Regional Education in Polish, Czech and Slovakian Borderline after 1945

The policy of the Central and Eastern European countries disabled growth of regional movement. Changes that have been taking place since 1990s made it possible to reveal the cultural, spiritual and material abundance of given nations living in this part of Europe. The idea of Euroregion became a chance for many borderland regions, as thanks to them international cooperation in borderlands became possible. At the same time, regional education became crucial not only at schools but also while accomplished by local associations, international organizations, nongovernmental organizations, publishing houses, periodicals etc. There are various initiatives undertaken within this range under auspices of the eight Euroregions on the Polish-Czech-Slovakian borderlands. Moreover, diversification and intensification of such activities is indispensible for the development of the borderland areas in Poland, Czech and Slovakia

Patriotic Upbringing of Women According to the Idea of the Blessed Marcelina Darowska as a Preparation for the Fight for Independence of the Republic of Poland

From the second half of the 19th century the educational system in Polish lands became a method of fighting for independence and preparation for life in free fatherland. Patriotic and civic upbringing would also include girls who, as wives, mothers, guardians of the homes, and social activists were to be responsible for the future of Poland. One of the educational systems aimed to form wise, reliable, honest, sensible, realistic Polish Christian women, capable of making sacrifices for the good of the fatherland, was developed and implemented by Blessed Mother Marcelina Darowska, founder of the Congregation of the Sisters of the Immaculate Conception of the Virgin Mary. The institution for girls established in Jazłowiec became a model not only for the institutions subsequently founded by the Congregation, but also to the entirety of the Polish society. It became a great example of responsible education and preparation of Polish women for independence

Polish Schooling in Ukraine at the Turn of the 20th and the 21stCentury

Poles who have resided in the lands of the nowadays Ukraine for centuries have always made efforts to organise Polish schooling. Unfortunately, times were not always favourable to their work, and the circumstances, especially the political situation, have made the education of Polish children impossible to a significant degree. How far the hostile actions of politicians could go has been proven at the beginning of the 20th century, when, ,since the 1920s, Poles were virtually deprived of national schooling. It was only after the formation of independent Ukraine in 1991 that the Polish society could commence their efforts to organise comprehensive education in the Polish language. Attempts were made to develop education in various organisational forms and on various levels, establishing Polish-language public schools, as well as Polish-language classes, extracurricular lessons in Polish, Polish language courses, Polish language courses, e.g. organized through Catholic and Polish associations. These actions have been accompanied by numerous problems of economic, political, and legal nature, as well as the shortage of teaching staff. This paper presents the process of the reactivation of Polish schooling at the turn of the 20th and the 21st century within the borders of the independent Ukrainian state

The forming of the ethnic identity of Hutsul highlanders

The forming of ethnic identity is one of the basic aims of education. First and foremost, it consists in creating bonds with the local community. The factors that are favourable to the forming of one’s identification with the region are social norms, history, traditions and customs, regional art, language, folktales and legends, handicraft and forms of everyday life, etc. The mentioned paper briefly presents the ways in which the ethnic identity of one of the most fascinating and unique ethnic groups of the Carpathians the Hutsul highlanders of Eastern Carpathians is formed; and the factors that influence their identity

Cultural education of the Hutsuls. Historical and contemporary contexts

The Hutsuls – an ethnic highlander group inhabiting Eastern Carpathians in the Ukraine have constantly made efforts to organise cultural education of their young generations. Throughout the ages the level of involvement of families, local communities, professional circles, and schools in culture and education has varied. Until the second half of the 20th century the duty of forming cultural identity lay with families, as well as local communities and professional circles. The work of schools was made difficult by ideological and political factors. It was only in the 1990s that schools have become free to engage in the development of regional education. The curricula related to the Hutsul culture on the preschool level, as well as all the other levels of education, can serve as an example of the efforts that Hutsuls have made to preserve their culture and ethnic identity and to promote the traditions that they have shaped through the ages in their country as well as abroad

Współczesne czasopisma popularnonaukowe jako źródło wiedzy historycznej i kulturowej na przykładzie kwartalnika „Tatry”

Tatry to góry graniczne, dzielące i łączące dwa narody słowiańskie – Słowaków i Polaków. Lektura „Tatr” umożliwia poznanie historii oraz kultury Tatr Słowackich i mieszkających tam górali, przybliżając m. in. ich legendy, dzieje zagospodarowania terenu, rozwoju turystyki, tradycji i kultury.Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00

Folk Art and Culture in the Historical and Educational Context.

Folk art is the expression of artistic activity of the inhabitants of rural areas. In encompasses visual arts, music, and oral traditions. They are indivisible from each other as well as from the lives of villages and their inhabitants. Folk art is an element of the peasant culture which changes rapidly with the development of civilisation and it is unfortunately more and more frequently displaced by modern forms of life and the resulting different needs of rural and urban populations. It is, however, the heritage of our ancestors which we are obliged to preserve. One of the ways of preserving folk art is school education. Thanks to diverse forms of education used by teachers it is possible to get the students acquainted with all the areas of folk art in a compelling and inspiring way

Poles in the World of Late Capitalism: Biographical Experiences in Contexts of Social Orders

The paper presents findings of a research project aimed at a reconstruction of the dynamics of biographical experiences of some of those categories of the Polish society’s members whose educational and professional careers have been shaped by the systemic transformation after 1989. The text is an attempt to delineate analytical guidelines for grasping how some components of three types of social order, conceived in terms of premodernity, modernity and postmodernity, interpenetrating each other in the contemporary life of the society, impact its members’ biographical experiences on the level of work, social ties and identity

The Man in a Hutsul Highlanders’ Family

Hutsuls as one of the ethnic groups living in the Carpathian mountains have created peculiar culture, distinct from other mountain societies and original in many aspects. The relationships in the so-called typical families were also very characteristic. Dominant role was played by a man. The oldest man in a family was responsible for relationships and rights in the family and for upbringing of children. Men’s amoral behaviour, rooted in tradition, very often contributed to depravity and breakdown of marriages. Men often got married for fortune, were unfaithful to their wives and beat them. Such behaviour was treated in the Hutsul community as a husband’s privilege and duty. The role of a man in the Hutsul family was significant but in many cases negative