KsztaĹ‚towanie charakteru dzieci i mĹ‚odzieĹĽy na ziemiach polskich w drugiej poĹ‚owie XIX i na poczÄ…tku XXwieku

Bednarz-Grzybek, Renata

doi:10.14746/se.2014.31.15

Cited by 2 publications

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“…To jest prawie wszystko" (tamże: 371). Pedologia wespół z psychologią rozwojową dostarczyły naukowych podstaw ówczesnej charakterologii dziecięcej 6 (Foerster 1919;MacCun 1925;Nawroczyński 1929;Zarzecki 1918), a katolickie koncepcje wychowania nadały jej priorytetową pozycję w kształceniu młodego pokolenia (Bednarz-Grzybek 2014;Ciemniewski 1926;Gaweł 1974). Równocześnie badano sprzężenie cech fizycznych z psychicznymi 7 .…”

Section: Nauczyciel-herosunclassified

Rural Child in the Polish Educational Discourse during the Interwar Period or about Less Known Roots of Regionalism at School

Mlekodaj

2021

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The article is devoted to the process of discovering the specificity of life and development of a village child, initiated at the turn of the second and third decades of the 20th century. It was one of the consequences of the then developing educational discourse, supported by the achievements of child psychology, pedology, and the New Upbringing trend. In 1929, the first Polish research on the level of development of children from urban and rural environments was conducted. The results were very unfavorable for children from the countryside. This gave an impulse for further action. In 1930, in the pages of “Praca Szkolna” (“School Work”), a competition was announced among teachers to describe a rural child from various regions. Twenty-two papers were submitted, the best of which were published in the book Dziecko wsi polskiej (A Child of the Polish Countryside). These works allowed us to penetrate both the problems faced by rural children at school and the difficulties faced by teachers working in the countryside. To a large extent, they resulted from the lack of a proper diagnosis of the educational and upbringing needs of a rural child and from difficulties in cooperation between schools and villages. The perspective of changes in this area was opened only by regionalism, introduced to school curricula as a result of the education reform in 1932, which was to support the education of rural children and contribute to the integration of the school with the local community. Thus, the teaching characteristics of a rural child contributed, in a sense, to the introduction of regionalism in Polish schools.

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Section: Nauczyciel-herosunclassified

Rural Child in the Polish Educational Discourse during the Interwar Period or about Less Known Roots of Regionalism at School

Mlekodaj

2021

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Conservative pedagogical thought of Count Stanisław Tarnowski

Jagielska

2022

Studia Z Teorii Wychowania

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Stanisław Tarnowski is a well-known nineteenth-century politician, expert in literary history, university lecturer, and rector of the Jagiellonian University. Analyses of his legacy have been conducted mainly in political science and Polish studies. The pedagogical aspects of his work, on the other hand, have so far received little attention, although reflections on the education of young people can be found in some of his publications. Therefore, in an attempt to study the pedagogical perspective adopted by S. Tarnowski, the aim of this article was to reconstruct the pedagogical thought contained in his academic, oratorical and journalistic output. Attention was drawn to the conservative character of these views, resulting from the ideological approach he presented.

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KsztaĹ‚towanie charakteru dzieci i mĹ‚odzieĹĽy na ziemiach polskich w drugiej poĹ‚owie XIX i na poczÄ…tku XXwieku

Cited by 2 publications

References 0 publications

Rural Child in the Polish Educational Discourse during the Interwar Period or about Less Known Roots of Regionalism at School

Rural Child in the Polish Educational Discourse during the Interwar Period or about Less Known Roots of Regionalism at School

Conservative pedagogical thought of Count Stanisław Tarnowski

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