ED 133 209

AUTHOR

ItifMITHTTON

sPONS AG-aNciREPOPT NOVDB DATENOTE

DO U T ESUME

SO 009 749

Stodkowski, Wiadyslaw, Ed. ; And 0 _hersteCi ni hlioq ra PhY Utah I9tca.t

Nateriais, Vol. 13, No. 3, 1974.National Center br Scien ffic, Technic 1 andEconomic Iaformation, War aw (Poland). o gnScientific Publications Dept.Office of Education (DREW), Washington, D-C.TT-74-54055-037681p.; Translated iato English by Bozena Koeltz; For arelated document, see ED 106 218

EDRS PRICE MF-$0.83 HC-S4.67 Plus Postage.DESCRIPTORS Adult Educatioa; *Annotated Eiblio raphies;

*Comparative Education; Early Chil hood Educati n;*Educational History; *Educational Methods;Educational Practice; Elementary Secondary Education;Foreign Countries; Higher Education; ReferenceMaterials; *Research Problems; Schools; SocialSciences; Teacher Education; Vocationa2 Education

IDENTIFIERS *Poland

ABSTRACTOne hundred and seventeen books, research reports,

and journal articles which were available from June to Aagust 1974are listed in this annotated bibliography of Polish educationalmaterials. Entries axe arranged alphabetically by author or editorunder six subjects: history of education, laws and legislation,general information on education, social and educational sciencesteacherls profession, and schools and institutions by type or les,

Documents cover legal regulations of the right to learn; policyconcerns; and research studies about student behavior, attitudes, andcareer selection. Polish titles are followed by English transiatioand document annotations. An index to authors and editors concludesthe bibliography. (AV)

Documents acquired by ERIC include many informal unpublished* materials not available from other sources. ERIC makes every effort *

* to obtain the best copy available. Nevertheless, items of marginal* reproducibility are often encountered and this affects the quality *

* of the microfiche and hardoopy reproductions EEIC makes available *

* via the ERIC Document Reproduction Service (EDES). HES is vot* responsible for the quality of the original document. Reproductions ** supplied by UPS are the best that can be made from the original.

Ii S DEP&RT WENT OF klIFALTFDUCATION &WELFARENA TIONAL INSTITUTE OF

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Sibh ographical mutorilk. to ;led -Ind prepared by Editorial Boord

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VVIGIdy314,0,,,1 K aro lino Krrlics!wsko, Bucharci Wiecz orek

Transiated:Bozena Koeliz

Compiled far the Office of Education, U.S. Department of Health.

E.cluca lion und Welfare, Washington D.C.

3

V. 1 3, No. 3, 1cr7 4 T- 7454O5S /

Seiected Bibliog- ,:phyof

Polish Education _ Materials

PUBLIc:HED FOR THE OFFICE OF EDUCATION, U.S. DEPARTMENTOF HEALTH, EDUCATION AND WELFARE, WASHINGTON, D.C., BYTHE FOREIGN SCIENTIFIC PUBLICATIONS DEPARTMENT OF THENATIONAL CENTER FOP SCIENTIFIC, TECHNICAL AND ECONOMIC

INFORMATIONWARSAW, POLAND 197o

4

:;1,:1 xo|`Uv OP' P91...INI 1,1:11..TCAT ION..,11., ATE111.\ 1,8

I :I gri 1 No. 3

CONTVNTS

pageI. I I is t or:,, of F:ducal.: oo 3

11. I- w.,--y. arid Lug Matior. o

11I. I; en erzd Information. fIn Etincm Ion . _ . . . 7

I V Su-tal. arid Edtar;.411onLil Sew oven . _ . . 15

V. TtN=idier's Professlort . . , 31

Y| S di,ioIs zind In 5'.i: tution,i ./r typ,' or I-vc21) . .

i Pres( hool. :i!,

3!)

'2, Priinary .

:',. Sect:int:lard1 ... nu nti un n I

.

;11:5_ l!il.z her . 1:1;

6, Adult 71

7. Specia I 75Index of AAttiorF, :.nci Editor,. . . . 77

The hull,: of the RI:itch:11s INted in the prcent. 1:.s.stw vo^ avzi in the periodof It rm., I roln June to t-,or_lust =97,1.

f if 1

(My

. IAN A. im ri IRVNA lkoporty

ge neralnych Keinisji Eduliaeji INaroiltiwejw WieILi in isit-stwie Lit etvslii,n 1182- 1792. (Repi,rts of General

vt-irs of C)mmission for National Education ini-and Din In ef E.thitanet 1'7B-2-1392). Ossolincuin, Wo claw

Pri-.2o aty. .1reaoi ,8

he puhliea

not preserved.

iriginul reports and 5 *ts ofiftspeetiOn l',2corck, whose {,riginals Oreorts of general inspectors present the

work of schools of the Commission. process of ninderinza-niiri of schools arid school admirdstration, effectiveness ofthe actions undeMken oh well as realization of theoi AicaIassumptions Of the Contini:-:sion. They show the formationof contemporary u:Aci, of the teacher and teicher's pro-fession. The reports enable? to trace the evaluation of bothpolicy and pedagogical ideas of the activity or Commissionfor the National Education as well as the favorable in-fluence of education on the society. They contain. abun-dant material concerning the equipment of schools,financial economy of the Commission, as well as numberof pupils and teachers, supply of schools with didacticaids and manuals and livgione. A picture is presented of

ui torn of the nobility in tho eighties of 18th centor

202. FALSKI, MARIAN: Fa-twenty prac z zakresu ogwialy I 9001914. (Fragments of Works on Education 1900---1944). Ossoli-worn, Wroclaw 1974, 438 pp. PAN, Stadia PeLiagogiczne 31.

The book consists of seven chapters. In the first chapterthe author discusses the share of Polish school adolescentsio the resistance niavernent against the occupants, scl f-

instruction circles, school. strikes. The second chapterentitled "Learning of Reading and Writing" contains theinformation about the origin and history of the primer aswell as about the researches on the act of reading. Didacti-cal remarks are ineluckd concerning reading, wirting and

I IISTO OV UCATION

hygiene of reading. 0pi nlons follow in chapter III aboutthe organization of eduLational system in the IndependentPoland (I 918-1925), thc new plan of organization of Polishrational education arid realization of goneral education,Chapter IV presents fundamental works of the Statis-Ural Department of I oe ministry of Rel igion and PublicEducation. Special works aro included in chapter AT: I.

participation of the Statistical Department in the PublicExhibition in Poznan in 1929; and 2) participation in theLeague of Nations delegation in China in 1931. Muchattention is given in chapter VI to the history of educationin Poland in the interwar period, while chapter VII dealswith the work in conspiracy in Poland during the SecondWorld War (1939-1944).

203. MATERNICKI, JERZY: Dydakt-Aa historii w Polsee 1773-1918,(Teaching History in Poland in the Years 1773-1918). Wydaw-nictwa Szkolne i Pedagogiczne, Warszawa 1974, 545 pp.

The publication consists of two main parts, the historicaloutline and sources, being the first publication of thiskind not only in Poland but in the world literature aswell. Teaching history in Poland has a long tradition; itsbeginnings date back to the 16th century. The Commissionfor the National Education promoted and modernized theschool historical education by introducing history to allthe national schools and making it the subject of obliga-tory studies. Part I general presents the outline ofteaching history in Poland divided into periods comprisingthe Age of Enlightenment and romanticism as well aspositivism and neorornanticism. In part II sources of Pol-ish authors dealing with analogical periods have beenreferred to. Annotations to respective sources contain,among other things, the basic bio-bibliographical informa-tion about the authors, general characteristics of theirliterary output as well as the specification of the reprintedwork.

204. RABICKI, ZDZISLAW: Szkety grednie ogolno a c wo-jewóciztwie katowickim w latach 19454970. (General Second-ary Schools in the Voivodship of Katowice in the Years 1 945-1970). Slqski Instytut Naukowy, Katowice 1974, 243 pp.

7

110,,10. OF El 11,1CATION

The author a full presrntitioii of the process ofrebuilding and developing of general secondary schoolingin Eiitowiec Voivodship ill the yei.irs 1945-11170. The:whole reports on the difficult period of relmildin.qoral ,iecondary schools during the first years afterhherd non :et well on the complex process of their devel-opment closely connected with the chany,es Wong placehell) in the country and in the vnivokluip ulIn liii rodoc-bn:y chanter is devoted to the rebuilding of general secon l-ary sehook; 1 Silesia in 1945. The main attention is givento problenis concerning the activity and dvelopmentthee scnools, i.e.: structure and network of general secolid-ar:,: whooi,, in thu Voivodship of Katowice in the years1915-1979, educational staff, economic lcactivities as well as educational attainment, pedagogicalinnovations in secondary schools and their influence onthe quality of schoolwork, Consideration is also given toprospects and conditions of the developmcnt of generalsecondary schools in the Voivodship of Katowice until

9 TABIS, JAN: Polacy na Uniwersytecie Kijowskiin 18344863.(Poles at Kiev University 1834-1863), Wydawnietwo Literackie,KrakOw 1974, 190 pp,

The publication iN devoteci to the collective life of Polishstudents at Kiev University during the thirty years of itsexistence, i.e., in the years 1834-1863, At that time manyyoung Poles attended university lectures forming a group

larkable for its activity in and out of the university. Thebook consists of three parts. The first part is devoted tothe history of Kiev University, its origin, intornal systemas well as professors among which there were some Poles.The second part presents, on the basis of preserved official

ta, the structure of Polish university groups under inves-gation. The subsequent stages of development of socio-

political movement among Polish students in Kiev arediscussed in part III.

201-; WROCZYNSKI, RYSZARD: Rola badaii hist() czno-o4wiato-wych w prugnozowaniu ogwiaty. (Role of. HistorimeducationalInvestigations in Prognosticating Education), Przegiqd Histo-ryczno-Oviatorvy 1974, No. 3, pp. 300417.

8

1 JAW; ANI)1,EGP-41 ATMN

publication cOil hi ins a repi t (0 the role of historicalrcsi,archos in prognosticating education prepared by

the Historical Commission of the Pelkh Teachers' Asso-ciation. Remarks .ind considerations .71ro 17P:hided concern-

ing the employment of tho aciliofernents of history of(ducal )11 ill prognosticating oducathmi and schooling

These prohloms are particularly inoipartont nowadays toionnection with the reform of our system of education.The changing civilization creates the aeocssity of prognos-tication as a kind of guide in the finture, Prognostics isLi new field of knowledge which ccooporritcs with otherbranches of science. Educational rrognostications can besafeguarded agaiiii-it numerous dangers 011 the way leadingto the rut re model of iglocal ami 5111111g.

LI, LAWS AND LECIISIATION

207, ERAZM US, EDWARD: Pmwo (10 nauki n Ludowej. Stu-

dium polityczno-historyczne. (Right to Loo.rn in the PolishPeople's Republic. Politico-ffistorical Stady)i. Wydawnicwo Po-znansIde, Poznan 1974, 403 pp.

The research resulls ore presented an the forrnatlon ofa political conception and a lawful rogulation of the rightto learn as well as on its realization In the Polish People'sRepublic. The employed method of re;ioareh was the anal-ysis of records in the archives and. prInted sources: testsof constitutions, acts, ordinances, order.s, circulars and doc-uments concerning the attempt at prAetical realizationof the right to learn. In the first chaptor the author dis-cusses constitutional ,n-Tects of the right to learn in theyears 1919-1939. Chapter II contains eon(eptions of rightsto learn in revolutionary programs 'and; programs of pro-gressive political partns. The next three chapters dealwith the right to learn in Poland in the years 1944-1971,

Chapter VI is devoted to the prospocts of realization ofthe right to learn,

2013. HOMPLEWICZJANUSZ: Zagadnienia WhC przyszto cio-wego modelu ogwiaty. (Future Model of ELunation in the Eyeof the Law.) Nauczyciel i Wychowanie 1974 N... 3, pp, 8-14.

Cd.:N14,1 1, IN I I1N, I N

hi connection will )Iic ilanneil reform of the system oeducation and s(Atorilliw, poland, the ,'iiiithor pre;tenti;sonic relations hoween pedagogy, theory of (wgtinizotionand law. Certain Coileivticw,-; given or organizationni1-

11 iii ccci; 01 iqiiic;(tion;il wi welt i5 1!:gqjl

1mice5 (if Ow new educational model. The author'scnnsaici-di oft, art! c.incerned with the following probleulti:I) iichool logislation as a subsystem of administrativti law;

of civil-educational rights- and IL,gal hketAn;--;

ensuring the I ciltilizatimi of theo rights; 3) generalsecondary sehol ii; a new model of iiehool duties, ) edu-cational system and society -- problem of elaboratingproper organizational forms and legal institutions enablinggrouping of social forms for educational ;work; 5) alLerika-lives of schools' .subordination as well as of pedagogic'llsupervision posttion of school in the structure (if edu-cati(Inal ndonnistration; 6) legal basis of teachers profc:i-shinal work; 7) Itp,til problems in school programs,

Ill I;ENERAL IN'ORMATiON ON EDUCATION

CYNlE MIECZYSLAW and KOWALIK, STANISI,AWPerspektywy cilukacji narodowej Prognoza rozwoju

wychowania. (National Education, Prospects of Developramt:of Education a nd Schooling), Wydawnictwa !--izkolne i Pedago-giezne, Warszawa 1974, 398 pp;

The publication. onntams the results of works carried outby the Main Corrinnission of Prognosticating Education andSchooling Resort together with voivodship and problemgroups. The first part contains selected working materillconcerning methodology and organization of prognosticat-ing the development of education and schooling. Thesecond part Of the publication is a synthetic elaborationootitled "Progrwstication of Development of Edileadori andSchooling;" The pr.ognostication deals with many problenistaking into conAderation demographical, soCineconorthieand cultural conditioning, functions and tasks of educationand schooling, prognosticating model of the system,assumptions of roilization of this model as well ao condi-

1 0

GENI I 11,-71' I Tlf r\I crI 1:1)1:CATIW4

1101 ntiiii 111 the dtvolOpqllat Of education aridtog. rn lungt third chapt.er mutains selected lialiersconnected with prognosticatiing which present the InOyeperfect vision than the prisont system of edUcOtlOn and

1.farions pro iliscni,sed, echoilopuu of chi-Irina-I mid iniolesei

mance education, 1'iiiiii and raising pla.fcssionalquidificiitions of teacher,. as well as staff policy in thesystem of education and kCh(PcilLi1u, didactic means, school

inipment and iiebool kidding. Tho fourth part indicatestile employment works on prognosticating to solveieresent and future problems; concerning educatioi and

Anocx is also inclinded in the publication: listvorks caried out for the NUUn Commission of Prognos-

ticatim. of Education and Schooling Resort as well asInhlingraphy of puhlications concerning prognosticatingand ilevelopment of eduratioo selection from the years1970=1974.

210, KRAJEWSKA, KAROLINA tmd 1SKA, ELZBlETA andWIECZOREK, BARBARA: Biblimgrafia pedagogiki. Drukizwartc wydane w krajo w jqzyku volskim w roku 1971. (Bibli-ography of Pedagogy. Materials Printed in Polish in 1971),Roczink Perlacjocjiczum Vol. 2, 1972, pp. 229--280,

This bibliography is a continuation of Bibliography ofPedagogy by Wiktor Czernikwski, printed recently in-Studio_ Pcdrigngine," It comprises materials (books andbooklets) pertaining to pedagogical literature as well as torelated fields, printed in Poliith in 1971. Works in foreignla nguages are also taken i rita consideration. Some col-lective works of periodical Oiaracter are also included(scientific journals, papers, annals, materials, guidebooks.

The publications are mipplemented with reviewsprinted in magaziom The bibliographical material is

arranged in a systematical oreler.

KUBERSKI, JERZY: Ak_ pe'spektysviczne problemy po-lityki oiwiatowcj. (Present and Future Problems of EducationalPolicy). 2nd ed. Ksirp2ka i Wiedza, Warszawa 1974, 323 pp.

The publication is devoted to the role of educationalsystem in the plan of socioeconomic and cultural develop-

N

riorit hF thc country as \yell ;(!_ fi) 11W .flifllIi tasks of schmilautto , school marrow:anent, teachers and educational

Th, b4501, deals with sock problems as socialdiscur:sion n tiie form and trend of educational develop-ment. devkiniin and actwities of Hui ',iliac in cdticalionalinattler!i; itI in of the model of the national education

well an die improvement, of OW prf,sento;111(rA !-Atuatimi I cl5.c)(6 in the country;s!.,:stLoi. el' administering 1011; horn!. eoi_p: systemof idiletAtionl functions of it( ools; schooling and train-ing, adcMinual schooling and raising teachers' qualifi-eatio!!!)si iis scientific sources. Einady, an annex

lin!eli introduced comprisMg ONO resolutions Of thePolish Diet: the first one from April 12, 1973 regardingthe nation zind state's tasks in youth education as Nell

partielpatio I in building the socialist Poland; thes:ccond On frorn Octohor 13, 1973 concerning the systemof rwitimial education.

212. KLI,P1SIF,WW"-ir, FSLAW: 0 sythacji w n ukach pedagogiez-nych. (Si Lun ii a Educational Sciences ). No nik Pecingogier-ny, Vol, 2, 107 , 19-23.

The 01.401 or di.,:cusses tasks of educational sciences as wellbe fulfilled in order to en nry out these

taskz. .11to tirst research task is to elaborate the model ofpen-flat-tont education optimum for our conditions. TheNecond. Vjed'; is to prcpare a hew strategy of school andprofessional Orientation as well as a rational conceptionof solectort of children and a :loscents (or appropriatetypes of schools and institutions. The third task, is to buildand vetlify n new model of general secondary and voca-tional schock The fourth task deals with continuation ofresearches on the system of socialist education and school-ing. A incw organizational conception of thc process ofoducation and schooling, enabling a full individualizationof tkis, promss, is the content of the fifth task. In orderto support aind continue the achievements of Polish pe(h-l-gogy., thci following conditions must be fulfilled: a) to

work out 00,-Polish, inter-department problem of pedagog-hviestigations and to create a staff basis indispcn-

sabl realization; b) to set up all-Polish pedagogical

12

10 GENED AL. IN FORMATION ON EDUCATION

Society which would contribute to the research activityof many teachers and educators; c) to introduce moresevere criteria of scientific promotion, demanding fromstudents of pedagogy modern knowledge, command offoreign languages and, first of all, ability to carry outinvestigations.

KWIECINSKI, ZBIGNIEW: Jednolitok jako zasnda i cechaastroju szkolnego. (Uniformity as Principle and Feature ofSchool System). Nauczycier i Wychowanie 1974, No. 5, pp.213-32.

Characteristics is giv m of the general sense of the prin-ciple of uniformity of educational system being a principleof democratic educational policy which consists in ensur-ing every individual the right and possibilities of full andmany-sided development irrespectively of living condi-tions and education. This principle is a condition of per-viousness of education (each student can move to anyschool of the same type and apply for the admission toevery school of a higher degree irrespectively of the placeof previous learning). The problems are also discussvdconcerning the main difficulties connected with the reali-zation of the principle of uniformity of education. Thesedifficulties are the result of different conditions of school-work in different environments.

2 14 . LEWIN, ALEKSANDER (ed.): Nowa ocena zachowania ucz-niew. Od logiki wykroczeii do logiki osiagnive. (New Evaluationof Pupils' Behavior. From Logic of Offence tu Logic of Attain-ment). Nasza Ksiegarnia, Warszawa 1974, 204 pp.

The author of the book assumed that: 1) evalua ion ofpupils behavior is one of the elements of the schooleducational system; 2) the hitherto existing means ofevaluation did not fulfill the educational tasks; 3) neces-sity occurs to look for new solutions increasing the edu-cational value of behavior. The publication presentsa detailed ana lysis of the main tasks, constructions andmeans of the functioning of new variant allowing to eval-uate pupils' behavior. This conception takes into consid-eration th roe main functions or ova lua tion , stimu-

13

GE NE II AL INFORM ATI DUCATION

lating, informational, evaluative functions. The wholehitherto existing conception of evaluation is based on logic(and size) of offences. However, the new version of evalu-ation tested in hundreds of Polish schools takes into con-sideration good sides of pupils' behavior as well. In partI of the book much place is devoted to the inconsistencyand little educational effectiveness of the hitherto existingevaluation. Parts II, III and IV discuss the problem ofconstructing new evaluation, i.e., its content, scale as

ql as procedure of giving marks. Part V contains theanalysis of effectiveness or new evaluation. A problemfollows in part NI of introducing the new evaluation intothe whole of educational system and its functioning inconnection with all the other elements of this system.The authors of the wbrk are: Aleksander Lewin, MariaJakowicka and Barbara Puszkin,

MUSZYNSKI, 11E1,10 R. Stan i perspekLyvy viz% _

polskiej pedagogiki. (State and Prospects of Development ofPolish Pedagogy). Rocznilc Pedagoyiezny, Vol. 2, 1972, pp,25-41.

The author distingukhes 4 planes of the developmeneducational sciences: I research problems; 2) meth-odology employed in researches; 3) organizing andplanning of researches which is of primary importancein pedagogy. One of the most important factors deter-mining effectiveness of researches is methodology. Thefull methodological-scientific conception of marxistpedagogy is waiting to be elaborated. Methodology ofpreparing oducatiopal prognostics is considered to be oneof the most urgent problems. The Polish pedagogy hasnot yet worked out a homogeneous system of scientificresearch institutions carrying out a hotnoge ouous researchprogram adjusted to actual needs and possibi Wes, Atten-tion is given to a multiplicity of existing institutionswhich is not favorable for the development of Polishpedagogy mainly because separate institutions often re-peat the same researches, other problems, however, beingintact. It means that the vital needs as well as peculiarityof separate regions of the country are not taken into

1 4

GENERAL INFORMATION ON EDUCATION

consideration and a steady development of all scenters is not promoted. The author discusses a seriouscrisis of scientific staff. The number of independentyounger workers is too small. The policy of educatingyoung scientific staff arouses the author's anxieties.

216. OZGA, WLADYSLAW: Rozrnieszczerile szkol v Po lsce. Ana lira,wnioski, propozycje. (Distribution of Schools in Poland. Anal-ysis, Conclusions, Suggestions). Wydawnictwo Szkolne i Peda-gogiczne, Warszawa 1974, 583 pp.

The publication deals with the problem of distributionof schools of various types in the whole Country as was in its separate regions. The whole work consists ofthree main parts comprising: 1) rules of distributingschools: 2) growing distribution of schools; and 3) in-fluence of demographical changes on distribution ofschools. Important questions are discussed, such as: inpart 1 = complexity of the problem of school network,distribution of schools and general education; assumptionsand trends in modernizing the network of schools. In part

school network during the interwar period, develop-ment of network of 7-class schools in the Polish People'sRepublic, critical analysis of the network of 8-classelementary schools; development of special education;distribution of secondary schools; universality of sec-ondary education and school network; distribution ofvocational schools and the needs of national economy;suggestions of changes in the school system; economicconditions of the functioning of schools; staff problems ofeducational system. Li part 3 forming of the demog-raphical situation in the years 1971-2000; consequencesof demographical changes for elementary education in theyears 1971-1985; consequences of demographical changesfor, secondary schools and higher schools. The main ele-ment in the analysis of school network was not thenumber of schools but the number of places being seats ofschools as well as their geographical distribution mainlythe distribution of secondary schools.

217. POIMYKALO, WOJCIECH (ed): Dorobek i perspektywy rcgio-now i oiwioty. (Achievements and Prospects of Regions andEducation). Ksigna 1 Wiedza, Warszawa 1974, 384 pp,

GENERAL INFORMATION ON EDUCATION 13

The publication deals with the development of the sys-tem of national education during the thirty years of thePolish People's Republic as well as with the present trendsof works upon the reform of this system. The problemsof education are presented here against the backgroundof the general development of economy, science andculture of particular voivodships. The regional char-acteristics are given of these probleins and the process offorming educational-schooling infrastructures. Generalprinciples of Polish educational policy are characterizedsuccessively in separate chapters as well as achievementsand shortcomings of the contemporary educational sys-tem, worl{s on its reform, the development of educationstarting from kindergarten education, general elementaryand secondary education, vocational training and differentforms of education for adults. Then the problem is discuss-ed of educating teachers as well as of school building,democratization of education and schooling, care ofchildren and adolescents. Each chapter also contains tasksto be fulfilled in the nearest future connected withcharacteristic regional features.

218. EATA.1, MARIAN: Szkola zaktad pracy wychowanie.(School Institution Education). Instytut WydawniczyCRZZ, Warszawa 1974, 217 pp.

The publication contains a report on the form that hasbeen tested of uniting educational tasks of school withthe assistance of workers in the realization of these taskswhich is a social movement of institutions' protection ofschools. It originated from the initiative of trade unionsand was organized by them in 1949; nowadays itembraces above 15,000 institutions and almost 20,000schools as well as educational-schooling institutions. Mainattention is devoted to the experience and weakness ofthis movement in cooperation with schools. The bookcontains many interesting examples and forms of tradeunions' assistance to parents, summer camps for childrenand adolescents, schools, orphanages, boarding schools intheir educational-tutelar duties. The author also revealsweaknesses and gaps of educational work as far asa school-institution relation is concerned, indicates possi-

16

14 OUNEEAL IN FORMATION ON EDUCATION_-______ --

bilities of filling these gaps on the basis of social andmaterial reserves; he also concentrates upon the problemof the protection of the remaining educational institutionsas well as of enriching the existing cooperation with newcontents and educational values.

219. WOLCZYK, JEEZi : Elemonty polityki °Awl towei. (Elementsof Educational Policy). PWN, Warszawa 1974, 330 pp.

The author discusses the main tasks, trends and forms ofeducational policy in the Polish People's Republic. Specialattention is drawn to the role of educational policy inreaching all the aims of the socialist society. Functionsand principles are discussed of the activity of varioustraining and educational forms in Poland. Separate chap-ters are devoted to the development of elementary,v'ocational, general as well as special schooling_ Consid-eration is given to out-of-school and preschool education,problems of prognostication and planning as well as toeducational management. Some fragments refer to therole and organization of teacher's work in the new edu-cational system. The publication also presents the discus-sion about the system of national education in Poland.

2211 ZALEWSKA-TRAIDISZ, HALINA: Instytuty naukowe resortuoiwiaty I wychmania. (Scientific Institutes of Education andSchooling Department). Rocznik Pedagogiczny, Vol, 2; 1972,

pp. 87-102.

In order to program and create a modern educationalsystem, scientific researches, analysis and expert apprais-als 'art' well as the knowledge about tendencies and phenom-ena of socioeconomic development of the country areneeded. Schooling requires scientific basis of didactic-educational process. In 1972, the scientific equipment ofthe Ministry of Education and Schooling was expanded.The previous Institute of Pedagogy was transformed intothe Institute of Pedagogical Research and 4 new instituteswere sot up: Institute of School Programs, Institute ofResearches on Youth, Institute of Vocational Training andInstitute of Teachers' Training. The author gives a de-tailed characteristics of aims and tasks of separate insti-

17

SOCIAL AND EDUCATIONAL SCIENCES 15

tutes as well as the subject of investigations carried outby them. The new scientific institutes of Education andSchooling Department will satisfy all the demands ofmodern schooling.

IV. SOCIAL AND EDUCATIONAL SCIENCES

221. BANDURA, LUDWIK: Uczniowie zdolni i kierowanie ich wy-ksztalcetriem. (Able Pupils and Control of Their Education).Nosza Ksiegurnia, Warszawa 1974,114 pp.

The publication presents some research trends and resultsdrawn from a sample of remarkably able students. Theresearch was carried out in Poland and other countries.The main part of the book describes the course and resultsof the experiment made by the author together witha group of teachers in Gdansk and Gdansk Voivodship.The investigations embraced a sample of 50 remarkablyable students who, afterwards, were subject to constantobservation during the whole school year. Tile results ofexperiment are presented uiming to control the process.of able pupils' education. The experiment was carried outin 1971 in 13 city classes and 11 village classes. One of thechapters is devoted to the problem of schools for able

222. B1ELECKI, WACLAW: Metoda Sicitinera a metoda pytahca.(Analiza porownawcza). (Skinner od and QuestioningHethod. (Comparative Analysis)). Ruth Peclagogiczny 1974,No. 5, pp. 655-666.

The author's aim is to present basic sImilarities and dif-ferences between two methods of teaching; questioningmethod and Skinner's method_ There is a detailed charac-teristics of the two methods which are compared in respectof; 1) questions; 2) answers; 2) individualization of edu-cation; 4) pupil's activity; 5) division of material into smallunits and their arrangement; 6) possibilities of education-al influence; 7) fixing and controlling of knowledge;8) directing of the thinking process.

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223. DADEX, EWA and GPALA, DANUTA: Z bade' nad usuwaniembreak6w w twice poprzez stosowanie inauczania wielopuziorno-wego. (Research cn Elimination of Gaps in Education throughthe System of Ivlany-Leveled Education). Ruch Peciagogiczny,1974, No. 4, pp. 532-536.

The results of the experiment are discu.ssed carried outin. grades V of two elementary schotls in. Cracow ona sample of 100 pupils. The aim of the experiment wasto present didactic-educational conceptions (many-levelededucation) empirically verified. The following stages ofthe experiment can be distinguished: 1) preparation oftests in order to determine gaps; 2) examination of allchildren and selection of the greatest potential failures;3) division of these children into group according to gaps;4) many-leveled education; 5) group and_ individual edu-cation. Reserches on the level of intelligence of pupilsfrom control and experimental classes were carried outbefore checking of educational attainment. 'Me resultsobtained through the method of many-leveled. education

also given.

224, ONNEK, WINCENTY (ed.): Ilrobleray mode nizacp procesudydaktycznego i wychowawczego w grodowisku akademickim.(Modernization of Didactic and Educational Process in Academ-ic Environment). Ikry2sza Szkola Pedagogiczna in Cracow,Krakow 19'14, 218 pp.

The publication appearing under the general title of"Works on Didactics of Higher School" is of permanentcharacter. It presents, first of all, the results of researches,materials as well as articles which were published inHigher Pedagogical School in Cracow, in the Methodolo-gical Center for Workers, in its group of special interestsas well as in institutions cooperating with the Center.They concern mainly the problems connected with modern-ization of didactic and educational_ process in higherschool and studies for workers. The present volume con-tains five groups of papers and materials. The first groupis devoted to the problem of modernization of didacticprocess. Several interesting conceptions are included con-nected with teachers' training. The second group of

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SOCIAL AND 'EDUCATIONAL SCIENCES 7

articles presents the results of investigations on shapingof students' attitudes. A separate group discusses resultsof researches on recruitment of candidates for studies. Forthe first time in "Works on Didactics of Higher School"materials are included concerning postgraduate studies ofthree different higher schools: Higher School of Pedagogy,university and technical school. Section "Reports andNews- contains information about investigations as wellas about scientific conferences dealing with didactic andeducational problems.

25. DETNAROWICZ, CZESLAW and KARWAT, TADEUSZ: Mo-dele programowania w dyclaktyce. (Models of Programming inDidactics). 2nd ed. Wydawnictwa Szkolne i Pedagogiczne, War-szawa 1974, 307 pp.

The publication deals with the basic conceptions per-taining to the problem of programmed instruction, discussesmeans of programming educational programs as well ascharacterizes these methods of programming educationalcontents which can be employed in Polish vocationalschools. Consideration is given to both classical and con-temporary methods of programming. Much place is de-voted to methods of seiniprogramming as well as to theprogramming of tests (multiple choice technique) andprograms of learning.

996. DOROSZEWICZ, KRYST'VNA: Wplyw postaw ernocjonalaychueznif5w do nauczycieli rta przebieg komunikacji migdzy nimi.(Influence of Emotional Attitudes of Pupils Toward Teacherson Process of Their Communication). Ruth Pedagogiczny 1974,No, 4, pp. 537-540.

The article discusses the problem of dependence betweenpupils' attitudes toward teachers and their communication.The general hypothesis suggested that the more favorableattitude of pupils toward teachers the more favorable,in the communication aspect is the interaction betweenthem, they communicate more often, the range ofcommunication is wider and it is accompanied with thefavorable emotional state_ The investigations were carriedout in two stages on a sample of 70 pupils aged 12-13 in

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one of the elementary schools in Warsaw. In the firststage of investigations the subjects estimated theiremotional relation toward teachers from a given class. Inthe second stage questions aimed at providing informationabout frequency, range and emotional stage of receptorin the process of communication. Evaluations of emotionalattitudes toward teachers were correlated with evalua-tions concerning pupils' communication with them, afidin this way a statistically important dependence wasob tained.

997. FLEMING, EDWARD: Unowoczeinienie systemu dydaktycz-nego. (Modernization of Didactic System). Wydawnictwa Szkol-ne i Pedagogiczne, Warszawa 1974, 294 pp.

The publication aims at the presentation of didacticsystem in all its complexity. The author attempts to reviseand modernize (in the light of progress in educational

sciences) rules, methods and organizational forms ofteaching employed in the didactic process. The analysisis made in chapter I of the traditional didactic system inthe light of numerous researches carried out in Polandand other countries. The second chapter deals with thenew conceptions of Polish contemporary didactics whichplayed a pioneer part in the research on modernizationof teaching process. The Polish didactics has considerableachievements in this respect. In chapter III the authordiscusses the problem of "integrated modern didacticsystem" covering the most important achievements or thePolish t -eory of instruction and some of newer achieve-ments the other countries. The course and results ofresearches verifying modern integrated system are pre-sented in chapter IV, whereas the results of the experimentto bring it into practice are included in chapter V.

228. GROCHOCINSKI, MARIAN: Prognoza ivychowanin réwnoIeg-lego na terenie osiedla mieszkaniowego. (Prognostic of ParallelEducation in Residential Quarters). Studia Peda9ogiczne, Vol.

32, 1974, pp. 99-113.The presentation of the problem of parallel education inthe spare time of both parents and children constitutesa fragment of research on the influence of educational

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'IAL AND EDUCATIONAL SCIENCES 19

institutions in a housing estate upon the formation ofvarious contents of children's leisure. Interpreting theinvestigations carried out in a housing estate "Przymorze"in the years 1969-1971 on a sample of parents of gradeIII and IV children, the author confines himself to discus-sing the problems connected with the influence of parentson their children's spare time. Investigations embraced226 families, in this number 105 mothers and 121 fathers,and were carried out through inquiries and questionnaires.In the results of research presented the following prob-lems are considered: influence of living conditions onmeans of spending free time in the family, out-of-familyrole of parents in children's free time, influence of edu-cator, means of using mass media by parents as well asparticipation of school and educational centers in theorganization of free time.

299. GRZELAK, ZDZISLAW (ed.): Socjologowie o 'wychowanfJ.(Sociologists about Education). Iskry, Warszawa 1974, 234 pp.

A collection of works presented in the publication consti-tutes, in spite of a variety of authors, subject matters andstyle, a logical whole. It is a selection of works by therepresentatives of sociology of education in a historicaloutline. The publication consists of two parts. The firstone is devoted mainly to the sociological theory of edu-cation and educational functions of the society. These areworks by Florian Znaniecki (Educational Environment),Ludwik Krzywicki (Adolescents as Citizens) and StefanCzarnowski (Past and Present in Culture). The second partdeals with groups and individuals assimilating and creat-ing cultural values in the socialization process, in socialactivity as well as shaping, at the same time, commonfeatures of sociocultural personality. All these problemsare discussed in the works by Kazimierz Wyka (Problemsof Generation), Józef Chalasifiski (Elements of SociologicalTheory of Education) and Jan Szezepansin (Education andPersonality).

220, KELIVI, ALBIN: 0 opiece nad dzipekion w rodzinie. (Care ofChildren in the Family), Wydawnictwa Szkolne i Pedagogiczne,L -óci 1974, 198 pp.

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20 SOCIAL AND EDUCATIONAL SCIENCF,S

The book contains the outline of tute1ae,ucational tasksof every family and conditioning of their fulfilment. Theauthor stresses an important role of the family in theprocess of educating a child. The characterization followsof the basic tutelar-educational tasks of the family, i.e.:protection of child's health, hygienic conditions of workand rest, satisfying of material needs, ensuring of edu-cation, getting acquainted with the life a the society. Themain problems are discussed pertaining to the organiza-tion of child's life in the family, Le.: family ties, dayplans, participation of the child in the We of the wholefamily as well as punishments and rewarda in the familylife. Attention is then given to the role of institutionscooperating with the family in ensuring care of the child.

231 KOBLEWS KA, JANINA: Propaganda i wydlowanie. Szkiceo irodkach narodowego oddzialywania. (Propaganda and Edu-cation. Means of National Influence). Instytut WydawniczyCRZZ, Warszawa 1974, 279 pp.

The author discusses some problems pertaining to thecontemporary propaganda as well as characterizes itsbasic aims and properties. Consideration is given to cer-tain fields of contemporary propaganda ineluded in films,novels, television programs, contemporary fairy tales forgrown-ups, presenting some methods and forms of influ-ence of propaganda. Much place is devoted to the receptionof propaganda drawing our attention to the complexityof the process of influencing large and amall social groupsas well as to the multiplicity of factors conditioning thequality of this reception. Consideratiom are included ofthe extent of common aims and simihir Methods of influ-ence between propaganda and pedagogy (educationalsciences

232. KOMOBOWSKA, HANNA: 13ydaktyka jzyw ohcych a roz-woj psychologii, pedagogiki i socjologih (Pc eign LanguageTeaching and Development of Psychology, Pedagogy and Sociol-ogy), Jqzyki Obee my Szkole 1974, No. 4, pp, 1.94-199.

The article analyzes connections between theory of in-struction of foreign languages and such aentific branchesas psychology, pedagogy and sociology whi h can provide

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AL AN IDLICATIONAL SCIENCEs

the organizers of the process of foreign language commandwith a lot of interesting data. The author indicates themain directions of the influence of these branches on thetheory of instruction of foreign languages. There is nosuggestion of definite didactic solutions resulting frornthe theoretical basis of each of the mentioned branchee,only a signal which of them may become a source of dataenabling to solve many problems of theory of instructionof foreign languages. The analysis proves that the shareof data provided hy the three branches under discussionin planning the system of language education concerne,among ether things: 1) selection of learning contents inthe construction of program sociology, sociolinguistics;2) division of learning material into methodical unite,tructure of units psychology, general didactics; 3) Oat),

orating of manuals, supplementary materials and audio-visual aids psychology, pedagogy of development, gen-eral didactics; 4) preparation of teachers for the workwith pupils (education and raising the professional quali-fications) psychology, pedeuthology, andragogy, generaldidactics; 5) working out of indications concerning indi-,vidualization of learning psychology, sociology, generaldidactics; 6) the whole of empirical research on the processof learning and teaching a foreign language sociology(,general didactics.

233 KOTLOWSKI, KAROL: Rzecz o wychowaniu patriotycz r4,(Patriotic Education). Ossolineum, Wroclaw 1974, 188 pp.

The author gives consideration to the set of problems con-cerning the patriotic education, such as: 1) patriotism andnotions connected with it, much place being devoted tothe formation of nationalism in Poland as well as tonotions of patriotism and proletarian internationalism;2) problem of spontaneous formation of attitudes; 3) prob-lems concerning the conscious forming of attitudes witsregard to interiorizing methods, verification of attitudeS,methods regulating behavior; 4) problem of selectingmethods of patriotic education according to psychologicaldevelopmental stages in children and adolescents. Atten-tion is also given to morals as a factor making patrioticeducation possible.

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234. KOWALSKI, STANISLAW: Socjologia wychowania w zarysie.(The Outline of Sociology of Education). PWN, Warszawa 1974,52R pp.

The publication presents the results of comparative anal-ysis of sociological research concerning educational pro-cesses in Poland as well as in the other countries. Theanalysis bases on the main elements of Polish and foreigngeneral sociology and sociology of education. Consider-ation is given in some chapters to the results of investi-gations carried out by the ati.thor and his pupils, partlypublished already in scientific magazines. The articleconcentrates upon the aspects of education considered tobe basic in sociology, i.e.: cthicational environment andits components as well as socialization process of a pupilunder the influence of onviromnent. The book consists of

four parts comprising: 1) methodological considerationsdescribing the place of educatlonal sociology in the systemof sciences dealing with investigations of educational pro-cesses; 2) characteristics of -the environment, its basiccomponents (family, friends, school) as well as process of

socialization; 3) problems connected with educationalsystems and processes (mainly democratization of edu-cational systems and selectiv functions of education) insocial macrostructures, both in capitalist and socialistsystems; 4) problems of integrtil functioning of educationalsystem in the environment.

235. LEPALCZYK, IRENA: Stowarzysenie spoleczne jako grodo.wisko wychowawcze. (Association a Educational Environment).PWN, Warszawa 1974, 437 pp.

This publication is devoted ta Aleksander Kaminski, pro-fessor of social pedagogy, active teacher and educator, hismain concern being the educational role of social youthorganizations. The preface Written by J. Szczepanskireports on the Cidactic-educational activity of A. Kaminski.I. Lepalczyk elaborated the bibliography of works by A. Ka-minski as well as presented c'ommunities from the peda-gogical point of view. Some sociological aspects of edu-cational functioning of youth organizations are discussedby S, Kowalski, whereas B. lNitrymowicz reports on the

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educatirial function of preservation of nature associationsin schools. The subject of work by J. and J. Janicki is thesocioedncational function of the Polish Teachers Asso-ciation, while T. Pudelko deals with residential youthself-governments and their tutors. J. Bandura presentsthe sooioedueational problem of students' scientific circlesas well as of educating and improving lectures. Film clubas a form of cultural association is the subject of work byB. Chrnielewski. A. Uziemblo discusses the activity of theOpen University being the example of social and ideolog-ical link , Marczak writes about the promotion of edu-cation °le works. Nurses' associations against thebackground of social properties of tutelar organizationsare doakt with by E. Mazurkiewicz whereas educationalboards of the Socialist Youth Association by E. Lech.A. Klaskowska reports on the social elements of commu-nication process in the aspect of sociology and social peda-gogy. J. Tohera describes the educational role of medalsand a wards bestowed in in meritorious workers. Thegreater activity of children watching television is subjectof work lby R. Miller. K. Zawistowicz-Adamska devotesher work to the social link and systems of dependenciesin the structure of Polish country. R. Wroczynski's workdeals with the reform of educational system. Severalworks are historical. These are: A. Kowalska "Role ofwomen in creating new sociocultural ideas after the No-vember Insurrection (1841-1946)," A, Brodowska "Con-tribution to studies on the development of peasant's con-sciousness," K. Czajkowska's work "Scouts' Center inGOrki Wielkie as educational environment" and I. Lepal-czyk's work on the educational activity of Girl Scouts,1939-1945,

236. OPACZEWSIC, 2BIGNIEW: Hipnopedia. Nauczanie we g.nienaturalnym, alypnopedia. Teaching in Sleep). Nasza Ksiqgar-nia, Warszawa ltr4, 133 pp.

The subject of consideration is the problem of teachingand learning, in sleep. The author reviews the terminol-ogy ot this field as well as opinions about teaching innatural sleep. The presentation follows of researches onsleep. A short outline is included in the following chapter

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24 S WI A 1, AND EOUCATInNAI. SC.11;:r4CCEi

of th history of hypt Torches mi bypnopediain the 1155R, in the west countries and in Poland. Mucha tteiitlOU is given to the methodology of teachingnatural sh.ep, Researches and experiments of Russianscientists (I., A. filizichenko an(1 V. A. Arturnov) constitutethe basis for eonskka.ations. In this chapter, the authordiscusses the role of phonetics in teaching in sleep andsuch problems as: technical equipment of hypnopedic

tory, sti jet Libserving of working rules and regula-tions as well as controlling of educational attainments(oral and written tests).

237 ROYKIEWICZ, ANDRZEJ Trudna mlodziei: a zakiad pracy.(Difficult Youth and Instit -ion), Instytut Wydawniczy CRZZ,Warszawa 1974, 163 -1.

The author ' the publication explains the origin anddescribes the phenomenon of youth with special problems,taking into consideration its both social and psychologicalaspect. The characteristics of youth with special problemsdo not constitute a uniform structure neither in respectof causes of nonadaptation nor in consideration ofdisturbances of personality nor on account of demonstratedbehavior. Socialization activities cannot be uniform withregard to youth with special problems. Main attentionis devoted to the reeducation of young men, the trans-formation of their personality toward being socially activeand profesionally engaged. One of these procedures havinga prophylactic character is to commit unsettled or morallyendangered young people to ideological-educational super-vision of social organizations in an institution. The essenceof an educational function of sociopedagogical controlconsists in. among other things, permanent receiving by

the tutor of the information about the charge which makesit possible to undertake an immediate preventive actionwhenever such a necessity occurs. The charge has anawareness of constantly being "ill at ease" which impedesa tendency toward asocial behavior. The charge has ex-amples of proper behavior as well. One of the forms ofeducational work and vocational training of adolescentsin institutions are Voluntary Labor Brigades The author

27

238.

ccIAf ANO NOticATK sC(P:NCES

discusses the irris and tasks of VoluntAry Labor Brigades,their types and kinds. lie 'lj gives examples from the

and woi ()I Ili( Labor 111

1/AN: Wiwiata i cztowiek przy.zlosci.(Education and Mao Of I he Future). Ksia-i.ka 1 Wiedza, Warsza-wa 1971, 551) pp.

'flie volumelem of educating

ublicalk de:iling with tof the future. Thu first part is

devoted to the state of our education since regai ing in-dependence in 1913 up to the present clay. These studiesreveal in the historical perspective not only all the success-es and shortcomings of educational policy in Polandbetween the World Wars, but mainly the significance ofsocial change which took place in Poland after the libera-tion in 1944/1945. The second part of the book analyzes

basic elements of contemporary civilization on thebasis of experiments and educational tasks. The third partconcerns the educational strategy which seems to be in-dispnsable in the new stage of the development of social-ist civilization. When the quality of men as a factorof socioeconomic changes ---- becomes more and more im-portant, aims and methods of education as well as educa-tional institutions have to undergo modifications andimprovements.

239. TRYFAN, BARBARA: ( ) równy start. (Equal Luc o -aSpoldzielnia Wydawnicza, Warszawa 1974, 314 pp.

The book is devoted to the problems of country children,right to school promotion as well as of environ-

mental "barriers of promotion" and means of solutions ofe problems. Material is based on ten-year observations

and considerations Concerning the country as well as onthe results of investigations carried out through inquiries,questionnaires and observation forms filled in by teachers-correspondents of the Institute for the Development ofthe Country and Agriculture of the Polish Academy ofSciences. Autobiographical material has also beenemployed and sent for all-Polish competition in diaries1,vritten by countrywomen, organized in 1969 by the

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26 SOCIAL AND EDUCATIONAL SCIENCES

Institute nientoned above and editorial offices of countrymagazines. The present better living conditions of ac(Juntry chi iaitcomo of socioeconomic changeswhich took place in Poland after the war* However,countrymen's childT,:o still acquire knowledge in muchmore difficult conditions than children from the city.Their start in life is impeded by a great distance fromschool, lack of many technical and cultural achievementswhich are introduced in the country with a great delay.Both the family environment and the conflict between theproperty of agricultural training workshop and the prop-erty of man have an influence on the start in life. Toequalize the start of country children, the educationalreform introduced collective district schools with qualifiedteachers, a complete set of devices and educational aids,boarding school as well as; transport of children, but theproblem of "the equalization of start" cannot be solvedonly through the educational reform* These injurious dif-ferences can be eliminated through the fundamental mod-ernization of both country and agriculture.

240. WESOLOWSKA, MARIA: Uwarunkowania grodowis wo-ro-dzinne rekrutacji dzieci do zakladu wychowawczego. (Familyand Environment Conditioning of Recruitment of Children toEducational Institution). Szkola Specjatna 1974, No* 3, pp.250-256*

On the basis of investigations carried out in the education-al institution in "N" in Bydgorzcz Voivodship, the authoranalyzos environmental problems of recruitment of chil-dren to educational institutions. The investigations embrac-ed a sample of 136 pupils and 124 families. The author,employing school records and questionnaires, presents theabove problem in many aspects, Le.: 1) reasons for direct-ing a pupil to an educational institution; 2) pupil's timespent out of home; 3) number and kind of educationalinstitutions* Main attention is devoted to the followingassumptions: educational influence of family decreasesdepending on when the child Was isolated from it; thelonger the child lives in tutelar-educational institutions,the less care and interest of family become and the moredifficult it is to maintain mutual contacts between parents

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AND ED(1-' TIONAL SCIE CES 27

and pupils. Analyzing the research material the authorikdicates a great educational influence of an educational

:ntion on both child and family in relation to wardswho were directed to the educational institution "N"straight from home mostly at the suggestion of parentsand school.

241. W1NCLAWSKI, WLODZIMIERZ and KWIECINSKI, 7,13.1G-MEW: Ogrodek ksztakenia i wyehowania na wsi w roku 2000.(Center of Education and Schooling in the Country in 2000),Studio Pedagogiczne, Vol, 32, 1974, pp. 125-133.

The article is based on the report for the Institute for thevelopment of Country and Agriculture of the Polish

Academy of Sciences, for the Commission of EducationalPrognostic in the Social-Educational Department of theMinistry of Education and Schooling, The year 2000, intro-duced to the publication is not a rational point of refer-ence; however, it appears to be a symbol of modernityas well as of human hopes to solve actual problems. Muchattention is given to three questions considered by theatithors to he the main tasks of educational policy in thecountry, i.e.: organizing educational environment in thecountry in such a way so that it could guarantee many- 'sided and harmonious development of individuals con-sistent with the assumptions of socialist educationalideals, raising the effectiveness of education allowingschool in the country to become an element of the demo-cratic system of schooling as well as organizing the effec-tive, direct, parallel and permanent system of agriculturaleducation. Realization of these tasks requires radical edu-cational reforms which are gradually carried out andwhose solutions are presented by the article.

242. WLODARSKI, ZIEMOWIT: Psychologiczne prawidlowageiuczenia sie I nauczanikL (Psychological Regularities of Learningand Teaching), Wydawnictwa Szkolne i Pedagogiczne, Warsza-wa 1974, 253 pp,

The key problem in the consideration ning psycho-logical properties of teaching and learning is the efficiencyof learning, The author examines the notion of teaching

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and learning describing the process of learning as acqui -ing experience expressing itself in the mocafication ofbehavior, the process of tearhing, however, as organizingthe situation in which learning of another person takesplace. Factors, on which the educational attainment de-pends, are presented in three problem groups: 1) the qual-ities of the pupil such as: type features, developmentalfeatures and individual features; 2) the situation of learn-ing comprising: a) factors preceding learning, i.e., factorsinfluencing the present state of organism, learning ofother contents affirmatIve and negative transfer; b) fac-tors active during learning, i.e., external circumstances,means of getting acquainted with the material and its pre-sentation, as well as means of memorization and fixationof knowledge, rewards and punishments, informationabout results, methods of catechetic and heuristic teach-ing; c) factors following learning, i.e., activities to be doneand learning other contents retroactive facilitation(inhibition); 3) the qualities of the teacher such as featureshelping the realization of definite ideas, features prompt-ing the efficiency of interactions as well as the communi-cation in the process of teaching as a factor connectedwith the qualities of the teacher.

243. WOJTYNSKI, WACLAW: Trudnofiei wychowawcze kontro-wersje teoretyków, niepokoje praktyków. (Educational Diffi-culties Controversies of Theorists, Anxieties of Practicians).Ruch Pedagogiczny 1974, No. 4, pp. 510-519.

The article deals with the character of educational diffi-culties, emphasizing the relational character arising on thebasis; echicator-pupil, object and subject of influence, bothfactors being connected by means of a complex of biolog-ical, psychological and social determinants. The opinionsare presented of Polish pedagogs and psychologists inrespect of educational difficulties and disturbances in be-havior as %yell as the problems are discussed connectedwith prophylaxis, diagnosis and therapy. In the field ofeducational difficulties main attention is given to: 1) inter-personal relations; 2) educational difficulties of moralcharacter; 3) cases of disturbances in the sphere of activ-ity; 4) disturbances In the emotional sphere of a child;and 4) outlook on life.

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SIDCIA 14 ANI) EDLIC stanNer-i 29

WROCZYNSKI, RYSZARI. PILCH, TADEUS7 ed.): Me-todologia pedagogiki spoleezne.j. (Methodology of Social Peda-gogy), Ossolineum, Wroclaw 1974, 512 pp.

The 1juh lication is a colloctio of mrtho(Iological workspresenting the inaM scientific: methods of analyzing theeducational environment as well as basic scientific tech-niques. The first part deals with general problems, suchas: I) some characteristics of pedagogical research(ft Wroczyfiski); 2) achievemeots and present state ofresearch of social pedagogy in Poland (J. Wolczyk,R, Wroczynski); 3) method, technique and research pi 0-cedure in empiric pedagogy (A. Kaminski); 4) some me-thodological criteria in planning education (J. Wolczyk),5) organizing resoarch process in pedagogical environmen-tal researcLi. Part II contains a detailed characteristics ofresearch methods and Lechniques, such as: methods ofsoundings, monograph rrwthods, participant observation,environmental interview, experiments, documents. Use-fulness is discussed of sociometric techniques in socialpedagogy (M. Winiarski), Pile other works deal with theproblems of methodology of recognizing tutelar needs(A. Kelm, W. Klopczyfiski), social di4nostics in pedagog-ical practice (E. Mazurkiewicz), pedagogical diagnosticsin the method of individual eases (R. Janeczko), pedagog-ical conception of research complex in the: country(Z. Kwiccinski), investigations of the family as the edu-cational environment (B. Butrymowicz) as well as inves-tigations of environmental conditions needed in schoolpedagogical practice (E. Trempala), application of demo-graphical methods in studying profession (J. Marczak),application of the basic statistical notions in research oneducational phenomena (J. Wojtyniak), effectiveness ofstatistical methods and conditions of their application inpedagogical investigations (A. RadZko). The publication isstApplernented with no index of names, subjects iricl ref-erences,

245. ZYCH, ADAM: Uwarunkowania wartoici diagnostycznej ocenyszkolnej. (Conditioning of Diagnostic Value of School Mark)Rath Peciczyoc-jiczny 1974, No. 5, pp. 649-654.

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The article contains a review of current pedagogical publi-cations concerning evaluation, examination and control ofschool attainmeals. The author analyzes some importantmistakes occurring in tiwse processes, olvestigates causesof subjectivity and variability of evaluation process aswell as indicates ways of objectivity. On the basis of doci-masti literature, the analysis follows of the follow:ligquestions: 1) factors determining lowering of diagnost cvalue of untrol and evaluation processes; 2) conditioning

so bjectivi ty, va rw Li I ity as well as low accuracy of theseocsscs; tistakes made by teachers evaluating pupils'

attainment; 4 of making evaluation objective.

246 ),',,ABCZY7S491c:A, EWA: Przestoczoge thieci a szkola I dom. (Ju-venile Delinquency, School and Flume Environment). Wydaw-nictwa Szkolue i Pedagogiczne, Warszawa 1974, 179 pp.

The problem of juvenile delinquency is discussed herehrom the point of view of both education and psychologyconcerning the psychical development of the child. Re-search, carried out in the years 1965/1966, embraced a sam-ple of 100 almost 13-year-old juveniles. The area of re-search was thc Local Court of Warsaw, dwelling place ofjuveni1!s as well as their school. The main method usedIa investigations was the method of detailed research andarrilysis of chosen cases. In the publication, the phenom-enon of delinquency is considered to be the symptom ordWurbances in the socialization process. After introducingand discussing methodological problems, thefts of sub-jects were characterH'd as well as other symptoms ofdisturbances in the socialization process (running awayfrom home, excessive drinking of alcohol, etc.). Analysisi3 presented of factors determining disturbances in thesocialization process (in home and school environment).Subjects were characterized in their physical and mentaldevelopment as well as in formation of their personality.Much attention is given to the problem of satisfyingchild's needs, his mood at home, relations between thechild and individual members of the family. Drawingsof subjects entitled "My family" proved to be valuablematerial in analyzing those problems. Conclusions drawnafter the investigations have been formulated in the form

TEACHF, FESSION 31

of postulates concerning preventive action in relation tojuvenile delinquency. Consideration is given to the mean-ing of early delinquency, in the process of social goingwAray as %veil tai to tlw role of home ;Inc! school in thisrespect.

TEACHER'S PROFESSION

747. 13 JWIC7, RYSZARD: Zawód nauezyciela w aspiraciachoc,mach stodentow uniw ctu. (Teacher's Profession in

Aspiratiws and Evaluations of University Students). Nauczy-ciel i Wychowanie 1974, No. 3, pp. 65-74.

On the basis of the investigations carried out by the In-Ito for the Development of Country and Agriculturethe Polish Academy of Sciences on a sample of1II-year st-idents from different faculties, i.e.: Polish

Philology, Ilis tory, Law, Mathematics, Biology andGeography the author defines: 1) convergences anddivergences between real chances of professiom.1 workand dreams about a future profession as a teacher;2) motives for choosing a teacher's profession as well asattraction of this profession among students from separatefaculties; 3) plans of students-candidates for teachersconcerni..g the place of future work (village, town, city,Warsaw); 4) characteristics of youth aspiring to becometeachers from the point of view of educational attainments,sex, satisfaction with the chosen studies, social originas well as of local environment, place and type of corn-pleted secondary school.

248. DOWJAT, TADEUSZ: Prohlemy pedagogiczne w pracy absol-wentów Uniwersytetu Warszawskiego zatrodnionych w szkol-nictwie. (Pedagogical Prohlems in the Work of Graduates of theWarsat, University Employed in Schooling). Rocznikjiezny, Vol. 2, 1972, pp. 123-139.

Investigations einbracA a sample of the Warsaw Univer-sity graduates who had completed their studies in theyears 1960-1970 and were employed in. schooling in theschool year 1970/1971. After ,,ollecting the basic data andanalyzing them, researches were carried out on the

3 4

TEACHEIES PROFESSION

graduates' lot as well as on their soeoprofessiorai situa-tion and opinions about their fitness for work. 505 copiesof a questionnaire were sent out. The next st;, of re-

Wo,-; colketing data about the ho,,ir eictnntn ofgraduates' work as teachers, observation of !esnons,inquiry and analysis of school records. Analysis was car-ried out together with the evaluation and characteristicsof pedagogical work of 107 graduates from 12 specmlities.The author concludes with the analysis of difficulties ofgraduates work, their attitude toward work, initiativesas well as attempts to rationalize both the organizationand the system of schoolwork,

249. KAZIOR, WLADYSLAW: Nauczyciele o swoim zawodzie. Z ba-daft nad pogladami i postawami emerytowanych nauczycieli.(Teachers about Their Profession. Opinions and Attitudes ofRetired Teachers). Wy2sza Szkola Pcdagogiczna in Rzeszáw,RzeszOw 1974, 103 p.

Considerations of the role and social position of teachersare based on investigations which were carried out-in theyears 1971 and 1972 and which embraced a sample of

380 retired teachers from secondary and elementaryschools in RzeszOw Voivodship. They employed the follow-ing methods: incomplete assignment test, answers ofretired teachers in the written form to 118 open andcategorized questions from the questionnaire. Analysisfollows of the results obtained and grouped around severalproblems, i.e.: 1) critical evaluation of teacher's professionincluding negative and positive features; 2) friendly rela-tions in schools; 3) school youth in the eyes of ex-teachers;4) factors conditioning promotions in profession; 6) rela-tions between teachers and their superiors; 6) authority(Jf teachers; 7) social work of teachers; 8) farewell to re-tiring The experience of subjects is included inthe last chapter in the form of counsels for youngteachers.

250. KOZUCHOWSK1, LESZEK: Z badah nad psychospolecznymiczynnikami wyboru studiów pedagogicznych. (Research on Psy-chosocial Factors of Choosing Pedagogical Studies). DydaktykaSzkoly Wyziszej 1974, No, 3, pp. 85-105,

TEAcirme!.i plcOVESSION

The al le reports on the research whose pur- osedetermine psychosocial factors of choice of pednstudies as well as to verify the hypothesis abenvies between the type of motivation and the tivel ofeduca tiona I a tta i Ian en t together with the identifica Lionwith a profession. The investigations embraced a sampleof 200 graduates in pedagogy from the Mickiewicz Uni-versity in Poznan (18 age-groups) and graduates from theKopernik University in Torun (3 age-groups), In order tocollect such clata as: seN, social origin, type of completedsecondary school, local environment, probable employ-ment before studies, average of secondary school finalexamination marks as well as average of marks duringstudies the technique of analysis of personal recordskept in deaneries was employed, The problem of motivesand reasons for the decision to choose pedagogical studieswas investigated through the technique of in-depth directinterview and questionnaire of post inquiry. The resultsof the analysis helped to determine psychosoeial factors

f the choice of studies and to get an insight into theirorigin as well as their mechanism_ Moreover, the resultsconfirmed the hypothesis about dependencies between thetype of motivation for studies, the level of educationalattainment and the identification with a profession,a stronger connection being noted in the case of students'career than the satisfaction with a profession.

751, KRAWCEWICZ, STANISLAW: Ksztalcenie j doshonalenie na-uczycieli. Problemy I tendencje. (Education and VocationalImprovement of Teachers. Problems and Tendencies). Icsig2lia

Wiedza, Warszawa 1974, 157 pp.

The book deals with one of the basic problems of themodern school system which is education and vocationalimprovement of teachers. Main attention is given to theanalysis of forms of education and improvement oftenchers Finally, the author proposes postulates andelements of program-organizational structure of perma-nont training of educational staff. Considerations followof the role and model of the teacher of socialist school.The author points to the changes introduced by the edu-cational department in the field of supplementing and

3 6

TEA rliElt's enOrESSION

ofessional knowledge of teachet . The Insti-tute for Training Teachers has been established, whosemain task is to direct working teachers for studies, toorganize postgraduate studies, preparatory and improvingcourses as well as advisory centers.

252. NOWACKI, 1 ADEUSZ and NOWAK JAN: Przygotowanie pc-dagogiczne nauczycieli przedmiotów zawodowych. (PedagogicalTraining of Teachers of Professional Subjects). WydawnictwaSzkolne i Pedagogiczne. Warszawa 1974, 235 pp.

The book discusses motives, stimuli, inhibitions and dif-ficulties of engineers working in a vocational school. Theorganization and process of pedagogical training are pre-sentod as well as the increase of teachers' fitness broughtabout by education on I',e basis of analyzing teachers'behavior and their work school. The first part elabo-rated by Tadeusz Nowacki contains problems concerning

achers from vocational schools, their personality, func-tions, training, didactic skills as well as basis of pedagogicaltraining and raising professional qualifications. The secondpart written by Jan Nowak characterizes teachers fromvocational schools without pedagogical training, analyzesthe process of pedagogical training of teachers of profes-sional subjects and its effects.

RUTKOWIAK, JOANNA: Blcdy dydak yczne poczqtkujiicychnauczycieli. Z badati nad jakoAciq pracy dydaktycznej nauczy-cicli szkót podstawowych. (Didactic Errors of the Young MenEntering the Teaching Profession. Research on the Quality ofDidactic Activity of Elementary School Teachers). Ossolineum,Gdansk 1974, 170 pp.

The publication aims at a full presentation of pedagogicalproblems of teacher's work from the point of view ofknowledge, professional skill, methods as well as effectsof work of a young man entering the teaching profession.The results of research are presented on didactic errorsmade by teachers beginners in elementary schools. Theaim of research was to find out whether teachers begin-ners made errors in their didactic work, what kind ofprobable errors they were and whether their amount was

3

T ;Acus s raorEssioN 35

diminishing together with the improvement of vocationaltraining of young teachers. In the light of the researchresults obtained by observation and analysis of lessonsconducted by young men entering the teaching professionthe greatest consideration was given to studying kinds ofthose errors, i.e., a) analysis of conception errors resultingfrom the lack of teachers' awareness of cognitive; instruc-tive and educational values of the lesson; b) analysis oferrors in conducting lessons, as well as errors made byteachers as the result of not observing the principles ofteaching; mots resulting from the inappropriate, choiceand application of teaching methods, errors in the organ-ization of lessons. Moreover, such dependencies are takeninto consideration as: dependencies between didacticerrors of subjects and the length of their vocationaltraining period as well as the causes of making errors.Much place is devoted to the characteristics of teacher'sdidactic activities in their functional aspect, influence ofpreparation at the teachers' traning center on the choiceof teaching methods, living and working conditions as wellas to raising the professional qualifications and didacticerrors of young men entering the teaching profession.

254. WOLCZYK, JERZY (ed.): Program i metody pracy inspekcjiszkolnej. (Program and Methods of Work of School Inspection).Wydawnictwa Szkoln i Pedagogiczne, Warszawa 1974, 460 pp.

The book is a collective work. Its authors are scientificworkers as Ixelt as teachers employed in school admin-istration. Apart from the information about the activitiesof school inspection and postulates of educational policy,the outline is included of education and schooling achieve-ments in the 30th anniversary of the Polish Peop1,-'.Republic. The next chapters (II and III) discuss the organ-izational structure of school inspection, rights and dutiesof its workers as well as forms and methods of workgenerally employed by them. The fourth part is whollydevoted to methods of evaluating school achievements,mainly to principles of constructing tests and results oftests. Part V deals with examples of solutions concerningthe work of headmaster. Part VI contains a set of nor-

38

TE AC HER'S P ROE ESSION

mative acts, vocabulary of terms and notions concerningthe organization of school and school instruction, bibli-ography as well as the outline of school system in Poland,

255. WOLOSZYN, STEFAN: Informacje 4) dziatainoAci naukowo-badawezej Zespolu Ksztakenia I Doskonalenia Nauczycielivv Instytueie Pedagogild Uniwersytetu Warszawskiego. (Infor-

tion about Scientific-Research Activity of Association forTraining and Raising (Notifications of Teachers in the Instituteof pedagogy of the Warsaw University). Rocznik Pedagogiczny,Vol. 2, 1972, pp, 103-110.

The author discusses the trends of investigations carriedout by the Association for Training and Raising Qualifi-cations of Teachers in the Institute of Pedagogy of theWarsaw University, i.e.: a) historical-comparative re-searches on formation and historical development of teach-er's profession, including the monography of distin-guished and meritorious teachers and educators from dif-ferent epochs and countries; b) psychopedagogical re-searches on teacher's personality; c) sociopedagogicalresearches on teachers as a social group, on teacher'sstatus and social position as well as on processes ofselection of candidates for teacher's profession; d) com-parative studies concerning systems and programs oftraining and raising qualifications of teachers in differentcountries; e) studies of detailed problems pertaining toresearches on effectiveness of teacher's work against thebackground of his didactic-educational work, on profession-al start of graduates from institutions training teachers,on interpersonal relations in the teacher's profession, onprofessional ethics of teachers, etc.

256. WOLOSZYN, STEFAN: Pierwszy rok praey zawodowej pierw-szyeh absolwentOw wyiszych szkid nauczyeielskich. Doniesieniez badafi. (First Year of Professional Work of Graduates fromSchools for Teachers. Results of Research). Rocznik Pedagogicz-ny, Vol. 2, 1972, pp. 111-122.

At the beginning of the school year 1968/1969 the firsthigher schools for teachers were set up as a new typeof institution training teachers mainly for primary edu-

39

TeAci leres priorEssioN 37

cation. These are higher vocatiomd schools with three-year studies educating students in two specialities. TheGroup of Education and Improvement of Teachers in theInstitute of Pedagogy in the Warsaw University carriedout investigations through soundings on graduates' firstyear of work. The following questions were under inves-tigation: the subjects' frame of mind, their reception inschools, adaptation in the environment, difficulties as wellas their achievements and successes. Investigations embrac-ed a sample of 79 graduates from higher schools forteachers. They proved that educational work causes thegreatest trouble for young teachers, they have difficultiesin contacts with pupils as well as in distribution of teach-ng material The lack of cooperation was stated withother teachers and bad climate of mutual relations inteachers groups. Socird and cultural-educational work ofyoung teachers is a rare phenomenon, interest is lackingin social and political organizations. They have little time,prepare themselves for lessons and increase their knowl-edge to get a bachelor's degree. In comparison with grad-uates from pedagogical secondary schools and studies forteachers, the group under investigation is more mature,aware of its role and tasks, making greater demands inrelation to themselves as well as to others.

257 ZAWADZK A, ELZBIETA (ed.): Przeszkody niepowodzeniaw studiach nauczyciell pracuhcych. (Obstacles and Failures inStudies for Working Teachers). F'WN, Warszawa 1974, 265 pp.

The book consists of two parts, In Part I, E. Zawadzka --on the example of teachers of Polish language studyingin the former Higher Pedagogical School in Gdanskanalyzes the following problems: 1 y individual character-istics and living conditions of working students whichincrease the possibilities of failures in studies; 2) diffi-culties which they encounter during studies; 3) giving upextramural studies as well as efficiency and failures instudies during the whole educational process. The author'sinvestigations embraced 567 teachers in extramuralstudies. This part of considerations is closed by bibliog-raphy. The second part of the book consists of threepapers discussing several factors which constitute the

4 0

38 TEACHER'S PROFESSION'

main obstacle in extramural studies. These are works byR. Dobrowolski and B. Majeski on the students' timedevoted to individual studies outside university hours aswell as on the time of students working in the countrydevoted to occupations during the examination session.M. WiSniewski on the example of teachers from a typi-cal agricultural region presents sanitary conditions ofteachers during extramural studies. The last article of thepublication describes the development of higher extra-mural studies for teachers in the Polish People's Re-public.

258. ZEBROWSKI, JAN: Ksztalcenie i sytuaeja zawodowa pedago-Na przykladzie badan absolwentow kierunku pedagogiki

WSP w Gdansku. (Training and Vocational Situation of Edu-cators. Research on Graduates of Higher Pedagogical School inGdansk). PWN, Warszawa 1974, 256 pp.

The work aims at summing up research on formation andvocational career of graduates of Higher PedagogicalSchool in Gdansk. Investigations embraced a sample of323 subjects of Higher Pedagogical School graduating inthe years 1961-1970. The graduates who finished daily,evening and extramural studies were examined by meansof questionnaires and interviews. The aim of research wasto answer questions concerning: 1) means of training edu-cators admitted to higher schools after finishing theTeachers' Training College; 2) influence of education onthe level of educational and didactic activity; 3) evalu-ation of graduates' own work and suggestions of improve-ment of pedagogical education based on the experiencegained so far; 4) social mechanism of administeringteaching staff and evaluation of its employment.

259. ZECHOWSKA, BARBARA: Aspiracje I oczekiwania zawodowekandydatów na nauczyeieli. (Aspirations and ProfessionalExpectations of Candidates for Teachers). Dydaktyka SzkotyWy5:-szej 1974, No. 3, pp. 107-129.

Group researches are discussed on professional fitness ofpotential teachers. They were carried out in 1972 in theHigher School for Teachers in Slupsk on a sample of 500

41

SCHOOLS AND INSTITUTIONS 39

candidates for university studies. The community underinvestigation is characterized in respect of the followingfeatures: sex, social, environmental and territorial origin.The correlation is pointed out between these features andkind of studied aspirations and expectations. The answersof subjects to 4 open questions of the inquiry were thebasis for the analysis of aspirations and expectations.Seven groups were selected among different kinds of aspi-rations connected with the prospective profession, i.e.:1) aspirations and expectations connected with profession-al qualifications; 2) with didactic-educational influenceon prospective pupils; 3) with expected personal and pro-fessional successes; 4) with living conditions; 5) with de-mands toward oneself; 6) with the environment of pro-spective work; and 7) other aspirations classified in pre-ceding groups.

V . SCHOOLS AND INSTITUTIONS

(by type or level)

VIA. PRESCHOOL

260. DUDZINSKA, IRENA (ed.): Metodyka wyehowania w przed-szkolu. (Methods of Education in the Kindergarten). Wydaw-nictwa Szkolne i Pedagogiczne, Warszawa 1974, 310 pp.

Problems are discussed concerning forms and methods ofwork in the kindergarten. The whole of the material isincluded in three separate books, two of them being nowelaborated. The first part contains two sections. The firstsection comprises the introduction to the problem as wellas detailed description of the basic forms of children'sactivities, i.e.: games, other occupations, work, walks,excursions as well as participation in entertainments organ-ized by the kindergarten. The summing-up of all theseconsiderations is the analysis of relations with childrenboth in individual and group contacts during the con-trol of their development. The second section deals withthe main problems pertaining to wholesome education inthe kindergarten. Less attention is devoted to physical

4 2

SCD00Ls AND- INSTITUTIONS

exercises because their methodology is worked out ina separate book. Each chapter is followed by exercises andcontrol topics.

261. KWIATKOWSKA, MARIA: Wychowanie przedszkolne. (Kin-dergarten Education ). Nowa Szkola 1974, No. 7/8, pp. 8-9.

The reform of education has set new tasks before kinder-garten education, considering kindergarten as an indis-pensable link of the national education and laying thefoundations of gradual universality of kindergarten edu-cation. The author presents the most important trends ofvvorks concerning the improvement of organizations, pro-grams and methods of kindergarten education as well asthe network of kindergartens and kindergarten centers inthe Polish People's Republic (incomplete form of kinder-garten education assigned to 6-year-old children). Mainattention is given to the reform of educational system andraising qualifications of teachers as well as to setting upof special sections in scientific institutes of the Depart-ment of Education dealing with these problems. Teachersfrom kindergartens have been granted the same rights asteachers of other specialities. Prestige as well as attractionof teacher's profession have increased.

962. SAWICKA, ANTONINA: Wspólpraca przedszkola z rodzicami.(Cooperation between Kindergartens and Parents). Wydawnic-twa Szkolne i Pedagogiczne, Warszawa 1974, 215 pp.

The author discusses the main contents and forms of co-operation between kindergartens and parents as well asthe influence of education and schooling institutions onthe environment in which they are situated. Apart frommethodical-organizational problems, the theoretical knowl-edge is presented concerning selected pedagogical andpsychological questions. It motivates the activity of teach-ers in kindergartens. The successive chapters aredevoted to the following problems: role of the family informing the child's personality, cooperation betweenteachers in kindergartens and parents, role of parent-teacher association in the process of cooperationbetween parents and teachers, as well as the significance

4 3

SCHOOLS AND INSTITUTIONS 41

of familiarizing parents with problems of education andschooling institutions. Films, selected books and articlesfrom the periodical "Education in Kindergarten" areincluded being auxiliary means of cooperation with par-ents.

263. WALCZYNA, JADWIGA: Nowe pogigdy na zadania i organi-zack wychowania przedszkolnego i nauczania poczatkowego.(New Views on Tasks and Organization of Preschool and EarlyEducation). Kicartalnik Pedagogiczny 1974, No. 4, pp. 75-86.

The author characterizes the main sources of changes inview of contemporary tasks of kindergartens and the firstyears of school education as well as presents a conceptionof modernization of kindergartens and elementary edu-cation. The main postulates of this conception are: 1) gen-eralization of kindergarten education and incorporating itin the school system.(to ensure children from all the envi-ronments an equal start at school); 2) necessity of unitingthe elementary education with the next step of a primaryschool (a difference between the level of elementaryeducation and the next step of a primary school isthe cause of many school failures of a pupil); 3) ne-cessity of combining the educational and training activ-ity of the kindergarten and the primary school withthe system of education in the family and parallelinstruction (in the closest local environment). Moreover,a new interpretation is presented of the function of thekindergarten and education in the first classes as well astutelar, educational and cognitive functions. An equaltreatment_of all these functions is the fundamental con-dition of a many-sided development of the child's per-sonality.

VI.2. PRIMARY

264. KOS, MARIA: Trafnoge badania dojrzalogei szkolnej dzieciw ramach poszerzonego zapisu do klasy I w opareiu o wiasnebadania. (Research on School Maturity of Children, RecruitmentGrade I. On the Basis of Own Research), Ruch Pedagogiczny1974, No. 4, pp. 556-563.

44

42 SCHOOLS AND INSTITUTIONS

The article deals with the notion and elements of schoolmaturity, taking into consideration physical, emotional-social and mental development of the child. The basis fordefining the degree of school maturity of the child was:a) in respect of physical maturity estimation of thestate of health, functioning of sensory organs, resistanceto illnesses and tiredness, manual movement competenceconsisting in aural-visual coordination; b) in reSpect ofemotional-social maturity degree of self-dependence,resource, facility in making social contacts, discipline andcontrol of emotional reactions; c) mental maturity thelevel of cognitive activity of the child as well as the levelof his speech and thinking, capacity for expression; d) ma-turity to read and write ability to make the analysis aswell as audiovisual synthesis. The author carried outresearch on the accuracy of school maturity test elabo-rated by B. Wilgocka-Okon. Comparison of results obtain-ed from B. Wilgocka-Okon's school maturity test withthe results obtained in the annual classification for thefirst year of education enabled to carry out investigationson a sample of about 50 grade I pupils in two differentsocial environments: district towns and country of agri-cultural character in the school year 1972/1973. To countthe ratio of correlation of results from the classificationof grade I pupils to results of research on the school ma-turity test the author employed Spearman's method.

265. KULA, KRYSTYNA: Praha wyrównania rozwoju dzieci z nie-pelnq dojrzaloAcill szkolnq. (Attempt at Leveling Developmentof Children with Incomplete School Maturity). Psychologia Wy-chateau/era 1974, No. 4, pp. 500-509.

Experimental investigations are discussed which aimed atleveling development retardations of children enteringschool. In order to fix the degree of children's school ma-turity 1079 seven-year-olds were examined by means oftests half a year before entering school. On the basis ofthe investigations, the subjects were divided into twogroups. The first group embraced the children who didnot meet the requirements of school maturity. The secondgroup comprised children who were recognized to be ma-ture enough to take up their education. Reeducational

4 5

scnooLs ANn INSTITUTIONS 43

work on the leveling of development retardations wascarried out for two years. The second group was a controlone. In both experimental and control groups the follow-ing problems were under investigation: state of health,speech disturbances, deviation in lateralization, level ofaural-visual analysis and synthesis, deviations of the dy-namic of the nervous system as well as school maturiMoreover, in the experimental group the activity andsocial maturity of children at the beginning of grade I andafter one and a half-year education were examined aswell as the state of development retardations at the timeof children's entering school, and after one and a half-yeareducation as well as disturbances in the functioning ofnervous processes during the reeducation of children.

266. LECH, KONSTANTY: Nauczanie wychowujue w praktyceszkolnej. (Education in School Practice). Wydawnictwa Szkolnei Pedagogiczne, Warszawa 1974, 160 pp.

The publication is a continuation of the author's earlierworks devoted to the system of education. It bases onmany-sided investigations carried out in a mass pedagog-ical experiment on the modernization in practice of theeducational system in Polish schools. It presents concep-tions of education and schooling corresponding to theup-to-date needs and conditions. Education is consideredto be in an integrated connection with teaching as a proc-ess taking part during the fulfillment of definite tasks.The question connected with the modernization of school-work as well as the system of education and schooling aresubordina ted to the basic principles of modern organi-zation of life and work of pupils, i.e.: principle of human-ization, cooperation, orderliness, order, economy as wellas of rationalization. Their task according to K. Lechis to ensure the educational and training function. Thefirst principle discussed in the publication is that of ratio-nalization in connection with the practical behavior ofpupils together with their school and out-of-school activ-ity. Next, the principle of economy is considered refer-ring to the system of developing pupils' vvay of thinkingwith the emphasis on the role of the basic methods andelements of programmed instruction in this system. Envi-

4 6

44 SCHooLs AND INsTiTuTIONs

ronment is characterized as a field of acquiring knowledgeand developing cognitive activity of pupils (principle ofcooperation). The problem of a pupil is analyzed as a sub-ject of his own work (principles of humanization) as wellas practice of training in the system of development ofpupils' way of thinking (principle of discipline). The pub-lication also contains chapters concerning means of pre-paring schedules of material as well as planning lessonsand examples of lessons in the system of developingpupils' way of thinking.

267. MUSZYNSK A, LUCIA tegralne wychowanie i nauczaniew klasach 1-111. (Integral Education in Grades _-----IIII) PWN,Warszawa 1974, 175 pp.

The article presents an analysis of instructions concerningthe development of educational and instructive processesas well as their integration through organizing many-sidedactivities in the life of children and acquainting themwith different social roles. Promotion of education andschooling in lower classes demands specific forms andmethods adapted to psychophysical possibilities of chil-dren. Methodical suggestions are put forward for consid-eration aiming at providing the means of normal for-mation of child's personality. The discussed system ofwork in lower classes, consisting in the attainment ofboth educational and schooling objectives, assumes thehomogeneous organization of different elements of life inlower classes, i.e.; group activities, community life, con-tacts with social environment, administering the commonproperty as well as planning and fulfilling group tasks. Thearticle aims at revealing directives, organization andprinciples of education and schooling in lower classes.Attention is given to organizing life in lower classes assome age groups. Emphasis is also given to the work ofteachers, form masters and appointed tutors as well as totheir cooperation with children's parents.

268. TREMPALA, EDMUND: ,Jychowanie w Srodowisku szkoiy.(Education in School Environment). Wy±sza Szkola Nauczy-cielska in Bydgoszcz, Bydgoszcz, 1974, 247 pp.

4 7

SCUOOLS AND INSTITUTIONS 45

The publication aims at presenting possibilities and meansof integrated organization of effective educational activ-ities in school with the maximum activation of environ-mental zocial forces as well as the employment of appro-priate forms of work. Considerations are based on thediagnostic investigations (interview, observation, analysisof documents) carried out in the years 1968-1978 and onthe analysis of Polish and foreign literature. The investi-gations embraced a sample of 456 schools in differentparts of the country as well as 2286 teachers and educatorsconcentrating mainly on the environments of separateelementary schools in great cities. The following problemsare discussed: 1) degree to which a school region is

suitable for the planned educational activity integratedwith the whole of school pedagogical work; 2) out-of-school institutions functioning in the region of an elemen-tary school which can participate in the planned processof education in the environment; 3) mutual cooperation ofseparate institutions in selected school regions; 4) educa-tional activity of collective social forcestin a school region;5) environmental educators and their contribution to edu-cation, 6) environmental educators' motives in their work;

7) difficulties of out-of-school education; 8) school asa concentration of social forces in a local environment;9) division of educational institutions into leading, helpingand accepting, aiming at facilitating the united activityin the environment; 10) forms of work guaranteeinga desired state of education in a school region. Conclusionsare drawn concerning the organization of a modern second-ary school which should not only provide pupils withknowledge but also be a center of cultural life, physicaltraining, recreation and care for children as well, i.e.,a school fully open for the environment.

269. WASYLKOWSKA, KSENIA: Czynniki detenninuhce peinieniespolecznej roll ucznin. (Factors Determining the Social Role ofPupils). PWN, Wroclaw 1974, 161 pp.

The analysis and description of the social role of pupils aswell as defining incompatibility between the role perform-ed and the role plann,ed of the pupil are based on inves-tigations carried out in three elementary schools of Wroc-

4 8

46 SCHOOLs AND INSTITUTIONs

law in the school year 1970/1971. They had the characterof soundings. Pupils from nine classes constituted thecommunity whose behavior and attitudes helped theauthor to formulate opinions verifying hypotheses in theintroductory chapters (I, II). These chapters attempt atdetermining the social role from the point *of view oftasks of moral-social education. They also aim at elabo-rating homogeneous terminology. Methodological postu-lates as well as the description of research methods andtechniques employed in gathering of empirical materialare included in chapter III. Chapters IV, V, VI present theresults of investigations aiming at verifying labor hypoth-esis. In the last chapter the author discusses some con-clusions drawn from the investigations having the charac-ter of definite pedagogical postulates.

270, WIWKOWSKI, RYSZARD: Nauczanie poemtkowe jako dzie-dzina wiedzy pedagogicznej. (Primary Education as a Field ofPedagogical Knowledge). Ruch Pcdagogiczny 1974, No. 4, pp,477-495. '

The article deals with the peculiarity of initial stage con-cerning pupils education as a separate field of pedagogicalknowledge, citing opinions of Polish psychologists andpedagogs. In the new organizational model of 10-yearsecondary school two stages of education have been distin-guished: primary education and systema tical education.A comparison is made of didactic-educational workbetween the stages of education mentioned which is oneof forms aiming at defining :,he peculiarity of primaryeducation. After the analysis of psychological and didacticaspects of the peculiarity of primary education, the authorsuggests in primary education a system of educational-didactic tasks of hierarchical character, i.e.: tutelar-edu-cational, cognitive and efficiency. In systematical edu-cation, an emphasis is put on educational efficiency andcognitive tasks. A separate system of educational-didactictasks is one of the basic elements defining the characterof teacher's work with pupils in primary education inrelation to systematical education. A thorough presenta-tion follows of assumptions, function as well as of reali-zation of educational-didactic tasks in primary education.

4 9

scHooLs AND INSTITUTIONS 47

271. WOLCZYK, JERZY: ZbIorcza szkola grainna. (Collective Dis-trict School). KsiaZka i Wiedza, Waszawa 1974, 128 pp.

The publication presents the origin and general principleof functioning of the new form of education and schoolingorganization in the country since 1973, i.e., collectivedistrict schools. A discussion follows of both the role ofcollective district schools in the whole system of nationaleducation and the role of these schools in the rural envi-ronment. Consideration is given to the main conditions tobe fulfilled so that collective district schools shouldbecome entirely environmental. The most important arethe ties between school and pupils' parents as well associal organizations and institutions active in the country.General information is included about programs of learn-ing as well as the collection of documents concerning theorganization of collective district schools.

V1.3. SECONDARY

272. DABROWSKI, ZYGMUNT and WWRZYNOWICZ1ACEK:Wychowanie techniczne w kiasie I liceum. (Technical Educationn Grade I of Secondary School), Wydawnictwa Szkolne i Pe-

dagogiczne, Warszawa 1974, 142 pp.

The book is of methodical character. It discusses manyproblems concerning technical education in grade I ofsecondary school, emphasizing the possibilities of carryingout various technical tasks. The publication is divided intothree parts. In the first part the presentation is given ofthe examples of work on plans and realization of tasks aswell as of tasks to be carried out in studies of technicaleducation. Part II contains the encyclopaedic outline ofknowledge comprising elementary technical notions, organ-ization of production process, mechanics as well as elec-trotechnics, Tables, technical data and technical instruc-tions are included in part III, helping to solve technologicaland construction problems.

273. GALA, STEFAN: Przyczyny ubytku szkolnego w liceum opilno-ksztalencym oraz losy mlodzieiy przerywajgcej nauke. (Reasonsfor Increase of Failures in General Secondary Schools and Lot

5 0

48 SCHOOLS ANn INSTITUTIONS

of Adolescents Interrupting Learning). Roczniki Komisji NaukPedagogicznych, Vol. 18, 1974, pp. 21-36.

The article aims at reconstructing the causes of untimelyresignation of adolescents from learning in general second-ary schools as well as at describing their further lot.Investigations whose results are presented in the articlewere carried out in Nowa Huta in 1969. They embracedadolescents who gave up learning in one of the generalsecondary schools in the year 1966/1967. The followingmethods were employed to gather material: analysis ofschool records, interviews with teachers, interviews withex-pupils who had interrupted learning. The analysis ofresearch concerning only one year has not let the authordraw far-reaching conclusions. It confirms, however, cer-tain regularities of the increase of failures, i.e.: 1) thephenomenon of interruption of learning in general second-ary school before completing it is brought_about mainlyby failures in learning; 2) adolescents interrupting theirstudies in one school, resume them after some timein another school, increasing the number of pupilsretarded in learning.

274. JASTRZAB-MROZICKA, MIROSLAWA and PAPROCKA,ALEKSANDRA: Szanse ksztatcenia w iwietle losaw i opiniimiodzieiy. Komunikat z badafi. (Chances of Education in theLight of Lot and Opinions of Adolescents. Report on Research).PWN, Warszawa 1973, 65 pp.

The publication contains a report on the research in theform of discussion of results of the questionnaire preparedin 1972 for the readers of "Sztandar Mlodych" by theeditorial office of the magazine and the InternationalInstitute of Research on Higher Schooling. 814 question-naires and inquiries filled in by adolescents from allPoland were employed as well as about 300 additionalletters. On the basis of collected material, the communityanswering to the inquiry is characterized taking into con-sideration the following features: dwelling place, place ofgraduation, type of school, education, father's professionas well as the present occupation (profession) of the sub-

Problems are analyzed of passing from elementary

51

SCHOOLS AND INsTITUTIONS 49

to secondary school, aims to take up higher studies as wellas possibilities of admission to higher studies according tothe subjects' opinions.

275. JUNDZILL, IRENA: Aktywizacja wychowawcza nflodzieiy.(Educational Activation of Adolescents). Wydawnictwa Szkolne

Pedagogiczne, Warszawa 1974, 351 pp.

The book discusses various determinants pertaining to theprocess of self-instruction of adolescents. Considerationsincluded in the work are of interdisciplinary character.Pedagogical, psychological, sociological and economic fac-tors influencing the educational activation of adolescentsare discussed as well. The introductory chapter is devotedto the survey of problems of self-instruction from thehistorical point of view. The remaining chapters concerninterdependencies between educational process and var-ious aspects of contemporary social development. Apartfrom general considerations of the problem of educationalactivation, a great number of references have been madeto research carried out through questionnaires and inter-views on a sample of 676 subjects from general secondaryand vocational schools. The research answers the question:what are the aspirations of adolescents, their understand-ing of the surrounding world, how they see their role inthe society, etc. Investigations lasted two years in con-nection with the work of teachers on educational activ-ation of pupils.

276. UNDZILL, IRENA: Stosunek nilodziciy do samowychowania.(Attitude of Youth Toward Self-Education). Nauczyciel i Wy-chowanie 1974, No. 3, pp, 33-43.

The publication deals with the attitude of youth fromover-elementary schools toward problems of self-educa-tion on the basis of abundant research material gatheredby the author by means of inquiries, questionnaires, theauthor's observations and opinions of 676 boys and girlsfrom different types of schools. The subjects' aims andlife are described in the introduction as well as theirvalues; the other problems are concerned with: a) reflec-tions on oneself;, b) man's character in the opinion of

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50 SCI-1001-s AND INSTITUTIONS

youth; c) work upon oneself as well as forms of gainingknowledge about oneself; d) forms of pupils' self-educa-tional work; e) who taught self-educational work toyoungsters; f) youth's emotional attitude toward theirwork and behavior; g) subjects' problems and difficultiesconnected with self-education.

277. KOMOROWSKA, HANNA: Testy w nauczaniu jczykow obcych.(Tests in Foreign Language Teaching). Wydawnictwa Szkolnei Pedagogiczne, Warszawa 1974, 230 pp.

The author discusses the problems of control and eval-uation in the system of foreign language teaching. Stressis given to techniques of constructing exercises in testsconcerning both control of the command of languageelements and degree of mastery of particular languageskills. Forms of control presented are arranged accordingto the degree of their difficulties for the pupil startingfrom the earliest stage of learning to the stage of good

mmand of a foreign language. Separate techniques ofcontrol are illustrated with numerous examples in English,French and German. Moreover, the book contains a seriesof lexical, syntactic and efficiency tests adjusted to theprogram of teaching English in general secondary schools.

278. KRYSINSKI, JOZEF (ed.): Praca z mlodzieia uzdolniona. (Workwith Able Adolescents). Wydawnictwa Szkolne i Pedagogiczne,Warszawa 1974, 113 pp,

The article contains a report on the conference devotedto the problem of work with able adolescents which tookplace on June 7, 1973 in the Ministry of Education andSchooling. Debates were presided over by the first deputyof the Minister of Education and Schooling, Doc. Dr. JerzyWolczyk. The material prepared by the Institute of Re-search on Adolescents as well as reports by Dr. StefaniaSlyszowa and Dr. Marian Rataj were the basis for discus-sion. They attempted to sum up such problems as:a) views of modern science of the origin, dynamic ofdevelopment as well as investigation of abilities; b) ex-perience of some countries in the field of education of ableyouth; e) results of the hitherto researches on ableadolescents; d) experience of Polish practicians in the field

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scnooLs AND INSTITUTIONS 51

of development and training of abilities; e) suggestionsconcerning education of exceptionally able adolescents.Stefania Slyszowa presented in her report the state ofresearch on the problem of work with able adolescents;Marian Rataj discussed the direction of pedagogicalactivity in the field of work with an able pupil.

279. KUPISIEWICZ, CZESLAW: 0 zapobieganiu drugorocznoici.(Prevention of Repetitiveness). 2nd ed. Wydawnictwa Szkolnei Pedagogiczne, Warszawa 1974, 271 pp.

The publication analyzes the complex of causes, effectsas well as methods of overcoming one of the main formsof didactic failures, i.e., repetitiveness. The author con-centrates mainly on didactic causes of repetitiveness anddidactic methods of preventing this occurrence. Teacher'swork is discussed with pupils and presentation is givenon the basis of research carried out in Poland, on the mostimportant causes of repetitiveness dependent of theteacher and the complex of causes independent of him.A separate chapter is devoted to means of improvementof teachers as far as prevention of repetitiveness isconcerned. Due attention is also given to socioeconomicconditioning and biopsychical occurrence of repetitivenessas well as to discussion of forms of tutelar authority overpupils retarded in their development both in schools andout-of-school environment. Statistical data refer to theyears 1958-1971.

280. KWIECINSKI, ZBIGNIEW: Srodowisko a losy szkoine i poziomumyslowy mlodzieiy na progu szkolnictwa ponadpodstawowego.(Environment and Mental Level of Adolescents Entering Post-primary Education). Studio Pedagogiczne, Vol. 32, 1974, pp.135-153.

The analysis presented of selective processes at thebeginning of education in elementary schools of all typesis based on the results drawn from the local investigationscarried out in the first classes of all the postprimaryschools in two regions of Torun and Wroclaw (7708 pupils,229 grades) in 1972 (region district town and district).The investigations embraced a system of silent reading

5 4

ANL) tH:.11:1ToTioa:i

r -honsion of Thorndilte anti Foshay collect-ing basic informu tiriji about pupil, his family and elo-mi.:awry school. They wore carried out through several

uiries. The analysis of research results richly illustrat-with stii tisttca I data was made comparatively. The

rosults of research carried out one year before in thesame regions among all the pupils of the last grades ofelementary schools serve as the background for consider-ations. Xn the light of results obtained the author con-siders the problem of extent and effect of the environ-mer-ita I influence on the school lot of adolescents, Thus,the mental level is characterized of pupils from varioustypos of schools _in the light of educational attainment.liefercuces arc made Lu Mc problem of dependence otpupils' mental level on such factors as: plaeo of residence,social origin educatim of parents as well as type ofschool,

281. MACIASZEK, Tendencie rozvvo.lowe szkolygolnoksmalewei w okresie PRI (Development

General Secondary School during 80 Years of Polish People'sRepu hl rvu/wzyciet i W?/cJnmL'u ac 1974, No. 6, pp. 15-25.

The article contains statistical information illustratingwar casualties among teachers in Poland and the extentof illiteracy. The author's considerations deal mainly withtransformations in ideological basis of schoolwork, ineducation and schooling as well as with ideological-po-litical and organizational assumptions of school reformeontai tied in the Act from July 15,1961 about the develop-ment of the system of education and schooling in thePolish Finiple's Republic. Eight-grade elementary schoolswere introduced, curricula were modernized, investiga-tions were carried out on pupil's overwork. The consid-erations follow of prospects of development of generalsecondary schools as well as of trends of scientific re-search in this field.

282. NIEBRZYDOWSKI, Czynniki tiVpIywapice na ksztalt- -wanie sit sar000ceny (Factors InfluencingFormation of Self-Apprnisal ni Children and Adolescents).Kleortalulk Pedagogiczny I 71, No. 4, p. 167-l79,-

5 5

I AN I) a:3

The author describes self--appraisal as a set of judgementsand opiniom about One's own phys ical and psychicil1.(mtit res. Self-appraisal as well as factors forming it differaccording to tho level of development. These factors thay

be divided into a na loin ical-physio logic(ll an(I psycho--social, ie.: abilities, experience, environment, education,level of culture, etc. The author analyzes psychosocialfactors conditioning the formation of self-appraisal inchildren and adolcscolits. The following factors are takeninto consideration: 1) jtidwments and opinions about anindividual; 2) succe!-3ses and failures; 3) comparing oneselfwith patterns of persdnalities; 4) socioeconomic status ofparents; 5) ro rents' cduca tiori and thoir popularity intheir place of residentx. The results of investigationscarried out by means 0.f Thuestionnaire of self-appraisal"on a sample of 352 grade .V-1/11I elementary school pupilsand their parents constituted the basis of the analysis.

213 , PALKA, STANISLAW: ( )rgitiiz4cja ma teriki nolltwinia roelekeji w szkole firedniej. ,anization of Teaching Materialduring the Secondary School Lesson). Roczlliki Korn isji WaitkPedagog_ -nych, Vol. 18, 1974, pp. 5-20.

The problem of organizatipn of teaching material in a

secondary school is presented and analyzed in the articleas well as its influence On pupils' achievements in the workduring the lesson. Attention is also given to some methodsaria conceptions co nemrning the organization of teachingcontents by the tcacher,, structural, chronological,functional and cause-and-effect organization. 'The authorbases his considerations on Polish, Russian, Americanmd German publications of pedagogs and ps:icnologists,employing their research resul ts in this field. The analysis-if organ iza Lion of teaching material is confined to thatone a ppearing Nvith th e Qoployment of catechetie methods,i.e., in the process of memorizing ready contents by the

The author points to the fact that the organizationif teaching material as well as of the activities o f bothteachers and pupils depend on the kind of problem to hesolved during the lesson.

56

!Alf Argo ir,..isTri"ionii

PYUK, MIRA. Itozwoj dziecka a wrailiwo.ik pa czynnildMiqdzynarodawy program biologiezny. (Developrninli

of a Child and Sensibility to Environmental Factors. Iaterria-tionul Biological Program). PWN, Warszawa 1974, 100 pp.

The results presented in the publication are based Onpart-time research or hea lthy children born in 1950, 1951,1958, 1962. The research was carried out in the years1964-1967 in biographical and socioceormtnie respect inthree different regions of Poland: at the seasidepeninsula, in the mountains-- Pieniny, and in the eityWarsaw, always in the same month (July), and always tathe forenoon hours in order to eliminate day and night'sflu etua 'Loos as well as seasonal variability in the devel..opnient of an organism. On the basis of investigatedsoma tic features, the level of physical development wasdefined. Employing the monograph of Dubois .BodySurface Chart, the surface of the body (BS) was estimatedf rom its height and weight. Functional properties of tber es pi I'd Wry rgails wcre, e xain ined by means of Kozorow .ski's and Navratil's methods. The properties of thecirculatory system were defined by measuring the pulserate as well as the arterial pressure was checked by meansof Korotkin's method of a osculation on the basis of which,according to Starr's model, the volume of failum (S1.7)and the minute capacity of the heart (Q) was esti-tinted.To examine the concentration of hemoglobin in blood,methods employed in hematological diagnosis were used.Formation of .effort efficiency was examined throughmethods of the modified Harvard step-tesL The statisticalanalysis was done by means of Guilford and 'Wolaiiski'smethod. Estimations and diagrams were made by anelectronic computer ICL 1905. One of the most irnportantconclusions drawn from the publication is a statementtha t the rola tion between the share of ecological factorsand genetic ones in a differentiation of 57 features underinvestigation shows separate areas for: 1) adipose -tissue,2) properties of the respiratory organs and the chest; 3)properties of the cireulatoly system at rest, blood as wellas dimensions and mass of the body. Another verysignificant problem is that the properties of the circulatorysystem after work aro determined by other ecological and

AND INwrrruTv 55

eine thau wlti Ic being at rest:, The thirdet_ r:lusion s a difference of ecosensaivity of separatefeatures. The fourth conclusion a degree of ecosonsitiv-ity after work increases for the pulse prcsaure and thespasmodic blood pressure whereas it decreases for theminute capacity of the heart, the diastolic Hood pressureand the pulse frequency,

2 5, RATAJ, 111Alt AN: I(sztatcene mlodzieiy -Inionej. (Edu-cation of Able Youth), rvi uzjc'ieL i Wjefiowumie 1974, No. 4,pp. 39-45,

Th_e publication discusses pi'ognostics connected with _1development and improvement of the syF;te in of finding,and educating able pupils. The hitherto activities ofschooling in respect of work with able pupils comprise:forming ograms of education, enriching contents ofprograi,;, satisfying pupil's interests as well as rousingthe activity and motivations with regard to education.In Order to devdop pupils' abilities, sections vere or-ganized in the years 1962-1963 with an expandedprogram of foreign language teaching, and in theyears 1967-19611 sections with an expanded programof teaching mathematics and physics, recently chemistryas well. Satisfaction of cognitive, artistic, technical andsports interests is rendered possible by clubs of interests,sublects' contests as well as artistic, technical andlanguage competitions organized on the initiative of scien-tific societies, associations of writers and ar tists, radioand television. Researches on the problem of abilitiesconcentrate on: essence and type of abilities, psycho-physical and social conditioning of the development ofabilities in life, methods of finding and criteria of clas-sification of abilities, possibilities of developmentalacceleration of abilities as well as methods of educatingabilities and their effectiveness. There will he greaterpossibilities of an effective work with able pupils wheneducation at a secondary level becomes universal. Theplan for the years 1980-1985 takes into account: 1) in-troducing a modern program of facultative lessons in10-year general secondary school; 2) preparing an in-dividual program in order to train exceptionally able

5 8

5(1 I( III III: A II, ITM` I II

pupirf v , p lt Sill iv, off Juottiod:-..; :a,lectint I a---ycar

Nclic,oivIr.riduatc5 tor 2-year special schools, vocational andh iWier sell! uls basing on abiliti, interest:1 ZIN \Veil ti.S

bi liLa r0VI:tdcd during ilivestiptions.

ROM A N1(.)11VSK 1,;F: Itiw4J fizyczny a rodowiska spo-herzne. Z badaii III loIzwzy s,ktil koszalniskich. (Physical Devel-opment and Social Hnvironnient, Research on A(lolescentsfrom chuul iiu Koszalin). Koszal iñski 0:.4rodek. iNn ulcowo-Ela -dawczy, Koszn lin 1974, 138 pp.

piibliontion presents the reults of i nvestiga lionscrir-ied oi it in Novi, to her 1909 hy 1hy5aeal Ira ininr, special-ists in vrious types of postprimary schools in Koszalin.

ovesti onions embraced a sample of 4655 14-19-year-old adolescents. An th ropoinetric and agility investigationswere tarried out d tiring lessons of physical training andin modical wards. Physical fitness ha8 been defined bymeans of tests of IA. Denisiuk and others, The materialhas been ela bora ted by a statistical method according toJ. Czokanowslt i, M. Godyeki and .1, P. Guilford, The fol-low ing conclusions have been drawn on the basis of in-v('stigathms: 1) physical development of adolescents fromKoszalin is subject to general ontogene tic changes;2) adolescents are well developed physically, but a dis-tinct differcn tiati on concerning physical development maybe observed in those repwsenting particular social envi-ronnients; 3) adolescents recruiting from clerical envi-ronnien t and "other profossions" are characterized by thegreatest physical fitness, The lower general physicalfi tness chstinguislies adolescents from workers' environ-ment, NNhereas adolescents from peasants' environmenthave the lowest physical fitness; 4) social factors and long-lasting environmental influences determine the develop-ment of physical fitness.

287, STYIMANSK1, ROSLAW: Problen_; doboru ntlodviciy doszkét pon adpoil stawowyk (Reeruitnient of Adolescents to Post-primary Schools), Studia P-da9oqiczne, Vol. 32, 1 fl74, pp.155-163, 5 9

Scileet.a A ti n,..e-;1 Tin.r-V;

The art. ti kits with the pro I .11 (If (II l'iltA;IL1011 or

educational prospect, adolescents during the recruit-ment to general f;eCorldn ry and vocational s.chools. Ile-searches on the recruitment to postprimary schools kvereezirried ota iii thret! diNtrictS; Piotrkow Trybunalski, Lu-klivi anti known. They embraced a sample of 25 schools(10 general secondary schools, Ii technical schools, 14 voca-tional high schools amid 4 general vocational scluiol-;) and2393 candidates. The an thor concentrates on the problemof sources, and recruitment of candidates to variousschools in different environments (regions in which re-searches were carried out arc different in character:Mhwa and LukOw are typical agricultural regions,wlierens Tryhunalsiii rs an industrialized andtodunized region). Much attention is given to the analysisof selective function of entrance examinations.

87, SZKO-I3011itSZ, ANDRZEJ, Dojimly inlodzieiy szka(Transport of Adolescents to School). FINN, Krakow I 974, 31 pp,

The article deals wi Lii the problem of social start in lifeof adolescents and ib-; connection -with transport of pupilsto schools as one of the factors determining this start.Detailed characteristics of transport of adolescents to

schools are based on statistical data collected hy the MainStatistical Office. Materials for analyzing the influenceof transport on pupils' behavior and progress in learningwere provided by the investigations carried out in Cracowin the school year 1963/1964 and interpreted by the authorin his treatise entitled "Influence of School Transport onHehavior and Progress in Learning of Adolescents," In-vestigations embraced a sample of 5 secondary schoolsand 2 vocational schools comprising 3514 adolescents, inthis number 497 pupils coming from the suburbs, Theresults of the investigations confirmed the hypothesisabout the negative influence of school transport on thecondition of health, behavior as well as on progress inlearnMg, Ilowever, it cannot be referred to all the com-muting students, The investigations also proved thatschool transport, especially long-lasting and in bad condi-tions is one of the most important factors causing dif-ficulties in the nor-m-al didac ic-cciticational process.

11' I (f) A NI) I NNTITI I

2119. 44-ZKDWA, NAR1A and SZAMBELAN, K L'IN A: Samo-ocep ueziolow wieku dorastania i icli pozycja spoleeznaw grilW rówieiniczei. (Self-Evaluation of Pupils ix the Periodof A doineenco and 'MO. Social Positi( n in the Group of Youngpeolc of the Some Age), Psycluofliu Wv:howawcza 1974,No, 4, pl-3. 417-431.

The authors discuss the problem of a relationshipsolf-ovaluation and position of an adolescent iii the gro--of N'oung people of the same age which is a school classThe following dependencies have been investigated: 1) aconnection between the level of sel f-evaluation and socialIm!;ition of adolescents in class groups; 2) dependencebeNeen the level of self-evaluation and social position intIlL group of young pieuiic of the age which isdelrnii nod by the age of a subject; 3) subjects' orienta-tion in their own social positions iLl the group depending

tho rise of those positions and the level of self-evalua-tion,; as well as the orientatioa in cases of incompatibilityhetNkeon self-evaluation and group position. Investigationsciuhractsl 75 pupils aged 14-15 and 17-1 1 The followingresearch techniques were employed: sociornetric tests,p1chi5cite of kindness [Ind dislike, controlled conversationaN vvell as questionnaire concerning research on self-eval-uation and a scale of self-evaluation comprising suchfeatiiret-, as: social activity, character, intellect, sociattraetiv ness as well as interpersonal attitudes,

290 -BACM, STEFAN: Wybór zawodu a szkota, (Choice of Profes-and School), Wydawnietwa Szkolne I Pedagogiczne, War-Li 1-974, 200

he problem is presented of professional orientation,contemporary tendencies, forms and methods of orienta-

ork in Polish schools as well as social conditioningchoice of profession by adolescents. Considerations

on the investigations carried out in elementaryin different regions of Poland in the years 1969--

1973, The results of empirical research are preceded bytheoretical considerations in which problems of character

sionsza

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SCIVK !--; A 1() 59

are analyzed of professional work in the present eivili -tion and tendencies connected with it in vocational ti'ajri-ing of adolescents, criteria of choice of profession, modernconceptions of professional orientation, tendencies in itsorganization and methods of realization as well as direc-tives of educational authorities and instruction of districteducational-vocational advisory center. The author inter-prets the results of research by characterizing the orien-tation work in elementary schools under investigation.The analysis follows of the effectiveness of orientationwork of these schools as Nell as of social conditioning ofchoosing profession and school by adolescents. Conclusionsdrawn from the research are presented in the form of

sugi_wstions for schools.

291. GOI)lEWSKI, MICHAL: Szkolnietwo zawodowe w rerspekty-wic ref ortuy szkolacj. (Vocational Schooling and School Re-form). Ruch Pedayogiczny 1974, No. 5, pp, 628-638.

Perspective possibilities arc presented of the developmentand increase.of effectivoness of vocational schooling basedon full secondary education after setting up of 10-yeargeneral secondary school. The following questions arediscussed: the role of general education in the preparationof qualified staff, combining of the structure of contentsof vocational schooling changes in the nomenclature ofschooling professions, model prospects of vocational school-ing, permanent education as well as new contents and neweducational methods.

292. GONDZIK, ERWIN: Praca z uczniern zdolnynt Z badati midnitodziei4 szkid zawodowych, (Work with Able Student. Re-search on Youth from Vocational Schools). Zwiazok Nauczyciel-stwa Polskiego, Katowice 1973, 64 pp.

The author characterizes able pupils in the light of last in-vestigations, analyzes basic opinions about them as well asdefinitions of abilities. The opinions are also presented ofparents, teachers and graduates from vocational schoolsconcerning able students and factors determining theirsuccess in schoolwork. The publication contains many in-

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sCilonLs AN

teresting remarks on moans of detecting a 1,1 e students aswell as suggestions connected w. onus and methods oftheir education. Conclusions arc drawn from investigationscarried out in Katowice Voivodship,

293. KAZIMIERSKI, WACLAW: lladania nod hudowli noinenklatu-ry zawodów i metodologia jej opracowania. (Research on No-menclature of Professions and Methodology of Its ElaborationSzkola Zawodowa 1974, No, 7/8, pp. 31-32.

The present nomenclature of vo rational schooling em-braces 241 professions of qualified workers and 305 specialprofessions at the level of a technical school. This divisiongives rise to negative social and economic effects,

possibility of embracing by workers and technicians thewhole of production processes of institutions as well as ofreplacing other workers, in case of need, on account ofstrictly directed theoretical knowledge as well as of prac-

al abilities of a worker. The work on classifying andforming of broad-profile professions is conducted by theDepartment of Organization of Professional Schooling andProfessional Knowledge of the Institute of VocationalTraining. The author discusses six stages of research workon the nomenclature of vocational schooling. A new planof schooling nomenclature has been elaborated embracing104 professions in technical schools and 84 professions ingeneral vocational schools. In this connection a number ofmanuals, teaching aids, etc will considerably decrease.The research on broad-profile professions of workerspertaining to their neei:s and prospects of developmentuntil the year 2000 should be completed in 1978. Thematerial obtained will constitute the basis for elaboratingschool-professional prognostics as well as for indicatingsuch ways of vocational training of workers and tech-nicians which will take into consideration, to the highestdegree, present and per ,pctive needs of various branchesof industry, agricultural craftsmanship and services. Thesematerials will also constitute a starting point to form aproject of new nomenclature of vocational training, takinginto consideration model assumptions of a new system ofthe national education.

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294.

5 (i-)1,; AND I 11"11i)Wi

l'ilc/1-NOWACK A, KAZIMI IA: Proceduradaft latowlei do pracy ahsolwentim szkid zawodow,yek.(Itesca for Work of Voc innal School Clraduates).

ol men m Wroclaw 1974, 202 pp.

The hook, consisting of three parts, deals with method-ology of research on graduates' career and their fitness forprofessional work, The first part is devoted to the basis oftheoretical research on fitness for work of graduates.(1eneral-rnethodological considerations are included cocurning mainly the procedure of investigations as amethodological category. Part II presents the capacity forwork considered as the problem of pedagogy of work aswell as the theoretical model of research. The process offixing indices of fitness for professional work of graduatesoti the basis of precisely defined postulates and hypothesesis discussud at length. The third part aims at summing upof theoretical considerations from part I and suggestionspresented in part II as well as reports on investigationsand procedure of research on fitness for work of graduatesfrom textile eoca I io al schools.

295. KOSEL, ZOFIA: Spoteczne uwarankowania wyboru szkoly za-wodowe. Sal ConditionMg of Choice of Vocational School).Insty wniczy CRZZ, Warszawa. 1974, 230 pp,

scientific research, the author analyzes theproblem of the functioning of elementary and vocationalschooling as well as of social mechanisms in Poland de-termining the selection of adolescents completing theirprimary education and applying for the admission tosecondary schools. This selection prevents niany adoles-cents from continuing their education in postprimaryschools, the acquisition of profession, and then gettingtheir suitable position in society. The author also aims atexplaining certain reasons for the shortage of secondaryHucation staff in the national economy. Conclusions aredrawn concerning the improvement of the situation inthis field, A detailed characteristics is givvo of social,economic and organizational factors determining thechoice of studies in postprimary schools as well as thedecision to give up further studies.. The investigations

!; ('tkit)! ANI)

ied out ill tklii !!iagg!!!, hi 0.1114 ,! first stage, theyenda decidinga sample or 591 Vill grade;Wont their future; in the wcond Ula-

(CM :-;(110.0:;) \V.71!; invc:stigation after a yearMoe. invel;tiga floor; were carried out throughquestionnaires, interviews ;vith subjects' parents, teach-ers and elementary schools headrnasters as well asthrough the analysis of !.;Ch0(11 !

sciwols, ticatioia1 attaiturients an(1 individual pupils).

29G. K t ITYNTA, mANIFI{E1). ciowe ikeesu. Z hadanrem szkoly j za%vodtt (On the Throshutrt of Career. Choice

of r,-.; IThol and Profession). PWN, Warszawa I 974,

Th, !oldie:moo aims at presenting hfk, phins and aspi-rations of adolescents from the region of Opole as well asproblems (..:oncerninn their entering a profession, The in-vest1Hilli(m!; embraced a NallIple of adolescents completingelementary and postpritnary schools in this region. Datakive hi,en collected by means of questionnaires as well asinquiries el patterns were vorked out) arid supplementedith data concerning schools. Research was carried out(ni general living col ditions of subjects, choice of pro-fession 111(1 unises del !rmining it, Qhaict; of school as wellrts further studies, m gration plans and outlookThe article contains two parts: historical-descriptive andanalytical. The introduction and theoretical considerationsare followed by the presentation of reasons for diff9rencesamong living conditions of population as well as of theextent of education of adolescents in Opole Voivodship.Consideration is also given to thc main Ntziges of transforma-tions of postprimary schooling and, their historical condi-tioning. The discussion follows of the organizational struc-ture of schooling and trends a its development. The analyt-ical part is introduced by o(2rnographical, sociological andpedagogical characteristics of populations under investiga-

n, i.e.: territorial origin, age, sex, social origin as wellas objective living conditions of the family. Pedagogicalcharacteristics concern the educational attainment of ter-minal grade pupils in elementary schools. The value isalso stressed of graduates' aspirations and wishes in-vestigated through analyzing list.s of professions. De-

6

ANO (13

of graduate:, are (A iso disCussed coma rig

choice f further IcilLo and prcfession. Stress should iigiven to the role of ;individual and situationall factors inmaking these dror;, Much attention is devoted toprofessional and educational likings of different groupsof adolescents their migration plans, influences of educa-tional environments (school, home, friends) on aims inlift- as well Os 1QOSOflS for definite decisions .

lernizacja notnenkloto zuwodów i specjalnogei szkolnic-twa zawodowego oroz tiNpracmienie praktyeznej nauki zawoduuczniiiw w zaMadach mey. (Modernization of Nomenckitureof Professions and Specialities o.f Vocational Schooling Effec-tiveness of Practical Profmsional Training of Pupils in In-stitutions). VI/ydawniciwo ,S4kolne i Pedagogiczne, 'Arazszawalfri-1, 136 pi .

The contents of thenational Council for V

a ition of ttr, Inter-,_chooling; b) the course

of the third meeting of the International Council ofMinisters from Fehrurry 1, 1974 concerning principlesof organizing practkml professional training in institu-tions for pupils from vocational schools; d) nomenclatureof professions wld specialities of vocational schooling. Atthe meeting, the following reports were delivered; JanKarpiriski -- Problems concerning new principles oforganizing practical vocational training in institutions forpupils from vocational schools as well as Tadeusz No-wacki on the subject of planned changes in respect ofnomenclature of profefisions and specialities of vocadonalschooling. The a..ithor sums up the discussion. Resolutionfollows of the international Council for Vocational School-ing adopted at the common meeting with the Council otEduation and Schooling cm February 14, 1974.

298. ARASZKIEWICZ, WLADYStAW: DoAwiadczenta zprzygotowawczej do przy,j0 na studio. (Training for

Admission for Higher StudieR). Zycie Szkoly Wy.:szej 1974,No. 6, pp. 43-5l,

6 6

`; A NO 1NTITUTIONS

The aiticli reports on the many-sided activity o_!orrimittee appointed to deal with the affairs of candi-dates for the Warsaw Engineering College. It pertainsto: information and counselling, contacts with secondaryschools and institutions (studies for working people),elaboration and acoss to auxiliary materials from . ex-amination subjects, gratuitous courses of repetitions forcandidates for higher studies, organization of Universityextension examinations concerning the program of thefirstyear studies. The author presents particular methodsand forms of activity of the committee which are im-proved every year, e.g,, in respect of information andcounselling, an information conference is organized forcandidates for studies, parents of pupils, teachers fromseeonckiry schools as well as for representftives of iristitu -lions concerned with education of th.. _mployees,lectures are given on separate departments of the WarsawEngineering College, talks aro given in secondary schools,advisory centers for candidates are set up. In order toprovide assistance for candidates preparing for entranceexaminations, the committee organizes courses of repeti-tions, elaborates auxiliary materials which arc lent tocandidates gratuitously, mostly for the period of 6-8months; as far as tho cooperation of the committee withthe secondary schooling is concerned, the participation ispracticed of scientific-didactic workers in examinationsfor the secondary-school certificate as well as of represent-atives of secondary schools in entrance examinations inthe Warsaw Engineering College.

Afl..`ASZKIEWICZ, FELIKS V. and LUTEREN, ROBERT: Pra-ea Aliademii Rolniczej w Poznaniu nad systemem dydaktyczno-..Tehowawczyin. (Work of Academy of Agriculture in Poznanon Vidactic-Edueational S 'Zycie Szkolp TN llisze) 1974,

5, pp. 15-21.

The article presents attemptsAllture in Po..7,nafi to create its own educationalsystem. The authors present both methodological founda-tions of the existence of this system and practical condi-tions of its proper functioning which were discussed andaccepted by the members of the university didactic-

i\cottemy of Agri-

n 7I

3011.

seirOuks AND I NsTITUTIONS 65

(Attica sessi which took place Oa February f., 1974.They also deal with difficulties brought about by theproblem Of working methods facilitating a functional andeffective realization of the worked-out system,

NICZ, R A Praea stmkmta. (Stuck.nt's 1-

lartalitik Podaq icznq 1974, No. 4, pp. 181-195.

The subject of the wri -'s rcmsicleratins is the systemof student's schoolwork as well as its influence on repeti-tiveness during higher shool studies, The investigationswhich constitute the basis of these considerations werecarried out by the Institute for the Development ofCountry and Agriculture of the Polish Academy ofsciences s well as by t!2 Pedagogy .9e1 f-irtyrk. ot of theKoptrnik University in Torun and embraced a sampleof 692 students from U different university studies. Inthe investigations, the analysis of students' records keptin the deanery was employed as well as students'examination marks and a questionnaire on factors conch-tinning educational attainments. Whe questionnairescontained questions concerning the rhythm of students'work the relation between the learning time duringend-of-term examinations and during the whe;.e year aswell as data defining the student's participation in notobligatory occupations, e.g., in certain lecturos. On thebasis of the analysis of the material gathered, the authordrziws interesting conclusions concerned with didactics inhigher schools as %veil as with the organization ofstudent's self-educational process and the basic difficultiesin learning conditioning the process of repetitiveness,

301 BUTTLER, ANDRZEJ: System planowego zatrudt absol-wentów szkói wyiszych. Z hada* nad skateeznokitt 1ego dzia-tania w latach 1964-1968. (System of Planned Employment ofHigh School Graduates. Effectiveness of This Systi.-:n in theYears 1964-1968). PWN, Warszawa 1974, 353 pp.

The subject of the publication is to evaluate the func-tioning of the system of planned employment of highschool graduates from the point of view of its effec-tiveness. This evaluation and characteristics of living

6 8

66 SCHOOLS AND nvsrrrierioNs

conditions of specialists with high education in the firstperiod of their work are included in two main parts:inalytical and empirical. In the analytical part, the periodis concerned between staff censuses made in the years

58 and 1968 on the basis oi statistical data of the MainStatistical Office, Ministry of Schooling and High Educa-tion as well as Board of Work and Wages. The empiricalpart presents the results of investigations through in-quiries and questionnaires carried out in 1969. Theyembraced a sample of graduates from daily universitystudies, technical, economic, pedagogical and agriculturalschools as well as those who finished their studies abroadin the years 1965 and 1956. Both in the analytical andempirical part, consideration is given to territorial aspectsconnected with planned employment and its effects.Changes are also discussed in the system of plannedemployment of graduates in the years 1969-1970. Theanalysis of statistical data and results of investigationsenabled the author to draw conclusions and formulatepostulates in which he lays special emphasis on the factthat theplanned distribution of staff with high educationin the national economy is conditioned not only by theproper planning arid assignment of graduates to definiteinstitutionF. It is determined by the process of adaptationof graduates to the new working environment. The adap-tation depends mainly on living and working conditionsensured by an institution.

302. CZEK AJOWSKI.. HYSZAED: Miejsce i rola nank pedagogicz-nych w uczelini technicznej. (Place and Role of EducationalSciences in Technological Universities). Rocznik Naulc Pedo-gogicznych, Vol. 18, 1974, pp. 53-69.

The author reports on the causes of development of edu-cational sciences as well as of gradual introduction ofeducirltional problems into the program of studies inPolish Technological Universities. The historical outlineis prer,ented of inculcating educational sciences in tech-nological universities through developing pedagogicalstudies and sc.4.entific pedagogical institutions in them.

7'n Irtlar lists pi! the riQvelopment of pedagogical studies2luded in the article concern two selected Polish

SCROOLS AND 1N5TLTUTIONS

technological universities: Mining-netallurgic Academyand Warsaw Technical University. Much place is devotedto considerations of certain main tasks of educationalsciences as well as of forms of their realization in thedidactic-educational process of technological university.Sone forms of work of pedagogical institutions of tech-nological universities should be stressed on account ofplace and role of educational sciences in them. Theseforms are: postgraduate studies in pedagogy of technolog-ical universities; postgraduate studies in pedagogy invocational schooling; interfaculty pedagogical studies forstudents; and didactic lessons in "methodology of study-ing" as well as pedagogical subjects within programs ofdoctoral studies of all the technological Iniversities.

303. DENEK, KAZIMIEBZ: Wychowanie nowoczesnego alsolvvemtaszLiy vvyiszej svsja nattlowa w Poznarlia. (Education olPresent-Day Graduate froni Higher School Scientific Ses-sion in Poznan). Dycluktyka. Szkoly Wy±szej 1974, No. 3, pp.189-196.

The article contains a report on the all-Polish sessionconcerning the problern of educating a modern higherschool graduate which was held on December 13-14, 1973in Poznan. The session's n-lain objective was to elaboratean outline of educational system of higher school. In theplenary reports the following problems were discussed:scientific-technical revoIntion and university education;organization of didactic process; conditions of formingeducational system in bigher school as well as trends inmodernization of higher school educational process-Debates were held in sections of education and schoolingof teachers as well as of education of staff for the in-dustry.

304. CMYTRASIEWICZ, MICF1AL: gkonamiczne probleny rozwojuszkolnictwa wyiszego w olsce. (Economic Problems of HigherSchools' Development in Poland). Kwartelnik Pedagogienty1974, No. 4, pp. 87-109,

The article analyzes the problems of higher school de-velopment in Poland frorn the viewpoint of economicfactors determining it. The author puts forvard a thesis

7 0

SCIIO LS ANr LYTIONS

that in the social economy the rate of staff education ata higher level together with sociocultural factors isdetermined by two economic factors: I) staff needs of thenational economy and 2) educational capabilities of higherschools and financial abilities of the national budget.Opinions are presented of economists and sociologistsabout the overproduction of staff with a higher educationand its socioeconomic effects. A detailed characteric ticsfollows of the situation in Poland in this respect. Attentionis given to the determinants of the policy of higher, sehooldevelopmeht in Poland in the coming years. The authorprefers a thesis about the shift of emphasis fr-Jm thequantitative development of this schooling to tl e. questionof quality of education, i.e., the modernization of organi-zational and program structure of studies a welL .ts theimprovement of material basis of schools and th(1.7 in,.'reaseof a number of academic teachers,

305. ,JA STH ZAB-A1BOZICK A , M1ROSLAWA Speecia 1,,.oeys,,,

wybora studiéw wyiszych. (Social Processes of ChaStudies). P-WN, Poznan 1974, 457 pp.

Considera [ions included in the publication ire basc onmany-year researches on the procesLi _f selection oladolescents to nigher schools. The resemrehes were 0Jrepresentative ch:Iracter and embraced a sample of 4 pkx-cent of pupils from general secondary schools in the years90-1957. hia teria I selected in secondary vocatimail

schools has only a comparative value and is not reprsent-ative to the same degree am the data from general sf7e,(5nd-ary schools. The results of researches are presented inthe form of percentage lists. The paper by M. Jastrzab-Nlrozicka is a picture of the candidates for higher schoolsdepending on sociodemographic features of adeolescentS,their families, types of secondary school, educationalattainments as well as teachers influeno, on decisions,The author presents then- professional aspirations, inter-ests, aims in life, opinions about schools and higherstudies. The paper also deals with such problems as aspi-rations of adolescents from vocational schools to be zid-mated to higher studies. The publication also has a definitetheoretical orientation: empirical material collected as

71

SCHOOLS AND INSTITM _ 69

well as results of its analysis contribute to the yei ificauonof many statements and hypotheses concerning the theoryof behavior, social activity as well as sociology of workand profession.

306. KOSIEW1C.Z, TADEUSZ: Problem efektywnoci pracy wyi-szych aczelni technicznych. (Effectiveness of Work of Techno-logical Univertitie 2yeie Szkoly Wy2;.szej 1974, No. 5, pp. 3-9.

The article contains suggestions concerning the raise ofeffectiveness of work in technological universities. Theyare based on many-year experiences of the author as wellas on the results of analysis of present shortcornings withregard to functioning and effects of work in technologicaluniversity. Postulates put forward by the author and in-dica Ling the way of action are presented in three groups.The fo-st one concerns the problem of raising the effectsof teaching; the second scientific-research activities;the third group, hovevr, deals with the staff policy.

3 7 14:13.1JSZEWSKI, KRZ SZTOF: Nauczanie programowe w sys-temic dydaktycznym. (Programmed Instruction in DidacticSystem). PWN, Warszawa 1974, 210 pp.

The problem of programmed instruction is investiga tedin the book in connection with the whole didactic system,taliing into account the achievements of the generaltheory of instruction. it occurs in two meanings: narrow,as a means of education through program and wide, asa collection of facts and opinions making up a pedagogicalmovement The suhject of the two first chapters is thetheory of programmed instruction. The author discusses

ence and development, presents a review c f defini-tions. These two chapters are the basis for the others inwhich the results of introducing programmed instructioninto the didactic systein arc presented as well as attemptsto define present-day changes, taking place under the in-fluence of programmed instruction in respect of purposes,contents, methods, means and forms of education. Theau thor proves that the progress of the theory of instruc-tion is due to the achievement of general didactics,reached independently of programmed instruction.

7 2

711 SCHOOLS A. Air) INSTITUTIONS

30& LIBERSKA, BARBARA: Froblemy efektywnoki wycszego wy-ksztalcenia. (Problems of effectiveness of Higher Education).PWN, Warszawa 1974, 194 pp.

The publication deals mainly with two aspects of highereducation, Le., economic and social as well as with anindividual aspect describing the effects of higher educa-tion in the life of an individual. The author's ownresearches attempting to define the sociocultural effec-tiveness of higher education constitute the main part ofthe work. The author analyzes: 11 general theoreticalproblems of studying effectiveness of higher educations;

influence of (-thation on the economic development aswell as opir ior; L:,hout the role, course, level and shareof higher e.!uca°...in in the economic growth; 3) studies ofsocioeult lir 1 eff.Ttiveness of higher education; 4) subjec-tive inclicu.:: of effectiveness of higher education, such as:reasons for cho(Aing higher studies, graduates opinionsabout the influence of higher qudies on shaping theirpersonality, satifaction with graduation, with life as wellas the awareness of ,thances and life prospects; 5) objectiveindices of sociocultural effei.,'-or of iigher education,e.g., social rise, prof .,2ssion'll cultureand social activity t graduates.

309, MIKlEWlCZ, ZENON: 1Jniversytet im. Adama BlickiewiczaXXX-lecie Polskiej Rzeczypospolitej Lndowej. (The Adam

ickiewiez U ni VL 4.,ity of the Po L People's Repot-DUO Wy-dawnietwo Noukowe ml. Adani Mickiewieza, Poznan 1974,127 pp.

In the introduction, the a uthor gives a historical outlineof the University si -e its orign in 1919, describes itsdevelopment as well as its clandestine activity during theNazi occupation under the! name of the University ofRegained 'Territories. Much attention is given to the in-teosive development of the University after 1%5. At thattinie the Poznan University was engaged in c;kmveh andorvanizational works which were of groat impoi-tanee forthe period of internal and external stabk;i7Won ar wellas for the rebuilding of the country. It also :--tarted toeducate intensively the sta ff for the needs of the new

7 3

SCHOOLS AND INSTIT UTIONS 71

social life being built in the country devastated by thewar. The Poznan University distinguishes itself by itsengagement on the northwestern territories of Poland.The aim of its activity is to integrate the RegainedTerritories with the whole country proving their Polishorigin, as well as to manage then through educational,cultural and scientific cultivation. The author discussesseveral developmental stages of the University. Thepresent activity of the University is presented accordingto: 1) scientific researches; 2) education and didactics;3) educating scientific staff. In the final part of thepublication, prospects of development of the Universityare presented concerning the state and region needs.

310 PEREPECZKO, BARBARA: Zdolnoik razurnowania I systema-tycznoie nczenia sio jako czynniki efektywnoiei studiów znocz-nych, (Ability to Reason and Methods of Learning as Factors ofEffectiveness of Extramural Studies), Dydaktyka Szkoly Wti-szeij 1974, No. 3, pp. 125-135.

The effectiveness of extramural studies based on con-trolled self-instruction depends on subjective factorsconnected with the student. In the present considerations,much attention is devoted to the dependence betweendidactic effect; of studies and ability to reason (the mainconstituent of intelligence) as veil as to methods oflearning. The ii-a-2asure of effectiveness is a cpaalitativeeffect having a didactic aspect expressed in exaiiiinationnr,:rks. To solve the problem, a psychologieai test wasemployed as well as an iq ui Lo measure an allty toreason, however, .a perceptive test by J. -Pro-gressive Matrix" was applied. Information about methodsof learning was obtained from questionnaires filled in bystudents. For the research, students were selected from:agricultural faculties of the academies in Olsztyn, Szcze-cin and Warsaw.

VL6. A DULT

311. GLADVSZ, ANTONI: Uczestnictwo v kulturze. Wybrane pro-hlerny socjologiczne i wychowawcze na tie grodowiska cvielko-przemyslowego. (Participation in Culture. Selected Sociological

14

72 scooms AND INSTITUT

and Eciuitj.,r5ytet

I Problems in Industrial EnvironineKatowice 1974, pp, 108.

r ho puhlcatinn presents selected problems of participa-tion in culture as well as spreading of culture inworkmen's environment on the basis of researches carriedOut in the sociocultural environment of the IndustrialRegkni in Upper Silesia. It contains three parts, the firstone being an introduction to the general problem of socialscietices that are becoming more and more important inseionce about culture. The second part presents on thebasis of researches the situation in respect of conditions.iestures and patterns of participation in culture of theinbtibitants of industrial environment, mainly the work--my', Cron the Upper Silesia. The third part is a sort ofguicl dealing with probic.ms connected with culture ofwok reading, reception of art as well as with leisureti me

LEVALCZNK, IRENA and SZCZSNNI, VUDDZIMIERZ:Fill1440 _tidaptacyjna i integracyjna pracy kulturaino-oiwiato-wei zakladowyrn. (Functions of Integration and Adap-

tation of Educational-Cultural Work in Institutional Estates),Pedayoyiczne, Vol, 32, 1974, pp, 1 15-1 23.

The aini of the publication is to present educational-eulttiral ww:k in institutional estates as Yell as its func-tion5 (adaptation and integration). Investigations, oilwhieh considerations are based, were carried out in 1970in the estate of cement plant "Warta" in DzialoszyniPajcezno District). ',they embraced a sarnple of two eate-gorie.G of persons. The first category consisting of twosutwoups, comprised: I) active participants of culturallife of the estate, frequenters of clubs, members of per-mario-it educational forms and parents of children be-lonRing to artistic groups: 2) persons not showing anyinterest in the activity of institutions or participatingaeci(lentally and passively in mass entertainments. EachsubRrodp comprisA 25 persons. The second category ofsubjects included , 18 experts who gave interviews con-cerning the influence of cultural-educational forms on theProcess of adaptation and integration. The data collected

SChoOLS AND TNSTFrUTI 73

have been discussed from the point of view of evaluatingvarious forms of cultural-educational activity of institu-tional estates in the opinion of subjects. Evaluation takes

consideration the cooperation of cultural-educationalinstiti,tions of the institutional estate in the process ofintegr anon :Ind adaptation. The conclusion of evaluationwas that cultural-educational activity in the institutionalestate varied. Its variety is an evidence of aiming atergan;tion of the process of adaptation. Integration,hAvever, is a consequence of spontaneous processes ofadaptation in the environment under investigation,

313. NOWAKOWSKA, BARBARA: Wyksztalcenie mieszkaficów Lo-dzh (Education of Inhabitants of Lád.2). PWN, Warszawa 1975,182 pp.

The puhlieatioa reports on the changes in the level ofeducation of the population, taking into account its socialand demographical aspects. The author, basing on sta-

tical data of the Main Statistical Office (mainly oncensuses and staff census), data of the Planning Corn-

ion of the Council of Ministers as well as of the CityEconomic Planning Commission in Lóth., investigates the-ifluence of economic and social changes, especially in-

dustrialization of the country, on the raising of educa-tional level of the population. Special attention is given topeople still working. Considerations concern mainly thepopulation of I.,Od'z and comprise the years 1958-1970,Problems discussed are confronted with the situation inthe other greatest ci1ies in Poland (Warsaw, Cracow, Po-znan, Wrochw). Doi attention is being eiven to the modelof future desirable qualifications of the teaching staff.

314 PRZECLAWSKA, ANNA (ed.): Funkcjonowanie placówck upo-wszechniania kultury warunkach przeohraien wsi roluiczej(na przykladzie hadan w wybranyra z.uclowisku). (FunctionMgof Cultural Centers and Changes in the Country (on the Basisof Investigations in a Given Environment)). Centralny OgrodekNletodyki Upow,,zechninnia Kultury, Warszawa 1974, 133 pp.

The pUblication is a rnonography concerning the fuction-ing of cultural centers, first of all, social institutions setup in a given environment in order to promote cultural

7 6

74 SCHOOLS AND INSTITUTIONS-__

participation. The monography is based on investigationscarried out in the years 1970-1971 in two communities ofa district of agricultural character having a certain cul-tural background. The investigations employed techniquesof observation, inspection of cultural activity of centers,interviews in accordance with instructions as well asquestionnaires and analysis of documents. Particularresearch problems are discussed by separate authors:J. K. Sawa analyzes economic-social conditioning of cul-tural activity in the environment under investigation;A. Biernat, A. Franaszek, M. Sokolowska and E. Soltysiakdiscuss the organization of cultural life in the environ-ment under investigation; M. Przybyszewska character-izes the needs and cultural interests of the inhabitants ofthe country; J. Papuziliska-Baksiakowa deals with formsand methods of cultural-educational work employed incountry centers of the investigated environment andeventually A. Przeclawska presents the model of ruralcultural centers.

WAWRYNIUK, STANISLAW: Rada osiedla jako ogniwo ko-ordynacji w lokalnym systemic wychowawczym. (HousingEstate Council as a Link of Coordination in Local EducationalSystem). Studia Pcdcgogiczne, Vol. 32, 1974, pp. 75-97.

Considerations of problems of coordinating educationalprocess in a housing estate of a great city are based on theanalysis of the results of investigations carried out bythe author in the years 1970-1973 in a housing estate ofPoznan_ At the end of investigations the number of inhab-itants amounted to 6865 persons. Conclusions drawnf rom he analysis of results of the research carried out by

authors supplement the author's own investigationsas well as the author's experience in social work in a co-operative self-government. The author discusses the prob-lem of local educational system mentioning up-to-dateconceptions of coordinating educational process in theenvironment and acknowledging the leading rule in thisrespect to either the council itself or to coordinate insti-tutions. Housing cooperative is characterized as a socialassociation against the background of housing policy ofthe Polish People's Republic. Status of a housing estate

7 7

SCHOOLS AND JNSTITUTIONS 75

counc 1 is defined in the structure and organization of co-operative self-government on the one hand and self-government of city inhabitants on the other. The authoraims at presenting the housing estate council as a link ofcoordination in the local educational system, consideringcoordination and aim to treat educational processes ina system as a postulate to be realized in real social prac-tice. Finally, a differentiation is presented of attitudesassumed by different institutions toward this postulate.

VI.7. SPECIAL

316. LIPKOWSK1, OTTON: Pedagogika speejalna, Zarys. (SpecialPedagogy. Outline), Panstwowy Instytut Pedagogiki Specjalnejim. M. Grzegorzewskiej, Warszawa 1974, 243 pp.

The publication dealing with special pedagogy consists ofthree parts. The first part contains theoretical problemsof special pedagogy. Such problems are discussed aS:special pedagogy in the system of educational sciencesand classification of sciences, its content, range, handicapsand recruitment of children to scientific centers, methodsii special pedagogy, principles of rehabilitation, orthodi-dactics, its aims and principles, speciJ pedagogy in histor-ical otaline, contemporary factors determining the devel-opment of this science, pedagogy in modern science aswell as modern ideas concerning range and content ofspecial schooling. The question is.analyzed of the presentstate of this type of schooling Al staff education for itsneeds A characterization follows of the special schoolingin the European countries. The discussion about specialpedagogy is included in part III: oligophrenopedagogy,pedagogy of resocializatien, therapeutic pedagogy, surdo-pedagogy, typhlopedagogy.

317. LIPKOWSK1, OTTON: Szkolnietwo specjalne. (Special School-ing). Nowa Szkoi 1974, No. 7/8, pp. 17-18.

The artich_ is devoted to special schooling which hasgreatly developed during the thirty years of the PolishPeople's Republic. The degree of satisfying needs inrespect of spccial education is not equal in relation to

78

7ti }100: LS AN I) INSTITUTIO

handicapped children. The author disCusses various typesof special schools existing in Poland.. Proper recognitionof a handicap as well as its direction to the most suitableschool are very important for the organization of care andeducation of handicapped children, Principal changes havetaken place in the Polish People'..; Republic pertaining toboth the organization and methods of selection as well asto the system and structure of educating teachers forspecial schooling: 4-year studies to get a bachelor's degreeare obligatory. Possibilities have been created for teacherswith incomplete higher studies active in special schoolingto complete them during extramural storlies. The authordiscusses all the causes which had a eular influenceon the development of special pedagogy. Tendencies of thefurther development of special schooling are conditioned,above all, by the present needs in respeet of special edu-cation and possibility of their satisfaction as well as bythe development of the theory of special pedagogy.

7 9

iNium cN AU TEIQP,8 AND EDITOR

DEX OF MITI

Araszkiewicz, W. 298-299

Bar Jura, L. 221Bortnieka, K. 201Bokik, S. 290Biclocki, W. 222Borowiez, R. 247, 300Battler, A. 301

Cynke, M. 209Czokajowski, R. 302Dobrowski. Z. 272Dadej, E. 223Danek, W. 224Mack, K, 303DoTharowicz, C. 22;1Doroszewicz, K. 226Dowjat, T. 248Dudzinska, I. 260

Frazmus. E. 207Valski, M. 202Fleming, E. 227

Gala, S. 273Gladysz, A. 311Gmytrasiewicz, M. 304Oodlowski, M. 291GonOzik, E. 292Oroehoeins;ki, M. 228Grzolak, Z. 229

I Iornclewiez

.1astrzob-Mrozieka. M. 27Jundzill, 1. 275-276

Ramat, T. 225Kozimierski, W. 293

W. 249Kelm, A. 230Koblowska, J. 231

AND EDITORS

Komorowska, IL 232, 277Korabiowskri-Nowocko, K. 294Kok M. 264Kosel, Z. 295Kosiewiez, T. 306Kotlowski, K. 233Kowalik, S. 209Kowalski, 5, 234Koiuchowski, L. 250Krojewska. K. 210

tveewicz, S. 251Kruszewski, K. $07Krysinski, 3. 278Kuberski, J. 211Kula, K. 265Kupisiowicz, C.Kutyma, m. 296Kwiatowsko, M. 261

eeinski, Z. 213, 241, 280

2

Lech, K. 266Loo1czyk 1. 235, 312Lewin, A. 214Liberska. $08Lipkowski, 0. 316=311Lutoren, R. 299

7 7

Macinszek, 10. 281Maternicki, J. 203Mirska, 5, 210Mi:;kicwicz, Z. 300Mrry,Acka, M. sec Jasirzab- zic-

ko, M.Muszynska, L. 267Muszynski, LI, 215

Nt- acka, K. sec Korabiwocka. K.

Nowaeki, T. 252Nowak, J. 252Nowakowska, B. 313Niebrzydowski, L. 282

No

73

Z. 236

Rabieki, Z,RatE3.1,, IVf. 218, 285Romanawskii, J. 286Roylsiewlez., A. 237FiUtkovvi:ak, J. 253

Sawirk14, A. 252SuchoMski, B. 238Szrri.lzleiwn, K. 289Szez.esny, W, 312Szybi,ak., 1. 201Szy rn,arAski , I. 287Szyszko-BolIosz, A. 288

INDEX OF AUTHORS AND EDITORS

81

TabiS, J. 205Tratisz, H. see Za1cwskaPriisz, H.Trernpala, E. 268Trylan, B. 239Tyszkowa, M. 289

Walczyna, T. 263Wasylkowska, K. 269Wawryniuk, S. 315Wegrzynowiez, J. 272Wesolowska, W. 240Witekowski, R. 270Wieezorek, B. 20Winelawski, W. 241Wlodarski, Z. 242Wojtynski, W. 243Wolczyk, J. 219, 254. 271Woloszyn, S. 255-256Wroezynski, R. 206, 244

2abezyfiska, E. 246Zalewska-Trafisz, H. 220Zawadzka, E. 2572ebrowski, 3. 2582echow5ka, B. 259Zych, A. 245