DOCUMENT RESUME ED 053 020 SO 001 544 TITLE INSTITUTION · Extinction of Geneva. Convention, 4) The...

DOCUMENT RESUME

ED 053 020 SO 001 544

TITLE Selected Bibliography of Polish EducationalMaterials. Volume 9, Number 4.

INSTITUTION Central Inst. for Scientific, Technical and EconomicInformation, Warsaw (Poland). ScientificPublications Foreign Cooperation Center.

SPONS AGENCY Office of Education (DHEW), Washington, D.C.REPORT NO TT-70-55011-4PUB DATE 71NOTE 100p.

EDRS PRICE EDRS Price MF-$0.65 HC-$3.29DESCRIPTORS *Annotated Bibliographies, *Comparative Education,

Educational History, Educational Legislation,Educational Needs, *Educational Practice,Educational Problems, Educational Programs,Elementary Education, Higher Education, SecondaryEducation, Teacher Education, Vocational Education

IDENTIFIERS Eastern Europe, *Poland

ABSTRACTLengthy abstracts in English are provided for each

of the items listed in this bibliography of documents on Polisheducation. Contents are organized as follows: 1) History ofEducation; 2) Laws and Legislation; 3) General. Information onEducation; 4) Social and Educational Sciences; 5) The Teacher'sProfession; 6) School and Institutions, by type or level; and, 7)Miscellaneous topics. Most of the materials cited were publishedbetween June and October 1970; earlier references are cited in Volume9, Number 3 of this publication, ED 046 823. (AWW)

Institute for EducationSection for Documentation

Chief Editor:Wiktor Czerniewski

Assistant Editor:Barbara Wieczorek

Translated:

Hanna Piskorowska

Compiled for the Office of Education, U.S. Department of Health,Education and Welfare, Washington, D. C.

Printed In Poland

Oc\IOreix\OOuJ EXPLANATORY NOTE

p Beginning with No. 1/1970 the quarterly "Selected Bibliog-raphy of Polish Educational Materials" is edited by the Section forDocumentation and Information of the Institute for EducationalResearch of the Ministry for Education and Higher Education. Edi-torial staff has thus been changed. Principles of selecting and pre-senting materials are maintained. "Selected Bibliography" is pub-lished by the Central Institute for Scientific, Technical and Eco-nomic Information.

Readers are invited to send their remarks concerning theselection of materials and the form of bibliographical notes.

Please address all communications:

Scientific PublicationsForeign Cooperation Centerof the Central Institute forScientific, Technical and Economic InformationWarsaw, Al. NiepodlegloAci 188

3

SELECTED BIBLIGRAPHY OF POLISH EDUCATIONAL MATERIALS

Vol. 9 1970 No. 4

CONTENTS

I. History of Education 3

II. Laws and Legislation 12

III. General Information on Education 16

IV. Social and Educ -1.tional Sciences 22

V. The Teacher's P. ofession 43VI. Schools and Institutions 51

1. Preschool. (Not in this issue)2. Primary 513. Secondary. (Not in this issue)4. Vocational. (Not in this issue)5. Higher 786. Adult 837. Special 87

VII. Miscellaneous 94

Index of Authors and Editors 96

The bulk of the materials listed in the present issue was available in theperiod of time from June to October 1970.

4

HISTORY OF EDUCATION 3

I. HISTORY OF EDUCATION

311. FALgCKI, TOMASZ: Niemieckie szkolnictwo mniejszaciowena Gornym Shisku. (German Minority Schooling in Upper Si-lesia in the Years 1922-39). Patistwowe Wydawnictwo Nauko-we, Krakow 1970, 163 pp.

The article presents history of German minority schoolingin Upper Silesia in the years 1922-39. The Germanschooling of this period played a considerable social andpolitical part, since its recruitment campaigns bore char-acter of political strife. The author considers the historyof German schools in historical, social and national a -pects without investigating their educational role. Thearticle includes discussion of social and political roleplayed by German schools, endeavors of German minorityorganizations in connection with schooling and of theattitudes in the Polish society and authorities towardthese matters. Since the between-the-wars period is nota uniform one, the author divided his work into fourparts: 1) Establishment of German minority schooling.First conflicts (1922-26), 2) Fight for the range of Germanschooling (1926-33), 3) Attempts at a compromise (1933-37). Hitler's coming to power. Extinction of GenevaConvention, 4) The period after the termination of Ge-neva Convention (1937-39).

312. JAKUBOWSKI, JOZEF: Ogolnopolski Zjazd Oiwiatowy w Lo-dzi. (The National Educational Congress in Lodi). Nowa Szkola1970, No. 7/8, pp. 2-8.

The Ministry for Education of the Polish Committee forNational Liberation started its activities on July 27, 1944in Chelm Lubelski by introducing some curricula andorganizational changes to primary and secondary schoolsfunctioning on the liberated territories. There was anevident necessity, however, to introduce a general reformof schooling which would adjust schools to the changedsocial and political conditions and to work out a newsystem of education consistent with the new socio-eco-

5

HISTORY OF EDUCATION

nomic system of the country, aiming at the formationof a new, free, uniform, public school. In order to con-front the conception of school reform with opinions ofchief educators, teachers and activists and to mobilizetheir forces for work on the reform, a National Education-al Congress was held in Lodi, June 18-22, 1945. Thenumber of participants of the Congres organized by theMinistry for Education amounted to 556. In the openingspeech Minister S. Skrzeszewski presented problems ofeducation in the Polish People's Republic and pointed tothe necessity of changes in teaching and education. Fol-lowing papers were presented: "Principles of School Re-form" (W. Biefikowski), "Principles of Curricula Modifi-cations" (Z. Kormanowa), "Basic Tasks of Teachers in thePolish People's Republic" (Cz. Wycech), "Network ofSchools and Teaching Staff in the Light of the NewSchool System" (M. Falski), "Directives for the Develop-ment of Adult Education and Popularization of Culture"(A. Przedpelski). In the course of discussion discrepancieswere noted between opinions represented by the PolishTeachers' Association and the Ministry for Education.The final resolution was, however, adopted unanimously.Not all of the postulates set forth at the Congress wererealized, it has, however, formed a solid ideological andorganizational basis for Polish schooling and is an im-portant achievement of the Party in the field of educa-tion.

313. KARWIN, JOZEF: Nauki Lenina o roli nauczyciela. (Lenin'sViews on the Role of the Teacher). Zycie Szkoly 1970, No. 3,pp. 1-7.

In his numerous speeches and publications Lenin devotedmuch place for educational problems viewing them as theonly way to cultural revolution, indispensable for thebuilding of socialism in all fields of social, economic andpolitical life. School system in its educational activitiesshould be closely connected with political tasks of therevolutionary fight of proletariat for the building of asocialist society. The school and the teacher are mightyideological factors in the shaping of the new society, sincethe school and education are usually of a class character

6.


and serve the interests of particular social classes. Real-ization of communist education of adolescents depends toa great extent on the teacher. Lenin considered teachersto be active builders of communism engaged in thefight for communist education of the young. The teacherwho is to educate effectively shaping patriotic and inter-national attitude in his pupils and in the whole of thecommunity should be himself educated in a communistway. The most important problem was thus trainingteachers to carry out great educational programs andliquidate illiteracy which occurred in about 75 percent ofinhabitants of the country immediately after the OctoberRevolution. Lenin ascribed considerable influence toteacher's personality and his ideological attitude, whichwould permit to combine the imparting of theoreticalinformation with practical life of the country and fightfor the new socio-economic system. In the course of thetwenty five years of the Polish People's Republic Lenin'sideas exerted great influence on moral and political atti-tudes of the Polish teachers. In the years 1944-45 whichincluded the period of shaping fate of the nation, Polishteachers proclaimed themselves in favor of socialism,democracy and social justice.

314. KRASUSKI, JOZEF: Szkolnictwo zawodowe w okresie oku-pacji hitlerowskiej na terenie Generalnej Gubernii. (Vocational.Schooling in Poland in the Times of Nazi Occupation). Kwar-talnik Pedagogiczny 1970, No. 2, pp. 223-120, Rez. Sum.

The article presents in chronological aspect situation ofvocational schooling on the part of the territory of thepre-September Poland intended as seat for the Poles bythe Nazi occupants in the years 1939-44. The authorconsiders qualitative and quantitative aspects of the Pol-ish vocational schooling, types of schools, curricula andteaching plans in the light of legal acts. He also analyzesactiveness on the part of the Polish society in this fieldand the negative attitude of German authorities to edu-cation in Poland. The next part of the article is devotedto considerations of the role of vocational schooling inthe over-all system of schooling both the official func-tioning according to occupant's directives and clandestine.

7

HISTORY OF EDUCATION

The author discusses the secret realization of primary andeven higher school curricula in vocational schools.Activities of vocational schools are here presented as anelement of the national fight against the Nazi.

315. MIAS°, JOZEF: Dzieje ogwiaty polonijnej w Stanach Zjedno-czonych. (The History of the Polish Schooling in the UnitedStates). Pal stwowe Wydawnictwo Naukowe, Warszawa 1970,303 pp.

The book presents beginnings, development and func-tioning of Polish schooling in the United States of Americain the course of the last century. The author's considera-tions concentrate round educational institutions and theirrole in the life of emmigrants. Much place is also devotedto the out-of-school forms of cultural and educationalactivity primarily on the part of adults. Relatively lessattention is paid to American public schools educatingpart of the youth of Polish origin. The main part of thebook is devoted to parochial, secondary and complemen-tary schooling. The Polish schooling in the United Statesunderwent a significant evolution in the period of thelast 100 years. Polish schools established by the firstimmigrants in the first half of 19th century preventedilliteracy as their main task. Majority of parochial schoolsrepresented considerably lower level in the area of organ-ization and teaching methods than did public schools.The reform aiming at the levelling of the two types ofschools took place as late as the beginning of the WorldWar I and lasted until the year 1945. Since then parochialschools have, however, lost their Polish character. Theywere transformed into American catholic schools main-tained by the inhabitants- of formerly Polish parishes.Laic complementary schools grew in importance then andit is from them that the author expects the developmentof the future Polish schooling in the United States. Inspite of many shortcomings Polish schooling played asignificant role in the field of strengthening bonds withinthe group of Polish immigrants as well as in the fieldof maintaining contacts with the home country. Theauthor also discusses processes of americanization in thePolish group. Alongside with that he stresses individual

8


character of the group preserving a number of Polishcultural traditions, first of all mother tongue. Some atten-tion is also paid to educational activities carried out bynational associations and youth organizations.

316. RABICKI, ZDZISLAW: Pedagogizacja rodzic6w w wojew6dz-twie katowickim. (Education for Parents in the Region of Ka-towice). Chowanna 1970, No. 3, pp. 321-345.

The author presents general remarks on the educationalculture of the Polish society and discusses stages, methodsand directions in promoting pedagogical knowledgeamong parents, which have been applied in the districtof Katowice since the year 1945.1) Period of 1945-49. Courses for adults were started onthe initiative of schools and educational institutions. Theso-called "pedagogization" consisted in meetings with par-ents and their individual contacts with teachers. Impor-tant role was played by people's universities and workers'universities. 2) Period of 1950-56. People's and worker'suniversities do not function, so the activities in this fieldare carried out by schools and cover relatively narrowgroups of parents. Educational work with parents was notcarried out systematically and did not provide sufficientamount of information. 3) Period of 1957-68. Initiativeof schools is now supported by social and cultural insti-tutions, trade unions and youth organizations, Parents'universities were established, the number of whichamounted in 1968 to 289. Important role is played bylectures organized and conducted by numerous socialorganizations, e.g. Women's League, Association of PeasantWomen, Association for Laic School, Association forCommon Knowledge, Association for Birth Control andyouth organizations. The leading role in the district ofKatowice was played by the Association for Laic Schoolestablished in 1957. The Association aimed at socialisteducation of the Polish youth and with this end offeredaid for teachers and parents. The number of parents'universities organized by the Association for Laic Schoolin the district of Katowice is the largest in the country.4) Period after 5th Congress of the Polish United Workers'Party in 1968 is characterized by an increase in the in-

8 HISTORY OF EDUCATION

terest for these problems. Concluding the author presentsa number of postulates pertaining to popularization ofeducational courses for parents in the Polish People'sRepublic.

317. SLODKOWSKI, WLADYSLAW: Z dziejow recepcji szkolnejdziet Henryka Sienkiewicza. (Books by Henryk Sienkiewicz:The History of Their Reception in Schools). Przeglqd Histo-ryczno-0§wiatowy 1970, No. 1, pp. 38-54, Rez. Sum.

The author gives evidence of great popularity of books byHenryk Sienkiewicz among children and adolescents ofgeneration contemporary to the author. His consider-ations are accompanied by copious documentary evi-dence in the form of memoirs from the period of years1875-1905. Conditions for getting acquainted with booksby H. Sienkiewicz in the territories of the Polish Kingdomwere extremely difficult because of the consequences ofthe foreign occupation. Works by the famous writer wereforbidden in all secondary schools of Russian and Prussianpartitions. Novels and short stories were read illegallyand then discussed at clandestine meetings of patrioticand progressive self-instruction associations and clubs.The author of the article considers historical, nationaland patriotic matters of Sienkiewicz's writings to be thesource of their popularity. He also stresses the role oftheir artistic values as style or construction. Adolescentsread these books for strengthening the spirit of nationalself-defence and belief in the coming liberation. Remarkson the popularity of Sienkiewicz's writings in that periodare also included in some publications by other writersof the time, e.g. Prus's and Zeromski's. In the between-the-wars period the popularity of his books has not de-creased at all. The theses are justified by research onreading habits carried out by M. J. Ziomek, M. Rudnicki,A. Mikucka, S. Siekierski and others.

318. TRZEBIATOWSKI, KLEMENS: Szkolnictwo powszechne wPolsce w latach 1918-1932. (Schooling in Poland in the Years1918-1932). Zak lad Narodowy im. Ossoliriskich, Wroclaw 1970,367 pp., Rez. Sum.

HISTORY OF EDUCATXON 9

The author presents tendencies in the development of thePolish schooling in the years 1918-1932 against the back-ground of social, political and economic situation of thecountry.1) Period of 1918-1932. This period includes the begin-nings of liberated Poland and its functioning as a state. Inthese times legal foundations of primary schooling wereformed, curricula constructed and its unification andintegration carried out.2) Period of 1923-26. It is a period of considerablechanges in the political set up of the country whichresulted in the coming to power of the national democracyparty forces, which exerted considerable influence on thePolish primary schooling.3) Period of 1926-32. Personal changes in the state admin-istration brought about modifications in the school sys-tem. The so-called "sanatory" party authorities came intopower and revealed at the beginning of their rule a tol-erant attitude toward left-wing teachers and educationalworkers. Activities pertaining to modifications in theeducational system were carried out. The last years ofthis period brought both an economic crisis and a demog-raphic explosion, which alongside with faulty govern-ment policies resulted in a regress of schooling. Author-ities introduced the so-called state upbringing whichrequired changes in the educational system of Polishschools. This period ends with the bringing into life of anew educational system by the act of March 11, 1932. Inhis analysis of Polish schooling the author discusses onlyseveral of the basic problems connected with the subject.He concentrated on various relations between schoolingand the socio-economic system and influence of politicalparties on attitude formation in the field of education.

319. TUROS, LUCJAN: Uniwersytet Ludowy Ignacego Solarza i je-go wychowankowie. (Ignacy Solarz's People's University andIts Pupils). Ludowa SpOldzielnia Wydawnicza, Warszawa 1970,267 pp.

The author presents analysis of activities of the People'sUniversity directed by Ignacy Solarz and discusses itssocial and educational functions. The People's University

11

10 HISTORY OF EDUCATION

was first established in Szyce near Cracow and thenmoved to Gad Przeworska, where it functioned till theyear 1939. In the first three chapters of his book L. Turosdiscusses educational system of the university on the ba-sis of archival data. The titles of the chapters are the fol-lowing: "History of People's Universities in Denmark andin Poland", "Ignacy Solarz's Conception of the People'sUniversity and Danish Patterns" and "Activities of thePeople's University in Szyce and in Gae Przeworska".TliCSignificance of educational institutions founded anddirected by Ignacy Solarz is presented here against thebackground of social, political, economic and culturalsituation of the country. Further two chapters are devo-ted to functions of the People's University in the opinionsof its graduates and the society and to professional ca-reers of its students. Data have been collected by meansof interviews and observations of 156 students of the uni-versity. Additional materials come from 15 interviewsof activists from various social organizations who pre-sented opinions on activities and attitudes of the studentsunder examination. On the basis of these materials theauthor states that atmosphere of the People's Universityleft characteristic imprints on personality, views andaspirations of its students. They are presently expressedin their active participation in the economic, political andcultural life of the country.

320. URBANSKA, BRONISLAWA: Sprawozdanie z sesji naukowejpogwicconej iyciu i dzialalnaci Marii Grzegorzewskiej, War-szawa 8 listopada 1969. (Report on the Session on the Life andActivities of Maria Grzegorzewska, Warsaw, November 8).Szkola Specjalna 1970, No. 1, pp. 35-49.

Report of the Session includes abstracts of the followingpapers: 1) Ludwik Bandura: "Life and Works of MariaGrzegorzewska", 2) Janina Doroszewska: "Life of MariaGrzegorzewska", 3) Ryszard Wroczyriski: "Maria Grzego-rzewska in the Polish Educational Thought", 4) MariaZebrowska: "Maria Grzegorzewska as a Psychologist", 5)Stanislaw

"Maria"Education Needed", 6) Stefan

Dziedzic: "Maria Grzegorzewska as the Organizer ofthe Polish Special Pedagogy", 7) Otton Lipkowski:

12

HISTORY OF EDUCATION 1.1

"Maria Grzegorzewska as the Originator of the PolishInstitute for Special Pedagogy", 8) Franciszek Domatiski:"The Polish Teachers' Institute as a Conception of Teach-er Training", 9) Kazimierz Kirejczyk: "Maria Grzego-rzewska as a Social Worker';', 10) Zofia Malynicz: "MariaGrzegorzewska's Attitude Toward Beauty in Nature, Artand Man".All the papers mentioned above were prepared for theSession which took place in Warsaw, November 8, 1969.At the end of the report a speech is included which wasdelivered by the Minister for Education Edward Za-chajkiewicz at the grave of Maria Grzegorzewska, No-vember 9, 1969.

321. WROCZYNSKI, RYSZARD: Maria Grzegorzewska w polskiejmyili wychowawczej. (Maria Grzegorzewska iv- the PolishEducational Thought). Szkola Spec jalna 1970, No. 1, pp. 2-9.

A report delivered by the author at the session on lifeand activities of Maria Grzegorzewska, Warsaw, Novem-ber 8, 1969. The author aims at establishing the place ofMaria Grzegorzewska in the Polish educational thought,her contribution to the Polish pedagogy and to the devel-opment of its various fields. The author discusses MariaGrzegorzewska's views on the organization of schooling.her desire to popularize schooling in the young genera-tion, studies on teachers and their training, contributionto methodology of educational research and first of allcreating theoretical foundations of Polish special peda-gogy. The author stresses specific features of MariaGrzegorzewska's educational activities, i.e. deep human-itarianism, absolute devotion to work for the Polishschool and for the Polish children.

322. 2EBROWSKA, MARIA: Maria Grzegorzewska jako psycholog.(Maria Grzegorzewska as a Psychologist). Psycho/ogia Wycho-wawcza 1970, No. 3, pp. 281-286.

The article is a brief review of life and activities of prof.Maria Grzegorzewska (1888-1967), a theoretician andorganizer of Polish special pedagogy, prominent psycho-logist and educator. Maria Grzegorzewska organized the

13

12 LAWS AND LEGISLATION

first Polish Institute for Special Pedagogy in the year1922. For a long time she was head of this Institute andof the Chair for Special Pedagogy at the University ofWarsaw. The author of the article mentions 19 of herpublications pertaining to psychology of handicaps,mainly to deficiencies in sight and hearing, and to theformation of teacher's personality. Her works as well asher everyday educational activities largely contributedto the popularization of psychological knowledge.

See also: 336, 363, 425, 427.

II. LAWS AND LEGISLATION

323. Uchwala Rady Ministrow nr 58 z dnia 6 maja 1970 r. w sprawiezasad zatrudniania absolwentOw szkol zawodowych i ogolno-ksztalcqcych [oraz] Zarmizenie Przewodniczqcego KomitetuPracy i Plac z dnia 7 maja 1970 r. w sprawie szczegolowychzasad zatrudniania absolwentOw szkol zawodowych i ogolno-ksztalcqcych. (Resolution of the Council of Ministers No. 58from May 6, 1970 Concerning Principles of Employing Gradu-ates from Secondary General and Vocational Schools and theOrdinance by the Chairman of the Committee for Employmentand Salaries from May 7, 1970 Concerning Detailed Principlesof Employing Graduates from Secondary Vocational and Gen-eral Schools). Monitor Polski 1970, No. 14, Item 116 and Item121.

These legal acts introduce principles of signing prelimi-nary contracts by employing institutions with pupils offinal grades of secondary vocational and general schoolsof day type in order to insure a supply of skilled workersto employing institutions of special significance to na-tional economy especially in professions lacking adequateemployment power as well as to provide rational employ-ment for pupils themselves. Employing institutions areobliged to close contracts with graduates from vocationaland general secondary schools either on the basis of apreliminary contract or according to directions fromEmployment Offices. Offers by institutions should besubmitted directly to the Sections for Employment of the

14

LAWS' AND LEGISLATION 13

Council Authorities. Institutions are obliged to give precedence of employment to graduates. In order to ensureproper realization of the Resolution by the Council ofMinisters the Chairman of the Committee for Employ-ment and Salaries presents in the ordinance from May 7,1970 a list of tasks for District Councils, Sections forEmployment, Educational Board, managers of employinginstitutions and headmasters. Both the Resolution of theCouncil of Ministers and of the Chairman of the Commit-tee for Employment and Salaries came into life on theday of their publication.

324. Zarmizenie Ministra 06wiaty i Szkolnictwa Wyiszego z dnia16 maja 1970 w sprawie gospodarstw pomocniczych pod nazwqrolniczy zaklad do6wiadczalny" lub leAny zaklad do6wiad-czalny" prowadzonych na zasadach rozrachunku gospodarczegow szkolach wyiszych. (Ordinance issued. by the Minister ofEducation and Higher Education Concerning Auxiliary FarmsCalled "Agricultural Experimental Stations" or "Forest Ex-perimental Stations" Supervised by Higher Schools on thePrinciple of Independent Financial Administration). DziennikUrzedowy Ministerstwa 0§wiaty i Szkolnictwa Wytszego 1970,No. A-6, Item 33.

The Ordinance presents the list of tasks for auxiliaryfarms of the Warsaw Agricultural University, HigherSchools for Agriculture in Poznan, Wroclaw, Krakow.Lublin, Olsztyn, Szczecin, at the University of Copernicusin Torun and the Jagiellonian University in Cracow. Theyare the following: 1) ensuring carrying out of researchin agriculture and forestry requiring special conditionsand being of importance to Polish economy and science,2) forming basis for specials classes, students' practices,masters' and doctors' dissertations, 3) introducing re-search results to practice and establishing possibilities oftheir full application in agriculture, 4) obtaining highindicators in production.Supervision, control, administration, planning and coor-dination should be carried out by authorities of auxiliaryfarms and stations appointed by presidents of universities.Annex to the ordinance includes a list of all existingfarms and auxiliary stations.

15

14 LAWS' AND LEGISLATION

325. Zarzqdzenie Ministra 06wiaty i Szkolnictwa Wyiszego z dnia9 kwietnia 1970 r. w sprawie organizacji Uniwersytetu Gdan-skiego. (Ordinance by the Minister of Education and HigherEducation, issued April 9, 1970 Concerning the Organizationof the Gdansk University). Dziennik TJrzedowy Ministerstwa0§wiaty i Szkolnictwa Wyiszego 1970, No. A-5, Item 23.

The University of Gdansk has been established on thebasis of a Higher Pedagogical School in Gdansk and aHigher School for Economy in Sopot. Students of theabove mentioned schools became students of respectiveorganizational units of the Gdansk University accordingto the decision by the President of the new university.Regulations came into life on June 30, 1970. TheUniversity consists of the following faculties: 1) Humani-ties, 2) Law, 3) Mathematics, Physics and Chemistry,4) Biology and Sciences of Earth,- 5) Economics of Produc-tion, 6) Economics of Transport. Besides, it includes fournon-departmental units, i.e. Advanced Teachers' College,Section for the Teaching of Foreign Languages, Sectionfor Physical Education and the Central Library. Annex tothe Ordinance includes a list of correspondence, eveningand post-graduate studies at the University of Gdansk.

326. Zarzqdzenie Ministra 06wiaty i Szkolnictwa Wyiszego z dnia15 maja 1970 r. w sprawie utworzenia 06rodka Telewizji Dy-daktycznej w Filii Politechniki Warszawskiej w Plocku.(Ordinance issued by the Minister of Education and HigherEducation, May 15, 1970 Concerning the Establishment of theCenter for Didactic Television in the Extension of the WarsawTechnical University in Plock). Dziennik TJrzedowy Minister-stwa 0§wiaty i Szkolnictwa Wyiszego 1970, No. A-6, Item 32.

Tasks of the newly established Center for Didactic Tele-vision are the following: 1) research and experiments onthe application of television in the process of instructionin primary, secondary and higher schooling, 2) workingout regular didactic programs designed for the Extensionof the Warsaw Technical University as well as for schoolsof various levels and types in the city of Nock, 3) co-operation with other research and didactic centers car-rying out research on the application of television in theprocess of instruction, particularly of television in a

16

LAWS AND LEGISLATION 15

closed circuit, 4) organizing seminars, conferences, andcourses as well as editing and popularizing researchresults pertaining to the application of television andother mass media in the process of teaching and upbring-ing.

327. Zarzqdzenie Ministra 06wiaty i Szkolnictwa Wyiszego z dnia24 wrzdnia 1970 r. w sprawie utworzenia w Akademii Gorni-czo-Hutniczej im. Stanislawa Staszica w Krakowie StudiumPodyplomowego w zakresie pedagogiki szkolnictwa zawodo-wego. (Ordinance issued by the Minister of Education andHigher Education, September 24, 1970 Concerning theEstablishment of the Post-Graduate Studies in the Field ofVocational Education at the Stanislaw Staszic Academy ofMining and Metallurgy in Cracow). Dziennik Urzgdowy Mini-sterstwa 0§wiaty i Szkolnictwa Wy±szego 1970, No. A- 11,Item 80.

Post-graduate study in the field of vocational pedagogyhas been established within the Institute for Social Sci-ences of the Stanislaw Staszic Academy of Mining andMetallurgy in Cracow. Study will train participants inpsychology, school hygiene and organization of pupil'swork. Instruction lasts two semesters and is carried out inthe system of evening studies. Candidates for studiesshould be: 1) graduates from higher schools, 2) practisingteachers in full or non-full secondary schooling, 3) candi-dates presented by the Educational Board of the district,selected by the Academy and enrolled for studies.

328. Zarzqdzenie Ministra 06wiaty i Szkolnictwa Wyiszego z dnia30 czerwca 1970 r. w sprawie utworzenia w UniwersytecieSlqskim w Katowicach Wyiszego Studium Nauczycielskiego.(Ordinance issued by the Minister of Education and HigherEducation, June 30, 1970 Concerning the Establishment of theAdvanced Teachers' College at the Silesian University inKatowice). Dziennik Urzqdowy Ministerstwa Ohniaty i Szkol-nictwa Wy±szego 1970, No. A-8, Item 50.

Tasks to be fulfilled by the Advanced Teachers' Collegeestablished at the Silesian University and located in Sos-nowiec are as follows: 1) training teachers for primaryand non-full vocational secondary schools and 2) research

17

16 GENERAL INFORMATION ON EDUCATION

on teaching methods. The College is composed of twosections: a) Section for Humanities and b) Section forMathematics and Science. The College provides instruc-tion at day and extramural studies. Graduates are granteddiplomas of higher vocational studies.

See also: 406.

III. GENERAL INFORMATION ON EDUCATION

329. JABLONSKI, HENRYK: Migdzynarodowy Rok Ogwiaty.(International Year of Education). Kwartalnik Pedagogiczny1970, No. 3, pp. 3-11, Rez. Sum.

The article is a report by the Minister of Education andHigher Education delivered at the plenary session of thePolish Committee for Activities Connected with the Cele-bration of the International Year of Education, February5, 1970. Prof. Jablonski stressed that the announcementof the International Year of. Education met with the fullapproval of the Polish society. The author considerseducational problems of our country and their social andpolitical conditioning. He stresses our cooperation with anumber of international institutions of a scientific andcultural character, cooperation with several countries inthe field of education and aid given to underdevelopedcountries as strong evidence for international attitude inPoland. Professor Henryk Jablonski points out the signif-icance of proper planning and development of educa-tional research in Poland and of popularizing educationalproblems among the Polish society. He also states thatall methods and forms of schooling should be applied inorder to educate citizens of a socialist country. It requirescooperation of various institutions and ministries, sinceonly in this way a fully coordinated and proper concep-tion of care for children and adolescents can be created.

330. KLUCZYNSEI, JAN: Niektore problemy ekonomiki szkol-nictiva gredniego. (Some Problems in the Economics of Second-ary Schooling). Nowa Szkola, 1970, No. 7/8, pp. 16-18.

18

GENERAL INFORMATION ON EDUCATION 17

According to the directives adopted at the 5th Congressof the Polish United Workers' Party, in the year 1975about 90 percent graduates from primary schools willattend secondary schools of various types. Before therealization of tasks accepted by the 5th Congress it isindispensable to consider the following problems: a) typesand forms of secondary schools, b) costs of training andc) social effectiveness of instruction. The author presentsan attempt to answer these questions on the basis ofresearch on problems mentioned above. His conclusionsare as follows: 1) Low production effects are beingobtained by graduates from non-full secondary vocationalschools in comparison with the costs of their training,2) Much higher effects are usually obtained by workersgraduated from full secondary schools both general andvocational. 3) The greatest effectiveness of expenditure isnoted in secondary schooling, i.e. the time of amortizationof costs is the shortest. 4) Secondary vocational schoolstrain people who often do not work in the specialityobtained at school. The author claims the necessity ofpreparing principles of training in vocational secondaryschools which would be basically different from theseexisting at present. They should be, however, based onresearch in this field which would be carried out for along time and pertain to a wide area of problems con-nected with expenditure and effects of training. Reformof secondary education must be considered against thebackground of the national system of schooling. Thusresearch should be designed to comprise the whole of thePolish schooling and its connections with the nationaleconomy and culture.

331. KOWALIK, STANISLAW: Problemy ustroju i sieci szkolnej.(Problems of the Organization of Schooling and of SchoolsNetwork). Nauczyciel i Wychowanie 1970, No. 5, pp. 12-17.

The author of the article attempts to answer the followingquestions: 1) whether the present organization of school-ing satisfies needs created by the development of educa-tion in Poland and fulfills tasks appointed to it, 2) whatbasic deficiencies can be noticed in the Polish schoolingsystem and 3) what changes should be introduced and

19

18 GENERAL INFORMATION ON. EDUCATION

according to which model. He points to some discrepanciesbetween the present state of schooling and requirementscreated by the future social and economical developmentof the country. Deficiencies resulting from the erroneousconception of the school system are also discussed as wellas those which occurred in the course of its functioningin difficult social and economic conditions (size of classes,overburdening of teachers, outdated forms of passingfrom primary and secondary schools to schools of a higherlevel). Solution to these problems should be found in thecourse of research. Investigations on the school system inPoland in comparison with schooling in other countriesespecially socialist ones have been started by the Sectionfor the Organization of Schooling, at the Institute forEducation. The Section included the following subjects inits working plan for the years 1971-75; 1) particularizationand verification of the model of school organization inPoland after the year 1980, 2) research on the networkof primary schools, 3) research on the popularization ofpost-primary schooling, and 4) methodology of planningdevelopment of schooling. The author stresses that thesystem of teaching and upbringing determines youngpeople's preparation for efficient work for the countryand for conscious and active participation in its economicand cultural life.

332. MACIASZEK, MAKSYMILIAN: Tendencje rozwojowe liceumogolnoksztatcqcego. (Tendency in the Development of GeneralSecondary Schools). Ruch Pedagogiczny 1970, No. 3, pp. 278 --

291.

The structural model of the general secondary school,determined on the assumptions of school reform, has beenimplemented since the year 1967. The authorities havenever considered it static and have designed and expectedits dynamic development. Curricula for secondary schoolsbear the word "temporary" in the subtitle. The temporarycharacter of curricula obliges teachers and workers ofschool administration to analyze in detail both its con-tents and its adequacy to teaching plans and pupils'capabilities in the aspect of possibilities to realize alldidactic-educational effects previously planned. This em-

20

f.

GENERAL INFORMATION ON EDUCATION 1Q.

pirical material is to form the basis for modifications inthe structural and organizatonal conception of thesecondary school.The author discuSses changes in the teaching plan result-ing from experience obtained in a number of schools andpresents a modified plan.Parallelly to activities pertainingto changes in the teaching plan works have been carriedout on verification of curricula and handbooks. Seminaractivities and vocational preparation are a noveltyintroduced in the final class, i. e. in grade IV. Pupilsaccording to their interests, type of future training orfuture profession and abilities choose courses in one ofthe following subject groups: humanities, mathematicsand physics, biology and chemistry, economy and geog-raphy, languages or vocational subjects. Pupils' interestsand abilities are also developed in the course of instruc-tion in the secondary school at the lessons of artisticsubjects namely plastic and music education. There alsoexists a possibility of selecting an additional, noncompul-sory subject or a club or society for nonlesson activities.Lately work has been started in the Ministry for Educa-tion and Higher Education on the conception of classesorganized according to certain subjects, which will com-prise the principle of curriculum differentiation sincegrade I. The following classes will be introduced: physico-mathematical, humanistic and language classes. Recruit-ment for these classes will be carried out among pupilswho are specially able in the field of the given subject ora group of subjects.

333. POKORA, WOJCIECH: U progu nowego planu piccioletniego.(At the Threshold of the New Five-Year-Plan). Nowa Szkola1970, No. 5, pp. 2-7.

The author presents perspective de velopment of the Polishschooling of all levels in the course of the next five years.Until now transition has been accomplished from seven toeight-year instruction in primary schooling, while inhigher schooling important organizational and programchanges have been introduced: e.g. the new system ofinstitutes, newly opened Advanced Teachers' Collegestraining teachers for primary schools. Further develop-

21

20 GENERAL INFORMATION ON EDUCATION

ment of schooling is determined by the demographicsituation of the country. According to statistical datademographic depresion is expected in primary schooling,which will cause considerable improvement of workingconditions for urban schools and reorganization of ruralschool structure, as the number of teachers depends onthe number of pupils. Projects of the development of thePolish schooling in the years 1971-1975 point to theproblem of popularizing post-primary instruction ingeneral and vocational secondary schools. New curriculafor general secondary schools introduce seminar activitiesin physics, chemistry and humanities for those who go upto the university and vocational training for those whoend their education on the secondary level. Classes of thistype will be conducted in the terminal grade (grade IV).Proportions have been worked out for recruitment in fulland nonfull secondary vocational schools and in particularspecialities. The development of previous forms of voca-tional education will be intensified.

334. WILOCH, TADEUSZ: Perspektywy rozwoju szkolnictwa ogol-noksztalcgcego. (Perspectives in the Development of GeneralSchooling). Nauczyciel i Wychowanie 1970, No. 5, pp. 1-11.

Organizational projects pertaining to general schoolingtake into consideration the following factors: full conclu-sion of the school reform, demographic depression at theprimary level of schooling, demographic explosion at thesecondary and higher level and intensification of economychanging the structure of social needs for skilled staff.The author, Head of the Section for the Organization ofSchooling in the Institute for Education presents themodel of the organization of schooling being presentlyworked out by his section. Principles base on the ten yeargeneral schooling carried out in primary school and thengradually differentiated in secondary school ended byfinal examinations and giving right to enter higherschools or providing graduates with certificates enablingthem to exercise self-instruction in the course of voca-tional work. The article includes remarks pertaining tocomparison of the Polish organization of schooling withsystems existing in other socialist and Western countries.

22

GENERAL INFORMATION ON EDUCATION 21

335. ZIELINSKI, ZYGMUNT: Szkolnictwo zawodowe w przededniunowego picciolecia. (Vocational Schooling at the Beginning ofthe New Five-Year-Pion). Szkola Zawodowa 1970, No. 9,

pp. 1-3.

The school year 1970/71 is the last year of the five-year-plan 1966-1970 and at the same time the period of prep-aration for the new one (1970-75). Main directives forthe coming period are the following: improving qualityof didactic-educational system, and overcoming short-comings in ideological-educational work of schools, form-ing close connections between vocational schooling andthe development of economy and culture, adjusting thenetwork of vocational schools and the directions of train-ing to the needs of national economy and to the distribu-tion of industry, establishing proper ratio of staff withsecondary education and skilled workers, further develop-ment of existing pre-industrial schools and establishingschools by the newly organized industrial plants, increas-ing the opportunity to improve professional qualificationsfor workers through extramural and evening trainingand in vocational or general secondary schools for work-ing adults, increasing the network of schools of agri-cultural preparation and of non-full secondary agri-cultural schools, so that all young people taking over themanagement of farms could obtain basic preparation forthe profession of a farmer, increasing effectiveness ofinstruction, ensuring proper physical development ofadolescents, improving working conditions of schools andtheir equipment, increasing the network of boardingschools, improving conditions for in-service training forteachers and their preparation in higher schools.Further development of vocational schooling requirescoordination in planning, investing and managing thewhole of vocational education.

See also: 348, 407, 424.

23

22 SOCIAL AND EDUCATIONAL .SCIENCES

IV. SOCIAL AND EDUCATIONAL SCIENCES

336. ,CHAMCOWNA, MIROSLAWA (ed.): Prace Pedagogiczne i Psy-chologia. (Works in Pedagogy and Psychology). Vol. 12: 1970,356 pp. Acta Universitatis Wratislaviensis No. 114.

Volume 12 of the works in pedagogy and psychologyconsists of two parts. Part I includes research and Part IIdeals with the history of Polish educational thought.Research carried out by Blandyna Bazylak on the pupils'opinions of their coevals aims at finding out norms forsocial role-playing, e.g. for the role of a good friend, goodpupil, and of a socially active pupil as well as at pointingout criteria for pupils' mutual evaluation. Ksenia Wasyl-kowska analyzed foundations of pupils' activeness.Research has proved that activeness is influenced bymotivational processes, these in turn by social and educa-tional situation at school. Lidia Mokicka discussesplaying truant as a symptom of disturbancies in relationsbetween school and the pupil and an important factor inthe process of lowering moral standards. Research hasbeen carried out on the beginning stage of truantry. Theauthor concentrated on etiology of playing truant, waysof spending time in the course of playing truant and onreaction of school and parents. Research presented byAnna Zawadzka showed clear dependencies between theyear of studies, i.e. the degree of developed maturity andamount of knowledge on one hand and form of spendingleisure time on the other. Research carried out byJerzy Lipowczyk proved that there is a considerabledisproportion between freedom in the choice of the wayof life obtained by the students" at the first year of studiesand their state of preparation for making a good use of it.The author discusses ways of organizing leisure so thatactivities in which students engage do not interfere withtheir work.Ryszard Lukasiewicz on the basis of research carried outin an industrial region of the country points out thedependence of the direction of training on vocational

24

SOCIAL' AND EDUCATIONAL SCIENCES 23

aspirations of adolescents and on the recruitment pos-sibilities of schools in this region.Part II includes articles dealing with pedagogy inhistorical aspects. Zofia. Warkska discusses someproblems of physical training in the Polish educationalwritings published in the period of Renaissance. Kazi-mierz Zazulski presents a Piarist school in Lowicz in theyears 1773-1895. Zofia Maresch presents the state ofeducation in Poland in the times of initial activities ofthe Polish Commission for National Education. JerzySemkow discusses the reform of a popular school in theyear 1863 as viewed by the press of the period. The lastarticle by Stefan Moklien deals with workshops ofscientific and vocational type in industrial schools ofGalicia.

337. FLEMING, EDWARD: Pulawski eksperyment dydaktyczno-wychowawczy. (Didactic-Educational Experiment in Pulawy).Nauczyciel i Wychowanie 1970, No. 3, pp. 65-69.

The author discusses research stimulated by insufficienttraditional teaching methods on one hand and by therapid development of educational sciences in the courseof the last ten years on the other. Researchers introduceda new didactic-educational system based on the principleof linking theory and practice.In the organization of work the following elements werestressed: pupils' activeness, regulation of learning, indi-vidual and social instructions. Structuralization andprogramming were introduced in the field of the teachingmaterial. As far as working conditions are concernedorganizers concentrated round functional selection andapplication of teaching aids. According to the above-mentioned principles the following *methods were dis-tinguished: catechetical, problem-solving, exposing, pro-gramming material, programming pupils' activities anddiscussion. A new structure of the lesson was introducedincluding the following elements: 1) problem situation,2) problem-solving in individual, group and frontal workwith immediate control and reinforcement, 3) integrationof lesson components by summing up and designinghomework. As a result of applying new methods and

E

24 SOCIAL AND EDUCATIONAL SCIENCES

forms of instruction higher educational attainment wasachieved. It also facilitated the development of pupils'abilities, thinking processes, activeness in problem-solv-ing and discussion and increase in their interest in knowl-edge and lessons.

338. FRACZEK, ADAM: Wychowanie a agresja. (Education andAggression). Psychologia Wychowawcza 1970, No. 2, pp. 162-183.

The author deals with psychological research on educa-tional situations and activities aiming at the liquidationor limitation of aggression in children. On the basis ofsome investigations in this area he discusses severalproblems pertaining to the psychological theory of ag-gression. Considerations on the relation between educa-tion and aggression are based on research carried out inreal situations and on laboratory experiments and includesome suggestions pertaining to ways of limiting orliquidating aggression. The author presents variouseducational methods discussing their effectiveness incombating child's aggressive behavior. Punishment is oneof the most commonly used methods. The author analyzessocial and emotional indicators of its effectiveness andconsiders some of its properties important for liquidatingaggression. Eliminating aggression without the use ofpunishment is the next method presented in the article.Then the author discusses the following problems: 1) so-cially accepted behavior and aggression, 2) liquidatingaggression by eliminating conditions favoring aggressivebehavior, 3) extinction of aggressive behaviors. The thirdmethod of liquidating aggresion presented in the article iskatharsis. The author bases his considerations on nu-merous research on the influence of demonstrating ag-gressive behaviors to children on their behavior and onthe influence of substitutional activities. The final part ofthe article includes theoretical remarks on the psycho-logical theory of aggression.

339. IZDEBSKA, HALINA: Przedmiot i kierunki badari nad rodzinqpolsk4. (Subjects and Directions of Research on the PolishFamily). Nowa Szkola 1970, No. 6, pp. 14-16.

26

SOCIAL AND EDUCATIONAL SCIENCES 25

Research on the Polish family has been carried out byscientists of various disciplines, i.e. by sociologists, physi-cians, lawyers, psychologists and educators. The latterare primarily interested in problems of educationalinfluence of the family against the background of devia-tions from the norm in the behavior of children andadolescents. Research has thus been carried out mostly onalcoholism and social orphanage, delinquency of adoles-cents and causes of school failures. Most of researches ofeducational type pertained to familial pathology. Thereare, however, vast fields in the pedagogy of the familywhere no research has taken place, e. g. not much in-formation is available on the functioning of familieswhich do not reveal any features of disorganization. i. e.,on the so-called average families. Complete picture ofeducational activities in the family can be obtained onlythrough the analysis of all factors operating in family lifeconnected with general social and political situation andwith some socio-economic changes of the country. Peda-gogy needs monographic publications on family as asocial microstructure, typology of families based onempirical research and a uniform terminology to avoidchaos. The author points out that the lack of a coordinat-ing institution causes fragmentary character of researchon the Polish family.

340. KAMINSKI, ALEKSANDER: Tendencje rozwojowe wspol-czesnej rodziny i ich konsekwencje dla pracy wychowawczej.(Developmental Tendencies in the Modern Family and TheirConsequences for Educational Work). Nowa Szkola 1970, No. 6,pp. 2-10.

Recent research on family as an institution carried outin Poland and abroad do not reveal its tendencies to fadeout. They state considerable changes and stress its du-rability, contacts and relations between its members. Themain directive in social activities is to establish insti-tutions which would help family in its social andeducational functions without replacing it. These aretasks from the field of social care and education to befulfilled by a properly functioning school system in thePolish People's Republic. The primary school becomes


an institution of care, organization of leisure and supportfor child's proper development. Activities are carriedout in open forms in order to provide aid for familiesin these matters. Vocational, psychological and educa-tional advisory centers play a similar role of auxiliaryinstitutions. The same can be stated as far as vast socialactions of an educational type are concerned carried outby mass media, institutions for adult education and theso-called university for parents. The author discussesvarious factors influencing the child and determining hisdevelopment. He also gives examples of a proper distri-bution of tasks between school and family. A. Kaminskipostulates to increase research activity in this field, sinceinvestigations that have been undertaken for the lastten years were fragmentary and incomplete. The existingamount of knowledge on the family should be popular-ized. The author rejects the idea to include problemsof family life in curricula for primary and secondaryschools. In his opinion, pupils in primary and secondaryschools are not mature enough to understand complicatedquestions of family structure and funLtions. Knowledgeof family life should be popularized by mass media andinstitutions of adult education, since the principle ofpermanent training promotes these media as a means ofspreading knowledge and information.

341. KIERKOWSKI, ADAM: Poradnictwo wychowawcze i zawodo-we a zakcie pozalekcyjne. (Vocational and EducationalGuidance and Extramural Activities). Chowanna 1970, No. 3,pp. 346-359.

Increase in the number of pupils directed to educationaland vocational advisory centers in treated by the authorof the article as a positive symptom of schools' andparents' activities aiming at the proper orientation ofwork with the children and as indicator of negativeresults obtained in the present didactic-educational sys-tem. The author points to the causes of the existingdifficulties, to means of their reduction in the presentdidactic-educational system and to the close connectionbetween school and out-of-school activities. Extramuralactivities are considered to be a form of prevention

SOCIAL AND .EDUCATIONAL. SCIENCES 27

against difficulties in teaching and upbringing. A. Kier-kowski stresses education in a coeveal group and edu-cation through or for a formal group established byschool. He also presents possible types of formal groupsdrawing attention to easiness of passing from one formalgroup to another for younger pupils and to possibilitiesof compensating shortcomings in educational attainmentby establishing groups to deal with the problem.The article includes discussion of other forms of school'swork: 1) organizing clubs and societies according topupils' interests and their role in vocational preorientationin general schools and in reinforcing one's own choicein vocational schools, 2) socializing pupils in the courseof out-of-school activities, 3) cooperation with youthorganizations.

342. KRAWCZYK, MIRON: Proces wychowania w gwietle modelicybernetycznych. (Educational Process in the Light of Cyber-netic Models). Dzial Wydawnictw Szkoly Glownej Gospodar-stwa Wiejskiego, Warszawa 1970, 259 pp., bibl.

The book is a collection of lectures and seminars in thetheory of education carried out by the author at the Vo-cational Pedagogical College of the Warsaw AgriculturalUniversity. The publication consists of three parts. Inpart I the author discusses the idea of educational processfrom the point of view of cybernetics and the specialcharacter of pedagogy as a praxiological science. Hepresents praxiological and theoretical regularities of theeducational process as well as principles and methodsof upbringing. Part II includes discussion of the follow-ing models of education: a) educational model of peda-gogical naturalism, b) educational model of pedagogicalsociologism, c) educational model of the convergencetheory, d) educational model of the pedagogy of culture.e) educational model of the socialist pedagogy. Part IIIincludes description of educational model considered fromthe point of view of relations between the educator andthe pupil. The author also presents the formation of thescientific outlook upon the world in the course of the

2g SOCIAL AND EDUCATIONAL SCIENCES

didactic-educational process and the shaping of the ideol-ogical attitude on the part of the pupils. Bibliography ofthe subject is included.

343. KULPA, JAN (ed.): Rocznik Komisji Nauk Pedagogicznych.(Annal of the Commission for Educational Sciences). Vol. 10.Zak lad Narodowy im. Ossolifiskich, Wroclaw 1970, 235 pp.

Articles included in volume 10 fall into two parts, onebeing composed of those pertaining to general theory ofinstruction, the second to history of instruction. Part Istarts with the article by Jan Kulpa dealing with thenature of special didactics, i. e. of the methods of teachinga given subject. The author discusses subject of specialdidactics and research methods used. His considerationsare illustrated by the articles by K. Moroz and W. Pa-sterniak. K. Moroz presents attempts at the modern-ization of teaching mathematics at the initial stage.W. Pasterniak presents results of research on prepa-ration of pupils for independent reading literary master-pieces. In further parts of the publication M. Poleskiconsiders homework for pupils in vocational schools asan integral part of the didactic process. E. Szewczukdeals with family environment of non-promoted pupilsin primary schools. H. Smarzyliski devotes his articleto a socially important problem of forming life planson the part of graduates from primary and secondaryschools (grades VIII and IX), i. e. of the choice of a schoolof higher level and of a vocation. J. Saran discussesprofessional work and further learning of graduates fromgeneral education courses in the years 1945-1964 drawingexamples from the region of Opole Lubelskie. J. Dlugo-nowa in her article devoted to problems of teachersas organizers and leaders of the didactic process analyzestypical difficulties in psychological and didactic workencountered by graduates of Higher Schools for Edu-cation.Articles in Part II refer to history of the Polish education.M. Romank6wna describes the silhouette of Z. Kap-lifiska on the background of her literary and pedago-gical work. C. Majorek presents the model of a teacherin a national school in Galicia in the times of autonomyin the light of the "official conception". T. Bizierski

3n


shows Cracow as one of the first centers popularizingthe teaching of sloyd in Polish schools. Articles in Part IIdiscuss the model teacher in times of country's partitionsand draw attention to the modern Polish teacher andhis work.

344. LEJA, LEON (ed.): Film skuteczn4 pomoc4 dydaktyczng. (Filmas an Effective Teaching Aid). Pal stwowe Wydawnictwo Na-ukowe, Warszawa 1970, 241 pp.

The book consists of a collection of 18 articles groupedin three parts. Part I is devoted to theoretical foundationsof utilizing film in the didactic-educational process. Theleading article by Leon Leja presents didactic valuesand criteria for the selection of films from the point ofview of psychology and pedagogy and includes some pos-tulates concerning introduction and application of filmsin school. Other authors analyze structure and educa-tional functions of films, structure being defined asa collection of pictures, frequency of their occurrence andrelations existing between them, while each picture isconsidered to be an informational element. Four typesof a structure have been distinguished: linear, cyclic,branched and mixed. They are of a cognitive-educationalor a motivational-emotional function. A separate articleis devoted to organizational and technical conditions nec-essary for the use of films in school. The final articledeals with the educational role of a popular science filmin cultural and educational activities.Part II entitled "The Film in the Teacher's Work"presents application of films as teaching aids in vocationaltraining and at the lessons of Polish, biology, history andgeography as well as in health or agricultural educationor cultural-educational activities. Part III entitled "Stateof Educational Cinematography and the Effectiveness ofTeaching Through Film" describes application of filmsabroad and difficulties connected with it. The authorsthen discuss the situation in Poland in the field of pro-duction and distribution of educational films. A syntheticanalysis of educational effectiveness of films is also pre-sented, stress being laid on historical and geographicalfilms and their use in the teaching of science and vo-cational subjects. Bibliography of the subject is included.

31

30 SOCIAL AND EDUCATIONAL' SCIENCES

345. LEWIN, ALEKSANDER: 0 systemie wychowania. (On a Sy-stem of Education). Nasza Ksiqgarnia, Warszawa 1970, 99 pp.

According to A. Lewin's opinion, educational problemsshould be considered in general frames i. e. in a macro-system and in the frames of a local system within eachparticular school, i. e. in a microsystem. The authordefines the local system as the one which results fromendeavors of a given educational institution to integratevarious didactic-educational activities, organizationalforms and educational measures in a coherent whole,adequate to well-defined pedagogical conceptions andfunctioning in given social, historical and environmentalconditions. The bigger the chance for the development ofa local system, the more lively the school atmosphere ofsearch for new methods and means and more self-dependent efforts aiming at the formation of a systemmeeting all demands of a given school and adjusted toits possibilities. Considering foundations of the systemA. Lewin points out the following problems: a) mainideas, b) elements of an educational system, c) integrationof elements, d) conditions for the formation of a system,e) socialization, f) individualization, g) mutual influenceof school and environment, and h) education. Final chapteris devoted to problems of school management. The authorstresses that forming a system cannot be limited tofulfilling everyday tasks designed for school authoritiesand for the teaching staff but must also cover coordinationof interschool educational measures. A proper systemrequires integration and over-all approach to school'swork. The approach in question cannot be preciselydefined and foreseen in detail even on the basis ofexperience and reflection, since it always depends onexisting conditions. The starting point for the formationof a system lies in proper planning of didactic-educationalwork.

346. LEWIN, ALEKSANDER and BENDKOWSKI, STANISLAWand CZAJKOWSKI, KAZIMIERZ (ed.): Rodzina w poglqdachMakarenki. (Family as Viewed by Makarenko. Materialsof the 2nd Seminar on Makarenko, May 12, 1968). Towa-rzystwo Krzewienia Kultury Swieckiej, Warszawa 1970, 124 pp.

32

SOCIAL AND EDUCATIONAL "SCIENCES 31

The publication includes the following reports preparedfor the session: 1) E. Rafalski."Structure and EducationalFunctions of the Modern Family" pp. 5-27, 2) I. Chmie-lewska "Makarenko's Views Concerning Family"pp. 29-53, 3) W. Rachalska: "Family as Viewed byMakarenko" pp. 53-78, 4) Z. Wroblewska "Maka-renko's Conception of Education in the Family"pp. 101-124. All the reports include analysis of changesin the structure and function of the contemporary familyresulting from the changes in social and economic con-ditions. The authors discuss Makarenko's views con-cerning the family, and comment on his conceptions fromthe point of view of their present validity. All of themstate that in spite of considerable modifications in thestructure and function of the family Makarenko'srecommendations especially those included in his "Bookfor Parents" remain important and valid, being of greathelp in difficult educational work.

347. NIEWIADOMSKI, MICHAL (ed.): Wybrane zagadnienia z me-todyki wychowania fizycznego. (Selected Problems of TeachingMethods in Physical Training). Part 1. Warszawa 1970, 313 pp.

The book is a collection of articles written by sixauthors specialists in various methods in the teachingof gymnastics. In the leading article Waclaw Gniew-kowski presents modern methods in physical training.In the following one the 'same author discusses physical

wtraining for girls and omen. Michal Niewiadomski,the author of two chapters `.;Didactics of Physical Train-ing" and "Physical Training in School" presents physicaldevelopment of pupils, discusses curricula, organizationof lessons and presents conclusions secured from researchon physical training. The chapter dealing with physicaltraining in nursery schools is written by StanislawaMoliere and includes remarks on the psychic andphysical development of children aged 3-7, discussionof educational problems and on the ways of organizinginstruction. Maria Mankowska is the author of a chapterdevoted to out-of-school training and its extramuralforms. Problems of physical training for adults arediscussed by Wlodzimierz Humen in a chapter entitled"Physical Recreation for Adults", special stress being laid

33


on teaching methods, organization of work, activities ofclubs in the Association for Popularization of PhysicalCulture and recreation activities in the institution ofemployment. Zofia Zukowska considers questions of theteacher's personality. Her article is based on the resultsof research carried out in Poland in this field. The Polishsystem of physical training presented in the book is basedon the utilization of every idea which can contribute toimprove health, ensure proper physical development,form skills, stress many educational values and lead toa formation of broadly developed human personality.

348. NOWAKOWSKA, DANUTA and WACLAW, WANDA: Wspol-praca poradni ze szkolami i innymi plactiwkami awiatowymi.(Cooperation of Advisory Centers with Schools and OtherEducational Institutions). Chowanna 1970, No. 3, pp. 369-377.

The very name of the Vocational-Educational AdvisoryCenter suggests the complex character of services ren-dered by this institution, the main task of which is tocooperate with educational establishments, primarilyschools. According to rules and regulations for AdvisoryCenters their tasks are the following:1) discover causes of school failures and educational diffi-culties concerning preventive measures against theseobstacles and overcome them,2) discover deviations from norm in physical and mentaldevelopment of pupils,3) aid parents in solving educational problems.The authors discuss methods and forms of AdvisoryCenters' cooperation with other educational institutions.In consultation work centers use available materialsconcerning a given pupil. The following conclusions arepresented: 1) Cooperation with other educational institu-tions is a necessary condition for effective work of theAdvisory Center. 2) Preventive activities are most im-portant in the Center's work. 3) Children should be sentto the Center early enough to avid serious educationalcomplications. 4) Highly specialized staff in fields ofpsychology, pedagogy and medicine should be employedin Advisory Centers. 5) Vocational guidance should be-

34


come an integral part of educational councelling as earlyas grade I to be continued throughout the whole of theprimary school. 6) The network of Advisory Centersand the number of employees should be increased.

349. OKON, WINCENTY: 0 postqpie pedagogicznym. (On the Prog-ress in Education). Ksig2ka i Wiedza, Warszawa 1970, 281 pp.

The author considers problems of educational progressin a number of various aspects. At the beginning of thebook the idea of educational progress is explained as wellas its factors and contents. Following chapters are de-voted to progress in the development of education inthe Polish People's Republic. The author discusses theprinciple of permanent training, principles of the organi-zation of schooling, levels of instruction: secondary, vo-cational and higher and teachers' training. In chapter IIIthe author presents the development in evaluation ofeducational attainment as a symptom of progress in edu-cation. Attention is paid to aims of research on educa-tional attainment, evaluations are carried out both inthe between-the-wars period and in the Polish People'sRepublic and on an international scale, stress being laidon their importance. The author considers also influenceof educational sciences on the progress in education andmain tasks of these sciences in the Polish People's Re-public. He also presents characteristics of research ineducation and works popularizing research results. Muchplace is devoted to conditions necessary for the furtherdevelopment of educational science. In final chaptersthe author deals with experiments, experimental schoolsand researches in Poland and abroad. He then presentsfactors influencing effectiveness of schools' work, i. e.,didactic-educational system in model schools, relationsbetween school and environment, didactic-educationalcurricula, organization of lessons and manysided instruc-tion as a basis for pupils activity. The author stresses theincreasing role of model schools. The last question dis-cussed by the author is the problem of teachers inrespect to educational progress. The main task to be ac-complished is, in the author's opinion, the training andraising teachers qualification as well as developing theircreativity.

35


350. OKON, WINCENTY: Zarys dydaktyki ogOlnej. (GeneralTheory of Instruction. An Outline). 4th Edition with pro-grammed chapters worked out by Czeslaw Kupisiewicz,Paiistwowe Zak lady Wydawnictw Szkolnych, Warszawa 1970,438 pp.

The book is a fourth edition of Professor Okon's publi-cation. For the first time fragments of programmed textshave been introduced which help to systematize, masterand memorize knowledge obtained in the course ofreading as well as to check its scope. The book is thusspecially useful for self-instruction. The programmedtexts included in the book have been verified at eveningand extramural Teacher's College in Warsaw. Studentsin experimental groups revealed considerably higher re-ception indexes. In additional questionnaires they pointedout that the programmed version helps to assimilateelements of pedagogical science, provides guidance in-dispensable in self-instructional activities and stimulatesthinking processes eliminating simple rote learning. Thebook is composed of the following chapters: 1) Introduc-tory Problems, 2) Objectives of General and PolytechnicalEducation, 3) Curricula in Schools for General Edu-cation, 4) Process of Instruction, 5) Principles of In-struction, 6) Teaching Methods, 7) Organization of SchoolWork, 8) Homework, 9) Teacher's Work in CombinedClasses, 10) School Failures, 11) Planning Didactic Work,12) Teacher Personality. Each chapter includes pro-grammed texts, control exercises and bibliography.

(.351. PIETER, JOZEF: Psychologia uczenia slog i nauczania. (Psy-chology of Teaching and Learning). Wydawnictwo "Slqsk",Katowice 1970, 551 pp.

The present publication is a modified version of J. Pie-ter's book entitled "The Psychology of Learning" editedby Palistwowe Zak lady Wydawnictw Szkolnych in 1961.The new edition does not include any normative instruc-tions. According to the author the book is an attempt atsystematic description of the majority of phenomena andactivities pertaining to teaching and learning. The au-thor's intention was to present connections between di-dactics and psychology and discuss them from the point


of view of school practice. In chapters I and II J. Pieteranalyzes methods in the psychology of teaching and learn-ing, chapter III is devoted to the history of the devel-opment in the psychology of teaching and learning, whilechapters IV and V include discussion of various formsin teaching and learning and conditions for their effecti-veness. In chapter VI the following problems are dealtwith: rote learning, learning through understanding, ac-tive thinking in the process of instruction and learningby doing. Chapters VIII to XIII are prepared on the basisof practising teachers' experience. Chapter XIV, XVXVI pertain to the process of teaching through work,lecture and technical means of instruction. The authordiscusses teaching and learning processes with the appli-cation of teaching machines. Two final chapters XIX andXX are devoted to evaluation of educational attainmentconsidered in the light of the psychology of organizingand evaluating school work.

352. PIETRASINSKI, ZBIGNIEW: Kompetencja innowacyjna jakonowy element wyksztalcenia ogolnego i zawodowego. (Inno-vational Competence as New Element of Vocational and Gen-eral Education). Kwhrtalnik Pedagogiczny 1970, No. 2.

pp. 67-78, Rez. Sum.The author introduces the concept of "innovational com-petence" defined as a relatively maximum and directpreparation for introducing changes (innovations) con-sisting in replacing present state of reality by another,adequate to accepted criteria and considered progressive.By reality the author means information, views, attitudesand events.By the increasing speed and range of changes in the mod-ern industrial society each worker participates in inno-vational processes, even when executing only a minutepart of general innovational designs worked out by com-petent groups of specialists. In author's opinion all edu-cational activities prepare to some extent for creative andexecutive participation in innovational processes. Mod-ernization of vocational, general and civic educationconsists, according to the author, in introducing to theirscope the formation of innovational competence. The corn-

37


petence is here divided into general competence which isformed equally in all persons subjected to educationalinfluence alongside with element of general educationand specific competence dependent on the type of spe-ciality and social roles to be played by an individual infuture innovational processes. The author distinguishesinnovational competence in the narrow sense, i. e. limitedto knowledge and skills and in the wide sense, i. e. com-prising also attitudes toward innovations. Both kinds ofcompetence are analyzed in detail.

353. Planowanie i prognozowanie szkolnictwa wyiszego w NUJi PRL. (Planning and Forecasting with Respect to HigherSchools). Paristwowe Wydawnictwo Naukowe, Warszawa 1970,241 pp.

The book includes materials of the Polish-German con-ference on planning and forecasting higher schooling inEast Germany and in Poland, Berlin, June 2-5,1969. Thepublication includes reports delivered at sessions and atthe meetings of problem-groups. The first part presentsreports by J. Kluczyfiski (on the development ofhigher schools in the Polish People's Republic) and byW. Wolter (on methodological problems of forecastinghigher schooling in the German Democratic Republic).Part II includes papers pertaining to the following ques-tions: 1) development and distribution of higher schools,2) costs and effects of training. The Polish scientists dis-cussed a) staff with higher education in Poland (A., Raj-kiewicz), b) financing the process of instruction inhigher schools and possible improvements in this field,c) social and economic aspects of training in higherschools (M. Gmytrasiewicz), methods and examplesof expenditure on education in higher schools (A. Wo-jewoda).

354. PLESNIARSKI, BOLESLAW: Lenin o sprawach ogwiatyi. wychowania. (Lenin's Opinions Concerning Education andUpbringing). Chowanna 1970, No. 2, pp. 147-198.

Analysis of the bourgeois society and its school systemwas the starting point for Lenin's consideration on the

38


problems of education and upbringing. Contrary to social-democratic educators and activists of the end of 19thcentury and the beginning of 20th century who postu-lated evolutionary changes in capitalist society and itsschool system, Lenin aimed at a revolutionary reshapingof the existing educational reality. He analyzed social,political and economic tasks to be realized by the socialistsociety and stressed their connection with the new schoolsystem based on changed foundations and making masseducation of the people possible. He understood the ne-cessity to educate people to become conscious and creativecommunist citizens. Lenin desired to stimulate pro-gressive teachers to intensified educational work. All hispublications concerning education and schooling includethe statement that in a society divided into the exploitingand the exploited, working people have no opportunity toobtain a proper amount of education. Lenin's contri-bution to moral education is immense. He defined exactrelations between consciousness and activity. Marxist-Leninist theory. of cognition formed the basis for thefuture development of the socialist didactics. Achieve-ments of the socialist school would not be possiblewithout the realization of Lenin's concepts pertainingto upbringing, moral education and shool system.

355. REYKOWSKI, JANUSZ: "Obraz wlasaej osoby" jako mecha-nizm regulujgcy postoowanie. (The Self-Image as a MechanismRegulating Behavior). Kwarta/nik Pedagogiczny 1970, No. 3.pp. 45-58, Rez. Sum.

The structure of the self-image is extremely complicatedand comprises a number of various elements. It is com-posed of convictions pertaining to one's one skills, abili-ties, appearance, attitudes, needs and prestige ("sense ofone's ego"). Well-shaped system of opinions of oneselfis a condition for the existence of a conscious ego, whichis a set of evaluations characterizing the ego from thepoint of view of the ideal ego. Self-image forms a premisefor the evaluation of one's own chances in various circum-stances and in various fields. Chances are thus estimatedas high or low. The tendencies are expressed as over-evaluation or underevaluatiOn. The level of self-eval-

39


uation which can be measured by means of !a so-calledQ-sort technique influences emotional stability andhuman behavior particularly in new situations. One of themost important causes of disturbing the emotional sta-bility is the discrepancy between one's own opinion ofoneself formed on the basis of personal experience andthe opinion of others.

356. SMARZYNSKI, HENRYK: Poradnictwo pedagogiczne. (Edu-cational Guidance). Chowanna 1970, No. 3, pp. 301-320.

Nowadays an increasing social demand is noted for organ-izing and promoting educational guidance in speciallydesigned institutions of pedagogical character guided bya psychologist, educator and neurologist. Institutions ofthis kind have already been established in all the districtsof the country, mostly in big towns. A number of themfunctions also in small district towns. Educational acti-vities and difficulties occurring in their course requireknowledge of psychological and educational problems onthe part of the parents. Educational Advisory Centers arethe first institutions to carry out systematic free coursesand consultations permitting parents to get acquaintedwith elements of psychology and pedagogy according totheir needs resulting from every day educational workwith the children. Polish Radio and Television also par-ticipate in this type of activities organizing lectures, dis-cussions, programs and films for parents. Because of thesignificance of the problem there arises a social demandfor systematic educational guidance carried out by PolishRadio and Television in various forms, e.g. lectures byuniversity professors, educational discussions, films,plays, demonstrations of educational activities of educa-tional institutions and advisory centers. The author givesa list of problems to be included therein. Educationalguidance is to fulfill important social tasks consisting firstof all in .aid given to children in three difficult momentsof their lives, i. e. when passing three stages of instruc-tion. H. Smarzyliski discusses organizational forms, meth-ods and criteria for the selection of children for grade Iof regular and special primary schools. Research carriedout in the Higher School for Education on graduates from

49

SOCIAL AND EDUCATIONAL SCIENCES 30'

grade VIII of primary schools and graduates from secon-dary schools proved that all false decisions resulted inthwarting pupils' life plans e. g. in failures at entranceexaminations or drop-outs during the first and the secondyear of studies. The author states that EducationalAdvisory Centers are as urgently needed as are centersfor health service. They should be established at eachbigger primary school in order to help the mother schooland the neighboring ones in solving educational problemsand in cooperating with parents.

357. SOKOLOWSKA, ALICJA: Sytuacja dziecka w rodzinie rozbi-tej. (Situation of the Child in a Broken Home). Nowa Szkota1970, No. 6, pp. 31-34.

Efforts are made to provide proper legal protection forchildhood since this very period is considered to be ofgreat importance for the future formation of man and hispersonal values and for his preparation for a future rolein society. The problem has been also taken up by theUnited Nations Organization. Homes broken-up by di-vorce or informal separation of parents only in exception-al cases do not deprive children of the right to grow inan atmosphere of love and material and moral security.Financial security is strictly required by law. Each courtconsidering a divorce case acts primarily taking intoaccount the interests of the child, but even a very con-scientious court is not in position to foresee all conditionsinfluencing child's development in a broken home. Allthe unpredictable and indeterminate conditions usuallyprove to be harmful to the child. The author presentsillustrative materials pertaining to 50 cases analyzed bycourts and then transmitted to psychologists in order toobtain a proper diagnosis. Child's situation is presentedon the basis of general characteristics of variants in bro-ken,up home conditons. Divorce and separation evenwhen relations between parents remain friendly is ofpersonal harm to children being a condition which isdifficult to ameliorate. Educators are mainly interestedin psychic disturbances in the child caused by broken-uphome conditions, when the child is included in conflictmechanism existing there. The educator can be of great

41


help for children from broken-up homes by organizingeducational processes so that proper attitudes are formedon the part of the child and in the class group and byoffering advice in difficult situations.

358. TOMASZEWSKI, TADEUSZ: Elementy przyszlej teorii wiado-moki. (Elements of the Future Psychological Theory of Infor-mation). Kwartalnik Pedagogiczny 1970, No. 3, pp. 13-21, Rez.Sum.

The author gives general characteristics of the futuretheory of information, which would facilitate solvingspecific problems in psychology, e. g. differences betweenoperative or educative information on one hand andpassive information on the other, functioning of infor-mation, etc. Knowledge on information increases nowa-days in the world and however dipersed its present ele-ments are, they draw attention of researchers as signi-ficant material for the future theory of information.These elements are 1) features of information, 2) processesof organizing information, 3) processes of transmittinginformation. In the present article the author discussesfeatures of information. He distinguishes four of them:1) information contents, 2) the degree of information prob-ability, 3) the degree of consolidation of the information,4) the degree of information precision. In the final partof the article the author analyzes the structure of organ-ization of information and some problems of transmit-ting information. The author stresses the importance ofthe organization of information and its structure for pro-grammed learning and points to the interest of a numberof researchers in this problem.

359. TREMPALA, EDMUND (ed.): Prace Komisji Filozofii i Peda-gogiki. (Works of the Commission for Philosophy and Pedago-gy). Vol. 2. Paristwowe Wydawnictwo Naukowe, Bydgoszcz1970, 92 pp.

The first report presented by Edmund Trempala in Worksof the Commission for Philosophy and Pedagogy, Volume2 pertains to research on the activity of schools and localclubs in organizing educational environment in villages.

42


He discusses problems of cooperation between school andthe club, forms of cultural and educational work in clubs,reasons for , inhabitants' participation in club activitiesand preparation of social workers in clubs. The secondpaper by Stanislaw Strzyiewski is devoted to the signif-icance of physical training and sports in the life of ado-lescents. The author considers the influence of motoractivity of the youth on their mental work and its effects.Jan Jakobowski discusses the role of school practice inthe process of forming didactic skills. He points to threefunctions of school practice: cognitive, instructive andeducational. Attention in the article is paid to one ofthem i. e. to some aspects of instructive function. Theauthor considers planning a lesson to be the most impor-tant problem in the whole process of forming didacticskills. Jan Rulka discusses problems of forming socialand economic ideas on the basis of research on receptionof a handbook in civic education in the year 1967/68. Asimilar set of problems is discussed by Edmund Fryckow-ski who deals with the formation of a scientific worldoutlook at lessons of history and civic education in pri-mary and secondary schools in the aspects of organizingwork by the teachers, their teaching methods and teach-er's personality.

360. WROCZYNSKI, RYSZARD and PILCH, TADEUSZ (ed.): Me-todologia grodowiskowych badati pedagogicznych. (Methodolo-gy of Environmental Educational Research). Zaklad Narodowyim. Ossolhiskich, Wroclaw 1970, 391 pp. Studia Pedagogiczne,Vol. 19.

The book is a collection of articles on methodology pre-pared in the Section for Social Pedagogy at the Universityof Warsaw and in the Section for Social Education atthe University of LOdi. The volume presents new method-ological achievements in the field of research on edu-cational processes understood as changes elicited in thepupils psyche under the influence of educational activitiesand various stimuli determining or codetermining psy-chic development. The publication is not a completeoutline of methodology in environmental educationalresearch. The authors (R. Wroczynski, T. Pilch, A. Ka-

43.

42 SOCIAL AND EDUCATIONAL SCIENCES'

minski, T. Wujek, J. Wolczyk, A. Kelm, and W. Kop-czytiski) present both activities indispensable in analyzingeducational environment and main research techniques(I. Muchnicka, R. Janeczko, W. Zaczyfiski, W. Sawicki,M. Winiarski, M. Marczyk, Z. KWiecitiski and J. Marczak). Some of the articles are research reports pertainingto obstacles in the successful development of the family(B. Butrymowicz), cultural-educational activities in urbanregions (I. Lepalczyk, I. Muchnicka), professional quali-fications of young workers (M. Nowicki), environmentalconditions important for school's work (E. Trempala),physical development of children and adolescents (W.Wyrobkowa-Pawlowska) and vocational preorientationof pupils in primary schools (E. Breitkopf).

361. ZIEMSKA, MARIA: Postawy rodzicielskie a praca wycho-wawcza. (Parents' Attitudes and Educational Work). Nowa,Szkola 1970, No. 6,pp. 17-21.

Parents' attitude is defined by the author as a tendencyto reveal a specific type of behavior toward the child.From the point of view of educational activities parents'attitudes can be divided into two basic groups 1) properattitudes which favor the formation of desired behavioron the part of the child and 2) improper attitudes whichresult in the formation of undesired behavior in the childor even of some character deformations. The author pointsout the following proper attitudes: 1) acceptation of thechild, 2) cooperation with the child, 3) ensuring anamount of freedom according to age and 4) recognition ofthe child's rights without under- or overevaluating them.The above mentioned attitudes satisfy psychic needs ofthe child contrary to improper attitudes in the samematters which leave the needs unsatisfied as 1) rejection,2) avoidance, 3) excess of freedom and independence and4) too high requirements and permanent correcting. Par-ents' attitudes result in the formation of characterolo-gical features in a child. The author gives lists of featurescorresponding to each of the attitudes on the part ofparents. Then follows a discussion on educational activ-ities of the teacher which should be undertaken whenan improper' attitude of the parents is noticed. In the

44

THE TEACHER'S PROFESSION 43

author's opinion the teacher should adopt attitudes lack-ing in the family environment thus satisfying child'spsychosocial needs and modifying his behavior. He shouldalso get in touch with the child's parents in order -tochange their attitudes toward the child.. Knowledge ofparental attitudes will help the teacher in getting to knowhis pupils and improve parents' contacts with their, childthus resulting in more effective performing of parentalduties.

V. THE TEACHER'S PROFESSION

362. BOBROWSKA-NOWAK, WANDA: Zmeczenie nauczyciela ja-ko problem pedagogiczny. (Teacher's Tiredness as a Pedagog-ical Problem). Nauczycie/ i Wychowanie 1970, No. 5, pp.69-76.

A report on research on teacher's fatigue carried out bymeans of questionnaires for teachers and pupils of gradeVII in the district of Tychy. Questionnaires filled outby the pupils reveal that they immediately notice theincreasing weariness of the teacher and carefully watchits symptoms. Children point to two possible kinds ofthe teachers fatigue. One of them is expressed by irrita-tion, impatience, increased requirements and subjectiveevaluations; while the second by the loss of energy,lack of humor and indifference. Pupils under examinationalso point out types of activities most tiring for the teach-ers. Some of the pupils describe the appearance of thetired teacher and indicate changes in the way of conduct-ing a lesson. The teachers state that the days which aremost tiring for them are Mondays, Thursdays and Satur-days. They also point out turns of duty in the course:ofbreaks as one of the most exhausting activities. They givea list of symptoms and most frequent reactions to fatigue.Teacheri' answers include remarks on the need of psy-chotherapy. The author stresses that weariness does notaffect all the teachers, but appears most often amongthe most diligent ones. She also draws attention to thenecessity' of changes in the organization of school's work

45

44 THE TEACHER'S PROFESSION

in order to protect the health of those who play the mostimportant role in education of the young.

363. DOROSZEWSKA, JANINA: Nauczyciel wychowawca w oczachMarii Grzegorzewskiej. (Teacher and Educator as Viewed byMaria Grzegorzewska). Szkola Spec jalna 1970, No. 2, pp.97-109, Res.

A report delivered by the author at a meeting of theAssociation for Moral Culture, September 1968 on thesubject: Maria Grzegorzewska's Views Concerning theRole of the Teachers in Forming a Young Man". Theauthor discusses life and opinions of Maria Grzegorzew-ska, the founder of the Polish Institute for Special Peda-gogy, who devoted herself to educational work on hand-icapped children. Her life is an example of postulates setforth in the introduction to her book which appearedunder the title "Letters to a Young Teacher". MariaGrzegorzewska stresses the importance of personal qual-ities of the teacher such as good nature and a feeling ofhuman dignity. In her opinion the personal value of theeducator is the basis of effectiveness in all his educationalwork. Human values outweight all other factors in thelife of people and communities. Thus better educatorsimprove the world and human life. Grzegorzewska con-siders freedom of a man to be based on his creativework, searching of new ways and new forms of it. Theteacher should transmit his knowledge with maximuminterest, with full awareness of the process of youngman's formation. Good nature is the secret of everyeducational success, which should be revealed not onlyin avoiding harm to others but also in active help where-ver it is needed.

364. GMYTRASIEWICZ, MICHAL: Budiety domowe naucycicliw gwietle hada' GUS. (Research on Home Budgets of theTeachers Carried out by the Main Bureau for 'tatistics). NowaSzkola 1970, No. 7/8, pp. 20-22.

The author analyzes home budgets al Polish teachers incomparison with those of miners, ch5.7ers, !;uokeepers andengineers. The total number of households under exami-

46


nation amounted to 1525, 116 teachers' families included.Education proved to be an important factor influencing-aspirations, way of life and the structure of consumption.Out of the teachers covered by the research 37.1 percentreceived secondary education, 18.1 percent non-fullhigher and 44.8 percent higher education. Amount of edu-cation on the part of other members of the teachers'families was also examined. Investigations of the sametype were carried out in other professional groups. Com-parison of indicators revealed convergency of the amountof education on the part of the head of the family withthat on the part of its other members. Analysis of salariesproved that teacher's salary is relatively lower than thatin other professional groups while yearly income perperson is higher, the average being 19,639 zlotys. Thereason lies in smaller number of children in the teachersfamilies. Only in the families of engineers the yearlyincome is higher and amounts to 23.7 thousand. Analysisof the financial status revealed that 54.3 percent of theteachers belong to two richest groups of professions sincethe relatively low salaries are compensated by additionalwork undertaken by great number of teachers. Analysisof the structure of consumption proved that teachers'families spend more of their money on clothes, shoes,food and furniture. Teachers spend more money thant domembers of other prof. ssional groups on culture, edu-cation, sport and tourism.

365. GORISZOWSK1, WLODZIMIERZ: Doskonalenie kadry kie-rowniczej i nadzoru pedagogicznego jako jeden z wainych pro-blengow w teorii organizacji szkolnictwa. (In-Service Trainingof Educational Authorities and Supervisors as an ImportantProblem in the Theory of School Organization). Chowanna1970, No. 2, pp. 284-289.

The article deals with one of the most important prob-lems in the organization of schooling, i. e. with the in-service training of educational authorities responsible forvarious types of schools, realization of educational policyand internal structure of a given type of schooling. Im-provement of qualifications is here meant as an estab-lished system of definite activities. The author distingu-

47


ished the following factors in the system of improvement:general aims, specific goals, contents, forms, methods andmeans of transmitting information to receivers and in-creasing the effectiveness of their assimilation in order toshape desired al titudes. He also presents the conceptionof four stage training for educational supervisors andmembers of school authorities. In his opinion directedtraining gives way to self-instruction based on reading,which has the following forms: information on newpublications, popularization of personal experiences ineducational press, proper choice of reading in the courseof studies and attempt at the reproduction of educationalmaterials on the basis of analytic reading and notemaking. The article includes exemplificatory materialspertaining to the set of problems covered by courses foreducational supervisors in the years 1969-1970. Data arepresented in statistical tables.

366. IWANOWSKI, WOJCIECH: Wyksztalcenie nauczycielstwa ro-ku 1970. (Education of Polish Teachers in 1970). Nowa Szkota1970, No. 5, pp. 8-10.

The scope of education of Polish teachers is constantlyincreasing. The author of the present article presents thesituation in 1970 basing on statistical data collected byeducational boards of various districts of the country.Progress can be observed when comparing the scope ofeducation of teachers in the school year 1970/71 withrespective earlier periods: increase can be noted in thenumber of qualified teachers and decrease in the numberof unqualified or not fully qualified ones. The greatestdifference exists in numbers of teachers graduated fromthe so-called Teachers' Colleges. Influx of higher schoolgraduates is considered to be still insufficient. Althoughonly in the year 1970 2714 graduates from higher schoolswere accepted for teachers posts in educational institu-tions subjected to the Ministry for Education, the numberstill does not satisfy needs, especially in the field ofRussian, Western languages, physics, mathematics, poly-technic training and some technological and economicsubjects. In order to ensure full realization of plans it isindispensable to employ all graduates covered by the

48


legal acts concerning teachers employment and to workout a proper distribution of graduates from Teachers'Colleges. Sections for Education and Educational Boardsof various districts of the country should prepare plansfor the employment of a greater number of higher schoolgraduates in secondary vocational and general schools.A negative phenomenon can be observed of leavingschools by graduates of higher educational institutionsfor work in other places offering better financial condi-tions. The degree of ensuring realization of educationalplans will be determined by following directives concern-ing staff policy by school administration.

367. KRAWCEWICZ, STANISLAW: Studia podyplomowe dla nau-czycieli. (Post-Graduate Studies for Teachers). Chowanna 1970,No. 2, pp. 274-283.

Considering establishment and organization of post-grad-uate studies the author stresses that the present-dayteacher as well as the teacher of the future should becharacterized by highly developed intellectual values andcreative attitudes. The requirements result from the prog-ress in science influencing teacher's work, teaching mate-rial and methods of training thus encouraging modifica-tions in educational activities. The teacher whose mainfunction is to transmit knowledge in the course of instruc-tion should maintain permanent contact with sourcesinforming him of new scientific achievements. His chiefduty is thus intellectual development, refreshing andsupplementing his scientific knowledge and increasinghis educational abilities through getting acquainted withnew teaching methods and classroom techniques. Institu-tional improvement of teachers' qualifications shouldaim at efficient transmission of scientific information toteachers and getting them acquainted with achievementsof educational sciences. Alongside with refreshmentcourses, post-graduate studies are presently carried outin three specialities: 1) securing qualifications on thebasis of higher school knowledge, 2) acquiring an addi-tional speciality, 3) improving qualifications in the samespeciality. Since the social need for post-graduate studiesis constantly increasing, a number of higher schools

4fj


organize this form of instruction for teachers. Datapertaining to the problem are presented in the articleaccording to the announcement by the Central Committeof the Polish Teachers' Association.

368. KULIGOWSKA, KRYSTYNA: Aktualne problemy doskonale-nia nauczycieli. (Present-Day Problems of Improving Teachers'Qualifications). Chowanna 1970, No. 2, pp. 213-236.

In contrast to many articles on the subject the presentone does not present reasons for the necessity to carryout in-serv.;ce training for teachers but concentrates oncriteria for its quality and effectiveness assuming thatthe influence of training upon results of the teacher'sprofessional work should be the main criterion for evalu-ation of his improvement. The author stresses that whatcan be accepted is the training which leads to betterdidactic and educational results of school work, to greaterinfluence exerted on parents and indirectly on socialattitudes. Discussion pertains to problems of ways inincreasing effectiveness of in-service training for teach-ers. It is extremely important to make teachers them-selves aware of the necessity to carry out permanenttraining, since knowledge obtained even in the bestschools cannot be sufficient for the proper realizationof every day didactic-educational tasks. Teachers' workrequires constant supplementing of information and dif-ferentiating forms of didactic work in order to ensurebetter educational attainment on the part of the pupils.Increase in this attainment should be the main objectiveof all existing methods in teacher training.

369. NOWACZYK, STANISLAW: Rola ksigiki pedagogicznej w do-skonaleniu pracy nauczycieli. (Role of Pedagogical Books in theImprovement of Teachers' Work). Chowanna 1970, No. 2, pp.254-267.

The author discusses the role of pedagogical books in theteacher's work. He considers to what extent the profes-sional book influences increase in educational: knowledgeof the teacher, causes consolidation of pedagogical infor-mation, strengthens didactic- educational. skills and forms

5r)


new ones indispensable for effective exercising of pro-fessional duties. Basing on a number of research andpublications pertaining to the role of pedagogical booksin the improvement of the teacher's work the authorsets forth the postulate to consequently and systemat-ically include pedagogical books in the process of teachertraining in order to work out ways of implementing ele-ments of educational theory to school practice.

370. PIETER, JOZEF: Oddzialywanie tech osobistych nauczycielana uczniow. (Influence of the Teacher's Personal Qualities onHis Pupils). Nauczyciel i Wychowanie 1970, No. 5, pp. 25-39.

The author presents design and results of research onthe influence of the teacher's personality upon his pupils.Investigations have been carried out under the author'sguidance at the Section for Psychology at the SilesianUniversity in Katowice. The group of researchers includ-ed 10 teachers-undergraduates. Research took place inschools, in which they worked or in the schools of theircolleagues. The author reports on the part of researchpertaining to the, influence of the teacher's appearanceand elocution. Research on teacher's appearance wascarried out by Urszula Omylifiska on 107 pupils in gradesVIII of a primary school in Zabrze. Research techniqueswere: questionnaire for initial investigations, scale-guidemethods (a scale of five degrees for each feature of theteacher's appearance has been worked out) and reminis-cence method. The author states that the pupils quicklyreact to their teachers' appearance and know how toevaluate it. The highest scores were given for featuressignifying good health and not for beauty, the lowestfor imperfections .of face and posture. Irena Gierka in-vestigated the influence of personal hygiene and clothes.Similar techniques have been used. In agreement withpredictions pupils who gave highest scores for hygieneand clothes reacted to it by care for their own appear-ance, tideness of books and copybooks and diligence.Negative evaluation was correlated with contempt forthe teacher, Lick of interest in the subject and gaps inknowledge. Alicja Mroczkowa investigated the influencesof speach, by means of mutually complementary methodS.

51


She reports high appreciation of proper articulation,accentuation, style, elocution, rhythm and vocabulary.Negative evaluations are given for arrogant, improperand careless speech. In the case of longer contact of theteacher with the pupils the latter adopt his way ofspeaking be it proper or improper.

371. PIETER, JOZEF: Problemy samoksztalcenia i doskonaleniakadr nauczycielskich. (Self-Instruction and Improving Quali-fications of the Teaching Staff). Chowanna 1970, No. 3, pp.199-236.

The author considers relations between the self-instruc-tional process as a long-range, independent cognitive ac-tivity and the process of improving qualifications of theteaching staff as an organized activity carried out in orderto increase effectiveness of their professional work. Proc-esses of this kind cannot be organized similarly to theschool process of instruction because of considerable dif-ferences between participants as far as age, amount ofeducation and experience are concerned. A number ofspecific problems arise in the field of adjusting self-instructional activities to individual abilities, organizingthe process in order to obtain substantial increase infactual knowledge and selecting suitable teaching ma-terial. The author discusses psychological foundations ofself'- instruction, its sources, passage from cognitive inter-est to systematic self-instruction and from self-instruc-tion to organized in-service training for teachers, eveningand extramural studies for practising teachers, staffemployed in teacher training departments, professionalcareer and its relation to the amount of education andmodifications in the teacher's consciousness as influencedby self-instruction. Much place.ia also devoted to researchand publications pertaining to the problem. Basic self-instructional process, its objectives, organization and pop-ularization are dealt with in a separate chapter.

372. RATAJ, MARIAN: 0 samoksztalceniu nauczycieli. (On theTeachers' Self-Instruction). Chowanna 1970, No. 2, pp. 237-253.

The article is based on results of research carried outamong 2000 teachers of primary, secondary and voca-

52

SCHOOLS AND INSTITUTIONS 51

tional schools in 1967. Investigations pertained to thefollowing problems: popularity of self-instruction, plannedand systematic character of self-instruction, its aimsand motivation for work, forms and sources, subjects andfactors stimulating teachers work, hindrances effects andself-instructional aspirations, as well as increase in theeffectiveness of the process. Investigations were based onanonymous questionnaires, self-instructional biographies,memoirs and analysis of published and unpublished ma-terials pertaining to teachers' self-instruction. On thebasis of available data the author formulates determinantsof the optimalization in the process of self-instruction.The basic determinants are: 1) consciousness of one's ownshortcomings, needs and possibilities, 2) knowledge ofbetter personal models, 3) ability to specify self-instruc-tional ideals and to realize them systematically and4) motives stimulating the will to work on one's owndevelopment.

See also: 327, 328.

VI. SCHOOLS AND INSTITUTIONS

VI. 2. PRIMARY

373. CHMURA, MARIA, and NAPIORKOWSKA, URSZULA andNOWAK, JANINA: Z badali nad slownictwem dziecka rozpo-czynajRcego naukg szkolnq. (Research on the Vocabulary ofa Child Entering Primary SchoO1). Zycie Szkoly 1970, No. 7/8,pp. 21-26.

The authors of the article present results of a comparisonbetween the vocabulary of a seven-year-old childexamined in the course of its seventh year of age and thevocabulary used in handbooks and books for obligatoryreading in grade I. Observations have been carried out bymeans of the so-called records of speech carried out bythe child's mother, a psychologist, who put down anumber of utterances expressed by the child every day

53

52 SCHOOL'S. AND INSTITUTIONS

together with a description of the situation in which theywere pronounced. A considerable difference with respectto the richness of vocabulary can be seen between theseutterances and handbook texts. The child under examina-tion uses the vocabulary which is perhaps less differen-tiated but more colloquial, frequent in every daysituations and connected with modern technology. Manyof these words do not appear in handbooks which on theother hand introduce substantial number of names ofobjects presently unknown or going out of use as well aswords denoting psychic states or abstract terms. Thehandbook texts are mostly texts forming a link betweenthe child's style and a literary one. The authors postulateto modernize school texts in order to bring them closer tolinguistic reality of the seven-year-old.

374. D4BROWSKA, IRENA: Cechy charakterystyczne programupracy wychowawczej klas IIV szkoly podstawowej nr 58w Bydgoszczy. (Characteristic Features of the EducationalProgram Carried Out in the Primary School No. 58 in Byd-goszcz). 2ycie Szkoly 1970, No. 7/s, pp. 29-39.

The form master planning educational process in gradesIIV bases his work on curricula for eight-year primaryschool in order to find necessary educational elementsthere. The author gives examples of planning from oneof the primary schools in Bydgoszcz pointing out thateducational planning requires deep knowledge of specificcharacteristics of the whole educational process in theprimary school. Definite statements are needed concern-ing present-day and future tasks, these however cannotbe properly formulated without careful observation ofindividual pupils and their collective.Analysis of educational programs for grades IIV pre-pared in the primary school No. 58 in Bydgoszcz revealcontinuity of many subjects with the simultaneous in-crease in their scope according to growing capabilities ofpupils in higher grades. Programs stress the necessity ofclose contacts of form masters with parents and homeenvironment. Examples of the execution of severalcurriculum items are presented in tables at pages 32-36.


375. FURMAN, JOZEFA: Wplyw riiinych form pracy grupowej nastrukturq spolecznq klasy szkolnej. (Influence of Various Formsof Group Work on the Social Structure of the Class). Kwartal-nik Pedagogiczny 1970, No. 2, pp. 145-157.

Research carried out by J. Furman under the scientificguidance of Professor W. Okori aimed at determining themodel of a class as a field of child's social education.Research has been carried out on two forms of groupworkuniform and differentiated, and on-the possibilitiesof teacher's influence on the formation of class socialstructure by means of some organizational changes withinthe process of instruction. Research objective was to stateif there are such possibilities and to point to organiza-tional forms of the teaching process which prove to beeffective for the formation of the uniform class socialstructure. Research covered three grades V of Warsawprimary schoOls with respect to subject-matters: mothertongue and biology. The experimenter used voting andsociometric techniques, i. e. friendship and discontentplebiscit, sociometric test and questionnaires. They en-abled to state pupils' tendencies to enter social inter-actions in class, point out differences in the socialstructure in a class and finally to verify research hypo-theses. Research proved that only one of the three gradesunder examination satisfied the requirements of themodel in the field of uniformity in the social structure.The author concludes that there exists not only a pos-sibility but also an urgent necessity of the teacher's inter-ference in the transformation of a school class into arationally organized group of social education. Out of thetwo forms of work that were investigated by the author,differentiated work creates better conc'itions for the socialdevelopment of the pupil while ur _form frontal workensures better didactic results in the form of highereducational attainment. Thus the application of both ofthem should be recommended.

376. KARIPIDIS, KRYSTYNA: Geneza niepowodzeri nauczycielaklas w realizacji tregci wychowania plastycznego. (Etiol-ogy of Teachers' Failures in the Work in Grades I-IV at theLessons of Aesthetic :Education). Zycie Szkoly 1970, No. 7/8,pp. 8-13.

55

54 SCHOOLS AND INSTITUTIONS

The article is a report of research on 94 teachers studyingat the freshman year of the extramural and eveningTeachers' College in Gdarisk-Oliwa at the Department forInitial Instruction Section for Aesthetic Education.Research was based on questionnaires and reports oflessons conducted by the teachers under examination. Theauthor presents the list of most common difficulties con-nected with the preparation and conducting a lesson. Theyare the following: 1) lack of factual information from thefield of fine arts, 2) ignorance of developmental stages inthe plastic creation of children, 3) lack of basic drawingskills, 4) difficulties in preparing plans of the lessons,5) insufficient knowledge of plastique techniques,6) difficulties in formulating goals of lessons, in selectingsubjects and techniques as well as in evaluating children'swork, 7) dislike of the subject, 8) lack of literature fromthe field of aesthetic education, 9) lack of teaching aids,10) lack of interest for the subject-matter on the part ofthe principal, 11) difficult conditions of work.

377. KIERKOWSKI, ADAM: Z dawiadczen organizacji wychowa-nia uczniow do dojrzalaci decyzji zawodowej w szkolach pod-stawowych. (Organization of Education In Order to ObtainMature Choice of a Profession in Primary School). Chowanna1970, No. 3, pp. 378-393.

The author discusses preparation of the youth for thefulfilling of an important social function, i. e. for maturechoice of a profession. Primary schools ought to concen-trate on the problems of preparing their pupils for thefuture training on the postprimary level and for rationalselecting a profession. The author's postulate gains inimportance because of the recent extension of compulsoryschooling to the age of 18. Attention is drawn to motiva-tion, as an improper motivation in school work e. g. learn-ing for good marks or other profit can appear also in thefuture professional work. Until now the main task of theprimary school was to prepare the pupil for passing anexamination to every school and not only to the selectedone. Now it should help pupils to choose a professionaccording to their abilities and interests.

56


Since the year 1966 Educational Board of the Region ofKatowice has been carrying out systematic training foreducational staff of Vocational-Advisory Centers dealingwith problems of vocational preorientation in schools. Thefollowing tasks should be fulfilled by schools in the fieldof preorientation: 1) imparting knowledge of the economicsituation of the country and of social needs pertaining toemployment, 2) providing pupils with information onprofessions, 3) getting pupils acquainted with structure ofpost-primary schools, recruitment conditions, possibilitiesto carry on training and 4) aid in choosing a professionaccording to pupils' psychophysical abilites and interestson one hand and to social demands and vocationalrequirements on the other. Form masters should co-operate with Vocational-Advisory Centers and directpupils of grade VII for specialistic examinations there.

378. KOMOROWSKI, BOHDAN: 0 skutecznaci nauczania proble-mowego. (On the Effectiveness of Problem-Instruction). NowaSzkola 1970, No. 7/8, pp. 20-22.

The article is devoted to significance and effectiveness ofproblem-instruction in the didactic process. The authordefines problem situation as an arrangement in which theteacher or the pupil sets forth a theoretical or a practicaldifficulty that requires application of previously assimi-lated knowledge in new circumstances. The author thenanalyzes questions that can be put not only by the teacherbut also by the pupils in the course of the learningprocess. He distinguishes: 1) contrui questions (catech-etical), 2) search-cued questions (heuristic), 3) emotional-committing (motivational) and 4) activating-practical(pragmatic) questions. Non-problem questions are includ-ed in the first group, problem ones being components ofthe remaining three groups. In the second part of thearticle two experiments are presented, one carried out atthe first year of the Department for the Polish Languagein the year 1963/64, the other in a primary school inLublin in the years 1964-67 under scientific supervisionof Professor W. Okon. The following conclusions aredrawn from the data obtained in the course of researches:problem-instruction should not be introduced every-

57


where; frontal, group and individual learning should alsobe applied; proper educational atmosphere ought to becreated to avoid pseudo-problem-instruction, each pupilmust be inclined to link elements of information in orderto construct a logical whole and avoid disintegration ofthe teaching material; ratio of problem-instruction toother methods should be carefully considered so that itwould not dominate the learning process.

379. KWIECINSKI, ZBIGNIEW: Srodowisko lokalne a poziomslownictwa uczniow klas mlodszych. (Local Environment andthe Vocabulary of Children in Lower Grades). Zycie Szkoly1970, No. 5, pp. 40-47.

Data presented in the article pertain to the influence oflocal and social environment on the acquisition of newconcept and corresponding lexical items on the part of thepupils in lower grades. The author reports on a part ofresearch carried out by the Section for Research onIndustrialized Regions at the Polish Academy of Sciences.Research aimed at a sociopedagogical diagnosis in thefield of the so-called "levelling of the life-start" for theyouth coming from various social strata. Research cover-ed 3856 pupils from three types of environment: rural,industrial and urban. A test battery of a lexical characterwas administered worked out on the basis of presentlyused curricula and handbooks. Test items investigate theknowledge of 1/9 of the new words and concepts introduc-ed in the course of the school-year. The test battery iscorrelated with a set of tests measuring basic schoolskills, achievement tests and a verbal intelligence test.Analysis permitted the author to draw the followingconclusions: 1) level of the vocabulary acquisition on thepart of urban children is satisfactory, while by ruralpupils it proves to be low or very low, disproportionbetween urban and rural children being considerable,2) notable differences have also been stated between thechildren from various social classes, intelligentsia pupilsobtaining higher results in the vocabulary test than doworkers' children, peasants' children and peasant-workers' children, 3) the best results of rural school areworse than the worst results of urban schools.

58


380. MOROZ, KAZIMIERZ: 0 planowaniu pracy wychowawczej.(Planning Educational Work). Zycie Szkoly 1970, No. 7/8, pp.27-29.

The author discusses teacher's planning abilities in theeducational process stressing the value of empirical data.In his opinion answers to questions from the field orcurricula and educational influence should be sought inresearches on these problems. He also gives the list ofsources serving the teacher in his planning activities.They are: curricula for the eight-year primary school,directives of educational authorities, suggestions ofcenters for teaching methods, trade union conferences andeducational writings. He should, however, make inde-pendent decisions pertaining to educational tasks to befulfilled by his pupils, their forms and methods of exe-cution. Analysis of experiences obtained in the primaryschool No. 21 in Torun and in the primary school No. 58in Bydgoszcz reveals the increasing significance of indi-vidual decisions, although the main selection and gra-dation of educational elements is based on the commonlyaccepted principles. Intensification of educational workcan be achiovea 'C:irovgh introducing factors character-istic for the environment of the class.

381. MUSZYNSKA, LUCJA: Integralne wychowanie i nauczaniew klasach nizszych. (Integral Upbringing and Teaching inLower Grades). Kwartalnik Pedagogiczny 1970, No. 3, pp. 163-182.

A report of research on educational system in primaryschool carried out by the Section for the Theory ofUpbringing of the Institute for Education at the PoznanUniversity. The author presents principles of integralteaching and upbringing in lower grades. The startingpoint of a system lies in the assumption that educationalprocesses are carried out through the organization ofover-all activity for children. Uniform organization ofvarious elements of life in lower grades is thus accepted;classroom-, out-of-school- and organizational activities ofchildren form an integral whole. Foundations of the in-tegral educational system are the following. The form--master plans integral subject units and not separate

53


lessons. Educational aims and goals of instruction areadjusted to every unit. The teacher works out varioustasks for children to be carried out in the course of workon the unit and plans other forms of children's activity.The following principles are introduced: a) time conti-nuity, b) varied form of lessons, c) fluency in conductinga lesson, d) activation and motivation, e) committment,f) collectivity. The implementation of integral teachingand upbringing is carried out in an extended teachingplan of 24 hours a week in grades I-IV. Finally the authordiscusses organization of labor in these grades.

382. PARAFINIUK-SOIISTSKA, JANINA: 0 niektorych cechachfizycznego rozwoju dziecka i ich zwiqzku z postcparni w nauce.szkolnej. (On Some Features of Child's Physical Developmentand Their Relation to Its Success in School Learning). ZycieSzkoly 1970, No. 7/8, pp. 14-20.

The author in cooperation with a group of students ofthe Teachers' College and a number of school doctorshas carried out research on the influence of present dayeconomic and cultural conditions on child's physical de-velopment. Research covered 582 children of grade I in28 primary schools of the region of Szczecin coming fromfour typical environments (12 small villages with thenumber of inhabitants smaller than 200; 9 big villages ofmore than 200 inhabitants; 12 little towns and one big.town). Measurements of children's biological developmentwere then compared with data presented in educationalwritings and pertaining to developmental tendencies inchildren. Dependencies were also sought between bio-logical development of the child and its knowledge ofbasic subjects taught in grade I. To obtain data neededinvestigations were repeated in the course of the schoolyear. No direct correlation has been stated betweenchildren's seize, weight and educational attainment. De-pendency was, however, found of educational achieve-ment on health, functioning of sight, hearing and speechfluency. Influence of home situation is also considerable.No great differences can be stated between size, weightand health of children from various social environments.In comparison measurements are as follows: 1950 118cm, 1943 117 cm, 1880 104 cm.

6

SCHOOLS AND INSTITUTIONS 59'

383. PWHERSKI, MIECZYSLAW (ed.): Metodykd nauczania jc-zyka polskiego w klasach VVIII szkoly podstawowej. (Methodsof Teaching Polish Language in Grades VVIII of the PrimarySchool). Panstwowe Zaklady Wydawnictw Szkolnych, War-szawa 1970, 374 pp. Institute for Education.

The book is a part of a series on methods in teachingPolish language being prepared by the Institute for Edu-cation. The series will be composed of three independentparts corresponding to three levels of instruction i. e.initial, higher primary and secondary. The book is a col-lection of articles by eight authors and is designed asa manual for practising teachers in covering the newprogram of the Polish language in higher grades of theprimary school.Karol Lausz in the first chapter entitled "Considerationson the Theoretical Foundations of Teaching Polish"discusses scientific background of Polish languagedidactics, educational goals and teaching methods. MariaSwobodowa, Anna and Piotr Wierzbiccy, Jan Tokarskiand Zofia Jakubowska prepared three basic sections i. e.reading, teaching to read and write and grammar, thelatter being divided into ortography and punctuation.Jan Kulpa is the author of the chapter on out-of-schoolactivities. Zbiegniew KsiqZczak deals with the pupils'pre.paration for self-instruction. In the final chapter ofthe book Maria Swobodowa discusses organization of theteacher's work. The authors adopted basic assumptionsfor working out special methods which were postulatedat the conference held in the Institute for Education,Warsaw, April 13, 1962. They consider the publication tobe a stimulus for wide discussion on recommendationshere presented, confrontation of its contents with schoolpractice, verification of hypotheses and theorems set forthand research on modernization of teaching Polish inprimary schools.

384. PILAWSKA, HALINA and JUCHNIEWICZ, JERZY: Lekarzeo rozkladzie dnia ucznia. (Doctors About the Pupils' Timetable).Nowa Szkola 1970, No. 5, pp. 30-32.

On the initiative of the State Institute of Hygiene theEpidemiological Department of Szczecin carried out in

61


April and May 1969 investigations of primary schoolpupils from grades II-VIII. Research concerned the pu-pils' timetable. Data were collected by means of question-naires. The authors of the article present materials drawnfrom 1500 questionnaires, 705 of which are filled in bya haphazard sample of children from 10 schools of thetown of Szczecin and the rest by rural school childrencoming from 20 schools of the same district. By meansof an eleven-item questionnaire the authors wanted tofind out if the average timetable of the pupil correspondsto commonly accepted principles of a sanitary way of lifeand if not to what extent. Pupil's answers revealedfaulty construction of teaching plans. In most of the casesnumber of lessons per day was far too large, difficultsubjects were grouped together undivided by easier onesoften in the final part of school work, lessons were linked(2 hours of the same subject) which causes great tirednesson the part of the pupils increased by breaks spentwithout any fresh air in the school building. 'Overbur-dening with homework was noted by pupils of lowergrades both in towns and in villages. 72 percent of pupilsfrom urban districts and 61 percent of pupils in ruraldistricts revealed insufficient recreation in fresh air.On the testing day 9 percent of the pupils under exami-nation did not rest in fresh air. Transport of pupils toschools should be improved for 16 percent of town-children. In the final analysis the authors tried to findcorrelations between educational attainment and time-tables. Good and very good marks prevailed1among pupilsin urban districts while bad ones among those in ruralregions. No direct correlation was noted between thenumber of hours designed for sleep and educational at-tainment. Analysis of the way of spending and organizingday time pointed to an unexpected phenomenon, i. e.

pupils with low educational attainment spend more timein fresh air. The phenomenon is easy to observe especiallyin rural environment.

385. PUTKIEWICZ, ZYGMUNT: 0 niektorych czynnikach wpiy-

wajgcych na skutecznoge procesu uczenia sig. (On Some FactorsInfluencing the Learning Process). Psychologia Wychowawcza1970, No. 5, pp. 3-9.

62


School learning as a social process is not a sum of variousinfluences but their resultant depending on a number ofstimuli or their arrangements. The author considers onlytwo groups of factors influencing the pupil which resultfrom the relation between the teacher and the pupil.Factors on the part of the teacher are the following:1) profound knowledge of the subject completed byinformation on the place of the material taught inthe whole of science and on the use pupils can make ofit, 2) knowledge of mental capabilities of the pupil, hismemory span, emotional states and thinking processes,3) ways of transmitting knowledge to pupils, 4) evaluationof pupils' educational attainment, 5) attitude toward thepupil in the course of school interactions. Factors on thepart of the pupil are: 1) aims which the pupil wants toachieve through learning, 2) motives for learning, 3) satis-fying pupil's psychic needs (cognitive needs, of thechange, need of respect and appreciation). Factors onthe part of the teacher and on the part of the pupil canbe mutually complementary or mutually opposed in thelearning process. Integration of the two kinds of factorsand investigation of relations between them althoughnot easy is indispensable for the improvement of pupils'educational attainment and change in their attitudetoward learning.

386. RUCIIISKI, STANISLAW: Zrodla informacji uczniow w spra-wie dalszego ksztalcenia siq. (Sources of Information on FurtherSchooling for Pupils). Nowa Szkola 1970, No. 5, pp. 20-23.

The author discusses sources of information on possibili-ties of obtaining and exercising a profession available forpupils in grade VIII and XI, i. e. terminal grades of pri-mary and secondary schools. The author tries to answerthe question on the basis of materials obtained in thecourse of questionnaire investigations carried but by thestaff of the Chair for General Pedagogy at the EducationalDepartment of the Warsaw University in the first quarterof the year 1969. Research covered 3324 pupils in gradesVIII and XI, the latter coming from general and voca-tional secondary schools in the regions of Kielce, Poznan,

63


Wroclaw and Katowice and in the towns of Warsaw andWroclaw. One of the main questions included in thequestionnaire pertained to the source of information onthe future profession. The authors gave the list of possiblesources out of which the pupils had to point the one theyutilized.Data obtained in the course of investigations reveal thatthe role of school in informing pupils on the possibilitiesof future work or further training is insignificant. Thetask is fulfilled by parents, popular publications andfriend's opinions, while the main source of informationfor grade VIII pupils are parents and for grade XIpupils popular publications. The most important prob-lem consists in providing each pupil with the informationneeded. Covering all pupils by the system of vocationalguidance seems possible only through schools. School'srole should not be limited to informing final grade pupilson employment, professions and higher schools. It shouldalso form pupils' attitudes, develop abilities, motives andinterests. The author postulates to establish posts forspecialists of vocational guidance in schools who wouldbe engaged in no other activities being at the same timein a position to cooperate with the teaching staff.

387. SPIONEK, HALINA: Parcjalne opanienia rozwoju uczniowszkol podstawowych jako przyczyna ich trudnoki i niepowo-dzeti w nauce. (Partial Retardation in the Development ofPrimary School Pupils as a Cause of Their School Failures).Kwartalnik Pedagcgiczny 1970, No. 3, pp. 135-161, Rez. Sum.

A report on research carried out under the scientificguidance of the author in the Clinic-Educational Sectionof Child's Psychology at the University of Warsaw inthe years 1961-69 and then in the Section for Disturb-ancies in the Psychomotor Development of Children andAdolescents. Research covered about 15 000 pupils mostlyfrom Warsaw schools. Out of the number 1200 specialcases were selected for minute analysis. Research aimedat stating the role of pathological factors against thebackground of the over-all development of the childand his life situation. Research permitted to explainprimary causes of children's difficulties, modificational

64


influence of biopsychic properties and of environmentalconditions upon mechanisms of school failure formation.Investigations have been carried out by the authors of50 master's theses and 14 doctor's dissertations preparedunder the author's guidance. Each child was examinedby means of a set of various techniques to be obligatorilyused by the whole group of researchers. In each case anindividual diagnosis was worked out. Presentation ofresults starts with the table of intelligence quotients ofpupils with serious school failures. Then the author dis-cusses disturbances of mentally retarded pupils and theirschool failures, retardation in the development of sight,hearing and motor functions as a cause of school dif-ficulties. The article presents only a part of researchresults. Complete analysis will be presented in a separatepublication.

388. WIECKOWSKI, RYSZARD: Koncepcja pracy dydaktycznejw nauczaniu poczqtkowym. (Conception of Didactic Work inInitial Instruction). Kwartalnik Pedagogiczny 1970, No. 3,pp. 117-133, Rez. Sum.

The author of the article discusses organization of in-struction from the point of view of some conceptions oforganizational forms of pupils' work taking into con-sideration differentation within class. General remarks onmethodology are followed by an analysis of individualdifferences between pupils with respect to their mentaldevelopment, working speed, etc. The article presentsways of creating optimum activeness on the part of thepupils in the course of initial instruction. Thus specialstress is laid on the organization of work at the lessonsand on methods favoring active and effective partic-ipation of all the pupils in the learning process. A listof all organizational forms of instruction recommendedby the author is presented in a separate table.

389. WINIARSKI, MIKOLAJ: Czynniki warunkuj4ce pozycjc uczniaw zespole klasowym. (Factors Conditioning Pupil's Position inthe Class Group). Kwartalnik Pedagogiczny 1970, No. 2,

pp. 131-143.

65


A report of research on factors conditioning the pupil'sposition in the class-group carried out in three primaryschools of Warsaw, Lodi and Lublin. Research covered350 pupils of grades IVVII, part of them participatingin out-of-school activities of various educational insti-tutions, part of them utilizing no possibilities of this kind.Research method used was the modified sociometrictechnique of Moreno. A sociometric questionnaire hasbeen worked out including 1) instruction pointing to re-search goals and explaining the ways of filling out thequestionnaire, 2) sociometric questions, 3) questionsasking for out-of-school activities of the pupil, his family,environment, participation in activities of institutions forextramural education, and contact with mass-media. Inthe course of research the following relations have beenanalyzed: 1) the social position of the pupil in the class--group and the social-vocational group of his parents,2) educational attainment and the pupil's position in theclass-group, 3) out-of-school-activeness of the pupil andhis position in the class-group, 4) out-of-school activenessof the pupil and his social position in the class-group.Factors distinguished by the researcher have been statedto exert considerable influence upon the social positionof the pupil in the class-group. Research made it possibleto work out a hierarchy of their importance. Educationalattainment proved to be the main factor. The followingaccording to their diminishing importance were: socialposition of parents and out-of-school activeness. Theauthor points out that neither of the factors operating inisolation determines the social position of the pupil. Itis the combination of several of them which states theprecise position of the pupil in a group. Concluding, theauthor draws attention of teachers and form masters tothe importance of family and environmental influencein their didactic-educational activities in grades IVVII.

390. ZBOROWSKI, JAN: Nauczanie poczatkowe w systemie dy-daktycznym szkoly ogolnoksztalcacej. (Initial Instruction in theDidactic System of General Education School). Zycie Szkoly1970, No. 6, pp. 1-10.

Initial instruction, is the first basis stage of the wholedidactic-educational system in schools for general edu-

66

SCHOOLS AN INSTITUTIONS 65

cation. The author presents foundations of the systemand diScusses the problem whether initial stage of in-struction should prepare pupils for the higher level ofschooling, include systematic raining itself or form a syn-thesis of the two conceptions. Lately tendencies increasedto liquidate initial instruction and construct systematicCurricula starting with the first grade of the primaryschool, include more information in the teaching processand increase the speed of assimilation on the part of thepupils. Numerous experiments, however, carried outabroad and reported in several publibations have notbrought about any clear solution to the problem. Urgentneed to reform initial instruction in Poland createdattempts to modernize this stage of instruction and in-clude it in the over-all didactic system of general schools.Research' on curricula and methods in grades I-IV hasbeen carried out by the Institute for Education in Warsawin cooperation with the Institute for Education at theJagiellonian University in Cracow. The author discussesresearch designs and results obtained. His conclusionsare the following: 1) isolation of initial instruction shouldbe liquidated and grades I-IV included in the didacticsystem of general education school which requireschanges in curricula and teaching methods, 2) processof initial instruction should be intensified by enrichingmaterial designed in the curricula and by acceleratingteaching and learning processes.

391. ZGADZAJ-FELIKSOWA, STANISLAWA: Emocjonalne przy-czyny niepowodzen w nauce. (Emotional Causes of SchoolFailures). Kwartalnik Pedagogiczny 1970, No. 2, pp. 159-165.

In previous research on the etiology of school failuresemotional factors have never been taken into considera-tion. The author gives here an attempt to investigateemotional conditioning of school failures. Research cov-ered 132 pupils of a primary school. The techniquesused were: Warmington's perseveration tests, Cattell'scharacteristics of high and low perseveration, Schonall'scharacteristics pertaining to temperament, Cattell's ques-tionnaire of chronic nervous fatigue, Bridges' card for themeasurement of socialization progress, analysis of edu-

67


cational attainment in the first and the second half ofthe school year and the Stott's diagnostic paper on "Childin School". The aim of the research is to open the way forobjective recognition of children with behavior disturb-ancies, to find selective methods for the recognition, topoint out differences in school failure between childrenwith emotional deviations and normal children and tofind ways for modification of educational activities whichwould result in elimination of school failures. On thebasis of scores in perseveration test children were dividedinto three groups of high, low and average perseveration.Successive investigations have been carried out on pupilsof high and low perseveration revealing emotionaldisturbancies. Pupils oi average perseveration formed acontrol group. Research proved that pupils of highperseveration obtained less educational attainment thanthose with low perseveration. Out of the experimentalgroup of 40 persons 16 pupils, were selected with highdisturbancies in behavior. The main cause of their failuresconsisted in emotional disturbancies. The value ofresearch lies in verification of methods in diagnosingemotional disturbancies. The author postulates differen-tiation of teaching methods according to emotionalcharacteristics of the pupils.

392. ZIOLKOWSKA, EL2BIETA: Badania nad wplywem szkolyna rozvi76j spoleczny i umyslowy dzieci 8-letnich. (Researchon the Influence of School on Mental and Social Developmentof 8-Year-Olds). Kwartalnik Pedagogiczny 1970, No. 3, pp. 183-204.

Section for the Theory of Education at the University ofPoznan started work on verification of the experimen-tally introduced dicactic-educational system for gradesIIV. Assumptions for the experiment are presented ina paper by L. Muszyfiska entitled "Integral Teachingand Upbringing in Lower Grades of Primary School". Thereport demonstrates fragments of research on effective-ness of the new system carried out after a year of itsimplementation, i. e. on eight -year -olds. The degree ofthe socialization of pupils and the amount of generalknowledge required in the curriculum have been used as

68


indicators of effectiveness. Research aimed at stating ifthe social and mental level of pupils in experimental andcontrol grades is equal. First investigations were carriedout at the beginning of grade I in order to level the twogroups before introducing the new system to one of them.Analysis of results obtained in the course of the exper-iment leads to the following conclusions: Children inexperimental grades developed a higher degree of skillin cooperation, submitting activities to a general goal,helping others, objective evaluating others' work andadjustment to the rules of the common group game. Atthe next stage of the research the level of knowledgein the two groups has been measured: Research provedthat mental development increases with the social devel-opment in children. Thus the experimental system provedto be more effective than the traditional.

See also: 337, 396-397, 402, 412.

VI. 3. SECONDARY

393. HOWORKA, EDWARD and HRYNIEWICKI, JAN andOBARA, MARIAN: Probe realizacji wychowania seksualnegow opinii miodzieiy. (Attempt at Introducing Sexual Educationin the Opinion of the Youth). Nauczyciel i Wychowanie 1970,

No. 5, pp. 48-55.

Sexual education belongs to the most difficult fields ofupbringing. Nobody questions now the necessity to in-troduce sexual education in schools. What is not yetclear is its conception, the best starting point in time,range, forms, methods of carrying out educational activ-ities of this kind and their institutionalization. In thepresent work the authors present results of one of theinitiatives connected with sexual education introduced bythe II Clinic for Gynecology and Women's Diseases at theMedical Academy of Poznan in cooperation with theDistrict Executive of the Association of Laic Schools inPoznan and the local Board of Education. A series oflectures has been started for pupils in final grades ofvocational and ;:eneral schools entitled "Love, Family andSociety". Lectures were delivered by doctors, psycho-

69


logists and. sociologists. Since the series was a successlectures were transformed into a permanent institutioncalled "Study in the Culture of Coexistence for Adoles-cents ". Lectures take place once a week in the afternoon.The course lasts six weeks. Research by means of ques-tionnaires has been carried out among the participantsof the course and brought a considerable amount of inter-esting data. They prove that large parts of youth whopretend to know a lot about these problems develop falseideas and have incorrect information in this field. Theauthors conclude that sexual education should be startedearlier and include large. number of psychological andpedagogical problems stress being laid on moral and ethicaspects. They also postulate to organize a Center forMethods in Sexual Education.

394. LAUSZ, KAROL: Podstawowe problemy wspoiczesnej meto-dyki literatury. Wprowadzenie do metodyki literatury. (MainProblems of Present-Day Teaching of Literature. Introductionto Methods of Teaching Literature). Panstwowe WydawnictwoNaukowe, Warszawa 1970, 298 pp.

The book is provided for future teachers, mainly forstudents graduating from the Department of the PolishLanguage. The main desire of the author is to drawattention to some other problems in the methods ofteaching literature than those which have been acceptedup to now. The book is an attempt to put a new evalu-ation to well-worn patterns and ideas in this field andto point to the necessity to rind and develop new forms ofmethodic activity. The book Is composed of three parts.Part I entitled "Theoretical Foundations of Teaching Lit-erature" includes considerations on methodology asscience, its nature, significance and place among otherspecial theories of instruction as well as its psychologicaland physiological foundations. The author also discussesschool curricula for literature. Part II includes discussionof new assumptions, aims and principles of teaching liter-ature. Part III "Methods of Teaching Literature" pre-sents an analysis of teaching methods and their applica-tion. The neccessity to introduce a variety of methods isstrongly stressed since constant application of only one


of them leads to schematism and boredom. In the moderninstruction both traditional and new methods are used,each of them being applied accordingly to the require-ments of the teaching process and kind of the materialtaught.

395. MILEWICZ, BOLESLAW: Podrecznik doskonaly pilnie poszu-kiwany. (Perfect Handbooks Urgently Needed). Nowa Szkola1970, No. 7/8, pp. 27-31.

The article contains a review of problems included in 72reports prepared in answer to a questionnaire preparedby the editorial staff of "Nowa Szkola" pertaining tovalue of new handbooks for the reformed secondaryschool for general education.Reports show teachers' deep interest in the teaching ma-ter al included in handbooks, their methodic and editorialaspects, didactic functions and relations between hand-books and curricula. The article is an introduction tofragments of reports included in further parts of thepresent issue of the "Nowa Szkola" periodical. Theyconcern following handbooks: 1) Polish literature, 2)Polish grammar, 3) Russian, 4) English, 5) French, 6) Ger-man, 7) history, 8) geography, 9) biology, 10) algebra andgeometry, 11) physics, 12) chemistry, 13) plastic educa-tion, 14) music education.

396. STRELAU, JAN: Indywidualny styl pracy ucznia a cechy tem-peramentalne. (Pupils' Individual Style of Work and TheirTemperamental Traits). Kwartalnik Pedagogiczny 1970, No. 3,pp. 59-77, Rez. Sum.

The author discusses the problem of a degree to whichtemperamental differences among individuals influencetheir behavioral patterns. Much attention is paid to scien-tific publications dealing with this subject. The authorpresents research results which proved the influence oftemperamental features upon various spheres of pupils'activities. The research in question verifies the followinghypotheses: 1) pupil's behavior in a difficult (stress) situ-ation depends on his temperamental features, 2) the resultof the pupil's work in a normal situation does not depend

71

SCHOOLS AND INSTITUTIONS

on his temperamental features, which, however, influencehis working style. The author discusses several modelsof a style of work conditioned by a temperamental fea-ture called "reactiveness" or "strength of the nervoussystem". For reactive personalities the following behav-ioral features are characteristic: auxiliary activities dom-inate basic ones, temporary activities permanentones, while varied dominate uniform ones. Priority isgiven to situations with a small number of varied stimuli.By non-reactive pupils correlation between elements isreversed or balanced.

397. SLONSKA, IRENA (ed.): Teatr mlodzieiy. (The Theater of theYouth). Nasza Ksiggarnia, Warszawa 1970, 213 pp. Institute forEducation.

The book has been published on the initiative of theSection for Aesthetic Education at the Institute for Educa-tion. It consists of 10 articles by various authors. Generalconsiderations on the nature and tasks of the school the-ater are followed by two retrospective chapters. One ofthem written by Zdzislaw Kwiecifiski presents the historyof school theater in Poland, its traditions and achieve-ments stressing the values which are still alive in thepresent-day theater. The second one by Wanda Re-nikowa shows basic developmental tendencies of schooltheaters in the Polish People's Republic which influencedthe present character of the school stage. Maria Klass,the author of the next article entitled "Theater of Chil-dren and Adolescents in the Light of Educational Tasksof Our School", discusses educational functions and formsof school theaters. She also presents relations betweenschool theater and music, physical and aesthetic educa-tion, mother tongue and history. Honorata Jabloriskadevotes her article to various forms of work in schooltheaters of an amateur type and criteria for the selectionof these forms. Basing her considerations upon a numberof examples she presents solutions to some problems ofrepertoire and settings. Problems of production in anamateur theater are considered by Klementyna Krymko-wa, questions of elocution and declamation by Krysty-na Mazur, music and accoustic problems -- by Andrzej

SCHOOLS AND INSTITUTIONS 71.

Hundziak. The final part of the book includes articlesby founders and leaders of school theaters: W. Szczot-kowski and U. Wierzbicka who give examples of imple-menting conceptions of school theaters discussed in pro-ceeding chapters.

See also: 323, 330, 332, 334, 337, 352, 386, 412.

VI. 4. VOCATIONAL

398. DEJNAROWICZ, CZESLAW and KARWAT, TADEUSZ: Nowekoncepcje tworzenia programow nauczania dla szkol zawodo-wych. (New Ideas of Curricula Construction for VocationalSchools). Kwartalnik Pedagogiczny 1970, No. 2, pp. 45-65,Rez. Sum.

The contemporary theory of curricula construction tends(to be based on methods applied in science and utilizesinformation theory, mathematics and results obtained inpsychophysiology. New calculatory techniques estab-lished for the computers open possibilities to select themost important elements of the teaching material. Comp-uters ensure objective selection of material and its properdistribution in time. The authors discuss conceptions ofcurricula construction based on the information theory,mathematics and the scientific organization of work.They envisage successive phases of curricula constructionactivities arranged in a set according to a linear diagramutilizing a logical network of the teaching plan. Theauthors also quote opinions expressed in Russian educa-tional writings. According to Russian educators the abovementioned approach makes it posSible to adjust teachingmaterial to educational objectives, provide maximumutilization of time designed for instruction, obtain propercorrelation between the subjects, choose the best solu-tions with respect to school's functions and eliminate out-dated elements.

399. GODLEWSKI, MICHAL: 0 potrzebie modernizacji treki i me-tod.ksztuicenia iawodowego. (On the Need' to Modernize Curric-ula f6r Vocational SchoolS). Nowe Drogi 1970, No. 9, pp. 43-53.

73


The author presents the development of vocational school-ing and designs perspective tasks for the future. Achieve-ments of vocational education in the Polish People'sRepublic can be seen in the development of equipmentand in the increase in the number of schools. Tasks aredetermined by technological progress and socio-economicconditions and pertain to the modernization of curricula,organization and teaching methods as well as to theintroduction of new teaching aids to the process of in-struction. According to the author's opinion vocationalschool should make it possible for the pupil to assimilatefoundations of vocational knowledge and skills indispen-sable in exercising future profession. It 'should algo facili-tate self-instruction and improvenient of professionalskills in future. Educational policy in Poland aims atorganizing national system of permanent training cover-ing post-graduate studies; post-graduate vocationalspecialization and refreshment courses for adults. Specialstress will be laid on improvement of teachers' perform-ance.

400. LEJA, LEON: Srodki dydaktyczne w procesie nauczania szkolyzawodowej. (Didactic Media in the Process of Instruction inVocational Schools). Szkola ZawodOwa 1970, No. 6, pp. 9-13,No. 7/8 pp. 23-26.

Discussing the model of vocational training the authorconcentrates round problems of teaching aids in theprocess of instruction in vocational schools. He stressesthe significance of didactic media in the formation ofcreative thinking and efficient action. According to theauthor's definition an' effective didactic medium is ateaching aid which makes it ,possible to receive pureinformation isolated from informative noise. He alsolists a number of factors influencing effectiveness ofteaching aids. Impressions, perceptions and thinking arethe main psychic cognitive processes owing to which manreceives and transforms informations, news and announ-cements. In cognitive and didactic processes in the voca-tional school threelevels of cognition can be distinguished:sensual, intellectual and empirical. The author presentshis classification of didactic media according to several

74


criteria, 1. e. 1) receptor criterion, 2) criterion of thenumber of space dimensions and 3) criterion of announce-ment components. In the second part of the article theauthor discusses production and conditions for applicationof audio-visual teaching aids in vocational schools basingon experiences conducted in ,a number, of schools andresearch centers. In order to define principles of pro-ducing and, applying teaching aids, L. Leja considers fourbasic ,problems: 1) aims of producing audio-visual teach-ing aids, 2) persons for whom they are designed, 3) con-ditions of their application,. 4) persons using the equip-ment.

401. MACIASZEK, MAKSYMILIAN: Drugi etap prac programowych w szkolnictwie zawodowym. (The Second Stage of Cur-ricula Construction in Vocational Schooling). Glos Nauczycie/-ski 1970, No. 35, pp. 3 and 11.

The article reports on the second stage of curricula con-struction dealt with by the Curricula Department of theMinistry for Education and Higher Education. Stage Iresulted in the preparation of curricula documentationfor vocational schools functioning on the basis of eight-year-primary school. Stage II consists in constructingcurricula for vocational schools basing on greater amountof education than primary school, i. e. for vocationalsecondary schools for graduates from non-full vocationalschools, schools for agricultural preparation and pupilsafter grade II of secondary general schools, as well as forpost-secondary vocational studies and secondary vocation-al schools for skilled workers. The Department carriesout activities in the field of improving new curricula forgeneral vocational subjects introduced to several second-ary vocational schools and schools for agriculturalpreparation in the year 1967. The author discussesprinciples of curricula construction and teaching plansfor new types of vocational schools.

402. NOWACKI, TADEUSZ: Niezbedna jest wiedza o zawodach.(Knowledge of Professions is Indispensable). Nowa Szkola 1970,No. 9, pp. 2-5.

74. SCHOOLS AND INSTITUTIONS

The article deals with problems of vocational preorienta-tion. The present nomenclature in force in the PolishPeople's Republic covers 2424 professions. The authorspostulates' scientific descriptions of professions and theircharacteristics as well as popularization of the knowledgeof professions through' establishing posts for organizers ofinformative activities and through mass-media, e. g, 10minute TV programs. Thus undertaken steps should serveVocational Advisory Centers. Gap in this respect will bepartially filled by publioittions prepared in the Section forVocational Education of the Institute for Educationincluding vocational characteristics of 500 professionswhich is a full review of possibilities existing in the fieldof selecting a vocational school.

403. NOWACKI, TADEUSZ: Stan badati procesow ksztalcenia za-wcdowego. (State of Research on the Process of VocationalEducation). Kwartalnik Pedagogiczny 1970, No. 2, pp.' 25-43,Rez. Sum.

The author systematizes problems of vocational trainingaccording to a scheme of a social and praxiologicalcharacter. He divides the most important questions intoten groups: educational objectives, proportion of voca-tional to general education elements, criteria for theselection of teaching material, amount of knowledge andskills required, division of the teaching material intosubject-matters and working out time sequences for eachof , them, teaching methods, pupils as subjects in theprocess of instruction, conditions for the process, trainingteachers for vocational schooling and, educational attain-ment. The number of. problems increases as a resultof variety in specialities within vocational trainingcorresponding to the variety in the professional activitiesof the society. The problems mentioned above presentvast field of interests of every theoretician of vocationalschooling. All of them precede the very process of train-ing. The author then analyzes vocational training foradults as well as the problem of improving their profes-sional qualifications. He distinguishes three mainfunctions of these activities: implementary, compensatoryand renovational. The last part of the article is deVoted

76


to the state of 'eduCatiOnal research on vocational school-ing in the after-war Poland. Contrary to the developmentof vocational schooling research activities have not beensatisfactory. Until the year 1962 when the Section forVocational Training was, established within the Institutefor Education there was no research center to deal withthis set of problems. Then the Chair of Vocational andPolytechnic. Education was organized at the University ofWarsaw. Presently a number of similar units are or-ganized at other Polish universities. In December 1969a branch of the Institute for Education was established inKatowice dealing with the training of specialists for thePolish industry. The author presents the situation in thisfield as inadequate to the needs of the country andpostulates to work out a central research plan and toorganize properly' equipped institutions which would fillin evident gaps in publications and research problems.

404. PODOSKI, KAZIMIERZ: W sprawie efektywnoki ksztalceniaw ZSZ. (On the Effectiveness 'of Training in Non-FullSecondary Vocational Schools). Nowa Szkola 1970, No. 7/8,pp. 12-15.

The article presents considerations on the problem ofeffectiveness in the training of skilled workers in non-fullsecondary vocational schools. Author's reflections arebased on research carried out in the course of seminarsconducted by him. Research has covered three vocationalschools in Gdansk, Gdynia and Warsaw and more thanten vocational schools for adults training workers forindustrial plants. Profiles of day schools and of schoolsfor working adults were similar. Analysis of dataobtained in the course of the experiment revealed highyearly expenditure for each pupil and high expenditurefor training graduates. The author tries to discover if highcosts of training in non-full secondary vocational schoolsare compensated by adequately high effects of training.The main conclusion drawn by the author is that effectsof training are relatively low both in non-full secondaryvocational schools of a day type and in those for workingadults. The author postulates to prolong compulsory gen-eral schooling and to shorten the period of vocationaltraining.

77


405. RATYIISKI, TADEUSZ: Model wspolczesnej szkoly rolniczejprzygotowujacej rolnikow wykwalifikowanych. (The Model ofa Modern Agricultural School, for Training Skilled Farmers).Szkola Zawodowa 1970, No. 6, pp. 28-31.

The model of an up-to-date agricultural school trainingskilled farmers and agricultural workers is presented bythe author on the basis of research results obtained in theregion of Warsaw. The school should be closely connectedwith productive reqIiirements of agricultural environ-ment. School organization and selection of the teachingmaterial ought to depend on needs of various regions ofthe country and on the specific character of the organha-tion of agricultural production in Poland. Properlytrained teaching staff is indispensable as well as anamount of equipment available in the present economicsituation of the country. Teaching plans of the modelunder examination should take into consideration uniformorganization of the .school year in: a non-full secondaryvocational school and practical and theoretical instructionof vocational subjects. Allongside with the profession ofthe agriculturer the author postulates to introduce specia-lities of a stock-farmer, agricultural mechanic andgardener. He also presents a conception of teaching plansfor these specialities. In the author's opinion candidatesfor vocational schools should be aged 15-18. Schoolinstruction should last two years and be based on theeight-year primary school. Curricula for 34 week instruc-tion should cover ger eral and vocational subjects,practical classes and vocational practice. Consideringresearch results pertaining to organization of instruction,equipment, teaching plans and curricula the author setsforth a conception of modern vocational school modelwhich covers some organizational solutions, specialities,vocational characteristics of graduates and assumptionsfor theoretical and practical vocational education.

406. SOSNOWSKI, TEOFIL: Prawno-pedagogiczne aspekty zatrud-nienia i wynagrodzenia mlodocianych. (Legal and EducationalAspects of Employment and Salaries for Adolescents). SzkolaZawodowa 1970, No. 5, pp. 17-20, No. 6, pp. 18-20.


On the basis of a number of legal acts the authordiscusses the situation of pupils in industrial vocationalschools, who are 'workers in a given industrial plant onone hand and pupils subjected to corresponding schoolrules and regulations on the other. He states the age limit,conditions for carrying out practices in factories pointingto the fact that pupils can be employed only within theframes of vocational training. The author presents anumber of legal protective acts aiming at the ensuring ofpupils' rights, e. g. free health service, minimum agedepending on different vocational specialities, list ofspecialities forbidden for adolescents, working time limitof six hours per day, additional free time for individualwork and ban on employing adolescents in night hours.Young workers have also special' holiday rights andpractically all possible facilities foreseen for members oftrade unions; e. g. places in rest-houses, travel allowances,etc. There is a legal protection for adolescents concerningthe termination of the agreement pertaining to employ-ment. Termination can take place only in the followingcases: 1) lingering desease of the pupil lasting more thansix months, 2) refusal to continue instruction in industrialschools and 3) liquidation of an industrial plant. In thesecond part of the article the author deals with the systemof salaries, determined in the act from July 2, 1968concerning the employment of adolescents in industrialplants in order to enable them to learn in vocationalschools, obtain preliminary vocational training andpractice in exercising a profession. Salaries are groupedin three categories according to the above mentionedstages. Pupils' wages in the time of learning in a voca-tional school are dependent on the year of instruction.Final considerations of the author are devoted to legalaspects of adolescents' salaries, pupils' rights and dutiesand to compulsive vocational training for workingadolescents.

407. ZIELINSKI, ZYGMUNT: Miejsce szkolnictwa pomaturalnegow systemie ksztalcenia zawodowego. (Place of the Post-Secondary School in Vocational Ethication System). Ruch Pe-dagogiczny 1970, No. 3, pp. 292-302.

73

.78 SCHOOLS AND INSTITUTIONS

The present development of vocational schooling has beenone of the, main factors in the economic growth of thecountry. The influence is, however, mutual. Vocationalschooling as a system is subject to laws governing thenational economy. Thus the greatest amount of attentionis paid to problems of preparing skilled workers inindustrial schools and to vocational training of secondaryschool graduates. The problem of vocational preparationof general school graduates grows in significance accord-ing to the increase in the number of adolescents who forvarious reasons do not enter university. Vocational post-secondary schools attempt at solving problems of this partof youth. Placing the level of a post-secondary schoolbetween secondary and higher vocational preparationshould, according to the author's opinion, depend on manyfactors, among others on the social demand for specialistsof a given branch and on the possibilities to train them.The author suggests 'to shift post-secondary vocationaltraining to the sphere of general services includingeducation, health service, technological services, trade,etc. Selection criteria for the choice of specialists wouldbe formed by requirements of the job :1 mandingsecondary vocational preparation on one hand and bypossibilities to accomplish the preparation in the courseof two years on the other. Until now curriculum construc-tion activities have been started and new rules andregulations worked out. Post-secondary schools obtainedindependent, separate curricula and internal organization.A problem still to be resolved is separating post-second-ary vocational schools by means of working out new anddifferent teaching methods and constructing properequipment. Organizational separation of these schoolswould create favorable conditions for shaping theirdidactic-educational model.

See also: 323, 335, 352, 393, 428.

VI. 5. HIGHER

408. Dydaktyka Szkoly Wyiszej, Warszawa 1969, No. 4, 247 pp.Rez. Sum. Ministry for Education and Higher Education. Inter-departmental Section for Research. on Higher Schooling.


Research reports presented in the fourth number of"Higher School Didactics" are the following: Applicationof Tests to Control the Teaching Process (A. Macura)pp.. 41-49, Inquest, for a New Didactic .Model for HigherTechnological Schools (H. Markiewicz) pp. 51-83, SomeResearch on the Organization of Student's Work witha Programmed Handbook" (S. Pankiewicz), pp. 123-133,"Utilization of the Control Room for Evaluating Educa-tional Attainment" (J. Sobolewski, K. Woiniak), pp.135-46. "Programmed Instruction as a Method to IncreaseEffectiveness of Work in the Teacher's College for Work-ing Adults" (S. Kaczor), pp. 147-158. Besides, the publica-tion includes two articles: "Models for the Profession ofan Engineer, Methodology of Their Construction" writtenby the workers of the Institute for Engineering and Build-ing in Kiev (G. L: Taukacz and J. F. Czubuk), pp. 85-100and "Didactic Equipment in the Contemporary HigherSchool" (M. Godlewski) pp. 173-189.

409. Dydaktyka Szkoly Wyiszej, Warszawa 1970, No. 1/2, 224 pp.,Rez. Sum. Res. Ministry for Education and Higher Education.Interdepartmental Section for Research on Higher Schooling.

Part I (pp. 3-78) of the present volume of research-reports is primarily concerned with educational problemsof higher schooling. Professor W. Okon from the Institutefor Education in Warsaw discusses them in his articleentitled "Students and the University Staff in the MutualRelation of the Education and Educated Factors".B. Bromberek from the Adam Mickiewicz University inPoznan deals with educational activities carried out bythe supervisor of the year-group in the report under thetitle "The Role of a Group-Supervisor in the EducationalSystem of a Higher School". Research on educationalproblems, its results and conclusions are presentedby Zofia Krzysztoszek in a report concerning HigherSchool for Agriculture in Lublin (Social and VocationalAttitudes of the Students in Higher School forAgriculture). The final article by E. Erasmus fromthe Poznan University (Teaching Methods in SocialSciences) deals with the shaping of social and politicalattitudes on the part of, the students.

81


Part H entitled "Discussion and Problems" includes thefollowing articles: Statistieal Methods in EducationalResearch (K. Denek and I. Kuiniak). Number andDistribution of Specialized Technological Staff on theExample of Geodesy (Z. Adamczewski), Non-MachineSystem of Programmed Control BSK (E. Berezowski),Remarks on Curricula in 'Mechanics in Higher Schoolsfor Agriculture (J. Kuczewski), Modernization in theTeaching of Farming (L. Malicki, Z. Lecyk). Bibliographyand reviews of recent educational publications areincluded.

410. KRAMER, TEODOR: Model pracy dydaktyczno-wychowavv-czej szkoly wyiszej. (Model of Didactic-educational Work ina Higher School). Zycie Szkoly Wyiszej 1970, No. 7/8, pp. 12-17.

A report on the model of didactic-educational work in-troduced to higher schools a few years ago. The modelis presented on the example of the Higher School forEconomics, in Wroclaw. Basic,elements of the program fordidactic-educational activities are,the following: workers'practices as an incentive for the final decision pertainingto the recruitment of candidates for the first year ofstudies, adaptative course for students' at the first yearand the so-called educational councils at all the yearsOf studies. The whole of didactic-educational activitiesis integrated in the plan which also determines taskswhich are not included in the act on the higher schooling,curricula and rules and regulations for students. Muchattention is paid to scientific activity of students' clubsand youth organizations directing their work not onlytoward recreation but also to active shaping of higherschool life.

411. LEBIEDINSKI, WLODZIMIERZ: Nauki spoleczne w systemienauczania I wychowania. (Social Sciences in the System ofTeaching and Upbringing). Zycie Szkoly Wybzej 1970, No. 7/8,pp. 25-34.

Basing on his own experience as a lecturer of philosophyand social sciences in higher schools the author states thatstudents as well as representatives of other disciplines

82

SCHOOLS WAND INSTITUTIONS

. consider these sUbje:cfs .to fulfill merely -educationalfunctions:.and'never:''scientific. ones: Reception of thesesubjectil3Y;IstUdents'is: relatively low.ln order to changethe preseritssititatiOn and. ensure marxist philOsophy andthe theory of social 'development ,a proper place in higher

-''School curricula,-to which they have been introduced as. an indispensable element of general education, the author.: suggeSts to:.increase the -number" of seminars and to place

the course -at higher semester. He also postulates. to'conduct Classes at' a higher.stientific level and to require:assimilation of knowledge More 'strictly than it has beendone until 'rioW". In his opinion research should be startedon didactics of social "'sciences' special stress being laidon.'inarxist philosophy.

..

412. Neodidagmata, Vol. 1: 1970, 199 pp. University of A. Mickie-wicz in Poznan. The Interdepartmental Section for NewTeaching Techniques...

The new series published by the University of Poznanis designed not only for higher schools, but also foreducational institutions of various levelS and types.According to its name, the laain tasks are: search fornew ways in education, improvement in teaching methodsby means of new techniques of instruction and modernteaching aids and helping schools in their efforts tomodernize the didactic process. The volume consistsof ihree parts: 1) Prolilems of Modern Didactics, 2) Searchfor New Ways of Instruction, 3) Reviews and Bibliog-raphy. Part I includes the following articles: F. Janusz-kiewicz: "Perspectives of Modernity in Higher SchoolDidactics, L. Leja: "Theoretical Premisses and DidacticValues of New Teaching Techniques", J. Banks: "MarxistTheory of Cognition and Audio-visual Didactics", J. Krill-

( ta: "On the POssibility to Utilize Graph Theory in theProcess of Instruction", J. Musielak: "Basic 'Concepts inthe Information Theory ", W. LaWniczek: "Foundationsof the Process of Photography", Cz.' Kupisiewicz:"General Characteristics of the Programmed Instruction,

; E. Fleming:- "Audio-visual Aids in Higher School",K. Denek: "Role 'of Films in the Development ofChildren and Adolescents", J. Banczerowild: "Role of

83


Algorithms in Teaching Foreign Languages". Part IIincludes the following articles: W. Strykowski: "Activitiesof the Authorities in the Field of Modernizing SchoolDidactics", F. Goluchowski: "Experiences in Applicationof Modern Teaching Aids in Some Polish ResearchCenters", Z. Strzyiewski: "Experience of the Sectionfor Applied Linguistics at the University of Poznan",J. Orzechowski: "Modernizing the Didactic Process inthe Institute for Agricultural Technology of the HigherSchool for Agriculture in Lublin", K. Sokolowski:"Improving Qualifications of the Teaching Staff in theInstitute for Mechanization in Kludzienko", T. Klanowski:"Training of Young Scientific Staff and Teachers inthe Interdepartmental Section for New TeachingTechniques" and E. Berezowski: "Didactic MachineEZL201.

413. ORZECHOWSKI, JACEK: Problemy rozwoju nowoczesnychArodkow dydaktycznych dla szkoly wyiszej. (Development ofModern Didactic Media for Higher School). Kwartainik Peda-gogiczny 1970, No. 3, pp. 99-116.

A report presented at the inauguration meeting of theCommission for the Progress in Higher School Didacticsat the Main Council for Higher Schooling functioningat the Ministry for Education and Higher Education. TheMinistry often expressed interest in the problems of mod-ernizing instruction in higher schools and consideredthese questions from theoretical and practical pointsof view. In November 1969 the Executive of the MainCouncil on Higher Schooling established a Commissionfor the Progress in Teaching Media and appointed pro-fessor Czeslaw Kupisiewicz its .chairman. Activitieshave been divided into four groups; each of them beingdealt with by a separate section 1) training young uni-versity staff, 2) training students in doctoral studies,3) carrying out didactic conferences in chairs, sections,and institutes, 4) establishing chairs for education in allhigher schools, 5) carrying out conferences of a didacticcharacter in cooperation with these chairs, 6) organizinginterdepartmental conferences within the Ministry for

84

3


Education; 7) training staff for audio-visual centers,8) meetings of the representatives of university author-ities concerned With audio-visual teaching aids.

414. ROMANOWSKA-LAKOMA, HALINA: 0 wychowaniu przeznauczanie w szkole wyiszej. (On Upbringing Through Teachingin Higher Schools). Zycie Szkoly Wyiszej 1970, No. 7/8, pp. 18-24.

Reform in higher school didactics shotild lead to the unionof teaching and upbringing. Set of problems pertainingto the subject is dealt with by the author who stressesthat in order to achieve this union curricula modificationsshould be introduced and main principles of transmittingknowledge defined. Applying Jerome Bruner's conceptof structure the author postulates to modify curriculaby grading the teaching material according to structures.In the author's opinion, the main principle included inall teaching methods applied is the problem arrangementof basic ideas and concepts, the unknown being selectedin such a way that students can independently arriveat new generalizations. Reformed didactic-educationalprocesses should be characterized by a structural arrange-ment of the teaching material taught in a problem wayand thus stimulating intensive mental work and discov-ery of new individual learning techniques.

See also:, 324,3257328, 353, 3,78,

VI. 6. 'ADULT

415. KIERESINSKI, ZBIGNIEW:. Kuisowe nauczanie jetykow ob-cych w .Polsce: (Teaching Foreign Languages at Courses in thePolish People's Republic). 0.§wiata Dorosiych 1970, No. 8,pp, 465-468.

Educational activities have..been recently considerablydeVeloPed, in the field of teaching foreign languages inPoland and its pOpularization., These activities are reg-ulated by :the'follOwitig legal acts:. "1) ordinance by theMiniSter Of' Echiaatiati from 'April 20, 060 concerningorganiiation of foieigri lariguag-e courses, 2) ordinance by

85


the Minister, of Education, from September, 14, 1959 con-... cerning organization Of Russian courses for adults, 3) or-,;. dinance by the Minister of-Education from February 26,

1965 concerning principles of Managing non-state edu-cational institutions, 4) ordinance by the Minister of'EdUcatidri from November 28,11968 Concerning extramuralexaminations for secondary '-aChijol puf:Alg 'in' foreignlanguages. According to the-above" mentioned legal actstrade unions, cooperative and social institutions, asso-ciations and employing institutions organize three typesof courses for working adolescents and adults: coursesfor beginners, advanced courses and vocational courses.The years 1960-1970 were a period of intensive devel-opment of foreign language courses. Large: number ofcourses are. organized by the Center, for Educational Ser-vices at the Polish Teachers' Association, Clubs of Inter-national Books and Press, Center. for the Teaching ofEnglish in Warsaw, Teachers Cooperative "Wiedza" inCracow, . Association for General Knowledge and theCooperative "Lingwista". Significant role. in the teachingof foreign languages is played by the. Polish- Radio. ThePolish Association of Esperantists organizes: courses ofEsperanto for adolescents and adults. Main difficultiesencountered in the teaching of .foreign, languages areconnected with the lack of teaching. aids and shortcomingsin teachers' training.

416. KRAJEWSKA, KAROLINA: Bibliografia ogwiaiy dorOs4iell.(Bibliography of Adult Education). 0§wiata Doroslych 1969No. 8, pp. 510-512, No. 9, .pp. 574-576, No. 10, pp. 634-636;1970 No. 1, pp. 510-512, No. 2, pp. 127-128, No. 3, pp. 190-192,

, -NO. 4pp., 255-256, No. 5,.pp..318--320; No. 6,'pp.-383=384, No. 7,pp. 446-488,.No. 8, pp. 510*-512, No 9, pp. 574-576:.

The above mentioned copies of "Ogwiata ,Doroslych" in-clude suocessive, fragments of a bibliographic series onadult education. The series is a current annotated Polishbibliography covering the period from April 1, 1969 toJuly:31, 1970. Educational materials are classified in foursections: 1) General Problems, 2) :Training and Self-In-struction of Adults, Vocational Education, 3) Cultural


and Educational Activities. Amateur Artistic Movement,4) Reading Habits.

'417. MARCZYK, WOJCIECH: Motywy uczqszczania do szkoly, dal-sze plany i ich realizacja przez uczniow w grodowisku uprze-myslawianym. (Motives for Attending School, Further Plansand Their Realization on the Part of the Pupils). KwartalnikPedagogiczny 1970,- No. 2, pp. 121-129.

The article is a report on research on motives for attend-ing school, pupils' plans made in the course of schoollearning and professional careers of graduates upon thebackground of social and economic changes occurring inan industrial environment. Research covered all pupilsof a primary school for working adults in Plock. Inves-tigations have been carried out by means of question-naires and pertained to attending school and Pupils' plans.Examination of their realization has been accomplishedthree years later among graduates of the school. Researchthus designed enabled the author to compare pupils' plansand their execution, detect changes which occurred inthe course of their realization and find out if school hasaccomplished tasks designed for it in the period of ex-tensive industrialization. Research results proved thatboth: pupils' plans and their careers were highly corre-lated with changes resulting from industrialization. Con-siderations of plans and actual careers reveal that thegreatest discrepancies pertained to plans of further learn-ing, change of a profession and remaining in the sameenvironment. Changes in plans have been caused by econ-omic factors, while . motives of the changes were ofa utilitarian' character (stabilization of a profession, betterfinancial status).

418. MAZIARZ, CZESLAW: Prace naUkOWo-badaWcze w dziedzi-nie ogwiaty doroslych w katedrach i zaklaciach szkol wyiszychw Polsce'w lataCh*1968-1970. (ReSearch in:the Field of AdultEducation in the Polish Higher Schools iii the Years 1968-1970).0§wiata Doroslych 1970, No:. 9, pp. 535-539.

The article is an attempt to sum up data obtained fromquestionnaires prepared by the editorial staff. of "06wiataDoroslych" entitled "In Andragogical. Workshops". In the

87

'80 SCHOOLS AND INSTITUTIONS

light of the data the author presents network of researchcenters dealing with the set of problems pertaining toandragogy as well as the scope of their interests. Mostof them are placed' in higher schools and have status ofchairs 'or sections, some ofthem, are research centersoutside universities as the Section for ,Adult Educationat the Institute for Education and the InterdepartmentalSection for Research on Higher Schooling. A number ofresearches are also carried out independently by indi-vidual researchers. The review leads to conclusions thatthe number of research centers is sufficient, they cannot,however, satisfy needs in this field because of their size(mostly 2-3 researchers), lack of organizational traditions,insufficient financial resources and one-sided specializa-tion of the staff. Researches carried out in these centerspertain to the following problems: 1) teaching andupbringing adults, 2) vocational education and pedagogyof labor, 3) cultural and educational activities, 4) historyof adult education, 5) comparative studies, 6) philosophicaland methodological foundations of adult education.

419. POLTURZYCKI, JOZEF: Szkolnictwo dla pracujqcych. Po-trzeby i perspektywy. (Schooling for Working Adults. Needsand Perspectives). Wydawnictwo Zwiqzkowe CRZZ, Warszawa1970, 209 pp.

The author considers achievements and the present stateof schooling, for working adults and attempts at its eval-uation,. Against the background of. the present situationin this field illustrated by rich statistical data the authordiscusses goals, tasks and actual as well as potential needsof the schooling for working adults in Poland. Successivechapters deal with neccessary and favorable conditionsfor intensification in this type of schooling. The authorcarefully, analyzes facilities and privileges of workersattending evening schools, attitude of employipg insti-tutions toward training the employees, the role of tradeunions and the system of social care. ',In the author'sopinion autonomy of adult education with respect toorganization, curricula, teaching plans, teaching aids,forms and methods of didactic-educational work is anindispensable condition for the realization of tasks set

88

SCHOOLS AND INSTITUTIONS 87.

down for schooling. The second part of the book includesanalysis of didactic problems in the light of moderneducational theories. The author discusses problems oflearning and teaching processes as well as of self-instruction. The final chapter is devoted to educationalactivities in schools for adults. The author sets forth a setof suggestions concerning the modernization of the systemof adult education.

VI. 7. SPECIAL

420. BENDKOWSKI, STANISLAW: Problems of Adolescents in theLight of a Legal Act. (Problemy nieletnich w Swietle ustawy).Szkola Spec jaina 1970, No. 2, pp. 121-131.

The article presents analysis of the draft of an act on pre-vention and 'supressing demoralization and delinquencyof adolescents issued December 1968. The draft was pub-lished and distributed in 3000 copies and was widelydiscussed by lawyers, journalists and teachers. The drafthas not yet been accepted by the Diet, thus in the partpertaining to adolescents resolutions of the penal codeof the year 1932 are still in force, although in otherparts they ceased to be valid on December 31, 1969.The draft meets all demands of practice in the widemeaning of the word, takes into consideration opinionsof judges of juvenile courts, prosecution organs, edu-cational authorities and social organizations. It alsostresses problems of preventive measures and limits theapplication of punishment increasing the role of edu-cational means. Assumptions of the draft are in fullcorrespontience with postulates set forth by educators,psychologists and judges from the juvenile courts anda sign of considerable progress in preventing and liquidat-ing demoralization in children and adolescents. Evaluat-ing a legal act of that importance requires, however, min-ute analysis and deep reflection.

421. BENDYCH, EWA: Przeiycia frustracyjneszkolnej mlodzieiyniewidomej. (Frustration Experiences of Blind School Youth).Szkola Spec jaina 1970, No. 3, pp. 201-214.

89

SCHOOLS AND INSTITUTIONS'

The article presents research carried out in three non-fullvocational schools for blind adolescents in Poland in theyear 1966. Observations conducted in these schools provethat most of the conflicts appear in the sphere of socialcontacts and contacts revealing enmity of physical world.Specially diffiCult situations are created when seeingpeople commulicate by gestures and mimicry whichcannot be seen by the blind but can almost always befelt. Young people feel then humilitated and unprotected.Pity or aid tactlessly shown as well as suspecting of themadditional handicaps including mental deficiencies in-fluence their frustration to a considerable degree. Theother cause of frustration is fright of moving in anunknown area and the resulting possibility of accidents,followed by diseases, operations, hospitalization, lone-liness and boredom. In interviews blind adolescentsoften stress the tendency to satisfy their cognitive needsin choice of a profession which is often based on manualwork and therefore does not satisfy ambitions of a largepart of pupils. Blind boys and girls also give numerousexamples of negative emotional reactions as depressions,fright, resignation, melancholy, sense of humiliation aswell as expectations to regain sight.

422. KASPRZYKOWA, KRYSTYNA: Uciekl z domu. (He RanAway). Nasza Ksiqgarnia, Warszawa 1970, 438 .pp.

The Head of the Militia Department for Children discus-ses causes of children's and adolescents' escapes fromhome. Considerations are based on the experience of theauthoress obtained in the course. of 20-year work in theDepartment. Analyzing life-stories and silhouettes of anumber of runaway children staying for some time in theDepartment she concludes that the most .frequent reasonsfor escape are: children's discomfort at home, conflicts inthe family, difficult situation of a child, lack of positiveemotional attitude, educational errors committed byparents and resulting from the lack of understanding ofinner experiences of a child, lack of careful observationof its reactions and neglecting them. In the Departmentfor Children they find aid in solving their difficult life-situations and rescue from gOing astray.

SCHOOLS,. AND INSTITUTIONS 89

423. KOZIELOWA, STANISLAWA: Cechy osobowaci uczniowspolecznie niedostosowanych a praca dydaktyczna w szkotezakladu poprawczego. (Personality Features of Socially Un-adjusted Pupils and the Didactic Work at School in a Houseof Correction). Szkota Spec jalna 1970, No. 3, pp. :).17-232.

Among a number of factors influencing formation of thehuman personality the role of family and environment issaid to be the greatest. On the basis of her owneducational experience the author discusses personalityfeatures of adolescents in houses of correction comingmostly from families of a high degree of moral decay.Bad treatment influences Psyche of the adolescent andimpoverishes his emotional sphere. Many young peoplereveal emotional frigidity showing at the same timeneed of friendship. Discussing complicated and biasedPsyche of pupils in houses of correction the author triesto state reasons for their reaction on the basis of theirbehavior. Very often arrogance, cynism and rashness arean unconscious manifestation of sorrow and pretensionsto parents and society. Adjusting to, atmosphere in thecircle of their friends they try to gain. their approval byimproper behavior and arrogance toward the teacher. Theauthor stresses that each pupil is a different individualthus educational mehods should be varied and changedaccording to personality features .of particular pupils.They have, however, one common feature: they do notwant to learn and to think. Thus in order to effectivelyinfluence their minds the process of instruction shouldinclude as many visual and demonstrative methodsas possible. Many of unadjusted adolescents revealinferiority compleXes and lack of belief in 'their ownchances, which often results in apathy or aggressiveness.Liquidation of inferiority complexes in adolescents shouldbe, according to the author's opinion the, main task of thehouse of correction in all resocialization activities.

424. LIPKOWLKI, OTTON:' Nowa strukiura i nowe iadania Pan-stWoWego Instytutu PedagOgiki Specjalnej im. Marii Grzego-rzewskiej. (New Structure and New Tasks of the PolishInstitUte for Special Pedagogy). 'Szkola Specja/na .1970, No. 3,pp. 193 -195.

91

SCHOOLS AND INSTITUTIONS,

The author discusses legal foundations, of the State Insti-tute for 'Special Pedagogy established in. the year 1922and its structural changes. The structure and, tasks of theInstitute were defined in rules and regulations approvedby the Ministry for Denominations and Public Education,July 12, 1922. Main tasks of the Institute were: 1) trainingteachers and eductors for handicapped children and2) research on various problenis of special schooling,primarily on teaching methods. Institute did not conductany in-service training for teachers. In the year 1958owing to Maria Grzegorzewska's efforts a Chair of SpecialPedagogy was organized at the University of Warsaw.Graduates from the Institute were given the opportunityto start studies at the second year without any entranceexaminations. Lately, however, they were obliged to passentrance examinations and start studies at the first year.Carrying out research has not been easy for the Institutebecause of its organizational structure until May 18, 1970when some changes of an organizational character wereadopted as a result of an Ordinance issued by theCouncil of Ministers. The Ordinance states the Instituteis a research center carrying out didactic activities onthe level of higher vocational studies. Institute has theright to organize new departmental units indispensablefor carrying out didactic and research activities. It issubjected to the Ministry for Education and HigherEducation. The article presents a full text of theOrdinance in question.

425. LIPKOWSKI, OTTON: W 25-lecie szkolnictwa specjalnegow Polsce Ludowej. (25-Years of Special Schooling in the PolishPeople's Republic). Szkola Specjalna 1970, No. 1, pp. 9-27.

The author distinguishes three stages in the developmentof special schooling in Poland: 1) The period until WorldWar I when the first special schools were established:special school for adolescents with deficient hearing in1817, for socially unadjusted youth in 1848 in Warsaw,for mentally handicapped children in 1878 in Studzieniecand a number of special schools in the Prussian partition.2) The between-the-wars period in which interest forhandicapped children considerably increases. Special

92


schooling of this period does not satisfy social needs butfor the first time it is included in the over-all system ofnational education. Great influence on Polish specialschooling was then exerted by the State Institute for Spe-cial Pedagogy under the guidance of Maria Grzegorzew-ska and the editorial staff of "Special School" edited sincethe year 1924. 3) Special schooling in the Polish People'sRepublic was included in the national system of educationbeing fully delivered from the unstable care of variousassociations and social organizations of a charitablecharacter. Increase in the number of special schools isillustrated in separate tables. The main assumption of thePolish special schooling of the day is its availability forall handicapped children in the country. In the final partof the article the author discusses the following problems:1) new forms of care for handicapped children, 2) effecti-veness and range of activities of selection committees,3) improvement of revalidation and resocializationmethods, 4) school premisses, 5) differentiation of specialschools and their further development, 6) vocationaltraining and care for graduates from special schools,7) care for handicapped children in preschool period,8) revalidation activities of schools and special educa-tional institutions and 9) training of specialists for thespebial schools.

426. MARUSZEWSKI, MARIUSZ: Reedukacja mowy u chorychz afazjg jako problem pedagogiki specjalnej. (Speech Reeduca-tion in Aphasiacs as a Problem in Special Pedagogy). Kwartal-nik Pedagogiczny 1970, No. 3, pp. 23-43, Rez. Sum.

The article deals problems of speech reeducation in adultaphasiacs, i. e. patients with speech disturbancies result-ing from brain lesions. The author states that the worlddevelopment of theoretical rehabilitation is insufficient incomparison with the increasing needs and possibilities ofimplementation. Effectiveness of speech reeducation inaphasiacs and conditions necessary for it are discussedon the basis of data obtained by the author hi the courseof his work in the Section for Therapy of Higher NervousActivities at the Department for Neurological Rehabilita-tion in Konstancin in the years 1963-69. Data pertaining

93

92k SCHOOL

to effectiveness of therapy, conditions for it and prognosisfor the future treatment are presented in six statisticaltables.The most important factors are general state of healthand family conditions. Analyzing problems of diagnosticsthe author shows shortcomings in terminology and pointsout difficulties in classification of aphasiacs. In hisopinion, diagnosis should be adjusted to many-factorcharacter of disturbancies and reveal not only theirmechanisms but also therapeutic methods. The authorthen discusses mechanisms of compensation, disinhibitingmental functions and relearning. Analysis of reeducationfactors reveals significance of therapeutic methods.

427. NOWAKOWSKI, JOZEF:. Rozwoj szkolnictwa specjalnego.(Development of Special Schooling). Nowa Szkola 1970, No. 7/8,pp. 18-20.

The author presents development of special schooling inPoland on the basis of copious statistical data pertainingto the subject. In the betWeen-the-wars period, i. e. untilthe year 1938/39 110 schools were established for 12 600pupils with deficient sight, hearing, mental handicapsand for morally handicapped. It is difficult to state towhat extent needs in this respect were satisfied since nocomplete selection has been carried out of candidates for,special schools. Immediately after World War II a systen-Aof selecting was established and basic problems of thenetwork of schools, their organization, scope of activitiesand selection forms. were solved. In the year 1964 theMinistry for Education carried out for the first time a fullregistration of children subjected to compulsory schoolingand qualified for 'special schools of a primary levelaccording to the type of handicap. Registration resultswere considered to be an indicator of actual needs forspecial schools. In the year 1969170 151,000 children, i. e.2.7 percent of the total number of children of the schoolage were directed to special primary schools. Out of thechildren qualified for special schoolingprimary schoolscovered 1.6 pertent of' the total number. 13 014 childrendid not enter compulsory schooling and about 47 000attend' regular primary. schools. Presently new forms of

94

1

SCHOOLS AND INSTITUTIONS 93'

care and 'school organization were introduced to thedidactic-educational system of special schools and theschool system is being adjusted to these forms. Muchattention is paid by the Ministry for Education to voca-tional training of handicapped children, since evidentshortcomings exist in that important field of education.The above facts are illustrated by statistical data.

428. NOWAKOWSKI, JOZEF: System ksztalcenia zawodowegomlodocianych niewidomych, gluchych oraz, umyslowo upogle-dzonych. (The System of Vocational Training for Young Peoplewith Deficient Sight, Hearing and with Mental Handicaps).Szkola Specjalna 1970, No. 2, pp. 109-120, Res.

Project of organization and programs for the new systemof vocational training for adolescents with deficient sight,hearing and with mental handicaps forms basis for work-ing out normative regulations, curricula and teachingplans and as such is presently being analyzed from thepoint of view of organizational and program assumptionsfOr the national system of vocational training. The projectincludes discussiOn of the forms of training, nomenclatureof professions and specialities in schools' and courses forhandicapped adolescents, scope of instruction arid imple-mentation of program assumptions in the system of vo-cational training. According to regulations concerningnomenclature of professions and specialities in schools,the Educational Boards are to determine professions andspecialities introduced, in their districts on September .1;1969 and to inform Ministry. for Education of their de-cisions. Then activities connected with working out curri-cula and teaching plan preparation will be started in theMinistry for Education.

429. ZABRODZKA, HALINA: Udzial. czynnika spolecznego w po-stcpowaniu sgdOw dla nieletnich. (Social Factor in-the Activ-ities of. Juvenile Courts). Szkola Spec jalna 1970, . No. 3, pp.196-200.

A new penal code was introduced in Poland January 1,1970. In the course .of the last twenty five years greatdevelopment of juvenile courts could be noted special

95

94 MISCELLANEOUS,

stress being laid on their social and educational activities., Their establishment dates back to the year 1949 whencourts, for, delinquent youth started their activities thusstrengthening the network of auxiliary courts. The pre-sent Polish legislation introduces participation of educa-tional authorities and supervisors, schools, industrialplants and 'social organizations in supressing, delinquencyas well as in undertaking preventive measures against it.Youth organizations engage in educational work amongsocially maladjusted youth, while institutions and indus-trial plants' concentrate on the care for orphan children.The author 'discusses the role of social factors in activitiesof juvenile courts considering both organizational andfactual aspects. She presents participation of assessors,members of Educational Boards and social supervisors incourt activities. Much attention is also paid to "Patronate"action, the objective of which is care for orphan childrenlegally established by the Court of Care. Protection ofchild's rights is carried out by, a number of social organ-izations: The Polish Committee for Social Care, TradeUnions, Women's League, Association of Socialist Youth,Polish Scouts' Association and the Association of Chil-dren's Friends.

VII. MISCELLANEOUS

430. SLONSKA, IRENA: Psychologiczne problemy ilustracji dladzieci. (Psychological Problems of Illustrations for Children).Paristwowe Wydawnictwo Naukowe, Warszawa 1969, 228 pp.,pl. 10, bibl.

The bok by Irena Sloriska is the first Polish publicationbased on research on the reception of illustrations bychildren of 3-14. The author analyzes children's recep-tive abilities in the field of illustration, cognitive valuesand emotional experiences upon the background of in-fants' Psyche, perception, thinking and individual char-acteristics. She also discusses the development of criteriafor aesthetic evaluation in children. The book is based onrich empirical data collected by means of the following

96

MISCELLANEOUS 95

methods: systematic and temporary observation, inter-views, questionnaire for older children, natural experi-ments involving specially prepared pictures. The authorcollected 3000 opinions of children aged 3-14,18 completesets of data pertaining to the process of getting aquaintedwith the book by eight-year-olds, 150 interviews of chil-dren in grade VII, 335 questionnaires filled in by pupilsin first grades of secondary schools and 6 individual setsof observation carried out on children coming from fami-lies of high plastic culture. The author distinguishesthree phases in the process of recepting illustrations.Phase I takes place between the third and the fifth yearof age and is characterized by sensual and emotionalfactors. Phase II starts at the sixth year of age and lastsup to the eleventh characterized by a realistic type ofreception. Phase III occurring between 12 and 14 yearof age reveals decrease in requirements for realism,appearance of abilities for formal evaluation, interest inintentions and techniques of the painter. Each of thethree phases is conditioned by the degree of mentaldevelopment of the child. On the basis of developmentin reception the author investigates aesthetic taste andartistic criteria in children. In final chapters of her bookI. Slonska discusses the problem of adjusting children'sneeds as defined by psychology and pedagogy with thepainter's right for artistic independence and modernform of illustrations.

;96 INDEX OF .AUTHORS, AND EDITORS

INDEX 'OF, AUTHORS ANti EDITORS

.Bendkowski St. 346 ed., 420;,,Bendycb E.,.421Bobrpwska-Nowak W.

hamcoWna M. 336 ad:Chmura M. 373Czajkowski K. 346 ed.

Dqbrowska I. 374DejnarowiciCz. 398'Doroszewska J. 363

Falecki T. 311 .

Feliksowa St. see Zgacizaj-Felikso-wa St.

Fleming E..337Frqczek A. 338Furman J. 375

Gmytrasiewicz M. 364GodleWski M. 399Goriszowski Wl. 365

Kramer T. 410. .

. , Krasuski J. 314KrawceWicz St. 367Kra*ciYk iCd. 342'Kuligowska K. 368 .

Kulpa J.343 ed.KuSsiewicz Cz. 350kwieciniki Z. 379

Lakoma A: see Romanowska-Lako-'ma H,

.

tLausz K. 394Lebiedinski Wl. 411Leja L. 344, 400Lewin A. 345-346Lipkowski 0:424-425

Maciaszek M. 332, 401Iiilarczyk W. 417Maruszewski M. 426laziarz Cz. 418Miqao 315Milewicz B. 395Moroz K. 380Muszyfiska L. 381

Howorka E. .393Hiyniewiecki J. 393

Iwanowski W. 366Izdebska H. 339

Jablonski H. 329Jakubowski J. 312Juchniewicz J. 384

Kaminski A. 340Karipidis K. 376Karwat T. 398Karwin J. 313KasprzYkowa K. 422Kieresinski Z. 415Kierkowski A. 341, 377Kluczynski J. 330KomoroWski B. 378Kowalik St. 331Kozielowa St. 423Krajewska K. 416

98

NapiOrkowska U. 313Niewiadomski M. 347 ed.Nowacki T. 402-403Nowaczyk St. 369Nowak J. 373Nowak W. see Bobrowska-Nowak W.Nowakowska D. 348Nowakowski J. 427-428

Obara M. 393Mon W. 349-350Orzechowski J. 413

Parafiniuk-Soinska J. 382Pqcherski M. 383 ed.Pieter J. 351, 370-371Pietrasinski Z. 352Pilawska H. 384

INDEX OF AUTHORS AND EDITORS 97

Pilch T. 360 ed.PleLniarski B. 354Podoski K. 404Pokora W. 333nilturzycki J. 419Putkiewicz Z. 385

Rabicki Z. 316Rataj M. 372Ratyfiski T. 405Reykowski J. 355.Romanowska-Lakoma H. 414Rucifiski St. 386

Slodkowski Wl. 317Slonska I. 397 ed., 430Smarzyfiski H. 356Soinska J. see Parafiniuk-Soinska J.Sokolowska A. 357Sosnowski T. 406Spionek H. 387Strelau J. 396

99

Tomaszewski T. 358Trempala E. 359 ed.Trzebiatowski K. 318Turos L. 319

Urbanska B. 320

Waclaw W. 348Wiqckowski R. 388Wiloch T. 334Winiarski M. 389Wroczyfiski R. 321, 360 ed.

Zabrodzka H. 429Zborowski J. 3902ebrowska M. 322Zgadzaj-Feliksowa St. 391Zielinski Z. 335, 407Ziemska M. 361Ziolkowska E. 392

NAMES OF PUBLISHING HOUSES

Instytut Wydawniczy Ksiqika i Wiedza" Publishing House Book andKnowledge"

Instytut Wydawniczy Nasza Ksicgarnia" Publishing House OurBooksellers"

Ludowa Spoldzielnia Wydawnicza People's Publishing CooperationPalistwowe Wydawnictwo Nankowe Polish Scientific PublishersPatistwowe Zaklady Wydawnictw Szkolnych State Publishers of School

PublicationsSzkola Glowna Gospodarstwa Wiejskiego Dzial Wydawnictw War-

saw Agricultural University PressTowarzystwo Krzewienia Kultury Swieckiej Association for the Promo-

tion of Laic CultureWydawnictwo Slqsk" Slqsk" Publishing House"Wydawnictwo Zwiqzkowe CRZZ Trade Unions Publishing HouseZaklad Narodowy im. Ossoliiiskich Ossolhiski Publishing House

DOCUMENT RESUME ED 053 020 SO 001 544 TITLE INSTITUTION · Extinction of Geneva. Convention, 4) The...

Documents

Transcript of DOCUMENT RESUME ED 053 020 SO 001 544 TITLE INSTITUTION · Extinction of Geneva. Convention, 4) The...