Journal articles on the topic 'Education History 18th century'
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1
Marchand, Philippe. "ROBERTS (Benjamin). – Trough the keyhole. Dutch child-rearing in the 17th and the 18th century Three urban elite families." Histoire de l'éducation, no. 89 (January 1, 2001): 143–48. http://dx.doi.org/10.4000/histoire-education.858.
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Petrou, Georgia. "Translation Studies and the History of Science: The Greek Textbooks of the 18th Century." Science & Education 15, no. 7-8 (November 2006): 823–40. http://dx.doi.org/10.1007/s11191-005-0960-9.
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LeBeau, Ling Gao. "International Students in American Colleges and Universities: A History." Journal of International Students 2, no. 1 (January 1, 2012): 126–27. http://dx.doi.org/10.32674/jis.v2i1.544.
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International Students in American Colleges and Universities: A History provides a comprehensive historical overview of international student exchange in the U.S. The purpose of this book is to trace the history of international students in institutions of American higher education by enumerating why and how international students have studied in the U.S. since the 18th century. It also provides an overview of international students’ impact on American higher education and society. International educators will not only obtain historical knowledge of international students but also become enlightened about the field of internationalization.
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Linczenbold, Levente. "A jogi oktatás kezdetei Egerben: a Foglarianum." Studia Theologica Transsylvaniensia 23, no. 1 (June 10, 2020): 71–89. http://dx.doi.org/10.52258/stthtr.2020.1.04.
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Anyone who examines the history of the city of Eger will inevitably meet the so-called “university idea” which caught fire in the 18th century but only became a reality in the 21st century. Eger not only plays an important role in the political history of the country, but also represents lasting values in its cultural history. One of this, doomed by the past, is its activity on law education which flourished between the 18th and 20th century, however, due to social and political changes, it suffered decline and eventually ceased to exist. The modernization aspirations of the Habsburg Empire, the tensions between national and imperial intentions, the social and political crises, the turning points towards the end of the 19th century, made possible a form of training that, despite political debates, supplied the legal and administrative task required by the state of that era to function. In this study, we explore the essential elements of 209 years, especially the early times, and place them in the historical process. The particular motive of the topic selection was the fact that the intention of the founder has been finally realized: Eger’s institution of higher education became a university and will hopefully receive the Catholic denotation one day.
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Kislova, Ekaterina I. "“Latin” and “Slavonic” Education in the Primary Classes of Russian Seminaries in the 18th Century." Slovene 4, no. 2 (2015): 72–91. http://dx.doi.org/10.31168/2305-6754.2015.4.2.3.
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The article focuses on the issue of using the Latin and “Slavensky” (that is, the combined Russian and Church Slavonic) languages in primary ecclesiastical education in the 18th century. By the 1740s, seminary education in Latin had established itself in Russia. But primary teaching of reading and writing in Russian and Church Slavonic was the tradition until the end of the 18th century, regardless of where the teaching was taking place, either at home or at a Russian school affiliated with a seminary. Russian schools were organized for teaching illiterate or semiliterate children. But by the late 18th century, several seminaries attempted to reorganize “Russian schools” into ecclesiastical schools in which Russian would be the only language of instruction. Junior classes at seminaries were fully focused on teaching Latin, but Latin was by no means a complete replacement for Russian. The principal method of instruction was translation, and the administrators of many seminaries demanded attention to the quality of the students’ translations into Russian. Thus, Russian and Latin were functionally distributed in primary education. Only Church Slavonic was practically excluded from teaching after the primary courses of reading and church singing, and that preconditioned its conservation as a language used only for church services, leading to the extinction of the hybrid form.
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Danilova, L. N. "Forming of social order for teachers in the history of education in Russia." Professional education in the modern world 12, no. 2 (July 13, 2022): 271–79. http://dx.doi.org/10.20913/2618-7515-2022-2-10.
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Introduction. The first state educational institution for teacher’s training was the teachers’ seminary established in 1783. However, the teaching profession appeared in Russia long before that and was supported by social request. This fact builds questions about transformations of public expectations in relation to teachers, i.e. about the history of the social order to teachers. That order had not been realized and reflected in some documents for a long time, but its influence on education in Russia can be clearly observed already in the 17th century. Purpose setting. The article attempts to determine features of its becoming. Methodology of the study. The research is based on a large layer of literature, on the principles of dialectics and historicism, and uses comparative historical analysis, deduction, culturomics, content analysis, statistics and other theoretical methods. Results. Features of forming of a social order to teachers in the 17th and 18th centuries are identified and specified. The factors and conditions of its forming in the specified historical period are characterized; its structural components were determined, also patterns of changes in the social order for teachers and its actualization time were detected. Conclusion. In the 17th century, there was an order for teachers in the Russian Tsardom, the subject of which was the church, but partly also the state and townspeople. The state imposed requirements on teacher’s work, regulating some aspects of school organizing. The emerging in those times trend of transition from religious characteristics of the teacher to professional ones finally took shape at the beginning of the 18th century, when the state order for teachers had been formed. By the middle of the century, the image of the teacher had radically changed, and there were requirements of professionalism in the being taught science and of positive personal characteristics, which found its place in organizing of the first teachers’ seminary: the order for teacher’s methodological training began thanks to it. Patterns of formation of a social order to teachers (society always has high expectations from either professional or personal characteristics of the teacher; during periods of social conflicts and changes the requirements for his personal characteristics are actualized; that transfer depends on social stability) confirm that clearly it depends on historical periods and socio-political conditions.
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Novozhilov, V. Y. "From the History of the Officers Training for the Internal Troops of the Interior in Russia." Izvestiya of Saratov University. History. International Relations 12, no. 1 (2012): 37–41. http://dx.doi.org/10.18500/1819-4907-2012-12-1-37-41.
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The article gives detailed information of military education in Russia since the 18th century. The author presents the development of military education, the way it suited to different circumstances and the influence of the latter on the process of Russian officers’ professional upbringing. A special attention is given to the commanders of the Internal Troops training. The goals and the tasks of education depending on the political circumstances, the ways they have been solved, are discussed. The preparation of the military staff in educational institutions is also discussed.
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Katane, Irena, and Edgars Katans. "DISTANCE EDUCATION IN HISTORICAL ASPECT." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 309. http://dx.doi.org/10.17770/sie2012vol1.51.
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<p>In this article the authors give theoretical substantiation to the ideas of distance education, as well as offer an insight into the development of distance education, where the experience of many countries is summarized. The aim of the article is to publish the results of the theoretical research on the history of distance Education. As a result of research, the authors drew several conclusions: 1) since the 18th century, when the first attempt of distance education had been registered, till nowadays the humankind has amassed rich experience in this sphere;2) the correspondence education is the initial form of distance learning; 3) the development of distance education in the 20th century was facilitated by the development of information and communication technologies and their introduction into education; 4) in connection with the development of distance education, a new direction — media pedagogy — began its development in pedagogy.</p>
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Sakai, Tatsuo, and Yuh Morimoto. "The History of Infectious Diseases and Medicine." Pathogens 11, no. 10 (October 4, 2022): 1147. http://dx.doi.org/10.3390/pathogens11101147.
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From ancient times to the present, mankind has experienced many infectious diseases, which have mutually affected the development of society and medicine. In this paper, we review various historical and current infectious diseases in a five-period scheme of medical history newly proposed in this paper: (1) Classical Western medicine pioneered by Hippocrates and Galen without the concept of infectious diseases (ancient times to 15th century); (2) traditional Western medicine expanded by the publication of printed medical books and organized medical education (16th to 18th century); (3) early modern medicine transformed by scientific research, including the discovery of pathogenic bacteria (19th century); (4) late modern medicine, suppressing bacterial infectious diseases by antibiotics and elucidating DNA structure as a basis of genetics and molecular biology (20th century, prior to the 1980s); and (5) exact medicine saving human life by in vivo visualization and scientifically verified measures (after the 1990s). The historical perspectives that these five periods provide help us to appreciate ongoing medical issues, such as the present COVID-19 pandemic in particular, and remind us of the tremendous development that medicine and medical treatment have undergone over the years.
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Lempa, Heikki. "From Honour to Bildung. Rethinking the Body in Making German Civil Society, 1750–1850." Journal of Modern European History 20, no. 1 (February 2022): 44–58. http://dx.doi.org/10.1177/16118944221077426.
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With his concept of neuständische Gesellschaft, Reinhard Blänkner suggests that education or, rather, Bildung, becomes the practice that defines one's social status in the German lands between 1750 and 1850. I build on this argument by pursuing two separate but closely intertwined ideas: first, that Bildung stems from and, at the same time, displaces an older foundation of social status, honour; and second, that in this displacement the practices of the body played a pivotal role in shaping civil society. I start with some observations on civil society ( Zivilgesellschaft) in the middle of the 18th century. Then I examine an important civil society project centred on a set of pedagogical reforms and experiments known as the Philanthropismus during the last decades of the 18th century. The rising critique of the Philanthropismus and the development of a counter-discourse of Bildung in the first decades of the 19th century is the theme of the following section. In the last sections of the article, I delve into the proliferation of the Bildung discourse in bodily practices, especially in social dancing, in the first half of the 19th century. The article ends with some general observations on the meaning of honour, Bildung, and the body in the making of Zivilgesellschaft. This article is not a detailed study or even a set of case studies but an attempt at rethinking the understanding and conceptualization of the time-period between 1750 and 1850 in the German lands.
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Casas-Rosal, José Carlos, Carmen León-Mantero, Noelia Jiménez-Fanjul, and David Gutiérrez-Rubio. "Optimization Problems in Spanish Differential Calculus Books Published in the 18th Century." Mathematics 10, no. 13 (July 2, 2022): 2322. http://dx.doi.org/10.3390/math10132322.
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History of mathematics and mathematics education research allows us to know, among other issues: the influence that certain textbooks have had on the teaching of school mathematics, in academic or professional training, during a certain historical period; as well as the scientific advances achieved in each historical period and their incorporation into the teaching of the subject matter. In this work, we focus our attention on the applications of the method of finding maxima and minima included in the textbooks published during the 18th century in Spain. Specifically, we identify the approach of the algorithm used, the shortcomings or deficiencies that the posing of the proposed problems may have, the verification of the nature of the optimal points obtained and the consideration—or not—of the negative solutions in the process of resolution.
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Schiller-Walicka, Joanna. "Działalność Pracowni Dziejów Oświaty i Antropologii Kultury Instytutu Historii Nauki PAN w 2021 r." Kwartalnik Historii Nauki i Techniki 67, no. 3 (October 3, 2022): 173–86. http://dx.doi.org/10.4467/0023589xkhnt.22.031.16334.
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Research Activity of the History of Education and Anthropology of Culture Research Unit at the Institute for the History of Science PAS in 2021 The article presents the research areas and the scientific, popularization, and organizational achievements of the members of the History of Education and Anthropology of Culture Research Unit in 2021. Their research spans from the mid-18th century to almost modern times and focuses on the relations between numerous forms of education and the intellectual and cultural level of various social groups in particular historical periods. The intention of the Unit members is also to combine the history of education with the history of science (broadly understood) and thus to study the impact of scientific achievements, mainly in the field of humanities and social sciences, on the extent of social knowledge and social need for access to culture.
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DOSTÁL, Jiří. "HISTORY OF TECHNOLOGY AND HANDICRAFT EDUCATION IN THE AREA OF THE CZECH REPUBLIC IN 18th AND 19th CENTURY." Journal of Technology and Information 9, no. 2 (December 12, 2017): 31–47. http://dx.doi.org/10.5507/jtie.2017.008.
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Bartosh, N. Yu. "VI International Interdisciplinary Scientific Conference “Metamorphoses of Culture: Donum didacticum. Didactic Code in the Culture of the 18th – 20th Centuries” at NSU." Vestnik NSU. Series: History and Philology 21, no. 9 (November 17, 2022): 128–31. http://dx.doi.org/10.25205/1818-7919-2022-21-9-128-131.
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The report presents the analysis of leading topics and individual reports of the VI International Interdisciplinary Scientific Conference “Metamorphoses of Culture”, held as part of the international forum “Heritage” at the Humanitarian Institute of Novosibirsk State University on November 19–20, 2021. The conference was dedicated to the problems of didactic code transformation in the culture of contemporary and the most recent times. The main discussion raised questions about the didactic culture code from the 18th until the 20th century. A special subject of consideration was the conceptual sphere of education and training, and the features of its linguistic and artistic representation. Separate groups of topics and issues related to the problems of education were: court pedagogy and Russian culture of the 18th century till the early 20th century, educational literature in the book culture of Russia in recent times, visual didactics in the space of poly-code text, a book as a source of knowledge – verbal and visual aspects of book culture.In the context of modern pedagogical mentality, real issues related to traditional education methods were reinterpreted, such as travel as a form of education – educational trips in the culture of the nobles, and mnemonic practices in the pedagogy of the 18th – 20th centuries. The revision of the semantic traditions of perception of the basic codes of education (such as “mentor”, “book”, and “road”) formed imperatives for summing up the results of the conference. The prolific achievements of the conference were reached due to the high scientific level and interdisciplinary nature of the reports; culturologists, historians, linguists, literary critics, art critics, and philosophers took part in the scientific discussion.
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Protsiv, L. Y. "Music education in Ukraine: meetings in history." Musical art in the educological discourse, no. 2 (2017): 73–77. http://dx.doi.org/10.28925/2518-766x.20172.717.
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The article describes main features of human civilization as metahistory, substantiates a view on the history of music pedagogy in Ukraine as metahistory, the contents of which is constant values, spiritual constants of the humanity, and also synchronous section of history, including such things as coincidence, similarity of certain “spiritual epochs”, meetings in history. An example of such “synchronous” dramaturgy in the history of the Ukrainian music education is seen in M. Dyletskyi’s creative activity and pedagogical legacy. In musical thinking this personality was ahead of representatives of Western European polyphonic school, and came very close to the theory of temperatio, so well presented in Bach’s art. Supporting Kyiv concept of education at Slavonic, Latin and Greek schools, which involved a combination of eastern and western elements of education, national and European cultural and educational traditions, M. Dyletskyi formulated the aesthetic principles of choral art, revealed progressive pedagogical ideas. Age of Baroque and Enlightenment was the epoch of Great Travelers and symbolic meetings. In search of truth and artistic ideal philosophers, artists, musicians traveled in Europe. Various meetings took place — real and unreal, sometimes at an interval of a century, but they determined “symbolic insight into the future”. An important meeting took place at the end of the 18th century in Vienna. The Ukrainians met a famous countryman, composer D. Bortnyanskyi. Since then, composer’s music became a model of his proficiency, the embodiment of the Ukrainians’ spiritual outlook. He was called “the Ukrainian Mozart”, “Our Palestrina”, and he became a kind of a “bridge” between the European polyphonists and “classicists”, and also composers–romanticists, who also were influenced by his works. Age of Baroque and classicism, “Golden Age” in the Ukrainian music culture has acquired the status of “epic time” aimed at eternity, when a relatively short period of time defined the future way for historical development. The presence of such parallels and “meetings in history”, actualizing the past at the request of the future, defines metahistorical nature of history of music education in Ukraine.
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Madrid, María José, Alexander Maz-Machado, Astrid Cuida, and Cristina Pedrosa-Jesús. "Developing an Instrument for Analyzing Mathematics and Mathematics Education Ideas in the Spanish Press of the 18th Century." Mathematics 10, no. 13 (July 1, 2022): 2308. http://dx.doi.org/10.3390/math10132308.
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Old mathematics books and textbooks have focused different researchers onto the history of mathematics and mathematics education. However, books are not the only information source for this field; for example, researchers can also study periodical-type publications from the past (such as diaries, weeklies, newspapers, etc.). Considering this, this study developed an instrument to analyze publications about mathematics and mathematics education included in newspapers, weeklies, journals, etc., which were not exclusively devoted to science, from the perspective of the history of mathematics and mathematics education. In order to do so, a descriptive research focused on the analysis of historical texts was carried out using the content analysis technique. The different labels and categories of this instrument are here exemplified by the categorization of some entries included in several periodical publications published in the 18th century in Spain.
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Janjic, Marina. "Zaharija Orfelin’s primer and its place in Serbian cultural history." Juznoslovenski filolog 72, no. 3-4 (2016): 159–75. http://dx.doi.org/10.2298/jfi1604159j.
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The paper illuminates the enlightenment work of Zaharija Orfelin from the viewpoints of broader cultural and historical and narrower linguistic and didactic guidelines. In the social context of 18th-century Serbia, which cannot be considered one-sided, amidst the fusion of cultural values of the East and West, Orfelin conceptualized the key of national values in education. The Primer is more than the first book - it is a latent proclamation of the coming of the Enlightenment ideas. The aim of this work is point to the fact that in the cultural history of Serbia he was the precursor of modern Serbian language teaching long before it came to life in our modern teaching under the influence of foreign methodologists.
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Kislova, Ekaterina I. "Sermons and Sermonizing in 18th-Century Russia: At Court and Beyond." Slovene 3, no. 2 (2014): 175–93. http://dx.doi.org/10.31168/2305-6754.2014.3.2.4.
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This paper is devoted to the question of the spread of court sermons in 18th-century Russian society. The author describes three types that had been formed by the 1740s: court, seminary, and parish homilies. The main question is how and by what means did the court homilies in Elizabeth Petrovna’s time spread the cultural models, thoughts, and ideas created by court preachers throughout Russian society as a whole? Did these texts penetrate traditional culture and how were they adopted? Who read the court sermons, apart from members of the court? To answer these questions, the author describes how court homilies were published and sold, and how they entered the manuscript tradition. The analysis of archival and published materials allows the author to conclude that in the second half of the 18th century, the court sermon was only beginning to penetrate the “traditional” culture. The genre spread primarily in the seminaries, where texts by court preachers functioned as a “library” of panegyrical and theological elements to be used by students and teachers in their own compositions. With few exceptions, the court tradition does not intersect with texts originating from Old Russian and classical theological traditions, although all such texts are called slovo (literally ‘word,’ i.e., ‘sermon’). However, by the end of the 18th century, the new genre became more widely disseminated, following the spread of seminary education and the increase in the number of priests educated in this tradition.
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Trencsényi, László. "The School Culture Heritage of the Reformation." Acta Technologica Dubnicae 7, no. 1 (April 1, 2017): 116–21. http://dx.doi.org/10.1515/atd-2017-0008.
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Abstract On the occasion of the 500th anniversary of the Reformation, this essay analyses those educational innovations in the history of central European education that were introduced by the Church reform in the 16th century, following these modernizations and their further developments through the spreading of the universal school systems in the late 18th and early 19th centuries. Drawing examples from the innovations in the college culture of the period, the author emphasises that those pedagogical values established in the 16th century are not only valid today, but are exemplary from the point of view of contemporary education. From these the author highlights: pupils’ autonomy (in the form of various communities), cooperation with the teachers and school management and the relative pluralism of values.
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Entin, Martin A. "Reformers in Medical Education and Practice." Canadian Journal of Plastic Surgery 8, no. 1 (February 2000): 25–29. http://dx.doi.org/10.1177/229255030000800107.
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Background The standards of professional practice are constantly shifting to keep pace with acquired knowledge. When the standards fell short of professional expectations, when the practising physician became more concerned with financial gain than effective patient care, society needed a reformer to evaluate the process and to improve it. Study Design Individual physicians and scientists were selected from throughout the history of medicine until the end of the 18th century, who conformed to our definition of reformers, namely, a person who changed the structure or ideology of medical practice. Results This survey demonstrates that reforms are produced by persons whose minds possess analytical quality and critical judgment. Reformers have influenced the directions of medical practice and teaching. Conclusion The improvement in medical practice has been achieved through intuitive leaps, rejection of conventional practice, painstaking research or administrative restructuring.
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Gluchman, Vasil. "Leibniz’s and Herder’s philosophy of optimism." Ethics & Bioethics 11, no. 1-2 (June 1, 2021): 37–47. http://dx.doi.org/10.2478/ebce-2021-0006.
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Abstract The author studies Leibniz’s views of vindicating God for the existence of evil in the world, as well as the idea of the best of all possible worlds, including the past and present criticism. Following Leibniz, he opted for the presentation of Herder’s philosophy of history as one of the most significant forms of philosophical optimism that influenced the first half of the 19th century, including contemporary debates on and critiques of the topic. He defines Herder’s concept as the philosophy of historical progress, which also significantly influenced Slovak philosophy of the given period. The main goal of the article is to present Leibniz’s and Herder’s views as a starting point for the Slovak philosophy of optimism and historical progress of the 18th century and the first half of the 19th century.
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Skiba, Russell. "“As Nature Has Formed Them”: The History and Current Status of Racial Difference Research." Teachers College Record: The Voice of Scholarship in Education 114, no. 5 (May 2012): 1–49. http://dx.doi.org/10.1177/016146811211400501.
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Background/Context Research in the latter half of the 20th century purporting to show significant racial differences in intelligence and social behavior appears to pit civil rights concerns against the freedom of scientific inquiry. The core hypotheses and presumptions of recent research on racial difference are not new, however, but spring from a two-century-old program of research that has sought to demonstrate racial differences in socially valued traits. Purpose/Objective/Research Question/Focus of Study The purpose of this review was to explore the history of racial difference research in order to (1) elucidate the central themes of that research and (2) explore the reasons for the persistence of those themes into modern racial difference research. Research Design The investigation is a historical analysis of research on racial differences from the late 18th century to the present. Conclusions/Recommendations Both the methodologies and the willingness to express the core hypotheses of a fixed differential between races on socially important characteristics have changed over time, yet adherence to a set of core research questions has remained relatively unchanged across generations of researchers. Although the consistent conflation of its political and scientific aims has, to some extent, compromised the scientific status of racial difference research, consistent links to social and economic policy have also ensured its intergenerational reproduction. Convergent shifts across a number of disciplines suggest that a Kuhnian-type paradigm shift may be under way that will redefine both the strategies and the types of questions that may characterize future research in the areas of race, ethnicity, and culture.
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Jepsen, Per. "Hvad var dannelse?" Studier i Pædagogisk Filosofi 6, no. 2 (April 12, 2018): 95. http://dx.doi.org/10.7146/spf.v6i2.101780.
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The article reconstructs the history of the concept of “Bildung” from its origin in the philosophy of Enlightenment to the crisis of education in the middle of the 20th century. After a presentation of the rise of the concept in the 18th and 19th century (Kant, Humboldt), the article discusses Horkheimer and Adornos critique of the classical tradition of Bildung and their diagnosis of the intellectual and educational climate in Th e Western World after the 2nd World War. Following this it presents the even more pessimistic view of the Austrian philosopher Konrad Paul Liessmann, who in his book Theorie der Unbildung from 2008 claims that the concept of “Bildung” today has no longer any normative impact on the theory and practice of education. In the final section I second this view by claiming that the tradition of Bildung is now closed: What is left of it is its history.
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Zagkotas, Vasileios, and Ioannis Fykaris. "Approaching the ‘Death of Socrates’ through art education. A teaching proposal and the introduction of a new typology for teaching with similar artworks." Journal of Classics Teaching 23, no. 45 (October 15, 2021): 60–72. http://dx.doi.org/10.1017/s2058631021000556.
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AbstractThe representation of the ‘dying Socrates’ was extremely popular among artists during the 17th and 18th centuries, while there are several artworks with this concept during the early 19th century. This article's main aim is to use the methodological tool of the Grammar of Visual Design in forming a teaching proposal based on the Harvard University ‘Artful Thinking Project’. This teaching proposal can be applied to a Language, a Philosophy or a History course. As a second aim, we propose a new typology for that era's artworks on the subject of the last moments of Socrates.
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Tchaparian, Vicky. "Hypocricy of the Rich vs Honesty of the Poor in the English Society of the 18$^\text{th}$ Century." Armenian Folia Anglistika 16, no. 2 (22) (October 15, 2020): 119–30. http://dx.doi.org/10.46991/afa/2020.16.2.119.
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During the 18th century, life was unpleasant and disturbing due to the Horrible Plague and the Great Fire that attacked England and turned the English society upside down. There was a big gap between the rich and the poor. Violence and crimes were everywhere. However, along with all the misfortunes, 18th century was also a period of elegance for England. Education flourished, and the novel genre developed impressively along with fine music and theatre performances. During these times, the rich led a luxurious life, while the poor in extreme poverty hardly preserved their miserable existence. The whole atmosphere was that of contrasts between brightness and staleness, wellness and sickness, abundance and insufficiency, virtue and vice, along with charity and selfishness which, combined with other characteristic features of the English society, created a chaotic situation. Henry Fielding’s novel, The History of the Adventures of Joseph Andrews and his Friend Mr. Abraham Adams, often called Joseph Andrews artistically mingles all these contrasts on different levels of different aspects of life, depicting the age he lived in while giving credit to the poor and the abandoned, making the good successfully triumphant and the bad miserably overwhelmed until at the end he makes his characters reach poetic justice punishing the vicious and rewarding the virtuous. The article aims at revealing the chaotic situation of the 18th century England through H. Fielding’s novel in question and the writer’s critical attitude to it.
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Burchard, Christoph. "Joseph and Aseneth in Rumania." Journal for the Study of Judaism 39, no. 4-5 (2008): 540–49. http://dx.doi.org/10.1163/157006308x315173.
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AbstractThe article offers a survey of the text-forms of "Joseph and Aseneth" in Serbo-Slavonic, Greek, and Rumanian which circulated in Rumania in the 17th to the middle of the 19th centuries, especially a Rumanian condensation produced by orthodox monks in the early 18th century for moral education. Particular attention is paid to textual contamination among the forms. This is the end of the long history of vernacular versions and adaptations of the story which started around 600 C.E. with the Syriac translation.
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Vaškelienė, Asta. "ETIKETAS IR BUITIS REFORMUOTOJE XVIII A. ANTROSIOS PUSĖS LIETUVOS DIDŽIOSIOS KUNIGAIKŠTYSTĖS PIJORŲ EDUKACIJOJE: LYGINAMASIS TYRIMAS." Lietuvos Didžioji Kunigaikštystė Visuomenė. Kasdienybės istorija, T. 4 (October 8, 2018): 73–96. http://dx.doi.org/10.33918/xviiiastudijos/t.4/a3.
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The Regulation of the Lithuanian Piarists for provincial education Methodus docendi pro Scholis Piis provinciae Litvaniae (Vilnius, 1762) should be considered as the main document showing the changes in education of the Enlightenment era, announced prior to the establishment of the Board of Education, a secular institution of education. That is an important source of the Lithuanian science history of the 18th century, opening a relevant contextual panorama of cultural processes, illustrating the intersection of the values of the Baroque and the Enlightenment. The study Methodus docendi pro Scholis Piis provinciae Litvaniae deals with the specifics of daily routines which shows obvious following of Ordinationes Visitationis Apostolicae (Warsaw, 1753 [1754]–1755) prepared by Stanisław Konarski. As it can be noticed, many of the aspects of the school routine (such as the necessity to start lessons in time and not waste the time for frivolous talking, relationship between the students and teachers, personal hygiene, proper physical condition, behaviour of students at school and outside it) in the Regulations for provinces of Lithuania are defined much more laconically. The attitude to go ad rem was determined by the goal to have a document with the scope and precise presentation of the subject which could be smoothly used in daily practice. On the other hand, the differences, such as elimination of the paragraph on temperance (not mentioning the whole chapter), shows that the Lithuanian adaptation was not word-for-word (or mind) following and that only the issues that were really significant for the developers were taken over. The actualisation of the daily posture shows the efforts of the Piarists monkhood to respond to the changes of the time, to implement the principles of education covering the overall upbringing of a person. Keywords: Piarists, etiquette, household routine, teacher, student, drinking, Enlightenment, Grand Duchy of Lithuania (the 18th century).
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Nagy, Julia. "School Dramas, or Schoolbooks in Dialogues? Schola Ludus by Comenius and the Hungarian Calvinist School Dramas in the 18th Century." Paedagogica Historica 38, no. 1 (January 2002): 251–64. http://dx.doi.org/10.1080/0030923020380112.
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Šadauskas, Vilius. "Characteristics of Curriculum Formation and Aspects of the Education of Children Deprived of Parental Care in the End of 18th Century – Beginning of 19th Century Lithuania." Pedagogika 130, no. 2 (June 20, 2018): 184–200. http://dx.doi.org/10.15823/p.2018.30.
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Regardless of the current interest in parenting, socialization, custody and other forms of parental care it must be noted that there is still a research shortage of the child care system, the curriculum content and the education process, that would analyse phenomenon in retrospective and reveal the real impact of education system development to the successful socialization of children deprived of parental care in Lithuania. Even if specific interdisciplinary, educational or historical research on the development of the education system in Lithuania can be presented, the aspects of the education of children deprived of parental care are still not disclosed qualitatively and comprehensively. Because of that the article discusses the state of the education system of the end of 18th century – beginning of 19th century Lithuania, based on theories of education science and published sources of educational history while aiming to characterize the main factors influencing formation of the formal curriculum. With the help of qualitative content analysis of period’s historical sources research seeks to characterize philosophical attitudes and practices considering formal education. The research also applies comparative analysis of features of education paradigm of didactic and of formal education in Lithuania based on main attributes considering realization of education process, including organizing, physical space, content of subjects, teacher-student relation, precondition for development of student’s personality etc. While characterizing the content and implementation of the formal curriculum, article pays special attention o the issue of education means of children who were deprived of prenatal care, raising the hypothesis, that their education was mainly based on the activities of chore curriculum.
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Nowicki, Michał. "Retoryka i historia w służbie wychowania w Polsce na podstawie analizy skryptu wykładów retoryki w Kolegium Jezuitów w Poznaniu z 1679 roku." Biuletyn Historii Wychowania, no. 29 (February 4, 2019): 15–27. http://dx.doi.org/10.14746/bhw.2013.29.2.
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Rhetoric and History in the service of education in Poland on the basis of the script of rhetoric lectures at the College of the Jesuits in Poznan from 1679.The most important subject of the Old-Polish educational system was rhetoric, having roots in the tradition of the Ancient Rome. This statement is very important because of the fact of the orator’s moral and patriotic duties. Owing to this, the lessons’ focus was not only on technical aspects of rhetoric education but also on morality, religion and political knowledge. The article is divided into two main parts. First of them is describing the role of the rhetorical education and the evolution of the connection between rhetoric and history which existed from the 1st century A.D. until the first decades of the 18th century, when history started separating from rhetoric. The second part shows the historical education in practice on the example of the Jesuit College in Poznań. The analysis of this topic was based on the script of rhetoric lectures given in Poznań in 1679. With regard to this manuscript, it could be said that the most important aim of historical education was the patriotic and civil upbringing of the pupils, so that they could participate in political and cultural reality. The history taught in the College in Poznań was mainly connected with Poland and was rather practica
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Czepil, Marija, and Oresta Karpenko. "Pedagogical Principles of Child Custody in European Countries." Czech-polish historical and pedagogical journal 11, no. 2 (2019): 182–90. http://dx.doi.org/10.5817/cphpj-2019-030.
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The article describes the forms of orphans’ care, custody of children deprived of parental care, their emergence and development in European countries of the 18th century – the first half of the 19th century. Attention is focused on the theory and practice of custodial education, socio-pedagogical concepts, which are based on the principle of family and living together, where you care for the child and love him. The concept of upbringing in Children’s homes, which for the first time in the history of upbringing was implemented in Switzerland, was highlighted. A significant contribution to the theory and practice of upbringing was the adoption to Rescue houses kids of both sexes. At that time that was an innovative idea.
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Kondratjuk, Grigorii N. "«”The Golden Age” of the Crimean Karaites»: publication of the new academic series." Crimean Historical Review, no. 2 (2020): 260–69. http://dx.doi.org/10.22378/kio.2020.2.260-269.
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The review examines new publications on the history of Karaites – the monographs “Karaites in the Russian Empire in the late 18th – early 20th centuries” and the “Karaite communities: biographies, facts and documents (late 18th – early 20th centuries”. They studied a significant chronological period – from the time of the Karaites appearing in the Crimea and up to the beginning of the 20th century. A reasoned conclusion is made that the so-called “ The Golden Age” is the most tense in the history of the Karaite people – the time from the annexation of the Crimean Peninsula to the Russian Empire in 1783 and until 1917. It was during these 100 years when the significant transformations took place in the old-timers communities of the peninsula, when the ideas of Russian culture and education spread among the Crimean Karaites, and they themselves were actively integrated into Russian social structures. The monographs are equipped with a detailed historical excursion, which reveals many relevant and little-known facts from the past of the Karaites.
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Nikel, Joanna. "Ewolucja zawodu i kształcenia architektów w Niemczech od II połowy XVIII wieku do 1933 roku." UR Journal of Humanities and Social Sciences 16, no. 3 (2020): 5–22. http://dx.doi.org/10.15584/johass.2020.3.1.
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The aim of this article is to show the range of responsibilities, professional and business titles and the evolution of the system of architectural education, functioning on the territory of selected German states, which in 1871 formed the Second German Reich. Other German-speaking countries, such as Austria or Switzerland, have been omitted, as were those Polish territories under the Prussian and Austrian partition. These issues, despite numerous German-language publications (Bolenz 1991; Schnier 2009; Mai 2012) and English publications (Kostofa 1986), pose many problems for Polish researchers, especially those researching the history of architecture of former German-speaking regions, and the lack of research is not compensated for by modest Polish publications (Serdyńska 2015). The main research questions that are posed concerned issues related to the education of architects and the conditions within their profession. The 18th century was the starting point for my reflections, when the first academic centres for the education of architects in the German-speaking area were established. The thought of the 18th century as a caesura for the architectural profession is also dictated by the effects of the Industrial Revolution, which determined the emergence of professional specialisations in construction and, in the long term, determined the modern understanding of the words architect and engineer. The year 1933 marks the endpoint of the ensuing paper, when, as a result of the takeover of power by the National Socialists, a violent and radical process of building a totalitarian society began in Germany, in which higher education and the fine arts, especially architecture, were subordinated to Nazi ideology.
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Ansari, S. M. Razaullah. "Modern Astronomy in Indo – Persian Sources." Highlights of Astronomy 11, no. 2 (1998): 730–31. http://dx.doi.org/10.1017/s153929960001861x.
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The Period from 1858 to 1947 is known as the British Period of Indian History. After the fall of Mughal empire, when the first war of independence against British colonisers failed in 1857, and the East India Company’s Government was transferred to the British Crown in 1858. However only in 1910, a Department of Education was established by the (British) Govt, of India and in the following decades modern universities were established in various important Indian towns, wherein Western / European type education and training with English as medium of instruction were imparted. However more than a century before, Indian scholar’s came into contact with the scholars – administrators of East India Company, either through employment or social interaction. Thereby, Indians became acquainted with the scientific (also technological) advances in Europe. A few of them visited England and other European countries, Portugal, Prance etc. already in the last quarter of 18th century, in order to experience and to learn firsthand the European sciences.
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Ponomareva, Varvara V. "Medical treatment in girls’ schools of the Russian Empire: 18th – beginning of 19th century." Moscow University Anthropology Bulletin (Vestnik Moskovskogo Universiteta. Seria XXIII. Antropologia), no. 1 (June 23, 2022): 125–33. http://dx.doi.org/10.32521/2074-8132.2022.1.125-133.
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Results This study looks at inception and development of medical departments in girls’ schools of the Russian Empire during the second half of the 18th and beginning of 19th century, the first of which was founded in 1764. Materials and methods. The problems of the article, based on a wide range of sources, both archival and published, studied using the principles of objectivity and historicism, still remain unexplored. Results. Empress Catherine II and her associates’ ideas, based on innovative principles in the physical education of children, which were being developed by European Enlightenment thinkers of the 18th century, had to be implemented in a practical way in both boys’ and girls’ state-established schools of the Russian Empire. With emphasis on preventive healthcare, the organization of necessary medical procedure in a boarding school with 200–300 pupils was an uncharted territory. Discussion. Gradual establishment of medical matters throughout the early period of history of girls’ schools progressed tracing general development in medical science and practice. The experience of scientific organization of medical assistance was systematically gained in privileged state-run schools: initial examination of new students, routine health checks, universal smallpox vaccinations, organization of strict quarantine in the instance of infectious disease outbreak, establishment of modern infirmaries with relevant equipment, development of diagnostics, medicine preparation in own pharmacies, referrals to various specialists.
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Fedotova, Olga, Vladimir Latun, Yuliya Merinova, and Anna Ertel. "The evolution of the institutional structure of the agricultural education in Russia." E3S Web of Conferences 175 (2020): 15026. http://dx.doi.org/10.1051/e3sconf/202017515026.
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The article is devoted to the analysis of the history of the formation of agricultural education in Russia. On the basis of the analysis of historical data, documents on creation of educational institutions and statistical data dynamics of emergence of new agricultural lowest schools, secondary schools, academies and institutes is established. It is shown that the first agricultural institutions were established in the 18th century with the participation of the great Russian scientist M. Lomonosov with the support of the Emperor. The first agricultural schools used foreign experience. A total of three agricultural schools were established. However, in the future there was a transition to training without the participation of foreigners. An analysis of the development of the education system in the 19th century found that the institutional structure changed significantly towards the emergence of institutions and academies. Model farms, model estates and new training areas have appeared personnel for horticulture, agronomists, beekeepers, horse breeders, etc. Private initiatives have facilitated the opening of new specialties. The state opened new specialized academies and faculties in polytechnic institutes. It is shown that traditions of improving the institutional system of training of personnel persist in modernRussia.
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Volkov, Maksim. "Social, cultural and educational monastery activities of the Tambov Eparchy in the second half of 18th – 19th century." Tambov University Review. Series: Humanities, no. 180 (2019): 124–32. http://dx.doi.org/10.20310/1810-0201-2019-24-180-124-132.
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The relevance of this study is due to the increased interest in the problems of the cultural and material heritage of the monasteries in Russia. At the moment, when there are numerous discussions about the fate of the monastic shrines between the state and the Russian Orthodox Church, an appeal to the history of this issue is very important. Monasteries in various regions were a peculiar center of spiritual and material culture, around which various sections of the popu-lation united and formed a single historical understanding of the past, present and future of their region. Over the centuries, in the minds of each person the feeling of tremulous and sacred attitude to the history of their ancestors has developed, which made it possible to realize the significance of each local holy place for the entire Russian people as a whole. The main sacred and valuable relics in the Russian Orthodox monasteries, of course, were: the relics of saints, icons (many of which were considered miraculous), collections of books. As a result, whole system of cultural, educational and social activities was gradually built around the monasteries. It was implemented in various directions. In the monasteries of the Tambov Eparchy there are several main directions: public education, charity, social guardianship in various fields, education. The main objective of this study is the most detailed disclosure of these aspects of monastic activity on the territory of the Tambov Region, as well as identifying the main patterns and development trends of the designated areas in their interdependence.
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Raju, C. K. "Black Thoughts Matter." Journal of Black Studies 48, no. 3 (January 31, 2017): 256–78. http://dx.doi.org/10.1177/0021934716688311.
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In postapartheid South Africa, Whites dominate academics and Black students are agitating for decolonization. Decolonization requires contesting the false history of science used to set up colonial education essential to colonization—the same false history that was used to morally justify racism, by asserting the noncreativity of Blacks. The “evidence” for this false history is often faith-based, so White-controlled academics disallows any open discussion. Furthermore, this false history is sustained by another trick: a little known interplay between history and philosophy. Thus, geometry has been credited to Greeks on the ground that they had a “superior” philosophy of mathematics as deductive proof. In fact, the “Pythagorean” proposition had no valid deductive proof before the 20th century. Furthermore, this claim of philosophical “superiority” was never academically debated, and is not allowed to be. A recent attempt to explain the falsehood of this claim, along with the counterevidence against purported Greek achievements in math, was publicly censored. In fact, in Egypt, Iraq, and India, there was a different and immensely superior understanding of the “Pythagorean” proposition, which superior way was not grasped in the West, resulting in its persistent navigational problems until the late 18th century.
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Katane, Irēna, Edgars Katans, and Valdis Vāvers. "OPEN EDUCATION AS A PHILOSOPHICALLY METHODOLOGICAL BASIS FOR DISTANCE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 267–82. http://dx.doi.org/10.17770/sie2021vol2.6385.
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Over the centuries, humanity's notions and worldview of what education should be have changed constantly in the order it serves both the development goals of society as a whole and the interests and needs of each individual. In the global educational environment, including Latvia, several educational paradigms have emerged and nowadays coexist which often complement each other. Among them, the Open Education paradigm plays an important role, where the main emphasis is on access to education. The aim of the research: to substantiate Open Education as a philosophical-methodological basis for distance education. The results of the research show that the origins of Open Education can be found in the philosophical thought of the Enlightenment era philosophers, as well as representatives of education, culture, and religion. The roots of the Open Education ideas can be traced to the history of distance learning, these ideas developed in close connection with the development of distance education/distance learning theories and their implementation in practice. From the 18th century to the present day, the ideas of Open Education developed and supplemented with new views on the aims, basic dimensions and principles, and functions of education, gaining more larger interpretation of this concept. At the end of the twentieth century, Open Education became the basis for a new educational paradigm in the Postmodernism era not only regarding distance education. Open Education became one of the most important doctrines of Postmodernism in the development of education, according to which the concepts of open education, open educational environment, and open school developed. There are three dimensions of Open Education: space, time, and process. Open Education and distance education have common three basic principles: openness, respect for distance in providing education, and flexibility.
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Macarubbo, Prince Wilson. "Tuguegarao’s Saint Peter’s Cathedral: Its History and Conservation." Philippiniana Sacra 54, no. 163 (September 1, 2019): 499–534. http://dx.doi.org/10.55997/ps3004liv163a4.
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The Saint Peter’s Cathedral (Tuguegarao Cathedral) is the biggest ladrillo church in the Cagayan Valley Region and it is the seat of the Archdiocese of Tuguegarao. It was built under the supervision of Fr. Antonio Lobato de Santo Tomas, OP at the height of the 18th Century. After its construction, this church became a source of competition among the Dominican missionaries of the Cagayan Valley and as a result, Spanish-era churches of some Cagayan Valley towns have copied the façade and other details of the church of Tuguegarao. Thus, making Tuguegarao’s church a model church of the Cagayan Valley. In the course of time, the Tuguegarao Cathedral became a silent witness to every historical event in the Cagayan Valley and it has also fallen victim to numerous natural and manmade disasters. The task of preserving the Tuguegarao Cathedral and other churches of the Cagayan Valley for future generations comes with the great task of advocating the importance of heritage education and conservation in order to help inform the Cagayanos of their glorious past.
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Böhmerová, Adela. "Historical Aspects of Early Contacts of Slovaks with English." ELOPE: English Language Overseas Perspectives and Enquiries 19, no. 2 (December 31, 2022): 63–85. http://dx.doi.org/10.4312/elope.19.2.63-85.
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This study is devoted to tracing, presenting and linguo-culturally interpreting some of the aspects of the early history of the contacts of Slovaks with the English language. Although English in Slovakia started to be of interest to several men of letters already in the 18th century, the need for it as means of communication only arose in the US in the second half of the 19th century among Slovak immigrants. The paper focuses above all on Janko Slovenský’s book as the first material assisting Slovaks in the acquisition of English, and analyses its content, educational merit and cultural value. Also surveyed is the history of the first dictionaries contrasting English and Slovak. The final part introduces the beginnings of English studies in Slovakia dating from the early 1920s, and their early development. The study offers insight into an educationally important subject that so far has only marginally received scholarly attention.
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Willinsky, John. "Popular Literacy and the Roots of the New Writing." Journal of Education 168, no. 2 (April 1986): 31–46. http://dx.doi.org/10.1177/002205748616800204.
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The place of writing in the curriculum has recently increased in importance under a series of new approaches based on a processing model of how writers write. An overlooked aspect of these new programs in the schools is the degree to which they parallel aspects of an earlier, popular literacy. In a brief recounting of incidents in the history of literacy with a focus on Renaissance Europe, 17th- and 18th-century England, and the 20th-century United States, three historical elements are brought to light which now play a strong part in the new programs. In these programs literacy (a) is sociable, (b) has its roots in nonstandardized language, and (c) places a premium on performance and publication. Insofar as the new writing takes up these aspects of popular literacy, there is reason to feel that it will work to some degree in meeting the current literacy crisis. However, the traditions of popular literacy have both political and social ramifications which warrant our attention. Popular literacy in the past has been entangled in the sensational and subversive and has not always been well received. This history raises questions as to what can be expected and what is desired of this new thrust in writing. The advocates of the new writing programs need to confront the potential of this increased voice, this latest form of popular literacy, which they have begun to encourage.
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Agratina, Elena E. "The School of Selected Students in the System of French Academic Art Education of the 18th Century." Observatory of Culture 19, no. 1 (March 3, 2022): 66–76. http://dx.doi.org/10.25281/2072-3156-2022-19-1-66-76.
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For the first time in Russian historiography, the article reconstructs the history of the School of Selected Students, established in 1747 as an additional link of academic art education. The article uses cultural-historical and socio-psychological approaches. The author refers to the numerous sources of the 18th—19th centuries stored in the National Library of France (Paris): treatises devoted to upbringing and art education in France in the 18th century, protocols of the Royal Academy of Painting and Sculpture, correspondence of the directors of the French Academy in Rome with the directors of royal buildings. Currently, the National Library of France is actively working on digitizing these and other materials, making them available to researchers around the world. Despite the fact that these sources are generally well known to the world scientific community, they have been extremely rarely referred by Russian researchers, and never in the context considered by the author.The School existed for only 28 years and was a unique pedagogical experiment aimed at preparing the most talented (selected) young artists (laureates of the Prix de Rome) to enter the French Academy in Rome and, in the long term, at forming the elite of the art world.In order to review the School of Selected Students in the system of French academic art education, the author solves the following research tasks: consistently reconstructs all the circumstances of the School’s foundation and organization, reveals its creators’ intentions, and also explains the position of its opponents, who, with their constant attacks, created a tense discussion field around the existence of this educational institution. In addition, the article identifies the names of major artists who left the School of Selected Students; examines its internal structure, charter, features of the educational process; defines the circle of people who were engaged in teaching; establishes which books were available to students. The author pays attention to the School’s everyday life: the relationship between students and mentors, discipline, daily routine, financial difficulties. The results obtained allow us to conclude that this experiment was successful, and explain why the School of Selected Students was closed without having existed for 30 years, despite the obvious successes of its graduates.
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Miegoń, Anna. "The Educational Functions of the First Woman’s Almanac in Britain: Media Literacy and The Ladies’ Diary, 1704–1713." Multidisciplinary Journal of School Education 9, (2) 18 (December 31, 2020): 157–68. http://dx.doi.org/10.35765/mjse.2020.0918.08.
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While 18th-century almanacs transmitted usable information that was meant to be relevant to daily life, at the beginning of the century they also began to function as an educational tool that enabled readers to act as producers of media content, and, as a result, to develop media literacy via the practice of writing and responding to amateur poetry. In this article, I define media literacy as a cultural category shaped by specific media-related skills: the creation, interpretation, evaluation, and negotiation of media content. I examine John Tipper’s The Ladies’ Diary (1704–1713), one of the best-selling almanacs of the era, as an educational tool that, through the strategy of inviting and publishing amateur poetry, promoted and taught media competencies. Tipper’s almanac, I argue, should thus be acknowledged as an influential document in the history of media education.
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Teleshov, Sergei V., Yevgeniy Arshanskiy, Еlena V. Теlеshоva, and Таtyana А. Мirugina. "HISTORICAL PATH OF TEACHING CHEMISTRY: FROM THE BEGINNINGS TO THE ESTUARY." Natural Science Education in a Comprehensive School (NSECS) 25, no. 1 (April 20, 2019): 111–33. http://dx.doi.org/10.48127/gu/19.25.111.
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At the very end of the 18th century, the first textbooks on chemistry appear in Russia. Al-most all authors of the first textbooks received their education in European universities. The au-thors of these textbooks were at the same time the first professors who read a course in chemistry. The article traces the emergence of chemistry teaching methods from the very beginning. One of the sources is the textbook prefaces. The prefaces to the first textbooks are considered and recom-mendations for teaching chemistry are found in them. The technique is the general scientific prop-erty of all teachers. Attention is drawn to the importance of learning the history of teaching meth-ods for teachers. The experience of predecessors is our common heritage. Keywords: chemistry teaching, history of teaching, Russia
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Didenko, Dmitry V. "Model Calculations of Home Education Scale: The Case of Yaroslavl Province in the Late 18th - Early 20th Century." RUDN Journal of Russian History 21, no. 2 (June 2, 2022): 218–32. http://dx.doi.org/10.22363/2312-8674-2022-21-2-218-232.
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In this article the author reconstructs the dynamics of home education sector in monetary value terms as the case study of a province in Central Russia, with application of mathematical modelling methods. As the source base, the author employs evidence primarily from published memoirs, epistolary heritage, fiction, as well as from previous research literature. The findings are obtained by means of calculations including inter-, retro-, and extrapolations of the quantitative evidence from the sources. The principal findings are the set of methods for reconstruction of annual output in the home education services segment of a regional economy and the respective long time series for Yaroslavl Province. They support the hypothesis that the home segment was comparable in scale to the educational establishments or even could exceed them at the start of the period under study. The methods developed by the author may be employed directly for similar reconstructions based on materials from other regions of Central Russia; and they are applied to the materials from the regions of Siberia, Far East and national peripheries of Russia.
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Kondakov, Yuri E. "Petersburg Collection of the ‘Hermetic Library’ of N. I. Novikov as the Heritage of Russian Rosicrucians from Ancient Greece to the 18th Century." Herald of an archivist, no. 3 (2018): 663–78. http://dx.doi.org/10.28995/2073-0101-2018-3-663-678.
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The article gives the first extensive review of the multivolume ‘Hermetic Library.’ It is stored in the Research Division of Manuscripts of the Russian National Library. This collection includes translations from European authors from Ancient Greece to the 18th century. Some manuscripts of the ‘Hermetic Library’ collection were believed by the Order of the Golden and Pink Cross to belong to the legendary Rosicrucians. The Order of the Golden and Pink Cross emerged in the 18th century within the Masonic movement. Until early 19th century the Order, mostly focused on alchemy, developed as a branch of Freemasonry. In 1782 the Order of the Golden and Pink Cross opened its subdivision in Russia. Having survived a number of prohibitions, the organization of Russian Rosicrucians continued until early 20th century. The ‘Hermetic Library’ is the largest literary heritage of Russian Rosicrucians. The ‘Hermetic Library’ was started by educator and book publisher N. I. Novikov in early 19th century. It was Europe’s largest collection of alchemical and Rosicrucian works of the time. The library was to be kept secret and be used for education of the Order members. Two collections of the library fell into hands of different groups of Rosicrucians. The Moscow collection was kept in Arsenyev's family. The Petersburg collection passed from hand to hand; in late 19th century it was put up for sale. Only after 1917 the two collections of the ‘Hermetic Library’ were acquired by libraries of Moscow and St. Petersburg. The study of the St. Petersburg collection shows that it was copied and translated by several Rosicrucians. After Novikov’s death in 1818, two different groups continued the library, and volumes following the 30th differ in content and design. Novikov’s library included manuscripts on the development of alchemy from Ancient Egypt and to 18th century Europe. They included the most important Rosicrucian works. 35 volumes of the St. Petersburg collection include 191 works. The volumes were compiled to insure consistent training of the Order adepts. The article analyses the St. Petersburg collection of the ‘Hermetic library.’ Within the frameworks of an article it is impossible to review the contents every volume. It offers a summary of the history of writing and storage of the library until the 20th century and an overview of the volumes’ design and layout, which allows to judge the overall design of the library. It also compares the St. Petersburg collection and the Moscow one.
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Häcker, Martina. "An Englishman’s Vindication of Scots: James Adams (1737–1802) — Jesuit, Teacher and Linguist." Historiographia Linguistica International Journal for the History of the Language Sciences 33, no. 1-2 (2006): 85–107. http://dx.doi.org/10.1075/hl.33.1-2.07hac.
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This article investigates the linguistic work of the English Jesuit James Adams (1737–1802). It places Adams’ work in the socio-cultural context of 18th-century linguistic writing, in particular with respect to two ongoing debates: (1) on a monogenetic vs. a polygenetic origin of language and (2) on the origins of Scots. Both of these were highly ideological debates, in the first case between a biblical and a scientific world view, and in the latter between those who were content with the political state of affairs (the Union of Scotland and England), and those who would rather have had an independent Scotland. Adams manages to reconcile linguistic evidence with monogenism, while his views on language and dialects are guided by ‘Christian philanthropy’. They contrast sharply with those of many of his contemporaries. In his “Vindication of the Dialect of Scotland”, which is the central part of the “Appendix” of hisPronunciation of the English Language(published in 1799), Adams strongly votes for Scottish linguistic independence, though not for political independence, even advocating a separate Scots spelling. The analysis of this work shows that his attitude to dialects is informed by his education and life as a Jesuit in the 18th century, his belief that all people are created as equals, his didactic concerns as a teacher, and the personal experience of an extended stay in Scotland.
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Häcker, Martina. "An Englishman’s Vindication of Scots." New Approaches to the Study of Later Modern English 33, no. 1-2 (July 17, 2006): 85–107. http://dx.doi.org/10.1075/hl.33.1.07hac.
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Summary This article investigates the linguistic work of the English Jesuit James Adams (1737–1802). It places Adams’ work in the socio-cultural context of 18th-century linguistic writing, in particular with respect to two ongoing debates: (1) on a monogenetic vs. a polygenetic origin of language and (2) on the origins of Scots. Both of these were highly ideological debates, in the first case between a biblical and a scientific world view, and in the latter between those who were content with the political state of affairs (the Union of Scotland and England), and those who would rather have had an independent Scotland. Adams manages to reconcile linguistic evidence with monogenism, while his views on language and dialects are guided by ‘Christian philanthropy’. They contrast sharply with those of many of his contemporaries. In his “Vindication of the Dialect of Scotland”, which is the central part of the “Appendix” of his Pronunciation of the English Language (published in 1799), Adams strongly votes for Scottish linguistic independence, though not for political independence, even advocating a separate Scots spelling. The analysis of this work shows that his attitude to dialects is informed by his education and life as a Jesuit in the 18th century, his belief that all people are created as equals, his didactic concerns as a teacher, and the personal experience of an extended stay in Scotland.
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Adipat, Surattana, Kittisak Laksana, Kanrawee Busayanon, Yasa Mahamarn, Pasuda Pakapol, Alongkorn Ausawasowan, and Boonlit Adipat. "An Overview of Educational Technology for Preservice Teachers in the Digital Age." Shanlax International Journal of Education 9, no. 4 (September 1, 2021): 136–45. http://dx.doi.org/10.34293/education.v9i4.4088.
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Technological tools, including networking hardware, media, and machines, have been incorporated into education to facilitate learning for many decades. The conveyance of knowledge through technology becomes fast, easy, and enjoyable for the learner while vastly improving the understanding of concepts. Research insights reveal that through the use of technological tools, the participatory capacity of students increases, and interest levels are raised. Education has evolved, over the centuries, in its form, nature, and manner of deliverance. When written communication had not yet developed, word of mouth and observation were the most common means of passing knowledge from one generation to the next. Teaching was mostly verbal, delivered through plays, songs, and poems. Writing as a means of communication only gained significance by the end of the 15th century. The use of chalkboards and blackboards as a method of learning and teaching gained popularity at the end of the 18th century. Still, now in the 21st century, more advanced technological tools play an important role in facilitating learning and teaching. This study examines the effectiveness of educational technology in English teacher education programs, emphasising the development of preservice teachers’ language and pedagogical skills.