Journal articles on the topic 'Education and state Victoria History 20th century'
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1
Elchin Abbas oglu, Hasanli. "The State of Religious Education in Azerbaijan in the 20th Century and Today." Islamovedenie 11, no. 3 (September 30, 2020): 24–33. http://dx.doi.org/10.21779/2077-8155-2020-11-3-24-33.
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The article examines the history of religious education in Azerbaijan, its place and role in the Soviet and post-Soviet periods. In Soviet times, many mosques were closed in Azerbaijan, as in other socialist republics, and religious education was controlled by the state. Starting in the 1940s, the Soviet regime's attitude towards religions, including Islam, began to soften, and some closed mosques were allowed to operate. In Soviet times, there were 17 mosques in Azerbaijan. At the end of the 20th century, after Azerbaijan gained independence, mosques and religious ed-ucational institutions were re-opened, and a number of fundamental laws regulating the activities of Islamic educational institutions were adopted. In this regard, the article reflects educational activities of Islamic institutions currently operating in the country. The activities of the Republic of Turkey to establish a network of religious educational institutions in Baku and other regions are particularly noted. The author considers it inappropriate to leave religious education outside state control, since various radical religious groups may use it for their political purposes.
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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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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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Rekabtalaei, Golbarg. "CINEMATIC GOVERNMENTALITY: CINEMA AND EDUCATION IN MODERN IRAN, 1900S–1930S." International Journal of Middle East Studies 50, no. 2 (May 2018): 247–69. http://dx.doi.org/10.1017/s0020743818000053.
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AbstractMuch of the scholarship on the history of Iranian cinema considers film spectatorship in the first three decades of the 20th century as a leisure practice with origins in royalist and elitist entertainment forms. However, a close reading of archival material from this era reveals that cinema's significance extended well beyond its role as a pastime, as it became engaged in the governance of the self and disciplinary strategies of the state in Iran's experience of modernity in the early 20th century. In this article, I reperiodize the history of cinema in Iran by demonstrating the entanglement of cinema in popular nationalist discourses on education prior to cinema's institutionalization in the 1930s. Drawing on newspaper articles, film announcements, official documents, and poems, I show how, despite the absence of a centralized cinema institution in the 1910s and early 1920s, cosmopolitan citizens in dialogue with global trends promoted cinema as a means for the governance of selfhood and moral edification in the service of national progress. With the appropriation of cinema by the Pahlavi state in the 1930s, cinema was used as a technique of governmentality that aimed to conduct the conduct of individuals and shape an Iranian civic society.
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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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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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Bodrova, Yulia V., Aleksey V. Vinnik, Olga K. Ermishkina, Elena A. Makarova, and Angelina V. Tsyganova. "Excursion method in regional educational institutions in early 20th century Russia." SHS Web of Conferences 103 (2021): 01034. http://dx.doi.org/10.1051/shsconf/202110301034.
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Studying the history of private-public partnership is still relevant for the discussion on modernizing education. In the early 20th century, it was common practice to attract private capital to solve financial problems associated with the work of educational institutions in Russia, which opened the way for using new forms of organizing the educational process. The excursion method became a groundbreaking phenomenon in the pedagogical system. Studying the history of the application of this method in regional educational institutions is of interest from the perspective of modernization of the educational process and the development of educational tourism. The authors aimed to study the practice of using the excursion method in educational institutions of Tver and determine the role of the state and public figures in organizing excursions for students from outside of Russian metropolitan areas. The authors apply the local history method that allows them to link the processes that take place in the capitals and the regions in the interdisciplinary field and highlight the regional features of modernizing the education system. Unpublished archival records are used in the article. The novelty of the study consists in the reconstruction of educational regional tourist-excursive practices of the early 20th century in the case study of Tver. The authors identify the mechanisms of the private-public partnership in the solution of organizational and financial problems of arranging excursion trips. The significance of individual public figures’ funds when arranging long excursion trips is discovered.
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Poznyak, Tatiana. "Far East at the Beginning of the 20th Century (1901 — February 1917)." ISTORIYA, E21 (2021): 0. http://dx.doi.org/10.18254/s207987840017325-6.
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The beginning of the 20th century in the Russian Far East — a time of rapid changes, the main role in this was played by global trends — the introduction of technical innovations in all spheres of human life and activities — and the Russian state policy to stimulate resettlement of peasants and development of the region. The construction of the Trans-Siberian Railway, which began at the end of the 19th century and ended at the beginning of the 20th century, not only connected the Far Eastern outskirts with the European Russia, but also gave impetus to the resettlement and agricultural development of the region, the development of new industries and the technical re-equipment of the mining and manufacturing industries, trade and providing the population of the region with everyday goods, etc. The growth of the population of the Far Eastern cities was accompanied by changes in the urban environment, the living conditions of the townspeople, the intensification of public initiatives in the field of culture, education, leisure, charity, scientific study of the region, etc.
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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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Kornev, A. V. "Studying the History of Political and Lgal Doctrines in Russian Jurisprudence in the 20th — Early 21st Century: Conditions, Directions, Results." Lex Russica, no. 4 (April 14, 2020): 130–42. http://dx.doi.org/10.17803/1729-5920.2020.161.4.130-142.
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The paper is devoted to the role of the history of political and legal ideas in state construction, science and education. In this aspect, the problems related to amendments to the Constitution of the Russian Federation initiated by the President of the Russian Federation are considered. According to the author, these initiatives are a logical continuation of the planned changes in the political system, the mechanism (apparatus) of the state, the system of local self-government, contained in the most general form in the annual address of the President of the Russian Federation to the Federal Assembly. Such an early date for the address, the subsequent submission of the draft Federal Law to the State Duma without delay, and the work on implementing the provisions contained in it, leave no doubt that there is some strategy for Russia’s political development in the near future. In this regard, an assessment of the political situation in modern Russia is given and suggestions are made regarding the further evolution of the institutions of society and the state. The dialectical relationship between the national development model and its ideological justification is argued. The author emphasizes the special role of ideas in the history of Russian statehood. In addition, the paper reflects the assessment of the history of political and legal doctrines in the system of social sciences and legal education in the Soviet and post-Soviet period. There is evidence of the need to increase the role of theoretical and historical disciplines in the context of modern "hybrid" war and the strengthening of global competition for major geopolitical projects. The idea of reorienting Russian legal education from the study of legislation, which is changing so quickly that it does not actually take the form of knowledge, to the study of law in all its manifestations as a universal regulator of public relations.
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Bolvári-Takács, Gábor. "The History of the State Regulation of Dance Teacher Training in Hungary." Tánc és Nevelés 3, no. 2 (2022): 65–91. http://dx.doi.org/10.46819/tn.3.2.65-91.
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In regard to dance teacher training, the process of state regulation began with a recognition of dance education as an activity worthy of regulation, followed by efforts to gradually bring it under state control. Until the middle of the 20th century, this mainly resulted in the regulation of dance school activities by professional interest protection organizations and regulations related to exit exams. These measures began in 1922 when for the first time the minister of interior affairs established a dance master qualification examination board for the state recognition of certificates issued by professional associations. After 1945, the process diversified in terms of genres (e.g., ballet, the art of movement, folk dance, and ballroom dance) and, in addition to the regulation of training, took shape in the creation of state institutions. In 1974, dance teacher training was raised to the college level, and finally after 2006, as a result of the Bologna process, the master’s degree represented the highest attainment in the training of dance teachers.
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Holloway, Nancy, Glen A. Jordan, and Burtt M. Smith. "Management of New Brunswick's Crown forest during the twentieth century." Forestry Chronicle 84, no. 4 (August 1, 2008): 481–91. http://dx.doi.org/10.5558/tfc84481-4.
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A condensed history of forestry and forest management in New Brunswick's Crown Forest during the 20th century is presented. It begins with a description of the advanced state of forest management in New Brunswick today. The description provides a sharp contrast to the subsequent detailing of forestry operations, and lack of forest management, that characterized the early decades of the 20th century. A gradual improvement followed, as professional forestry education and technology combined to elevate forestry practice. Next examined is forestry practice and its change across several distinct periods: the inter-wars period (1914–1938), WWII and aftermath (1939–1957), two decades of profound change (1958–1980), and the modern era (1981–2005). It is concluded that a few key events and individuals explain the gradual evolution of forestry in New Brunswick from controlled exploitation to sustainable management. Also suggested is that the Faculty of Forestry and Environmental Management at the University of New Brunswick must continue to attract the brightest and best to its forestry programmes, if New Brunswick is to maintain its leadership position in management of public forests. Key words: forest management, history, Province of New Brunswick, technological advances, forestry practice, key personnel, Crown Lands and Forests Act
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Kazarin, V. N. "Scientific legal heritage of professor Sergey Vladimirovich Shostakovich. To the 120 anniversaries since birth." Siberian Law Herald 4 (2022): 11–21. http://dx.doi.org/10.26516/2071-8136.2022.4.11.
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Are considered scientific heritage of the historian, lawyer and orientalist, professor of the Irkutsk university S. V. Shostakovich. Its role in reconstruction of the higher legal education in Eastern Siberia is noted. The main attention is paid to the analysis of historical and legal questions in research of antique Greece, the countries of the Middle East, Central Asia and China during modern and latest times. It is noted that S. V. Shostakovich made a scientific contribution in studying the legal dependent population and patriarchal family in Ancient Greece, problems of the feudal monarchy in Persia of the end XVIII – the first half of the 19th centuries, international law, a problem of exterritoriality of foreigners in China of the beginning of the 20th century, international legal position of the state Tannu-Tuva in the 20th of the 20th century. It one of the first considered also political and legal views of the prominent Russian diplomat A. S. Griboyedov. The conclusion is drawn that S. V. Shostakovich carried on scientific traditions of a historical and legal perspective of the Irkutsk legal school of the 1920th, made an original contribution to studying problems of history of state and law, a political and legal thought.
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Alymbaev, Jeenbek, Ainura Mamatova, and Saltanat Tashbolotova. "From the history of Kyrgyzstan people’s education in the second half of the 19th and the beginning of the 20th century (based on archival data)." OOO "Zhurnal "Voprosy Istorii" 2020, no. 12-2 (December 1, 2020): 175–84. http://dx.doi.org/10.31166/voprosyistorii202012statyi42.
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Based on archival materials obtained from the Central State Archive of the Republic of Uzbekistan, the article analyzes the state of public education in modern Kyrgyzstan during the period under review as part of the Turkestan Governor General in the Semirechensk, Syr-Dariya and Ferghana Regions. It is noted that since the 1870s civil and church elementary schools began to work for children of the Russian-speaking population. The article also draws attention to the emergence of new-method schools, the features of which consisted in the abandonment of the old education system. These schools draw attention to methods, training periods and subjects of teaching. One of the features of public education of the period under review was the functioning of Muslim educational institutions, madrasa.
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McDougall, James. "DREAM OF EXILE, PROMISE OF HOME: LANGUAGE, EDUCATION, AND ARABISM IN ALGERIA." International Journal of Middle East Studies 43, no. 2 (April 8, 2011): 251–70. http://dx.doi.org/10.1017/s0020743811000055.
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AbstractIn Algeria as in many other cases, experiences of exile and diaspora played a major role in the creation of nationalist politics in the 20th century; exile has also been a recurring literary figure in expressions of Algerian cultural politics since independence. This article examines a range of literary sources to consider the politics of language and culture in Algeria since the 1940s. It shows how identification with Arabism has enabled Algerians to articulate claims to community, solidarity, and sovereignty, first in a conception of national “salvation” against the colonial state and then as both a state-sponsored project of political legitimacy and an indication of the limits of that project. A sense of these limits can be gained by a brief consideration of the complexity of the country's sociolinguistic landscape and the often unorthodox creativity of its literary self-expression since independence.
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Zhirov, Nikolai. "Rural school in daily life peasants of the agrarian center of Russia in the second half of the 19th — beginning of the 20th century." OOO "Zhurnal "Voprosy Istorii" 2020, no. 11-2 (November 1, 2020): 99–108. http://dx.doi.org/10.31166/voprosyistorii202011statyi39.
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The article is devoted to the role of school education in the life of peasants of the Russian Empire in the second half of the XIX - early XX centuries. The main sources are published materials and documents stored in the state archive of the Orel region. The results of the study give an idea of the process of reforming the primary school system not only at the national level, but also at the regional level, allowing us to assess the level of implementation of state policy in the field. This makes it possible to draw a conclusion about the direct impact of school education on the social and economic transformations that took place in the Russian Empire.
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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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Bartosh, N. Yu. "VI International Interdisciplinary Scientific Conference “Metamorphoses of Culture: Donum didacticum. Didactic Code in the Culture of the 18th – 20th Centuries” at NSU." Vestnik NSU. Series: History and Philology 21, no. 9 (November 17, 2022): 128–31. http://dx.doi.org/10.25205/1818-7919-2022-21-9-128-131.
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The report presents the analysis of leading topics and individual reports of the VI International Interdisciplinary Scientific Conference “Metamorphoses of Culture”, held as part of the international forum “Heritage” at the Humanitarian Institute of Novosibirsk State University on November 19–20, 2021. The conference was dedicated to the problems of didactic code transformation in the culture of contemporary and the most recent times. The main discussion raised questions about the didactic culture code from the 18th until the 20th century. A special subject of consideration was the conceptual sphere of education and training, and the features of its linguistic and artistic representation. Separate groups of topics and issues related to the problems of education were: court pedagogy and Russian culture of the 18th century till the early 20th century, educational literature in the book culture of Russia in recent times, visual didactics in the space of poly-code text, a book as a source of knowledge – verbal and visual aspects of book culture.In the context of modern pedagogical mentality, real issues related to traditional education methods were reinterpreted, such as travel as a form of education – educational trips in the culture of the nobles, and mnemonic practices in the pedagogy of the 18th – 20th centuries. The revision of the semantic traditions of perception of the basic codes of education (such as “mentor”, “book”, and “road”) formed imperatives for summing up the results of the conference. The prolific achievements of the conference were reached due to the high scientific level and interdisciplinary nature of the reports; culturologists, historians, linguists, literary critics, art critics, and philosophers took part in the scientific discussion.
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Kuzma, Victoria. "THE HISTORIOGRAPHY OF THE HISTORY OF THE MUSEUM WORK IN TRANSCARPATHIA OF THE 20TH CENTURY." Scientific Herald of Uzhhorod University. Series: History, no. 2 (47) (December 20, 2022): 181–91. http://dx.doi.org/10.24144/2523-4498.2(47).2022.267635.
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The article analysed the historiographical heritage of the history of museum work in Transcarpathia in the 20th century. The historical conditions of the creation and formation of the museums of Transcarpathia have been highlighted, and the museum's role as a public institution for the preservation and study of the region's cultural heritage has been revealed. The main stages of the research of the Transcarpathian Museum of the 20th century are highlighted according to the chronological principle of the pre-Soviet period (the 1920s and 1930s), the Soviet period (1945 – 1980s), and the modern Ukrainian period (since 1991). It's worth noting that the process of the historical development of museum construction in Transcarpathia is provided with sources of primary information unevenly, both quantitatively and substantively. Thus, the evidence regarding the stage of origin and formation of regional museum education is extremely limited. Only in the 20s and 30s of the 20th century, when the territory of Transcarpathia was part of the Czechoslovak Republic, the public increasingly began to show increased attention to national traditions, history, culture, and art. The first attempts to create a museum were made by public associations – T. Legotsky Museum Society (1919), Prosvita Society (1920), Regional Museum Society (1929), Society "Russian National Museum" (1930), Ethnographic Society of Subcarpathian Rus (1939). There were scientists, public figures, local historians, and members of cultural and educational societies who left their memories and dedicated their research to the museum work. However, these studies were mainly devoted to separate museums. After the establishment of Soviet power in the region, the network of museum institutions was constantly growing, as proved by the great scientific interest in this problem. In addition to descriptive works, generalizing ones also appear. The burst of interest in the problem occurred in the 1990s when Ukrainian historians got rid of the ideological limitations of Soviet historiography. The number of scientific studies in various contexts of the museum work is also increasing among Transcarpathian scientists. However, today it is possible to state the absence of a comprehensive scientific work that would consider the preconditions, stages of formation, and the first steps of developing the museum work in Transcarpathia in the 20th century. There are also no particular historiographical works or historiographical reviews of this problem.
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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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Caroli, Dorena, Grigorij Kornetov, Svetlana Ivanova, and Anatolii Utkin. "New Russian Academic Journals and Yearbooks about the History of Pedagogy and Education in Russia (2003-2019)." Espacio, Tiempo y Educación 8, no. 1 (June 10, 2021): 192–217. http://dx.doi.org/10.14516/ete.332.
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This article aims to present some new academic journals on the history of pedagogy and education published in Russia today. These journals were mainly founded after 2003, and, since then, have been contributing to a substantial revival in the field of the history of education and pedagogy. This paper is divided into five parts. The introduction presents some major changes that have occurred in the history of education and pedagogy in post-Communist Russia since the end of the 20th century until the first decades of the 21st century. The three following parts, each divided into two sections, are dedicated to one of the most important Yearbooks and to the two main Russian academic journals, in particular to their institutional connections and evolution over the last decades: The History of Pedagogy Yearbook (IPE) (1.a); The History of Education Journal (IPZ) (2.a); National and Foreign Pedagogy (OZP) (3.a). These journals are published, respectively, by the Academy of Public Administration (Moscow) (1.b); the Nizhnii Tagil State Social Pedagogical Institute/the Russian State Vocational Pedagogical University (Ekaterinburg) (2.b); and the Institute for Strategy of Education Development of the Russian Academy of Education (Moscow) (3.b). The conclusion will also provide an overview of other relevant academic journals which have contributed to the history of education by publishing both monographic issues and individual articles. Finally, this article highlights major scientific achievements in the field, yielding rich, intensive and promising new historiographical discoveries.
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Yancheva, Svetla, Boryana Ivanova, and Hristina Yancheva. "Agricultural education in Bulgaria – traditions and future." Agricultural Sciences 13, no. 29 (June 7, 2021): 6–11. http://dx.doi.org/10.22620/agrisci.2021.29.001.
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The foundations of Bulgarian higher agricultural education date back to 1921. Until then, agricultural university graduates were trained in France, Germany, Italy and other European countries. In 1945, based on the Regents’ Council Decree No 180 of August 4th, published in the State Gazette on August 20th, the Ordinance setting up a state university located in Plovdiv was enacted. Nowadays, the Agricultural University (AU) is the successor of that first university situated outside the capital Sofia. The history and traditions of this higher educational establishment have invariably followed the social and cultural development of the country, which has gone through difficult and complicated political and economic times. Even today, the Agricultural University in Plovdiv is the only specialized state university in Bulgaria in the area of agricultural and related sciences of national, European, and international high prestige. The purpose of the present review is to present the traditions and challenges in agricultural education in Bulgaria. The University draws strength from the rich tradition but looks to the future and global problems to provide accurate decisions to the challenges of the twenty-first century in agricultural education, science, and safe food production for a better quality of life.
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Magiera, Elżbieta. "Profesor Lucyna Turek-Kwiatkowska (1925–2017). Szczeciński archiwista i historyk." Biuletyn Historii Wychowania, no. 36 (October 15, 2018): 157–74. http://dx.doi.org/10.14746/bhw.2017.36.11.
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Professor Lucyna Turek-Kwiatkowska (1925–2017). Historian and Archivist of Szczecin Lucyna Turek-Kwiatkowska was a member of the community of Szczecin historians and archivists. She was the director of the State Archives in Szczecin and a professor at the University of Szczecin. She researched the history of Pomerania, history of West Pomeranian towns and cities, history of archives, education in Pomerania, development of historical awareness of Pomeranian society, material and spiritual culture in Pomerania in the 19th and in the first half of the 20th century. Her work had a pioneering character that supported the processes of social integration and adaptation inWest Pomerania.
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Hirniak, Svitlana. "The Ukrainian schooling of students in Vasyl′ Pachovs′kyi’s conception." Ukrainska mova, no. 4 (2021): 127–43. http://dx.doi.org/10.15407/ukrmova2021.04.127.
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This article examines the vision of the Ukrainian education at schools in Eastern Galicia on the first third of the 20th-century timeline by Dr. Vasylʹ Pachovsʹkyi, who introduced his pedagogical ideas at the 1935 First Ukrainian Pedagogical Congress in Lviv. Pachovsʹkyi, a poet, scholar, and educator with more than 25 years of experience, believed that subjects in the Ukrainian language and literature, history, art, music, and geography should form the foundation of Ukrainian studies. According to him, the Ukrainian generation had to be educated by a school in which the Ukrainian national spirit is formed and Ukrainian is the language of instruction. The paper analyzes the linguistic peculiarities of Pachovsʹkyi’s report, in particular its lexical peculiarities, and outlines other linguistic means characteristic of Pachovsʹkyi’s idiolect. Similar to other participants of the First Ukrainian Pedagogical Congress in Lviv in 1935, Pachovsʹkyi advanced theoretical and methodological principles of Galician schooling and defined a strategy regarding organization and implementation of the native Ukrainian language in education. A goal of the intelligentsia in the late 20th — early 21st century, as well as the late 19th —early 20th century, was to shape public opinion as to how significant the enlightenment and education are and to attain the people’s spiritual growth. The promoting of critical thinking skills was/is to help keep building the Ukrainian state as an integral body based on Christian morality, promote the Ukrainian nation, capable of preserving and increasing cultural and material wealth and developing its own political life, economy, and social welfare so that Ukrainian citizens feelcomfortable to introduce their Ukrainian identity. Keywords: Ukrainian studies, native (Ukrainian) language, Vasylʹ Pachovsʹkyi, 1935 Pedagogical Congress, intelligentsia, national values, schooling
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Hirniak, Svitlana. "The Ukrainian schooling of students in Vasyl′ Pachovs′kyi’s conception." Ukrainska mova, no. 4 (2021): 127–43. http://dx.doi.org/10.15407/ukrmova2021.04.127.
Full textAbstract:
This article examines the vision of the Ukrainian education at schools in Eastern Galicia on the first third of the 20th-century timeline by Dr. Vasylʹ Pachovsʹkyi, who introduced his pedagogical ideas at the 1935 First Ukrainian Pedagogical Congress in Lviv. Pachovsʹkyi, a poet, scholar, and educator with more than 25 years of experience, believed that subjects in the Ukrainian language and literature, history, art, music, and geography should form the foundation of Ukrainian studies. According to him, the Ukrainian generation had to be educated by a school in which the Ukrainian national spirit is formed and Ukrainian is the language of instruction. The paper analyzes the linguistic peculiarities of Pachovsʹkyi’s report, in particular its lexical peculiarities, and outlines other linguistic means characteristic of Pachovsʹkyi’s idiolect. Similar to other participants of the First Ukrainian Pedagogical Congress in Lviv in 1935, Pachovsʹkyi advanced theoretical and methodological principles of Galician schooling and defined a strategy regarding organization and implementation of the native Ukrainian language in education. A goal of the intelligentsia in the late 20th — early 21st century, as well as the late 19th —early 20th century, was to shape public opinion as to how significant the enlightenment and education are and to attain the people’s spiritual growth. The promoting of critical thinking skills was/is to help keep building the Ukrainian state as an integral body based on Christian morality, promote the Ukrainian nation, capable of preserving and increasing cultural and material wealth and developing its own political life, economy, and social welfare so that Ukrainian citizens feelcomfortable to introduce their Ukrainian identity. Keywords: Ukrainian studies, native (Ukrainian) language, Vasylʹ Pachovsʹkyi, 1935 Pedagogical Congress, intelligentsia, national values, schooling
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Barysheva, Ekaterina A. "The Formation of the Library System of India (19th - 20th centuries)." Bibliotekovedenie [Library and Information Science (Russia)] 1, no. 2 (April 28, 2016): 197–204. http://dx.doi.org/10.25281/0869-608x-2016-1-2-197-204.
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This article is devoted to the formation and development of system of public libraries in India and their place in the educational, social, cultural and informational space of the country. The formation of the library system in India occurred during the complex colonial and post-colonial periods of its history. It took place in the conditions of underdevelopment, the uneven social, political and cultural development of the regions, ethnolinguistic disunity, and mass illiteracy of the population, dominating in the society of caste, religious and gender prejudices. The article demonstrates that public libraries in India, beginning with their appearance in the first half of the 19th century, had a special mission. They were considered not only as repositories of books, but, first of all, as centers of education, aimed to spread the knowledge, fight with ignorance by introducing to the reading, to raise the cultural and intellectual level of Indian society, thereby contributing to its prosperity. The article describes the main stages and directions of state policy of India in the field of librarianship from the early nineteenth to the late twentieth century, recounts the history of the founding of the National library, emphasized the role of Raja Rammohan Roy Library Foundation. In separate section there is considered the contribution to the library and information science of S.R. Ranganathan, the outstanding leader of Indian culture.
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Boiko, I. V. "Japanese Elite Education for Russian Emigrants in Manchukuo." Modern History of Russia 12, no. 4 (2022): 999–1017. http://dx.doi.org/10.21638/spbu24.2022.411.
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The Russian emigration in Manchuria at the beginning of the 20th century represents a very special history. The destinies of the Russian emigrants reflected the harsh circumstances of the civil war and collectivization, Japanese occupation of Manchuria in 1931, followed by the Japanese capitulation, which ended the WWII. The article is aimed on the analysis of the Russian emigrants societal position in Machukuo, specified for the Russian students of the Japanese university Kenkoku. The article highlights several waves of the Russian emigration to Manchukuo, each as distinctive by its reasons and social composition. Pursuing the multicultural composition of the new state Manchukuo, the Japanese policy was just loyal towards the Russian immigrants, which provided them the equal rights with the other nationalities at the access to higher education. The “National Building University” — Kenkoky, which was founded in 1938 and aimed on training the higher state administrative personnel, was open for the various nationalities, including Russians. The destinies of the Russian alumni of the Kenkoku university when they returned to the motherland after the Japanese capitulation was not an easy. Substantial reminiscences of the witnesses, Russian and non-Russian historic publications, personal archived documents are the basis for the given research. The Manchukuo short history in general and the history of the higher education there in particular have been occupying an increasing research interest all over the world. Distinctively, this issue remains unexplored in Russia. The article outcomes and materials are useful for the historians, engaged into the study of the Russian emigration to Manchuria and residence of the emigrants during the Manchukuo history. The multicultural principles of the Japanese university Kenkoku, applied for the Manchukuo diverse population represents an outstanding experience for the future generations as well.
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Weismann, Itzchak. "THE POLITICS OF POPULAR RELIGION: SUFIS, SALAFIS, AND MUSLIM BROTHERS IN 20TH-CENTURY HAMAH." International Journal of Middle East Studies 37, no. 1 (February 2005): 39–58. http://dx.doi.org/10.1017/s002074380505004x.
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With the advent of the 20th century, Sufism found itself under increasing attack in many parts of the Muslim world. In previous centuries, mystical movements had played a prominent role in the struggle for the revival of Islam and occasionally, where governments were weak or nonexistent, also in actual resistance to European encroachment. In the wake of the increasing consolidation of the state and the spread of Western rationalism, however, Sufis came to be regarded as a major cause of the so-called decline of Islam and an obstacle to its adaptation. In the Arab world, this anti–Sufi feeling was generally associated with the Salafiyya trend. The Salafi call for a return to the example of the forefathers (al-salaf al-**sdotu**āli**hdotu**) amounted to a discrediting of latter-day tradition, which was described as cherishing mystical superstition as well as scholarly stagnation and political quietism. Under the burden of this critique, and as a response to the general expansion of education and literacy, Sufism has been forced to assimilate new ideas and to make room for a new form of organization; the populist Islamic association. These developments culminated in the establishment of the Society of the Muslim Brothers.
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Linczenbold, Levente. "A jogi oktatás kezdetei Egerben: a Foglarianum." Studia Theologica Transsylvaniensia 23, no. 1 (June 10, 2020): 71–89. http://dx.doi.org/10.52258/stthtr.2020.1.04.
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Anyone who examines the history of the city of Eger will inevitably meet the so-called “university idea” which caught fire in the 18th century but only became a reality in the 21st century. Eger not only plays an important role in the political history of the country, but also represents lasting values in its cultural history. One of this, doomed by the past, is its activity on law education which flourished between the 18th and 20th century, however, due to social and political changes, it suffered decline and eventually ceased to exist. The modernization aspirations of the Habsburg Empire, the tensions between national and imperial intentions, the social and political crises, the turning points towards the end of the 19th century, made possible a form of training that, despite political debates, supplied the legal and administrative task required by the state of that era to function. In this study, we explore the essential elements of 209 years, especially the early times, and place them in the historical process. The particular motive of the topic selection was the fact that the intention of the founder has been finally realized: Eger’s institution of higher education became a university and will hopefully receive the Catholic denotation one day.
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Kuras, Leonid V., Tsyden S. Ochirov, and Bazar D. Tsybenov. "Формирование монгольской интеллигенции во Внутренней Монголии Китая в начале XX в." Oriental Studies 15, no. 5 (December 26, 2022): 930–40. http://dx.doi.org/10.22162/2619-0990-2022-63-5-930-940.
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Introduction. The 20th-century shaping and development of the intelligentsia in China’s Inner Mongolia remains understudied in Russian Mongolian studies. Goals. The study aims at exploring the development of Inner Mongolia’s education system, including in Daur-inhabited areas, in the late Qing Dynasty and the Republic of China, at determining the place and role of the Mongolian-Tibetan Special School in training of Inner Mongolia’s advanced youth. Materials and methods. The article analyzes a wide range of sources, including documents from the Russian State Archive of Sociopolitical History (RGASPI) and Central Archives of the Federal Security Service of Russia (CA FSB). It also examines a number of publications, such as collected documents and memoirs titled ‘Notes of Disasters and Sufferings’, one reference book on Morin Dawa Daur Autonomous Banner, and the Neimenggu ribao (Inner Mongolia Daily) newspaper. Certain attention is paid to works by Russian and foreign historians that touch upon some aspects of education development in ethnic regions of China. Results. In the early 20th century, the youth of Inner Mongolia gained opportunities to study at educational institutions of China and other countries. Subsequently, the revolutionary youth to further constitute a large proportion of the Mongolian intelligentsia took an active part in the sociopolitical events of the examined period. Conclusions. The reforms of the Qing and ROC governments in ethnic minorities education system gave rise to a large number of educational institutions to be attended by commoners’ children in Inner Mongolia. This proved a crucial factor to have formed a new social stratum in the region throughout the 1920s and 1930s. The latter was shaped by young Mongols to have undergone training not only in China but also in Japan, Mongolia, and the USSR. They played a significant role in the all-Mongolian national liberation movement. The paper asserts important impacts of the Mongolian-Tibetan Special School which had educated political elites of 20th-century Inner Mongolia.
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Ierusalimskaya, Svetlana Yu. "Sources on the Activities of the Yaroslavl Demidov Higher Educational Institution in the 19th – Early 20th Century." Herald of an archivist, no. 1 (2020): 145–55. http://dx.doi.org/10.28995/2073-0101-2020-1-145-155.
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The article strives to assess main groups of sources on the functioning of the Yaroslavl Demidov higher educational institution in the 19th – early 20th century. Drawing on archival material that is being thus introduced into scientific use, the article establishes that, as it changed its organizational form, the Demidov educational institution went through the following stages in its development: the Yaroslavl Demidov School of Higher Sciences (1803–1834); the Yaroslavl Demidov Lyceum (1834–1868); the Demidov Juridical Lyceum (1868–1918). Sources on the topic are divided into five groups. Some are published, other materials from the Russian State Archive of Ancient Acts, the Russian State Historical Archive, and the State Archive of the Yaroslavl Region are being introduced into scientific use for the first time. Legislative sources support a detailed study of the complex of key aspects of the higher education in the 19th – early 21st century. Their systematic analysis allows the author to determine the main development vector of the Demidov higher educational institution in the studied period and the legal frameworks of the Demidov Lyceum. The article shows the importance of paperwork and statistical sources for recreating its daily educational and extracurricular activities. Various reports provide data on the work of the Demidov higher educational institution over decades and summarized information on its student and teaching corps. In socio-economic terms, the analyzed facts indicate some staff turnover among teachers, intensification of the student movement in 1905–1907, all the while the school material base remained stable. The periodical press, memoirs, diaries, and travel notes contain unique information on the evolution of higher education in Yaroslavl and on the arrangements of student life. The corpus of historical sources permits to identify and detail main stages in the history of the Yaroslavl Demidov higher educational institution.
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Niyati Jigyasu. "Alternative Modernity of the Princely states- Evaluating the Architecture of Sayajirao Gaekwad of Baroda." Creative Space 5, no. 2 (January 1, 2018): 59–70. http://dx.doi.org/10.15415/cs.2018.52001.
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The first half of the 20th century was a turning point in the history of India with provincial rulers making significant development that had positive contribution and lasting influence on India’s growth. They served as architects, influencing not only the socio-cultural and economic growth but also the development of urban built form. Sayajirao Gaekwad III was the Maharaja of Baroda State from 1875 to 1939, and is notably remembered for his reforms. His pursuit for education led to establishment of Maharaja Sayajirao University and the Central Library that are unique examples of Architecture and structural systems. He brought many known architects from around the world to Baroda including Major Charles Mant, Robert Chrisholm and Charles Frederick Stevens. The proposals of the urban planner Patrick Geddes led to vital changes in the urban form of the core city area. New materials and technology introduced by these architects such as use of Belgium glass in the flooring of the central library for introducing natural light were revolutionary for that period. Sayajirao’s vision for water works, legal systems, market enterprises have all been translated into unique architectural heritage of the 20th century which signifies innovations that had a lasting influence on the city’s social, economic, administrative structure as well as built form of the city and its architecture. This paper demonstrates how the reformist ideas and vision of an erstwhile provincial ruler lead to significant architecture at the turn of the century in Princely state of Vadodara.
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ZARINEBAF-SHAHR, FARIBA. "SHIREEN MAHDAVI, For God, Mammon, and Country (Boulder, Colo.: Westview Press, 1999). Pp. 304." International Journal of Middle East Studies 33, no. 2 (May 2001): 293–95. http://dx.doi.org/10.1017/s0020743801222065.
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The social and economic history of the Qajar period has not received much attention from Iranian or Western scholars. The present book has partly filled this gap by focusing on the biography of a leading Iranian merchant and entrepreneur, Haj Muhammad Hasan Amin al-Zarb. It complements the few existing studies by Issawi (1971), Ashraf (1980), and Natiq (1992) on the economic history of 19th-century Iran. The author shows that the expansion of foreign trade in Iran benefited many native merchants, who successfully used their entrepreneurial skills, experience of the internal market conditions, and family networks to gain an important social and economic place during the 19th century. The Qajar ruler Nasir al-Din Shah encouraged and supported native merchants and provided them with important privileges and concessions. Many leading Iranian merchants, such as Amin al-Zarb, engaged in regional and international trade, set up family firms, and performed important banking functions for the state. Further, they used their capital to invest in manufacturing, mining, communication networks, and education. In the absence of an economic and political infrastructure and state support, their achievements were of limited success. Nevertheless, they left an important legacy of social and political engagement that continued to shape the course of Iranian history in the 20th century.
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Imasheva, Marina M. "Muslim Social Movement on the Periphery of the Russian Empire as Viewed by a Gendarmerie Agent: Materials from the State Archive of the Astrakhan Region." Herald of an archivist, no. 1 (2018): 207–18. http://dx.doi.org/10.28995/2073-0101-2018-1-207-218.
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In a stand-alone fond ‘Astrakhan Gubernia Gendarmerie Department’ from the State Archive of the Astrakhan Region, there are several files concerning the history of the Muslim social movement in the Astrakhan gubernia in the period between the two Russian revolutions. According to statistical data, in 1900s Astrakhan ranked second in Tatar population, falling short only of Kazan. Then and there, as in other places, institutionalization and activation of the Muslim social movement was underway. But the Astrakhan Muslim community had several specific features due to its history. First of all, it was multinational. The cosmopolitan Muslim community, the mahalla, had its own nature, and that left its imprint on the social movement in the region. The gendarmerie agent took interest in all aspects of Muslims social activity in the region: cultural and educational organizations, secular education, periodicals. The gendarmerie materials described personalities and activities of prominent Muslim figures of the early 20th century, not just of the regional, but also of the all-Russian scale. The uniqueness of the document is in its information potential for studying the Tatar and Muslim national movement in the Russian Empire, its impact on the life style of the ethno-confessional enclave of the Astrakhan Muslims, and history of its relations with gendarmerie. The author examines factors that contributed to the creation of the document, analyzes historical facts and reliability of information on different subjects, provides some interesting information on the Astrakhan Muslim social movement of the early 20th century, its leaders, etc.
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Hansen, Jørn. "The Origin of the Term Handicap in Games and Sports – History of a Concept." Physical Culture and Sport. Studies and Research 65, no. 1 (March 1, 2015): 7–13. http://dx.doi.org/10.1515/pcssr-2015-0006.
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Abstract Words and concepts may change in time, and this has certainly been the case with the term handicap. From the establishment of modern sports in the middle of the 19th century and up until the middle of the 20th century, handicap had an entirely different meaning within sports. Thus, handicap was understood as a disadvantage imposed on talented contestants to make the competition more equal in sports. Later the term handicap became much closer related to the concepts invalid and crippled than to concept originally employed within sports, With the gradual introduction of the welfare state measures to the political agenda the politicians in Denmark also started to take an interest in invalids and cripples and in 1925 the National Association of the Crippled and Maimed was founded. By the end of the 20 century the term crippled was seen by many as outdated and in 1988 the name was changed to the Danish Association for the Disabled (Dansk Handicap Forbund) and already in 1971 this organization helped to found The Danish Disabled Sports Association (Dansk Handicap Idræts-Forbund). The article tells the story of how the concept of handicap, which originally was an aim to provide equal opportunities, today has become a synonym for disability, while in the Paralympics and competitive disability sports, the original sports term handicap has been replaced by classification.
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Valeev, R. M., R. Z. Valeeva, and V. N. Tuguzhekova. "The handwritten legacy of N.E Katanov in the funds of Russian archives: diaries and materials from the period of travel to Siberia and Xinjiang (1889-1892): To the 160<sup>th</sup> anniversary of his birth." Orientalistica 5, no. 2 (June 29, 2022): 301–14. http://dx.doi.org/10.31696/2618-7043-2022-5-2-301-314.
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Professor N.F. Katanov (1862-1922) is one of the outstanding national scholars, representatives of Russian scholarship, education and culture of the 19th-20th centuries. His life’s journey and legacy reflected important events and trends in domestic and world oriental studies and Turkic studies. Stages of his biography and a huge creative heritage are interesting and outstanding, instructive and tragic at the same time. He became the personification of two worlds in Russia - European and Asian. The biography and heritage of N.F. Katanov are of academic and especially scientific and educational, humanistic interest. His life and works should not be perceived only in the system of coordinates of the history of Russian and European oriental studies. It is necessary to take into account the broad socio-political and socio-cultural context of the development of Oriental studies, including Turkic studies, as well as Russian society and the state in the second half of the 19th - the first quarter of the 20th century.
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Melnychuk, Anastasia. "THE DIMENSION OF «EXPERIMENTAL CULTURE»: ANATOMY, SOCIAL PEDOLOGY AND PHYSIOLOGICAL REFLEXOLOGY AS COMPONENTS OF ART EDUCATION AT THE KYIV ART INSTITUTE." Research and methodological works of the National Academy of Visual Arts and Architecture, no. 30 (December 9, 2021): 77–82. http://dx.doi.org/10.33838/naoma.30.2021.77-82.
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Abstract. The article examines the problems of art education in the 1920s of Kyiv Art Institute in the context of interdisciplinary links and tasks of ideological education. The educational process in art educational institutions, such as Kyiv Art Institute, received its ideological and philosophical basis in the early Soviet period, according to which traditional approaches to art education were deconstructed, curricula were changed, new disciplines were introduced, etc. Understanding the essence of the educational process in this period is the key to understanding the artistic culture of the early USSR in general. In the course of this study, both general scientific methods, such as formal analysis, historical, biographical, typologically systematic, problem and logical, and empirical, as well as cultural and historical, which belongs to art history methods, were used. For the first time, this study highlights the origins and stages of formation of such disciplines as Anatomy, Social Pedology and Physiological Reflexology, which were taught at Kyiv Art Institute in the 1920s of the 20th century. The article makes up for an insufficiency in the data about the history of development and scientific and methodological approach in teaching these disciplines based on the autor’s processing of archival documentation kept in the funds of the Central State Archive Museum of Literature and Art of Ukraine. The aim of the article is to study the curriculum of the Kyiv Art Institute in the 1920s of the 20th century on the basis of primary sources, to analyze new approaches and interdisciplinary connections of the new curriculum, the place and significance of such disciplines as Anatomy, Social Pedology and Physiological Reflexology. The article is based on primary sources and archival data, such as abstracts of lectures on Ukrainian, Pedology, Anatomy, Philosophy, which were listened to by Professor O. K. Bohomazov, were found by the author of the article in the funds of the Central State Archive Museum of Literature and Art of Ukraine.
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Hutnyk, John. "The corporate menagerie." Thesis Eleven 160, no. 1 (August 12, 2020): 121–28. http://dx.doi.org/10.1177/0725513620949009.
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This paper offers a typology of university management roles in the age of permanent austerity. The repackaging of every function within the university administration as a cost centre – meaning of course a potential profit centre – has long been seen as an unsustainable market model. Yet perversely it persists, and we would do well to name the hyperbolic functionaries of this administered institutional reconstruction, in a place where a humourless credentialism prevails. The paper revives the work, and temperament, of the early 20th-century sociologist Thorstein Bunde Veblen as a heuristic aid. With Veblen, the protocols of commercial imperative in the state education sector masquerade as education as a social good while the ‘university’ itself is skewered with the tragic realism of forms.
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Molokov, Dmitry S. "The Formation and Development of Pedagogical Courses in Russia in the Second Half of the 19th – Early 20th Centuries." Vestnik Tomskogo gosudarstvennogo universiteta, no. 460 (2020): 213–19. http://dx.doi.org/10.17223/15617793/460/25.
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The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.
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Elia, Domenico Francesco Antonio. "L’educazione sportiva dell’élites nell’Italia liberale: il ruolo dell’Istituto nazionale per l’incremento dell’educazione fisica (1906-1923)." Espacio, Tiempo y Educación 8, no. 1 (June 10, 2021): 247–73. http://dx.doi.org/10.14516/ete.279.
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The current research focuses on the development of urban elites in Italy at the beginning of the 20th century. Between 1906 and 1923 the National Institute for the Increase of Physical Education aimed at involving the leading groups of Italian cities in the promotion of physical activities by setting up local Committees. Thus, the goal of this study is to evaluate to what extent the Institute founded by jurist Luigi Lucchini contributed to integrate local élites with the system of sport and gymnastics values promoted at national level by State institutions such as school and army. The research extends to the topic of elites’ education the methodology outlined by Camurri (2009). The author argues that researchers should focus on all those processes that contributed to link central and local political institutions in order to point out bilateral influences existing between the 19th and 20th centuries. According to Camurri, a full understanding of Italian political and social history must analyse a variety of central-local relations. This article investigates the role of the National Institute for the Increase of Physical Education as it emerges from the correspondence between its central offices and local Committees and the magazine of the Institute. The letters analysed have been collected in local Archives, whereas the magazine was published between 1907 and 1912. As a provisional conclusion, the article provides evidence of how important further research on the education processes of Italian elites could be, as stated by Gaudio (2018, p. 9).
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DeYoung, Alan J. "The Status of American Rural Education Research: An Integrated Review and Commentary." Review of Educational Research 57, no. 2 (June 1987): 123–48. http://dx.doi.org/10.3102/00346543057002123.
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The history of American education has been primarily an urban history. School reform movements of the mid-19th century were targeted at the particular problems brought on by the Industrial Revolution. Early 20th-century school administrators, and later progressive educators, defined the majority of America’s educational problems in terms of school-based occupational and community living skills that city dwellers needed in modern America. Finally, school reforms of the 1950s–80s have been targeted primarily at such concerns as the plight of minorities in inner cities, national defense needs, and now occupational skills necessary to compete internationally. Such reforms have had the net effect of continuing the century-long bias of much educational policy, scholarship, and research toward urban-based issues and concerns. On the other hand, a variety of research and policy initiatives have emerged in rural America, typically sponsored by state departments of education in primarily rural regions of the country and by numerous grass-roots organizations. Similarly, there has begun to emerge an interesting yet diverse literature on issues and problems in rural education. Themes such as education for economic development, problems with achieving educational equity in rural America, issues in appropriate school size, the role of the school in community life, problems with the training and rewarding of professional staff in rural schools, and so forth have begun to draw serious attention from a new wave of rural education researchers. The purpose of the following literature review is to elaborate on historical and contemporary reasons why scholarship on rural education has been relatively underdeveloped in this country, to briefly survey current initiatives in emerging rural education scholarship, and to speculate on the possibilities and dilemmas this field faces in its future evolution.
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Yucel, Salih. "Sayyid İbrahim Dellal." Australian Journal of Islamic Studies 3, no. 3 (February 14, 2019): 135–46. http://dx.doi.org/10.55831/ajis.v3i3.139.
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İbrahim Dellal (1932-2018) was a community activist and played a pioneering role in establishing religious and educational institutions after his arrival in Melbourne in early 1950. As the grandson of a late Ottoman mufti, being educated at the American Academy, a Baptist missionary school in Cyprus, clashed at times with his traditional upbringing based on Islam, service and Ottoman patriotism. İbrahim’s parents, especially his mother, raised their son to be Osmanli Efendisi, an Ottoman gentleman. He was raised to be loyal to his faith and dedicated to his community. I met him in the late 80s in Sydney and discovered he was an important community leader, a ‘living history’, perhaps the most important figure in the Australian Muslim community since the mid-20th century. He was also one of the founders of Carlton and Preston mosques, which were the first places of worship in Victoria. I wrote his biography and published it in 2010. However, later I found he had more stories related to Australian Muslim heritage. First, this article will analyse İbrahim’s untold stories from his unrevealed archives that I collected. Second, İbrahim’s traditional upbringing, which was a combination of Western education and Ottoman Efendisi, will be critically evaluated. He successfully amalgamated Eurocentric education and Islamic way of life. Finally, his poetry, which reflects his thoughts, will be discussed.
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Ящук, Інна. "THE WAYS OF RENOVATING THE ETHNIC HISTORY OF THE MODERN STATE: THE ACTIVITIES OF THE PROSKURIV POLISH PEDAGOGICAL TECHNICAL SCHOOL." Інноватика у вихованні 1, no. 12 (November 21, 2020): 41–48. http://dx.doi.org/10.35619/iiu.v1i12.325.
Full textAbstract:
The article is devoted to the analysis of the process of formation and functioning of the Proskuriv Ukrainian Pedagogical Technical School, which was organized in 1921 of the 20th century. Its activity is presented through the prism of regulations, reports, letters, orders of various management levels. Particular attention is paid to the motivation of students in obtaining professional education related to the study of the Ukrainian, Polish, Russian languages; natural sciences - Mathematics and Physics. Teachers of the technical school organized lectures, consultations, individual educational work, control events in schools where students worked, to ensure their effective professional activity and their scientific and general development.The peculiarities of the organization of extracurricular work related to the functioning of amateur art groups and clubs (drama, singing), physical culture, the work of agricultural teams for growing vegetables and fruits are revealed.
The objective analysis of this experience gives us the opportunity to assess the current state of national education, to establish the dependence of pedagogical phenomena on certain socio-political and socio-cultural conditions, which is an important source for developing a strategy for a modern system of education and upbringing, a necessary basis for scientific and pedagogical knowledge, on the basis of which new educational concepts are developed. In this context, there is a need to recreate the objective ethnic history of education in regions of Ukraine as well as in the whole country.
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Bicheev, Baazr A. "Буддийские тексты, изданные калмыцкими монахами (1900–1918 гг.)." Монголоведение (Монгол судлал) 14, no. 4 (December 30, 2022): 814–33. http://dx.doi.org/10.22162/2500-1523-2022-4-814-833.
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Introduction. The changes in Imperial Russia’s socioeconomic structures witnessed by the mid-to-late 19th century led to the development of education in Kalmyk society. In the early 20th century, the ethnic intelligentsia initiated a national newspaper, participated in the preparation of textbooks and dictionaries for Kalmyk schools. And the Buddhist clergy were actively involved in the renovation processes. After a long break, ties with the Mongolian and Buddhist worlds were being restored. Congresses of Kalmyk priests were developing measures for the opening of Buddhist educational institutions and intensifying Buddhist publication activities. Goals. The study seeks to analyze Clear Script texts published by the Kalmyk clergy between 1900 and 1918. Results. The mentioned texts were essentially to serve the needs of ordinary believers. However, our comparative analysis of printed editions and handwritten texts shows the level of the ethnic written tradition among Kalmyk monks had decreased dramatically. At the same time, handwritten Clear Script books were still actively circulating within Kalmyk society proper. So, the study focuses on texts of printed Kalmyk-language publications issued by Kalmyk clerics in the early 20th century and stored at the Russian State Library, Russian National Library, and ones included in scientific collections of Oriental research centers. The comparative analysis involves independent handwritten copies of theirs from private and scientific Oirat manuscript collections.
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Nychkalo, Nelly. "Systemic character of Polish-Ukrainian scientific cooperation." International Journal of Pedagogy, Innovation and New Technologies 5, no. 1 (June 30, 2018): 105–15. http://dx.doi.org/10.5604/01.3001.0012.5896.
Full textAbstract:
The article highlights the main directions of creative cooperation of scientists and educators of the Republic of Poland and Ukraine. Certain directions are analyzed, the dynamism of this process, its expansion and deepening caused by a combination of factors are characterized. The leading among them is the human factor, which determines humanization, spirituality, internal motivation in the “man-man” system. Particular attention is paid to the understanding of the role of the scientist’s personality, his state vision and influence on this process. A vivid example of such a scholar is Franciszek Szlosek, Doctor Habilitated, Professor, Director of the Institute of Pedagogy of The Maria Grzegorzewska University in Warsaw, Foreign Member of the National Academy of Pedagogical Sciences of Ukraine, Head of the Scientific Society “Poland-Ukraine”. His name, ideas, concrete and fruitful activity, aimed at developing international cooperation, became part of the history of Ukrainian pedagogical science and education at the end of the 20th century - the beginning of the 21st century.
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Djordjevic, Ivica, and Zoran Jeftic. "Changes in financial position of state as a security problem." Medjunarodni problemi 68, no. 2-3 (2016): 193–208. http://dx.doi.org/10.2298/medjp1603193d.
Full textAbstract:
The second half of the 20th century will be remembered as the period of the biggest liberalisation in history in the area of international economic relationships. Many factors served that fact. First of all, attempts to eliminate circumstances which were the root cause of previous world wars. Along with liberalisation of the trade processes, there was a process of growth of public debt which significantly restricted public institution activities. Due to lack of funds in the budget, countries were forced to mortgage and pay a significant amount of money for the rates of interest. Developing countries are especially in a very difficult position because they are under constant pressure and are forced to accept unfavorable arrangements in order to make their system work at all. The circumstances which were mentioned are the hardest for the citizens, primarily due to the lack of funds for the financing of the public sector. Because of the various restrictions, the health system, education and public administration, have a constant deficit and are not able to follow the needs of the local population. Dysfunction of national institutions represents a security problem par excellence.
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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.
Full textAbstract:
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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ГЕНИК, Микола. "Дефиниция понятия «межнациональное примирение» = Definitsiya ponyatiya «mezhnatsional'noye primireniye»." Historia i Świat 5 (September 12, 2016): 263–76. http://dx.doi.org/10.34739/his.2016.05.17.
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The policy of interethnic reconciliation characterizes postwar history of the 20th century and underlies the Euro integration process. The achievement of interethnic reconciliation is considered to be an important element of maintenance of stability and security in the modern world. Working out of this matter is characteristic feature of present state of science, public conscience guided by respect for universal values, European integration and globalization. Although the process is very significant there’s no definition of this matter in majority of encyclopedias and dictionaries that was caused by a relative novelty of the discipline of the peace studies. Interethnic reconciliation is a necessary component of successful peace building that can be encouraged by state structures but should be carried out through institutions of civil society and that consists in lasting transition process from negative (unstable, fragile) peace to positive one (just, lasting and enduring peace), in establishment of reciprocal dialogue, in consent and acceptance of peace settlement terms, in deep reconsideration of bilateral relations, a renunciation of revanche, overcoming of historical myths and negative stereotypes, mutual forgiveness, peace culture education, working out of cooperation projects and having for an object elimination of reasons being at the bottom of confrontation as well as prevention of recurring conflicts. Completion of formation of nations, democratic regime and community of civilizational values are important preconditions for the achievement of interethnic reconciliation.
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Maliugin, Oleg I. "From Antiquity to the Paris Commune: S. A. Ljaskowski at the Belarusian State University." Journal of the Belarusian State University. History, no. 1 (January 31, 2022): 64–73. http://dx.doi.org/10.33581/2520-6338-2022-1-64-73.
Full textAbstract:
S. A. Ljaskowski is a representative of the generation of Moscow University graduates of the early 20th century, whose formation as scientists and teachers fell on the years of the war and revolution. As a student of R. Yu. Vipper, he specialised in Ancient and Early Medieval periods. In the first years after revolution, he began teaching at provincial Russian universities, and from 1924 to 1927 he worked at the Belarusian State University. It was his work at this university that became a kind of watershed – when S. A. Ljaskowski had to re-profile from Ancient and Medieval history to the Modern and Contemporary history, both in teaching and in scientific interests. But he also failed to gain a foothold in the Belarusian State University – the courses he taught looked much more organic in the load of new teaching staff, who often did not have a university education, but were able to boast of a «correct» origin and revolutionary background. As a result, he did not manage to return to fullfledged scientific work in the field of his specialisation after his dismissal from Belarusian State University, having published in the 1930s. Only a few articles on the history of antiquity and gradually retraining for reviews of foreign and Soviet literature on the history of the ancient world and, subsequently, for bibliographic work.
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Nikulina, Anna. "Education of female church choir masters in educational institutions at the turn of the 19th — 20th centuries (with St. Vladimir’s church teacher’s school as an example)." St.Tikhons' University Review. Series V. Christian Art 45 (March 31, 2022): 99–111. http://dx.doi.org/10.15382/sturv202245.99-111.
Full textAbstract:
Since the middle of the XIX century, the development of education has become one of the important state priorities in the Russian Empire. The spread of education in society has influenced the development and democratization of the arts. At the end of the XIX century, as a result of social changes, the status of women in art was gradually revised. The history of musical education in Russia, as well as in foreign civilization, is inextricably linked with church culture. Our article will focus on St. Vladimir’s church teachers’ school in Saint-Petersburg which belongs to the religious department. This educational institution prepared teachers for parish schools. Musical education and in particular its choir part used to be of such a high quality there, that it could have been an example for many female institutes of that period. The historical experience of this education institution can still be useful today. This article concerns the choir education of the pupils of the school. There is also the aspect of church chants and the matter of school choir repertoire considered in the article. There are a number of prominent writings devoted to the development of musical education in Russia. However in the majority of cases female musical education is addressed briefly in all these writings. Nevertheless there were secondary educational female church institutions that had begun training women choirmasters, which provoked the raise of choir singing level in the country.