Tradycja jako składowa potencjału edukacyjnego (na przykładzie szkół krzemienieckich 1804–2019)
Tradition as a component of the educational potential (on the example of Kremenets schools 1804–2019)

Summary/Abstract: The genesis of elite education in Kremenets datesback to 1711. After the perturbations of 1783–1801/1803, theJesuit base of the academic school of the Kingdom of Polandbecame the basis for the establishment of a school complex -the Kremenets Lyceum as the planned university. As a resultof its achievements and the Tsar’s decree of 1819, the Lyceumobtained the formal status of a university, but in 1833 it wastransferred to Kiev as the basis for the establishment of theRussian University of Saint Vladimir.The Orthodox theological seminary after 1834, and thenthe female secondary school, did not fill the gap left by theLyceum. His myth was built by graduates. As a result, theschool complex was recreated in Kremenets in 1919–1920and was successful until 1939. However, the legend wasfought in the USSR, including Kremenets itself, but stillalive in Poland. The mental heirs of the educational tradition ofKremenets are contemporary Ukrainians and Poles. Thenew hosts of Kremenets gradually and selectively referto the traditions of the first half of the 19th century. TheKremenets Lyceum was established in the same year as theoldest Ukrainian university in Kharkiv (1804). The small,provincial Kremenets has a chance to transform today’sTaras Shevchenko Regional Humanitarian PedagogicalAcademy of Kremenets if it refers to the tradition of theyears 1804–1939. The potential hidden in tradition wassaved in the 19th century by the University of Krakow. Anaxiom is the view of Hannah Arendt that without traditionand authority education is impossible. The essence isan educational tradition, not a political or national one.However, contemporary studies of the views of Polish orUkrainian students and academic teachers create a morecomplex picture, not fully consistent with the threats of 2022.The confrontation of the past and the educational traditionwith the state of its contemporary reception is the essenceof the presented text.

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