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dc.contributor.authorMagiera, Elżbieta
dc.date.accessioned2014-04-15T11:51:06Z
dc.date.available2014-04-15T11:51:06Z
dc.date.issued2011
dc.identifier.issn2082-9019
dc.identifier.urihttps://depot.ceon.pl/handle/123456789/3992
dc.description.abstractPedagogical journalism and literature of the interwar period emphasised importance of the cooperation between family and school with respect to cooperative education of school-age children and youth. Cooperative education started usually in family through the formation of reason, will and emotions. Family home constituted a basic level of education and could repeatedly stimulate cooperative interests. Common work of the family at family farm or in craft or cottage industry business became the first school of cooperation and joint-action onwhich cooperative activity was based. Family home played a supporting part in the development of student cooperative. The acceptance of parents and their recognition, and sometimes their involvement in the work of student cooperation, were a form of encouragement for students and teachers for further activity of the cooperative. At the same time, student cooperative – in particular in rural areas –was a medium stimulating the parents of these students and the environment to cooperatistic actions. The social life of school was guided by the principle of convergence, i.e. its interpenetration and complementation by the family home and environment life. The idea of cooperation in the interwar educational system being accomplished in practice by means of student cooperatives had the possibilities of playing a very big part. This was determined by its broad application in educational activity of the Polish school as well as its understanding and acceptance by the family and environment. Important part was played by the tutor of student cooperative. His / her duty was to tighten the cooperation between student cooperative and family homewhich, on the one hand, ensured the understanding of teacher's actions and, on the other hand, provided material and moral assistance for the cooperative. At the same time, teacher – through student cooperative – could influence socially and educationally the family and environment, showing the benefits yielding from mutual cooperative work based on joint-action.en
dc.language.isoplpl
dc.publisherKarkonoska Państwowa Szkoła Wyższa w Jeleniej Górzepl
dc.rightsCreative Commons Uznanie autorstwa 3.0 Polskapl_PL
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/pl/legalcode
dc.subjectcooperation of school and familyen
dc.subjectcooperative upbringingen
dc.subjectstudent cooperativeen
dc.subjectcooperative educationen
dc.titleWspółpraca rodziny i szkoły w wychowaniu spółdzielczym dzieci i młodzieży w Drugiej Rzeczypospolitej (1918-1939)pl
dc.title.alternativeThe cooperation between family and school in cooperative education of children and youth in the Second Polish Republic (1918-1939)en
dc.typeinfo:eu-repo/semantics/articlepl
dc.contributor.organizationUniwersytet Szczecińskipl
dc.description.epersonEwa Jurczyk-Romanowska
dc.rights.DELETETHISFIELDinfo:eu-repo/semantics/openAccess


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Creative Commons Uznanie autorstwa 3.0 Polska
Except where otherwise noted, this item's license is described as Creative Commons Uznanie autorstwa 3.0 Polska