Pub Date : 2021-11-30DOI: 10.4467/24504564pmp.21.012.13942
Rafał Charzyński
The Shape of Polish National Pedagogics according to Wiktor Wąsik The article aims to demonstrate the validity of Wiktor Wąsik’s assertions regarding the existence of a national Polish pedagogy. An analysis of the views of these thinkers shows that there are many essential pedagogical features common across these scholars, even though they lived in different epochs. This analysis also allows us to see their work as both specifically Polish and simultaneously well-harmonized within European thought.
{"title":"Kształt polskiej pedagogiki narodowej według Wiktora Wąsika","authors":"Rafał Charzyński","doi":"10.4467/24504564pmp.21.012.13942","DOIUrl":"https://doi.org/10.4467/24504564pmp.21.012.13942","url":null,"abstract":"The Shape of Polish National Pedagogics according to Wiktor Wąsik\u0000\u0000The article aims to demonstrate the validity of Wiktor Wąsik’s assertions regarding the existence of a national Polish pedagogy. An analysis of the views of these thinkers shows that there are many essential pedagogical features common across these scholars, even though they lived in different epochs. This analysis also allows us to see their work as both specifically Polish and simultaneously well-harmonized within European thought.","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"82 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113943347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.4467/24504564pmp.21.010.13940
Wojciech Rutkiewicz
The Role of Philosophy Lessons in Context of Non-Official Curriculum in School Bohdan Chwedeńczuk has asked provocatively: what is the purpose of doing philosophy? We can treat this question as a philosophical one. Nevertheless in this article I would like to treat it as a question concerning education. Polish philosophical community basically agrees that providing philosophy lessons would be a valuable supplement for general education in Poland. However there is no agreement in case of how and what exactly we should teach in philosophy class. I argue that philosophy lessons are beneficial for students. My argumentation is based on critical theory in educational research, in which key theme is educational curriculum’s inquiry. I separate three kind of educational curriculum: hidden curriculum, null curriculum and informal curriculum. I’m going to argue that philosophy lessons are not only beneficial for future students’ lives, but also helpful for coping with school routine.
{"title":"Rola lekcji filozofii wobec programu nieoficjalnego w szkole","authors":"Wojciech Rutkiewicz","doi":"10.4467/24504564pmp.21.010.13940","DOIUrl":"https://doi.org/10.4467/24504564pmp.21.010.13940","url":null,"abstract":"The Role of Philosophy Lessons in Context of Non-Official Curriculum in School\u0000\u0000Bohdan Chwedeńczuk has asked provocatively: what is the purpose of doing philosophy? We can treat this question as a philosophical one. Nevertheless in this article I would like to treat it as a question concerning education. Polish philosophical community basically agrees that providing philosophy lessons would be a valuable supplement for general education in Poland. However there is no agreement in case of how and what exactly we should teach in philosophy class. I argue that philosophy lessons are beneficial for students. My argumentation is based on critical theory in educational research, in which key theme is educational curriculum’s inquiry. I separate three kind of educational curriculum: hidden curriculum, null curriculum and informal curriculum. I’m going to argue that philosophy lessons are not only beneficial for future students’ lives, but also helpful for coping with school routine.","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133009906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.4467/24504564pmp.21.019.13949
M. Potočárová
The paper has the ambition to map the social and political situation in Slovakia in the period between the two world wars which had impact on the situation of families and education. After the establishment of a common state of Czechs and Slovaks – the 1st Czechoslovak Republic (1918), there were new conditions for reform movements and ideas of pedagogical thinking. The study is focusing on social events and transformations that guide the school system and education. The paper analyses specifically, what inspired the education and practical functioning of schools in Slovakia in this new state formation of the multinational Republic. The obtained picture tells about the state of reforms in education with its penetration into also into the family education pattern in Slovakia is partially compared with the conditions in the Czech Republic. The educational and upbringing objectives of this period are presented through the statements of historical documents, from a review of available educational literature and the press. We also deal with the question, what ideological ideas of the interwar years had an impact on the setting of goals and in family education. What did parents follow in their daily upbringing at the beginning of the 20th century and in the era between the two world wars? The paper, therefore, gives also the insight into the history of everyday life of Slovak families and into the family education in the interwar period.
{"title":"School and Educational Objectives of the Interwar Period in the 1st Czechoslovak Republic","authors":"M. Potočárová","doi":"10.4467/24504564pmp.21.019.13949","DOIUrl":"https://doi.org/10.4467/24504564pmp.21.019.13949","url":null,"abstract":"The paper has the ambition to map the social and political situation in Slovakia in the period between the two world wars which had impact on the situation of families and education. After the establishment of a common state of Czechs and Slovaks – the 1st Czechoslovak Republic (1918), there were new conditions for reform movements and ideas of pedagogical thinking. The study is focusing on social events and transformations that guide the school system and education. The paper analyses specifically, what inspired the education and practical functioning of schools in Slovakia in this new state formation of the multinational Republic. The obtained picture tells about the state of reforms in education with its penetration into also into the family education pattern in Slovakia is partially compared with the conditions in the Czech Republic. The educational and upbringing objectives of this period are presented through the statements of historical documents, from a review of available educational literature and the press. We also deal with the question, what ideological ideas of the interwar years had an impact on the setting of goals and in family education. What did parents follow in their daily upbringing at the beginning of the 20th century and in the era between the two world wars? The paper, therefore, gives also the insight into the history of everyday life of Slovak families and into the family education in the interwar period.","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129928364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.4467/24504564pmp.21.007.13937
Justyna Kusztal
The article presents an analysis and interpretation of the sources and other materials gathered in search of answers to the questions about social pedagogy as the source of contemporary social rehabilitation thinking and practice. Social pedagogy and social rehabilitation pedagogy share some of their history, both rooted in the thinking and writings of the first Polish pedagogues (19th/20th century), and also in the institutional measures designed to serve people and social groups, especially children threatened by poverty, marginalization and social maladjustment. The article discusses the developmental stages of Polish social pedagogy, with the turning point being 1945, as well as their implications for the evolution of social rehabilitation ideas and practice, from their origin at the turn of the 19th and 20th centuries to the present day.
{"title":"Social Pedagogy as a Source of Social Prophylactics and Social Rehabilation Theory and Practice","authors":"Justyna Kusztal","doi":"10.4467/24504564pmp.21.007.13937","DOIUrl":"https://doi.org/10.4467/24504564pmp.21.007.13937","url":null,"abstract":"The article presents an analysis and interpretation of the sources and other materials gathered in search of answers to the questions about social pedagogy as the source of contemporary social rehabilitation thinking and practice. Social pedagogy and social rehabilitation pedagogy share some of their history, both rooted in the thinking and writings of the first Polish pedagogues (19th/20th century), and also in the institutional measures designed to serve people and social groups, especially children threatened by poverty, marginalization and social maladjustment. The article discusses the developmental stages of Polish social pedagogy, with the turning point being 1945, as well as their implications for the evolution of social rehabilitation ideas and practice, from their origin at the turn of the 19th and 20th centuries to the present day.","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124408818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.4467/24504564pmp.21.024.13954
Anna Sajdak-Burska
{"title":"Awangarda tradycji. Głos w sporze o tożsamość współczesnego mężczyzny ks. Adama Rybickiego w pracy Od antropologii do duchowości mężczyzny. Źródła, koncepcje, perspektywy, Wydawnictwo „Bernardinum”, Pelpin 2020, ss. 303. ISBN 978-83-8127-578-1","authors":"Anna Sajdak-Burska","doi":"10.4467/24504564pmp.21.024.13954","DOIUrl":"https://doi.org/10.4467/24504564pmp.21.024.13954","url":null,"abstract":"","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114480900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.4467/24504564pmp.21.015.13945
Lucyna Dziaczkowska
The Principles of Education in the Light of Zygmunt Mysłakowski’s Pedagogical Thoughts It is quite rare that the term “principles of education” is used in contemporary pedagogy. At the same time, concrete educational activities or processes require the right actions, i.e., actions that will foster participant development within the educational reality. This article constitutes an attempt to decode the principles of education in the light of Zygmunt Mysłakowski’s works, and to pinpoint the determining factors which could have led to their formulation. These conditions influenced the practice of pedagogy in Poland, and were not insignificant for the way in which the principles of education were understood and constructed by pedagogues. The author points to some areas in which Mysłakowski searched for these principles. They are pedeutology, general pedagogy, and the pedagogue’s own theory of education. In the concluding part of the article, values are cited as one of the key categories for Mysłakowski in formulating his principles of education.
{"title":"Prawidłowości wychowania w świetle myśli pedagogicznej Zygmunta Mysłakowskiego","authors":"Lucyna Dziaczkowska","doi":"10.4467/24504564pmp.21.015.13945","DOIUrl":"https://doi.org/10.4467/24504564pmp.21.015.13945","url":null,"abstract":"The Principles of Education in the Light of Zygmunt Mysłakowski’s Pedagogical Thoughts\u0000\u0000It is quite rare that the term “principles of education” is used in contemporary pedagogy. At the same time, concrete educational activities or processes require the right actions, i.e., actions that will foster participant development within the educational reality. This article constitutes an attempt to decode the principles of education in the light of Zygmunt Mysłakowski’s works, and to pinpoint the determining factors which could have led to their formulation. These conditions influenced the practice of pedagogy in Poland, and were not insignificant for the way in which the principles of education were understood and constructed by pedagogues. The author points to some areas in which Mysłakowski searched for these principles. They are pedeutology, general pedagogy, and the pedagogue’s own theory of education. In the concluding part of the article, values are cited as one of the key categories for Mysłakowski in formulating his principles of education.","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134176573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.4467/24504564pmp.21.008.13938
Małgorzata Turczyk
This article presents an analysis and interpretation of sources and secondary materials collected during research on social pedagogy being a source of ideas for the contemporary concept of children’s rights. Polish social pedagogy in its historic heritage, grounded in the ideas and writings of the first Polish pedagogues, of the 1920s and 1930s as well as in specific theoretical and institutional measures that served the practice of social support, help and care, was guided by the notion of the protection of human rights. This particularly referred to the rights of the child threatened by poverty, exclusion, social inadequacy; the child who was hungry, abandoned, orphaned and in urgent need of support. The article discusses the source of the concept of children’s rights found in the achievements of Polish social pedagogues, and their implications for the evolution of theory and practice in protection of the children’s rights. The central focus of these considerations is the category of law as an important element of the human educational environment during childhood.
{"title":"Polish Pedagogy in the Early 20th Century: The Emergence of the Concept of Children’s Rights","authors":"Małgorzata Turczyk","doi":"10.4467/24504564pmp.21.008.13938","DOIUrl":"https://doi.org/10.4467/24504564pmp.21.008.13938","url":null,"abstract":"This article presents an analysis and interpretation of sources and secondary materials collected during research on social pedagogy being a source of ideas for the contemporary concept of children’s rights. Polish social pedagogy in its historic heritage, grounded in the ideas and writings of the first Polish pedagogues, of the 1920s and 1930s as well as in specific theoretical and institutional measures that served the practice of social support, help and care, was guided by the notion of the protection of human rights. This particularly referred to the rights of the child threatened by poverty, exclusion, social inadequacy; the child who was hungry, abandoned, orphaned and in urgent need of support.\u0000\u0000The article discusses the source of the concept of children’s rights found in the achievements of Polish social pedagogues, and their implications for the evolution of theory and practice in protection of the children’s rights. The central focus of these considerations is the category of law as an important element of the human educational environment during childhood.","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126454593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-05DOI: 10.4467/24504564PMP.20.009.12243
Małgorzata Michel
Stanislaw Jedlewski’s System of Education and System of Youth Social Rehabilitation on the Grounds of Chosen Works Analysis
基于选集分析的耶德莱夫斯基的教育体系和青年社会康复体系
{"title":"Stanisław Jedlewski’s System of Education and System of Youth Social Rehabilitation on the Grounds of Chosen Works Analysis","authors":"Małgorzata Michel","doi":"10.4467/24504564PMP.20.009.12243","DOIUrl":"https://doi.org/10.4467/24504564PMP.20.009.12243","url":null,"abstract":"Stanislaw Jedlewski’s System of Education and System of Youth Social Rehabilitation on the Grounds of Chosen Works Analysis","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127511444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-05DOI: 10.4467/24504564PMP.20.012.12246
K. Kmiecik-Jusięga
Szpakowisko. A Story about a Youth Movement Supporting the Building of a Group Identity of (Self)Excluded People
Szpakowisko。一个关于支持(自我)排斥者群体认同建立的青年运动的故事
{"title":"Szpakowisko. A Story about a Youth Movement Supporting the Building of a Group Identity of (Self)Excluded People","authors":"K. Kmiecik-Jusięga","doi":"10.4467/24504564PMP.20.012.12246","DOIUrl":"https://doi.org/10.4467/24504564PMP.20.012.12246","url":null,"abstract":"Szpakowisko. A Story about a Youth Movement Supporting the Building of a Group Identity of (Self)Excluded People","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114293155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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