DOCUMENT RESUME ED 069 596 AUTHOR Czerniewski, Wiktor, … · DOCUMENT RESUME ED 069 596 SO 005 191 AUTHOR Czerniewski, Wiktor, Ed.; Wieczorek, Barbara, Ed. TITLE Selected Bibliography

DOCUMENT RESUME

ED 069 596 SO 005 191

AUTHOR Czerniewski, Wiktor, Ed.; Wieczorek, Barbara, Ed.TITLE Selected Bibliography of Polish Educational

Mzterials. Volume 10, Number 4.INSTITUTION .antral Inst. for Scientific, Technical and Economic

Information, Warsaw (Poland). Scientific PublicationsForeign Cooperation Center.

SPONS AGENCY Office of Education (DHEW), Washington, D.C.REPORT NO TT-71-54010/4PUB DATE 71NOTE 60p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Adult Education; *Annotated Bibliographies;

Bibliographies; *Comparative Education; Curriculum;Educational History; Educational Legislation;Educational Needs; Educational Practice; EducationalProblems; Educational Research; Elementary Education;Higher. Education; Secondary Education; Teachers;Vocational Education

IDENTIFIERS Eastern Europe; *Poland

ABSTRACTThis bibliography of Polish educational materials

contains lengthy abstracts in English for each of the items listed.Contents are organized as follows: History of Education; Laws andLegislation; General Information on Education; Social and EducationalSciences; The Teacher's Profession; Schools and Institutions (1)y typeor level); and an Index of Authors and Editors. Most of the materialscited in this issue were published between September and November1971. Earlier issues are represented by ED 046 823 and ED 053 020.(SHM)

''01. 10, N . 4, 1971

SelectedBibliography

ofPolishucational

Materials

FILMED FROM BEST AVAILABLE COPY

Institute for EducationSection for Documentation

Chief Editor:

IWiktor Czerniewski I

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

Vol. 10, No. 4 1971

LC\CT`

w

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF

THIS DOCUMENT HASEOUCATION

BEEN REPROOUCEO EXACTLY AS RECEIVE0,..EKNITHE PERSON OR ORGANIZATICINVRIGINATING IT P: 'NTS OFATIEWOR OPIN-IONS STATED DO NOTAECESSARILYREPRESENT OFFICIAL'OFFICE OF EDUCATION POSITION OR POLICY

TT 71-54010/4

Selected Bibliographyof

Polish Educational Materials

PUBLISHED FOR THE OFFICE OF EDUHEALTH, EDUCATION AND WELFAFOREIGN SCIENTIFIC PUBLICATIOTIONAL CENTER TOR SCIENTIFI

INFORMATION, WA

CATION, U.S. DEPARTMENT OFE, WASHINGTON, D.C., BY THE

NS DEPARTMENT OF THE NA-, TECHNICAL AND ECONOMIC

RSAW, POLAND 1972

3

SELECTED 13IBLIOGRAPHY OF POLISH EDUCATIONAL MATERIALS

Vol. 10 1971 No. 4

CONTENTS

pageI. History of Education 3

II. Laws and Legislation 5III. General Information on Education 9IV. Social and Educational Sciences 19V. The Teacher's Profession 26

VI. Schools and Institutions (by type or level) 311. Preschool 312. Primary 333. Secondary4. Vocational 425. Higher 456. Adult 517. Special 53

Index of Authors. and Editors 56

The bulk of the materials listed in the present issue was available in theperiod of time from Si ptember to November 1971.

HISTORY OF EDUCATION

I. HISTORY OF EDUCATION

3

301. GAWM3A, STANISLAW (ed.): Materialy do dziejow oiwiatyw okresie okupacji hitlerowskiej na terenie podziemnegoOkrcgu Szkolnego Krakowskiego. (The History of the Clan-destine Education in the Times of the Nazi Occupation on theTerritories of the Cracow Educational Board). Part 7. Zak ladNarodowy im. Ossolhiskich, Wroclaw 1971, 26% pp. RocznikKomisji Nauk Pedagogicznych. Vol. 13.

Volumen 13 of the Annals of the Committee for Educa-tional Sciences contains reports, articles and studiespresented at the session on the clandestine education inthe times of the Nazi occupation on the southern terri-tories of Poland. The cession was held in Cracow, April3-4, 1970, and was organized by the Polish Academy ofSciences, Cracow Branch. Part 1 includes the articleby S. Gaweda on the executive bodies of the clandestineschooling; M. Stepien discusses the role of the PolishWorker's Party in organizing educational activities;T. Slowikowski presents research carried out in variouscenters and pertaining to the Cracow clandestine edu-cation. W. Szafer and W. Goetel deal with the activitiescarried out by the Jagiellonian University and by the'Academy of Mining and Metallurgy. B. Chrzan presentsthe situation in the primary schooling, W. Czarkowskathat in the secondary schooling and L. Kozakowna in thevocational schooling. Part 2 constitutes a collection ofshort reports describing various problems and aspects ofthe clandestine education iii the region of Cracow.

302. JAKUBOWSKI, JOZEF: Koncepcje pierwszej reformy szkolnejw Polsce Ludowej 1944-1945. (The First School Reform inthe Polish People's Republic 1944-1945). Rozprawy z DziejawOitviaty Vol. 14: 1971, pp. 177-205.

The Polish Committee for the National Liberation imme-diately after its establishment was faced with the task oforganizing a new educational system on the nationalscale. The system existing in the pre-war Poland couldnot be implemented in the new socio-economic conditions.Activities concerning the establishment of the new systemwere started immediately and in May 1945 the school

HISTORY OF EDUCATION

reform was prepared. In July the Nc.'.:,onal Congress washeld in Lodi where all the theses set forth by the Com-mittee were discussed in detail. The reform introducedcompulsory and free primary schooling for all with neweducational objectives and modern school organization.The above-mentioned school reform was maintained forthree years and then further, carefully elaborated modi-fications were introduced to both primary and secondaryschooling.

303. KRASUSKI, JOZEF: Tajne szkolnictwo polskie w okresie oku-pacji hitlerowskiej 1939-1945. (Clandestine Education in Po-land in the Times of the Nazi Occupation). Panstwowe Wy-dawnictwo Naukowe, Warszawa 1971, 369 pp.

The author discusses the unique phenomenon of the clan-destine education on the national scale which involvedthousands Polish teachers in the times of the Nazi occu-pation. The following problems are considered: 1) formsand methods in the clandestine education in the years1939-1940, 2) uniform leadership of educational activitiesin the years 1940-42, 3) the range of the clandestineeducation, 4) the educational policy of the agressor in theyears 1942-45, 5) mass educational movement at clandes-tine courses in the years 1942-45, 6) the qualificationsof the teaching staff, 7) financial aspects of the clandestineeducation, 8) specific character of clandestine educationin the eastern regions of Poland and 9) differences in edu-cational planning according to the types of political asso-ciations and groups. The publication contains a detailedreview of other available materials on the subject.

304. KURDYBACHA, LUKASZ: Komisja Edukacji Narodowejw gwietle badan. (Commission for National Education in theLight of Research). Wychowanie 1971, No. 16, pp. 3-7.

On the occassion of the 200th anniversary of establishingthe Commission for National Education the author pre-sents a report on the state of research on the activitiesof the most prominent European educational institutionof the 18th century. The article deals with the role of theCommission which was the first to prepare a uniform

Sl

L.Awp AND LEGISLATION 5

educational program. Emphasis is laid on the progressivecharacter of the program which was reflected in themain tendency of the Commission, i.e. in the maximumpopularization of education as well as in the raticinalisticapproach to the teaching material and in the introductionof the national language. For the first time in the worldlaic education was introduced on the national scale inthe form of the independent subject covering rational-istic philosophy and socio-political content.In the final part of the article the author gives an outlineof further research on educational activities of the Com-mission.

305. WROCZYNSKI, RYSZABD: Dzicje wychowania fizycznegoi sportu. (The History of Physical Education and Sport). Za-klad Narodowy im. Ossolitiskich, Wroclaw 1971, 261 pp.

The book presents the history of physical education andsport in the period from the 18th century up to the year1918. The author discusses the factors which influencedthe development of physical education at the turn of the19th century and analyzes the beginning of the system-atic gymnastics in Europe, stress being laid both on theFrench and on the Swedish system. Then differentiationin the development of various branches of gymnasticsis examined. In the second part of the work the authordevotes his attention to the history of physical educationin Poland. Several chapters also deal with the theory ofphysical education, the role of the physical education inthe over-all development of the child and the forms ofactive leisure for adolescents and adults. Data are alsoprovided pertaining to the history of sport associations.

II. LAWS AND LEGISLATION

306. OBWIESZCZENIE Ministra 0Swiaty i Szkolnictwa Wyiszegoz dnia 12 czerwca 1971 r. w sprawie wykazu obowiqzujacychzarzgdzen i innych resortowych aktow normatywnych o cha-rakterze ogelnym dotyczqcch szkolnictwa wyiszego zarownoogloszonych w Dzienniku Urzcdowym jak i nie publikowa-

6

-;

LAWS AND LEGISLATION

nych, wedlug stanu na dzieti 1 maja 1971 r. (The Announce-ment of the Minister of Education and Higher Education,dated' June 12, 1971 Concerning the List of Regulationsand Other Normative Acts Pertaining to Higher SchoolingBoth Included in Dziennik Ur7edowy and UnpublishedAccording to the State on May, 1971). Dziennik UrzedowyMinisterstwa Oiwiaty i Szkolnictwa WyZszego 1971, No. A-6,Item 55.

The annex to the present ordinance contains a list ofregulations partaining to the higher schooling accordingto the following subject groups:1) Regulations concerning the course of studies and stu-

dents,2) Regulations concerning studies, doctoral scholarships,

degrees and research practices,3) Regulations concerning research activity in higher

schools,4) Regulations concerning higher school libraries,5) Regulations concerning administrative problems,6) Regulations concerning the employment and salaries,7) Regulations concerning financial matters,8) Regulations concerning investments,-_9) Regulations concerning educational, social and youth

councils, councils of institutes and faculties.10) Others (various).

307. UCHWALA Rady Ministrow z dnia 1 lipca 1971 r. w sprawieorganizowania technikew zawodowych dla przodujqcych robot-nikOw. (Resolution of the Council of Ministers dated July 1,1971 Concerning the Organization of Secondary VocationalSchools for Outstanding Workers). Monitor Polski 1971,No. 37, Item 238.

The Council of Ministers decided to obligate the Ministerof Education as well as other ministers responsible forvocational schools to organize secondary schools for out-standing workers. Resolution aims at facilitating theaccess to secondary education for those workers employedin the national economy who reveal active social and polit-ical attitudes as well, as involvement 1L1 professionalactivities. Schools of this type will enroll graduates fromnon-full vocational secondary schools or unqualified

LAWS AND LEGISLATION 7

workers with at least 10 year of professional practice.Upon entering the above mentioned vocational schoolsthe workers will be granted a paid leave.

308. UCHWALA Rady Ministrow z dnia 2 lipca 1971 r. w sprawiewstepnego steal pracy absolwentOw szkOl. (The Resolutionof the Council of Ministers dated July 2, 1971 ConcerningProfessional Practices for Graduates). Monitor Po lski 1971,No 37, Item 239.

According to the Resolution of the Council of Ministersthe objectives of professional practices for graduates arethe following: 1) social and professional adaptation,2) acquiring knowledge of the employing institution andits activities, 3) training in a given type of work, i.e.' thatto be undertaken after accomplishing the practice period.Regulations included in the Resolution concern graduatesof both full and non-full vocational secondary schools,general secondary schools and higher schools. Curriculumfor practices of this kind is worked out by the employinginstitution. The practice period forms part of the totalemployment period and lasts 3-12 months. The head ofthe employing institution is responsible for the generaldesign of the activities during the practice period.: Noexaminations are provided at the' -end of the practice,while salaries are in accordance with the existing regula-tions issued by respective ministries.

309. ZARZADZENIE Ministra 0Swiaty i Szkolnictwa Wyiszegoz dnia 31 maja 1971 r. w sprawie nadzoru pedagogicznego.(The Ordinance Issued by the Minister of Education andHigher Education dated May 31, 1971 on Supervisory Peda-gogic Activities). Dziennik Urzedowy Ministerstwa 0§tviatyi Szkolnictwa Wykszego 1971, No B-8, Item 51.

Thepannex to the present ordinance includes regulationsconcerning the supervisory activities in schools and othereducational institutions subordinated to the Ministry ofEducation and Higher Education. Supervisory activitiespertain to educational boards, educational sections andschools and are usually carried out by educators employedin the high school administration, i.e. by inspectors andsubinspectors. The main task of the supervisors is to eval-

8 LAWS AND LEGISLATION

uate the functioning of schoolF and local administration.The regulations concern the rights of supervisors and theprinciples of carrying out supervisory activities.

310. ZARZADZENIE Ministra Ogwiaty i Szkolnictwa Wyszegoz dnia 18 sierpnia 1971 r. w'sprawie. zapisoW dzieci do klasypierwszej szkolypodstawowej oraz organizacji ognisk przed-szkolnych przygotowawczych. (The Ordinance Issued by theMinister of Education and Higher. Education dated August 18.1971 Concerning the Enrollment GI Children. to Grade I ofthe Primary School and the Organization of Introductory Edu-.cational Courses). Dziennik Urzcdowy Ministerstiva OkviatyI Szkolnictwa Wyszego 1971, No. B-13, Item 83.

The present ordinance introduces compulsory early enroll-ment in grade I accompanied by a detailed psychologicaland medical examination, which aims at assessing thematurational level of the child. When the insufficientlevel of school readiness is stated then special compen-satory educational courses must be organized in order toform skills necessary to the, proper fulfilment of schooltasks. Principles of organization are presented in detailin the text of the ordinance. Educational introductory

"courses can be organized either at the primary school orat the kindergarten. The assessment of school readinessshould be accomplished by means of the school readinesstest constructed in the Institute for Education by B. Wil-gocka-Okon and of the observation card prepared byA. Szaniawska. The compensatory activities should becarried out for 9 hours a week during six months. Eachgroup should comprise 5-15 children. Activities are to becarried out either by the future form-master of grade I orby the kindergarten teacher.

311. ZARZADZENIE Ministra Zdrowia i Opieki Spolecznej z dnia30 kwietnia 1971 r. w sprawie organizacji Centruni Medycz-nego Ksztalcenia Podyplomowego. (The Ordinance Issued bythe Minister of Health and Social Welfare dated April 30, 1971Concerning the Establishment of the Medical Post-GraduateTraining Center). Dziennik Urzqclowy Ministersttva ZdrctviaI Opieki Spolecznej 1971, No. 14, Item 66.

According to the Ordinance all institutions of post-grad-uate medical training in Warsaw are to be liquidated.

10

GENERAL INFORMATION ON EDUCATION- -

On the basis of the resolution adopted by the Council ofMinisters on October 9, 1970 a new research center isbeing established called the Medical Post7Graduate Train-ing Center. The new center will embrace the followingsections: 1) basic sciences, 2) clinical medicine, 3) sac:jaimedicine, 4) stomatology, 5) pharmacology, 6) didaCticsof medicine and 7) scientific information.

312. ZARZADZENIE Ministra. Zdrowia i Opieki Spolecznej z dnia25 sierpnia 1971 r. w spiawie szkol medycznych prowadzo-nych w resorcie zdrowia i opieki spolecznej. (The OrdtnanceIssued by the Minister of Health and Social V:?..?Ifare on August25, 1971. Concerning Medical Schools Subordinated to theMinistry of Health and Social Welfare). Dziennik UrzcdowyMinisterstwa Zerowia i Opieki Spolecznej 1971. No. 18,Item 95.

The, following vocational schools are subordinated to theMinistry of Health and Social Welfare: 1) non-full voca-Ilonal secondary schools, 2) full secondary schools and3) medical colleges. Instruction of) te.t ed bviii duringthe day, as well as according to the evening or extramuralsystem. The following professional categories are included:1) psychiatric medical assistant, 2) preparator for non-fullsecondary vocational schools, 3) nurse, 4) child nurse,5) technician-analyst for full secondary vocational schools.Colleges embrace 13 professional categories. Instructionin colleges lasts 3 years.

III. GENERAL INFORMATION ON EDUCATION

313. JABLOISTSKI, 14ENRYK: Dzig i jutro polskiej ogwiaty. (ThePresent and the Future of the Polish Education. An Interviewwith the Minister of Education and Higher Education). GiesNauczycielski 1971, No. 35, p. 1, 6, 7.

The Minister of Education, Professor H. Jablonski, dis-cussed a number of questions pertaining to the Polisheducational system. He ascribed great importance to theestablishment and the activities of the Polish Committeeof Experts in Education which is now preparing model

I

10 GENERAL INFORMATION ON EDUCATION-solutions of the most impor:ant educational problems.In answer to questions concerning the future of the edu-cational system H. Jablonski advanced several postulatessuch as for instance the development of educationalresearch centers, the uniform planning of educationalresearch on the national scale, the immediate implement-ation of research results into practice, as well as in thepopularization of activities carried out by the what arecalled leading schools. In the final part of the interviewthe Minister discussed several aspects of modernizingschool infrastructure, the principles of reorganizing schoolnetwork, educational care for children in the pre-schoolperiod, improvement in the field of special schooling andsome problems of the in- and pre-service teacher train-ing.

314. JANISZOWSKA, IRENA (ed.): Przegiqd Pedagogiczny. Biule-tyn Instytutu Pedagogiki 1971, No. 2, 148 pp.

"Przeglqd Pedagogiczny" No. 2, 1971, a bulletin of theInstitute of Educational Research in Warsaw, is devotedto curricula and textbooks for primary and secondaryschools. T. Parnowski in his article entitled ''The Centerfor the Improvement of Textbooks" discusses the tasksof the Minister of Education according to which theCenter has been established at the Polish Textbooks'Publishers. W. Slodkowski examines problems of text-books from the field of Polish literature. C. Szybka pointsto the necessity to modernize textbooks in history. J. So-czewka presents the possibilities of constructing a pro-grammed textbook in chemistry. T. Woinicki discussesthe most important problems of constructing foreignlanguage textbooks. H. Komorowska-Piskorowska pre-sents data obtained in the course of research on thequality of English textbooks for secondary schools andL. Hewryk discusses selection and gradation of the lin-guistic material in German textbooks for general second-ary schools. A. Tukalski gives consideration to someadvantages of programmed texts for the individual workof pupils, and J. Gorska analyzes the modern conceptionof the teacher's book on the example of hanks for theteachers of mathematics in grades VVIII of the primaryschool. G. Gebura and M. Sawicki discuss the same prob-

12 I.

GENERAL INFORMATION ON EDUCATION 11

lem on the example of books for teachers of physics inthe secondary school. S. Cieglowski presents the researchon curricula for non-full secondary vocational schools.Problems other than those concerning textbooks are pre-sented in Professor's W. Okon article which is dealt withseparately.

315. JANISZOWSKA, IRENA: Zagadnienia orientacji i selekcjiszkolnej. (School Orientation and Selection). Patistwowe Za-klady Wydawnictw Szkolnych, Warszawa 1971, 193 pp.

Problems of school selection and orientation are consid-ered against the background of the educational system inthe Polish People's Republic. The author states that prob-lems, objectives and even the role. of school orientationdiffer according to the educational system, since theoverall structure of schooling and its aims influence boththe significance and the course of school orientation.In the present publication the. author attempts at pre-senting various activities from the field of orientationwhich can be included in the regular course of schoolwork. Both the theoretical foundations of these activitiesand their forms are discussed in detail. In the 2nd part ofthe book the author draws a comparison as between thePolish and the foreign systems of selection and orien-tation.

316. KLUCZYNSKI, JAN: Prace nad raportem o stanie ogwiatyw Polsce. (Work on the Report on the State of Education inPoland). Nowa Szkola 1971, No. 9, pp. 13-16.

The article by the Secretary to the Committee of Expertsin Education appointed in January 1971 deals with thereport on the state of education in Poland which is tobe prepared by the Committee. The report win containa full evaluation of the organization of schooling, trendsof its development, methods and forms of educationalwork, infrastructure of schooling and qualifications ofthe teaching staff.The author discusses methods of work on the report. theset of problems to be analyzed and stages of preparatoryactivities: a) informative and methodological activities,b) theoretical studies, c) analytical studies, d) model solu-tions and e) synthetic studies. All the studies will be

13

GENERAL INFORMATION ON EDUCATION

completed by the end of 1971, while the year 1972 willbe devoted to the preparation of the final report.

317. KLUCZYNSKI, JAN: Z prac Komitetu Ekspert6w. (Activitiesof the Committee of Experts in Education). Nowe Drogi 1971,No. 6, pp. 44-54.

The article is a discussion of tasks to be fulfilled by theCommittee, the methods of its work and the problemsunder examination. Attention is drawn to the report onthe state of Polish education which will contain an anal-ysis of the present educational system, suggestions con-cerning its modernization and model solutions pertainingto particular problems. The Committee starts by collect-ing all the existing materials and research results inorder to form the basis of analysis. Comparison will thenbe drawn as between the Polish and the foreign educa-tional achievements. This will be followed by concreteprojects concerning various educational problems. In itsactivities the Committee utilizes expertises prepared bythe Committee of the Polish Academy of Sciences "Po-land 2000". In the final part of the article the authorlists problems to be considered in model solutions andpresents the time-table of the activities.

318. KUPISIEWICZ, CZESLAW: Aktualne problemy nauczaniaprogramowanego. (The Current Problems of ProgrammedInstruction). Dydaktyka Szkoly.Wyi-szej 1971, No. 3, pp. 3-19.

The author discusses the present state of programmedinstruction giving consideration to problems which havealready been solved and pointing out those which arestill open. Among the problems which have already beensolved the author includes the significance of programmedinstruction, its effectiveness in various subjects andat various levels of schooling, comparison as between theprogrammed and the traditional instruction, comparisonas between various programming techniques and the utili-

. zation of computers in programmed instruction. Amongproblems which are still open the author distinguishes:1) theoretical foundations of programmed instruction,2) its place in the system of well organized didactic activ-ities and 3) the application of programming to the anal-ysis of structure and content of conventional textbgoks.


319. LEWANDOWSKI, JAN: Bibliografia dydaktyki jczykow ob-cych w.PRL. (Bibliography of Foreign Language Teaching inthe Polish People's Republic). Panstwowe Wydawnictwo Na-ukowe, Warszawa 1971, 310 pp.

The bibliography lists all the publications from the fieldof modern language teaching, i.e. English, French. Rus-sian and German for the years 1944-1963 and 1969-1970(annex). All types of publications are included, i.e. theoret-ical studies, handbooks, teacher's books, reviews, reports,regulations, bulletins and press. Publications from thefield of linguistics and psycholinguistics are also included.From the educational point of view all types of instructionare considered: school instruction. non-lesson activities,out-of-school activities, courses, self-instruction, etc. awell as all age groups. The bulk of material was dividedinto six parts according to the type of publications. Fur-ther decimal division introduced the content criterion.Both subject and authors' indexes are provided.

320. M. M.: Z dzialalnoici Krajowego Komitetu Obchodow Migdzy-narodowego Roku Oiwiaty. (Activities of the Polish Com-mittee for the Celebration of the International Year of Edu-cation). Zycie Szkoly Wyi-szej 1971, No. 7/3, pp. 13-17.

The Polish Committee for the Celebration of the Inter-national Year of Education was appointed by the PrimeMinister on November 17. 1969 as was postulated by thePolish Committee for UNESCO. The Committee waspresided by the Minister of Education, Professor H. Ja-blonski. The activities connected with the InternationalYear of Education in Poland concentrated round fivetopics: 1) popularization of educational knowledge in thesociety, 2) organizing a national discussion on the state ofPolish education and its developmental trends, 3) attitudeformation in arousing social interest in adolescents,4) stimulating educational research and coordinating itwith the research carried out in related sciences and5) popularizing Polish achievements in education at homeand abroad. A considerable number of educational publi-cations have been published in connection with the Inter-national Year of Education. On the initiative of the Com-mittee various national and international sessions and

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14 GENERAL INFORMATION ON EDUCATION

conferences have been held. On the last plenary sessionheld on April 22, 1971 a resolution was adopted, whichis discussed in a separate annotation.

321. Nad przyszloiciowym modelem otwiaty. (On the Future Modelof the Educational System). Glos Nauczycielski 1971, No. 49,48. pp. 1, 4, 5.

Within the frames of the national discussion on the guide-lines for the VI Congress of the Polish United Workers'Party, the Section for Science at the Central Committeeof the Polish Teachers' Association organized a paneldiscussion concerning basic educational problems, i.e.

prolonging the primary instruction, introducing compul-sory secondary education and establishing obligatoryteacher training at the university level. The followingresearchers and educators took part in the discussion:M. Godlewski, Jundzill, E. Olszewski, M. Stepien,.T. Szczepariski, .T. Chechlifiski, M. Piqtkowski and T. Wi-loch. A number of specific problems concerning methodo-logical and organizational aspects were also considered.In the second part of the discussion Professor IA,. Oka'presented a conception of a 10-year compulsory schoolfor general education as one of the possible solutions. Theeducators participating in the discussion were. J. Chech-

C. Kupisiewicz. T. Wiloch, M. Godlewski, T. Kra-jewski. Z. Krzysztoszek, S. Kowalik, and J. Kuipa. Themodel in question has already been presented to theCommittee of Experts in Education, which is now workingon the organizational aspects of schooling. After theselection of the most suitable model specific questionswill be solved and the solutions verified through em-pirical research. This will require cooperation of consid-erable numbers of researchers, educators and practisingteachers.

322. OKON, WINCENTY: Wspolczesne postulaty w sprawie syste-mu dydaktycznego. (T-resent-Day Postulates Concerning theDidactic System). Przeglqd Pedagogiczny 1971. No. 2, pp. 5-11.

The article written by the head of the Institute for Educa-tional Research is a report on final conclusions arrived


at during the session on the didactic system held in theInstitute on December 18-19, 1970. The author stressesthe necessity to harmoniously join the four component:,of the didactic system, i.e. the teacher, the pupil, theteaching content and the didactic environment andpresents. outstanding research and publications on thesubject. In connection with the development of theeducational technology and its place in the UNESCO6-years plan the postulate is also advanced to train morespecialists in the field of taxonomy, curriculum construc-tion, achievement tests and teaching aids as well as thosedealing with the application of computers in education,information and educational prognosticating. The neces-sity to coordinate educational research with that carriedout in the related disciplines is emphasized. A numberof postulates advanced at the session pertained to thetraining of research workers, its course and methods.

323. RATAJ, MARIAN: 0 nowoczesny system ofwiaty i wychowa-nia. (The Modern Educational System Needed). Ruth Peda-gogiczny 1971, No. 4, pp. 451-461.

The article contains a criticism of the Polish educationalsystem and suggests new experimental solutions. Short-comings are pointed out in the pre-school educationalsystem which embraces no more than 25 percent children.The author stresses the lack of a sufficient number ofspecial schools and some organizational deficiencies inprimary schooling where 45 percent schools employ only2-4 teachers. Disproportion is evident in the number ofgraduates from general secondary, full and non-full voca-tional secondary schools. In the final part of the articlethe author lists factors which determine high effectivenessof the educational system, i.e.: 1) the organization ofschooling, 2) the qualifications of the teaching staff and3) school infrastructure. Suggestions are also advancedto improve the present system and to realize the postulateof permanent education.

324. ROGALSKA, KRYSTYNA: Nad ksztaltem przyszlej szkoly.(On the Shape of the Future School). Glos Nauczycielski 1971,No. 40, pp. 3, 8.

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16 OF.NERAL 1NFORNIATION ON EDUCATION

The article is a report on the 2nd Symposium on theBasic Problems of Science and Education held in Piw-niezna. August 18-25,1971. The Symposium was organizedby the Central Committee of the Polish Teachers' As-sociation. The main subject of the Symposium vas thefollowing "The Range and Forms of Integration in theField of Science and Education". The participantsdiscussed: 1) the structure of the educational system,2) methods, contents and means of instruction. 3) ef-fectiveness of educational influence and 4) the system oftraining teachers and researchers. A considerable numberof activists, teachers, researchers and representatives ofschool administration took part in the discussion. e.g.Professors: C. Kupisiewicz, W. Mon, M. Godlewski.

Szczepariski and the Minister of EducationJ. Wol-czyk. The Symposium aimed at pointing out the mostimportant problems as well as at answering a number ofquestions raised in the guidelines for the VI Congres ofthe Polish United Workers' Party,

325. SUCHODOLSKI, BOGDAN: 0 nowt' aspekt stalategii ogwi*to-wej. (New Aspect of the Educational Strategy). AliesiqcznikLiteracki 1971, No. 10, pp. 87-94.

The author discusses two educational theories. One ofthem treats the surrounding reality as a territory wherethe man organizes his existence, while the second treatsit as a system of values and requirements. Each of thesetheories implies a different set of educational activities.The first prefers the education for life, the second theeducation for the personality formation. The authorconsiders the possibilities to integrate the two concep-tions and analyzes their educational consequences.

326. SWIDA, HANNA: Osobowoge jako problem pedagogiki. (Per-sonality as an Educational Problem). Zaklad Narodowy im.Ossolifiskich, Wroclaw 1970, 428 pp.

The book presents new categories for the description ofpersonality which are suitable from the point of view ofthe educational methodology. The first two chapters aredevoted to the function of personality in the educational

18

"s.


sciences. Pedagogy requires a new description of person-ality which would be both complete and individualized,while the concept ought to function as a model based onthe generalized psychic development on the child. Thesuccessive chapters suggest a modified approach to theproblems of personality and concentrate on several as-pects crucial for educational activities. The author stressesthe importance of the historical theory of personalityfor education. Theoretical considerations are exemplifiedby ample empirical data and case studies based on ob-servation, interview and both school and medical doc-umentation.

327. SZCZERBA, WIKTOR: Metodyka wychowania socjalistyczne-go. (Methodology of the Socialist Education). Patistwowe Wy-dawnictwo Naukowe, Warszawa 1971, 391 pp.

The book is devoted to problems of education in thesecondary school. Part 1 includes a discussion of thetheoretical foundations of the socialist pedagogy. Theauthor presents principles of the marxist education, con-siders its objectives and methods. Part 2 contains a de-tailed discussion of forms and methods in the secondaryschool education. Consideration is given to educationthrough learning, work, art, polytechnic training andsport. The significance of civic education is stressed inthe process of attitude formation as well as of the activ-ities undertaken by the form-master both at the lessonsof civic education as well as during the total course ofhis educational work. Criteria for evaluation of methodsare also listed.

328. UCHWAA Krajowego Komitetu Ohrhodow Migdzynarodo-wego Roku Oiwiaty. (Resolution Adopted by the Polish Com-mittee for the Celebration of the International Year of Edu-cation). Zycie Szkoly Wy.iszej 1971, No. 7/8, pp. 18-23.

The Polish Committee for the Celebration of the Inter-national Year of Education expresses satisfaction withthe course of activities undertaken in connection with theYear in Poland stating that all basic tasks planned bythe Committee been fulfilled. The Committee presentsa list of problems to be solved in the proximate future:

19

18 GENERAL INFORMATION ON EDUCATION

i.e.: 1) establishing a State Council for Education whichwould coordinate all educational activities performed byvarious educational institutions throughout the country.2) securing the development of educational research ona larger scale, 3) improving the information service inthe field of education. 4) raising the prestige of theteacher. 5) developing self-government of the youth andproviding care for their physical and intellectual develop-ment, 6) enabling the faniily to properly fulfil its educa-tional function through popularizing educational knowl-edge in the society and 7) popularizing Polish educationalachievements at home and abroad. The Committee dec-lares support for the activities carried out under theauspices of UNESCO and aiming at liquidating illiteracyand popu:arizing education in various countries andpostulates to include problems of the family in theUNESCO research plan.

329. WEGRZYNOWICZ, JACEK: Zajccia pozalekcyjne i pozaszkol-ne. (Nori-Lesson and Out-of-School Activities). ParistwoweZak lady Wydawnictw Szkolnych, Warszawa 1971, 139 pp.

The publication is devoted to educational problems ofnon-lesson and out-of-school activities. Several aspectsof influence exerted by youth organizations are discussedseparately since their work is not considered to be a partof the out-of-school activities. Chapter 1 contains a re-view of the out-of-school activities existing in the Polisheducational system. Chapter 2 deals with the methodol-ogy of constructing a uniform educational system whichwould embrace both the non-lesson activities as a nec-essary part of the school work and the out-of-schoolactivities as a factor consolidating the environment in thefield of education. In the successi7e chapters the authoranalyzes the relationship between the forms of theout-of-school activities and the plannthg of school workon the one hand and the course of activities organized byother educational institutions on the other. The thesesof the author are exemplified by a body of empiricaldata.

330. ZAKRZEWSKA, ZOFIA (ed.): Z zagadnien ksztaltowania po-staw mlodziely. (Attitude Formation in Youth). ParistwoweZak lady Wydawnictw Szkolnych, Warszawa 1971, 116 pp.

20 c.

SOCIAL AND EDUCATIONAL SCIENCES 19

The publication constitutes a collection of lectures con-cerning the educational influence. The lectures reporton the new methods and techniques of educational workas worked out by teachers and educators. The data refermostly to general ..:condary schools. The articles alsodiscuss the forms of educational work which are com-monly used in secondary schools, e.g. pupils' self-govern-ment, social work, vocational preorientation, celebrationof national feasts. Materials are prepared by the followingauthors: H. Lawniczak, S. Trojanowski, W. Radlak,Z. Czarnuch and K. Zepp. The latter discusses the waysof utilizing pupils' interests in the cinematography in thecourse of the educational activities.

IV. SOCIAL AND EDUCATIONAL SCIENCES

331. IZDEBSKA, HELENA: Rodzina i szkola w jednolitym syste-mic wychowania. (The School and the Family in the UniformSystem of Education). Nauczyciel i Wychowanie 1971, No. 4,pp. 53-62.

Much stress is now being laid on the coordination of edu-cational influence exerted by the school with that of thefamily so that they form a mutually complementary,uniform educational system. The article presents prob-lems common to both sources of educational influence,i.e.:1) the intellectual development of children and adoles-cents, 2) satisfying emotional needs of the children,3) developing interests and 4) attitude formation. Discus-sing the ways of exerting influence of the four typesthe author points to obstacles encountered by the familyin fulfilling its educational function and discusses themost typical causes of failure such as for instance badfinancial conditions, lack of time, etc. In the final partof the article the author points to the necessity to in-crease the number of social activities carried out by insti-tutions of education and care, especially for those chil-dren who are not provided with sufficient care at home.

21 e

SOCIAL. AND EDUCATIONAL SCIENCES

332. KRUSZEWSKI, KRZYSZTOF: Nauczanic programowanc w ze-spole metod nauczania. (Programmed Instruction in theSystem of Teaching Methods). Kwartaliiik Pedagogiczny 1971,No. 3, pp. 83-95.

Basing on Professor Okon's classification of teachingmethods the author analyzes four ways of learning (learn-ing by assimilating, by discovering, by emotional expe-rience and by doing) and four ways of organizing theprocess of instruction (catechetical methods, problem-solving instruction, exposive methods and practical ones,respectively). Against this background an analysis ispresented of the programmed instruction. The authorconsiders the programmed instruction to be a particularphase of each of the four methods of instruction. As com-pared with the non-programmed instruction it openspossibilities to work out a full list of elements formingthe over-all educational process. In consequence all thedesired parameters of every element can be distinguishedwhich ensures the proper course of the teaching process.The author examines in detail the relations between theprogrammed instruction and the four teaching methodsas well as the corresponding ways of learning. In hisopinion the advantages of programmed instruction fromthe point of view of the teacher are the following: 1) thefull control of the ways of learning through the properselection and gradation of elements in the process ofinstruction and 2) the full utilization of various teachingmethods during the process of instruction.

333. KWIECINSKI, ZBIGNIEW: illozliaosc spolecznej walki z od-padem szkolnym. (Social Measures Against Drop-Out). NowaSzkola 1971, No. 9, pp. 16-20.

The author,discusses the possibilities to diminish drop-outin the rural schools. In the first part of the article themain causes of this phenomenon are presented. In thesecond part a discussion follows of measures to be under-taken with the aim to diminish the drop-out. The authorpostulates: 1) to provide financial aid for greater numbersof rural pupils, 2) to improve the organization of farmsso that pupils would not be overburdened with manualwork. 3) to provide individual didactic care for slow

22


learners, 4) to work out methods of educational diagnosisand prognosis, 5) to intensify compensatory activities ofkindergartens and primary schools. Consideration is alsogiven to the improvement in pre-service teacher training.especially in the field of sociology and social psychology.Stress is laid on the necessity to develop primary andvocational schooling for adults, which is closely connectedwith the drop-out phenomenon.

334. KWIECINSKI, ZBIGNIEW: Rodzina iejska a osiagnicciadzieci. (The Peasant Family and the Educational Achieve-ment of Pupils). Ruch Pedagogiczny 1970, No. 4, pp. 424-441.

The author discusses the results of research on the func-tioning of a rural school in one industrialized region. Theresearch objective was to find correlations as betweenthe social origin of pupils and their educational achieve-ments. The present article is devoted to two basic prob-lems: 1) social causes of school failure in an industrial-ized region and 2) family causes of differentiated edu-cational achievement in a uniform rural environment.Research techniques used were: the educational inter-view in the family, achievement tests and didactic testsprepared by Professor J. Konopnicki. The influence of thefollowing factors was examined: 1) the structure of thefamily. 2) the serial origin, 3) aspiration in the familyin the field of education and social prestige, 4) financialconditions, 5) cultural conditions, 6) educational active-ness of parents and 7) spatial conditions (central or pe-riheral part of the school district). On the basis of dataobtained in the course of research the author points tothe necessity of introducing a vast system of compen-sative measures in the social and educational policy.

335. KWIECIICISKI, ZBIGNIEW: Szkola a irodowisko wiejskie.(School and the Rural Environment). Nauczyciel i Wychowa-nie 1971, No. 4, pp. 18-29.

The author analyzes conflicts existing between the schoolstaff and the rural environment. The main types of con-flicts are then discussed, i.e. the role-conflict of a pupiland simultaneously a manual worker conflict as betweenthe preparation for life in the local community on the

23

99 SOCIAL AND EDUCATIONAL SCIENCES- - --

part of the family and for life above the local communityon the part of school, conflicts pertaining to the function.ing of school and its educational level, conflicts per-taining to the educational responsibility, educational faultsof teachers, prestige conflicts, disintegration of the ruralsociety as reflected in disintegration of pupils in school.The author stresses the significance of an early diagnosisof a conflict for its early liquidation.

336. MILEWICZ. BOLESLAW (ed.): Nowa Szkola 1971, No. 7/8.120 pp.

The present edition of "Nowa Szkola" is devoted to prob-lems of the know-your-city movement. The leadingarticle by W. Michajlow discusses the present-day stateof the preservation of the environment, internationalmeasures undertaken in this domain and the preservationas included in curricula for the primary and the secondaryschool. A. Kaminski considers the know-your-countrymovement from the point of view of the mass culture.The other articles analyze contents and objectives of themovement and its educational and cognitive values.J. We-grzynowicz gives a characteristics of the know-your-country movement as viewed by the planners of theschool tourism. J. Wigniowski discusses the ways ofutilizing the movement in the teaching of history. K. Mali-nowski points to the possibility of engaging young peoplein the preservation of historical buildings. The sectionentitled "Data and People" includes an article presentingA. Janowski, a pioneer of the movement in Poland. Theremaining articles deal with the following problems:1) developmental trends in the know-your-country move-ment, 2) differences in the intensity of the movementand their causes, 3) training the staff for the movement,4) organizing school trips and walking tours, their edu-cational and cognitive values. Ample bibliography of thesubject is included.

337. MUSZYNSKI, HELIODOR: Podstawowe problemy wychowa-nia socjalistycznego. (Basic Problems of the Socialist Edu-cation). Nowe Drogi, No. 10, pp. 161-170. -

In connection with the guidelines of the Central Com-mittee prepared for the VI Congress of the Polish United


Workers' Party the author discusses various shortcomingsin the field of education. Much consideration is given toattitude formation which is often neglected because ofthe multitude of didactic activities. Simplified stereotypesof thinking about educational problems are also examinedin detail. The author emphasizes the dependence of edu-cation on the processes of personality formation, sinceprofessional activeness similarly as every human active-ness is conditioned by two factors: knowledge, skilland ability on the one hand, and aim the motivation toattain it, on the other. A postulate is finally advancedto examine the processes of personality formation under-lying human attitudes in order to properly organize edu-cational activities.

338. MUSZYNSKI, HELIODOR: Rodzina, moralnoge; wychoanie.(Family, Morality, Education). Nasza Ksivarnia, Warszawa1971. 229 pp.

The present publication constitutes a collection of essaysr.

concerning'' the moral education. The majority werepublished in Polish educational periodicals such as forexample "Rodzina i Szkola", "Przyjaciel Dziecka". etc,in the years 1962-67. The author attempts at pointing outsome most important problems in the field of education.Part 1 is devoted to reeducational ideals of the present

_.----day.-Phit 2 discusses everyday problems of education andupbringing. Part 3 presents a model of a modern family.Throughout the whole book the author stresses the im-portance of knowledge, experience and skill in educationalactivities. In his opinion intuition no longer suffices,since each educator ought to understand not only thechild itself but also the world in which he lives and themechanisms of influences exerted by the environment onthe child's personality. The publication presents an anal-ysis of conditions for the proper educational process inthe family and points to the most common shortcomingsin the educational activities.

339. NAWROCZYNSKI, BOGDAN: W kregu metodologii peda-gogiki. (On the Methodology of Educational Sciences). NowaSzkola 1971, No. 10, pp. 26-29.

C).

24 SOCIAL AND EDUCATIONAL SCIENCES,

The author discusses three problems which have beenanalyzed in detail by I-I. Muszynski in his book entitled"Introduction to the Methodology of Educational Sci-ences", Warsaw, PWN 1970,305 pp. They are the follow-ing: 1) the kind of sciences represented by education fromthe methodological point of view, 2) the origin ofeducational objectives, and :3) the role and functioningof school: -The author states that I-I. Muszynski contrib-uted to the development of educational sciences bydefining a considerable number of concepts and especiallythat of pedagogy as a practical science. He also pointsout that instead of serving the practice of schoolingthrough his knowledge of logics:, cybernetics. and praxi-ology, H. Muszynski adopts it to his own theories. Justi-fication of this opinion is formed by several examplesof Muszyriski's ideas as e.g. the reorganization of school-ing according to his patterns, sharp division as betweeninstruction and personality formation, etc. In the finalpart of his polemic article the author states that educa-tional publications ought to provide assistance in solvingcomplex problems of educational practice without beingan isolated product of pure logics.

340. PIETER, JOZEF: Wychowanic ludzi iyciowo dzielnych.(Education of the Brave). Nauczyciel i Wychowanie 1971, No. 4,pp. 3-17.

The author discusses courage and resourcefulness point-ing to the social value of these features if used for socialbenefit. Comparison is drawn as between courage revealedin danger and courage reflected in 'self-dependent ac-tivities and decision-making. Each of these features mustbe formed in the educational process, although the meth-ods differ considerably. From the educational point ofview the author stresses the necessity to harmoniouslydevelop physical skills and socially desired attitudes.Attitude formation should be based on a socially approvedscale of values, while didactic activities ought to fosteractiveness and self-dependence.

341. SKORUPSKA- SOBAIISKA, JULIA: Potrzeby nastolatkowa wychowanie w rodzinie. (Needs of the Teen-Agers and

.'

SOCIAL AND EDUCATIONAL SCI! LACKS 25

Education in the Family). Nasza Ksiggarnia, Warszawa 1971,178 pp.

The book is a new publication from the field of the psy-chology of adolescence. The author attempts at confront-ing the intellectual and emotional needs of teen-agerswith the educational influence of the family. Variouspatterns of behavior on the part of the parents are dis-cussed as well as their impact on the psyche of theadolescent. Special consideration is given to the accept-ance of the child, his need of security, stability and self-dependence as well as to the ways of satisfying all theseneeds in the family.

342. SMARZYNSKI, HENRYK: Rodzina jako grodowisko wycho-wawcze. (The Family as an Educational Environment). Na-uczyciel i Vevehowanie 1971, No. 4, pp. 41-53, bibl.

Educational research in the socialist countries revealedthat the economic and social growth must be accompaniedby an increased educational care on the part of theparents. The set of problems pertaining to the role of thefamily was strongly stressed at the VII World Congressof Sociology in Varna. The International Symposium inWarsaw held in November 1970 dealt with the same topic.The author formulates a number of conclusions on thebasis of the materials from both meetings. He states thatspecial aid should be given to the family by educationalinstitutions and especially by the school. What shouldbe taken into consideration is the popularization ofeducational knowledge among parents through the Par-ents' University and various courses organized in bigtowns, industrial centers and in larger villages. Stressmust also be laid on the quality of radio and televisionprograms for parents.

343. SUCHODOLSKI, BOGDAN: Nauka w tyciu wspolczesnym.(Science in the Contemporary Life). Nowa Szkota 1971, No. 9,p. 6-12.

The author considers the role of science from the pointof view of the contemporary man whose aim is to arriveat the rational organization of the social life. In hisopinion the state of science is closely connected with the

26 TIIE TEACHER'S PROFESSION

patterns of behavior in individuals and with the generalstyle of life represented by the sociahgroups. The articlecontains a comparison of the role of science in the social-ist and in the capitalist countries. Four characteristictrends in the development of science in the socialistcountries are distinguished:. acquainting all the membersof the society with scientific achievements; developingeducation as a means of ''attaining this objective, arrivingat the over-all development of each individual and pre-paring each memberiot the society for proper fulfillingof his social role. TI4'final part of the article is devotedto the problems of socialist education which requires highpersonal qualities as well as deep knowledge of everyteacher actively engaged in educational activities.

V. THE TEACHER'S PROFESSION

344. GODLEWSKI, MICHAL, and WIATROWSKI, ZYGMUNT:Ksztalcenie nauczycieli szkol zawodowych. (Training Teachersof Vocational Subjects). Panstwowe Wydawnictwa Szkolnic-twa Zawodowego, Warszawa 1971, 228 pp., bibl.

The publication is an attempt at presenting a review ofproblems connected with training teachers of vocationalsubjects. The history of teacher training with respect tovocational subjects is outlines;, stress being laid on thepresent methods and trends. Tne Polish system of teachertraining is examined and developmental trends analyzed.Several professional groups are distinguished among theteachers: 1) teachers of general subjects, 2) teachers oftheoretical vocational subjects and 3) teachers of practicalvocational subjects, 4) educators working in day-clubs,boarding-schools, librarians and instructors of non-lessonor out-of-school activities. The main part of the book isdevoted to problems of pre- and in-service training inindustrial, agricultural and economic subjects. Chapterspertaining to professional prestige and to social aspects ofthe teacher's profession are based on the research whichcovered 1500 subjects.

28

THE TEACHER'S PROFESSION 27

345. KAMINSKI, ALEKSANDER: Nauczycielskie normy etyczne.(Ethical Norms in Teachers). Notca Szkota 1971, No. 10,pp. 2-4.

The author' discusses teachers' ethical norms from thepoint of view of their moral duties toward pupils withoutconsidering either their duties toward the society asa whole or their duties toward the professional group.Four basic norms of teachers' professional ethics are con-sidered. The first one pertains to the quality of instruc-tion. The author states that high qualities of the teacher'swork ensure respect and trust on the part of his pupils.The second norm concerns proper interpersonal relationsbetween the teacher and the pupil. The third one dealswith the pattern of behavior which ought to serve asa model for the pupils. The -fourth requires acquaintingpupils with cultural, social and moral values.

346. KOZLOWSKI, JOZEF: Wychowawczc aspekty praktyki pe-dagogicznej. (Educational Aspects of Pedagogical Practices).Nauczyciel i Wychowanie 1971, No. 4, pp. 82-90. ..

The author's considerations are based on the theory ofthree factors underlying the overall course of the teachertraining, i.e. information, personality, and professionalability. In the first part of the article an analysis is givenof the theoretical foundations of various elements of thetraining. Much attention is devoted to the theory ofpersonality, orientational processes, cognitive mechanismsand dynamic stereotypes. In the second part of the articlethe author discusses the following problems: 1) recruit-ment of candidates for teacher training institutions,2) forming positive attitudes toward the teacher's pro-fession, 3) preparation for the profession, 4) forming pro-fessional skills, 5) ability to organize didactic activities.The final part of the article is devoted to the what arecalled pedagogical practices, i.e. to school teaching in thepre-service period.

347. KRAWCEWICZ, STANISLAW: Ksztalcenie i doskonalenie za-wodowe nauczycieli. Problemy i tendencje. (Trends in thePre- and In-Service Training of Teachers). Wychowanie 1971,No. 18, pp. 17-25.

99

28 THE TEACHER'S PROFESSION

In the first part of the article the author presents an anal-ysis of the existing pre-service teacher training. Con-sideration is then given to the in-service teacher trainingwhich in the author's opinion should form a well-foundedstructure of permanent education, indispensable becauseof the increasing importance of the social role of theteacher. Three stages of training are distinguished onthe basis of the analysis: 1) preparatory stage, 2) trainingat various parallel levels and 3) training at the universitylevel. In-service training is at present carried out by twoinstitutions, i.e. by the Association of the Polish Teachersand by the In-Service Training Centers. The author pos-tulates to organize a well operating training systemwhich would stress self-instruction as coordinated withvarious institutionalized forms of raising professionalqualifications. Planning the in-service training shouldpertain to three phases: 1) preparation for educationalwork, 2) professional' adaptation and :3) full professionalself-dependence.

348. KWIATKOWSKA, HENRYKA: Sukcesy absolwentow Stu-dium Zaocznego Pedagogiki UW w pracy zawodowej. (Profes-sional Success of Graduates from the Extramural Departmentfor Education at the University of Warsaw). Kwartalnik Peda-gogiczny 1971, No. 3, pp. 123-132.

The article constitutes a report on research concerningprofessional careers of graduates from the ExtramuralDepartment for Education in the years 1961/62-1966/67.Research aimed at stating the influence of knowledgeacquired at the university on the quality of the graduates'work and on their professional success. Research tech-niques used were: questionnaires and interviews. The dataobtained in the course of research revealed high correla-tion as between the graduation and the professional Sue-cess..It has been stated that the graduation includes im-provement in financial conditions, higher social prestigeand the increasing self-respect in the course of exercisingthe profession. The analysis pertains to several problemsof the rentability of the extramural department. Con-cluding the author states that professional succes ofgraduates and the increased quality of their work confirmthe necessity to develop higher schooling of this type.

30

THE TEACHER'S PROFESSION 29

349. LESNIK, AUGUSTYN: Z badalt nad losami absolwentow stu-dium nauczycielskiego. (Professional Careers of Graduatesfrom the Teacher Training College). Panstwowe WydawnictwoNaukowe, Warszawa 1971, 120 pp. Sod. Sum.

The publication attempts at stating the role of the teacherin the social environment and his place in the professionalhierarchy. Considerations are based on research concern-ing the professional careers of graduates from thetwo-year Teacher Training College in Racibarz. Researchwas carried out on a sample of 1612 graduates from theyears .1954-67 who at present teach in primary schoolsall over the country. The following research techniqueswere used: questionnaires, interviews, college documents,directed autobiographics and observation. Chapter 1 pre-sents an analysis of the structure and function of theteacher training institution. Chapter 2 discusses the spe-cific character of the Teacher Training College in Raciborz.Chapter 3 is devoted to social, professional and demo-graphic characteristics of the examined persons. Profes-sional activities of the subjects are eKamined in Chapter4. The following chapters deal with the teachers' financialsituation, social work and non-professional interests. Thefinal chapter contains a summary and conclusions.

350. LOBOCKI, MIECZYSLAW: Dzialalnosc spolecznie uiytecznaw ksztalceniu nauczycieli. (Social Work in Teacher Training).Nauczyciel i Wychowanie 1971, No. pp. 90-98.

The author discusses various advantages of engagingstudents of teacher training institutions in the social work.His considerations are based on the assumption thatprofessional skills although important are only one ofseveral factors influencing the professional success. Thereis an urgent need to link these skills with a deep under-standing of significant social tasks as early as possible,i.e. at the first year of studies in the teacher training in-stitutions. The social activeness of the teacher is reflectedin his voluntary activities both in school and in theout-of-school environment. The author analyzes varioustypes of these activities and postulates to form positiveattitudes toward social work in students. He also examinesconditions for the success of the social work as for

31

30 THE TEACHER'S PROFESSION

instance, its voluntary character, atractiveness, evidentusefulness, etc.

351. NIJAKOWSKI, MIECZYSLAW: Humanizm podstawq etykizawodu nauczycielskiego. (Humanism as a Foundation of theTeacher's Professional Ethics). Nowa Szkola 1971, No. 10,pp. 5-8.

The teacher's professional ethics as each professionalethics is a set of concretized statements derived fromthe field of general ethics. In the socialist society eachparticular professional ethics should be based on themarxist system with humanism as its leading value. Theprinciple of humanism is in the teacher's professionalethics referred to the specific character of educationalactivities. The author analyzes in detail the main prac-tical consequences of adopting ethical values thus under-stood, i.e. the teacher's attitude toward his pupils, cre-ating the atmosphere of trust and sympathy between theteacher and the pupil, full respect for each pupil as anindividual and proper interpersonal relations in theclassroom. The author stresses that the pupil is not onlythe object but also the subject of the educational process,which then becomes a true reflection of norms and prin-ciples of the teacher's professional ethics. In the finalpart of the article the author advances a postulate to pre-cisely define all the principles and norms as well as theconditions for their application.

352. PLUTA, STANISLAW: Ksztalcenie nauczycieli dla klas(Training Teachers for Grades IIV). Nowa Szkola 1971, No. 9,pp. 27-28.

The author discusses the problems of teacher training inconnection with the draft of the reform of initial instruc-tion. The draft has been prepared with the aim to intensifyand modernize the teaching in grades IIV of the primaryschool. Consideration is given to shortcomings of com-bining the specialization i.e. preparation for the teachingof a chosen subject in grades VVIII with the trainingfor initial instruction. Such a combination is dangerousfor the proper course of the training, since most of thestudents consider specialization to be the central part oftheir studies without giving due attention to the prob-

SCHOOLS AND INSTITUTIONS :1

lems of initial instruction. The author states that thetraining for initial instruction should form a separate fulluniversity course, since the scope of knowledge to betransmitted does not permit to treat it as a part ofa multi-track course. It is also stated that the trainingfor initial instruction should be combined with the trainingfor pre-school instruction if a combined course must bepreserved. The author points to the necessity of carefulattitude formation in the field of the role of the primaryschool teacher as a creator of the further school success.

353. WOJCIECHOWSKI, KAZIMIERZ: A to z wainych najwai,niejsze. (The Most Important of All). Glos Nauczycielski 1971,No. 41, pp. 1-5.

The article contains a discussion of forms and methodsof pre- and in-service teacher training. The author baseshis considerations on the postulates advanced by the Min-ister of Education in his article in "Nowa Szkola" 1971,No. 19, p. 5. Stress is laid on the necessity to utilizemass-media, especially radio and television, in the processof raising teachers' qualifications. Much consideration isalso given to the activities carried out by the Teachers'Radio and Television University. The author postulatesto provide oppoe,mity of additional instruction for thelargest group of teachers, i.e. for graduates from thetwo-year teacher training colleges so that they couldobtain university diplomas of the Advanced TeacherTraining College. In the author's opinion there is anurgent need to coordinate activities of the Teachers' Radioand Television University and of various teacher traininginstitutions. The latter should select candidates, organizeconsultations and examinations.

See also: 309, 382.

VI. SCHOOLS AND INSTITUTIONS(by type or level)

VI. 1. PRESCHOOL

354. DYNER, WLADYSLAW, JAN: Zabawy tcmatyczne dzieci.(Subject Games for Children). Zaklad. Narodowy im. Ossoliti-skich, Wroclaw 1971, 390 pp.

33

32 SCHOOLS AND INSTITUTIONS.. ,,,,, - ,

The book contains an analysis of various subject gamesfor children and a discussion of their function in theoverall development of the child. The considerations arebased on research results pertaining to the followingproblems: the nature of the what is called subject game,differences as between the subject game and other typesof games, sources of the subject, reasons for undertakingactivities of this kind, relationship between the realisticand the fictitious attitude, etc. The book includes descrip-tions of numerous subject games and statistical data per-taining to the frequency of particular games. The authoralso makes an attempt to distinguish constant elementsof the games and those changing with the maturationallevel.

355. PODOSKI, KAZIMIERZ, and PIASECKI, BOHDAN: Z badarinad kosztami dzialainoici przedszkoli. (Expenditure on thePre-School Education). Nowa Szkola 1971, No. 10, pp. 16-18.

The author presents an analysis of expenditure on fourkindergartens in the region of Gdansk. Two of themwere subordinated to the Ministry of Education andtwo to industrial plants. In the light of the analysismost of the expenditure is designed for the in-servicetraining of the teaching staff and for the increase in thenumber of nurses. Current expenditure on accommodationis also significant. Differentiation in the financial statusof kindergartens is caused by additional financial sources,as for instance aid given by industrial plants. The socialcosts as well as the length of the children's stay in thekindergarten have also a considerable bearing on theexpenditure per child.

See also: 310, 400

356. BED

VI. 2. PRIMARY

ARSKI, HENRYK: Aspiracje zawodowe uczniow szkolpodstawowych. (Vocational Aspirations in Pupils of the Pri-mary School). Panstwowe Wydawnictwo Naukowe, Poznan1971, 123 pp. bibl. Bydgoskie Towarzystwo Naukowe.

34


In the years 1961 and 1969 the author carried out twoseries of research on vocational aspirations in pupils fromgrades Vii and VIII of primary schools in the region ofBydgoszcz. In order to draw a comparison as between theage groups the author examined several groups of thesecondary school pupils. Pupils were selected from varioustypes of the social environment. Vocational aspirationswere defined as an endeavor to obtain a certain amountof education and to undertake a job in a given profession.The main objective of research was to distinguish themost popular and. attractive professional categories. Onthe basis of research results the author discusses themotives uderlying the selection of a profession as well asthe ways leading to the realization of plans. Factors arealso distinguished influencing attitudes toward the pro-fessional career such as for instance: local environment.social origin, educational achievement, school career andpersonality features. In the final part of the publiCationthe author discusses discrepancies between individualaspirations and the economic demands of the region.Several problems of vocational preorientation and 'coun-selling are also presented.

357. BONECKI, HENRYK: Nauczanic fizylci w kiasie VII. (TeachingPhysics in Grade VII). Panitwowe Zaklady WydawnictwSzkelnych, Warszawa 1971, 215 pp.

The publication is a teacher's book corresponding to the?handbook for grade VII and a special fascicle calledV,Physics Exercise-Book". The whole set of publicationsforms a systematized kit constructed according to theprinciples of the educational system as viewed by ProfessorLech. The system in question and in consequence the kitaim at programming both the teacher's and the pupils'activities on the basis of specially designed teaching aids.The programming system suggested in the present bookis different .from the classical programming, which resultsfrom different assumptions in the organization of lessonsand in planning the process of instruction. The bookconsists of two parts. Part 1 contains an analysis ofstructure and contents of sections included in the pupil'shandbook. Part 2 suggests types of activities to be under-taken in the course of successive lessons.

35

34 SCHOOLS AND INSTITUTIONS

358. KULIGOWSKA, KRYSTYNA: 0 niektorych problemach :los-konalenia pracy szkoly podstawowej. (Problems of Raising theQuality of Instruction in the Primary School). Nowa Szkola1971, No. 9, pp. 45-49.

The article by the head of the Center for In-ServiceTeacher Training presents the main difficulties encouteredby the modern primary school and discusses prob-lems of the in-service training for teachers. Presentingthe difficulties the author points to considerable differenti-ation in the social and intellectual development of pupilslearning at the same level. The systematic growth of themass-media which are not equally available for all widensthe scope of the pupils' knowledge drawn from sourcesother than school and thus considerably increases theabove-mentioned differentiation. The author states thatthe disproportion in the physical development of pupilis also going to increase. Other difficulties spring from the..family situation which often does not permit to form skillsof functioning in a collective. K. Kuligowska points outthat proper attitude and knowledge on the part of theteacher can reduce many of these difficulties. Thus, shesuggests that more attention should be given to thepre- and in-service training of teachers. The role to beplayed here by local centers for in-service teacher train-ing is emphasized.

359. LAPKOWSKA, STAN1SLAWA: Uczniowic drugoroczni. (TheNon-Promoted Pupils). Nowa Szkola 1971. No. 10, pp. 3043.

The article is a report on research carried out by thestaff of the Educational and Vocational Advisory Centerin SulechOw on a sample of the non-promoted pupils inthe school year 1970/71. Research covered 134 pupils withthe varying IQ. Five groups have been distinguished:a) upper imbecilism, b) debilism, c) the verge of mentaldeficiency, d) pupils slightly below the norm and e) nor-mal pupils. Research revealed that the following factorscause the non-promotion: neurosis, lack of the motivationfor learning, bad state of the psychic health, bad state ofthe physical health and bad family conditions (brokenhomes, financial troubles, etc.). The author presents the

er.:31C:


research in the light of the diagnostic data as well assome therapeutic measures undertaken by the Center.

360. MALACHA, JERZY: Praha walidacji testu cichego czytaniaxe zrortimieniem UNESCO dla dzieci starszy511. (An Attemptto Validate the UNESCO Reading Comprehension Test De-signed foi Older Children). Psychologia Wychowawcza 1971,No. 4, pp. 420-438.

The article is a report on research which has been carriedout on a sample of 113 children aged 14 in Przemyil.Research aimed at the validation of the reading compre-hension test designed for older children as well as atstating correlations as between the scores obtained and1) IQ, 2) concentration and 3) school achievement. Theanalysis revealed low correlation as between the scoreon the reading comprehension test and school success aswell as concentration. High correlation was stated in thecase of logical reasoning, motivation. emotional equilib-rium and habits to work systematically. Shortcomingsin any of the above mentioned characteristics can hecompensated by other abilities. The more abilities of thiskind and the higher their level, the higher probabilityof school success on the part of the pupil.

361. MATYSIK, ZOFIA, and LENARCIK, BENIAMIN: Nauczaniechemii. (Teaching Chemistry). Patistwowe Zak lady Wydaw-nietw Szkolnych, Warszawa 1971, 142 pp.

The publication presents the methodology of teachingchemistry in grades of the primary school. Theintroductory part contains an outline of the history ofchemistry teaching in Poland. The role of teaching aidsis then discussed as well as the organization of the learn-ing process in the laboratory. Selection and gradation ofthe teaching material are discussed as well as the ed-ucational plaining, teaching methods and classroom tech-niques. AttentiOn is given to the formation of skillsnecessary for individual work. Much stress is also laidon the polytechnic training and on the formation of themarxist outlook upon the world.

362. METERA, HELENA: Rola analizy i syntezy sluchowej w nauceczytania i pisania. (The Role of the Hearing Analysis andSynthesis in the Learning to Read and to Write). KwartalnikPedagogiczny 1971, No. 3, pp. 97-112.

37

36 scnoms AND INsTrreTteNs

The article is a report on. the experimental course inreading given in grade I of the primary school accordingto G. B. Elkonin's principles. The course was repeatedthree times in three successive grades 1 with the aim toprovide data for the work on a new system in the teachingto read, which would be fully adapted to the Po HMIlanguage. The course was evaluated by means of a testbattery, the elements of which concerned: a) the levelof the hearing analysis, b) reacting skill with regard toreading techniques, reading comprehension and readingspeed, c) skill to write down a dictated text and d) knowl-edge of phonetics. On the basis of data obtained duringthe research the author suggests to work on the pupil'shearing analysis and synthesis prior to introducing graphicsymbols. The author also postulates that use should bemade of the pupils' ability to distinguish two types ofphones in the teaching to write. It is also stated that thelearning. period can be considerably shortened owing tothe application of the new method and a comparison ismade as between the traditional Falski's method and thenew one.

363. NIEBRZYDOWSKI, LEON: Rola ambicji w uczeniu sic dzieeiszkolnych. (The Role of Ambition in Pupils' Learning).Psychologia Wychowawcza 1971, No. 4, pp. 45E-464.

The author distinguishes three groups of pupils accordingto the type and intensity of ambition and examines thesignificance of this factor for the effectiveness of learning.Considerations are based on the results of an experimentorganized at lessons of the Polish languages and mathe-matics in grade VII of the primary school. The authorstates that ambition makes the pupil strive for bettermarks and therefore intensifies learning. This is usuallyconnected with the improvement of the social positionin the group of peers, whch becomes an additional objec-tive and creates additional motivation. In the author'sopinion the most valuable of the three types of .ambitionis that which is characterized by the psychic equilibriumand self-respect without unnecessary showing off. Theother types, i.e. striving to achieve the goal by all means

SC I 100LS AND INSTITUTIONS 37

or disbelief in one's abilities are an obstacle rather thana stimulus. In the final part of the article the authordiscusses methods of utilizing ambition as a motivatingfactor in the process of instruction.

364.. NIEDOSPIAL, BARBARA: Rozumienie tekstow. (The Under-standing of Texts). Nowa Szkola 1971, No. 9, pp. 4:1-44.

The article is a report on research carried out in. December1970 on a sample of 127 pupils from grade VII of fourprimary schools in Radom. Data have been collected bymeans of a reading comprehension test which was com-posed of four short texts from the field of geography.Each subject was-given a full set of texts with questionsand instructions. Criteria of achievement were the follOw-Mg: 1) distinguishing information contained in the text,2) understanding the leading idea of longer sentences orof the whole text, 3) generalizing the ideas presented inthe text by means of providing it with a title, 4) dividingthe text into logical elements, 5) summarizing the text.A special scale.was prepared in order to ensure reliabilityof evaluation. Final analysis revealed considerable differ-ences in the level of reading skills both between theclasses and between the individuals under examination.On the basis of data obtained during research the authoremphasizes' the necessity to develop reading comprehen-sion at lessons of various school subjects.

365. PTASZYNSKI, W. and PIOTROWSKA-PRZYLUSKA, I. andSOBANSKA, J.: Ksztallowanie poke biologicznych w szkolepodstawowej. (The Formation of Biological Concepts in thePrimary Schools). Panstwowe Zaklady Wydawnietw Szkol-nych. Warszawa 1971, 175 pp.

The publication is devoted to the teaching methods in thefield of the primary school biology. Considerable differ-s.ence can be noted as between the present book andother publications on the subject, since for the first timelogic is taken as a basis for the selection and gradationof concepts. Due attention is also given to psychologicaland didactic aspects of the problem. Each of the threeparts of the book deals with one of the above mentionedaspects, which makes it possible to study the problemseither in isolation or as an 'integrated set.

38 SCHOOLS AND INSTITUTIONS_ ,-.- . - .

366. RACINOWSKI, SATURNIN: Punkty i oceny. (Points andGrades). Zycie Szkoly 1971, No. 9, pp. 9-4.

The author presents various methods in evaluation ofeducational achievement. The central part of the articleis devoted to multipoint scales which can be introducedas early as grade III of the primary school. The authorstresses educational difficulties which usually accompanythe introduction and presents the most effective ways toovercome the obstacles. In the author's opinion the newsystem requires a certain amount of statistical knowledgeon the part of the teacher as well as a deep knowledgeof his subject. What should be crucial in working outa scale is the scope of the pupils' knowledge. The teachingmaterial covered by the test as well as testing techniquesshould be taken into consideration. The pupil's knowledge,71:ills and habits must be reduced into component elementsor into successive operations according to the level of dif-ficulty. The frequency of errors, their analysis and classi-fication must also be prepared. Thereby shortcomings inthe pupils learning techniques as well as in the teachingstrategies could be detected. Examples of multipoint scalesfor the evaluation of reading, writing and mathematicsare included.

367. TUKALSKI, ANTONI: Znaczenie tckstow programowanychz matematyki w samodzielnej pracy uczniow. (The Signific-ance of Programmed Mathematical Texts in the IndividualWork of the Pupil). Kwartalnik Pedagogiczny 1971, No. 3,pp. 134-146.

The article is a report on research concerning the ef-fectiveness of programmed texts in the individual workof the pupil.. The author aimed at stating which of thethree types of texts: conventional, linearly programmedor block programmed proves to be the best for individualwork. The following factors were taken into consideration:the degree of mastery in the field of a given mathematicalproblem, the ability to apply this knowledge; the knowl-edge of the learning techniques and the form of work:individual and paired. The quantitative analysis of dataobtained in grades VVII of the primary school is pre-sented. The author states that in the course of individual

40 LI-


work better results are achieved independently of thepreparation on the part of the pupil. It was also revealedthat the block program is more effective than the linearone and that the individual work -gives better resultsthan that in groups of two persons

368. TYWOISISKI, KLEMENS:- Pomocc naukowe do nauczania gco-grafii fizycznej. (Teaching Aids in the Physical Geography).Panstwowe Zaklady Wydawnictw Szkolnych, Warszawa 1971.147 pp.

The publication contains information concerning thepresent stale of the school equipment with respect tothe aids for teaching geography in the primary andsecondary school. Detailed descriptions of models, visualaids and machines are\ provided. The article includesample data exemplifyin6the integration of the teachingaids in the process of instruction. Extensive bibliographyof the subject is included.

369. WINIARSKI, IVIIKOLAJ:r Uczi'stnictwo uczniow w §rodowis-kowych zajcciach pozaszkolnych a postcpy w mince. (Pupil'sParticipation in Environmental Out-Of-School Activities andTheir School Suceess). Kwartalnik Pedagogiczny 1971, No. 3,pp. 113-122.

The article is a report. on research carried out in threeresidential quarters on a sample of pupils from gradesIV-VIII of the primary school. The pupils were dividedinto two groups: a) those participating in the activities

`~_organized by educational institutions, and b) those whonever participate in such activities. The following researchtechniques were used: questionnaires, inverview with theforrnmaster and analysis of school documents. The datarevealed lower educational achievement of pupils par-ticipating in the out-of-school activities. High correlationwas stated as between the amount of care provided bythe family and school success. Pupils deprived of ed-ucational care at home much more often visit local ed-ucational institutions, thus participating in the activitiesorganized on the territory of the residential district iscorrelated with low educational achievement. The re-search is to be continued on a larger scale.

41


370. WYBRANE zagadnienia z metodyki matematyki. (SelectedProblems of Teaching Mathematics). Panstwowe Zakiady Wy-dawnietw Szkolnych, Warszawa 1971, 232 pp.

The book contains a collection of articles on the methodsof teaching .mathematics. A. Wachulka discusses thehistory of teaching methods in mathematics, Z. Opialpresents the methods used in modern mathematics.W. .lankowski examines the structure of the teachingmaterial in the curriculum'. for the general secondaryschool, while S. Tarnau discusses the teaching of logic atthe lessons of mathematics. Teaching methods in themodern school are analyzed by J. Gorska and the elementsof programming mathematics by C. Kupisiewicz andJ. Gorska. Final chapters by M. Danilowicz-Chmielewskaand A. Musiatowicz are devoted to the influence of math-ematics on cognitive processes and to the problem ofnon-lesson activities.

See also: 310.

VI. 3. SECONDARY

371. DABEK, STANISLAW: Liceum InvIcsztalcacie na wsi, (TheGeneral' Secondary School in t1 I Areas). Ruch Pedago-giezny .1971, No. 4, pp. 461-46Ero

The article contains a discussion on the network ofgeneral secondary schools in rural areas of the postwarPoland. Schools of this type are analyzed from the pointof view of the educational opportunity for the ruralpupils. The author advances a postulate to stop the liqui-dation of secondary schools in connection with the presentdemographic depression and to improve their workingconditions. Access of rural pupils to secondary educationis examined on the basis of research carried out in theregion of Czestochowa and which aimed at stating thefactors of school selection in rural areas. The authorstresses the fact that the most common factor was thedistance between home and school. Research revealed badfinancial conditions of rural teachers as well as inade-quate school equipment forming additional difficulties inthe popularization of secondary schooling in the ruralarea.

SCIIOOLS AND INSTITUTIONS 41

372. LICEUM przyszloici. 10 wypowiedzi no temat zrOinicowaniaprogramowego. (The Secondary School of the Future. TenStatements on the Curriculum Differentiation). Nowa Szkola1971, No. 9, pp. 29-40.

The article is a diScUssion based on series of articles de-voted to the curriculum differentiation in the generalsecondary school. Z. Moszner points out the necessity toensure full general education in spite of curriculum differ-entiation..I. Kulpa stresses the fact that the differentiatedcurriculum should transmit knowledge closely connectedwith practice; W. Pasternak suggests a model of a two-stagesecondary school, E. Zych suggests the same model along-sick with the mathematical bias in some of the secondaryschools. I. Borkowska and M. Krawczyk postulate toprovide a subject bias as late as in grades HI and IV ofthe secondary school. H. Drzewiecki in his article entitled"The Secondary School is not a Seminar of the HigherSchool" suggests to introduce two types of the generalsecondary school: one with a mathematical bias and onewith the humanities bias, each of them with the specialseminar-type classes. S. Pappee expresses the oppositeviews. S. Stipal considers the seminar-type classes to beinsufficient and suggests to introduce curriculum differ-entiation in the form of a subject bias. Z. Wiatrowskisuggests to preserve a uniform secondary school. B. Rat-kowska presents views on the seminar-type classes whichpromote a certain amount of curriculum differentiationin the form a subject bias in grade IV of the secondaryschool.

373. WILOCH, TADEUSZ: Potrzeby i kicrunki rozwoju szkolnictwaogolnoksztalcalcego. (Developmental Trends in the GeneralSchooling). Miesiqcznik Literacki 1971, No. 10, pp. 95-100.

The author discusses the-present organization of schoolingin the Polish People's Republic and the necessary changeswhich will be introduced in connection with the comingimplementation of reform aiming at the popularizationof the secondary schooling. A discussion follows of obsta-cles resulting from the disproportion in the culturaldevelopment of urban and rural regions of the country.The author points to the fact that introduction of the

43

42 Se 1100LS A NI) I NST I TVTIONS

compulsory secondary instruction is closely connectedwith the development of the school network, since diffi-culties of reaching schools situated far from the pupil'sresidence are a basic factor of school selection. The futurereform is discussed in detail. It is anticipated that theschool entering age will be appointed at 6. The schoolcycle will cover 8 years of the primary school, 2 yearsof the secondary schooling of the first level and twoyears of the secondary schooling of the second level. Thelatter will be differentiated into a general and a vocationalone. The development of the network of vocational ad-visory centers is also anticipated.

See also: :356, 368.370.

VI. 4. VOCATIONAL

374. DEJNAROWICZ, CZESLAW and KARWAT, TADEUSZ: Pro-gramowany . model egzaminu z przedmiotow zaodowych.(Model of Programmed Examinations in the Vocational Sub-jects). Kwartalnik Pedagogiczny 1971. No. 3, pp. 54-66. Rez.

The authors discuss the problems of administering exam-inations in vocational schools and present a criticismof the traditional methods of examining. A new modelof the examination in vocational subjects is suggested tobe carried out by means of the Methods Time-Measur-ement techniques. The examination is prepared in sixstages. The following problems are discussed: 1) groupsof activities on the part of the examinator, 2) criteria forevaluation, 3) conditions for the pupils admission to theequipment. The new form of the examination has beenempirically verified. The authors discuss some of themost important educational implications. The generalmodel of the examination is presented so as to make itpossible to construct various examinations in varioussubjects on the basis of data provided.

375. GODLEWSKI, MICHAL: Ksztalcenie ustawicznc kadr ykwa-lifikowanych. (Permanent Education for Qualified Staff).Kwarlalnik Pedagogiczny 1971, No. 3. pp. 3-1,41. Sod. Sum.

SCHOOLS ND INSTITUTIONS__ _

A

43

The author state that level of general and vocationaleducation in the members of the society is the mainfactor determining the course of the economic growth ofthe country. Therefore considerable attention should bedevoted to permanent education for the qualified em-ployees. What should be given priority is the raising ofprofessional qualifications on the part of those workerswho directly implement technological progress to produc-tion processes. The author states that the first step forattaining this objective should consist in providing themwith deep theoretical knowledge of basic disciplines. Inthe second part of the article the author discusses legalacts pertaining to the overall system of in-service training.Characteristics is also given of the present conception ofa uniform system of pre- and in-service training andits both institutionalized and non-institutionalized forms.The model suggested by the author is constructed accord-ing to three basic phases: 1) preparation for the profes-sional work! `.>.) professional adaptation and 3) refreshingand modernization of knowledge and qualifications.

376. KRZYSZTOSZEK, ZOFIA: Dzialalnoge produkcyjna w rolnic-twie a wychowanie. (Agricultural Activities and Education).Ktrartalnik Pedagogiczny 1971, No. 3, pp. 39-54, Rez. Sum.

The author discusses the subjective conditioning ofagricultural activities, i.e. attitudes and personalityfeatures in peasants from the pedagogical, sociologicaland psychological point of view. Three main areas areexamined in detail: the family, the village communityand social institutions. The author points to the differenceas between the rural and the urban environment suggest-ing the introduction of necessary modifications to themethodology of analysis. Special stress is laid on thecoexistence of some elements of the capitalist system(individual farms) with those characteristic for the social-ist society. The author gives consideration to the needswhich must be satisfied by the educational system inpreparing the young man for constant raising the livingstandard and the effectivity of production. Two mainobjectives shoUld be stressed, i.e. the education of theman for work in the present conditions Of individual

45


farms and for work in state collective farms of consider-able size.

377. LEWANDOWSKI, STANISLAW: Niektore problemy przygo-towania wykwalifikowanych robotnikow. (Some Problems ofTraining Qualified Workers). Kwartalnik Pedagogiczny 1971,No. 3, pp. 15-31, Sod. Sum.

The author deals with the basic problems of planningvocational education. Training and employment of qual-ified workers are also discussed at length. In the firstpart of the article the author analyzes the initial stageof school instruction and the basic conditions for thefuture success in the pupil's professional Work. The basisof the considerations is formed by careful -examinationof the present changes in the structure of labor and inprofessional requirements. The author points out someshortcomings in the methodology of planning vocationaleducation. In his opinion stress should be laid on thevocational schools organized by industrial plants. Atten-tion should also be given to curricula and teaching meth-ods as well as to the vocational nomenclature. Theauthor points to the necessity of introducing considerablechanges in the system of in-service training for teachersof vocational subjects. The final part of the article is-devoted to industrial practices of pupils.

378. PAWLIK, MIECZYSLAW: Badania nad wartoicki progno-styczna ranych form egzaminu wstcpnego do technikum.(Research on the Prognostic Value of Various Forms ofEntrance Examination to Secondary Vocational School). Szko-la Zawodowa 1971, No. 7/8, pp. 50-55.

The author reports on research carried out on the sampleof 100 pupils of the Mechanical Secondary Schoolim Bia-lystok. The research aimed at stating the prognostic valueof entrance examination in its various forms. Analysispertained to scores from the entrance examination aswell as to educational achievement in grade I and grade IIof the secondary school. It was stated that higher inform-ative and prognostic value can be ascribed to oral exam-inations which prove to be a more reliable instrumentof control that the written examination. Data obtained

SCHOOLS AND INSTITUTIONS 45

by means of the programmed examination in physics andmathematics are also discussed. The author concludesthat the programmed examination increases objectivismand facilitates evaluative activities providing a morecomplete set of information on the candidate.

379. WAWRZYNIAK, BOGDAN: Absolwenci szkol przysposobieniarolniczego. (Graduates of Non-full Secondary AgriculturalSchools). Ludowa Spolthielnia Wydawnicza, Warszawa 1971,179 pp.

The author discusses non-full secondary agriculturalschools, their objectives, curricula and teaching plans.A detailed examination of these schools is based onresearch carried out in the region of Bydgoszcz in theyears 1957-68. Research concerned the role of an agri-cultural schools in the rural area. The author aimed atpresenting professional careers of 20,000 graduates fromthese schools as reflected in the productivity of farmson which they worked alone or with their family. Theinfluence of education obtained in the agricultural schoolwas measured by a comparison as between the farmsconducted by the graduates and the remaining farms inthe region. Evaluation of the state of the farm was carriedout twice by a team of two specialists. The author statesthat graduates from agricultural schools become prom-inent persons in the village community, engaged incultural, social and educational activities. Their farmsare usually the model ones in the region. Several factorshindering the school functioning were also indicated.

See also: 308, 312, 315, 356.

VI. 5. HIGHER

380. ANDRZEJAK, SABINA: Koszty ksztalcenia w szkolnietwiewyiszym 1966-1969. (Expenditure on Higher Education in theYears 1966-1969). Glowny Urzqd Statystyczny, Warszawa1971, 82 pp.

This publication dealing with the expenditure on highereducation in the years 1966-1969 has been prepared bythe Main Statistical Bureau on the basis of data obtained

47:, t


from the following ministries: the Ministry of Finance,the Ministry of Education and Higher Education, theMinistry of Culture and the Central Committee for Phys-ical Culture and Tourism. Methodological problems arediscussed in the introductory part. The statistical tablesincluded in the publication demonstrate the yearly ex-penditure on higher education, expenditure for eachstudent in various types of studies (day, evening, extra-mural) and expenditure for various types of schooling atthe higher level. The following higher schools are takeninto consideration: technological universities, advancedcolleges for engineers, higher schools for economics, phys-ical academies, medical academies, higher schools for finearts, higher schools for music, theater and film.

381. CZEKAJOWSKI, RYSZARD (ed.): Pedagogiczne aspekty stu-denckich praktyk robotniczych. (Educational Aspects of Stu-dents' Labor Practices). Akademia GOrniczo-Hutnicza im.S. Staszica, Krakow 1971, 53 pp.

Educational aspects of the students' labor practices arehere analyzed on the basis of results obtained during theresearch carried out on 39 groups of students from theAcademy of Mining and Metallurgy in Cracow in theyear 1971. Research covered 1348 students. All the basicrules and regulations pertaining to the organization andcurriculum for labor practices are also discussed. In thefirst part of the article the author presents labor practicesin the light of pedagogy of labor, psychohygiene, and thetheory of instruction. The social characteristics of subjectsis also given. In part 2 a discussion follows of the educa-tional function of the labor practices in the light of re-search results. The following problems are dealt with:labor practices as a factor of vocational adaptation, educa-tional aspects of manual work, social and moral aspectsof practices, motivation for participation and the fulfill-ment of tasks in the opinion of the staff of industrialplants as well as planning of activities on the part of theuniversity.

382. DRAPICH, WIT: Stawka na jakoie. (Quality First). Glos Na-uczycielski 1971, No. 10, pp. 1, 8.

The article is an interview with the Deputy Minister of


Education and Higher Education. The following problemsof higher schooling are discussed: 1) the level of knowl-edge in candidates for studies, 2) the number of applica-tions at various departments, 3) the activities aiming athigher qualifications of graduates (reform of the cur-riculum, increase in the expenditure on teaching aids,accommodation of students and research workers), 4)improvement in the system of training research workersand 5) modernization of the pre-service teacher trainingat the university level.

383. KACZMAREK, STEFAN: Motywy wyboru kierunku studiow.(Motivation for Selection of the Higher School). DydaktykaSzkoty Wyiszej 1971, No. 2, pp. 3-18.

The article is a report on research carried out on a sampleof students at the freshman year in Wroclaw. The authordiscusses the motivation of students for studies and theetiology of failure. The following motives were stated tobe the most common: interest in a given subjects, inter-est in the type of a profession, educational achievementin the secondary school, good financial situation in a givenprofession and aspiration to the higher education regard-less of the 'type of studies. The high correlation is statedas between the type and intensity of motivation andeducational achievement in the course of studies. Highlevel of achievement as well as increased social activenessaccompanied by a large amount of individual work werenoticed in students with the high motivation.

384. KIETLINSKA, ZOFIA: Zarys pcdagogiki studiew technici-nych. (Didactics of Higher Technological Studies. An Outline).Pal stwowe Wydawnictwo Naukowe, Warszawa 1971, 152 pp.

In the introductory part of the book the author discusseseducational tasks of the higher schooling special stressbeing laid on technological universities. The publicationdeals with: 1) the curricula for technological studies, 2)educational aspects of the process of instruction in a highertechnological school, 3) attitude formaPon in a higherschool, 4) problems of the youth and 5) problems of theteaching staff, In the final part of the book the authordiscusses the etiology of failure on the basis of ampleresearch data and gives consideration to the recruitmentof candidates for studies.

49


385. LEKSINSKI, WACLAW: Eksperyment w zakresic egzaminowproblemowych. (Experiment in the Field of Problem Examina-tions). Dydaktyka Szkoly Wyiszej 1971, No. 2, pp. 63-68.

The article presents several questions connected with theintroduction of the what is called problem examinationto the Warsaw Technological University. Problem exam-ination is a combined written examination which takesplace at the end of each term and covers the teachingmaterial of several subjects, thus replacing several exam-inations in the traditional system. The problem examina-tion is composed of two parts, each devoted to a complexproblem. Its objectives are: to state the skill to apply newinformation obtained in the course of lectures, to statethe knowledge of calculus, to eliminate the memorizationof formulas and to state what use can be made of indi-vidual reading. The author discusses advantages and draw-backs of the problem examination pointing to the scoringdifficulties but stressing its high value for the student'sindividual work.

386. LUKAWSKA, ANNA: Prognostycznae egzarninow wstonychna wyiszq uczelnic. (The Prognostic Value of Entrance Ex-aminations to the Higher School). Dydaktyka Szkol y Wyiszej1971, No. 2, pp. 35-46.

The article is a report on the research carried out bymeans of a questionnaire at the Department for Educationat the Jagiellonian University in Cracow. Research cov-ered all the students enrolled in the University in theyears 1964-1967. The sample has been divided into twogroup's: group A with the average of grades obtained atthe entrance examination 3-3.9 and group B with theaverage 4-5. All the students in group B graduated fromthe university with the total grade being 4 or 5. A partof students in group A graduated with the same grade,although 12.5 percent of those graduating with grade3 belonged to this group. The data discussed in the articleprove that it is impossible to predict the students' careeronly on the basis of the grade obtained at the entranceexamination and at the final examin'tion at the second-ary school. The significance of other factors such as forinstance motivation, interest, systematic work has been


confirmed. The author advances a postulate to work outmethods of testing these factors alongside with the regularentrance examination.

387. SLAWINSKI, STANISLAW: Eksperyment w zakresie rekru-tacji semestralnej. (Experiment in the Field of the TermRecruitment). Dydaktyka Szkoly Wytszej 1971, No. 2, *pp. 51-58.

The author points to the discrepancy existing between theorganization of the academic year and the structure ofstudies. Since the structure of studies provides a divisionof the school year into two sixmonth terms the Depart-ment of Electronics at the Technical University of Warsawintroduce a modified organization of training. In the newsystem the recruitment for studies is organized twicea year at the beginning of each term. Additional advantageis the possibility to immediately repeat the term by thestudent who failed without repeating the whole academicyear. The new situation is extremely favorable for psycho-logical reasons as it makes it possible to avoid periods ofinactivity; if .a relatively large number of students failat the final, examinations of a given term then the eco-nomic losses considerably diminish.

388. SUCHONSKI, ADAM: Stan badan nad egzaminem wstonymdo szkol wyiszych. (Research on the Value of EntranceExamination at the Higher School). Dydaktyka Szkoly Wyiszej1971, No. 2, pp. 21-33.

The article deals with the entrance examination at thehigher school and with the recruitment of candidates forstudies. The author points to the fact that although theinterest increases in the prognostic value of entranceexamination no systematic research on the subject is beingcarried out. Occasionally researches have been startedin Poznan, Lodi and Warsaw, no satisfactory data were,however obtained. The author postulates to initiate re-search in the secondary school so as to assess the educa-tional achievement of the candidate in the future subjectof studies. Observation would be continued at the entranceexamination and at the freshman year. Research of thistype should be carried out in various environments as

SCHOOLS AND INSTITUTIONS

this will, enable to obtain ample data pertaining to theprognostic value of the entrance examination.

389. ZAKOWSKI, WOJCIECH: Eksperyment w zakrfsie przepro-wadzania egzaminow wstepnych." (Experiment Concerning theEntrance Examination). Dydaktyka Szkoly Wyiszej .

No. 2, pp. 59-62.

The author reports on the activities aiming at the im-provement in the recruitment of candidates for studies.Experiment in this field was started at the Warsaw Tech-nical University. First, point scales prepared were basedon clearly defined criteria with the aim to obtainmaximum objectivity. Then the oral examination wasliquidated, while the written one became anonymous.Scoring is done by a team of several university teachersthe number of which is corresponding to the number ofproblems included in the examination. Each of the judgesevaluates only one problem. Advantages of the newsystem are discussed iri:cletail. In the author's opinion thewritten examination reduces the influence of purelyverbal intelligence, while anonimity ensures just evalu-ation, which is strengthened by the maximum objectivityof the test.

390. ZOR, ANDRZEJ: Selekcja kandydatow sprawa wciatotwarta. (Selection of Candidates for Studies). Nowa Szkola1971, No. 9, pp. 2)..-23.

The author ,discusses the most important problems con-nected with the recruitment of candidates for studies inhigher schools. Special consideration is given to the wayof organizing recruitment activities and ensuring the mostobjective set of conditions for the selection of the giftedpupils. Much place is devoted to correct principles andcriteria for selection. The author points to the most im-portant factors influencing the proper selection, i.e. formsof examinations, composition of the recruitment com-mittee, organization of its activities, set of requirementsand the system of evaluation. In the author's opinion thecurricula for secondary schools should be prepared underthe aspect of the developmental plans of the higher school-ing, which in turn results from the planning of the na-

ANIII winowlmsimmillimaimEMI11.11111


tional economy as well as from the social demand forqualified workers in various branches of culture andeconomy.

See also: 306, 311.

VI. 6. ADULT

391. KALUZNY, CZESLAW: Zasady, melody, formy dzialalnacikulturalno-ogwiatowej. (Principles, Methods and Forms ofCultural and Educational Activities). Wydawnictwo Zwiqz-kowe Centralnej Rady Zwiqzkow Zawodowych, Warszawa1971, 182 pp.

The publication contains an analysis of cultural and edu-cational activities. The introductory chapter presentsdefinitions of basic terms and concepts concerning theproblem. Then a discussion follows of activities to becarried out by libraries, educational institutions and indi-viduals involved in cultural and educational work. Con-sideration is given to the education through work andart, utilization of the modern technology in educational.activities role of mass-media and the formation of readinghabits. The final chapters deal with various forms andmethods of educational work with children and adoles-cents and with the organization of leisure. Personality ofthe educational worker is also discussed. The book con-tains 12 chapters.

392. KRAJEWSKA, KAROLINA: Bibliografia oiwiaty doroslychza okres 1.XI.1970-30.VI.1971. (Bibliography of Adult Educ-ation for the Period from November 1,.1970 to June 30, 1971).Obwiata Doroslych 1971, No. 4, pp. 254-256, No. 5, pp. 318-320, No. 6, pp. 382-384, No. 7, pp. 446-448, No. 8, pp. 510-512and No. 9, pp. 575-576.

The bibliography of Polish materials pertaining to adulteducation presents articles and books published in theperiod from November 1, 1970 to June 30, 1971. All thepublications are divided into the following sections: 1)general problems, 2) vocational training, self-instructionand general education, 3) cultural and educational activ-ities and 4) reading habits.


393. SOSNOWSKI, JOZEF: Technika pracy spoleczno-ogwiatowej.Zarys. (Technique of Social and Educational Work. An Out-line). Wydawnictwo Zwiqzkowej Centralnej Rady Z1,viqzkowZawodowych, Warszawa 1971, 180 pp.

The book presents problems from the field of pedagogy,psychology and sociology which are crucial for the socialand educational work. Special consideration is given to:1) the personality of the worker, 2) his self-instruc-tion, 3) his ability to listen and to clearly expressideas, 4) adult-education and its organization, 5) acquiringknowledge of the social millieu in order to plan socialwork and 6) training social workers. The final part isdevoted to the popularization of culture and sciencesociety.

394. TRZYNADLOWSKI, JAN (ed.): Czlowiek pracy w duiymzakladzie przcmyslowym. (The Employee in a Large IndustrialPlant). Pal stwowe Wydawnictwo Naukowe, Wroclaw 1971,430 pp.

The publication contains materials from the sessiondevoted to problems of an employee in a large industrialplant. The session was held in 1970 at the Wroclaw Asso-ciation for Science. Papers prepared for the session dealtwith educational, sociological and industrial aspects ofwork in a large industrial plant. These were based onresearch carried out in Silesian factory producing electricmachines. Part 1 of the book contains the report by:Z. Galdzicki "Social Interactions and Vocational Cate-gories in the Industrial Plant", A. Kamocki "VocationalAdaptation of Graduates from Non-Full Secondary Vo-cational Schools" and M. Kulczycki "Psychological Aspectsof Conflicts in an Industrial Plant". The remaining papersin part 1 pertain to sociological and medical problems.Part 2 contains a discussion and conclusions.

395. TYMOWSKI, JANUSZ: Wprowadzcnic postcpu technicznegodrogq podnoszcnia kwalifikacji pracujqcych. (Introduction ofTechnological Progress by Industrial Training). KwartalnikPedagogiczny 1971, No. 3, pp. 33-38. Rez. Sum.

The author states that the process of raising qualificationsin the working staff should precede the introduction of

SCHOOLS AND INSTITUTIONS^ --_-_- 53

new technological methods. Higher qualifications exertinfluence on: 1) productivity, 2) readiness for change,3) modernization of the precess of production, 4) possibilityto introduce new experimental solutions. Thus, muchconsideration is given to the pre-service training for theemployees, to various problems of technological special-ization and to forms and methods of the in-service train-ing at refresher courses. The role of individual work isstressed. The author gives special consideration to thereading of professional literature, as well as of Polish andforeign press. Problems of post-graduate studies andtechnological courses at various levels are also discussedin detail in connection with the activities carried out bythe technical universities.

396. ZYTKO, MIECZYSLAW: Szkolnictwo dia procujacych w okre-sic reformy. (Adult Education Reformed). 0Atviata Dorostych1971, No. 9, pp. 516-522.

The author analyzes the principles of the reform of adulteducation at the primary and secondary level which wasstarted in the year 1968/69. Primary schooling in the lightof the new acts covers those who have not completed the8-year primary school for adolscents, i.e. persons born in1952 and later. Older pupils will be enrolled in the 7-yearprimary schools for adults. Similar regulations were is-sued concerning the general secondary schooling. Grad-uates from the 8-year primary school will be enrolledin grade I of th 4-year evening or extramural secondaryschool for adults while graduates from the non-fullsecondary vocational schools in grade I of the threeyear secondary school. Not all the regulations have as yetbeen implemented. Obstacles in this field are discussedin detail in the final part of the article.

VI. 7. SPECIAL

397. KULIKOWSKA, ANNA: Badania socjometryczne w domuspecjalnym dla dzieci upogledzonych umyslowo. (SociometricResearch in a Special Home for Mentally Deficient Children).Szkola Specjalna 197 No. 3, pp. 209-216.

The article is a report on research carried out by the

54 SCHOOLS AND INSTITUTIONS--Psychoneurological Institute in Pruszkow. The aim of theresearch was to give a detailed characteristics of the groupstructure in the homes for mentally deficient children.Examinations covered three groups: two groups of boysand one of girls and were carried out by means of Cat-tell's, Terman-Meril's and Doll's tests. On the basis of thedata it was stated that: 1) popular and non-popular per-sons can be distinguished but no distinct group structureis visible such as is occurring in normal groups, 2) sociom-etric techniques were found useful in the field of psy-chological research although adaptation must be carefullyprepared, 3) the phenomenon of rejection can be alleviatedowing to data obtained through the activation of rejectedpersons.

398. PANCZYK, JAN: Rozw6j niektOrych ecch fizycznych mlodzie-ly upalcdzonej umyslowo, uczqszczajacej do zasadniczychspecjanych szkol zawodowych wojcw6dztwa gdanskiego. (TheDevelopment of Some Physical Features in the MentallyDeficient Pupils Non-Full Special Vocational Schools ofthe Secondary Level in Gdansk Voivodship). Szklict Specjalna1971, No. 3, pp. 247-251.

Research presented in the article aimed at a full diagnosisof the physical development of mentally deficient pupilsfrom three special non-full secondary vocational schoolsin the region of Gdansk. The data obtained during re-search were designed to serve the teachers who wouldthus be able to modify the course of the teaching processin order to make it more adapted to the abilities of theirpupils. Research covered 142 girls and 317 boys, calcula-tions being worked out according to norms confirmed byWolanski (13). It has been stated that the physical de-velopment of mentally deficient pupils is not similar tothat of the normal youth.

399. STRZEMBOSZ, ADAM: Nicletni sprawcy kradziety w grodo-wisku wielkomiejskhn. (Delinquent Youth in the Big TownEnvironment). Par stwowe Wydawnictwo Naukowe, Warsza-wa 1971, 176 pp.

The publication is devoted to the question of delinquentadolescents in the big town environment. The author


formulated a hypothesis that adolescent thieves tried atthe Court for the Delinquent Youth are usually highlydemoralized. Research covered the total of boys tried inthe period from May 1, 1961 to May 1, 1962 at the Courtfor the Delinquent Youth Section for Southern Warsaw.The data obtained were then compared to those from twoother district courts. Two years later the second phase ofthe research took place the aim of which was to state thenumber of recidivists. Three years later in the third phaseof the research the same analysis was repeated and thistime it pertained to young people on the average aged 20.Research techniques used were: interviews and theanalysis of documents kept at district courts. On the basisof the data the author discusses the degree of socialmaladjustment, mechanisms of demoralization and re-cidivism.

400. TULODZIECKA, IRENA: 0 rozwoj wychowania przedszkclne-go dzieci gluchych. (The Development of Pre-School Educa-tion for the Deaf). Szkola Specjalna 1971, No. 3, pp. 193-200.

The popularization of the pre-school education for thedeaf is the basic condition for the full revalidation, whichconsists in the acquisition of the native language to a de-gree permitting its social, cognitive and educational func-tional utilization. The author distinguishes two periods:1) the period of formation of the deficiency till thethird year of age and 2) the period from the fourthto the seventh year of age. In the course of the first periodthe child should be brought up in the family under theguidance of a specialist, while in the second period educa-tion in a special kindergarten is needed. In the final part ofthe article the author advances the following postulates:1) to prepare a full list of deaf children up to the sixthyear of age, 2) to establish a national network of kinder-gartens for the deaf, 3) to construct special curricula forthe deaf and prepare teaching aids which would ensuretheir realization, 4) to adopt acts introducing obligatorypre-school education for the deaf, 5) to train teachers forspecial kindergartens and 6) to prepare a publicationconcerning problems of special pre-school education forparents.

56

Andrzejak S. 380

Bednarski H. 356Bonecki H. 357Borkowska I. 372

INDEX OF AUTHORS AND EDITORS

INDEX OF AUTHORS AND EDITORS

Chechlifiski J. 321Chmielifiska M.

IseeI Danilowicz-Chmielitiska M.hrzan B. 301

Cieilowski S. 314Czarkowska W. 301Czarnuch Z. 330Czekajowski R. 381 (ed.)

Dqbek S. 371Danilowiez-Chmielitiska M. 370Dejnarowicz C. 374Drapich W. 382Drzewiecki H. 372Dyner W. J. 354

Galdzicki Z. 394Gawecia S. 301 (ed.)Gqbura G. 314Godlewski M. 321, 324, 344, 375Goetel W. 301Gorska J. 314, 370

Hewryk L. 314

Izdebska H. 331

Jablonski H. 313, 320Jakubowski J. 302Janiszowska I. 314 (ed.), 315Jankowski W. 370Janowski A. 336Jundzill J. 321

Kaczmarek S. 383Kaminski A. 336, 345Kamocki A. 394Karwat T. 374Kietlifiska Z. 376, 384Kluczyfiski J. 316-317Komorowska-Piskorowska H. 314Konopnicki J. 334

Kowalik S. 321Kozakowna L. 301Kozlowski J. 346Krajewska K. 392Krajewski T. 321Krasuski J. 303Kraszewski K. 332Krawcewicz S. 347Krawczyk M. 372Krzysztoszek Z. 321, 376Kulczycki M. 394Kuligowska K. 358Kulikowska A. 397Kulpa J. 321, 372Kupisiewicz C. 318, 321, 323, 370Kurdybacha L. 304Kwiatkowska H. 348Kwiecirlski Z. 333-335

Leksifiski W. 385Lenarcik B. 361Leinik A. 349Lewandowski J. 319Lewandowski S. 377

Lapkowska S. 359.Lawniczak H. 330Lobocki M. 350Lukawska A. 386

M.M. 320Malacha J. 360Malinowski K. 336Matysik Z. 361Metera H. 362Moszner Z. 372Musiatowicz A. 370Muszytiski H. 337-339

Nawroczytiski B. 339Niebrzydowski L. 363Niedoipial B. 364Nijakowski M. 351

Okon W. 314, 321-322, 324, 332Olszewski E. 321Opial Z. 370

INDEX OF AUTHORS AND EDITORS.7 - - _. - - , __

Papp& S. 372Pariczyk J._398Pasternak W. 372Pawlik M. 378Piatkowski N. 321Piasecki B. 355Piotrowska-Przyluska I. 365Piskorowska H.

see Komorowska-Piskorowska H.Pluta S. 352Podoski K. 355Przyluska I.

see Piotrowska-Przyluska I.Ptaszyriski W. 365

Racinowski S. 366Radlak W. 330Rataj M. 323Ratkowska B. 372Rogalska K. 324

Sawicki M. 314Skorupska-Sobariska J. 341Slawinski S. 387Slodkowski W. 314Slowikowski T. 301Smarzyriski H. 342Sobatiska J. 365Sobariska J.

see Skorupska-Sobafiska J.Soczewka J. 314Sosnowski J. 393Stqpien M. 301, 321Stipal S. 372Strzembosz A. 399Suchodolski B. 325, 343

Suchoriski A. 388

Swida H. 326

Szafer W. 301Szczepanski J. 321, 324Szczerba W. 327Szybka C. 314

Tarnau S. 370Trojanowski S. 330Trzynadlowski J. 394 (ed.)Tukalski A. 314, 367Tulodziecka I. 400Tymowski J. 395Tyworiski K. 368

Wachula A. 370Wawrzyniak B. 379Wegrzynowicz J. 329Wiatrowski Z. 344. 372Wiloch T. 321, 373Winiarski M. 369WiAniowski J. 336Wojciechowski K. 353Wolczyk J. 324Woinicki T. 314Wroczynski R. 305

59

Zakrzewska Z. 330 (ed.)Zepp K. 330Zych E. 372

2or A. 390Zukowski W. 389Zytko M. 396

57

NAMES OF PUBLISHING HOUSES

Glowny Urzqd Statystyczny Central Statistical OfficeLudowa Sprildzielnia Wydawnicza People's Publishing Coopera-

tionInstytut Wydawniczy "Nasza Ksiqgarnia" Publishing House "Our

Booksellers"Paristwowe Wydawnictwo Naukowe Polish Scientific PublishersParistwowe Wydawnictwa Szkolnictwa Zawodowego State Pub-

lishers of Vocational Schools PublicationsParistwowe Zaklady Wydawnictw Szkolnych State Publishers of

School PublicationsWydawnictwa Akademii Grirniczo-Hutniczej im. Staszica Acad-

emy of Mining and Metallurgy PressWydawnictwo Zwiqzkowe Centralnej Rady Zwiqzkriw Zawodowych

Trade Unions Publishing House

60

Documents

DOCUMENT RESUME ED 069 596 AUTHOR Czerniewski, Wiktor, … · DOCUMENT RESUME ED 069 596 SO 005 191 AUTHOR Czerniewski, Wiktor, Ed.; Wieczorek, Barbara, Ed. TITLE Selected Bibliography