Ideological‑progressive and educational contexts of humanistic education in the “Pedagogical Review” in the eighties and nineties of the 19th century

The article presents a few comments and reflections on the education of children and youth and its ideological conditions, presented in the “Pedagogical Review” in the eighties and nineties of the nineteenth century. During this period, the journal was a representative of interesting educational and educational ideas about  humanistic provenance. These ideas, partly positivist, and partly with a clearly modernistic overtones, inspired some teachers and educators to organize the teaching process on previously unknown principles in the Kingdom of Poland, mainly based on knowledge of the psyche and students’ needs. A comprehensive nature of  education was proposed, subordinate to utilitarian needs to a large extent. However, it was not limited to the level of professional skills, pointing to the need to shape and develop aesthetic values in stu dents as well.

The article presents a few comments and reflections on the education of children and youth and its ideological conditions, presented in the “Pedagogical Review” in the eighties and nineties of the nineteenth century. During this period, the journal was a representative of interesting educational and educational ideas about  humanistic provenance. These ideas, partly positivist, and partly with a clearly modernistic overtones, inspired some teachers and educators to organize the teaching process on previously unknown principles in the Kingdom of Poland, mainly based on knowledge of the psyche and students’ needs. A comprehensive nature of  education was proposed, subordinate to utilitarian needs to a large extent. However, it was not limited to the level of professional skills, pointing to the need to shape and develop aesthetic values in stu dents as well.