Publication date: 2022
Publikacja dofinansowana przez Uniwersytet Jagielloński ze środków Instytutu Pedagogiki.
Licence:
CC BY
Editorial team
Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 19 - 37
https://doi.org/10.4467/24504564PMP.22.002.16055Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 39 - 60
https://doi.org/10.4467/24504564PMP.22.003.16056Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 61 - 78
https://doi.org/10.4467/24504564PMP.22.004.16057Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 79 - 102
https://doi.org/10.4467/24504564PMP.22.005.16058Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 103 - 127
https://doi.org/10.4467/24504564PMP.22.006.16059Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 129 - 154
https://doi.org/10.4467/24504564PMP.22.007.16060Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 155 - 170
https://doi.org/10.4467/24504564PMP.22.008.16061Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 173 - 192
https://doi.org/10.4467/24504564PMP.22.009.16062Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 193 - 207
https://doi.org/10.4467/24504564PMP.22.010.16063Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 209 - 231
https://doi.org/10.4467/24504564PMP.22.011.16064Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 233 - 255
https://doi.org/10.4467/24504564PMP.22.012.16065Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 259 - 276
https://doi.org/10.4467/24504564PMP.22.013.16066Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 277 - 293
https://doi.org/10.4467/24504564PMP.22.014.16067Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 295 - 313
https://doi.org/10.4467/24504564PMP.22.015.16068Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 315 - 330
https://doi.org/10.4467/24504564PMP.22.016.16069Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 331 - 346
https://doi.org/10.4467/24504564PMP.22.017.16070Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 347 - 360
https://doi.org/10.4467/24504564PMP.22.018.16071Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 361 - 387
https://doi.org/10.4467/24504564PMP.22.019.16072Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 389 - 415
https://doi.org/10.4467/24504564PMP.22.020.16073Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 419 - 425
https://doi.org/10.4467/24504564PMP.22.021.16074Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 429 - 436
https://doi.org/10.4467/24504564PMP.22.022.16075Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 437 - 444
https://doi.org/10.4467/24504564PMP.22.023.16076Polish Pedagogical Thought, Issue 8, VIII (2022), pp. 445 - 449
https://doi.org/10.4467/24504564PMP.22.024.16207Słowa kluczowe: Conservative school, conservative values, conservative school organization, modern didactics, modern education, Hannah Arendt, Jacques Rancière, academic education, traditional education, authority, tradition, conservative perspective, conservative education, conservative pedagogy, critical pedagogy, avant-garde in pedagogy, conservative pedagogical thought, democracy, education policy, conservative ideology, education, school, participation, school councils, pedagogical conservatism, theistic metaphysics, theocentrism of anthropology, human dignity, conservative pedagogy, national pedagogy, Roman Catholic pedagogy, cultural education of children, conservative thought, social competences, museum education of children, theatre education of children, August Cieszkowski, conservative thought, tradition, progress, pessimism, conservatism, education, Christianity, romanticism, Marian Zdziechowski, Conservatism, Skwarczyński, conservative, state, deed, Zenon Grocholewski, Congregation for Catholic Education, Catholic pedagogy, conservatism, axiocentrism, culture, objective values, evil, Brutus, Caesar, Cassius, Catholic personalism, responsible parenthood, teaching of Stefan Wyszyński, youth, catechist, religious education, conservatism, Autonomy of Galicia, axiology, practical philosophy, Sebastian Petrycy of Pilsen, Renaissance pedagogical concept, democratization of upbringing, aesthetic education, education through art, the Kingdom of Poland, modernism, modernity, philosopher, aesthetician, English aesthetics achievements, art historian, pedagogy, hermeneutics, R. Kwaśnica, H.-G. Gadamer, J. Habermas, ontology of understanding, critical theory, emancipation, dialogue, Teachers’ preparedness, standards of the education systems, professional development, emotional intelligence; social competences; special education needs students, history, education, refugees, war, the fate of children, evaluation, teacher self-evaluation, evaluation in the teacher’s work, pedagogical research methodology, a combination of quantitative and qualitative methods, M. Berzonsky’s Inventory of Identity Styles, Bogusław Śliwerski, school, competition, cooperation, culture of competition