Modernizing Science: Between a Liberal, Social, and Socialistic University – The Case of Poland and the University of Łódź (1945–1953)

Zysiak, Agata

doi:10.1017/s0269889715000083

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…Competing views of the university were proposed and discussed. One of the heated debates of that time polarised between a liberal, social, and socialist stances on the roles and the shape of the university (Zysiak, 2015). However, with the First Congress of Polish Science in 1951, the political course got tightened and it pointed clearly to the Soviet model of higher education (Connelly, 2000).…”

Section: Higher Education Under Real Socialismmentioning

confidence: 99%

The common good and academic freedom in Poland

Szadkowski

Krzeski

2021

Higher Education Quarterly

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This article addresses the inadequacy of the universal approach to academic freedom, which fails to account for the extent to which academic freedom can be exercised. Instead of considering the fixed meaning of academic freedom, the article proposes a relational approach. One that focuses on the relation between academic freedom and the common good, as particular articulations of academic freedom are legitimized through reference to the quasi‐universal concept of the common good. To ground this argument, the article examines different historical meanings of the idea of the common good in the relations between the state and the university sector in Poland, and the effect they had on the content and extent of academic freedom. In doing so, it contributes to the discussion on the cultural and national specificities of both academic freedom and the common good.

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Section: Higher Education Under Real Socialismmentioning

confidence: 99%

The common good and academic freedom in Poland

Szadkowski

Krzeski

2021

Higher Education Quarterly

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“…W tej konstelacji uczelnie wyższe zostały oddzielone od badań, ich rolą było nauczanie i produkcja nowych kadr potrzebnych do modernizacji kraju. Środowisko akademickie protestowało przeciw ograniczaniu wolności nauki i niezależności uczelni, na co zwolennicy reformy ripostowali, iż nauka nie mogła być wolna w kapitalizmie, kiedy podporządkowano ją zyskowi, a naukowcy musieli walczyć o ekonomiczne przetrwanie (Hübner, 2011;Zysiak, 2015). W tej samej optyce szkodziły jej także chaotyczne działania i akademicki indywidualizm -reforma miała przynieść prawdziwą wolność poprzez koordynowanie i planowanie wysiłku uczonych przez państwo.…”

Section: Reformaunclassified

Stalinism and Revolution in Universities: Democratization of Higher Education from Above, 1947–1956

Zysiak

2019

slh

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Stalinism and Revolution in Universities: Democratization of Higher Education from Above, 1947–1956The first postwar decade in Poland saw a rebuilding of the whole country, including the school system and higher education. Higher education institutions were to mold a new intelligentsia, coming from a wider social background. Initial grassroots efforts to change the elite character of universities were eclipsed from 1947 by a reform introduced from above. On the one hand, the reform curtailed the autonomy of universities and increased censorship and political control; on the other hand, however, its aim was to make university education available on an unprecedented scale to people from the working and peasant classes. This article offers a survey of tools through which this “democratization” of access to higher education was implemented, such as a new admissions process, the induction year and preparatory courses. It also shows how these tools changed the students’ social backgrounds, albeit without permanently altering the general picture of higher education in Poland. Stalinizm i rewolucja na uczelniach – odgórna demokratyzacja dostępu do edukacji wyższej 1947–1956Pierwsza powojenna dekada to czas odbudowy całego kraju, w tym systemu edukacji, i reformy szkolnictwa wyższego. Uczelnie miały stać się miejscami budowy nowej inteligencji o egalitarnym pochodzeniu. Początkowo oddolne starania, by zmienić elitarny charakter uniwersytetów, od 1947 roku zostały zdominowane przez odgórną reformę edukacji. Z jednej strony oznaczała ona ograniczenie autonomii uczelni, zwiększenie cenzury i politycznej kontroli, z drugiej jednak miała na celu umożliwienie studiowania osobom z klasy robotniczej i chłopskiej na niespotykaną wcześniej skalę. Artykuł stanowi przegląd narzędzi „demokratyzacji” dostępu do szkolnictwa wyższego, takich jak nowy proces rekrutacji, rok wstępny i kursy przygotowawcze. Pokazuje także, jak zmieniły one społeczne pochodzenie studentów, a jednak nie zmieniły trwale oblicza szkolnictwa wyższego.

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“…In a specifically academic context, Langewiesche (1997) refers to "self-Gleichschaltung." Researchers on Stalinist societies have detected similar processes of political conformism by semi-autonomous academics (Zysiak 2015).…”

Section: History and Historiansmentioning

confidence: 99%

“…Kershaw (1993) refers to this pattern of behavior as “working toward the Führer”—anticipating what Hitler and more generally the Nazi regime would expect one to do, and doing it. In a specifically academic context, Langewiesche (1997) refers to “self- Gleichschaltung .” Researchers on Stalinist societies have detected similar processes of political conformism by semi-autonomous academics (Zysiak 2015).…”

Section: Relations Between Academic Sociology and History In Twentietmentioning

confidence: 99%

Field Theory and Interdisciplinarity: History and Sociology in Germany and France during the Twentieth Century

Steinmetz

2017

Comp Stud Soc Hist

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This article proposes an original theory of interdisciplinarity and a revisionist history of interactions between the sociology and history disciplines. It examines relations between historians and sociologists in Germany and France over the course of the twentieth century, focusing on several key moments of interdisciplinary activity.The present article differs from the existing literatures on historical sociology and interdisciplinarity in several ways. Most accounts of historical sociology since the 1980s have depicted an endeavor taking place entirely within sociology, occluding other axes of interdisciplinarity. Rather than focusing on sociologists working historically, or historians working sociologically, I begin by reconstructing both of the disciplinary fields within the metafield of academic disciplines. I then consider the full range of interactions and practices coming from both directions. According to most previous accounts, disciplines evolve as unified totalities, generations, or waves. I analyze disciplines as social fields-as dynamic, relational, and internally heterogeneous and divided assemblages. Rather than asking how entire disciplines interact with one another, I focus on the ways specific actors and groups within disciplines relate to specific parts of external disciplines. I try to map the entire array of interactions and repulsions between disciplines. Rather than simply describing interdisciplinary practices, I ask how these practices have been supported or hindered by causal forces located within disciplines and at varying distances Acknowledgements: I am grateful to Julia Hell, Phil Gorski, Howard Brick, participants in the symposium on "The Sociology of the Social Sciences 1945-2010" at the University of Copenhagen, 9-11 June 2011, and several anonymous CSSH reviewers for comments on earlier versions of this paper.

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Modernizing Science: Between a Liberal, Social, and Socialistic University – The Case of Poland and the University of Łódź (1945–1953)

Cited by 6 publications

References 6 publications

The common good and academic freedom in Poland

The common good and academic freedom in Poland

Stalinism and Revolution in Universities: Democratization of Higher Education from Above, 1947–1956

Field Theory and Interdisciplinarity: History and Sociology in Germany and France during the Twentieth Century

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