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Abstract

The author presents the method of philosophizing practiced by Bogusław Wolniewicz. He subsequently discusses the sources of his philosophizing, the objectives he has set for himself, his rationalism as well as his method of making philosophy scientifically sound. The author also mentions Wolniewicz’s use of history of philosophy and substantive philosophy, his method of working with students in classes, and finally his work on texts. In many places, the author expands this presentation by adding elements of his own meta-philosophy.
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Abstract

For many years, learning the competences to teach mathematics in early education at university has been associated with the ability to reproductively apply methodological guidelines. Currently, however, the need to not only understand the mathematical meanings given by teachers, but also students of the specialty, are seen to be important. This article attempts to engage in an interpretive line of thinking with regard to mathematics education, coming from the perspective of students learning to be early education teachers. Their understanding of the contexts for learning mathematical concepts, as well as their sensitivity to the processes of constructing mathematical knowledge by very young pupils, being a way of predicting what educational activities will be undertaken in the classroom in the future. This text is the result of qualitative analyses of written essays of early education students, where respondents had to make conceptualizations of their beliefs by justifying the selection of particular declarative statements. Students’ mathematical meanings were also uncovered in their strategies for solving mathematical problems for very young pupils. Moreover, the results of this analyses provides a context for reading the students’ understanding of mathematics learning processes.
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Abstract

Punktem wyjściowym artykułu jest teza, że zależność między jakością pracy i kształcenia nauczycieli a jakością nauczania w szkole, ma charakter sprzężenia zwrotnego. Nie tylko edukacja nauczycieli wpływa na to, co dzieje się w szkole, ale także model szkoły i programu nauczania decyduje o tym, jak i dla jakiej szkoły są kształceni nauczyciele. Dla uzasadnienia tej tezy wykorzystano analizę zasobów leksykalnych, za pomocą których w polskiej podstawie programowej dla szkół ogólnokształcących są opisane oczekiwane efekty nauczania, analizę dokumentów potwierdzających nauczycielskie kwalifi kacje kandydatów na studia podyplomowe w zakresie drugiego przedmiotu oraz nieudokumentowane dane dotyczące doboru kadry prowadzącej przedmioty pedagogiczno-psychologiczne na wydziałach kształcących nauczycieli przedmiotów. Całość analiz dowodzi rozległych obszarów niedociągnięć w zakresie edukacji nauczycieli, umacnianych modelem tradycyjnego przekazu wiedzy wytwarzanym przez obowiązujące w kraju regulacje pochodzące z resortu oświaty.
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Abstract

In the historical and educational literature, there is no text, which present the history of the academic colony of the University of Cracow in Lviv from its inception in the 17th century to the next transformation at the end of the 18th century. This paper is based on manuscript archival materials collected at the Jagiellonian University, the Archbishop of Lviv, in including consistory files, and also in printed annals, published official magazines of the city of Lviv, printed works of the teaching staff and students of the colony. As a result of many years of collecting source facts, the following was reconstructed: establishment of an academic colony in 1608, directors, some auxiliary teachers, pupils’ case, their activity in the city and the church in Lviv, school building and conditions for teaching, scattered grounds for financing teachers, pupils and building maintenance school. The article is the first part of the school’s history, the archival material owned by the author, after completing the query in the Lviv city archives, allows the author to write its history in the 18th century. This is the third academic colony (Chełmno, Nowy Sącz) presenting by the author.
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