Pub Date : 2019-12-13DOI: 10.4467/24504564pmp.19.013.11108
Małgorzata Kunicka
S u m m a r y: The text is an attempt to indicate pedagogical references in the philosophical concept of Adam Rodziński. In his personalistic approach to the problems of a person, morality and culture, one can find pedagogical accents, especially those that concern the ethics of education, emphasising the personal dignity of a child and the importance of culture in the process of education. The article presents the figure of A. Rodziński and the analysis of his texts in terms of pedagogical references and relevancies. What is most characteristic of A. Rodziński in this context is his being a consistent personalist, emphasising the dignity of a human person, including the child, as the subject of education.
S m m a r y:本文试图指出亚当哲学概念中的教学参考Rodziński。在他对人、道德和文化问题的个人化处理中，人们可以发现教学的口音，特别是那些与教育伦理有关的口音，强调儿童的人格尊严和文化在教育过程中的重要性。本文介绍了A. Rodziński的人物形象，并从教学参考和相关性的角度分析了他的文本。在这种情况下，a . Rodziński最具特色的是他始终如一的个人主义者，强调人的尊严，包括儿童，作为教育的主体。
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Pub Date : 2019-12-13DOI: 10.4467/24504564pmp.19.008.11103
M. Krasnodębski
Paideia jako uprawa potencjalności czlowieka zmierzająca do pelni jego czlowieczenstwa. Wprowadzenie do klasycznej filozofii edukacji
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Pub Date : 2019-12-13DOI: 10.4467/24504564pmp.19.005.11100
Pavol Dancák
Czlowiek – wolnośc – dobro – prawda jako horyzont myślenia o wychowaniu w filozofii Jozefa Tischnera
人--自由--善--真理是约瑟夫-蒂施纳哲学中的教育思考视域
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Pub Date : 2019-12-13DOI: 10.4467/24504564pmp.19.015.11110
Wiesława Sajdek
Badania Aleksandra Birkenmajera nad filozofią Witelona jako inspiracja do zmiany oceny średniowiecza w programach edukacji
{"title":"Badania Aleksandra Birkenmajera nad filozofią Witelona jako inspiracja do zmiany oceny średniowiecza w programach edukacji","authors":"Wiesława Sajdek","doi":"10.4467/24504564pmp.19.015.11110","DOIUrl":"https://doi.org/10.4467/24504564pmp.19.015.11110","url":null,"abstract":"Badania Aleksandra Birkenmajera nad filozofią Witelona jako inspiracja do zmiany oceny średniowiecza w programach edukacji","PeriodicalId":350521,"journal":{"name":"Polska Myśl Pedagogiczna","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116882011","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 : 2019-12-13DOI: 10.4467/24504564pmp.19.018.11113
Paweł Śpica
Wychowanie moralne w świetle „rozpraw obyczajowych” publikowanych na lamach „Katolika Dyecezyi Chelminskiej” w latach 1849–1850
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Pub Date : 2019-12-13DOI: 10.4467/24504564pmp.19.011.11106
Rafał Piwowarski
The Concepts and Achievements of Marian Falski Are Still Useful Summary: Professor Marian Falski to many people, especially the older generation – is associated with the longest-used primer in Poland, which Falski was the author. For people involved in the organization of education and educational policy, as well as the history of education – the activity of M. Falski is associated with the broadly understood organization of education in the first years after the First World War (and for the next several decades) – primarily with the design of the school network, guidelines related to rural education. In later years Professor Falski spoke about the reforms of the entire school system – including on secondary education (significant work on “Mid-level education issues”), on the concept of collective municipal schools, or on the reformed education and works of the Committee of Experts at the beginning of the seventies of the twentieth century, preparing a report on the state of education.
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Pub Date : 2019-12-13DOI: 10.4467/24504564pmp.19.010.11105
Ryszard Skrzyniarz
S u m m a r y: In the article I would like to show Prywatne Gimnazjum Męskie im. Stefana Batorego, the so-called ‘Lublin School’, as an educational environment which, on the threshold of formation of Polish statehood and in the first years of the young state’s functioning, was able to attract many scholars and create a climate friendly to the development of young people, many of whom became eminent scholars, writers, artists, clergy and lawyers. One of them was, among others, Kazimierz Dąbrowski (1902–1980), a psychiatrist, psychologist and pedagogue, doctor of medicine and philosophy, creator of the theory of positive disintegration, who between 1916 and 1923 studied in it. I would like to present people whom Dąbrowski encountered while studying in Lublin and who, thanks to their personality, charisma and scientific achievements, influenced the development of a young man, eager for knowledge.
S m m ar y:在文章中，我想展示Prywatne Gimnazjum Męskie im。Stefana Batorego，即所谓的“卢布林学校”，作为一个教育环境，在波兰国家形成的门槛和年轻国家运作的最初几年，能够吸引许多学者，创造一个有利于年轻人发展的气候，其中许多人成为杰出的学者，作家，艺术家，神职人员和律师。其中之一是Kazimierz Dąbrowski(1902-1980)，他是一位精神病学家、心理学家和教育家，医学和哲学博士，积极解体理论的创造者，他在1916年至1923年期间研究了这一理论。我想介绍Dąbrowski在卢布林学习期间遇到的人，由于他们的个性，魅力和科学成就，影响了一个渴望知识的年轻人的发展。
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