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1

Stanisław Małkowski (1889-1962) i czasopismo “Służba Nauce”

100%
Wójcik Z.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2012
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vol. 21
181-190
EN
The journal "Służba Nauce" was published in Warsaw in the years 1932-1933. An ephemera, typical for the era in which scientists working at universities sought support in the social amateur movement. Its editor and publisher was a geologist, Stanislaw Małkowski, at that time a professor of Free Polish University (Wolna Wszechnica Polska) in Warsaw. The articles published in the first issue were trying to centre the amateur movement around the natural history and regional (sightseeing) museums. The second issue, disseminated ideas of provincial repositories of scientific documents (including among others: some geological specimens, archaeological materials, etc.). In 1932 Małkowski set up the Earth Museum Society (Towarzystwo Muzeum Ziemi) in Warsaw whose task was to establish a national museum of geology - the so called Museum of the Earth (Muzeum Ziemi). The Society functioned with the support of Stanisław Michalski, the director of National Heritage Fund (Fundusz Kultury Narodowej). This is where the funds for the rescue field survey (geological and archaeological) and for necessary publishing came from. In 1938 "Służba Nauce" changed its name into "Wiadomości Muzeum Ziemi” published until 1952. Małkowski and Michalski worked together in the field of adult education, including the publishing of a popular publication "Poradnik dla samouków". Michalski supported Małkowski in his soliciting to set up a network of natural history and sightseeing museums in Poland. As the editor of the journal "Nauka Polska," in the yearbook, he published Małkowski’s articles on the subject. With Michalski’s recommendation, Małkowski was appointed the president of Kasa.im. Mianowskiego at Instytut Popierania Nauki (1947-1950). Małkowski’s many achievements in the field of supporting the science, due to wise policies of Michalski, are still considered an enduring element of cultural heritage. Despite the many obstacles, the Museum of the Earth of the Polish Academy of Sciences (Muzeum Ziemi Polskiej Akademii Nauk) is still considered to be the national geological museum.
2

Matematyka polska w międzywojennym dwudziestoleciu

100%
Duda R.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2012
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vol. 21
121-156
EN
Phenomenon of Polish school of mathematics in the interwar period (1919–1939) is a subject of wide admiration and this article is a survey describing its roots, two main branches (Warsaw, Lvov), mathematics in other centres, and the tragedy of its fall during World War II. Much attention is paid to Polish mathematical achievements in the period and there is provided a list of some more active then mathematicians, supplied with basic biographical data.
3

Obraz świata medycyny w krzywym zwierciadle historiografii medycznej

100%
Jeszke J.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2012
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vol. 21
203-219
EN
Medical historiography is not ‘cognitively innocent’, similarly to other movements of its kind. Like all the others, it can also be considered more as a self-reflection of the environments examining the past, rather than showing ‘objective truth about the past’, which is an image constructed by a historian. This vision is sometimes imbued with values ​​present in the environments which the historiographer represents, referring them to the past. It is also subordinated to these objectives, whom, sometimes temporarily, it is to serve. Both are historically and culturally variable. On the one hand there are, for example, the ideals of medicine, standards of rationality and the different perspectives of perceiving a patient. On the other hand, the most common educational goals, subordinate to the medical historiography. The multiplicity of such cultural factors, as a consequence, presents a curious ‘distorting mirror of medicine’.
4
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Archeology as a Metaphor in Contemporary Culture

88%
Woźny J.
Qualitative Sociology Review
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2021
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vol. 17
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issue 1
28-38
EN
The scientific discipline of archeology has gone through various stages of its development and improvement of research methods. First, it was combined with ancient history and the history of art. In the mid-nineteenth century, the base of its chronology was on biblical events. Modernist archeology of the twentieth century focused on classifying monuments and reconstructing cultural processes. In the second half of the twentieth century, archeology inspired other disciplines of culture and science to “stratigraphically” look at their own history. In this way, the stratification of scientific thought (archeology of knowledge), the history of photography (archeology of photography), and the media (archeology of media) began to be analyzed. Archeology has become a cognitive metaphor in contemporary culture. Lack of knowledge of the theoretical and methodological achievements worked out by archaeologists may, after some time, lead to the trivialization and petrification of the archaeological metaphor, although today it still seems fresh and innovative for “archeology of media,” “archeology of photography,” or “archeology of modernism.”
5
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Intellektuelle als Wissenschaftler. Autonom-engagierte Spitsenforschung in Zentraleuropa zwischen 'Reiner' und 'Politischer' Wissenschaft 1848-1938

75%
Feichtinger J.
Historyka Studia Metodologiczne
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2013
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vol. 43
6

The Tradition of Examining the Effect of the Natural Environment on Human Society, or Environmental Determinism in Pre-Modern History

75%
Urban M.
West Bohemian Historical Review
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2018
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vol. 8
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issue 2
125-143
EN
The issue of the effect of the natural environment on human society has been (and still is being) an important topic in geographical literature since ancient times. Scholars have queried to what degree natural conditions influence the human population, its character and history, for many years and have presented various theses, theories and concepts, which they have used to try and describe this mutual relationship. The aim of this article is to present this long-standing conceptual tradition in basic outlines, from its oldest manifestation in ancient Greece to the birth of modern science at the beginning of the 19th century. Different approaches from Hippocrates, through Strabo, Ibn Khaldün to Montesquieu will be discussed. However, most geographers in pre-modern history have approached to the topic more or less deterministically.
7

Rozwój onkologii w Polsce – 100 lat walki z chorobami nowotworowymi

75%
Kułakowski A.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2012
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vol. 21
191-201
EN
The author presents the origins, the development and the current condition of the fight against cancer in Poland. Polish oncology developed in the early 20th century; the discovery of natural radioactivity by Pierre and Maria Sklodowska-Curie and the founding of the Radium Institute in Warsaw, gave rise to Polish oncology. Currently, there exists in Poland a network of specialized centres in all provinces.
8
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Scientific exchange in the Baltic Sea region during the Cold War – an ongoing transnational Oral History Project

75%
Söhner F., Halling T., Hansson N.
Wrocławski Rocznik Historii Mówionej
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2023
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vol. 13
26-35
EN
Science communication, especially science diplomacy, is seen as a means to remain in the conversation in times of political crisis, including the Cold War era. In this paper, drawing on experiences from an ongoing oral history project within the ‘Bridging the Baltic’ network, which is interested in knowledge transfer during the Cold War and afterwards in northern Europe, we look at pitfalls of international interview projects in medicine, e.g. the influence of the chosen language in international interview projects.
9

Naukoznawcze poglądy Williama Whewella (1794-1866) w pisarstwie zachodnich komentatorów

63%
Zamecki S.
Nauka Polska. Jej Potrzeby, Organizacja i Rozwój
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2012
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vol. 21
93-120
EN
This article is dedicated to writings of Western commentators on the views on science studies by William Whewell, a prominent historian of the inductive sciences and philosopher of inductive sciences. The article is the formerly announced by the author appendix to his books Komentarze do naukoznawczych poglądów Williama Whewella (1794-1866). Studium historyczno-metodologiczne (in press). The conclusions on Whewell’s views, of such authors as Isaac Todhunter (1876), Douglas J, Stair (1882), Robert E.Butts (1968), Yehuda Elkana (1984), Menachem Fisch (1991), Richard R. Yeo (1993) and John Lose (Polish translation of the book published in Warsaw in 2001) were discussed in details. In addition, information was presented about dozens of articles that had been published in Western journals, mostly in English/American version. The article is a contribution to the anty-empirical philosophy of science as well as history of science, with which the author has dealt for years either as a historian of chemistry or as a historian of the philosophy of science. The main aim of the author at undertaking to write this article was to present, in a synthetic form, the sources of contemporary science studies (science of science; logology), whose outstanding representative in the 19th century was William Whewell.
10
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Ananiasz Szirakaci (ok. 600 - ok. 670) i jego "Autobiografia"

63%
Starowieyski M.
Warszawskie Studia Teologiczne
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2017
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vol. 30
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issue specjalny
80-91
11
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Oświeceniowa kultura naukowa w kontekście filo­zoficznym. Z dziejów Komisji Edukacji Narodowej (cz. 2)

51%
Janeczek S.
Roczniki Filozoficzne
|
2015
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vol. 63
|
issue 4
67-114
PL
Artykuł przestawia dydaktykę KEN w zakresie sformułowań programowych, podręczników i praktyki dydaktycznej, ukazanych na tle reform charakterystycznych dla ówczesnej szkoły europejskiej. W ukazaniu realiów kultury naukowej funkcjonującej w szkolnictwie zarządzanym przez Komisję skupiono się na oddaniu specyfiki styku filozofii i nowożytnej nauki, nieraz znacznie odbiegającego od realiów współczesnych. Nauczanie w szkołach KEN należy niewątpliwie do programowo eklektycznej kultury intelektualnej oświecenia, godzącej szkołę tradycyjną z postulatami nowożytnymi. Postawa ta ujaw­niła się w całym szkolnictwie europejskim, a więc nie tylko we Francji, przodującej przynajmniej w zakresie deklaracji programowych, ale zwłaszcza w centralistycznie reformowanej oświacie w monarchii habsburskiej. Jest ona także właściwa tak reprezentacyjnemu świadectwu ówczesnej kultury naukowej, jakim była Wielka Encyklopedia Francuska, do której KEN wprost nawią­zy­wała. Szkoły KEN odchodzą od utożsamiania kształcenia realnego z kursem filozofii, co nasili się wraz z upowszechnianiem się empirystycznej epistemologii, owocującego fenomenalizmem rugującym podejście ufundowane na filozofii, w szkole tradycyjnej właściwe nowożytnemu ary­sto­telizmowi chrześcijańskiemu. W szkole europejskiej wzbogacano studium językowo-humani­styczne o kształcenie matematyczno-przyrodnicze, zachowując kurs filozofii w duchu philo­sophia recentiorum, przynajmniej na poziomie uniwersyteckim. Filozofia ta krytycznie asy­milowała elementy nowożytnej epistemologii, a zwłaszcza osiągnięcia nowożytnego przyrodo­znawstwa. Postawa ta była charakterystyczna także dla szkoły zreformowanej w połowie wieku XVIII na teranie Rzeczypospolitej Obojga Narodów, zwłaszcza przez zakon pijarów i jezuitów. KEN wprowadziła natomiast samoistne przedmioty matematyczno-przyrodnicze, co zaowoco­wa­ło ograniczeniem wykładu filozofii, którą w szkołach średnich sprowadzono do kursu logiki i ukierunkowanej praktycznie etyki, a na uniwersytetach do prawa naturalnego z odniesieniami społecznymi, politycznymi i ekonomicznymi. Zaowocowało to nawet odejściem od tradycyjnej struktury uniwersytetu, z propedeutycznym wydziałem filozoficznym, gdy w duchu fizjo­kratycz­nego porządku fizycznego i moralnego ukonstytuowano dwuczłonową strukturę szkół wyższych. Tym niemniej presja tzw. długiego trwania (longue durée) tłumaczy zachowanie elementów filo­zoficznych nawet w przyrodoznawstwie, dzielone z ówczesną szkołą europejską, a więc w formie interpretacji korzystającej z kategorii substancji i jej właściwości, a nawet koncepcji duszy zwierzęcej.
EN
The paper depicts the didactic approach of the Commission of National Education (Pol. KEN). It shows curricula policy, textbooks, and didactic practice against the backdrop of reforms characteristic of the then European school. In presenting the reality of learned culture in educa­tion managed by the Commission attention is focused on the specific borderline between philo­sophy and modern science, the areas that many a time diverged from contemporary circum­stances. Teaching in the KEN schools undoubtedly belongs to the policy of eclectic intellectual culture of the Enlightenment that seeks to reconciliate the traditional school with modern postulates. This attitude was manifested throughout European education, therefore not only in France, which was leading at least in her policy declarations, but especially in the Habsburg monarchy whose education was under centralistic reformation. It was also proper to the then learned culture of the Encyclopaedia, or a Systematic Dictionary of the Sciences, Arts, and Crafts, on which the KEN would directly draw. The KEN schools diverge from the identification real education with a course of philosophy, a fact became more prominent together with the popularisation of empiristic epistemology that resulted in phenomenalism; the latter eliminated the approach founded on philosophy in the traditional school, the approach proper to modern Christian Aristotelianism. The European school of linguistic and humanistic studies was enriched by mathematics and natural sciences, whereas a course in philosophy in the spirit of philosophia recentiorum was maintained, at least at the university level. This philosophy assimilated some elements of modern epistemology in a critical manner, especially the accomplishments of modern natural science. Such attitude was also characteristic of the school reformed in the mid-eighteenth century in the Polish-Lithuanian Commonwealth, especially by the Piarists and Jesuits. The KEN introduced independent mathematical and natural science subjects, a fact that resulted in limitation of the course of philosophy which in secondary education was reduced to a course in logic and practical ethics, and at universities to natural law with some social, political, and economic references. This resulted in departure from the traditional structure of university, with a propaedeutic faculty of philosophy, where a two-part structure of higher education was constituted in the spirit of physiocratic physical order and moral order. Nevertheless the pressure of the socalled long duration (longue durée) accounts for the maintenance of philosophical elements in Enlightenment school, even in natural science, in the form of interpretation that takes advantage of the category of substance and its properties, and even of the conception of animal soul.
12
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Oświeceniowa kultura naukowa w kontekście filozoficznym. Z dziejów Komisji Edukacji Narodowej (Cz. 1)

51%
Janeczek S.
Roczniki Filozoficzne
|
2015
|
vol. 63
|
issue 4
35-65
PL
Artykuł przestawia dydaktykę KEN, koncentrując się na ukazaniu reform oświatowych charakterystycznych dla epoki oświecenia. W szczególności ukazuje specyfikę styku ówczesnej filozofii i nowożytnej nauki, stopniowo wyzwalającej się z hegemonii filozofii. Wskazuje na dominujący podówczas duch utylitaryzmu, a w warstwie metodologicznej – programowy eklektyzm. Postawa ta ujawniła się w całym szkolnictwie europejskim, a więc nie tylko we Francji, przodującej przynajmniej w zakresie deklaracji programowych, ale zwłaszcza w centralistycznie refor­mowanej oświacie w monarchii habsburskiej. Jest ona także właściwa tak reprezentacyjnemu świadectwu ówczesnej kultury naukowej, jakim była Wielka Encyklopedia Francuska, do której nawiąże wprost KEN. W szkole europejskiej wzbogacano studium językowo-humanistyczne o kształcenie matematyczno-przyrodnicze, zachowując kurs filozofii w duchu philosophia recentiorum, przynajmniej na poziomie uniwersyteckim. Filozofia ta krytycznie asymilowała elementy nowożytnej epistemologii, a zwłaszcza osiągnięcia nowożytnego przyrodoznawstwa. Podejście to było typowe dla szkolnictwa reformowanego w Rzeczypospolitej Obojga Narodów przez środowiska wyznaniowe, zwłaszcza zakon pijarów i jezuitów. Z czasem coraz bardziej upowszechni się empirystyczna epistemologia, owocująca fenomenalizmem kwestionującym możliwość uprawiania maksymalistycznie pojętej filozofii w formie nowożytnego arystotelizmu chrześcijańskiego funkcjonującego w szkole tradycyjnej. Mimo krytyki tego modelu kształcenia, presja tzw. długiego trwania (longue durée) tłumaczy zachowanie w szkole oświeceniowej elementów filozoficznych nawet w przyrodoznawstwie, w formie interpretacji korzystającej z kategorii substancji i jej właściwości, a nawet koncepcji duszy zwierzęcej.
EN
This paper depicts the didactic approach of the Commission of National Education (Pol. KEN). It focuses on the educational reforms characteristic of the Age of the Enlightenment. In particular, it shows the specific character of the then philosophy and modern science that gradually liberated itself from the hegemony of philosophy. It pinpoints the spirit of utilitarianism that dominated at that time, and in its methodological aspect policy eclecticism. This attitude was manifested throughout European education, therefore not only in France, which was leading at least in her policy declarations, but especially in the Habsburg monarchy whose education was under centralistic reformation. It was also proper to the then learned culture of the Encyclopaedia, or a Systematic Dictionary of the Sciences, Arts, and Crafts, on which the KEN would draw. The European school of linguistic and humanistic studies was enriched by mathematics and natural sciences, whereas a course in philosophy in the spirit of philosophia recentiorum was maintained, at least at the university level. This philosophy assimilated some elements of modern epistemology in a critical manner, especially the accomplishments of modern natural science. Such approach was typical of reformed education in the Polish–Lithuanian Commonwealth by religious milieus, especially the Piarists and Jesuits. In the course of time empiristic epistemology became more and more popular and bore fruit in the form of phenomenalism which questioned the pursuit of philosophy maximalistically understood in the form of modern Christian Aristotelianism in the traditional school. Despite criticism of this model of education, the pressure of the so-called long duration (longue durée) accounts for the maintenance of philosophical elements in Enlightenment school, even in natural science, in the form of interpretation that takes advantage of the category of substance and its properties, and even of the conception of animal soul.
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