The establishment and the activities of the Pedagogical College at the Jagiellonian University was an important event in the history of Polish pedagogy because this fact accelerated the process of ...its developing as a standalone academic discipline, with Krakow becoming an important centre of pedagogical thought. The process of developing an appropriate curriculum for training secondary school teachers, which combined practice and theory, took place in this College. In 1926, the Pedagogical College opened a Department of Pedagogy and saw the launch of the first Master’s programme in pedagogy.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
The goal of the paper is to shed light on the problem of coeducation on a Poland in the European backdrop in 19th-21st century. An excellent source for the analysis of this topic is, in particular, ...the 19th- and 20th- century pedagogical and female press, documents of educational authorities, school reports. Results and conclusion: During the late 19th and early 20th century, coeducation was − in all of Europe − a source of controversy, resulting in a public discussion. The first coeducational secondary schools in the Polish territories were established over the course of the First World War. Coeducation was widely adopted after the Second World War, but the question of whether coeducation brings more benefits or drawbacks remains open for debate.
Problem zapewnienia kobietom wykształcenia na poziomie średnim stał się na ziemiach polskich niezwykle istotny w drugiej połowie XIX wieku. Kwestia ta była szczególnie aktualna w zaborze austriackim, ...gdy w latach 90. XIX wieku dziewczęta zostały dopuszczone do egzaminów maturalnych oraz studiów uniwersyteckich. W Galicji nie istniały jednak gimnazja żeńskie, a żaden z typów ówczesnych „średnich” szkół żeńskich (takich jak wyższe szkoły wydziałowe, seminaria nauczycielskie czy licea żeńskie) nie dawał możliwości zdania egzaminu maturalnego umożliwiającego wstęp na studia wyższe. Wobec niechęci władz państwowych do tworzenia państwowych gimnazjów żeńskich równych gimnazjom męskim, jedynym rozwiązaniem było tworzenie placówek prywatnych. Powstawały one jako odpowiedź na potrzeby społeczne i były efektem oddolnego społecznego działania. Pierwsza tego typu szkoła średnia – nie tylko na terenie Galicji, ale wszystkich trzech zaborów – powstała w 1896 roku w Krakowie. Przed wybuchem I wojny światowej funkcjonowały w Krakowie trzy klasyczne gimnazja żeńskie: I Prywatne Wyższe Gimnazjum Żeńskie, Prywatne Wyższe Gimnazjum Żeńskie im. Królowej Jadwigi oraz Prywatne Gimnazjum Żeńskie Heleny Strażyńskiej (potem: Józefa i Marii Lewickich) oraz gimnazjum realne sióstr urszulanek. Koncepcja prywatnego gimnazjum żeńskiego zyskała wpierw aprobatę społeczną, a stopniowo również dużą popularność. W galicyjskich gimnazjach uczyła się ponad połowa uczennic uczęszczających do gimnazjów żeńskich położonych na terenie Przedlitawii.
The manner in which secondary school education for girls was transforming within the Polish territories during the partitions period and under the II Republic of Poland is a complex issue which, on ...the one hand, inscribes into the educational policy executed by the partitioning states and later on by Polish authorities, while, on the other hand into a broad scope of changes regarding the social position of women. For a long time, girls were perceived, first and foremost, as future wives, mothers, and housekeepers. As a result, the need to create female grammar schools, that is, comprehensive schools that would prepare them for university studies, was disregarded. However, various post-primary schools were established with the aim to prepare girls for their future roles or, alternatively, provide qualifications enabling them to become school teachers. These schools could also be attended by those girls who wished to expand and supplement their general education. Not until the II Republic of Poland was the male and female school system standardised at the secondary level. Yet, girls continued to struggle to complete the secondary level of education due to a smaller number of state grammar schools addressed at female students.
The issue of providing education to women became particularly important in the Polish territories during the second half of the 19th century. In the Austrian partition, women were allowed to take ...secondary school exit exams and enroll in universities in the 1890s. However, no female school at the time offered preparation to the aforementioned exams. As the government did not want to establish public all-female schools in the same way that it had created public all-male schools, a private solution was the only one. Private all-female schools emerged through a bottom-up effort as a response to the needs of society. The first school of this kind in Galicia – and all of the Polish territories – was established in Krakow in 1896. Before the outbreak of World War I, there were only four all-female secondary schools in Krakow. Still, with time, the concept of all-female secondary schools became very popular and more than half of the students of all-female secondary schools in the Habsburg Monarchy attended such schools in Galicia.
Creating the best possible conditions for bringing up the young has been a topic long debated by educators and politicians. The turn of the 20th century, however, wasa time when the debate ...intensified and took on a new meaning. The discussion had social,economic, health, feminist, and patriotic aspects. Toward the end of the 19th century,the whole of Europe – including the Polish territories – saw a decline in the healthas well as the psychological and moral condition of young generations. This wasa cause for concern among European societies. A fear of degeneration was fueled bythe growing scientific research on heredity. All this was happening amidst changes relatedto the role of family as a building block of both the state and the nation. Hence,from a social capital perspective, children became very valuable.Such views were also shared by the Polish intelligentsia. Perceiving education asthe best solution to the aforementioned problems, the intelligentsia undertook a range of initiatives – launching press campaigns, and setting up publications and associations –that targeted parents as well as young women. These initiatives were intended to prepareyoung females – from a physical, psychological, and moral standpoint – to make conscious decisions about motherhood. Among the most debated issues were the healthand hygiene of young females, the changing model of marriage, birth control, as well asother ethical issues, such as the introduction of more rigorous moral guidelines for future husbands and wives. The discussion which started during this time was in many ways institutionalized during the Second Polish Republic.
Problem zdrowotności i stworzenia jak najlepszych warunków dla wychowania młodego pokolenia jest zagadnieniem stale przewijającym się w dyskusjach pedagogów, wychowawców i polityków na przestrzeni ...wieków. Na przełomie jednak wieku XIX i XX wieku uległ intensyfikacji i nabrał nowego znaczenia. Jak w soczewce kumulowały się w nim wątki społeczne, ekonomiczne, higieniczne, feministyczne i patriotyczne, przeplatając się i warunkując wzajemnie. Pod koniec XIX wieku w całej Europie – również na ziemiach polskich – pogarszający się stan zdrowia oraz kondycja psychiczna i moralna młodych pokoleń budziły poważne obawy. Lęk przed zwyrodnieniem i degeneracją podsycany był przez rozwój badań nad dziedzicznością. Wszystko to łączyło się również z przemianami związanymi z funkcjonowaniem rodziny, rozumianej jako gwarant przetrwania oraz siły państwa i narodu. Dziecko stawało się w tym ujęciu najcenniejszym kapitałem społecznym. Poglądy te podzielała również inteligencja polska, a kierując się wiarą, iż najskuteczniejszym lekarstwem jest edukacja i wychowanie, podejmowała szereg inicjatyw (kampanie prasowe, publikacje, stowarzyszenia) kierowanych do rodziców oraz dziewcząt mających na celu przygotowanie tych ostatnich pod względem fizycznym, psychicznym oraz moralnym do podjęcia decyzji o macierzyństwie. Zwracano uwagę na problem zdrowia i higieny dziewcząt, dyskutowano na temat konieczności i form ich uświadomienia, zmiany dotychczasowego modelu małżeństwa, pojawiła się wreszcie kwestia odpowiedniego dobru małżeństwa i kontroli urodzeń. Szeroko poruszano kwestie etyczne, zwłaszcza wprowadzenia surowszych rygorów moralnych dla narzeczonych i przyszłych małżonków. Dyskusja, która się wówczas rozpoczęła, przybrała formy zinstytucjonalizowane w okresie II RP.
Creating the best possible conditions for bringing up the young has been a topic long debated by educators and politicians. The turn of the 20th century, however, was a time when the debate intensified and took on a new meaning. The discussion had social, economic, health, feminist, and patriotic aspects. Toward the end of the 19th century, the whole of Europe – including the Polish territories – saw a decline in the health as well as the psychological and moral condition of young generations. This was a cause for concern among European societies. A fear of degeneration was fueled by the growing scientific research on heredity. All this was happening amidst changes related to the role of family as a building block of both the state and the nation. Hence, from a social capital perspective, children became very valuable. Such views were also shared by the Polish intelligentsia. Perceiving education as the best solution to the aforementioned problems, the intelligentsia undertook a range of initiatives – launching press campaigns, and setting up publications and associations – that targeted parents as well as young women. These initiatives were intended to prepare young females – from a physical, psychological, and moral standpoint – to make conscious decisions about motherhood. Among the most debated issues were the health and hygiene of young females, the changing model of marriage, birth control, as well as other ethical issues, such as the introduction of more rigorous moral guidelines for future husbands and wives. The discussion which started during this time was in many ways institutionalized during the Second Polish Republic.
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