Search results

1

Pedagogika Posejdoniosa z Apamei

100%

Wasilewski M.

Kwartalnik Pedagogiczny

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2017

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vol. 62(1 (243))

177-185

PL

The subject matter and purpose of the article is a depiction of the pedagogical concepts of Posidonius of Apamea, an eminent stoic philosopher and scholar. As it is clear from the surviving testimonials of Seneca and Galen, Posidonius dealt in his ethical writings to a large extent with issues of moral education. In writing On virtues Posidonius undertook – in opposition to Chrysippus – the question of the origin of ethical defects (moral evil), making insightful remarks about the nature of children and animals based on empirical observations. Posidonius believed that moral evil is innate to human nature. And in writing On emotions in reference to Plato (Politeia, Timaeus and Nomoi dialogues), Posidonius described the typology of human nature, depending on the type of morphology of the body and the dominant mental element as well as related types of effective educational methods.

2

Poznawcze i wychowawcze aspekty czasopisma „Mały Przegląd” Janusza Korczaka

88%

Żebrowski J.

Studia Gdańskie. Wizje i rzeczywistość

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2012

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vol. 9

22-36

EN

The paper discusses the educational work of Janusz Korczak (1878–1942), an outstanding educator, doctor, writer and defender of children’s rights; the author of an innovative system of care and education in the spirit of humanist pedagogy. Janusz Korczak has constantly been present in the successive generations not only because of his heroic death (he died in a Nazi extermination camp in Treblinka, together with 200 children from an orphanage) but, above all, because of his extraordinary concern for abandoned Jewish and Polish children. Researchers of Korczak’s legacy continue to take the keenest interest in „Mały Przegląd” [Little Review]. This was the first magazine in Poland (perhaps in the world too) created by children and for children, a genuine „children’s tribune”. It was established to defend the interests and rights of young readers, to ensure justice in all domains. „Little Review” was a center of cultural life. The publishing activity had an enormous impact on the development of the personalities of children and youth, supporting their self-upbringing and selfeducation. The little magazine was a school of life and co-existence, and it encouraged children’s activity.

3

Pedagogy – from common knowledge towards the synergy of experience, reflection and scientific knowledge

88%

Lewowicki T.

Nauka

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2007

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issue 4

EN

The article presents a history of pedagogy initially as the area of philosophical reflection, then emerging more clearly as a separate branch of knowledge, and eventually an independent discipline embracing extensive and diverse scope of problems. The leading themes are the changes in the understanding of pedagogy and the ways cultivated in it. The problems of modern pedagogy and the condition of Polish pedagogical environments have been outlined. Also, the emphasis is laid on social obligation of pedagogical discipline and its links with educational practice.

4

The significance of John Amos Comenius’ great ideas for the development of pedagogical research

88%

Osmanović Zajić J., Maksimović J., Petrović G.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2021

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vol. 8

195-206

EN

This paper presents the pedagogical significance of John Amos Comenius and how his pedagogical ideas influenced the development of pedagogical research. By analyzing Comenius' ideas, we have shown their connection with the development of pedagogical research. Mankind still does not find more original ideas than his, but returns to his opus and finds more and more new knowledge in it, which builds on the existing educational theory and practice. The aim of this paper is to identify which of Comenius’ pedagogical ideas contributed to the development of pedagogical research and thus the Methodology of Pedagogy as a scientific discipline. Primarily, we want to place Comenius' philosophical and pedagogical views in the context of their importance for the development of pedagogical research. The tasks are formulated as follows: 1. Analysis of the pedagogical significance of John Amos Comenius, 2. Analysis of the historical development of pedagogical research in Serbia. 3. Pointing out the connection between the principles founded by John Amos Comenius and the development of pedagogical research. The meth-od of theoretical and historical analysis with the technique of content analysis of historical and pedagogical sources and documents was used. After presenting Comenius’ pedagogical ideas, the paper presents the development of pedagogical research in Serbia and the principles of Comenius in which we found the basis for the development of pedagogical research.

5

Значај великих идеја Jана Aмоса Kоменског за развој педагошких истраживања

88%

Osmanović Zajić J., Maksimović J., Petrović G.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2021

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vol. 8

207-219

EN

This paper presents the pedagogical significance of John Amos Comenius and how his pedagogical ideas influenced the development of pedagogical research. By analyzing Comenius' ideas, we have shown their connection with the development of pedagogical research. Mankind still does not find more original ideas than his, but returns to his opus and finds more and more new knowledge in it, which builds on the existing educational theory and practice. The aim of this paper is to identify which of Comenius’ pedagogical ideas contributed to the development of pedagogical research and thus the Methodology of Pedagogy as a scientific discipline. Primarily, we want to place Comenius' philosophical and pedagogical views in the context of their importance for the development of pedagogical research. The tasks are formulated as follows: 1. Analysis of the pedagogical significance of John Amos Comenius, 2. Analysis of the historical development of pedagogical research in Serbia. 3. Pointing out the connection between the principles founded by John Amos Comenius and the development of pedagogical research. The method of theoretical and historical analysis with the technique of content analysis of historical and pedagogical sources and documents was used. After presenting Comenius’ pedagogical ideas, the paper presents the development of pedagogical research in Serbia and the principles of Co-menius in which we found the basis for the development of pedagogical research.

6

ФОРМУВАННЯ ПЕДАГОГІЧНОГО СВІТОГЛЯДУ Ю.П.CТУПАКАВ КОНТЕКСТІ РОЗВИТКУ УКРАЇНСЬКОЇ ОСВІТИ20–70-Х РОКІВ ХХ СТОЛІТТЯ

63%

Похилько О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

64-72

EN

The appeal to the heritage of the history of Ukrainian pedagogical science is traditional and innovative as it expands the range of our ideas about the course of national historical and pedagogical process, deepens its perception, opens up new prospects for scientific discourse. Y. P. Stupak, a teacher, a literary critic, a folklorist, an ethnographer, an art expert, occupies a prominent place among the less known scientists-pedagogues of XX century. The formation of Y. P. Stupak as a scholar and a teacher occurred in the context of secondary and higher education in Ukraine in the 20 – 70s of the XX century and reflected all social and political contradictions of that time. Applying phenomenological approach to the study of educational personalia allowed determining the stages of Y. P. Stupak’s life and his pedagogical creation: I – the stage of ideology formation (1911 – 1933), II – the stage of professional development (1934 – 1953), III – the stage of intensive research and different aspects of professional activity (1954 – 1979). The use of biographical and chronological methods of analysis made it possible to analyze the multifaceted activities of the scientist, the main vectors of which are literature, methodology, historical pedagogy, ethno-pedagogy and art review. A significant contribution of a scholar to the development of national scientific pedagogy is publication of children’s literature textbooks. Most of the ideas, expressed and embodied by Y. P. Stupak, have become of paramount importance in contemporary Ukraine. The main foundation of the system of pedagogical views of Y. P. Stupak were the ideas of patriotism and nationality, which are embodied in the scientific multifaceted activity of the researcher (folklorist, methodological, Shevchenko-studios; purely historical and pedagogical researches, managing the Department for nearly two decades, etc.) and tireless work of awakener, enlightener who did a lot of work in education among different segments of the population throughout life. The research does not cover all important aspects of the problem. Further, more detailed attention should be paid to teachers training and national education of youth in the heritage of Y. P. Stupak.

7

ОСНОВНІ ЧИННИКИ ФОРМУВАННЯ СЕРЕДНЬОЇ ТЕХНІЧНОЇ ОСВІТИ НА КАТЕРИНОСЛАВЩИНІ В КІНЦІ ХІХ – НА ПОЧАТКУ ХХ СТ.

63%

Бабенко М.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 2(56)

170-180

EN

The article analyzes the influence of the main socio-political factors on the developing of technical education at Ekaterinoslav Gubernia during the period of the end of the XIX – the beginning of the XX centuries. During that period Ekaterinoslav Gubernia was located on the territory of the Russian Empire. The second half of the XIX century is characterized by reforms in political and social life of the Russian Empire. It has led to quick development of industry. At the territory of Ekaterinoslav Gubernia were developing such kinds of industry as Сoal, Metallurgical, Railway, Machine building. Factories and mines needed qualified specialists: engineers, assistants, workers. That is why technical education started developing. Specialists were prepared by crafting, secondary and higher technical schools. In general they were owned by private industrialists and different ministries. A big role in organization of industrial education was played by the representatives of society. The process of development of professional education in the second half of the XIX century was actively influenced by the intellectual elite, representatives of which had actively implemented the most advanced educational ideas. In this connection it is necessary to note the activities of the standing Committee on technical education at the Imperial Russian technical society, which included teachers of education institutions, government officials, interested in the development of industrial education, outstanding scientists. In the mid-1880s, this organization initiated the Congress of the native representatives of technical and vocational education. In 1888 there was published a decree about industrial schools, which was a try of a government to regulate the technical specialists preparation at different professional levels. The beginning of the XX century is characterized as a new stage of industrial education development. The level and amount of prepared specialists didn’t satisfy the requests of developing industry. It was actively discussed at different congresses. The Professional Congress in the direction of technical education promoted to opening of new crafting departments and professional schools. The process of industrial education formation at the end of the XIX – the beginning of the XX centuries had a socially-governmental character.

8

Wychowanie według Aleksieja S. Chomiakowa (1804-1860)

63%

Aleksiejuk A.

Przegląd Pedagogiczny

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2022

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issue 1

9-29

EN

Aleksey Khomyakov (1804–1860) is one of the most outstanding Russian thinkers of the mid-nineteenth century, the main representative of the Slavophile movement, an intellectual movement in Russian political, social and philosophical thought that originated in Russia at the first half of the 19th century. Khomyakov, a philosopher, theologian, poet, publicist and social activist at the end of the 1850s, who was comprehensively educated, and gifted with exceptional mental acuity and erudition, focused his attention on pedagogical matters as was the case with several other representatives of the Russian intelligentsia. He included his reflections on this topic in an article entitled On Public Education in Russia, which appeared in 1858. Khomyakov presented in it his views on questions related to education, teaching and the priorities of the educational policy in Russia. The presented article is one of the most important source texts on the history of Russian pedagogy in the mid-nineteenth century. This is the first translation into Polish.

PL

Aleksiej Chomiakow (1804–1860) to jeden z najwybitniejszych rosyjskich myślicieli połowy XIX wieku, czołowy przedstawiciel słowianofilstwa – nurtu ideowego w rosyjskiej myśli politycznej, społecznej i filozoficznej, powstałego w Rosji w pierwszej połowie XIX wieku. Myśl tego wszechstronnie wykształconego, obdarzonego wyjątkową przenikliwością umysłu i erudycją filozofa, teologa, poety, publicysty i działacza społecznego, pod koniec lat 50. XIX wieku, podobnie jak u wielu innych przedstawicieli rosyjskiej inteligencji, skierowała się ku problematyce pedagogicznej. Swoje rozważania na ten temat zawarł w tekście pt. O wychowaniu społecznym w Rosji, który powstał w roku 1858. Chomiakow przedstawił w nim swoje poglądy na temat wychowania, nauczania i priorytetów ówczesnej polityki oświatowej w Rosji. Prezentowany artykuł jest jednym z ważniejszych tekstów źródłowych z zakresu historii rosyjskiej pedagogiki połowy XIX wieku. Jest to jego pierwsze tłumaczenie na język polski.

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2 Siedleckie Zeszyty Komeniologiczne seria Pedagogika

2 Педагогічні науки: теорія, історія, інноваційні технології

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1 Бабенко М.

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