Biuletyn Historii Wychowania, 2013, nr 30
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Item Problematyka patriotyzmu w wychowaniu harcerskim w Związku Harcerstwa Rzeczypospolitej (ZHR)(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Kołodziej, AnnaThe historical education of youth has played an important role in patriotic education. The results of academic research into the patriotism of Polish youth shows the growing need of patriotic education in the context of situating patriotism as an independent category, an element of the axiological system, the awareness of Polish youth. The analysis of contemporary Polish reality indicates new challenges in patriotic education. With the ZHR we are dealing with a specific vision of our history, as well as a specific version of present times and a specific cultural code. Scouting is considered an organization that has become an inherent part of Polish tradition and culture, and the ideal of being raised in the scouting tradition has been established in the consciousness of a number of generations of Poles. It is a consequence of our national culture and tradition. Scouting has been used as a tool for developing an independent attitude amongst patriotic youths. It also became an essential part of the struggle for independence. Scouting as a system of education has been subject to change and ongoing development in changing socio-political and economic conditions. This process has continued in the contemporary, postmodern and post-industrial society. Patriotic education in scouting is an element of scouting methodology based on Scouting Law and the Scouting Oath.Item Wykształcenie ziemiańskie i jego wpływ na wychowanie dzieci na przykładzie rodu Ostrowskich Korabitów(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Studnicka-Mariańczyk, KarolinaThe article presents the subsequent stages of Aleksander Ostrowski’s education; it shows his successes at school, and also points at the direct link between the economic achievements of the Ostrowskis’ domain and the level of the owners’ education. The general and professional knowledge acquired at school and the level of culture and civil awareness provided resulted in the formation of high educational ambitions also in the next generation: the atmosphere of the family home and the pedagogical attitude of Aleksander and Helena Ostrowski influenced the fact that their children were also well educated; therefore, they could continue the family traditions, develop their farm, and participate in political life. The example of the Ostrowski family from Maluszyn can serve as an argument justifying the statement that a high level of education should be treated as a main factor in forming certain types of world views, social and political beliefs, and the level of interest and participation in culture. It should also be treated as a factor determining openness towards innovations and progress in both the organisation of social life and the economy.Item „Osobliwie muszę tu wyznać zrządzenie Boskie nad tobą Synu mój kochany, iż twoja najlepiej cię kochająca Matka, uniesiona często słabością rozumu swojego, biła cię i źle ci życzyła”. Choroba psychiczna w rodzinie w drugiej połowie XVIII wieku na przykładzie dzieciństwa Stanisława Mikołaja Tretera(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Kowalczyk, Małgorzata EwaStanisław Mikołaj, son of Agnieszka, nee Izbicki, and Stanisław Treter, the king’s chamberlain, was born on 19th November 1776. When he was seven years old it turned out that his mother was mentally ill, most probably suffering from schizophrenia. In the 18th century mental and nervous disorders were very rare, and foreigners visiting Poland even thought they were characteristic of Poles. Certainly, mental disease in a family does not only affect the one who actually suffers from it, it has an impact on each family member and somehow everyone is involved. Agnieszka’s psychosis started with aggressive behaviour towards her family, and especially her son. She would destroy things which either belonged to him or were in some way related to him, she would scream at him, physically and mentally harass him. His father would usually buy the things the boy needed most, such as underwear, clothes and shoes, in well-kept secret. Agnieszka categorically opposed this and even “became stubborn and restless which influenced the atmosphere in this home”. Because of his mother’s disease and its influence on the atmosphere in the family, the boy often felt anxiety and fear, and sometimes even annoyance and despair. In November 1786 Stanisław Treter decided that it would be better if his wife stayed in Warsaw for a while. The atmosphere at home was becoming worse and worse, and their ten-year-old son required systematic and extensive education, while Agnieszka herself needed “professional” care. In the 18th century people who suffered from mental diseases would usually live with their families and be provided with good care and a kind of particular respect, unless they were dangerous to others. However, Agnieszka was completely unpredictable. Her irrepressible aggression was understood by her son as a lack of love and acceptance. He often felt lost and very lonely. His mother’s mental disease did not create supportive conditions for the development of the child’s emotions and mentality. Certainly, like any other child he loved his “Mummy” very much, so parting with her was a very difficult experience for the boy. Disharmony in the Treter family, which was the consequence of Agnieszka’s disease, developed in Stanisław Mikołaj patterns of instability, hostility and neglect. Thus it is not surprising that he became oversensitive, egoistic, combative and aggressive. We learn about Stanisław Mikołaj Treter’s difficult childhood from his father’s notes. In 1785 he decided to write a history of his son’s life and education, and it took him four years to write in 13 letters which are now kept in the Central State Historical Archive of Ukraine in Lvov.Item Reformy dyktuje system – o naradzie oświatowej KC PZPR z 24 października 1958 roku(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Król, JoannaThe subject of the article is the educational conference which was held on 28 October 1958. It is believed that this meeting, in particular W. Gomulka’s speech, designated the main directions of future educational policy. Gomulka’s speech contained the following conclusions: the extension of compulsory education, the development of vocational education, professionalization of education and ideologisation of teacher training. A very important part of Gomulka’s speech was the issue of teaching religion. Although Gomulka promised to comply with the agreement concluded with the Church on teaching religion, he on the other hand criticized the conduct of the clergy on emblems and religious practices. The participants of the conference were more radical than Gomulka and advocated the total elimination of religious education in school. Strangely enough, all of the main conclusions of the meeting were subsequently turned into legislation. The crowning achievement of the speakers of 1958 became the law on the development of the system of education in 1961, which introduced secular schools and socialist educational ideals.Item Zabawy i zabawki dziecięce w drugiej połowie XIX i na początku XX wieku – wybrane problemy z wykorzystaniem grafik z epoki(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Nawrot-Borowska, MonikaThe aim of the article is to present aspects of selected games and children’s toys in the second half of the nineteenth and early twentieth centuries. The inspiration for the consideration will be graphics from the press and (mainly children’s) literature of the period, accompanied by a description of the games and toys presented in them. The sources providing the graphics will be educational literature and guides, and guides to the health and hygiene of children and teenagers. These texts can be useful in studying history, whether in the classroom or during seminars on the history of education.Item Model wychowania w rodzinie ziemiańskiej w pierwszej połowie XIX wieku na przykładzie domu Stanisława Kostki Zamoyskiego i jego córki Celiny Działyńskiej(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Wróbel-Lipowa, KrystynaUpbringing and education was a matter of great importance among the Polish landed gentry. The education of male descendants was particularly essential, because they were expected to hold important office, increase the family’s wealth and possessions and become a source of pride to the family in the future. According to Stanislaw Kostka Zamoyski XII, Majoratsherr in Zamość, the family home set the best example of upbringing to the younger family members. Therefore, children needed to have positive role models in their parents, who would provide them with advice, care and look after them. Small children were introduced to harsh conditions of everyday life. In order to positively shape children’s personalities, to help them to become open, gentle, reasonable, and kind people, teachers were not allowed to set them a bad example. The XII Majoratsherr’s children in Zamość were raised by parents who called for strict obedience and respect. Stanisław Kostka Zamoyski’s daughter Celina Działyńska raised her offspring in the same manner. She taught them respect for ordinary people – service and help for the needy. The above mentioned methods produced a positive effect in the future. Children raised in this way became aware of their responsibilities to the family and homeland.Item Zróżnicowane ramy prawne ojcowskiej władzy rodzicielskiej obowiązujące na ziemiach polskich w pierwszej połowie XIX wieku(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Żółciński, Zbigniew J.The law itself has a proven impact on people’s everyday lives. It is usually the product of compromise, which also reflects the culture of its times. Private law of 19th century was no exception. This study shows that political partitions of Poland has divided also polish perception of family and fatherhood. This work examines the problem of parallel visions of polish fatherhood through the lens of the early civil law codifications. New private laws were starting point for a change in paternal power. These modernization has had their own speed and energy separate in each partition area. Focusing on paternity as a category of family history, this article shows the changing borders of paternal power and responsibility which brings new approach to understanding of how private acts were governed by laws of the state.Item Wzorce wychowania do życia w rodzinie przekazywane dziewczętom w szkołach klasztornych (XVII–XIX w.)(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Szylar, AnnaThe paper aims to analyse the education and upbringing of girls in schools run by nuns in the period from the seventeenth to the mid-nineteenth century. It shows the elements of upbringing and education that shaped the attitudes and values considered the most important in family life. It discusses issues related to the education of girls in how to run and manage a household, how to do household work, how to manage the household expenditure. On the basis of school curricula the range of intellectual education, the development of personal standards (attitudes, behaviours and features of character) of women in this period will be shown. These issues will be presented against a changing historical context, and will focus on girls from different social backgrounds.Item Cysterskie szkoły w Szczyrzycu od 1780 roku do lat trzydziestych XX wieku(Poznańskie Towarzystwo Przyjaciół Nauk we współpracy z Zakładem Historii Wychowania, WSE UAM, 2013) Marszalska, Jolanta M.The goal of this article is to present a school operating as part of the Cistercian abbey in Szczyrzyc. In the 18th century, some Cistercian abbeys assumed the responsibility of establishing and managing elementary schools. It was also the case in Poland provided that the legislation of the respective empire (Russia, Prussia or Austria) allowed for such arrangements. The abbey in Szczyrzyc was in charge of the school facilities and competent teachers. While some of them were the local monks, a respective state authority supervised adherence to the curriculum. The first existing source of information about the school at the Cistercian abbey in Szczyrzyc comes from 1780. Despite numerous obstacles related to the political situation in the partitioned Poland, the abbey educated the local children continuously albeit more or less successfully until the middle of the 20th century, involving the monks in the education process.