Polski patriotyzm i pedagogia Grunwaldu
Journal Title: Kwartalnik Pedagogiczny - Year 2018, Vol 63, Issue 4
Abstract
The article presents a historical vision of the Polish patriotism. The author shows the traditions of Polish patriotism in a historical perspective on the example of changes in the function and significance of the symbolic battle of Grunwald/Tannenberg of 1410 (as a case study) in the formation of the Polish patriotic identity. The author also tries to characterise the most important challenges that different educational milieux faced in 1918 and in the first years of the construction of the Second Polish Republic.<br/><br/>
Authors and Affiliations
Adam Fijałkowski
Wartość wychowania humanistycznego. Umysł humanisty w obozie koncentracyjnym
Times when the Nazi concentration camps appeared is the period when the importance of humanistic knowledge weakened. The living conditions in concentration camps were so horrible that the primary goal of the prisoners wa...
Disabled people and reconstruction of identity: inclusion or stigmatisation
Managing social identity, reconstruction of identity, constructing own biography from scratch is something that a person with acquired disability must cope with. People with inborn disability create their identity of a d...
Stefan T. Kwiatkowski, Dominika Walczak (red.), Kompetencje interpersonalne w pracy współczesnego nauczyciela
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Czeskie doświadczenia w obszarze pedagogiki przeżyć
Outdoor and adventure education in Poland is still developing and begins to function outside the community of practitioners. Polish researchers mostly rely on the English-language studies, which are based on the British...
Tropy fenomenologii Husserla w „pedagogice drugiego stopnia” rozumianej jako hermeneutyka pedagogiki paradygmatycznej. Dwie racjonalności Roberta Kwaśnicy1 czytane w perspektywie Medytacji kartezjańskich Edmunda Husserla
The article presents the possibility of building a second-degree pedagogy based on the phenomenological- hermeneutic thinking. The main problems analysed are: the hermeneutic paradigm of pedagogy, cognition, cognitive co...