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HISTORIA HISTORIOGRAFII A CELE I WARTOŚCI TOWARZYSZĄCE STUDIOWANIU HISTORII
Full text linkThe article discusses the issue of teaching the history of historiography in the context of the values and goals that students of history declare as important to them. Based on the survey, it can be stated that for the students of history at AMU two important values are prevalent: intellectual development and work for the benefi t of society (understood as the commemoration of things worth remembering). It is also important for them to acquire skills useful in future work. “The history of historiography” as an academic subject may enable the realization of these values and goals. A lecturer in the history of historiography can show students the relationship of historical knowledge to social problems. She/he can also introduce modern methods of data analysis to present the problem of reception of historiography in the modern world.The article discusses the issue of teaching the history of historiography in the context of the values and goals that students of history declare as important to them. Based on the survey, it can be stated that for the students of history at AMU two important values are prevalent: intellectual development and work for the benefi t of society (understood as the commemoration of things worth remembering). It is also important for them to acquire skills useful in future work. “The history of historiography” as an academic subject may enable the realization of these values and goals. A lecturer in the history of historiography can show students the relationship of historical knowledge to social problems. She/he can also introduce modern methods of data analysis to present the problem of reception of historiography in the modern world
UWAGI DOTYCZĄCE KOSTIUMOLOGII I HISTORII MODY JAKO DYSCYPLIN NAUKOWYCH W POLSCE
Full text linkThe author discusses the problem of studying the clothes and fashion history in contemporary Polish science. To assess the role, signifi cance and potential of these studies, the author analyzes selected examples from their history. In addition, the text analyzes the diff erence between the history of clothing and the history of fashion. He concludes indicating the possibilities of the development of these disciplines.The author discusses the problem of studying the clothes and fashion history in contemporary Polish science. To assess the role, signifi cance and potential of these studies, the author analyzes selected examples from their history. In addition, the text analyzes the diff erence between the history of clothing and the history of fashion. He concludes indicating the possibilities of the development of these disciplines
WSPÓLNOTA I ZMIANA. DWUGŁOS O PRZECIW-HISTORII
Full text linkIn this article the authors raise the question of how to understand the concept of counter-history. In addition, the authors deal with the relationship between counter-history and historiography. In the fi rst part of the text, Counter history and the construction of the community, Maria Solarska refers to the diff erence between the legal-philosophical discourse and the historicopolitical discourse, the diff erence worked out by Michel Foucault. Th e second part of the text, Historiography as a form of counter-history, Maciej Bugajewski refers to Walter Benjamin’s On the concept of history and analyzes the counter-history as a practice of change in real history.In this article the authors raise the question of how to understand the concept of counter-history. In addition, the authors deal with the relationship between counter-history and historiography. In the fi rst part of the text, Counter history and the construction of the community, Maria Solarska refers to the diff erence between the legal-philosophical discourse and the historicopolitical discourse, the diff erence worked out by Michel Foucault. Th e second part of the text, Historiography as a form of counter-history, Maciej Bugajewski refers to Walter Benjamin’s On the concept of history and analyzes the counter-history as a practice of change in real history
HISTORIA HISTORIOGRAFII NA UNIWERSYTECIE WARSZAWSKIM
Full text linkTh e history of historiography as an independent discipline was created in 1948-1958. In the academic year 1957/1958, the Historical Institute established the Department of History of Historiography and Methodology of History Teaching. Th e initiator of its creation and subsequently its fi rst director was Wanda Moszczeńska (1896-1974), a student of Marcel Handelsman (1882-1945). Th e most successful period of the department was 1976-1997, when the Department was led by Jerzy Maternik, a student of Wanda Moszczeńska.Th e history of historiography as an independent discipline was created in 1948-1958. In the academic year 1957/1958, the Historical Institute established the Department of History of Historiography and Methodology of History Teaching. Th e initiator of its creation and subsequently its fi rst director was Wanda Moszczeńska (1896-1974), a student of Marcel Handelsman (1882-1945). Th e most successful period of the department was 1976-1997, when the Department was led by Jerzy Maternik, a student of Wanda Moszczeńska
CZTERY TEZY O HISTORII HISTORIOGRAFII
Full text linkIn my paper I try to formulate four crucial points with regard to the history of historiography as a specifi c subdiscipline of historical studies. (1) Th e distinctive character of the history of historiography is not founded on the subject that it analyses. (2) Th is distinctive character is mainly founded on the variety and number of theoretical approaches to the writing of history, i.e., its tradition so far. (3) Th e historical development of the history of historiography does not follow a successive transition from one paradigm to another but is stratifi ed instead. (4) A basic model to understand that development is provided by Nietzsche’s distinction between the monumental, antiquarian and critical forms of history. Each point is shortly described and substantiatedIn my paper I try to formulate four crucial points with regard to the history of historiography as a specifi c subdiscipline of historical studies. (1) Th e distinctive character of the history of historiography is not founded on the subject that it analyses. (2) Th is distinctive character is mainly founded on the variety and number of theoretical approaches to the writing of history, i.e., its tradition so far. (3) Th e historical development of the history of historiography does not follow a successive transition from one paradigm to another but is stratifi ed instead. (4) A basic model to understand that development is provided by Nietzsche’s distinction between the monumental, antiquarian and critical forms of history. Each point is shortly described and substantiate
SPRAWOZDANIE Z MIĘDZYNARODOWEJ KONFERENCJI EDUKACYJNEJ ŚWIADOMOŚĆ - ODPOWIEDZIALNOŚĆ - PRZYSZŁOŚĆ, 4-5 LIPCA 2017 ROKU, OŚWIĘCIM
Full text linkHISTORIA HISTORIOGRAFII W PRAKTYCE DYDAKTYCZNEJ - PRZYKŁAD POZNAŃSKI
Full text linkIn the paper I resume some problems concerning the teaching of historiography at the Faculties of History in Poland. Having thirty hours to present historiography from Antiquity to Present Times, the Polish scholars must answer to the following questions: is it necessary to discuss with students every stage of the development of history, or maybe would it be bett er to focus on the twentieth century historical schools and tendencies? In what proportion the national history should be included in the universal one? Based on my personal teaching experience, I try to show how that kind of dilemas could be resolved.In the paper I resume some problems concerning the teaching of historiography at the Faculties of History in Poland. Having thirty hours to present historiography from Antiquity to Present Times, the Polish scholars must answer to the following questions: is it necessary to discuss with students every stage of the development of history, or maybe would it be bett er to focus on the twentieth century historical schools and tendencies? In what proportion the national history should be included in the universal one? Based on my personal teaching experience, I try to show how that kind of dilemas could be resolved