A társadalmi-gazdasági valóság körüli gondolataink

Átírás

1 GAZDASÁGI ÉS TÁRSADALOMTUDOMÁNYI KÖZLEMÉNYEK SCIENTIFIC JOURNAL OF SOCIAL AND ECONOMIC STUDIES A Nyíregyházi Fıiskola Gazdasági és Társadalomtudományi Karának, Kultúrdiplomáciai és Civilizációs kutatások Kutatócsoport és a Kelet- és Közép-európai Kutató Központjának kiadványa A társadalmi-gazdasági valóság körüli gondolataink Nyíregyháza 2009

2 GAZDASÁGI ÉS TÁRSADALOMTUDOMÁNYI KÖZLEMÉNYEK A Nyíregyházi Fıiskola Gazdasági és Társadalomtudományi Kar, a Kelet és Közép-európai Kutató Központ és a Kulturdiplomáciai és Civilizációs Kutatások Kutatócsoport kiadványa A szerkesztıbizottság tagjai: N. Szabó József (a szerkesztıbizottság elnöke) Duleba Szabolcs Galó Miklós Kerülı Judit Nádasdi József Nagy Levente Szakál Zoltán Tanácsadó testület: Prof. Jerzy Malec Prof Gazdag Ferenc Prof. Nábrádi András Prof. Rostoványi Zsolt Prof. Soós Pál Prof. Szőcs István A kiadásért felelıs: Kvancz József A Nyíregyházi Fıiskola Gazdasági és Társadalomtudományi Karának Dékánja ISSN: ISBN: Szerkesztıség: Nyíregyházi Fıiskola Gazdasági és Társadalomtudományi Kar 4400 Nyíregyháza, Sóstói u. 31/b. Tel.: 42/ HUISS5N

3 TARTALOMJEGYZÉK BEKÖSZÖNTİ... 4 JOANNCA AKSMAN EDUCATION THROUGH ART A CONTEMPORARY VISION OF FAMILIARISING CHILDREN WITH ART SELECTED EXAMPLES OF INITIATIVES IN THE CITY OF KRAKOW... 5 KLEMENS BUDZOWSKI ANDRZEJ FRYCZ MODRZEWSKI FINANCIAL RESOURCES FROM THE EUROPEAN UNION TO SUPPORT THE DEVELOPMENT OF SCIENCE AND CULTURE IN POLAND... 9 STANISŁAW HRYŃ THE ART OF CREATING PLACES KÖZGAZDASÁGTUDOMÁNYI SZEKCIÓ BOKOR ZOLTÁN TRENDEK ÉS MEGOLDÁSOK A SZÁLLÍTÁSI-LOGISZTIKAI KUTATÁS-FEJLESZTÉSBEN EGRI IMRE BOOLE ALGEBRA MANDELBROT HALMAZ A LOGISZTIKAI FOLYAMATOK VIZSGÁLATÁBAN GECSE GERGELY LOGISZTIKAI AKCIÓTERV GERDA ISTVÁN ZSOLT MAGYARORSZÁG ÉS AZ ÉSZAK-ALFÖLDI RÉGIÓ MUNKAERİPIACÁNAK FİBB TENDENCIÁI KISS MARIETTA GONDOLATOK AZ EURÓPAI JÓLÉTI ÁLLAMOK NYUGDÍJREFORMJAIRÓL KVANCZ JÓZSEF A DEVIZÁS ÉRTÉKELÉS SZABÁLYOZÁSA A MAGYAR SZÁMVITEL TÜKRÉBEN NAGY GERGELY AZ ÁFA CSALÁSOK FELTÁRÁSÁNAK SZÁMVITELI ÉS INFORMATIKAI LEHETİSÉGEI PÁSZTOR SZABOLCS A SCHENGENI HATÁRMENTISÉG KÉRDÉSEI MAGYARORSZÁGON VERESS JÁNOS A SZEMÉLYES ELADÁS HELYE A MARKETING-KOMMUNIKÁCIÓ ESZKÖZRENDSZERÉBEN ÉS SZEREPE A MAGYARORSZÁGI BIZTOSÍTÓK ÉRTÉKESÍTÉSI STRATÉGIÁJÁBAN TÁRSADALOMTUDOMÁNYI SZEKCIÓ BARABÁSNÉ KÁRPÁTI DÓRA AZ ELTERELT FIATALOK HELYZETÉNEK JELLEMZİI DRABANCZ M. RÓBERT MŐVELTSÉG KÉRDÉSE A HÚSZAS ÉVEK MAGYAR KULTÚRPOLITIKAI GONDOLKODÁSÁBAN LÁCZAY MAGDOLNA A TEHETSÉGGONDOZÁS ÉS/VAGY AZ ELITKÉPZÉS A SZAKKOLLÉGIUMI HAGYOMÁNYOK ÉS A BOLOGNAI RENDSZER SZILÁGYI BARNABÁS DOLGOZÓI ATTITŐDÖK SAJÁTOSSÁGAI MEZİGAZDASÁGI VÁLLALKOZÁSOK VIZSGÁLATÁBAN VERES EDIT VAJDÁK A ROMA TÁRSADALOMBAN

4 Beköszöntı Egy folyóirat indulásakor minden szerkesztıség megpróbálja kialakítani ars poeticáját, megfogalmazni azokat a célokat és értékeket, melyek mentén a kiadványt szerkeszti. Elınye egy induló folyóiratnak, hogy szerkesztıgárdáját nem befolyásolja a múlt, nem irányadó egy korábbi szerkesztıség értékrendje. A szerkesztés értékrendjét ugyanakkor formálja a folyóirat profilja, az a tudományos közösség, amely az új kiadványt útnak indította, azok a kutatási témák, amelyek megjelentetését vállalja. A Gazdasági és Társadalomtudományi Közleményekért felelıs kiadója a Nyíregyházi Fıiskola Gazdasági és Társadalomtudományi Kara, ebbıl következik, hogy elsıdlegesen a gazdaságtudományok és társadalomtudományi kutatások eredményeinek megjelentetését preferálja. Szerkesztıségi célkitőzésünk, hogy nem csupán a fıiskola gazdasági és társadalomtudományi kutatásainak biztosit, fórumot, hanem nyitott kíván lenni országosan és nemzetközileg releváns kutatások publikálása elıtt is. A szerkesztıség kiemelt feladatának tartja a karhoz tartozó Kelet- és Közép-európai Kutató Központban folyó kutatások megjelentetését, illetve a kar profiljához tartozó konferenciák kiadványainak a közlését. A Gazdasági és Társadalomtudományi Kar közgazdaságtudományi kutatási témái: mikro és makrogazdaságtan, marketing, menedzsment, nemzetközi gazdaságtan, vállalatgazdaságtan, valamint a pénzügy területén olyan potenciális publikálási lehetıséget biztosítanak, amelyek a folyóirat megjelenését indokolják. A gazdaságtudományi kutatások mellett létrejött egy ígéretes széleskörő társadalomtudományi kutatásokat mővelı oktatási gárda is, akik a diplomácia, a jogtudomány, a kommunikáció, a politológia és a szociológia legkülönbözıbb területén olyan eredményeket értek el, melyeknek a megismertetését a kiadvány szintén feladatának tartja. Célunk továbbá az is, hogy a gazdasági és társadalomtudományok területén magyar és idegen nyelven megjelent monográfiák recenzálását vállaljuk. A Gazdasági és Társadalomtudományi Közlemények szerkesztı bizottsága összeállításakor azt a koncepciót követtük, hogy minden tudományterület képviselve legyen. Fontosan tartottuk azt is, hogy országosan és nemzetközileg jegyzett tudományos tanácsadó testület segítse a szerkesztıséget. Abban bízunk, hogy a szerkesztési célokat meg tudjuk valósítani és egy olyan folyóiratot tudunk létrehozni és mőködtetni, amely gazdagítja a magyar tudományos periodikák sorát. N. Szabó József 4

5 JOANNCA AKSMAN EDUCATION THROUGH ART A CONTEMPORARY VISION OF FAMILIARISING CHILDREN WITH ART SELECTED EXAMPLES OF INITIATIVES IN THE CITY OF KRAKOW Although so far Krakow does not have a permanent meeting place for teachers who pursue education through art in their work (as advocated by Stefan Szuman 1 ), it does have an abundance of projects connected with this process, initiated both by academic institutions (UJ, UP, ASP, PAT) 2 and other organisations. What is of interest is the fact that this wealth of initiatives, also targeted at children and teenagers, very rarely if at all has any connection whatsoever with school education. Below is a review of selected initiatives 3 taken in Krakow, which represent generally speaking an audio-visual approach to familiarising the young generation with art. The first initiative is the Photography and Video Workshop, organised by Bogusław Natkaniec at the dr Henryk Jordan Youth Centre, which is an example of similar workshops organised by Community Centres elsewhere. The Workshop 4, which goes back to 1989, gathers young people interested in photography and film. They are mostly interested in the technical aspect of these forms of art. After approximately two years of learning the theory, interpreting films and studying techniques (playing with camera and imitating TV), participants are prepared to create a media project a study, usually a documentary or a feature film based on their own idea. Although, according to Mr Natkaniec, the subject of art is seldom addressed in these films, the fact that participants create their own film work, i.e. a media project which is rarely undertaken at schools due to technical and financial reasons, is in itself of great value. Importantly, the studies are not filmed for filming s sake. Their authors are given an opportunity to present their works at festivals and shows of amateur video films, which is another initiative of presenting original media work. Festivals and shows are held in Krakow four or five times a year. Some of the best-known ones are the annual Smofi festival 5 (International and Polish Festival of Short Amateur Films, organised by the Workshop mentioned above), there is also the Krakffa festival (Festival of Amateur Films organised by the Youth Community Centre located at ul. 29 listopada 102 in Krakow), as well as festivals held by the Wrzos Centre for Visual Arts in Podgórze, located at ul. Zamoyskiego 50, e.g. Ofafa (Polish Festival of Animated Films targeted at professionals, film and art students, as well as amateurs). 6 When writing about festivals which present the works of children and teenagers who are amateur cinematographers, it should be mentioned that there are also special festivals where commercial children s and teenagers films are judged. An example of such a festival is the 1 Stefan Szuman, in his major work On Art and Aesthetic Education, Warszawa 1975, pointed out that if educators, especially teachers in the lowest classes, were not educated in art and through art, they in turn would not be able to shape the correct symptoms of moral and aesthetic attitude in their students; thus the process of education through art should begin with art educators rather than with children. 2 Jagiellonian University, Pedagogical University of Cracow, Jan Matejko Academy of Fine Art, The Pontifical Academy of Theology in Cracow 3 These are selected initiatives, various projects implemented at the turn of the 20 th century that represent the idea of education through art by means of audio-visual methods. 4 From a conversation with Mr Bogdan Natkaniec. 5 It is one of the festivals which have become a permanent feature of Krakow s cultural life and is a meeting place for various institutions connected with art: e.g. the Cinematography Committee, Ministry for Culture and Art, Ministry for National Education, and the Krakow branch of Polish national television, TVP S.A. 6 Similar festivals are held throughout Poland: in Konin, Poznan, Oswiecim, Belchatow, Bierun, Warszawa, Tarnow, etc. 5

6 Warsaw Festival of Teenagers and Children s Films 7 and the Galicja 2009 Festival of Children s Films, which has been organised in Krakow for two years now, its first edition attracting as many as 12,000 young viewers. The project is communal, and the organisers have three aims: to promote family values, to organise an attractive event for children, and to promote cinematic and animated art as an element of culture and entertainment. To quote the words of the initiators of this project We want to show that cinematic art is an alternative to commercial cinematic offers that is just as good and needed by the youngest audience. 8 To continue the subject of familiarising children and teenagers with the cinematic art, we should mention the activity of the Paradox Cinema, which is housed in the dr Henryk Jordan Youth Centre in Krakow. Initially, in it used to be a cinema which offered films based on books for required reading, which also had a Film Debate Club that enjoyed a certain prestige because it screened some western films. However, according to Ms Adela Niklasińska, who runs the Paradox Cinema, such clubs died a natural death ; subsidies for lectures stopped, viewers became more and more reserved, there were no discussions after screenings, and finally a network of studio cinemas was closed in January The Paradox cinema survived but it was thanks to numerous ideas of the people in charge as well as visible attempts to form a relationship with schools. Apart from cheap books of tickets to films based on books for required reading and to thematic series of films, the cinema (in consultation with teachers from primary and secondary/tertiary schools) offers lectures, speeches before screenings and competitions. The best known one is a quiz on film knowledge trials in the Krakowskie Voivodship offer an opportunity to participate in the national competition in Gdańsk. Young people can also participate in competitions on cinematographic knowledge organised by the staff of the Chair of Film Studies of the Jagiellonian University. All information (advertisements, brochures) on competitions and the cinema s activity is available in Krakow s schools thanks to the cooperation with the Krakow Board of Education. The author believes this illustrates that cooperation between cultural institutions and schools is possible and can be effective; it shows how an initiative that is an example of media education can be offered and implemented in cooperation with the teacher. A similar, although much more extensive and integrated initiative to familiarise children and teenagers with art has been undertaken (as part of broadly-understood cultural education) by the Krakow Cinematography Centre, located at ul. św. Jana 6 in Krakow, which initiated 9 the Cinema-Theatre-Museum Cinematic Art Academy. It is a good example of combining direct contact with art (a visit to a museum or a theatre 10 ) with its reflection in audio-visual form (film screening with preceding speech, e.g. by an actor). Speech-film-exhibition the consecutive stages of a meeting targeted at children from the fourth grade up to tertiary school - give the teacher a good opportunity to discuss the meeting beforehand, in class. Another group of initiatives which familiarise children and teenagers with art through media, but in a way suitable for our times, i.e. interactively, includes exhibitions presented in Bunkier Sztuki (Art Bunker) - a Gallery of Contemporary Art in Krakow. Let us discuss two examples here: a cyclical exhibition called Arsmediale, which is an international show of 7 There is a similar festival held in Poznan, called Marcinki. In this case it is children who judge audio-visual works created for them. 8 Further information: (October 8, 2009). Some highlights from the 2009 festival: A Sentimental Journey a screening of films directed by Stanisław Jędryka, with the director s participation; The Moomins 70 th Birthday - Moomin films for the youngest children; the third dimension of film a series of 3D films for children and their parents presented with use of innovative Expand technology that uses infrared radiation; educational shows for school groups with School Film Library organised with the Polish Institute of Cinematic Art, viewing of foreign films entered in competition; a replica of the Giffoni Festival Experience one of the most prestigious children s film festivals in the world. 9 In October The National Museum and the Groteska Theatre have participated in this initiative. 6

7 interactive installations and a one-off exhibition called Communication. The former shows how art uses new technologies to express the world, it invites us to test our ability to enter into a dialogue with technical equipment, because in the words of the curator Antoni Porczak If a work of art is to be made, you must create it yourself. Without you there will be no art, but only an exhibition of technical equipment. 11 The subject of the other exhibition, organised by Heureka, the Finnish Science Centre, for the Helsinki 2000 Festival, was information society. Its aims were: to give an account of revolutionary achievements in communication; to enable people to understand changes resulting from globalisation, integration and privatisation of the communication technology by means of offering visitors the opportunity to use the exhibits; as well as to show the invariants in methods of social communication. Both exhibitions address the new media and their applicability to broadly understood contemporary art. It should be noted that the exhibitions have met with considerable interest of both children and teenagers a generation that has been exposed to television, computers, the internet and other media from a very early age. Interestingly, the exhibitions reflect new uses of the media that in homes are usually used for broadcasting picture and sound. For example a TV set becomes a tool for a special media installation. It seems to the author that the exhibitions are not only interesting but also very educative for the young generation, since they show the media in a new role. It turns out, however, that few teachers decide to visit these exhibitions with their students. Probably the subject is new to them as well and proves difficult to interpret by themselves. In primary schools issues related to contemporary art are discussed extremely rarely, so the fact that such exhibitions exist and are organised is a reason to be pleased; what is needed is for them to be better advertised in schools and to establish a friendly contact with teachers, for whom these issues are not completely natural yet. When discussing museum exhibitions it should also be mentioned that some of Krakow s museums organise special classes on art, based on art films (e.g. in the Krakow Branch of the National Museum). However, the level of these classes is not suited to the development of children and teenagers, which means that they are in principle aimed at adults. Perhaps we should therefore look for interesting art films in museums, not only on public TV or educational TV. It is regrettable that teachers of humanities do not take greater advantage of these meetings. Krakow, as a city of art, also has an art film festival, 12 which is organised either in the Rotunda club, accompanying exhibitions presented in the National Museum, or annually in the Kijów cinema as part of the Krakow Film Festival. It seems, however, that the festivals are still attended by an in-group of museum goers, which, as is commonly known, serves to preserve a strong dichotomy between a handful of art connoisseurs and masses of outsiders. Information about such meetings should probably be made available by the institution responsible for contacts with teachers, e.g. the Media Education Workshop at the Voivodship Teachers Training Centre in Krakow, thus starting cooperation between schools and cultural institutions. Participation in such art films festivals organised by professionals would probably enhance the teachers knowledge and maybe motivate them to use available materials in their classes. It turns out that in this day of pluralism teachers and students looking for art films should look into producers of TV programmes and films other than educational television. However, it must be said that looking at the offer of various producers of educational programmes available in bookshops, it is very rarely that we can find films related to the subject of art. Looking through brochures we will come across interesting proposals, e.g. Wydawnictwa Szkolne i Pedagogiczne (Poland s largest educational publisher) recommends two packages 11 A. Porczak, Arsmediale Exhibition Catalogue, November, A festival like this used to be organised e.g. in Zakopane, nowadays it is also organised in Wroclaw and Krakow. 7

8 for elementary education and for classes 4-6 of the primary school: The Louvre for Children and Secrets of Paintings. In the age of computers and the internet, looking for the relevant teaching materials should be one of the basic kinds of homework given to students by their teacher; the author believes that several other interesting sources could be found related to the issue in question. Unfortunately, in the author s survey none of the teachers paid attention to this. 13 Another permanent feature in Krakow s cultural life is the Media-Poland Fair, which has been organised since 2001 with the help of the Institute of Journalism and Social Communication of the Jagiellonian University. Fair participants can learn about the achievements of various media operating in the city. Apart from daily newspapers, radio, Information and Career Planning Centre, as well as the Institute of Journalism and Social Communication of the Jagiellonian University, local Krakow television also presents its achievements. This is another initiative in which students and teachers can examine some issues - this time related to regional media. The last initiative discussed here, which brings children and teenagers closer to the issues of using the media creatively and using them as tools in a future job, are media-related jobs promoted by Information and Career Planning Centres by means of brochures and e- information. As a way of ensuring public access to information about jobs and helping adults and young people, the institutions promote the following media-related jobs: film and television director, television presenter, TV producer, programme editor, publishing editor, copywriter, PR specialist, at the same time providing information on what the job involves, providing a psychological profile of a suitable candidate, forms and places of employment, places where the job can be learned and useful addresses. As this kind of practical information is also important in the process of aesthetic education of the young generation, since it provides a vision of the future, helps set an aim in life, makes interests more concrete, it should find a place in school education. It is the author s intention that the discussed examples of ways to familiarise children and teenagers with the subject of (broadly understood) art through media should provide potential ideas that should be included in the aesthetic education of children and teenagers. Observing Krakow s cultural life closely, a teacher should notice these opportunities to enrich the teaching process related to the subject in question. However, as surveys show, this is not the case, with numerous teachers complaining of a lack of university knowledge on using the media in teaching art, of few and far between offers from cultural institutions aimed directly at teachers, of a lack of media materials as well as the media themselves. There is a certain gap between the teachers attitudes and the ideas presented above, which they, however, do not take advantage of. The contemporary teacher is required to be creative, to implement original ideas and innovations, to be able to look for new sources of knowledge. However, based on the opinions of teachers (especially ones from smaller towns and villages), there is a need for an institution which would coordinate the flow of information on initiatives related to art and which would make decisions on possible forms of participation in these projects by children and teenagers. It would be ideal to create an information centre providing children and teenagers with direct and audio-visual contact with art. Perhaps such information centres should be opened by Boards of Education or Voivodship Teachers Training Centres, i.e. institutions that gather teachers and improve their work, or by schools educating future art teachers. 14 The considerable discrepancy between teachers comments and the existing opportunities in Krakow prove that there is an urgent need to bridge this gap. 13 The author s own research a survey of 100 teachers of humanities (2003). 14 The Educator s Research Association at Andrzej Frycz Modrzewski Kracow University is going to aim to implement this task (specialty: Early School Pedagogy with Fine Arts Education). 8

9 KLEMENS BUDZOWSKI ANDRZEJ FRYCZ MODRZEWSKI FINANCIAL RESOURCES FROM THE EUROPEAN UNION TO SUPPORT THE DEVELOPMENT OF SCIENCE AND CULTURE IN POLAND International economic assistance consists of different transfers, donations, loans or similar benefits carried out on preference conditions by international institutions and organizations, integration groups or particular countries in order to stimulate or accelerate the economic development of less developed or underdeveloped countries. 15 International assistance sensu largo is the international, non-market transfer of material and financial resources from countries or international groups to accelerate the economic development of a defined country or group of countries. This kind of assistance may take the form of resources for the transformation of the economy, humanitarian, technical assistance etc. The international assistance sensu stricte is a transfer of resources within economic, financial etc. assistance. The international assistance may take the following forms: financial (reduction of debts, financing the essential import, target loans), investments in infrastructure (resources from e.g.: the World Bank, the European Investment Bank, The European Bank of Reconstruction and Development); food and short-term assistance; technical cooperation or subsidy for economic development. 16 The international assistance is classified according to its source of origin, ways of transfer and methods of financing the means or the range of freedom in disposing the resources by the recipient country etc. 17 The international assistance may appear in the forms of: government assistance most often realized on the basis of bilateral agreements concluded by the government of a donor country and the government of the recipient country of the external assistance; multilateral assistance of international organizations and institutions (specialized agencies of the Organization of the United Nations, The World Bank, OECD, OPEC, regional integration groups etc.; assistance of non-governmental organizations within humanitarian, charity actions (The International Red Cross, Doctors without Borders etc.). The international assistance can be realized as: financial (reduction of debts, loan guarantees etc.), material (supply of food, equipment, means of transport etc.), technical and educational (trainings, technical assistance, legal, economic, organizational or logistic consulting etc.). From the perspective of the subjects which the resources are directed to the international assistance may be divided into: the assistance directed to the institutions of government administration (programs of modernization of economy, programs of regional and local development, programs of management and administration in macro and micro scales, programs of central and local administration development etc.); assistance to enterprises; 15 Dylematy rozwoju. Porównywalność doświadczeń krajów słabiej rozwiniętych i Polski, Praca pod redakcją E. Butkiewicz, SGH, Warszawa 1992., p.50, also, P. Kowalczyk, Międzynarodowa pomoc gospodarcza na przykładzie programu PHARE, AE Kraków 1999, p.5, M. Niezgoda, Pomoc zagraniczna Unii Europejskiej dla Polski na drodze do integracji, AE Kraków 2002, p.31, 16 P. Samecki, Zagraniczna pomoc ekonomiczna. Wybrane kwestie teorii i polityki pomocy dla krajów rozwijających się, Fundacja Edukacji i Badań nad Pomocą Zagraniczną, Warszawa 1997, p Cf. M. Gollis, D.H.Perkins, M.Roemer, D.R.Snodgrass, Economics of Development, wyd.ii, W.W.Norton & Co., New York, London 1987, pp , G.Ranis, The United State and the Developing Economies, W.W.Norton & Co., Inc., New York 1964, p.82., P.Samecki, Zagraniczna pomoc ekonomiczna. Wybrane kwestie teorii i polityki pomocy dla krajów rozwijających się, op. cit., p.22, cyt.for: M.Niezgoda, Pomoc zagraniczna Unii Europejskiej dla Polski na drodze do integracji, op. cit. pp , also, T. Łamacz, Międzynarodowa polityka rozwojowa, Sprawy Międzynarodowe 1996, no 5. 9

10 programs directed to the development of small and medium-sized companies, the development of small entrepreneurship, etc.). 18 It is commonly assumed that the reason for the transfer of the resources to the countries in need is the will to help, humanitarian and ethical reasons. Transfering the resources to the defined industry sector, social groups, professional groups often enables to create the right image of the donor country, carrying out the defined political, economic strategy in the country the assistance resources are directed to. Sometimes the resources transferred within humanitarian assistance may be used to create or develop political, economic influences, or the promotion of companies from the donor country, the development of trade exchange, gaining new markets, creating circumstances for the promotion of particular models of behavior, culture, style of life etc. The external assistance, which is not supported by a proper engagement of own resources of the recipient country, may lead to deeper internal disproportion, the disappearance of entrepreneurship, collapse of numerous enterprises which as a result of the inflow of material assistance resources have lost their own markets etc. For the country which accepts the external assistance, foreign resources allow for solving a lot of current problems, create conditions to dynamize economic development. The investment impulse brought about by the need of the engagement the own resources may lead to dynamization of the economy. The external resources allow for modernization of the economy on condition that they are rationally used. For the recipient country, the external assistance means mainly the short-term solution to the problem of the shortage of financial, material resources, the possibility of lowering the disproportion in economic development, solution of current problems of providing people with basic financial means lowering internal tensions. The external resources as the assistance for the need of economic infrastructure, development of education allow for the development of under-developed regions, professional activisation of people, creating entrepreneurship. Minimalizing the unfavourable conditions of the external assistance, creating conditions for faster development, proper allocation of the assistance resources make up conditions for gradual elimination of disproportions in economic development between the donor and recipient of the international assistance. The economic and social changes which began in Poland last century at the turn of the 80s and 90s were financially, technically and politically supported by the economically developed countries. The assistance which Poland was given in that time was mainly the non-refundable support in the form of government assistance, but also in the form of loans, refundable credits from different countries, international institutions, or private foundations and organizations. 19 One of the most important and biggest assistance programme directed to Poland was the Phare programme (Poland-Hungary - Assistance to Restructuring of the Economy) created under the decision of the European Council of 23 December 1989 by the European Community to support the system transformation in Poland and Hungary. As the transformation process proceeded in the whole Central and Eastern Europe, the Phare assistance was enlarged also to other countries and other fields. The Phare programme was the biggest source of non-refundable assistance received by the countries of Central and Eastern Europe. There were a lot of sub-programmes supporting the activity in various fields that functioned within the Phare. Separate proposals of activities to be financed from the Phare 18 Fundusze strukturalne i programy pomocowe Unii Europejskiej. Przewodnik praktyczny, Praca zbiorowa pod redakcją Klemensa Budzowskiego, Materiały dydaktyczne Krakowskiej Szkoły WyŜszej im. Andrzeja Frycza Modrzewskiego, Kraków 2003, pp Mapa pomocy Unii Europejskiej udzielonej Polsce w ramach programu Phare , ISPA oraz SAPARD, Urząd Komitetu Integracji Europejskiej, pp of

11 were prepared for each following year. To be allowed to participate in the Phare numerous conditions had to be met, namely: co-financing a project by the local partner, generating additional effects, the ability to continue in the following periods of time. In the first part of functioning of the Phare the assistance was mainly directed to support the system transformation, changing the economic system, introducing market economy mechanisms etc. As the economies of the beneficiary countries became more stabilized the Phare was to assist in the preparations for joining European Union. In 2000, under the decision of the Agenda 2000, two other pre-accession programmes were created by the European Community for the applicannt countries, such as: ISPA I SAPARD. The ISPA fund (Instrument for Structural Policies for Pre-accession ), made under the regulation of the Council of the European Union of 21 June 1999 aimed at by financial support for realizations of undertakings adjusting Poland (and other applicant countries) to the Community standards within the field of infrastructure of transport and environmental protection. 20 The SAPARD Programme (Special Accession Programme for Agriculture and Rural Development) was an instrument of the pre-accession support to agriculture and rural areas for the ten countries of Central and Eastern Europe applying for membership in the European Union, appointed under the resolution of the Council of the European Union WE no. 1268/1999 of 21 June SAPARD was the target programme in the amount of 500 mln euro a year entirely for rural areas and agriculture development and improvement in the applicant countries, such as Bulgaria, the Czech Republic, Estonia, Lithuania, Latvia, Poland, Romania, Slovakia, Slovenia and Hungary. Additionally, the SAPARD was to prepare the administration and its subjects to use far bigger assistance resources within the EU Structural Policy, after having joined the European structures. Thus, it was the first longlasting programme modelled on the EU Structural Funds in which the participation of the beneficiary own resources was obligatory. In Poland the SAPARD objectives resulted from basic problems of Polish country areas, such as: bad agricultural structure, agrarian overpopulation, high unemployment, low level of education, weak infrastructure, low level of income of the the rural areas inhabitants, production dispersal, non-developed agriculture background, lack of farms specializations, weak base of food processing industry etc. Over the period Poland was given the support from the European Communities in the amount of over 7 billion Euro. 21 The EU support given to Poland within the Phare , ISPA and SAPARD a number of projects were realized: Polish-German, Polish-Slovakian, Polisg-Czech border cooperation; creating Euro-Regions (Bałtyk, Pomerania, Niemen, Bug, Karpacki, Nysa, Glacensis, Silesia, Śląsk Cieszyński, Puszcza Białowieska, Tatry, Beskidy); the system of country borders protection, infrastructure at the eastern border, strengthening safety at the border, modernization of the railways, roads, protection of surface water etc. Much of the resources were allocated for the development of small and medium-sized companies, coordination of activities of the labor market insitutions, technical assistance within social and economic cohesion, human resources development, technical and consulting assistance in the field of environment, road transport development, regional development of human resources and innovations. 20 M.Czermińska, Zasady i funkcjonowanie wspólnej polityki handlowej Unii Europejskiej-implikacje dla Polski, Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie, nr 777, Kraków 2008, s Mapa pomocy Unii Europejskiej udzielonej Polsce w ramach programu Phare , ISPA oraz SAPARD, Urząd Komitetu Integracji Europejskiej, s.3-4, z

12 Table 1.: EU assistance for Poland within PHARE , ISPA 2000, 2003 and SAPARD (according to Voivodships) No. Suport in mln of Voivodship euro Including 1. Dolnośląskie 1111,4 Wrocław i powiat wrocławski 172,2 2. Kujawsko-pomorskie 186,0 Toruń 59,6 3. Lubelskie 211,7 Lublin - 22,0 4. Lubuskie 282,9 Gorzów Wielkopolski 18,8 5. Łódzkie 147,8 Łódź 43,5 6. Małopolskie 348,9 Kraków - 103,9 7. Mazowieckie 463,3 Powiaty warszawskie 119,0 8. Opolskie 240,3 Miasto Opole i powiat opolski 49,6 9. Podkarpackie 191,1 Rzeszów 23,6 10. Podlaskie 147,6 Białystok 24,6 11. Pomorskie 199,8 Gdynia 19,2, Gdańsk- 5,5, Powiat gdański 28,8 12. Śląskie 510,7 Rybnik, 73,2, Katowice 50,3, Gliwice 47,3 13. Świętokrzyskie 82,4 Kielce i powiat kielecki 18,5 14. Warmińsko- 134,1 Olsztyn 35,2, Elbląg 27,7 mazurskie 15. Wielkopolskie 287,5 Poznań 121,9 16. Zachodniopomorskie 699,5 Szczecin 68,3 Source: Mapa pomocy Unii Europejskiej udzielonej Polsce w ramach programu Phare , ISPA oraz SAPARD, Urząd Komitetu Integracji Europejskiej, pp.9-58, of From the pre-accession assistance programme small land medium-sized enterprises could receive funds also for the development of export, modernization and implementation of innovations and new technology, development of technology and Internet companies. Education is one of the key element of the integration process, even though its unification does not consist in standardizing legal laws regulating the existing education systems in particular countries. The diversity of education systems in the Community countries consists a value that needs to be preserved. 12

13 Diagram 1.: Structure of assistance resources division in Poland according to Voivodships. Since the year 1992 when the Maastricht Treaty was signed and thus created the European Union, there has been a common policy in the field of education. Through numerous programmes the cooperation between the member states and the candidate countries was supported. Poland in its pre-accession period participated in the education programmes such as: Leonardo da Vinci, The Youth and Socrates. The Socrates programme was composed of various sub-programmes e.g.: Comenius; Erasmus; Grundtvig; Lingua; Minerva; Observations and Innovations in educational systems (Eurydice, Naric, Arion); etc. Those programmes were directed to secondary school children, students, teachers and people responsible for education in general and implementing modern techniques and measures improving the level of qualification, institutions and persons making decisions about the level and quality of teaching. 13

14 When joining the European Union on 1 May 2004, Poland, together with other candidates, was able to use the Union structural funds as well as the Cohesion Fund (in which all projects carried out within the ISPA were included). Equalizing the development disproportions between the member states is one of the basic political and social objective of the European Union. In the Preamble to the Rome Treaty it is said that: Member states are anxious to strengthen the unity of their economies and to ensure their harmonious development by reducing the differences existing between the various regions and the backwardness of the less favoured regions. 22 The basic source of assistance within the structural policy of the European Community are structural funds. From their budgets financial assistance is directed to national programmes and community initiatives. The additional assistance instrument if the Cohesion Fund, a temporal instrument which is to assist in the realization of the biggest investments in the poorest countries of the European Union. During the summit in Berlin, the Agenda 2000 was agreed on by the EU member states in which the framework for the years including the amount of structural funds (195,0 billion euro) and the Cohesion Fund (18,0 billion euro) and mainly for the first time the possibilities of financial assistance to the EU candidate countries were provided for. 23 Over the period the ten new member states were granted almost 16 billion euro from the structural funds and 8,5 billion euro from the Cohesion Fund, whereas Poland was the biggest beneficiary of the fund as Poland was allocated 52,4% of all the resources for the new member states. 24 During that period the European Union realized 9 social objectives, such as: the development of human resources, promotion of the least developed areas, development of rural areas (LEADER) and agriculture, supporting the fishery, local initiatives, creating new workplaces, stimulating border and international cooperation (INTERREG), revitalization of cities and urban areas (URBAN), fighting any forms of discrimination and inequality (EQUAL), etc. 25 Country Table 2.: The Structural Funds and Cohesion Fund resources for the new EU member statesfor the years (in mln euro and in %) Structure Total according Objective Objective Objective Cohesion Interreg. Equal structural to Fund fund countries in % Average per 1 inhabitant in euro Cyprus 0,0 28,0 22,0 4,3 1,8 56,1 53,9 0,5 51,8 Czech 1454,3 71,3 58,8 68,7 32,1 1685,2 936,0 10,7 85,6 Republic Estonia 371,4 10,6 4,1 386,1 309,0 2,8 171,5 Lithuania 895,2 22,5 11,9 929,6 608,2 6,3 148,7 Latvia 625,6 15,3 8,0 648,9 515,4 4,8 167,3 Malta 63,2 2,4 1,2 66,8 21,9 0,4 73,9 Poland 8275,8 221,4 133,9 8631,1 4178,6 52,4 111,8 22 Cf. J. Szlachta, programowanie rozwoju regionalnego w Unii Europejskiej, Wydawnictwo naukowe PWN, Warszawa 1997 r., s.24., takŝe, P. Kowalczyk, Międzynarodowa pomoc gospodarcza na przykładzie programu PHARE, op. cit., p Cf. K. Gawlikowska-Hueckel, Polityka regionalna rozwój, finansowanie i przyszłość, w: regiony ( red. Z. Brodecki), Warszawa 2005, p E. Kawecka-Wyrzykowska, Ł. Ambroziak, Wsparcie strukturalne z budŝetu UE dla nowych państw członkowskich, Wspólnoty Europejskie no 4 (185) lipiec/sierpień 2007, pp Cf. A. Jankowska, T. Kierzkowski (red), R. Knopik, Fundusze strukturalne Unii Europejskiej. Komentarz do rozporządzenia Rady Unii Europejskiej nr 1260/1999 z dnia 21 czerwca 1999 r. wprowadzające ogólne przepisy dotyczące funduszy strukturalnych. Wydawnictwo C.H.Beck, Warszawa 2005 pp

15 Country Objective 1 Objective 2 Objective 3 Interreg. Equal Total structural fund Cohesion Fund Structure according to countries in % Average per 1 inhabitant in euro Slovakia 1041,0 37,2 44,9 41,5 22,3 1186,9 570,5 7,2 108,9 Slovenia 237,5 23,6 6,4 267,5 188,7 1,8 76,2 Hungary 1995,7 68,7 30,3 2094,7 1112,7 13,1 105,7 Total 14959,6 136,5 125,7 478,9 252, ,9 8494,9 100,0 109,9 Objective 1 promoting the development and necessary adjustment of regions whose development is logging behind and financing the poorly populated areas; Objective 2 regions requiring economic and social reconversion not only the industries requiring restructurising, but also declining rural areas, degraded city disctricts; Objective 3 the development of human resources, including modernization of education systems and all actions undertaken to increase employment, particularly including the equality of chances as regards the access to the labor market. Source: Inforegio Newsletter, January 2004, cyt. za: E. Kawecka-Wyrzykowska, Ł. Ambroziak, Wsparcie strukturalne z budŝetu UE dla nowych państw członkowskich, Wspólnoty Europejskie no 4(185) no 7/8 2007, p.13. Estonia Łotwa Litwa Słowacja Czechy Polska Polska Węgry Czechy Słowacja Litwa Łotwa Estonia Węgry Diagram 2.: The structure of division of the resources from the structural funds and the Cohesion Fund for the new EU member states in the years in % In order to realize the objectives the Cohesion Fund and Structural Funds resources were used (ERDF - European Regional Development Fund, ESF - European Social Fund, EAGGF - European Agricultural Guidance and Guarantee Fund, FIFG - Financial Instrument for Fisheries Guidance). 26 The strategy of activities for the years within the structural policy agreed on in 2006 by the European Parliament, anticipates that actions will be concentrated on three new 26 J.W. Tkaczyński, R. Willa, M. Świstak, Fundusze Unii Europejskiej Cele-działania-środki, Wydawnictwo UJ, Kraków 2008, pp ,

16 objectives: convergence of the least developed member states and regions, increasing competitiveness and actractiveness of regions, strengthening the transborder cooperation. At the same time the number of Structural Funds was limited to two (i.e. the European Regional Development Fund ERDF and European Social Fund - ESF), elimination in this way the previous Community initiatives such as: Equal, Urban, Interreg, Leader. Since 2007 the beneficiaries of the regional policy objective convergation are the whole territories of Bulgaria, Estonia, Latvia, Lithuania, Malta, Poland, Romania, Slovenia and the poorer regions of Slovakia, Czech Republic and Hungary. 27 Table 3.: Indicative division of resources for structural activities between the EU member states in the years (prices from the year 2004) Country Objective 1 Cohesion Fund Objective 1 Convergence Objective 2 Regional Competitiveness and employment Objective 3 European Territorial Co-operation Total in mln euro In % Average annually per inhabitant in euro Bulgaria ,0 110,7 Cyprus ,2 113,7 Czech ,7 331,5 Republic Estonia ,0 323,4 Lithuania ,0 252,7 Latvia ,3 251,9 Malta ,2 271,8 Poland ,5 223,3 Romania ,6 113,9 Slovakia ,3 272,6 Slovenia ,2 267,6 Hungary ,3 317,0 UE ,3 217,7 UE ,6 55,6 Total ,0 90,1 Objective Convergence - accelerating the development of less developed regions; Objective Regional Competitiveness and Emplyment assistance to all areas not included by the convergence by the development ofinnovation and society based on knowledge; Objective European Territorial Co-operation supporting transborder, international and inter-regional co-operation. Source: E. Kawecka-Wyrzykowska, Ł. Ambroziak, Wsparcie strukturalne z budŝetu UE dla nowych państw członkowskich, Wspólnoty Europejskie nr 4(185) lipiec/sierpień 2007, p E. Kawecka-Wyrzykowska, Ł. Ambroziak, Wsparcie strukturalne z budŝetu UE dla nowych państw członkowskich, Wspólnoty Europejskie nr 4(185) lipiec/sierpień 2007, p

17 Bułgaria Słowacja Rumunia Węgry Czechy Polska UE-15 UE-15 Polska Czechy Węgry Rumunia Słowacja Bułgaria Diagram 3.: The structure of financial resources division between the EU member states in the years Article 160 of the European Community Treaty accounts for that the European Regional Development Fund (ERDF) aims to contribute to the decrease of the imbalances in the level of development of particular regions. 28 Within the Convergence objective 11 basic priorities were set down, four of which are connected with culture, art and science: research and technological development (RTD), innovation and entrepreneurship including impoving the ability within research and technological development, assistance to small and medium-sized enterprises within RTD, improvement of relations between companies and institutions of higher education, science and research institutes etc.(priority 1); information society, including the development of electronic connections infrastructure, use of information technologies (priority 2);, investment in culture including the protection, promotion and preservation of cultural heritage, development of cultural infrastructure, activities to increase supply of cultural services (priority 7);, investments in education, including vocational education increasing the actractiveness and quality of life (priority 10). 29 The Regional Competitiveness and Employment Objective the ERDF is to financially support the three priorities, including: innovations and economy based on knowledge including creation of system connections between private and public sectors, institutions of higher education and technological centres (priority 1). 30 Within the European Territorial Co-operation Objective ERDF financial support is expected as well for the projects connected with entrepreneurship in culture, supporting cultural resources and international cooperation development within education and culture sectors. 31 In the regulation defining the European Social Fund 32 it is stated that within the Convergence and Regional Competitiveness and Employment Objectives ESF the EU 28 Regulation (WE) no 1080/2006 of the European Parliament and Council of 5 July 2006 on the Euro Regional Development Fund and repealing the regulation (WE) no 1783/ of Ibidem, art. 4 Rozporządzenia (WE) no 1080/ Ibidem, art. 5 Rozporządzenia (WE) no 1080/ Ibidem, art. 6 Rozporządzenia (WE) no 1080/ Regulation (WE) no 1081/2006 of the European Parliament and Council of 5 July 2006 on the European Social Fund and repealing the regulation (WE) no 1784/1999 OJ EC L.210/12 of also of

18 member states activities promoting, among others,: life-long education, qualifications and competence development, disseminating information technologies, e-learning, enhancing the human capital by supporting the educational systems reform, creating networks of institutions of higher education, science and research centres etc. are supported. 33 Within each operational ESF programme innovation activity is supported undertaken in particular EU member states. 34 The five years of membership in the European Union have shown that owing to the financial assistance of the structural funds resources (ERDF- The European Regional Development Fund and ESF- the European Social Fund) and the Cohesion Fund, Poland has managed to diminish the economic and social imbalance between our country and the old Union countries. The resources for: modernization of the scientific and teaching base, scientific research, organizational progress, educating academic teachers in full-time study programmes, postgraduate programmes, innovation projects, scientific and implementation research, have contributed to considerable dynamization of science and higher education in our country. The financial assistance for the sphere of culture made it possible to restore a lot of European cultural monuments. Numerous neglected regions became attractive and many neglected areas of Poland could be re-oriented. Due to the financial support of the European Union in the pre-accession period and the support for many projects from the structural funds Poland has substantially levelled the disproportions in the development of science, secondary and higher education, innovations and competitiveness of the economy in comparison with the countries technologically advanced. However, there are still huge differences as regards the level of social and economic development between the old and the new members of the European Union. According to Article 158 of the Treaty that created the European Union, to strengthen its economic and social cohesion, the Community aims at lowering the differences in the level of development between particular regions and decreasing backwardness of the least-favoured regions and islands, including rural areas. Thus, the Community should continue to support with the Structural Funds and the Cohesion Fund any initiatives and undertakings which will lead to levelling the existing disproportions or imbalances in social and economic development between the European Union member states. It will be necessary to keep the Structural Funds for the following periods, after the year 2013, also because almost all of the new EU member states (EU-12) qualify as a whole (except for some regions located around big urban centres) to be financed within the Structural Funds within the Convergence Objective, whereas in the EU-15 member states, regions that qualify for the assistance within the Community Funds constitute a small part of the territories of the particular members of the old European Union. 33 Cf. art. 3 Rozporządzenia (WE) no. 1081/ Cf. art.7 Rozporządzenia (WE) no. 1081/

19 STANISŁAW HRYŃ THE ART OF CREATING PLACES In the diversity of problems and issues concerning social life, our idea the idea of artists teachers is a great story of education through art. Education through noble disciplines such as Architecture and Fine Arts plays a very important role and undoubtedly constitutes a significant cell in the development of societies. We often ask ourselves questions and discuss problems connected with education through art or we talk about including art in the stream of social consciousness. We talk about the chances of Arts in the education of an individual and society in its modern understanding. Finally, about the meaning of old and modern art, about the relations between the vanguard and tradition, social conditions of art and the role of vanguard in the creation of the civilization of the XXI century. We think over the relation between the master and the pupil and the influence of great creators of last century on the artistic and social education in XXI century. We discuss the mystery of creators (who reach back to tradition) who through their works of art give us a perpetual lesson on the present day. Taking into account the great value and meaning of the artistic education (our) vision and mission is to define the meaning of art in the life of an individual and society, art giving a beautiful perspective of living the world in an original way, making it possible to be open for new possibilities of perceiving it. Nevertheless art gives us sensual experiences and even though art changes its form in present times, adjusting itself or not to social needs, it still influences and shapes us in a big way. Art is not only an ornament, a supplement. It plays a unique role of uniting people in love to each other and teaches the affirmation of life itself. Incommensurable wealth of ways and kinds of shaping works of art; our epoch is composed of artists, architects, town-planners, constructors, technologists, sociologists, economists, ruthless developers and lobbyists. As an effect this brings some kind of functional and aesthetic order based on factual analysis of social, economic and technological factors. But do we still have our ideals of beauty, do we long for them? Are we able to cerate a work of art in present times? Undoubtedly, every epoch has its own definition of beauty and ideals of beauty which are defined by a trend, tendency and even fashion. The sense of beauty, its admiration, aesthetic and spiritual impressions, judgments and opinions concerning beauty are specific for each person. The form of artistic voice and the pursuit of the ideal of beauty should be present in every civilization and culture. Where is the wisdom of present civilization, fast changes and tendencies to the mobility? Doubtless to say, the Aristippus s thought becomes up-to-date now more than ever before that: Children ought to be provided with property and resources of a kind that could swim with them even out of a shipwreck. The firm support in life can be given only by what cannot be harmed either by unfriendly fate, political changes or destruction. In the time of global multicultural information space and an unstable system of values it is worth talking about the art of creating places in the aspect of form and function which, in the creation process, materializes in a defined place and time with reference to culture and its models, values, ideas, symbols and meanings. Individual search in juxtaposition with this global space, mobilize the creators, as never before, to use their own language of art reflecting 19

20 their cultural heritage. Thus, it is worth referring to creators that go back to tradition who through their works give lessons of present times. We wonder and ask questions. Don t we see that the excess of information, or even the information chaos, deprives us of the ability of sensual experiences, individuality, uniqueness, unrepeatability? Are there places created in present times which have their aesthetic and spiritual harmony? Does the art of creating places give way to the technique of building places dominated by features of unification and standardization? Doesn t the present day dictate us places which we are not ready for and we might not be ready at all? Maybe a contemporary man agrees to physically limited place to live to completely give oneself up the illusion the vision not free from dreams of cyberspace. Imagination changes the World. A new place virtual space, is to some extent a kind of escape from the worship of power, the world which more and more often resigns from wisdom and beauty praying to a golden calf and its paper signs, but also the world which, probably in the nearest future, will wish for a spiritual regeneration. I think that the ideals of beauty are inside of us and the creators through their art and beauty (in its pure character) still want to enrapture, fascinate and seduce, grip aesthetically and spiritually. By linking beauty, the beauty of life and living, the natural beauty and the beauty created by man it will always be our moral responsibility to protect beauty and multiply it. This great composition with its unlimited number of possibilities and variants will also constitute a contribution of a New Man creating and experiencing the new shape of the world. 20