Dziejowe konteksty oraz tendencje reform szkolnych na ziemiach polskich od XVIII do XX wieku (do 1939 roku)
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Date
2014
Authors
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Journal Title
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Volume Title
Publisher
Wydawnictwo Naukowe UAM
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Historical Concepts and Tendencies of Educational Reforms in Polish Territories From the 18th till 20th Century (Until 1939)
Abstract
The authors of the essay present both historic dimensions and main tendencies of organizational
assumptions and curricular educational reforms in Polish territories from the Enlightenment till the
Second World War.
Research shows that challenges of civilization, changes of the sets of upbringing and attempts to
offer democratic access of society to education were factors which stimulated and directed the processing
of educational reforms in then Europe, Poland included. The main educational reforms were
initiated by processes of social and political changes. The state was the mainspring of educational
reforms in Europe of modern times. During the Enlightenment, the state took over schools, which
resulted in adopting an act establishing the National Education Commission. In the Duchy of Warsaw,
the Educational Association created a framework of educational administration connected with
the social factor of school supervision. The development of educational legislation took place in the
second half of the 19th century. At that time education in Polish territories was connected with the
schooling systems of the invaders. The reforms initiated by Poles were to modernize the Polish nation
and strengthen its social, political and economic condition. The educational reforms in Poland
after regaining Independence were to help rebuild, modernize and strengthen the reborn state.
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Keywords
educational reforms, Polish territories from the 18th till 20th century
Citation
Studia Edukacyjne, 2014, nr 32, s. 7-19
Seria
ISBN
978-83-232-2837-0
ISSN
1233-6688