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The aim of the article is to attempt to present the role of a teacher in the process of moral education in the opinion of the authors publishing in the teachers’ journal “Pedagogical Review” based on the analysis of its issues from the years 1918–1939. Moral education in the interwar period was a subject of interest in pedagogical circles both in Poland and abroad. This was related to the popularity of the slogans of the New Education as well as the moral revival sought after the First World War. The authors publishing in the “Pedagogical Review” believed that, next to the parents, it is the teachers who should play the most important role in the process of moral education of children. Their personal example, the use of a wide range of educational methods and influence in various educational areas were the most important factors shaping the educational environment for the moral education of the young generation of Poles.
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Due to historical reasons, the process of acquiring national identity by the peasants began relatively late. This process, for various reasons, was based on three models of education: formal, informal and non-formal. Schools emerging in the Polish territories were usually associated with the activities of the partitioner, moreover, it often met with distrust of a village quite closed in this respect. The People’s Movement complemented this formal education with performative activities, such as celebrating national holidays, which would give illiterate peasants the opportunity to participate in the acquisition of national identity. Another important part of this process was spontaneous non-formal education, i.e., peasant activity expressed in the acquisition of reading skills, which became the basis for building a national identity. In my text I discuss the process of acquiring national identity by peasants on the example of three models of education: formal, informal and non-formal.
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The article is connected with the conditions and strategies of the Polish psychologists’ and pedagogues’ scientific work in the interwar period. None of them pursued the ‘classical’ academic path, in terms of official employment status and promotion within a university. Most of them worked in the Wolna Wszechnica Polska. Women who were distinguished by their activity in the field of research were Helena Radlińska, Maria Grzegorzewska, Józefa Joteyko, Ludwika Karpińska-Woyczyńska. They attended the internal and transnational scientific life taking part in conferences and conventions, publishing scientific papers in Polish and foreign scientific journals. The significant strategy of the women handling the science was also their participation in the social and learned societies.
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An important form of struggle against the German occupant during the Second World War were illegal magazines appearing throughout Poland. Their task was to counteract enemy propaganda, break the informational blockade, and shape citizens’ awareness. Apart from the “Information Bulletin of the Home Army” edited by the Polish Underground State, there appeared also magazines edited by political organisations, including those related to the national-radical movement. Young editors from the Młodzież Wszechpolska and Młodzież Wielkiej Polski organisations stressed that one of the greatest threats posed by the war is the demoralisation of the young generation, and that the need to counteract this phenomenon is as important as the armed struggle. The analysed texts reveal a less known, non-stereotypical image of Polish nationalistic organisations.
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The centenary of regaining independence by Poland arouses complex reflections. It leads to summaries but also arouses interest in the processes accompanying these events. The manuscript of Bogdan Suchodolski’s handwriting is an interesting document from this period. There is a reflection about the moral consequences of the First World War and questions about the future of the post-war world. A clear inspiration of Schopenhauer’s pessimism can be noticed there, which makes it an exceptional document in his work and at the same time casts an interesting light on his other achievements.
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A descendant of the Czech Brethren, Pawel Hulka-Laskowski belonged to a group of thousands of Polish Evangelists with foreign roots who consciously chose Poland as their homeland during the period of partitions. Many became Polish patriots. For this reason, Poland’s welfare was one of the main themes in Hulka-Laskowski’s scientific and literary output. He propagated the concept of open patriotism. In his opinion, an affiliation to the Polish nation was primarily of a cultural, not ethnic nature. The stereotype of a Pole-Catholic was dangerous to the Polish nation, because it repelled people of foreign origin who were not Roman Catholics. In his educational activity among workers, Hulka-Laskowski emphasised the importance of civic education, stressing the significance of education for love as a way of making the Polish nation more attractive to foreigners.
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The author of this paper argues that the discourse of patriotism in public space in Poland is dominated by right-wing and ultra-right-wing circles. The content of these narratives usually takes the form of a closed, martyrological-national patriotism. Despite this hegemony, in opposition to it, subordinate groups produce narratives of critical and open patriotism. Using various subversive strategies, they try to free themselves from this domination. The main goal of the article is to identify the content of these discordant discourses, their forms and the ways in which they are made. The units of analysis will be selected popular culture texts and cultural practices (hip-hop and rock lyrics, graffiti, murals, banners, performative activities in urban space).
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The author tackles the problem of the new quality of pedagogy in postmodern Poland. It is expressed in the absence of “one” theory, one meta-language which is used to describe and explain basic concepts and processes. Moreover, it creates theoretical foundations for the development of detailed pedagogical sciences. Each attempt to set up a universal project or meta-narration becomes an unreasonable interpretation of phenomena or theories and the will to gain power. None of individual interpretations can be superior to any others. There are not any “better” or “worse” theories. I reveal new approaches to pedagogy as: – science of pedagogical sciences (metapedagogy); – comparative pedagogical thoughts; – meta-science, or the science of all sciences about upbringing and education.
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The subject of this article is a debate which took place in the community of teachers and educators over the period 1918–1939. Its topic related to the function and role of textbooks in the educational process. The analysis of the published articles and science books showed the evolution of views and opinions which developed from the extreme rejection of a textbook and the denial of its dominant position in a 19th century school, to a compromise that was reached in the 1930s and reconciled the “vivid teaching” of a teacher with students’ self-study with a textbook. Maturing and changing opinions and views on the issue of a textbook referred to its classification, role, function, contents structure and the language. The debate which took place in the Second Polish Republic did not result in developing the theory of a textbook although it was an important contribution to its shaping.
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Brought out of silence is a category used by Smolińska-Theiss to present children’s narrations and dialogues about their everyday matters. They take the form of letters to God, to presidents, albums with children’s drawings, photos, children’s films, graffiti, posts and comments. Originally, they date back to Korczak’s studies. Our text is also an act of letting children speak and appreciating their comments and opinions. It is concerned with children’s understanding of the world. Defining the meaning of life by children is the key category here. We called it “a comparative study” due to the fact that we will present utterances by both Polish and Ukrainian children as the category “a meaning of life” may be interpreted differently in various cultural, political or social contexts. The research carried out both in Poland and abroad indicates that a child is a competent unit capable of making logical utterances with the content which shows deep understanding of the world. This text is based on the following theoretical studies: – thinking about a child originating in a postmodernist childhood paradigm as well as psychological constructivism; – the analysis of research material has been based on Judith Butler’s theory – Frames of War.
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The primary goal of the study is to assess the perception of self and the social environment in Polish teenagers from the so-called generation 1.5 in Germany, that is, people who moved to Germany as children and adolescents, accompanying adult immigrants. The secondary goal was to compare this group with teenagers of Polish origin born and socialised in Germany. The instruments of corpus linguistics such as listing of keywords and limited keyword-based contextual analysis were applied to analyse a corpus of 37 essays by respondents aged 13–17 and attending courses of the Polish language and culture in Regensburg and Munich, on the topic “German school, Polish home. People, cultures, languages and the role of Polish in my life.” A considerable difference occurred between both groups. Teenagers from Poland cast their essays in a narrative form reporting the process of immigration, their daily struggle for social adaptation, and their hopes for future improvement. The reports exposed tension and struggle caused by the difficulty to reach the intended goals, such as adequate school achievement, social acceptance and maintenance of bonds with Poland. Teenagers born in Germany cast their reports prevailingly in a static or iterative form, viewing themselves as exceptional in a positive sense, and took pride in their bilingualism and biculturalism. The analysis also revealed different roles played by attending the Polish classes in both groups.
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Editor in Chief of “The Pedagogical Quarterly” discourses with Irena Wojnar, employed at the University of Warsaw since early post-war time. Her intellectual evolution (l’âge où l’on grandit) occurs in changing dramatic periods of our history, optimism of elementary school before the World War II, painful time of clandestine education during the Nazi occupation in Warsaw, hopes and illusions of the post-war epoch. In these periods, the essential inspirations for Irena Wojnar were successive books of Bogdan Suchodolski, with symbolic titles: Love life – be valiant (2nd ed. 1930), Whence and where are we going to? (1943) and Education for the future (1947). In the Polish school before the WWII, pupils were educated in the spirit of patriotism and civic duties, sensibility to the surrounding world and the service of humans. Tragic heroism of the WWII became the proof of those values. In the conditions of constant aggressive and permanent threat, quasi “against the night”, the fight with the occupant becomes the essential moral duty. For young people, pupils and students, when secondary and tertiary schools were closed by the Nazis, this duty signified participation in clandestine education supporting hope to preserve future order in the world and preparation of the future activity in the free Poland after the WWII. The end of the WWII created a chance for the future shape of the world in line with our humanistic values. It was the period of the reconstruction of Warsaw, destroyed during the WWII, becoming a city of “sorrow and dreams”. In the final part of the conversation there appears the general opinion that every individual life–story, beyond its individual aspects, reveals a more general educational idea. Human life runs across destiny and personal consciousness. Independently of our destiny, we have a chance to choose values important for us, to realise the “poetics of the self” (poétique du soi) based on our capacity to overcome own limitations and to increase goodness in the world.
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The article presents the students’ personal knowledge as a crucial element of the learning and teaching process. The discovery of personal knowledge by psychologists caused a paradigmatic turn in the theory of teaching. While the conceptions inspired by behaviourism do not take into consideration the personal knowledge and notice/see only the public knowledge assigned by the formal curriculum and textbooks, the constructivist conceptions place personal knowledge very high among the factors significant for the learning process. However, its status is still controversial as far as we treat it not only as a starting point for learning but as a final point determining personalisation of new knowledge as well. To explain this mechanism, the author uses the notions of „a mental gentling of the public knowledge” and „a cognitive partnership”.
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The article focuses on the current education crisis treated as a crisis of the relevant pedagogical discourse. The authors claim that in the context of dynamic cultural changes the refraction of educational descriptions’ forms is becoming a factor of the educational development blockade. According to the authors, the transformation of the pedagogical discourse that stops this kind of blockade is in line with a radical change of the subject field of pedagogy. This concerns, in the first place, the change of the way of educational reality’s scaling, focusing the pedagogical attention on the ‘molar’ level of education performance as well as the processes of education semiosis and micro-changes that are in place in it. Apart from that, discourse changes indicate the connection with denaturalisation and dereification of educational phenomena that manifest their discursive and opportunistic nature in the new description. Finally, in the new description, the nature of educational processes is radically changed: learning manifests the connection with the loss of capability learning, teaching – with self-experimenting, sign acquisition – with its elimination, whereas identifying oneself with the other – with the others becoming estranged and different. In the latter case, it is about the transformation of otherness realization mode, as well as specific constitution of education subject and forming a special relationship between a student’s position and an imagined Other, his/her concentration on himself/herself due to lack of the Other whose availability or non-availability enables to discover and change the meaning of the student’s current position and semiotic relations realised by him/her.
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Setting up cooperation and teachers’ self-education networking has been determined by a top-down regulation of the Minister of Education. It seems that in the course of implementation activities, legislative and administrative interventions related to this recommendation, one has lost the thinking of the nature and special characteristics of this type of learning and knowledge. The article analyses the special features of the collective learning process, and presents the fundamental theories constituting the interpretive and paradigmatic framework for the learning interpreted in such a way: Lev S.Vygotski’s cultural-historical theory, Jerome S. Bruner’s socio-cultural theory, Yrjö Engeström’s expansive learning theory and learning by expanding, Jack Mezirow’s transformative learning, Etienne Wenger’s situated learning theory and Jean Lave and Etienne Wenger’s community of practice concept, a participant of “teaching conversation”, the specific tools and strategies necessary to equip the cognitive box with teachers’ tools, have been selected and characterised. An example of a network of learning professionals is shown. In conclusion, one highlights the apparent activities of the created networks, projecting a certain understanding and instrumental understanding of the practice on practitioners, which hinders Bruner’’s challenge of transforming the school into a culture of learning communities.
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CyberParks will be hybrid spaces of future cities. Learning in CyberParks will take the form of technology-enhanced outdoor learning and will become an important concept that can be used in practice in order to provide an answer to numerous problems of educational institutions, related to students’ lack of contact with nature and consolidation of their sedentary lifestyle. In this paper we discuss evidences from the CyberParks COST project and we present recommendations regarding the constructions of CyberParks. We point out, for example, that when designing CyberParks one has to think not only about the technological infrastructure, but also about making sitting spots for using learning technology. We also present the original project of such an object.
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The text is an attempt at illustrating the category “to learn with…” in three approaches: holistic, inclusive and relational. Each of them brings in interesting solutions to work with children which originate in a constructivist-humanistic approach to education. The text points out the value of communication and building relationships between a teacher and a child; the sense of play and active learning by using a problem-solving approach, motivation and children’s interest in the world.
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The main purpose of the article is to show the opposition of nature and culture in the perspective of evolutionism in order to explain some repeatedly criticised features of school education such as school programs detached from everyday life, detachment of cognition from action or the necessity to constantly mobilise students to learn. Evolutionism alleviates the opposition of nature and culture by showing specific phases of human evolution. One of the positions presented in the article describes the evolution of man as the successive stages of adaptation to three worlds: physical, social and cultural. We carry the traces of these adaptations in ourselves today and find their influence in school education.
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