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1

Dylematy historii XX wieku w podręczniku

100%

Roszkowski W.

Kwartalnik Pedagogiczny

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2014

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issue 1-2(231-232)

91-96

EN

The article is a memory of working together with Anna Radziwiłł on the creation of history textbooks, and it incorporates key epistemological problems. It stresses the significance of reflection on the learning and teaching objectives and the function of a textbook. The text raises important questions: what should be the content of a textbook, can facts be accompanied by historians’ evaluation, how to show and justify a variety of assessments, how to avoid “hidden” valuations and manipulation.

2

Byzantine Themes in Polish High School Liberal Arts Education

80%

Jurek K., Kozieł J.

Studia Ceranea

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2019

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vol. 9

251-258

EN

The authors focus how Byzantine motifs are presented in the teaching of humanities subjects. The question of the presence of Byzantine motifs is essentially one about the presence of Byzantine heritage in Polish culture. With reference to two school subjects – Polish and History – the authors seek to establish what Polish school students are taught about the reach of Byzantine culture. Present-day teaching of both political and cultural history is underpinned by Occidentalism. Only occasionally is attention paid to the “Eastern” features of Poland’s past. A good example of this is the treatment of one of the most important Polish literary texts, the school perennial, Bogurodzica. This draws on Greek religious hymns, contain words originating in the Greek liturgy, and also alludes to a particular type of icon. Accordingly, the connections between the oldest Polish literary text and Byzantine culture are very clear. However, when classroom teachers discuss Bogurodzica with their pupils, detailing the above-mentioned features, are they aware that this text is an epitome of the presence of Byzantine motifs in Polish literature? Apparently not. With regard to the teaching of history, Byzantine motifs can be approached from at least three angles; in terms of imperial political events, in terms of religious (Eastern rite) aspects of Byzantine culture, and finally in terms of awareness of connections between Polish culture and Eastern rite Christianity, as well as Eastern nations and states viewed as heirs of Byzantine culture. In Polish history there has been a side-lining of the nation’s break with Eastern Christianity even though during certain periods this was the faith of half the Commonwealth’s inhabitants. The marginalisation of this topic does not simply impose a limit on knowledge but it prevents the understanding of particular aspects of our history.

3

Geschichtsbewusstsein und Zeitzeugnis. Nietzsches Genealogie als Anregung zum philosophischen Dialog mit Kindern

70%

Marsal E., Tobashi T.

Ethics in Progress

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2014

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vol. 5

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issue 2

283-305

EN

The paper confronts the reader with Nietzchean critical approach to history, truth, life, and education. Far away from progressive-euphoric ideologies of 19th, the authors consider the following questions: How children live historical occurences when being tought in classrooms (for example in Italy, Japan, etc.), how can we strengthen their ability for reflected relations to history as well as for interconnecting between past, present, and future life? Psychological, pedagogical, and philosophical considerations meet intercultural contexts.

4

Fading memories of the Second World War in a socio-educational and cultural perspective. A research report from Poland

61%

Odrowąż-Coates A., Kulbaka J., Gondek B.

Edukacja Międzykulturowa

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2022

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vol. 19

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issue 4

27-47

EN

Memories of World War II (WW2) have a deeply cultural dimension and therefore are interesting for intercultural studies. This paper is based on an interpretative analysis of some field and desk research data, carried out in Poland by an interdisciplinary team of social scientists, educators and historians in 2018–2020. It is focused on socio-educational factors in the transfer of knowledge and memory of WW2. The researchers try to distinguish socio-educational factors responsible for the preservation of this memory across a range of age cohorts. Sources of knowledge, school curricula and socio-demographic aspects are set against the measured levels of historic facts concerning WW2. The data sets derive from questionnaires, telephone interviews and in-depth interviews with diverse groups of respondents along with a review of teaching history curricula in 1946–2020. On the basis of the findings, it is argued that a successful transfer of memory and knowledge of WW2 goes beyond teaching history at schools and beyond the contemporary political agenda. This article is meant to serve as a barometer of social changes in respect to fading memories of WW2.

5

Mnemotechniczna metoda nauczania historii gen. Józefa Bema w świetle źródeł Biblioteki Kórnickiej

51%

Molenda P.

Pamiętnik Biblioteki Kórnickiej

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2023

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issue 40

73-91

EN

This paper discusses Gen. Józef Bem’s activity related to the promotion and improvement of the Polish mnemonic method (méthode mnémonique polonaise) in France. The manner of teaching chronology – and, over time, also other subjects – announced by Antoni Jaźwiński at the turn of the 1830s, was developed from 1836 by Gen. Bem and his collaborators. The evolution of the system, changes of the name of the method, as well as efforts to popularise it in education, have largely been reconstructed on the basis of materials held by the Kórnik Library. The analyses covered an interesting, mainly hand-written collection Korespondencja gen. J. Bema w sprawie metody tegoż uczenia historii [Gen. J. Bem’s Correspondence Concerning His Method of Teaching History] and other relevant sources. The research made it possible to verify the findings of Gen. Józef Bem’s biographers concerning his activity in the period 1836–1846. Source analysis also facilitates reflection on the actual significance and impact of Bem’s didactic solutions, which as of 1841 were called méthode mnémonique franco-polonaise.

PL

W artykule omówiono działania generała Józefa Bema związane z promocją i doskonaleniem polskiej metody mnemotechnicznej (méthode mnémonique polonaise) we Francji. Ogłoszony przez Antoniego Jaźwińskiego u progu lat 30. XIX w. sposób nauczania chronologii, z czasem także innych przedmiotów, rozwijany był od 1836 r. przez generała Bema i jego współpracowników. Ewolucję systemu, zmiany w nazwie metody, a także starania o jej upowszechnienie w szkolnictwie udało się w dużej mierze rekonstruować w oparciu o materiały Biblioteki Kórnickiej. Przeanalizowano interesujący zbiór (głównie rękopisów): Korespondencja gen. J. Bema w sprawie metody tegoż uczenia historii oraz inne źródła dotyczące tego zagadnienia. Przeprowadzone badania pozwalają zweryﬁkować ustalenia biografów Józefa Bema dotyczące działań generała w latach 1836–1846. Analiza źródeł skłania także do reﬂeksji nad rzeczywistym znaczeniem i oddziaływaniem dydaktycznych rozwiązań Bema, które od 1841 r. nazywano méthode mnémonique franco-polonaise.

6

Przemyślenia pod rozwagę, niekoniecznie do zastosowania. O dzisiejszej edukacji historycznej w Polsce

41%

Kula M.

Kultura i Społeczeństwo

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2020

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vol. 64

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issue 3

121-141

PL

For the teaching of history in schools to be effective, it must be useful for something – either in an intellectual sense (for a better understanding of the world) or in a practical sense (for various professions related to the humanities). The only purpose of teaching an “encyclopedia of facts” is that it is good to have a minimum of knowledge in every field. Teaching history to mark group identity is acceptable, as is any education in the field of national culture, provided it is not exclusive with regard to the heritage and achievements of others. As a history teacher, the author does not accept the teaching of history for the purpose of inculcating a sense of national pride. He would like the study of history to increase the intellectual abilities of students, and in effect, their wisdom.

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