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Vilnius University in the days of the Commission of National Education (1773–1794)

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Kamińska J.
Rozprawy z Dziejów Oświaty
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2018
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vol. 55
109-124
EN
This article presents an outline of the history of Vilnius University in the days of the Commission of National Education. It characterises an organisational pattern and educational objectives that were defined in the essential document of the Commission, ‘Ustawy Kommissyi Edukacyi Narodowey dla stanu akademickiego i na szkoły w kraiach Rzeczypospolitey przepisane’ [‘The Commission of National Education’s Acts for the Academic Estate and the Schools of the Commonwealth’]. Moreover, it presents the process of converting Vilnius Academy into a modern, enlightened university. It points to its functions, such as education, including teacher training, scientific research, promotion of knowledge and supervision over secular schools. It also presents the aspect of the professors’ effort to provide scientific resources for the development of mathematical and natural sciences and medicine. The author has outlined the pragmatic aspect of professors’ lectures as well. As in other schools of the Commission, the Lithuanian Main School’s crucial educational objective was to form good, enlightened citizens who could be useful to the state.
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Schools of the Commission of National Education’s Lithuanian Department

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Kamińska J.
Rozprawy z Dziejów Oświaty
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2018
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vol. 55
231-255
EN
This article presents an outline of the activities of schools in the Lithuanian Department, which included schools in Grodno, Białystok, Merkinė, Lida, Vidzy, Vilnius, Vishnyeva, Pastavy, Shchuchyn and Vawkavysk. The leading role was played by the Grodno school, which became a department school, supervising all lower, subdepartment schools. All of the schools of the Lithuanian Department were supervised by the Lithuanian Main School in Vilnius. Working conditions at the schools were generally difficult as the buildings, mostly post-Jesuit, were considerably dilapidated due to neglect but also fires and floods, so they required provisional repairs or general refurbishments. Due to the need to provide an appropriate environment for learning, the rectors and prorectors demanded more funds from the Commission of National Education for renovation purposes. One of the primary tasks of the schools was to educate future citizens, enlightened, capable and responsible for the country. They sought to accomplish that objective by incorporating ideas of an explicitly national and patriotic nature in the syllabus. Great importance lay in the teaching of the Polish language, literature and speech. The formation of man and citizen was helped by history and geography as well as mathematical and natural sciences that demonstrated scientific achievements and drew attention to the functionality of science in everyday life.
3
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Badania Zakładu Historii Oświaty i Wychowania Wydziału Pedagogicznego Uniwersytetu Warszawskiego nad myślą pedagogiczną XIX i XX wieku prowadzone w latach 2013–2016

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Kamińska J.
Biuletyn Historii Wychowania
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2016
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issue 35
127-139
EN
Between 2013 and 2016 the Department of the History of Education at the Faculty of Education (University of Warsaw) carried out research on the pedagological thought of the 19th and 20th centuries. It was mainly centered on the pedagological legacy of Aniela Szycówna (1869–1921), Iza Moszczeńska (1864–1941), Jan Hulewicz (1907–1980), Anna Mońka-Stanikowa (1917–2007) and Anna Radziwiłł (1939–2009). It is worthwhile to start investigating other personas that shaped the Polish education, as well as the legacy of other pedagogues who addressed educational problems in their research. Without doubt, such studies require investigating sources. Information can be found, for example, in articles published in educational journals, such as Przegląd Pedagogiczny, Kwartalnik Pedagogiczny (published at the beginning of the 20th c.), along with more recent periodicals focused on education and its history.
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Wkład Aleksandra Mogilnickiego (1875–1956) w narodziny pedagogiki resocjalizacyjnej

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Kamińska J.
Wychowanie w Rodzinie
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2022
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vol. XXVI
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issue (1/2022)
259-267
EN
Introduction. Pedagogy at the turn of the 19th century was preoccupied with the problem of how to care for neglected, and even delinquent, children. Many groups, including psychologists, doctors, sociologists, and lawyers, have voiced their opinions about how these children should be resocialised. One of the lawyers dealing with the topic was Aleksander Mogilnicki (1875-1956), who gave numerous presentations about possible care strategies for young delinquents. He also co-founded the International Organization for the Protection of Children (Association international pour la protection de l’enfance). Aim. This publication shows Mogilnicki’s approach to childcare. Materials and methods. The main texts analysed are his works: Dziecko i przestępstwo [Child and Crime] (1916), and Dziecko wobec prawa [Child and the Law] (1921), in which he showcased the contemporary legal situation and resocialization possibilities. Results. Aleksander Mogilnicki is one of the pioneers of rehabilitation pedagogy. He pointed out the role of the family in upbringing, as well as legal solutions and the tasks of educators with regard to criminal children.
PL
Wprowadzenie. Istotnym zagadnieniem pedagogiki na przełomie XIX i XX wieku był problem opieki nad dzieckiem zaniedbanym, w tym także przestępczym. W dyskusji na temat skutecznej resocjalizacji tych dzieci wypowiadali się przedstawiciele różnych dziedzin: psychologowie, lekarze, socjologowie, prawnicy. Jednym z prawników był Aleksander Mogilnicki (1875–1956), który podczas licznych wystąpień przedstawiał możliwości opieki nad nieletnimi przestępcami. Był on współtwórcą międzynarodowej organizacji służącej ochronie dzieci (Association international pour la protection de l’enfance). Cel. Niniejszy tekst ukazuje stanowisko A. Mogilnickiego na temat opieki nad dzieckiem. Materiały i metody. Głównymi źródłami są prace A. Mogilnickiego: Dziecko i przestępstwo (1916) i Dziecko wobec prawa (1921), w których autor przedstawił ówczesny stan prawny i możliwości resocjalizacyjne. Wyniki. Ten wybitny prawnik należy do prekursorów pedagogiki resocjalizacyjnej. Wskazał na rolę rodziny w wychowaniu, a także na rozwiązania prawne i zadania pedagogów wobec dzieci przestępczych.
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