This article presents the origins, development and perspectives of history of education in Central and Eastern Europe. Both the issues and the region are very broad, as they concern many countries ...with quite large cultural and identity differences, but also with a relative geopolitical similarity. This similarity has created and continues to create similar conditions for researching activities in and teaching of the history of education. Moreover, after 1990, the opening up and development of the history of education in the international space can be observed in the region. To explore the presented issues, three countries in this region of Europe are presented as individual case studies: Poland, Hungary and the Czech Republic. A stroll down the path of the history of education in the countries indicated allows for a close and in-depth look at the genesis, development and perspective of the history of education.
This paper presents the results of the theoretical-historical study and research of the thoughts and ideas of Sreten Adžić (1856-1933), a famous pedagogue and the leading representative of the ...Pestalocian orientation in our pedagogy. The subject of study is the analysis of the most significant Adžić theses focused on the development and work of the Male Teacher's School in Jagodina. We see the significance of this work in the interpretation of Sreten Adžić's views on upbringing and education, which greatly influenced the modernization of teaching, as well as in the presentation of his advanced visions of creating an innovative school environment with field classrooms, workshops, practice rooms, a botanical garden, and a boarding school. We will try to look at contemporary pedagogical issues from a historical perspective while presenting Adžić's ideas still relevant today.
One of the most outstanding cultural events of the year 2019 is the facsimile edition of the Hungarian Szalkai Codex, thanks for which are due to cooperation between the Library of the Primate of ...Esztergom and the Collection of the Roman Catholic Church at Sárospatak. This outstanding cultural asset, written at Sárospatak (called Patak at that time) and guarded at Esztergom, serves as a curiosity not only for researchers interested in palaeography but also for specialists working in different fields of the history of education. This codex is not only the oldest, but at the same time the only surviving Hungarian schoolbook from the Middle Ages. With its help we may reconstruct some of the ways in which town (parish) schools operated under the reign of King Matthias. The present study focuses on medieval music education.
Mieczysław Iwanicki is one of the most professionally dedicated research educators in the field of the history of upbringing. Taking up employment at the Pedagogical University in Olsztyn in 1980 as ...a Dean of the Faculty of Education and Head of the Department of History and Theory of Upbringing, he had long experience of professional work in primary, secondary and teacher training institutions.The aim of the article is to present a profile of Mieczysław Iwanicki and his contribution to the development of the academic environment of Olsztyn historians of upbringing in the years 1980–1990.Qualitative analysis of source material and studies of the literature on the research subject was used to present the research issues. It was found that Iwanicki contributed to the creation of organizational structures for the development of scientific reflection on the history of education and upbringing as an independent academic unit by securing the continuity of the teaching process as well as staff and scientific development. One must be aware that the work of Iwanicki shaped the academic team of researchers in the field the history of education in Olsztyn, whose contribution to this pedagogical discipline has been substantial.
2022 will mark the 25th anniversary of the functioning of the Chair of the History of Education as part of the present Faculty of Pedagogy of the Jesuit University Ignatianum in Krakow. The aim of ...the article is to present the profile of its first chairman, Father Professor Ludwik Piechnik S.J. The research was carried out using the method of the analysis of documents – both source documents and studies. The article is written within the framework of the biographical research trend.Following the educational career of Fr. Ludwik Piechnik, one can see that his life was interwoven with events and decisions which all contributed to the formation of an educator of youth, a scientist, a university lecturer, and finally the chair of the department. He was a historian and an educator, so the study of the educational past remained in his field of interest. He was also concerned with the educational present, and was involved as an educator and organizer of foster care. An analysis of Professor Ludwik Piechnik’s biography reveals the profile of a person who, showing unusual sensitivity towards children and young people, did not limit himself to theoretical analyses, but expressed the conviction that one should be close to those about whom one writes. Therefore, it can be said that he was able to skillfully combine theory with educational practice.
The article is devoted to one of the most distinguished Polish scholars and academic teachers, Stanisław Franciszek Tync. In his academic and professional biography, two periods should be ...distinguished: the interwar period and the postwar period. The text focuses on a presentation of his activities concerning the development of the history of education after the Second World War. At that time, he was an academic teacher at the University of Wrocław. The presented reflection focuses on the discussion of his scientific, organizational, and didactic activity related to teaching the history of education. His merits in educating young scientific staff are also outlined. The issue of Tync’s participation in the scientific life of historians of education is also discussed.The article was prepared using mainly archival materials from the Archives of the Polish Academy of Sciences in Warsaw, Archives of the Jagiellonian University, Archives of the University of Wrocław. The correspondence, reviews, and opinions of Tync, as well as the documentation of his didactic activity, turned out to be crucial for any discussion of the topic. From these sources, we can read Tync’s contribution to the development of the scientific community of educational historians and reconstruct the issues of teaching the history of education.
Until recently, in the 20th and 21st century home education had existed mainly as a separate educational system, mostly in opposition to public education. For the last decades, the number of ...home-schooled children has grown rapidly internationally (cf. Ray, B. R. 2021) though there are still many countries where this form of education is unrecognised. However, when it is legal, its regulation differs from country to country. School closures from 2020 have changed the attitude towards home schooling. In our article we try to make comparisons between optional home education and emergency remote teaching, focusing on the advantages and disadvantages of each, while considering blended teaching as a relevant option for future education.
In the presented research, a biography of Prof. Wanda Bobrowska-Nowak (1925–2003) is presented. She was a Polish historian of education who carried out her didactic and scientific activity in the ...University of Łódź and the University of Silesia in Katowice. Her scientific interests were mostly focused on the history of education, resocialization, care pedagogy, therapy, as well as on moral education and history of Polish psychology. She held numerous academic positions, among others being the Head of the Department of History of Education, the Head of the Institute of Pedagogy and the Dean of the Faculty of Pedagogy and Psychology at the University of Silesia in Katowice. Bobrowska-Nowak had family ties with Vilnius and she collaborated with the Polish University located in Vilnius. She was a supervisor of numerous MA theses and eleven doctoral dissertations. Her fruitful scientific research and creative effort in the field of history of education (with a special focus on pre-school education in Silesia and the output of Polish psychology) have resulted in many scientific works and articles, which brought closer one of the mainstays of pedagogy. Bobrowska-Nowak has made a tremendous contribution to the development of pedagogical thought and its transformations. Her publications are of precious aid for historians of education, educators, and pedagogy students. Moreover, they can be helpful in instilling respect for the tradition of didactics and moral education.
RESEARCH OBJECTIVE: The aims of the article are of three types: exploratory, descriptive, and explanatory. The exploratory aim includes striving to identify the basic facts related to the ...implementation of autonomy in non-public schools after 1989; the descriptive purpose includes an attempt to document the process of autonomy in non-public schools, and the explanatory objective includes developing and enriching theoretical explanations.RESEARCH PROBLEM AND METHODS: In relation to the subject matter, the research question is: how did the process of implementing autonomy in non-public schools develop? The research used a qualitative strategy, and the tool used during the research was an interview with the founders and principals of Polish non-public schools.THE PROCESS OF ARGUMENTATION: Non-public schools were being established in Poland after 1989 as a result of the political transformation. They were perceived as modern grassroots forms of education based on humanistic, democratic values. Autonomy was to be a tool and help in the fulfilment of those values and ideas.RESEARCH RESULTS: In non-public schools, autonomy was a gradual process. To a large extent, the scope of autonomy and participation in decision-making processes first of all depended on the management units, such as the principal and the governing authority.CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: For the founders and principals of schools, autonomy in Polish non-public schools was an important element in building the school community, although it was carried out by trial and error because there were no available models for implementing autonomy. In future, it would be worthwhile to undertake empirical research of Polish public schools in the field of exercising autonomy, and then to carry out comparative research in this area.
The subject of the analysis undertaken in this article is the issue of the scientific, political, and social relations between Jan Hulewicz and Stanisław Kot, two eminent scholars, professors of the ...Jagiellonian University, researchers of the history of education and intellectual culture, as well as active participants in the political and social life of Poland in the first half of the 20th century. On the basis of existing biographical studies and source materials available in the archives of the Jagiellonian University and the Institute of National Remembrance, the text presents in chronological order their stages of education and the meanders of their professional and academic careers, together with their political activity and the subsequent course of the lives of both scholars. The four periods distinguished are the time of Galician autonomy, interwar Poland, the Second World War and the post-Yalta period. Discussing the biographies of the two scholars, the article draws attention to the numerous similarities in their courses – i.a. the beginnings of their scientific careers related to the Lviv circle and Polish philology, and creatively continued in the Krakow circle in the field of cultural history and education; their adherence to certain ideological principles, their common political and ideological environment and commitment to the service of the Polish state. Despite being behind the Iron Curtain and subject to communist repression, the scholars’ cooperation remained unbroken. Hulewicz continued and developed Kot’s important initiatives in Poland, becoming the depositary of his legacy and executor of his last will.
