Dylematy współczesnego wychowania i edukacji

Publikacja recenzowana / Peer-reviewed publicationZe wstępu: Tematyka tomu koncentruje się wokół kluczowych problemów współczesnej oświaty i efektywnych sposobów ich przezwyciężania. Autorzy podjęli problemy dotyczące zagadnień metodologicznych, kontekstów wychowania szkolnego, dydaktyki szkoły wyższej, pedagogiki rodziny, kształcenia nauczycieli oraz zagadnień związanych z tłem społecznym i politycznym edukacji, a także uwarunkowaniami współczesnej edukacji. Dyskutowano też kwestie teleologii edukacji, określania jej celów ogólnych, pośrednich, szczegółowych i operacyjnych. Wymiana poglądów objęła również problematykę trwających przemian merytorycznych i reform strukturalnych w niektórych systemach oświatowych

Initiatives of the Greek Catholic Church in Pomeranian Voivodeship aimed to deepen the religious and national identity of the children and the youth in first two decades of Polish political transformation

After the war was over, the situation of the Greek Catholic Church was particularly difficult, because the state authorities refused to recognize its legal personality and equal rights along with other churches. There has been issued a permit for its functioning to a limited extent, in condition of being represented by the Roman Catholic Church. Erection of each new GreekCatholic temple was possible only after obtaining permission from the Denomination Office. Limitations in access to religious practices, lasting for years, caused the worshippers to move to the Roman Catholic Church or to abandon the faith.The situation of the Greek Catholic Church could improve only after political transformation in Poland in the year 1989. After many years of limited pastoral activity, the hierarch started intensive actions in favour of the children and the youth to build and deepen their religious and national identity. In the first 20 years of political transformation there have been numerous events organized for the children and the youth, just as “Sareptas”, “Little Sareptas”, Festival of Children’s Sacral Art in Biały Bór and Górowo Iławeckie. In many Pomeranian parishes there have emerged children and youth artistic groups, musical bands and choirs, presenting their repertoire at various reviews and festivals in diocesan level, as well as elsewhere in the country. The Greek Catholic Church made also efforts to bring forward Ukrainian language, tradition and rituals in ways attractive for the childrenand the youth, for example: by organising football competitions, Christmas and Easter card contests, thematic workshops, Ukrainian Easter egg school oricon painting classes.Sytuacja wyznaniowa mniejszości ukraińskiej w Polsce po zakończeniu działań drugiej wojny światowej była szczególnie trudna. Ówczesne władze państwowe w Polsce, podobnie jak w Związku Radzieckim, odmawiały Kościołowi greckokatolickiemu uznania jego osobowości prawnej i równouprawnienia z innymi Kościołami. Władza państwowa wydała jedynie zgodę na jego funkcjonowanie w ograniczonym zakresie i pod warunkiem reprezentowania go przez Kościół katolicki. Zadbano również o to, aby każdorazowa erekcja świątyni greckokatolickiej była możliwa jedynie po uprzednim uzyskaniu zezwolenia Urzędu do Spraw Wyznań

FROM THE HISTORY OF THE STRUGGLE FOR POLISH LANGUAGE IN RELIGION CLASSES IN PRUSSIAN EDUCATION IN THE YEARS 1906-1907. SCHOOL STRIKES BY POLISH STUDENTS IN THE FORMER CHOJNICE COUNTY

School strikes that erupted in Poznan and West Prussia in 1906-1907 were a reaction of Polish society to the removal of the Polish language from religion classes at the lowest level of teaching in Prussian education. In Western Prussia they took place in 469 schools, including 31 educational institutions in the Chojnice county. In order to suppress the strikes, state and educational authorities applied a wide range of measures affecting both Polish students and their parents. In the Chojnice county, all striking students were given detention in the afternoons or were brutally beaten by teachers. More than a dozen students had to repeat two years of compulsory education while parents were fined 9 and 10 marks. What’s more, parents of striking children were threatened with loss of employment in state industries such as forestry and road construction. Punishments also included cancelling of pensions, withdrawing permits for craft activities or lease of houses. In some cases, sanctions against employers hiring fathers of striking children were also used. In the Chojnice county, the strikes lasted from November 1906 to the second half of April 1907. Over 1,600 Polish students took part in them.Strajki szkolne wybuchające w Poznańskiem i Prusach Zachodnich w latach 1906-1907 były reakcją społeczeństwa polskiego na usuwanie języka polskiego z lekcji religii na najniższym poziomie nauczania w szkolnictwie pruskim. W Prusach Zachodnich wystąpił w 469 szkołach, w tym w powiecie chojnickim w 31 placówkach. Władze państwowe i oświatowe w celu tłumienia strajków zastosowały w szerokim zakresie sankcje dotykające zarówno uczniów polskich, jak i ich rodziców. W powiecie chojnickim wszyscy strajkujący uczniowie odbywali karne godziny popołudniowe, byli brutalnie bici przez nauczycieli, kilkunastu osobom przedłużono obowiązek szkolny o dwa lata, natomiast na rodziców nakładano kary finansowe w wysokości 9 i 10 marek, grożono im utratą pracy w lasach państwowych, przy budowie dróg i kolei, utratą rent, pozwoleń na działalność rzemieślniczą, domów dzierżawnych, a nawet grożono sankcjami pracodawcom zatrudniającym ojców strajkujących dzieci. W powiecie chojnickim strajki utrzymywały się od listopada 1906 roku do drugiej połowy kwietnia 1907 roku. Brało w nich udział ponad 1600 uczniów polskich

The influence of Ukrainian communities on removing the difficulties and limitations regarding the creation of Ukrainian education in the years 1952–1965

Szkolnictwo ukraińskie będące pokłosiem polityki narodowościowej Polskiej Zjednoczonej Partii Robotniczej powstawało z wielkim trudem od 1952 roku powodując u Ukraińców poczucie lekceważenia ich potrzeb ze strony centralnych i terenowych władz oświatowych. Powodem napotykanych trudności w tworzeniu szkół, oddziałów oraz szkolnych i międzyszkolnych zespołów nauczania języka ukraińskiego był brak współpracy ze środowiskami ukraińskimi rozproszonymi na tzw. Ziemiach Odzyskanych w wyniku akcji „Wisła”, niechęć władz oświatowych oraz brak kadry pedagogicznej. Sytuacja ta zmieniła się diametralnie wraz z wyrażeniem przez władze państwowe w 1956 roku zgody na funkcjonowanie towarzystw społeczno-kulturalnych mniejszości, w tym Ukraińskiego Towarzystwa Społeczno-Kulturalnego, które w krótkim czasie zbudowało swą strukturę organizacyjną z oddziałami i kołami terenowymi. Towarzystwo odegrało kluczową rolę w tworzeniu, usuwaniu trudności, poszukiwaniu nauczycieli do szkolnictwa ukraińskiego i stało się ważnym partnerem dla ministerstwa edukacji, z którego zdaniem i opiniami bardzo się liczyło.Being the aftermath of the national policy of the Polish United Workers Party, the Ukrainian education system was being created with great difficulty since 1952, awaking the feeling that the central and local authorities were neglecting the needs of Ukrainian people. These issues with creating schools, departments and school and interschool teams teaching the Ukrainian language were caused by the lack of cooperation with Ukrainian communities spread over so called Regained Lands, lack of teachers and the reluctance of authorities. This situation changed dramatically in 1956, when the government allowed the existence of socio-cultural associations of minorities. Due to this the Ukrainian SocioCultural Association was created, and in short time it introduced an organisational structure with local departments. The Association played a major role in creating the Ukrainian education, removing difficulties in its work, searching for teachers of the Ukrainian language. It also became an important partner for the Ministry of Education, which opinions were very important for the Association

THE ATTITUDE OF THE LOCAL AUTHORITIES OF THE POMERANIAN VOIEVODESHIP TOWARDS THE NATIONAL AND ETHNIC MINORITIES IN THE PERIOD OF THE POLITICAL TRANSFORMATION

In the initial phase of the political transformation, the competence of the local authorities towards national and ethnic minorities were very dispersed, and the Polish law concerning its protection was only being created. In the early 90s, the officials of the municipal level in Gdańsk were being negatively assessed by the managements of the emerging unions and minorities’ associations, especially by the Germans, Tatars and Belarusians. The latter would even leave Gdańsk and move to Sopot, where the local authorities put them in a building, designed for non-governmental organizations, without charge for renting the premises. The situation had not changed until 1999, when the administrative reform was carried out, as a result of which the Pomeranian voievodeship emerged. The unions and minorities’ associations from the former Elbląg, Słupsk and Bydgoszcz voievodeships, have developed a good platform for cooperation with the local authorities that contributed to the creation of a new quality of communication and multifaceted cooperation including the establishment of partnerships with cities and municipalities in Germany and Ukraine. Currently, the attitude of the local authorities of the Pomeranian voievodeship, towards the unions and minorities’ association is very positive. Mayors, presidents and the Marshal of the Pomeranian voievodeship are trying to support (within the limits of the budgetary resources) the minorities in their cultural and educational incentives, in particular financing the minorities’ cultural festivals that are being continued

The limitation of the religious practices and disposal of christianity values from the student’s and their families’ life in the period of the Polish Peoples’ Republic by the education authorities. The memories of the teachers

The aim of the article is showing the ways of limitations of the religious practices and disposal of christianity values in the pupils’ and their families’ life in the process of creating the new, socialist man. The article is based on the interviews with teachers who worked in Polish Peoples’ Republic period. The critical analysis of sources and a free form of interview are used in the text. The communist authorities in Poland made a huge effort to create a new socialist society. Particularly they insisted on the teachers and the staff of education on each level. Moreover, the Marxism and Leninism became a base of educational and methodological attitude to the world. The material and scientists’ worldwide was a main background and it was in contradiction to religious practices and the Catholic faith represented by the students and their families. That’s why the communist goverment focused on spotlighting the nonclerical aspects of the Polish history. What it is more, the communist propoaganda “exposed” the recreational role of Catholic Church in Poland