Relevant bibliographies by topics / Education and state – Belgium – 19th century

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Academic literature on the topic 'Education and state – Belgium – 19th century'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Education and state – Belgium – 19th century"

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Magiera, Elżbieta. "Szkolne kasy oszczędności w okresie międzywojennym (1918–1939) w kontekście działań władz oświatowych." Biuletyn Historii Wychowania, no. 32 (February 12, 2019): 35–46. http://dx.doi.org/10.14746/bhw.2014.32.3.

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The first school savings bank came into existence in Ghent, Belgium. It was founded by Francis Laurent in 1866. In Poland, the concept of saiving began to spread in the period of the National Education Commission, which recommended that children “practice thriftiness”. Since the beginning of the 19th century, local attempts to establish school savings banks were undertaken in the Polish lands that had been divided in the partitions. The propagation of thrift developed on a broader scale only after regaining independence, especially after the economic reforms of 1924. The Ministry of Education recommended that teachers introduce various forms of thrift: organising school savings banks, talks and lectures about saving, celebration of Savings Day and promoting the idea in society as a whole. The interest in the propagation of thrift in education was expressed by the central and local education authorities by issuing various types of legal acts on this subject. The intensive development of school savings banks started in 1925. Until 1935, these organisations operated on cooperative principles. After 1935 they were held under the auspices of the Postal Savings Bank, which was dissolved in 1947. The state-owned Common Savings Bank was created in its place, whose supervision of school savings banks continues to this day and is a statutory duty of the bank. Thus, the interwar experience in the field of organising school savings banks was continued after the Second World War and is still being implemented in the contemporary educational reality.
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Vovchuk, Liudmyla. "Implementation of European Values by Foreign Consuls in Southern Ukraine (Late 19th – Early 20th Centuries)." European Historical Studies, no. 15 (2020): 77–86. http://dx.doi.org/10.17721/2524-048x.2020.15.6.

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Today we hear more and more that until our country realizes fundamental European values, it will not be able to become a full member of the “European family”. But it should be emphasized that this process began long before Ukraine gained independence and the leading role in this was played by foreign consuls of Europe and America. The countries that created the modern world as it is, where the foundations of modern statehood, civil society, an efficient market economy, and a system of social justice were laid. Therefore, this article is dedicated to highlighting the role of these representatives in the implementation of European values in the south of Ukraine in the late XIX – early XX centuries. Being in the port cities of the region, which then opened wide horizons for commercial activity, and using all opportunities to maximize the protection of the interests of their state and citizens, foreign consuls, through the development of public-social life of the region, contributed to the implementation of priority values. There were many consuls who made a significant contribution to the development of urban territories, their improvement, the enrichment of the spiritual and intellectual life of the townspeople. Consulates of Greece, Norway, Sweden, Germany, Italy, Belgium, England, Denmark, Portugal, Brazil and Argentina deserve special attention. Awareness of the importance of education, spiritual status of the population and the development of the city as a whole made positive changes. At the end of XIX – beginning of XX century the South of Ukraine began to occupy leading positions in the foreign economic activity of the Russian Empire. Of course, it cannot be said that this was done solely through the work of foreign representatives, but they nevertheless managed to prove that the unity of values is the foundation on which the European Union stands today.
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De Beelde, Ignace. "THE DEVELOPMENT OF A BELGIAN ACCOUNTING CODE DURING THE FIRST HALF OF THE 20TH CENTURY." Accounting Historians Journal 30, no. 2 (December 1, 2003): 1–28. http://dx.doi.org/10.2308/0148-4184.30.2.1.

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Continental European countries are familiar with standardized charts of accounts. Practices in these countries have been quite diverging however, ranging from the voluntary adoption of schemes developed by professionals or associations to state-imposed charts. In the development of these schemes, several Belgian accounting scholars have played an important role, particularly from the end of the 19th century to the beginning of the 20th century. This paper links the charts proposed in Belgium with attempts to develop unified accounting and costing methods and efforts to introduce principles of scientific management around the end of the Second World War. It also seeks to explain why the introduction of decimalized charts took longer in Belgium than other countries such as France.
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Żelichowski, Ryszard. "Granice i miasta graniczne Królestwa Belgii." Studia Polityczne 48, no. 2 (September 25, 2020): 77–124. http://dx.doi.org/10.35757/stp.2020.48.2.04.

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The Kingdom of Belgium appeared on the map of European countries relatively late, namely in 1830, as a result of the division of the United Kingdom of the Netherlands into two sovereign states. As the Kingdom of Belgium transformed from a unitary state into a federal state in the 19th century, in addition to the external (state) borders, it also has internal borders, which separate three autonomous regions, three linguistic communities and four linguistic regions. The basis of internal divisions is the linguistic conflict of two cultures colliding in the territory of the Kingdom of Belgium: French and Dutch-speaking (Roman and Germanic). These divisions also pass through towns and villages. This conflict was resolved in the 1960s by applying a unique concept of communes with linguistic facilities, where two different languages were allowed to function officially. Linguistic divisions were especially sharp in the two world wars, when the occupiers set these two separate cultures against one another. In this article, the author analyses particularly dramatic cases of this type of borders and their consequences for the residents of the borderland.
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Monballyu, J. "The political responsibility for Royal pardons in Belgium during the 19th century (1830–1900)." Tijdschrift voor Rechtsgeschiedenis / Revue d'Histoire du Droit / The Legal History Review 75, no. 2 (2007): 153–78. http://dx.doi.org/10.1163/157181907781352582.

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AbstractIn Belgium, the Royal Prerogative of pardoning convicted criminals was legally embedded in the Constitution of 14th February, 1831. It allowed the King to reduce a sentence or to grant a discharge of a sentence given by a court. Any Royal decision to pardon had, however, to be countersigned by a member of the Government, who took on the political responsibility of the decision towards Parliament. In most cases, the task fell upon the Minister of Justice. During the 19th century, in both Houses of the Belgian Parliament, the Minister of Justice was repeatedly questioned about the way the prerogative of pardoning was exercised. This usually occurred when a death sentence had been commuted to a lesser sentence. In such cases, members of the Chamber of Representatives or of the Senate would ask for an explicit justification of a particular pardon. Only exceptionally would a Government Minister be challenged about the legality of a decision either granting or refusing a pardon. Because of the constitutional convention which prevents exposing directly the political position of the King, Jules d'Anethan (Minister of Justice 1843–1847) defended the Minister's right to refuse to give any reasons for a decision regarding a pardon. He only acknowledged Parliament's right to question a Minister about his general policy on pardons. In his view, it was not within Parliament's powers to ask a Minister of Justice why a pardon had been granted or refused in a specific case. That view tended to limit considerably a Minister's responsibility for Royal pardons: it became no more than an empty shell. Another Minister of Justice, Théophile De Lantsheere (1871–1878), took an opposite view. He refused to state his general policy on pardons, but he accepted to explain the specific reasons why a Royal decision granting or refusing a pardon had been made. In his view, a pardon was in the first place a matter for the Minister's conscience. Parliament was therefore entitled to assess his particular actions. However, in the line of his predecessors' and successors' view, he believed that the reasons why the King had insisted on a pardon or refused to grant a pardon should not be mentioned to Parliament. Pardon was an issue between King and Government, not between King and Parliament. As the saying goes in Belgian constitutional law: The Crown should never be laid 'bare'.
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Sokolova, Nataliia. "Free Education at the University of St. Volodymyr in the 19th Century." Kyiv Historical Studies 13, no. 2 (December 21, 2021): 15–20. http://dx.doi.org/10.28925/2524-0757.2021.22.

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The article highlights the features of professional training of students of the University of St. Volodymyr, who received the right to study at public expense in the 19th century. Under the conditions of elite education, accessible to a limited number of young people due to its high cost and social and religious discrimination, the institution of state-funded students allowed talented young people to obtain higher education and pursue a scientific or bureaucratic field. In modern Ukraine, where the issue of reducing the number of government orders, limiting the number of scholars, the historical experience of the University of Kiev is more relevant than ever. The article uses general scientific principles of historicism and objectivity and uses analytical, descriptive, comparative-historical methods. Their use allowed to examine the conditions of study, the level of professional training of students, as well as to involve new historical sources in scientific circulation. The research is conducted on the basis of a wide source base with the involvement of archival materials. For the first time, an attempt is made to analyse the scientific works of students who were dependent on the state or received a scholarship for writing a scientific paper. It is proved that the scientific level of student works written in the second half of the 19th century is much higher than in the works created in the first decades of the University of St. Voladymyr. It should be emphasized that the level of professional training of state-funded students is much higher than that of their own. The threat of being deprived of state financial aid forced students to attend lectures honestly, prepare for exams and constantly work on scientific research. Despite the success of student youth in the scientific field, the percentage of scholarship holders at the University of Kyiv was much lower than at other Ukrainian universities. Studying the conditions of study, the content of scientific works of students who were on state support in other universities of the Russian Empire will determine the level of professional training in each educational institution.
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Konířová, Marta. "School Libraries in the 19th Century: Control, Support and Control Again." Acta Musei Nationalis Pragae – Historia litterarum 63, no. 3-4 (2019): 139–45. http://dx.doi.org/10.2478/amnpsc-2018-0019.

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The development of school libraries established at schools providing elementary education in the 19th century is closely related to the development of this type of schools after 1774, when the General School Rules were published. For the first time, they referred to education as a political issue and declared the interest of the state in the education of all the population. In the 1820s, a decree of the court study committee ordered district school supervisors to inspect books in school libraries and gave them the right to decide whether a particular book fits into the school library. In 1869, a new school act cancelled the supervision of the Church over schools and transferred it to the state. First, the state supported school libraries by listing them among the teaching aids that should be available for every school. In addition, a decree of the Ministry of Cult and Education encouraged the establishment of school libraries where they were still missing. Subsequently (1875), however, the ministry ordered teachers to check new books acquired by school libraries, to inspect also all the other books already deposited in the libraries and to discard all of those that were unsuitable. Ten years later (1885), new inspection of all school libraries was ordered.
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Shishkina, E. V. "State-legal regulation of educational activity of Old Believers of the Perm province in the XIX — early XX century." Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, no. 37 (2021): 149–61. http://dx.doi.org/10.32516/2303-9922.2021.37.12.

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The article analyzes the measures of the state-confessional policy of the Russian Empire in relation to the education of children of Old Believers in the 19th — early 20th centuries and their implementation in the Perm province. It is concluded that the religious policy of the state in relation to the education of the children of Old Believers was inconsistent and underwent all the fluctuations of the government course: from discriminatory measures in the second quarter of the 19th century until the softening of the policy of the authorities in the second half of the century. The conclusion is made about the ineffectiveness of prohibitive measures of the state in relation to teachers and schools of Old Believers, about a certain discrepancy in legislation and its application in the Perm province. The article provides data on the number of Old Believers’ students in various schools of the Perm province at the beginning of the 20th century, which indicates that only a small number of Old Believers preferred education in state educational institutions to traditional home education.
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Labaree, David F. "The fraught connection between state and school." Phi Delta Kappan 104, no. 4 (November 28, 2022): 34–40. http://dx.doi.org/10.1177/00317217221142982.

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Public schooling in the 19th century cultivated in students a shared sense of identity as citizens with a common culture. However, posits David Labaree, U.S. schools are less effective than they used to be at serving this purpose, making their value to the nation-state open to questioning. Labaree considers three common functions that public schools serve for the state — legitimacy, economic productivity, and civic community — and questions how well schools serve, or even undermine, these purposes. Schools rely on the state for support, but that support is in danger if systems of schooling promote division and are not perceived as promoting a common good.
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Amirov, N. K. "Kazan State Medical University - 185 years." Kazan medical journal 80, no. 2 (March 25, 1999): 81–87. http://dx.doi.org/10.17816/kazmj65320.

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May 14, 1999 marks 185 years since the opening of the Medical Faculty of the Imperial Kazan University, a significant event in the history of higher medical education in our country. After the medical faculty of Moscow University (opened in 1758) and the St. Petersburg Medical and Surgical Academy (1798), this faculty became the third forge of domestic medical personnel in the 19th century in Russia.
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Dissertations / Theses on the topic "Education and state – Belgium – 19th century"

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Plisnier, René. "Contribution à l'étude de la vie culturelle d'une ville de province au XIXe siècle: le cas de Mons (1795-1914); enseignement, musées, bibliothèques, théâtres; musique, beaux-arts et sociétés." Doctoral thesis, Universite Libre de Bruxelles, 1997. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212113.

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Vandervennet, Martine. "L'action des libéraux pour un enseignement public et laïque: le cas de Mons (ca. 1860-1914)." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211370.

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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Read, Margery. "The Blaine Amendment and the Legislation it Engendered: Nativism and Civil Religion in the Late Nineteenth Century." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/ReadM2004.pdf.

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Pirotte-Bourgeois, Marie-Louise. "La lente émergence de l'enseignement secondaire laïque pour filles en Belgique (1864-1934)." Doctoral thesis, Universite Libre de Bruxelles, 1994. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212661.

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Ogonovszky, Judith. "La peinture monumentale d'histoire dans les édifices civils en Belgique (1842-1923): naissance, histoire, caractéristiques." Doctoral thesis, Universite Libre de Bruxelles, 1994. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212666.

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Taillefer, Charles. "The legal dimensions of public education & modernity, an analysis of denominational rights and separate schools in late 19th and early 20th century Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ43329.pdf.

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Godoi, Lidiany Cristina de Oliveira 1979. "A reforma da instrução pública de 1892 : conflitos e disputas." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254099.

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Orientador: Jose Luís Sanfelice
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-26T13:03:08Z (GMT). No. of bitstreams: 1 Godoi_LidianyCristinadeOliveira_D.pdf: 1400258 bytes, checksum: 702e76c49f49f5ce078c0b152d3fd69d (MD5) Previous issue date: 2014
Resumo: A educação escolarizada assume certa centralidade nos debates políticos ocorridos no final do século XIX no Brasil, alcançando uma grande relevância social. Neste contexto se inscreve a primeira reforma da instrução pública paulista (1892). Projeto bastante auspicioso à época, expressou o desejo dos republicanos de estender a escolarização formal às massas populares, instituindo a obrigatoriedade do ensino primário. A profissionalização do corpo docente, a racionalização do tempo, a instituição do ensino graduado, simultâneo e do método intuitivo, os edifícios construídos para os primeiros grupos escolares e a aquisição de materiais didáticos inovadores foram considerados símbolos de modernização do ensino e de propaganda da jovem República. Esta tese tem como objetivo analisar a primeira reforma da instrução pública paulista a partir de uma revisão problematizadora e crítica da historiografia que se dedicou a compreendê-la. Esta historiografia concebe, em grande medida, o projeto reformador como resultado de um consenso entre o Estado e uma elite intelectual e política, no qual não se veem presentes os matizes e as visões de mundo que lhe conformaram. Concentra-se, portanto, nos debates travados em 1891, procurando compreender o seu significado naquele momento histórico, as concepções de educação incorporadas, bem como aquelas abandonadas, tendo em vista as disputas políticas do momento, especialmente as que ocorreram no Partido Republicano Paulista e que, por sua vez, influenciaram sobremaneira os rumos traçados para a reforma do ensino
Abstract: School-based education becomes central in the political debates that took place in Brazil in the late nineteenth century, reaching out great social relevance. It was in this context that the First Reform of São Paulo¿s Public Instruction (1892) occurs. A very promising project at the time, the 1892 reform expressed the wishes of local republicans to provide formal education to the popular masses, making primary education compulsory. The professionalization of teachers, the rationalization of time, the institution of a graduated-based, simultaneous, and intuitive scholar system, the buildings built for the first schools¿ groups, and the acquisition of innovative materials for the schools were considered symbols of modernity in teaching and of propaganda of the recently established Brazilian Republic. This PhD thesis aims at analyzing the First Reform of São Paulo¿s Public Instruction through a critical assessment of the literature focused on understanding her. In general, this literature takes the reformist project as a result of a consensus reached between the São Paulo State Government and a political and intellectual elite, without taking into consideration the worldview that shaped the minds of the actors involved. This thesis emphasizes, therefore, the debates that took place in 1891, attempting to understand its meaning at that particular historical context, the conceptions of teaching incorporated by the actors, as well as those that had been abandoned by the political disputes of the time, particularly those that took place inside the São Paulo¿s Republican Party (Partido Republicano Paulista, PRP), and that, by its turn, have greatly influenced the paths drawn for the Reform of the Public Instruction
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Filosofia e História da Educação
Doutora em Educação
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JANS, Jasper. "The politics of history education : teaching national history, identity and citizenship in Belgium and the Netherlands, 1830-1880." Doctoral thesis, 2014. http://hdl.handle.net/1814/32120.

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Defence date: 28 March 2014
Examining Board: Professor dr. Pavel Kolář, (European University Institute); Professor dr. Heinz-Gerhard Haupt, (European University Institute); Professor dr. Joep Leerssen, (University of Amsterdam); Professor dr. Tom Verschaffel, (KU Leuven)
This dissertation has studied the discourses around national history education in Belgium and the Netherlands in the middle of the nineteenth century. The literature on nation building and cultural nationalism often observes the importance of education as an instrument of nation building. Expanding school networks were one of the important conduits through which national awareness was spread among the populace. They helped to disseminate knowledge of the national language, culture and history, thus teaching the future generations about their 'home' and 'nation'. At the same time, historians often note the significance of narratives, often historical narratives, in fostering a sense of pride and attachment to the fatherland. Nevertheless, studies of the contents of and controversies surrounding history education are sparse. In this study, I hope to show that the field of (history) education is an important locus of nation building and therefore worthy of scholarly attention. Following Jörn Rüsen, I argue that history education knows a specific configuration of epistemological, aesthetic and political dimensions that makes it unique. It prioritises the political dimension over the two other dimensions, thus setting it apart from scholarly or literary and artistic forms of history-writing. Due to its pedagogical objective, furthermore, it is also different from other political forms of history-writing. History education addresses the future citizen directly and presents them visions of the good citizen. I argue that the civic virtues are an indispensable part of national identity. The education thereof should consequently be studied more in-depth. This dissertation therefore analyses notions of good citizenship present in the debates and contents of history education. Furthermore, it dissects ideas of national identity along the lines of nation and religion, nation and language, the national territory, nation and dynasty and the nation in the world.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria / Malcolm John Vick." Thesis, 1991. http://hdl.handle.net/2440/19413.

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Books on the topic "Education and state – Belgium – 19th century"

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Nehru Memorial Museum and Library. Centre for Contemporary Studies., ed. British educational policy in the 19th century India: A nationalist critique. New Delhi: Centre for Contemporary Studies, Nehru Memorial Museum and Library, 1997.

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Under a regional shadow: Colonial education policy in 19th Century Orissa. Kolkata: Progressive Publishers, 2008.

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Carlo, Boncompagni di Mombello. Educazione, scuola e politica nelle "memorie autobiografiche" di Carlo Boncompagni: Con l'edizione critica delle "Memorie". Milano: Vita e pensiero, 1999.

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1941-, Harrigan Patrick J., ed. School, state, and society: The growth of elementary schooling in nineteenth-century France : a quantitative analysis. Ann Arbor: University of Michigan Press, 1991.

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Graham, Glennon. Education and the law in white man's country: South Carolina, 1865-1900. [Zomba, Malawi]: University of Malawi, Chancellor College, History Dept., 1994.

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Espiga, Silvana. La infancia normalizada: Libros, maestros e higienistas en la escuela pública uruguaya, 1885-1918. Montevideo, Uruguay: Antítesis Editorial, 2015.

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Thabault, Roger. Mon village: Ses hommes, ses routes, son école : 1848-1914, l'ascension d'un peuple. [Paris]: Presses de la Fondation Nationale des Sciences Politiques, 1993.

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L' Ecole républicaine française et ses miroirs: L'idéologie scolaire française et sa vision de l'école en Suisse et en Belgique à travers la Revue pédagogique, 1878-1900. Berne: P. Lang, 1988.

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Larry, Cuban, ed. Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press, 1995.

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Charland, Jean-Pierre. L' entreprise éducative au Québec, 1840-1900. [Sainte-Foy, PQ]: Presses de l'Université Laval, 2000.

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Book chapters on the topic "Education and state – Belgium – 19th century"

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Nilsson, Anders, and Lars Pettersson. "11. The State or the People? Government Policies and Popular Movements in Education and Training in 19th century Swedish Agriculture." In Rural History in Europe, 215–30. Turnhout: Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.rurhe-eb.4.00057.

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Toura, Varvara, and Konstantinos Nikolantonakis. "Presentation of the first probability textbook in the newly established Greek State." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 87–99. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.07.

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The purpose of this paper is to present, describe and analyse the first book on probabilities in Greece, Elements of Probability Calculus and Theory of Errors, written by Periclis Rediadis as a process of dissemination of mathematical ideas from the “centre” (Europe) to the “periphery” (Greece). This article discusses the evolution of Probabilities in Modern Greek Education and investigates the author’s influences from probability books originating in France, Belgium and Germany. The first Greek textbooks mentioning Probability Theory are briefly presented (we focus mainly on the first three references to Probability, which were found in textbooks edited in 1888, 1893/1901 and 1908), and these findings are linked to external influences and internal peculiarities of the newly formed country. The article concludes with a general description of the oldest probability textbook published in the modern Greek state (1911) and it analyses of some indicative points in the last two chapters of the book, linking of each chapter’s content to previous manuals, Greek or foreign ones. The paper reflects the fact that the Calculus of Probabilities in Modern Greek Education arises not from pure mathematics but from teaching initiatives of technical education: Artillery, Topography and Experimental Physics compose the initial recruitment of the Probabilities at the turn of the 19th century. Furthermore, the first book was addressed to “the applied mathematical practitioners, officers, engineers, physicists, mathematicians, bankers, etc” as mentioned by the author on the cover page. Keywords: history, education, modern Greek state, probability textbook
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Orkaby, Asher. "Education and Society." In Yemen. Oxford University Press, 2021. http://dx.doi.org/10.1093/wentk/9780190932268.003.0010.

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This chapter describes education in Yemen. Beginning in the 19th century, there was a transition from oral to written religious instruction and legal decisions. Oral shariah instruction from teacher to student gave way to written dissemination through the gradual evolution of print and the influence of Ottoman and British educational styles on Yemeni society. While the written word insured longevity, the absence of the oral tradition obscured original meanings hidden within the tones of verbal recitation. Yemen's state school curriculum along with official correspondence and records are mostly in fusha Arabic. The chapter then looks at the literacy rate in the general Yemeni population, before considering the tradition of higher education. It also discusses the state of women's rights in Yemen, assessing whether there are any Yemeni women who have managed to succeed despite the obstacles. Finally, the chapter examines the role of civil society and the state of healthcare in Yemen.
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Andreev, Andrey Leonidovich. "Fight and Study: The Armed Forces of the Russian Empire as an Institutional Segment of Education (first half of the 19th century)." In Education and science in Russia: state and development potential. Yearbook. Issue 5, 66–82. Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, Moscow, Russian Federation, 2020. http://dx.doi.org/10.19181/obrnaukru.2020.4.

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Tomlinson, Sally. "Empire and ethnocentric education." In Education and Race from Empire to Brexit, 23–46. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447345824.003.0002.

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Chapter I notes that while necessarily selective of historical events, explanations for the 2016 Brexit vote, trade wars, race and migrant antagonisms and hatreds must start with the British Empire, especially in the later 19th century when power and wealth were concentrated in a white world. Racial ignorance and assumptions of national superiority have continued into the 21st century. The chapter discusses the emergence of mass education from around 1870 which was influenced by events associated with imperialism and its ideologies. It records that British values and invented traditions, imbued with nationalism, militarism and racial arrogance, were filtered down from public schools to state secondary and elementary school. Teaching, textbooks and youth literature reflected and entrenched beliefs in the superiority of white people and distrust of foreigners. There were some signs that the white working class recognised a connection between imperial rule and their own class position.
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Kaya, Tülay. "Vocational Education in Turkey." In Global Adaptations of Community College Infrastructure, 94–109. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch007.

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With the emergence of nation states in the 19th century, schools were transformed into platforms not only for building modern citizens, but also for gathering the manpower needed by various industries. Turkey was one of the countries where educational institutions were structured in accordance with the construction process of the nation state. Modern Turkey was founded after the fall of the Ottoman Empire in 1923, and education became instrumental in the process of reconstructing its society in a transforming world. In the early Republican period, reference was made to Europe in the main. From the 1950s onwards, however, it is possible to observe a shift in the educational center of reference towards the USA. This background to the historical process is critical for understanding the current form of vocational education in Turkey. In this chapter, the story of vocational education in the historical process is told, and the current state of formal secondary and post-secondary education institutions is discussed.
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Kudryavtseva, Tamara V. "The Novel The Adolescent by Fyodor Dostoevsky: Academical and Critical Reflection in German-Speaking Countries (19th–21st Centuries)." In Dostoevsky’s Novel The Adolescent: Current State of Research, 765–824. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2022. http://dx.doi.org/10.22455/978-5-9208-0677-2-765-824.

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The article analyzes the scientific and critical reception of Fyodor Dostoevsky’s novel The Adolescent in German-speaking countries. The review covers the period from the first translations of the novel into German (1886, 1905, 1915, 1921) and the first responses to the work by writers such as Nietzsche, Hesse, Kafka, and Mann, critics, and researchers of the last third of the 19th century and the first third of the 20th century (Hofmann, Müller, Natorp, etc.) to the present day (Gerigk, Neuhäuser, Garstka, etc.). The analyzed reviews, essays, prefaces to publications, and numerous reprints of the novel throughout the 20th century, scientific articles, monographs devoted to The Adolescent, indicate a fairly stable interest of German intellectuals in this work of Fyodor Dostoevsky. The available material shows that the recipients were somehow interested in all aspects of the novel, from its themes and problems (socio-political atmosphere in society, problems of generational change, family education, growing up, etc.) to the peculiarities of poetics (plot composition, typology of images, novel polyphony etc.). The analysis and evaluation of the novel are usually carried out in direct connection with the realities of the writer’s life, with his worldview, religious, aesthetic views, taking into account the cultural context of the era. The article shows the differences in the reception of the novel at different times, as well as in connection with ideological and purely individual ones, due to the specific task that each recipient sets himself. The common denominator may be found in the recognition of The Adolescent as one of the most famous novels of Dostoevsky, as it is shown by the fact that it is always considered as one of Dostoevsky’s five great novels, or “Pentateuch”; however, it is also true that The Adolescent presents less value and popularity than Dostoevsky’s other novels, as it is proved by the smaller quantity of research about it. Nevertheless, The Adolescent receives well-deserved recognition to this day not only as a relevant work of the famous Russian author but also for the experimental, modernist nature of its artistic structure, thereby consolidating the canonical significance of the novel in the European literary process of the 20th and 21st centuries.
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Leskinen, Maria V. "The Teaching Language in the Russian Empire's Elementary Schools during the Educational Reforms in the Second Half of the Nineteenth Century." In The “native word”: The Belarusian and Ukrainian languages at School (Essays on the history of mass education from the mid-nineteenth century to the middle of the twentieth), 11–28. Nestor-Istoriia, 2021. http://dx.doi.org/10.31168/4469-2043-3.01.

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One of the topical issues in European nation formation was the teaching language in elementary schools, the number of which increased sharply in the second half of the 19th century. The state language, which became the main language in education systems, was often completely incomprehensible to children and speakers of dialects, patois, or regional variations of the literary language. The problem of native language use in elementary (peasant) schools was therefore real. The Russian education system reforms in the 1860s and 1870s also actualized the question of local dialect use in schools for non-Russian peoples. This question became the subject of controversy in pedagogical and public circles. An important role in these discussions was occupied by polemics about the applicability of the European experience, the “native” (“local”) dialects of the Great Russians and the Little Russians, and the narodnost' in upbringing and education.
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Brown, Adam R. "Contextualizing Specificity." In The Dead Hand's Grip, 24—C2.P67. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197655283.003.0002.

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Abstract The world’s first written constitutions were adopted by American states in the 1770s, and experience under these charters informed deliberations at the 1787 federal convention. State constitutions then and now resemble typical national constitutions more than the familiar but unusual US Constitution. That is, state constitutions protect both positive and negative rights; they address education, labor, corporations, local governance, and diverse other issues; they tend toward detail; and they undergo frequent amendment. Most important, state constitutions confer plenary rather than enumerated power, starting from an assumption that the legislature may take any action unless the constitution expressly prohibits it. Plenary power leads to different interpretive challenges than for the US Constitution. It also means that state constitutions adopted during periods of distrust of centralized authority, like the late 19th century, are much more detailed than state constitutions adopted at other times.
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Spannaus, Nathan. "An ʿĀ lim in the Russian Empire." In Preserving Islamic Tradition, 29–90. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190251789.003.0002.

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Following the Russian conquests of the 16th century, ulama became the foremost social authorities for Volga-Ural Muslims. Tsarist efforts at governing the Muslim population increasingly focused on them in the 18th century, with greater tolerance and state support for Islamic institutions alongside a co-optation of scholars’ authority. In 1788, the Orenburg Spiritual Assembly was founded, placing all ulama under a hierarchy controlled by the state. The Spiritual Assembly offered stability and permanence to Islamic institutions, allowing for a flourishing in Islamic scholarship, but it also transformed the ulama and application of Islamic law. This chapter addresses Muslims’ shifting relationship to the Russian state and the structural changes to Islamic institutions, and how this impacted scholarship. Focusing specifically on ulama in the 18th and early 19th centuries, it places Qursawi’s life and career within this context, particularly his education, the formation of his thought, and his condemnation in Bukhara for heresy.
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Conference papers on the topic "Education and state – Belgium – 19th century"

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MAȚOI, Ecaterina. "TEHREEK-E-LABBAIK PAKISTAN (TLP): A RISING EXTREMIST FORCE, OR JUST THE TIP OFA LARGER RADICALISED ICEBERG IN THE AFPAK REGION?" In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of “Henri Coanda” Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2021.22.26.

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As if Afghanistan’s recent takeover by the Taliban was not a sufficiently significant development in the AfPak region, reports indicate that Pakistan’s largest sect, the Barelvi, becomes increasingly militant and aggressive by the day. Since another important movement for the history of Pakistan - the Deobandi - has generally dominated the violence scene in Pakistan starting with the Soviet invasion of Afghanistan, this trend within the Barelvis is a rather new one, and deserves extensive attention keeping in mind the recent regional developments. Taking a brief look at the history of the region to identify possible causes that may underlie the radicalization of the Tehreek-e-Labbaik Pakistan group, it is noticeable that emergence of Barelvi and Deobandi sects in the first part of 19th century was part of a larger movement to revive Islam in the Northern part of India, but in different manners: while the Deobandi kept close to the Hanafi Sunni teachings in a strictly manner, the Barelvi sect – developed itself mostly on a Sufi legacy, as part of a larger Folk Islam inherited from the Mughal Empire, despite being itself affiliated with the Hanafi school. The differences between the two movements became critical from a political, security and social point of view, especially after the division of British India in 1947, into two states: a Muslim one – present day Pakistan, and a Hindu one - present day India, of which, the first, became the state entity that encompassed both Hanafi revivalist movements, Deobandi and Barelvi. Therefore, this research is aiming to analyse the history of Barelvi movement starting with the British Raj, the way in which Pakistan was established as a state and the problems that arose with the partition of the former British colony, the very Islamic essence of the new established state, and the potential for destabilization of Barelvi organisations in an already prone to conflict area. Consequently, the current research aims to identify the patterns of latest developments in Pakistan, their historical roots and causes, main actors active in religious, political and military fields in this important state-actor from the AfPak region, in order to project Barelvi recent in a defined environment, mainly by using a historical approach.
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Vojáček, Ladislav. "Poznámky o ušlechtilém muži, „lejstrech“ a trochu také o protistátních trestných činech." In Protistátní trestné činy včera a dnes. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9976-2021-5.

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The paper deals with the criminal law education at the turn of the 19th and 20th century. It focuses on person of professor František Štorch, teaching criminal law at the Czech Law Faculty of Karl-Ferdinand University in Prague at that time. It pays its attention to the form of the then used learning tools as well as to the integration of crimes against the state into the system of criminal law back then.
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Taļerko, Valentina. "The Book “Die Kavaliere von Illuxt”. The New Discovery for XXI Century Reader." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.70.

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The article examines the historical and literary significance of the memoirs of a Baltic German about Latgale. The space between Ilukste and Daugavpils has been little studied. The data about individual estates and their owners is fragmentary. The study is a separate part of a large regional and literary study dedicated to the Baltic Germans living in the territory of Latgale and in Daugavpils region. The aims of the study are to establish a connection between the text of the book and geographical and personal realities, as well as to reveal the relationship of the Baltic Germans with the population of Latgale from a perspective of self-reflection. Understanding “myself” in the eyes of others and “others” in one’s personal perception is getting more relevant as studying these interactions on the basis of literary texts opens for understanding of the current processes in modern society. The specific tasks are to promote a national issue on the material of the given text as well as to determine a link between the memoir text and the jokes of the Baltic Germans (Pratchen), the features of which have been defined in the authorized studies. The text is understood as an object of scientific cognition in which there are no random linguistic or substantive units. The methodology of research is based on the interpretation of a literary text as well as the synthesis of statistical analysis, immanent critique and content analysis. In the course of the study, it was possible to establish a structural and substantive link between individual episodes of the book with the Baltics jokes (Pratchen). For the peoples who inhabited Latgale (southeastern part of Latvia) in the 18th and 19th centuries, the national issue was not decisive, especially among rural people. Difference in perception of oneself and “myself” in the eyes of others was determined by different social status: Germans are the landowners, the rest are servants and badgers. The mental character of the Baltic Germans was shaped, first and foremost, by the family upbringing and education level, commonly university. The key values were love for their native land, pride for their ancestors, honor and service to the state, and faithfulness to the word. On the basis of the life realia described in the book, it is possible to reconstruct the way of life of the people who disappeared from the map of modern Latgale. The research is funded by the Latvian Council of Science, project “The Baltic Germans of Latgale in the context of socio-ethnic relations from the 17th till the beginning of the 20th century” project No. lzp-2020/2-0136.
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