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Sprawozdanie z międzynarodowego sympozjum naukowego Człowiek nowego serca. Specyfika sercańskiego wychowania i edukacji. Stadniki, 5 kwietnia 2014 r.

100%

Ptak R.

Sympozjum

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2014

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issue 1(26)

165-169

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Problemy w posłudze kapłana – nauczyciela i wychowawcy młodego pokolenia

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Galanciak D.

Sympozjum

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2016

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issue 1(30)

123-146

EN

The article is a review of significant problems in contemporary days for ordained ministry, that have appeared in Catholic Church – teaching since Vatican Council II and in the literature on the subject. Problems, that the priest experiences affect his ministry as a teacher and an educator of young people. The author points to priest’s problems sources, analyzes them in a context of relationship with God, everything around and himself. There are emphasized not only priest’s problems, but also young human beeings expectations to the priest as a teacher/educator. The revision of attitude made by the priest is essential to achieve the intended goal in a teaching process. Students learn also through copying, so it is important that they can see the priest as a Jesus Christ disciple – the role model. tłum. Anna Sass – Stefaniak

PL

Artykuł jest omówieniem bardziej znaczących problemów współczesności w zakresie posługi kapłana, jakie wybrzmiały w nauczaniu Kościoła katolickiego od Soboru Watykańskiego II i literaturze przedmiotu. Problemy, których doświadcza kapłan mają wpływ na kształt jego posługi jako nauczyciela i wychowawcy młodego pokolenia. Autor wskazuje w artykule źródła kapłańskich problemów oraz dokonuje ich analizy w kontekście relacji kapłana z Bogiem, otoczeniem i samym sobą. Wskazane zostały tu nie tylko kapłańskie problemy, ale również oczekiwania młodego człowieka wobec kapłana jako nauczyciela i wychowawcy. Korekta własnych postaw ze strony kapłana jest warunkiem koniecznym, aby proces nauczania osiągnął zamierzony cel. Uczniowie uczą się także przez naśladowanie, ważne jest zatem, aby w kapłanie widzieli wzór ucznia Jezusa Chrystusa godny naśladowania.

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Adam Fijałkowski, Tradycja i nowatorstwo w Orbis sensualizm pictus Jana Amosa Komeńskiego, Warszawa 2012, Wydawnictwo UW, ss. 410

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Poznański K.

Biuletyn Historii Wychowania

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2014

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issue 31

241-243

PL

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4

Wychowanie a polityka. Toruńskie konferencje naukowe

100%

Szulakiewicz W.

Biuletyn Historii Wychowania

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1999

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issue 9/10

78-79

PL

Wychowanie a polityka. Toruńskie konferencje naukowe

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Juliusz Jundziłł, Wzorce i modele wychowania w rodzinie rzymskiej, Wydawnictwo Uczelniane Akademii Bydgoskiej im. Kazimierza Wielkiego, Bydgoszcz 2001, ss. 321

100%

Apanel D.

Biuletyn Historii Wychowania

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2002

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issue 15/16

73-78

PL

Juliusz Jundziłł, Wzorce i modele wychowania w rodzinie rzymskiej, Wydawnictwo Uczelniane Akademii Bydgoskiej im. Kazimierza Wielkiego, Bydgoszcz 2001, ss. 321

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Franciszek Ziemski, Wybrane problemy tradycji i wychowania w polskich dziejach (X w. - XVIII w.), Prace Naukowe Uniwersytetu Śląskiego w Katowicach nr 1787, Katowice 1999, Wydawnictwo Uniwersytetu Śląskiego, ss. 122

100%

Ratajczak K.

Biuletyn Historii Wychowania

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2000

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issue 11/12

95-98

PL

Franciszek Ziemski, Wybrane problemy tradycji i wychowania w polskich dziejach (X w. - XVIII w.), Prace Naukowe Uniwersytetu Śląskiego w Katowicach nr 1787, Katowice 1999, Wydawnictwo Uniwersytetu Śląskiego, ss. 122

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Rozwój i wychowanie dziecka w wieku przedszkolnym

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Wolicki M.

Łódzkie Studia Teologiczne

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2008

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vol. 17

415-427

EN

One of the most important periods in the development of child is the pre-school age. Therefore the author of this article deals specially with this period. At first the general characterization of this period is given. Next takes the author into the consideration the physical development of the child in the pre-school period. After that the psychic development is discussed. In the psychic development he describes the intellectual, volitive and emotional one. The next part of the article considers the social development in the pre-school period. Then is the moral and religious development in this age discussed. In the final part of the article is the education of the child in the pres-school period considered.

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Współczesny uczeń obrazem rodzinnych problemów

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Mastalski J.

Sympozjum

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2011

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issue 2(21)

27-40

EN

Omnipresent globalism greatly influences educational reality, which appears to be a place of many challenges, chances and threats. Nowadays, computers become “subject” quicker than ever, and a student interacts with it much more intensively than with a teacher. Globalization becomes, to some extent, a part of the life of the subject of education. At school, which is full of global trends, a student absorbs the preferred style of thinking and acting. Today’s teacher must be aware of the changes that shape the profile of a student in a school of the 21st century. The article describes negative elements in the profile of a global student. Depicting the profile of a 21st century’s student, the author also presents opportunities for the student’s development (global spaces of development, cultural exchanges, and enlarged chances for comprehensive development).

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Katecheza i jej znaczenie dla współczesnej rodziny

80%

Rusecki OFM I.

Łódzkie Studia Teologiczne

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2009

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vol. 18

197-223

EN

The present article deals with the issue of religious education and its meaning for a contemporary Polish family. The author focused on the crisis in a Polish family, which is mainly due to abandoning God and His commandments. Yet, he points out that children, youth and adults’ religious education is a great help for families. Thanks to it, people can create a suitable hierarchy of values, which will help in versatile development of both adolescent and adult man. Religious education should be first directed to parents themselves, as their children’s faith develops on the ground of their faith. Another important factor is the fact that some people got incomplete religious education in their childhood, and being adult, they need to transform their traditional religiousness into a conscious one. Moreover, the adult need help in problems appearing at different life stages. The author reminds that the religious education for parents should take care of spiritual background ( sacramental life), doctrinal background ( faith broadening), as well as physical background (health care and relax). Such religious education should take into account their faith extent. Thus, it ought to be run on different levels, such as: reevangelization, faith and religious knowledge development and preparing to missionary activity.

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Essere coscienti per trasformare. Questione sociale e culto del Sacro Cuore nell’insegnamento di p. Léon Dehon

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Arnaiz Ecker J. J.

Sympozjum

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2015

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issue 1(28)

45-56

EN

The dehonian imaginary makes clear two of the most outstanding features of Dehon: his devotion to the Sacred Heart of Jesus and his social commitment. Both are present in studies about the founder and in the current Rule of life, as well as in the recent ‘magisterium’ of the General Superiors. What is the mutual influence of both traits? This work does not aim to provide an answer to this question. Just to suggest the use of an instrument which operates like a 'figure'. The described figures bring us Dehon’s ‘consciousness’ regarding relationships with God and their influence on social relations, in the building of a new society. Thus, starting from the initial figure (‘the social reign of the Sacred Heart’) underlining the emergence of the concept ‘people’, he redesigns his understanding in a new figure called 'Christian democracy'. Finally, the presentation looks at an institution that should be in a position to contribute, through an emotional, cordial, deep, tangible spirituality, to the transformation of social reality. That institution is the Congregation of the Priests of the Sacred Heart, which may offer a new way of inhabiting our space and time (-perhaps a new figure of communion, of sint unum?). These lines, therefore, locate the reader on the threshold of questions that need to be more carefully studied.

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Narcyza Żmichowska (1819–1896) – pisarka, działaczka społeczna, nauczycielka

80%

Hajkowska M.

Lubelski Rocznik Pedagogiczny

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2015

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vol. 34

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issue 1

EN

Narcyza Żmichowska is one of the most prominent women of the 19th century. She succeeded in fulfilling herself on different planes including writing, social and pedagogical activity. She created modern postulates concerning women’s education, establishing a career path. In her works she presented the picture of the whole family as well as the role and importance of individual family members. She upheld precious values such as love, honesty or patriotism.

PL

Narcyza Żmichowska należy do grona najwybitniejszych kobiet XIX stulecia. Realizowała się na wielu płaszczyznach, do których zaliczała się działalność pisarska, społeczna i pedagogiczna. Wychodziła z nowoczesnymi postulatami dotyczącymi kształcenia kobiet, wyznaczając im drogę kariery zawodowej. W swoich pracach ukazywała obraz rodziny oraz rolę i znaczenie poszczególnych jej członków. Stała na straży cennych wartości, takich jak miłość, uczciwość, patriotyzm.

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Wychowanie młodego człowieka do życia modlitwy

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Głaz S.

Teologia Praktyczna

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2010

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issue 11

153-166

PL

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Reflections on youth and upbringing

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Karpuszenko E., Czerw M., Grochulska M.

Szkoła - Zawód - Praca

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2020

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issue 20

27-38

PL

W opracowaniu poruszone są problemy współczesnej młodzieży i dylematy wychowawcze, stojące przed pedagogami i rodzicami. Tekst odnosi się do trudów kształtowania własnej tożsamości w dobie kultury popularnej i oddziaływania tej kultury na wychowanie młodzieży.

EN

The study deals with the problems of contemporary youth and the educational dilemmas faced by teachers and parents. The text refers to the efforts to shape a person’s identity in the era of popular culture and its effect on upbringing the youth.

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Uwarunkowania funkcjonowania drużyny harcerskiej na terenie gimnazjum salezjańskiego w Sokołowie Podlaskim w okresie Drugiej Rzeczypospolitej

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Jurczyszyn M.

Forum Pedagogiczne

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2019

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vol. 9

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issue 1

113-124

PL

Praktyczna realizacja harcerskiego systemu wychowawczego w drużynie im. Tadeusza Kościuszki w okresie międzywojennym była różna w poszczególnych okresach. Najpierw praca przebiegała w podniosłym klimacie pierwszych lat niepodległości. Wkrótce nadszedł rok 1920 – wojna z bolszewicką Rosją, kiedy za wierność ideałom i wartościom harcerskim kilku młodych gimnazjalistów zapłaciło najwyższą cenę – swoje życie. Później nastąpił okres systematycznej pracy w drużynie i zastępach, której celem było integralne kształtowanie osobowości harcerzy. Podejmowano próby uatrakcyjnienia tematyki i formy organizacyjnej zajęć harcerskich, aby dostosować je do potrzeb kolejnych roczników młodzieży gimnazjalnej.

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Wychować czy formować człowieka przetrwania?

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Grochowska I.

Studia Ecologiae et Bioethicae

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2004

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vol. 2

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issue 1

617-627

EN

In the modern world, man has more and more responsibilities. Integration of thought, attitude, and activities providing “wisdom of life”, which guarantees careful activities in everyday life, is not enough. In nowadays era of fast changes, it is not enough to be a mature man in a sense of human cultural behavior, the needs are greater, anticipated thought and the ability to communicate with another man is necessary. Survival of man and overcoming the ecological crisis becomes a complex problem, which should be regarded as a system, a synthesis of theory and practice in many disciplines of science. A man prepared for service to the environment is called "Survival man". The "survival man" is a term, which refers to an integrally formed personality, that has a mature personality, prepared to coexist with other creatures. The "survival man" can integrate with others, make personal contacts "beyond boundaries" and also has the feeling of their vocation and their own place in nature. In order for these necessary dispositions of modern man, to become permanent behavior that is deeply motivated, the need for long-lasting bridging up process, after which follows later shaping in order for a man to achieve readiness to serve and act in a certain area. If a man is to serve, both to himself and others, first he has to reach to the deepest layers of the inner self - from sincerity to truth, in the bring in gup process. In order to reach full awareness of his role in the world.

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Koncepcja nauczania i wychowania we wczesnochrześcijańskiej szkole Orygenesa

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Duda J.

Vox Patrum

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2010

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vol. 55

171-182

EN

Origen (about 185-254 AD) , an outstanding theologian and scholar who, after being banned from Alexandria, set up didaskaleion in Palestinian Caesarea. This term concerns not only the early Christian educational institution with a particular teaching and upbringing conception, but also the pointed by Adamantios thought stream. At his early educational stage Origen organised logic and dialectics classes. Next he lectured sciences, mainly mathematical ones. One important element of studies in didaskaleion was teaching ethics, based on the following four virtues: justice, prudence, moderation and courage. The scholar intended not so much to share theoretical knowledge about the quoted virtues but to help students shape their life policy based on them. The main subject touched upon by Adamantios was theology preceded by philosophy lectures. The echoes of the thought stream created in Origen’s School, in spite of the Scholar himself being condemned centuries later, have gone deeply into the ecclesial science and have borne fruit till today.

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Metody wychowawcze św. Jana Chryzostoma

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Wasilewski S.

Vox Patrum

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2009

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vol. 53

433-445

EN

In omni processu progressuque recto qui ad artem educandi pertinet magni momenti est non solum consilium formationis morum et animi puerilis proprium patris, magistri vel pedagogi, sed etiam certa ratio viaque bene formandi. Quasdam rationes ac vias educandi invenimus etiam apud Ioannem Chrysostomum, qui notus est auctor libelli cuius titulus: De inani gloria et de educandis liberis. Inter quas dignae sunt, ut praesertim enumerentur: via ac ratio commovendi in voluntatem bonam, ratio viaque comitandi, ratio viaque praeveniendi, via ratioque implendi temporis, ratio et via circuli vel gregis, via et ratio fatigationis tollendae curiositate, via ratioque repetitionis et ratio viaque gradationis. Hae omnes sane valde prosunt ad propositum artis educandi, quod ad mentem Ioannis Chrysostomi episcopi sit formare et instituere pueros milites athletasque Iesu Christi.

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Chryzostomowa terminologia wychowania

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Osek E.

Vox Patrum

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2009

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vol. 53

337-391

EN

This paper is the study of the Greek terms using by John Chrysostom on rearing, upbringing, training and teaching of children. The analyse of these terms and their use in all the John Chrysostom's writings shows as strong influence of the Atttic writers' vocabulary (especiallty Platoʼs), even in his commentaries on the Scriptural verses, as of the early Christian literature (New Testament, Clement of Alexandria, Gregory of Nyssa).

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Biblijne podstawy Chryzostomowego programu wychowania dzieci

80%

Eckmann A.

Vox Patrum

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2009

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vol. 53

329-335

EN

Dissertatiuncula haec de fundamentis biblicis in Iohannis Chrysostomi puerorum educationis ratione narrat. Secundum Episcopum Constantinopolis finis cultus atque morum non fuit homo pulcher ac bonus, sed homo deificatus, filius Dei.

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Wychowanie dzieci najważniejszym zadaniem rodziców według Jana Chryzostoma

80%

Strękowski S.

Vox Patrum

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2009

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vol. 53

407-420

EN

San Giovanni Crisostomo, conosciuto come un’ottimo esegeta e predicatore della Chiesa antica, fu anche un grande esperto non solo di teologia, della vita sociale, culturale ed ecclesiastica, ma anche della psicha dell’uomo. Avvertendo diversi problemi nella vita sociale indica l’educazione ed istruzione dei bambini come un vero antidoto alla degenerazione e disgregazione morale della società. Nei suoi molti scritti dunque presenta l’educazione dei bambini come il più importante compito dei genitori. L’importanza dell’educazione consiste nel fatto stesso dell’attività educativa dei genitori, la quale paragona con la belleza creativa ed artistica dello scultore. Poi questa suindicata importanza sta nello scopo da eseguire che è l’educazione della persona integrale, completa, perfetta, saggia, come se fosse un vero atleta di Cristo: un vero uomo che conduce consapevolmente la vita virtuosa. La ricompensa per la fatica e tutti i sacrifici subiti durante il processo educativo è la santificazione personale dei genitori, la vera gioia di trovare i figli cresciuti nella saggezza pronti ad affrontare resposabilmente le esigenze della vita sociale, che loro stessi sono il vero tesoro della vita dei genitori e infine in futuro per la loro fatica possono giungere alla salvezza eterna nel Regno di Cristo, oppure per la loro negligenza nel campo dell’educazione dei figli saranno meritevolmente castigati.

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