The educational ideology of the Bolshevik version of Marxism had an instrumental approach to children and families. The purpose of the article is to show how the family and the child were used for the implementation of its “ideals”; how they unknowingly became its proletariat; victims of inflicted suffering, death, or limited development in areas affected by ideology (consequences of homelessness, hunger, sexual abuse). The place and the time – a hundred years ago in the Soviet Union – are important because of the respect for the victims. But for an educator, today the categories of arguments and mechanisms used by Bolshevik Marxism are important. Above all, attention is drawn to the zones of “necessary change” (religion, morality – family, child). Looking at the example of the situation of the Russian family and child, we can see how the creators of the Bolshevik “better world” project cynically made them a tool for change; we can see the reality of great manipulation. Death, suffering, biological, psychological and spiritual devastation were irrelevant to their role. This mechanism was shielded by the appearance (camouflaged lie). The ideology of Bolshevik Marxism in its references to children and families was the subject of criticism in the writings of Polish humanists from the period 1917–1939.

Persistence and Humanization of the Human Race. Reception of the Cultural Output of Stanisław Wawrzyniec Staszic

The exceptional position of Father Stanisław Wawrzyniec Staszic in the history of Poland inspires one to reconstruct and interpret his views also in the field of “human philosophy”, “philosophy of upbringing”or social philosophy. Not disregarding other works by Staszic, this paper focuses first of all on the contents of Ród ludzki, due to its originality and the possibility of transmitting the cultural capital of the past to contemporary and future recipients of culture. The priority cognitive aim of the author of the article was to obtain significant material for the social and cultural development of mankind, using hermeneutic methods. The research problems were formulated as follows: How does Staszic understand mankind/human race? (or how does he define this notion?); Is it possible, according to Staszic, to humanize mankind?; If so, how does it take place and how does it manifest itself?; What factors of persistence (or, possibly, survival) and what factors of humanization of mankind can be identified?; What, according to Staszic, most seriously impeded these processes in the history of mankind?; What role does he think philosophers, the clergy and pedagogues played in this area?; What message for modern generations can be drawn as a result of the analysis and interpretation of Ród ludzki?

The article presents the character and pedagogical activity of Władysław Korniłowicz –a priest, a servant of God, an educator, spiritual director and co-founder of the Work of Laski near Warsaw. After graduating from the Catholic University of Freiburg, he was ordained a priest in the chapel of the Seminary in Krakow (6 April 1912). In 1912–1914, he continued his doctoral studies in Freiburg. After returning to the country, he took up pastoral and educator’s work in various school and educational centres in Poland (including Zakopane, Warsaw, Gora Kalwaria, Leszno, Włocławek, Lublin, and Laski near Warsaw). The Reverend Korniłowicz served as school prefect, vicar in the parish, archivist and notary of the Archdiocesan Curia, censor and reviewer of textbooks for teaching religion, director of the Boarding School for Student Priests of the Catholic University of Lublin [KUL], cofounder and spiritual director of the Work of Laski (Triuno: blind, lay people and collaborators of the Society for the Care of the Blind and the Congregation of the Franciscan Sisters Servants of the Cross). His formative and educational activity is situated in the current of Catholic pedagogy of culture which consists in preparing man to participate in the world of cultural values and develop spiritual forces on this basis as well as to create new values. In his formation and educational process, Fr. Korniłowicz drew on the ideas of scouting, personalism, neo-Thomism, the Franciscan movement and the Benedictine liturgical renewal.

Towards an Axiological Neutrality and Unambiguity Tests. From ‘Deviation’to ‘Disorder’, i.e. Changes in Key Definitions Rehabilitation Pedagogy

The purpose of the article is to attempt to synthetically present the changes in the use of the designates from the so-called group of descriptive terms in the literature: ‘difficult individuals’, i.e. synonyms and substitutes of ‘social maladjustment’created on the grounds of Polish rehabilitation. It is an attempt to systematise knowledge around definitions that have grown into the language of pedagogy for the past seven decades. The article shows the axiological and ambiguous dimension of these definitions, considers the issue of the value of a word as a transmitter saturated with something more than just a letter-sign. The need to break away from unnecessary value in definitions seems to be very important in 21st century science. The advisability of organising the terms used is desirable and very necessary, especially for understanding the ideas and directions of development of the discipline. It is the concepts that allow for designing research and conducting diagnoses and descriptions. In this article the reader will be able to trace the changing definitions created by the elders of Polish rehabilitation and the ideas in which these definitions are rooted.

The Creation of Polish Educational System (1960–1973) in the Context of Real Socialism

An important area of research for pedagogy is the area of patterns, including ideas, when it comes to the way of understanding man and broadly social relations. Different positions are adopted in this respect –sometimes significantly different. One of the reasons of such situation seems to be the close relation between pedagogy and ideology, the latter providing answers to questions similar, and at times identical, to the ones posed by pedagogy. However, due to the nature and specificity of ideological thinking and the rather extrarational manner of validation assumed in it, the question of admissibility of such connection arises. The analyses of such situations, which the Polish pedagogy had experienced, may prove very illuminating in thus delineated context. These concern the impact that real socialism had upon educational system of 1960–1973. Based on these experiences, questions arise: What were the effects of the inspirations drawn from socialist thought for the Polish pedagogy and what was their influence upon the institutional and systemic solutions adopted in the actual social life? The paper is an attempt at analysing that very issue.

Contemporary Concepts of Social Rehabilitation Interactions with People with Advanced Manifestations of Behavioral Disorders and Social Maladjustment

The searching for effective ways of social rehabilitation interactions is based on diverse theoretical trends, which, however, cannot be equated with criminological theories. Models of social rehabilitation interactions refer to many theoretical currents differing methodologically and praxeologically. Behavioral, psychodynamic, cognitive-behavioral, interdisciplinary or interactive concepts are listed among the most important trends. Also noteworthy are the models of corrective actions referring to the evidence based practice movement, examples of which may be the R-N-R and Good Life Model models. The purpose of this study is to characterize selected basic models of corrective interactions currently used in the process of social rehabilitation of people with behavioral disorders, socially maladjusted and perpetrators of crimes. Due to the theoretical nature of the study, a method of searching secondary sources was used.

The main purpose of this article is to present two frameworks significant for contemporary theory and practice of social rehabilitation and to find the answer for the question asked in the title. The Risk-Need-Responsivity Model is discussed first in order to emphasise the implications for the social-rehabilitation practice. Then the resilience framework is discussed to show a broader context of this concept and to stress how important it is to break free from the risk perspective.

The purpose of the text is to present to the reader the main theses and assumptions that Stanisław Jedlewski presented in his scientific works2. Selected letters, whose content is based on social rehabilitation pedagogy and focused on reflection on the process of juvenile resocialisation, form a certain substantive whole, whose consistency is based on scientific evidence. From them emerges a new vision of the processes of: care-upbringing, resocialisation and education of juveniles. The analysed texts also have historical value, as the author’s reflections reveal a picture of the state prevailing in juvenile detention centres in the 1950s and 1960s. Due to its features, Stanisław Jedlewski’s collection of reflections, theses and postulates can be deemed pedagogy and included in the output of Polish pedagogical thought. 

Czesław Czapow: “On the Way”to the Championship

The presented article aims to present the first scientific papers written by the outstanding Polish educator who was a prematurely deceased (1980) doc. dr hab. Czesław Czapow from the University of Warsaw. They show us the beginnings of the development of his thoughts and scientific interests, which in later years resulted in outstanding scientific works that fit into the history of social rehabilitation thought in Poland.

*Prezentowany tekst stanowi fragment przygotowywanej pracy, której zasadniczym celem jest rekonstrukcja myśli pedagogicznej Czesława Czapowa i omówienie jej znaczenia dla współcześnie ujmowanej pedagogiki resocjalizacyjnej w Polsce. Tym samym stanowi on opracowanie jednego z postawionych w pracy pytań badawczych. Przygotowywane opracowanie realizowane jest metodą biograficzną w ujęciu interpretatywnym, gdyż sformułowane w nim problemy badawcze dotyczą biografii w kontekście podejmowanych działań naukowo-zawodowych Czapowa, tła owych działań – ich kontekstu politycznego i społecznego. Jedną z metod zbierania materiałów zastosowaną w pracy jest analiza dokumentów zebranych w przypadku prezentowanego tekstu podczas kwerend zrealizowanych w Archiwum Akt Nowych w Warszawie, Archiwum Uniwersytetu Warszawskiego oraz w Bibliotece Uniwersytetu Warszawskiego. 

In the social sciences and liberal arts, the issue of labelling is an important field of analysis for a better understanding of the functioning of an individual in a group. The labelling theory has been developing since the 1950s, mainly in the United States. This theory found considerable interest also among the Polish resocialisation thought. The reversal of social labelling, that is the start of the destigmatisation process, seems particularly important from the readaptation perspective. In the paper, the discussion on destigmatisation is related to the Volhynian social policy project implemented between 1928 and 1938 by Henryk Jozewski which was later called the ‘Volhynian Experiment’. The aim of the experiment was a normalisation of the Polish-Ukrainian relations which during the Second Polish Republic remained tense.

The aim of the article is to present a little-known social phenomenon created by young people who from the 1980s to the first decade of the 21st century participated in Szpakowiska, i.e. cyclical meetings supervised by Fr Andrzej Szpak, Salesian (1944–2017). The factors specific to Szpakowisko will be highlighted, which contributed to the socialisation of people who were originally excluded or self-excluded from social structures. The author attempts to answer the questions: What was the character of the youth movement called Szpakowisko? Which elements of this movement can be described as factors that build group identity? The introduction presents the research method and dilemmas related to the topic of the article. Next, Szpakowisko is characterised as a support group, the identity-building process is discussed, and selected elements of the phenomenon are highlighted, such as a common communication code, search, mentality and self-exclusion community.

On the basis of cross-sectional studies estimated were the rules for classification to risk groups of people who were sentenced and under supervision of a probation officer. The classification of probationers into risk groups is meant to enhance the public security and adjust the type and intensity of actions taken by probation officers according to the profile of convicts. It thus became possible to adapt the methodological measures used by probation officers to the work strategies of the worldwide probation services based on the case management model. The adopted solutions are in accordance with the UN Standard Minimum Rules (The Tokyo Rules) and standards included in the European Probation Rules.

Educational Activities as a Form of Support for Detainees in the Areas of the Cracow Voivodeship during the Second Republic of Poland and their Topicality in Detainee Contemporary Social Readaptation

Between 1918 and 1939 detainees were a group of people particularly vulnerable to marginalisation and social exclusion, which also concerned members of their families. The situation was aggravated by the fact that convicted persons most often came from families experiencing poverty and deprivation, and criminal behaviour was often the result of a difficult life situation which they experienced both in family and social life. Particularly difficult was the situation of the then women-detainees, as well as a significant number of orphans, living on the streets of cities, living off begging, petty thefts or robberies. The only chance of changing their life situation were assistance activities in the area of upbringing and education, which gave them the opportunity not only to improve their morality but often changed their lives by gaining education, work, as well as housing. The actions taken in many cases also concerned the children of detainees, their upbringing and education. The initiators of support for the detainees and their families were primarily charitable activities carried out by associations, societies, religious fraternities, actions taken by the court, prison staff and school teachers. Many of these aid initiatives can be seen in contemporary actions involving support for detainees and their families. It is extremely interesting that the same methods of educational impact and educational support are applied in the changed social reality today.

This article is based on the experiences of attendance centres in Poland. These centres, provide services to at-risk and delinquent youth in local community centres largely staffed by probation officers and volunteers who are well-versed in evidence-based concepts and practices. The primary concept that underpins these centres is to focus on socializing risk youth and juvenile delinquents in communities in which they live. The presumption is that factors related to dysfunctional social environments foster social maladjustment, which in turn, support risk factors that lead to juvenile delinquency. The services and experiences of at-risk youth and adjudicated delinquents in community-based centres appear, at least initially, to decrease individual juvenile delinquency. As well, the programs and services provided establish and support protective factors that mitigate dysfunctional social environmental factors, thereby serving an important delinquency function.

Mediation as an Out-of-Court Dispute Resolution Method: A Historical and Contemporary Perspective

Mediation is a process based on the principle of voluntariness, which should lead to resolve the conflict between the parties. As a form of intervention in a dispute, gives possibility to communicate between the parties without the participation of the court. The solutions developed during the mediation procedure direct the parties towards the future and allow to satisfy the interests of both sides. The work raises the problem of the historical conditions for the creation of mediation, its definition over the centuries. The article also describes arbitration courts as those that have settled disputes from the past to modern times. First of all, the article focuses on mediation, its essence, and the possibilities of applying it in individual countries. Mediation is presented as an important method, allowing parties to decide how to resolve a conflict. The article contains information on the history of her development, as well as legal bases that gave rise to its dissemination in the country and in the world. The historical conditions for the creation of mediation, the principles of mediation as well as the basic problems that arise during its conduct are described.

Sports as a Method of Institutional Resocialization of Socially Adapted Girls

The purpose of the considerations taken in the article is to show sport as a method of social rehabilitation of underage girls in an institutional environment. This goal corresponds to the problem of research –or contained in the question of completeness: whether, and if so, to what extent and how can sport be a desirable method of educational work in the process of institutional resocialization of socially maladjusted girls? 71 female minors in a youth educational center took part in the study. The research was carried out using the diagnostic survey method, taking into account the survey technique and its proprietary questionnaire acting as a research tool. Based on the research, the hypothesis was adopted that in the process of institutional resocialization of socially maladapted girls, sport is a desirable method of educational work, because it enjoys great interest, enables the development of sport passions, helps to spend time pleasantly, and reduces stress. In addition, the facilities of the youth educational center for the organization of sports activities and the competences of the teaching staff in the opinion of socially maladjusted girls are sufficient.

The aim of this study is an attempt to understand the functioning of women in roles, the dynamics of epiphanies and the actions taken within the limits of the temporal perspective, and to approximate the phenomenon of biographical identity construction, peculiarly the category of excluded. It is also an attempt at depiction and understanding of life situations, revealing the boundaries of real visibility, provoking the questions: How does a person construct himself and what meanings does the person give to expressions of everyday life? How does a person make his world? How does the trajectory determine the boundaries of a person’s experiences?

The article is the reflection on a biographic study I conducted, whose location in interpretive orientation creates the opportunity to learn the perspective of the participant. Reconstruction of the trajectory of the experiences process reveals three phases: on the edge, in between and outside. Individual life experience is an element of the person’s biographical knowledge, his biographical thinking and initiates the individual’s reflectiveness, indicating the essence of human forces in shaping his biographical experiences. Retrospective defining of the life situation in three interweaving aspects leads to taking control over a trajectory’s dynamics –apparent causative activity, kinematic attitude – the struggle for survival, and static attitude – nonegalitarian optics, demanding for normativity of a person’s functioning. Peculiarly the category of excluded entity.

Niepublikowany dotąd tekst w formie kompletnego trzystronicowego maszynopisu, napisanego najprawdopodobniej osobiście przez o. Jacka Woronieckiego, znajduje się w Archiwum Polskiej Prowincji Dominikanów w Krakowie (Archiwum o. Jacka Woronieckiego: S39/221, O. Jacek Woroniecki: Wytyczne wychowania; ok. 1944 r.). W opracowaniu ukazującym całość tekstu zachowano oryginalną składnię, stylistykę i interpunkcję. Źródło datowane jest na trzeci kwartał roku 1944.

Prezentowany tekst w formie rękopisu o. Woronieckiego znajduje się w Archiwum Polskiej Prowincji Dominikanów w Krakowie (Archiwum o. Jacka Woronieckiego: S39/220, O. Jacek Woroniecki: Nasz brak tradycji wychowawczej). W niniejszym opracowaniu zachowano oryginalną składnię, stylistykę i interpunkcję (z niewielkimi wyjątkami ułatwiającymi zachowanie płynności tekstu). Pominięto jedno zdanie ze względu na niemożność jego odczytania. Niepublikowany dotąd, trudny do odczytania rękopis prawdopodobnie został napisany w okresie międzywojennym, za czym przemawia jakość użytego papieru.

Posłowie do drugiego wydania Polskiej myśli pedagogicznej Bogdana Nawroczyńskiego

The Polish Current of Criticism of German National Socialism (Nazism) Before 1939. Bibliography of Sources

The Polish Current of Criticism of Communism (Bolshevism) in the Years 1917–1939. Bibliography of Sources

Bibliografia spuścizny Tadeusza Strumiłły (1884–1958)

Towards the Social and Cultural Integration. Around the book Social Services in Work with Refugees on Polish German Cross-border Region (ISBN 978-83-7867-771-0)