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Series:Pedagogika, Dydaktyka

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Discourses on emotions – pedagogy and everyday school life
9.00 €

Discourses on emotions – pedagogy and everyday school life

Dyskursy o emocjach – pedagogika i codzienność szkolna

Author(s): Irena Przybylska / Language(s): Polish

Keywords: emotional culture; the school's emotional climate; teacher's emotional work

The theme of the present work constitutes, in the broadest sense, the emotions and their importance in everyday school reality. In the book, I attempt a reading of academic discourses which concern emotions and an indication of their importance for pedagogical thinking and action. The educational discourse is constructed by, above all, the concept of emotions as an important factor for growth and education and the concept of assistance in the development of emotional competence of students. Assuming cultural definitions of emotions, I argue that in school as a social space and institution, emotions are not only a result of interpersonal processes, obligations and expectations but are also ontologically grafted into the process of upbringing and should be a studied discipline of educational influences in its own right. The framework for theoretical discussion is constituted by the category of emotional culture, defined as a collection of rules which direct behaviours and the expression of emotions, as well as the meanings given to emotions in a particular socio-cultural context. The semantic field outlined by this category turned out to be sufficiently generative to limit the object of empirical research to the emotional climate of a classroom and the emotional work of the teacher, where according to the theoretical assumptions, the emotional culture becomes apparent. The emotional climate has been conceptualized as a permanent or transitory availability of certain categories of emotions, which is socially established in emotional conventions. The emotional work of the teacher means undertaking actions as a response to the rules of emotional culture and with the purpose of maintaining self-presentation and emotional climate conductive to the performance of tasks expected of the teacher’s role. In such an understanding, emotional work has not only a psychological meaning, but also a pedagogical one. On the basis of heuristic models of emotional climate and work, the research tools have been constructed: The Questionnaire Emotional Climate – Student, and the Questionnaire Emotional Work – Teacher. The accuracy and the cohesion of both have been confirmed statistically. Due to the nature of the researched facts and pedagogical phenomena and the purpose of research, which, apart from a description also involve an attempt at an understanding and interpretation of the importance of emotions in a classroom environment, the empirical procedure employed triangulation. On the basis of the research results, among others, a relation between the teacher’s emotional work and the emotional climate of the classroom was verified. The description of the studied variables was “condensed” with a layer of subjective impressions, teachers’ and students’ convictions and observations gathered in the researched classrooms. Emotional experience of students in classrooms was described, and, on the basis of interviews with teachers, areas where they undertake emotional work were characterized. The book’s narrative remains open, as the undertaken concepts revealed many research fields which inspire further study and discussion. Moreover, the acquired results indicate the key areas for the redefinition of professional training of teachers, where the discourses on emotions are almost entirely absent.

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Challenges of Foreign Language Instruction in the University Context
6.00 €

Challenges of Foreign Language Instruction in the University Context

Challenges of Foreign Language Instruction in the University Context

Author(s): / Language(s): English

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Using cheat sheets at school as a manifestation of scholastic fraud
6.00 €

Using cheat sheets at school as a manifestation of scholastic fraud

Ściąganie w szkole jako przejaw nieuczciwości szkolnej

Author(s): Joanna Gwóźdź / Language(s): Polish

Keywords: cheat sheets; motivation to learn; control; supporting autonomy; cooperation and support; competition; risk; morality;neutralization;

The aim of the present work was to present the problems associated with using cheat sheets in post-gimnazjum schools within a theoretical framework and on the basis of the results of research which has been heretofore conducted in this field. Moreover, the results of the research conducted by the author was presented.The work consists of two fundamental parts. The first part contains a theoretical introduction to the understanding of the phenomenon of using cheat sheets at school and the determinatives thereof. This part constitutes the basis for the results of the author’ personal research, conducted and discussed in the further part of the book. The first subchapter presents the school as the basic environment of the psychosocial development of the pupil and discusses the basic theories of motivation in education with special reference to the concept of the Self-Determination Theory, as well as the role of perception-related factors in the context of the behaviour of teachers, parents and the relations in the class.The second subchapter presents the school as the area of acquiring extranormative behaviour; it discusses the selected theories of deviation in reference to the phenomenon of using cheat sheets, including the theory of neutralisation. The second subchapter discusses the theoretical bases of the problem of cribbing, its origins and the motivation to crib among pupils. These aspects were related to the category of risk and of moral development. The second part presents the methodological concepts of the research which was conducted. The aim and the object of research, the problems and hypotheses, the methods of research, the selection of the research sample and the area of research were described in detail. The variables which were taken into account in the research and the detailed operationalisation of these variables in the form of a presentation of the tools which were constructed for the purposes of research were described. Moreover, the methods of the statistical analysis of the research were presented.The third part of the work constitutes a description of the results of research which was conducted. This part was divided into three subchapters. The first subchapter constitutes an attempt at describing and systematising the phenomenon of cribbing and the associated experiences in the perception of pupils. Here the opinions and declarations of pupils concerning the diffusion of the phenomenon and the ways and means of cribbing, the justifying and repelling motivation to crib or not to crib as well as the consequences of cribbing. Moreover, the problems of providing assistance in cribbing and the behaviour and emotions of pupils which appear in the situation of “extorting assistance” as well as the attitudes toward “squealing” are presented. Additionally, the experiences of pupils associated with items in the school reading lists and doing homework as elements of scholastic fraud as well as the voluntary remarks of pupils about the phenomenon of cribbing itself are presented. The second subchapter presents the problems of the mediatory role of motivation to study in the concept of the Self-Determination Theory (in the following planes: amotivation, external motivation, introjected motivation, motivation based on identification and internal motivation) in the relations between: the perception of the behaviour of parents and teachers (construed in two dimensions: control and fostering autonomy) and the perception of the relations in the class – competition as well as collaboration and support between pupils and cribbing which involves three factors: causative cribbing, being an accessory to cribbing and reluctance to provide assistance. The third subchapter constitutes a description of the results of a quasi-experiment involving the influence of the magnitude of risk, the appearance of the factor which neutralises norms, the purpose of cribbing, the proclivity to observe norms and the proclivity to break them to the proclivity to cribbing.The work features a conclusion, a general reflection upon the phenomenon of cribbing andthe interpretation of the results of research which were acquired in the context of their significanceto educational practice.

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Innovativeness in pedagogical practice. Vol. 2: Pedagogical reflections
10.00 €

Innovativeness in pedagogical practice. Vol. 2: Pedagogical reflections

Innowacyjność w praktyce pedagogicznej. T. 2: Refleksje pedagogiczne w teorii i praktyce

Author(s): / Language(s): Polish

Keywords: art; aesthetic education; educational methods; stimulation of creative development

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School visual culture.: On the image of the teacher and the student and the need for aesthetics of teaching and learning space
20.00 €

School visual culture.: On the image of the teacher and the student and the need for aesthetics of teaching and learning space

Kultura wizualna szkoły. Szkice o wizerunku nauczyciela i ucznia oraz o potrzebie estetyki przestrzeni nauczania-uczenia się

Author(s): Katarzyna Krasoń ,Iwona Tomas / Language(s): Polish

Keywords: school visuality; school iconosphere; teacher and student image; school space aesthetics

The main aim of the book is to present the distinctive semiotics of the contemporary Polish school, with particular emphasis on its visual aspects. This concerns various forms of visual self-presentation of students and teachers as a means of expressing their independence or, sometimes, as a means of self-concealment. Another theme addressed is the iconosphere of the school environment, including the school’s own products in this area (such as school decorations, current event boards, school newspapers, memorial boards, and the aesthetics of the hall, the classroom, and the school surroundings). Central to this approach to school culture in terms of aesthetic categories is the concept of culture “embodied in symbols” (referred to by Clifford Geertz as a symbolic concept). The book situates this notion in teachers’ and students’ experience of reality, referring to Luigi Pareyson’s view – another idea which provides the theoretical foundation for this project – that aesthetics should be a reflection on experiences which need to be interpreted in order to define their meanings and investigate their sense. Thus, the volume implements both theoretical frameworks to discuss school semiotics in aesthetic terms in an attempt to fill the gap in systematic reflection on the aesthetic aspects of school culture.The approach taken in this book is close to semiotics, hermeneutics, and phenomenology, which provide the roots for interpretive anthropology, focused on the researcher’s interpretation of culture. In this case, each respondent becomes a researcher who interprets culture (aesthetics), which is then interpreted by the scholar (the organiser of the investigations). Thanks to this procedure, it is possible to juxtapose the knowledge of the scholar with so-called local knowledge.The first part of the book addresses the problems of culture, including visual culture, aesthetics (including everyday aesthetics), antiaesthetics, and kitsch; it also refers to self-presentation and ubiquitous sight-centrism, which are central issues in this research project. It discusses the everyday semiotic culture of the school, thus providing an analysis of whatever functions as a sign of the student’s and teacher’s self-presentation in a social situation, that is, a way of communicating their identity. The focus is on the visual aspects of self-presentation, namely, the dress code, which is subject to fashion.The second part is concerned with selected issues in interpretive anthropology, since it is this kind of anthropology that provides the methodological foundations for the project. It presents the main problems addressed and formulates the following research questions:- What is the present condition of the aestheticisation of the school with regard toiconicity, proxemics and the teacher’s and student’s self-presentation?- In what way does the school determine the emergence or absence of aesthetic taste?- What are the results of the marginalisation of culture and aesthetics in school andwhat can be done to reverse this process?The final part presents the results of the anthropological-pedagogical investigations, taking into consideration Geertz’s appeal for a detailed thick description. The analysis and interpretation of the collected material take into account the visual aspects and the iconosphere.Special attention is given to some worrying phenomena, not limited to the school environment, which involve relegating arts and aesthetics to areas ignored or considered as marginal from the perspective of education, including underestimating the role of participation in culture as a key factor in both aesthetic and creative development of students.It is hoped that the results of the research will raise awareness of the need for greater care for the aesthetic characteristics of space and material surroundings in which the process of education takes place, point out the dangers related to the tolerance for kitsch and symbolic violence, and draw attention to the importance of a better understanding of the ways of self-expression – related to individual dress codes – by the participants in the teaching and learning process. These data may prove especially useful for those responsible for the visual organisation of school environment and for designing learning-friendly space.

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The school’s emotional culture – space-time for experiencing emotions
8.00 €

The school’s emotional culture – space-time for experiencing emotions

Kultura emocjonalna szkoły – czasoprzestrzenie doświadczania emocji

Author(s): / Language(s): Polish

Keywords: school’s emotional culture; emotions

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Evaluation in education - theory and practice
8.00 €

Evaluation in education - theory and practice

Ewaluacja w edukacji – teoria i praktyka

Author(s): / Language(s): English,Polish

Keywords: evaluation in education; education

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Innovativeness in pedagogical practice. Vol. 3: The parents-child-teachers cooperation
10.00 €

Innovativeness in pedagogical practice. Vol. 3: The parents-child-teachers cooperation

Innowacyjność w praktyce pedagogicznej. Tom. 3: Współdziałanie rodziców – dziecka – nauczyciela

Author(s): / Language(s): English,Polish,German

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The expression of movement - body - creation - message
6.00 €

The expression of movement - body - creation - message

Ekspresja ruchu – ciało – kreacja – komunikat

Author(s): / Language(s): Polish

Keywords: body; embodiment; movement awareness; creativity; self-creation; art therapy/ music therapy

The study ‘The expression of movement - body - creation - message’ is an interdisciplinary theoretical-empirical study focused on the presence and significance of the body and corporealness in culture, education and therapy. It includes considerations pioneered by the issue of the body understood as a medium that enables self-discovery, self-creation, renewing of potentials and creative forces. The carried out analyses and reflections on the body indicate that it can be affected by experiences, emotions and sensory experiences induced by music and sound. It is a tool of expression of movement and an object that gives life to new artistic forms. The body is a space of emotional messages, which reflects the attitude towards oneself and also encodes information about the surrounding world.The publication may be interesting and a source of inspiration to people from the circles of humanistic and social sciences, in particular, culture experts, psychologists, educators and teachers aspiring to unlock the creative potential of the body and non-verbal message.

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Music and Arts Education Textbooks for Primary School Students. A Linguistic and Statistical Analysis
8.00 €

Music and Arts Education Textbooks for Primary School Students. A Linguistic and Statistical Analysis

Podręczniki do muzyki i plastyki dla uczniów szkół podstawowych. Analiza lingwistyczno-statystyczna

Author(s): Anna Łobos / Language(s): Polish

Keywords: language layer of Music and Arts Education textbooks; text readability and clarity; defining terms; conveying facts; dialogicality; stylistics; linguistic statistics;educational discourse;

A textbook, as the primary tool of both the teacher and the student, is an immensely important didactic tool as well as a source of academic inquiry for scholars coming from various fields of study. Appreciating the importance of culture and its function in the human life, it has become necessary to propose a comprehensive study of artistic school subjects (Music Education and Arts Education), and particularly their language, which exerts a significant influence of the teaching and learning processes. The topic of this monograph concerns the selected linguistic issues which allow to ascertain to what extent the construction of the linguistic level of the text facilitates the learning process. The study has been based on the analysis of two kinds of excerpts from Music and Arts Education textbooks: an expository text and a practical component. The answers to the research question have been obtained through the analysis of the clarity of text, the style of the text which reveals itself in the analysis of the parts of speech, the way of defining terminology, the construction of the ascertainment of the cognitive function and the dialogic nature of the rhetorical function. Methodologically speaking, the monograph is situated within the schools of style studies and linguistic statistics. The research material has been compiled from the currently used Music and Arts Education textbooks for the 4th‑ 6th grade of elementary school. Those issues are of a significant importance for the scholars who study the broadly‑understood education discourse. The monograph constitutes a compendium of sorts when it comes to the advantages and shortcomings of 18 Music and Arts Education textbooks, since the research area is unusually vast, due to the peculiar role played by music and the arts in the school curriculum. The content conveyed to the students in those classes at the same time broadens the students’ knowledge and shapes their aesthetic and ethical sensibility. The understanding of stylistic tools used by the authors of textbooks for school children is of particular importance due to the fact that the vocabulary, idiomatic expressions and syntax absorbed in the early childhood significantly influence the ways in which people express themselves in their adult life. The quality of the language of textbooks according to their clarity as well as the percentage of the particular parts of speech in the text are measured via objective statistical tools. They allow to evaluate the communicative potential of the text, which influences the degree of understanding and knowledge acquisition in the student. The statistical study – both qualitative and quantitative – allows to characterize the language in very precise terms.The study presents the current state of research regarding school textbooks, their function and role in the education process as well as the methodology. The conducted in‑depth statistical analyses concerned the clarity of the text in each of the 18 textbooks (10 Music Education textbooks and 8 Arts Education textbooks) approved for use in the education system. The clarity of the textbooks has been evaluated according to the Carl‑Hugon Björnsson index. Apart from the readability index comparison, the variables which influence the index have been evaluated as well (i.e. the average length of utterance, measured with the number of words, as well as the fraction of at least nine‑letter words considered difficult in the Polish language), and in addition, the monograph has defined and studied a new index – the index of readability for a single sentence, informing about the clarity of a particular sentence. The percentage contribution of the parts of speech in the corpus, the indexes of the nominality of the text and the relationship between the fractions of the parts of speech have also been studied. The research findings of the statistical analysis have broadened the knowledge regarding the linguistic and stylistic structure of textbooks, including their clarity and readability (which affect the potential communicativeness and comprehensiveness of the text). Due to that, they can contribute to the improvement of the writing technique of textbook authors, particularly because all those comparisons take into account the margin of statistical error (while such additional analyses have not been heretofore performed in the linguistic studies). Moreover, the monograph focuses on the ways of presenting new concepts, defining terms and introducing factual knowledge, touches upon the important issue of the communication between the sender (author) and the receiver (student) of the message in the textbook, and presents the results of empirical studies on the retainment of knowledge in artistic subjects, which have been confronted with the curriculum regulations regarding Music Education and Arts Education. The monograph, due to its vast scope, engages with issues important for linguists, pedagogues and Music and Arts Education teachers. It is, moreover, pragmatic in its solutions, as the didactic implications can be useful in the process of writing new textbooks. The readability index comes to the fore as the most important aspect, since it allows the textbook to be beneficial to the reader – the clearer the text, the easier it is to learn and retain the information. The informational component can be enriched through implementing various ways of introducing concepts, defining terms and conveying facts – the numerous examples presented in the monograph showcase that in most situations, it is possible to avoid both monotony and encyclopedic tone. The value of the dialogic relationship in the expository segment should also be underscored, because the use of linguistic means of persuasion allows for easier acquisition of knowledge and prolongs its retainment, at the same time as it contributes to the process of empowerment for the student.

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Methodological approaches in pedagogy. Concepts – research – results
12.00 €

Methodological approaches in pedagogy. Concepts – research – results

Podejścia metodologiczne w pedagogice. Koncepcje – badania – wyniki

Author(s): / Language(s): English,Czech,Polish

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The schemes of actions’ patterns. The worlds of the University of Silesia Faculty of Social Sciences’  doctoral programmes graduates
7.00 €

The schemes of actions’ patterns. The worlds of the University of Silesia Faculty of Social Sciences’ doctoral programmes graduates

Struktury projektów działań. Światy absolwentów studiów doktoranckich Wydziału Nauk Społecznych Uniwersytetu Śląskiego

Author(s): / Language(s): Polish

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Polish language education as a commitment. The universality and elitism of Polish studies. Vol. 1
19.00 €

Polish language education as a commitment. The universality and elitism of Polish studies. Vol. 1

Edukacja polonistyczna jako zobowiązanie. Powszechność i elitarność polonistyki. T. 1

Author(s): / Language(s): Polish

Keywords: education; commitment; universality of Polish studies; elitism of Polish studies; Polish studies

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Polish language education as a commitment. The universality and elitism of Polish studies. Vol. 2
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Polish language education as a commitment. The universality and elitism of Polish studies. Vol. 2

Edukacja polonistyczna jako zobowiązanie. Powszechność i elitarność polonistyki. T. 2

Author(s): / Language(s): Polish

Keywords: education; commitment; universality of Polish studies; elitism of Polish studies;Polish studies;

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Epistemological and methodological traps in education research. How to deal with them?
8.00 €

Epistemological and methodological traps in education research. How to deal with them?

Pułapki epistemologiczne i metodologiczne w badaniach nad edukacją. Jak sobie z nimi radzić?

Author(s): / Language(s): Polish

Keywords: education research

"Monografia Pułapki epistemologiczne i metodologiczne w badaniach nad edukacją. Jak sobie z nimi radzić? powstała jako rezultat, pod takim właśnie tytułem, intelektualnego spotkania młodych, twórczych pedagogów z ich starszymi, bogatszymi w doświadczenia badawcze koleżankami i kolegami w ramach XXX jubileuszowej Letniej Szkoły Młodych Pedagogów (LSMP) przy Komitecie Nauk Pedagogicznych Polskiej Akademii Nauk kierowanej przez prof. Marię Dudzikową. Gospodarzem spotkania odbywającego się w Katowicach i Wiśle od 12 do 17 września 2016 roku był Wydział Pedagogiki i Psychologii Uniwersytetu Śląskiego na czele z Dziekanem prof. Stanisławem Juszczykiem." (fragment Wstępu)

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Language, reading, and interpretation in school didactics
7.00 €

Language, reading, and interpretation in school didactics

Język – lektura – interpretacja w dydaktyce szkolnej

Author(s): / Language(s): Polish

We invite you to read a collection of texts by scholars whose investigations into the role of school education is akin to the reflection of Rabindranath Tagore embedded in such values as: freedom, one’s own thoughts, mutual understanding. One might even venture to say that freedom warrants the process of including a person ’s thoughts into a broader corpus of ideas making up the human heritage, and confronting one’s thoughts with Others in order to better understand oneself and Another. In this very dialogue transcending time and space, a non-trivial role is played by education, for which one of the major tasks, if not the paramount one, is preparing one to being able to intepret, which means not so much to comprehend but to carry on on the road to mutual understanding. (A fragment from the Introduction)

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Padawanics. The Force awakens in mediated experience. A study on film, education and developmental support
12.50 €

Padawanics. The Force awakens in mediated experience. A study on film, education and developmental support

Padawanika. Przebudzenie mocy w doświadczeniu zapośredniczonym. Studium o filmie, wychowaniu i wsparciu rozwoju

Author(s): Katarzyna Krasoń / Language(s): Polish

This book is an attempt at joining film and pedagogy. The discussion is primarily based on categories drawn from George Lucas’s Star Wars space saga. The book presents an analysis of the films, including their reception and psychological impact on the viewer, the two factors being considered as constituents of pop-cultural education. Moreover, the book offers a grounding of cinematic images in personalistic pedagogy. References to the role of the teacher in the process of upbringing consider recognising the teacher’s role in their relation with the student. The roles are divided into an order of focusing on the student and an order of focusing on the curriculum.

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Education to old age of school youth
8.00 €

Education to old age of school youth

Edukacja do starości młodzieży szkolnej

Author(s): Anna Trzcionka‑Wieczorek / Language(s): Polish

Keywords: old age; aging; gerontology; gerontological education

Demographic research shows that modern societies are aging, and Poland is also among the countries referred to as demographically old. Therefore, new tasks appear before the young generation to achieve a good quality of life in old age and care for seniors from the closest environment. Bearing in mind the preparation for changes related to the retirement period, shaping friendly attitudes towards seniors and the ability to integrate between generations, the author emphasizes the essence of education towards old age in general education. She describes the most important issues related to old age, aging and demographic changes in Poland, analyzes content related to preparation for old age implemented at school, also emphasizes the role of the teacher in shaping the attitudes of the youth toward the elderly, old age and the inclusion with seniors. Relying on the empirical research, the author presents the place of education towards old age in general education and its effects, i.e. the attitudes of the surveyed students towards old age and seniors.

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Expedition to the Mount of Maslow - considerations about the process of unbringing
5.00 €

Expedition to the Mount of Maslow - considerations about the process of unbringing

Wyprawa na Górę Maslowa – rozważania o procesie wychowania

Author(s): Beata Ecler-Nocoń / Language(s): Polish

Keywords: unbringing; the Maslow pyramid of needs; values

The book is a proposal in the field of the theory of education. The narrative in the book is built around the Maslow pyramid of needs. Examples of the presented theory come from biographical research. The publication raises many questions about the importance of values in upbringing. The attempt to answer is formulated on the basis of personalism. According to the author, the book is to be a source of reflection on contemporary education.

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Polish national education in Zaolzie
8.00 €

Polish national education in Zaolzie

Polské národnostní školství na Zaolší (Polskie szkolnictwo narodowościowe na Zaolziu)

Author(s): Lucie Zormanová / Language(s): Czech

Keywords: Cieszyn Silesia; polish national education; Zaolší area

In this monograph we deal with the Polish national education in the Zaolší area. The aim of this monograph was to present, analyze and summarize the most important events, developmental features, statistical data and other phenomena related to education in the region of Cieszyn Silesia, specifically with the focus on education with Polish as the language of instruction in the Zaolší area, from its beginnings to the present.

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