Journal articles on the topic 'Education, Higher Uganda History 20th century'
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1
Altbach, Philip G., and Hans De Wit. "Internationalization and Global Tension: Lessons from History." International Higher Education, no. 81 (May 1, 2015): 2–4. http://dx.doi.org/10.6017/ihe.2015.81.8726.
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Internationalization in higher education has always been linked to historical and political events. This article discusses how the dramatic events of the 20th century, such as the two world wars, and the Cold War, affected internationalization.
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Tronchet, Guillaume. "Internationalization Trends in French Higher Education: An Historical Overview." International Higher Education, no. 83 (December 2, 2015): 28–30. http://dx.doi.org/10.6017/ihe.2015.83.9089.
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For many policy makers in France, internationalization of higher education is a new subject. But people have short memories. They have forgotten—or simply do not know—that French universities were pioneers and leaders in internationalization between the end of the 19th and the middle of the 20th century, before being outshone by the United States and some other countries in Europe. Faced with today’s challenges of globalization, it is time for French universities to reclaim their own history.
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Rivera Gómez, Elva. "Knowledge transgressors: the incursion of women to science in Mexico, 19th-20th centuries." Culture & History Digital Journal 8, no. 1 (July 17, 2019): 004. http://dx.doi.org/10.3989/chdj.2019.004.
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The influence of feminist thought has been very important in the field of history, as it has revealed the invisibility of women in this disciplinary field, besides of studying power relations and their effects on the daily, private and public life in which both women and men are involved. Access to education, first primary, then secondary and later higher in Mexico, spanned for a period of more than a century. In some of the regions, the presence of women in higher education was in the last third of the nineteenth century in areas considered feminine, such as midwifery, nursing and others. Careers are recorded in the 20th century. In this paper we propose to review the historiography and history of women who entered the different fields of knowledge at the end of the 19th century and in the first half of the 20th century, as well as to present a panorama of the educational spaces to which the Mexican women had access.
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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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Menga, Guo. "Educational Memory of Chinese Female Intellectuals in Early Twentieth Century." Social and Education History 9, no. 2 (March 26, 2020): 224. http://dx.doi.org/10.17583/hse.2020.5267.
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Educational Memory of Chinese Female Intellectuals in Early Twentieth Century describes the campus life, teacher-student interaction, academic career, and ideological change of the first generation of female intellectuals trained in higher education in China as the Chinese society changed in the early 20th century. Using the research methods of life history, oral history, and history of mentalities, the author reveals the special experiences and ideological journeys of Chinese female intellectuals by the literature works of three first-generation Chinese female intellectuals and other people's interpretations and commentary on their works. It also analyzes the relationship between many factors such as society, academia and education, especially higher education, and female intellectuals.
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Filonenko, Oksana, Roman Prybora, and Alexander Pertsov. "history of higher education in kirovohrad region in the 20th century in studies of local lore." Academic Notes Series Pedagogical Science 1, no. 186 (2020): 58–64. http://dx.doi.org/10.36550/2415-7988-2020-1-186-58-64.
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Blanck, Dag, and Mikael Börjesson. "Transnational Strategies in Higher Education and Cultural Fields: The Case of the United States and Sweden in the 20th Century." American Studies in Scandinavia 40, no. 1-2 (October 30, 2008): 80–89. http://dx.doi.org/10.22439/asca.v40i1-2.4682.
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Popov, Lev Vladimirovich. "History of formation of model of the higher school of China (first half of the 20th century)." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2016): 29–44. http://dx.doi.org/10.51314/2073-2635-2016-3-29-44.
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Article is devoted to studying of history of formation and development at the end of the XIX and in the first half of the XX century of system of the higher education of China. Experiments on approbation of a number of foreign academic models, and also features of their realization taking into account national and cultural educational traditions are considered. Prerequisites of present progress of the higher school of China are revealed, the assumption of prospects of development of leading universities of the country is made.
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ALEXANDRACHE, Carmen. "Social and Individual in the Education Vision of 20th Century - An Analyse of the History Textbooks." Eurasia Proceedings of Educational and Social Sciences 21 (December 31, 2021): 15–24. http://dx.doi.org/10.55549/epess.1040440.
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Our paper proposes a theoretic approach of the education in Romanian society, especially of the study of history, from the communist regime until nowadays. For this issue, we analyzed the history school textbooks which were edited in 20th century to be used in the secondary and higher schools. The schoolbook is an education tool which has in general a bigger impact to students’ consciousness and behavior. Our study starts from the premise that the schoolbooks have been also an important ideological tool, used by the politic regime to influence the social attitude. As a consequence, the schoolbooks need to be analyzed from the political intentions. The paper proposes some notices focused on the understanding of the vulnerability concept from the political ideology perspective, the evolution of it, as it is reflected by the history schoolbooks speaking about society and individual. For this reason, we think our paper is a real support of the actual theoretical and practical concerns about the modern and equitable social principles. Our notices can contribute to increase the quality of human interactions, to social responsibility and to promote a correct connection between vulnerability and social attitude in actual human society.
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Banionis, Juozas. "Academician Jonas Kubilius: works dedicated to the history of Lithuanian mathematics." Lietuvos matematikos rinkinys 62 (December 20, 2021): 13–21. http://dx.doi.org/10.15388/lmr.2021.25220.
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The rise of the Lithuanian mathematical school in the second half of the 20th century is associated with the development of probability theory and its application, and the foundations of that school were insightfully laid by the famous Lithuanian mathematician Jonas Kubilius. However, the academician also had a second vocation – the history of mathematics. At the end of the 20th century, he purposefully researched the mathematical legacy of the poet, bishop A. Baranauskas, recognizing him as the first Lithuanian mathematician researcher of the second half of the 19th century.
At the beginning of the 21st century, J. Kubilius undertook a detailed implementation of the idea of a work in the history of Lithuanian mathematics. For this purpose, an informal group of specialists was convened, the content of the work was planned, and the research-based book series ``From the History of Lithuanian Mathematics'' was published. The fourth book in this series, Mathematics in Lithuanian Higher Education Institutions in 1921–1944, presents the research of an academic who reveals the situation of mathematics in universities in Kaunas and Vilnius.
In addition, the memoirs of mathematics history by J. Kubilius, dedicated to mathematicians Z. Žemaitis, G. Žilinskas and V. Statulevičius, should be mentioned.
The article, at the end of which fragments of the author's memories are presented, is dedicated to the centenary of the birth of Academician J. Kubilius.
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Rudneva, Y. B. "From the History of Higher Female Education in the Russian Empire in the Second Half of 19th – the Beginning of 20th Century (in Kazan Educational District)." Izvestiya of Saratov University. History. International Relations 12, no. 3 (2012): 99–107. http://dx.doi.org/10.18500/1819-4907-2012-12-3-99-107.
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In the article the author considers the history of higher female education coming-to-be in the Russian Empire, basing on the example of higher educational institutions, established in Saratov in 1909–1915. The professional status evolution of the women who got higher education in the second half of 19th-the beginning of 20th centuries is presented in the historic retrospect: from the first doctors of Saratov guberniya to the first scientific staff of Saratov university. The work includes a wide range of resources: legislative documents, clerical documents of the Ministry of Public Education and higher educational institutions, the resources of personal origin.
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Rozhi, Inna, Halyna Humenyuk, Mykhailo Fomin, Mykola Moskalenko, Iuliia Pologovska, and Valentyna Shchabelska. "An Integral Model of Training of Future Teacher of Geography for the Local History and Tourism Work on the Basis of Competence Approach. A Proposal for Transitional Forms of Education." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 3 (September 2, 2022): 363–91. http://dx.doi.org/10.18662/rrem/14.3/614.
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Social transformations, changings on the labour market, in particular in the educational services' sector, need qualitative modifications in conceptual principles of prospective geography teachers’ vocational training. As a result of scientific literature's studying, the essence of the problem of prospective teachers' geography training for hiking and local-lore activities has been analyzed, and a set of conclusions have been formulated. Until the mid 20th century scientists had been researching organisation of tourist-related and regional studies activities mostly in line with traditional school didactics. Only at the end of the second half of the 20th century – at the beginning of the 21st century interest for the organisation of students’ tourism and their studies of local lore grew higher. During this period foundations have been laid for touristic and local-lore activities as a pedagogical category in tertiary institutions. Attempts are being made to study this question in the context of new pedagogical technologies. Therefore explorers have concentrated their attention on professional competence, description of its significant indications and structure, on diagnostics.
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Мurtozova, S. B. "From the history of music education in Uzbekistan." International Journal on Integrated Education 2, no. 4 (October 3, 2019): 32–38. http://dx.doi.org/10.31149/ijie.v2i4.108.
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This article is devoted to the study of the history of music education in Uzbekistan. Generalized questions about the changes in the field of music that occurred after the establishment of Soviet power in Uzbekistan, the subordination of music education to the ideas of communist ideology, the organization of local music, choral schools, schools of folk music, which focused on the promotion of European music.
Analyzed information about the first institutions of music education organized in the region at the beginning of the 20th century, the representatives who carried out their activities there, as well as the transformation processes that took place in this area, the formation of the music education system, ranging from elementary schools to higher musical education.
Considered such issues as the creation of textbooks, textbooks on music education, the publication of collections of children's songs, other books for schools and kindergartens, since the 30s of the twentieth century.
The opening of musical institutions in a number of regions of the country in the 60s of the twentieth century was important in the positive solution of the personnel question in the musical sphere, the organization of special classes on Uzbek folk musical instruments in all these institutions were positive changes in the musical sphere, these data are highlighted based on archival sources.
At the same time, the article describes the changes that occurred during the years of Soviet power in the field of music education in Uzbekistan, in particular, the organization of primary music schools, music schools, changes in this area, problems, information about the material and technical base of music education institutions.
The essence of such issues as widespread promotion of music schools mainly in large cities of Uzbekistan, training in these educational institutions in most cases only urban children, problems existing in this field, the proportion of representatives of local nationalities, teaching music theory in secondary schools, special music schools, colleges and conservatories was one of the most serious problems.
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Navickienė, Aušra. "Eduards Volters and the Institutionalization of Book Science in the Early 20th Century." Knygotyra 73 (January 13, 2020): 230–63. http://dx.doi.org/10.15388/knygotyra.2019.73.39.
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Eduardas Volteris (1856‒1941) is one of the first book theorists in the Eastern European region and developer of the most important memory and higher education institutions of independent Lithuania. This article analyzes the early 20th c. phenomenon of the institutionalization of book science. It attempts to answer the question of how Eduardas Volteris contributed to establishing the very first Eastern European societies of book researchers, to consolidating the sciences of bibliography, bibliology and book science within the realm of academia, and to professionalising of book scholarship. The sources for examination of the social aspects of book science are: documents belonging to the Russian Society of Bibliology, which was active in St. Petersburg in 1899–1931, materials in scholarly serial publications on book science of the early 20th c., theoretical papers published by E. Volteris, and the results of the historical studies on the history of European book science.
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Lee, Ok-Jin. "The Process of Internationalisation of Polish Higher Education in Transition." Korea Association of World History and Culture 63 (June 30, 2022): 29–51. http://dx.doi.org/10.32961/jwhc.2022.06.63.29.
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Jagiellonian University, the oldest university in Poland, was established in 1364, there were only seven universities until the 19th century. Even 21 universities were founded in the interwar years. Ups and downs of educational functions in Polish universities were due to Partitions of Poland, twice of World Wars and the socialist government.
Since the transition in 1989, Poland has experienced political and economic transformation. These transformations also took place in higher education and allowed Polish universities to ensure autonomy from political control. The internationalisation of higher education is one of the pivots of the changes that Polish universities had undergone over the past 30 years. As a result, many changes have occurred in the educational environment, research, and university administration. During the transition period of the 1990s, the internationalisation process was insignificant. Since the 20th century, Polish universities and academics have been gradually opened to the Western world. Also, Poland has experienced the process of internationalisation through the ERASMUS/SOCRATES Programme. On the other hand, Polish universities have to actively attract international students due to the decline of domestic students. The Polish government and universities continued their efforts to reform the system. In addition, the emergence of the World Academic Ranking of Universities (ARWU) and the influence and support from the European Commission, the OECD, and the World Bank have impacted on internationalisation of higher education and education reform in Poland. Through this process, higher education in Poland was able to enter the transnational education and research system, the European order.
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Armon, Chara. "Regenerative Collaboration in Higher Education: A Framework for Surpassing Sustainability and Attaining Regeneration." Philosophies 6, no. 4 (October 2, 2021): 82. http://dx.doi.org/10.3390/philosophies6040082.
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Many in higher education seek to define how to respond to our environmental crisis. Our 20th and early 21st century failures to resolve the crisis have revealed that a focus on “sustainability” is inadequate in its goals, methods, and public appeal. Higher education must now advance its contribution to preparing graduates to enact the regeneration the damaged natural world requires. We now must teach the deep “why” of caring for our home planet as our life partner, exceed the standard of sustainability to focus on the more enduring and restorative standard of regeneration, and offer our students knowledge and skills for effective regenerative action. Colleges and universities can define their primary goal as teaching students how to tend the flourishing and regeneration of the life community via an emphasis on regenerative collaboration. Regenerative collaboration consists of principles that can guide higher education into a stage of deep contribution to regeneration of the natural world and human well-being. The framework of regenerative collaboration promotes transformation of academic disciplines, academic departments, and courses and calls for development of practical regenerative skills to be part of every degree program. Regenerative collaboration is a means of enacting higher education’s transition from a knowledge focus to a wisdom and regenerative action focus.
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Humeniuk, Olha, Vasyl Humeniuk, and Oksana Yefremova. "History of international academic mobility of students in higher medical education institutions of Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 62–72. http://dx.doi.org/10.30970/vpe.2021.35.11307.
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The article summarizes the experience of Ukraine’s participation in international academic mobility on the example of undergraduate higher medical education. Analysis of the archival documents in the second half of the 20th century revealed two types of student exchange programs: introductory internships on the basis of clinical and medical institutions of Ukraine and European countries, under the guidance of an international group of teachers; labor introductory practice – exchange of student construction teams who got acquainted with the health care system of the host country and worked in hospitals and medical camps during the summer holidays. From the beginning of the 21st century, international mobility students in the Ukrainian medical universities (undergraduate medical education) have been studying at the following programs: 1) educational practice based on interuniversity cooperation agreements; 2) student exchanges organized by the International Federation of Medical Students Associations; 3) interuniversity international agreements on long-term (with credit transfer) and short-term exchange programs. The number of these students at the level of undergraduate medical education is increasing, but insignificantly compared to foreign students from Europe, Asia, Africa who receive undergraduate medical education on a permanent basis (as of 2018 – more than 23 thousand). Based on the obtained results, the general positive prospects and directions of the development of international academic mobility of medical students in Ukraine are determined: 1) short-term Ukrainian and European international student exchanges, which allow to increase their level of motivation to study, develop individual educational trajectories, expand their level of competence in the field of health care system of different countries; 2) expansion of the semester programs of student academic mobility taking into account the availability of educational programs in English in Ukraine and its lower cost compared to European universities, promising for both “EU students” and “non-EU students” of European universities, who: а) want to expand their experience and competence in the provision of medical services at the primary and secondary levels of health care and the pre-medical sphere; b) study medical management in the field of health care in different countries; c) have problems with tuition fees. Keywords: international academic mobility, undergraduate medical education, student exchange programs.
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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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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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Assié-Lumumba, N’Dri T. "Africa-India Connections in Historical Perspectives." African and Asian Studies 16, no. 1-2 (March 16, 2017): 63–81. http://dx.doi.org/10.1163/15692108-12341371.
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It is a well-established historical fact that Africa and India have cultivated continuous connections for thousands of years. Exchanges of commodities produced on each side of the Indian Ocean in specific political, administrative, and geographic spaces have constituted the guiding thread of these relations. In the modern and contemporary periods, these relations have been shaped through European colonial establishments and their legacies in both sides. Past policies of forced migration and resettlement for economic exploitation of the British colonies in Africa, especially East and Southern Africa, became determinants of the Africa-India relations. The anti-colonial and decolonization struggles in Asia in general and specifically in India and Africa throughout the 20th century created opportunities for a new Africa-India cooperation. In these new relations, formal education, especially higher education, have been playing a prominent role. The thrust of this paper is to analyze the important role of higher education in a South-South cooperation framework between India and Africa as a continent or individual countries. The fluctuating or declining patterns of the number of African students pursuing their education in India in the past decade or so are analyzed.
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Bashkir, Olha. "The Program of Pedagogical Disciplines in Pedagogical Educational Institutions in Ukraine (The 30s of the 20th Century)." International Letters of Social and Humanistic Sciences 74 (November 2016): 26–32. http://dx.doi.org/10.18052/www.scipress.com/ilshs.74.26.
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The process of forming program provision for teaching pedagogical disciplines, pedagogy in particular, in pedagogical educational institutions has been characterized in the article on the basis of analyzed pedagogical literature, archival records, and scientific researches in periodicals. Pedagogical educational institutions in Ukraine were reorganized from the institutes of public education to “the united pedagogical institutes” at the beginning of the 30s of the 20th century (1933). The content of programs for disciplines of pedagogical direction (pedagogy, paedology, didactics, and history of pedagogy) has been revealed. They had undergone some changes due to the reformation of higher pedagogical education in Ukraine before the creation of classical pedagogical educational institution.
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Anić, Igor. "Važnost šumarske nastave i znanosti na Sveučilištu u Zagrebu za razvoj hrvatskog šumarstva." Šumarski list 143, no. 1-2 (February 28, 2019): 59–71. http://dx.doi.org/10.31298/sl.143.1-2.7.
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This paper explores the influence of higher forestry education and forestry science at the Faculty of Forestry of the University of Zagreb on the formation and preservation of forest wealth in the Republic of Croatia during the past 120 years as the basic, authentic, self-renewable, biologically diverse and distinctly natural element. In order to do so, we shall provide a survey of some significant achievements of the faculty and its distinguished professors by citing examples of important textbooks and scientific papers. In the year 2018, the Faculty of Forestry in Zagreb marked the 120th anniversary of its establishment. It was on October 20th, 1898, that the Academy of Forestry was founded within the University of Zagreb as the first higher forestry institution in Croatia and in the south-east of Europe. The continuity of higher forestry education at the University of Zagreb has been retained to date through the periods of activity of the Academy of Forestry (1898 - 1919), the Faculty of Agriculture and Forestry (1919-1946), the Agricultural-Forestry Faculty (1946 - 1960) and the Faculty of Forestry (1960 - to date). Three characteristic periods can be singled out in the development of forestry education and science at the Faculty of Forestry in Zagreb in the course of 120 years: the first half of the 20th century, the second half of the 20th century and the first half of the 21st century. The first half of the 20th century witnessed a surge in the Croatian forestry, which can primarily be attributed to the development of higher forestry education and science at the Academy of Forestry and the Faculty of Agriculture and Forestry of the University of Zagreb. Among the most important contributions of university forestry education and science in Croatia are the establishment of the Zagreb School of Silviculture and the beginnings of organized and systematic scientific research in forestry. The second half of the 20th century is characterized by the blossoming of higher forestry education and science in Croatia, which had a direct impact on the condition of forests and the development of practical forestry. During this period, the Croatian forestry, science and practice became an outstanding example of mutual cooperation and powerful development, which brought about an improvement in the condition of forests in Croatia as a whole. The forestry practice firmly adhered to the principles of the Zagreb School of Silviculture, an orientation towards natural regeneration, natural stand structure, and natural, diverse and stable forests. This trend has continued in the 21st century. The new age has given rise to vast changes and challenges in higher forestry education and science. The crisis of forestry, which has gradually been evolving over the past fifteen years, has had its repercussions on the basic activity of the Faculty: higher education and science. Today, the Faculty of Forestry is confronted with two serious challenges: lesser interest of young people in studying and a reduced intensity and scope of scientific research in forest ecosystems. There are no objective reasons for either of the above, however. Forests are the most widespread and the most important natural wealth in the continental part of the Republic of Croatia. There are currently a large number of job openings in forestry and urban forestry, as well as in nature and environment protection, and this trend will continue to rise in the future. The Croatian forest ecosystems are facing growing numbers of challenges and problems. On the other hand, there are fewer and fewer workers in forestry. In view of this, there is no reason for crisis in one of the most natural and oldest studies at the University of Zagreb. On the contrary, forestry experts have splendid prospects in today’s ecological, economic and social conditions. The task of the Faculty is to adjust itself and its basic products, experts in the management of forest ecosystems of the Republic of Croatia, to new challenges. Forestry practice and forestry science must work together, just as they have done throughout the long forestry history. Only be doing so will their development be ensured in accordance with the definition: forestry is a science, profession and art of managing and preserving forest ecosystems for the permanent benefit of man, society, environment and economy.
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Oliver, Esther, Itxaso Tellado, Montserrat Yuste, and Rosa Larena Fernández. "The History of the Democratic Adult Education Movement in Spain." Teachers College Record: The Voice of Scholarship in Education 118, no. 4 (April 2016): 1–31. http://dx.doi.org/10.1177/016146811611800404.
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Background/Context Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and complementing one another to form the historical antecedents for the creation of the democratic adult education movement that emerged in the turn of the century, in 2000, in Spain. Purpose This article aims to study the origins of the democratic adult education movement in Spain by examining (1) the historical educational experiences in Spain, particularly before the dictatorship period and (2) the influences of some social and educational theories. Research Design Using historical analysis and literature analysis, this article is focused on the history of adult education in Spain, and, more particularly, presents an exhaustive document analysis based on historical aspects associated with the formation of the democratic adult education movement. Findings/Results The findings suggest that the shaping of the democratic adult education movement in Spain has been influenced by three main strands: the Spanish libertarian movement of the early 20th century, Paulo Freire's work and insights on adult education, and other social and educational theories from contemporary authors who conceive education as a tool for overcoming inequalities. In the present article, we show the influence of these strands on the DAE by identifying three main characteristics underpinning the movement, that is, the participants’ self-organization and management based on egalitarian dialogue, the recognition of the universal capability of communication and knowledge creation, and the access to higher culture by the working-class people. Conclusions/Recommendations This article concludes that many of the educational practices developed under the democratic adult education movement are radically democratic, given that it promotes providing working-class people with access to higher culture while building up solidarity ties with the most disadvantaged. The present research shows how the DAE movement and all its components open up new lessons for successful inclusion practices in adult education and its effects on the promotion of social transformations at the local, national, and international levels.
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Sira, I. "Scientific and pedagogical activity of the researchers of the Kharkiv Scientific and Pedagogical School (20 – 80s of the 20th century) and their opinions about the pedagogical ideas of H.S. Skovoroda." New Collegium 4, no. 109 (November 14, 2022): 67–73. http://dx.doi.org/10.30837/nc.2022.4.67.
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The article describes the scientific and pedagogical activity of the researchers of the Kharkiv Scientific and Pedagogical School (20-80s of the 20th century) and analyses their opinions regarding the pedagogical ideas of H.S. Skovoroda. The purpose of the article is a theoretical analysis of the scientific and pedagogical activity of the scientists of the Kharkiv Scientific and Pedagogical School based on the pedagogical ideas of H.S. Skovoroda in the 20s-80s of the 20th century. Based on the provisions of the national program “Education (Ukraine of the 21st century)”, pedagogy, in search of ways and means of training higher education teaching staff, turns to the study and use of the heritage of domestic educationalists. This approach will contribute to the discovery of their theoretical ideas and experience, will allow to add new materials to the history of pedagogical thought of Ukraine, will help to reveal the possibilities of creative use of the acquired general pedagogical experience in modern higher educational institutions. Since the beginning of the 1920s, Ukraine has undergone significant changes in the development of pedagogical thought. The process of Ukrainization of education and science was underway, national culture, art, and literature were developing. The Ukrainian language began to be widely used in teaching and education, the foundations of a new system of public education as a whole and higher pedagogical education as its important component were laid. The article contains short biographies and characteristics of the pedagogical activity of such educationalists as: S.A. Litvinov, M.O. Hryhoriev, A.I. Zilberstein, I.T. Fedorenko, who studied the theory and history of pedagogy, focusing on the development of didactics. It was noted that the deep interest of the scientists of the Kharkiv Scientific and Pedagogical School of the professors of the Kharkiv Pedagogical Institute named after H.S. Skovoroda (M.O. Hryhoryev, A.I. Zilbershtein, S.A. Lytvynov, I.T. Fedorenko) through the views of the humanist teacher Hryhoriy Skovoroda led to the study and generalization of his pedagogical heritage. It was determined that when studying the works of H.S. Skovoroda, scientists highly appreciated the poet’s attitude to the process of education and upbringing based on humanism. It has been proven that the scientists of the Kharkiv Scientific and Pedagogical School believed that the pedagogical ideas of H.S. Skovoroda left a deep mark in the history of pedagogical thought.
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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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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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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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Pano, Nikollaq, and Ira Gjika. "American Advocacy to Education System Development: The Case of Albania." International Journal of Innovation and Economic Development 7, no. 6 (January 2022): 24–34. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.76.2003.
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Human capital development highly affects any country’s advancement, regardless of its geographical location. The key role of education in development processes stays at the focus of studies for encouraging further progress. The education’s progress has significantly influenced the historical course of Albania during the last 120 years. The establishment and strengthening of secondary and higher education in Albania are among the areas in which U.S. support has been prominent, impacting the country’s development. Tracing the Albanian secondary education system at the beginning of the last century leads to the American contribution in vocational orientation. American expertise and consultancy enabled radical changes to economics and business higher education after the 1990s. New study programs and improved curricula were the prerequisite to adapt higher education to the needs of an economy in transition and a changing labor market. Education systems in any country face the challenge to provide qualified and trained staff, capable managers, and executives to successfully expand their companies and economic activity in general. This venture was harder for Albania and other ex-socialist countries of Eastern Europe during the last years of the 20th century, because of a different education system and mindset inherited from their past. The restructuring of Albanian business higher education was facilitated as it relied on the American long-standing pragmatic tradition and institutional contribution. The paper addresses the history of the higher education changes observed from an individual and institutional viewpoint. The study aims to point out the achievements of the education system in Albania through the support and the impact of the American school. This would assist in a better understanding of Albanian education policies and contemporary processes in a global market.
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Alcalá-Santaella, María, and Fernando Bonete Vizcaino. "Origen y evolución del modelo técnico-cultural en la enseñanza del periodismo en España (1887-1975)." INDEX COMUNICACION 12, no. 2 (July 15, 2022): 173–206. http://dx.doi.org/10.33732/ixc/12/02origen.
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For much of the 20th century, journalism education in Spain has progressively moved towards its current university status. Traditionally, it has been thought that the model of higher education for Spanish journalists had a mixed character, combining subjects of a cultural nature with purely technical ones. The aim of this research is to research with scientific systematicity the origin and evolution process of this technical-cultural model in the higher education of journalism in Spain through the presentation of the pioneering nonformal or artisanal initiatives –from 1887 to 1926– and the analysis of the cultural and technical subjects contained in the study plans, from its earliest days until journalism is officially considered a university discipline. This retrospective longitudinal and descriptive study covers eight decades of the history of journalism education in Spain (1887-1975), and a total of fourteen syllabuses from seven educational institutions. The research empirically confirms that all the stages of journalism education in Spain have common grounds: the mixed nature of curricula.
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Chutkyi, Аndrii. "A Bulgarian Student in Early XX Century Ukraine: Study, Lifestyle and Challenges." Istoriya-History 29, no. 4 (August 15, 2021): 399–411. http://dx.doi.org/10.53656/his2021-4-5-ukra.
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The paper discusses the life of Konstantin Nikolov, a Bulgarian from the town of Gorna Oryahovitsa, during his study at the Kyiv Institute of Commerce (1909 – 1915). The very “insignificance” of this person allows for some wider generalizations, given the fact that precisely such people best reflect the society as a whole. For this reason, the study of ordinary people’s biographies has become an important focus of modern historiography. Nikolov’s student years illustrate some aspects of contemporary Bulgarian history and exemplify the experience of Bulgarian students in the Russian Empire before and during the World War I. The present study is based on archive materials previously untapped by scholars. It also involves some documents relative to Svitozar Drahomanov, who was of Ukrainian origin but spent his childhood in Bulgaria and studied at the Kyiv Institute of Commerce along with Nikolov, as well as documents regarding a trip to Bulgaria by Czesław Madej, another student of the same institute. The study demonstrates that archives of different Kyiv-based higher educational institutions should be explored for more valuable materials regarding Bulgarian born students, which may help draw a fuller picture of Bulgarian-Ukrainian relations in the field of education and culture. This, in turn, will contribute to a deeper understanding of the history of Ukrainian higher education in the early 20th century. It will also provide a wider perspective on the phenomenon of Bulgarians studying abroad before and during the World War I, including the life situations of the students during this period which proved crucial for the whole European civilization.
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Drach, Oksana. "“Childhood Left the Brightest Memories”: Early Years Described in the Autobiographies of Jewish Female Students in the Early 20th Century." Scripta Judaica Cracoviensia 19 (2021): 43–64. http://dx.doi.org/10.4467/20843925sj.21.004.16413.
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The article presents the childhood years of Jewish female students of the medical department of the Kyiv Higher Courses for Women, as described in their own autobiographies. The study of their autobiographical images of childhood reveals transformations in the relationships between parents and daughters in Jewish families in the modern period, the variability of the home upbringing of girls, and the obligatory component of their education. The admission of daughters to the educational institutions determined by their parents symbolized the end of childhood.
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Ananiev, V. G., and M. D. Bukharin. "RUSSIAN ORIENTAL STUDIES IN THE CORRESPONDENCE BETWEEN SERGEI OLDENBURG AND VASILY BARTHOLD." Вестник Пермского университета. История, no. 1(52) (2021): 104–12. http://dx.doi.org/10.17072/2219-3111-2021-1-104-112.
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One of the most important sources on the history of Russian academic historical science in general and on the history of Russian Oriental studies in particular is the correspondence between the largest researchers of the history of the Near and Middle East, Academician Vasily Bartold and the permanent secretary of the IAS (RAS/AS of the USSR) in 1904–1929 Academician Sergei Oldenburg. The correspondence is kept in the St. Petersburg branch of the Archive of the Russian Academy of Sciences. The documents themselves have not yet been published, and their commented introduction into scientific circulation is only expected. The documents contain detailed information on the development and implementation (both successful and unsuccessful) of research plans of these two major Russian scholars on various turns of Russian history in the late 19th – first third of the 20th century in general and Russian humanities in particular, as well as numerous details of their personal relations and relations with colleagues for more than 30 years. The letters indicate the position of Bartold and Oldenburg not only on the most important academic issues related to European Oriental studies, but also on issues of social and political importance for the fate of Russia. An important aspect of the activities of Bartold and Oldenburg was the work to preserve the historical and cultural heritage of Russia, as well as to support public education and higher education. The correspondence between Bartold and Oldenburg is the most important source for reconstructing the scientific biographies of both scholars, as well as for reconstructing the history of Russian (Soviet) science and culture of the late 19th – first third of the 20th century. A brief overview of archival documents predates the publication of all correspondence between Bartold and Oldenburg.
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Schilling, Jim F., and J. Randall Koetting. "Underpinnings of Competency-Based Education." Athletic Training Education Journal 5, no. 4 (October 1, 2010): 165–69. http://dx.doi.org/10.4085/1947-380x-5.4.165.
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Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of various educational paradigms, including social efficiency, essentialism, and vocationalism, contributed to the birth and eventual use of the CBE approach in professional programs. Data Sources: Literature reviewed for this article included published articles and books pertaining to CBE and the sciences, philosophies, theories, and educational paradigms that constitute the underpinnings of the CBE approach used in higher education professional programs. Data Synthesis: A contradiction of learning theories has led to inconsistent employment of the CBE framework, making its use inconsistent in professional programs. The emphasis in health care education programs, such as athletic training, has been on using specific behavioral objectives that provide distinct quantifiable data as competencies assessed within specific time frames, as opposed to incorporating integrated objectives as competencies with completion determined by level of skill achievement. Conclusions: Authenticity and immeasurable skills are examples of limitations with the CBE approach in athletic training programs. These limitations will be discussed and suggestions for future direction provided.
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Fernàndez Gonzàlez, Jorge. "Mujeres pioneras: la catedrática de instituto Rosario Fuentes." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 487. http://dx.doi.org/10.5944/hme.14.2021.27510.
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If higher education was already restricted and off-limits to women until the 20th century, their access to teaching and obtaining academic positions at these levels was even more difficult and complex. The aim of this paper is to describe a paradigmatic case of this problem: the life of Rosario Fuentes, who achieved the highest score in a public exam to become French professor and who became the first secondary school professor at the Zorrilla high school in Valladolid. Fuentes alsohad a relevant career as a translator, with contributions to texts on education, philosophy and psychology. This study highlights her role as a researcher associated with the Junta para la Ampliación de Estudios (Board for Advanced Studies) and as a writer of French textbooks. She also took part in the organization of language teachers as well as teaching in different Teacher Training Schools. Her career suffered as a result of the purging process which Franco’s dictatorship carried out on teachers, a process that was especially arbitrary against women due to the fact that their own actions and thoughts were often considered less relevant than those of their partners or relatives.. This paper, which examines many of these aspects of her life, relies on documentation and unpublished images from different archives such as those of the administration and the family, as well as previous works that analyse the issue of women teachers in Secondary Education.
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Dmitrienko, Nadezhda M. "WOMEN'S TRACK IN THE MUSEUM SCIENCE OF SIBERIA (XIX – EARLY 20TH CENTURY)." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 39 (2020): 241–51. http://dx.doi.org/10.17223/22220836/39/22.
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The topic of this article did not attract the attention of researchers. Using of newspapers, letters and memoirs, museographical publications and some other authentic sources enabled the author to identify and highlight women's participation in the creation and activities of many museums in Siberia. First, the article shows the museum charity of women from wealthy families. They were the daughters of merchant Piotr I. Kuznetsov – Yulia (in Matveyev's marriage), Alexandra and Eudokia, the wife of the founder of Yeniseisk Museum Anastasia Kytmanova, merchant wife Mukhina and others. The author of the article emphasizes that the most important contribution to the museum science of Siberia was made by those women, who worked inside museums. The first of them was Alexandra Potanina – wife and helper of the outstanding Russian traveler and museologist Grigory Potanin. Together with her husband, Alexandra Potanina worked in the expeditions through Mongolia and China, collected herbariums, made sketches of natural landscapes and cultural artifacts, composed different historical sources and transferred them to museums in St. Petersburg, Siberian town of Kyakhta and Irkutsk. Then the author tells about Elizabeth Clements, who played a prominent role in the museum science of Siberia. She had a higher natural science education, worked in the Minusinsk Museum, and was one of the first who used museum collections in cultural and educational work. Together with her husband Dmitry Clements, she participated in scientific expeditions through Siberia and Mongolia, engaged in archaeological excavations, made herbariums and transferred all collected materials to Minusinsk and Irkutsk museums. In addition, she worked up the museum collections by herself. Maria Kostyurina played an important role in Tobolsk Museum. She was native of Tobolsk, participated in revolution movement of narondnik (populist), and was exiled to Siberia. Some later she came in Tobolsk, pub-lished the newspaper “Siberian Vestnik”. In 1890 Kostyurina joined the executive committee of To-bolsk Museum, took place in collecting of different museum materials on folklore and peasant culture around Tobolsk. She was engaged in issuing several museum catalogs, used museum materials in in-vestigations and scientific publications. The article includes the information about Maria Krasnozhe-nova, who collected, worked up and published the museum sources in Krasnoyarsk Museum. Thus, the materials of the article allow opening a new page in the history of museum science, and telling about the first Siberian women-museologists.
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Stan, Ana-Maria. "De la separatism regional la centralizare: două proiecte legislative ale universitarilor clujeni privind reforma învățământului superior românesc după 1918." PLURAL. History, Culture, Society 9, no. 1 (May 28, 2021): 141–57. http://dx.doi.org/10.37710/plural.v9i1_7.
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After the Great War and the union of Bessarabia, Bukovina, Transylvania, and the Banat with the Old Kingdom, the reform of higher education and, implicitly, its transformation into a unitary and efficient system required a lot of efforts. A significant number of initiatives and projects were discussed by the Romanian academic circles, politicians, and by the broader public before the first law for the organization of universities in Greater Romania was adopted and implemented, in April 1932. This article is a case study, which focuses on two proposals put forward in the 1920s by some prominent professors of the University of Cluj. My research tries to clarify and enrich our knowledge regarding the various stages that preceded and shaped the 1932 higher education law. It highlights the similarities and differences between these projects, looking, in particular, at their most relevant and modern elements. The article could equally provide points of comparison for future analysis regarding the reconstruction of the educational systems in other Central or Eastern European countries, in the first half of the 20th century.
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Ryzhov, Alexey. "“To be admitted to lectures on an equal basis with men”. Statistics of women̓s secondary and higher education at the beginning of the 20th century." St.Tikhons' University Review. Series IV. Pedagogy. Psychology 64 (March 31, 2022): 32–51. http://dx.doi.org/10.15382/sturiv202264.32-51.
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The proposed article attempts to expand modern ideas about the scale of development of women's education in Russia on the eve of the events of 1917. The results obtained during the analysis of several hundred archival and published sources fill in the gaps in statistical information reflecting the development of education in the pre-revolutionary period, and eliminate inaccuracies and errors encountered in research. Such an expansion of the informational boundaries of women's education will be presented by examples of the dynamics of the growth in the number of secondary and higher educational institutions and the number of women studying in them, the accessibility of these educational institutions for representatives of different social groups. The structure of the presentation of factual material makes it possible to characterize the dynamics and direction of the government's efforts in the field of women's education in the Russian Empire. The proposed data are of an overview and statistical nature and are preliminary results of the conducted research. The results presented for the first time allow us to take a fresh look not only at the history of the development of women's education in our country, to assess the scale of this development, but also to revise the well-established cliches about the infringement of women's rights to receive secondary and higher education.
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Radziievska, Iryna, and Halyna Stepanova. "HISTORY OF THE DEVELOPMENT OF NURSING EDUCATION IN UKRAINE OF THE XX ‒ EARLY XXI CENTURY (HISTORIOGRAPHICAL REVIEW)." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 6–17. http://dx.doi.org/10.31499/2307-4906.2.2021.236623.
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Medical and, in particular, nursing education is an important part of health care reform. The ability of a health worker to take an active part in the implementation of reforms (both as a leader and as an executor) implies continuous professional development, improvement of specialist competencies, starting from the first steps in professional education and ending with postgraduate education throughout the professional period. In this context, the study of the experience of training medical professionals, in particular, junior and middle level, in the past becomes extremely relevant, because it is obvious that to create a new one is possible only on the basis of historical experience.Unfortunately, during the former Soviet Union and the first years of Ukraine's independence, scientists did not have enough opportunities to conduct unbiased research on the history of medical education in the Soviet and post-Soviet periods based on modern methodological bases.The authors reviewed the literature on the development of nursing education in Ukraine in the 20th ‒ early 21st century. The scientific works of this period present a rich factual material that allows us to consider them an important contribution to the history of medical education in Ukraine.The authors note that independent research on the theory and practice of nursing education in the Soviet period was not carried out, so of great value in studying the principles of theoretical and practical training of nurses is the publication of certain aspects of training in specialized professional periodicals.During the years of “perestroika” and the first years of independence, a number of publications were published on generalizing foreign experience on this topic and substantiating proposals to improve the training of nurses, midwives, paramedics, pharmacists and other professionals in the field.The works of Ukrainian medical educators, who have enriched the historical and pedagogical field with new knowledge on the theoretical and professional training of future medical professionals, identified new areas of education and health care reform processes are of particular importance.At the same time, the authors conclude that scientific research reveals primarily various aspects of professional training of future medical professionals with higher education, and there is almost no research on the training of “mid-level” specialists, including nurses.
Keywords: medical education, nursing education, nursing, paramedical staff, medical workers, health care system, medical science, professional training, historiography.
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Kovač, Danilo. "How can a Serbian history textbook be used to thoroughly teach the causes of the Holocaust?" Zbornik radova Filozofskog fakulteta u Pristini 52, no. 3 (2022): 201–19. http://dx.doi.org/10.5937/zrffp52-35928.
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A history textbook authored by Mira Radojević, was written for history students aged 18, entering their final year of a four-year Serbian grammar school education. The textbook presents in chronological order a range of topics that canvas the seminal political events that shaped Europe and America throughout the 20th century. The textbook's primary drawback is an absence of the learning tasks required to facilitate improved learning in relation to higher order thinking. This paper aims to overcome this issue. The manuscript does not represent empirical research; rather, it is more of a practitioner piece, with the goal of providing a framework in which the textbook can be utilised to gradually and meaningfully develop a causal analysis of the Holocaust. Four history classes, broken into a series of five steps, are designed to be used in concert with Mira Radojević's textbook. It is however the hope that these steps will provide a framework to be used with a variety of textbooks that, like the Mira Radojević's textbook, will focus on the historical facts rather than on causal analysis of the Holocaust and developing students' higher order thinking.
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Grekov, Igor, and Olga Orlenko. "The Current State of Religious Education in Russia by the Example of Comprehensive Schools and Higher Educational Institutions of Rostov-on-Don." SHS Web of Conferences 70 (2019): 05002. http://dx.doi.org/10.1051/shsconf/20197005002.
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In the article there is a judgment of the current state of religious education in Russia by the example of comprehensive schools and higher education institutions of Rostov-on-Don. The authors mark a number of problems preventing high-quality improvement of religious education in the Russian Federation and also speak about the achievements in this sphere made lately. In the article the need of improvement of quality of religious education in Russia contacts a huge number of destructive information in the Internet space and its adverse effect on the modern Russian youth and also the substitution of real life by virtual reality and the related with them falling of the intellectual level of development of the young generation which has received the manifestation in ignorance of history and culture of their own country. The authors argue about the changes of the meaning of the category “value” in the modern Russian society. They compare modern understanding of “value” with understanding of “value” of the beginning of the 20th century. A set of traditional cultural values is given in the article, it is necessary to impart these values to the young generation to protect it from the adverse effect of the Internet space and to develop the critical relation to the obtained information.
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Fando, Roman A. "A. L. Shanyavskii University in the Epicenter of the Revolutionary Movement of Late 19th – Early 20th Century." Herald of an archivist, no. 4 (2018): 1092–102. http://dx.doi.org/10.28995/2073-0101-2018-4-1092-1102.
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The article is devoted to the history of revolutionary unrest among students at the turn of the 20th century. Activities of informal student associations that conducted a broad agitation campaign within the walls of the A. L. Shanyavskii University in the early 20th century serve as an example. Unlike many other higher educational institutions, the Moscow City People's University became a hotbed of revolutionary outbreaks, fueled both by teachers and students of the university. University professors N. N. Polyansky, M. D. Zagryatskov, V. V. Krasnokutsky, A. V. Gorbunov, P. P. Gensen, P. N. Sakulin, A. A. Kizevetter called for democratic reforms in their lectures and criticized the foundations of the monarchy. Among other politicized communities of the University, the Latvian Social-Democratic group, which included M. I. Latsis and I. V. Tsivtsivadze, was especially prominent. Many students united around Social Democrat Ts. Zelikson-Bobrovskaya and Bolshevik A. A. Znamensky. The students of Shanyavskii University equipped a printing house and printed leaflets of revolutionary content. On the account of frequent cases of political agitation in the student environment, university lectures were attended by the police. Nevertheless, despite the police surveillance, the atmosphere at the university was quite liberal, and the revolutionary-minded associations continued to thrive there. The revolutionary events that were prepared with such energy (among others) by students of the A. L. Shanyavskii University and liberal-minded part of their professors, eventually led to greater collapse of the ideals of accessible higher education that A.L. Shanyavskii preached. The Bolsheviks, having received the reins of government in 1917, could not establish a working system of administration or even approximate the however well established pre-revolutionary order, and thereupon in 1920 the University of A.L. Shanyavskii ceased to exist. Several documents found in the State Archive of the Russian Federation allow to recreate the historical picture of the revolutionary movement within the walls of the Moscow City People's University.
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Gleason, Philip. "Trying Times: Essays on Catholic Higher Education in the 20th Century. Edited by William M. Shea and Daniel Van Slyke. Atlanta: Scholars, 1999. xx + 219 pp. $39.95 cloth." Church History 71, no. 1 (March 2002): 212–13. http://dx.doi.org/10.1017/s000964070009555x.
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Rodkina, Ye V. "The Historical Aspect of Studying Innovative Pedagogical Activity." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 13, no. 3 (2013): 109–14. http://dx.doi.org/10.18500/1819-7671-2013-13-3-109-114.
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The paper gives an analysis of the historical and pedagogical aspect of studying innovational pedagogical activities which allows us to make the following conclusions: innovativeness has always been characteristic of educational work, determined the processes of its renovation, improvement and development as evidenced by the history of the formation of pedagogical ideas. The most radical innovative processes in pedagogical theory and practice were developing at the end of the 19th and the beginning of the 20th century when the progress in various spheres of humanology sharpened an interest in a forming personality. The most intensive are innovative processes in pedagogical theory and practice in the recent years. Innovations in education and teaching are closely connected with the changes in society and conditioned by them. The changes in teaching and upbringing firstly manifest themselves in aims and tasks of education beginning, as a rule, in extra-educational activity then gradually going on in a general educational school and after that in professional and higher schools.
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Spasskova, Olena, and Natalia Goncharenko. "To the 100th anniversary of the library of South Ukrainian National Pedagogical University named after K. D. Ushynsky: history and the present." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2022, no. 3 (140) (October 27, 2022): 53–61. http://dx.doi.org/10.24195/2617-6688-2022-3-6.
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In 2022, the library of South Ukrainian National Pedagogical University named after K. D. Ushynsky celebrates its 100th anniversary, which makes us return to the origins of higher pedagogical education in the South of the country. It is this fact that determines the relevance of our research. The article traces the history of the university and the library, starting from the 20s of the 20th century to the present day. The purpose of the article consists in the necessity to analyse the history of the creation and development of the university and the library in inseparable interaction. The historical method of research allowed us to systematise and summarise the available information on the history of the library of Ushynsky University in chronological order. The article examines the main stages of the existence of Ushynsky University, starting from its foundation in 1920, when it received the name of the Institute of National Education and the task of providing training for education workers in the South of Ukraine. It was also found that the library of this educational institution was created in 1922 to provide students with textbooks and fiction. It is shown how our higher educational institution survived the educational reforms implemented by the new, at that time, Soviet government. On the basis of archival documents and memories of employees stored in the library, the history of the evacuation of the university and the library during the Second World War alongside their post-war revival has been traced. The problems of the development of the university, the introduction of new educational directions, the opening of new faculties and the process of rebuilding the library in the second half of the 20th and the beginning of the 21st centuries have been revealed. Considerable attention is devoted to the current state of the library, its structure, aspects of activity and challenges. It was concluded that the library of Ushynsky University is an important structural unit that contributes to the teaching / learning activities, research-oriented, cultural and education-related activities of teachers and students. It has been proved that today the library is a powerful information institution, a scientific and cultural centre of the university.
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Tołysz, Aldona. "SCHOOL MUSEUMS IN THE KINGDOM OF POLAND – IDENTIFICATION OF MAIN ISSUES." Muzealnictwo 59 (April 16, 2018): 39–47. http://dx.doi.org/10.5604/01.3001.0011.7615.
Full textAbstract:
School museums – which had been founded mostly in the vicinity of educational institutions – used to collect teaching aids. So-called natural history cabinets were the most popular among them, recommended, inter alia, by the Commission of National Education in 1783. The tradition of collecting this type of exhibits was common until the middle of the 20th century. There are two types to be distinguished: school museums and pedagogical museums, which differ with respect to the character of their activity and the kind of exhibits. School museums collected basically objects of natural science, instruments for teaching geography, chemistry and mathematics as well as prints and facilities used during lessons. The second group also specialised in exhibits of natural science, but they were no longer used and usually of higher scientific value, including patterns and examples known in the education system. Among the earliest school museums created in the Kingdom of Poland were Warsaw collections of the Institute for Deaf and Blind People (1875), and those of the Eugeniusz Babiński’s so-called Realschule. At the beginning of the 20th century the idea was spreading, inspired inter alia by the exemplary activity of the Polish School Museum in Lviv (1903). The biggest number of school museums and collections were created in institutions founded by the Polish Educational Society (1906–1907). The survived resources give us relatively detailed information about the collections from Warsaw and Pabianice, which aspired to be categorised as pedagogical museums. The Secondary School for Boys of the Merchants Association in Łódź and the Pedagogical Museum in Warsaw (1917) had also in their possession some interesting collections. The latter one was based upon the collections of former governmental schools, in which – in accordance with a decree issued by Russian authorities – the scientific exhibits were to be collected.
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Tovstolyak, Nadiya. "MYKHAILO TARNOVSKYI — THE FIRST RESEARCHER OF HISTORY OF TARNOVSKYI FAMILY." Kyiv Historical Studies, no. 1 (2020): 158–62. http://dx.doi.org/10.28925/2524-0757.2020.1.21.
Full textAbstract:
The article hightlights Mykhailo Tarnovskyi (1865–1943) biography and science activity in the spheres of genealogy, biographic, historical, Shevchenko studies, ethnography. He belonged to the old noble Tarnovskyi family, was born in 1865 in the Kachanivka estate — the famous Ukrainian historical culture centre. His uncle, the Kachanivka estate owner — Volodymyr Tarnovskyi, was the founder of the Museum of Ukrainian Antiquity and well-known philanthropist. Mykhailo Tarnovskyi graduated Kyiv Real School in 1884, he was awarded a diploma in higher education in Switzerland. At the beginning of the 20th century he was a governmental official in Kyiv. In the Soviet Ukraine he worked as a photographer. For many years he researched genealogy and history of the Tarnovskyi family. He was the author of the first article about the Kachanivka estate in 1915 and described the Tarnovskyi family tree. He searched for the materials about members of the Tarnovskyi family and Taras Shevchenko in the Ukrainian museums and archives, recorded the memoirs of his relatives. He wrote the researches down, but his manuscripts were printed by his daughter Iryna Tarnovska only in 1997. We should admit, that it happened to be important publication in use for modern historians. There are still unpublished Mykhailo Tarnovskyi’s manuscripts and photographic works. The author is going to conduct investigation of Mykhailo Tarnovskyi life and science heritage.
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К.А., Черепенников,. "Anniversary of Anatoly Nikolaevich Kashevarov, Doctor of History, Honoured Worker of Higher Education of the Russian Federation, Honoured Professor of St. Petersburg Polytechnic University Peter the Great, Professor of the Department of Public Sciences, St. Petersburg Polytechnic University." Церковный историк, no. 2(8) (July 15, 2022): 218–23. http://dx.doi.org/10.31802/ch.2022.8.2.014.
Full textAbstract:
19 апреля 2022 года исполнилось 70 лет доктору исторических наук, за-служенному профессору Санкт-Петербургского политехнического университета Анатолию Николаевичу Кашеварову. А. Н. Кашеваров — выдающийся российский ученый, специалист по истории Русской Православной Церкви, церковно-государственным отношениям в ХХ в., истории периодической печати. Его труды известны не только в России, но и за рубежом. Работы Анатолия Николаевича опубликованы в Китае, Германии, Италии и США. В общей сложности более 300 исследований, в том числе десять монографий составляют список научных достижений А. Н. Кашеварова. On April 19, 2022, Anatoly Nikolaevich Kashevarov, doctor of historical sciences and professor emeritus at St. Petersburg Polytechnic University, celebrates his 70th birthday. A. N. Kashevarov is an outstanding Russian scientist, a specialist in the history of the Russian Orthodox Church, church-state relations in the 20th century, and the history of the periodical press. His works are known not only in Russia, but also abroad. His works have been published in China, Germany, Italy, and the USA. In total, more than 300 researches, including ten monographs comprise the list of his scientific achievements.
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Hnizdilova, O. "SCIENTIFIC SCHOOL OF PROFESSOR S.T. ZOLOTUKHINA: STEPS OF FORMATION AND VECTORS OF DEVELOPMENT." Pedagogical Sciences, no. 72 (August 16, 2019): 72–77. http://dx.doi.org/10.33989/2524-2474.2018.72.176124.
Full textAbstract:
The article covers the theoretical achievements and experience of the Doctor of Pedagogical Sciences, Full Professor, Head of the Department of General Pedagogy and Higher School Pedagogy of H.S. Skovoroda Kharkiv National Pedagogical University S. T. Zolotukhina; she is a founder and leader of a scientific school, whose students study various aspects of development of education and upbringing in Ukraine of the 19th–20th centuries.It has been stated that the formation of the scientific school of Professor S.T. Zolotukhina began in the 90s of the 20th century. Doctoral dissertation on the theme “Development of the theory and practice of formative education in the history of the national pedagogical thought of the 9th -19th centuries”, defended by S.T. Zolotukhina in 1995 under the supervision of Professor V.I. Lozova initiated a systematic study of historical and pedagogical problems of education and training of students and pupils at educational institutions of Ukraine and significantly influenced the formation of her own scientific school.It has been revealed that the research of creative heritage of Ukrainian socio-cultural figures and teachers of the past such as S.I Myropolskii, M.F Sumtsova, M.M. Lange et. al and their contribution to the educational practice occupies a significant place in the activity of the scientific school of Professor S.T. Zolotukhina. It has been proved that today the breadth of the problem-thematic range of researches covers the following aspects: the formation and development of higher education in Ukraine of the 19th -20th centuries; coverage of issues of upbringing and education in pedagogical periodicals; organization of pedagogical process at educational institutions of different type; the specifics of teacher training in a historical retrospective. In recent years, there has been a deeper insight into subjects of scientific research, strengthening of efforts of scientific development in solving didactic problems of training future specialists of different specialties.The main attention is focused on revealing the main aspects of its scientific and pedagogical activities as the supervisor of the dissertations, the author of numerous scientific papers, the editor of professional journals, a member of specialized scientific councils. The quantitative and qualitative indicators of long-term scientific productivity of Professor S.T. Zolotukhina and members of her scientific school have been characterized. It has been stated that 12 Doctor’s and 52 Candidate’s Degrees theses were written and successfully defended under her supervision. The analysis of the scientific achievements of Professor S. T. Zolotukhina has been done; there are about 200 scientific and methodological works, among which there are textbooks and manuals, which form the educational and methodological basis of training of future teachers to professional activity at higher educational institutions, collective monographs, and articles.
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Быкова, О., O. Bykova, М. Мартынова, M. Martynova, В. Сиромаха, and V. Siromaha. "The Problem of Continuity in the Development of Creative Critical Thinking in the System of Modern School and University Education in Russia." Scientific Research and Development. Modern Communication Studies 7, no. 6 (December 3, 2018): 37–41. http://dx.doi.org/10.12737/article_5bf5154c93c384.40839949.
Full textAbstract:
The authors of the article note that in the second half of the 20th century, the pedagogy of cooperation, which is a system of methods and tactics of education and training based on the principles of humanism and a creative approach to personal growth, is beginning to develop actively. The implementation of this or that direction in pedagogy takes place on the basis of specific methods and technologies of instruction. The article notes that the education system is a part of the national culture that is formed under the influence of history, geography of the country, social and social conditions of life and which depends on the national mentality and on the activitypsychological characteristics of both students and themselves teachers. Inevitably there are contradictions between very rapidly changing living conditions in the 21st century. and conservative, slowly and difficultly changing traditions. The Russian school, the “school of memory,” does not correspond to the “school of thought,” the problematic education inherent in higher education, which raises the problem of the discrepancy between the skills that a student receives in a modern Russian school and the skills he must master at a university. Thus, one of the fundamental principles of education is violated — the principle of continuity. Given the current state of affairs, too often the progressive movement, the coherence of actions at the stage of obtaining a school education is not observed. The authors of the article offer their own set of solutions to this burning problem. In their view, the implementation of even a part of these decisions could bring schooling closer to university in the way of the creation and development of creative critical thinking among modern students.
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Albogachieva, M. S. G. "Islamic education in the Ingush society. Past and present." Minbar. Islamic Studies 12, no. 1 (June 4, 2019): 186–207. http://dx.doi.org/10.31162/2618-9569-2019-12-1-186-207.
Full textAbstract:
The article offers an overview of the history of Islamic education in the Ingush society from the adoption of Islam (mid. 19th cent.) up to today. In the article is shown the role and importance of this important component of the people’s spiritual culture. During the field research in Ingushetia in 2014–2018, the author did manage to collect extensive data, which enabled her to outline the history of the formation of Islamic education in Ingushetia. The collected field material is subdivided into two blocks. The first is an outline of the history of the formation and also a structure of the traditional education system. It also provides an overview of the individual learning process. A student was instructed by the famous teachers (alims). This kind of education took place not only in Ingushetia, but also in the whole Caucasus. The second block deals with the processes of re-Islamization of society. This gave a powerful impetus to the revival of the Islamic education system that existed here at the beginning of the 20th century, and the introduction of new forms of Islamic education. The latter run in harness with the introduction in the school curriculum (grades 4 to 11) of the subjects, such as the “Fundaments of Religion” and “The Basics of Islamic Culture”. In introducing these subjects a crucial role played the the Spiritual Council of the Muslims of Ingushetia, who initiated the whole process. The schools in the Republic of Ingushetia continue to teach these subjects; at the same time many teaching aids (manuals, readers) to facilitate the process are currently being written. In addition to the subjects learned at schools, students of religious schools (madrasas) also receive elementary Islamic education, and those who wish can receive a higher education in Islam and Islam related subjects both in the Russian Federation and abroad. Thanks to well-organized work in secondary schools, madrasas and Islamic institutions, it was possible to raise the level of Islamic education and reduce the radicalization of society.