Suchergebnisse

Family relationships have been becoming increasingly important in Polish, contemporary society, especially after the socio-political transformation in Poland. Before that time, family studies were strongly influenced by the socialist system and propaganda. Currently, family relationships are also diverse in structure and in functions. In reply to the widely debated »family crisis« hypothesis, the author of this article suggests that family relations will be more important in the 21st century because there is a positive association between the experience of strong emotional bonds in the family and the strength of the family relationship. Consequently, supporting emotional family ties means also supporting the growth of healthy relationships in society. Therefore, the aim of this article is to present the bonds between members of the Polish family at the end of the 20th and at the beginning of the 21st centuries on the basis of the results of surveys conducted by CBOS (Public Opinion Research Centre in Poland). ; Obiteljski odnosi postaju sve važniji u suvremenom poljskom društvu, osobito nakon društveno-političke transformacije u Poljskoj. Prije toga, obiteljske studije o obitelji su bile pod snažnim utjecajem socijalističkog sustava i propagande. Trenutno, obiteljski su odnosi također raznoliki kako u strukturi tako i u funkcijama. U odgovoru na hipotezu o »obiteljskoj krizi« o kojoj se naveliko raspravlja, autor ovog članka sugerira da će obiteljski odnosi biti važniji u 21. stoljeću jer postoji pozitivna povezanost između iskustva snažnih emocionalnih veza u obitelji i snage obiteljskog odnosa. Prema tome, podržavanje emocionalnih obiteljskih veza znači i podupiranje rasta zdravih odnosa u društvu. Stoga, cilj je ovog članka predstaviti veze između članova poljske obitelji krajem 20. i početkom 21. stoljeća na temelju rezultata istraživanja koje je proveo CBOS (Centar za istraživanje javnog mnijenja u Poljskoj).

The historical, political, social and cultural issues of the past have strongly impacted upon the current Religious Education at preschools in Poland. In the beginning of socio-political transformation of Poland the confessional nature of Religious Education was one of the demands presented not only by the Church, but also by society. Today, even the presence of Religious Education is discussed. In order to understand better the arguments supporting Religious Education at preschools in Poland, this article will provide kindergarten teachers' opinions on the basis of a research survey, which was conducted among preschool teachers from Malopolska and Silesia region in April and May 2018. ; The historical, political, social and cultural issues of the past have strongly impacted upon the current Religious Education at preschools in Poland. In the beginning of socio-political transformation of Poland the confessional nature of Religious Education was one of the demands presented not only by the Church, but also by society. Today, even the presence of Religious Education is discussed. In order to understand better the arguments supporting Religious Education at preschools in Poland, this article will provide kindergarten teachers' opinions on the basis of a research survey, which was conducted among preschool teachers from Malopolska and Silesia region in April and May 2018.

In the last years, the intensified migration mostly of people from Africa and Asia altered the situation in Europe. The growing awareness of the importance of respect for human rights and the recognition of the equal value of all people of whatever ethnic origin, cultural or religious tradition, forced the European governments to adjust the institutional services to a new kind of cultural and religious diversity, but Europeans do not want to give up the economic, political, social, ethnic, cultural and religious harmony. Due to the impact of migration, many national curricula are being changed and transformed. But it is also necessary to examine how cultural and religious diversity in Europe is intertwined in school pedagogy. What are the relationships between European and multicultural values and/or between multicultural and Christian values? What is the response of educational institutions to the new political, social, cultural and religious situation in Europe especially based on huge migration influx? What are the possible conflicts between the dynamics of a changing culture on the one hand and the ambitions of the Catholic schools in 21-st century? The author of this text raises a few important questions connected with migration and education in Europe for further reflection. ; In the last years, the intensified migration mostly of people from Africa and Asia altered the situation in Europe. The growing awareness of the importance of respect for human rights and the recognition of the equal value of all people of whatever ethnic origin, cultural or religious tradition, forced the European governments to adjust the institutional services to a new kind of cultural and religious diversity, but Europeans do not want to give up the economic, political, social, ethnic, cultural and religious harmony. Due to the impact of migration, many national curricula are being changed and transformed. But it is also necessary to examine how cultural and religious diversity in Europe is intertwined in school pedagogy. What ...

The author of this article presents Religious Education teachers continuing professional development in Poland in the context of political, social, economic, cultural and educational changes. During the last years, Poland has developed a national strategy for teacher training and introduced many new regulations. The aim of the new legal solutions is to prepare RE teachers as will be competent specialists in theology, accomplished in didactics and pedagogy and capable of caring for – and contributing to – the upbringing of pupils of varying needs; as well as organizers of social activities in class and school, also in effective cooperation with the local parish. Despite the many changes, RE teachers still have very difficult situation in Poland and face many challenges.

Catholic schools are the subject of many expectations. Yet, the most important sets of expectations are three: parents, the Church and governmental institutions. Parents do not know any more what would be the best preparation for the future of their children, but they expect that Catholic school should prepare their children for their future jobs in the best possible way. The Church concentrates mostly on the religious role of Catholic schools and the governmental education authorities and institutions devote their attention to right attitudes in the civil society. Being a subject of so many, varied expectations, the Catholic school needs to respond constructively to these expectations and show a commitment to the integral and holistic education of every pupil in the postmodern and consumer society.