Repozytorium Uniwersytetu Komisji Edukacji Narodowe
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The image of handicraft tools in Polish phrasemes and poverbs
No full textThis paper deals with Polish phraseologisms and proverbs which contain names
of handicraft tools. Most of the collected material currently belongs to recessive
phraseological units. Viewed from the perspective of a deeply ingrained linguistic picture
of the world, they appear to constitute linguistic evidence of an incredibly significant role,
which according to language users, is played by the image of tools used for expressing
various meanings connected with performing activities, doing certain jobs, as well as
many aspects of individual and social life
Multicultural (un)employment : an essay on labor market in Israel
Get PDFIn this article I propose the term “Multicultural (un)employment”, which was created during the analysis of the situation in the multicultural Israeli labor market. First, I describe multiculturalism in Israel. Next, I discuss the Israeli labor market from a societal perspective. And then I characterized the Israeli labor market in view of the internal-group. The article is completed by the following conclusions. Statistics in Israel show low unemployment in a multicultural society but these statistics do not cover the groups which hardly participate in the labor market (Ultra-orthodox and Arabs). These groups are characterized by the cultural difference and high unemployment rate
The path to teaching profession in the decade of The Commission of National Education and today – similarities and differences
Get PDFThe study presented hereby reveals legal, economic, organizational and substantive
considerations, which accompanied and accompany the way of gaining teacher profession
in the decade of The Commission of National Education and nowadays. It also raises
issues of educational contents executed during teaching studies – necessary in the process
of preparation to perform a role of a teacher. Finally, this study is an attempt to indicate
differences and similarities in the process of educating teachers, because standards
generated by The Commission of National Education are the basis of many dimensions
of educational reality nowadays
Przeciw melancholii : w 40. rocznicę wydania "Melancholii" Antoniego Kępińskiego : perspektywy fides i ratio : monografia / pod red. nauk. Agnieszki Hennel-Brzozowskiej i Stanisława Jaromiego
No full textInspirations and references to the work of The Commission of National Education in school education of People’s Poland
Get PDFPolish communists, while implementing a new educational system in Poland, referred to
the so-called progressive traditions of history of Polish education. They were convincing
the society that transformations in upbringing and education resulted from the most
progressive and leading idea in the world based on the basis of Marxism-Leninism. So
the contents concerning The Commission of National Education could not be and were
not particularly popularized except school history course. Historians have studied the
history of The Commission of National Education, there were publications about it but it
did not correspond to an access to information about this institution. Information about
The Commission of National Education could come out in a form which was addressed
to the school and all Poles especially during historical anniversaries of this institution,
school apprenticeship – especially the beginning of school year or teachers’ days. However,
anniversaries of establishing The Commission of National Education did not find
recognition both among party and educational decision-makers. It was phenomenon to
link in 1972 teachers’ day, organizationally and formally, with a day of establishing the first
Polish educational ministry. Reasons for this should be searched in willingness of teachers
to commit into public life
Tradycja kijowsko-mohylańska w kulturze rosyjskiej na przykładzie pism oraz działalności Dymitra Tuptały i Teofana Prokopowicza
No full textUniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Wydział Filologiczny. Instytut Filologii Polskiej. Praca doktorska wykonana pod kierunkiem prof. dra hab. Grzegorza Przebindy.Celem niniejszej rozprawy doktorskiej jest zaprezentowanie piśmiennictwa oraz działalności Dymitra Tuptały (1651-1709) i Teofana Prokopowicza (1681-1736) na tle przemian zachodzący ch w kulturze rosyjskiej przełomu XVII i XVIII w. Autor pracy nazywa proces zmian „transformacją kulturową”, którą wiąże z przejściem Rusi Moskiewskiej od epoki staroruskiej ku Rosji nowożytnej, W transformacji kulturowej znaczącą rolę odegrali przedstawiciele tradycji kijowsko-mohylańskiej, w tym Tuptało i Prokopowicz,
Dysertacja składa się ze wstępu, sześciu rozdziałów, zakończenia, streszczenia oraz bibliografii. Poszczególne rozdziały są zatytułowane: Pogranicze polsko-ruskie i jego wpływ na kulturę rosyjską. Życie i działalność Dymitra Tuptały, Życie i działalność Teofana Prokopowicza; Piśmiennictwo Dymitra Tuptały i Teofana Prokopowicza w aspekcie porównawczym; Dymitr Tuptało i transformacja kulturowa Rosji; Teofan Prokopowicz i transformacja kulturowa Rosji.
Rozprawę otwiera wstęp, w którym objaśniono cel pracy, zakres czasowy oraz terytorialny i terminologię. Autor podał podstawową literaturę przedmiotu, a także wykaz publikacji, zawierających teksty źródłowe. Wstęp ujmuje również krótką prezentację sześciu rozdziałów, składających się na rozprawę.
Pierwszy rozdział wprowadza do zasadniczego tematu pracy. Omówiono w nim proces kształtowania się pogranicza polsko-ruskiego ze szczególnym uwzględnieniem tradycji kijowsko-mohylańskiej, jako owocu zetknięcia się kultury polsko-łacińskiej i bizantyjsko-ruskiej, do którego doszło na pograniczu. W rozdziale tym znajduje się także krótka charakterystyka poszczególnych reprezentantów uczelni mohylańskiej.
Następny rozdział poświęcono życiu oraz działalności Dymitra Tuptały. Opisano jego młodość, początki życia monastycznego, kształtowanie się jego osobowości jako kaznodziei, pisarza i hierarchy. W dalszej kolejności uwaga koncentruje się na relacjach Tuptały z Piotrem Wielkim oraz pracy duszpasterskiej w diecezji rostowskiej. Prezentując biografię Tuptały, autor uwzględnia tło historyczne, dzięki czemu przybliża złożoność procesów zachodzących wówczas zarówno na Ukrainie, jak i w samej Rosji.
Rozdział trzeci traktuje o życiu oraz działalności Teofana Prokopowicza, począwszy od lat młodzieńczych, poprzez pobyt w Rzymie, pracę w Akademii Kijowskiej, współpracę z Piotrem I, a skończywszy na ostatnich latach życia reformatora Cerkwi rosyjskiej. Autor ukazuje postać Prokopowicza jako niezwykle istotną w dziejach państwa rosyjskiego, na co wpłynęło opracowanie reformy synodalnej oraz przygotowanie dziel utwierdzających samodzierżawie jako ustrój Cesarstwa Rosyjskiego.
Kolejny rozdział prezentuje dorobek literacki Tuptały i Prokopowicza. W pierwszej kolejności dokonano charaktery styki baroku ukraińskiego oraz rosyjskiego. Następnie opisano twórczość obydwu reprezentantów tradycji mohylańskiej przez pryzmat wpływu, jaki ich piśmiennictwo wywarło na zmiany w kulturze rosyjskiej. Rozdział piąty poświęcono szczegółowemu omówieniu spuścizny ideowej, zawartej w dziełach Dymitra Tuptały . Przybliżono ideologię Moskwa - III Rzym oraz Kijów - II Jerozolima, aby w dalszej kolejności przedstawić poglądy Tuptały na najważniejsze zagadnienia dotyczące przemian zachodzących wówczas w Rosji.
Ostatni rozdział opisuje dziedzictwo Teofana Prokopowicza z perspektywy udziału reformatora Cerkwi rosyjskiej w transformacji kulturowej. Utwory Prokopowicza są w ty m wypadku rozpatrywane jako odpowiedź na wyzwania ówczesnych czasów.
Rozważania na temat piśmiennictwa oraz działalności Tuptały i Prokopowicza wieńczy zakończenie, w którym autor podsumował tezy zawarte w rozprawie.The aim of the dissertation is to present the literary production and activity of Dmitry Tuptalo (1651-1709) and Theophan Prokopovitch (1681-1736) against a background of changes taking place in the Russian Culture at the turn of XVII and XVIII centuries. The author of the work calls the process of changes the cultural transformation’ and connects it with the transition of the Moscow Rus from the old Rus time to modem times Russia. In the cultural transformation the key roles were played by the representatives of the Kyiv- Mohylan tradition, including Tuptalo and Prokopowitch.
The dissertation is composed of an introduction, six chapters, conclusion, summary and bibliography. The titles of the respective chapters are as follows: The Polish-Russian borderland and its influence on the Russian culture; The life and activity of Dmitry Tuptalo; The life and activity of Theophan Prokopovitch; The literary production of Dmitry Tuptalo and Theophan Prokopovitch in the comparative aspect; Dmitry Tuptalo and the Russian cultural transformation; Theophan Prokopovitch and the Russian cultural transformation.
The dissertation begins with an introduction defining the aim of the work, temporal and territorial scope and terminology. The author presents the basic literature of the subject and the list of publications with source books. Moreover, the introduction includes a brief presentation of the six chapters the dissertation is composed of.
Chapter One introduces the fundamental topic of the work. It presents the process of development of the Polish-Russian borderland with particular focus on the Kyiv- Mohylan tradition as a fruit of the contact of the Polish-Latin and Byzantine-Russian cultures which took place at the borderland. The Chapter also includes a brief characteristic of the particular representatives of the Mohylan School.
The following Chapter is devoted to the life and activity of Dmitry Tuptalo. It describes his youth, initial years of his monastic life, formation of his personality as a preacher, writer and hierarch. Then, the attention is drawn to the relations between Tuptalo and Peter the Great and the pastoral work in the Rostov diocese. By presenting Tuptalo’s biography, the authors shows the historic background and in this way brings closer the complexity of the processes taking place in that time both in Ukraine and Russia itself.
Chapter Three discusses the life and activity of Theophan Prokopovitch, beginning with his adolescent years, through his stay in Rome, work in the Kyiv Academy, cooperation with Peter I to the last years of the Russian Orthodox Church reformer’s life. The author shows Prokopovitch as a significantly meaningful person in the history of the Russian country which was influenced by the development of the synod reform and preparation of works which consolidated the autocracy as the political system of the Russian Empire.
The following Chapter presents the literary achievements of Tuptalo and Prokopowitch. It begins with the description of the characteristics of the Ukrainian and Russian baroque. Thereafter, the work of both representatives of the Mohylan tradition is described in the light of the influence their literary production had on the changes in the Russian culture.
In Chapter Five the author deals with a detailed description of the ideological legacy included in the works of Dmitry Tuptalo. The ideology Moscow- III Rome and Kyiv- II Jerusalem is presented to show, afterwards, Tuptalo’s views of the most important issues regarding the changes taking place in Russia that time.
The last Chapter describes the heritage of Theophan Prokopovitch from the perspective of the Russian Orthodox Church reformer’s participation in the cultural transformation. Prokopovitch’s works are in this case considered as an answer to the challenges of that time.
The discussions on Tuptalo and Prokopovitch’s literary production and activity are crowned with a conclusion where the author summarises the theses included in the dissertation
The views of Paul Xavier Brzostowski in the current of educational reforms at a time of The Commission of National Education
Get PDFIn 1767 Paul Brzostowski organized in his estate of Merecz near Vilnius Pawłowska
Republic, peasant “state” which was based on the principles of social equality, the right to
prosperity and co-governing the country. He granted peasants personal liberty, conducted
rent calculation, set up a bicameral peasant landowners government, formed noble militia
as a peasant army, took care of the development of hygiene and general improvement in
living conditions. As a supporter of physiocratism he was associating progress in rural areas
with a well-developed system of education. He organized parochial schools to which next
to general education he introduced agricultural knowledge and domestic crafts science as
well as military exercises. He also organized a system of adult education through regular
meetings of peasants combined with cultural entertainment, reading and discussions on
agriculture. He paid special attention to moral teaching through religion, pastoral care and
common reading of carefully selected works. Brzostowski’s experiment was widely known
in Poland and abroad. He was visited by hundreds of influential people who promoted his
views and tried to put it into effect. Some of the Brzostowski educational solutions can be
found in the views of the leading reformers in Poland in the second half of 18th century as
well as in the reforms carried out by The Commission of National Education
Materials for the history The Commission of National Education, stored in the colletions of Archidiocesan Archive in Poznań
Get PDFThe aim of the article is to show the materials for the history of The Commission of
National Education, stored in the colletions of Archidiocesan Archive in Poznań. In the
very begining it concentrates on the schools in Greater Poland in the end of 18th century,
because they are the main subject of found during the query documents.
Most of them are connected with the activity of the cathedral chapter, so in the
article we can find, for example, the content analysis of Acta Capituli Posnaniensis or
some Visitationes from this period. The query showed, that some information about
this subject could be taken from the texts from the later times, even from the begining
of 19th century, like Generalia Dioecesi. Those materials can provide scholars to the
reconstruction of state the schools, especially parochial, in the last period of activity of
Commission. We believe, that the further query in materials stored in the archives in
Poznań, but also in Berlin will increase our knowledge about variety aspects of the history
The Commission of National Education in Poland
The cultural heritage of The Commission of National Education in the 19th century
Get PDFThe reforms of The Commission of National Education could not save the statehood
of the Republic of Poland, but they contributed to the modern education of many Poles.
People drew from its heritage throughout the 19th century and even alluded to it well
after the country regained independence. The Commission (KEN) was remembered
by the elites, the intelligentsia and especially by the 19th century who incorporated the
ideas on teaching and education into life. The aspirations to reduce the class differences
in education was effectively piercing into the consciousness of the society. Guides,
dictionaries, extracts, and especially textbooks, which brought up a whole generation of
19th century intelligentsia survived in material form. The Polish scientific terminology was
popularized and it permanently entered several scientific disciplines and the awareness
of thinking about the country in civic and patriotic terms. The reformed universities
in Cracow and Vilnius were the 19th century heritage of the Commission of National
Education. Alluding to the achievements of KEN weakened in the 19th century with
the passage of time, but its legacy remained constantly in the minds of Poles deprived of
their own country, thus contributing to the survival of native language and Polish culture,
significantly affecting the development of the Polish national consciousness