The article focuses on the military and political reports of the Military Office of the President of the Czechoslovak Republic in 1935. The relations between Czechoslovakia and Poland in the interwar period were not ideal for a number of reasons, yet there were mutual contacts, one of which was the work of the diplomatic corps and military attachés. The view of these reports on developments in Poland was an important source of information for the Czechoslovak President. That is why the reports are quite detailed. The article presents them with a commentary on the events mentioned and with the necessary setting in the contemporary context.
{"title":"Reports to the Military Office of the President of the Republic in Czechoslovakia on the situation in Poland in 1935","authors":"Tomáš Řepa","doi":"10.5817/cphpj-2023-006","DOIUrl":"https://doi.org/10.5817/cphpj-2023-006","url":null,"abstract":"The article focuses on the military and political reports of the Military Office of the President of the Czechoslovak Republic in 1935. The relations between Czechoslovakia and Poland in the interwar period were not ideal for a number of reasons, yet there were mutual contacts, one of which was the work of the diplomatic corps and military attachés. The view of these reports on developments in Poland was an important source of information for the Czechoslovak President. That is why the reports are quite detailed. The article presents them with a commentary on the events mentioned and with the necessary setting in the contemporary context.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"56 12","pages":""},"PeriodicalIF":0.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983677","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}
The article highlights the views of Mykola Shlemkevych – a Ukrainian scholar, educator, philosopher and public figure - on the ideal, purpose and content of the education of Ukrainian youth. The main concepts of the ideal of education are revealed: value orientations (God, nation, family, social environment, language, culture, history, tradition); moral (love, faith, kindness, truth, beauty) and national values (the Ukrainian idea, national unity, national consciousness, patriotism, national interests). Attention is focused on the spiritual origins of the Ukrainian people, encompassing the principles of nationalism and humanism; on patriotism; on achieving personal freedom; advocacy of democratic ideas.
{"title":"The Ukrainian Ideal of Education in the Works of Mykola Shlemkevych (1894–1966)","authors":"Marija Czepil, Oksana Yaciv, O. Karpenko","doi":"10.5817/cphpj-2023-003","DOIUrl":"https://doi.org/10.5817/cphpj-2023-003","url":null,"abstract":"The article highlights the views of Mykola Shlemkevych – a Ukrainian scholar, educator, philosopher and public figure - on the ideal, purpose and content of the education of Ukrainian youth. The main concepts of the ideal of education are revealed: value orientations (God, nation, family, social environment, language, culture, history, tradition); moral (love, faith, kindness, truth, beauty) and national values (the Ukrainian idea, national unity, national consciousness, patriotism, national interests). Attention is focused on the spiritual origins of the Ukrainian people, encompassing the principles of nationalism and humanism; on patriotism; on achieving personal freedom; advocacy of democratic ideas.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"68 26","pages":""},"PeriodicalIF":0.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983485","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}
If it is true that every country has its own "fateful dates", then in the case of the Republic of Turkey one should definitely not forget about the years ending with the number "three". The aim of this short reflection is to highlight the neglected events of 1963, which fundamentally influenced the direction of Turkey in the second half of the 20th century.
{"title":"Turkey and the \"Key Threes\"","authors":"Jana Vlčková Musilová","doi":"10.5817/cphpj-2023-007","DOIUrl":"https://doi.org/10.5817/cphpj-2023-007","url":null,"abstract":"If it is true that every country has its own \"fateful dates\", then in the case of the Republic of Turkey one should definitely not forget about the years ending with the number \"three\". The aim of this short reflection is to highlight the neglected events of 1963, which fundamentally influenced the direction of Turkey in the second half of the 20th century.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"12 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983002","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}
The study presents the results of a questionnaire survey on the involvement of Ukrainian students (who arrived as a result of the war conflict) in the teaching of history at Czech elementary schools. It is part of a broader research, and this study focuses on the results related to the availability of teaching materials, the knowledge of Ukrainian students, their testing, and evaluation. The results indicate that in the spring of 2023, teachers did not agree on the state of availability of history teaching materials for Ukrainian students. If anything was lacking, it was most commonly worksheets and textbooks. They also often lack assistants for Ukrainian students. An interesting aspect is the effort of Czech teachers to incorporate Ukrainian history into Czech history education. Most respondents cannot assess the historical knowledge of Czech and Ukrainian students. Those who compare them mostly state that the knowledge of Ukrainian students is inferior, citing the different thematic placement of history classes in Ukraine as the main cause. It is positive that Czech teachers generally observe improvements in the history skills of Ukrainian students. They attribute this improvement primarily to the enhancement of their language skills. In the case of testing Ukrainian students in history, teachers most often choose a combination of written and oral exams, usually in the Czech language. Ukrainian students can frequently use an online translator, especially during written tests. Only a minority of Ukrainian students have an assistant available. During the research period (spring 2023), they were mostly tested on a reduced curriculum. Evaluation is usually done using grades, but a common approach is a combined form where the evaluation is supplemented with verbal feedback. Ukrainian students are generally assessed less strictly than Czech students. The results are compared and contextualized with the findings of other research.
{"title":"Ukrainian Pupils in Czech Schools and History Lessons – Teaching Materials, Knowledge, Testing and Assessment","authors":"Miroslav Jireček, Michal Bednář, Jan Moravec","doi":"10.5817/cphpj-2023-004","DOIUrl":"https://doi.org/10.5817/cphpj-2023-004","url":null,"abstract":"The study presents the results of a questionnaire survey on the involvement of Ukrainian students (who arrived as a result of the war conflict) in the teaching of history at Czech elementary schools. It is part of a broader research, and this study focuses on the results related to the availability of teaching materials, the knowledge of Ukrainian students, their testing, and evaluation. The results indicate that in the spring of 2023, teachers did not agree on the state of availability of history teaching materials for Ukrainian students. If anything was lacking, it was most commonly worksheets and textbooks. They also often lack assistants for Ukrainian students. An interesting aspect is the effort of Czech teachers to incorporate Ukrainian history into Czech history education. Most respondents cannot assess the historical knowledge of Czech and Ukrainian students. Those who compare them mostly state that the knowledge of Ukrainian students is inferior, citing the different thematic placement of history classes in Ukraine as the main cause. It is positive that Czech teachers generally observe improvements in the history skills of Ukrainian students. They attribute this improvement primarily to the enhancement of their language skills. In the case of testing Ukrainian students in history, teachers most often choose a combination of written and oral exams, usually in the Czech language. Ukrainian students can frequently use an online translator, especially during written tests. Only a minority of Ukrainian students have an assistant available. During the research period (spring 2023), they were mostly tested on a reduced curriculum. Evaluation is usually done using grades, but a common approach is a combined form where the evaluation is supplemented with verbal feedback. Ukrainian students are generally assessed less strictly than Czech students. The results are compared and contextualized with the findings of other research.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"85 11","pages":""},"PeriodicalIF":0.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984792","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}
In early April 1933, the racist laws went into effect in Nazi Germany. These officially dictated that all involvement with Jews should be severed by keeping a safe distance. On the eve of Hitler’s taking power, there were some six hundred thousand Jews in Germany. They enjoyed full civil rights and were deeply involved in social and political life. The German Jewish identity was clear-cut to most of them, and some were convinced that Nazi ideology had nothing to do with them. The following article, which focuses on the period between January 1933 and November 1938, will present some responses and identical dilemmas of those German Jews, who found it difficult to accept that Nazi laws include them as Jews only. It will describe their conduct within a community preparation that was gradually being formulated already in Zionist and German-Jewish responses and activities. Most of the sources and examples in this article are aimed to observe the German Jewish dilemma based on their dual cultural loyalty as Germans and as Jews as well. Describing these difficulties, and the German Jews' reactions to the Nuremberg Laws in 1935, and after the Kristallnacht pogrom in 1938, intends to describe expressions of uncertainty and a sense of detachment that characterizes German Jews more prominently. This article deals with the Legal-Racial Lows experienced as German Jews and its future impacts on their fate during the war and afterward.
{"title":"The German-Jews' Identity and Reactions to the Nazi Policy","authors":"Tamar Ketko","doi":"10.5817/cphpj-2023-005","DOIUrl":"https://doi.org/10.5817/cphpj-2023-005","url":null,"abstract":"In early April 1933, the racist laws went into effect in Nazi Germany. These officially dictated that all involvement with Jews should be severed by keeping a safe distance. On the eve of Hitler’s taking power, there were some six hundred thousand Jews in Germany. They enjoyed full civil rights and were deeply involved in social and political life. The German Jewish identity was clear-cut to most of them, and some were convinced that Nazi ideology had nothing to do with them. The following article, which focuses on the period between January 1933 and November 1938, will present some responses and identical dilemmas of those German Jews, who found it difficult to accept that Nazi laws include them as Jews only. It will describe their conduct within a community preparation that was gradually being formulated already in Zionist and German-Jewish responses and activities. Most of the sources and examples in this article are aimed to observe the German Jewish dilemma based on their dual cultural loyalty as Germans and as Jews as well. Describing these difficulties, and the German Jews' reactions to the Nuremberg Laws in 1935, and after the Kristallnacht pogrom in 1938, intends to describe expressions of uncertainty and a sense of detachment that characterizes German Jews more prominently. This article deals with the Legal-Racial Lows experienced as German Jews and its future impacts on their fate during the war and afterward.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"20 6","pages":""},"PeriodicalIF":0.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984248","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}
The historiographical study analyses libraries as institutions that work with the collective memory of the nations in which they are located while educating all inhabitants. Libraries represent one of the crucial institutions of modern Czechoslovak society. This study focuses on their research from the perspective of the anthropology of institutions. Within the framework of Czechoslovakia, it analyses three stages of historical development: 1918–1938, 1938–1948 and 1948–1968. The study seeks to uncover anthropological patterns that implicitly shape the structure, meaning and methods of functioning of libraries and their social order. It also explains why libraries were essential institutions for Masaryk's Czechoslovakia and the totalitarian communist state. The study shows libraries as an institution with a high degree of historical continuity and, at the same time, discontinuously changing from a place of education for democracy into a means of propaganda and indoctrination.
{"title":"Library as an Educational Institution 1918-1968: Construction of the \"New Human\" as a Discontinuity in Continuity","authors":"Michal Černý","doi":"10.5817/cphpj-2023-002","DOIUrl":"https://doi.org/10.5817/cphpj-2023-002","url":null,"abstract":"The historiographical study analyses libraries as institutions that work with the collective memory of the nations in which they are located while educating all inhabitants. Libraries represent one of the crucial institutions of modern Czechoslovak society. This study focuses on their research from the perspective of the anthropology of institutions. Within the framework of Czechoslovakia, it analyses three stages of historical development: 1918–1938, 1938–1948 and 1948–1968. The study seeks to uncover anthropological patterns that implicitly shape the structure, meaning and methods of functioning of libraries and their social order. It also explains why libraries were essential institutions for Masaryk's Czechoslovakia and the totalitarian communist state. The study shows libraries as an institution with a high degree of historical continuity and, at the same time, discontinuously changing from a place of education for democracy into a means of propaganda and indoctrination.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":" 4","pages":""},"PeriodicalIF":0.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128476","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}
Educational mission of the Faculty of Military Leadership (until 2014 as Faculty of Economics and Management) of the University of Defence (Brno, Czech Republic) underwent since its origin in 2004 to 2018 number of changes. By analysing the structure of study programmes and the number of employees and students, the goal of this article is to identify the main periods in the development of the faculty as well as its role in the educational system. The results are as follows.The first period was a reaction to a process of professionalization of army, i.e., the replacement the conscript army by professionals that led into decrease of number of military students and parallel orientation towards civilian study programmes in national security. The second stage was influenced by the financial crisis of 2007–2008; that is why a gradual reduction of military study took place as well as serious considerations about the dissolution of the faculty and university, respectively. The third, final, period began in 2013–2014. Its main element was the change of characteristics of study programmes and their connection to the “militarization” of the faculty; reorganization of the structure of the faculty in 2014; the gradual increase of the number of military students at the expense of civilian students; and, finally, the cancelation of civilian study programmes. Year 2018, when personal changes in management of faculty took place together with a consideration about principles of a new study programme, could be regarded as the beginning of a qualitative new period in history of Faculty of Military Leadership that lasts until present day – and as such is out of focus of this study.
{"title":"The Changing Role of the Faculty of Military Leadership in Czech Military Education (2004–2018)","authors":"Aleš Binar","doi":"10.5817/cphpj-2023-001","DOIUrl":"https://doi.org/10.5817/cphpj-2023-001","url":null,"abstract":"Educational mission of the Faculty of Military Leadership (until 2014 as Faculty of Economics and Management) of the University of Defence (Brno, Czech Republic) underwent since its origin in 2004 to 2018 number of changes. By analysing the structure of study programmes and the number of employees and students, the goal of this article is to identify the main periods in the development of the faculty as well as its role in the educational system. The results are as follows.The first period was a reaction to a process of professionalization of army, i.e., the replacement the conscript army by professionals that led into decrease of number of military students and parallel orientation towards civilian study programmes in national security. The second stage was influenced by the financial crisis of 2007–2008; that is why a gradual reduction of military study took place as well as serious considerations about the dissolution of the faculty and university, respectively. The third, final, period began in 2013–2014. Its main element was the change of characteristics of study programmes and their connection to the “militarization” of the faculty; reorganization of the structure of the faculty in 2014; the gradual increase of the number of military students at the expense of civilian students; and, finally, the cancelation of civilian study programmes. Year 2018, when personal changes in management of faculty took place together with a consideration about principles of a new study programme, could be regarded as the beginning of a qualitative new period in history of Faculty of Military Leadership that lasts until present day – and as such is out of focus of this study.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":"51 18","pages":""},"PeriodicalIF":0.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983383","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}
L. Androshchuk, T. Blahova, Olexandr Zhyrov, O. Martynenko, I. Tereshko
The Slavic choreography plays a significant role in developing the essential directions of children’s choreography under the conditions of school and leisure activity. The examples of Slavic choreography happen to be an eff ective measure for developing the artistic potential of younger pupils by receiving the basics of folklore –scenes and ballroom dancing. The dances of Slavic choreography that are considered typical for a variety of countries which are being taught at a school age, facilitate the development of a choreographic culture, technical skills and the imagery of a dance, they create opportunities for the children to get acquainted with the traditions, the character and the national peculiarities of the dancing culture of a certain nature. The Slavic danceseducate the child in terms of intranational tolerance and intracultural mentality, develop a high culture of international relations.
{"title":"The Development of the Artistic Potential of Pupils of Primary Classes by means of Slavic Choreography","authors":"L. Androshchuk, T. Blahova, Olexandr Zhyrov, O. Martynenko, I. Tereshko","doi":"10.5817/cphpj-2022-003","DOIUrl":"https://doi.org/10.5817/cphpj-2022-003","url":null,"abstract":"The Slavic choreography plays a significant role in developing the essential directions of children’s choreography under the conditions of school and leisure activity. The examples of Slavic choreography happen to be an eff ective measure for developing the artistic potential of younger pupils by receiving the basics of folklore –scenes and ballroom dancing. The dances of Slavic choreography that are considered typical for a variety of countries which are being taught at a school age, facilitate the development of a choreographic culture, technical skills and the imagery of a dance, they create opportunities for the children to get acquainted with the traditions, the character and the national peculiarities of the dancing culture of a certain nature. The Slavic danceseducate the child in terms of intranational tolerance and intracultural mentality, develop a high culture of international relations.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43785883","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}
In mid-fifties helicopters were already an indivisible part of military air forces all over the world. In terms of the Warsaw Pact the army of Soviet Union and subsequently its satellite states got the first helicopters. In 1956 Czechoslovak military air force also received the first Mil Mi-4 helicopters. Since 1959 Mi-1 light helicopters were used for pilots training, however, in early sixties there was a shortage of backup pilots within military units. The only Czechoslovak liaison helicopter regiment did not manage to train its own pilots, much less backup pilots. Therefore, unused military helicopters HC-102 were incorporated into Svazarm aero clubs (Svaz pro spolupráci s armádou - The Union for Cooperation with The Army). Flying with Mi-1 started in 1965. In course of eleven years a huge number of pilots were trained within aeroclubs, which cooperated with military air force, to join the army in case of need. In 1974 the conception of backup pilots training in aeroclubs was re-evaluated and finished. The numerous group of pilots then got occasional trainings at army till early eighties and many of the pilots were finally employed at the police, air force or in civil sector.
在50年代中期，直升机已经是世界各地军事空军不可分割的一部分。就华约而言，苏联军队及其附属国家获得了第一架直升机。1956年，捷克斯洛伐克空军也接收了第一架米-4直升机。自1959年米-1轻型直升机被用于飞行员训练以来，然而，在60年代初，军事部队中缺乏后备飞行员。捷克斯洛伐克唯一的联络直升机团没有训练自己的飞行员，更不用说后备飞行员了。因此，未使用的军用直升机HC-102被纳入Svazarm航空俱乐部（Svaz pro spolupráci s armádou-与陆军合作联盟）。米一开始飞行于1965年。在11年的时间里，大量飞行员在与空军合作的航空俱乐部接受训练，以便在需要时参军。1974年，后备飞行员在航空俱乐部训练的概念被重新评估并完成。随后，这群飞行员在军队接受了偶尔的培训，直到80年代初，许多飞行员最终受雇于警察、空军或民用部门。
{"title":"Military Helicopters in Czechoslovak Aeroclubs Between 1963–1974","authors":"V. Hájek","doi":"10.5817/cphpj-2022-002","DOIUrl":"https://doi.org/10.5817/cphpj-2022-002","url":null,"abstract":"In mid-fifties helicopters were already an indivisible part of military air forces all over the world. In terms of the Warsaw Pact the army of Soviet Union and subsequently its satellite states got the first helicopters. In 1956 Czechoslovak military air force also received the first Mil Mi-4 helicopters. Since 1959 Mi-1 light helicopters were used for pilots training, however, in early sixties there was a shortage of backup pilots within military units. The only Czechoslovak liaison helicopter regiment did not manage to train its own pilots, much less backup pilots. Therefore, unused military helicopters HC-102 were incorporated into Svazarm aero clubs (Svaz pro spolupráci s armádou - The Union for Cooperation with The Army). Flying with Mi-1 started in 1965. In course of eleven years a huge number of pilots were trained within aeroclubs, which cooperated with military air force, to join the army in case of need. In 1974 the conception of backup pilots training in aeroclubs was re-evaluated and finished. The numerous group of pilots then got occasional trainings at army till early eighties and many of the pilots were finally employed at the police, air force or in civil sector.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44255135","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}
The aim of this article is to answer the following research question: what did the process of education of school youth look like in the fi rst post-war decade, and what was the infl uence of wartime experiences on school youth? The text presents a group of pupils from Gdynia primary schools in the years 1945-1956, which is a representative group for the research on the process of education of schoolchildren in urban schools in the period of the People’s Republic of Poland. However, the article also emphasizes the infl uence of the region on the formation of the group ofchildren from Gdynia’s schools. Moreover, the article presented problems and challenges related to the reconstruction of education in the post-war period, which both students and teachers had to face.
{"title":"Students and Graduates of Gdynia Primary Schools in the fi rst Post-war Decade (1945–1956)","authors":"Anna Siekierska","doi":"10.5817/cphpj-2022-006","DOIUrl":"https://doi.org/10.5817/cphpj-2022-006","url":null,"abstract":"The aim of this article is to answer the following research question: what did the process of education of school youth look like in the fi rst post-war decade, and what was the infl uence of wartime experiences on school youth? The text presents a group of pupils from Gdynia primary schools in the years 1945-1956, which is a representative group for the research on the process of education of schoolchildren in urban schools in the period of the People’s Republic of Poland. However, the article also emphasizes the infl uence of the region on the formation of the group ofchildren from Gdynia’s schools. Moreover, the article presented problems and challenges related to the reconstruction of education in the post-war period, which both students and teachers had to face.","PeriodicalId":40146,"journal":{"name":"Czech-Polish Historical and Pedagogical Journal","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44072424","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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