72 79p. mf-$0.65 hc -$3.29 abstracts; adult education

DOCUMENT RESUME

ED 077 833 SO 005 911

AUTHOR Wieczorek, Barbara, Ed.; Frajewska, Rarolina, Ed.TITLE Selected Bibliography of Polish Educational

Materials. Volume 11, Number 1..INSTITUTION Central Inst. for Scientific, Technical and Economic

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

SPONS AGENCY Office of Education (DREW), Washington, D.C.PUB DATE 72NOTE 79p.

EDRS PRICE MF-$0.65 HC -$3.29DESCRIPTORS Abstracts; Adult Education; *Annotate,:l.

Bibliographies; Bibliographies; *ComparativeEducation; Educational History; EducationalLegislation; Educational Practice; EducationalResearch; Elementary Education; *Foreign Countries;Higher Education; Reference Materials; secondaryEducation; Teachers; Vocational Education

IDENTIFIERS *Poland

ABSTRACTBooks, papers, and articles which were available from

December, 1971 to February, 1972, are listed in this bibliography.Entries are arranged alphabetically by author under the followingsubjects: Historylibe Education, Laws and Legisl ?tion, GeneralInformation on Education, Social and Educational Sciences, Teacher'sProfession, Schools and Institutions (by type or level), andEducational Statistics. An index to authors and editors is included.The English translation follows each Polish title and an abstract ofeach document adds to the usefulness of the bibliography. (A relateddocument is EL 069 596.) (JMB)

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Institute for EducationSection for Documentation

Editors: Barbara Wieczorek and Karolina Krajewska

Translated:

Hanna Komorowska-Piskorowska

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

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Vol. 11, No. i 1972 TT 72-54010/1

U S. DEPARTMENT OF HEALTHEDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BUN REPROOUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

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 1972

SELECTED BIBLIOGRAPHY OF POLISH EDUCATIONAL MATERIALS

Vol. 11 1972 No. 1

CONTENTS

pageI. History of Education 3

II. Laws and Legislation 5III. General Information on Education 7IV. Social and Educational Sciences 18V. Teacher's Profession

31VI. Schools and Institutions (by type or level) 36

1. Preschool 362. Primary .... . . 393. Secondary 464. Vocational' 515. Higher 566. Adult 697, Special 72

VII. Educational Statistics 73Index of Authors and Editors 75

The bulk of the materials listed in the present issue was available in the periodof time December 1971 to February 1972.

HISTORY OF EDUCATION 3

I. HISTORY OF EDUCATION

1. ARASZKIEWICZ, FELIKS: Geneza ustaw z roku 1932 o szkol-nictwie paristwowym i prywatnym. (The Origin of Legal Actsfrom the Year 1932 Concerning the State and the PrivateSchools). PrzegIqd Historyczno-O. tviatowy 1971, No. 5, pp.549-586.

The author discusses the legal foundations of school andout-of-school education in Poland in the years 1918-1931.Consideration is given both to the beginnings of schoolslegislation and to its full development after the year 1926.Special stress is laid on the activities carried out byJ. Jqdrzejewicz who was responsible for school legislationin the times of the sanation government lead by J. Pilsud-ski. The author discusses in detail the ideological educationand political criteria for the recruitment of candidates forstudies, the principles of which were formulated in theAct dated March 11, 1932. Much attention is paid to therole and consequences of the Act as well as to the attitudesof various political parties existing in the prewar Polandtoward its decisions.

2. BARTNICKA, HALINA: Polskie szkolnictwo artystyczne naprzelomie XVIII i XIX wieku. (The Polish Artistic Schoolingat the Turn of the 18th and 19th Century). Zak lad Narodowyim. Ossolaskich, Wroclaw 1971, 280 pp. Sod. Sum.

The publication based mainly on unpublished documen-tary evidence presents the process of forming the Polishartistic schooling in the light of the state educationalpolicy from the times of King Stanislaus's reign until theNovember Uprising. Schools of drama and music as well asschools conducted by individual artists have not beentaken into consideration. The author- concentrates herattention on the organization of the School of 2'ine Artsin the second half of the 18th century and on the activitiesof various Colleges of Fine Arts up to 1831. Successivechapters are devoted to the following problems: 1) begin-ning of artistic schooling in Poland against the backgroundof Europe, 2) artistic schooling in the times of the Com-mission for National Education, 3) the Department for

4 HISTORY OF EDUCATION

Fine Arts and, some problems of the section of fine artsand architecture at the University of Wilno, 4) theUniversity of Warsaw (architecture and fine arts) and5) the Academy of Fine Arts in Cracow in the years1818-1833.

3. JAKUBOWSKI, JOZEF: Koncepcje pierwszej reformy szkolnejw Polsce Ludowej 1944-45. (Conceptions of the First SchoolReform in the Polish People's Republic in the Years 1944-45).Rozprawy z DziejOw Obwiaty, Vol. 14: 1971, pp. 177-205.

In the present article the author discusses various con-ceptions concerning the organization of schooling in thepostwar Poland which were prepared in the times of theNazi occupation. The discussion pertains to educationalprograms of the following parties: 1) the Polish govern-ment in exile 2) the State National Council, 3) the teachers'emigration group staying in the Soviet Union and ..4)various groups participating in the State National Council,i.e. the Workers' Party of the Polish Socialists, the PolishWorkers' Party, etc. Then the author analyzes the stateof schooling at the moment of liberation and the processof organizational changes introduced to the primary andsecondary schooling. Various conceptions of the reform arealso discussed alongside with the attitude of the govern-ment toward various proposals. In the final part of the ar-ticle the author gives consideration to the following prob-lems: 1) attitudes of the Polish Teachers' Union towardthe draft of the reform prepared by the Ministry, 2) theattitude of various political parties toward the draft, 3) theattitude of the Church and of lay catholic groups towardthe draft and 4) practising teachers' attitudes toward thedraft.

4. MIKOLAJTIS, JOZEF and MIKOLAJTIS, ZIEMOWIT andWOJCICKI,- JOZEF (ed.) Jubileusz 50-lecia Liceum im.R. Traugutta w Czcstochowie. (The 50th Anniversary of theGeneral Secondary School of R. Traugutt in Czestochowa).Towarzystwo Literackie im. Adama Mickiewicza, Czestochowa1971, 152 pp.

The book constitutes a collection of articles by variousauthors published on the 50th anniversary of establishing

i

LAWS AND LEGISLATION 5

the Secondary School of R. Traugutt in Czestochowa. Thepublication contains ample data illustrating the life andachievements of the school i.e. letters by the representa-tives of educational authorities, the list of successiveheadmasters, memoirs of the teachers and their pupilsdiscussing both the general course of the school's life andsome special events in its history (e.g. the establishmentof a self made extension of the school outside Czestochowaas the first Polish expr.riment in the organization of fieldinstruction presented by J. Mikolajtis in the article enti-tled Olsztyn Settlement of the Secondary School ofR. Traugutt"). In the final part of the book the authorspresent statistical tables demonstrating the number ofcertificates issued by the school, the present list of pupilsand the list of candidates for school in the year 1971/72.The book includes numerous photographs illustratingvarious stages in the history of the school.

II. LAWS AND LEGISLATION

5. NOWAK, MARTA: Podstawy prawne ksztalcenia kadry nauko-wej. (The Legal Foundations of Training Research Workers).Nauka Polska 1971, No. 4, pp. 164-167.

On the basis of legal acts published in Dziennik Urzedowyand Monitor Polski the author analyzes the legal founda-tions of training research workers. Special attention isgiven to the rights and duties of candidates for the whatare called doctoral studies. The following problems arediscussed: 1) recruitment for doctoral studies, 2) rules andregulations pertaining to the organization of studies, 3)curriculum for studies, and 4) financial aid given to thecandidates. In the second part of the article doctor'sdissertations prepared in the course of regularly exercisedprofessional work are discussed. In the final part theauthor analyzes the type and the number of courses organ-ized abroad and the number of persons to which this kindof training is granted as well as some problems of thepreparation period for the post of the university teacher.

6 LAWS AND LEGISLATION

6. Uchwala z dnia 30 lipca 1970 r. w sprawie kierowania pracowni-kow na studia doktoranckie dla pracujqcych oraz ulg i iwiad-czen przyslugujqcych tym pracownikom. (The Act dated July30, 1970 Concerning Doctoral Studies for the Employees ofState Institutions and the Rights of the Participants). MonitorPolski 1971, No. 45, item 287.

The principles of directing employees to in-service doctor-al studies are presented in the Act dated March 31, 1965.The March Act precises which institutions are allowedto appoint their employees as candidates for doctoralstudies and what the requirements are concerning theemployees' qualifications. The present Act lists the dutiesof the employing institution pertaining to ensuring theemployee adequate conditions for research activity, e.g.:1) diminishing the professional load at least by 14 hoursmonthly, 2) providing necessary equipment for researchwork connected with the subject of the dissertation as thedissertation should deal with problems vital he in-stitution, 3) enabling the scientific leader of I ;serta-tion to get acquainted with the conditions for researchwork in a given institution, 4) financial aid of 1000 zl permonth during one year plus the regular salary, 5) addi-tional paid leave of 28 days for the required examinationsand 6) adequate financial aid if the research center islocated in another town. 'I he employee, on the other hand,should be obliged to work for at least three years in theinstitution which directed him to doctoral studies, startingfrom the day of obtaining a doctoral degree.

7. Zarzqdzenie Ministra 03-wiaty i Szkolnictwa Wyiszego z dn.9 lipca 1971 r. w sprawie instrukcji organizacyjno-programo-wej o§mioklasowej szkoly podstawowej specjalnej dla umyslo-wo upaledzonych w stopniu glqbszym. (Ordinance by theMinister of Education and Higher Education dated July 9, 1971Concerning the Organization of the Eight-Year Primary Schoolfor Mentally Deficient Children). Dziennik Urzedowy Minister-stwa Oiwiaty i Szkolnictwa Wyiszego 1971, No. B-11, item 68.

The Ordinance presents educational objectives to berealized in the course of the primary schooling for men-tally deficient children, the organization of instructionand the teaching plan.

GIMIMAL INFORMATION ON SDI/CATION 7

8. Zarzadsenie Ministra 0§wiaty i Szkoinictwa Wytrzego z dn.6 sierpnia 1971 w sprawie statutu pedagogicznej szkoly tech-nicznej. (Ordinance by the Minister of Education and HigherEducation Dated August 6, 1971 Concerning Rules and Regula-tions for Educational-Vocational Schools). Dziennik UrndowyMinisterstwa Oitoiaty i Szkolnictwa Wyiszego 1971, No. B-11,item 71.

The educational-vocational school is a teacher traininginstitution based on the non-full secondary vocationalschool and preparing teachers of the profession in non-fullsecondary vocational schools of various specializations.The instruction lasts four years. Rules and regulationsintr- iuced on the force of the Ordinance concern thefolk ring aspects: 1) educational objectives, 2) organiza-tion of instruction, 3) teaching-learning process, 4) tasksto be realized by the headmaster, Parent-Teacher Associa-tion and Educational Board, 5) tasks of the teacher's,6) tasks and rights of the pupils, 7) boarding-houses to beestablished by schools of this type and 8) school documen-tation.

III. GENERAL INFORMATION ON EDUCATION

9. BROMBEREK, BENON: Problematyka naukowo- badaweza In-stytutu Pedagogiki UAM. (Research Problems Considered atthe Institute for Education at the Mickiewices University inPornar5). Studio Pedagogiczne, Vol. 22: 1971, pp. 141-153.

Institute for Education at the Poznan University wasestablished in 1969 to replace the former Chair of Educa-tion. Educational researches which have been carried outsince that time pertain to the following subject 'areas:1) sociological foundations of educational processes, 2)teacher training, 3) higher education, 4) pedagogical as-pects of labor and vocational training, 5) historical reasonsfor school reforms, especially in the field of agriculturaleducation, 6) adult education, '7) foundations of social andmoral education, and 8) psychodidactics of preschool andearly school training. Researches carried out before theyear 1969 are stated to influence the present activities of

GENERAL INFORMATION ON EDUCATION

the Institute. Two main trends in the research work haVelately been agreed upon 1) the educational system of thesocialist school and 2) training teachers for modernschools.

10. CZERNIEWSKI, WIKTOR: Bib Rossano pedagogiki. Druid sa-moistne wydane w roku 1969. (Bibliography of EducationalPublications. Books Published in the Year 1969). Studia Peda-gogiczne, Vol. 22: 1971, pp. 477-532.

The introduction to the publication presents the scope ofthe present bibliography, its structure, sources and a fulllist of abbreviations. The bibliography itself is dividedinto the following sections: 1) Educational bibliographies,encyclopaedias, dictionaries and guides, 2) history ofeducation, 3) organization of schooling, 4) economy ofeducation, 5) teacher training, 6) educational authorities,7) school equipment, 8) school legislation, 9) educationalstatistics, 10) educational institutions and associations, 11)congresses and sessions, 12) teachers, 13) in-service teachertraining, 14) the Polish Teachers' Union, 15) youth, 16)care for, children and adolescents, 17) general theory o*education, 18) specific theory of education, 19) generaltheory of instruction, 20) methods of teaching particularsubjects.

11. GMYTRASIEWICZ, =HAL and ICLDCZYNSKI, JAN: Bodo-ni* nad ekonOmik4 ksztalcenia w Paige. (Research on theEconomy of Training in Poland). Studia Pedagogiczne, Vol. 22:1971, pp. 251-269.

In the recent years a considerable in crease in the interestfor the economy of education has been noted in the PolishPeople's Republic. In the year 1967 a special documentconcerning the coordination of research on the economyof education was prepared by the Head of the PlanningCommittee at the Council of Ministers, the Head of theCommittee for Science and Technology, the President ofthe Polish Acad of Sciences, the Minister of Educationand the Head of the Main Bureau of Statistics. Fourdirections in the research on the subject have been pointedout: 1) the correlEtion as between the growth of qualifica-

GENERAL INFORMATION ON EDUCATION 9

tions and the economic growth of the country, 2) planningthe demand for qualified staff. 3) expenditure on educa-tion and the effectiveness of education and 4) the infra-structure of schooling: The authors of the article attemptat an introductory analysis of research results, since thefull analysis cannot be completed at present. The applica-tion of the conclusions drawn from the research resultswill considerably increase the effectiveness of expenditureon education.

12. GMYTRASIEWICZ, MICHAL and KLUCZINSKI, JAN: 01-wiats I gospodarka. (Education and Economy). Ksigika i Wie-dza, Warszawa 1971, 152 pp.

Stressing the fact that the Polish schooling embraces 28percent of the population (10 millions) and tha ; the ex-penditure on education forms 6 percent of the grossnational income (38 billions zlotys) the authors a tempt to:1) find a model of the most satisfactory distrioution ofexpenditure, 2) discuss ways of improving the effective-ness of schooling and in consequence to speeding up thesocio- economic growth of the country 3) state the pos-sibilities for the most effective cooperation between thenational economy and the national system of education.Much place is also devoted to the role of schooling in thePolish People's Republic and to the correlation at betweenthe growth of the country and the growth of its educa-tional system. The book contains a review of research onthe subject as well as a discussion of the findings.

13. GORYNSKI, JULIUSZ and KUDELSKA-LASZEK, TERESA:Uwagi o infrastrukturze szkolnictwa. (Some Reznarss on theInfrastructure of Schools). Nowa &kola 1971, No. 11, pp. 11-14.

The article is a part of a publication prepared by the sameauthors of the Committee of Experts in Education. Consid-eration is given to the infrastructure of schooling. Theauthors analyze controversies between the expenditure oneducation and the fluctuations in curricula, methods andforms of work. A discussion then follows on the conditionsfor the work of schools in various regions of the countryas well as of the planned changes in the infrastructure ofschooling. Special attention is given to the establishment

10 GENERAL INFORMATION ON EDUCATION

of large objects serving a wide scope of didactic andeducational purposes. The authors postulate to work outan over-all design of infrastructure pertaining to all typesof educational institutions at all levels which would bebased on the prognosis concerning the whole system ofeducation.

14. JACKIEWICZOWA, ELZBIETA: W szkole przyszkici. (In theFuture School). Nowa Szkola 1971, No. 11, pp. 14-16.

The article is a part of the publication entitled TheOrganization of Life and Work in the Future School" andprepared by the same author for the Committee of Expertsin Education. The author postulates to change the presentorganization of schooling, i.e. the eight-year primaryschool and the four-year secondary school as, in heropinion, it does not correspond to psycho-physical char-acteristics of children and adolescents. A new divisionshould take into consideration all the successive stages inthe child's development. For such a new model the authorsuggests a specially worked out educational plan dividedinto three parts: 1) for children aged ',-7 to 11-12, i.e.for grades IV, 2) for children aged 11.-12 to 15, i.e. forgrades VIX or VIX and 3) for adolescents aged 15-18,i.e. for grades IXXII. The plan covers both lesson andnon-lesson activities, since the future school will bea whole day school. Further proposals concern teachingmethods, size of schools and some educational problemswithin schools.

15. KOWALSKI, STANISLAW: Podstawy prognozv demokratyza-cji wyksztalcenia w warunkach socjalizmu. (Foundations forPrognostic, Ing the Democratization of Schooling). Studia Pe-dagogicine, Vol. 22: 1971, pp. 77-94.

The article is based on results of research carried outunder the scientific guidance of the author for the last10 years. Investigations pertained to selection processesin the educational system of the Polish People's Republic.In the present article the author utilizes data obtainedat the 4th World Congress of Education, held in Warsawin September 1969 as well as the reports prepared by


the Committee for Research and Prognosticating Po-land 2000" at the Polish Academy of Sciences. Three mainproblems are discussed in the publication: a) generalsocio-economic growth of the country, b) improvementof the educational system and c) changes in the level ofaspirations in adolescents and adults. On the basis ofthose considerations the author discusses the progressin the field of democratization -d schooling to be noted

. in the coming years. Stress is lai : on the possibility tocentrally plan all the activities aiming at the promotionof secondary education in the rural regions and otheractivities indispensable for the democratliation.

16. Ocena syntetyczna dorobku nauk pedagogicznych w okresie 25-lecia PRL i perspektyw ich rozwoju. (A Synthetic Presenta-tion of Achievements of Educational Sciences in the PolishPeople's Republic. Developmental Perspectives). Stadia Pe-dagogiczne, Vol. 22: 1971, pp. 5-12.

The article contains a synthetic presentation of achieve-ments of educational sciences in the Polish People's Re-public according to the report on the subject deliveredat the session of the Committee for Educational andPsychological Sciences at the Polish Academy of Sciences,April 2, 1970. As the achievements of the Polish educa-tional sciences the Committer listed: the intensive de-velopment of educational sciences, considerable numberof valuable publications, increase in the number ofcontacts with other socialist countries as well as withthe Western countries, participation in numerous inter-national meetings and congresses,- considerable numberof translations of Polish publications into other languagesand a close contact with the educational practice. TheCommittee pointed, however, to the lack of researchescarried out on a large scale and in consequence to the lackof sufficient budget for research projects. Among othershortcomings in the educational sciences the Committeepointed to the improper recruitment of candidates forresearch and to the dissatisfactory structure of some ofthe research designs. It has been postulated to con-centrate attention on problems important for the edu-cational policy and for the teaching practice of the Polish


schooling, to increase international contacts in the fieldof science and to improve the quality of training theyoung research workers.

17. OKON, WINCENTY (ed.): System dydaktyczny. (The System ofInstruction). Panstwowe Zak lady Wydawnictw Szkolnych,Warszawa 1971, 267 pp.

The publication includes materials from the session ontae Polish system of instruction organized by the Instituteof Education in Warsaw, December 18-19, 1970. Theleading paper by Professor Okon deals with the founda- ,

tions of the system of instruction in the socialist school,educational objectives, curricula, teaching-learning strat-egies and research carried out on the subject in the Polishresearch centers. The report by Professor Lech is devotedto the modernization of the teaching-learning system.Research on the construction of textbooks is presentedby T. Parnowski. Particular problems connected with thesystem of instruction are discussed in the articles byE. Fleming, T. Nowacki, H. Muszpiski and K. KruszewskiThe remaining articles deal with the teaching methodologyof various school subjects.

18. OKON, WINCENTY: Rola awiaty i wychowania we wspolezes-nynt Iwiecie. (The Role of Education in the Modern World).Kwartalnik Pedagogiczny 1971, No. 4, pp. 123-134.

The author discusses problems connected with the educa-tional progress, i.e. educational objectives, relationshipsbetween educational systems and new achievements in thefield of science, the role of the family, school and theemployer and the place of mass-media in the educationalsystem. The author points to the fact that the moderneducation should abolish the antinomy of the man andthe citizen, the humanist and the technician, which amongother can be achieved through providing proper con-ditions for the work of schools and other educationalinstitutions, bringing education closer to the modernscience, ensuring its influence upon the social and theindividual life, providing equal educational opportunityfor all, prolonging the period of obligatory education


esand improving the quality of instruction. Much considera-tion is also given to new echicational strategies.

19. Po VI Zjeidzie. (After the 6th Congress). Mos Nauczycielski1971, No. 51, pp. 1-3.

The article presents considerations and conclusions re-ferring to the paper prepared by the Political Bureau andpresented by the First Secretary to the Central Committeeof the Polish United Workers' Party at the 6th PartyCongress. The speech was devoted among others to theproblems of education and science. A commission wasthen appointed at the Congress dealing with this setof problems. In the course of discussion within thecommission it has been agreed upon improving the presentsystem of education through a) raising the level of ruralschools, b) promoting preschool education and c) raisingteachers' qualifications. As to the higher school it hasbeen postulated to a) improve the quality of instruction,b) increase the range of research, c) bring science and inconsequence also particular researches closer to theneeds of the national economy. Since it has been pointedout that the present educational system requires im-mediate changes, the Government and the Party ap-pointed a Committee of Experts in Education, and com-:missioned it to prepare a report on -C state of educationand to present some model solutions. Acts adopted by the6th Congress present guidelines for the future work ofevery educational institutions.

20. PODOSKI, KAZIMIERZ: Wprowadzenie do ekonomiki ksztal-cenia. (Introduction to the Economy of Education). Patistwo-we Wydawnictwo Naukowe 1971, 307 pp.

The book contains a review of basic concepts and problemsfrom the field of the economy of education, special stressbeing laid on research methodology. The following prob-lems are discussed in detail: 1) origin and subject of theeconomy of education, 2) research carried out in thefield, 3) influence of education on the economic growthof the country, 4) educational planning, 5) demand forqualified staff, 6) expenditure on education, 7) effects of

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training, 8) investment in the field of schooling and 9)economic and educational aspects of activities on thepart of educational administrations.

21. PODOSKI, KAZIMIERZ and PIASECKI, BOHDAN: Kosztyi efekty ksztalcenia w Po bee. (Costs and Effects of Schoolingin Poland). Paristwowe Wydawnictwo Ekonomiczne, Warsza-wa 1971, 299 pp.

The book contains a synthetic presentation of research onthe costs and effects of schooling in the Polish People'sRepublic. Chapter I deals with the methodology ofresearch on the subject, Chapters II and III includeresearch results concerning various types of schools(primary, non-full secondary agricultural and buildingschools, special, general secondary, full secondary voca-tional, medical colleges, teacher training colleges, voca-tional courses, vocational advisory centers, orphanages,etc). In the final chapter the authors draw a comparisonas between the results of various regions pointing to theenvironmental differentiation which has been noted invoivodships under examination.

22. RADOMSKI, STEFAN: Oiwiata i szkolnictwo wyisze w roku1969/70. (Education and Higher Education in the Year 1969-1970). Studia Pedagogiczne, Vol. 22: 1971, pp. 341-357.

In the year 1969-1970 further efforts were made to im-prove the quality of instruction in all the educationalinstitutions of the country. First of all stress was laid onadjusting the network of primary schools to the changingdemographic structure of the Polish People's Republic.Activities were also continued to promote post-primaryeducation, improve teaching methods in schools of varioustypes and levels and to bring the educational systemcloser to the needs of the national economy. The authorof the article nresents basic data pertaining to primaryand secondary schooling as, for instance, the number ofschools, pupils, teachers, expenditure on education, schoolbuildings, milt .)l experiments, etc. Data of the same typeare also provided concerning vocational schooling, adulteducation and out-of-school education. Then a discus-


sion on the higher schools folloWs, stress being laid on thechanges in the structure of training and improvement inthe vocational preorientation of candidates for studies.Numbers of students at various departments are providedas well as information concerning activities carried outby social and cultural institutions and organizations.

23. SZANIAWSKI, IGNACY: Zawlid i praca miedzy diagnOzq a prog-non,. (Labor and Profession. Diagnosis and Prognosis). RuchPedagogiczny 1971, No. 5, pp. 529-553.

Stating the necessity to introduce new teaching contenuto curricula of vocational schools the author discussesmain theoretical assumptions of educational changes.Emphasis is put on the significance of prognosticating thetechnological development and the economic growth ofthe country in order to construct proper curricula whichwould satisfy the future needs of the national economy.On the other hand the value of reliable diagnosis isstressed without which no valid prognosis can take place.In the first part of the article the 'author lists proceduresindispensable for carrying out educational policy withrespect to full and non-full secondary vocational educaztion.

24. SZLIC, ALEKSANDER: Lingwistyczne podstawy programn-wania jezyka. (Linguistic Foundations of Programming Lan-guage). Paiistwowe Zak lady Wydawnictw Szkolnycl', Warsza-wa 1971, 130 pp.

The author distinguishes several stages in the develop-ment of foreign language teaching methodology. Accord-ing to his division the first stage, called pre-scientific,lasted till the end of the 18th century. The scientific stageis divided into a number of phases at which variousconceptions of language teaching prevailed. Accordingto the present-day tendencies in foreign language teachingthe author attempts at combining the modern linguistictheory with the practice of language teaching. The follow-ing problems are discussed at length; communicationprocesses, coding and decoding, interference and themethodology of research in the field of applied linguistics.


A separate chapter is devoted to historical sources andgeneral conceptions of the programmed instruction, al-gorithms and programming techniques with respect tolanguage. The final chapter of the book deals with theequipment and the utilization of the language laboratory.

25. WILOCH, TADEUSZ: Przeslanki i zaloienia hipotetycznego mo-delu szkolnictwa w PRL. (Assumptions for a Hypothetical.Model of Schooling in the Polish People's Republic). RuchPedagogiczny 1971, No. 6, pp. 653-665. ,

The author reports on the research initiated by the Sectionfor the Organization of Schooling at the Institute forEducation. Investigations concern the model of schoolingwhich might be introduced in Poland in the course of thecoming ten years and are connected with the activitiescarried out by the Committee of Experts in Education.The author points to the main problem of the Polisheducational system, i.e. to the promotion of secondaryschooling. Other postulates pertain to the followingaspects: 1) maintaining the eight-year primary schoolfor children aged 6-14, 2) establishing the obligatory four-year secondary school, divided into two cycles, i.e. thegeneral cycle and the differentiated vocational or generalcycle. Division of pupils into cycles at the second stageof the secondary school would be based on ed icatiorialattainment. Much attention is also given to the prepara-tion for permanent education in the higher schools andother educational institutions as well as for individualforms of instructi--n.

26. Wytyczne KC PZPR na VI Zjazd Partii. Ksztalcenie i v.7-elo-wanie miodziely. (Guidelines of the Central Committee of thePolish United Workers' Party for the 6th Party Congress.Education and Upbringing of Youth). Nowa Szkola 1971,No. 11, pp. 1-3.

The article contains an excerpt from the documentprepared by the Central Committee which refers toeducational problems in the Polish People's Republic.The items of the guidelines pertain to the followingproblems: 1) tasks of the Party in the field of forming


full participation of the youth in the development of thecountry (improving the system of education, vocationaltraining, fostering creative initiative on the part of theyouth, ensuring responsible posts for young and ableworkers), 2) the role of youth organizations, 3) the4.unction of school, 4) the level of education, 5) modern-ization in the work of schools, 6) raising the socialprestige of the teacher, 7) raising qualifications of em-ployees in various branches of the national economy,8) improvements in the model of the educational system,9) trends in the development of the higher schoolingand 10) position of research workers.

27. ZACHAJKIEWICZ, EDWARD: Lubelski eksperyment awiato-wo-pedagogiezny. (The Lublin Educational Experiment).Paristwowe Zakiady Wydawnictw Szkolnych, Warszawa 1971,252 pp.

The book deals with the educational experiment initiatedin the voivodship of Lublin in the year 1965. The experi-ment aimed at the modernization of the educationalsystem through implementing the new achievement ofpedagogical ti- eory to the practice of school instruction.The first stage of the experiment was completed in 1970while the second is to be continued until 1975. The bookis divided into nine chapters. Chapters I, II and IIIpresent the activities of the local educational authoritiesbefore the implementation of the experiment. The develop-ment of education in the region of Lublin is discussedin detail, special stress being laid on the cooperation ofschool with the local community, modernization of schoolequipment, in-service teacher training and the introduc-tion of the what are called model schools popularizing newteaching methods among other educational institutions.Chapters IV-VII deal with the following problems:1) implementation of the new system of instruction inthe course of the experiment, 2) first effects of the im-plementation and 3) the over-all presentation of thelevel of instruction in both general and vocationalschools after the implementation of the new system.Chapter VIII discusses the organization of the secondstage of the experiment and Chapter IX its significance

18 SOCIAL AND EDUCATIONAL SCIENCES

for the theory and practice of instruction in the present-day school. The publication includes annexes and an amplebibY5ography of the subject.

See also: 5, 108.

IV. SOCIAL AND EDUCATIONAL SCIENCES

28. BOROWSKI, LECH: PGR jako irodowisko wychowawcze. (TheState Farm as an Educational Environment). Me§ Wsp61-czesna 1972, No. 1, pp. 120-125.

The article constitutes a report on the 5th National Sem-.inar in Education held in Kobylniki in 1971 by theInter-University Association of Educators at the Univer-sity of M. Copernicus in Torun and by the VoivodshipAssociation of State Farms in Bydgoszcz. The seminardealt with the problem of educational environment in thestate farm. Four reports were delivered based on researchcarried out in the voivodship of Bydgoszcz. L. BorowskiPresented problems of the family as an educational en-vironment. L. Trojek concentrated on the financial aidprovided by the family for the child. A. Matuszewskidiscussed the level of awareness of educational problemsin parents employed in state farms. E. Stefanowicz pres-ented data concerning the social and cultural activenessof parents employed in state farms. Conclusions drawnfrom the session pertained to the fact that the environ-ment of a state farm provides better educational oppor-tunities fcr the child's development than does an indi-vidual farm since 1) financial conditions of the familyare better 2) children are not used for work on the farmand 3) the intellectual level of parents is higher and thusthe level of aspirations constantly increases.

29. BOZKOWA, KRYSTYNA and KRZYSZTOFOWICZ, IRENAand SZTACHELSKA, IRENA: Wychowanie w rodzinie a in-stytucje opieki nad malym dzieckiem. (Education in the Fam-ily and Educational Institutions Providing Care for YoungChildren). Kwartalnik Pedagogiczny 1971, No. 4, pp. 179-186.

r

SOCIAL AND EDUCATIONAL SCIENCES 19

The article presents new problems of care for the youngchildren resulting from the changes in the structure ofthe society, from the professional work of women andfrom the change in the model of the family. Researchresults presented by the authors reveal that the mostproper psychometric development has been stated inchildren who were brought up only by the family. It is,however, impossible in the present social structure topromote this type of upbringing, since in most of thecases both parents work professionally. A number of stateinstitutions as, for instanec, nursery schools or kinder-gartens have been established In order to provide aid tothe working parents. In the course of discussion on variousshortcomings in the children's intellectual developmentmeasures have been undertaken to improve the conditionswithin all the educational institutions responsibly forchildren in the preschool age. What proved to be themost important was the in-service training of the staff.It is necessary to satisfy children's emotional needs, toprepare proper timetables for the children and to changedivisions into age groups. In the final part of the articlethe authors discuss various problems connected with theproper organization of care for the young children.

30. CZAPOW, CZESLAW: Wychowsnie dziecka w rodzinib a wplywgrupy rOwielniczej. (Education in the Family and the In-flut:ace of the Group of Peers). Kwartalnik Pedagogiczny 1971,No. 4, pp. 161-166.

The author discusses the role and influence exerted onthe individual by the group of peers from the point ofview of the development of the child's personality and hissocialization. Characteristics is provided of both formaland informal groups of peers and types of influence onthe child's patterns of behavior are presented accordingto the kind of group. Much attention is given to thecoordination of influence exerted by the family and bythe group of peers, special s:ress being laid on the parents'attitude toward the child's peers. Then the author presentsnorms of parental behavior ensuring proper social inter-actions for the child, i.e. a) creating an atmosphere whichwould make it natural for the child to jc only construc-:

SOCIAL AND EDUCATIONAL SCIENCES

tive groups and to reject destructive ones, b) diminishingthe control over the child with its age, c) revealing trustfor the child, and d) organizing child's leisure time sothat at least part of the child's social contacts could occurwithin the range of parents' observation.

31.- CZAPOW, CZESLAW and JEDLEWSKI, STANISLAW: Peda-gogika resocjalizacyjna. (Resocializing Pedagogy). Patistwo-we Wydawnictwo Naukowe, Warszawa 1971, 536 pp., bibl.

The book is a synthesis of knowledge concerning theresocializing pedagogy. The authors treat this kind ofpedagogy as a model for empirical educational sciencebased on well defined axioms and solid theoretical foun-dations. In chapter 1 a definition is presented of re-socializing pedagogy and a discussion follows of its subject,special stress being laid on correlations as between theresocializing and the special' pedagogy. Chapter 2 isdevoted to methods, problems and theorems of theresocializing pedagogy. Then resocialization is consideredas a process activating reeducation. The authors presenta praxiological Model of resocializing processes, demon-strate methods and techniques used and discuss variousinstitutions dealing with the problem. A review follows

skof the existing systems in the resocializing pedagogy.An ample bibliography of the subject is also included.

32. KAJA, HENRYK: Typy .trudnoici wychowawczych u dzieciw riSinym wieku. (Xypes of Educational Difficulties in Chil-dren of Various Age Groups). Psichologia Wychowawcza 1971,No. 5, pp. 547-553.

The author reports on research concerning the type ofeducational difficulties in children of various age groupsResearch covered 891 children aged 7-16. The first groupof children were those directed to the Educational Advi-sory Center in Bydgoszcz (419), while the second groupwas formed by pupils of Bydgoszcz primary schools (472).Four main types of difficulties have been distinguished,i.e.: 1) insufficient activeness of the child, 2) the low levelof socialization, 3) difficulties in social interactions and4) neuroses. Research objectives are: a) to state the cor-


relation as between the type of the educational difficultyand the level of school achievement, b) to state the socialposition of children revealing disturbancies, c) to statethe relationship between the type of educational difficultyand the functioning of the nervous system and d) to statethe relationship between the type of the difficulty andthe type of the family environment. Research carried outby means of psychometric and sociometric methods as wellas by means of the evaluation of educational achievementdemonstrated that 27.5 percent of school children aged7-16 reveal partial or global educational difficulties. Themost important causes of diffiCulties were stated to bethe folloWing: 1) educational errors of parents, 2) educa- .tional errors of teachers, 3) insufficient knowledge of thechild, 4) lack of proper remedial measures and 5) di-dactic errors c>: school. A detailed analysis of all the dataobtained in the course of research is included.

33. KOBLEWSKA, JANINA: Miejsce king w czasie wolnym mlo-dziely szkolnej. (The Place of the Cinema in the LeisureTime Activities of Pupils). Przegtqd Pedagogiczny 1971, No. 3,pp. 87-98.

The article presents research carried out in the Institutefor Education on the function of watching films in thecinema and on the types of developmental needs it satis-fies. Research covered 5000 pupils from two big and twosmall towns, the age span being 12-18. Research tech-niques were: questionnaires, observation cards filled inby psychologists, formmasters and physicians and sepa-rate observation documents prepared by researchers fromthe Institute for Education. Investigations aimed at statingfactors influencing the frequency of cinema attendance,i.e. age, sex, the structure of the family, the amount ofeducation in parents and the living conditions. One of themost important research objectives was also to state thecorrelation as between educational achievement and thefrequency of cinema attendance, to point out motives forthe choice of a given film, days when the frequency ofcinema attendance was the highest and wishes elicitedby the film. After discussing the above-mentioned prob-lems the author states that presenting interesting films

22 SOCIAL AND EDCATIONAL SCIENCSS

and discussing them with the children helps to developnot only their aesthetical sensibility but also criticism andindependent thinking. The systematic work of school inthis field can help the slow learners to develop a moreactive attitude toward the film content and in consequencealso to the teaching content.

34. KOBLEWSKA, JANINA: Problemy przejmowania przez ttdo-dziei szkolna wzor6w owbowych z filmu i telewizji. (Prob-lems of Children's Adopting Behavioral Patterns Presentedon TV and in the Cinema). Kwartalnik Pedagogiczny 1971,No. 4, pp. 101-102.

....---,,

The author discusses the problem of children's adoptingbehavioral patterns presented on television and in thecinema. Considerations are based on the results of researchcarried out at the Institute for Education in the years1966-68. Investigations revealed that adolescents aged13-18 who were brought up in full families adopt onlythe patterns of behavior demonstrated by positive heroes,while those brought un in broken homes demonstratea tendency to follow not only positive, but also negativeheroes. Three types of categories are important for ap-proving or rejecting a given hero by the pupil: 1) appear-ance, 2) personality features and 3) intellectual values.Film heroes who evoke sympathy and liking on the partof the young viewer were stated to be carriers of featuresapproved by the youth. Research revealed that patternsof behavior presented on the screen elicit vivid emotionalreactions on the part of the viewers and that TV serialsconnected by the person of the hero exert more influencethan single films watched in the cinema.

35. KOPCZYNSKI, RYSZARD: Psychologiczne podloie aktywnoiciw wychowaniu fizycznym. (Psychological Foundations ofActiveness at Lessons of Physical Training). Wychowanie Fi-zyczne i Higiena Szkolna 1971, No. 10, pp. 9-13.

According to the author, the main objective of lessonsin physical training is to provide the children with thepossibility to achieve full psychic and motor development.R. Kopczyziski analyzes factors influencing the children's


activeness in the course of physical training and discussesvarious forms of eliciting activeness. The following formsare presented at length: 1) arranging tests to be fulfilledby the children themselves, 2) increasing the numberof tests which would help to evaluate pupils regularly,3) introducing the what are called control games as anattractive form of checking the technique 04' playing, 4)organizing various types of competitions, 5,, rewardingand punishing and 6) encouraging the children to partici-pate in various sport meetings organized by school sportclubs. Emphasis is also laid on the necessity tp get pupilsused to exercising sport.

36. K.RASNIEWSKI, JERZY (ed.): Mlodziei i dorodilL (Youth andAdults). Iskry", 'Warszawa 1971, 267 pp.

The publication contains a collection of articles publishedin the daily Trybuna Ludu" within the frames of thediscussion entitled We Are All Educators". The contro-versial statements pertain to vocational education, socialmaturity and attitude formation. The following problemsare also considered by the authors: the situation of ado-lescents in school, at universities, in the family, at workand in the youth organizations as well as the formationof moral and ideological attitudes.

37. LOBOCKI, MIECZYSLAW: Zastosowanie socjodramy w wy-chowanin. (The Application of Role-Playing to Educativnl.Ruch Pedagogiezny 1971, No. 5, No. 575-588.

The author presents his opinions on the use of role-plyingin education on the basis of research carried out on thesubject Investigafions took place at fourteen summercamps. The resew -zhe7 decided to concentrate on onedependent variable only, i.e. on the children's opinion ofthe possibility to solve conflict situations in the group ofpeers. Opinions were measured on a five-point scale beforeand after the role-playing session. In the second part ofthe article the author analyzes both the advautages andthe disadvantages of role-playing in the educational proc-ess. The increase in the efficiency of educational proc-esies including role-playing is pointed out as well as


the growing integration of social interactions in the groupof children or adolescents. It is, however, stressed thatthe method of role-playing does not permit to form allthe aspects of the pupil's personality and is by no meanssuitable for all educational situations.

38. MILLER, ROMANA: Badania wynikaw wychowania i ich wplywna intensyfikacjc pracy wychowawczej. (Evaluation of Educa-tional Achievement in the Affective Domain and Its InfluenceUpon the Intensification of Educational Work). Studio Peda-gogichie, Vol. 22: 1971, pp. 33-76,

The author presents 7 master's dissertations preparedunder her scientific guidance, all of which dealt with theevaluation of educational achievement in the affectivedomain. All the students preparing their M.A. thesesworked in various educational institutions, thus theysuggested subjects of dissertations themselves with the endto improve the quality of education at their institutions.In the first part of the article It Miller discusses theproblem of duties as a basis for measurement in this field.Research results are presented pertaining to basic require-ments on the part of school and the pupil's attitude towardthem. The second part is devoted to the problem of initia-tive and creativity on the part of the pupil or of a groupof pupils as influenced by the type pf school requirements.In the third part the author analyzed educational in-fluence of fiction (books, films, TV programs, etc.). Inthe final statement the author points to the fact that ifthe educational theory is to serve educational practiceall the teachers should be prepared for carrying outeducational research on a small scale, since otherwise novisible progress will be noted.

39. MYSLAKOWSKI, ZYGMUNT: Pisma wybrane. (Selected Writ-ings), ed. T. Nowacki, Paristwowe Zak lady WydawnictwSzkolnych, Warszawa 1971, 283 pp. bibl.

Selected Writings" were published in honor of ProfessorMyslakowski. The introduction written by S. Bakikpresents achievements of Professor Myslakowski in thefield of educational sciences and in the field of research


organization in the city of Cracow. The articles publishedin the volume were chosen as the most characteristic forthe personality of the famous educator. Materials in-cluded in Selected Writings" pertain to the followingproblems 1) philosophy of education, 2) social foundationsof education, 3) general education, 4) the general theoryof instruction, 5) teachers' personality and 5) attitudeformation.

40. NOWICKI, GRZEGORZ: kozw6j wychowania fizycznego w szko-lach wojewiidztwa bydgoskiego 1966-70. (Physical Educationin the Schools in the Region of Bydgoszcz 1966-70). Wychowa-nie Fizyczne i Higiena Szkolna 1971, No. 10, pp. 3-5.

The author presents the realization of tasks resulting fromthe directives prepared by the Ministry for Education andHigher Education as well as by the General Committee ofPhysical Culture and Tourism in the schools from theregion of Bydgoszcz. The following problems are discussedin detail: 1) the teaching staff, qualifications and in-servicetraining, 2) sport equipment in schools, 3) the organiza-tion of activities in physical education, the role of SportClubs in schools, introduction of winter sports to thecurriculum, 4) the realization of the curriculum for special,what are called, sport classes with the increased numberof hours devoted to physical training and 5) activitiescarried out by school supervisors with respect to physicaleducation.

41. OSTRIHANSKA, ZOFIA: Sprawozdanie z konferencji nauko-wej poiwicconej oin6wieniu wynikow badaii nad mlodzielanie mutat sic i nie pracujacq. (Report on the Conference OnResearch Concerning Adolescents Staying Outside Work andLearning). Psychologia Wychowawcza 1971, No. 5, pp. 650-656.

The article contains a report on the conference devoted toproblems of adolescents staying outside work and learningheld at the Institute of Legal Sciences at the Polish Acad-emy of Sciences, February 24, 1971. During the con-ference research was presented carried out by the Sectionfor Criminology of the Polish Academy of Sciences in theyear 1968/69 in connection with the Ordinance by the


Council 'of Minister dated July, 25 1967 introducing theobligatory vocational training for adolescents aged 15-17staying outside work and learning. Professor Batawiczpresented main assumptions of research aiming to statethe level of maladjustment in the above mentioned groupof adolescents. Z. Ostrihariska presented research resultsconcerning girls. M. Marek discussed personality featureshindering school instruction in pupils under examination.Other reports dealt with remedial measures to be under-taken in the highest grades of the primary school and atthe two-year obligatory vocational schools.

42. POPIELARSKA, ANIELA and MAZUR, MIECZYSLAWA: Pro-by samohojcze u dzieci w iwietle wlasnych obserwacji. (Chil-dren's Suicides in the Light of Own Observation). ProblemyRodziny 1971, No. 4, pp. 39-47.

The article is a report on the research carried out in thePediatric Clinic of the Warsaw Medical Academy.. LI-vestigations pertained to attempts at committing a suicidein children below the age of 15. Research techniques usedwere interviews with parents and free interviews withthe children. Moreover, evaluation of intellectual develop-ment was completed by means of psychometric tests. Theauthors concentrate on two problems: 1) ways of attempt-ing to commit a suicide and 2) immediate causes of sui-cides. It has been stated that the most common way ofattempting to commit a suicide consists in taking a givenamount of medicines of various types. Other, less commonways are: gas poisoning, hanging or veins cutting. It hasalso been noted that the immediate causes for suicidalattempts were usually some insignificant events in theeveryday life of the child, e.g. blame by the teacher, badmark in school, etc. In the course of the research theauthors tried to find out how the child arrived at theidea of. committing a suicide. An analysis follows ofvarious internal and external factors determining this wayof reacting to life difficulties.

43. RODZIEWICZ, EWA: Z badan nad miodzietc nie uczcat sici nie pracujccc. (Adolescents Staying Outside Work and Learn-ing). Stadia Pedagogiczne, Vol. 22: 1971, pp. 191-207.


The author of the article discusses results of the researchcarried out by the Committee for the Problems of Chil-dren and Adolescents in the city of Gdansk. Researchpertained to adolescents aged 14-18 who either did notgraduate from the primary school or did not continue thelearning staying at the same time outside any professionalwork. The number of adolescents staying outside workand learning increased with the demographic explosion.The problem was immediately noticed by educators andmeasures have been undertaken to liquidate the phenom-enon. The author distinguishes four groups of difficultiesin remedying the existing situation: 1) lack of sufficientinformation concerning the future careers of pupilsdropping primary schools or graduating from them, 2) lackof the sufficient number of places in attractive post-primary schools, 3) shortcomings in the work of vocationaladvisory centers and 4) lack of the proper influence onthe part of the family.

44. SOBANSKA, JULIA: Wychowanie w rodzinie a potrzeby mlo-dziely. (Education in the Family and the Needs of Childrenand Adolescents). Psychologia Wychowawcza 1971, No. 5, rp.561-566.

The article is a report on research carried out on thesample of 226 adolescents, 128 girls and 98 boys aged13-17 which aimed at stating the correlation as betweenthe adolescents' needs and the possibilities to satisfy theseneeds in the family. The following research techniqueswere used: 1) a questionnaire specially designed for thepurpose, 2) interview with the child, 3) interview with hisparents. In the course of investigations it has been statedthat: 1) every eleventh child doubts the love of his parentsor is sure they are completely indifferent toward him,2) every fourth child desires to increase the number ofinteractions with his parents, 3) every sixth child wantsto improve the atmosphere of his family, 4) every twen-tieth wants to live in a full family again, 5) every fifthchild is convinced that in any difficult situation he cannotrely on his parents' help. The author discusses in detailthe research results and formulates several postulates


concerning the popularization of educational knowledgeamong parents.

45. STRZY2EWSKI, STANISLAW: Aktywnoie motoryczna a rozwojosobniczy i zdatnok do pracy umyslowej uczniOw. (MotorActiveness in Pupils and the Individual Development andAbility for Intellectual Work). Paristwowe Wydawnictwo Na-ukowe, Poznan 1971, 94 pp.

The book reports on research concerning the impact ofmotor activeness on the physical development of girls aged14-17 as well as on their educational achievement andbehavior. The research covered secondary school pupilsand was carried out by means of the natural experimentaccompanied by observation. Experimental groups wereprovided with additional physical training lessons (fourhours a week). Research results revealed: 1) irregularitiesin the physical development of adolescents, 2) considerableincrease in the motor development of experimental groups,3) lack of significant differences in the basic character-istics as, for instance, weight, and 4) higher educationalachievements in experimental groups. Concluding, theauthor postulates to increase the number of hoursdesigned for physical training in order to improvethe somatic and motor development of adolescents toenable pupils to participate in voluntary motor activitiesorganized by a specialist, to enable all the pupils to par-ticipate in organized forms of active leisure in the courseof the summer holidays and to promote sport and activeleisure in the whole society.

46. SUCHODOLSKI, BOGDAN: Perspektywy wychowania. (Per-spectives of Education). Argumenty 1971, No. 36, pp. 1, 10.

The author defines the educational process as a processof maturation leading to the ability to fulfil definite tasks.Tasks are meant to be requirements set forth by thesocialist country toward its citizens. Educational objec-tives should not only tend to satisfy individual needs butought to form the ability to notice a variety of values inthe surrounding reality as well as the ability to actcreatively. What should be considered as the most impor-


tant educational objective is to create a close relationshipbetween the individual and the group of people and toprepare the pupil for the developing civilization througha number of different tasks and activities. Each of theseactivities should be planned so that it would engage thewhole of the pupil's personality. The individual wouldthus abandon his" private inner world in order to getinvolved in the objective world of the civilization whichwould then become his own private world.

4'7. SZYMANSKI, MIROSLAW: Srodowiskowe uwarunkowania se-lekcji szkolnej. (Environmental Conditions for School Selec-tion). Przeglad Pedagogiczny 1971, No. 3, pp. 117-123.

The article is a report on research concerning the causesof insufficient popularity of postprimary education amongadolescents from the rural regions. The most importantaspects of research are the following: 1) problems ofschool selection and problems of learning conditions aregiven an equal consideration, 2) an attempt is made ofan over-all presentation of factors influencing schoolselection, 3) the new division of the sample is suggested,i.e. grouping according to administrative regions, 4) it isrequired that the length of field study should exceed twoyears, 5) various, mutually complementary research tech-niques are introduced, 6) many-sided analysis of datais provided. The author points5 oints to considerable differencesin school selection according to the type of environmentas well as to the complex character of influences. It ispostulated to increase the number of primary schools inthe rural regions, provide full control over the schoolselection, increase the number of postprimary schools,provide sufficient numbers of places in boarding-housesand sufficient financial aid.

48. WEBER, MARIA: Miodziei a wspolczesne wzory wychowania.(Youth and the Modern Educational Patterns). Ludowa Spot-dzielnia Wydawnicza, Warszawa 1971, 171 pp.

The publication is the tenth in the series devoted toresearch on the rural youth. The author presents the

VI,


results of research concerning the correlation as betweenthe educational ideal promoted by school, youth organiza-tions and mass media on the one hand, and the actualattitudes of the young generation on the other, as ex-pressed in intention and in the situation of conflict valuesexisting in the environment. The book is divided into sixparts dealing with the following problems: researchmethods, behavioral patterns and the two ideals underexamination (the socialist and the catholic one), ideals anddesires of adolescents in the light of research data, dif-ferences between the four groups of adolescents: a) bigtown secondary school youth, b) village secondary schools,c) big town vocational schools and c) rural vocationalschools as well as the influence of demographic factorson the differentiation of attitudes toward educationalideals. The author points to the difficulty of measuringattitudes on the part of the youth, as verbal declarationscannot always be taken as reliable indicators of actualattitudes.

49. WINCLAWSKI, WLODZIMIERZ: Przemiany grodowiska wy-chowawczego wsi peryferyjnej. Studium wioski Ciche Gernepowiatu nowotarskiego. (Changes in the Educational Environ-ment of Rural Regions on the Example of the Village of CicheGorne). Zak lad Narodowy im. Ossolifiskich, Wroclaw 1971,292 pp.

The book has been prepared in the Institute for Philosophyand Sociology at the Polish Academy of Sciences on thebasis of research carried out in the years 1966-69. Thepublication is the first empirical study concerning therural educational environment. Four main problems havebeen analyzed by the author. The first pertains to thecorrelation as between the influence of the local com-munity and the impact of school. Research results revealedconflicts between educational patterns in the family andthese promoted by school. The second problem pertainsto the correlation as between the type of educational in-flurAce and the changes in the social structure of thevillage. The third problem is connected with the timebudget of the child, frequency of school attendance, thechild's participation in the group of peers and differences

TEACHER'S PROFESSION31

in these respects between the rural and the urban chil-dren. The fourth problem pertains to the assesment of IQas well as of the motor, emotional and intellectual develop-ment of the rural children. Data have been collected bymeans of observation, questionnaires, interviews, soci-ometric and psychometric tests, analysis of school docu-ments and archival sources. As the analysis is a case-studyof one village in the district of Nowy Targ, the authorprovided ample materials contributing to the characteris-tics of the settlement, e.g. historical and dialectal annexes,memoirs by the inhabitants of the village, letters as wellas documents preserved by the authorities and pertainingto the social and economic structure of the region.

See also: 83.

V. TEACHER'S PROFESSION

50. CZEKAJOWSKI, RYSZARD: Ksztalcenie I doskonalenie pedago-giczne kadry naukowo-dydaktycznej w uczelni technicznej.(Pre- and In-Service-Training of University Teachers ata Technological University). Dydaktyka Szkoty Wyiszej 1971,No. 4, pp. 253-264.

The article discusses the structure and organization ofpedagogical training for the teaching staff of technologicaluniversities. The postulate is advanced to introduce a newtype of training. The first stage of the suggested trainingconsists in attending a two-term pedagogical course of120 hours organized centrally by each higher school. Thesecond stage consists in a decentralized team-training atinstitutes where participants deal merely with problemsspecific for a given discipline. The specialized trainingtakes various forms, as, for instance, seminars, consulta-tions, lectures, self-instruction, etc. The third stage pro-vides the highest level of pedagogical knowledge at post-graduate studies in the field of educational sciences withspecial emphasis on higher school didactics. At the thirdstage of the training the participants should prepareresearch work at Educational Sections of various techno-logical universities.

32 TEACHER'S PROFESSION

51. DANEK, WINCENTY (ed.): Przedmioty pedagogiczne w ksztal-ceniu nauczycieli. Dobor kandydatew na studia. (PedagogicalSubjects in Teacher Training. Selection of Candidates forStudies). Wyisza Szkola Pedagogiczna w Krakowie, Krakow1971, 154 pp.

The book consists of three parts. Part 1 constitutes a col-lection of articles on the role of pedagogical subjects inteacher training. J. Kulpa discusses the problems ofpermanent education. J. Kulpa and S. Szwabowski con-centrate on the role of pedagogical studies in raisingteachers' professional qualifications. J. Dlugosz reports onthe research concerning the level of pedagogical knowl-edge in primary school teachers. E. Turska points to thesignificance of psychology as a subject introduced atextramural teacher training colleges. J. Wilk advancespostulates concerning the organization and structure ofthe section for psychology at the advanced teacher train-ing college and E. Berezowski presents problems connectedwith the application of teaching machines to the processof instruction and self-instruction. Part 2 includes articlesconcerning the selection of candidates for studies. J. Ja-rowiecki discusses changes in the social composition ofstudents at the freshman year of Cracow higher schoolsin the year 1967-71. J. Bugiel lists factors influencing thechoice of studies and M. Guipiel analyzes the preparationof candidates for studies in the Higher School for Educa-tion in Cracow in the year 1968/69. Part 3, written byT. Jarowiecka, discusses problems of tourism in the higherschool environment. The final chapter of the publicationcontains a review of seminars, sessions and meetingsdevoted to educational problems held in the Cracow higherschools.

52. KOZLOWSKI, JOZEF: Organizacja i kierowanie szkolq. (Organ-izing and Managing Schools). Ruch Pedagogiczny 1971, No. 6,pp. 666-667.

In the article the author presents assumptions, curriculumand teaching methods for a new subject introduced to theAdvanced Teachers' College in Siedlce and designed forschool principals and candidates for the post. The new

o

i'

TEACHER'S PROFESSION 33

subject appears in the curriculum for extramural studiesas a complementary discipline accompanying the mainspecialization. The over-all number of hours designed forit amounts to 224 i.e. 89 hours of lectures and 135 hoursof classes. It has been aimed at formulating a generalprogram o' managing schools so that the future graduatesget used to systematic work and to the proper organizationof activities, which can positively influence the nationallevel of effectiveness in various fields. The followingproblems are emphasized by the author: 1) the problem ofleadership, 2) foundations of the proper functioning ofschools, 3) the cycle of the school's work and 4) principlesof effective managing schools. The suggestions presentedby the author are new as compared to the traditionalprograms and methods of training school managers andschool administrative staff.

53. KRAWCEWICZ, STANISLAW: Kierownik i kierowanie a wsp61-praca i wsp011ycie w zeapolach nauczycielsldch. (The Principaland the Style of Leadership and the Cooperation and Co-existence Among Teachers). Nauczyciel i Wychowanie 1971,No. 5, pp. 86-108.

The author's considerations are based on the data obtainedthrough a questionnaire circulated among the teachers andon the materials sent to the General Committee of thePolish Teachers' Union in connection with the competitionentitled Cooperation and Coexistence Among Teachers:Reality and Suggestions". The author concentrates on thecorrelation as between various patterns of behavior andleadership on the part of the principal on the one handand various types of atmosphere among teachers, on theother. The following aspects of the problem are discussedin detail: 1) general charateristics of the cooperation be-tween the principal and his teachers, 2) a model principalas viewed by the teacher 3) :actors hindering the princi-pal's work and 4) styles of leadership on the part of theprincipal. Concluding the author postulates to work outproper and valid criteria for the selection of peoplesuitable for the post of a principal.

34 TEACHER'S PROFESSION

54. MUSZYSSKI, HELIODOR: Teoretyczne podstawy systemu wy-chowawczego uczelni ksztalcacej nauczycieli. (TheoreticalFoundations of the Educational System for Teacher TrainingColleges). Nauczyciel I Wychowanie 1971, No. 5, pp. 54-74.

The article deals with the problems cit organizing anddeveloping the educational system in the higher school.Special emphasis is laid on the educational system to berealized in teacher training colleges. The following aspectsof the problem are discussed in detail: 1) the concept ofthe educational system and the procedure of its formation,2) conditions and specific features of the educational workin the higher school, 3) main educational tasks of thehigher school, 4) mechanisms underlying the processes ofpersonality formation in the higher school, and 5) tasksand structure of the educational system in the higherschool. The author bases his considerations on the assump-tion that the educational system of the higher schoolshould consciously integrate all the elements whichspontaneously occur in the everyday life of each educa-tional institution, and especially those being of primaryimportance for the process of personality formation.

55. NOWAKOWSKA, IRENA: Szkola wspolczesna w iwietle sta-tystyki i opinli nauczycieli. (The Contemporary School in theLight of Statistical Data and the Teachers' Opinions). Panstwo-we Wydawnictwo Naukowe, Warszawa 1971, 128 pp.

The book pertains to the secondary schooling, i.e. to gen-eral schools and both full and non-full vocational second-ary schools. Part 1 presents the development of thesecondary education, its perspectives and range, the databeing grouped according to the type of school, the regionof the country, sex, social origin, and social composition.All the data presented in this part are based on statisticalsources (annals of the Main Bureau for Statistics andof the local educational authorities) for the years195511958-1968/1969. Part 2 presents the results of re-search on the teachers' opinions carried out by means ofquestionnaires in Warsaw secondary schools. The ques-tionnaire concerned the most important problems of thecontemporary education.

TEACHER'S PROFESSION 35

56. Program doskonalenia i samoksztalcenia nauczycieli. (Programof In-Service Teacher Training and the Teacher's Self-Instruc-tion). Nasza Ksiegarnia", Warszawa 1971, 106 pp.

The introduction to the publication contains the Act bythe Central Committee of the Polish Teachers' Unionconcerning the program of in-service training for teachersand their self-instruction. All the district sections of theUnion are obligated to get teachers acquainted with theProgram" and to use it in initiating various types ofself-instructional and in-service-training activities organ-ized by the Union. Suggestions included in the Program"pertain to the following subject areas: selected problemsof the marxist philosophy, foundations of sociology,aethical problems, political problems of the contemporaryworld, main problems of the Polish economy, culture andart, educational policy, foundations of the socialist educa-tion, social and psychological conditions for the course ofeducational processes, modernization of the teaching-learning process, progress in educational sciences andproblems connected with the teacher's profession.

57. RATUS, BRONISLAW: Ksztalcenie i rozw6j kadr oiwiatowo-kulturalnych na Ziemi Lubuskiej w latach 1945-1965. (Train-ing Cultural and Szcial Workers in the Region of ZielonaGera in the Years 1945-1965). Wydawnictwo Uniwersytetu im.Adama Mickiewicza, Poznati 1971, 171 pp.

The publication deals with the process of training teach-ers, librarians, journalists, actors, musicians and researchworkers in the region of Zielona Gera in the years 1945-1965. The period under examination has been divided intothree subperiods: 1) years 1945-1950, 2) years 1950-1956and 3) years 1956-1965. The criteria for the division weresought among significant political events which influ-enced the changes in the profile of the educational policy.Chapter I contains a discussion on the cultural-level ofthe region in the year 1945. Chapter II presents the periodof years from 1945 to 1950 and discusses the passage fromthe spontaneous teacher training to a fully directedsystem. Chapter III is devoted to the second subperiod,i.e. to the years 1950-1956 and discusses various, newly

I

36 SCHOOLS AND INSTITUTIONS

established teacher training institutions. Chapter IV coversthe period of years 1956-1965 and analyzes the formationof various artistic and literary grups in the region ofZielona Gora, as well as presents characteristics of devel-opmental process in the field of teacher training andresearch activities. The publication is based on documen-tary evidence.

58. WO,ITYNSKI, WACLAW: 0 ksztalceniu nauczycieli askoly pod-stawowej w Po lace i as iwiede. (Training Primary SchoolTeachers in Poland and Abroad). Pal stwowe Zak lady Wy-dawnictw Szkolnych, Warszawa 1971, 311 pp.

The author discusses various problems connected withthe role of the teacher in the primary school and presentsmodern trends in the training of primary school teachersin Poland and abroad. The book is divided into six parts.Part 1 contains historical and comparative considerationsof the teacher's personality and the teacher's profession.Part 2 includes a discussion of problems connected withtraining primary school teachers in Poland in the years1918-1970. Parts 3-5 deal with the same set of problemsin socialist, western and developing countries. The finalpart is devoted to research carried out on the subject andto theoretical considerations on the teachers prestige, aspresented at the Paris Conference in 1966.

See also: 8, 99.

VI. SCHOOLS AND WSTITUTIONS

(by type or level)

VI. 1. PRESCHOOL.

59. DMOCHOWSKA, MARIA: Drop ddedcs do nauki pisania.(Teaching Young Children to Write). Pafistwowe Zak ladyWydawnictw Szkolnych, Warszawa 1971, 202 pp.

The publication is a report on research concerning reg-ularities in the development of the skill to copy graphic

SCHOOLS AND INSTITUTIONS37

symbols in the six-year-olds. Investigations have beencarried out in order to work out an over-all conceptionof preschool education preparing young children for tasksincluded in the curriculum for grade I of the primaryschool. Experiments pertained to groups of children aged5.8-6.3 and were conducted by means of various psycho-metric techniques and subject games. Research resultsindicated that only 32 percent of graphs have been copiedproperly. The author presents a complete analysis ofdifficulties encountered by the children in the process ofcopying, the hindering factors being divided into threegroups: 1) factors connected with the intellectual develop-ment of the child, 2) factors connected with the child'ssocialization and 31 factors connected with the level ofmotor development in children. It has been pointed outthat considerable differences can be noted in the levelof analysis and synthesis even in children of the same agegroup. The author stresses, however, that regularities canbe easily detected in the development of children enablingto effectively organize the teaching process and that a fullanalysis of regularities forms a sufficient basis for thepreparation of various sets of compensatory exercises.In the final part of the book the author presents a classi-fication of mistakes in copying according to various devel-opmental factors and suggests a number of techniquesuseful in the leveling of the children's schoolstart.

60. MOLIERE, STANISLAWA: Metodyka wychowania fizycznegow przedszkolu. (Methods of Physical Training in the PreschoolEducation). Sport i Turystyka", Warszawa 1971, 224 pp.

The author discusses the traditional model of physicaltraining in the kindergarten and presents modern tend-encies in this field. Further considerations are based ondetailed analysis of the child's psychological and physicaldevelopment. Part 2 deals with basic problems pertainingto organizational and methodological aspects of the train-ing, i.e. conditions and the organization of activities,equipment, hygiene, safety, etc., stress being laid onvarious forms of motor activities. In the final chapter ofthe book the author presents sets of exercises designed

i


for various age groups. Each set is preceded by briefcharactepstics of the child's level of motor developmentat a given age.

61. Na warsztacie przedszkola. (Kindergartens Discussed). Gtos Nau-czyciglski, 1971, No. 50, p. 10.

The Commission for Science and Education establishedat the Polish Diet on November 26, 1971 discussed thepresent state of preschool education. The analysis wasbased on the data obtained in the course of inspectionsin 28 kindergartens in the voivodships of Lodi and Rze-szow, at meetings with kindergarten teachers in thedistrict of Slupsk as well as on data prepared by all localeducational authorities of the Polish voivodships. Theanalysis revealed that only 24 percent of the children inthe preschool age attend kindergartens, since the distribu-tion of kindergartens is irregular thus opening unequalpossibilities - for attendance. The insufficient range ofpreschool education in rural regions was demonstrated,as well as bad financial conditions, shortcomings in theavailability of medical service, etc. As the present situationrequires immediate changes the resolution was adoptedto assign all the existing financial means for the improve-ment of kindergartens and for establishing new ones. Ithas also been resolved to change a number of acts pertain-ing to preschool education e.g. the one concerning tuitionat the nearest session of the Diet.

62. WILGOCKA-OKOICI, BARBARA: 0 badaniu dojrzaloici szkolnej.(Measuring School Readiness). Patistwowe Zaklady Wydaw-nictw Szkolnych, Warszawa 1971, 68 pp.

The book contains an introduction, eight parts and anannex including the school readiness test, informationcards and the questionnaire for observations of the child'sbehavior. The first two chapters present a brief acc6untof research carried out on the subject, special stress beinglaid on investigations started in 1968 at the Institute forEducation on the sample of 1072 children from 91 urbanand rural districts. Chapter 3 deals with the characteristicsof the school readiness test. its structure and administm-

SCHOOLS AND INSTITUTIONS 39

tion. Chapters 4 and 5 are devoted to problems of scoring

and diagnosing. Chapter 6 contains a discussion of in-fluences exerted by the environment and of the ways ofmeasuring socialization in 6-year-olds. In the last twochapters the author presents results of research on thecorrelation as between the school readiness and the degreeof fulfilling school tasks. Instructic are also providedwith respect to the utilization of sell-A readiness data inthe work of the primary school teacher.

VI. 2. PRIMARY

63. FALSKI, MARIAN: 0 fundamencie edukacji. (On the Founda-tions of Education). Trybuna Ludu 1971, No. 249, p. 5.

The author presents his personal opinions on the newdraft of the reform of the initial instruction, i.e. instruc-tion in grades I-IV of the primary school. A detailedanalysis is provided of the article published in the dailyTrybuna Ludu 1971, No. 193 which concerned curriculumchanges in the first grades of the primary school. The

author states that the changes suggested in the draftprepared by the Ministry for Education and Higher Educa-

tion pertain to the problems which have been studied andanalyzed for a long time especially in the years 1958-1962.

Referring to statements by the Head of the CurriculumDepartment at the Ministry, the author presents hisopinions concerning the teaching of mother tongue andmathematics in the lower grades of the primary schools.M. Falski approves of the changes in the math curriculum,although in his opinion no unverified suggestions shouldbe included in the final form of the document. At the endof the article M. Falski postulates to reorganize the net-work of primary schools in the Polish People's Republic.

64. GORECKA, ALICJA: Wplyw grodowiska rodzinnego na zapamic-tywanie tekstow przez dzieci. (The Impact of the FamilyEnvironment on Remembering Texts by Children). Psychoio-gia Wychowawcza 1971, No. 5, pp. 556-561.

The article is a report on the research concerning theimpact of the family environment on remembering texts


by pupils in grades IIIVIII of the primary school. 50pupils were examined from each age group 9-15. Meas-urement of the memory span was carried out by meansof a new method worked out by Professor M. Kreutz andadjusted to the primary school level by the author of thearticle. Investigations aimed at stating the correlation asbetween various social factors and the memory span,special stress being laid on the amount of education inparents. Data pertaining to the development and func-tioning of the children's memory revealed evident short-comings in memorization processes of children whoseparents obtained only primary education. Ample statisti-cal data are included in several tables illustrating theauthor's considerations.

65. HAWLICKI, JOZEF: Rozwijanie uzdolnien matematycznych.(Developing Abilities for Mathematics). Par stwowe ZakiadyWydawnictw Szkolnych, Warszawa 1971, 239 pp.

The author discusses various aspects of solving mathe-matical problems by pupils in grades IIV of the primaryschool. Considerations are based on a didactic experimentorganized by the author as well as on ample observationalmaterials drawn from the teaching practice of J. Haw lickiand a number of other teachers of the subject. In the firstpart of the publication the author analyzes the conceptof abilities, the correlation as between knowledge, skills,habits and abilities as well as the source of failures in thelearning of mathematics special stress being laid on therole of memory in learning. Then a discussion follows ofabilities revealed at the stage of initial instruction. Furtherchapters present the course and results of a didacticexperiment in the field of teaching mathematical opera-tions and solving text problems in grades IIV of theprimary school. A separate chapter is devoted to solvingmathematical problems by six-year-olds. In the final partof the book the author discusses average educationalachievements in mathematics in the lower grades of theprimary school, causes of school failure and advancesa number of postulates concerning curricula and text-books. Didactic principles connected with the teachingof mathematics at the beginners' level are also listed.


66. JAKOWICKI, ZDZISLAW: Dojrzalok spoleczna i intelektualnadzieci rozpoczynajgcych nauke szkoIng. (Social and IntellectualDevelopment of Children Entering the Primary School). RuchPedagcgiczny 1971, No. 5, pp. 554-565.

The article deals with the social and intellectual develop-ment of children entering the primary school, the impactof preschool education on school readiness and the educa-tional achievement of pupils in grade I of the primaryschool. Considerations are based on research carried outin the years 1967-1969 on the sample of 200 children, i.e.100 children who attended kindergarten and 100 childrenwho were brought up at home. In each of the two groups50 boys and 50 girls were examined. The following re-search techniques have been used: 1) Raven's test, 2) Ko-nopnicki's socialization test, 3) directed permanent obser-vation, 4) analysis of school documents. Research resultsdemonstrated that: a) children who attended institutionsof preschool education reveal much higher educationalachievement, b) data concerning school readiness obtainedat the beginning of grade I are extremely useful for theproper organization of the teaching learning process inthe course of the first year of instruction in the primaryschool and c) a high correlation can be stated as betweenthe scores on tests and the evaluation done by the teacher.

67. KRZYSZTOSZEK, ZOFIA: Praca wychowawcza w klasach VVIII. (Educational Work in Grades VVIII). Paiistwowe Za-kiady Wydawnictw Szkolnych 1971, 177 pp.

The book contains practical and instructive materials forteachers and form-masters and deals with the organizationof educational work in the higher grades of the primaryschool. The author discusses the following problems: 1)developmental characteristics of pupils in grades VVIII,2) educational tasks of school, 3) contents and organizationof educational work in the primary school, 4) assumptionsand contents of 1Pssons in civic education, 5) educationalwork of the form- master and the youth organizations aswell as non-lesson and out-of-school activities and 6)planning educational work.


68. KUTZNER, JANINA: Z prat nad modernizacjg wychowania fi-zycznego w klasach I-IV. (Modernizing Physical Training inGrades I-IV of the Primary School). Przeglqd Pedagogiczny1971, No. 3, pp. 99'404.

The article presents experiments and investigations car-ried out by the Section for Health Education and theSection for Initial Instruction at the Warsaw Institute forEducation. As evident shortcomings'in the physical educa-tion of young children have been noted, activities wereinitiated aiming at the rational organization of the physi-cal training in grades I-IV of the primary school. Experi-ments were carried out in the voivodships of Cracow,Warsaw and Gdansk on the sample of 3500 children. Themain research problems were: 1) to state whether it isadvisable to separate physical training from the globalinstruction in grades I-IV and thus employ a specializedteacher, 2) to state whether the physical training shouldbe taught in coeducational groups or not and if not, inwhich grades and c) to find methods of increasing thechildren's interest in physical training and their activenessat lessons. At present a discussion takes place among thePolish specialists in initial instruction and in the comingmonths the expermient will be implemented in a greaternumber of schools in various voivodships.

69. KWAK, ANNA: Postawy rodzicielskie a przystosowanie dziecido warunkOw w pierwszej i drugiej klasie szkoly podstawo-wej. (Parental Attitudes and the Children's Adjustment tothe Learning Conditions in Grades I and II of the PrimarySchool). Zagadnienia Wychowawcze w Aspelccie' Zdiowia Psy-chicznego 1971, No. 1/2, pp. 21-32.

The impact of parental attitudes on the adjustment ofchildren to learning conditions in grades I and II of theprimary school is analyzed on the basis of the results ofresearch carried out on the sample of 280 pupils. Researchtechniques used were: D. Markowska's test measuringthe child's behavior in school and providing a division intowell and badly adjusted pupil., Terman-Binet's intelli-gence test and the Schaefer and Bell's attitude scalepertaining to the family life. On the basis of the data


obtained the author stated: 1) the level of adjustment inchildren, 2) parental attitudes, i.e. a) mothers' attitudes,b) fathers' attitudes and 3) the level of the child's de-velopment. The age of parents and their amount ofeducation were also taken into consideration. In the finalpart of the article, the author discusses the type ofrelationship between parental attitudes and the level ofadjustment in children.

70. LECH, KONSTANTY: Przechodzenie od tradycyjnego do no-woczesnego systemu nauczania. (Passing from the Traditionalto the Modern System of Instruction). Nauczyciel I Wycho-wanie 1971, No. 5, pp. 32-38.

On the example of a lesson in the Polish language theauthor analyzes three possible conceptions of constructinglessons in grades V-VIII of the primary school, i.e. E.Fleming's, J. Galant's and the author's own conceptions.A comparison is drawn as between the three conceptionsof problem-solving instruction, which makes it evidentthat the basic difference lies in the fact that the thirdlesson places the teaching content at three levels, i.e.: 1)the level of concrete facts, 2) the level of models and 3) thelevel of conceptual structures. Since the third lesson basesmostly on two higher levels, i.e. on the level of modelsand on that of conceptual structures, the teacher becomesan organizer of the pupils' activities rather than a lecturertransmitting the ready-prepared knowledge to his pupils.The author stresses, however, that even in this structureof the lesson the teacher does not cease to influence hispupils by his whole personality.

71. MOLOJEC-WOJCIECHOWSKA, LUDWIKA: Rozwoj umyslo-wy i spoleczny dzieci z reinych grodowis-'- wychowawczychw pierwszym roku nauki szkolnej. (Intellectual and SocialDevelopment of Children in the First Year of School Instruc-tion). Psychologia Wychowawcza 1971, No. 5, pp. 537-539.

Research presented in the article aimed at stating thecorrelation as betwen the level of intellectual and socialdevelopment of children entering school and their futureschool career. Investigations carried out in the Warsawprimary schools covered 60 children. The sample was


divided into four groups according to the type of thesocial environment, i.e.: 1) the family, which considerseducation to be a planned and a systematic process andrealizes this postulate in the process of upbringing, 2) thefamilies exerting no planned educational influence uponthe child, 3) the orphanages exerting no planned educa-tional influence and 4) the orphanages exerting plannededucational influence. Each group of 15 children wasexamined in order to state the level of their social andintellectual development as well as the educationalachievement in grade one of the primary school. On thebasis of research results it has been stated that the level ofthe social development is more important for the propereducational achievement in the first year of school in-struction than the level of the intellectual development.Unsatisfactory educational achievement was first of allascribed to the improper satisfying of the children's emo-tional needs.

72. ORYL, MIECZYSLAW: Warunki pracy miejskich i wiejskichszkol podstawowych. (Working Conditions of Urban andRural Primary Schools). Wychowanie 1972, No. 1, pp. 8-11.

Research carried out in the year 1970 by the Departmentof Education and Culture in Mlawa aimed at stating thedifferences between the situation of schooling in urbanand rural areas of the country. The author discussesfactors influencing the level of knowledge in pupils ofeight-year primary schools in the above mentioned dis-trict: 1) the amount of education in the teacher, 2) theamount of education in parents and their attitude towardtheir child's learning, 3) care for children and adolescents,4) school equipment, 5) developing interests and aid pro-vided for slow learners and 6) introducing elements ofeducational progress to schools of the district. Materialspresented in the article point out to significant differencesin the working conditions of schools in urban and ruralareas of the district, the rural schools revealing muchlower educational level. Ample statistical data are in-cluded.


73. POLINSKI, JAN: 0 wychowaniu obywatelskim w szkole pod-stawowej. (Civic Education in the Primary School). Patistwo-we Zak lady Wydawnictw Szkolnych, Warszawa 1971, 126 pp.

The book contains a discussion of basic didactic problemspertaining to the civic education in the primary school.In part 1 the author presents his definition of the subjectarea, a hierarchy of educational objectIves as well as theteaching methodology. Pal t 2 contains a detailed dis-cussion of teaching methods, classroom techniques, typesof lessons, forms of homework and ways of teachers'preparation for the lesson. The publication includes a shortbibliography of the most useful publications on thesubject.

74. PRZETACZNIKOWA, MARIA: Rozwej i wychowanie dziecii mlodzieiy w irednim wieku szkolnyrn. (Development andEducation of Children in the Middle School Age). Nasza Ksie-garnia", Warszawa 1971, 284 pp.

The author distinguishes what she calls a middle schoolage, i.e. 11-15 and provides justification for the necessityto discuss psychological and educational aspects of thisage group separately. The publication is devoted to bio-logical foundations of mental development of childrenaged 11-15 and especially to the development of theirspatial and time orientation. A separate chapter dealswith the regularities in the development of memory.Further chapters contain a discussion of the followingproblems: 1) the development of speech and thinking,2) emotional sphere, 3) regularities in the socializationprocesses and 4) the process of personality formation.

75. TYSZKOWA, MARIA: Zachowanie sic dzieci szkolnych wobectrudnoici i nepowodzen w rozwiqzywaniu trudnych zadafi.(Behavior of School Children Faced by Failure in SolvingDifficult Tasks). Psychologia Wychowawcza 1971, No. 5,pp. 539-547.

The article constitutes a report on research carried out bythe author on the behavior of children aged 9-13 indifficult situations, i.e when faced by a mathematical


problem they cannot solve. The author attempted to statethe influence of failure on the structure of mental proc-esses in children and to classify types of children'sreactions: successive attempts, escapes, emotionalreactions, etc. Investigations covered 113 pupils, 21 ofthem attending grade III of the primary school, 29grade IV, 29 grade V and 28 grade VI. In the courseof the experiment the children solved mathematical prob-lems from within the curriculum for a given grade, theindicator of difficulty being above 0.65. Data have beencollected by means of observation and free interviews withthe children. Papers with the solutions of the problemsor with operations aiming at the solution were alsocarefully examined. As to reaction to failure, resignationwas noted in 28.4 percent pupils of grade III, 13.8 percentpupils of grade IV, 20.1 percent pupils of grade V and 12.9pupils of grade VI. Repeated attempts at the solutionwere most scarce in the youngest group of children.A detailed discussion follows of changes in the structureof mental operations in the situation of failure.

See also: 124.

VI. 3. SECONDARY

76. KAPUSCINSKI, ROMAN: Badania wynikow nauczania chemiiw klasach I, II, III lice6w ogOlnoksztalatcych wojewedztwaszczecifiskiego za pierwszy okres. (Evaluation of EducationalAchievement in Chemistry in Grades I, II and III of GeneralSecondary Schools in the Voivodship at Szczecin). Chemia

' w Szkole 1971, No. 5, pp. 249-259.

The article is a report on the course and results of theevaluation of educational achievement in chemistry. Eval-uation was carried out in nine secondary schools ofSzczecin voivodship by means of two alternative versionsof an achievement test. The authors attempted to find outwhether pupils are able to apply the theoretical knowledgeobtained at lessons to practical situations as well as tostate the degree of understanding concepts, laws andtheorems included in the curriculum for a given grade.Teaching contents 'covered by the tests are analyzed in


detail as well as the construction of research instruments.In the final part of the article R. Kapukiriski presentsresearch results according to levels and according toschools. Concluding, the author points to the inadequateability to apply theoretical information to practice andpostulates to introduce more practical classes of a labo-ratory type.

'17. KOMOROWSKA-PISKOROWSKA, HANNA: 0 roll gramatykiw nauczaniu jgzyk6w obcych. (The Role of Grammar inForeign Language Teaching). Jczyki Obce w Szkole 1971,No. 5, pp. 267-273.

The author presents a review of past and present ap-proaches to the role of grammatical explanations in theteaching of foreign languages. In the first part of the articlethe negative role of grammar is discussed in connectionwith the grammar-translation method of languageteaching. In the second part the author concentrates onmodern tendencies within the audial-oral approach tolanguage acquisition. Both of the existing versions ofthe audial-oral method are analyzed, i.e. the habit for-mation and the cognitive code learning theory. Thena discussion follows of psychological foundations of lan-guage learning. Special stresses laid on the effectivenessof habit formation through conscious thinking processesleading to full automation of response on the part of thelearner. A review of research on the problem carriedout in Poland and abroad is also presented.

78. KWIECINSKI, ZBIGNIEW: Selekcje szkolne w warunkach upo-wszechniania szkolnictwa ponadpodstawowego. (School Se-lection in the Light of the Popularization of Post-PrimaryEducation). Nauczycie/ i Wychowanie 1971, No. 5 pp. 15-31.

The author reports on research carried out on the sampleof 486 grade VIII pupils in primary schools located inboth urban and rural regions. Research aimed at stating:1) the level of knowledge in pupils of grade VIII, 2) thetype of decision concerning their post-primary education,3) the realization of the decision, i.e. careers of primary

SCHOOLS AND INSTITUTIONS

school graduates and 4) the social characteristics of pupilsunder examination. Research results revealed that: a)there is an evident correlation as between the level ofknowledge and the sociological characteristics of the pupil,b) there is a correlation as between the selection of a giventype of the post-primary school and the sociologicalcharacteristics, c) there is a correlation as between thelevel of kr owlege and the type of the post-primaryschool chosen by the pupil, d) decisions in question reflectthe process of social selection which is increased by thesocially conditioned development of the child, its achieve-ment, possibilities to continue school learning and livingconditions. Ample statistical data are also included.

79. NAWROCZYNSKI, BOGDAN: Plan ankiety Nowej Szkoly".(Results of the Questionnaire for Nowa Szkola). Nowa Szkola1971, No. 12, pp. 23-25.

The author presents the results of a questionnaire cir-culated by the editorial staff of Nowa Szkola" whichpertained to the differentiation in the course and curric-ulum of the general secondary school. Out of 34 respond-ents only two were strongly against the differentiationand for the fully uniform four;oar general secondaryschool. The rest of the respondents supported the idea ofdifferentiation, although they differed in the types ofthe solutions suggested. The solutions have thus beendivided into three groups: 1) the first group supportingthe idea of seminar-type classes in a selected subjectstarting from the very beginning of the secondary, school,2) the second group supporting the differentiation startingfrom grade II or III which would consist in introducingthe following channels: a) mathematics and physics, b)economy and biology and c) humanities, 3) the third groupsupporting the same kind of differentiation but from thevery beginning of the secondary school. Some suggestionswere also advanced as to the establishment of schools forthe gifted pupils. The results of the questionnaire provethat the uniform general secondary school for pupilsaged 15-19 is no longer satisfactory.


80. PALKA, STANISLAW: Czynniki utrudniajgce prawidlowy od-bilk wiadomoki w szkole iredniej. (Factors Hindering theProper Assimilation of Teaching Content in the SecondarySchool). Studio Pedagogiczne, Vol. 22: 1971, pp. 155-171.

The article is a report on the research concerning factorshindering the proper assimilation of the teaching contentin the secondary school. At the first stage of the research560 students from three Cracow higher schools wereexamined by means of an attitude scale and a student .,questionnaire in order to collect their opinions pertainingto the teaching-learning process in the secondary school.Questionnaires were also circulated among 58 secondaryschool teachers. Th.: second stage of the research consistedin empirical investigations carried ouc in various second-ary schools on the organization of the didactic-edu-cational process. Research results prove that most of thefactors hindering the proper assimilation of the teachingcontent can be detected within mathematics and science.Must of the shortcomings were ascribed to teachers e.g.inadequate qualifications, improper preparation for thelesson, negatives attitude toward the pupils, etc. Factorsindependent of teachers and pupils were stated to beinsignificant. At the end of a detailed analysis of theproblem the author postulates .to increase the numberof in-service-training courses for teachers and TO improvethe quality of instruction at teacher training colleges.

81. RERUTKIEWICZ, JOZEF: Korelacja miedzy postepami uczniaw nauce a jego zachowaniem sit. (Correlations as Betweenthe Pupil's Educational Achievement and His Behavior). RuchPedagogiczny 1971, No. 6, pp. 696-702.

The publication is based on data pertaining to the Polishschool before the last reform. Research covered all thepupils from grade VXI in a small town. Evaluation ofthe pupils' behavior was not based on marks given bythe ieachc:s but on the researcher's own observation.Patterns of behavior were classified dychotomically asgood or bad on the basis of the following criteria: moralprinciples, national customs and customs specific forthe region in question. On the basis of statistical data the


author states the high correlation as between educationalachievement and the pupils' behavior and formulatesa number of practical conclusions for the teachers.

82. ROGOWSKA, MARIA: Z problematyki ksztalcenia dziewczat.(Education for Girls). Wiei WspOlczesna 1972, No. 1, pp. 130-.136.

The author discusses the amount of education in girlsfrom the voivodship of Opole in the years 1950-1970.Attention is paid mostly to girls coming from the ruralregions. Analysis is carried out on the basis of statisticaldata obtained through the national registration of citizens,demographc annals, bulletins, school statistics and bymeans of a questionnaire prepared and administrated bythe author. The questionnaire was circulated in 1968among 234 graduates of eight-year primary schools, girlsforming 49 percent of the sample. The author points tothe following problems: 1) in consequence of a new modelof the industrialized village about 70 percent of adoles-cents start work in non-agricultural professions, 2) vo_ a-tional secondary schools are attended mostly by boys,3) girls form 58 percent of adolescents employed inagricultural professions and their possibilities to learnin postprimary schools are relatively small, 4) the per-centage of women in agriculture is the highest in thevoivodship of Opole, thus an urgent need can be notedto ensure proper preparation of girls for this type ofprofession, 5) the number of trade and agricultural schoolsin the rural areas should be considerably increased, 6) thenumber of non-full secondary vocational schools for girlsin the rural regions should be increased and 7) girlsshould be prepared for cultural and social work in thecountry.

83. SZEWCZYK, Drugorocznoie w szkole jako droga do za-groienia moralnego mlodzieiy. (The Non-Promotion Phe-nomenon as a Way to the Lowering of Moral Standards inAdolescents). Ruch Pedagogiczny 1971, No. 5, pp. 566-574.

The author based his considerations on statistical datapertaining to the delinquency of adolescents registered


by the militia. Materials are analyzed from the pointof view of the non-promotion phenomenon. Research onthe subject was carried out in four schools in the cityof Cracow in the years 1965-1968. The sample was formed17 200 non-promoted pupils ar.d 200 pupils with satis-factory educt.tional achievement. The non-promoted pupilswere evaluated lower in the field of behavior and con-siderable decrease in their moral standards was statedat the second year of their learning in the' same grade.The problem is then analyzed on the basis of data obtainedby the Section for the Theory of Education at the HigherSchool for Education in Cracow. The author states thatschool failure is a consequence of educational difficultiesand behavioral troubles. In the final part of the articlethe author discusses some measures to be undertakenagainst non-promotion on the one hand and demoraliza-tion, on the other.

See also: 4, 27, 91.

VI. 4. VOCATIONAL

84. ADAMSKI, WLADYSLAW: Postawy mlodych rolnikow wobecwyksztalcenla rolniczego i imian ustrojowych. (Attitudes ofthe Young Farmers Toward Agricultural Education andToward Changes in the Socio-Economic System of theCountry). Wief Wspalczesna 1972, No. 1, pp. 67-75.

The author discusses the attitudes of the young farmerstoward agricultural education, toward changes in thesocio-econo:nic system of the country and toward thefuture of agriculture on the basis of research whichcovered 825 older farmers and 261 young farmers fromtwo districts of Kielce and Wroclaw voivodships. In orderto prepare a comparative analysis of opinions prevailingin the two generations the questionnaire was used com-posed of three questions, i.e.: 1) What professional prepa-ration is needed for the young farmer? 2) When canthe rung farmer expect best effects of his agriculturalactivities? and 3) What sort of farms will prevail in thefuture of our country? Research results revealed signifi-cant differences between the opinions prevailing in the


older and in the younger generation. The older generationcultivates traditionalistic opinions and in consequencethey do not let young farmers work independently on thefarm. The young farmers reveal positive attitudes towardthe socialist economy and approve of many changes takingplace in the rural areas. They speak for the modernfarming closely connected with the state and in conse-quence they highly appreciate agricultural education.Concluding, the author postulates to increase the numberof agricultural schools and post-primary agriculturalcourses as well as to popularize professional press in thecountry.

85. CZARNECKI, KAZIMIERZ: Niektbre probtemy ksztalcenia za-wodowego mlodzieiy w opinii nauczycieli szko/ zawodowych.(Some Problems of Vocational Training in the Teachers' Opin-ion). Szkola Zawodowa 1971, No. 11, pp. 10-11.

The author reports on the research carried out by meansof a questionnaire on the sample of 100 teachers of the-oretical and vocational subjects in the secondary voca-tional school. The items of the questionnaire pertain to theteaching of a profession, to the necessary equipment ofthe school laboratory, to basic problems connected withexaminations, teaching methods and curricula as well asto the time budget of the pupil. A synthetic presentationof data obtained in the survey is provided.

86. DLUZNIEWSKI, BOHDAN: Metody aktywizujace w doskonale-niu zawodowym. (Activating MetIsixis in the Course of In-Service-Training). Panstwowe Zakiady Wydawnictw Szkol-nych, Warszawa 1971, 222 pp.

The author concentrates on the problems of methods tobe used at courses, of the in-service-training type.Emphasis is laid on activating methods, and especially onthe what is called case method. Chapter 1 presents theover-all design of the in-service-training and its organiza-tion in Poland and abroad alongside with the discussionof needs to be satisfied in this field. Chapter 2 deals withvarious methods and techniques of raising professionalqualifications as well as with the teaching aids indis-


pensable for the process of instruction. A detailed dis-cussion of teaching aids and of the wars to product, themis included in Chapter 3. The final chapter contains anexemplificatory list of 80 elements out of the chosenteaching content in the course of the in-service-training.

87. HORDYNSICA, HALINA: Praca zawodowa w oczekiwaniachi Opiniach uczennic iredniej szkoly zawodowej. (ProfessionalWork as Viewed by Schoolgirls in Secondary VocationalSchools, Studia Pedagogiczne, Vol. 22: 1971, pp. 173-189.

The article is a report on research carried out in the years1964-1967 in the secondary school for economics in Sopot.Research covered 800 girls and was done by means ofanonymous questionnaires, interviews, observation andanalysis of school documentation. On the basis of dataobtained the author points to evident shortcomings in thepreparation of the girls for professional and social activi-ties. The majority of girls do not approve of the pro-fessional work for women and do net reveal sufficientunderstanding of the role of the woman in the contempo-rary world. Too often the criteria of personal profit appearas well as the general dislike of higher posts resultingfrom the underestimation of abilities and the fear of de-cision-making. The author sets forth a number of postu-lates concerning attitt.de-formation processes so organizedas to obtain a full preparation for professional and socialactivities.

88. ICIERESIfTSKI, ZBIGNIEW: Wybrane problemy kursowegodoksztalcania i doskonalenia zawodowego. (Some Problems ofIn-Service-Training at Courses). Szkota Zawodowa 1971, No. 9,pp. 14-17.

The author discusses the present state of in-service-training, its function and objectives. Attention is alsogiven to curricula, teaching plans, teaching methods andpossible forms of the teaching process considerably dif-ferring from school instruction. Courses organized foremployees of various professions cover about 40,000 par-ticipants yearly. Because of considerable differentiation inthe needs of the participants, curricula are often con-


structed by the organizer of the course. The evaluation ofeffectiveness can thus take place only in the course of theprofessional work exercised in the institution of employ-ment. The author also concentrates on the problem of theteaching staff at in-service-training courses stating thatthe teachers have no sufficient educational preparation,although their knowledge of the subject is more thansatisfactory. Thus, special educational supervisors shouldhelp to maintain high level of instruction.

89. KOLKOWSKI, LUDWIK:, Nauczanie problemowe w szkole za-wodowej. (Problem-Solving Instruction in the VocationalSchool). Pal stwowe Wydawnictwa Szkolnictwa Zawodowego,Warszawa 1971, 234 pp.

The book reports on research concerning the effectivenessof the problem-solving instruction in the vocational school.An experiment has been carried out on a relatively smallsample (47 pupils in grade V) and on a large amount of theteaching content from the field of techniques of machinebuilding. The documentation of research covers: 1) sylla-bus for the course, 2) minute designs of lessons within theframes of the experiment, 3) pupils' works and notesresulting from the observation of the process of instruc-tion, 4) test scores and 5) educational achievement meas-ured at the beginning of the experiment, in the middleof research and at the final stage. A theoretical introduc-tion is provided discussing some theoretical aspects of theproblem-solving instruction and presenting examples ofexperimental lessons at various subjects taught in second-.ary vocational schools.

90. NOWACKI, TADEUSZ: Wychowanie mlodego robotnika. (Edu-cation of the Young Worker). Szkola Zawodowa 1971, No. 10.pp. 5-7, No. 11, pp. 4-6.

In the first part of the article the author discusses variousaspects in the personality of the' model worker, specialstress being laid on socialization, patriotism and profes-sional activeness. In the second part a discussion followsconcerning a model of education through labor in thevocational school. Emphasis is put on eliciting interests in


problems connected with the profession, since otherwisethe desired level of knowledge and skills cannot be fullyattained. What should also be taken into consideration isthe formation of self-control processes in pupils.

91. Przyklady tekstow programowych. (Examples of ProgrammedTexts). A Collective Work. Pal stwowe Wydawnictwa Szkol-nictwa Zawodowego, Warszawa 1971, 225 pp.

The book contains a discussion of problems connected withthe programmed instruction written by T. Nowacki. Thesecond part of the publication includes exemplificatorymaterials, i.e. programmed texts from various subjectareas designed for various types of schools. Seven textsare presented illustrating different programming tech-niques. The texts are designed for the following schools:secondary schools for electrotechnics building, mechanicaland chemical schools, postsecondary chemical schools andschools for general education.

92. RESZKE, IRENA: Przestrzenne rozmieszczenie szkOl zawodo-wych a odplyw uczniow. (The Location of Vocational Schoolsand Drop-Outs). Nowa Szkcla 1971, No. 12, pp. 40-43.

On the basis of research results obtained by the Sectionfor the Organization of Schooling at the Polish Academyof Sciences in the years 1966-1967 the author discussesthe social conditions for drop-outs in the vocational school.Research in question covered 1405 pupils from full andnon-full vocational secondary schools and was carried outby means of 1) the pupil's questionnaire; 2) the question-naire for those who left school before graduation, 3) in-terview with the principal and 4) the analysis of schooldocuments. Researchers concentrated on a comparison asbetween three categories of pupils: a) those who dropschool, b) those who change schools and c) those whocontinue the learning in the same school. Investigationsaimed at stating reasons for the drop-out phenomenon as

- well as for the frequent change of schools. The datademonstrated that the location of vocational schools wasthe most common cause of both drop-outs and changes.The other factors listed by the author are: mistakes in the


selection of a vocational school, mistakes in the selectionof a speciality within school and the what are calledindirect factors as, for instance, the number of places inboarding houses or the organization of the recruitmentof candidates.

93. SOSNOWSKI, TEOFIL: Materialy do dzialalnoici wychowaw-czej zakiadu pracy. (Educational Activities of the EmployingInstitutions). Paristwowe Wydawnictwa Szkolnictwa Zawodo-wego, Warszawa 1971, 239 pp.

The publication deals with the process of forming inter-personal interactions in the course of both informal andintentional education within the employing institution.Much attention is paid to the didactic problems of in-service-training organized by the employing institutionand to the organization of vocational schools establishedby industrial plants. Considerations are also given tocultural and educational activities undertaken within theemploying institution. Detailed discussion pertains to thefollowing problems: 1) the concept of education, its typesand the idea of permanent education, 2) the employinginstitution as a social system and its ways to ensure propereducational impact in the course of work, 3) preparationfor the participation in the social life, 4) educationalaspects of labor, 5) possibilities to change factors in-fluencing the education for the employees, 6) pedagogicalaspects of professional adaptatiOn, 7) interinstitutionaltraining 8) vocational schools established at industrialplants and 9) the uniform system of raising professionalqualifications and forms of activities in this field.

See also: 27, 82, 90, 118.

VI. 5. HIGHER

94. BUDZISZ, FELIKS: Efektywnofie nauczania technikg sytuacyj-nq w oparciu o teksty techniczne. (The Effectiveness of theSituational Technique on the Basis of Technological Texts).Ruch Ped,agogiczny 1971, No. 5, pp. 614-619.

The author discusses the teaching of Russian on the basisof specialized vocational text. In order to ensure full

1


acquisition of grammatical structures and lexical itemsthe author suggests the what is called situational tech-nique stating that it is especially useful at courses heldin a higher school of a technological type. The techniquein question stresses the communicative and not only therepresentative function of the language and thus con-siderably increases motivation on the part of the learner.The author presents a division of didactic situations de-signed by the teacher into simple and complex and appliesthe same division to oral drills. The technique underexamination is said to form part of the audial-oral methodof language teaching. Its effectiveness for activating andintensifying the process of instruction as well as forensuring the proper formation of language habits has beenproved in the course of an experiment carried out in theGdansk Technological University. Research design andthe data obtained are discussed in detail.

95. BUTTLER, ANDRZEJ and RAJKIEWICZ, ANTONI: Gospoda-rowanie kadrami z wyiszym wyksztalceniem. (Distributionof Highly Qualified Employees). Zycie Szkoly Wyiszej, 1971,No. 11, pp. 57-67.

.

The article contains a presentation of research carried outby the Inter-University Department for Research on High-er Education on the distribution of highly qualified em-ployees. Investigations concentrated on the principles ofrecruiting candidates for studies and on the principles ofemploying graduates. The following problems were alsotaken into consideration: the correlation as between thelevel of qualifications and the economic growth of thecountry, the most effective utilization of the graduatesknowledge and the actual mechanisms of employmentfunctionning in various regions of the country. Additionaldata pertain to the choice of the employing institution andthe realization of national employment plans. The analysispresented in the article is based on questionnaires filledin by 2600 graduates.

96. GRABARCZYK, CZESLAW: Wspolczesne ksztalcenie iniynie-row. (The Present-Day Training of Engineers). Zycie SzkolyWyiszej, No. 10, pp. 62-73.


The author presents tasks to be fulfilled by technologicaluniversities, i.e. the improvement of the quality of in-struction, modernization of curricula, modernization of

` teaching methods and intensification of training researchworkers. Emphesis is put on the preparation of youngengineers for creative work in the field of technology,thus consideration is also given to the intellectual charac-teristics of graduates with regard to both knowledge andskills. The analysis is based on the diagnosis of thepresent-day model of intellectual and professional activityof engineers and on the prognosis of future demands ofthe national economy.

97. JOPOWICZ, ZOFIA: Efektywnoie samoksztalcenia w studiachzaocznych. (The Effectiveness of Training at ExtramuralStudies). Dydaktyka Szkoty Wyiszej 1971, No. 4, pp. 219-238.

The article presents a synthesis of research on self-in-struction extramural departments of the AgriculturalUniversity. Complementary research on abilities and log-ical thinking is also presented. Failure is considered fromthe point of view of forms and methods of the studentswork. The main research objective was to state correlationas between the quality of self-instruction and the educa-tional achievement at the freshman year. On the basis ofthe data obtained in the course of research the suitordiscusses the following questions: the effectiveness ofself-instruction in the light of questionnaires and inter-views, the motivation for the selection of studies, psycho-logical characteristics of students, the role of lectures andclasses, forms of examinations and consultations, evalua-tion of educational achievement and the role of the text-book. In the final part of the article the author presentsa number of conclusions and advances postulates con-cerning the organization of extramural studies.

98. KRASNIEWSKI, JERZY: Studenckie praktyki robotnicze.(Workers' Practices for Students). Studio Pedagogiczne, Vol.22: 1971, pp. 303-319.

At the 5th Congress of the Polish United Workers' Partyit has been agreed upon that the physical effort forms an


indispensable part of the over-all education of the youth.In consequence obligatory workers' practices have beenintroduced for all the students at the first three years ofstudies in the form of four-week periods of regularly paidphysical work to be done during the summer vacation.Physical work was placed in the system of didactic-educational work of the university with the end to bringabout positive economic effects for the country and socialexperience for the students. The practices were introducedon the force of the Ordinance by the Minister of Educa-tion issued on March 22, 1969. The Ordinance pointed toeducational and economic objectives of practices. Thusstudents' brigades were directed to regularly paid workin various industrial plants and other institutions. As faras the effects of practices are concerned, it was found outthat in the first year of their existence the Plobal produc-tion thus obtained amounted to 166 millions, i.e. twice asmuch as the cost of the practices. More detailed analyseswill be prepared after several years of careful observa-tions.

99. KWASNIEWSKI, JERZY and MACKIEWICZ, TERESA: Studiadla pracukcych. (Studies for Working Adults). PazistwoweWydawnictwo Naukowe, Warszawa 1971, 274 pp. Rez. Sum.

The publication constitutes a report on research carriedout in the year 1966-1968 by the Section for the Organi-zation and Economics of Higher Education at the Inter-University Department for Research on Higher Education.Investigations were carried out by means of a question-naire circulated among 1120 industrial plants in Poland.In consequence information has been obtained concerning3658 participants of studies for working adults. The bookis divided into three parts. Part 1 contains an analysis ofproblems connected with the in-service-training of highlyqualified staff, i.e. the effectiveness of training, its organi-zation and significance. Part 2 presents the situation of theworking adult in his institution. The influence of trainingn the atmosphere in the institution is discussed as well

as the rights and duties of the studying employee. Part 3includes an analysis of economic consequences of training


from the point of view of the national economy on the onehand, and of individual learners on the other.

100. LENKIEWICZ, WLADYSLAW: Wstydliwok i milczenie nau-kowcow. (Shyness and Silence on the Part of Research Work-ers). Ku !tura 1971, No. 35, pp. 1,8.

The author discusses problems connected with the higherschooling pointing to crisis of the higher school didacticsand to the low prestige of the scientist as an independentresearch worker. The author seeks reasons for the crisisof didactics in the shortcomings of secondary school cur-ricula as well as in the type of education provided by thehigher school which does not form skills to work in-dependently. The author postulates to change the type ofthe teaching-learning process in the higher school so thatit would cease to be a continuation of the secondary schoolinstruction and become a full process of studying on thepart of the students. In the author's opinion new methodsshould be introduced, worked out in specially designeddepartments for education established as interuniversityunits. Carefully planned in-service-training of researchworkers and university teachers in the field of teachingmethod is also needed. Further considerations are givento the position of research workers at universities. Theauthor states that research workers should engage in

anresearch activities preceding the needs of the country andnot in those answering the im ediate needs of industry.Stress is also laid on the necessi y to increase internationalscientific contacts.

101. LEPIECH, JOZEF: Uwagi o funkcjonowaniu ekonomicznych-zaocznych studi6w zawodowych. (Remarks on the Func-tioning of Extramural Higher Schools for Economy). 2ycieSzkoly Wytszej 1971, No. 11, pp. 99-108.

The article presents data obtained in the survey completedin 1971 at the Methodological Center of Higher Schools forEconomy on the sample of graduates from the extramuraldepartment of the Higher School for Economy in the years1969-1970. Investigations aimed at collecting opinionsconcerning the usefulness of knowledge obtained in the


course of studies in the everyday professional work.Research has been initiated in connection with changesintroduced to the curricula and teaching plans of all thehigher schools for economy in Poland. Data obtained onthe basis of questionnaire are presented in three groups:1) evaluation of the decision to undertake studies, 2)evaluation -1 the course of studies organization, qualityof instruction, equipment and 3) evaluation of curricula.

102. LUBINSKI, MIECZYSLAW and STANISZEWSKI, BOGUMIL:Ksztalcenie kadr naukowych. (Training Research Workers).Kultura 1971, No. 35, pp. 1, 8.

The authors concentrate on the question whether thepresent system of training research workers fully satisfiesthe national demand for rapid and effective training.Special stress is laid on the necessity ,:o speed up thetraining process. Attempting to provide the answer to themain question the authors discuss the following prob-lems: 1) the length of preparing doctoral and habilitationdissertations, 2) the lack of adequate financial aid forresearch carried out in connection with preparing disserta-tions, 3) subjects of dissertations which often do notsatisfy the needs of the national economy, 4) shortcomingsin the utilization of knowledge obtained by graduatesfrom doctoral studies.

103. MUSIALIK, JOZEFA (ed.): Ocena poziomu przygotowania kan-dydatow na I roku studiew wyiszych dia pracujqcych zaocz-nych i wieczorowych w MO roku. (Evaluation of the Prep-aration of Candidates for Higher Schools for Working Adultsin the Year 1970). Patistwowe Wydawnictwo Naukowe, Kra-kow 1971, 176 pp.

The book is the ninth of the series concerning the evalua-tion of knowledge on the part of the candidates for higherschools for working adults. The publication is based ondescriptive and statistical reports prepared by varioushigher schools in Poland and include a discussion of thefollowing problems: 1) the preparation of candidates forstudies in higher schools for working adults in the year1970, number of places, number of candidates, proportions


of candidates to the number of places according to thetypes of schools, departments, social origin of candidatesand sex, 2) statistics pertaining to the number of can-didates who sat for the examinations, to those who passedthe entrance examinations and to those who were finallyaccepted for studies according to sex, social origin, typeof school and department as well as comparative analysesfor the years 1965-1970, 3) evaluation of the knowledgeon the part of the candidates, information on the organi-zation of entrance examinations, experiments in the fieldof examinations, age of candidates, the role of preparatorycourses and results of the questionnaire pertaining to thelack of candidates for vocational studies at the WarsawTechnological Unversity, 4) subjects and topics of en-trance examinations at various departments of studies.

104. MUSIALIK, JOZEFA (ed.): Ocena poziomu przygotowania mlo-dziely do szkol wyiszych w roku szkolnym 1970/71. (TheLevel of Knowledge on the Part of the Candidates for HigherStudies in the Year 1970/71). Panstwowe Wydawnictwo Nau-kowe, Krakow 1971, 328 pp.

The present publication is the fourteenth in the seriesdevoted to the evaluation of knowledge on the part of thecandidates for studies. Data are based on statistical anddescriptive reports prepared by various departments aswell as by secondary school teachers participating inrecruitment commissions at universities. Part A containsgeneral remarks concerning the seliction of candidatesfor studies in the year 1970. The author discusses princi-ples of recruitment, examinational experiments, anonymityof examinations, number of places at particular depart-ments as compared with the number of candidates andnumber of students at the freshman year. Statisticalanalysis is carried out according to the type of the higherschool, type of the secondary school from which thecandidates graduated, social origin, sex and the type ofsubjects at entrance examinations. Part B includes testsadministered at entrance examinations and the generalevaluation of the level of knowledge on the part of thecandidates.


105. NOWACKI, TADEUSZ: Uwagi o dwu studiach podyplomowych.(Remarks Concerning Two Post-Graduate Courses). Dydakty-ka Szkoly Wyiszej 1971, No. 4, pp. 239-252.

On the example of two post-graduate courses the authordiscusses the objective criteria for the selection of can-didates as well as the tasks of this type of studies. It isstressed that the tasks of post-graduate studies can befully realized if all the candidates are graduated fromhigher schools the curricula of which pertain to the samesubject area as that covered on the post-graduate course.In the author's opinion, post-graduate courses should beestablished in big research centers staffed with highlyqualified scientists. Much stress should be laid on curriculaand teaching plans as well as on the proper planning oftasks to be realized in the course of studies. The authorpostulates to introduce small scale research programsallotted to participants as a form of individual workcarried out by the students. Consideration is then givento the proper equipment of post-graduate courses.

106. OKON, WINCENTY: Elementy dydaktyki szkoly wyiszej. (Ele-ments of Higher School Didactics). Pazistwowe WydawnictwoNaukowe, Warszawa 1971, 357 pp.

The book presents in a synthetic form the problemsconnected with the teaching-learning process b the higherschool. Chapter I deals with gnoseological foundationsof the process of instruction in the higher school. ChapterII discusses the structure and content of instruction in thelight of permanent education. Chapters III and IV pertainto educational objectives, i.e. to the iesired level ofknowledge to be attained by the student and to the typeof attitudes to be formed in the course of studies. ChaptersVVIII present various problems connected with thesystem of instruction, special stress being laid on suchforms of instruction as, e.g. lectures, classes, seminars, pro-grammed instruction classes and practice periods. Teach-ing aids are also discussed at length. Much considerationis given to the evaluation of educational achievement. Thepublication is devoted to the general theory of higherschool instruction. Methodologies for particular disciplinesshould, in the author's opinion, be prepared separately.


107. ORLIK, JACEK: Aspiracje studentaw warszawskich uczelnii ich niekt6re korelaty. (Aspirations of Warsaw Students andSome of Their Correlates). Dydaktyka Szkoly Wyiszej 1971,No. 4, pp. 185-202.

The author discusses the level of aspirations in students.Analyses and considerations are based on research resultsobtained by means of questionnaires circulated amongWarsaw students at the freshman year and repeated onthe same sample two years later, i.e. at the third year.Considerable changes in the level of aspirations have beennoted, the differentiating factors distinguished in thecourse of the researdi being sex, social origin, monthlyincome, the discipline of studies and educational achieve-ment. The data revealed no concretization of aspirations inthe course of studies. An analysis follows of four groupsof factors: biological, social-demographic, cultural andsituational determining the level of aspirations.

108. ROLINSKI, ROMUALD: Problemy rozwoju mlodej kadry na-ukowo-dydaktycznej. (The Development of Research Cadres).2ycie Szkoly Wytszej 1971, No. 10, pp. 12-25.

Discussing the problems of training research workers theauthor concentrates oa the following problems: recruit-ment of candidates for research work, methods of training,living standards of young research workers, their partici-pation in research projects as well as in the social andpolitical life of the higher school. Much consideration isgiven to the youngest staff, i.e. to the what are calledassistant university teachers. In the author's opinion thepresent criteria for the selection of candidates for theseposts are unsatisfactory, as merely educational achieve-ment at the two final years of studies is taken into con-sideration, no evaluation of abilities for research workbeing carried out. it is also stressed that financial con-ditions on the part of potential candidates are of greatimportance for the selection and points to the negativeconsequences of,the present policy. In the final part of thearticle the overburdening of research workers withadministrative activities is discussed.

SCHOOLS AND INSTITUTIOT'S 65

109. PRZECISZEWSKI, TADEUSZ and BORZYMOWSKI, JAN:Przeobraienia struktury przestrzennej szkolnictwa wylszego.(Changes in the Spatial Structure of the Higher Schooling).Nowa Szkota 1971, No. 11, pp. 17-21.

On the basis of statistical data the authors discuss changesin the distribution of higher schools in the postwar Polandand present factors influencing the location of schools.Data pertaining to recent years reveal great concentrationof research workers in three big centers, i.e. in Warsaw,Cracow and Katowice, which makes deconc':ntration proc-esses extremely difficult. These processes, however, takeplace, since in the years 1969-1971 a numoer of new higherschools were established as well as many extensions andconsultation centers. What increased considerably, wasthe number of teacher t! ;lining colleges in smaller townsof the country. In the authors' opinion the process ofdisintegration elicits also some negative phenomena, sincemany new higher schools are not provided with adequatelyqualifiedlteaching staff and proper material conditions.

110. SOWA, KAZIMIERZ: Studenci Katowic i Krakowa. (Studentsin Katowice and Cracow). Panstwowe Wydawnictwo Nauko-we, Warszawa 1971, 180 pp. Rez. Sum.

The author of the book analyzes the influence exertedon the educational processes in students inhabiting bigtowns by the following factors: 1) the family, 2) the groupof students and 3) the life in a big town. Research hasbeen carried out on the sample of 100 students fromCracow and Katowice living with their families. Datahave been collected by means of a questionnaire andinterview with the students, their parents, leaders ofyouth organizations, heads of dayclubs. students' clubs,etc. Investigations were started in the year 1966-1967by the Section for Sociological Research at the SilesianScientific Institute in Katowice and by the Inter-Univer-sity Section for Research on Higher Schooling in Warsaw.The book contains a analysis of each of the groups anda comparison as between the two types of environ-ment.


111. WCIORKA, BOGNA: Warszawscy studenci nasilenie obja-wow nerwicowych a osiagniccia w nauce. (The Students ofWarsaw Increase in the Number of Neurosis Symptoms andthe Educational Achievement). Dydaktyka Szkoly Wyiszej1971, No. 4, pp. 87-107.

The article is a report on research carried out by the Lab-oratory of Methods and Sociological Research at theUniversity of Warsaw. In.restigations pertained to thecorrelation as betwen neurosis and educational achieve-ment and were carried out on the sample of 200 stu-dents in Warsaw. Neurosis was measured by means ofDr. Bizon's test of 25 items. On 'the basis of data obtainedthe author analyzes the problem of neuroses in studentsfrom two points of view: 1) neurosis as a cause of dissatis-factory educational achievement and 2) dissatisfactoryeducational achievement as a cause of neurosis. Researchresults were stated to fully conform with data obtainedby psychologists and psychiatrists in the research on thesocial pathogenesis of the students' neuroses. The authorof the present article points to a number of hypotheticalcauses of nervous disturbancies in students. Greatersusceptibility to neurosis was noted in students of thefreshman year, in men rather than in women, in studentsfrom outside Warsaw rather than in the inhabitants ofthe town as well as in students from broken homesrather than in those brought up in full families.

112. WISNIEWSKI, WIESLAW: Struktura i determinanty syndromuprzystosowania do grodowiska uczelnianego. (The Structureand Factors of Adjustment to the University Environment).Dydaktyka Szkoly Wyiszej 1971, No. 4, pp. 57-85.

The article reports on research concerning the adjustmentof Warsaw students to the university environment.Phase 1 of the research project aimed at the analysisof psychological and sociological characteristics of all thestudents enrolled in the Warsaw higher schools in theyear 1965/1966. Phase 2 aimed at stating the durabilityof factors hindering full adjustment to the universityenvironment. The analysis pertained to three types ofadjustment: 1) adjustment to the institution of the univer-


sity, 2) adjustment to the cultural environment, 3) adjust-ment to living conditions as well as to the number ofneurotic symptoms. All the data obtained in the secondphase of the research project were then correlated withthose collected in the first one, i.e. with sociologicalcharacteristics of students and their educational achieve-ment. In the final part of the article the author advancesa number of postulates concerning facilitation of students'adjustment to the university environment.

113. WIECZOREK, TADEUSZ: Struktura budietu czasu studentowI i 11 roku WSR. (The Time-Table of First and Second YearStudents at the Advanced Agricultural College). Studia, Ma-terialy, Informacje 1971, No. 1, pp. 62-82.

The article is a report on research carried out in the years1968/1969-1969/1970 on the sample of 471 students fromthe following departments: agricultural, zootechnological,horticultural and economic-agricultural at the Agricul-tural University in Warsaw, agricultural and horticulturalat the Advanced College of Agriculture in Cracow andagricultural and zootechnological in the Advanced Collegefor Agriculture in Olsztyn. Research results have beenobtained by means of observation, questionnaires, analysisof documents and attitude scales. Three groups of activitieshave been distinguished: 1) work, 2) necessary life activ-ities and 3) leisure time. Research results demonstratethat what takes most of the students' time is work i.e.classes included in thz. curriculum for studies, individualwork connected with studying and activit:es undertakento earn money. Leisure time has been defined as the timeleft after completing all the activities connected withwork and with the basic life activities which time canbe organized according to the student's own wish. Theauthor concludes that the students under examinationare heavily overburdened with intellectual work bothat the university and at home and postulates to introducea number of necessary innovations. in the organizationof the educational process in the higher school.


114. WIECZOREK, TADEUSZ: Zajecia dydaktyczne i metody ucze-nia sic w opinii studentow I i II roku. (Classes and Methodsof Teaching and Learning in the Opinions of Students at theFirst and Second Year of Studies). Studia, Materiaiy, Informa-cje 1971, No. 3, pp. 78-91.

The author discusses research carried out in the year1970 on the sample of 395 students at the first and thesecond year of studies at the agricultural, economic-agri-cultural and technological departments of the AgriculturalUniversity in Warsaw. All the students under examina-tion filled in a questionnaire of 51 items concerning thesystematic character of their work, the rational principlesof learning, the organization of work, the effectiveness ofc'asses and lectures, ways of taking notes, their opinions ontextbooks, etc. Most of the data obtained by means of thequestionnaire were verified through the analysis of docu-ments at the disposal of the dean's office. The followingproblems are discussed at length: 1) students' opinionsconcerning lectures, classes and consultation hours, 2) therole of the textbook in the students' opinions and 3) theimpact of particular methods of learning on educationalachievement.

115. ZEGZDRYR, RYSZARD: Sytuacja materialna miodzieiy stu-diujgcej. (Tilt Financial Situation of Students). WiadomoiciStatystyczne 1971, No. 9, pp. 22-25.

The author discusses the results of research on the finan-cial and family situation of students carried out in theyear 1969/1970 on the sample of 155,900 students i.e. on78.1 percent of the population of students. The followingproblems are preser..ed at length: 1) scholarships forstudents according to their social origin, 2) scholarshipsfor students according to the income per one memberof the family, 3) financial aid provided by the family,4) financial aid according to the home region (urban,rural), 5) earning money in the course of studies, 6) thefamily situation of students and 7) marriages amongstudents. Research results prove that although financialaid is provided both by the family and by the state, thefinancial situation of many students is difficult.


116. ZUBRZYCKI, MICHAL: Budiet czasu studentow studiowdziennych. (Time Budget of Students at Day Studies). Wia-domoici Statystyczne 1971, No. 8, pp. 4-8.

The article is a report on the research carried out in theyear 1969/1970 by the Department of Educational Culturaland Social Statistics at the Main Bureau of Statistics incooperation with the Inter-University Department forResearch on Higher Education. Research concerning thetime budget of students at day studies covered 155,932 stu-dents, i.e. 78.1 percent of the whole population of studentsin the Polish People's Republic, and was carried out bymeans of a questionnaire. The author distinguishes fivecategories of activities: 1) activities connected with stu-dying, 2) activities connected with the participation inyouth organizations, 3) activities connected with earningmoney, 4) activities connected with sport and entertain-ment and 5) covering the way to the university. It hasbeen stated that on the average 98 hours a week aredevoted to activities from the categories ommited in thequestionnaire. Among the categories under examinationtime for study proved to be cn top of the list.

VI. 6. ADULT

117. GRABOWSKI, LEON, JERZY and SOCHA, MARIAN andSUCHY, STANISLAW: (ed.): Wiedza i kwalifikacje czynnika-mi rozwoju gospodarczego, spolecznego i kulturalnego kraju.(Knowledge and Qualifications as Factors of the Economic,Social and Cultural Development of the Country). Wydaw-nictwo Zwiazkowe CRZZ, Warszawa 1971, 358 pp.

The publication presents achievements of trade unionsin the field of raising professional qualifications of em-ployees. The authors discuss tasks and objectives to berealized by trade unions in this respect as well as presentthe place of the institution of employment in the processof permanent education.' The book is divided into fourparts. Part 1 deals with various economic and culturalaspects of adult education. Part 2 discusses contents andmethods of pre- and in-service training on the basis oftheoretical considerations and empirical data. Part 3 pre-


sents social and educational aspects of training and Part 4lists problems the solution of which is indispensablefor the rational organization of adult education.

118. KUSKOWSKA, MARIA: Uczniowie kursow zawodowych.(Pupils at Vocational Courses). Szkola Zawodowa 1971, No. 11,pp. 24-28.

The author presents detailed characteristics of participantsattending vocational courses for adults. Data are groupedaccording to sex, age, amount of education, psychometricfeatures and the place of employment. The author dis-cusses various motives for participation in vocationalcourses, internal and external conditioning of the processof instruction as well as the organization of the educa-tional process.

119. MARCZUK, MIECZYSLAW: Osiqgniccia i niedostatki szkol-nictwa podstawowego dla pracujqcych. (Achievements andShortcomings in the Primary Education for Working Adults).Oiwiata Doroslych 1971, No. 10, pp. 577-584.

The author distinguishes four subperiods in the de-velopment of primary adult education in the PolishPeople's Republic. The division covers the followingperiods: 1945-1950, 1951-1957, 1958-1961 and 1962-1965differring by the organization of schooling, types of cur-ricula and the range of instruction. A discussion followsconcerning the present state of adult education at theprimary level. Numbers of schools and graduates, legalfoundations of adult education and the role played byvarious educational institutions and social organizations.Much attention is also given to curriculum constructionand to research on the effectiveness of textbookq.

120. POLTURZYCKI, JOZEF: Rola, zakres i potrzeby dzialalnoiciwychowawczej w szkolach dla doroslych. (The Role, Scopeand Needs of Educational Work in Schools for WorkingAdults). Przegiqd Pedagogiczny 1971, No. 3, pp. 29-43.

The author of the article discusses the problems ofeducational work in schools for working adults. Pointing


to a considerable differentiation in age, profession, en-vironment and abilities of adult learners the authorpresents a characteristics of educational needs of variousgroups of learning adults. A discussion follows of cur-ricula and teaching plans for schools of this type on thebasis of which J. Polturzycki states that importantchanges should be introduced to 'the organization of theteaching-learning process, to the design of compensatoryactivities and to the over-all educational influence, sinceotherwise no satisfactory educational effects can beexpected. Consideration is also given to non-lessonactivites as, for instance, excursions, concerts, discussions,films, etc. The author postulates to integrate the influenceexerted by various educational institutions and mass-media stressing, however, that school should take thecentral place in the whole system of permanent edu-cation.

121. WOJCIECHOWSKI, KAZIMIERZ: Bibliografia oiwiaty doros-lych w wyborze. (Selected Bibliography of Adult Education),Coop. M. B. Wojciechowska. Wydawnictwo Zwiqzkowe CRZZ,Warszawa 1971, 204 pp.

The present publication constitutes the third edition ofthe selected bibliography covering the Polish materialson adult education published in the years 1901-1970.The items are grouped according to the following areas:1) Concept of adult education, its system and history,2) Society and culture, 3) Psychological aspects of adulteducation, 4) Education and culture, 5) Didactic aspect ofadult education, 6) Leisure, 7) Cultural and social worker,8) Memoirs and biographies and 9) Educational press. Anindex of authors is also included.

122. ZYTKO, MIECZYSLAW: Organizp.cja szkolnictwa gredniegodla doroslych w Polsce Ludowej. (Organization of SecondarySchools for Adults in the Polish People's Republic). Part 1-2.Paristwowe Zaklady Wydawnictw Szkolnych, Warszawa 1971,390, 155 pp.

The publication is divided into two parts. Pars 1 containsa collection of legal acts concerning the organization ofdidactic-educational activities in secondary schools for


adults. The items are grouped according to types andlevels of schooling, The legal acts in question determinethe organization of schools, examinations, evaluationactivities, rules and regulations for learners and for thelearners' self-government. Several unpublished documentsas well as the index of items are also included. Part 2 dealswith the origin and development of various forms of adulteducation at the postprimary level. The author discussesthe function of schools in various historical periods andpresents their developmental tendencies against the back-ground of social, economic and cultural needs of thecountry. Forms and methods of work in correspondenceschools are presented as well as the organization of theteaching-learning process in evening schools for adultlearners.

See also: 88, 91.

VI. 7. SPECIAL

123. KU2NIK, MARIA: Srodowisko rodzinne uczniew sikoly spe-cjalnej dla upoiledzonych umyslowo. (The Family Environ-ment of Pupils from the Special School for Mentally DeficientChild-en). Ruch Pedagogiczny 1971, No. 5, pp. 603-610.

The publication constitutes a report on research carriedout by the Students' Scientific Educational Club at theUniversity of Lodi. Case study was the main methodused in the course of investigations, thus the studentscould prepare sociological descriptions of the child'ssituation and work out measures to be undertaken in orderto help the child and its family. Research covered pupilsfrom grades IIV of a special school for mentally deficientchildren located in a small town. The sample embraced39 cIlildren and 36 families, as three families could not beidentified. The research technique used was both free anddirected interview of the environmental type. Interviewshave been arranged by students at the third and fourthyear of the Department for Education at the University

..of Lodi. Investigations were completed in 1970. The ar-ticle presents detailed data pertaining to the psycho-logical characteristics of the children, their living con-

EDUCATIONAL STATISTICS 73

ditions, conditions for their over-all development, educa-tional atmosphere at home and the attitude on the part oftheir parents.

124. SLYSZOWA, STEFANIA: Badania nad przyspieszeniem rozwo-ju psychicznego dzieci o niepelnej gotowoici do rozpoczccianauki szkolnej. (Research on Speeding Up the Psychic Devel-opment of the Child with the Insufficient Level of SchoolReadiness). Psychologia Wychowawcza 1971, No. 5, pp. 532-536.

The article constitutes a report on research initiated atthe University of Warsaw in the year 1964 and completedin 1967. A discussion follows of the school career ofchildren who revealed insufficient level of school readinessin grade I of the primary school and of methods used inorder to remedy the shortcomings in their developmentalprocesses. Ntethods used in the course of the experimentare divided into two groups: 1) measures undertaken inorder to influence both psychic and social developmentof the children as well as methods of influencing theirfamily environment, and 2) methods of measuring thedevelopmental level and techniques of determining thesize of changes in various aspects of their personality.Research covered 497 children, 44 percent of whichrevealed some shortcomings either in mental or in _socialdevelopment and 6 percent of which proved to be belowthe norm for the age of seven. Concluding, the authorstates that methods of speeding up the intellectual de-velopment of the.-children can be fully effective evenwhen the influence of the home environment is consid-ered negative.

See also: 7.

VII, EDUCATIONAL STATISTICS

125. Szkolnictwo wyisze (dane podstawowe). (Basic Data Pertainingto the Higher Schooling). Ministerstwo 06wiaty i SzkolnictwaWyiszego, Warszawa 1971, 109 pp.

74 EDUCATIONAL STATISTICS

The publication presents basic statistical data pertainingto the following aspects of the higher schooling: thenumber of university teachers and research workers,the number of students and graduates from day, evening,extramural and postgraduate studies, participants ofdoctoral studies, doctoral and habilitation scholarshipsand financial aid provided by the state for students,students' hostels, students' canteens, scholarships, etc.Materials included in the publication are grouped in threesections. Part-1 contains comparative data for the years1937/1938, 1947/1948, 1965/1966 and 1970/1971. Pert 2 pre-sents detailed data pertaining to the year 1970/1971 andpart 3 presents the over-all development of higherschooling in the years 1960/1970.

126. Szkolnictwo ogolnoksztalcqce i zawodowe. (General and Voca-tional Schooling). Ministerstwo 06wiaty i Szkolnictwa Wyt-szego, Warszawa 1971, 79 pp.

The present publication contains basic statistical datapertaining to all kinds of primary and secondary schoolse.g. number of schools, of classrooras, teachers, pupilsliving in boarding - houses, etc. The data included in thebook are presented in a comparative arrangement andcover the period of years 1965/1966-4970/1971. All thedata are drawn from the reports of the Department forPlanning and Finance, from the Main Bureau of Sta-tistics and from the own sources at the disposal of theMinistry for Education and Higher Education. The publi-cation presents various indicators characterizing the stateof the preschool education, conditions for the work ofschools, popularization of the postprimary educatiOn aswell as data pertaining to the demographic developmentof the population up to 1980, according to age cohorts.Efficiency of instruction with respect to various types ofeducational institutions is also discussed in detail.

INDEX OF AUTHORS AND EDITORS 75

INDEX OF AUTHORS AND EDITORS

Adamski, W. 84Araszidewicz, F. 1

Bartnicka, H. 2Borowski, L. 28Borzymowski, J. 109Botkowa, K. 29Bromberek, B. 9Budzisz, F. 94Butt ler, A. 95

CzapOw, C. 30-31Czarnecki, K. 85Czekajewski, R. 50Czerniewski, W. 10

Danek, W. (ed.) 51Dluiniewski, B. 86Dmochowska, M. 59

Falski, M. 63

Gmytrasiewicz, M. 11-12Goryfiski, J. 13Gorecka, A. 64Grabarczyk, C. 96Grabowski, L.J. (ed.) 117

Hawlicki, J. 65Hordyfiska, H. 87

JacIdewiczowa, E. 14Jakowicki, Z. 66Jakubowski, J. 3Jedlewski, S. 31Jopoi,vicz, Z. 97

kaia, H. 32KapuAcifiski, R. 76Kieresinski, Z. 88Kluczyfiski, J. 11-12Koblewslca, J. 33-34Kolkowski, L. 89Komorowska-Piskorowska,Kopczynski, R. 35Kowalski, S. 15Kozlowski, J. 52

Kraniewski, J. 36, 98Krawcewicz, S. 53Krzysztofowicz, I. 29Krzysztoszek, Z. 67Kudelska-Laszek, T. 13Kuskowska, M. 118Kutzner, J. 68Kuinik, M. 123Kwak, A. 69KwaAniewski, J. 99Kwiecinsid, Z. 78

Lech, K. 70Lenkiewicz, W. 100Lepich, J. 101Lobocki, M. 37Lubinski, M. 102

Macklei,vicz, T. 99Marczuk, M. 119Mikolajtis, J. (ed.) 4Mikolajtis, Z. (ed) ) 4Miller, R. 38Moliere, S. 60Moiojec-Wojciechowska L. 71Muszyfald, H. 54Musialik, J. (ed.) 103-104Myslakowski, Z. 39

Nawroczyfiski, B. 79Nowacki, T. 39, 90-91, 105Nowak, M. 5Nowakowska, I. 55Nowicki, G. 40

Okon, W. 17-18, 106Orlik, J. 107Oryl, M. 72Ostrihafiska, Z. 41

Palka, S. 80Piasecki, B. 21

H. 77 Podoski, K. 20-21Polifiski, J. 73Polturzycki, J. 120Popielarska, A. 42

76 INDEX OF AUTHORS AND EDITORS

Przeciszewski, T. 109Przetacznikowa, M. 74

Radomski, S. 22Rajkiewicz, A. 95Ratut, B. 57Rerutkiewicz, J. 81Reszke, I. 92Rodziewicz, E. 43Rogowska, A. 82Rolinski, R. 108

Slyszows, S. 124Sobanska, J. 44Socha, M. (ed.) 117Sosnowski, T. 93Sowa, K. 110Staniszewski, B. 102Strzytewski, S. 45Suchodolski, B. 46Suchy, S. (ed.) 117Szaniawski, I. 23Szewczyk, E. 83

Sztachelska, I. 29Szulc, A. 24Szymanski, M. 47

Tyszkowa, M. 75

Wcierka, B. 111Weber, M. 48Wieczorek, ".. 113-114Wilgocka -Okofi, B. 62Wi loch, T. 25Winclawski, W. 49Witniewski, W. 112Wejcicki, J. 4Wojciechowska, M. B. 121Wojciechoski, K. 121Wojtyfiski, W. 58

Zubrzycki, M. 116Zachajkiewicz, E. 27Zegzdryn, R. 115Zytko, M. 122

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