Search results - CEJSH

1

TEACHING – AN IMPORTANT FACTOR IN DISCOVERING THE VALUE OF HUMANITY OF A MAN

100%

MAŁGORZATA Ł.

Scientific Bulletin of Chełm - Section of Pedagogy

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2017

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issue 1

23-32

EN

Teaching is directed to integral human development. The moral sphere has a special place in the implementation of the educational process. Bringing up to values highlights above all the characteristics that constitute the person and thus: the body, freedom, truth and summarising dignity. Showing the value of the personal dignity of every human being, and in fact leading the student to place where they discover it, at the same time, we show that the man is a dynamic being. On one hand, metaphysically they "are" a person from the moment of their existence, and on the other hand – axiologically – they become a person in the way of deeds. Educational activity is an important factor (it is often the beginning) to discover this important mystery of a man – who the person is, what they are required to in moral terms. To help discover a person in a person – it is the responsibility and the task educators are qualified for.

2

Franciszek Majchrowicz (1858–1928) – pedagog i historyk wychowania. Kilka uzupełnień do biografii

89%

Wałęga A.

Biuletyn Historii Wychowania

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2009

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issue 25

103-116

EN

Franciszek Majchrowicz was a renowned Lvov-based educator and a historian of education. Throughout many years of his professional career he was involved in teaching in secondary schools and teachers’ training colleges. At the same time, he was actively participating in educational initiatives as an activist. Majchrowicz was a co-editor of the periodical Rodzina i Szkoła [Family and School], co-operated with the Council of National Education in Galicia (Eastern Poland) and with the School Board of the Lvov province. His publishing output included numerous articles and pedagogical texts as well as historical and educational works, including one of the first textbooks for teaching history of education in teachers’ training colleges (with many editions throughout the years 1901-1924). Majchrowicz also published source materials for the history of Polish education, promoted the educational ideas of the Commission of National Education and attempted to develop the history of education into a coherent academic discipline for researchers and a subject in the national curriculum for educators. The hitherto available historical and educational literature lacks comprehensive and detailed information on his university education or professional training and qualifications. The present work attempts by no means to be exhaustive or to offer a comprehensive coverage of a full biography of Franciszek Majchrowicz as an educator and historian of education. It merely complements some facts and explanations that have already been published earlier, and provides some new information that may help resolve doubts concerning certain aspects of his professional career presented in the hitherto published body of works on the subject. It is mostly due to the archival material from Lvov (this mainly comprises students catalogues and minute books of doctoral examinations from the National District Archive), constituting the source base for the present work, that providing complete answers to such issues as the course of Majchrowicz’s studies, his doctoral dissertation procedure and the scope of his teacher’s examination, have become possible. The above source material made it also possible to conclude with certain remarks regarding the masters Majchrowicz had in great esteem and their influence upon research and academic interests of the Lvov-based educator and historian of education.

3

Reflections from a school councillor inspired by Korczak’s heritage

88%

Kurcińska L.

Studia Krytyczne/ Critical Studies

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2017

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issue 4

65-73

EN

In this short article inspired by Korczak’s life and works I want to present my opinions and views as a teacher and a tutor, working with today’s youngsters. Can Korczak’s thoughts truly inspire today’s generation of teachers? Is there a chance to apply them in today’s school? All my thoughts and reflections are both from participant’s and observer’s point of view. In this paper I will refer to selection of Korczak’s works (such as his getto diary) and their academic interpretations. I will discuss issues of children’s democracy reflected in educational practice, utilize children’s rights perspective looking into processual understanding of oneself as an educator and as a human being, before trying to find deeper understanding of a child or a youth. I will tie Korczak’s ideas with my personal experiences, stressing out their potentiality for a more sensitive and empathetic school environment, where youths of today are already the adults of tomorrow, living here and now.

4

MUSIC ACTIVITIES AND GAMES DESIGNED TO MODIFY CLASS CLIMATE IN YOUNGER-SCHOOL AGED CHILDREN

88%

Poliačiková T., Králová E.

Ars inter Culturas

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2017

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issue 6

251-264

EN

Music activities and games are a natural human activity leading to the knowing beauty and peace. Music can affect human beings intensively, as we have a sense of rhythm and melody. The aim of the contribution was to design and apply a battery of music activities and games in after-school club with the intention to improve relationships (social climate) among children. The battery was designed based on developed projective technique of unfinished sentences filled up with children. The design was aimed to develop the following in younger-school aged children in after-school club: a) Imagination and phantasy, b) Memory, thinking and attention, c) Support social solidarity and friendships. During their application in after-school clubs we noted that an educator can constantly shape and improve social school climate in an optimal way. Music activities and games bring to class: harmony, positive mood and energy, relax, group cooperation and participation, which was not shown individually, but in the rest of the class.

5

Ksiądz profesor Edward Walewander (1947–2025) – kapłan, pedagog, działacz polonijny

88%

Partyka W.

Przegląd Historyczno-Oświatowy

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2025

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vol. LXVIII

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issue 1-2

143-154

EN

Aim: The purpose of this article is to present the biography, scientific, teaching and organizational achievements of Rev. Prof. Edward Walewander (1947–2025). Methods: An analysis of source materials and literature. Results: Presentation of the biography and scientific, teaching and organizational achievements of Ref. Prof. Edward Walewander. Affiliated with the John Paul II Catholic University of Lublin. At the Institute of Pedagogy, as head of the Department of Comparative Pedagogy, he conducted research in Christian pedagogy, biographical studies, and Church history. Over the years associated with the Institute for Research on the Polish Diaspora and Polish Chaplaincy of the John Paul II Catholic University of Lublin (in 1990–2005 – headed the Institute), he conducted extensive research on the Polish diaspora scattered around the world, especially in the East, culminating in a number of valuable scientific publications. Author of about a thousand publications (monographs, studies, reports, scientific communications, biographical notes, reviews, historical and pedagogical journalism). Conclusions: Rev. Prof. Edward Walewander is remembered for his work on behalf of the Polish diaspora, Polish pastoral ministry, and Polish pedagogy. The analyses presented herein show that the academic achievements of Rev. Prof. Edward Walewander and his commitment to the development of science are of great importance for the development of Polish pedagogical thought, educational practice, and the strengthening of ties with the Polish diaspora around the world.

6

Educator as a curator. Museum power exhibition as experiment to extend museum education field

88%

Cabała A., Pisarek A.

Muzealnictwo

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2023

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vol. 64

110-118

EN

The paper presents the research project implemented by the staff of the University of Silesia in Katowice during the Museum Power Exhibition at the National Museum in Krakow. The semiotic interpretation of the data amassed in FGIs and IGIs, these enriched with class observations, Desk Research, as well as the analysis of purpose-created documents, allowed to fulfil the goal of the investigation. The interdepartmental cooperation launched when educators became Exhibition’s curators was of the main interest to the researchers. These actions were considered as examples of the implementation of the ‘educational turn’ in Polish museology where tendencies to clearly separate and differently evaluate curatorial and educational practices are distinctly visible. The analysis of the manners of extending fields of museum education by educators-curators enabled the identification of a set of recommendations for initiating display projects implemented and co-created by the education department staff. In the presentation of the research results the focus has been put on three areas in which the shift was observed: types of knowledge organizing thinking about the display; perception and application of educators’ competences; and shaping informal relations and producing institutional trust. The paper speaks in favour of the necessity to take into account the experience and competences of the education department employees when creating valuable exhibitions and consolidating good relations with committed public.

7

Tutor, teacher, educator in a culturally diverse space of modern education

75%

Młynarczuk-Sokołowska A.

Kultura-Społeczeństwo-Edukacja

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2017

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vol. 11

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issue 1

139-152

EN

The main purpose of this paper is the presentation of selected issues regarding the preparation of tutors, teachers, educators and students who are going to work in the education field and in culturally diverse educational spaces. The first part of the article presents this issue, based on the analysis of the literature. The second part includes examples of initiatives which enable the development of intercultural competence pursued by the author of this paper.

8

Polska recepcja niemieckiej myśli pedagogicznej w pierwszej połowie XIX wieku

75%

Wnęk J.

Przegląd Zachodni

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2013

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issue 2(347)

191-204

EN

As a result of the fall of the Polish state Poles were deprived of any influence on the official school system. School became a political instrument of the occupying country’s authorities. In this difficult period of national captivity, the pedagogical ideas of the most outstanding representatives of German pedagogical thought were propagated on Polish territory. Polish educators traveled in Germany to become acquainted with the activity of pedagogical institutes there and attempted to transfer their methods of work onto the Polish soil. An excellent way to popularize the ideas of German educators was translating their writings into Polish. In the first half of the 19th century the Polish public could read in their native Polish tongue the then most popular works of such German authors as Campe, Niemeyer and Kant. Some of the translations were published (and commented upon) in journals. Polish educators used the German pedagogical literature critically, adapting the views of German authors to the Polish conditions.

9

ZOFIA ORŁOWSKA (1905–1995) – NAUCZYCIELKA I WYCHOWAWCZYNI NA UCHODŹSTWIE

75%

Chmielewski W. J.

Zeszyty Naukowe PUNO

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2017

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issue 5

315-335

EN

Zofia Orłowska, a Polish teacher, was deported into the depths of Soviet Union during the Second World War. From there she managed to depart to Iran and later to India, where she worked with Polish children in a Polish Balachidi-Jamnagar community. Subsequently, in 1943, with a group of immigrants, she managed to arrive in Santa Rosa, Mexico – the place created for Polish citizens to inhabit during the war. She became a principal of an elementary school and later a teacher in a lower comprehensive school. Aer the community had been closed on December 31, 1946, she supported Polish expatriates in settling in Mexico. In the years between 1947 and 1952 she became the head of the Tlalpan women and children shelter, built on the outskirts of Mexico city. Her main goal was to provide decent living conditions for her charges. She became a close associate of father Józef Jarzębowski who was, at the time, the priest and educator in Tlalpan and Santa Rosa. At the end of 1952 Zoa Orłowska moved to the USA, from where she le shortly aer to the UK. Together with father Jarzębowski she devoted herself to the education of the youth in St Stanisław Kostka Boarding School in Lower Bullingham near Hereford in West England. In the late 50s she became employed in the Divine Mercy College in Fawley Court near London. She would continue her work there until the college was closed in 1986. She was remembered as a distinguished teacher and educator, loved by her students. She died in Fawley Court in 1995.

10

Active Professionalism of Teacher Educators

75%

Szplit A.

Przegląd Pedagogiczny

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2020

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issue 2

113-125

EN

Active professionalism is a modern notion in the discussion on teacher professionalism, which imposes on teachers the need to research the educational context in which they work and engage in their own professional development. Teachers are expected to inquire into their practice and reflect on their own experience, to actively direct their professional learning and deliberately go beyond their current abilities. The paper presents research conducted among 14 language teacher educators with the use of semi-structured interviews together with a study of their mind-maps and scientific and didactic publications. The target group was selected by snowball sampling. The author describes the research findings in which she finds two strategies of active learning performed by the teacher educators (remedial strategy and exploratory strategy). The first aims at improving the learning outcomes, and the latter focuses on self-improvement.

11

Competences of an RE Teacher/Catechist in the Opinion of Schoolchildren

75%

Słotwińska H., Buk-Cegiełka M., Mariański J., Osewska E., Rybarski R., Stala J.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2024

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vol. 14

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issue 1

89-107

EN

An important issue addressed in the presented article is the competencies of the RE teacher/ catechist. Two main problems are posed, summarized in the following questions: What competencies should a teacher of religion/catechist have? What qualities, according to secondary school pupils, should have an RE teacher? An attempt to answer such questions was made on the basis of an analysis of the literature on the subject and the results of a nationwide quantitative and qualitative study of secondary school pupils in Poland. The basic concepts of competence are discussed, groups of competencies relevant to the profession of religion teacher are characterized. Also presented are the results of research on the opinions of secondary school pupils regarding the person of a religion teacher/catechist.

12

Dzielnicowy w roli pedagoga

75%

Stankiewicz A.

Rocznik Lubuski

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2023

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vol. 49

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issue 1

216-221

EN

The aim of this article is to present the range of tasks and responsibilities that a community police officer – a street educator – has to fulfil in his/her daily service. The author synthesises the tasks facing the streetworker, which are aimed at adolescents and adults. Community education described in the paper is based on mutual trust and respect between the police representative and the citizen. The relationships established with the community and functioning in the local environment emerge as determinants for fulfilling the responsible role of the street educator. The information presented in the article was developed following a substantive analysis of texts and source studies.

PL

Celem artykułu jest przedstawienie zakresu zadań i obowiązków, jakie ma do zrealizowania w swojej codziennej służbie dzielnicowy – pedagog. Autor tekstu w sposób syntetyczny wskazuje na zadania, jakie stoją przed streetworkerem, a skierowane są one do adolescentów i do osób dorosłych. Opisany rodzaj edukacji społeczności lokalnych oparty jest na wzajemnym zaufaniu i szacunku pomiędzy przedstawicielem Policji a obywatelem. Nawiązane relacje ze społecznością lokalną i funkcjonowanie w środowisku lokalnym, stają się wyznacznikiem do wypełniania odpowiedzialnej roli pedagoga ulicy. Zaprezentowane w artykule treści zostały opracowane po przeprowadzeniu merytorycznej analizy tekstów i opracowań źródłowych.

13

Systemic character of Polish-Ukrainian scientific cooperation

75%

Nelly N.

International Journal of Pedagogy, Innovation and New Technologies

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2018

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vol. 5

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issue 1

105-115

EN

The article highlights the main directions of creative cooperation of scientists and educators of the Republic of Poland and Ukraine. Certain directions are analyzed, the dynamism of this process, its expansion and deepening caused by a combination of factors are characterized. The leading among them is the human factor, which determines humanization, spirituality, internal motivation in the “man-man” system. Particular attention is paid to the understanding of the role of the scientist’s personality, his state vision and influence on this process. A vivid example of such a scholar is Franciszek Szlosek, Doctor Habilitated, Professor, Director of the Institute of Pedagogy of The Maria Grzegorzewska University in Warsaw, Foreign Member of the National Academy of Pedagogical Sciences of Ukraine, Head of the Scientific Society “Poland-Ukraine”. His name, ideas, concrete and fruitful activity, aimed at developing international cooperation, became part of the history of Ukrainian pedagogical science and education at the end of the 20th century - the beginning of the 21st century.

14

Kompetencje społeczne i międzykulturowe nauczycieli i pedagogów w świetle badań własnych

63%

Badowska M.

Kultura i Edukacja

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2018

|

issue 3(121)

184-200

PL

Szkoła jest podstawową instytucją wprowadzającą w świat wartości obywatelskich oraz kształtującą postawy i zachowania prospołeczne. Prawidłowo ukształtowane kompetencje społeczne i międzykulturowe mają istotne znaczenie dla prawidłowego funkcjonowania w codziennym życiu, dlatego w procesie edukacji powinny być stale rozwijane i dotyczyć zarówno nauczycieli, jak i uczniów. Biorąc aktywny udział we wzajemnym procesie uczenia się poszczególne jednostki mogą stać się obywatelami świata o wysokich kompetencjach. Oprócz teoretycznych rozważań odnośnie do pożądanych kompetencji nauczycieli i pedagogów pracujących w wielokulturowej klasie w artykule zaprezentowano wypowiedzi przedstawicieli grona pedagogicznego pozwalające oszacować ich kompetencje społeczne i międzykulturowe oraz ich samoocenę w tym zakresie.

EN

School is the basic institution introducing into the world of civic values and shaping prosocial attitudes and behaviors. Properly shaped social and intercultural competences are essential for proper functioning in everyday life, which is why in the education process they should be constantly developed and concern both teachers and students. By taking an active part in the mutual learning process, individual individuals can become citizens of the world with high competences. In addition to theoretical considerations regarding the desirable competences of teachers and educators working in a multicultural classroom, the article presents statements of representatives of the pedagogical group allowing to estimate their social and intercultural competences and their self-esteem in this regard.

15

Wychowanie i edukacja dziecka w duchu chrześcijańskim

63%

Akimjaková B., Krajčíriková L.

Roczniki Pedagogiczne

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2016

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vol. 8(44)

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issue 2

37-48

PL

Dziecko, które pojawia się w życiu rodziców i wychowawców, jest wielkim darem. Należy ciągle objawiać wartość tego cennego daru, który jest zarazem wielką tajemnicą. Dziecko, aby mogło należycie się rozwijać, potrzebuje przede wszystkim akceptacji i miłości. Obecnie często wypacza się rolę małżeństwa i rodziny, a także − nawet wśród wierzących chrześcijan − niszczy się ich pierwotne znaczenie. Pragnienie Boga jest wpisane do serca człowieka, ponieważ człowiek jest stworzony przez Boga i dla Boga. Bóg nie przestaje człowieka przyciągać do siebie i jedynie w Bogu człowiek znajdzie prawdę i szczęście, których ciągle poszukuje. Największym przejawem ludzkiej godności jest powołanie człowieka do wspólnoty życia z Bogiem. Dziecko już od swego narodzenia musi być wszechstronnie formowane, aby wyrosło na silnego moralnie i wartościowego człowiek.

EN

A child who enters life as parents and educators is a great gift. It is necessary to constantly discover the value of this precious gift that is also a great mystery. Baby for its healthy development needs to be accepted and loved above all. Nowadays, it distorts the fundamental importance of marriage and family. Increasingly, the faithful Christians and destroy their original meaning. The desire for God is inscribed in the human heart, because man is created by God and for God. God does not cease to attract man to himself and only in God finds a man of truth and happiness that constantly looking for the ultimate reason for human dignity lies in man's vocation to communion with God. The child must be since its birth molded versatile that from it grew a moral and respectable man who once stand as family and social life, will be able to care for themselves, will be able to distinguish good from evil, beauty from bad taste and will was able to positively used in personal and family life.

16

Przodkowie Janusza Korczaka a obraz rodziny w utworze Sam na sam z Bogiem. Modlitwy tych, którzy się nie modlą

63%

Sieradzka-Baziur B.

Studia Paedagogica Ignatiana

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2023

|

vol. 26

|

issue 4

139-157

EN

The article shows the structure and the semantics of the religious text Alone with God: The Prayers of Those Who Do Not Pray, written by Janusz Korczak, a well-known pedagogue. Korczak’s lively interest in the topic of human spirituality is apparent in this text. In the Dedication in the final part of the collection of prayers, the author writes that they are the statements of his ancestors, dictated by his parents. By writing this, he expresses his conviction about the overwhelming importance of the heritage of the past to the spiritual development of each person. The article also contains a description of Korczak’s ancestors and the image of the family recorded in the text.

PL

W artykule przedstawiona została struktura i semantyka tekstu religijnego Sam na sam z Bogiem. Modlitwy tych, którzy się nie modlą, którego autorem jest znany pedagog Janusz Korczak. W tym tekście uwidoczniły się żywe zainteresowania Korczaka tematem ludzkiej duchowości. W Dedykacji zamieszczonej w części końcowej zbioru modlitw autor pisze, że są one wypowiedziami przodków, dyktowanymi przez rodziców, w czym wyraża się jego przekonanie o przemożnym znaczeniu dziedzictwa przeszłości dla rozwoju duchowego człowieka. Artykuł zawiera także opis przodków Korczaka i obraz rodziny utrwalony w analizowanym tekście.

17

Marian Gietko (1898-1849) - nauczyciel, wychowawca, społecznik. Zarys problematyki

63%

Makarewicz R.

Roczniki Pedagogiczne

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2014

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vol. 6(42)

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issue 1

137-155

PL

Artykuł ma na celu przybliżenie sylwetki Mariana Gietki – jednego z wielu przedwojennych absolwentów Wydziału Pedagogicznego Katolickiego Uniwersytetu Lubelskiego. Nie miał on ani wysokiego tytułu naukowego, ani też nie był autorem publikacji pedagogicznych. Położył jednakże wielkie zasługi dla Polski. Przyczynił się bowiem do wychowania osób, które w okresie międzywojennym podjęły trud pracy na rzecz Ojczyzny, w latach drugiej wojny światowej walczyły o wolność kraju, a w rzeczywistości powojennej przekazywały młodszym pokoleniom wszystkie wpojone im w procesie wychowawczym wartości uniwersalne, patriotyczne iduchowe. We wspomnieniach swoich wychowanków i na kartach prowadzonej przez siebie kroniki szkolnej jawi się jako idealny nauczyciel, wspaniały wychowawca i oddany sprawom społecznym obywatel.

EN

The article is to aim to presentation of the silhouette of Marian Gietko – one of the many pre-war graduates of the Faculty of Education at the Lublin Catholic University. He did not have neither high academic title, nor was the author of educational publications. He put however a great merits for Polish. He contributed to education for people who in the interwar period have taken effort to work towards the Homeland, during the Second World War they fighting for the freedom of the country, and in the reality of the post-war they communicate to younger generations all of inculcated them in the educational process of universal, patriotic and spiritual values. In memories of his students and in the pages of carrying on his school chronicles, he stands as an ideal teacher, great educator and citizen devoted to social issues.

18

L’educando nello sguardo dell’educatore: spunti nel pensiero di Chiara Lubich e di Janusz Korczak

63%

Siniscalco M. T.

Paedagogia Christiana

|

2019

|

vol. 1/43

229-243

IT

L’articolo mira a evidenziare alcuni spunti pedagogici del testo di Chiara Lubich Guardare tutti i fiori, mettendoli in dialogo con il pensiero di Janusz Korczak. L’universalità insita nell’esortazione della Lubich a “guardare tutti i fiori”, si ritrova nell’esortazione di Korczak a “rispettare tutte le età della vita”, conseguenza della considerazione alta che egli ha del bambino e dei suoi diritti, primo dei quali il diritto al rispetto; lo spessore di significato che il “guardare” assume nel testo della Lubich, dove diventa sinonimo di “amare”, lo si ritrova declinato e dispiegato in chiave educativa nell’opera di Korczak. L’accostamento di alcuni brani dei testi dei due autori rivela profonde assonanze nelle fondamenta antropologiche del loro pensiero.

EN

The article aims to highlight some pedagogical implications of the text of Chiara Lubich Looking at All the Flowers, putting it in dialogue with the work of Janusz Korczak. The universality inherent in Chiara Lubich’s exhortation to “look at all the flowers”, can be found in the exhortation of Korczak to “respect all the ages of life”, as a consequence of the high consideration that he has of the child and his rights, first of which the right to respect. The depth of meaning that “looking at” assumes in this text of Chiara Lubich, where it becomes synonymous with “loving”, can be found declined and deployed in pedagogical terms in the work of Korczak. The juxtaposition of some passages of the texts of these two authors reveals profound assonances in the anthropological foundations of their thought.

19

Idea ochrony w koncepcji pedagogicznej Edmunda Bojanowskiego

63%

Łuczyński A.

Zeszyty Naukowe KUL

|

2017

|

vol. 60

|

issue 4

199-213

EN

The project of pre-school education presented in the article, together with the principle of child protection, is an expression of creative thinking and exploration of Edmund Bojanowski. Its innovative approach to the “protection” of the child, allows the youngest full development of their personal potential. What distinguishes Edmund Bojanowski from among other outstanding defenders of the rights of the child is the decisive concern for his temporal and supernatural welfare expressed in the fullest in his realization of the idea of protection. In his writings, he pointed out that a well-meaning idea of protection is the foundation of the work of upbringing and human development.

PL

Ukazany w artykule projekt wychowania przedszkolnego wraz z naczelną dla niego ideą ochrony dziecka jest wyrazem twórczych przemyśleń i poszukiwań Edmunda Bojanowskiego. Jego nowatorskie podejścia do „ochrony” dziecka, umożliwia najmłodszym pełny rozwój ich potencjału osobowego. Tym, co wyróżnia Edmunda Bojanowskiego z pośród innych wybitnych obrońców praw dziecka, jest zdecydowana troska o jego dobro doczesne i nadprzyrodzone wyrażona najpełniej w urzeczywistnionej przez niego idei ochrony. W swoich pismach jasno wskazywał, iż dobrze rozumiana idea ochrony stanowi fundament dzieła wychowania oraz rozwoju człowieka.

20

LIFELONG LEARNING IN MUSEUMS. A EUROPEAN HANDBOOK. REASONS FOR AN EDITORIAL SUCCESS

63%

Sani M.

Muzealnictwo

|

2013

|

vol. 54

182-190

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