"These will be the Republics which their youths hide" – these words of Chancellor Jan Zamoyski from more than 400 years ago well reflect the importance of education and education for the collective destiny of the community.
As a consequence of the disasters which during the last 300 years were the participation of Poles, the school as a place of education and education as small where they have acquired in our society the character of institutions of national life. 1 of the most crucial reactions to the shock of the first dissection was the creation of the Committee on National Education, preceding its activity Stanisława Konarski and the establishment of an elite Knight School. These works were intended to change the way citizens thought and acted, correct national flaws in which sources of decline were rightly seen. The period of partitions besides grew with symbols of the fight for Polish school specified as the Polish children's strike in Września, with a successful school strike from 1905, the uprising of Polish School Mothers.
In the belief of the importance of school, education and education for the existence and form of the nation, the period of the German business confirmed Poles, erstwhile only learning was provided for them to the most basic degree essential for unskilled workers. Even darker consequence of the business policy was the methodical, physical extermination of Polish educators. As a consequence of planet War II, we lost 33% of teachers, 30% of professors and academic staff, including 165 professors and academic lecturers who stayed in exile after the war, another 8%. In addition, material losses in the form of destroyed buildings, technological equipment, collections, estates ranging from 75 – 80%, not to mention the Polish East Borderlands, where the losses were 100 percent in any areas. At the threshold of the Polish People's Republic, we had under 100,000 people with higher and secondary education, respective percent, mostly older illiterates. Then the Stalin years, i.e. the period of negative selection for all intellectual professions, softened somewhat after 1956, but to any degree lasting until the fall of the Polish People's Republic in the form of nomenclature, nonpartisan discrimination and going to church. The place of the old intelligent elite was occupied by people with a completely different ethos and cultural background. specified a starting point theoretically facilitated the communists' dream of creating a fresh kind of man, primarily through almost entirely fresh teaching staff, forming a young generation in a centralised state education system. The former, classical model of education survived only in respective mediate spiritual schools and the Paxov advanced school of St Augustine, the academic enclave was the KUL.
However, the school and the full educational strategy in the Polish People's Republic of Poland are mentioned present as a conservative institution, frequently positively different from the Polish school today, as well as from the school in the West. Students from PRLowski schools did large abroad, and Western teachers envied the discipline and atmosphere of the socialist school in 1980. This confirms the fact that the Polish school and education strategy through the number of people active in its operation (currently around 5 million learners, another over a million teachers, officials, Methodists, administration and twice as many caring parents) is an institution very powerfully intertwined with the remainder of the society and it is very hard to change it against it, at least in the mass dimension. However, in addition to the massiveness of education as a way to social promotion, so accurately shown in the tv series "Rather from the Road" the school in PRL benefited from separation from the West, and specifically managed to avoid the effects of the 1968 revolution, which started a systematic descent down the college, school, education and all civilization.
Postmodernism with negation of truth, alleged awakening and criticism consisting of spitting on its own past and identity, absurd pedagogical theories of teaching without stress, by playing along with the cult of promiscuity, all that poured into Western culture like water through a broken dam, caught us slow and in average doses, and the Art of Love Michalina Wisłocka She waited many years for approval to publish. religion in the school was not, but it was held in catechical halls and in churches that were full, and the keeping of moral course, but besides the sober assessment of the planet was watched by Primate Wyszyński. The school stopped at the phase of classical socialism, and by force of inertia cultivated ridiculed in all ways by GW present and the layer of education formed by it alleged Prussian model. The same 1 that brought Europe the top success in history, and the graduates in Germany evidence the Nobel Prizes. However, despite the subjects taught in advanced schools, the adoption of life in the socialist household and the widespread attendance of spiritual lessons, the number of divorces importantly increased in the 1970s, the abortion was massive, and despite the construction of more and more housing, fertility declined. However, teachers continued to be respected at school, students were required to have uniforms in any places, and even a chapter for male and female classes in advanced schools.
Despite the socialist dreams of equality and points for origin, there were besides clear selection thresholds. After simple school, depending on the results, you could go either to advanced school or to a method school or to a competition. The next threshold was the examination for college and then the sharp selection at the first years of college. At the end of the PRL, higher education had little than 7% of the population over the age of 15. The socialist school did not rise in the classical sense of the word, but did not deliberately demoralize. increasing up in a good sense of the word was conducive, and in fact, the full environment outside school, promoting conventional values, was decisive. The students had both parents and respective siblings all day. Cultural people didn't usage bum language. Many inactive mention specified actions as the Invisible Hand, excellent books for youth, spartakiads, films, cultural houses, besides educate radio and television, even lyrics of songs had a affirmative message, students on the streets had to wear shields, and I remember myself the fear that a militiaman who caught me with a cigaret on the street would inform the school. And with this school and the education system, we entered a period of building a new, better world.
What happened later with Polish education describes very well the content of the lecture which was presented by an educational expert and associate of the Council for household Affairs at the president of the Republic of Poland during the Polish Repair Movement. Jolanta Dobrzyńska. It was entitled ‘Polish education in the context of geopolitical changesIt’s okay. ” The author presented in a synthetic way what happened to the Polish school after 1989, and what Barbara's reforms Nowacka are a consistent continuation. It turns out, that unlike Polish politicians, global globalist centres headed by the European Commission have become very curious in Polish education since the beginning of the transformation. It was peculiarly disturbing for them that, despite the economical disaster, Polish students then achieved any of the best results in all areas examined by global tests.
As the talker stated, no substance what political option it was, each of them has consistently pursued the direction outlined by the European Union institutions or the UN agenda throughout the period under discussion. Already in May 1990, Poland signed the first of a number of agreements to adapt its education to Western standards. Almost EUR 4 billion from the PHARE fund were intended to prepare the ground for reform; research, training, document-making and analysis were funded to show their relevance and the request to "catch up with Europe". At the same time, slowly, but systematically, methods of learning, which have been compromised in practice, were introduced. Many strategical changes were introduced by 2 steps forward, 1 step back, sometimes withholding from loud and little harmful reforms, but left little noticed but important. In the memory of the public, the changes made by Minister Mirosław Handke in the strategy consisting of the introduction of gymnasiums have been most recorded. Polish students and teachers lost millions of man-hours for this reason, and taxpayers of billions of PLN to return to their starting position after 20 years.
A small little memorable were the ideas imposed by the West to destruct past and combine subjects in advanced schools, then there were respective loud strikes mainly in defence of past as a separate object. The fact that the introduction of thematic blocks and integrated discipline at the level of advanced schools resulted in a simplification in the level and results of up to 30% was known on the basis of American investigation already at the time of the changes, but they were not withdrawn until a fewer years later, as was the transfer of 6-year-olds from zeros to first grade. They besides tried to remove the chronological order of teaching. However, at the same time, the principles of the creation of the programming bases were changed and this change was not withdrawn, and it was done without a greater social debate. It was that the thematic evidence replaced their skills, which resulted in the fragmentation of the cognition transmitted.
In the educational jargon, cognitive teaching was thus replaced by operational teaching. At the same time, there was an offensive against conventional school in universities, through NGOs, teachers' training entities, mainstream media. Anglo-Saxon programs were translated into Polish frequently with the preservation of abroad names in Polish materials and textbooks. Practically native and independent investigation on education disappeared as the subject matter, but besides the investigation results were determined by a selectively guided stream of grants and another forms of funding. The superstitions of educational progressiveism, specified as non-directive, anti-authoritarian, critical pedagogical and postmodern approaches to truth, began to creep into the Polish school. Mr Dobrzyńska quoted in this context the Minister Richard Legutka“Polish education is built on a abroad licence”. Unfortunately, he made this message after finishing his occupation as Minister of Education.
However, all these procedures proved to be just a preparation for what Dobrzyńska thinks means not so much another reform, but a fundamental change in knowing what school is, which means advanced quality education and what its objectives are. It's called inclusive education. It is being pushed around the planet according to 1 key by globalist organisations specified as the UN, WHO, UNESCO, UNICEF, and within Europe by the European Commission and its related European Agency for peculiar Needs and Inclusive Education. As the talker said, education including this political construct separated from any reality of biology or pedagogical practice, even denying them. The stated goal is to put a somewhat different breeding of a fresh man for a fresh society. This is meant to be an inclusive society, and the attitudes of the second are to be achieved by the alleged student welfare. In the full basic programme, the same nonsubjective of the school's existence changes.
At this stage, implementation papers are not presented to wider public, or even to teachers in their entirety, the only paper that appeared on the MEN website after any time disappeared, although it is inactive being implemented. In the first stage, under the slogans of equality and the fight against exclusion, it was announced that children with all kinds of dysfunctions could be enrolled in public schools, including: with deep intellectual problems, with wellness problems, socially ill-adjusted youth, etc. specified a mix is to take place in all average class until recently, and the degree of mixing – diversity identified with the level of teaching. any Polish parents believed in the discriminatory character of the alleged peculiar schools and exercised their right to send children to public schools. The declining number of students in turn caused peculiar schools to close for economical reasons and the remainder of the parents had to do the same. They are presently mostly available in large cities.
Since 2016, around 500 peculiar schools have been abolished. The second phase of implementation, in addition to the provision of equipment and materials, e.g. for changing diapers, where average schools will be supplied so far, involves changing programs, evaluation techniques and teaching methods. The fact that it is simply a revolution, not a improvement is clearly referred to by abroad documents, but in Poland these plans are hidden so far, due to the fact that in the West its implementation took many years, and it started in 1970 in Anglo-Saxon countries specified as the USA, Australia, fresh Zealand and the United Kingdom. The Polish frog must so be cooked more carefully. The failure of the program in the US did not halt its implementation elsewhere. The British and Americans are presently trying to retreat from this madness, but the destroyed material and human resources infrastructure is not easy to rebuild. As usual in specified situations, officials and experts accuse each another of misleading themselves, throw work for misdiagnosis and missteps. Young people with problems return to schools again or for deficiency of specified opportunities to peculiar classes.
However, Poland is consistently implementing the full programme despite these experiences. The Polish program has 188 pages and is slow converted to educational law. It is based on a number of global documents, the most crucial of which is the 2012 Convention on the Rights of Persons with Disabilities on 100% inclusion (no peculiar schools) and the Sustainable improvement Agenda where inclusive education is entered for the 4th nonsubjective and is to be implemented by 2030. The Polish paper was adopted in December 2020 under the supervision of the European Agency and is entitled "Education for All". A framework for legislative and organisational solutions for quality inclusive education for all learners." The alleged pandemic made this fact almost unnoticed. All these papers have changed the knowing of the quality of teaching, which is synonymous with no longer a advanced level of teaching in the conventional sense, but "educational diversity". frequently these terms are utilized interchangeably, there is besides a procedure that, erstwhile individual speaks in papers about quality education, about a school available to all, a school without barriers, it means inclusive education.
Another term, frequently appearing as a synonym of quality, is the alleged welfare of students. This serves to mislead the public, as well as as as an alibi for those signing appropriate obligations of officials, although the Polish paper itself is unsigned, which gives emergence to suspicions that it was not written in Poland. There is simply a clear similarity to the way in which the WHO global wellness Regulations were implemented. Magdalena Trojanowska in the interview I conducted for January MP numbers, in that case the papers were not translated into Polish at all. The resilience of national authorities to the implementation of destructive and revolutionary changes is motivated, as is the case with the KPO and the Green Governance, by the large financial resources offered by the European Union for its implementation. In the first stage, a large sum of PLN 27 billion was allocated to the implementation of education involving Poland. However, as in another EU programmes, money does not go to any meaningful goals, but to completely fresh and destructive actions hidden under old concepts. Independent studies undermining the legitimacy of Inclusion in education are not published and financed in contrast to those that negate the harmful effects of this experiment.
This is put into place by promoters of the aura of the historical necessity, that "before change we will not escape" that progress, that Europe, etc., etc. At the same time, as in the case of sex ideology in college, a fresh direction is created called Disability Studies, like sex negating biology, norms and nature, focusing only on barriers that request to be removed. The school, according to Dobrzyńska, will cease to be a place of teaching, but the field of cultural warfare with phenomena specified as racism, sexism, homophobia, but besides with the barrier of the parents' religion and the associated oppressive claim of upbringing. Rules, virtues, reason lose their meaning to emotions. The basics of the program will be replaced by a universal plan consisting in matching the curriculum in the schoolroom to the least-sense individual and his capabilities.
It is expected to execute the task planned in the program together with the remainder of the collective, which for the addition of creative forces will, for example, play a ellipse on drums, and not in first teaching, but everyone, due to the fact that the characters of these performances will have the right to go to regional advanced schools, technicians and universities. This will facilitate the elimination of conventional assessments to be replaced by an ambiguous functional-descript assessment. At the end of her speech, Dobrzyńska noted that the alleged rulings which students with dysfunction have so far given pedagogical and intellectual advice will now be published in schools for all students who will thus enter the function of patients more many in the strategy of psychologists and therapists. Apart from a kind of intellectual portrait, this paper contains a description of the environment, family, friends, and everything is to be collected on 1 central IT platform. The EU institutions have been asking for data for respective years, which is to be a step towards Poland's integration into the alleged European educational area. I will compose about the subsequent changes that take place in the broad sense of education and its social environment, about the consequences and about possible defences in the next part.
Olaf Swolkień
CDN
In the photo: “A thousand-year-old” from the times of the Polish People's Republic (Photo wikipedia)
Think Poland, No. 43-44 (20-27.10.2024)
