S u m m a r y : In the 21st century, museum education in Poland is developing at a dynamic pace. One can notice the emergence of modern, interactive museums with attractive architecture and rich educational programs (e.g. the Warsaw Rising Museum, the Chopin Museum and the recently opened Museum of the History of Polish Jews POLIN, the Jozef Pilsudski Museum, and the Polish History Museum, which is still under construction). The educational activities are aimed at different target groups, including both organized groups such as school classes or groups of persons with disabilities, as well as individual visitors, such as children, families or the socially excluded. In the present article, the author depicts the first Polish museum created by private initiative at the turn of the 19th century-a museum created of Princess Izabela Czartoryska (née Countess Flemming) "from the bottom of her heart". This was the period in which Poland had completely disappeared from the map of Europe, having lost its national sovereignty. The contemporary educational dimensions of Polish cultural and museum heritage are particularly important in the context of such historical eventsparticularly the commitment of distinguished Poles and the wider Polish society for the perseverance and survival of Polish culture. Analyzing the origins of Polish museology, including the formation of the first patriotic museums and national patriotic museums abroad (for instance in Rapperswil, Switzerland), the author underlines the importance of these activities for the development of the Polish educational thought, as well as museum and patriotic education.
W badaniach edukacyjnych prowadzonych na początku XXI wieku ważne miejsce zajmuje problematyka kompetencji społecznych w procesie kształcenia i wychowania estetycznego dzieci. Te kompetencje są nabywane nie tylko w rodzinie i w szkole, ale również poprzez kontakt z dziedzictwem kultury, działalność edukacyjną takich instytucji jak muzeum czy teatr. W ostatnich latach, zdominowanych przez wszechobecną technicyzację i relatywizację życia, wyjątkowego znaczenia nabrały inicjatywy ukierunkowane na rozwijanie umiejętności społecznych dzieci już od najmłodszych lat. W okresie pandemii bezpośrednie interakcje społeczne zostały mocno ograniczone, a działania edukacyjne przeniosły się w dużej mierze do Internetu. Przedmiotem niniejszego opracowania autorki czynią działania proponowane przez tradycyjne instytucje kultury w kontekście myśli konserwatywnej. Rozpoznaniem badawczym objęto treści, formy i metody ofert kierowanych do dzieci w przekazie dziedzictwa kultury i sztuki wybranych muzeów oraz teatrów w Polsce (ze szczególnym uwzględnieniem Krakowa). Analizie poddano strony internetowe instytucji oraz wyniki lokalnego konkursu. Tłem rozważań jest myśl konserwatywna, która w centrum edukacji stawia rodzinę jako najważniejsze środowisko wychowawcze, ale odwołuje się także do wartości dziedzictwa kultury i tradycji. W tym kontekście na szczególną uwagę zasługują działania wpływające na kształtowanie się kompetencji społecznych w holistycznie ujmowanym rozwoju człowieka. Cultural Education and the Formation of Children’s Social Competence and Conservative Thought In educational research conducted at the beginning of the 21st century, the issue of social competences in the process of education and aesthetic upbringing of children occupies an important place. They are acquired not only in the family and at school, but also through contact with cultural heritage, educational activities of such institutions as museum or theatre. In recent years, dominated by the ubiquitous technicisation and relativization of life, initiatives aimed at developing children’s social skills from an early age have become exceptionally important. In the period of the pandemic, direct social interaction was severely limited, and educational activities moved largely to the Internet. The subject of this study are the activities proposed by traditional cultural institutions in the context of conservative thought. The research covers the content, forms, and methods of programs addressed to children for the transmission of cultural and artistic heritage by selected museums and theatres in Poland (with particular emphasis on Krakow). The websites of the institutions and the results of a local competition were analyzed. The background of the considerations is conservative thought, which places the family at the center of education as the most important educational environment, but which also refers to the values of cultural heritage and tradition.In this context, particular attention will be paid to those activities that affect the formation of social competences in human development, as holistically understood.
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