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1
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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Vasojevic, Nena, and Mirko Filipovic. "Medical students, beneficiaries of the state scholarships of the Republic of Serbia, and their education in the 21st century: The possibility of improvement." Sociologija 59, no. 2 (2017): 189–205. http://dx.doi.org/10.2298/soc1702189v.
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In the 19th century, at the time when Serbia was being established, the education of students scholars abroad was viewed as one of the main tools for professional development and a strong society. Medical students were one of the first who were sent to study abroad. This practice was associated with increasing vertical social mobility of society. The results achieved in the 19th century encouraged us to focus on the study of temporary migrations of students scholars from Serbia in the 21st century. This article was created as a result of this study.4 Our goal was to define the profile of medical students scholars who studied abroad in the 21st century thanks to the state funds, to determine the reasons why they opted for education outside their country, and to determine the level of openness of the Serbian society towards them. However, the main objective was to contribute to the research of reverse migration.
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Ilchenko, Olena. "WOMEN'S PATRONAGE IN EDUCATION OF UKRAINE (THE 19TH – THE BEGINNING OF THE 20TH CENTURY)." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 70–79. http://dx.doi.org/10.33989/2226-4051.2016.14.171588.
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The concept of charity and philanthropy are explained. The attention is focused on the needs of modern education in support of state and non-state actors, in particular the «third» non-profit sector. In this regard, the article reveals the experience of women’s patronage in the 19th – the beginning of the 20th century – princess Varvara Repnin, Countess Elizabeth Skoropadskiy-Miloradovich, activist of Education, teacher Christine Alchevsk, landowner Catherine Skarzhynskoyi. It is shown that their patronage activities were prospective in nature and directed at achieving public interest goals (grounds of schools, gymnasiums and guardianship them; the opening reading rooms and libraries; the funding of scientific societies; support of the publishing industry; the founding of museums and the like). It is indicated that the experience can be such as care about the fate and future of Ukraine for many contemporaries, and wealthy people.
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Cappelli, Gabriele. "Quite a Visible Hand? State Funding and Primary Education in 19th-century France and Italy." Revue d'économie politique 130, no. 1 (2020): 77. http://dx.doi.org/10.3917/redp.301.0077.
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Babushko, Svitlana, Maiia Halytska, and Nataliia Rekun. "Ukrainian pedagogues of the 19th century: contribution to modern pedagogy." Pedagogical Education:Theory and Practice, no. 30 (June 14, 2021): 85–99. http://dx.doi.org/10.32626/2309-9763.2021-30-85-99.
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The article aims at revealing the contribution of 19th century Ukrainian pedagogues to the development of pedagogy as a science. The most prominent cultural figures of that time and their pedagogical legacy were under the consideration from the following aspects: their social and pedagogical activity; peculiar features of their pedagogical theories; their impact on the development of pedagogical ideas in forthcoming centuries. To achieve it, there were used methods of historiography, identification, analysis and systematization. The choice of the 19th century was determined by its great educational role in the social life which was reflected in its name “Enlightenment”. The lack of native land, national identity, integrity of Ukrainians as a people did not prevent the intellectual elite of the nation to search the ways of cultural unity and revival. The effective tool in it was the introduction of national education into masses of people. In their educational activity they applied the didactic principles: visibility of learning, conscious and active learning, consecutive and systematic learning, firmness of knowledge acquisition, connection with real life, the use of both synthetic and analytical methods of learning and teaching. The research proved that Ukrainian pedagogy was developing according to the major European trends in education, e.g. secularization of education, attention to family education, expanding the content of general education. Yet, there were unique national pedagogical ideas of using the Ukrainian language, a mother tongue, for teaching Ukrainian children; introducing Ukrainian folklore into the educational process; liquidating the class inequality; nursing the child’s soul. Their achievements are still important today. Addressing the origins of Ukrainian pedagogy can assist in achieving the goal of educating and upbringing younger generation who respects their native land and tries to preserve their history. Thus, the argument of the outmost importance in this research is that the current state of modern pedagogy greatly depends on its historical background.
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Cușco, Andrei, and Petru Negură. "Public Education in Romania and Moldova, 19-20th Centuries: Modernization, Political Mobilization, and Nation-Building. An Introduction." PLURAL. History, Culture, Society 9, no. 1 (May 28, 2021): 5–10. http://dx.doi.org/10.37710/plural.v9i1_1.
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Since the second half of the 19th century, Romania has asserted itself, along with other European states, as a “modern mobilizational state”, which aimed to profoundly transform its population and the mass of its citizens through extensive mobilizing and social engineering projects. Public education has played a central role in this ambitious process of social transformation, being an essential tool of state formation and nation-building.
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Krzymkowski, Marek. "KONCEPCJA USTANOWIENIA RADY STANU (W ZWIąZKU Z PROJEKTEM RZECZNIKA PRAW OBYWATELSKICH JANUSZA KOCHANOWSKIEGO)." Zeszyty Prawnicze 13, no. 4 (December 11, 2016): 211. http://dx.doi.org/10.21697/zp.2013.13.4.10.
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A PROPOSAL TO ESTABLISH A COUNCIL OF STATE IN POLAND Summary In 2006 Janusz Kochanowski, Poland’s Civil Rights Spokesman, put forward a proposal for the establishment of a council of state. The idea itself is not new, and goes back to the Napoleonic Conseil d’État. A council of state operated on Polish territories in the 19th century, when the country was partitioned and under foreign rule, during the brief spell under the Duchy of Warsaw controlled by Napoleonic France (1807-1815), and subsequently in the so-called Kingdom of Poland under Russian rule (1815-1831, 1833-1845, 1861-1867). Nowadays councils of state operate in France, Holland, Italy, and Belgium. Their primary tasks are judicial and consultative, as a supreme administrative court. Kochanowski’s proposal envisaged a council of state empowered to issue its opinion on prospective legislation at the draft bill stage. It was to have a president and a membership of 15 counsellors elected by Sejm for a 9-year term of office. Only candidates with the required juridical and/or academic qualifications would be eligible to stand for this office.
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Pryshchepa, Оlena. "Implementation of the state enlightenment model of education in the cities and towns of Right-Bank Ukraine (first third of the 19th century)." History Journal of Yuriy Fedkovych Chernivtsi National University, no. 54 (December 15, 2021): 26–33. http://dx.doi.org/10.31861/hj2021.54.26-33.
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The article deals with the implementation of the education model in the towns of Right-Bank Ukraine in the first third of the 19th century. This model was based on the main ideas and achievements of the Polish-Lithuanian Educational Commission and provided for a combination of state control over educational institutions with the implementation of the educational idea of universal knowledge for everyone. Because of this approach, the existing school network was preserved and integrated into the new state mechanism. This network demonstrated its effectiveness until the mid-20s of the 19th century.The specificity of educational institutions in the Vilnius district and in particular in urban settlements of Right-Bank Ukraine was manifested in a longer duration of study than in other districts, a wider range of curricula with teaching subjects in Polish, and a higher level of teaching schools. Maintaining to a high level the educational practices of the already non-existent Polish-Lithuanian Commonwealth, first of all they satisfied the educational and cultural demands of the regional nobility. In general, the educational reform in Right-Bank Ukraine in the last third of the 19th century affected the intensification of cultural life in urban areas.
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Kuhutiak, Mykola, Ihor Raikivskyi, and Oleh Yehreshii. "Halychyna. Journal of Regional Studies: Science, Culture, and Education. Twenty Years of Publishing Activity." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 2 (October 30, 2017): 134–38. http://dx.doi.org/10.15330/jpnu.4.2.134-138.
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This is a review of the twenty-year-long publishing activity of Halychyna. Journal of Regional Studies: Science, Culture and Education, one of the first Ukrainian journals for historians, philologists, art critics that appeared in the independent Ukraine. In Halychyna, there has been published the works by well-known scholars of Vasyl Stefanyk Precarpathian National University and many other higher educational establishments of Ukraine. The Journal can boast an array of sections – archaeology, history, ethnology, political science, historiography, source studies, documents and materials, culturology, art criticism, historical biography studies, and others. Most of the studies published in Halychyna focus on the issues of the modern and contemporary history of Ukraine, ethnology. A special attention is given to the issues of the Ukrainian national liberation movement in the 20th century, the Ukrainian national revival in the 19th–20th century, the activity of the political parties in Galicia in the late 19th–early 20th century, source studies and historiography in Ukraine, historical regional studies, the problems of modern state formation in Ukraine, and others
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Gogolin, Ingrid. "Multilingualism: A threat to public education or a resource in public education? – European histories and realities." European Educational Research Journal 20, no. 3 (January 21, 2021): 297–310. http://dx.doi.org/10.1177/1474904120981507.
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Public education systems in Europe were created in the course of the foundation of the ‘classical’ nation state in the 18th and 19th centuries. Historical analyses show that it was part of their destiny to contribute to the consolidation of the respective states’ national self-design. In the 19th century, the myth developed that a nation state is monolingual not by its creation but ‘by mere nature’, and that monolingualism in the national language is the ‘natural’ result of being born and growing up in a nation state. Many of today’s public education systems are still based on this notion of linguistic ‘normality’ with respect to the composition of their clientele as well as their image of an individual ‘normal’ child(hood). However, the populations of nation states are in fact multilingual. Linguistic diversity increased as a result of migration and factors such as technical means for virtually ‘borderless’ communication. My contribution presents the European traditions of nation building since the late 1700s and asks for the functionality of monolingual habitual practice in education systems today. First results from an empirical study are presented which illustrate individual language abilities of multilingual children and the potential of linguistic diversity as a resource.
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Osmaev, A. D. "Current State of the Muslim Ummah of the Chechen Republic." Islam in the modern world 18, no. 4 (February 14, 2023): 133–47. http://dx.doi.org/10.22311/2074-1529-2022-18-4-133-147.
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Chechens are the largest population in the North Caucasus and the sixth largest in the Russian Federation (right after Russians, Ukrainians, Tatars, Bashkirs, Chuvashs). According to official data, there are currently 1,516,387 people living in the republic, of whom 1,206,551 are Chechens. A large number of Chechens live in European countries. Although there are no exact official figures, various researchers place the figure between 150,000 and 300,000, with most Chechens living in France, Belgium, Norway, Austria, Poland, and Germany. The Middle Eastern and Turkish diasporas of Chechens are not so numerous, but they have a longer period of residence there, as they mostly consist of the descendants of immigrants from the second half of the 19th century. Chechens are Sunni of Shafi‘i Madhab, adhere to the Naqshbandi and Qadiri tariqats, which are divided into fraternities called virds, and according to various estimates, there are up to 34 of them in the republic. The Nogays and Kumyks living in the Chechen Republic belong to the Hanafi madhab, while the Avars (Chamalals) of the mountain village of Kenkhi (population over 1500) belong to the Shafi‘i madhab.
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Mokromenko, O. "Examples from practice of the elementary education in Great Britain of the 19th century (R. Owen’s private initiative on people education)." New Collegium 1, no. 103 (March 30, 2021): 119–22. http://dx.doi.org/10.30837/nc.2021.1.119.
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The article studies the issue of the theory and practice of the elementary education development in Great Britain of the 19th century. A correlation between private initiative and State assistance in the formation process of the elementary schools net has been defined and proved by the samples from the history of the elementary education development. Special attention is given to the investigation of R.Owen’s private initiative on people education activity. Three periods in this activity have been identified according to changing R.Owen’s philosophy, publishing new works, searching for new forms of his private initiative on people education activity. New Lenark’s period in his education activity has been considered. The main trends of R.Owen’s education activity in the denoted period have been characterized. The goal of R.Owen’s public and education activity has been determined as paying attention of people and British government to the issue of creating and activity of elementary education schools. Assistance for two British educational specialists has been defined as one of the main trends in R.Owen’s education activity. Taking a part in the creating standards base of the elementary education development including Factory Acts (1802-1819) has been described as a considerable contribution in R.Owen’s education activity. R.Owen as a founder of kindergarten in Great Britain in 1816 ( a part of his Institute) has been ascertained in the investigation. R.Owen’s studying both native and foreign educational specialists experience has been pronounced the significant part of his education activity. It is concluded that elementary education school activity in Great Britain of the 19th century is characterized by private initiative. R.Owen’s education activity has received recognition in the elementary education development in Great Britain of the 19th century.
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Avsheniuk, Nataliia, Olena Anishchenko, Kateryna Hodlevska, and Nataliya Seminikhyna. "Training to professional fulfillment: the history of women’s education in Ukraine (at the end 19th – early 20th centuries)." SHS Web of Conferences 142 (2022): 01001. http://dx.doi.org/10.1051/shsconf/202214201001.
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The article is focused on the findings of the research of women’s professional education in the context of their self-fulfillment opportunities in Ukraine at the end of 19th-beginning of the 20th century. The current state of research on pedagogical theory’s chosen topic is outlined. The peculiarities of training women in professional educational institutions of different profiles and levels were determined considering the socio-economic, socio-political events in Ukraine and specific purposes, tasks and functions, and foreign trends in women’s professional education. The government impact, charity and educational societies’ focus on women’s professional education in Ukraine has been analyzed. The main emphasis has been placed on the problem of special education for representatives of national minorities, deprived children, and orphans. The theoretical analysis of constructive ideas of women’s professional education experience of the late 19th – early 20th century in the new context of Ukraine’s socio-economic development is substantiated.
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Liviatan, Sarit Albaldes. "The Educational System in Israel – Changes in Perception and Approaches since the Late 19th Century." Biuletyn Historii Wychowania, no. 33 (February 11, 2019): 71–78. http://dx.doi.org/10.14746/bhw.2015.33.5.
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Education, by its very nature, is an institution that preserves tradition and its values, and thus preserves structures, patterns and processes that have become rooted in society and continue to influence and shape it. Education was one of the significant forces in the shaping of modern culture and the modern social cohesion of the Jewish people along with the peoples of Europe from the end of the 19th century and throughout the entire process of its renewed hold over its land. In the period that preceded the establishment of the State the focuses of power were distributed politically, with the considerable involvement of the community in what was done in education. Since the establishment of the State, the structure of the shaping of education policy in Israel has experienced changes. The principle of statehood guided Prime Minister Ben-Gurion, who sought to apply it also to the educational system. For many years since the establishment of the State, changes have been made in the national consensus about the emphasis of values, according to the spirit of the era and the major events that occurred in the country and society in Israel. In the transition to the 21st century, Israeli society is undergoing major changes that have direct implications on the positioning of formal education in society and on the image of the desired graduate.
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Curtis, Bruce. "Textual Economies and the Presentation of Statistical Material: Charts, Tables and Texts in 19th Century Public Education." Scientia Canadensis 29, no. 1 (June 23, 2009): 3–28. http://dx.doi.org/10.7202/800501ar.
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Abstract This exploratory article develops the notion of textual economy, to investigate the place of statistical representations in practices of knowledge production. Nineteenth century Canadian state agencies generated massive quantities of statistical information. Yet, techniques of graphic representation were largely absent from official state papers and reports. The article investigates the discursive and textual strategies adopted by state servants to draw on statistical information in the absence of graphic representation.
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Zemskyi, Yurii, and Oleksandr Trygub. "The Polish problem in Russian conservative political thought in mid-19th century." Przegląd Wschodnioeuropejski 12, no. 1 (September 24, 2021): 11–19. http://dx.doi.org/10.31648/pw.6458.
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Liberal reforms of Tsar Alexander II after Russia’s defeat in the Crimean War gave the Poles great hopes for satisfying their state-building aspirations. Russians also demanded reformation of all spheres of life of the empire. But from the middle of 1862, the Russian press succeeded to rouse pro-imperial sentiments among the Russian public, using anti-Polish rhetoric. This so-called “Polish threat” became a means of mobilizing Russians to defend their «motherland», which was identical in their understanding to the concept of empire. Reputable Russian publicists stated the conviction that allowing the Poles to create a state is equivalent to provoking a collapse of the Russian state. Thus, the Poles should be left in the Russian Empire, but at the same time, they should become Slavs again, that is, to “awake” in them the specific Slavic culture they had lost, becoming Catholics and cultivating their gentry noble values. Polish peasantry was considered being the basis of the «re-education» of Polish society, and, according to the Russians, preserved a specific Slavic identity, therefore had allegedly “pro-Russian” sentiments that only need to be supported with the correct reforms.
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Siegrist, Hannes. "FORMAL KNOWLEDGE, PUBLIC TRUST AND STATE LAWYERS IN GERMANY, ITALY AND SWITZERLAND IN THE EARLY 19TH CENTURY." Paedagogica Historica 30, no. 1 (January 1994): 325–40. http://dx.doi.org/10.1080/0030923940300114.
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GÖKGÖZ, Turgay. "LITERATURE AND CULTURAL ENVIRONMENT IN BEYRUT IN THE 19TH CENTURY." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 297–310. http://dx.doi.org/10.47832/2717-8293.1-3.23.
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Throughout history, Beirut has been the habitat of different religions and nations. The people of various nations are made up of Christians and Muslims. Today, it is seen that languages such as Arabic, French and English are among the most spoken languages in Lebanon, where Beirut is located. Looking at Beirut in the 19th century, it was seen that colonial powers such as Britain and France were a conflict area, and at the same time it was one of the centers of Arab nationalism thought against the Ottoman Empire. During the occupation of Mehmet Ali Pasha, missionary schools were allowed to open, as well as cities such as Zahle, Damascus and Aleppo, Jesuit schools were opened in Beirut. With the opening of American Protestant schools, the influence of the relevant schools in the emergence and development of the idea of Arab nationalism is inevitable. Especially in Beirut, it would be appropriate to state that the aim of using languages such as French and English instead of Arabic education in missionary schools is to instill Western culture and to attract students to Christianity. The students of the Syrian Protestant College, who constituted the original of the American University of Beirut, worked against the Ottoman Empire within the society they established and aimed to establish an independent secular Arab state. Beirut comes to the fore especially in areas such as poetry and theater before the “Nahda” movement that started in Egypt during the reign of Kavalalı Mehmet Ali Pasha with Napoleon's invasion of Egypt. The advances that paved the way for the development of modern literature in Beirut before Egypt will find a place in the field of literature later. In this study, it is aimed to present information on literary and cultural activities that took place in Beirut and emphasize the importance of Beirut in modern Arabic literature in the 19th century.
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GÖKGÖZ, Turgay. "LITERATURE AND CULTURAL ENVIRONMENT IN BEYRUT IN THE 19TH CENTURY." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 297–310. http://dx.doi.org/10.47832/2717-8293.1-3.23.
Full textAbstract:
Throughout history, Beirut has been the habitat of different religions and nations. The people of various nations are made up of Christians and Muslims. Today, it is seen that languages such as Arabic, French and English are among the most spoken languages in Lebanon, where Beirut is located. Looking at Beirut in the 19th century, it was seen that colonial powers such as Britain and France were a conflict area, and at the same time it was one of the centers of Arab nationalism thought against the Ottoman Empire. During the occupation of Mehmet Ali Pasha, missionary schools were allowed to open, as well as cities such as Zahle, Damascus and Aleppo, Jesuit schools were opened in Beirut. With the opening of American Protestant schools, the influence of the relevant schools in the emergence and development of the idea of Arab nationalism is inevitable. Especially in Beirut, it would be appropriate to state that the aim of using languages such as French and English instead of Arabic education in missionary schools is to instill Western culture and to attract students to Christianity. The students of the Syrian Protestant College, who constituted the original of the American University of Beirut, worked against the Ottoman Empire within the society they established and aimed to establish an independent secular Arab state. Beirut comes to the fore especially in areas such as poetry and theater before the “Nahda” movement that started in Egypt during the reign of Kavalalı Mehmet Ali Pasha with Napoleon's invasion of Egypt. The advances that paved the way for the development of modern literature in Beirut before Egypt will find a place in the field of literature later. In this study, it is aimed to present information on literary and cultural activities that took place in Beirut and emphasize the importance of Beirut in modern Arabic literature in the 19th century.
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Aizatullova, Alsu Shamilievna. "Public authorities’ role in public education organization in the Simbirsk province in the second half of the 19th century." Samara Journal of Science 6, no. 2 (June 1, 2017): 144–49. http://dx.doi.org/10.17816/snv201762211.
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This paper examines public authorities role in public education organization in the Simbirsk province in the second half of 19th - beginning of the 20th century. The state structures, the Russian Orthodox Church and other confessions managed the state-religious education in the country. The author examines the role of public authorities in the organization of state-religious education of people. The Ministry of National Education and the Holy Synod were responsible for it on the state scale. In the provinces this work was coordinated by the guardianship of the school districts, directorate of education and provincial and district councils. In secular educational institutions educational work was organized by the directorate of public schools, who controlled the educational work of school teachers and effective forms and methods use. The main responsibility of the national education directorates was joint Russian-Tatar schools opening, Russian classes opening in Islamic schools and compulsory Russian language study in Tatar schools. An important goal was to tighten control over the school activities. There was Orthodox missionary fraternity. These organizations were responsible for the same questions. Provincial directorates of national education had to coordinate all state-religious activities done by teachers, religious priests and missionaries. Thus, the system of the state-religious education management was complex, diverse; its parts copied each other, so it led to its activity efficiency decrease.
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Hamilakis, Yannis. "Archaeology in Greek higher education." Antiquity 74, no. 283 (March 2000): 177–81. http://dx.doi.org/10.1017/s0003598x00066321.
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The teaching of archaeology in higher education in Greece cannot be viewed in isolation from the broader realms of antiquity, archaeology and the past in modern Greek society and the context of Greek higher education. A growing body of literature has shown that archaeological antiquities have contributed substantially to the generation and perpetuation of a genealogical national myth upon which the modern nation- state of Greece was founded (e.g. Gourgouris 1996; Herzfeld 1982, 1987; Kitromilides 1989; Morris 1994; Skopetea 1988). This ideology of nationalism not only presented the nation-state as the ideal form of political organization for 19th-century Greece, but also presented the inhabitants of Greece as direct descendants of Socrates and Plato. Intellectuals and the emerging middle class merchants imported this western romantic ideology (so popular amongst the European middle-class of the time) into Greece.
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Bagan, Priest Vladislav. "Teaching of the church law in secular educational institutions of the Russian Empire: The origins." Issues of Theology 4, no. 4 (2022): 693–707. http://dx.doi.org/10.21638/spbu28.2022.409.
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The article presents an excursion into the history of the origin of the scientific discipline of “church law” in the system of humanitarian knowledge of the Russian Empire in the 19th century. Church law throughout the 18th century was considered part of the spectrum of theological disciplines and was developed exclusively by professors of theology. The idea of teaching “ecclesiastical jurisprudence” in secular universities of the Russian Empire remained controversial for a long time. But with the change in the Statutes of Imperial Universities at the beginning of the 19th century, the practice of teaching church law began to enter university education. By the middle of the 19th century, the situation had completely transformed; church-legal topics became the object of scientific research by secular lawyers and jurists. The article reflects the institutional changes in the field of university education that have influenced the state of teaching church law. The work demonstrates the evolution of methods and approaches within the discipline of “church law”. Institutional changes in the charters of secular educational institutions gave a powerful impetus to the development of a unified methodology for teaching church law. Two research areas (theological and legal) that dominate the system of church law have improved this discipline, enriching it with methodological findings. In conclusion, the complexity and relevance of this problem in the study of church law at the present stage is presented.
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Kelly, Matthew Gardner. "“Theoretically all Children are Equal. Practically this can Never be So”: The History of the District Property Tax in California and the Choice of Inequality." Teachers College Record: The Voice of Scholarship in Education 122, no. 2 (February 2020): 1–32. http://dx.doi.org/10.1177/016146812012200201.
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Background/Context Dealing mostly in aggregate statistics that mask important regional variations, scholars often assume that district property taxation and the resource disparities this approach to school funding creates are deeply rooted in the history of American education. Purpose/Objective/Research Question/Focus of Study This article explores the history of district property taxation and school funding disparities in California during the 19th and 20th centuries. First, the article documents the limited use of district property taxation for school funding in California and several other Western states during the 19th century, showing that the development of school finance was more complicated than standard accounts suggest. Then, the article examines how a coalition of experts, activists, and politicians worked together during the early 20th century to promote district property taxation and institutionalize the idea that the wealth of local communities, rather than the wealth of the entire state, should determine the resources available for public schooling. Research Design This article draws on primary source documents from state and regional archives, including district-level funding data from nine Northern California counties, to complete a historical analysis. Conclusions/Recommendations The history of California's district property tax suggests the need for continued research on long-term trends in school finance and educational inequality. Popular accounts minimizing the historical role of state governments in school funding obscure how public policies, not just market forces shaping property values, create funding inequalities. In turn, these accounts communicate powerful messages about the supposed inevitability of funding disparities and the responsibility of state governments to correct them. Through increased attention to long-term trends in school funding, scholars can help popular commentators and policymakers avoid assumptions that naturalize inequality and narrow the possibilities for future funding reforms.
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Caramelea, Ramona. "Public Examinations in Romanian Secondary Schools at the End of the 19th Century and the Beginning of the 20th Century." PLURAL. History, Culture, Society 9, no. 1 (May 28, 2021): 31–52. http://dx.doi.org/10.37710/plural.v9i1_3.
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The article offers an historical perspective on examination in public secondary schools at the end of the 19th century and the beginning of the 20th century – a period of maximum expansion of secondary education. The first part of the article focuses on the institutionalization and formalization of examination practices, while the second one discusses the shaping of the examination as a topic, following the discourses produced by different social actors. In the second half of the 19th century, the school was perceived as an instrument for social mobility based on the meritocratic ideal and as an element of national and state building, being given the role of inoculating a national identity. Within this socio-educational context, secondary schools represent the recruitment pool of the administrative elite and ensure the acquisition of cultural capital necessary for accessing various positions, all these aspects shaping the social functions of exams. The documentary analysis based on archival sources revealed a nuanced social perspective, in which the teaching staff and the parents give new meanings to the concept of examination and design new functions for exams.
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Beyen, Marnix. "A parricidal memory: Flanders’ memorial universe as product and producer of Belgian history." Memory Studies 5, no. 1 (November 4, 2011): 32–44. http://dx.doi.org/10.1177/1750698011424029.
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This article examines how the Belgian patriotic collective memory in Flanders during the 20th century was supplanted by a Flemish Nationalist counter memory. The article starts with a semiotic analysis of some concrete commemorative practices and discourses surrounding the brothers Van Raemdonck, two Flemish soldiers who died during the First World War and were venerated as Flemish heroes. Next, these cases are situated in some larger themes and tendencies dominating the intellectual construction of Flemish National collective memory during the 19th and 20th centuries. Finally, the success of these themes is related to the broader cultural, social and political context of Belgium. Through this widening perspective, the article shows not only that Flemish National collective memory was construed from within Belgian patriotic memory, but also that it profited from the weaknesses in the construction of the Belgian State to become the dominant ‘memorial universe’.
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Macleod, Donald. "The Political Theology of the Disruption Theologians." Evangelical Quarterly: An International Review of Bible and Theology 66, no. 1 (October 6, 1994): 37–54. http://dx.doi.org/10.1163/27725472-06601004.
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The purpose of this article is to identify the main points in the political theology of those who led the Church of Scotland in the era of the Disruption. This involves, in particular, a discussion of the responsibility of the state towards Christianity, of the limits of statepower in matters of religion and of the theology of toleration. The article also illustrates the application of this political theology to some of the public questions of the 19th century, notably Catholic emancipation, slavery, Sunday observance and national education. The treatment draws mainly on primary 19th century material, but concludes by relating some of the fundamental concerns of the Disruption theologians to the questions raised by more recent theorists such as Dietrich Bonhoeffer.
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Suleymanli, Mubariz. "Modernization and culture in Azerbaijan: second half of the XIX century: beginning of the XX century." Linguistics and Culture Review 5, S1 (July 12, 2021): 125–38. http://dx.doi.org/10.21744/lingcure.v5ns1.1324.
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The end of the 19th century and the beginning of the 20th century, characterized by the expansion of enlightenment, development of education, press and art in Azerbaijan, marked by many cultural events, went down in history as the formation of national thought and national statehood. But these facts have been ignored for many years, and were presented from a subjective and biased point of view during the Soviet times. However, the cultural heritage of that period, especially the reforms implemented in 1918-1920 to give equal rights to all citizens, regardless of ethnic, religious and political affiliation, gender, state attributes and reforms in education, science and culture, restored the state independence of the Azerbaijan people. In this sense, the study of cultural processes and modernization in Azerbaijan, including cultural reforms during the Azerbaijan Democratic Republic (1918-1920) is relevant both in the terms of studying historical experience and the successful implementation of cultural construction and integration into the world in modern times. The main purpose of the study is to explore the cultural basis of the process of historical renewal and modernization in Azerbaijan, to use the results of this experience in building a modern democratic civil society.
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Pozdnyakov, A. N. "Russian School at the Turn of the XIX–XX Centuries in the Estimations of Contemporaries." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 13, no. 2 (2013): 118–23. http://dx.doi.org/10.18500/1819-7671-2013-13-2-118-123.
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The development of Russian educational system at the end of the 19th century depended on the solution of a number of complex problems which became extremely urgent at that time. The society was concerned with such important issues as expansion and updating of elementary education, introduction on this basis general compulsory education; restructuring of secondary education, adjusting its structure and curriculum to contemporary demands and international practices; ensuring coordination between different educational levels, creation of common successive system of general compulsory education. We can make the judgments about the spread of the discussions and the principled stands of their participants by the articles and books published at the end of the 19th and at the beginning of the 20th century. They represent a wide range of points of view concerning the ideas of educational system development characteristic for the Russian society at that time. However, the state power, which was frightened of the measures considered to be too harsh to take, in fact ignored the public opinion. Modernization of educational system resulted only in slight changes, which did not solve its basic problems.
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Šalda, Vitālijs. "Latviešu publicisti par izglītību dzimtajā valodā (19. gs. otrā puse)." Sabiedrība un kultūra: rakstu krājums = Society and Culture: conference proceedings, no. XXIII (August 16, 2021): 97–105. http://dx.doi.org/10.37384/sk.2021.23.097.
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The issue of school education in the mother tongue, which is part of a wider issue of the rights of national minorities in a civilized society, is still topical in Latvia nowadays. In this respect, the attitude of Latvian publicists towards the education in native language in the second half of the 19th century may be of interest, as they largely articulated the wishes and demands of the people to the ruling regime, when Latvians were struggling to obtain education for their children in their mother tongue opposed to the offi-cial language of the state. Based on the study of Latvian periodicals of the second half of the 19th century, the author con-cludes, that speaking about the use of the mother tongue in schools, Latvian publicists defended both na-tional and classical liberal values. It was found that their arguments about the need for a consistent use of the mother tongue in the education system were still incomplete, but they cannot be scientifically denied even today.
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Paterson, Lindsay. "Scottish higher education and the Scottish parliament: the consequences of mistaken national identity." European Review 6, no. 4 (October 1998): 459–74. http://dx.doi.org/10.1017/s1062798700003616.
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The creation of a Scottish parliament in 1999 will crystallize a cultural crisis for Scottish higher education. Scottish universities retained their autonomy after the 18th-century union between Scotland and England because the union was about high politics rather than the affairs of civil society and culture. Unlike in England, the universities developed in close relationship with Scottish agencies of the state during the 19th century, and these agencies also built up a system of non-university higher education colleges. In the 20th century, the universities (and later some of the colleges) sought to detach themselves from Scottish culture and politics, favouring instead a common British academic network. So the new constitutional settlement faces Scottish higher education institutions with an enforced allegiance to the Scottish nation that will sharply disrupt their 80-year interlude as outposts of the British polity.
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ŻWANKO, LUBOW, DMYTRO KIBKAŁO, TAMARA PRYCHODKO, JURIJ PRYCHODKO, IRYNA BORODAJ, MYKOŁA BEZUGŁYJ, and OLENA SZCZERBAK. "Polish founders of veterinary education in Eastern Ukraine in the 19th and early 20th centuries: the 170th anniversary of the Kharkiv Veterinary College." Medycyna Weterynaryjna 77, no. 03 (2021): 160–64. http://dx.doi.org/10.21521/mw.6510.
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The purpose of the article is to outline the role of Kharkiv in creation of the veterinary education system in the south of the Russian Empire, to highlight the achievements of Polish scientists in that process, and to popularize the knowledge of this aspect of the Polish-Ukrainian history as an example of fruitful collaboration between Poles and Ukrainians during the period of statelessness of both nations. At the beginning of the 19th century, Kharkiv became one of the first cities of the Russian Empire where foundations of veterinary education were laid. A special department was formed at the university: the Veterinary School, which later became the Veterinary College and the Veterinary Institute. During the 19th and early 20th centuries Polish scientists created a system of veterinary education in Eastern Ukraine. The most important role was played by Karol Wiśniewski, the pioneer of veterinary education in Ukraine as a whole, Napoleon Halicki, the first and long-standing head of the Veterinary College, and Jerzy Poluta, one of the authors of the plan for its conversion into the Veterinary Institute. Considering their great services, the Polish scientists deserve to be remembered. Their memory is preserved by the Kharkiv State Zooveterinary Academy, the main research and educational centre in Eastern Ukraine and heir to the scientific traditions initiated in the 19th century.
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Gusarova, Anastasia Yu. "OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES PERFORMED BY EDUCATIONAL INSTITUTIONS OF CHUVASHIA IN THE SECOND HALF OF 19th – EARLY 20th CENTURY." Historical Search 1, no. 3 (December 21, 2020): 14–21. http://dx.doi.org/10.47026/2712-9454-2020-1-3-14-21.
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The history of out-of-school education in Russia in the second half of the 19th – early 20th century is part of public education aimed at educating the population on the basis of the general availability principle through a number of cultural and educational activities. In domestic historiography, the term “out-of-school education” is customarily used to designate the educational activities of public bodies and individuals which developed in the second half of the 19th – early 20th century to meet educational needs of the population. To date, present-day supplementary education is the successor of out-of-school education, which gained explosive development in post-reform period. A great contribution to the evolvement of such an educational system was made by zemstvos (county councils), municipal dumas, various organizations, churches, individuals. However, schools also contributed to the public education.
On the basis of the historicism principle and analysis the article examines the problem of out-of-school educational activities performed by the educational institutions of the Chuvash region of the second half of the 19th – early 20th century through organization of various readings and lectures. Various types and subjects of readings are traced. Such forms of out-of-school education played an important role in educating and broadening the horizons of the masses and students during the period under study. Popular readings and lectures, which spread in a short time in both urban and rural environments, gave impetus for the development of the common cultural space of Chuvashia in the post-reform period. Consideration of one of the aspects of out-of-school education with the involvement of new archival documents made it possible to reveal the state of the educational and cultural level of Chuvashia of that period.
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Tucaković, Ekrem. "Four Stages of Islamic Education in Bosnia and Herzegovina." Context: Journal of Interdisciplinary Studies 9, no. 2 (December 27, 2022): 89–118. http://dx.doi.org/10.55425/23036966.2022.9.2.89.
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Since its formation, an important task of the Islamic Community in Bosnia and Herzegovina has been to establish and manage its own education system. Ever since the late 19th century, education of the Islamic community is torn between Muslims’ actual needs and realistic possibilities, between vocational education for the needs of the Islamic community and education that encompasses as many pupils and students as possible. Debates about education abound with conservative and reforming approaches, interference by state administrations, tardiness and indecisiveness of the structures of the Islamic Community. The paper identifies the following four stages of Islamic education: the period of educational isolation, educational inclusion, educational marginalization and educational relevance.
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Pozdnyakov, Aleksandr Nikolaevich. "Some Aspects of Pedagogical Education Establishment in Russia in the First Half of the XIX Century." Development of education, no. 3 (9) (September 24, 2020): 8–12. http://dx.doi.org/10.31483/r-86197.
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The purpose of the article is to review some aspects of pedagogical education establishment in Russia in the first half of the 19th century. The author outlines that the period of the reign of Emperor Alexander I was characterized by a large-scale educational reform, the purpose of which was to create a single multi-level education system. Its implementation required a large number of teachers. It is emphasized that the solution of the problem of training teachers for gymnasiums was entrusted to the universities. Gymnasium, in turn, had to prepare teachers for primary schools. During the study the following methods and materials were used: analysis of documentary sources, assessments on the development of Russian education, published in the second half of the 19th – early 20th centuries. It is concluded that state structures attached great importance to the system of pedagogical education. Measures on training teachers for secondary and primary schools were taken. It is pointed out that the most important place has begun to be occupied by activities related to the training of teachers for the primary public education system. The existing system of pedagogical education was developed during the reign of Nicholas I. Its most important component was the Main Pedagogical Institute established in Saint Petersburg.
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Pestieau, Pierre, and Gregory Ponthiere. "LONGEVITY VARIATIONS AND THE WELFARE STATE." Journal of Demographic Economics 82, no. 2 (May 13, 2016): 207–39. http://dx.doi.org/10.1017/dem.2016.4.
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Abstract:Life expectancy at birth has more than doubled in Europe since the early 19th century. This demographic trend constitutes a major victory against scarcity, but raises also deep challenges to the Welfare State, concerning the sustainability and the equity of the social protection system. This paper surveys recent developments in the economic analysis of longevity, both at the positive and the normative levels. Taking mortality risks into account is shown to affect the study of the life cycle model significantly, in particular concerning the strength of life horizon effects. It raises also, at the level of normative foundations for policy-making, a dilemma between ex ante and ex post valuations. Finally, we explore the design of policy reforms under varying longevity, in fields including preventive and curative policies, education, pension, and wealth taxation.
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Bonello, Charmaine, Rose Anna Camilleri, and Charmaine Attard. "The Emergent Curriculum ‘Marries’ eTwinning in the Early Years: A Rediscovery of Froebel’s Kindergarten Through One Transformative Learning Experience in 21st Century Malta." Curriculum and Teaching 37, no. 2 (October 1, 2022): 15–38. http://dx.doi.org/10.7459/ct/37.2.03.
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In 2018, the state Kindergarten sector in Malta (3-5 years) was influenced by the shift from a prescriptive to an emergent curriculum, and the increasing use of eTwinning - a particular scenario that is research-worthy. Through one narrative inquiry of a Kindergarten educator who decided to ‘marry’ the emergent curriculum and eTwinning in practice, this paper aims to systematically track down the educator’s experience of this integration. Findings indicate initial and ongoing challenges overshadowed by sustained success through the synergy created from the philosophically fused emergent curriculum and the eTwinning concept. This study conceptualises the birth of an innovative approach and surfaces a rediscovery of Froebel’s 19th-century Kindergarten.
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Grachev, A. V., and A. A. Stegniushin. "TEACHER IN THE SYSTEM OF TRAINING AND EDUCATION OF THE SIBERIAN COSSACK ARMY (19TH — EARLY 20TH CENTURY)." Review of Omsk State Pedagogical University. Humanitarian research, no. 37 (2022): 161–67. http://dx.doi.org/10.36809/2309-9380-2022-37-161-167.
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The article is devoted to determining the place and role of the teacher in the education system of the Siberian Cossack army (19th — early 20th century). The main stages of the formation of the institute of teaching and the factors that led to their change are considered. The mechanisms of interaction between the military administration and the state authority on education are shown. The main problems and difficulties faced by teachers in the Siberian Cossack army are identified. The role of the teacher in the Cossack environment at different stages of the transformation of the education system is revealed.
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Mamkina, I. N. "Features of Management of Educational Institutions in Eastern Siberia in the First Half of the 19th Century." Bulletin of Irkutsk State University. Series History 40 (2022): 22–31. http://dx.doi.org/10.26516/2222-9124.2022.40.22.
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The article examines the system of education management bodies in Eastern Siberia in the first half of the 19th century based on normative acts and records of archives. The characteristic of educational management bodies is given, the peculiarities of the administrative system in the region are revealed. The author notes that the transformations have led to the dominant position of the state in the management of educational institutions in Eastern Siberia.
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Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2020-8-135-161.
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Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
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Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2021-8-135-161.
Full textAbstract:
Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
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Chernikina, A. N. "The problem of the politicization of ethnic communities in the Flemish region of Belgium." Post-Soviet Issues 6, no. 1 (April 11, 2019): 92–100. http://dx.doi.org/10.24975/2313-8920-2019-6-1-92-100.
Full textAbstract:
This article seeks to trace the reasons for the emergence of separatist sentiments in the European Union states, particularly in Belgium. The article gives its brief assessment of the current state of the issue mentioned and undertakes an analysis of the situation pertaining the Flemish region. Significant attention is being given to the consideration of the economic reasons for the existing disparities and positions of the major nationalistic parties of the region of Flanders. Ethnic and cultural factors continue to play a significant role in the political life of modern European states and often become a major point of contention. The author notes that ethno-political conflicts are quite common, but almost insoluble problems. The origins of such conflicts are usually grounded firmly in the history of resettlement and development of a particular nation or an ethnic group. Besides, they reflect the processes of the restructuring of the global political space and are typically accompanied by political and national self-identification crises. It is equally important to understand the importance of certain historic periods to a nation, inhabiting the specific territory of a state.In the case of Belgium, the period of its formation, and the developments, contributing to the country’s independence in the 19th century, are directly related to the Flemish people’s national memory — a key factor needed to determine the specifics of the existing differences between the two regions. Over the centuries, one ethnic group has been suppressed by the neighboring one. It couldn’t not fully fulfil its cultural and economic potential.The change of the status of the Flemings in Belgium in the 20th century, the equalization of both nations in their rights have failed to resolve all the contradictions existing for centuries. The traditional Flemish desire to promote and protect the region’s interests has generated separatist sentiments, which still make up a significant part of the country’s domestic political agenda. However, owing to the fragmentation of the nationalist groups and the lack of coherent policy among them, it is currently impossible to make a statement on the region’s secession.