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Co to znaczy uniwersytet katolicki?

Nowadays Catholic Universities have great importance, its task is not only educating but also parenting. For ages Universities have become a part of nations' culture based on Christian values. Nowadays, existence of many university models is noticed, which quality is depended on social and political, cultural and other conditions. The fundamental meaning of determining quality and functions of Catholic University is to consider paradigms as a criterion of didactic, scientific and forming activity. This task is a challenge for all universities, high schools and academies, and it obligates Catholic Universities in special way.


Uwolnienie od zazdrości

One of characteristic human being's faults is envy, which, from pedagogic point of view, has negative influence on person's development. A very important thing in the process of pedagogy is to pay attention to interpersonal relations which cause opening oneself to another man. Envy is often accompanied by a desire for depriving neighbour of the good, which is the cause of envy. There is an attack on the good which has appeared, desire to destruction someone else's happiness, peace, satisfaction. Envy is opposed to the virtue of love and therefore is a heavy sin. The author, by taking an attempt to outline the subject of envy, wanted to bring all the consequences of the problem of envy to a reader's attention.


Naukowa krytyka i rózwój naukowych szkół
Наукова критика і розвиток наукових шкіл

On base of instructing holy father John Paul II, encyclopedic, philosophical and sociological publication and on basis of material from VI polish-wide convention of Polish Pedagogic Society, author has analyzed different views in range of scientific criticism concerning activity and evolution of scientific school, first of all, from range of pedagogy. New social and economic situation that come into being after decay of communist system, allows on wide utilization of scientific discussion led on conferences today and scientific seminars and in media, for rejection of stereotype concerning scientifically-pedagogical activities. Author analyzes functions of scientific criticism that should be used in development of scientific researches. The researches exert, that leaders of scientific centers should represent scientific, moral, spiritual high level and own positive features of personalities, but it means, that all of them has to be person of great format in every way. There is important, that expert scientists were opened on new young staff, and took conduct them, helped, as well as they were been able to be glad of their progress.


Czas wolny w procesie komunikacyjno-pedagogicznym

An issue of free time is nowadays more and more often the subject of many researches in many aspects. The "free time" term is variously understood depending on its interpretation. Probably this issue is nowadays the problem which should be taken into consideration in dimension of sociology, pedagogy and philosophy. Systematic work on education for free time is necessary in order to more valuable spending free time. There is necessity of putting it into practice in every model of activity in which there is personal freedom, choice and selfactivity. Because of that reason it is necessary to do carry out "free time" research because the research results determines directions further progress of the free time programme, and also determines retardation and therapy the negative effects of destructive forms of "free time". Therefore questions about how to spend and organize free time should be asked more strongly thanever. The question concerns especially young generation, which is not certain what time and value are.


Znaczenie wychowawcze grup szkolnych

The good-rearing significance of a school group is written into the complex process of educating and disciplining. Speaking of school groups, we primarily have in mind the class as a group with a goal. A school class is a formal social group in which the relationships between the members are designated by rules of service and interpersonal interactions. It has an influence on intellectual, character and religious-moral formation, shaping the attitude of the student toward themselves, toward another person, God and the world. The second essential form that completes and broadens the didactic and rearing activity carried out during lessons are extra-curricular and out of class ctivities, which are aimed at acquiring concrete abilities. Informal groups that are extracurricular and not in school support the development of children and youth, they teach a person to make and keep social ties, to cooperate, to respect others, hear different statements in the area of accepted ethical-moral principles and social norms. The informal and out of school activities of a student, based on good-will, and not forced, free from school rules and regulations, contributes to building and strengthening the inner-group ties of the students, and also to a better getting to know the group by a teacher.


Karol Wojtyła jako uczony i profesor

The article presents Karol Wojtyła (later Pope John Paul II) as an erudite and a professor. It shows his intelectual biography - his studies, university degrees, publications and his philosophical, anthropological and ethical views. It also reveals his scholarly and didactic achievements and the opinions and testimonies of his friends, colleagues and students.


Szkoła miejscem tworzenia kultury w duchu chrześcijańskim

Culture, as a social phenomenon, concerns all dimensions of human being, his activity, products and ideas. In common understanding, culture is some way of life and of behavg. As far as school culture is concerned we think also of teachers' and pupils' way of life and behave. They are the subject of school which should be a place of creating culture in the spirit of Christianity. Lately, a discussion about necessity, ways of creating school culture has been held in academic societies. It is a challenge for all responsible for present school. It cannot be forgotten that a few of very important creating school culture factors are supernatural values with Jesus Christ at the head as an example and ideal of a man. More and more often present nihilism and ideological euroscepticism which are in a man's life are deriving from axiological inspirations distant from Gospel. To be a Christian, as John Paul II emphasizes in Slavorum apostoli encyclical, "means to be creator of communion in Church and society".


Wychowanie do wolności od gniewu

Two kind of angers are basically distinguished: emotional (sensual) and thought over, on operation disposed. Anger can be related to personal ego, when the cause for irritation are some events, which enter to conflict with manner, we see ourselves. Spiritual work over personal anger is unusually hard. Range of legends says about it, related with life of monk of antique Christianity. Used in description words "vigil over myself", are one of possible full definition of asceticism. Such regularisation of receptor of personal reality is important purpose, in order not to lost person himself. Anger can be huge threat for Church, each individual person, as well as for each other community. Many experts of this subject affirms, that antidote on anger is silence, which presents certain asceticism of spiritual life of person. Author through approximation of question of anger makes each reader to be aware of this problem, which is immemorial challenge for pupil equal, as well as educator.


Kultura szkoły jako wartość szkolnej wspólnoty

School, as one of the basic pedagogical environment, is a very important element which takes part in development of mature personality of young people. It is, as well as family, one of the most important and one of having the greatest influence on the process of child maturing institution. Every school creates special, unique culture, named also "climate" or "the spirit of school" through behavior of every school member who takes part in school life. It should be stressed that it is not a set of formally written rules making rigid regulation, adherence of which is not indispensable priority but certain accumulation of feelings, thoughts and school community activity.


Wychowanie charakteru w myśli F. W. Foerstera
Exemplifikácia myšlienok F. W. Foerstera rešpektujúca osobnost' a posilnujúca výchovu charakteru interpretovaná v diele „ako žit'„

German educationalist of religious orientation, whose the main theme was education of a character. He was born in Berlin in the 1st of June 1896. He finished his teaching at Zurich where he lectured ethics and paedeutics. In 1913 he became a profesor in Wien and from 1914-1920 he tought in Munich. However because of his pacifist attitudes left Germany and went back to Zurich. In 1940-1963 he lived in the USA and the last 3 years of his life spent in Switzerland in Kilchberg where he died in the 10th January 1966. The common denominator of his pedagogical documents is idea of moral education like the most important aid of uplift of a man to higher level of humanity. According to him the harmony between truth and good answered to the harmony between head and heart. Therefore he was not satisfied with the inteligent education but he applied also education of emotions. He applied common abstract system of mind education like dehumanized. He refused actual one-sided ideologist like nationalismus, liberalismus, positivismus and technologism. In his documet „Die Hauptfragen der Erziehung" (The main questions of education) he compils his the main ideas of previous 3 documents and he adds also some new ones, detects limitations of this ideological one - side. He applies education to be given in clear and concreate axioms. He applies „athentic freedom" that respects its personality and enforces its character against imposition of cachet of freedom. He forms in this case the task of education and this is to impart to youngsters the feeling of responsibility for deep ethic innovation of society. His stable wholelife ambition for justification and realization of his task brings him the name „Educationalist of a character".


Potrzeba edukacji medialnej na Słowacji
Potreba mediálnej edukácie na Slovensku

Media are phenomenon, which seriously affect the world of youth and have effect on forming of their personality. Thereat problems of education of critical recipient of medial products are very actual in these days. The Church presents, that human dignity is centre of every right communication. This dignity should be also the principle at adaptation of medial education in any learning, or at implementation of separate object medial education, whose basic motto is good as reflex of God love. It inspires and revives the hearts and minds of youth, whereas vulgarism and obscenity impact on young man destructively.


Pedagogika współczesnej rodziny na początku trzeciego tysiąclecia (blaski i cienie rodziny)

The topic of contemporary family is an important social issue. It is not surprising since the family is both primary and the first socializing institution. It is also a specific signum temporis of the beginning of the third millennium. Undoubtedly, due to the process of industrialization, the family faced new challenges and problems which are difficult to solve. Thus more and more researchers and scientists make an attempt to analyze the topic of the family taking into consideration its different theoreticalmethodological aspects. The present article is an attempt to uncover the family and marriage in its subject meaning. On the one hand it calls into attention family's joys which mean advantages, on the other it indicates its destructive character through referring to the disadvantages. Its destructiveness is presented in a twofold way: as a result of either dysfunctional for the family macrostructures or problems within the system (family itself). The pedagogy of contemporary family in the social reality should pay attention to where the changes in the family are heading for and how to help the challenges. That is why the conclusion of the article contains clues and the role of the administrative authority, which is responsible for the forming of today's family in the conditions of its changes, pursuant to John Paul II's words: „It is inevitable and urgent for each good-willed man to engage into helping and supporting the values and needs of the family" (FC, 86)


Jak rozpoznać powołanie? Psychologiczne aspekty powołania

This article concerns on very impotrant psychological aspects of vocation such as: self-perception, understanding of own psychological and physical features as well as quantity and quality changes in personality. It also mentions the role of self-consciousness in our own identity and pays attention to personality patterns which are connected with realization of vocation. Discovering of vocation needs positive and mature image of ourselves. In m article I try to answer to a question how to recognize vocation from a psychological point of view. I analyse the theory of Eric Erikson in which we can find interesting stages influenced on vocation. We can find that these stages play the further role in human's maturity taken here into very precise consideration.


Asystencja wychowawcy: sygnały współczesnych wyzwań

The subject of these considerations is vigilance of a teacher; one of the fundamental elements of the preventive system of education of St. Don Bosco (John Bosco). Such vigilance is considered in the light of the letter of John Paul II „Juvenum Patris", excerpts of St. Luke and St. Mark, and teaching of the Prince of Teachers - St. Don Bosco. The vigilance is understood here as preventing evil, stewardship over good and doing good, and above all as a constant necessity for correct growth of a pupil in the perspective of his full development. Some examples of dangerous contemporary cultural phenomena are discussed along with methods that can be used by teachers to deal with such dangers. Important element is a summary of surveys performed by students during workshops on using art as an aid in upbringing.


Wychowanie młodzieży do umiłowania Ojczyzny

In two parts of the article there are presented the fundamental questions of the youth's education for love of homeland. The primer part explicates the basics concepts of the patriotic education, such as: Fatherland, small fatherland and mother country. In Polish and others Slavonic languages the word Fatherland derives from the word father. Frequently, the fatherland is called also Mother. The small fatherland means a village, a town, a region which is well known and familiar. The mother country is the area where lives the national community which is called as well: country, mother country, patrimony and home. Two parts of the article present the fundamental questions of educating the youths in the spirit of love for their homeland. The first part explicates the basic concepts of patriotic education, such as: Homeland, small homeland and Mother country. In Polish and other Slavonic languages the word Homeland derives from the word father. Frequently, the Fatherland is also called a Mother. The small fatherland means a village, a town, a region which is well known and familiar to a particular person. The Mother country is an area where the national community lives, and it is also called: a country, the parent land, patrimony and home. The second part concerns shaping the attitude of love towards Homeland, small homeland and Mother country. This task is manifested by explaining to the youths the meaning of the word
Fatherland, transmitting to students the significance of national symbols and awakening the respect towards them, familiarizing with the basic knowledge about local community, and also through developing young people's interest, or even fascination for their motherland.


Zjawiska kształtujące autorytet nauczyciela

Lately, the problem of authority has become a marginal subject, passed over in pedagogic, philosophical as well as sociologic discussion. Probably social an political changes, which moved the role of the teacher to the background, had influence on this state of things. Moreover, mass media created a teacher who has only purely physical virtues. Spiritual, personal, cultural virtues, which are the basis of teacher's and pedagogue's authority, were passed over. Analysing last events and phenomena in the field of pedagogy there is arising an urgent necessity for taking up phenomenon of teacher's authority anew. It is very important to pay attention to factors which create the authority, determine its shape and importance in pedagogic process. The author attempted reflection on factors determining teachers authority. It is rather a reflection to discuss and not scientific publication.


Tarragona i jej święci

Catalonia stands out from all regions of Spain by existing a lively catholic tradition. Its roots stick in St. Paul`s apostolic leaven. His activity was highly probable extended to east coast of Iberic peninsula. Later Christianity development of these territories was performed by priests and monks. One of them was Fructuos, bishop of Tarraco (nd. Tarragona), who died martyrdomly together with his diacons: Augurius and Eulogius. They refused to find the Roman emperor as God. Author took the opportunity of coming 1750. anniversary of this dramatic event (it took place on 11th January 259 A.C.) to have a look at specific people`s religiousness of Catalonians. Saint Tekla and other saints hold sacred by them are shrouded in fantastic legends. It is really difficult to separate this fantasy from historical facts. Comparing these tales to St. Fructuos`s life and martyrdom we can easily perceive genuine brilliance of his evidedence. It makes everlasting value for every Christian.


Wychowanie salezjańskie

Saint John Bosco (known as Don Bosco) was an Italian Catholic priest and recognized educatror, who put into practice the dogma of his religion, employing teaching methods based on love rather than punishment. Don Bosco said „Education is a problem of heart". It means that education needs not only money and organization but also people who work wholeheartedly. The bases of education are love, reason and religion. He himself named his way of education „PreventiveEducation" or „Preventive System" For Don Bosco, the opposite of „preventive education" is not „treatment education" but „suppressive education". In the first place, the first cause of the failure in education is a suppressive education which ignores students' personality. Human beings are weak but inside the heart they have power to understand goodness and to move towards it. If their freedom is ignored and they are under compulsion from above, they repel and there is even a risk that they will stop to aim goodness. Force and compulsion will not make a positive person. Teachers must always appeal to the heart of their students. Of course, human also needs rules. There are reasons why we make rules. If we can explain the reasons to students, they will willingly respect rules. Otherwise, they will just imitate others, just be in someone's pocket or become selfish. Teachers must always make the students understand the „ reason" and make them respect it. This is the „reason" that Don Bosco taught. Don Bosco said that if we really have love, reason and religion will be understood. Furthermore, he said, „To love children is not enough. Children should feel that they are loved." Salesians often use the word „Assistenza". It means „to be together" with the students. In the case of education, leading actors are not teachers but children. While teachers keep company with students, participate to their lives, advise them and keep an eye on them. They can understand each other thanks to „Assistenza". Between parents and child or teacher and student, the foundation of education is „Assistenza". If we do not have an everyday life together, even the most wonderful words will not be appreciated by students. If children feel any doubt or rejection, we can not start education.


Alienacja czy autokreacja - społeczna, pozytywna?

In this article I introduced my own concept titled: Five Stages Model of Reaction to Change, called: Model of „Five A". It contains: anomy, alienation, adaptation, asimilation and autocreation social positive as the main factors characterized for human being and modern society. These theory is compared with Kazimierz Dąbrowski: Theory of Dezintegration Positive (TDP). Writing about modernity and postmodernity I also introduced a new term: unconsciousness authority.


Bóg Trójjedyny - źródłem jedności sakramentów wtajemniczenia

The pastoral year 2007/2008 was given the theme „Let's be disciples of Christ" by Polish Episcopate Conference. The profound meaning contained in the term used for believers as disciples of Christ and, at the same time, a reminder that Jesus Christ is „Good Shepherd", encourage to reflect upon the sacramental life through which both the Church and individual believers become actual disciples of Christ. In this reflection we remind that particularly the unity between the three sacraments - baptism, confirmation and Eucharist - form the foundation of the Christian way to „being a disciple of Christ". This present study brings to attention the fact that the Christian usage of the term mysterion for three different initiation sacraments underscores the fact that there is an internal ontological link between these Christian sacraments. An important area of this link is meeting the particular God's persons taking place in each of the mentioned sacraments. The article, in a synthetic manner, illustrates the mystery of the triune God being the source of supernatural power by which the Christian initiation sacraments truly lead a man to „being a disciple of Christ". Furthermore, the article emphasizes that mysterion in the realm of the Christian faith is the notion pointing to the „extension" of the Trinitarian messages in the Church's mission of salvation. Thus the originality of the mysterion term is inseparably tied to the originality of the entire Christianity for which the foundation is the truth of the triune God. The justification for close unity of the initiation sacraments is the mystery of unity of God's three persons. Hence „weakening" or even „contradicting" the truth of the supernatural character of the Christian initiation results in the prospect of „being a disciple of Christ" devoid of the redemptive sense. Faith, however, is the fruit of God's working. It is a gift by grace. It is accepting the personal God, putting trust in Him, believing Him, acknowledging Him to be the highest authority directing my life. This adhering to a Person is followed by accepting the whole truth He communicates and leading one's life accordingly.


Koedukacja dziś - blaski i cienie

Co-educational teaching in schools, which was implemented before the First World War in Europe, became very common in many countries after the Second World War. Despite reservations about the process of developing co-educational teaching expressed by educationalists and by Church, the idea of equality feministic movement had influence on the process. In the last few years, the return to teaching boys and girls in separate classes and schools can be noticed. This idea is promoted by more and more psychologists, educationalists, doctors of medicine all over the world. They base their opinion on the latest research, which confirm the rightness of pre-war critics. The research informs that there are great differences in growth of the male and female sex which demand adapting conditions and methods of working to natural demands of every gender. Co-education limits possibility of improving abilities and is the source of aggression. Schools which are not coeducational have better teaching effects and better self-discipline of youths.


Bł. Edmund Bojanowski i jego inspiracje pedagogiczne

Among many saints, which became still relevant pedagogues there is aforementioned Blessed Edmund Bojanowski. His activity, characterised by pedagogic inspiration, contributed to pedagogic thought development in Poland and in Europe. Founder of religious congregation, pedagogue, patriot and great educator of many generations. It is important that Blessed Edmund Bojanowski based his aspiration, pedagogic activity on Christian values. The values were the basis of young generation educating and forming process. A pedagogic programme worked out by him is still relevant and ought to be introduced in the process of educating next generations.


Autor: Rafał Olko
Ostatnia aktualizacja: 22.12.2008, godz. 18:16 - Rafał Olko