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1
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.
2
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.
3
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
4
Lozano, Rosina. "New Directions in Latino/a/x Histories of Education: Comparative Studies in Race, Language, Law, and Higher Education." History of Education Quarterly 60, no. 4 (November 2020): 612–22. http://dx.doi.org/10.1017/heq.2020.43.
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The twenty-first century has seen a surge in scholarship on Latino educational history and a new nonbinary umbrella term, Latinx, that a younger generation prefers. Many of historian Victoria-María MacDonald's astute observations in 2001 presaged the growth of the field. Focus has increased on Spanish-surnamed teachers and discussions have grown about the Latino experience in higher education, especially around student activism on campus. Great strides are being made in studying the history of Spanish-speaking regions with long ties to the United States, either as colonies or as sites of large-scale immigration, including Puerto Rico, Cuba, and the Philippines. Historical inquiry into the place of Latinos in the US educational system has also developed in ways that MacDonald did not anticipate. The growth of the comparative race and ethnicity field in and of itself has encouraged cross-ethnic and cross-racial studies, which often also tie together larger themes of colonialism, language instruction, legal cases, and civil rights or activism.
5
Mezin, S. A. "N. A. Troitsky – man, teacher, researcher (on the anniversary of the scientist)." Izvestiya of Saratov University. History. International Relations 12, no. 3 (2012): 120–21. http://dx.doi.org/10.18500/1819-4907-2012-12-3-120-121.
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On December 20–21, 2011, the Institute of History and International Relations of SSU hosted the All-Russian scientific conference “Russia in the 19th century: politics, society, culture”, dedicated to the 80th anniversary of the honorary worker of higher professional education of the Russian Federation, Professor of the Department of History of Russia Nikolai Alekseevich Troitsky (born December 19, 1931).
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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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Amirov, N. K. "Kazan State Medical University - 185 years." Kazan medical journal 80, no. 2 (March 25, 1999): 81–87. http://dx.doi.org/10.17816/kazmj65320.
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May 14, 1999 marks 185 years since the opening of the Medical Faculty of the Imperial Kazan University, a significant event in the history of higher medical education in our country. After the medical faculty of Moscow University (opened in 1758) and the St. Petersburg Medical and Surgical Academy (1798), this faculty became the third forge of domestic medical personnel in the 19th century in Russia.
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Vashchuk, Angelina. "Culture, Education and Science of the Far Eastern Region." ISTORIYA, E21 (2021): 0. http://dx.doi.org/10.18254/s207987840017869-4.
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The authors characterize the state, structure and dynamics of changes in the system of primary, secondary and higher education in the Far East from the appearance of the first schools to the end of the 1990s. It is noted that the Far Eastern education system, which developed in the context of all-Russian tendencies, had its own characteristics associated not only with the nature and rate of settlement of the region, its geopolitical status, but also with the specifics of economic development. The main historical stages of the development of science in the Far East, from the emergence of the first scientific institutions at the end of the 19th century to the present day are highlighted, the names of outstanding scientists, organizers of science are named, achievements in various fields of knowledge are shown, taking into account the specifics of the tasks in the development of fundamental and applied research. The main development directions of the artistic culture of the region from the second half of the 19th to the beginning of the 21st centuries, the most important events of artistic life are outlined, prominent cultural figures of the Far East are presented.
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Mazur, Lyudmila, and Ekaterina Karmanova. "Autonomy of Russian Universities: Historical Documentation Research of the 19th – 21st Century University Charters." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 156–69. http://dx.doi.org/10.15688/jvolsu4.2020.2.11.
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Introduction. The article compares the charters of Russian universities and brings to light the principles of universities’ operation throughout their history from the 19th to the 21st century. The article describes the model of university autonomy in Russia and its influence on the development of the academia, including contemporary universities’ ambitions in terms of global rankings. Methods and Materials. The conceptual framework is based on the methods of documentary studies applied to analyze universities’ charters and the procedures of their development and use, including the preparation of the draft version, editing and further adjustments as well as the origin and characteristics of the document, that is, whether they resulted from ‘bottom-up’ or ‘top-down’ initiatives. The documentary analysis reveals not only the functions of charters but also the degree of universities’ autonomy as defined by these documents. Analysis. In terms of their history and functions, three types of university charters can be identified: general (unified), standard and individual. In the Soviet and post-Soviet periods, individual charters were mostly based on standard provisions or charters, that is, they were ‘top-down’ initiatives. General and standard charters were devised by the related governmental agencies and, therefore, corresponded to the goals pursued by the government at that stage. Individual university charters resulting from ‘bottom-up’ initiatives were created in the transition periods of 1918–1922 and the 1990s, which were characterized by massive socioeconomic change and search for new models of higher education institutions. Results. In the history of Russian higher education, there are several periods when universities had limited autonomy: early and mid-19th century (liberal reforms); 1920s (organizational and methodological experiments); 1960s (revival of limited autonomy of universities); 1990s (self-government and academic freedoms). Liberal cycles are directly reflected in the university charters, but the analysis of the procedural aspects of their development and functioning allows to conclude that autonomy should be considered as a temporary deviation from the basic model of a state university.
10
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.
11
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.
12
Кресин, Алексей, and Aleksey Kresin. "GENESIS OF COMPARATIVE JURISPRUDENCE AS EDUCATIONAL DISCIPLINE AT GERMAN UNIVERSITIES IN THE FIRST HALF OF THE 19th CENTURY." Comparative Research In Law and Politics 1, no. 1 (September 1, 2013): 3–14. http://dx.doi.org/10.12737/1001.
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The transformation of higher legal education in the German
states in 1810–1820s has been investigated on the basis of the
new scholarly materials, entered into the scientific use. The author
comes to the conclusion about the interrelation between of pozitivist
and komparativist aspects. At the heart of a complex of disciplines
devoted to comparative legal knowledge of foreign law, was the idea
of comparative law as a relatively independent legal science. Also,
there is the relation of this discipline with the comparative history
of the law.
13
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.
14
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.
15
Hesse, Jan-Otmar. "Der Wirtschaftshistorische Ausschuss des Vereins für Socialpolitik." Jahrbuch für Wirtschaftsgeschichte / Economic History Yearbook 61, no. 1 (June 25, 2020): 1–18. http://dx.doi.org/10.1515/jbwg-2020-0001.
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AbstractThe Economic History Committee of the Verein für Socialpolitik was founded 70 years ago as the first interest group for economic and social history in Germany. As did its five counterparts of other subfields in economics, the committee aimed at intensifying academic exchange in this field. Furthermore, it served as a lobby organisation for the discipline in the fast changing politics of higher education in Germany. It therefore can be considered as an important step in the discipline’s professionalization. The article gives a brief overview of the development of economic history in Germany starting with the Historical School at the end of the 19th century. The second part is dedicated to the institutional and academic history of the committee using archival documentation.
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Fazan, V. "DEVELOPMENT OF EDUCATIONAL ENLIGHMENT AND PEDAGOGICAL ACTIVITY IN HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE AT THE KYIV-PECHERSK LAVRA IN THE 19TH-18TH CENTURIES." Pedagogical Sciences, no. 72 (August 16, 2019): 89–94. http://dx.doi.org/10.33989/2524-2474.2018.72.176127.
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Development of educational - educational activities and training in higher educational institutions of Ukraine spiritual in Kyiv-Pechersk Lavra began in the mid of the mid-nineteenth century. This was facilitated by the allocation of educational courses from the context of philosophy and moral theology, increased secular aspects of education and teaching pedagogical subjects and the requirement to prepare high-quality teachers. It was created by a number of manuals and textbooks that evaluated both contemporaries and the next generation of scientists, educators and teachers.History of education in the Ukrainian lands is primarily a history of the monastic institutions of education. Since the XVIІI century in Central Ukraine (Poltava, Pereyaslav, Chernihiv), the demand for high quality secular and religious education in accordance with the best European models. Cells of such education are training systems, "monastic monastery – Seminary", in particular in Poltava (Holy cross monastery Slavonic Seminary) and Pereyaslavl (ascension monastery – Seminary of Pereyaslav), which was formed by descendants of the Kyiv-Pechersk monastery and monastic monasteries. This testifies to the high scientific-pedagogical and organizational effectiveness in a difficult economic, social, political circumstances of the historical period and the territory of Central Ukraine educational complex "the monastery-Seminary" as centers of spirituality, education, mentality of the Ukrainian people. In fact, Holy cross and Poltava and Pereyaslavl Voznesensky Cathedral monasteries for their money, as earned by the monks, and secured charitable donations of the population, kept and developed original educational complexes, which included: the Seminary, the Seminary for courses, monastic library, a temple, a hospital, several parochial schools, United by a common concern about the appropriate level of education as spiritual persons, and secular population of the region.
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Butler-Henderson, Kerryn, Alisa Percy, and Jo-Anne Kelder. "Editorial 18:3 Celebrating women in higher education on International Women’s Day." Journal of University Teaching and Learning Practice 18, no. 3 (July 1, 2021): 2–5. http://dx.doi.org/10.53761/1.18.3.1.
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We have timed publishing our first standard issue of the year to coincide with International Woman’s Day, 8 March 2021 to celebrate the contribution women have made to higher education. The first woman documented as teaching in a university was more than 800 years ago, and yet it is only the last century that the number of female academics has started to increase (Whaley, 2011). In Australia, the first university was established in 1851, yet it would be another 32 years until Julia Guerin graduated in 1883 from the University of Melbourne with a Bachelor of Arts (Hons) in 1883 (Women's Museum of Australia, 2020). And another 10 years when Leonora Little graduated from Melbourne University with a Bachelor of Science in 1983. Despite these accomplishments in the late 19th century, it was not until 1959 when the first woman, Dorothy Hill, was awarded a Chair appointment (Chair of Geology) in an Australian university, and nearly a century before Australia has its first female Vice Chancellor, when Dianne Yerbury became the Vice-Chancellor of Macquarie University in 1987, a position she held for twenty years. Australia’s higher education history tells a clear story of the slow integration of women in higher education, particularly within the STEM fields. For example, Little graduated in 1893 with a Bachelor of Science, but it was 1928 before the first female Lecturer in Mathematics, Ethel Raybould was appointed, and another 36 years before Hanna Neumann became the first female Professor of Pure Mathematics in 1964. It was just over 60 years ago that Margaret Williams-Weir was the first female Indigenous Australian to graduate with a university qualification in 1959. Female Indigenous Australians remain under-represented in the Australian university graduate population. The current situation for Australian higher education still retains a dominance of males within academic roles, such as 30 percent more men in Associate and Full Professor roles than women (Devlin, 2021). And whilst there has been progress in some jurisdictions, such as the majority of Queensland vice chancellors are women in 2021, these continue to be the exception, for example only 28% of vice chancellors in Australia are women. International Woman’s Day is an opportunity to reflect on the significant contribution women make in higher education in Australia and globally. We celebrate through the publication of this issue, with many female authors from across higher education globally.
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Tuksar, Stanislav. "The evolution of the idea of ‘National’ as a multi-level construct within 19th-century Croatian musical culture." Studia Musicologica 52, no. 1-4 (March 1, 2011): 179–88. http://dx.doi.org/10.1556/smus.52.2011.1-4.13.
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The idea of ‘national’ in Croatian 19th-century music shows evolutionary tendencies, which can be articulated in four phases. It started in the period 1800–1830 as a construct leading towards higher general musical standards, displaying universality above particularity as its ideal. It continued in the period 1830–1850 with pragmatic treatment of music as incidental to poetry, supporting non-musical, mostly political issues, where universality equaled particularity. It achieved in the period 1850–1870 the status of a substantial part in the scholarly re-construction of national history, still equaling universality with particularity. Finally, as a concept of ethnic or national art music, it reached in the period 1870–1916 a status of general interest in national cultural life and education, displaying particularity above universality.
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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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Pavlenko, Sonia, and Cristina Bojan. "Reclaiming the Idea of the University as a Possible Solution to Today’s Crisis." Center for Educational Policy Studies Journal 4, no. 2 (June 30, 2014): 91–104. http://dx.doi.org/10.26529/cepsj.206.
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Higher education has always been associated in one way or another with crisis. One could even argue that the university has always faced one type of crisis or another. The one debated the most is the economic crisis; however, there are many debates focusing on other types of crisis. Furthermore, all major reforms in the history of higher education (from Humboldt’s reform in 19th century Prussia to the views promoted by Y Gasset against the background of the Spanish revolution, or even the Bologna Process) have arisen as a result of a crisis. Today, the global economic crisis has yet again highlighted the fact that the idea of the university, the very foundation on which it was built, is no longer present when addressing contemporary issues in higher education. Our paper argues that there is an imperative need to reclaim and reconsider the idea of the university, as this could provide a possible solution to today’s crisis in higher education. Furthermore, we will attempt to show the reasons why this should occur, as well as the manner in which it could be achieved. The focus today is on too many minute, detailed aspects of higher education institutions, which are managed, evaluated, quality assured, ranked, assessed and so forth, while the global perspective on the university has been lost/ignored. Today’s crisis could be used as an opportunity to reassess and re-establish a relevant idea for today’s university.
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Drach, Oksana. "“LIFE IS STILL ‘LUCKY’ ”: EDUCATIONAL TRAJECTORY OF THE AVERAGE KYIVAN WOMAN IN THE MODERN ERA BASED ON THE AUTOBIOGRAPHY." Kyiv Historical Studies 11, no. 2 (2020): 29–37. http://dx.doi.org/10.28925/2524-0757.2020.2.4.
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To this day, the opinion that is widespread in the scientific literature about the accessibility of secondary and higher women’s education in the imperial era mainly for daughters of wealthy people, has led to the expediency of studying the problem. The autobiography of the average Kyivan burgher woman Dashko from a low-income family of traders has become the empirical material of the study. The chronological framework of the study, represented in the autobiography, includes the late imperial era: late 19th century — year 1913. The methodological basis of the study is the microhistory, which focuses on the development of history “from below” and “from within”, the study of living conditions, educational needs, motivations and forms of behaviour of the individual. As a result of the study it has been proven that at the late 19th and early 20th century the urban attractiveness of Kyiv prompted the city authorities to ensure the accessibility of school education for children of city residents. The autobiography of the average Kyivan woman Dashko demonstrates a specific educational trajectory of the daughter of Orthodox low-income burghers. The circumstances of life of the Kyivan woman show a clear connection between the wealth of the burgher family and plans for the future of the children. The low income of the family of traders resulted in the utilitarianism of the initial training of the daughter, as well as breaks in education, studying in various types of lower educational institutions in Kyiv. An innate curiosity, a formed desire for further development and going beyond the everyday life of the burgher family, combined with persistent training, ensured the girl’s admission to the Kyiv-Podilsky Women Gymnasium. Obtaining a secondary education became a significant achievement in the educational trajectory of the daughter of low-income Kyivan residents. Having tried the effectiveness of education as a channel of social mobility, the graduate of the gymnasium dreams of further education at the medical department of the Kyiv Higher Courses for Women.
22
Stelmakh, Serhii Petrovych. "The role of the social context in the history of historiography (on the example of formation German historical science of the 19th century)." Dnipropetrovsk University Bulletin. History & Archaeology series 25, no. 1 (November 7, 2017): 166. http://dx.doi.org/10.15421/261718.
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The external contexts related to historical science are considered: political, social, general cultural, educational, ideological, which had a significant influence on the formation of German historiography in the nineteenth century. Particular attention is paid to the role of state support in the development of historical higher education and science. It is emphasized that the historical science in Germany was of a clearly pronounced national character and became an important factor in the consolidation of the German nation. It is emphasized that the «historicism», which was based on idealistic German philosophy, was the theoretical and methodological basis for the development of German historical science. Historical research and study of history in educational institutions have become important components in the formation of German burghers, who served the German state and worked for the common good.
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Karasoy, Murad. "Effects of German Romanticism on National Socialist Education Policies: “Steely Romanticism”." Journal of Education and Learning 9, no. 1 (January 6, 2020): 69. http://dx.doi.org/10.5539/jel.v9n1p69.
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National socialist education policies put into practice between 1933–1945 in Germany, has been under the influence of romanticism, which is one of the important currents in the history of German thought that began in the middle of the 19th century. Such “being under the influence” does not refer to a passive situation, but it rather means intentional “exposure” by Nazi ideologues. The meeting of Romanticism with National Socialism led to the most dramatic scenes of the history. Educational institutions, where the victims of war were trained, bipartitely fulfilled the task assigned to them regarding to ideological instrumentalism: to destroy and to be destroyed. Putting an end to both their lives own and the lives of others due to this romantic exposure, primary, secondary and higher education students have been the objects of the great catastrophe in the first half of the twentieth century. It will be possible to see the effects of German romanticism, through getting to the bottom of the intellectual foundations of the period’s tragic actions, such as burning books, redesigning the curriculum on the line of National Socialism, and preventing the dissemination of dissenting opinions by monopolizing the press.
This historical research, which is conducted by examining sources like Arendt (1973), Fest (1973), Giles (1985), Bartoletti (2005), Herf (1998), Heidegger (2002), Hitler (1938), Huch (2005), Hühnerfeld (1961), Schirach (1967), Pöggeler (2002), Thomese (1923), Zimmerman (1990) aims to reveal in a scientific way that it is necessary to be careful against the extreme romantic elements in the practices of education.
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Glavatskaya, Elena, Julia Borovik, and Gunnar Thorvaldsen. "The Ural Population Project. Demography and Culture From Microdata in a European-Asian Border Region." Historical Life Course Studies 12 (July 7, 2022): 151–72. http://dx.doi.org/10.51964/hlcs12320.
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The Ural Population Project (URAPP) is built from individual level data transcriptions of 19th- to early 20th-century parish records and mid-19th-century census-like tax revisions manuscripts. This article discusses the source material, the contents, the history of creation and the strategy of the URAPP database and the outcome of the main research topics so far, including historical demography, Jewish studies, indigenous studies and studies of religious minorities in the Urals and Siberia. Our studies of the ethno-religious cultural landscape of the Urals and northwestern Siberia as well as participation in population history projects was more vital backgrounds than the traditional focus on aggregates. The over 65,000 vital events transcribed from parish records of Russian Orthodox Churches and minority religions in and around Ekaterinburg have been the basis for studies of mortality, nuptiality, religion and other characteristics. We found that the Jewish population kept their traditions and connections with relatives in the Pale of Settlement. Prisoners of WWI usually marrying within their own religious group. Infant mortality in Ekaterinburg was lower among Jews and the Catholics, minorities with higher education and western background, while the Orthodox majority exposed their newborn to extremely tough baptism. The burial records show cases of the Spanish flu in 1918–1919, but on a lower level than in the West, supporting recent theories that estimates of flu mortality may be too high. Based on the tax revisions, polygyny was officially recognized among the indigenous Siberian people. The strategy of the URAPP project has evolved from transcribing microdata about minorities towards covering the whole population.
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Kashtanova, Olga S. "The University of Warsaw in the system of higher (university) education of the Russian Empire in the first third of the 19th century." Historia provinciae – the journal of regional history 6, no. 2 (2022): 582–628. http://dx.doi.org/10.23859/2587-8344-2022-6-2-6.
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The article is devoted to the history of the establishment of the University of Warsaw in 1816 and its development until 1831 when the university was closed after the suppression of the November Uprising of 1830–31. The specificity of the University of Warsaw was determined by the fact that during that time the Congress Kingdom of Poland that had been annexed to Russia in 1815 was an autonomous territorial entity and had a separate educational system that was not subordinate to the Ministry of National Education in St Petersburg. Neither Russian nor Polish historiography has made a comprehensive comparison of the University of Warsaw with Russian higher educational institutions due to the isolated status of the former in 1816–31. The article makes an attempt to identify similarities and differences in the functioning of these higher educational institutions on the basis of the documents that regulated the activities of Warsaw and Russian universities. A comparison is made between the structure and organization of the University of Warsaw and other universities of the empire, their collegiate governing bodies, budgets, salaries of professors, admission and terms of study of students, their number, the procedure for awarding academic degrees, etc. The unpopular measures taken by the authorities of the Congress Kingdom of Poland in the field of education in the 1820s, which were accompanied by the increased control over the students and the professors of the university and the attempts to limit its autonomy and divide it into separate higher schools, are shown against the background of the general reactionary policy towards universities. A comparative analysis allows us to draw the following conclusions: the principles of organization of the University of Warsaw and Russian universities that were founded at the beginning of the 19th century had a number of common features, which was associated with borrowing the models of higher educational institutions from Germany and partly from France. Structure, staff and other differences between the educational institutions under consideration were determined by the national features and traditions of Polish education and by greater similarity between the University of Warsaw and the universities of Western Europe. The results obtained contribute to presenting the development of the University of Warsaw in 1816–31 against a broader background and also provide new illustrative material for comparing Russian universities with the “national” universities that existed within the empire.
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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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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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Miyamoto, Ken Christoph. "Mission, Liturgy, and the Transformation of Identity." Mission Studies 27, no. 1 (2010): 56–70. http://dx.doi.org/10.1163/157338310x497955.
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AbstractThis article considers the significance of liturgical worship for the purpose of overcoming the problem of intellectualism and rationalism that have been prevalent in the modern Christian missions since the 19th century. Despite its centrality in Christian life, worship has been given a marginal place in the discussions of Christian mission. The author, however, maintains that it should play a crucial and powerful role in mission at the age when human identity is increasingly becoming fluid and problematic, as it is capable of producing profound spiritual transformation among worshippers and thus establishing in them a new identity centered on Christ without eradicating “primordial attachments.” This is because liturgy has a holistic nature with its rich symbolism and is able to reach the non-rational level of personality where the primordial attachments operate. The author, who teaches courses in Christianity at a Christian college in Kobe, Japan, takes as his starting point the apparent impasse of Christian higher education in today’s Japan which still operates on the Enlightenment model of mission with its emphasis on knowledge as the foundation of faith. He takes advantage of some insights of recent Ritual Studies to illuminate the identity-forming character of liturgical rituals.
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Мисак, Наталія. "Мандрівки галицької молоді наприкінці ХІХ – початку ХХ ст.: організація, характер, маршрути, вплив на формування особистості гімназистів і студентів." Galicja. Studia i materiały 6 (2020): 238–73. http://dx.doi.org/10.15584/galisim.2020.6.12.
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Tours and hiking trips were very popular among Galician youth at the end of the 19th century. They were initiated by junior high schools students and university students themselves who wanted to gain experience, knowledge and to spend time in a pleasant way. Such enterprises were supported by the school administration and management of particular secondary school and institutions of higher education, thus acquiring educational and scientific dimension. The length of such trips varied from several days to several weeks. Trips, on foot, sometimes by train, by horse and cart or by means of rafting, included the territory of Galicia, especially mountain trail in the Carpathian Mountains, the territory of the Habsburg Empire, the countries in southern, northern and western Europe. During the travels, the participants could become familiar with geography, history, economy, morals and the traditions of their own and the neighbouring region.
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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.
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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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Silva, Edgleide de Oliveira Clemente da. "Espaço, Saberes e Tempo escolar nos relatórios da Instrução Pública e Particular da Província de Alagoas, Brasil (1866-1868)." Espacio, Tiempo y Educación 8, no. 2 (December 23, 2021): 231–50. http://dx.doi.org/10.14516/ete.348.
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This study analyzes the context of space, knowledge and school time present in the public and private education reports of the province of Alagoas, written by the physician Thomaz do Bomfim Espindola (1832-1889) in the 19th century. These reports were the result of his role as Inspector General of Studies in the years 1866 to 1868. These writings include themes such as poor teacher qualifications, poor application of learning methods, abandonment of physical education, moral education, and religious education. quantitative figures on the number of private and public primary and secondary schools, teacher hiring, replacement and dismissal, among other subjects. As a member of the Liberal Party of Alagoas, Espindola held the positions of provincial deputy from 1860-1861, 1864-1865 and 1866-1867, deputy general from 1878 to 1881 and from 1881 to 1884, and interim president in the same province in 1867 and 1878. In Education, he worked as a teacher of Geography, Chronology and History at the Alagoas High School, Hygiene at the High School of Arts and Crafts and Philosophy at São Bernardo High School. He was consulted to propose changes in Brazilian education by drafting the opinions of the «Reform of Primary Education and Various Complementary Institutions of Public Education» (1882) and the «Reform of Secondary and Higher Education» (1883) together with Rui Barbosa and Ulysses Vianna. Therefore, the analysis of the theoretical relationships of space, knowledge and school time of public and private education in the province of Alagoas contributes to the understanding of the advances and the limits of the school formation of the Brazilian Empire.
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Jahan, Mashrat, Jaba Rani Sarker, Preetilata Burman, and Linnet Riya Barman. "Groundnut production performance based on chemical fertilizer practices and its profitability conditions." International Journal of Agricultural Research, Innovation and Technology 12, no. 2 (January 24, 2023): 126–33. http://dx.doi.org/10.3329/ijarit.v12i2.64098.
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From the mid of the 19th-century chemical fertilizers were introduced into Bangladesh as an additional source of plant nutrients. After that the use of fertilizer in crop production increases. However, the extreme use of chemical fertilizers can create hazardous environmental degradation, which in turn can lower yields. So, the optimum level should maintain that can help in turn increase production. In this current study, 150 groundnut farmers in the research areas were taken based on their fertilizer application methods. It shows that the number of chemical fertilizer users constituted a major share of the total almost 44.67%. Among all the farmers, chemical fertilizer users incurred the highest return on investment by 1.48. Land area, cost of irrigation and chemical fertilizer affect the adoption of chemical fertilizer usage positively. The higher cost of production due to the application cost of inorganic fertilizer also increases the yield simultaneously. The study shows that farmers who avoid using fertilizer result in lower production compare to others. In that case, age and education were identified as factors that pushed the farmers towards chemical fertilizer and enjoying higher production. Int. J. Agril. Res. Innov. Tech. 12(2): 126-133, December 2022
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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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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.
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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.
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Idriz, Mesut. "From a Local Tradition to a Universal Practice: Ijāzah as a Muslim Educational Tradition (With Special Reference to a 19th Century Idrīs Fahmī b. Sālih's Ijāzah Issued in the Balkans and Its Annotated English Translation)." Asian Journal of Social Science 35, no. 1 (2007): 84–110. http://dx.doi.org/10.1163/156853107x170178.
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AbstractThe ijāzah tradition is recognized as having a long history in Muslim educational life. The term 'ijāzah' in Islamic pedagogy generally signifies a 'licence to teach', and more specifically refers to a certificate issued by a professor in an institution of higher learning to a student who has attended a course of lecturers to the professor's satisfaction, and who has been deemed henceforth as qualified to transmit the same subject to his own students. The ijāzah tradition developed in Muslim education life as early as the 4th century A.H. (10th century A.D.) and became a universally applied educational procedure in all Muslim lands. Originally, it was a tradition developed by Muslims under the influence of Islamic sciences, such as hadīth and tafsīr. Some two centuries later, in the second half of the 12th century, ijāzah made its appearance in the Latin West or Christian Europe. It was a licence to teach, a so-called 'licentia docendi', which is the same as ijāzah. Licentia docendi was the earliest form of certificate in the West. But throughout history, the term 'licentia docendi' has been altered, according to the university system, into certificate, diploma, degree, etc. Whereas the term ijāzah has remained almost the same since the time it was developed, from the early years of Islam up until today, with a few exceptions in some areas. The various ijāzahs in Islamic sciences and in other fields demonstrate the religious, cultural and educational unity of Muslims in the past, despite their geographical differences. In this article, we will have an attempt to study the ijāzah tradition in the Balkans by analyzing an ijāzah issued in the 19th century in the famous city of Üsküp (Skopje), then translating the same ijāzah into English.
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Nudel, Alla. "The Opening and Launch of Activities of the Chemistry Laboratory at the Polytechnic Museum (Late 19th – Early 20th Century)." Voprosy istorii estestvoznaniia i tekhniki 43, no. 1 (2022): 131. http://dx.doi.org/10.31857/s020596060018974-3.
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This article is devoted to the history of emergence and development of the chemistry laboratory at the Moscow Museum of Applied Knowledge (Polytechnic Museum), one of the oldest laboratories in Moscow and the first of the Museum’s laboratories. Its creation was predetermined by the following important factors: rapid development of natural science in the second half of the 19th century, introduction of obligatory laboratory practice in the natural science curriculum at higher education institutions, and the fact that the Museum founders believed that laboratories had to be in place at the Museum as one of the ways of delivering its educational goals and promoting dissemination of technology knowledge. The Polytechnic Museum’s chemistry laboratory was modelled after the laboratories of Western European museums. The decisive role in the organization of the laboratory belonged to I. P. Arkhipov, chemical engineer, member of the Museum Organization Committee and director of the Museum’s technology department. In the years that followed, the renowned chemists V. V. Markovnikov and I. A. Kablukov were extensively involved in the work of the laboratory. Initially the laboratory played an auxiliary role and was only used to prepare demonstration experiments; later on, the scope of its functions broadened. In the course of the time, the laboratory became increasingly involved in the Museum’s overall work, one of the main lines of which was the acquisition of museum items. After the Polytechnic Museum moved to its own building, the chemistry laboratory was organized and equipped like the most advanced European laboratories. With necessary instruments and equipment in place, it could provide space and necessary conditions for the experimental and research work to those interested. By the early 20th century the works at the chemistry laboratory were mostly associated with the Museum’s instructional and educational activities as well as with the formation of its collections. Research was conducted at the laboratory only sporadically. The Museum’s chemistry laboratory also acted as a resource and methodology center for educational work, where new demonstration experiments in chemistry were developed and the methodologies for conducting these experiments were honed.
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Markov, Alexander. "Formation of a Philosophical Canon in Religious-idealistic Samizdat." Philosophy. Journal of the Higher School of Economics VI, no. 1 (March 31, 2022): 89–116. http://dx.doi.org/10.17323/2587-8719-2022-1-89-116.
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As a product of hobby groups, religious and philosophical samizdat was the practice of an entire cycle of intellectual content production: from the search for sources to their adaptation and pragmatization. At the same time, pragmatization determined the future projects and the organization of circles as communities. A wary attitude towards the transformations of the world demanded among supporters of religious philosophy reflection on the life-building and social potential of the community. This cautious attitude determined the composition of the canon, the features of which are determined by the specifics of intellectual production in these circles. Thus, Berdyaev was accepted into the canon as the inventor of the aphoristic mode of thought production. Sergei Bulgakov was an extra-Soviet non-conformist thinker whose sophiology corresponds to social constructivism in contemporary scholarship and, at the same time, allows the meta criticism of church habitus. The canon was built as actual: the works of religious philosophers of the twentieth century were perceived as part of current philosophy, not because of a lack of newer sources, but because of the understanding of their work as avant-garde and their social program as not yet put into circulation, and therefore belonging to the future projects. The expansion of the canon could occur only if the philosophical fiction, from Dostoevsky to Solzhenitsyn, was accepted into the canon, which made it possible to concretize the intellectual phenomena of the 19th century. Thus, inclusion in the canon meant recognition, not so much of the author's philosophical merits as to his or her ability for a polemical gesture but also for grounding the circles' autonomy. The disintegration of this circle organization of the “second culture” coincided with the ontologization of the problematics of Russian idealistic philosophy, which (ontologization) became normative in Russian higher education.
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Yalozina, Elena A. "University reform and autonomy: S.M. Solovyov’s apologia." SHS Web of Conferences 103 (2021): 01012. http://dx.doi.org/10.1051/shsconf/202110301012.
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The article looks at the problem insufficiently explored within Russian historiography, namely the administrative and managerial activities carried out by the 19th-century Russian historian S.M. Solovyov. This research aims to study the theoretical and practical contribution made by Solovyov to the development and implementation of the basic principles within the system of higher education in Russia. The article shows his achievements, potential, and the difficulties he faced in the course of solution of the organizational and managerial tasks. An important result of the research, which reflects its novelty, is a comprehensive exploration of the institutional source materials. This approach allows the authors to understand and restore the history of the development of Russian universities at the stage of implementation of the 1863 Charter, which was characterized by unconventional situations in the relations between the bodies of power and the university professorial corporation. The work also describes Solovyov’s strategy and tactics as an administrator in the context of violations of the University Charter of 1863 by the government circles. The authors make conclusions about Solovyov’s moral qualities, who, as a true historian, while holding a senior administrative position, understood his duty to his country as protection of the interests of science and the principles of university autonomy and serving education.
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Barrow, Emma, and Barry Judd. "Whitefellas at the Margins." International Journal of Critical Indigenous Studies 7, no. 2 (June 1, 2014): 1–15. http://dx.doi.org/10.5204/ijcis.v7i2.111.
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Within the context of the Australian higher education sector and the organisational interactions facilitated by a university, the politics of Anglo-Australian identity continues to limit the ability of ‘whitefella’ Australians to engage with Indigenous people in a way that might be said to be truly ethical and self-transformative. Instead, the identity politics of Anglo-Australia, a politics that originates in the old colonial stories of the 19th century, continues to function in a way that marginalises those individuals who choose to engage in a way that goes beyond the organisational rhetoric of government and civil institutions in promoting causes such as reconciliation and ‘closing the gap’. The history of Australian colonialism teaches us that, when a deep and productive engagement between settler and native has occurred, the stability of Anglo-Australian identity is destabilised as the colonial establishment is reminded of Indigenous dispossession and the moral and legal legitimacy of the contemporary Australian state become subject to problematic questions that arise from this fact of Australian history. Framing the contemporary context of change and resistance, the authors discuss the importance of inclusive institutional practice, in the quest for a democratic modelling that points to a pathway for a truer recognition, acceptance and inclusion of Indigenous peoples in the ‘mainstream’ of Australian university life.
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Pushkareva, Natalya, and Olga Sekenova. "Female Lecturers at the Faculty of History and Philology of the Bestuzhev Women’s Higher Education Courses as a Manifestation of Russian Emancipation of the Second Half of the 19th — Early 20th Century." Voprosy obrazovaniya / Educational Studies Moscow, no. 1 (2020): 302–16. http://dx.doi.org/10.17323/1814-9545-2020-1-302-316.
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Mironova, Iryna. "Struggle for Legal Women’s Rights in Russian Empire (second half of the 19th and the beginning of the 20th century)." Universum Historiae et Archeologiae 2, no. 2 (October 10, 2020): 163. http://dx.doi.org/10.15421/26190211.
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The article goal – showing struggle for legal women’s rights in A. Koni and others legal profession, including work in advocacy institutions in the Russian Empire in second half of XIX – beginning of XX century. Methods of research: modernization and gender history. The main results. In article author establish that the Russian Empire society in the end of XIX – beginning of XX century matured till understanding the equality principle of women and men role in social affairs, their leveling in property rights and in professional activities. Despite of lawyers struggle for women rights in conditions of autocracy were tiny (only the woman question discussion in press) it shows to empire power opposition from lawyers’ side and to society – necessity of changes in women’s legal status. The originality. Author uses memoirs and speeches of famous judge, member of State Council of the Russian Empire A. Koni and articles of leading lawyers, which were published in such newspapers as “Law”, “Law Herald”, “News of Jury and Trusted Council”. Scientific novelty: at the first time article describes the main issues about struggle for legal women’s rights, namely: attitude toward women in general and in legal cases; widening personal and property rights of women; giving them access to higher law education and possibility to apply it in their professional activity. Type of the article: descriptive and analytical. In article author insist that one of the first men, who outline the woman question and started to debate about widening legal women’s rights, was A. Koni. His activity was supported by famous scientists, lawyers, advocates such as D. Stasov, V. Spasovych, V. Nabokov, P. Liublinskiy, I. Foynytskiy, V. Sluchevskiy, and S. Shelukhin. A. Koni achieved particular regulation of widening property rights for women. In struggle for allowing advocacy practice for women author point out 2 stages, during its women tried to hold an appointment as private jury. Author notes first women-advocates in the Russian Empire and Ukraine, for example: E. Kozmina, K. Fleyshyts, L. Ginsburg, and O. Yaroshevska. Author determines that problems in female advocacy in Russian Empire were the same, as problems in Western Europe and USA. Question about allowing women to be advocates and notaries in Russia and Ukraine weren’t decided till 1917.
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Ariskina, Tatiana P. "The history of the studying word building in the Mordovian languages." Finno-Ugric World 13, no. 1 (April 23, 2021): 8–15. http://dx.doi.org/10.15507/2076-2577.013.2021.01.8-15.
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Introduction. The article provides an overview of research regarding word building in the Mordovian languages. The purpose of the study is to highlight the history of the study of word building in the Mordovian languages, and to analyze the works of D. V. Tsygankin, who made a significant contribution to the study of Mordovian derivatology, to the formation of the principles of its teaching and analysis. Materials and Methods. The material of the research is based on word building in the Mordovian languages. The work was performed using descriptive, comparative and historical-typological methods. Results and Discussion. Word building is considered a new research area. In Russia its formation is associated with the name of M. V. Lomonosov. In the design of word building as a academic branch in the 19th century the main role belongs to representatives of four scientific schools in Russia: in Moscow, Kharkov, Kazan and Petersburg. Word building has been considered as an independent object of study only since the mid–1940s, and since the late 1960s as a separate linguistic discipline. This progress became possible primarily thanks to the works by V. V. Vinogradov. A special role in the study of derivational processes in the Mordovian languages belongs to D. V. Tsygankin. The scholar described word formation as a system, defined basic concepts, characterized the methods of word formation, identified productive models, traced changes in word-building morphonology, developed the principles of studying word formation in higher education. Conclusion. A fairly large amount of material has been accumulated on the organization of the word-building system in the Mordovian languages. The number of works in the field of word building continues to grow, but not all of its problems have been resolved. For example, there is a need to develop a new classification of word building methods based on emerging data about the language.
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Vozniuk, Vira, and Sergii Krasiuk. "Organization and activity of university clinics: past and present." Ukrainian Scientific Medical Youth Journal 134, no. 4 (December 27, 2022): 44–52. http://dx.doi.org/10.32345/usmyj.4(134).2022.44-52.
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this article reveals certain aspects of the history of the establishment of university clinics in Ukraine, in particular, provides information about the existence of such health care institutions as early as the end of the 19th century. at the Imperial Universities – Kharkiv, Novorossiysk and St. Volodymyr. This form of existence of medical and diagnostic institutions with the possibility of improving the practical skills of students and carrying out research activities of scientists - teachers of higher education institutions contributed to the training of highly qualified specialists and the development of science in general. The specified system of organizing the educational process corresponded to the principle of dual education, which provides for the combination of educational and research activities. Started back in 1804, it is still actively promoted by the leading national higher education institutions. It was found that the first university clinics were created at the medical departments of the university and were highly specialized – surgical, therapeutic, obstetric. According to the structural organization, they were subordinated to educational institutions. In the 1950s, by decision of the USSR government, city hospitals were created on the basis of such clinics.
The problem of modernization of the health care system, which arose after the collapse of the USSR and the transition of Ukraine to a new economic system of the market economy, led to the search for an optimal model of the organization of clinical bases of medical institutions of higher education. In the 80s of the XX century. the initiated reform of higher medical education has been improved by improving the quality of professional training of future doctors, in accordance with world and pan-European standards, taking into account national priorities and features of the health care system. The Ministry of Education and Culture of Ukraine has developed uniform approaches to educational and qualification characteristics and educational and professional programs at the stages of undergraduate and postgraduate training of specialists. Programs of clinical disciplines provide for early contact with the patient, responsibility for clinical observations, and practical work experience. The reform of higher medical education is aimed at a gradual transition from an information-accumulating to a competency-based model of the formation of knowledge, skills and abilities of future doctors. At the beginning of the 2000s, based on our own historical experience, and having familiarized ourselves with the practice of foreign higher educational institutions of the medical profile, it was decided to resume the activities of university clinics. Today, there are more than 10 educational-scientific-treatment complexes with an integrative and corporate model of existence. The content of the article informs about their founding periods, main tasks and areas of activity, form of existence, regulatory documents, etc.
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Tsiuliupa, S. D. "Doctoral dissertations of wind instruments musicians in Ukraine (the end of XX – early XXI century)." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 54, no. 54 (December 10, 2019): 24–39. http://dx.doi.org/10.34064/khnum1-54.02.
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This paper is the first attempt to lay out the major scientific achievements of teachers of faculties of wind and percussion instruments of Ukrainian universities with 3-4 accreditation levels, for the period from second half of XX – to beg. of XXI century. This article systematizes and precisely analyzes the content of obtained PhD dissertations on musical art, theory and methodic of professional education, musical art, theory, the methodic and organization of cultural and educational activities. In the period of Ukraine’s integration into the European entities, scientific work becomes the leitmotif of the activity of a teacher of a higher art educational institution. The works of the leading scientists of Ukraine became the fundamental scientific researches of the evolution of spiritual musical performance. V. Apatsky in the doctoral dissertation “Theoretical foundations of playing the wind instruments (on the example of bassoon)” examines the acoustic nature of the instrument and the specificity of sound formation on it, the structure and functioning of the executive apparatus and methods of its formation, the basic means of expressiveness of the bassoonist and methods of development of performing skill. I. Yakustidi in the dissertation “The value of horn tone in the learning process” and by the method of numerical laboratory measurements explored the work of the sound-forming apparatus of the horn performer. Along with the experimental experiments, the dissertation covers the issues of performance history, theory and practice, methods of teaching horn performance. P. Krul in his study “Genesis of Wind and Percussion Instrumental Performance of Ukraine” traces the genesis of wind and percussion music in Ukraine. V. Posvaluk in the dissertation “Ways of Formation and Problems of Development of the Ukrainian Trumpet Performance School: Historical, Professional-Performing, Theoretical and Methodological Aspects” for the first time reveals the peculiarity of the historical way of formation and development of the national trumpet performance school and its regional peculiarities. V. Bohdanov dedicates his dissertation “Ways of Development of the Wind Musical Art in Ukraine (from the Origins to the Beginning of the XX Century) to the Study of the Wind Musical Art of Ukraine. Based on the systematization of actual data, the main directions of its evolution are highlighted. V. Kachmarchyk. The priority areas of the dissertation research “German flute art of the 18th – 19th centuries” were the creation of the historical periodization of the German flute art of the 18th – 19th centuries, and defining the role of J. J. Kwanz, J. G. Tromlits, A. B. Furstenau and T. Bohm in the formation of the German flute school. Y. Sverlyuk in his work “Theoretical and methodological bases of vocational training of conductor of an orchestra collective in higher art establishments” he explored methodological, theoretical and methodical bases of vocational training of conductor taking into account the specifics of future professional activity. A. Karpyak. In his Doctoral dissertation “Flutist’s Artistic Thesaurus as the Basis of Performing Skills” and for the first time in Ukrainian musicology, he provided a reasoned critical analysis of the key issues and problems in the development of contemporary flute art.
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Vanin, Volodymyr, Gennadii Virchenko, and Olena Gumen. "CURRENT STATE AND DEVELOPMENT PROSPECTS OF APPLIED GEOMETRY SCIENTIFIC SCHOOL OF IGOR SIKORSKY KPI." APPLIED GEOMETRY AND ENGINEERING GRAPHICS, no. 100 (May 24, 2021): 5–12. http://dx.doi.org/10.32347/0131-579x.2021.100.5-12.
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The emergence of the applied geometry school of the Igor Sikorsky Kyiv Polytechnic Institute is associated with the formation of an educational institution at the end of the 19th century. For more than 120 years of history, significant results have been achieved, which have been implemented into production and the educational process. The available significant theoretical and practical achievements allowed to identify promising directions for further development.
During this period, the Department of Descriptive Geometry, Engineering and Computer Graphics has published thousands of scientific works, hundreds of educational and methodological publications, 15 doctoral and more than 60 candidate dissertations have been defended. The scientific topics are connected with the shaping of complex curves and surfaces by methods of algebraic, differential, projective geometry, taking into account the needs of production; construction of agricultural machinery; multidimensional geometry; involute-evolutionary models; design and manufacture of aircrafts; optimization of industrial products; computer geometry, etc.
The obtained results have been implemented at the leading machine-building enterprises of Ukraine, such as SE “Antonov”, Kharkiv State Aviation Production Enterprise, OJSC “Meridian” named after S.P. Korolyov, Research and Production Association "Kyiv Automatiсs Plant", etc. Over the past decade, more than 30 patents for utility models have been obtained, which are successfully applied in practice.
Thus, the school of applied geometry of the Igor Sikorsky Kyiv Polytechnic Institute has more than a century of history. Over the years, a significant contribution has been made to the development of domestic science, industry, and higher education. Today the existing achievements contribute to improving the efficiency of computer-aided design of various technical products, processes of its manufacture, and operation. Nowadays, the staff of the Department of Descriptive Geometry, Engineering and Computer Graphics faces a number of important scientific, educational and production problems, which are successfully solved thanks to the accumulated theoretical and practical experience. This is also facilitated by the wide involvement of young people in these activities.
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Vahrson, Wilhelm-Günther, and Peter Spathelf. "Eberswalde University for Sustainable Development: with deep roots in forestry towards a "whole institution approach" in sustainability." Scientific Bulletin of UNFU 29, no. 10 (December 26, 2019): 25–29. http://dx.doi.org/10.36930/40291004.
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Eberswalde University for Sustainable Development (HNEE) is a University of Applied Sciences in Brandenburg and one of Germany's greenest universities with 4 faculties and a unique profile. The basic principle of HNEE is sustainability, anchored in the mission statement, 'Mit der Natur für den Menschen' (With nature for mankind), and research is focused in the three areas: Sustainable rural development; Sustainable production and use of natural products, and Sustainable management of limited resources. HNEE provides several innovative study programs, such as Forestry, Organic Farming, Wood Technology, International Forest Ecosystem Management on Bachelor level. On Master level the study programs are Regional Management, Global Change Management, Sustainable Entrepreneurship and Forest Information Technology, a double-degree program together with Warsaw University of Life Sciences. Furthermore, HNEE's portfolio is complemented with further education Master programs such as Strategic Sustainability Management. The Higher Education Institution at Eberswalde has a long history going back to the early 19th century when it was a Faculty of the Berlin University. During the Cold War the Faculty was closed due to political reasons. After German reunification, among others a University of Applied Sciences was founded, with focus on practical application. The current situation of HNEE is described emphasizing the so-called 'Whole Institution Approach', i.e. sustainability is seen as an integrative concept for human life and economic development. The Whole Institution Approach encompasses a sound environmental management program aiming at zero emissions. Last but not least, some features of the Faculty of Forest and Environment are outlined. Especially worth to be mentioned is the international focus of the faculty, with four international study programs and many research topics of international relevance. Moreover, the Centre for Economics and Ecosystem Management is attached to the faculty.
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Yashchuk, Tatiana F. "From the History of Russian Law to the History of State and Law of the USSR: The Transformation of the Science and the Academic Discipline in 1917–1940s." Vestnik Tomskogo gosudarstvennogo universiteta, no. 458 (2020): 261–69. http://dx.doi.org/10.17223/15617793/458/31.
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The article aims to show the transformation of the science and the academic discipline “History of Russian Law” over the period from 1917 to the 1940s, to establish the degree of continuity and innovations that manifested in the transformation. The study is based on research works on the history of state and law, published historical sources, archival materials. Narrative, comparative legal, and institutional methods were used. Two institutional forms of legal science development were identified: universities and departments of the Academy of Sciences. In the 19th century, an independent area of scientific knowledge was established; its object was historical forms of law. Educational courses on the history of Russian law were based on the study of legislative acts and other sources of law. According to the University Charter of 1863, departments of the history of Russian law were created, scientific research was actively conducted, and works on the history of law were published. After the 1917 revolution, the political and ideological trends in legal science and education changed dramatically. Universities and academic structures as institutional forms survived, but underwent major changes. Law faculties were abolished at universities, specialized departments were closed. The history of Russian law or a comparable discipline in content was not taught. To prepare new academic personnel and conduct research in social sciences and the humanities, including legal science, the Socialist, subsequently Communist Academy and the Institute of Red Professors were opened. These institutions did not create separate units specializing in the study of the history of state and law. The circle of researchers studying such problems decreased sharply. In the 1930s, the Soviet model of the organization of science and higher education, which included many elements that had developed in the Russian Empire, was approved. Interest in historical sciences was restored. Curricula for training lawyers included a discipline that was first called “History of the State and Law of the Peoples of the USSR”, and later “History of State and Law of the USSR”. The leading role in the development of its content, object, and method belonged to S.V. Yushkov. The continuity with the history of Russian law was preserved. The most significant differences were the change in the chronological and territorial framework, the etatization of the object, and the use of the Marxist methodology. New approaches were reflected in the textbook History of State and Law of the USSR. The first part of the textbook, prepared by S.V. Yushkov, was published in 1940. It covered only the prerevolutionary period. The second part described the history of the Soviet state and law. It was edited by A.I. Denisov and published in 1948. Thus, by the end of the 1940s, the new branch of scientific knowledge and academic discipline was established.
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Särg, Taive. "Elava rahvalaulu juurde jõudmine: Herbert Tampere teadlaseisiksuse kujunemine." Mäetagused 82 (April 2022): 81–130. http://dx.doi.org/10.7592/mt2022.82.sarg.
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The article analyses the life and activity of Estonian ethnomusicologist and folklorist Herbert Tampere (1909-1975), as well as the research history of Estonian folk songs until 1945, also paying attention to the influence of the Estonian Folklore Archives and its head Oskar Loorits. The historical background to Tampere’s activity is the establishment of independent statehood in Estonia (1919) after Estonians had existed as an ethic minority group subjected to the ruling classes of other nationalities for hundreds of years. The scientific and cultural background is constituted by the development of European folkloristics and ethnomusicology and the increasing prestige of folk music and non-western music in Europe, which contributed to the rise of the cultural self-awareness of Estonians as a nation with oral lore different from Indo-European culture. The approach is framed with the metaphor of life and death, which in Herderian way of thinking corresponded to the growth and fading of a nation and its creation. In the 1930s, Tampere brought into the discourse of the Estonian folk song, seemingly in opposition with the gradual fading of the living lore and complaining thereabout, a turn in writing about it, unexpectedly confirming that the folk song was alive. The older folk song started to disappear from public use in the 19th century, when people lost interest in its performance and the newer European folk music style spread more widely. At the same time, they tried to overcome the national inferiority complex that had developed due to existence as a lower class, as well as the oral culture considered as a sign of backwardness, creating on the basis of folklore a new national-language and valuable European literary culture. To accomplish this, the old, evolutionally lower traditional culture had to be abandoned. Writings about the dying folk song helped to encourage people to collect folklore and create distance with the past. In the 20th century, with the development of Estonian national self-awareness and literary culture and the rise of the nation’s self-esteem, and on the other hand the recession of Eurocentric and evolutionist way of thinking in the world of science, a new interest appeared in the structure and performance of the folk song, and it started to be increasingly appreciated and considered as living. Such changes in rhetoric indicate how reality is reflected subjectively, according to standpoints and circumstances. Considering the fact that in the 19th-century social evolution theory folklore and literary culture were attributed to different development stages of a nation, the nation with low self-esteem, striving for literary culture in the 19th century, could be satisfied with the dead folk song, yet in the 20th century, in the light of new culture concepts, it could be declared alive again. In summary it can be said that the following factors helped Tampere achieve a novel approach to folk songs in his research. 1. Tampere came from a talented and educated rural home, in which music and literature were appreciated and in whose neighbourhood different music styles were practised. His interests and skills were shaped by good education at schools with remarkable music teachers and an early contact with folklore collection at the Estonian Students’ Society. 2. Good philological education from the University of Tartu and work at the Estonian Folklore Archives, becoming familiar with folklore collections as well as other young folklorists and linguists, especially cooperation with Oskar Loorits, Karl Leichter, and Paul Ariste, added knowledge of newer research trends, such as ethnology and experimental phonetics. Maybe, paradoxically, the absence of higher music education, which would have directed the young man towards other music ideals, was positive in this respect. 3. The knowledge acquired of the methods and way of thinking in comparative music science provided a theoretical basis for understanding, valuing, and studying non-western music. Professional work was also supported by the development of sound recording and -analysis. 4. The immediate contact with living folk music already in his childhood and later on, when collecting folklore, elaboration of folk songs in the archives and compiling voluminous publications made this manner of expression more familiar. Tampere must have enjoyed the performance of at least some of the regilaul songs as he mentioned nice impressions and the need to delve deeper; also he recorded, studied, and introduced these songs to the public. 5. The heyday of national sciences and national ideals in the Republic of Estonia valued engagement in folklore as the basis of cultural identity. The first folk music reproductions appeared, such as folk dance movement and runic verse recitals at schools, which was why the issues of performance started to be noticed and studied. Oskar Loorits supervised the study and publication of the most Estonian-like (in his own opinion) folklore – folk songs – and it was probably also his influence that made Tampere study the problem of scansion, to systematize and study folk songs, and compile publications.
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Bohdashyna, Olena, and Serhii Kudelko. "Kharkov Classical University and Kharkiv Institute of Public Education: problems of heredity (historiographical subjects)." Universum Historiae et Archeologiae 3, no. 1 (November 14, 2020): 16. http://dx.doi.org/10.15421/26200102.
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The aim of the article is to highlight the evolution of ideas in Soviet and modern historiography on (non)perception of scientific traditions of the Kharkiv Imperial University by the Institute of Public Education named after O. O. Potebnya (KhIPE). Research methods: problematic-historiographic, historical-chronological, comparative-historical; principles of systematicity and objectivity. Main results and scientific novelty: for the first time it has been considered in detail how researchers assessments have changed from denying the necessity of mastering the old principles of higher education to the perception of the Kharkiv Institute of Public Education named after O. O. Potebnia as the heir of the pre-revolutionary university with partial preservation of traditions. The coverage in the historical thought of the 20s of the 20th and the beginning of the 19th century of problematic issues related to the establishment and operation of the KhIPE is analyzed. Particular attention is paid to the diversity of opinions and assessments of the KhIPE perceptions of the traditions of the Kharkiv Imperial University. The authors concludes that the traditions of the Kharkiv University were partially preserved in the work of the KhIPE, thanks to the inherited material base, and most importantly, the preserve of the main teaching staff, employees and part of the pre-revolutionary students. In the latter case, the years of 1921–1924 are meant, when some of students who had studied before the university closed in 1919 returned to study and non the latter case, the years of 1921–1924 are meant, when some of students who had studied before the university closed in 1919 returned to study and non-proletarian youth made up a significant proportion of the student contingent. In historical science the KhIPE’s estimation as successor to the Kharkiv University is unstable. Soviet authors focused mainly on the refusal of the leadership of the People’s Commissar of Education of the USRR and the IPE on the forms of the liquidated imperial university. Meanwhile, the contemporary authors, on the one hand, emphasize the voluntarism and failure of the educational reform and 1933 forced restoration of universities by the Soviet power. On the other hand, the idea that the tradition of the Imperial University was more than accepted until recently was considered to be in keeping with the KhIPE traditions. The article is dedicated to the 100th anniversary of the most radical reform in the history of domestic universities, the consequences and historical significance of which cause lively discussions among experts. The practical significance of the article is to change the priorities in teaching and promoting the history of the V. N. Karazin Kharkiv National University. The originality of the study is due to the unbiased consideration of a wide range of used historiographical sources (scientific works and journalism). Type of article: theoretical research.
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Quílez, Marta. "Alumnado femenino en las enseñanzas de artes plásticas y diseño en el sistema educativo público español 1940-2015." eari. educación artística. revista de investigación, no. 9 (December 13, 2018): 174. http://dx.doi.org/10.7203/eari.9.12101.
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Resumen: El presente artículo se encarga de analizar la incorporación del alumnado femenino a la enseñanza de Artes Plásticas y Diseño dentro de un marco temporal referenciado que abarca desde el final de la Guerra Civil española hasta la actualidad. El propósito es examinar la escasa evolución de la mujer dentro del sistema educativo en una etapa marcada por la adquisición de derechos. Se pretende analizar social y cualitativamente el lugar que la mujer ocupaba y ocupa en la configuración de un sistema educativo complejo, en nuestra historia reciente. En este contexto se analizan las especialidades artísticas más demandadas por el sexo femenino en las enseñanzas de bachillerato, formación profesional y estudios superiores no universitarios.Para ello debemos conceptualizar y situar estas enseñanzas a lo largo de la historia y cómo los cambios acontecidos durante su evolución han afectado al alumnado femenino. Las enseñanzas de Artes Plásticas y Diseño son herederas de la tradición reformista que el Movimiento Arts & Crafts iniciado en Europa por William Morris en el siglo XIX. Durante más de doscientos años ha evolucionado condicionadas, siempre, por la inestabilidad del cambiante sistema educativo español.Palabras clave: Educación, mujer, estudios artísticos, escuelas de arte, artes plásticas, diseño.
Abstract: This article is responsible for analyzing female students’ incorporation to the teaching of Fine Arts and Design since the end of the Spanish Civil War to the present. The purpose is to examine the modest evolution of women in the education system during a time marked by the acquisition of rights. It also aims to analyse socially and qualitatively the place that women occupied and occupy in the configuration of a complex education system in our recent history. In this context, the most demanded artistic specialties by the female sex are analyzed in the baccalaureate, vocational training and non-university higher education courses.For this reason, we must conceptualize and situate these teachings throughout history and how the changes occurred during their evolution have affected female students. The teachings of Fine Arts and Design are heiresses to the reformist tradition that the Arts & Crafts Movement initiated in Europe by William Morris in the 19th century. For more than two hundred years it has evolved, always conditioned, by the instability of the changing Spanish educational system.Keywords: Education, women, artistic studies, art schools, plastic arts, design.
http://dx.doi.org/10.7203/eari.9.12101