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DOCUMENT RESUME

ED 093 792 SO 007 652

AUTHORTITLE

INSTITUTION

SPONS AGENCYREPORT NOPUB DATENOTE

Slodkowski, Wiadyslaw, Ed.Selected Bibliography of Polish EducationalMaterials, Volume 12 Number 2, 1973.National Center for Scientific, Technical andEconomic Information, Warsaw (Poland). ForeignScientific Publications Dept.,Office of Education (DREW), Washington, D.C.TT-73-54000-027361p.; Related documents are ED 071 833 and SO 007653

EDRS PRICE MF-$0.75 HC-$3.15 PLUS POSTAGEDESCRIPTORS *Annotated Bibliographies; *Comparative Education;

Educational History; Educational Legislation;Educational Practice; Educational Researcj2;*Educational Trends; Elementary Education; *ForeignCountries; Higher Education; Preschool Education;Secondary Education; Social Attitudes; SpecialEducation; Teacher Education

IDENTIFIERS *Poland

ABSTRACTThe annotated bibliography lists books, papers, and

articles which treat education in Poland. Items cited were publishedfrom March to May 1973. Materials are arranged by author within thefollowing categories: (1) history of education; (2) laws andlegislation; (3) general information on education; (4) social andeducational sciences; (5) teacher's profession; (6) schools andinstitutions--preschool, primary, secondary, vocational, higher,adult, special; and (7) educational statistics. An index to authorsand editors is included. (Author/BM)

U S DEPARTMENT OF HEALTHEDUCATION A WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT H.5 BEEN REPRODUG ED .EXACTLY RECEIVED FROMTHE PERSON OR ORGANIZ..T:ONORC,INACING IT POINTS OF viEfd OR OPINIONSST.TE0 DO NO1 NECESSARILY IiEPRESEN T OC-FICIAL N.TtONAL INSTITUTE OFEDUCt TION POSITION OR POLICY elected

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Institute for Educational ResearchSection for Documentation

Chief Editor:

Wladyslaw Stodkowski

Assistant Editors:Barbara WieczorekKarolina Krajewska

Translated:Hanna Komorowska

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

Firinie,d in Poland

Vol. 12, No. 2, 1973 TT 73-54000/02

Selected Bibliographyof

Polish Educational Materials

PUBLISHED FOR THE OFFICE OF EDUCATION, U.S. DEPARTMENT OFHEALTH, EDUCATION AND WELFARE, WASHINGTON, D.C., BY THEFOREIGN SCIENTIFIC PUBLICATIONS DEPARTMENT OF THE NA-TIONAL CENTER FOR SCIENTIFIC, TECHNICAL AND ECONOMIC

INFORMATION,WARSAW, POLAND 1973

SELECTED BIBLIOGRAPHY OF POLISH EDUCATIONAL MATERIALS

Vol. 12 1973 No. 2

CONTENTS

I. History of Education ..II. Laws and LegislationIII. General Information on EducationIV. Social and Educational Sciences . .. .. .

3

915

V. Teacher's Profession 22VI. Schools and Institutions (by type or level) 27

1. Preschool 292. Primary 353. Secondary . ......... 374. Vocational .. ..... 395. Higher . 476. Adult 527. Special 56

VII. Educational Statistics 57Index of Authors and Editors

The bulk of the materials listed in the present issue was available in theperiod of time March to May 1973.

HISTORY OF EDUCATION 3

I. HISTORY OF EDUCATION

110. BIENKOWSKA, BARBARA: Szkolna recepcja teorii Kopernikaw Polsce w XVII i XVIII ieku. (The School Reception of theCopernican Theory in Poland in the 17th and 18th Century).Przeglad Historyczno-0§wiatowy 1972, No. 4, pp. 575-611. Rez.Sum.

The author presents a brief review of the reception ofthe Copernican theory in the Polish schools, stages inthe evolution of attitudes toward the theory and thetypical reflections of rejection or approval. Ample ar-chival material is quoted bearing evidence of difficultiesin the assimilation of the new theory attacking the three-fold foundation of knowledge: the Bible, Aristotelianismand empiricism. Much attention is given to the receptionof the Copernican theory in schools of various religiousbeliefs in the region of Gdansk and Torun, which werethe first to include the new theory in their curricula.The history of the theory in catholic schools is p-esentedon the example of three typical circles: the Cracow Acad-emy, Jesuits' School system and Piarists' schools. Thearticle ends with the description of the introduction of theheliocentric theory to all schools in Poland which tookplace in the seventies of the 18th century.

111. FALSKI, MARIAN: Fragmenty prac z zakresu ogwiaty 1945-1972. (Excerpts from Studies in the Field of Education1945-1972). Ossolineum, Wroclaw 1973, 519 pp. tabl. ill. Stu-dio Pedagogiczne, Vol. 27 PAN. Komitet Nauk Pedago-gicznych.

The present volume contains excerpts from articles,speeches and other writings of Marian Falski issued duringthe years 1945-1972. The publication was prepared onthe occasion of the 90th anniversary of author's birth.Most of the works by Marian Falski pertain to the stateof the Polish education, its trend for democratization andmodernization. A large number of excerpts deal with thepostwar educational problems, i.e. the organization ofschooling, the network of schools, the structure and

4 HISTORY OF EDUCATION

functions of schools, curriculum reforms and school ad-ministration. Attention is also drawn to the promotionof the secondary education, establishing closer linksbetween general and vocational education and increasingthe number of places at academic schools in Poland.Emphasis in numerous publications is also given to theperson of the teacher, his personality, financial situation,pre- and in-service training in the field of special sub-jects and education, interpersonal relations within theschool staff as well as to the impact of all these factorsupon educational attainment of the pupils and the qualityof instruction. Postulates are also advanced in severalexcerpts to change the existing research plan of theMinistry for Education as well as to liquidate some evi-dent shortcomings of the present-day educational system,reflected in the faulty planning the network of schools,outdateu handbooks, elements of dehumanization anddogmatism in the educational process.

112. KULCZYKOWSKA, ANNA: Programy nauczania historiiw Polsce 1918-1932. (Curricula in History in Poland 1918-1932).Warszawa, PWN 1972, 226 pp.

The publication is a shortened version of the author'sdoctoral dissertation and contains an analysis of curric-ula in history for the primary and the secondary schoolin Poland during the years 1918-1932. Chapters I-VIpresent curricula of the period of years 1918-1932, whilechapter VII presents modifications introduced to thesecurricula in the later years of the prewar Poland. Atten-tion is given to educational objectives, organization ofinstruction, teaching plans and tasks of school. The setof problems is considered against the background of socialand political situation in the prewar Poland. Selectionand gradation of the teaching content in all the curriculaare analyzed from the point of view of the changingeducational objectives.

113. KURDYBACHA, LUKASZ (ed.): Rozprawy z dziejo ogwiaty.(Studies in the History of Education). Vol. 15, Ossolineum,Wroclaw 1972, 202 pp. Rez. Sum. PAN. Pracownia Dziejow0Awiaty.

HISTORY OF EDUCATION 5

The present volume of studies in the history of educationcontains articles by the research workers of the PolishAcademy of Sciences grouped in the Section for the His-tory of Education. The Section was header; by the lateProfessor Lukasz Kurdybacha. The following articles areincluded in the volume: Kurdybacha, Lukasz: The Lithua-nian Reforms of Piarists' Schools in 1972; Migso, Jozef:Raising Professional Qualifications in Poland During theYears 1918-1938; Bartnicka, Kalina: State Education.Educational Ideals of the Interwar Period; Garbowska,Wanda: The Commonness of Education in Poland Duringthe Years 1932-1939: Mauersberg, Stanislaw: Struggle forthe Shape of the Polish Education During the Years1944-1948.

114. SUCHODOLSKI, BOGDAN (ed.): Lenin a wspolczesne proble-my pedagogiki i psychologii. (Lenin and the ContemporaryPsychological and Educational Problems). Ossolineum, Wroc-law 1972, 195 pp. PAN. Komitet Nauk Pedagogicznych.Monografie Pedagogiczne, Vol. 38.

On the initiative of the Commission for Educational andPsychological Sciences at the Polish Academy of Sciencesan international conference was held on April 27, 1970on the occasion of the 100th anniversary of Lenin's birth.The present volume contains reports delivered at theconference by educators and psychologists from Poland,Bulgaria, German Democratic Republic, Hungary and theSoviet Union. The following reports are included: 1) Kai-row, I. A., Lenin An Outstanding Humanist of OurEpoch, pp. 7-28, 2) Suchodoiski, B., Lenin and His Educa-tional Model, pp. 29-53, 3) Tomaszewski, T., Psychologyof Activity in the Works of Lenin, pp. 55-66, 4) Okori, W.,Lenin's Creative Negation and Our Educational Problems,pp. 67-72, 5) Guenther, K. H., Lenin's Views on the Func-tion of Education, pp. 73-92, 6) Nagy, S. Lenin's Theoryof Cognition and the Contemporary Instructional Con-cepts, pp. 93-104, 7) Szarka, J., Lenin's Works and theMoral Education, pp. 105-113, 8) Szczerba, W., Patriotismand Internationalism in Lenin's Works, pp. 115-131,9) Gonczarow, H. K., Lenin and the Ae,thetic Education,pp. 133-155, 10) Woloszyn, S., Lenin and the Development

6 LAWS AND LEGISLATION

of Physical Culture in the Soviet Union, pp. 157-175,11) Stanasow, Z., Lenin and the Bulgarian EducationalSystem, pp. 187-194.

II. LAWS AND LEGISLATION

115. ZARZADZENIE Ministra Oiwiaty i Wychowania z dnia 21grudnia 1972 w sprawie nadania statutu Instytutowi Ksztalce-nia Nauczycieli. (Ordinance of tl-e Minister of Education DatedDecember 21, 1972 Concerning the Statute of the Institute forTeacher Training). Dziennik Urzqclowy Ministerstwa 0§wiatyi Wychowania 1973, No. 2, item 6.

The Institute for Teacher Training established on theforce of the Ordinance issued by the Council of Ministerson June 15, 1972 (Dziennik Ustaw 1972, No. 24, item 172)is to deal with the pre and inservice training of teach-ers and workers of educational and cultural institutionssubordinated to the Ministry of Education as well as tocarry out research on the subject. The Institute is dividedinto the following sections: 1) for Training Teachers inthe Field of Humanities, 2) for Training Foreign Lan-guage Teachers, 3) for Training Teachers of Mathematics,4) for Training Teachers of Science, 5) for TrainingTeachers of Technical Subjects, 6) for Training NurserySchool Teachers and Kindergarten Teachers, 7) forTraining Teachers of Special Schools, 8) for TrainingEducational Administration, 9) for New Strategies inTeacher's Training, 10) for Research on the Teacher'sProfession, 11) for Information and Publications, and12) Library.

116. ZARZA,DZENIE Ministra Ogwiaty i Wychowania z dnia 17stycznia 1973 w sprawie okreglenia szczegolowego zakresuczynnoki gminnego dyrektora szkol oraz zakresu obowiazkow,trybu i zasad powolywania zastcpcy dyrektora i pracownikowadministracyjno-pedagogicznych. (Ordinance by the Ministerof Education Dated January 17, 1973 Concerning the Tasks ofthe District Collective School Headmaster and the AppointmentPrinciples and Tasks of His Deputy and Administrative-Educa-tional Employees). Dziennik Urzqclowy Ministerstwa 0.§wiatyi Wychowania 1973, No. 1, item 2.

LAWS AND LEGISLATION 7

On the basis of the Teacher's Charter (Dz. U. 1972, No. 16;item 114) and the Ordinance by the Council of Ministersdated December 13, 1972 concerning the tasks of thecollective school headmaster (Dz. U. 1972, No. 54,item 354), the headmaster of a collective district schoolis to be responsible for the preschool educational centers,primary, general secondary, vocational and special schoolsin his district as well as for non-school educational andtutelary institutions for children and ,adolescents. Theheadmaster is also responsible for the full realization ofthe uniform educational policy in the district in coopera-tion with the district council of citizens, social, politicaland youth organizations, parent-teacher associations andemploying institutions. The deputy headmaster is ap-pointed on the motion of the headmaster by the districtschool inspector and the head of the district council ofcitizens. The deputy headmaster must be a universitygraduate with managing skills and long teaching practice.In big districts in which there are many schools addi-tional administrative functions are established of the chiefbookkeeper, the head of the school administrative sectionand the administrative worker.

117. ZARZADZENIE Miniscra Ogwiaty i Wychowania z dnia 1 lu-tego 1973 w sprawie organizacji ksztalcenia i wychowaniaw roku szkolnym 1973/1974. (Ordinance of the Minister ofEducation Dated February 1, 1973 Concerning the Organiza-tion of Education in the Year 1973/74), Dziennik T_Jrzeclowy1V1inisterstiva Okviaty i Wychowania 1973, No. 3, item 15.

The school year 1973/74 is of great significance for thePolish education as it is the period in which the mostimportant decisions will be made aiming at themodernization of the school system on the basis ofguidelines prepared by the Committee of Experts inEducation. The significance of the school year is alsoconnected with the fact that the year 1973 is the Year ofthe Polish Science and the year of the 30th anniversaryof establishing the Polish People's Republic. The presentOrdinance is devoted to the educational objectives whichare to be achieved as well as to the forms and methodsof teachers' work. Special attention is given to the quality

8 LAWS AND LEGISLATION

of instruction and to the scope of the tutelary activity onthe part of primary and secondary schools. Much place isalso devoted to the employment policy in the educationalinstitutions and the problem- of school infrastructure.Tasks of the local educational boards and of the schooladministration are also listed.

118. ZARZADZENIE Ministra Ogwiaty i Wychowania w sprawieorganizacji zbiorczej szkoly gminnej. (Ordinance by the Ministerof Education Concerning the Collective District School). Dzien-nik Urzcdowy Ministerstwa 0§tviaty i Wychowania 1973, No. 5,item 28.

The district collective school, according to the last Or-dinance by the Minister of Education, is an educationalinstitution responsible for the whole district and forcultural activities in the district. It embraces all theeducational centers, i. e. preschool institutions, primaryschools, secondary general schools, secondary vocationalschools and community cultural centers. All the educa-tional activities concentrate round the collective primaryschool the head of which is a collective school headmaster.The establishment of the primary school of the new tyr...:as well as the definition and clarification of its obje...Livesis based on a separate publication of the 1W:,aistry ofEducation entitled "The Organizational A:.iumptions ofthe District Collective School" which contains a discussionof the practical aspects of rural school reconstruction.

119. ZARZADZENIE Ministra Ogwiaty i Wychowania z dnia 21grudnia 1972 w sprawie przeksztalcenia okrcgowych ogrodkowmetodycznych. (Ordinance by the Minister of Education DatedDecember 21, 1972 Concerning the Transformation of theDistrict Methodological Centers). Dziennik Urzgclowy Minister -stwa 0.§wiaty i Wychowania 1973, No. 2, item 7.

On the force of the Ordinance by the Minister of Educa-tion issued on January 1, 1973 the what were calleddistrict methodological centers were transformed into1) groups of specialized inspectors subjected to the localeducational boards who are to supervise the activities ofteachers in particular subject areas and provide method-ological aid for teachers with regard to all instructional

GENERAL INFORMATION Or'' F.DUCATION 9

and educational problems of the subject-area in whicha given inspector specializes, and 2) local sections of theInstitute for Teacher Training in Warsaw, the task ofwhich is to organize in-service training and refreshercourses for teachers as well as to carry out research workon the subject. The Ordinance contains a detailed discus-sion of tasks to be fulfilled by the new institutions withregard to raising the quality of instruction, ensuringbetter conditions for in-service teacher training andproviding specialistic aid and supervision for schools inthe district.

III. GENERAL INFORMATION ON EDUCATION

120. DENEK, KAZIMIERZ: Efektywnoge ksztalcenia, jej rodzajei sposoby wyi-aiania. (The Efficiency of Training, Its Types andSymptoms). Neodidagmata 1972, No. 4, pp. 63-75. Rez. Res.

The article is devoted to the socioeconomic and educa-tional aspects of research on the efficiency of training.The concept of the efficiency of training is presentedagainst the background of Polish and foreign writingson the subject. A classification of types of the trainingefficiency follows, didactic, economic, external, internal,diagnostic and functional efficiency being distinguished.Attention is then given to the criteria for the evaluationof efficiency of training such as, for instance, the prepa-ration of graduates for the professional work, the educa-tional attainment in the course of learning, and memo-rization, reproduction and creativeness. Measurementinstruments are discussed at length, i.e. achievementtests, psychological tests and scales, inventories of ex-ternal and internal efficiency and the global coefficientof training (attainment, durability of knowledge and itsapplication).

121. JAROSZEWICZ, PIOTR: Przygotowanie mlodego pokoleniado przypadajacej mu roll w budowie wysoko rozi,v;nictej, so-cjalistycznej Polski. (Preparation of the Young Generation forthe Creation of the Socialist Poland). Zycie Warszawy 1973,No. 88, pp. 2.

1r) GENERAL INFORMATION ON EDUCATION

This is a speech delivered by the Prime Minister at thesession of the Polish Diet on April 12, 1973 concerningthe education of the young Polish generation. The PrimeMinister discussed the draft of the Act dealing with theformation of the integrated educational system based onthe socialist ideology. Emphasis was given to the increas-ing role of knowledge and professional qualificationsindispensable in the times of rapid advance in scienceand technology. Much attention was' also given to theresponsibility for the fulfillment of professional tasks inthe employing institution as a basis for the economicgrowth of the country. Consideration was also given tothe attitudes on the part of each individual accompaniedby high moral and ethical values represented by all thecitizens.

122. KACZOR, STANISLAW: Perspektywy rozwoju nauk pedago-gicznych. (Prospects of the Development of Educational Scien-ces). Dydaktyka Szkoly Wy±szej 1972, No. 4, pp. 111-115.

The article contains a report on the conference of educa-tors representing all educational research centers in Po-land on the subject of the role and tasks of the educa-tional sciences in the light of the 6th Party Congress.The conference organized by the Ministry of Educationand Higher Education took place in Sulejenvek inMarch 1972. The author lists problems which were dis-cussed by the participants and summarizes the most im-portant reports. The report by the Jerzy Wolczyk, theDeputy Minister of F ducation, contained a discussion ofthe social status of i he teacher's profession, changes inthe teaching content and teaching methods in primaryand secondary schools, modifications of educational admin-istration, and the increase in the number of researchcenters. The report by Professor W. Okon presented thestate of educational research in Poland and that by Pro-fessor T. Tomaszewski listed the methodological assump-tions of research plans for the years 1971- 75 in the PolishPeople's Republic.

123. KUBERSKI, JERZY: Aktualne potrzeby polityki ogwiatowej.(Present-Day Problems of the Educational Policy). Ksia2kai Wiedza", Warszawa 1973, 193 pp.

GENF:HAL INFORMATION ON EDUCATION 11

The publication by the Minister of Education presentssources and consequences of the decision to promote sec-ondary education in the Polish People's Republic.Chapter 1 deals with the social and educational back-ground of the decision and contains a review of the mostimportant activities connected with the problem, i.e. theestablishment of the Committee of Experts in Educationfor the preparation of the report on the state of educationin Poland, the Act of the Polish Diet concerning theTeacher's Charter, ordinances pertaining to the raise ofthe teachers' salaries, a resolution concerning the devel-opment in sciences and eduction adopted at the 6thParty Congress, etc. Chapter 2 discusses modificationswhich are being implemented to the educational systemof the country. Chapter 3 is devoted to environmentalfaCtors of school selection and to the educational oppor-tunity for the rural youth. Chapter 4 presents tasks ofthe school administration and Chapter 5 the educationalfunctions to be fulfilled by each school within the uni-form system of schooling. Pre and in-service teachertraining as well as the ways of raising professional quali-fications of practising teachers are discussed in Chapter 6.Chapter 7 deals with the activities of research centerswhich arc to solve educational problems encountered inthe everyday school practice. The last chapter discussesconditions under which the reform can prove successful.An annex is included containing the Act of the Dietconcerning the tasks of the state and the nation in thefield of education, issued on April 12, 1973.

124. KUPISIEWICZ, CZESLAW: Kierunki zmian. (Directions ofChanges). Zycie Warszawy 1973, No. 84, pp. 3.

The author discusses the most important principles of thefuture school reform. Consideration is given to functionsof the future school as determined by the social, economicand cultural life of the country as well as by its linkswith other institutions. Attention is also drawn to thenecessity of constant raising the quality of instructionin schools of all types and levels, which is indispensablefor the proper course of the permanent education. The

12 GENERAL INFORMATION ON EDUCATION

new tasks to be fulfilled by the employing institutionsin the field of education are also considered at length.In the final part of the article the author discusses theattitude-formation in the future school with the end toachieve full intellectual and personality development ofthe individual.

12:5. PROJEKT programu stopniowego wprowadzania powszechne-go ksztalcenia gredniego. (A Draft of the Program for thePromotion of Secondary Education in Poland). Nowa Szkola1973, No. 4, pp. 83-98: Glos Nauczycielski 1973, No. 14, pp. 7-10and Summary: Zycie Warszawy 1973, No. 69, p. 4, TrybunaLudu 197:3, No. 80, pp. 6.

The draft of the program for the promotion of secondaryeducation in Poland has been prepared by the Ministryof Education on the basis of materials included in thefirst, preliminary version of the report on the state ofeducation in Poland worked out by the Committee ofExperts in Educaticn. The. diagnosis issued by the Com-mittee states that the full promotion of the secondaryeducation in our country can be realized only by meansof modernizing the school system. The Report presentsfour versions of the promotion, i.e. 1) promotion of theseccndary education within the existing structure ofschooling, 2) promotion of the secondary education bymeans of modifications in the existing structure of school-ing, i.e. through the introduction of the 12-year obligatoryschool, 3) promotion of the secondary education by theintroduction of the 10-year obligatory school, and 4) pro-motion of the secondary education by means of introduc-ing an 11-year obligatory school. The last possibility,i.e. the introduction of the 11-year obligatory schoolinghas been stated to be the optimum solution by most ofthe experts on the Committee. In order to implement itby the year 1980 considerable changes should be intro-duced in the field of preschool education, the networkof schooling, school curricula, organization of the educa-tional process, tutelary activities, special schooling, per-manent education, pre and in-service teacher training,managing education and higher education. The present

GENERAL INFORMATION ON EDUCATION 13

program analyzes types and directions of the changesthrowing them open to nation wide discussion. The detailswill he worked out during the year 1973.

126, TETERWAK, ADAM (ed.): Kato log rozpraw doktorskich i ha-bilitacyjnych, 1971. (The Catalogue of Doctoral and HabilitationDissertations for the Year 1971). PWN, Warszawa 1973, 1115 pp.Ministerstwo Nauki, Szkolnictwa Wyszego i Techniki.

The present volume contains a list of all the doctoraland habilitation degrees offered by the academic schools,institutes and centers of the Polish Academy of Sciencesduring the year 1971. The 'catalogue has been preparedon the basis of the documentation at the disposal of theMinistry for Higher Education, Science and Technology.Each item contains the name of the author, the subjectof the dissertation, the name of the institution whichhas offered the degree, the date of the formal decisionconcerning the degree, a short summary of the disserta-tion based on information provided by the author and thename, degree and function of the scientific leader. Ha-bilitation dissertations are marked by an asterisk by thename of the author. The catalogue contains merely dis-sertations which were included in the central inventoryat the end of the year 1971. Full texts of dissertationsare available at libraries of institutions which have of-fered a doctor's or habilitated doctor's degree. The namesof authors as well as the names of their scientific leadersare included in an annex.

127. ZABOROWSKI, ZBIGNIEW: Wstgp do metodologii badan pc-dagogicznych. (Introduction to the Methodology of EducationalResearch). Ossolineum, Wroclaw 1973, 359 pp., ill. tab. bibl.

The publication is designed for researchers and teachersengaged in research work in the field of educationalsciences. The author discusses methodological foundationsof pedagogy, its methodological structure and the roleof theoretical constructs in its development. On the basisof these considerations the author presents his own modelof the educational process which can be helpful as a frame-work for research on various correlations occurring be-tween its elements. Much place is devoted to particular

14 GENERAL INFORMATION ON EDUCATION

stages of research work in education. A detailed analysisfollows of methods and techniques to be employed inresearch of various kinds. Special attention is givento experimental designs, as experiment is a method mostcommonly used in the educational sciences. As the pres-entation is devoted mainly to the research in the fieldof attitude formation and other elements of the socio-emotional sphere, the methods and techniques discussedbelong to research designs of a psychosocial type. Thefinal chapter of the publication, written by M. Tabin,presents statistical methods in the educational research.

128. ZAI,OZENIA i tezy Raportu o Stanie 0Awiaty. Komitet Eksper-tow dla opracowania Raportu o Stanie 0Awiaty w PRL. (As-sumptions and Theses of the Report on the State of Education.The Committee of Experts for the Preparation of the Reporton the State of Education in the Polish People's Republic).Warszawa 1973, pp. 106, tab. Reprint: 2yeie Szkoly Wyszej1973, No. 3/4, pp. 18-156, Nowa Szkola 1973, No. 4, Summary:Zycie Warszawy 1973, No. 69, pp. 1, 4 and Trybuna Ludu 1973,No. 80, pp. 5-6.

The Ccmmittee of Experts in Education established inJanuary 1971 on the initiative of the Political Bureauof the Polish United Workers' Party issued the publica-tion containing a discussion of methodology and materialsused during the research as well as of the proposalsadvanced. The final report will be presented by the endof 1973. The document is divided into the following chap-ters: a) Introduction. The Establishment of the Commit-tee. The Scope of Activities. Methods of Works. b) The-oretical and Ideological Assumptions of Report Prepara-tion, 2) Perspectives of Development and Indicators forthe Tasks of Education, 3) A Diagnosis of the PresentState of Education, 4) Developmental Trends as Proposedby the Committee, :5) Out-of-School Institutions Cooperat-ing with the School System, 6) Conditions and Stagesof Realization of Educational Tasks. The main trendsdiscussed by the Committee are the following: promotingpreschool education for children aged 4-6, lowering theschool entering age to the age of 6, shortening the periodof initial instruction to three years, promoting secondary

SOCIAL AND EDUCATIONAL SCIENCES 15

education (4 versions of the obligatory secondary schoolare presented), introducing special forms of prepare lionfor research work, new forms of training gifted students,introducing permanent education; improvement in thefield of teacher training, new principles of se!, sting andgrading the teaching content and introducing new educa-tional strategies.

See also: 186.

IV. SOCIAL AND EDUCATIONAL SCIENCES

129. AMEJKO, BARBARA: System pracy wychowawczej w zespo-lach. (The System of Educational Work in Teams). Wychowa-nie 1973 No. 9, pp. 9-15.

The article, written by the primary school formmasterpresents measures undertaken in order to intensify theeducational process by way of problem-solving tech-niques in four-person teams. Group-work was carried outaccording to the following principles: 1) spontaneous for-mation of groups, 2) elimination of teacher's requirementsconcerning the homogeneity or heterogeneity of groups,3) establishing out-of-school links between the membersof the group, and 4) establishing large sets of commonactivities for members of each group. The author dis-cusses the results of the educational activity of this typewith regard to the socially active as well as to the passivepupils. Dit.gnostic advantages of group-work are also pre-sented aL. length.

130. KIERNICKI, BOLESLAW: Zaloienia dydaktyczne pulawskie-go systemu technicznego. (Educational Assumptions of theTechnical SyFtem in Pulawy). Wychowanie Techniczne w Szko-le 1972, No. 10, pp. 437-441.

The system of technical education in Pulawy was estab-lished within the framework of the Lublin educationalexperiment. The author discusses the main guidelines forteachers of the polytechnic education and their imple-mentation in the schools of Pulawy. Teachers of experi-

16 SCCIAL AND EDUCATIONAL SCIENCES

mental schools were granted a considerable amount offreedom in the field of selecting and grading the teach-ing content as well as in the choice of methods and formsof instruction. The general educational value of the poly-technic education as a discipline calling for cognitiveskills combined with practical activities on the part ofthe pupil is emphasized. Attention was also given to thetypes of problems arising at lessons of the polytechniceducation and their connection with the life of the city.New ways of forming manual skills were also introduced.In the final part of the article the author points to theresponsibility of the teacher in organizing the educationalprocess according to,,the new, experimental curriculumand to the need for highly qualified teachers of the poly-technic education.

131. KROLIKOWSKA-WAS, KRYSTYNA: Organizowanie materia-lu bcdticego przedmiotem uczenia sic a efekty odtwarzania.(Organization of the Learning Material and Reproduction Ef-fects). Psychologia W ychowawcza 1972, No. 3, pp. 269-285, bibl.Rez. Sum.

A correlation as between the organization of the learningmaterial and the reproduction effects is discussed on thebasis of research carried out on a sample of 720 childrenaged 4-14. Pictorial and verbal material was taken intoconsideration, investigations being conducted by meansof Z. Wlodarski's organizing indicator for the memoriza-ticn and the reproduction processes. Conclusions pertainto the following problems: 1) the impact of spontaneousvs. external organization of the learning material uponthe reproduction, 2) the stage of learning of which theorganization of the learning material takes place, 3) a cor-relation as between the organization stage and the at-tainment, 4) the age at which instructions concerning theorganiz- tion of the learning material prove helpful and5) a co .elation as between the type of the learning ma-terial ard the degree of organization.

132. IVIIKULSKI, JERZY: Szkola grodowiskowa model organizo-wania grodowiska wychowawczego w osiedlu wielkomiejskim.(Community School a Model for Establishing an Educa-

SCCIAL AND EDUCATIONAL SCIENCES 17

tional Environment in the Urban Region). Ruch Pedagogicz-ny 1973, No. 2, pp. 155-165.

The concept of a community school is discussed at lengthas well as its objectives, functions and structural models.The author points out that the community school oughtto inspire the tutelary, cultural, educational and recre-ative systems. It should closely cooperate with youth andadult organizations and employing institutions in the fieldof integrating the whole of the educational activity inthe district. Attention is given to the educational functionof the community school alongside with the diagnostic,preventive, compensative and recreative ones. A numberof forms of activity are presented such as, for instance,the park for physical education, day-clubs, libraries,clubs and societies, teachers' clubs, parents' clubs, etc.In the final part of the article the author presents a listof indicators for evaluating the quality of a communityschool. Ample exemplificatary material is provided drawnfrom one of the Warsaw schools of this type.

133. NARADA na temat pracy z miodzieig wybitnie uzdolnionq.(A Conference on Teaching Gifted Students). Wychowanie1972, No. 20/21, pp. 3-67.

The present issue of ,Wychowanie" contains 31 reportsdelivered at the conference on teaching gifted students.The authors are primary and secondary school teachers,representative of local educational authorities, universityteachers and research workers. The reports deal with thecomplete set of problems connected with the teaching ofgifted students, i.e. the definition of abilities and capabil-ities, the talent hunt, the care for gifted students, formsof activities for gifted students, the teacher-pupil rela-tions in the case of gifted students, the correlation asbetween the learner's capabilities and his social origin,the present state of education for the gifted students andchanges to be introduced to this system.

134. OKON, WINCENTY and JANOWSKI, ANDRZEJ: Stosunekmlodzieiy do norm spolecznych. (Attitudes of the Youth To-ward Social Norms), Kwartalnik Pedagogiczny 1973, No. 2,pp. 3-18.

18 SOCIAL AND tIDOCATIONAL SCIENCES

The article is devoted to attitudes of the youth towardsocial norms. Consideration is given to various groupsof social norms according to the classification presentedby the authors. The classification is based on a list ofsocial areas such as, for instance, school, family, peergroup or nation in which the young man participates.A detailed discussion follows of types of behavior to, beformed by the school in the educational process. Thedesired behavior is then compared to that actually re-vealed by the youth in the course of appropriate researchOn the subject which recently has been carried out byPolish educators.

135. PESZYNSKI, ANDRZEJ: Psychopedagogiczny aspekt samo-bojstw dzieci i miodzieiy. (Psychopedagogical Aspects of Sui-cides Committed by Children and Adolescents). ZagadnieniaWychowawcze a Zdrowie Psychiczne 1973, No. 1, pp. 49-55.

Suicides attempted at or committed by children andadolescents constitute a serious social and educationalproblem to which was devoted a conference organized bythe Section for Hygiene and School Medicine at theSilesian Pediatric Institute. Reporting on the conferencethe author states that the number of suicides committedby children and adolescents is constantly increasing andin 1970 it was five times as big as in 1960. The numberof attempted suicides is almost ten times as great as thenumber of committed ones. The necessity is emphasizedof establishing special teams of psychologists, sociologists,educators and psychiatrists who would state the causesand the mechanisms of the conflict between the child andthe environment as reflected in the strongest symptomof the social maladjustment, i.e. in the suicide. A i,(:itionis given to preventive educational measures to be takenby the school and by parents.

136. PREJBISZ, ANTONI: Warunki wplywahce na wyniki naucza-nia jczykow obcych w szkole. (Factors Influencing EducationalAttainment in the Field of Foreign Languages in the SecondarySchool). Jqzyki °bee w Szkole 1973, No. 1, pp. 1-8.

The article contains a detailed analysis of factors de-termining the level of educational attainment in foreign


languages on the part of the secondary school pupils.The following factors are taken into consideration: thebeginners' age, the number of hours designed for th_formal language instruction within the course, the cohe-siveness of the course, the intensity of instruction, theteaching methods, the number of learners in the languagegroup, teacher training and motivation for language learn-ing on the part of the pupils.

137. SZNIATK AIACEK: Socjologia wychowania zarys proble-rnatyki. (Sociology of Education. An Outline of Problems). Psy-chologia Wychowawcza 1972, No. 3, pp. 303-320, bibl. Rez. Sum.

The author discusses the scope of the present-day sociol-ogy of education, presents basic concepts of this disci-pline, definitions of fundamental terminology and func-tions of the most important social institutions such as,for instance, the family, the school, the employing insti-tution, mass-media, etc. An analysis follows of the modelof the process in the modern industrialized society. Muchattention is given to the fact that all the norms andvalues are transmitted to the individual by means ofa primary group irrespectively of the degree of groupformality. In the final part of the article the authoradvances postulates for research activity in the field ofthe sociology of education.

138. SZYSZKO-BOHUSZ, ANDRZEJ: Wychowanie w OchotniczychHufcach Pracy. (Education in Voluntary Labor Troops). PANKrakow 1978,29 pp.

The publication presents the idea of education throughwork and ways of its implementation in the what arecalled Voluntary Labor Troops. The structure of Troopsis discussed as well as the forms and methods of educa-tional activity during the two-year period of participant'swork there. Motivation for enrollment in the labor troopsis analyzed on the basis of research results. Investigationspertaining to the impact of troops upon adolescents withthe delinquent past are also presented. Much attentionis given to attitudes, views and interests of participantsas well as to their organization of leisure time. Changes

20 SOCIAL AND EDUCATIONAL SCIENCES

in the young people's personality are discussed on thebasis of research results and observation. A separatechapter is devoted to modifications which should beintroduced to the structure and methods employed in thetroops. Possibilities of cooperation with educators andpsychologists are discussed at length.

139. WOLCZYK, JERZY and WINIARSKI, MIKOLAJ: Szkolaw spoleczelistwie wychowujasym. (School in the EducativeSociety). Wychowanie 1973, No. 7, pp. 3-9.

The authors analyze the tasks to be fulfilled by the schoolin order to satisfy the requirements of the educativesociety. In the first part of the article attention is drawnto environmental influence determining the intellectual,physical, moral and aesthetical development of the indi-vidual. In the second part of the article the authorsdiscuss the structure and activities of the communityschool which is to form the surrounding family-, peer-and out-of-school-environment. The tasks of the com-munity school are discussed at length, especially thoseof reducing and eliminating the negative environmentalinfluence as well as those consisting in the coordinationof tutelary functions in the district. Emphasis is givento the combination of instructional, educational andtutelary functions in the community school. In the finalpart of the article the authors discuss research projectsaiming at the analysis of the functioning of the com-munity school in Poland. Three main research techniqueswill be used i.e. survey, monograph and an experimentaldesign.

140. WOLCZYK, JERZY and WINIARSKI, MIKOLAJ: Szkola wy-chowania integralnego. (The School of Integral Education).Glos Nauczycielski 1973, No. 11, pp. 4-5,

The authors discuss the origin of the community schoolas being connected with the increasing role of the en-vironmental influence on the one hand, with the shiftingof emphasis from the teaching to the learning process,on the other. Emphasis is given to the function of the


community school which consists in the formation of theeducative society and as such combines the educational,instructional and tutelary functions. In the second partof the article the authors discuss the initiative of theInstitute for Social Pedagogy at the Warsaw Universityaccording to which a four-phase research project is to bestarted with regard to the community school. Phase I andII will be devoted to the scope, fields and forms of educa-tional and tutelary functions of the community school inthe industrial environment. Investigations will alsopertain to the instructional activity of the school as wellas to the social activeness of the pupils. Phase III willcover the full preparation of a model for the ideal com-munity school, while phase IV will consist in the empir-ical verification of the model in the educational practice.Alongside with research on the problems the authorspostulate to extend the regular activity of primary andsecondary schools by various community and environ-mental functions.

141. ZABOROWSKI, ZBIGNIEW: Stosunki miedzyludzkie a ivy -chowanie. (Interpersonal Relations and Education). NaszaKsiegarnia" 1972, Warszawa, 230 pp. bibl.

The book deals with problems from the border of educa-tional sciences and sociology. Part 1 discusses the ideo-logical foundations of forming interpersonal relationsas well as the psychological mechanisms influencing theirfunctioning. Deviations and destructive mechanisms ininterpersonal relations are presented at length, muchattention being given to counteracting these mechanismsin schools and in the employing institutions, Part 2 is

devoted to the formation of proper interpersonal relationsin school which is to function as a healthy social andeducational environment, favorable for the preparation ofthe young people for the life in the society. The annexesincluded present special scales for the evaluation ofattitudes of the pupils, their socialization and teacher-pupil interactions in the classroom.

See also: 153, 158, 159, 162, 163, 168.

22 TEACIIEWS PROFESSION

V. TEACHER'S PROFESSION

142. BANASIAK, JAN: Proby ksztaltowania postawy tworczejprzez praktykt w procesie ksztaicenia pedagogOw. (FormingCreative Attitudes by Way of Practice in the Process ofTraining Educators). Kwartairtik Pedagogiczny 1973, No. 2,pp. 91-102.

On the basis of the data obtained in the course of thepractising period for students at the educational depart-ment of the Warsaw University the author discusses theformation of creative attitudes. The students were di-vided into three groups according to the IQ, the meanattainment during the first and the second year at theuniversity and their professional experience. Each groupwas to fulfill a number of tasks within the frameworkof the practising period at the end of which attitudescales and tests were administered. The author discussesfactors influencing the formation of creative attitudes instudents, the qualitative difference between the repro-ductive and the creative activity as well as undertakingactivity with, or without, a desire to change a given stateof facts.

143. BARAN, JADWIGA and KNAPIK, DANUTA and WYCZESA-NY, JANINA: Przyczyny trudnogci w studiowaniu nauczycielipracujqcych. (Causes of Teachers' Difficulties at ExtramuralStudies). Dydaktyka Szkoly Wy±szej 1972, No. 4, pp. 29-52,tab. Sum. Rez. Res.

The article is based on research carried out on a sampleof 125 students at the extramural department of tb.eHigher School for Education in Cracow in the year1971/72. The authors discuss motivation for undertakingstudies and for the choice of the special field. Practical,social and intellectual motives are analyzed in detail,Attention is then focused on difficulties in studying atthe extramural department and on their causes classifiedinto three groups: 1) personal difficulties, 2) professionaldifficulties arising from the combination of active pro-fessional work and tasks at the university and 3) diffi-

TRACI IER'S PROFESSION 23

culties connected with the functioning of the higherschool. Group 1 covered intellectual and personalityfactors, age, home situation, the state of health and fi-nancial conditions. Group 2 embraced the teaching load,social work, the attitude of the headmaster toward theemployee's studies, the distance from the place of resi-dence to the university and the access to libraries. Group 3covered the organization of lectures and classes, theexamination system, the learning strategies and learningtechniques as presented to the students, the teachingmethods employed by the faculty, the attitude of uni-versity teachers toward the extramural students and thesocial facilities supervised by the department.

144. KOZUCHOWSKI, LESZEK: Studia pedagogiczne a zatrudnie-nie ich absolwentow. (Educational Studies and the Employmentof Graduates). Zycie Szkoly Wy±szej 1973, No. 2, pp. 65-72.

The present research aimed at stating the value of uni-versity training in the field of education, the utilizationof the qualifications obtained and the adequacy of theacademic curricula to the professional needs of thegraduates. An analysis was completed of the structureof employment within the group of 8890 graduates ofhigher educational schools of various types. Investiga-tions followed of 220 graduates from educational depart-ments of the Adam Mickiewicz University in Poznan andof the Nicolaus Copernicus University in Torun. The dataobtained by means of a questionnaire circulated amongthe subjects are discussed in detail with regard to thetype cf work fulfilled by the graduates, the value ofknowledge acquired at the university and the professionalidentification.

145. KRAWCZYK, ZBIGNIEW: System ksztalcenia nauczycieli wy-chowania fizycznego w Po Isce jako przedmiot badan socjolo-gicznych. (The System of Training Teachers of Physical Educa-tion as a Subject of the Sociological Research). Kultura Fi-zyczna 1973, No. 1, pp. 10-12, bibl.

The present system of training teachers of physicaleducation is oriented to the following social needs:

24 TEAcHER's PRoFEssioN

1) teaching physical education in schools of all types andlevels, 2) recreation for adults, 3) coaching in sport clubs,and 4) corrective physical training and revalidation activ-ities. Specialists in these fields are trained in 8 academicschools based on the principle of multilevel instruction(first-level studies, M.A. studies, doctoral studies), as wellas on the principle of uniformity and centralization. Fourout of eight academic schools have the right to offermaster's and doctoral degrees, one of them having theright to award habilitated doctor's degrees. Research onthe social and professional status of graduates from aca-demic higher schools in this field is carried out in theInteruniversity Department for Research on HigherSchooling. A part of the research is presented pertainingto the role of specialists in physical education in highlyindustrialized and urban regions.

146. MACKOWIAK, ANTONI: W sprawie ksztalcenia nauczycieliklas poezatkowych. (Training Elementary School Teachers).Zycie Szkoly 1973, No. 2, pp. 1-5.

The author points to the fact that the success of thecc,ning school reform will depend on educators who areto implement it in the school system. Therefore, all theteachers of primary schools should obtain universityeducation at academic teacher training departments.Initial instruction requires special skills and a kind ofpreparation differing from that indispensable for theteacher of higher grades in the primary or in the second-ary school. The new model of teacher training to be im-plemented next year provides full university educationfor teachers of elementary school (grades IIII of theprimary school) and prepares them to continue the teach-ing of two school subjects in higher grades of the primaryschool, i.e. grades IVVIII. Emphasis will be given toskills of future teachers in the field of art, technical andphysical education. The training will include elements ofpreschool pedagogy, special pedagogy and tutelary activ-ities. The scope of psychology to be taught to futureteachers will also be increased.

TEACHR'S PROFESSION 25

147, OLSZEWSKA, KAROLINA: Motysvy wyboru zawodu nauczy-cielki przedszkola. (Motivation for the Choice of a NurserySchool Teacher's Profession). Wychowanie w Przedszkol1973, No. 3. pp. 153-160, No. 4, pp. 179-184.

The author discusses results of research on the motiva-tion for the choice of a profession of nursery school.eacher and on the influence of the knowledge of theprofession upon teacher's attitude toward it. Investiga-tions embraced both students in secondary schools fornursery school teachers and practising teachers studyingat the college extramural department for nursery educa-tion. The following types of motives have been revealed:1) interests, especially common in secondary school stu-dents, 2) financial situation and living conditions, 3) dif-ficulties in entering other departments, 4) advice fromthe part of parents or teachers. The author analyzes thestatistical data obtained and draws a number of conclu-sions pertaining to the educational process in institutionstraining the future nursery school teachers. Special em-phasis is given to the proper school orientation, formationof positive attitudes toward the profession, ensuringa smooth passage from secondary schools for nurseryschool teachers to college departments for nursery educa-tion and establishing the similar level of requirements atdepartments for primary school teachers and at those fornursery school teachers. Attention is also drawn to thevalue of in-service training courses for nursery schoolteachers.

148. WU)RYCHOWICZ, ADAM: Zycie kulturalne nauczycieli. Wy-brane problemy i aspekty. (Teachers' Cultural Life. SomeSelected Problems). PWN, LOdZ. 1973, 148 pp.

This is a monograph presenting primary school teachersof a big town as participants of the cultural life of thecountry. Research was conducted during the years 1960-1967 and embraced 500 teachers from 24 primary schoolsin the city of Locl. Investigations were carried out bymeans of a questionnaire and interviews with the teach-ers. Data are presented pertaining to the financialconditions, home situation and the participation in cul-

26 TEACHER'S PROFESSION

tural life. A discussion concentrates on the most typicalcorrelations as well as on changes occurring in theteachers' participation in cultural life during the periodof research. Additional data were also obtained pertainingto the teachers' time budget. Investigations on thissubject embraced 100 teachers of 17 primary schools,a sample being different from that drawn for researchon the participation in the cultural life. A detailed anal-ysis of the data obtained follows. Questionnaires andstatistical tables are included in an annex. An amplebibliography is also appended.

149. WOLCZYK, JERZY: Czynnik czasu. Jaka szkola nam potrzch-no'? (The Time Factor. What School do we Need). 2ycie War -szawj 1973, No. 92, pp. 3, 6.

The program of activities of the Ministry of Educationcontains a number of acts and regulations the aim ofwhich is to provide for a more rational organization ofteacher's time and for a modernized system of administra-tive work in schools. Modifications will permit the teacherto organize additional non-lesson and out-of-school activ-ities for the children and thus to emphasize personalityformation, interests, motivation and capabilities of pupils.Some of the changes will also liberate the teacher fromtiring administrative functions and help to shorten meet-ings and school conference whenever it is possible anddesirable. Much attention is given to functions of schooladministration which should not be restricted to evalu-ative tasks but ought to embrace broad counselling activityfor the teachers and tutelary activity for the children.School inspectors controlling all the functions of theschool have been replaced by subject-methodologists,whose task is to control merely particular subject-areasand to help the teacher in solving a great number ofpractical teaching problems. The work of inspectors isto he supervised by the Institute for Teacher Training incooperation with the Section for Educational Metrologyat the Institute for School Curricula.

See also: 116.

SCHOOLS AND INSTITUTIONS

VI. SCHOOLS AND INSTITUTIONS

by type or level)

VI. 1. PRESCIK:01,

27

150. KORZENIOWSKA, ZOFIA and PONCZEK, ROMUALD: Clayprzedszkole przygotowuje dzieci do nauki czytania i pisania?(Does the Kindergarten Prepare Children for Reading andWriting?). Wychowanie to Przedszkolu 1972, No. 12, pp. 620-624.

The authors present the results of research pertaining tocomparing the school readiness level of children attendingpreschool education centers and those brought up athome. Investigations conducted by the employees of theEducational Advisory Center in Wejherowo embraceC twogroups of children born in 1963, entering grade I of theprimaiy school. The following skills were examined:mechanical and log cal memory, skill to construct simplegeometrical figures, graphic skills, numerical conceptsup to 10 and skills to generalize. The authors concentrat-ed on skills indispensable for the proper course of learn-ing to read and to write. Similarities and differencesbetween the two groups of children are then discussedwith regard to these skills. In the light of research resultsthe authors state that the kindergarten satisfactorily ful-fills its functions merely as far as children with low oraverage development rate are concerned. Shortcomingsare pointed out in the field of forming graphic skills inchildren with high development rate. Differences in thelevel of graphic skills between boys and girls are alsodiscussed. In the final part of the article the authorsadvance a number of postulates concerning the methodsand forms of developing graphic skills in preschool chil-dren.

151. SZEMINSKA, ALINA: Jak zapewnie powodzenie dzieckuw klasie pierwszej. (How to Ensure Success for a Child inGrade I of the Primary School?). Wychowanie to Przedszkolu1973, No. 1, pp. 15 -23.

The author states that the difficulties in the process ofinstruction encountered by primary school pupils are de-

28 SCHOOLS AND TNSTITUTIONS

termined by the course of the educational process ingrades I-IV, i.e. in the elementary school training. Oneof the most common causes of failure is the what is calledschool backwardness at the age of school entering. There-fore, the early enrollment to grade I of the primary schoolhas been introduced by the Ministry of Education in orderto obtain a diagnosis of the level of school readiness halfa year before the school entrance and in case of needto provide remedial educational activities for the retardedchildren. The author concentrates on the types of skillswhich should be formed in children before enteringgrade 1. Special attention is given t3 the formation ofmotor skills, coordination of movements, understandingof spatial relations, lateralization, perception and repro-duction of shape. Practical conclusions pertaining to theorganization of activities in preschool centers are drawnin the final part of the article as an illustration of theoret-ical considerations presente4 by the author.

152. WIECKOWSK I, RYSZARD and DOMANIEWSKA, TERESA:Program wychowania w przedszkolu w gwietle nowych zadaftogwiatowych. (The Educational Program for Kindergartens inthe Light of the New Educational Tasks). Wychowanie w Przed-szkolu 1972, No. 12, pp. 617-620.

The authors discuss the educational and tutelary functionsof the kindergarten in the light of the new tasks of theeducational system in the country. In the light of theseconsiderations a new educational program for kindergar-tens is presented which has been prepared by the Sectionfor Preschool and Initial Education of the Institute forSchool Curricula. The program is divided into three parts.Part 1 contains a discussion of educational tasks of thepreschool education center, i.e. the formation of knowl-edge, skills, interests and attitudes in the intellectual,social, moral and emotional spheres. Part 2 contains cur-riculum contents in detail presented separately for variousage groups within four developmental levels. Part 3 dis-cusses methods and forms of realizing the educational andtutelary functions of the kindergarten. The authors stressthe role of child's own experience in the formation ofknowledge, skills and interests. Links between the activi-

SCHOOLS AND INSTITUTIONS 29

ties of the kindergarten and the work of primary schoolteachers conducting preparatory classes for children witha low level of school readiness are also discussed. Thenecessity to individualize the activities of primary schoolteachers during the six-month preparatory courses ispointed out on the basis of guidelines drawn from thedevelopmental psychology.

VI. 2. PRIMARY

153. DZIEDZIAK, HALINA: Wyrownyanie startu Zyciowego.(Equal Educational Opportunity for All). W yclzowanie 1973,No. 7, pp. 10-16.

The article written by a primary school teacher containsa report on the experiment carried out during the years1957-1964. Investigations aimed at reducing the size ofthe non-promoticn phenomenon as well as at stating thecareers of primary school graduates. The activities havebeen initiated with the end to 1) form the class collective,2) form interests and raise the aspiration level, 3) establishvarious forms of aid for slow learners, 4) introduce a newsystem of sanctions and 5) popularize educational knowl-edge among parents. The author draws a number ofconclusions on the basis of research results against thebackground of careers of graduates. Decrease in the sizeof the non-promotion phenomenon is stated as well asa full continuation of primary school learning in schoolsof the secondary level. Much attention is also given tothe fact that no decrease in the educational attainmentwas noted after the passage to schools of a higher level.An analysis is also included of the social origin of all theprimary school graduates continuing instruction in nost-primary schools.

154. GALANT, JOZEF: Proces wychowawczy na lekcjach w kia-sach IIV. (The Educational Process at Lessons in Grades i IV).PZWS, Warszawa 1972, 206 pp. tab. bibl.

The author presents the application of the theory ofmanysided instruction to the educational process in grades

30 SCHOOLS AND INSTITUTIONS

IIV of the primary school. Considerations are based onthe four-year experiment conducted at lessons of the Pol-ish language and mathematics. Samples of lessons areincluded as well as a report on the socialization level,interests, creativeness, self-dependence and diligence ofthe children. Attention is devoted to the teaching methodsand classroom techniques employed, the efficiency ofwhich was measured by a large number of achievementtests and attitude scales. An ample bibliography of thesubject is included.

155. GUTKOWSKA, ELZBIETA: Z badan nad wzorowymi ucznia-mi szkoly podstawowej. (Research on the Best Pupils of a Pri-mary School). Psychologia Wyclzowawcza 1972, No. 4, pp. 448 -456.

The article contains a report on the research embracinga sample of 362 good pupils from grade VIII of 33 primaryschools. Investigations aimed at stating their intellectualcapabilities and social readiness. The group of good pupilshas been distinguished according to the following criteria:a) systematicity, durability, diligence, b) high educationalattainment and c) social activeness. The research tech-niques used were: formmaster's questionnaires, interviewswith pupils, parents' questionnaire, Raven's intelligencetest, Kon's and Baley's scales. A detailed analysis ofresearch. results follows completed by the analysis ofcareers of these pupils as primary school graduates.

156. KOSCIOWA, MARIA: Moje metody pracy w klasie I. (MyMethods of Work in Grade I). PZWS, Warszawa 1973, 221 pp.

The book contains a description of teacher's activities ingrade I of the primary school organized according to thecreativity centers design. The educational process ispresented on the example of two experimental Warsawprimary schools. The author discusses the over-all educa-tional plan, curricula and syllabi for particular subjects,the organizatico of instruction, teaching methods andclassroom techniques, providing ample exemplificatorymaterial. A great number of teaching aids as well as ele-ments of the classroom equipment are discussed at length.

SCHOOLS AND INSTITUTIONS :31

Much attention is devoted to the educational attainmentof grade I pupils. In the final part of the publication theauthor draws a comparison as between the educationalprocess in the two experimental schools and in schoolsemploying traditional methods of instruction.

157. KT_TJAWINSKI, JERZY: Zroiricowanie nauczania poczqtkowe-go. (Differentiation in the Initial Instruction). Zycie Szkoly1913, No. 5, pp. 18-23.

The author points to the significance of individualizationfor the educational achievement. Considerations are givento individual differences in school pupils with regard totheir intellectual capabilities, psychomotor development,interests and motivation. A discussion follows of require-ment levels in the field of content included in the cur-riculum as well as of teaching methods and classroomtechniques suitable for the implementation of the indi-vidualization principles. Ways of individualizing homeassignments are also analyzed.

KWIECINSKI, ZYGIvIUNT. Funkcjonowanie szkoly xviejskiejw rejonie uprzemyslawianym. Studiuna badawcze w aspekciejednolitogci szkolnictwa. (Functioning of the Rural School inthe Industrialized Region. Research on the Uniformity ofSchooling). PWN, Warszawa 1972, 228 pp. bibl. Sod. Sum.

The publication contains the results of research conductedduring the years 1968-1970 by the Section for Researchon Industrialized Regions at the Polish Academy ofSciences. Investigations were carried out in a typicalregion being in the course of industrialization, i.e. in thesurroundings of Plock. The author took the post of a pri-mary school teacher in the school under examination.The hook presents observations made during the author'seducational work as well as data obtained by meansof interviews, questionnaires, sociometric techniques,achievement tests and analysis of school documents. Thequality of the educational process is discussed as well asthe level of cultural and social activity with specialregard to selection and professional orientation. An an-nex is included presenting statistical data.


159. LEWOWICKI, TADEUSZ: Poziom inteligencji uczniOw a efek-tywnok ksztalcenia. (Pupils' IQ and the Efficiency of Training).Kwartalnik Pedagogiczny 1973, No. 2, pp. 59-72.

The article is a report on research concerning the cor-relation as between the IQ and le educational attain-ment. The correlation in question is discussed againstthe background of various educational strategies as wellas of types of lessons corresponding to these strategies.Intervening variables were also considered such as, forinstance, the social origin. Much attention was also givento the distribution of scores between sexes. Investigationscovered 1500 pupils in grades VVIII of 18 primaryschools from 4 regions. The following research tech-niques were employed: experimental designs, achievementtests, retention tests and Raven's intelligence tests.

160. NARTOWSK A, HANNA: Przyczyny trudnoAci i niepowodzenw nauce. (Causes of School Failure). Nozva Szkola 1973, No. 5,pp. 8-12.

The author discusses the significance of the elementaryinstruction period for the future school career of the child.Consideration given to the most common causes offailure in grades IIV of the primary school. The authorstates that causes should he sought either in organizationof the teaching process or in the individual psychomotordevelopment of the child. A discussion follows of dislexy,disgraphy and iisortography which occur in children withdisturbancies in the analysis and synthesis of visualstimuli, in children with disturbancies in the functionsof hearing, in children who are under or above the normof psychomotor development and in mentally deficientchildren. Scme problems can also arise from lateraliza-tion. In the final part of the article the author discussesways of obtaining an early diagnosis of developmentaldisturbancies.

161. OCHMANSKA, WANDA: Wzmoienie opieki i wyrownaniebrakOw. (Care for Children and the Liquidation of Shortcom-ings). Nowa Szkola 1973, No. 5, pp. 6-8.

SCHOOLS AND INSTITUTIONS :33

The article deals with the problem of school failurewhich is most commonly demonstrated in the non-promo-tion phenomenon. Three main causes or school failureare discussed at length, i.e. the psychological character-istic of the pupil, the environmental shortdomings andthe improper organization of the teaching process inschool. Consideration is then given to ways of counter-acting school failures, i.e. to the promotion of preschooleducation and to the intensification of the educationalprocess in school. Specific problems of care for childrenin grades IIV of the primary school are analyzed. Co-operation of the teacher with parents, with school phy-sician and psychologist is postulated. Establishment ofreeducational groups for slow learners in order to carryout corrective and instructional activities is then consid-ered. Criteria for the establishment of these groups areto he drawn from the categorized observation of pupils.

162. RATAJ, MARIAN: Szkolnictwo wiejskie w obliczu rekonstruk-cji. (Rural Schools Modified). 2ycie Szkoly 1973, No. 5, pp. 1-6.

The reconstruction and modernization of rural schoolingis one of the most important tasks to be fulfilled by theMinistry of Education in the course of the proximateyears. So far, a new model of collective rural schools hasbeen worked out and implemented in the system of ruralschooling. Its aim is to liquidate small, inadequatelyequipped and staffed schools and to replace them bylarge, well equipped ones with a highly qualified staff.The school cf the new type is to be responsible for thewhole educational activities in the district. It will embracepreschool centers, the primary and the secondary school,postprimary vocational schools and full secondary voca-tional schools. The district collective school should pro-vide instruction of a quality similar to that of urbanschools, promote preschool education for all children,carry out various forms of adult education and contributeto the raising of the cultural level in the local community.The full modification of the network of rural schoolswill be completed by the year 1977/78.


163. WESOLOWSK A, MARIA: Ferment. (Ferment). Polityka 1973,No. 11, p. 4.

The author presents the principles of educational systemfor the primary school, i.e. the what is called Poznanexperiment prepared by Heliodor Muszyfiski, Head of theEducational Department at the Institute for Educationof the Adam MIckiewicz University in Poznan. Muchattention is given to modifications of the educationaltechnology employed in the primary school with the viewto increase the social activeness of pupils. The schoolis viewed as a field of social experience for the child,therefore it should function as a small community of allthe pupils governed by specific rules and regulationsinvented by this community. The school is thus equippedin its own objectives, ceremonies, legislation, informationsystem, etc. The teacher fulfills additional task of or-ganizer and coordinator of children's activity. Many sidedeffects of the new educational system are discussed atlength.

164. WOLCZYK, JERZY: 0 skuteczne zapobieganie niepowodze-niom szkolnym. (On the Efficient Prevention of School Fail-ure). Nowa Szkola 1973, No. 5, pp. 4-5.

The article by the Deputy Minister of Education is de-voted to activities of the Ministry in the field of coun-teracting school failures as demonstrated in drop-out,screening and the non-promotion phenomen Specialattention is given to the non-promotion phenomenon, asin the opinion of psychologists 70 percent of the non-promoted children are in a position to liquidate gaps intheir knowledge without repeating the yearly program.Activities of the Ministry are reflected in the followingguidelines: 1) all children should be embraced by thepreschool education, first of all those revealing develop-mental retardation, 2) the non-promotion in grades IIVis to be liquidated, non-promotion measures being intro-duced for ;:he first time in grade V, 3) additional classesshould be organized for backward learners, 4) the over-burdening of children with homework assignments is tobe liquidated, 5) the scope of tutelary activities is to be

SChOOLS AND INSTITUTIONS 35

broadened and 6) the quality of instruction in ruralschools is to be raised so as to reach the level of urbanschools.

165. WOLCZYK, JERZY: Szkola we wzorcowej gniinie. (The Schoolin the Ideal District). W ycltotcanie 1973, No. 9, pp. 3-8.

In the program of activities prepared by the Ministryof Education for the years 1972-1975 the following itemsare pointed out as the most significant: a) the establish-ment of collective district schools, b) the establishmentof a new post of a district school headmaster who is tocoordinate all the educational activities in the district,c) the organization of additional extramural academicschools for professionally active teachers and d) increas-ing the quality of instruction by way of employinga special councelling staff i.e. the what are called method-ological school inspectors. The author who is DeputyMinister of Education, carefully analyzes each of theabove mentioned problems.

See also: 118,151.

VI. SECONDARY

166. D. -\BROWSKI, ZYGMUNT: Rok krystalizacji nowego modeluksztalcenia technicznego mtodzieZy. (The Year of Formulatinga New Model for Technical Education). W chowanie Tech-niczne tc Szkole 1973. No. 1. pp. 1-2.

The author presents a report on the activities aimingat the preparation of a new model for technic.:1 educa-tion of the youth. Proposals of the Polish educators areanalyzed against the background of opinions issued byheads of pedagogical institutes of all socialists countriesat the 1972 conference. Attention is given to the possibili-ties of implementing the new model of polytechnic educa-tion not only at school lessons but also in the courseof social activity, in youth organizations, societies, cul-tural institutions. and last not least school subjectsof the mathematicaltechnical group. Implementation of


the new ideas in rural regions is also discussed from thepoint of view of tasks to be fulfilled by the collectivedistrict school.

167. PUTKIEWICZ, ZYGMUNT: Wyniki nauki szkolnej a motywyuczenia sic. (The Educational Attainment and the Motivationfor Learning). Psychologia Wychowawcza 1972, No. 4, pp.401-415, bibl. Rez. Sum.

The article is devoted to the correlation as between themotivation for learning and the educational attainment.The aim of 3asearch was to state the size of the correla-tion as well as its significance in differing school setting.Research was carried out on a sample of 91 pupils ofgrades IIII of the secondary school by means of thefollowing techniques: interviews with the teachers andwith the pupils, motives inventory filled in by the re-searcher in the course of the interview and by the pupilhimself, average school attainment and achievement tests.The following types of motives have been distinguished:cognitive, social, ideological, ambitional, practical, voca-tional and neurotic. A correlation attainment is presentedin a set of statistical tables. Special attention is also givento the change in the type of motivation in the individualand its impact on the educational attainment.

168. TATAROWICZ, J. I: Rola treningu w procesie spolecznejaktywizacji dziecka. (The Role of Training in the Social Activa-tion of the Child). Psychologia Wychowawcza 1972, No. 4,

pp. 416 -430. bibl. Rez. Sum.

The article contains research results pertaining to theimpact of training on the development of social active-ness in children. In the introductory part of the articlethe author presents the theoretical and methodologicalfoundations of research. An analysis of data obtained inthe course of training experiments follows. The discussionpertains to the effects of training on the socially activeas well as on the socially passive children. Special atten-tion is given to the following social activities: protesting,leadership and initiative. Investigations were carried outon a sample of 83 pupils from grades IIIVIII of the

SCHOCI-S .ANI.) INSTITUTIONS 37

primary school selected by means of sociometric tech-niques and activeness scales. The following indicatorswere employed: the ASP indicator, the activeness increaseindicator and the global activeness indicator. A set ofstatistical tables is included demonstrating the resultsobtained on each particular training test by the groupof passive and by the group of active pupils.

VI. 4. VOCATIONAL

169. BEDNARSKI, HENRYK: Absolwenci Ar2dnich szkOl rolni-czych. Ich funkcja spoleczno-zawodowa, (Graduates from Sec-ondary Agricultural Schools. Their Social and ProfessionalFunctions) Ludowa SpOldzielnia Wydawnicza, Warszawa 1972,161. pp. tab. bibl.

The publication is based on sociological research on socialand professional functions of graduates from secondaryagricultural schools. The aim of investigations discussedin the hook was to state the preparation of graduatesfor fulfilling leaderlike roles in the field of agriculturaleconomy in rural regions. Research results are analyzedagainst the background of changes in the functioning offarms, in the structure of the rural family, and in theeconomic policy of the rural region in the course ofindustrialization. Data have been obtained by means ofresearch embracing secondary agricultural school gradu-ates from the years 1960-1970 and by means of investiga-tions en a sample of farmers using the services of agri-cultural employees with secondary agricultural education.An analysis of graduates' careers is also completed.A discussion follows of the motivation for the choice ofa profession, of decisions to abandon the profession aswell as of aspiration level and the professional and thesocial status of graduates in the rural region. On thebasis of the research results obtained the a,tthor advancespostulates pertaining to the course of the didactic-educa-tionai process in the secondary agricultural school, to thestructure of the in-service training and to employmentpolicy with regard to the secondary agricultural schoolgraduates.

38 SC I 10C I,S AND I NST IT UT 10 NS

170. ZBIEGIEN. LIDIA: Studio nod przysposohieniem zavodowymuczniO i absolwentow wybranych. technikow krakowskich.(Studies on the Professional Preparation of Pupils and Gradu-ates of Several Cracow Vocational Schools). Ossolineum, Kra-kOw 1970, 135 pp. hill. Rez. Sum. PAN Pl'a CU Komisji Soo-jologicznei, No. 20.

The author analyzes the statistical data obtained fromthe Mini:Itry of Mining and from the Central Board ofthe Geological Industrial Plants. Research results arealso presented which were obtained by means of a ques-tionnaire circulated among 230 technicians geologists and172 technicians miners. Investigations pertain to the mo-tivation for the choice of a profession. On the basis ofthe data obtained the author postulates the prolongationof general education in order to avoid wrong deci3ionson the part of adolescents. Further analyses concern theexpectations connected with the future profession, opin-ions on the profession and adaptation to the actual em-ployment. The author emphasises the necessity to modifycurricula and teaching plans so as to stress the industrialpractice for the vocational secondary school pupils inorder to get them acquainted with the true picture oftheir future profession. Tasks are also discussed to befulfilled by the managing board of the industrial plantswith regard to pupils at practising-periods and employeesat trial-periods.A discussion follows of the organization of labor in theemploying institutions as well as of interpersonal rela-tions, salaries, working conditions, social facilities andother factors influencing the level of satisfaction with\-ork and the adaptation to the profession.

171. ZIELINSKI, EUGENIUSZ: Telewizyjne Technikum Rolniczecenno inicjatywq ZIVIIV. (A TV Agricultural Secondary Schoolas an Initiative of the Association of the Peasant Youth). ZyciePartii 1973, No. 2, pp. 35.

On the initiative of the Association of the Peasant Youththe Polish Television started emission cf educational pro-grams in a series entitled "The Agricultural SecondarySchool on Television". The content of the series corre


sponds to the curriculum requirements of extramuralagricultural secondary schools in Poland. The series isdesigned for the learners enrolled in schools of this typoas well as for the employees of agricultural institutionsin Poland. The Association of the Peasant Youth organizesgroups of viewers who work in teams. Its tasks are also:1) to ensure the highly qualified staff for the preparationof successive programs in the series, 2) to ensure theimplementation of new teaching methods for groups oflearners who utilize the educational programs and 3) toensure the aid of the Polish United Worker's Party foragricultural employees raising their professional qualifi-cations. The author discusses at length the structure ofthe educational program as well as its consequences forthe quality of work on the part of the agricultural em-ployees.

See also: 191,192.

VI. 5. HIGHER

172. DAABOWA, JADWIGA: 0 moiliwogciach unowoczeAnianianauczania jqzyka latifiskiego w szkole wyiszej. (Possibilities toModernize the Teaching of Latin in Academic Schools). Dy-daktyka Szkoiy Wy±szej 1973, No. 2, pp. 109-126.

The author presents a draft of the programmrd Latintextbook for students of academic schools. The textbookis composed of two parts: Part 1 contains a programmedpresentation or, grammatical rules and of the basic vo-cabulary, Part 2 is a selection of Latin texts to he coveredby means of conventional methods. It is expected thatthe textbook will ensure individual progress as well asa higher rate of curriculum realization, utilization of errorfor establishing correct associations and a more economicorganization of the learning process. The author discussesthe principles of the programmed instruction which canbe implemented in the teaching of Latin and providesinstructions concerning the proper organization of theeducational process with the use of the new textbook.A bibliography of the subject is included.


173. DYSKUSJA nad nauczaniem hirtorii oSwiaty i wychowaniaw szkolach wyiszych. (Discussion Concerning the Teaching ofthe History of Education in Academic Schools). Przegiqd His-

torycz;to-Wwiatozvy 1972. No. 4, pp. 647-691.

The article contains a review of 27 reports delivered dur-ing a discussion on the teaching of the history of educa-tion in the academic schools. The discussion concentratedround methods of transmitting knowledge, teaching aids,source materials, monographs and textbooks. Much atten-tion was also given to the structure of the handbook aswell as to the evaluation of publications from the fieldof the history of education. Several methodological short-comings have been indicated from the point of view oftheir helpfulness for the university teaching of thesubject. Correlations between the history of educationand other subjects taught in the higher school were alsodiscussed.

174. KIETLINSKA, ZOFIA: Warunki zmian. (Conditions for theChanges). Zycie Warszawa 1973, No. 114, pp. 4.

The author discusses the prospects of the developmentof Polish academic schools in connection with the prog-noses advances by futurologists and concerning the per-centage of employees with university education in theyear 2000 (12.5 percent of the population). The quanti-tative changes will bring about considerable qualitativechanges pertaining to the structure of the academic schooland its functions in the society. The author lists factorsindispensable for the proper course of the above men-tioned modifications. The most significant of them areconnected with the teaching staff, university infrastruc-ture and the social aid given to university studentsDuring the years 1975-1985 the most important measuresshould be undertaken in order to ensure proper conditionsfor the realization of the plan for the years 1985-2000.

A detailed analysis follows of tasks for the coming dec-ade.

175. KOSECKI, ANDRZEJ and LOSSOW-SAMKOWA, BARBARA:Metoda programowania optymalnego ukladu sal dydaktycznych


v.w±sze..i uczelni tzchniczncj. (Progr---ning Optimum Arrange-ment of Premises for the Technical University). DydaktykaSzkoly Wy±szej 1973, No. 2, pp. 81-98. bibl.

The authors consider the set of problems connected withthe architecture of the technical university. The discus-sion is based on a correlation as between the number ofpersons using the room and the amount of time for theutilization. The architecture is presented as determinedby the type of the academic school, its curricula, methodsand forms of instruction as well as by the principles ofadministering the premises. Theoretical and methodolo-gical considerations are illustrated by a presentation ofmethods and results of planning the Building EngineeringDepartment at the Cracow Technical University,

176. LEJA, LEON: Model nauczyciela alcadernickiego w opinii stu-dentow. (Model University Teacher in the Eyes of the Students).Neodidagmata 1972, No. 4, pp. 21-48, tab. Rez. Sum.

In the introductory part of the article the author givesconsideration to the status of education at the universityas well as to the training profile at the academic school.Attention is given to the preparation of students for thefuture process of permanent education. The discussion isbased on the analysis of specific features characterizingthe educational process in the academic school. The secondpart of the article is devoted to the personality of theuniversity teacher. A review is presented of views con-cerning the teacher's personality e.g. of W. Olson, T. No-wogrodzki, E. Czetwertyfiski and T. Nowaeki. An anal-ysis follows of the research results obtained in the courseof investigations on a sample of 600 students at day andextramural departments. The subjects filled in a ques-tionnaire devoted to various aspects of their teacher'spersonality. Items pertained to students' expectations,their disappointmcnt, features of teachers they like anddislike, model university teacher's personality, etc. Thestatistical data are presented in a set of tables. On thebasis of the research results the author draws conclusionspertaining to the educational process in the academicschool.

4') SCHOOLS AND INSTITUTIONS

177. LEJA, LEON: rVioiliwoki potiwyiszenia efektywnoki stutliowuniwersyteckich. (Possibilities to Increase the Efficiency ofAcademic Training). Zycie Szkoly Wy±szej 1973, No. 2, pp.14-24.

The author discusses the possibilities to increase theefficiency and raise the quality of academic training.Considerations are based on a questionnaire circulatedamong university teachers and undergraduate studentsat the Adam Mickiewicz University in Poznan. Analyzingthe problem from the point of view of the scientific or-ganization of labor the author points to the followingspheres: educational objectives, the teaching content,planning and the organization of the educational process,teaching strategies and student evaluation. A list of fac-tors determining advances in the educational process isthen presented: 1) a constant analysis of the educationalobjectives and the academic curricula as compared toeconomic development plans of the region, 2) the integra-tion of basic functions of the academic school, i.e. of itsscientific, educational and social functions, 3) a rationalutilization of qualifications on the part of the universityteachers and the implementation of new teaching aidsand teaching lechniques, 4) a systematic training of theyoung academic staff in the field of education, scientificorganization of labor and the new educational technology.

178. NIALEWSKA, EUGENIA: Czynniki psychospoleczne determi-nujace proces ksztalcenia i wychowania w uczeini wyiszej. (ThePsychological Factors Influencing the Educational Process inthe Academic School). Dydaktyka Szkoly Wy±szej 1973. No. 2,pp. 3-27. Rez. Sum. Res.

The author presents the results of research on the effi-ciency of instruction at the freshman year of the HigherAgricultural School in Olsztyn. Investigations embraced563 freshman year students of three departments in theyear 1968/69 and 129 university teachers. The followingresearch techniques were used: an analysis of formalindicators, Raven's Matrix test, Eysenck's personalityquestionnairc, anonymous questionnaires, interviews andobservations. Correlations were sought as between theeducational attainment and motivation, adaptation to the

;(21100LS AND INSTITUTIONS 43

new environment, research interests, teache7-student rela-tions, teaching methods and learning strategies. Factorsinfluencing the educational process were classified intothe following groups: objective factors determining theorganization of training, psychosocial factors, didacticfactors and factors depending on the general atmosphereof the higher school. A detailed analysis of the researchresults in each of the above mentioned groups is pre-sented.

179. MARCISZEWSKI, WITOLD: Siee na zdolnych domowym spo-sobem. (Hot e-Made Talent Hunt). Zycie Warszawy 1973,No. 59, pp. 5.

One of the most important tasks of modern schooling isthe selection and education of gifted students. Theauthor discusses one of the possible forms of the talenthunt, i.e. the individual training program for universitystudents. Each institute or department should organizeat least one seminar for scientific workers and the beststudents of the given specialty. The seminar would func-tion as a research team and as a discussion platform fromwhich topics for M.A., M.S., and doctoral dissertationswould spring. The enrollment in the seminar woulddepend on the quality of solutions to problems presentedto the best students at regular seminars. The value ofcooperation between students and research workers isstrongly emphasized.

180. ODLANICKI-POCZOBUTT, MICHAI, (ed.): Pedagogiczne prob-lemy startu zawodowego mlodej kadry naukowej uczelni tech-nicznej. Part 1. (Pedagogical Problems of the Professional Startof Young Sciem,fic Workers in Technical Universities). Ze-szyty Natikozve Akaciemii GOrniczo-Hutniczej 1972, No. 359.

The present issue cf bulletins published by the Academyof Mining and Metallurgy in Cracow contains materialsfrom the plenary session of the Institute for SocialSciences at the Academy, April 13-14, 1972. The follow-,ing reports are included preceded by the introductoryremarks by A. Jankowska and R. Czekajowski: 1) Cze-kajowski, R., Training and Raising Professional Qualifica-tions of Young Scientific Workers, 2) Tatkowski, A., At-


titucies and Views of Young Scientific Workers on theExample of the Cracow Academy of Mining and Metal-lurgy. 3) Kiy§, T.. The Preparatory Educational Study forYoung Scientific Workers in Technical Universities, 4) Po-leski, M., Classes as a Basic Form of Instruction in theEyes of Students, 5) Brycki, B., Demonstration in theProcess of Instruction in the Technical University, 6) So-kolowski, R., The Introduction of Algorithms to theEducational Process, 7) Janiszewska, M., Evaluation andIts Criteria as Viewed by Young Scientific Workers.

181. ODLANICKI-POCZOBUTT, MICHAL, (ed.): Pedagogiczne prob-lemy startu zawodowego mlodej kadry naukowej uczelnitechnicznej. Part 2. (Pedagogical Problems of the ProfessionalStart of Young Scientific Workers in Technical Universities).Zeszyty Naukotee Akadernii Gorniczo-Hutniczej 1973, No. 380.

The present issue of scientific bulletins published by theCracow Academy of Mining and Metallurgy contains ma-terials from the plenary session of the Institute forSocial Sciences at the Academy, April 13-14, 1972. Thefollowing reports are included in the bulletin: 1) Hibner,R., Elements of Higher School Didactic Taught to YoungScientific Workers at the Technical University, 2) Gie-larowska, D., Educational Functions of the PedagogicalStudy for Young Scientific Workers, 3) Cora, H., TheDevelopment of Educational Training for ScientificWorkers of the Gdansk Technical University During theYears 1960-1972 4) Dziwisz, M., The Necessity to Estab-lish a Uniform Educational Study for Young ScientificWorkers, 5) Gora, H., The Ideal University Teacher inthe Socialist Society. Materials from the discussion arealso included as well as a list of participants.

182. PALUBICKI, KONRAD: Z prac nad projektem reformy wyi-szego szkolnictwa muzycznego. (Activities Connected with thePreparation of the Reform of Music Schools). Ruch Muzyczny1972, No. 20, pp. 3-4.

The author presents the activities of the Council forAcademic Art Schools at the Ministry for Culture and


Art in the field of the reform of music schools. The fol-lowing items are discussed at length: specialization at theacademic school, the reform of vocal studies, transform-ing the Department for Music Education into a sole sectortraining teachers of music education for secondaryschools, extending evening and extramural studies,establishing optional seminar-type classes and integrat-ing the whole music education from the primary to theacademic :school in the field of the teaching methodology.So far, the Council has prepared the following items:organization of particular schools, rules and regulationsof studies, curricula for various departments, directivesfor the activity of Chairs at art departments, the recruit-ment system, the employment of university teachers atmusic schools and the procedures of obtaining doctoraland habilitation degrees.

183. PIERZCHALA, HANNA: Poznawcza i spoleczno-wychowaw-cza rola aktywnego udzialu studenttiw w procesie nanczania.(A Cognitive and Educational Role of Students' Active Partici-pation in the Process of Instruction). Dydaktyka Szkoly Wy±-szej 1973. No. 2, pp. 29-48, Rez. Sum, Res.

The.article is devoted to the impact of active participa-tion in the educational process on students' attainment.Part 1 contains theoretical considerations pertaining tothe psychological and educational significance of theproblem and to the role of the what are called researchattitudes in the learning process. Part 2 presents a prob-lem-solving instruction on the example of a lecture forstudents at the Advanced Teacher Training College. Thelecture was included in the curriculum for psychologyunder the title of "Human Activity. Its Concept, Typesand Organization". The author demonstrates several waysof introducing elements of research activity to the learn-ing process and discusses their impact on the attitudesof students on the one hand and on their educationalattainment, on the other. A bibliography of the subjectis included.

184. UMINSKI, LEOPOLD: Adaptacja spoleczno-zawodowa absol-wentow szkOI wyiszych. (Social and Professional Adaptation


of Graduates from the Academic Schools). Zycie SzkolyWy ±szej 1973, No. 2, pp. 53-64.

An analysis has been completed of the professional adap-tation of graduates from three academic departments: law,engineering and economy who are at present employed inthe Katowice section of the Railway Lines. Research em-braced 1068 graduates from the years 1960-1969 andaimed at stating the relationship between adaptation onthe one hand and identification with the profession andstabilization in the employing institution, on the other.Data have been collected by means of a questionnairecomposed of 48 questions and 196 categorized answerswhich was then circulated among the graduates. Addi-tional data have been drawn from 200 interviews and 600evaluation scales obtained from the managers. In thepresent article the author considers research results re-ferring to the following problems: 1) adaptation at theintroductory trial period, 2) adaptation as an indicatorof identification processes, 3) adaptation to, and satisfac-tion given by, the profession, 4) stabilization and mobilityas indicators of adaptation, 5) causes for the mobility, and6) graduates in the eyes of their supervisors.

185. WALCZAK. STANISLAW and SULEK, MAREK and TABO-ROWICZ, ANNA: Proba analizy porOwnawczej grupy odsiewuegzaminacyjnego z grupy przyktych na studia. (A ComparativeAnalysis of the Examinational Drop-Out-Group and the Groupof Candidates Enrolled in the Higher School). DydaktykaSzkoly Wy±szej 1972, No. 4, pp. 79-93.

The article contains a comparison of two groups of can-didates, those who were not enrolled in the higher schooland those who were accepted. Investigations pertainedto candidates for the Building Engineering Departmentat the Warsaw Technical Uniwersity. The authors presentdata concerning the attainment at the entrance examina-tion, marks at the final certificate of the secondary school,opinions on a questionnaire with regard to the form ofthe entrance examination, its difficulty, causes of failure,motivation for studying at a given department and therecruitment system at the Technical University.


186. WIECZOREK, TADEUSZ: Bibliografia wyiszego szkolnictwarolniczego w Polsce 1960-1969. (The Bibliography of HigherAgricultural Schooling in Poland for the Years 1960-1969).PWN, Warszawa 1973, 221 pp. Rez. Sum. MiedzyuczelnianyZaklad Badat nad Szkolnictwem Wy2szym.

The publication contains a systematic bibliography ofhigher agricultural schooling in Poland in the years1960-1969 and is designed for researchers working on theproblems of agricultural education at the university level.Sections and subsections of the bibliography are preparedaccording to the alphabetical or subject order dependingon the number of publications listed. An index of authorsas well as an index of subjects .is included. The bulk ofmaterials is drawn from periodicals, books and conferenceproceedings. Both formal and subject criteria have beenutilized for the selection of materials to be included inthe bibliography.

187. WITKOWSKA, BOZENA: Absolwenci o swojej pracy zawo-dowej. (Graduates and Their Professional Work). Zycie SzkolyWyZszej 1973, No. 2, pp. 73-79.

The efficiency of training at the Department of Trans-port of the Warsaw Technical University has been in-vestigated by means of questionnaires circulated among740 graduates who completed their studies during theyears 1950-1973. In the present article the author discussesresearch results pertaining to the following problems1) the profile of university training and the professionexercised, 2) the type of tasks fulfilled by the graduatein the employing institution, 3) the type of tasks desiredby the graduates, 4) the level of satisfaction with theprofession and 5) opinions concerning factors of profes-sional satisfaction.

VI. 6, ADULT

188. JANUSZKIEWICZ, FRANCISZEK: Telewizyjna edukacja pra-cujqcych a ksztalcenie permanentne. (The TV Adult Educationand the Permanent Education). Kultura i Zycie 1973, No. 1,pp. 13-15, il.


The author discusses new requirements for the shape ofthe educational system in a modern society. A necessityto ensure methodology of intellectual work for all theschool graduates is stressed as well as the need to in-troduce new forms of permanent education which wouldfunction as a follow-up of the school learning. The signif-icance of mass-media in the permanent education proc-esses is pointed out on the example of the television.The Polish TV in cooperation with UNESCO initiated in1966 a series called "TV Technical University" whichcontained lectures at the academic level and was coor-dinated with a network of consultation centers for theviewers. The viewers were students at day and extra-mural departments of technical universities as well asemployees in technical institutions. Results of the cam-paign were discussed at the European Conference onTV Adult Education organized in Warsaw in 1968. Theauthor also discusses some new initiatives of the TV Uni-versity, i.e. preparatory courses for candidates for uni-versity studies, agricultural secondary school lectures andforeign language courses for adults. In the final part ofthe article the project is discussed of the Teacher Radioand TV University as prepared by the Inter universityDepartment for Research on Higher Education in co-operation with teacher training colleges, TV and radiospecialists, and representatives of publishing houses.

189. Kt.NIA, JULIAN: Z hadaii mid spolecznq funkcjii szkOl pod-stawowych dla pracujacych. (Research on the Social Functionsof Primary Schools for Working Adults). ClIciata Dorostych1973, No. 5, pp. 263-268.

On the basis of research the author analyzes the struc-ture and organization of primary schools for workingadults. A iiscossion pertains to the network of schoolingin rural and urban regions, to the social origin of thelearners, their age, motivation and aspirations and to thequalifications of the teaching staff. The author statesthat the majority of learners in primary schools areadolescents transferred there from day primary schoolsin consequence of various social conflicts. During the stayin the primary school for adults the adolescents, mainly

SUPOOLS AN!) INSTITUTIONS.

49

17-year-olds are formally involved in the professionalwork which actually is not the source of their living.Therefore, schools for working adults are faced withproblems other than those for solving which they havebeen established. The author postulates to preserve schoolsof this type merely for the working adults. Adolescentsabove the compulsory school age should be placed inclasses attached to special schools. Provision of voca-tional training alongside with general education inschools for working adults is indispensable as well as in-troduction of additional stimuli for further learning.

190. KOSCIELNY, KONRAD: Analiza sytuacji szkotnictwa podsta-wowego dla pracujacych. (An Analysis of Primary Schoolingfor Working Adults). Wwiata Doroslych 1973, No. 5, pp.959-263.

The resoltion adopted by the Council of Ministers andthe guidelines advanced by the Commission of Scienceand Education of the Polish Diet make the employinginstitutions responsible for raising professional qualifi-cations of the employees. Therefore, a large number ofprimary schools for working adults hive been establishedby the employing institutions alongside with vocationaltraining courses. The author quotes data from the bul-letins of the Main Bureau of Statistics stating that thenumber of adults under the age of forty without the fullprimary school education amounts to 790 thousand, whilethe number of illiterate and semi-illiterate people to60 thousand. In the light of the analysis carried out bythe author a large number of these cases are clue to theimproper attitude on the part of the employing institu-tions which do not insist on the continuation of learningand do not provide educational opportunities for theiremployees. In the final part of the article the authorpresents a draft of the program of educational activitiesin this field prepared by the Ministry of Education. Thefollowing new forms will be introduced to the educa-tional system: 1) courses preparing for the examinationgiving the title of a qualified worker, including bothgeneral and vocational subjects, 2) Saturday-Sundaycourses, 3) special courses at the level of the primary

50 SCHOOLS ANO INsTrrurioNs

school for mothers of small children, 4) courses organizedin rurar regions for farmers and agricultural employeeswith a changing distribution of classes in various seasonsof the year. The implementation of the new forms oftraining at the primary level will be supervised by tradeunions and local educational authorities.

191. NOWACKI, TADEUSZ: Funkcje oswiaty zawodowej doroslych.(Functions of Vocational Adult Education). Kwartalnik Peda-gogiczny 1973, No. 2, pp. 39-50.

The author discusses various aspects of in-service train-ing and retraining courses indispensable because of thechanging requirements brought about by advances inscience and technology. A classification of in-servicetraining methods into four groups is postulated accordingto the function of schooling. The criterion is, therefore,a comparison as between the amount and the type ofeducation on the one hand and the professional require-ments, on the other. Various types of this relation arethen analyzed such as, for instance, when the employee'seducation surpasses the requirements, when the require-ments surpass the pre-service training, when the scopeis equal and when a change in the requirements callsfor a full retraining process. Three functions i.e. theadaptative, the compensative and the reconstructive arethen discussed at length. In the final part of the articlethe author gives consideration to the organizationalaspects of the in-service training.

192. PISKIEWICZ, MICHAE, and TROJANOWSKA-n/II,JEWSKA,MARZENNA: Model otirodka doskonalenia zawodowego.(A Model of the Professional Training Center). CMviata Do-rostych 1973, No. 5, pp. 273-283.

The professional training is conducted by vocationalschools and postprimary educational institutions sub-jected to the Ministry of Higher Education as well as byprofessional training centers subjected to correspondingministries. The authors discuss the place of the profes-sional training in the overall educational system andpresent a model of the professional training center with


regard to its functions, structure and architecture. Themodel is based on the assumption that participants areliberated from active professional work for the time ofthe course. Attention is given to stimuli for raising pro-fessional qualifications, e.g. listing posts embraced by theprofessional training and planning of mass-scale profes-sional training. Much place is also devoted to program-ing the teaching content and syllabi owing to the coopera-tion of specialists of a given discipline and educators.A discussion follows of the teaching methods and formsof instruction to be employed in the center as well asto the teaching aids and the equipment of rooms. Consid-eration is also given to the living conditions of theparticipants on the premises of the center.

193. POLTURZYCKI, JOZEF: Rola kontroli w doskonaleniu pro-cesu dydaktycznego w placowkach (Awiaty doroslych. (TheRole of Evaluation in Raising the Quality of Instruction inAdult Educational Institutions). 0.§tviatn Doroslych 1973. No. 2,pp. 66-75.

The author discusses the nature :Ind types of evaluationand presents its role in raising the quality of the educa-tional process in schools of all types and levels. Atten-tion is given to the function of evaluation in adult educa-tion. Ways of evaluating the educational work of theteacher are discussed, emphasis being given to inferencesmade on the basis of the educational attainment of learn-ers. The author discusses evaluation procedures asa means of diagnosing types of difficulties encounteredby adult learners in the process of instruction. Its valuefor the proper organization of the teaching process aswell as for the adjustment of the syllabus to the learners'capabilities is also considered at length. Differences arethen analyzed as between the function of evaluation inteaching children and in teaching adult learners.

194. RUC HA LOWSK I, HENRYK: Aspiracje spoleczno-zawodowepracuiqcych uczniow w gwietle badan. (Social and ProfessionalAspirations of Working Learners in the Light of Research).Orviata Doroslych 1973, No. 2, pp. 90-94.


The author presents the results of the research carriedout on a sample of 1600 learners from extramural voca-tional secondary schools in Warsaw in the year 1970/71.Investigations were carried out by means of directedcomposition techniques. The author discusses the mostimportant problems presented by tie learners, i.e. motiva-tion for the future professional career, attitudes towardthe profession and toward the professional career, familylife, attitude toward the professional work of women, in-terests in science and culture, interpersonal relations inthe employing institution and the social work. Considera-tions are illustrated by a comparison as between learners'attitudes and their age and experience.

195. TUROS, LUCJAN: WprowadLnUe do andragogiki. Zarys teoriim;wiaty i wychowania doroslych. (Introduction to Andragogy.A Outline of the Theory of Adult Education). PWN Warszawa1972, 262, pp. hibl. Rez. Sum.

The book presents historical, social, political and culturalsources of andragogy as a science of objectives, contentsand methods of adult education. The author discusses thescope of andragogy stressing that not only purely educa-tional problems should be dealt with by this disciplinebut also all the questions connected with the functioningof educational institutions in the field of adult education.Attention is given to the socialist educational objectivesand ideals as well as to the forms and methods of instruc-tion and attitude-formation of adults. Special considera-tion is also given to the preparation of people for thefunctioning in the socialist society. The present state ofandragogy is presented and a review is included of re-search in the new field of educational sciences. A separatechapter is devoted to .,e.lected methodological problems ofandragogy. Trends in the new discipline are also analyzedat length.

VI. 7. SPECIAL

196. DUTKOWSKI, ANDRZEJ: Zainteresowanie zawodowe mlodzie-iy knlekiej ze schorzeniami narzadow ruchu. (Professional In-

scuooLs ANI) INsTrre'rroNs 53

terests of Deficient Adolescents with Motor Disturbancies).Szkola Specjaluu 1973, No. 2, pp. 131-141, hibl.

The article is devoted to the choice of a profession on thepart of deficient adolescents. Research results are pre-sented pertaining to the professional interests of adoles-cents aged 14-17. Data have been obtained by means ofanonymous questionnaires circulated among adolescentswith deficient motor development as well as among thosewith the normal development rate. Each embraced 78members. No significant difference was noted as betweenprofessional interests of deficient and normal children.In the group of deficient adolescents no correlation hasbeen noted as between the awareness of deficiency andthe type of the profession chosen. Much attention is de-voted to the impact of psychological councelling and voca-tional training on the choice of a profession on the partof deficient adolescents.

197. MASZCZAK, TADEUSZ: Ocena wyhranych wskainikow 'nor-fologicznych i motorycznych dzieci niestyszlicych. (Evaluationof Selected Morphological and Motor Indicators in Deaf Chil-dren). Szkola Specjalna 1973, No. 2, pp. 120-131.

The author discusses the problem of motor developmentin the deaf children on the basis of data obtained duringthe research in the Educational Center for Deaf Children.Investigations embraced 162 children aged 7-18 and werecarried out by means of special motor tests. Results werethen compared to scores of children with the normalhearing skill. Research results revealed lower physicaldevelopment of deaf children as well as the lower skillof girls in the group of the deaf children. Lower skillto anticipate movement has been stated in the groupof deaf children as well as smaller indicators of physicalstrength. A considerable decrease in strength and motorskills of deaf children has been stated at the age of pu-berty. A large number of statistical tabulated data is in-cluded in the article.

196. OLSZOWSKI, ANTONI: Zdolnoki ruchowe dzieci upoMedzo-nych umyslowo. (Motor Abilities in Mentally Deficient Chil-dren), Szkola Specjaliza 1973, No. 2, pp. 92-103, bibl.

54 SCI(OOLS AND INSTITUTIONS

The author discusses the problem of motor developmentin the mentally deficient children from the point of viewof the most efficient revalidation methods. Considerationsare based on research carried out on a sample of 48 men-tally deficient children aged 11-12 from a special primaryschool in Warsaw. Investigations aimed at stating the mo-tor coordination, movement speed, movement precisionand a correlation as between the motor development andage. The results obtained have been compared to theaverac scores of children from normal primary schools.Research revealed that about 70 percent children withmental disturbancies demonstrate retardation in the mo-tor development. Differences in the developmental agereach 19 months, discrepancies being much more evidentin girls.

199. OTOP, JADWIGA: liTykorzystanie zajce muzycznych dla roz-woju psychicznego dziecka z rzekomym niedorozwojem umy-slowym. (Utilization of Music Activities for the Psychic De-velopment of Children with a Seeming Mental Deficiency).Szkola Specjalna 1973. No. 2, pp. 154-161.

The author presents examples of utilizing music activitiesfor accelerating the psychic development of pseudodebilicchildren. Research on the subject was a case-study ofa pseudodebilic girl during five years from the age of 4to the age of 9. A diagnostic study revealed the improperemotional development of the child, disturbancies oflanguage skills and disturbancies of coMmunication withother people influencing the psychic and the social de-velopment of the child. A number of statistical data con-cerning the girl's scores on intelligence tests, attitudescales and socialization scales are provided in a set ofstatistical tables. Additional data illustrate the impact ofspecial music activities carried out with the child. Specialconsideration is given to the impact of these activitieson the verbal communication process and on the motorcoordination. Postulates are advanced pertaining to theways of utilizing music activities in the educational proc-ess of pseudodebilic children.

SCHOOLS \N1) INSTITUTION :7;

200. ROGALSKA, KRYSTYNA: Nowt perspePywy (11P szkolnictwaspicjalnego. (New Perspectives of the Special S-hooling). GlosNauczycielski 1973, No. 9, pp. 11.

Although the needs of special schooling are constantlyincreasing which is reflected in the number of childrenwaiting for places in the institutions of special educa-tion (127 thousand), the system of schooling of this typestill lacks qualified teachers and specialized, educators.The article discusses activities to be initiated by the De-partment for Special Schooling at the Ministry of Educa-tion. A new program has already been worked out fortraining special school teachers, as the yearly need isfor about 1000 teachers, i.e. twice as many as graduatesstarting their professional work. The new retraining andrefreshing program has also been prepared for teacherswho are to raise their professional qualifications atin-service courses. Special training programs have alsobeen prepared for 3000 practising teachers without for-mal qualifications. The responsibility for training researchworkers in the field of special pedagogy will be trans-ferred to the Institute for Special Pedagogy where themajority of research projects will be realized.

201. WOLCZYK, JERZY: IV trosce o dzicci upogledzone. (Ca' e forthe Deficient Children). Trybuna Ludu 1973, No. 84, pp. 3.

The interview with the Deputy Minister of Educationdeals with the activity of the Society of Children'sFriends during the coming years 1973-75. The programcontains the following items: 1) promotion of educationalknowledge among parents, 2) conducting educationallectures for mothers on the subject of nursing children,3) organizing children's teams in residential quarters,4) aid for deficient children, and 5) aid for children frombroken homes. Much attention is given to the last threeitems. The Society is much concerned with the organiza-tion of time for urban children, therefore the children'steams are organized with the aim to provide active leisureactivities for school pupils without proper care in theirfamily environment. Special rehabilitation centers areestablished providing vocational training for mentally

56 EDucATIoNAL STATISTICS

and physically deficient children alongside with the psy-chological and medical service. The Society is also deeplyinvolved in organizing the activities of orphanages. Thenew model of the Society is widely approved by the pop-ulation which is reflected in membership amounting to600,00 participants.

VII. EDUCATIONAL STATISTICS

'202. SZKOLNICTWO i placowki opiekunczo-wychowawcze. Pod-stawowe dare liczbowe. (Schooling and Tutelary-EducationalInstitutions. Basic Statistical Data). Ministerstwo (Nwiatyi Wychowania, Warszawa 1972, 125 pp.

The publication is a statistical guide divided into threeparts. Part 1 contains data pertaining to the enrollmentof primary school graduates in general and vocationalday secondary schools in the year 1972/73. Part 2 is de-voted to general and vocational schooling as well as totutelary institutions with regard to employment, invest-ment, professional qualifications of the staff and budget.A comparison is presented of statistical data for the years1960/61, 1965/66 and 1971/72. Part 3 contains statisticaldata pertaining to higher education in the years 1945-1970.The numbers of students, researchers and universityteachers are presented, numbers of graduates, numbersand kinds of university degrees offered, etc. An annexis also included presenting statistical tables of the sizeof particular age cohorts, professional qualifications ofemployees in the national economy and the efficiency oftraining in particular types of schools.

INDEX OF AuTitoRs AND EDIT() Rs

INDEX OF AUTHORS AND EDITORS

Anleikr) B. 129

Banasiak .1. 142Baran .1. 143Bartnicka K. 113Ilecinarski II. 169Bie9kowskz.1 13. 110Bollusz :\.. see Szyszko-IlolluszBrycki 11. 180

C'zekajw..-ski 13. 1130

Daabowa .T. 172

Dabrowski Z. 166Ilene); K. 120Domaniewska T. 1.52Dutkowski A. 196Dziedziak It 153Dziwisz NI. 181

Fa lski NI. 111

Galant .1. 154Garbowska W. 113Giclarowska D. 181Gonczarow It K. 114GOra 11. 181Guenther K. H. 114Gutkowska E. 155

Ilibner R. 181

.Janisze',vska NI. 130Jankowska A. 180Janmvski A. 134Januszkie,.vicz F. 188Jaiszewicz P. 121

Kaczor J. 122Kairow 1. A. 114Kania J. 189Kiernicki B. 130

Kietlifiska Z. 174Kly;;; T. 180Knapik D. 143Korzeniowska Z. 150Ko::cielny K. 190Kokiowa M. 156Kosecki A. 175Koluchowski L. 144Krawczyk Z. 145KrOlikowska-Wit. K. 131Kuberski .J. 123Kujawinski J. 157Kulczykowska A. 112Kupisicwicz Cz. 124Kurdybacha L. (ed.) 113Kwiechiski Z. 158

Ceja C. 176, 177Lewowicki T. 159Los,:ov-Sarokova B. 175

Niaekowiak A. 146Malewska E. 178Marciszcwski W. 179Slaszczak T. 197Mauersberg S. 113Nliaso .1. 113

Nagy S. 114Nartowska II. 160Nowacki T. 191

57

OchniAska W. 161Odlanicki-Poczobutt NI. (ed.) 180.

181

Okori W. 114, 134Olszewska K. 147Olszewski A. 198Otop J. 199

Palubicki K. 182Pcszynski A. 135

INDEX OF AUTHORS AND EDITORS.

Pierzchala 11. 183Piskiewicz M. 192Poczobutt M. see Odlanicki-Poczo-

butt M.Poleski M. 180POlturzycki J. 193Ponczek R. 150Prejbisz A. 136Putkiewicz Z. 167

Rataj M. 162Rogalska K. 200Ruchalowski H. 194

Sokolowski R. 180Stanasow Z. 114Sulek M. 185Suchodolski 13. (ed.) 114

Szarka .1. 114Szerninska A. 151Szczerba W. 114Szmatka J. 137Szyszko-Bohusz A. 138

Tabarowicz A. 185Tatarowicz J. 168Tatkowski A. 180

Teterak A. (ed.) 126Tomaszewski T. 114Trojanowska-Zmijew.ska M. 192Turos L. 195

Uminski L. 184

Walczak S. 185Was K. see KrOlikowska -\has K.Wgdrychowicz A. 148Wesolowska M. 163Wigckowski R. 152Wieczorek T. 186Winiarski M. 139, 140Witkowska B. 187Wolczyk J. 139, 140, 149, 164, 165,

201Woloszyn S. 114Wyezesany J. 143

Zaborowski Z. 127, 141Zbiegien L. 170Zielinski E. 171

Zmijewska M. see Trojanowska-Zmijeska M.

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