This book is an exploration of the scope and methods used by Germany in its extermination and Germanization policy aimed at Polish children in the years 1939 to 1945. The German leadership remained ...firmly convinced that the crimes they committed on children would never see the light of day.
The origins of educational science are tied to the anti-naturalistic breakthrough in the humanities and to the work of such authors as W. Dilthey, H. Rickert, J. Kerschensteiner, E. Spranger, or T. ...Litt. In Poland, the so-called ‘pedagogy of culture’ has enjoyed a broad, diverse and multi-threaded kind of development. A personal-creative role of values in the process of education lies at its core, while the pluralism of its directions stems from the different philosophical bases (along with religions affiliated with them) that became the constituents of its concepts. The paper identifies three main directions in the development of pedagogy of culture in Poland, referring to the philosophy of German idealism (Hegel’s objective spirit), the neo-Kantians of the Baden school, the Catholic direction with its philosophy of moderate realism (Thomism and neo-Thomism), and the direction rooted in Polish culture and philosophy: that of a secular and left-wing nature. The article presents the classification I made of the selected directions in the development of educational science.
Critical discourse regarding National Socialism was well developed during the short period of the Second Polish Republic (1918–1939). These critical scholarly voices remain largely unknown. This ...historical discourse was in effect removed from the historical record, as these voices arose from religious, cultural, and political positions that were unacceptable to the post-war communist government – features that make these voices of such interest today. In attempting to explain the rise of Nazism, most of Western scholarship after the Second World War looks back in time through the lens of what came later, primarily the Holocaust and the wider horrors of World War II. Pre-war critical discourse in Poland developed side-by-side with the rise of Nazism itself, and can therefore provide invaluable insights into the phenomenon in real time. The current article is an attempt to raise awareness in the English-speaking world of these untranslated critical voices of the religious and ‘pseudo-religious’ aspects of the rise of National Socialism.
The article is a polemic, an attempt to make some necessary corrections required by a reading of the text by Tomasz Szkudlarek "Instrumentalizm a autonomia edukacji" Instrumentalism and the autonomy ...of education (Szkudlarek, 2023). It contains interpretations (criticism) of the issue of educational equality in conservative pedagogy - the author does so on the basis of the article „Edukacja, która ocala i tworzy: pozostał już tylko awangardowy konserwatyzm?” Education, that saves and creates: is only avant-garde conservatism left?" (Kostkiewicz, 2022). The texts represent two opposing pedagogical currents: critical pedagogy (neo-Marxist) and conservative pedagogy in the Catholic tradition.
The educational ideology of the Bolshevik version of Marxism had an instrumental approach to children and families. The purpose of the article is to show how the family and the child were used for ...the implementation of its “ideals”; how they unknowingly became its proletariat; victims of inflicted suffering, death, or limited development in areas affected by ideology (consequences of homelessness, hunger, sexual abuse). The place and the time – a hundred years ago in the Soviet Union – are important because of the respect for the victims. But for an educator, today the categories of arguments and mechanisms used by Bolshevik Marxism are important. Above all, attention is drawn to the zones of “necessary change” (religion, morality – family, child). Looking at the example of the situation of the Russian family and child, we can see how the creators of the Bolshevik “better world” project cynically made them a tool for change; we can see the reality of great manipulation. Death, suffering, biological, psychological and spiritual devastation were irrelevant to their role. This mechanism was shielded by the appearance (camouflaged lie). The ideology of Bolshevik Marxism in its references to children and families was the subject of criticism in the writings of Polish humanists from the period 1917–1939.
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