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REALIZATION OF THE CONCEPTIONS OF UPBRINGING IN PRIMARY SCHOOLS IN CZESTOCHOWA IN THE YEARS 1918-1939

K. Zalas

Abstract

After regaining independence, the homogenization of the education-centred system and the conceptions of upbringing, during the period of the Partitions determined by the political, cultural and social influences of the partitioning powers, became the task of Polish educational authorities. Political situation in our country, unstable at that time, and, changing in connection with that fact, the standpoints of the ruling parties, were finding reflections in the issues of education, including the matters of upbringing. In the atmosphere of the homogenization of the educational system urgently and provisionally, the issues of ideology and upbringing were found to be of secondary importance. In the Polish historiography of education concerned with the period of the Second Republic, two fundamental models of upbringing are indicated: nation-centred upbringing and state-centred upbringing. The subject-matter of this elaboration is the issues of the upbringing activity conducted in the realm of primary schooling in Cz?stochowa. In it, an attempt was made to analyse the essential ideological presumptions of nation-centred, state-centred, and also civic and nation-centred upbringing. Moreover, the principal leaders and propagators of the indicated models of upbringing were indicated. In this publication, an attempt to conduct the comprehensive analysis of the process of upbringing in the context of the actual practice of upbringing in schools primary was made. The forms of the realization and implementation of the models of upbringing were discussed upon the basis of curricula, taking under consideration their construction, and the principal topical axis. Functioning the organizations of students as a tool of disseminating the ideals of upbringing in the realm of primary school, in particular after the year 1926, was subjected to analysis. Furthermore, the significance of festive ceremonies of state, local, school and ecclesiastical character, in the practical realization of the conceptions of upbringing, was indicated. In this elaboration, moreover, the matters of the collaboration between school and family home as a factor of nation-centred upbringing, and after the year 1926, of the state-centred one, were raised.

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