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IV (2018) Następne

Data publikacji: 28.05.2018

Licencja: CC BY-NC-ND ikona licencji

Redakcja

Redakcja naukowa tomu Janina Kostkiewicz, Dominika Jagielska

Zawartość numeru

Współczesne problemy polskiej myśli pedagogicznej

Bogusław Śliwerski

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 19 - 29

https://doi.org/10.4467/24504564PMP.18.001.8640

Restore the Memory of the Scouting Pedagogical Thought

In the article, I focus on the scouting pedagogical thought, which was given
the scientific dimension by scholars and outstanding scout leaders during the Polish ­Second Republic. The discovery of their dissertations after several decades allows us to appreciate the considerable contribution that these researchers and analysts of scouting made to the world of humanities. At the same time, I address the question of whether scouting pedagogy may become a scientific subdiscipline within education sciences and I analyse the significance
of the Polish contribution to this field.
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Dariusz Stępkowski

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 31 - 58

https://doi.org/10.4467/24504564PMP.18.002.8641

General Education: A Pedagogical Vision or Utopia? On the Translocation of the Theory of General Education in the Post-war Educational Discourse in Poland

The article describes evolution that had taken place in Poland regarding the understanding and allocation of the theory of liberal education after the Second World War. Selected studies of four pedagogues are analyzed: Sergei Hessen, Bogdan Nawroczyński, Bogdan Suchodolski, and Wincenty Okoń.
The paper consists of three parts. The first one heuristically explains the problem of liberal education. The point of reference in these considerations are the contemporary traces of utopian thinking in Polish science of education and the historiosophic thoughts of Immanuel Kant. The second part contains an analysis of the concepts of liberal education of the authors mentioned above. In the third part, the author presents a proposal of distinguishing two types of liberal education – utopian and non-utopian (visionary), and idiographically reconstructs the course of change process which led to the current situation in Polish science of education.
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Marek Rembierz

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 59 - 90

https://doi.org/10.4467/24504564PMP.18.003.8642

The Dispute about the Concept of Society and the Value of the Individual as a Context and a Challenge for Polish Pedagogical Thought

If pedagogy is pursued in the knowledge-creating relationship with philosophical analyses and respects logical culture, taking up the issues indicated in the title it should pay attention to – having pedagogical consequences – ontological decisions concerning the existence of society and ontological relations between the social status of the society and the individual. What is ontically (live) primary: individual or society? What are the ontical relationships between the existence of an individual and the existence of society? What cannot exist without what? Can there be a society if there are no individuals, if they do not enter into relations with each other, thanks to which they form and consolidate different types of bonds between them? Andrzej Niesiołowski (1889–1945) accentuates the on-going primary character of the unit, completing the two theses on reality in “Outline of general pedagogy”: (1) “social phenomena arise from relations between individuals” and (2) “social phenomena only in relation to the individual are real”. The analysis of ontic dependence between the existence of an individual and the ways in which society functions, opens the problem area for pedagogical reflection. It leads to further important pedagogical issues. Amplifications and concretization in the pedagogical reflection – also with regard to historical experiences – are required for the conclusion of the ontical primacy of the existence of the individual and the socio-creative role of the relations and bonds between the individuals. Analyzes are carried out in the article until the moment when it is possible to continue developing the proposition of shaping a unit that participates in the co-creation and cooperates in creating social life, which should not be subject to undesirable alienation.
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(Neo)tomistyczne inspiracje polskiej myśli pedagogicznej

Janina Kostkiewicz

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 93 - 112

https://doi.org/10.4467/24504564PMP.18.004.8643
Beauty, a property of existence in the Neo-Thomistic view, allows one to perceive it as a property of reality and of human artefacts, including art. It can be found in human behaviour and in the tradition of culture in the form of harmony, perfection and brilliance. An examination of beauty should be subject to the principal rules of study in metaphysics. Beauty is an important factor in the development of personality: it raises and ennobles. The love of beauty incorporates rest and respite, which are necessary for human development. Not being subject to the virtue of prudence, art itself does not seek to make man better, because it is all about creating a work of art. Neo-Thomists see a conflict between morality and art in this fact; the risk does not occur when the artist takes ethics “as his or her own”. In this case, he or she unknowingly creates ethical works or art. Art is undoubtedly of great social importance and it should fulfil an important social mission through aesthetic education by making available to the widest possible group of people truth, beauty and goodness.
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Maria M. Boużyk

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 113 - 130

https://doi.org/10.4467/24504564PMP.18.005.8644

National and State Factors in Man’s Moral Development and the Problem of Patriotism. Reflections based on the Pedagogical Thought of Friar Jacek Woroniecki (1878–1949): Contemporary contexts

The aim of the article is to interpret Jacek Woroniecki’s concept of “nation” and “state” in the contemporary contexts of globalisation and cultural integration with a view to re-defining patriotism. The article consists of three parts. Part 1 poses the question about the importance of a nation and a state for man’s life. Part 2 discusses the issue of national tradition seen as a controversial factor of modern patriotism. Part 3 presents Woroniecki’s ontology of the nation and the state. Raising these important topics provides the author with an opportunity to popularise the thoughts of the Polish educator.
Following the analysis, the article demonstrates that the concept of contemporary patriotism should not only take into account the cultural factor, but also that it should not juxtapose it with the legislative one. It argues that both types of communities, i.e. the nation and the state, affect the development of man’s personal identity and social activities. To be more specific, the nation and the state use different, albeit complementary, means in educating the individual: while the nation exerts influence on the character of the members of the community through customs, the state cares about laws. By clarifying the ontic determinants of both social formations, the article reveals the fundamental principle of their existence, i.e. moral education of the individual. This principle is of universal significance and it can be helpful in re-defining patriotism in a way suitable to the needs of contemporary culture.
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Dominika Jagielska

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 131 - 149

https://doi.org/10.4467/24504564PMP.18.006.8645
In the first half of the 20th century, thinking based on eugenics premises was as common as its critique, which partly resulted from assumption of the perspective of the catholic church by humanists and pedagogues, who built their pedagogical conceptions on social teaching of the Church. The present paper aims at presenting the basic elements of criticism of the eugenics stance from the perspective of Polish catholic educators in the years 1918–1939. Such criticism existed and addressed the fundamental themes characteristic of the Catholic Church’s position, but it was executed, among others – and that’s interesting – from the perspective of women’s “interest”. Although within introduction of the eugenics principles was presented within the circles that accepted it as a way of emancipation, within the above-said environment was treated as a path of demoralization and degradation of the woman as a person.
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Ewa Rutka

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 151 - 161

https://doi.org/10.4467/24504564PMP.18.007.8646

Perfection as a Pedagogical Category. Evidence from the Works of Polish Neo-Thomists

The article is based on the category of perfection. The author begins by symbolically showing the origin of this concept in philosophical thought: the sources of the concept as well as the evolution of various definitions and conceptualisations of perfection. Then, she points to the relationship between excellence and concepts related to education (kalokagathia, paideia). The main purpose of this article is to situate the category of perfection in Neo-Thomistic thought. This takes place in such areas as: upbringing, morality, purposes of education and purposes of life. Among the works of Polish Neo-Thomists, the author seeks appeals to
perfection, forms of its perception and the scope of this category. The analysis chiefly aims to show the relationship between the concepts of perfection, virtue and efficiency.
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Polskie koncepcje pedagogiczne

Katarzyna Olbrycht

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 165 - 180

https://doi.org/10.4467/24504564PMP.18.008.8647

Pedagogy of Jan W. Góra OP as an example of educational Program Oriented at the Integral Development of a Person

The author seeks to reconstruct the pedagogy of the legendary youth priest, Dominican friar Jan Góra. To this end, she analyses his programme texts as well as his educational and pastoral activities, drawing on her own experience of collaborating with Jan Góra. The author is trying to demonstrate that Jan Góra developed a coherent educational and formative programme intended for work with youth, being a response to the contemporary societal and cultural needs. The friar developed and modified the programme based on many years’ experience. The centres in Jamna and in the Lednica Fields, as well as the testimonials given by representatives of several generations of the friar’s students, confirm his influence.
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Andrzej Ryk

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 181 - 190

https://doi.org/10.4467/24504564PMP.18.009.8648

Outline of The Social and Pedagogical Thought of Tadeusz Łopuszański

The article portrays Tadeusz Łopuszański, an outstanding, though slightly forgotten, Polish educator and animator of social life. His social and scientific work coincided with a difficult time in Poland’s history. He started working in Kraków already in times of partitions, only to perform ministerial functions in successive governments in free Poland. After sanacja comes to power, Łopuszański abandons politics and continues pedagogical work by implementing the so-called Rydzyna experiment. After the Second World War, he contributes to pedagogical discourse, if only with his words, writing a special appeal to the Polish nation.
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Leszek Korporowicz

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 191 - 208

https://doi.org/10.4467/24504564PMP.18.010.8649

Transformations of the National Culture. Kazimierz Dąbrowski’s Theory of Positive Disintegration Perspective.

Contemporary problems of the cultural disintegration of Europe result from serious disruption of the condition of individual national cultures. They are in serious danger as a result of a social response to the sense of non-subjectivity of communities, which unfortunately will follow the two development-laden directions: on the other hand, these are very diverse forms of nationalism, on the other cosmopolitism, which means abandoning the interest of the national culture of communities. It is not directed against any other culture or community, it does not imply a sense of superiority and the right of domination. This national culture is reflected in the Polish tradition of humanistic social pedagogy, which shows significant analogies with other types of humanistic studies of culture, in their orientations that do not reduce the subjectivity and dignity of the human person in the content and actions of such kind of studies. An important inspiration for the analysis of such a national culture may be the Kazimierz Dabrowski’s Theory of Pisitive Disintegration. The theory still has not obtained a sufficient and fully developed application in the area of ​​social sciences, including social pedagogy. This text attempts to be an indication of the creative possibilities of this type of analysis.
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Małgorzata Łobacz

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 209 - 221

https://doi.org/10.4467/24504564PMP.18.011.8650

The Educational Wisdom of Elizabeth Czacka FSK Revealed in Relation to the Blind and Dim-sighted

A specific type of interpersonal interaction is the relation between an educator and their student. It is on this plane that the metaphysics of help is revealed: the educator is obliged to support their student in fulfilling their humanity. Such an attitude is exemplified by the founder of the Society for the Care of the Blind, Mother Elżbieta Róża Czacka, who helped her blind students to release all of their resources and abilities, especially those hidden and marginalised ones, to make them lead a possibly self-reliant and independent life. The phenomenon of the educational concept of Róża Czacka – in addition to the affirmation of the personal dignity of her students – relies on respecting the value of truth and consistency together with imposing realistic requirements on people with visual disabilities. Her own blindness made her realise that this kind of disability is a severe limitation, but thanks to her personal belief in God she could find meaning in her life, which became service to the blind, especially children.
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Stanisław Chrobak, Kamilla Frejusz

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 223 - 237

https://doi.org/10.4467/24504564PMP.18.012.8651

Engagement Pedagogy. The Theory and Practice of Education According to Janusz Tarnowski

Person-centred pedagogy strives to place the person at the heart of all educational efforts (both theoretical and practical ones). An important element of the educational process understood in this way is the man-to-man attitude. In this context, as Janusz Tarnowski emphasises, “just like authenticity, dialogue and meeting, the attitude of engagement has its source in «the deepest me», i.e. the core of the human person, its sanctuary, the house of the Triune God”. Therefore, when we talk about engagement pedagogy, we want to pre­sent: 1) basis for personal and existential pedagogy; 2) idea of engagement; 3) engagement as a value needed in education. Taking up the question of engagement and its importance in education, Tarnowski indicates the enormous difficulty that is connected with this attitude both on the part of the educator and the pupil. Each of the fields of “engaged activity” has a specific potential for conscious participation and is combined with the consent to the hardship of development.
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Małgorzata Michel

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 239 - 253

https://doi.org/10.4467/24504564PMP.18.013.8652
This article seeks to present the origin of humanistic thinking about the resocialisation process based on the example of the State Department of Education and Science in Krzeszowice. The facility was founded by Stanislaw Jedlewski, who, at the same time, developed his vision of how it should operate. His work laid the groundwork for the development of a methodological framework suitable for work with socially maladjusted youth, as part of resocialisation pedagogy. The article outlines the main assumptions of the educational system mentioned above, as well as its goals, principles, methods and forms of work.
 

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Mária Potočárová, Milan Krankus

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 255 - 273

https://doi.org/10.4467/24504564PMP.18.014.8653

The Phenomenological-Personalist Philosophy of Education by Edith Stein and Her Thoughts on the Education of Women

The demand for the work of Edith Stein has been growing, but it includes mainly the interpretation of her philosophical and religious thoughts, with less attention being paid to her opinions on the education of man. At the same time, it turns out that also in this field the scholar expressed many valuable ideas related to pedagogical theory and practice. The history of the philosophical thinking of the 20th century has been enriched by Edith Stein’s phenomenological-personality research into issues related to man and his existence. A special feature of her approach to these topics is that she combines the philosophical method of phenomenology with the Christian teachings and philosophy of Thomism. This fact had a direct impact on the new perspectives she adopted in the philosophy of education. The first part of the article deals with the philosophical and anthropological background and the education of man in Stein’s work. The second part, in turn, focuses on the specific expression of her thoughts on the individual determination of the role and the status of woman. With these points of departure in mind, we can arrive at further aims and tasks of education. 
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Z historii polskiej myśli pedagogicznej

Marian Nowak

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 277 - 295

https://doi.org/10.4467/24504564PMP.18.015.8654

Pedagogy and Educators from Margin in the Face of the Main Current of Socialist Pedagogy

The author subjects the closer analysis of the situation of the pedagogy and her grows in Poland in the period of the Polish People’s Republic (after the II World War), in which we happen certain group of pedagogues and educators who Robert Kwaśnica qualified as the „educators of the margin” next to the educators of the main current. 
Characterizing the historical, and social, and ideological background of the exchanged period, the author seeks the answers on the question about the process of the maturation of the consciousness of illusions of the reformers of education and their experts, showing on propagandist enrolling this ideology in the pretenses of continuing the positivistic model of the production of scientific knowledge. 
Near many, which became „enchanted and seduced” by socialist pedagogy, it did not lack these, which they be able to the masters of the period of their youth and the humanistic tradition of the pedagogy of the interwar period keep faithfulness. 
Transformations what are started in Poland after 1989, they yielded the fruit the special shift to bring “educators from the margin” to the center of pedagogical thought (from outskirts) and yielded the fruit of the special intellectual, civil and moral obligation to participation in The Great Change. 
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Romuald Grzybowski

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 297 - 321

https://doi.org/10.4467/24504564PMP.18.015.8654

The Idea of Upbringing of A New Man (Homo Sovieticus) in the Political Guidelines of the All-Union Pioneer Organization

The All-Union Pioneer Organization was established in Russia in 1922 by the leaders of the Bolshevik Revolution as “a mass communist youth organization of the Soviet Union”. The strategic goal of the organization was to participate in the creation of a new man – homo sovieticus, a better kind of homo sapiens. To that end, the Young Pioneers recruited children of age 9–14 and subjected them to thorough ideological and political indoctrination tailored to the teachings of Lenin and Stalin. The activity of the Pioneer Organization was supervised by the ruling communist party, although the direct governing body was the Komsomol. Similarly to the Komsomol, the Young Pioneers had its own specific symbols, such as the red neck scarf, with three ends symbolizing three generations: the communists, the komsomolets and the pioneers; the pioneer badge; the salute; the uniform; the fanfare and the drum.
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Paweł Śpica

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 323 - 342

https://doi.org/10.4467/24504564PMP.18.017.8656

The Education of Rural Women in West Prussia as Seen by Anastazja Pospieszyłowa (born Czarlińska) (1801–1878)

One of the most outstanding Polish women actively involved in educating the Polish population (mainly girls) in West Prussia in the 19th century was Anastazja Pospieszyłowa (born Czarlińska) (1801–1878), a teacher, commentator and social activist. This article presents her biography and activity as well as her views on rural women’s education, which were presented in the 1950s and the 1960s in the Polish local press (“Nadwiślanin”, “Gazeta Toruńska”). In her views, the following ideas were particularly visible: organic work of noble girls with rural girls, associations advocating the education of women of lower social strata and the launch of a fund for their education, as well as the initiative of creating a school for rural girls.
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Wiesława Sajdek

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 343 - 358

https://doi.org/10.4467/24504564PMP.18.017.8656

After the War. The Ideals of Pedagogy in Selected Articles Published in the Period 1945–1949)

The article offers an analysis of selected passages taken from the Polish press, which were published after the end of World War II, in extremely difficult conditions. The analysis is based on excerpts from “Praca Szkolna” (“School Work”) and “Życie Szkoły” (“School Life”) as well as other periodicals issued at that time. The articles in question, which dissused the issue of educational ideals, referred to prewar projects. They were grounded in clear axiology and the philosophy of man, and they found reflection in specific programme proposals. Education was to address chiefly “the repair of war damage”. Under the influence of the political tendencies which contributed to “the new Polish reality”, the wording of the articles was changing. Socialist ideology with its newspeak gradually supplanted all traces of the debate on values in pedagogy.
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Ryszard Małachowski

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 359 - 390

https://doi.org/10.4467/24504564PMP.18.018.8657

The Axiology of Christian Education for Love, Marriage and Family in the Preaching and Pedagogy of Father Julian Michalec (1922–1988)

The article examines axiological Christian education in the preaching and pedagogy of Father Julian Michalec, who was born in the South-Eastern Borderlands of the Second Polish Republic in 1922 and who died in 1988. The teaching of this priest-educator was aimed mainly at the academic youth of the Przemyśl and Wrocław Archdioceses in the period 1962–1988, during the time of the Polish People’s Republic. The teaching took place in totalitarian conditions, especially as regards education for love, marriage and family (axiological context: religious and educational; selected aspects of religion, cultural studies, history, and, in particular, family sciences, related to philosophy and theology, anthropology, ontology, axiology and pedagogy as well as psychology and sociology) and it prevented the Polish youth and their families from being dechristianised.
 
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ARCHIWUM

Apolonja Koperska

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 393 - 399

Prezentowany tekst pierwotnie został zamieszczony w pierwszym numerze czasopisma „Przewodnik Społeczny”, wychodzącym od roku 1919/20 do 1939, poświęconym Kierownictwu Stowarzyszeń Polskich. Por. Apolonia Koperska, „Kobieta-obywatelka”. Przewodnik Społeczny 1 (1919/20): 37-42. W niniejszym opracowaniu zachowano oryginalną składnię, stylistykę i interpunkcję, z małymi wyjątkami, które potraktowano jako błędy drukarskie (wszelkie zmiany zostały oznaczone przypisami).

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Bogusław Homicki

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 401 - 408

Ze wspomnień pedagogów i ich wychowanków: Bogusław Homicki. Pedagogika Kazimierza Lisieckiego ,,Dziadka” podstawą pracy wychowawczej w placówkach jego imienia

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Recenzje i sprawozdania

Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 411 - 417

  • Aleksander Nalaskowski. Szkoła Laboratorium. Od działań autorskich do pedagogii źródeł. Ofi cyna Wydawnicza „Impuls”. Ośrodek Rozwoju Edukacji. Kraków – Warszawa 2017, ss. 275  385
  • Recenzja książki prof. Mariana Surdackiego pt. Opieka społeczna w Polsce do końca XVIII wieku. Towarzystwo Naukowe KUL. Lublin 2015, ss. 650  388
  • Wiesław Partyka, Opieka instytucjonalna na Lubelszczyźnie w XIX wieku. Szpitale i przytułki. Towarzystwo Naukowe KUL. Lublin 2017, ss. 480  390
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Polska Myśl Pedagogiczna, Numer 4, IV (2018), s. 418 - 421

  • Wybór tekstów Profesora Bogdana Nawroczyńskiego, red. nauk. Bogusław Śliwerski, Marek Walancik. Kraków: Ofi cyna Wydawnicza „Impuls”. WSB w Dąbrowie Górniczej 2017, ss. 232, ISBN 978-83-8095-382-6  392
  • Aleksander Nalaskowski. Edukacja. Korzenie – źródła – narracje. Oficyna Wydawnicza „Impuls”. Wydanie II. Kraków 2017, ss. 132, ISBN: 978-83-8095-306-2  393
  • Książki i czasopisma nadesłane do redakcji  394
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Pliki do pobrania

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Słowa kluczowe: scouting, pedagogy, pedagogical thought, scouting methodology, scouting pedagogy, scouting education, indirect education, liberal education, philosophy of education, vision, utopia, change, pedagogy, individual, society, relationships, bond, subjectivity, upbringing, Neo-Thomism, beauty, art, aesthetic education, artistic education, humanism, harmony, objectivism, Kazimierz Kowalski, Karol Górski, Barbara Żulińska, nation, state, patriotism, globalism, integration processes, moral development, tradition, eugenics, Catholic pedagogy, woman, woman's issue, the interwar period, Neo-Thomistic pedagogy, perfection, virtue, efficiency, morality, upbringing, Catholic ministry, priest, formation, integral personality, Lednica movement, pedagogy, reform, school, education, The Theory of Positive Disintegration, humanistic social pedagogy, national culture, levels of mental growth, cultural sociology, logocreative dynamisms of culture, types of cultural reductionism, cultural personality, Pawel Wlodkowic, student, educator, visual disability, dignity, suffering, person, personal and existential pedagogy, education, engagement, humanistic resocialisation pedagogy, State Department of Education and Science in Krzeszowice, Stanislaw Jedlewski, phenomenology, personalism, pedagogical anthropology in Edith Stein’s theses, pedagogy, educators from the margin, socialist/communist pedagogy, humanistic pedagogy, ideology, Young Pioneers, Komsomol, Soviet Russia, A New Man, Homo Sovieticus, indoctrination, pioneer, Anastazja Pospieszyłowa (born Czarlińska), West Prussia, Pomerania, education for women, organic work, historical watershed, war as watershed, unchangeable ideal, new agressive ideology, axiology, sermon, homily, love, marriage, family, priest-educator, Catholic ministry for students, Christianity, biography, value