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1

Źródła i główne przesłanki wychowania konserwatywnego w III RP

100%
Śliwerski B.
Studia z Teorii Wychowania
|
2012
|
issue 1(4)
10-24
EN
The subject of this study is Conservative Ideology of Education and upbringing, which is represented in Educational Policy or is mainly forced by main Polish right-wing parties. I present the most essential reasons of the conservative education and I try to reconstruct their achievements in promoting The Institute of Education at the media center of Torun Radio. There is still ongoing dispute in Poland about the nature and quality of education, what is more about upbringing, which is incorporated into not only the typical pluralistic and democratic societies’ war of ideologies, but it reveals - in this case- real reasons for concern for the young generations and the continuity of national culture.
2

THE PARADIGM OF THE FUTURE SCHOOL (Paradygmat szkoly przyszlosci)

100%
Kupisiewicz C.
Studia z Teorii Wychowania
|
2011
|
issue 2(3)
9-18
EN
In the article the author presents the basic ideas for school as a changing institution. The author raises a key question: how to change the school? What does it mean to change the model of school? The author presents the criticism of the contemporary school and then describes and explains the principles of the future school. The questions included in the article are essential to understand the tasks of school and the prospects of its development.
3
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EDUCATIONAL POLICY IN ZIELONA GÓRA IN THE FIRST POST-WAR DECADE

80%
Zaradny R.
Rocznik Lubuski
|
2007
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vol. 33
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issue 1
53-71
EN
A very difficult social and material situation as well as problems with qualified professional manpower created the necessity to look for unconventional solutions. After the war trauma there was a shortage not only of professional manpower securing the reconstruction of the country, but first of all the lack of teachers being able to educate the new human resources. The difficulties were cumulated in the so-called Regained Territories. In this area, including Zielona Góra, due to the shortage of teachers, the profession was open to young members of ZMP - the Association of Polish Youth, who took part in preparatory teaching courses lasting only few days. This had to have an impact on the quality of teaching and the level of learning. The situation was complicated by the new authorities' pursuit not only to reconstruct the manpower, but also to create their new ideological human resources. The new human resources were being prepared within training courses and shortened forms of education after political recruitment. Every power, especially axiologically different from the former one, aspires to control the process of education and uses all sources to eliminate the competitive systems. It was important to limit the influence of the Catholic Church on education, to eliminate teachers with the pro-clerical attitude, to constrain the possibilities for educating children from the antagonistic social class and to control school parent committees. Schools with a secular curriculum (TPD - the Society of the Friends of Children) and under the party's auspices were set up. The results were not impressive as the outcomes satisfying the authorities were not achieved. Although generally the teachers represented the left political attitude, only few of them were joining the party. The material conditions were a crucial element of the process. The dormitories offered appalling conditions strengthening the negative impact of the post-war chaos. The situation left a mark in the form of moral degradation. Alcoholism, violence and prostitution were widely spread.
4

Сталин и Луначарский : борьба за административный ресурс школьной политики для нерусских народов (1917-1929 гг.)

80%
Krasowickaja T. J.
Rozprawy z Dziejów Oświaty
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2011
|
vol. 48
73-99
EN
The article deals with different aspects of the struggle between Joseph Stalin and Anatolii Lunacharskii about the choice of administration means in the cultural and ethnic policy in the years 1917-1929. The author shows this problem as a part the conflict between People’s Commissariat of Education, headed by Lunacharskii, and People’s Commissariat For Nationalities’ Question, headed by Stalin, against the background of the revolution, civil war, and the construction of the Soviet Union. Special attention has been paid to the problems emerging from the contrast between the Bolshevik image of the ideal future and the ethnic-cultural realities, inherited from the past.
5

Soviet Schooling as Reforming Force in shtetls of Soviet Belarus in the Interwar Period / Andriej Zamojski

80%
Zamojski A.
Rozprawy z Dziejów Oświaty
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2011
|
vol. 48
155-171
EN
The article highlights the evolution of Soviet schooling in small towns of Belarus during the interwar period. After the Bolsheviks gained their power these multiethnic settlements with strong Jewish communities experienced the great changes. Reforms of schooling affected greatly the life of shtetls as well. The Soviet schools were widely used by the authorities as an instrument to undermine the traditional life of all small town communities and to enforce Soviet-style modernization. The Bolsheviks’ propaganda accused all supporters of religious education and attacked the teachers. Destructing all traditional religious schools of shtetl Jews (heders and others) the regime gave their children only one possibility – to attend the Soviet schools. In the period of the 1920s, the Soviet state supported the development of the national minorities’ school network (Yiddish, Polish and others). However, in the 1930s the situation was changing. In 1937 Yiddish, Polish and others schools were eliminated in spite of the will of many pupils and their parents. It was related to the zigzags of the Soviet national policy, within a massive introduction of the Russian language into all fields as well as schooling. The article is based on archival data from Belarusian, Russian and Polish archives, published data of Soviet and Party authorities and recollections of former small town residents.
6

EDUCATION POLICY AND THE SOCIO-SPATIALITY OF SCHOOL REFORM – LEARNING SUPPORT SPACES AS PERCEIVED BY STUDENTS IN THE CONTEXT OF THE NEW MIDDLE SCHOOL POLICY IN AUSTRIA

70%
Knapp M., Kilian M., Katschnig T.
Pedagogický časopis (Journal of Pedagogy)
|
2020
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vol. 11
|
issue 1
59 – 82
EN
Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students’ school experiences are situated within the school. Using the example of the introduction of a new type of school, the new middle school (NMS), in Austria, and based on the longitudinal data of a national evaluation project (NOESIS), this article aims to clarify the extent to which, and how, student learning support spaces are perceived as local social conditions inside and outside school, and how this can explain changes in students’ educational aspirations, which was the objective of the NMS reform. In this sense, the reform policy of introducing the new middle school is examined from the perspective of the students themselves. The results from the panel analyses demonstrate that the perceived learning support spaces are highly relevant in explaining students’ aspirations.
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