The System of Learning and Teaching Organized by the Polish Commission of the National Education (1773-94)

Abstract

In a successfully developing system, goal, principles and processes are coupled with each other and with a continuous increase of knowledge. Analyzing these relations, Wilson, Barsky and Daviss (1996-2000) proposed universal criteria to assess progress of systemic changes. These criteria can be applied to develop\pment of a modern technology or science, as well as to education reforms. The goal of this work is to apply these criteria to analyze effectiveness of the system of learning and teaching created by the Polish Commission of the National Education (KEN). It has been shown (Ekiel-Jeżewska, 2012) how the overarching goal of education, economical and political development of Poland, was consistent with the KEN basic principles: common goals, freedom and autonomy, ownership of accumulated knowledge. We have demonstrated how KEN kept alive the six processes inherent to successful system reforms: knowledge accumulation, sustained professional development within a recognized hierarchy of practitioner's expertise and transmission of this expertise to others, design of complex entities, improvement of quality, diffusion of innovations, and redesign. In this way, we have provided an example how a similar assessment can be performed for modern educational initiatives, programs, systems and reforms, in contrast to common evaluation of individual teachers and students. Following the best Polish educational tradition, we have reminded that, nowadays, we need to rethink what does it mean to learn and teach productively, and what should be the overarching goal of education in the society of the XXI century.

Keywords: Polish Commission of the National Education, Educational Reforms, Redesign

DOI: 10.54941/ahfe100376