weekly about sights”]), published in Warsaw (before the First World War, in the period of the Kingdom of Poland ) in the years 1910-1914 (240 issues altogether) was restarted. The aim of the article is to elaborate on the didactic and educational value of the issue of nature conservation featured in the magazine in the time between 1919 and 1939. The source basis consists of 309 issues of the mentioned periodical (weekly, monthly, biweekly, and then monthly again), the organ of the Polskie Towarzystwo Krajoznawcze [Polish Coutry-lovers Society]. The criteria of chronology and the addressed issue have been applied in the article. It presents the issue of nature conservation, the activity of Liga Ochrony Przyrody [League for Nature Conservation] within the scope of spreading the idea of nature conservation and active pro-ecological attitude of the Polish society, as well as the issueconcerning the Białowieża Forest and the richness and sights of the regional natural environment (to which much attention was paid also in the “Ziemia” magazine).

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Między profesjonalizmem a służbą społeczną. Dyskusja środowiska dydaktyków historii na temat kształcenia przyszłych nauczycieli historii w Polsce po 1989 roku

Pięćdziesięciolecie gdańskiej historii wychowania

IV Ogólnopolski Zjazd Pedagogiczny w Olsztynie - Sekcja XIV: „Dzieje Europy i dzieje edukacji dla wspólnego świata”

Jak důkladně znali gymnazisté Bibli? K užívání biblických textů ve školní výuce v českých zemích v 16. až 18. století

Modernizácia a/alebo maďarizácia (Školská politika a ľudové vzdelávanie v hornouhorskom slovenskom regióne v rokoch 1867 – 1918)

Vývoj školství ve Slezsku a otázka „slezské identity“

WYCHOWANIE RELIGIJNE ELEMENTEM EDUKACJI PIJARSKIEJ W RZECZYPOSPOLITEJ OBOJGA NARODÓW NA PRZEŁOMIE XVII I XVIII WIEKU

Nad prvou učebnicou československých dejín

Perceiving the pedagogy of Johann Friedrich Herbart in Poland

Warunki wstępowania i nauki polskiej młodzieży w petersburskim pułku szlacheckim//rosyjskich wojennych zakładach naukowych w latach trzydziestych i czterdziestych XIX wieku

The Multicultural School. Analysis of challenges and opportunities based on examples from Vasa Övningsskola

Charlemagne – Emperor and Reformer. On the 1200th Death Anniversary

State of Research on the History of the Lubrański Academy

Controversies Around the System, Organisation and Curriculum Structure of Secondary School Education in Poland, in the Years 1944–1948

Three Pedagogical Congresses

School Legislation of Ecumenical Councils from the 12th to the First Half of the 14th Century and the Beginning of its Reception in Medieval Poland – the Outline of the Problem

Regionalizm w historii wychowania w ujęciu Antoniego Karbowiaka (aktualność postulatów i dokonań badawczych)

Badania regionalne w historii wychowania - problemy metodologiczne

Ks. Wacław Sierakowski – propagator wiedzy o muzyce i organizator szkolnictwa muzycznego w okresie działalności Komisji Edukacji Narodowej

Dydaktyczno-wychowawczy walor ochrony przyrody na łamach czasopisma „Ziemia” w Drugiej Rzeczypospolitej