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Welcome to OPEN - the Repository of Open Scientific Publications, run by the Interdisciplinary Centre for Mathematical and Computational Modelling, University of Warsaw, previously operating as the CeON Repository. The Repository enables Polish researchers from all fields to openly share their articles, books, conference materials, reports, doctoral theses, and other scientific texts.

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Educational travels of the elite of the Polish-Lithuanian Commonwealth to German Reich in the first half of 17th century. The case of selected representatives of the Sapieha family
(Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 2023-12) Ziober, Aleksandra; Uniwersytet Wrocławski
From the turn of the sixteenth and seventeenth centuries, trips to foreign countries were one of the most popular ways to broaden intellectual horizons, gain knowledge of the world and receive a good education. The magnates sent their sons to these very expensive expeditions to provide them with good preparation for a political career, and so were the representatives of the wealthiest families of the Grand Duchy of Lithuania, including the Sapieha. The voivode of Vilnius, Lew, paid particular attention to the education of his children. His sons were educated at the most important universities, primarily in the German Reich, and participated in classes led by outstanding scholars of that period. It is worth noting that Sapieha also took care of the education of his relatives: the children of the deceased voivode of Vitebsk, Mikołaj, and the Chamberlain of Orsza, Hrehory Iwanowicz, whom he supervised. It is also noteworthy that representatives of the Sapieha Kodeń line also tried to provide the best education for their children, and despite not having as many financial resources and political influence as the voivode of Vilnius, they sent their sons to study abroad too.
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Wychowanie szczęśliwego człowieka podstawowym celem rodziców
(Karkonoska Państwowa Szkoła Wyższa w Jeleniej Górze, 2012) Piecuch, Ewelina; Uniwersytet Wrocławski
There are numerous definitions of education. They are dependent on the concept of who human beings are and what their place in the world is as well as on the conditions of their existence, on what the communities expect of their members, and on what the society expects of an individual. The educational act carried out as part of the process of education can be defined as the actions aimed at altering the behavior of an individual at a particular point in time and in a particular situation. Within the family, bringing up a happy child is the purpose of all educational acts. Contemporary studies on childhood suggest that a happy childhood constitutes a stable foundation allowing for a positive functioning in society. It also increases the chances of adults to maintain the balance in which they were brought up.
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Rola rodziców w rozwoju dziecka niesłyszącego
(Karkonoska Państwowa Szkoła Wyższa w Jeleniej Górze, 2011) Jagoszewska, Iwona; Uniwersytet Wrocławski
Both the parents and the deaf children live with a disability. The specificity of deafness has a significant impact on the functioning of the families which often requires support of their care and educational functions. Therefore, it is vital to establish a cooperation between parents and proper institutions and specialists. Hearing dysfunction requires intensification of parents actions in the field of recognizing and developing the strong sides of deaf child.
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Przedstawienia rodziny w komiksie – uwikłania ideologiczne
(Karkonoska Państwowa Szkoła Wyższa w Jeleniej Górze, 2011) Gulanowski, Jacek; Uniwersytet Wrocławski
Comics (despite its history dating back to the end of 19 century) is still a medium undervalued and underestimated. However, in comics one may discover role models important for the readers, who shape their own understanding of family, aims of family life or proper forms of its realization by accepting, negating or reinterpreting those role models. The aim of comics is the creation (within one piece) of a language understood by as many readers as possible. Popularity of comic books, specificity of its forms of expression and relatively low cost of “production” made possible attempts of the use of this for ideological goals since its very beginnings. Those attempts have been made by both groups at power as well as those who tried to resist their pressure. Ideological entanglement is not only observed in the case of comics consciously used for spreading a specific agenda. It also exists in comics, which, according to their authors, “only tell a story”. Those entanglements arise from the worldview of the creators or references to other comics, which were in any way ideologically entangled. One of the features of the comics portrayal of family is that family usually is a part of the background, not the main theme. There are two main kinds of family portrayal in comics: criticism and affirmation. Even though family is not one of the main themes of comics it may be considered the “litmus paper” of comics ideological entanglement. Family is the oldest human institution, being both a and . It can be thus stated, that one's relation to the family is one's relation to the traditional world.
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Wbrew rodzinie: obligatoryjne stancje uczniowskie w Wileńskim Okręgu Naukowym w okresie międzypowstaniowym
(Karkonoska Państwowa Szkoła Wyższa w Jeleniej Górze, 2011) Wołczuk, Janina; Uniwersytet Wrocławski
After the collapse of the November Uprising (the Cadet Revolution) Poles under Russian rule in Russian partition were Russianized more severely than before. The tsar authorities focused on the educational system, on the upbringing of the youth in the name of loyalty to the Romanov dynasty, and submission to any authority. This educational aim was fulfilled under supervision both in school and outside.As the aim was in contradiction to family upbringing (values), the boarding schools, which were supervised by the Educational Board, started to be organized and approved by the Tsar. In Tsarian Russia there was no tradition of boarding schools; as a result, there were neither prepared or experienced teachers nor material goods to provide students with appropriate care and living conditions. Parents who were forced to place their children in the boarding schools had to bear higher cost. They did not have any influence on the way their children were raised/taught. The situation had to raise an objection of Polish society that lived in the Kresy (North-East Borderland of Polish Commonwealth). After the defeat of Russia in the Crimean War (1853-56) and the death of Tsar Mikolaj I, the process of Russianization was lessened and the institution of boarding schools was officially criticized. This criticism was expressed by marshals of the gentry and honorary patrons of schools.Following the pressure resulting from such criticism local and ministerial authorities were forced to abandon implementing the idea of obligatory boarding schools for children and teenagers. In the late 1850s the boarding schools were gradually being closed. Once again parents had the right to decide about their son's place to stay during his education at school. The idea of anti-Polish pro-government education (against the family) suffered a defeat this time.

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Affiliation: Uniwersytet Wrocławski Subject: education
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