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1

Nieobecność religioznawstwa w polskiej edukacji szkolnej

100%

Iwanicki J.

Studia Edukacyjne

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2019

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issue 53

407-421

EN

The article analyzes the problem of the absence of religious studies in Polish school education. The first part explains the status of religious studies as a discipline. In the main part, the school core curriculum in the primary school was analyzed with respect to the humanities. Then, reference was made to the presence of religion in school as catechesis. The final part presents earlier attempts to introduce religious studies to schools as well as their own ideas on this issue.

2

Szkoła Młodszych Ochotniczek – szlaki emigracyjne Hanny Broncel

92%

Górka M.

Zeszyty Naukowe PUNO

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2014

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issue 2

101-115

EN

The purpose of this article is to present the activity of Szkoła Junaczek (the Junior Girls School), later the Junior Girl-Volunteers School, from its creation in 1942, until 1948. The first part of this paper presents the dynamically changing and growing Polish system of education abroad and the problems that it faced. These problems included the lack of textbooks, basic teaching aids and school buildings. The second part of the paper introduces Hanna Broncel – professor of history at the Junior Girl-Volunteers School. The author describes the story of Hanna Broncel’s life – based on the memories of those closest to her – and presents the history of Polish emigration and the creation of the foundation The Hanna and Zdzisław Broncel Charitable Trust, whose main objective is to support initiatives for the promotion of Polish culture in the UK.

3

To change or not to change Polish education – memories from Dubai

92%

Rzeplińska A.

Problemy Wczesnej Edukacji

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2011

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vol. 7

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issue 14(2)

129-132

EN

The article is simply a description of my education in Dubai. The main focus is on my teacher’s attitude as well as subjects like Co-ordinated Sciences, Theory of Knowledge and a short paragraph on discipline. It was quite troublesome to write about something that I considered ‘obvious’ and I thought that all education, whether in Poland or abroad, looks the same. Hopefully the article will give you a minimal insight into my learning experiences and leave you to answer as to whether to change or not to change Polish education.

4

Praca oświatowo-wychowawcza w polskim osiedlu Santa Rosa (Meksyk) w latach 1943–1946

92%

Chmielewski W. J.

Zeszyty Naukowe PUNO

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2015

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issue 3

245-274

EN

In 1943, as a result of the decision taken by the Polish and Mexican authorities, support ed by Great Britain and the United States of America, a settlement of Polish refugees wascreated in Santa Rosa near the town of Leon in Mexico. The refugees came from a group of people deported deep into the USSR from the Eastern borderlands of the Second Republic of Poland during World War II. The inhabitants of the settlement included many children and women. That fact resulted in the setting up of a nursery school, a primary school, a secondary school, as well as vocational schools and courses for that population of Polish citizens. There was also a large orphanage in that place. All the work carried out by teachers and tutors at those institutions was aimed at educating the youngest generation of refugees to become good Polish citizens and preparing them to undertake professional work after returning to an independent Poland. The Mexican branch of the Ministry of Religious Denominations and Public Enlightenment in Mexico of the government in London was in charge of educational work in the settlement. Santa Rosa played an important and praiseworthy role in the history of Polish education in exile, as well as in the history of Polish education as a whole. In December 1946 the settlement was closed down. Its inhabitants, school children and teenagers, remained in the vast majority in exile, mainly in the USA. A small number of children stayed in a Refuge for Polish Children, which existed in Tlalpan in the suburbs of Mexico in the years 1947–1952.

5

Sytuacja polskich szkół sobotnich w Wielkiej brytanii

92%

Podhorecka A.

Zeszyty Naukowe PUNO

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2015

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issue 3

67-81

EN

t the beginning of her exposé the author explains the reasons why so many Polish people found themselves in Great Britain at the end of the Second World War. She describes the political situation at the time and presents the difficult position of the Polish émigrés.Two matters needed immediate attention after the war: pastoral care and Polish education. The Polish Catholic Mission organised the pastoral care and the Polish Educational Society took over responsibility for the Polish Saturday Schools. The author cites the reasons for the existence of these Supplementary Schools and describes their difficult but also very effective beginnings. She also presents the history of their achievements over a fifty year period. She underlines the involvement of Polish families in that educational process and praises their patriotism and their understanding of the need to promote mother tongue teaching. The author dedicates a section to the history of Polish exams in England and their inherent part in the schools’ activities. They have always been the ‘icing on the cake’ in the educational process. She also provides the reader with some examination statistics, which illustrate perfectly the development of Polish education in England. The aims of this have always been threefold: idealistic, formal and practical. Poland’s entry into the European Union dramatically changed the face of Polish education in England, which was slowly moving towards decline. The huge influx of Polish families has led to renewed interest in Saturday schools. New schools have been established throughout the United Kingdom; the number of pupils has grown dramatically, as has the number of candidates taking Polish exams. The future of these schools is secure at least for the time being. The author ends her discourse by expressing concern about Polish children who do not have the opportunity to attend a Saturday school and learn the Polish language. A life opportunity wasted!

6

The Ties that Bind? Real Estate Education in Europe and Regulatory Framework in Poland

81%

Marona B., Głuszak M.

The New Educational Review

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2014

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vol. 35

187-201

EN

The main research goal was to explore the linkage between regulatory framework and university level real estate education in Poland. In order to achieve the research goal we analyzed the results of European and American to-date research into real estate education and we studied curricula from selected Polish universities for compliance with ministerial minimum requirements. Finally, we conducted a survey among students studying real estate economics from state universities with the best economics faculties in Poland. Based on the conducted research, it has been established that in their specialization choices Polish students are motivated mainly by pragmatic factors (professional prospects, possibility to obtain a broker’s or administrator’s license) and by interests. On the other hand, though, the research has revealed that in all the Polish schools surveyed curricula for the subject of real estate economics have been to a greater or lesser degree adjusted to the minimum programs connected with professional license system, and do not differ significantly from one another.

7

Początki i rozwój szkolnictwa polskiego w Rumunii do 1939 roku

80%

Radziszewska M.

Biuletyn Historii Wychowania

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2018

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issue 39

89-104

EN

Poles settled in present-day Romania in the fourteenth century. A subsequent influx of Polish settlers followed the fall of the Kościuszko Uprising. The aim of this study is to present the history of education in the Polish minority in Romania. The work focuses on showing various forms of educational and upbringing institutions from the early 19th century to 1939. In the analyzed period, the Poles organized mainly kindergartens and comprehensive primary and secondary schools in Bukowina (now northern Romania). They also made attempts at introducing the Polish language to teachers’ training institutions i.e. teachers’ training colleges for men and women. They established their own socio-educational societies and built Polish Houses in which they pursued a wide range of educational and cultural activities. In the Kingdom of Romania, Polish children could also attend (under certain conditions) Polish language classes in Romanian state schools. Owing to the Polish Schools in Romania, followed by the Polish School Association in Romania, Polish private education assumed various forms.

8

Szkoły Stowarzyszenia Nauczycielstwa Polskiego w Wilnie (1896–1921)

80%

Falkowska J., Walasek S.

Biuletyn Historii Wychowania

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2019

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issue 41

35-46

EN

The article presents the history of the Polish Teachers Association (Stowarzyszenie Nauczycielstwa Polskiego – SNP) in Vilnius which was established in 1896 as a secret society under the name of Schoolmistress Circle (Koło Nauczycielek). It presents the association’s evolution, basic objectives of operation and problems faced by the organizers and the teachers against a background of political and social events. The authors of the work present the schools of the Association, their origin, starting from organization of the so-called group lessons (junior high school courses) which laid foundation for the future junior high schools (for boys named after King Sigismund August and Joachim Lelewel and for girsl named after Eliza Orzeszkowa), the curricula, financial issues, problems with premises etc. Education in these schools was mostly provided to students who in the Russian Empire attended junior high, secondary and trade schools. The time frame of this work starts in 1896 (when the Association was established) and ends in 1921 when schools within the Association were partly taken over by the state.The above issues have been presented by the authors mostly on the basis of source materials stored in the National Historical Archive in Vilnius (Materials of the Scientific Society of the City of Vilnius).

9

Opieka duszpasterska nad Polakami w Danii (1892-1939)

58%

Szymański J.

Studia Polonijne

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2019

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vol. 40

165-193

PL

Do Danii emigranci polscy zaczęli przybywać od 1892 r. Początkowo emigracja była sezonowa i miała charakter rolniczy. Na ogólną liczbę 25 tys. katolików w Danii Polaków było 13 tys. W 1927 r. posługę duszpasterską wśród nich spełniało czternastu narodowościowo obcych duszpasterzy, którzy władali językiem polskim. Opieka duszpasterska kapłanów polskich zależnych od prymasa Polski napotykała niezwykły opór szowinistycznie usposobionych misjonarzy, z pochodzenia przeważnie Holendrów i Niemców. Kościół w Danii był przeciwny narodowej odrębności Polaków, dążył do ich asymilacji. Polscy kapłani nie mieli żadnych uprawnień duszpasterskich i byli całkowicie uzależnieni od miejscowych duszpasterzy. Zabiegi kardynała A. Hlonda kierowane do wikariusza apostolskiego w Kopenhadze, biskupa J. Bremsa, o dopuszczenie polskich księży do posługi duszpasterskiej nad emigracją polską w Danii pozostały bezskuteczne.

EN

Poles began to emigrate to Holland in 1892. At first, these emigrantions were seasonal and of a farm-work nature. Among the 25 thousand Catholics in Holland, about 13 thousand were Poles. In 1927, there were 14 ethnic and national pastoral ministers for these people, and they spoke Polish. The pastoral care of these priests from Poland sent by the Primate was met by great opposition by the chauvinist missionaries who mostly came from Holland and Germany. The Church in Holland opposed Pole’s national rites and tried to assimilate them. Polish priests did not have any pastoral privileges and were completely dependent on local pastors. Cardinal A. Hlond turned to Bishop J. Brems, the apostolic nuntio in Kopenhaggen, to allow Polish priests to serve in pastoral care for the Polish emigrants in Holland, but attempts were unsuccessful.

10

Educational Creativity of Family Life Education Teachers: Polish Context

50%

Zellma A.

Poznańskie Studia Teologiczne

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2015

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issue 29

105-115

PL

Twórczość edukacyjna nauczyciela należy do podstawowych kategorii badawczych we współ- czesnej pedeutologii. Zagadnienie to analizowane jest w powiązaniu z aktywnością dydaktyczną i wychowawczą w szkole. Wśród różnych powinności współczesnego nauczyciela wymienia się twórczość w myśleniu i działaniu. Powinność ta odnosi się również do nauczyciela wychowania do życia w rodzinie. Jej realizacja wymaga innowacyjności oraz umiejętności wielostronnego sty- mulowania uczniów do aktywnego udziału procesie nauczania i wychowaniu w polskiej szkole. Twórczość edukacyjna nauczyciela wychowania do życia w rodzinie wymaga bowiem umiejętno- ści przekraczania zastanych reguł postępowania dydaktycznego i wychowawczego oraz tworzenia - na bazie dotychczasowej wiedzy i doświadczenia - nowych rozwiązań edukacyjnych. Istotna jest też zdolność do osobistego namysłu (refleksyjności przed, nad i w trakcie działania) oraz umiejęt- ność podejmowania decyzji, samodzielnego rozstrzyganiu problemów praktycznych, modyfikowa- nia własnych sposobów aktywności zawodowej i działania naznaczonego oryginalnością. Wyżej wymienione właściwości znajdują wyraz w aktywności zawodowej nauczyciela wycho- wania do życia w rodzinie, ukonkretnionej w przekazie wiedzy na temat wielorakich aspektów małżeństwa i rodziny, ludzkiej seksualności, kontaktów interpersonalnych i rozwoju osobowego oraz współczesnych zagrożeń w zakresie życia indywidualnego i społecznego. Nauczyciel wycho- wania do życia w rodzinie ma wspomagać uczniów w kształtowaniu postaw społecznych i moral- nych. Skuteczność jego działalności edukacyjnej jest warunkowana m.in. osobowością nauczyciela wychowania do życia w rodzinie (w tym postawami, wartościami, światopoglądem), samodzielno- ścią w myśleniu i działaniu oraz troską o integralny rozwój uczniów. Za priorytetowe uznaje się też podmiotowe traktowanie wychowanków, tworzenie atmosfery zaufania i dialogu, stymulowa- nie uczestników zajęć do samodzielności w rozwiązywaniu problemów oraz rozwijanie umiejętno- ści wartościowania w zakresie życia indywidualnego, rodzinnego i społecznego.

11

Rola czasopisma „Junak” (1943–1947) w kształtowaniu postaw młodzieży szkół junackich na Bliskim Wschodzie

47%

Pietrzak J.

Łódzkie Studia Teologiczne

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2018

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vol. 27

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issue 4

113-129

EN

During the Second World War more than 120,000 Polish war exiles came through the countries of the Middle East. More of them were soldiers and civilians evacuated from USSR in 1942. There were more than 20,000 young people under 18 among them. Polish authorities organized various schools and educational centers. The so-called “Young Soldiers” and “Young Women Auxiliary Service” schools were established in 1942 in Palestine and Egypt for children and youth under care of the Polish Military Forces. There were elementary, secondary and trade schools among them. From March 1943 to May 1947 the headquarters of the schools and Polish YMCA published a paper “Junak”. The author analyses texts published in “Junak” and main ideas and values dedicated to pupils. Links with pre-war “state education” as well as with political thinking characteristic for General Anders’ Army circles are examined.

12

Uniwersytet wobec imperatywu zwrotu od pedagogiki postmodernistycznej do klasycznej w edukacji młodych pokoleń społeczeństw Europy Środkowo-Wschodniej

47%

Kubicki D.

Studia Gdańskie. Wizje i rzeczywistość

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2016

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vol. 13

41-57

EN

In the context of present postmodernism and consumptive societies of “global” world, the author of reflection tries to consider the issue of a University identity vis-à-vis more and more dynamic reversal in the area of educational paradigm – the reversal or return from postmodern to classical pedagogy.

13

Oral history and historical education in Poland. Possibilities and application

36%

Kierzkowski M.

Wrocławski Rocznik Historii Mówionej

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2016

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vol. 6

81-100

PL

The article deals with an issue of the possible applications of oral history to teaching history at Polish schools. The author states that oral history as an element of educating young people should become a natural part of teaching processes. It can become a factor increasing their awareness of their local history and of the links connecting them with the previous generations. It is also an efficient way of avoiding teaching based only on archival facts and events. This statement is illustrated by chosen examples of the use of oral history at schools and discusses the possibilities of its further use.

Refine search results

Nieobecność religioznawstwa w polskiej edukacji szkolnej

Szkoła Młodszych Ochotniczek – szlaki emigracyjne Hanny Broncel

To change or not to change Polish education – memories from Dubai

Praca oświatowo-wychowawcza w polskim osiedlu Santa Rosa (Meksyk) w latach 1943–1946

Sytuacja polskich szkół sobotnich w Wielkiej brytanii

The Ties that Bind? Real Estate Education in Europe and Regulatory Framework in Poland

Początki i rozwój szkolnictwa polskiego w Rumunii do 1939 roku

Szkoły Stowarzyszenia Nauczycielstwa Polskiego w Wilnie (1896–1921)

Opieka duszpasterska nad Polakami w Danii (1892-1939)

Educational Creativity of Family Life Education Teachers: Polish Context

Rola czasopisma „Junak” (1943–1947) w kształtowaniu postaw młodzieży szkół junackich na Bliskim Wschodzie

Uniwersytet wobec imperatywu zwrotu od pedagogiki postmodernistycznej do klasycznej w edukacji młodych pokoleń społeczeństw Europy Środkowo-Wschodniej

Oral history and historical education in Poland. Possibilities and application