Suchergebnisse

Education for democratic citizenship (EDC) encompasses all educational practices aimed at preparing young people and adults for life in a democratic society and helping them become active, informed and responsible citizens. The changes that have taken place over the past 18 years in Poland have not bypassed the school evaluation system. The country has slowly passed from a system of "hard control" to one of "soft supervision," and its control functions have been strongly limited to make way for consultancy and support.Obviously it is now impossible to foresee the future of school evaluation – many educators agree that the 2006 law meant less bureaucracy, but some add that it might also mean more control and less school autonomy. Whether and when we will see new regulations in this field remains unclear now. It can only be hoped that bodies running the school (both local governments and other "owners" of the schools), independent of the Ministry, will in some places (if not everywhere) support an initiative for real quality assurance. Incentives, such as diplomas or quality badges, might also help teachers and schools take part in a "pilot" or "large -scale" programme of introducing quality assurance in Education for Democratic Citizenship.

Education for democratic citizenship (EDC) encompasses all educational practices aimed at preparing young people and adults for life in a democratic society and helping them become active, informed and responsible citizens. The changes that have taken place over the past 18 years in Poland have not bypassed the school evaluation system. The country has slowly passed from a system of "hard control" to one of "soft supervision," and its control functions have been strongly limited to make way for consultancy and support.Obviously it is now impossible to foresee the future of school evaluation – many educators agree that the 2006 law meant less bureaucracy, but some add that it might also mean more control and less school autonomy. Whether and when we will see new regulations in this field remains unclear now. It can only be hoped that bodies running the school (both local governments and other "owners" of the schools), independent of the Ministry, will in some places (if not everywhere) support an initiative for real quality assurance. Incentives, such as diplomas or quality badges, might also help teachers and schools take part in a "pilot" or "large -scale" programme of introducing quality assurance in Education for Democratic Citizenship.

Postfoucauldian discourse analysis is a vigorously developing approach to discourse studies focusing on the analysis of power, discourse, knowledge and social practice. This comprises studies deriving from Michel Foucault's thought, reinterpreting it, however, with the aim at application to an analysis of empirical data, also from the field of pedagogy and education. The purpose of this paper is to present main concepts and categories of postfoucauldian discourse analysis (e.g. enunciation, discursive formation, discursive practice, procedures for the control of discourse, dispositive, regime of truth) and guidelines for conducting research on the example of an analysis of chosen public texts concerning the debate on liquidation of middle schools in Poland as a result of the reform of education carried out by Law and Justice' government.

The educational reform designed by Prawo i Sprawiedliwość (the Law and Justice political party) fits in a pattern of the previous Polish reforms, primarily due to the way they were introduced. The political rather than substantive factors determine their design, they are introduced too hastily, and the appointed experts are treated as an embellishment. This mode of operation is characteristic not only of Poland. The researchers cited in the text (J. Nelson, M. S. Archer, N. Luhmann) indicate its root causes and limited effectiveness. The state remains the most important player in shaping the educational system despite the attempts to reduce its influence on education under neo-liberal policies. However, the current analysis of its limited effectiveness should lay the foundations for a policy, which would take into account the need to reckon with the interests of other actors as well as to develop a long-term strategy.

The following discussion took place in September 2018 at the Warsaw School of Economics. It focused on both senior politics, experts, and analysts. The discussion was moderated and planned by Andrzej Klimczuk, associated with the Warsaw School of Economics, and invited to the discussion: Barbara Szatur-Jaworska, social politician and gerontologist from the University of Warsaw, Paweł Kubicki, economist, Warsaw School of Economics, Marek Niezabitowski, sociologist from the Silesian University of Technology, Ryszard Majer, social politician , Agnieszka Cieśla, architect and urban planner, Warsaw University of Technology, Marzena Rudnicka, founder and president of the National Institute of Senior Management (biographical notes at the end of the debate). Panelists during the discussion analyzed the following issues: I. Beginnings of the senior policy, its definition, strategic documents of the state, II. The role of local governments in animating activities within the framework of senior policy and non-governmental organizations, III. Creation and role of the law on seniors, IV. Diversification of the environment of seniors, V. Activities in other countries within the framework of the senior policy, VI. Changes in social awareness, the evolution of attitudes towards older people, old age, ageing, VII. The market for products and services for seniors, VIII. Seniors' activity, formal and informal, activity infrastructure, IX. Housing for older people and ageing population X. The role of the state and self-government in the senior policy, dialogue with the authorities, public-private partnership, XI. Challenges and directions of development of the senior policy, XII. The deficit of care services, XIII. Senior and pension policy, XIV. Convergence and divergence in the senior policy.

The following discussion took place in September 2018 at the Warsaw School of Economics. It focused on both senior politics, experts, and analysts. The discussion was moderated and planned by Andrzej Klimczuk, associated with the Warsaw School of Economics, and invited to the discussion: Barbara Szatur-Jaworska, social politician and gerontologist from the University of Warsaw, Paweł Kubicki, economist, Warsaw School of Economics, Marek Niezabitowski, sociologist from the Silesian University of Technology, Ryszard Majer, social politician , Agnieszka Cieśla, architect and urban planner, Warsaw University of Technology, Marzena Rudnicka, founder and president of the National Institute of Senior Management (biographical notes at the end of the debate). Panelists during the discussion analyzed the following issues: I. Beginnings of the senior policy, its definition, strategic documents of the state, II. The role of local governments in animating activities within the framework of senior policy and non-governmental organizations, III. Creation and role of the law on seniors, IV. Diversification of the environment of seniors, V. Activities in other countries within the framework of the senior policy, VI. Changes in social awareness, the evolution of attitudes towards older people, old age, ageing, VII. The market for products and services for seniors, VIII. Seniors' activity, formal and informal, activity infrastructure, IX. Housing for older people and ageing population X. The role of the state and self-government in the senior policy, dialogue with the authorities, public-private partnership, XI. Challenges and directions of development of the senior policy, XII. The deficit of care services, XIII. Senior and pension policy, XIV. Convergence and divergence in the senior policy.

The purpose of the study was an investigation on a content of the core curriculum in Poland, for kin- dergarten children (aged 3–6) and primary school students (aged 7–18), in reference to educational demands, created by the global ecological crisis. As a source of these demands, IPCC Assessments Reports on Climate Change and UN over-arching strategies for sustainability and environmental education were used, as well as the European Union green policies' package (The European Green Deal). Poland, as a member of the EU and a party of the United Nations Framework Convention on Climate Change, is obliged to promote and implement "green" policies, through incorporation of them into national legislation and the state system of education. The analysis revealed in Polish core curriculum lack of content, connected with the global ecological crisis and climate change, as well as with strategies of combating them. This result shows a dramatic content gap in environmental education of Polish students, regardless the fact that ecol- ogy is a fundament of global and European developmental strategies. The responsibility for this situation is beard on decision makers for a state educational policy; in a context of Polish law, this is the Ministry of Education and the Minister for Education himself. ; The purpose of the study was an investigation on a content of the core curriculum in Poland, for kin- dergarten children (aged 3–6) and primary school students (aged 7–18), in reference to educational demands, created by the global ecological crisis. As a source of these demands, IPCC Assessments Reports on Climate Change and UN over-arching strategies for sustainability and environmental education were used, as well as the European Union green policies' package (The European Green Deal). Poland, as a member of the EU and a party of the United Nations Framework Convention on Climate Change, is obliged to promote and implement "green" policies, through incorporation of them into national legislation and the state system of education. The analysis revealed in Polish core curriculum lack of content, connected with the global ecological crisis and climate change, as well as with strategies of combating them. This result shows a dramatic content gap in environmental education of Polish students, regardless the fact that ecol- ogy is a fundament of global and European developmental strategies. The responsibility for this situation is beard on decision makers for a state educational policy; in a context of Polish law, this is the Ministry of Education and the Minister for Education himself.

The article presents the history of the military higher education system, which is connected to the shaping of the Polish statehood as well as its present state. The structure of this type of education system was dependent on the e ectiveness of socio-economic, political and military activities of public authorities. However, it is only the November Uprising which is generally associated with the revolt of the o cers from the O cer Cadets School [Szkoła Podchorazych] in Warsaw. The changes which occur within the military education system on account of its adjustment to the requirements of the Act "Law on higher education" of 27 June 2005 are very positive. They accommodate military higher education institutions to the public system of higher education, they in uence the development and the quality of education in these institutions, they obliged them to implement the regulations arising from the National Quali cations Framework and to observe all the procedures arising from the legislations which are enacted in the domain of higher education by the competent public authorities.

The authorities of the Republic of Poland, by ratifying the Convention on the Rights of Persons with Disabilities, have undertaken the responsibility to implement such changes in the national legal order and in social policies that aim at ensuring full and equal enjoyment of all rights and freedoms by people with disabilities and preventing their discrimination in different aspects of life. One of the ways to fulfil this commitment is the 'reasonable accommodation'. According to Article 2 of the Convention the term means '(…) necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden' and its purpose is to reduce physical, technical or social barriers hindering or restricting the various roles and tasks of those affected by disorders in the structure or functions of the body. The author of this article explored manifestations of such activities in the field of education law and its practical applications. He determined that in the analysed area, many solutions are in line with the spirit of the 'reasonable accommodation'. ; The authorities of the Republic of Poland have ratified the Convention on the Rights of Persons with Disabilities and have undertaken the responsibility to implement such changes in the internal law and in social policy which aim at ensuring full and equal enjoyment of all rights and freedoms by people with disabilities and preventing their discrimination in different aspects of life. One of the ways of fulfilling this commitment is described as "reasonable accommodation". The author of this article has attempted to find manifestations of such activities in the field of school legislation and its practical examples. As a result, it turned out that in the analysed area many solutions are in line with the spirit of the "reasonable accommodation".

Exclusion and inclusion in the culturally, economically, and politically deter- mined educational space are one aspect of social life and its many micro-, meso-, eco-, macro-, and chronosystems. This issue is often addressed from theoretical, cognitive, practical, and research angles, which is reflected in scholarly and popular-science pub- lications as well as literary fiction. It is not bound to any particular time or place and it is relevant at all stages of a person's life, from conception to death. It can therefore be assumed that, to a greater or lesser extent, it governs the integral, holistic develop- ment of a human being, and, by the same token, the development of civilization. Moreover, one could argue that as the biological, psychological, social, cultural, and spiritual (religious) exclusion of the human being is more and more mitigated by his/ her participation in creating a living environment in the local, regional, national, and international spaces, we can observe an increasingly higher quality of the functioning of education systems. This is particularly a challenge for schools, which perform the basic functions—educational and preventative, didactic and protective—as defined by the educational law in Poland.

The Institute for Scholarly Research on Eastern Europe in Wilno functioned from 1930 to 1939. It was established on the initiative of Stefan Ehrenkreutz and other professors of the Department of Law and Social Sciences at Stefan Batory University in Wilno. A Higher School of Political Science was established at the same time as the Institute. Members of the Institute consisted of notable Polish scholars, writers, journalists along with social and political activists. The Institute's purpose was to conduct research on economic, cultural, social and political questions, to research the formation of government structures in the lands between the Baltic and Black Seas, as well as to study the peoples of these lands and to propagate this knowledge. In this connection the Institute acquired impressive library collections of the newest literature on these topics. It organized public readings and presentations. It published two scholarly magazines, "The Yearbook of the Institute for Scholarly Research on Eastern Europe in Wilno" and "Balticoslavica", along with a series of books. It formed and maintained contacts with many scholars, institutions and academic associations both in Poland and abroad. In the relative short period of time during which it operated, the Institute became an important scholarly center and made a significant contribution to the research of events, politics, culture and the economies of neighboring countries.

The Institute for Scholarly Research on Eastern Europe in Wilno functioned from 1930 to 1939. It was established on the initiative of Stefan Ehrenkreutz and other professors of the Department of Law and Social Sciences at Stefan Batory University in Wilno. A Higher School of Political Science was established at the same time as the Institute. Members of the Institute consisted of notable Polish scholars, writers, journalists along with social and political activists. The Institute's purpose was to conduct research on economic, cultural, social and political questions, to research the formation of government structures in the lands between the Baltic and Black Seas, as well as to study the peoples of these lands and to propagate this knowledge. In this connection the Institute acquired impressive library collections of the newest literature on these topics. It organized public readings and presentations. It published two scholarly magazines, "The Yearbook of the Institute for Scholarly Research on Eastern Europe in Wilno" and "Balticoslavica", along with a series of books. It formed and maintained contacts with many scholars, institutions and academic associations both in Poland and abroad. In the relative short period of time during which it operated, the Institute became an important scholarly center and made a significant contribution to the research of events, politics, culture and the economies of neighboring countries.

The film is one of few examples of political documentaries produced in Poland after 1989. It is not limited to merely outlining the political argument over General Jaruzelski's decision to impose martial law. Although it concerns events in Polish history, it is not a historical documentary, as it brings forth present-day political conflicts that have arisen around historical events. Trying to reconstruct this current political argument, Zmarz-Koczanowicz reaches for a method developed in the 1970s by the so-called "Kraków School" led by Krzysztof Kieślowski. ^e "talking heads" method was meant to help documentary filmmakers in the Polish People's Republic reach what the person in the street actually thought and avoid the distortions of propaganda. For Kieślowski, however, the overriding aim was conciliation and an attempt to understand both sides of the political barricade - the authorities and the vox popu- li. His attitude, according to the terminology suggested by Chantal Mouffe, was a post-political one striving for an agreement through a rational dialogue. Zmarz-Koczanowicz's aim, however, is different: she is intent on showing a clash of different hegemonies that do not strive for consensus. Their agonistic argument, played out in the political register, rather than a moral one, is a guarantee, according to this Belgian philosopher of politics, that democracy will continue to exist.

The authorities of the Republic of Poland, by ratifying the Convention on the Rights of Persons with Disabilities, have undertaken the responsibility to implement such changes in the national legal order and in social policies that aim at ensuring full and equal enjoyment of all rights and freedoms by people with disabilities and preventing their discrimination in different aspects of life. One of the ways to fulfil this commitment is the 'reasonable accommodation'. According to Article 2 of the Convention the term means '(…) necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden' and its purpose is to reduce physical, technical or social barriers hindering or restricting the various roles and tasks of those affected by disorders in the structure or functions of the body. The author of this article explored manifestations of such activities in the field of education laws and their practical application. He determined that in the analysed area, many solutions are in line with the spirit of the 'reasonable accommodation'. ; The authorities of the Republic of Poland have ratified the Convention on the Rights of Persons with Disabilities and have undertaken the responsibility to implement such changes in the internal law and in social policy which aim at ensuring full and equal enjoyment of all rights and freedoms by people with disabilities and preventing their discrimination in different aspects of life. One of the ways of fulfilling this commitment is described as 'reasonable accommodation'. The author of this article has attempted to find manifestations of such activities in the field of school legislation and its practical examples. As a result, it turned out that in the analysed area many solutions are in line with the spirit of the 'reasonable accommodation'.

Hieronim Baliński's treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński's treatise was religious literature although he probably referred to Quintilian's and Mikołaj Rej's works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej's faithful and mediocre "kind-hearted man". ; Hieronim Baliński's treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński's treatise was religious literature although he probably referred to Quintilian's and Mikołaj Rej's works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej's faithful and mediocre "kind-hearted man".