Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939):
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Polish |
| Veröffentlicht: |
Szczecin
Wydawn. Naukowe Uniw. Szczecińskiego
2011
|
| Ausgabe: | Wyd. 1. |
| Schriftenreihe: | Rozprawy i Studia / Uniwersytet Szczeciński
811 = 885 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Irrtümlich als T. 835 bezeichnet. - Zsfassung in engl. Sprache u.d.T.: Cooperation as a form of education in the Second Polish Republic 1918 - 1939 |
| Beschreibung: | 574 s. 25 cm. |
| ISBN: | 9788372418524 |
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Datensatz im Suchindex
| _version_ | 1804148858791395328 |
|---|---|
| adam_text | COOPERATION AS A
FORM OF
EDUCATION
IN THE SECOND
POLISH REPUBLIC
(1918-1939)
Summary
Traditions
of the Polish pedagogy, reaching back to first student cooperatives
founded by J.
Dziubińska
in Pszczelin and
Kruszynek
and inspirations of reformative
trends in the pedagogical theory and practice in the beginning of the 20th century in
Europe and the United States of America, and the influence of cooperative movement
ideology itself promoted by central organisations of cooperative movement and te¬
achers labour union movement as well as the support of school authorities, which came
out to the open not before the
1930s,
were at the foundation of development of the
cooperative education and upbringing of the interwar period. The conjunction of these
factors and determinants created a suitable climate and conditions for the development
of cooperative education and upbringing of children and youth in the Second Polish
Republic.
The present source study with respect to cooperative education in Polish educa¬
tional system of the Second Polish Republic
(1918-1939)
showed that it can be under¬
stood as:
1)
a student cooperative, being a pedagogical form and method, economic
organisation and technique;
2)
teaching contents comprised in the curricula of general
education schools;
3)
a teaching subject carried out in vocational, academic and higher
school system; and
4)
a cooperative upbringing founded on collective action, coopera¬
tion and mutual aid with which the whole didactic-pedagogical process of the Polish
school of the interwar period was saturated.
In elementary school system after the reform of J.
Jędrzejewicz,
cooperative
upbringing was an important element of so called economic bias of curricula in which
cooperative movement did not constitute a consistent system of knowledge. Despite the
fact that it was included into
curricular
watchwords, it is possible however to speak
about its practical popularisation consisting in preparation of children and youth to the
work in student cooperative and understanding the need of existence of adult coopera¬
tives. Teacher of every subject had a possibility to accomplish cooperative movement
problems by appropriately using the curriculum and saturating it with contents con¬
cerning cooperative movement. Initiative for the creation of student cooperatives in
570
Summary
elementary school system emerged as a rule from the teachers understanding the impor¬
tance of cooperative movement in less affluent environments. In under-organised
schools, cooperatives had simple stractures and operated most frequently in the form of
school tuck shop providing children with necessary writing materials. In elementary
highly-organised schools, student cooperatives carried out broader economic and
socio¬
cultural
activity as well as had expanded structure, with different agencies coming into
its composition. Due to the obligatory character, elementary school system was becom¬
ing an important field of cooperative upbringing which equipped the students with basic
information on cooperative theory and practice as well as promoted the attitudes
founded on mutual aid and collective action, being the same an antechamber of adult
cooperative movement.
In lower secondary schools of general education, student cooperative movement
was developing to a much lesser extent due to more affluent youth who felt less the
need for economic self-help. As elite teaching and educational institutions, lower se¬
condary schools of general education were not interested in development of student
cooperatives to such an extent as it was taking place in elementary and vocational
school system where students from less affluent spheres attended. Apart from economic
activity, student cooperatives operating in lower secondary schools of general education
carried out multidimensional social, teaching and educational work. At the same time,
a multitude of organisational forms and a variety of economic, service and cultural
activities of youth cooperative organisations in secondary schools of general education
could be observed, which may be evidence of student involvement, atmosphere of
activity and conscious co-creation of social and economic life of the school and state.
An expression of the development of cooperative education and upbringing in the
Second Polish Republic corresponding to specific life needs was organisation of co¬
operative school system which grew out of the need of Polish cooperative movement
and was closely connected with its economic, social, organisational and legal founda¬
tions. A model establishment widely popularised by Polish cooperative movement was
the R. Mielczarski Secondary Cooperative School in Warsaw
(1931-1939).
It was the
first co-educational vocational cooperative school in Poland of the central character
with a three-year teaching programme at first and re-organised into a lower secondary
cooperative school after the reform of J.
Jędrzejewicz
in
1932,
which connected theo¬
retical preparation with obligatory cooperative practical placement.
It was not before
1938
when ministerial authorities, in conformity with new edu¬
cational system, introduced cooperative schools into the school system, i.e. first and
second level cooperative preparatory schools and lower and upper secondary coopera¬
tive schools.
Régularisation
of the legal situation of cooperative school system and
issuing the statutes for cooperative schools and the instructions for the authors of cur¬
ricula as well as taking up the works on teaching plans and curricula contributed to
Summary
571
development of the school system of this type which was stopped by the outbreak of the
World War II. At the end of the
1930s,
there were
13
cooperative schools operating,
i.e.
2
state schools and
11
private ones. Cooperative school system in the interwar pe¬
riod encountered a number of financial, housing and personnel difficulties as well as
those connected with the creation of curricula and text-books and the adaptation of
teaching and educational methods to accomplishment of goals and assignments set to
the schools of this type. Worth emphasising is the fact that it was the cooperative
movement which came forth with the initiative of creating cooperative schools and
preparing plans, instructions and curricula for them but not ministerial authorities.
Cooperative teaching and student cooperatives played particular role in vocational
school system due to the fact that educational goals of vocational school system funda¬
mentally differed from those of general education school system. Cooperative education
and upbringing was accomplished in vocational school system, in particular in agricul¬
tural, business and administration schools, where cooperative movement entered into
the scope of curricula treating the cooperative movement learning as an independent
subject or teaching watchwords and contents being accomplished when teaching other
subjects. In the educational sense, cooperative movement in agricultural school system
manifested itself in the penetration of educative process with the idea of cooperation,
being made real first of all in the organisational life of students, i.e. in the activity of
student cooperative, school self-government and dormitory. Student cooperative of
agricultural schools, functioning as highly developed organisational forms satisfying
student needs, were becoming a place of preparation and skill mastering for work
in rural cooperative movement.
In business school system, cooperative movement learning was accomplished in
those establishments which had cooperative divisions, constituting in general only
about
3%
of all divisions of business schools. In the remaining business schools, coope¬
rative movement was treated as an optional subject or its contents were placed within
the curriculum for business learning. In other vocational schools, it was teachers on
whom the saturation of curricula for general and vocational subjects with the contents
connected with cooperative movements depended. Cooperative upbringing in voca¬
tional school system manifested in a great diversity and variety of the form of student
cooperatives, starting with small school tuck shops satisfying student needs to self-
governing cooperative organisations arranging all aspects of the school life of youth,
which point to a considerable dimension of educational work with respect to the shap¬
ing of attitudes of the social, practical, organisational and economic character.
The particular role was played by cooperative movement in teachers training col¬
leges where candidates for teachers obtained the knowledge with respect to cooperation
in classes on Polish language, history, history of education and study of contemporary
Poland. This knowledge was related with the familiarity with the environment and
572
Summary
activity of student cooperatives functioning numerously at teachers training colleges,
which took up different places in the organisational life of students of the teachers
training establishments
-
from independent associations to cooperatives understood as
self-governing organisations integrating the school life. They were becoming an excel¬
lent form of self-government stimulating the whole school community, developing
mutual aid, cooperation and collective action skills as well as those of fulfilling school
duties and social, national and public obligations and offering opportunity of develop¬
ing the initiative and
entrepreneurship
of pupils and learning the economic and coopera¬
tive life as well as preparing to social life and cooperative work in the elementary
school and the environment. Owing to didactic-pedagogical programmes and modern
work methods, teachers training colleges educated specialists for running student co¬
operatives in elementary school system. Both educational authorities and cooperative
movement were anxious about cooperative education and upbringing of the candidates
for the teacher profession, with the latter being convinced that promotion of the idea of
cooperative movement by elementary school teachers would contribute to the im¬
provement of culture in the countryside and the same
ofthat
of the whole society.
Cooperative movement in the higher educational system of the Second Polish Re¬
public may be understand in the categories of development of cooperative science,
cooperative education and cooperative upbringing of academic youth. The young age of
cooperative movement and slow development of cooperative science made cooperative
movement at the academic institutions and colleges to present germ forms. Until the
beginning of the
1930s,
no Department of Cooperative Movement existed nor the regu¬
lar scientific and research works with respect to cooperative movement were taken up at
Polish universities. It was not until
1937
when the Department of Agricultural Business
and Cooperative Movement was founded at the Krakow Academy of Commerce, the
head of which was T.
Kłapkowski,
a full professor of this university. In other academic
institutions and colleges, cooperative movement was treated as commissioned lectures
or lectured within the courses being delivered by Departments of Economics. Certain
universities, such as the Jagiellonian University, the Warsaw School of Commerce, the
Warsaw Main School of Agriculture or the
Cieszyn
State School of Agriculture, treated
the programme of cooperative education broader while other ones included cooperative
movement into optional or elective subjects. Only in few academic institutions and
colleges, cooperative movement seminars were placed in the study programmes. Co¬
operative upbringing of the academic youth was connected with the activity of few
cooperative students societies and commonly created student organisations and asso¬
ciations of the self-help character. Practical application of the idea of cooperative up¬
bringing found its reflection in the university student cooperatives being created as well
as in the works of fraternal aid associations, with the self-help activity consisting in
Summary
573
carrying out the social action and arranging the cultural life of academic youth being at
their foundation.
Development of cooperative education and upbringing in the
internar
period was
initiated, supported and taken up by Polish cooperative movement and Polish teachers.
Teachers labour union movement, in collaboration with Polish cooperative movement,
promoted this form of school youth upbringing in a consistent way, encouraging teach¬
ers to its creation, organising courses for tutors of student cooperatives and popularising
cooperative movement within the framework of labour union works. An important role
was fulfilled by teachers cooperative movement, in particular teachers bookstores
which carried out popularisation of cooperative upbringing. They encircled it with eco¬
nomic and informative care, fulfilling a function of economic and organisational central
offices for student cooperatives. Development of cooperative upbringing and education
in interwar Poland depended on the attitude and involvement of Polish teacher. His
professional role required an interest in the problems of cooperative movement and
social and economic situation of the country, which he learned in the process of self-
education and further vocational education and training. This was mainly the teachers
through which the cooperative movement in Polish educational system became a mass
movement on the
1930s
of the 20th century.
An achievement of the interwar period was the formation of specific timeless
methodology of cooperative upbringing. By carrying out specific economic activity for
the good of school based on collective action, student cooperative constitutes one of the
methods of social and economic upbringing of youth, being so important for under¬
standing of the present-day world. It is a pedagogical organisation where the educative
process is based on work. In student cooperative, a proper attitude to work and social
property and coexistence is being shaped, as well as the attitudes of activity and
entre¬
preneurship
and team work skills are being developed, and the collective resourceful¬
ness, proper management and respect for honestly earned money are being taught. Stu¬
dent cooperative accustoms students to self-governing and democratic management of
team work, naturally incorporating the youth into the life of local environment. By
creating specific pedagogical situations through carrying out varied forms of economic
and socio-cultural activity, a cooperative has enormous opportunities to form authentic
pedagogical situations in which children and youth learn self-reliance, practical think¬
ing, cautious decision-taking and calculation as well as acquire economic knowledge
with regard to the functioning of market laws, being backed up by experience in respect
of running a cooperative enterprise. By working in student cooperative, the youth pre¬
pares itself to adult life and learns the structure of cooperative, principles of its func¬
tioning and provisions of cooperative law. Students consolidate fundamentals of
entre¬
preneurship
as early as during the school learning and thus it is possible to assume that
574
Summary
they will not contribute to the increase of unemployment after its completion. From the
point of view of pedagogical values and present socio-economic needs, the advantages
of student cooperative movement should be appreciated.
Translated by
Jerzy Stępień
SPIS TREŚCI
UWAGI WSTĘPNE
Rozdział I
GENEZA EDUKACJI SPÓŁDZIELCZEJ W SYSTEMIE SZKOLNYM
DRUGIEJ RZECZYPOSPOLITEJ
1.
Początki ruchu spółdzielczego w Europie Zachodniej w
XIX
wieku, na ziemiach polskich pod zaborami oraz rozwój pol¬
skiego ruchu spółdzielczego w Drugiej Rzeczypospolitej jako
podstawa rozwoju edukacji spółdzielczej
.................................... 34
2.
Powstanie i rozwój nurtów polskiej myśli spółdzielczej oraz
ich wpływ na wychowanie i kształcenie spółdzielcze młodego
pokolenia
.................................................................................... 60
3.
Wpływ ideologii wychowawczych okresu międzywojennego,
czynników pedagogicznych oraz nauk psychologicznych
i socjologicznych na rozwój wychowania i kształcenia spół¬
dzielczego
.................................................................................... 99
Rozdział
II
DZIAŁALNOŚĆ SPÓŁDZIELNI UCZNIOWSKICH W ŚWIETLE
DOKUMENTÓW WŁADZ OŚWIATOWYCH I DANYCH
STATYSTYCZNYCH ORAZ W POGLĄDACH POLSKICH
PEDAGOGÓW I SPÓŁDZIELCÓW OKRESU MIĘDZYWOJENNEGO
1.
Stanowisko władz oświatowych wobec spółdzielczości
uczniowskiej i jej rozwój ilościowy w Polsce w latach mię¬
dzywojennych
............................................................................. 120
2.
Znaczenie wychowawcze spółdzielni uczniowskich jako for¬
my i metody edukacji
.................................................................. 141
3.
Spółdzielnie uczniowskie jako organizacje szkolne
................... 157
4.
Spółdzielnie uczniowskie jako warsztaty pracy gospodarczej
... 180
Rozdział III
EDUKACJA SPÓŁDZIELCZA W SZKOLNICTWIE POWSZECHNYM
I ŚREDNIM OGÓLNOKSZTAŁCĄCYM
W OKRESIE MIĘDZYWOJENNYM
1.
Postulaty w zakresie edukacji spółdzielczej w szkolnictwie
powszechnym w poglądach pedagogów i przedstawicieli ru¬
chu spółdzielczego
...................................................................... 190
2.
Wychowanie i kształcenie spółdzielcze w planach wychowa¬
nia i programach nauczania szkół powszechnych po reformie
Janusza Jędrzejewicza
................................................................ 198
3.
Działalność spółdzielni uczniowskich w szkolnictwie pow¬
szechnym
.................................................................................... 213
4.
Potrzeba edukacji spółdzielczej i działalność spółdzielni
uczniowskich w średnich szkołach ogólnokształcących
............ 229
Rozdział
IV
NAUCZANIE SPÓŁDZIELCZOŚCI I WYCHOWANIE
SPÓŁDZIELCZE W POLSKIM SZKOLNICTWIE ZAWODOWYM
LAT MIĘDZYWOJENNYCH
1.
Charakterystyka szkolnictwa zawodowego w okresie między¬
wojennym
................................................................................... 245
2.
Spółdzielczość w programach nauczania i w procesie wycho¬
wania w szkolnictwie rolniczym
................................................. 251
3.
Kształcenie i wychowanie spółdzielcze w szkołach handlo¬
wych i administracyjnych
........................................................... 278
Rozdział
V
ROZWÓJ SZKOLNICTWA SPÓŁDZIELCZEGO
W DRUGIEJ RZECZYPOSPOLITEJ
1.
Początki szkolnictwa spółdzielczego w okresie międzywojen¬
nym
............................................................................................. 307
2.
Prace środowisk spółdzielczych i oświatowych nad urucho¬
mieniem spółdzielczych szkół zawodowych i ich status orga-
nizacyjno-prawny
....................................................................... 321
3.
Plany i programy nauczania szkół spółdzielczych
..................... 337
Rozdział
VI
KSZTAŁCENIE I WYCHOWANIE W ZAKRESIE SPÓŁDZIELCZOŚCI
W SEMINARIACH NAUCZYCIELSKICH
ORAZ W UCZELNIACH WYŻSZYCH I AKADEMICKICH
1.
Wychowanie spółdzielcze w seminariach nauczycielskich
........ 359
2.
Nauka i kształcenie spółdzielcze w uczelniach akademickich
i wyższych w Drugiej Rzeczypospolitej
..................................... 387
3.
Wychowanie spółdzielcze w uczelniach akademickich i wyż¬
szych w okresie międzywojennym
............................................. 420
Rozdział
VII
RUCH SPÓŁDZIELCZY W ŚRODOWISKU NAUCZYCIELI
POLSKI MIĘDZYWOJENNEJ
1.
Udział Związku Nauczycielstwa Polskiego w rozwijaniu spół¬
dzielczości w Polsce międzywojennej
........................................ 434
2.
Spółdzielnie nauczycielskie i ich wkład w rozwijanie spół¬
dzielczości uczniowskiej
............................................................ 447
3.
Znaczenie nauczycieli w kształceniu i wychowaniu spółdziel¬
czym dzieci i młodzieży
............................................................. 454
4.
Formy przygotowania nauczycieli w zakresie pracy spółdziel¬
czej
.............................................................................................. 470
UWAGI KOŃCOWE
............................................................................................ 506
BIBLIOGRAFIA
....................................................................................... 521
Spis ilustracji
............................................................................................................ 568
Spis tabel
.................................................................................................................... 568
Summary
.................................................................................................... 569
|
| any_adam_object | 1 |
| author | Magiera, Elżbieta |
| author_facet | Magiera, Elżbieta |
| author_role | aut |
| author_sort | Magiera, Elżbieta |
| author_variant | e m em |
| building | Verbundindex |
| bvnumber | BV039904901 |
| ctrlnum | (OCoLC)780122560 (DE-599)BVBBV039904901 |
| edition | Wyd. 1. |
| era | Geschichte 1918-1939 gnd |
| era_facet | Geschichte 1918-1939 |
| format | Book |
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| geographic | Polen (DE-588)4046496-9 gnd |
| geographic_facet | Polen |
| id | DE-604.BV039904901 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T00:13:49Z |
| institution | BVB |
| isbn | 9788372418524 |
| language | Polish |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024763682 |
| oclc_num | 780122560 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 574 s. 25 cm. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Wydawn. Naukowe Uniw. Szczecińskiego |
| record_format | marc |
| series2 | Rozprawy i Studia / Uniwersytet Szczeciński |
| spelling | Magiera, Elżbieta Verfasser aut Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939) Elżbieta Magiera Wyd. 1. Szczecin Wydawn. Naukowe Uniw. Szczecińskiego 2011 574 s. 25 cm. txt rdacontent n rdamedia nc rdacarrier Rozprawy i Studia / Uniwersytet Szczeciński 811 = 885 Irrtümlich als T. 835 bezeichnet. - Zsfassung in engl. Sprache u.d.T.: Cooperation as a form of education in the Second Polish Republic 1918 - 1939 Geschichte 1918-1939 gnd rswk-swf Genossenschaft (DE-588)4020160-0 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Polen (DE-588)4046496-9 gnd rswk-swf Polen (DE-588)4046496-9 g Schule (DE-588)4053474-1 s Genossenschaft (DE-588)4020160-0 s Geschichte 1918-1939 z DE-604 Uniwersytet Szczeciński Rozprawy i Studia 811 = 885 (DE-604)BV000776792 811 = 885 Digitalisierung BSB Muenchen 2 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024763682&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen 2 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024763682&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Magiera, Elżbieta Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939) Genossenschaft (DE-588)4020160-0 gnd Schule (DE-588)4053474-1 gnd |
| subject_GND | (DE-588)4020160-0 (DE-588)4053474-1 (DE-588)4046496-9 |
| title | Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939) |
| title_auth | Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939) |
| title_exact_search | Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939) |
| title_full | Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939) Elżbieta Magiera |
| title_fullStr | Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939) Elżbieta Magiera |
| title_full_unstemmed | Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939) Elżbieta Magiera |
| title_short | Spółdzielczość jako forma edukacji w szkolnictwie polskim Drugiej Rzeczypospolitej (1918 - 1939) |
| title_sort | spoldzielczosc jako forma edukacji w szkolnictwie polskim drugiej rzeczypospolitej 1918 1939 |
| topic | Genossenschaft (DE-588)4020160-0 gnd Schule (DE-588)4053474-1 gnd |
| topic_facet | Genossenschaft Schule Polen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024763682&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024763682&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV000776792 |
| work_keys_str_mv | AT magieraelzbieta społdzielczoscjakoformaedukacjiwszkolnictwiepolskimdrugiejrzeczypospolitej19181939 |