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Journal articles on the topic 'Education, Secondary Victoria History 19th century'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Caramelea, Ramona. "Public Examinations in Romanian Secondary Schools at the End of the 19th Century and the Beginning of the 20th Century." PLURAL. History, Culture, Society 9, no. 1 (May 28, 2021): 31–52. http://dx.doi.org/10.37710/plural.v9i1_3.

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The article offers an historical perspective on examination in public secondary schools at the end of the 19th century and the beginning of the 20th century – a period of maximum expansion of secondary education. The first part of the article focuses on the institutionalization and formalization of examination practices, while the second one discusses the shaping of the examination as a topic, following the discourses produced by different social actors. In the second half of the 19th century, the school was perceived as an instrument for social mobility based on the meritocratic ideal and as an element of national and state building, being given the role of inoculating a national identity. Within this socio-educational context, secondary schools represent the recruitment pool of the administrative elite and ensure the acquisition of cultural capital necessary for accessing various positions, all these aspects shaping the social functions of exams. The documentary analysis based on archival sources revealed a nuanced social perspective, in which the teaching staff and the parents give new meanings to the concept of examination and design new functions for exams.
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2

Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.

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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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3

Rivera Gómez, Elva. "Knowledge transgressors: the incursion of women to science in Mexico, 19th-20th centuries." Culture & History Digital Journal 8, no. 1 (July 17, 2019): 004. http://dx.doi.org/10.3989/chdj.2019.004.

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The influence of feminist thought has been very important in the field of history, as it has revealed the invisibility of women in this disciplinary field, besides of studying power relations and their effects on the daily, private and public life in which both women and men are involved. Access to education, first primary, then secondary and later higher in Mexico, spanned for a period of more than a century. In some of the regions, the presence of women in higher education was in the last third of the nineteenth century in areas considered feminine, such as midwifery, nursing and others. Careers are recorded in the 20th century. In this paper we propose to review the historiography and history of women who entered the different fields of knowledge at the end of the 19th century and in the first half of the 20th century, as well as to present a panorama of the educational spaces to which the Mexican women had access.
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4

Kotsiuk, Lesia, Oksana Kostiuk, Inna Kovalchuk, Viktoria Polishchuk, and Vadym Bobkov. "The Formation and Development of Women’s Secondary Education in Volyn in the 19th–the Beginning of the 20th Century." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 227–40. http://dx.doi.org/10.15503/jecs2021.2.227.240.

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Aim. The article aims to analyse the formation and development of women’s secondary education in Volyn in the 19th-early 20th centuries under historical, sociocultural, and religious factors. Methods. The authors describe the historical, sociocultural, and religious situation in Volyn of the late 19th-early 20th centuries and apply comparative diachronic and synchronous analyses of the charters of the educational institutions for girls, their curricula and weekly workload. Systematised pedagogical approaches to teaching and testing students of the analysed schools are used. Results and conclusion. The formation and development of women’s education in Volyn in the 19th-early 20th centuries represents a natural, consistent change in the content and structure of educational processes under certain specific historical conditions. Due to subordination changes in the region, private Orthodox boarding houses for noble girls became widespread in Volyn. Ostroh Women’s Specialised School, founded by Countess Antonina Bludova, underwent a qualitative and structural transformation under the influence of specific historical events. Both Women Count D. Bludov Specialised School and the Bratsvo School aimed to raise a certified woman who can teach children at home and other educational institutions. Analysis of the statutes of educational institutions, programmes of academic disciplines, and weekly workload indicates following the educational sequence principle. In Women Count D. Bludov Specialised School, attention was paid to general disciplines in the first years of study (arithmetics, languages, geography, general history etc.). At the last stage (4th grade), students were taught pedagogy (methodology) directly related to their future profession.
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5

Mike, Ádám. "The History of Secondary Music Education in Two Significant Institutions in Hungary up to the Middle of the 20th Century." Studia Universitatis Babeş-Bolyai Musica 65, no. 2 (December 21, 2020): 63–77. http://dx.doi.org/10.24193/subbmusica.2020.2.04.

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"When it comes to the exploration of history of theoretical classes in Hungarian secondary education, it's indispensable to learn about the structure, operation and formation process of conservatoire, the type of institution, which was formed in the 19th century. This study is intended to briefly present the Hungarian institutionalized music education and, after that, to describe the first hundred years of the two significant school of the conservatory institution-system in detail: the National Music School and the Debrecen Music School. In the study we demonstrate the background of formation, the operation, the structure and the eminent leaders of the institutions mentioned above and highlight their transformation in the different education policy systems. Keywords: Music Education in Hungary, National Music School, Debrecen Music School"
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6

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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7

Otčenášová, Slávka. "Imagining a good citizen: The roles of a historical hero in Slovak pedagogical tradition." Journal of Pedagogy 11, no. 2 (December 1, 2020): 89–115. http://dx.doi.org/10.2478/jped-2020-0013.

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Abstract Based on a diachronic case study of history textbooks used in Slovak primary and secondary schools since 1918, this article discusses the roles biographies of historical heroes can play in school education. The case study analyses history textbook narratives about the medieval ruler Svätopluk published during three different political regimes, tracing their heritage up to present-day history textbooks. The text argues that the presentation of Svätopluk’s qualities, talents and achievements has been used not only in depicting him as a representative of the community, and as a desired prototype of a good citizen, but also in the formation of negative stereotypes about the representatives of the Other. This excluded significant segments of pupils of certain national minorities from the mainstream narrative and labeled them as enemies. An examination of the images of Svätopluk in history textbooks confirmed that these were politically motivated and influenced by current ideologies. However, it also showed that 19th century Romanticist ideals, resulting in apologetic and nation defending narratives, remained an integral part of history textbooks throughout the 20th century, prevailing over the narratives offered by official contemporary historiography.
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8

Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2020-8-135-161.

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Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
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9

Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2021-8-135-161.

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Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
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10

Hernández, Irene Tovar, and José Manuel Vaquero. "Flattening of Earth by Rotation: From Historical Experiment to Modern Toy." Physics Teacher 61, no. 2 (February 2023): 100–101. http://dx.doi.org/10.1119/5.0058890.

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Old physics textbooks give us a great opportunity to learn about the history of science and rediscover different methods to teach physics to our students. There are many disused and forgotten experiments in them, but these can still be very useful to affirm and understand physics. This is the case of an instrument used in the 19th century to demonstrate that the flattened shape of Earth is caused by its rotational motion. Today, this instrument does not appear in textbooks and is not used in secondary school classes. However, there is a modern toy that is identical to it.
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11

Żerko, Józef. "Dr Jerzy Teofil Szews (1925–2016) nauczyciel akademicki, biografista, badacz dziejów oświaty i wychowania Pomorza Gdańskiego." Biuletyn Historii Wychowania, no. 34 (October 12, 2018): 135–44. http://dx.doi.org/10.14746/bhw.2016.34.10.

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Jerzy Teofil Szews, Ph.D. (1925-2016): a university professor, a biographer, a historian studying education and upbringing in Gdansk Pomerania Jerzy Teofil Szews, Ph.D., was born in Gniezno in 1925. After studies at the Poznań University he worked as a teacher in secondary pedagogical schools in Szklarska Poreba, Lebork, and Wejherowo. Following his academic degree of Doctor of Philosophy in 1967 from the Pedagogical University in Gdansk, he was a professor at the Pedagogical University and the University of Gdansk. He was an eminent biographer, a researcher of ‘the unknown history’ concerning Germanisation of the Polish youth in West Prussia’s secondary schools. He also studied the history of the Philomath Society (a secret Polish student organization operating in the early 19th century in Vilnius under Russian occupation), the beginnings of the secret scouting movement in the Pomerania-upon-Vistula Region (an area south of Gdansk, including Bydgoszcz and Torun), and the history of education and upbringing in Gdansk Pomerania. He wrote 11 books and hundreds of articles.
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12

Бертова, А. Д., and Е. А. Десницкая. "Transforming Traditional Educational Practices in India and Japan (second half of the 19th - beginning of the 20th century)." Диалог со временем, no. 80(80) (December 5, 2022): 392–405. http://dx.doi.org/10.21267/aquilo.2022.80.80.025.

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В статье рассматривается распространение западных моделей образования в Индии и Японии во второй половине XIX – начале XX в. Реформа образования, затрагивавшая как организационную составляющую, так и содержание учебных программ, бы-ла важным этапом в процессе модернизации. Несмотря на сходство задач, стоявших перед двумя странами, модернизационные процессы в сфере образования в каждой из них имели свою специфику, обусловленную социокультурной и политической ситуацией. Инициатива модернизации образования в Индии исходила как от колониальной администрации, заинтересованной в подготовке чиновников, так и со стороны нарождавшейся национальной интеллигенции, представители которой считали распространение западных знаний средством для освобождения от колониальной зависимости. В Японии основным двигателем преобразований стало новое правительство, сделавшее упор на развитие школьного образования. Для его реформирова-ния были выбраны наиболее подходящие для страны элементы систем образования ведущих западных стран. Это принесло весьма впечатляющие результаты, но усилившиеся в конце XIX в. националистические и милитаристские настроения напрямую отразились на приоритетах образования и его переориентации на традиционные конфуцианские ценности, что привело в итоге к превращению школы в аналог подготовительной фазы для молодых людей к вступлению в ряды японской армии. This paper describes the history of the spread of Western educational models in India and Japan in the second half of the 19th and the beginning of the 20th century. Transformation of education, both in its organizational structure and contents, was an important part of the modernization processes in these countries. Despite the obvious similarities, modernization of education in India and Japan differed significantly, due to the social, cultural and political circumstances. In India, Western educational practices were initially introduced by British colonial authorities for the sake of training civil servants. Later on, their spread was supported by Indian nationalists who considered education an intrinsic part of the campaign for independence. In Japan, the main impetus to reforming the educational system was given by the new government, with an accent on the primary and secondary education. To modernize it the government decided to adopt elements of different Western educational systems most befitting to Japanese customs. This produced impressive results, but under the influence of the strengthening nationalistic and militarist sentiments at the end of the 19th century educational priorities changed, shifting to the traditional Confucian values, which in the end led to transforming school into the analogue of the preparatory phase before entering the army.
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13

PIŁATOWICZ, Józef. "Zanim powstały politechniki. Nauczanie przedmiotów matematyczno-przyrodniczych i technicznych w dobie reform Komisji Edukacji Narodowej." Historia i Świat 2 (September 8, 2013): 77–113. http://dx.doi.org/10.34739/his.2013.02.04.

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The Commission of National Education (Komisja Edukacji Narodowej), which was established in 1773, introduced fundamental changes relating to organisation and the curriculum in the Polish education system. The Commission constituted a kind of Ministry of Education, which exercised supervision over all the schools in the Crown and the Grand Duchy of Lithuania. The hierarchy was as follows - the Main Crown Schools in Kraków and Grand Duchy of Lithuania in Vilnius, subordinate to the Commission, were in turn superior to divisional schools, including subdivisional schools, and these in turn were superior to parish schools. The changes in the curriculum in the Main Schools were focused predominantly on broadening knowledge in the field of mathematics, natural sciences, and technical skills, which was brought to life in the form of Collegium Physicum and its respective departments, e.g. the departments of architecture, mechanics, and hydraulics, and their respective offices, gathering tools, equipment, and models facilitating the sharing of knowledge through presentations. Similar curricular changes were implemented in secondary schools. It was the first time that natural sciences with technical elements had been introduced on such a wide scale to the curriculum. The official instructions enabled the standardisation of the curriculum in all schools. The characteristic feature of the curriculum was its utilitarianism, as, when teaching each subject, particular attention was paid to developing students' skills in using acquired theoretical knowledge in practice. The changes were introduced in a systematic manner. The first step covered the preparation of the curriculum and instructions concerning its implementation, which was followed by teacher training. This was of paramount significance to the teaching of mathematics, natural sciences, and technical subjects. The class books were arranged by putting them out to tender, and often the works by foreign authors were used. The new curriculum modernised education, broadening students' knowledge of mathematics, natural sciences, and technical subjects, and preparing them for the huge civilisational changes brought by the 19th century. It aroused interest in technology, which was entering nearly all spheres of socio-economic life on a bigger and bigger scale. It proved useful in the 19th century, when Polish students went to technical colleges abroad in great numbers due to the lack of technical universities in the Kingdom of Poland and the Prussian Partition.
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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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Maria Radziszewska, Maria Radziszewska. "Początki i rozwój szkolnictwa polskiego w Rumunii do 1939 roku." Biuletyn Historii Wychowania, no. 39 (December 15, 2018): 89–104. http://dx.doi.org/10.14746/bhw.2018.39.6.

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Poles settled in present-day Romania in the fourteenth century. A subsequent influx of Polish settlers followed the fall of the Kościuszko Uprising. The aim of this study is to present the history of education in the Polish minority in Romania. The work focuses on showing various forms of educational and upbringing institutions from the early 19th century to 1939. In the analyzed period, the Poles organized mainly kindergartens and comprehensive primary and secondary schools in Bukowina (now northern Romania). They also made attempts at introducing the Polish language to teachers’ training institutions i.e. teachers’ training colleges for men and women. They established their own socio-educational societies and built Polish Houses in which they pursued a wide range of educational and cultural activities. In the Kingdom of Romania, Polish children could also attend (under certain conditions) Polish language classes in Romanian state schools. Owing to the Polish Schools in Romania, followed by the Polish School Association in Romania, Polish private education assumed various forms.
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Tomamichel, Serge. "Le latin dans l’enseignement secondaire français. Formes et légitimités sociales d’une discipline scolaire entre monopole et déclin (XVIe-XXe siècles)." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 209. http://dx.doi.org/10.14516/ete.141.

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Up until the 1960s, before scientific courses attracted the best performing students, the Queen’s highway of secondary education was paved with Latin declensions. For centuries, from the very birth of «secondary» education until the disappearance of Latin in the sixth grade in 1968, Latin literature imposed its dominance. At the same time, however, it attracted criticism and opposition, the vast majority of students were facing great difficulties in the learning process, and Latin was the focal point for recurrent debate regarding the modernisation of education. Throughout this article, the «Latin question», subject of many controversies of the late 19th century, takes the form of the «Latin enigma» directed at History. This «enigma» is discussed from a perspective linking together the status of secondary education within general educational provision, its uses in society, the educational methods used and its function in the world of secondary education. The author particularly focuses on the constructed and ingrained forms and legitimacies characterizing the monopoly - until the 1860s – and then the hegemony of Latin literature not only on French literature but also on science, modern languages and more generally, on modern disciplines. Nevertheless, the teaching of the latter could have met the constantly renewed socio-political and economic requirements more appropriately.
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17

Molokov, Dmitry S. "The Formation and Development of Pedagogical Courses in Russia in the Second Half of the 19th – Early 20th Centuries." Vestnik Tomskogo gosudarstvennogo universiteta, no. 460 (2020): 213–19. http://dx.doi.org/10.17223/15617793/460/25.

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The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.
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de Silva, Carrie. "Educating the chartered surveyor: looking back to look forward." International Journal of Law in the Built Environment 6, no. 3 (October 7, 2014): 250–70. http://dx.doi.org/10.1108/ijlbe-08-2013-0031.

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Purpose – The purpose of this paper is to consider perennial issues in the education of chartered surveyors and to use the debates and experiences of the past to inform the present and future, particularly the question of the balance between academic and practical training. Design/methodology/approach – Primary and secondary sources were used to establish a history of the growth of the profession and the development of formal education and assessment from the 19th century and to consider current issues with reference to wider theories of education. Findings – The profession grew from vocational roots and did not enjoy the centuries of status of, say, the law. The 19th century saw an increasing technicalisation and professionalisation of surveying, with developments in various strands of the discipline, from the rural land agents to construction and public housing specialists. The muted reception from the universities in recognising the discipline is instructive. Looking at the relationship between classroom education and apprenticeship and what is needed in the preliminary education and assessment of surveyors holds contemporary lessons as increasing university fees has prompted renewed review of the most economical ways of training, while maintaining rigour. Originality/value – There have been histories of surveying and of the Royal Institution of Chartered Surveyors, but this paper relates the past to the present. Its value is in highlighting the tension between the practical and academic, allowing current debates to benefit from earlier discussions and longitudinal experience of different models of education. This paves the way for a wider consideration of experiential learning theory to be applied to a fundamental review of surveying education.
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Tsiampokalos, Theofanis. "Let’s talk about rhetoric! Plutarch’s position within a long, ideologically burdened tradition in the history of education." Philologia Classica 16, no. 2 (2021): 207–21. http://dx.doi.org/10.21638/spbu20.2021.203.

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The question of Plutarch’s attitude towards rhetoric has occupied several scholars since the 19th century. The traditional view is that it is rather negative. Although Plutarch acknowledges some value in rhetoric as a means of persuasion in politics, he nevertheless attributes the dominant role to ethos. As it will be shown below, however, this picture is only partially justified after a closer examination of the relevant texts in their historical-cultural context. In the present work, Plutarch’s remarks on rhetoric are considered against the background of the traditional conflict between rhetoric and philosophy, and analyzed in relation to three thematically significant oppositions, namely that between teaching and persuading, between speech and ethos, and between the philosophers and the sophists. The result is that the secondary, supporting role that rhetoric assumes in certain passages as a means of persuasion is to be relativized rather than emphasized. It can be explained in each case on the basis of its argumentative function. In other cases in Plutarch’s work, where rhetoric is discussed, the attitude expressed is in principle positive without the usual opposition between speech and ethos playing a role at the same time.
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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.
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Cavadas, Bento. "«On the Origin of Species»: Didactic transposition to the curriculum and Portuguese science textbooks (1859-1959)." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 143. http://dx.doi.org/10.14516/ete.149.

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This research aimed to contribute to the history of the teaching of Darwinism in the Portuguese curriculum from 1859 to 1959. To this end, it was analysed the didactic transposition of the book On the Origin of Species for the standards and textbooks of Natural Sciences of secondary education. This study showed that some standards did not address Darwinism (Standards of 1856, 1872, 1880, 1886, 1926 and 1929), while others only prescribed the study of some subjects of Darwinism (Standards of 1889 and 1905). The standards of 1895 were the ones that addressed more Darwinists ideas in the 19th century. In the 20th century, the overall approach to Darwinism was related to the study of transformist ideas (Standards of 1919) or evolution (Standards of 1936 and 1954). However, even when the respective standards did not make that prescription, the major part of textbooks addressed the mechanisms of Darwinian evolution: adaptation, variability, growth correlations, heredity, natural selection, vital competition, geographic isolation and sexual selection.
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Gracheva, Julija. "Contribution of Moscow University to the Development of Schools in the Moscow School District in the Early 19th Century." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 56–67. http://dx.doi.org/10.15688/jvolsu4.2020.2.4.

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Introduction. The article explores the role of Moscow University in the formation and development of secondary and primary education institutions. One of the main means of university control of schools was a number of professors’ visits. Methods and materials. The author applies the principles of historicism, objectivity and consistency. For the first time, systematic reports from visitors and reports of trustees of the Moscow school district for the period 1803–1811 stored in the Russian State Historical Archive are used as the main sources for the history of visits. Analysis. Inspection of high schools and district schools of the district was carried out by professors annually. Visitors were appointed by the University Council at the suggestion of the trustee. The main purpose of such trips was to control the economic and education life of schools. After return, they provided the university authorities with review journals, on the basis of which school officials were awarded or dismissed. The visitors were present as deputies from the university at solemn celebrations dedicated to opening or transforming education institutions. According to the visitors, the main obstacle to increasing the number of education institutions in the Moscow school district was the unsatisfactory condition of a large part of school houses and the lack of capable teachers. This slowed down the pace of converting small public schools into county schools and required additional funds and donations from the local population. Results. Analysis of visitor reports allows us to prove that the professors were attentive to the tasks set for them, tried to visit every education institution located in the provinces they inspected. Visiting trips attracted the attention of the provincial and district authorities, as well as local residents to the needs of education institutions.
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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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Nikulina, Anna. "Education of female church choir masters in educational institutions at the turn of the 19th — 20th centuries (with St. Vladimir’s church teacher’s school as an example)." St.Tikhons' University Review. Series V. Christian Art 45 (March 31, 2022): 99–111. http://dx.doi.org/10.15382/sturv202245.99-111.

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Since the middle of the XIX century, the development of education has become one of the important state priorities in the Russian Empire. The spread of education in society has influenced the development and democratization of the arts. At the end of the XIX century, as a result of social changes, the status of women in art was gradually revised. The history of musical education in Russia, as well as in foreign civilization, is inextricably linked with church culture. Our article will focus on St. Vladimir’s church teachers’ school in Saint-Petersburg which belongs to the religious department. This educational institution prepared teachers for parish schools. Musical education and in particular its choir part used to be of such a high quality there, that it could have been an example for many female institutes of that period. The historical experience of this education institution can still be useful today. This article concerns the choir education of the pupils of the school. There is also the aspect of church chants and the matter of school choir repertoire considered in the article. There are a number of prominent writings devoted to the development of musical education in Russia. However in the majority of cases female musical education is addressed briefly in all these writings. Nevertheless there were secondary educational female church institutions that had begun training women choirmasters, which provoked the raise of choir singing level in the country.
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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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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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Larionova, Lyudmila G. "ON THE STUDY OF SPELLING RULES AT SECONDARY SCHOOL: HISTORY AND MODERNITY." Proceedings of Southern Federal University. Philology 25, no. 4 (December 1, 2021): 164–78. http://dx.doi.org/10.18522/1995-0640-2021-4-164-178.

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The article is devoted to the main problems of studying the rules of Russian spelling at secondary school at different stages of its development. It is presented a general overview of scientific and methodological works, from the 19th century to the present day, which consider the history of formation, streamlining of methodological thought in the study of spelling rules, determining their significance for the formation of literate writing of students. In addition, in the process of research, problems are raised: why spelling rules are necessary; if it is possible to teach schoolchildren to write literally without memorizing the wording of spelling rules; if you teach students on the basis of rules, then what should be the requirements for the formulation of spelling rules from a linguistic, methodological and psychological-pedagogical point of view. The author’s analysis of thesis research from 2000 to 2020 made it possible to determine the basic approaches to the study of spelling rules in a modern secondary general education school: the communicative-activity approach, the cognitive-activity approach, the programmed approach (or programmed teaching) - and to identify the linguodidactic principles underlying the study of spelling rules within each of these approaches. In the course of the study, special attention was paid to the analysis of the spelling course in the new educational-methodical complex (EMC) in the Russian language (authors: M.M. Razumovskaya, S.I. Lvova, V.I. Kapinos, V.V. Lvov). It is concluded that the study of spelling rules (and this has been proven by leading scientists-methodologists of the past and present times) form the basis of the school spelling course, which is therefore called rule-oriented. Learning spelling is impossible without rules and dictionaries. The formation of the relative literacy of students, which is formed in secondary school, requires time, observance of stages and reliance on spelling rules studied as educational and scientific texts of linguistic content, taking into account the development of all types of speech activity in unity and interconnection. Each lesson of the Russian language, in which the spelling rule is studied, is a lesson in the development of students’ speech, where their literacy is formed in the broad sense of the word.
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Palikidis, Angelos. "Why is Medieval History Controversial in Greece? Revising the Paradigm of Teaching the Byzantine Period in the New Curriculum (2018-19)." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 177–91. http://dx.doi.org/10.14516/ete.314.

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In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19th and 20th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.
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KONDRATIUK, Kostiantyn, and Oresta KOTSIUMBAS. "ACADEMIC GYMNASIUM IN LVIV: 1849-1914." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 50–68. http://dx.doi.org/10.33402/ukr.2020-33-50-68.

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Academic Gymnasium was found in October 1784 at the University of Lviv. This is a state secondary educational institution of the humanitarian direction. The graduates-maturists had the opportunity to continue their studies at the university after its completion. The Academic Gymnasium was the oldest gymnasium with the Ukrainian language of instruction. The information concerning the gymnasium's organization's functioning and principles till 1848 was lost due to revolutionary events. We can find the data about the organization of the institution's functioning, the number of teachers and students, and their social origin from 1849. At the same time, this date coincides with the secondary school's reform in 1849 based on the «Organizational Essay of High Schools and Actual Schools of Austria» and the «Normative Plan of Education for Gymnasia», which functioned until 1910 with minor changes. Exactly these normative documents regulated the functioning of the gymnasium - the organization of the educational process, the language of teaching, the priority of disciplines, the number and load of teachers, the organization of extra-curricular activities of high school students. Since 1907, the gymnasium is reorganized into the Main Gymnasium due to the number of students' growth and moving into a newly built building on L. Sapieha street and the Branch in the premises of the Narodnyi dim (People's Hall). The educational process in the gymnasium was carried out based on ministerial plans. By the end of the 20th century, more than 60% of the educational time was spent on learning languages, and the natural and mathematical cycle reached 25%, which indicates the humanitarian direction of gymnasium preparation. The situation was changed by the curriculum for classical gymnasiums in 1909, according to which the disciplines of the natural-mathematical cycle were synchronized with the requirements of universities. The article's main thesis is that during the 1849-1914 years, the Tsissar-Royal Academic Gymnasium in Lviv developed into a leading secondary educational institution. Mostly Ukrainian Greek Catholics, natives from Halychyna, studied here. The headmasters of the gymnasium were experienced teachers, skilled administrators. During the second half of the 19th century - at the beginning of the 20th century, the gymnasium was headed by Franz Brugger (1848-1858), Ivan Piontkovskyi (1858-1868), Vasyl Ilnytskyi (1868-1892 ), Edvard Kharkevych (1892-1911) and Illia Kokorudz (1911-1927). The teaching staff was increasing quantitatively and qualitatively. Careful selection, education requirements, and teaching methods provided the gymnasium with qualified specialists and responsible officials. The institution's educational process was provided by about 23-25 ​teachers, 70% of whom were gymnasium professors. Teachers of gymnasium conducted classes on a high professional level with students and created original textbooks in their native language, literature, history, and geography. Many teachers of the gymnasium and later graduates became well-known socio-political figures, scientists, and artists.So, Academic Gymnasium in Lviv is a secondary educational institution of the second half of the 19th and early 20th centuries. It functioned following Austrian secondary school legislation. The Academic Gymnasium, being in the structure of the Lviv University, provided it with well-prepared entrants. Students received a profound knowledge of normative disciplines in the gymnasium and a good national and religious education. The heads of the educational institution were experienced teachers and organizers who took care of the proper provision of the educational institution with teaching staff. The educational and methodological literature was supported, developed, and implemented in the educational process, together with teachers and public figures. Teachers of the gymnasium constantly worked on self-education and were active socio-political leaders. Keywords: Academic Gymnasium, organization, Krajova Szkolna Rada (Region School Council), teachers, teaching process, students, educational legislation.
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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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Da Silva, Maria Lucila. "Iniciativas oficiales para la edificación de escuelas primarias en la ciudad de Buenos Aires durante el siglo XIX." Espacio, Tiempo y Educación 9, no. 1 (June 22, 2022): 150–67. http://dx.doi.org/10.14516/ete.389.

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The objective of this article is to offer a compendium of emerging initiatives during the 19th century that promoved or strengthened the construction of buildings for fiscal primary schools in the city of Buenos Aires. The methodology includes the study of documents such as legislation, management reports, educational censuses, files from the National Council of Education (CNE) and articles from the educational journal El Monitor de la Educación common. Different moments are identified, mentioning general characteristics of the initiatives and identifying primary and secondary sources. In addition, some initial readings on these state intentions are proposed. In this sense, the interpretations offered in this article have the sole purpose of constituting hypotheses, insinuating variables of interest and suggesting deeper research problems. By way of conclusion, some discussions are retrieved about the nature of the guiding principles of state school building in Argentina. It is proposed as a hypothesis for future works that it is not possible to affirm categorically that there has been a transition of the projects towards pedagogical guiding principles; although neither did it follow purely hygienic guidelines. On the contrary, the initiatives mentioned in this writing suggest that hygienic, pedagogical and also political principles emerged, discussed and disputed the leading role. Therefore, it is interesting to re-inscribe these findings in lines of analysis that trace objects of material culture and suggest transitions, irregularities, dispersions, displacements, etc.
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Nyzhnikova, Svitlana. "Eparchial Women’s Schools in Ukraine in the First Two Decades of the 20th Century: Reform vs Stagnation?" Journal of V. N. Karazin Kharkiv National University. Series: History, no. 59 (June 29, 2021): 88–105. http://dx.doi.org/10.26565/2220-7929-2021-59-05.

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The paper explores the history of eparchial women’s schools during the first decades of the 20th century. These institutions underwent certain changes in their educational practices during the second half of the 19th century. However, problems gradually accumulated, which led to their lagging behind other women’s secondary schools in a number of aspects. In the early 20th century, there were many initiatives to reorganize them and adapt them to the modern times. The article considers the complex process that eparchial schools went through in order to match the educational level of women’s gymnasiums. Examining the changes in the educational process that were introduced as a result of the active participation of students of theological schools in the revolutionary events of 1905–1907, the author notes the close similarity of the demands made by students of eparchial schools and seminaries, because they concerned the most basic features and functioning of the entire network of theological educational institutions. The paper analyzes the draft of the new 1915 statute of the eparchial schools and compares it with the statute of 1868. The 1915 statute was developed over several years; its articles were discussed at various meetings of the Educational Committee of the Holy Synod and a special commission set up to negotiate requirements and proposals for the reform of the eparchial women’s schools. Particular attention is paid to the articles devoted to the modernization of the educational process. The author considers the sessions of the All-Russian Congress of Teachers of Theological Institutions and the All-Russian Congress of Clergy and Laity, which took place in the spring of 1917 and discussed further ways to transform these institutions. Attention is given to the process of the gradual liquidation of the entire system of theological education after the Bolsheviks seized power. It is concluded that the eparchial women’s schools underwent a continuous process of reform during the first decades of the 20th century, but these changes did not solve all of the problems that had accumulated over their history.
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Nedelcu, Octavia. "THE STUDY OF THE UKRAINIAN LANGUAGE AT THE UNIVERSITY OF BUCHAREST: HISTORY AND PERSPECTIVES." Studia Linguistica, no. 14 (2019): 118–32. http://dx.doi.org/10.17721/studling2019.14.118-132.

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The article presents an analysis of the status of the Ukrainian language studies at the University of Bucharest from a diachronic and synchronic perspective. The Romanian-Ukrainian relations (political, administrative or economic), were founded and developed on the basis and in the context of cultural relations. For more than three decades, in Romania, international scientific events have been organized by the academic institutions in the partnership with governmental and local ones in order to maintain the Romanian-Ukrainian relations. Education has always been a basic component of people’s culture, regardless of the social world order or the level of education: primary school, secondary school, high school or university, the latter being the topic of our paper. Apart from the University of Bucharest, which has a rich tradition, in Romania, the undergraduate studies of the Ukrainian language and literature together with modern language and literature study (the Romanian language and literature) are currently provided by the “Stefan cel Mare” University of Suceava, within the Department of the Romanian Language and Literature of the Faculty of Letters and Communication Sciences, as well as by the “Babeș-Bolyai” University of Cluj-Napoca, within the Department of Slavic Languages and Literatures of the Faculty of Letters. Ukrainian studies at the university level in Romania have emerged since the very foundation of the Romanian philology in the 19th century, more precisely since forming the Slavic studies as a scientific discipline. Bogdan Petriceicu Hasdeu, one of the greatest personalities in the Romanian culture, (linguist, folklorist and philologist) played a big role in this sense, studying the way Romanian history had been reflected in the Ukrainian folklore. The Ukrainian folklore and the works of Taras Shevchenko were studied by the translator Grigore N. Lazu and the literary critic Constantin Dobrogeanu-Gherea. P. P. Panaitescu, Șt. Ciobanu, Zamfir Arbore and other researchers also wrote about the Romanian-Ukrainian literary relations. In the institutional framework, i.e. in primary schools, secondary schools, high schools and universities, the Ukrainian language and literature had been taught since 1948, after the Education Reform. The Department of Ukrainian Language and Literature of the University of Bucharest was established within the Department of Slavic Languages of the Faculty of Philology in 1952. Since founding of the Department by Professor Constantin Drapaca, such specialists as Nicolae Pavliuc, Magdalena Laszlo-Kuțiuk, Stelian Gruia, Dan Horia Mazilu, Ioan Rebușapcă, Micola Corsiuc, Roman Petrașuc, Maria Hoșciuc and Aliona Bivolaru made their contribution into promoting and increasing the prestige of the Ukrainian studies in Romania, as well as to strengthening relations between Romania and Ukraine.
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León-Mantero, Carmen, Alexander Maz Machado, and María José Madrid Martín. "El Tratado de Álgebra elemental de Juan Cortázar: Un libro significativo para la enseñanza de las matemáticas en España." Educatio Siglo XXI 39, no. 1 (February 25, 2021): 235–56. http://dx.doi.org/10.6018/educatio.469251.

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En las últimas décadas, ha ido creciendo el interés de los investigadores en Historia de las Matemáticas y Educación Matemática, por analizar los libros de texto de Matemáticas que han tenido influencia en su enseñanza, bien por la relevancia de su autor o por su amplio uso o difusión. En este trabajo se presenta el análisis del libro de texto español Tratado de Álgebra Elemental del autor del siglo XIX Juan Cortázar, uno de los primeros Catedráticos de matemáticas, cuyos libros de texto fueron elegidos para formar parte de las listas oficiales para la enseñanza en secundaria desde el año 1848 y siguieron reimprimiéndose hasta entrado el siglo XX. Se plantea un estudio descriptivo y cualitativo mediante la técnica del análisis de contenido. Se hallaron diversas estrategias didácticas, y se categorizaron los sistemas de representación y los aspectos fenomenológicos que el autor utilizó para modelizar numerosas situaciones mediante los conceptos matemáticos que se expone en la obra. Over the last decades researchers in the History of Mathematics and Mathematics Education have developed a growing interest in analyzing mathematics textbooks which have influenced the teaching of this subject. This increase has been mediated by the relevance of the authors of the manuals or by the widespread use of those manuals. This study presents the analysis of the Spanish textbook Tratado de Álgebra Elemental (Elementary treatise on algebra) written by the 19th century author, Juan Cortázar, one of the first mathematics professors in Spain, whose books were approved for secondary education in 1848 and continued being reprinted until the 20th century. We designed a descriptive and qualitative study using the content analysis technique. The results show that the book included several didactic strategies. Representation systems and the phenomena which Cortázar used to model numerous situations through the mathematical contents included in the books were also categorized.
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E. Childs, Peter. "Curriculum development in science - past, present and future." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 381–400. http://dx.doi.org/10.31129/lumat.v3i3.1036.

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Science only became a recognised school subject at the end of the 19th century. The study of science subjects remained an elitist pursuit until the mid-late 20th century, but it is now seen as a core subject in many countries, especially in the junior secondary cycle. Since the 1950s there have been major reforms in science education – in the USA, UK and other countries – with a shift away from a focus on content and prescribed practical work, to emphases on inquiry (thinking and working like scientists) and the social aspects of science (in the STS and context-based movements) and on the nature of science (history and philosophy of science). The talk will trace the evolution of the school science curriculum, with a focus on the UK and Ireland, and in particular the changing fortunes of discovery/inquiry science, whose latest incarnation – inquiry-based science education IBSE), is currently in vogue, particularly in Europe. Different science curricula have had different balances between the needs of science and scientists, of students, and of society. In addition, there have been at least three main paradigms underlying school science curricula:the facts and concepts of science (content);the nature and processes of science (conduct or process);the applications of science in society (context).Modern curricula rightly consider that all these aspects are important, although each one has produced its own version of school science, where its emphasis is dominant. The prevailing trend is to integrate all three aspects into science curricula, whether as combined science or single sciences, designed both for the needs of future science specialists and for citizens. Apart from the social and economic demands on science curricula to deliver benefits for society and the economy, the other major influence in the last 40 years or so has been the growth of science education research, and the demand that reforms in science curricula and classroom practice be evidence-based.
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Prikhodko, Anna, Olha Kolomiitseva, and Vira Prykhodko. "SOKOLSTVO IN UKRAINIAN REGIONS OF THE RUSSIAN EMPIRE: FROM ORIGIN TO DOWNFALL." Science of Gymnastics Journal 12, no. 3 (October 1, 2020): 407–18. http://dx.doi.org/10.52165/sgj.12.3.407-418.

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The purpose of this study is to advance a better insight into the history of Sokolstvo (Sokol movement) in the Ukraine within the territorial borders of the Russian Empire, and the variety of reasons for its origin and downfall. Slavic origin of Sokolstvo, the activity of supporters of Sokol gymnastics (SG) in the popularization of Sokol idea and, a gradual rapprochement of supporters of the two opposing areas of reforming Russia for further development began (“Slavophiles” and “Westerners”) contributed to the emergence and rapid development of the Sokol movement in the Ukrainian regions of Russia. In the 90s of the 19th century, SG began to be cultivated in the Sokol units of gymnastic societies, since 1907 independent institutions began to open. By World War I, Sokol gymnastic societies (SGS) in Ukraine were the largest group. SGS constantly trained instructors, but the majority of SG teachers were foreigners, Czech by nationality. SG was officially introduced into the military training of the army and the curricula of secondary schools and cadet corps. Sokol events were a significant part of the public life of many Ukrainian cities. Representatives of Ukrainian regional societies became members of the Board of the Union of the Russian Sokol, founded in 1910. The crisis of the Sokolstvo began in the years of the World War I due to the growth of xenophobic attitudes. During the years of Soviet power, the Sokol were accused of a bourgeois orientation, recognized as the “hotbed of counter-revolution” and banned in 1923.
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Богдан, О. М. "КАТЕГОРІЯ ПАМ’ЯТІ В РОМАНІ РОМЕНА ГАРІ «ПОВІТРЯНІ ЗМІЇ»." Humanities journal, no. 2 (July 29, 2019): 64–72. http://dx.doi.org/10.32620/gch.2019.2.07.

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Humanity has always thought about memory, its features, its role and significance in an individual’s life and society. However, in the 20th century much more attention was paid to this characteristic of human mind in science and art than before, besides, the interpretations of this concept have become quite changeable and diverse.At the end of the 19th and the beginning of the 20th century in the scientific field, memory was viewed as a purely personal, individual act of recollection (A. Bergson, Z. Freud), however, later the theories of collective memory and the memory of entire groups and nations appear (M. Halbvaks, P. Nora, I. Assman). Due to the tragic events of the 20th century history and the gradual passing away of its witnesses, the subject of memory also becomes popular in art, especially in literature.The purpose of the article is to determine what place in the artistic basis of Romain Gary's «The Kites» the category of memory occupies, what meaning it carries and in what varieties it is used in the novel.The relevance of the article is due to the fact that since 2018 Romain Gary's novel «The Kites» has been included in "Foreign Literature" curriculum of secondary education as one of the optional works, and the theme of memory is only mentioned but not thoroughly studied in the existing critical articles.Having carried out the research, we may conclude the following: 1. Memory as a characteristic of human mind and a socio-cultural phenomenon becomes the object of close attention of both scholars and people of art in the twentieth century. 2. Such interest to the above-mentioned phenomenon was caused, firstly, by the peculiarities of the historical process in the 20th century, full of disastrous events that people tried to forget as a traumatic experience; secondly, by the emergence of new concepts of memory in philosophy and psychology.For Romain Gary and the heroes of his novel «The Kites», memory is a pledge of active citizenship of a person, a source of threat to his existence and an erroneous perception of reality, lack, weapon and a source of strength in the fight against evil, a pledge of peace and harmony, sense of life and redemption from non-existence and a path to eternity for a certain person.
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SAVCHENKO, S., and Ya DEMUS. "TRAINING INSTITUTIONS FOR TEACHERS OF PRIMARY CLASSES OF POLTAVA REGION OF THE END OF XIX EARLY XX CENTURIES." Pedagogical Sciences, no. 75-76 (December 12, 2020): 131–34. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226409.

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The article deals with the activity of teacher training institutions of Poltava region, features of their activity and foundation, characterizes the organization of the educational process. Emphasis is placed on the role of zemstvos in the activities of these educational institutions. In the second half of the 19th century, much attention was paid to the training of public school teachers. Public organizations (zemstvos, societies) and, in contrast to the previous time, the Ministry of Public Education played an important role. Thus, in 1865 in each educational district (except Kyiv) “at one of the county schools…, at the discretion of the trustee,… before the establishment in the future… special teacher’s seminaries” were established pedagogical courses. A year later their number doubled Kyiv educational district since 1862 at the University of St. Vladimir there was a “pedagogical school for the training of teachers of folk schools in the south-western provinces”). Teachers’ seminaries are secondary pedagogical educational institutions for the training of teachers of public primary schools. They had a 3- and 4-year course of study.Young people at least 16 years old of all classes and religions were admitted after passing the entrance exams according to the program of two-grade primary schools. Preparatory classes were opened for entrants. Maintained at the expense of state and zemstvo funds. Taught: the law of God, Russian and Church Slavonic languages, arithmetic, geometry, Russian and general history and geography, science, drawing, calligraphy, basics of pedagogy, gymnastics, singing, music, pedagogical practical classes, handicrafts. Extracurricular activities were practiced. Teachers were graduates of universities, teachers’ institutes, gymnasiums.
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Omilanowska, Małgorzata. "Gmach Gdańskiej Biblioteki Miejskiej przy ulicy Wałowej." Porta Aurea, no. 20 (December 21, 2021): 123–47. http://dx.doi.org/10.26881/porta.2021.20.06.

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Following Germany’s unification in 1871, Gdansk was a major municipal centre and a port on the Empire’s map, however it was well past its heyday. In the Gründerzeit, it could not reach as quick a pace of development as other cities of the Reich, and by the late 19th century it did not boast any university. The attempt to catch up on the substantial delay in creating modern public architecture in Gdansk was only made after the fortifications had been dismantled (1895–97). A triangular plot close to St James’s Gate was reserved for the purpose of education and science. It was there that a seat of the city archive and the building of the Secondary School of SS Peter and Paul (Oberrealschule St. Petri und Pauli) were raised. The third edifice was planned as the new home for the Gdansk Library. The precious book collection, whose core was formed by the collection bequeathed by Joannes Bernardinus Bonifacius d’Oria of Naples in 1596, was kept in a former Franciscan monastery, and later in St James’s Church. Attempts to raise a new building to house the collection in the 1820s as designed by Carl Samuel Held failed. Neither was the plan to erect the new library building as an extension of the Dungeon and Prison Gate Complex implemented. It was only Karl Kleefeld’s design from 1901–1902 planning to raise an impressive Gothic Revival complex that finally came to life. Completed in January 1905, the Library welcomed the first readers already on 16 February. Kleefeld designed the building’s mass on the L -plan layout with a truncated corner and wings. The main reading room boasted elegant, sumptuous, and coherent wooden furnishing, and the gallery’s centrepiece was a ledge decorated with 14 panels featuring bas -relief cartouches with the emblems of the cities of West Prussia. Differing in size, the edifices, were given red -brick elevations with plastered details and glazed green filling, with a sgraffito frieze on the reading room elevation between the ground and first floors. It was the Gdansk Renaissance that dominated in public buildings’ architecture of the city in the last quarter of the 19th century. The resumed popularity of Gothic Revival in its local forms in Gdansk public buildings’ architecture, such as those in the afore - -described Kleefeld’s designs, resulted undoubtedly from a rapid growth of research into historic structures, yet on the other hand it reflected the return to the local tradition (Heimatschutz), which could be observed in the architecture of the German Reich at the time. Judged in the context of an extremely modest programme of public projects in Gdansk of the period, the creation of the Bildungsdreick with the edifices of the archive, library, and secondary school is to be regarded as a major event in the history of creating public architecture of the city. As seen against other projects of the time in other Reich cities, the Gdansk City Library stood out neither with its scale, nor innovatory character of the layout solutions. What, however, makes it a special facility are architectural forms that reveal its contribution to the search for the expression of the local tradition. This kind of an archaeological approach to the past and a compilatory additive method of juxtaposing quotes from various buildings, which may have also arisen from the lack of talent of the architect, were undoubtedly in decline in the early 20th century.
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Székely, Miklós. "Programul unei vieți: rolul lui Lajos Pákei în înființarea Muzeului Industrial și a Școlii Industriale din Cluj." Studia Universitatis Babeș-Bolyai Historia Artium 66, no. 1 (December 30, 2021): 115–54. http://dx.doi.org/10.24193/subbhistart.2021.05.

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"One Life’s Mission: Lajos Pákei’s Role in Establishing the Industrial Museum and the Industrial School in Cluj. The development of museums and schools of industry took place in some important industrial cities of the Dual-Monarchy, a part of the capitals in Salzburg, Graz, Prague, Brno, Czernowitz starting from the 1870-1880s. In the last quarter of the 19th century several school and some museum buildings of industry were erected in Hungary. Some of these new edifices were capable of performing dual, educational and museum tasks due to their special spaces: their list includes Ödön Lechner’s Museum of Applied Arts in Budapest, Alajos Hauszmann’s Technologic Museum of Industry in Budapest and Lajos Pákei’s Museum of Industry in Kolozsvár (Cluj Napoca). It is exactly in this period that Lajos Pákei graduated from Theophil Hansen’s studio in Vienna, and soon after, in 1880 he became chief architect of the city of Kolozsvár. In his new position the young architect played a prominent role in the infrastructural and institutional modernization of the city. One of the biggest investments of the city focused on the reshaping of the industrial institutional structure – this process was articulated around the foundation of the Museum and School of Industry of the city. Acting also as the director and professor of architectural disciplines in the school of industry of the city he had a significant impact on the development of a master builder, stone and wood carving classes and moreover in the curriculum of the educational profile of the institution. Lajos Pákei followed the architectural principles of Camillo Sitte in terms of urban city planning in Kolozsvár under the influence of the Austrian architects work published in 1889 entitled Der Städtebau nach seinen künstlerischen Grundsätzen. Kolozsvár, the par excellence renaissance town of historic Hungary. The town was the birthplace of the last great medieval king of Hungary, the earliest renaissance ruler over the Alps, King Mathias (1443-1490) whose political and cultural legacy as national king and the town’s long goldsmith and woodcarving activity have become a points of reference the late 19th century discourse on the modernization of Kolozsvár. Lajos Pákei was one of the members of the first generation of architects having accomplished their studies in the new political circumstances related to the creation of the Austro-Hungarian Monarchy. Lajos Pákei in Kolozsvár has completed diverse missions simultaneously such as did Camillo Sitte in Vienna or Joseph Leitzner in Czernowitz: he actively reshaped the urban spaces of his city, made architectural plans for the industrial museum and school, as director he influenced the educational profile of the school of industry and the acquisition policy of the museum of industry. Lajos Pákei prepared several plans for this building of dual function through almost first fifteen years. After a number of design changes the museum-school building was finally built between 1896 and 1898. Due to the rapidly growing collection, the shift in the acquisition policy from technological profile to applied arts objects, the growing number of students soon it became too small, and the construction of a purely museum building has become necessary. The building of the museum of industry has been erected in 1903–1904 opposite the previous one, according to the plans of Lajos Pákei. The first, museum-school building followed the construction principles of Hungarian secondary school architecture of its time, including a centrally positioned external wing for the technological collection. The second one – planned purely for museum purposes – followed the latest example of applied art museum buildings, the one of Joseph Schulz in Prague built in 1897–1901. The history of two buildings of Lajos Pákei in Kolozsvár reflect the specialization of educational and museum spaces, the characteristics of the changing models in industrial education and presentation of the changing profile of the collection as “ideal of a modern museum” as an attempt to develop. The study interprets the foundation and the management of the museum and school of industry as the lifetime project of Lajos Pákei in the context of architectural modernization (both in education and practice) in the Dual Monarchy and in the theoretical framework of urban planning. Keywords: urban planning, museum of industry, vocational education, decorative arts, museum of decorative arts "
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Stienaers, Bernd, and Karel Van Nieuwenhuyse. "Het nationale verleden in het Vlaamse geschiedenisonderwijs. Een kleinschalig geschiedenisdidactisch onderzoek bij leerkrachten gechiedenis in 2014." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 76, no. 3 (September 27, 2017): 199–223. http://dx.doi.org/10.21825/wt.v76i3.12021.

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Sinds het begin van de 19de eeuw hechten Westerse regeringen veel belang aan de rol van geschiedenisonderricht in de vorming van een nationale identiteit en het streven naar nationale eenheid. Desondanks propageert de overheid in België sinds de jaren 1960 geen dominant nationaal verhaal (master narrative) meer over het (sub)nationale verleden. Ook in het Vlaamse onderwijs is het nationale verleden slechts marginaal aanwezig. Het referentiekader is er eerder Europees georiënteerd, gericht op het heden en de actuele samenleving. De eindtermen laten aan de geschiedenisleerkrachten grote inhoudelijke vrijheid in hun selectie van lesonderwerpen. De vraag stelt zich hoe geschiedenisleerkrachten het nationale verleden dan representeren in hun lessen, en vanuit welk (heden- of verledengericht) perspectief ze er betekenis aan toekennen. Dit artikel gaat in op een kleinschalig kwalitatief onderzoek naar de verhaalsjablonen die zestien Vlaamse geschiedenisleerkrachten uit de derde graad van het secundair onderwijs hanteerden in het ontwerpen van een lessenreeks over het nationale verleden en naar hun toekenning van betekenis aan gebeurtenissen uit dat verleden. Het doet daarbij een beroep op bestaande theoretische raamwerken, onder meer van James Wertsch. Onderzoek naar hoe verhaalsjablonen door geschiedenisleerkrachten worden gebruikt in hun lessen, werd evenwel vooralsnog niet gevoerd.Zestien geschiedenisleerkrachten, allen houder van een masterdiploma en minstens drie jaren werkzaam in het onderwijs namen deel aan dit onderzoek. Uit een lijst van dertig historische gebeurtenissen uit het nationale verleden moesten ze individueel de volgens hen tien belangrijkste selecteren. In een daaropvolgend individueel interview werd hun selectiemethode bevraagd. Daaruit bleek dat er geen dominant nationaal master narrative aanwezig was in de hoofden van de participerende leerkrachten. Eerder vertoonden ze een sterke Europese gerichtheid en pasten ze een Europees verhaalsjabloon toe, waarin duidelijk een parallel met de eindtermen herkend kan worden. Verder kenden de participanten op een evenwichtige manier verleden- zowel als hedengericht betekenis toe aan historische personen en gebeurtenissen. Opmerkelijk hierbij was dat ook de deconstructie van de collectieve herinnering diende als bron van historische betekenis, ook al moedigen de eindtermen geschiedenisleerkrachten hiertoe niet aan.________The National Past in Flemish History Education. A Small-Scale Historical and Didactic Study among History Teachers in 2014Since the beginning of the 19th Century, Western governments have attached a lot of importance to the role of history teaching in the formation of a national identity and the struggle for national unity. Nevertheless, since the 1960s the government in Belgium has not propagated a dominant national story, or master narrative, concerning the (sub)national past. The national past is also only marginally present in Flemish education. Rather, the frame of reference there is European-oriented, directed toward the present day and current society. The history standards leave history teachers a large freedom with regard to content in their selection of lesson subjects. The question arises of how history teachers then represent the national past in their lessons, and from which (present- or past-oriented) perspective they impart meaning to them. This article looks at a small-scale qualitative study of both the narrative templates that sixteen Flemish history teachers from the 11th and 12th grade use in the development of a series of lessons about the national past and also of the way in which they impart meaning to events from the past. In doing so, the article draws on existing theoretical frameworks, among others that of James Wertsch. Research into how history teachers used narrative templates in their lessons had not been done before.Sixteen history teachers, all holders of master’s degrees and having at least three years’ experience working in secondary school education, took part in this study. From a list of thirty historical events from the national past, each participant had to select what were, to them, the ten most important. In subsequent individual interviews they were asked about their selection method. From this, it appears that there was no dominant national master narrative present in the heads of the participating teachers. Instead, they demonstrated a strong European focus and applied a European narrative template, in which a parallel with the learning outcomes is clearly recognizable. In addition, the participants applied past- and present-oriented meanings to historical people and events in a balanced manner. It was noteworthy that the deconstruction of collective memory also served as a source of historical meaning, even if the learning outcomes do not encourage history teachers in this regard.
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Tsygankov, Alexander S. "History of Philosophy. 2018, Vol. 23, No. 2 TABLE OF CONTENTS Theory and Methodology of History of Philosophy Rodion V. Savinov. Philosophy of Antiquity in Scholasticism This article examines the forms of understanding ancient philosophy in medieval and post-medieval scholasticism. Using the comparative method the author identifies the main approaches to the philosophical heritage of Antiquity, and to the problem of reviving the doctrines of the past. The Patristics (Epiphanius of Cyprus, Filastrius of Brixia, Lactantius, Augustine) saw the ancient cosmological doctrines as heresies. The early Middle Ages (e.g., Isidore of Seville) assimilated the content of these heresiographic treatises, which became the main source of information about ancient philosophy. Scholasticism of the 13th–14th cent. remained cautious to ancient philosophy and distinguished, on the one hand, the doctrinal content discussed in the framework of the exegetic problems at universities (Albert the Great, Thomas Aquinas, etc.), and, on the other hand, information on ancient philosophers integrated into chronological models of medieval chronicles (Peter Comestor, Vincent de Beauvais, Walter Burleigh). Finally, the post-medieval scholasticism (Pedro Fonseca, Conimbricenses, Th. Stanley, and others) raised the questions of the «history of ideas», thereby laying the foundation of the history of philosophy in its modern sense. Keywords: history of philosophy, Patristic, Scholasticism, reflection, critic DOI: 10.21146/2074-5869-2018-23-2-5-17 World Philosophy: the Past and the Present Mariya A. Solopova. The Chronology of Democritus and the Fall of Troy The article considers the chronology of Democritus of Abdera. In the times of Classical Antiquity, three different birth dates for Democritus were known: c. 495 BC (according to Diodorus of Sicily), c. 470 BC (according to Thrasyllus), and c. 460 BC (according to Apollodorus of Athens). These dates must be coordinated with the most valuable doxographic evidence, according to which Democritus 1) "was a young man during Anaxagoras’s old age" and that 2) the Lesser World-System (Diakosmos) was compiled 730 years after the Fall of Troy. The article considers the argument in favor of the most authoritative datings belonging to Apollodorus and Thrasyllus, and draws special attention to the meaning of the dating of Democritus’ work by himself from the year of the Fall of Troy. The question arises, what prompted Democritus to talk about the date of the Fall of Troy and how he could calculate it. The article expresses the opinion that Democritus indicated the date of the Fall of Troy not with the aim of proposing its own date, different from others, but in order to date the Lesser World-System in the spirit of intellectual achievements of his time, in which, perhaps, the history of the development of mankind from the primitive state to the emergence of civilization was discussed. The article discusses how to explain the number 730 and argues that it can be the result of combinations of numbers 20 (the number of generations that lived from the Fall of Troy to Democritus), 35 – one of the constants used for calculations of generations in genealogical research, and 30. The last figure perhaps indicates the age of Democritus himself, when he wrote the Lesser Diakosmos: 30 years old. Keywords: Ancient Greek philosophy, Democritus, Anaxagoras, Greek chronography, doxographers, Apollodorus, Thrasyllus, capture of Troy, ancient genealogies, the length of a generation DOI: 10.21146/2074-5869-2018-23-2-18-31 Bembya L. Mitruyev. “Yogācārabhumi-Śāstra” as a Historical and Philosophical Source The article deals with “Yogācārabhūmi-Śāstra” – a treatise on the Buddhist Yogācāra school. Concerning the authorship of this text, the Indian and Chinese traditions diverge: in the first, the treatise is attributed to Asanga, and in the second tradition to Maitreya. Most of the modern scholars consider it to be a compilation of many texts, and not the work of one author. Being an important monument for both the Yogacara tradition and Mahayana Buddhism in general, Yogācārabhūmi-Śāstra is an object of scientific interest for the researchers all around the world. The text of the treatise consists of five parts, which are divided into chapters. The contents of the treatise sheds light on many concepts of Yogācāra, such as ālayavijñāna, trisvabhāva, kliṣṭamanas, etc. Having briefly considered the textological problems: authorship, dating, translation, commenting and genre of the text, the author suggests the reconstruction of the content of the entire monument, made on the basis of his own translation from the Tibetan and Sanskrit. This allows him to single out from the whole variety of topics those topics, the study of which will increase knowledge about the history of the formation of the basic philosophical concepts of Yogācāra and thereby allow a deeper understanding of the historical and philosophical process in Buddhism and in other philosophical movements of India. Keywords: Yogācārabhūmi-śāstra, Asaṅga, Māhāyana, Vijñānavāda, Yogācāra, Abhidharma, ālayavijñāna citta, bhūmi, mind, consciousness, meditation DOI: 10.21146/2074-5869-2018-23-2-32-43 Tatiana G. Korneeva. Knowledge in Nāșir Khusraw’s Philosophy The article deals with the concept of “knowledge” in the philosophy of Nāșir Khusraw. The author analyzes the formation of the theory of knowledge in the Arab-Muslim philosophy. At the early stages of the formation of the Arab-Muslim philosophy the discussion of the question of cognition was conducted in the framework of ethical and religious disputes. Later followers of the Falsafa introduced the legacy of ancient philosophers into scientific circulation and began to discuss the problems of cognition in a philosophical way. Nāșir Khusraw, an Ismaili philosopher of the 11th century, expanded the scope of knowledge and revised the goals and objectives of the process of cognition. He put knowledge in the foundation of the world order, made it the cause and ultimate goal of the creation of the world. In his philosophy knowledge is the link between the different levels of the universe. The article analyzes the Nāșir Khusraw’s views on the role of knowledge in various fields – metaphysics, cosmogony, ethics and eschatology. Keywords: knowledge, cognition, Ismailism, Nāșir Khusraw, Neoplatonism, Arab-Muslim philosophy, kalām, falsafa DOI: 10.21146/2074-5869-2018-23-2-44-55 Vera Pozzi. Problems of Ontology and Criticism of the Kantian Formalism in Irodion Vetrinskii’s “Institutiones Metaphysicae” (Part II) This paper is a follow-up of the paper «Irodion Vetrinskii’s “Institutiones Metaphysicae” and the St. Petersburg Theological Academy» (Part I). The issue and the role of “ontology” in Vetrinskii’s textbook is analyzed in detail, as well as the author’s critique of Kantian “formalism”: in this connection, the paper provides a description of Vetrinskii’s discussion about Kantian theory of the a priori forms of sensible intuition and understanding. To sum up, Vetrinskii was well acquainted not only with Kantian works – and he was able to fully evaluate their innovative significance – but also with late Scholastic textbooks of the German area. Moreover, he relied on the latters to build up an eclectic defense of traditional Metaphysics, avoiding at the same time to refuse Kantian perspective in the sake of mere reaffirming a “traditional” perspective. Keywords: Philosophizing at Russian Theological Academies, Russian Enlightenment, Russian early Kantianism, St. Petersburg Theological Academy, history of Russian philosophy, history of metaphysics, G.I. Wenzel, I. Ya. Vetrinskii DOI: 10.21146/2074-5869-2018-23-2-56-67 Alexey E. Savin. Criticism of Judaism in Hegel's Early “Theological” Writings The aim of the article is to reveal the nature of criticism of Judaism by the “young” Hegel and underlying intuitions. The investigation is based on the phenomenological approach. It seeks to explicate the horizon of early Hegel's thinking. The revolutionary role of early Hegel’s ideas reactivation in the history of philosophy is revealed. The article demonstrates the fundamental importance of criticism of Judaism for the development of Hegel's thought. The sources of Hegelian thematization and problematization of Judaism – his Protestant theological background within the framework of supranaturalism and the then discussion about human rights and political emancipation of Jews – are discovered. Hegel's interpretation of the history of the Jewish people and the origin of Judaism from the destruction of trust in nature, the fundamental mood of distrust and fear of the world, leading to the development of alienation, is revealed. The falsity of the widespread thesis about early Hegel’s anti-Semitism is demonstrated. The reasons for the transition of early Hegel from “theology” to philosophy are revealed. Keywords: Hegel, Judaism, history, criticism, anti-Semitism, trust, nature, alienation, tyranny, philosophy DOI: 10.21146/2074-5869-2018-23-2-68-80 Evgeniya A. Dolgova. Philosophy at the Institute of Red Professors (1921–1938): Institutional Forms, Methods of Teaching, Students, Lecturers The article explores the history of the Institute of the Red Professors in philosophy (1921–1938). Referring to the unpublished documents in the State Archives of the Russian Federation and the Archive of the Russian Academy of Sciences, the author explores its financial and infrastructure support, information sphere, characterizes students and teachers. The article illustrates the practical experience of the functioning of philosophy within the framework of one of the extraordinary “revolutionary” projects on the renewal of the scientific and pedagogical sphere, reflects a vivid and ambiguous picture of the work of the educational institution in the 1920s and 1930s and corrects some of historiographical judgments (about the politically and socially homogeneous composition of the Institute of Red Professors, the specifics of state support of its work, privileges and the social status of the “red professors”). Keywords: Institute of the Red Professors in Philosophy, Philosophical Department, soviet education, teachers, students, teaching methods DOI: 10.21146/2074-5869-2018-23-2-81-94 Vladimir V. Starovoitov. K. Horney about the Consequences of Neurotic Development and the Ways of Its Overcoming This article investigates the views of Karen Horney on psychoanalysis and neurotic development of personality in her last two books: “Our Inner Conflicts” (1945) and “Neurosis and Human Grows” (1950), and also in her two articles “On Feeling Abused” (1951) and “The Paucity of Inner Experiences” (1952), written in the last two years of her life and summarizing her views on clinical and theoretical problems in her work with neurotics. If in her first book “The Neurotic Personality of Our Time” (1937) neurosis was a result of disturbed interpersonal relations, caused by conditions of culture, then the concept of the idealized Self open the gates to the intrapsychic life. Keywords: Neo-Freudianism, psychoanalysis, neurotic development of personality, real Self, idealized image of Self DOI: 10.21146/2074-5869-2018-23-2-95-102 Publications and Translations Victoria G. Lysenko. Dignāga on the Definition of Perception in the Vādaviddhi of Vasubandhu. A Historical and Philosophical Reconstruction of Dignāga’s Pramāṇasamuccayavṛtti (1.13-16) The paper investigates a fragment from Dignāga’s magnum opus Pramāṇasamuccayavṛtti (“Body of tools for reliable knowledge with a commentary”, 1, 13-16) where Dignāga challenges Vasubandhu’s definition of perception in the Vādaviddhi (“Rules of the dispute”). The definition from the Vādaviddhi is being compared in the paper with Vasubandhu’s ideas of perception in Abhidharmakośabhāṣya (“Encyclopedia of Abhidharma with the commentary”), and with Dignāga’s own definition of valid perception in the first part of his Pramāṇasamuccayavṛtti as well as in his Ālambanaparīkśavṛtti (“Investigation of the Object with the commentary”). The author puts forward the hypothesis that Dignāga criticizes the definition of perception in Vādaviddhi for the reason that it does not correspond to the teachings of Vasubandhu in his Abhidharmakośabhāṣya, to which he, Dignāga, referred earlier in his magnum opus. This helps Dignāga to justify his statement that Vasubandhu himself considered Vādaviddhi as not containing the essence of his teaching (asāra). In addition, the article reconstructs the logical sequence in Dignāga’s exegesis: he criticizes the Vādaviddhi definition from the representational standpoint of Sautrāntika school, by showing that it does not fulfill the function prescribed by Indian logic to definition, that of distinguishing perception from the classes of heterogeneous and homogeneous phenomena. Having proved the impossibility of moving further according to the “realistic logic” based on recognizing the existence of an external object, Dignāga interprets the Vādaviddhi’s definition in terms of linguistic philosophy, according to which the language refers not to external objects and not to the unique and private sensory experience (svalakṣaṇa-qualia), but to the general characteristics (sāmānya-lakṣaṇa), which are mental constructs (kalpanā). Keywords: Buddhism, linguistic philosophy, perception, theory of definition, consciousness, Vaibhashika, Sautrantika, Yogacara, Vasubandhu, Dignaga DOI: 10.21146/2074-5869-2018-23-2-103-117 Elizaveta A. Miroshnichenko. Talks about Lev N. Tolstoy: Reception of the Writer's Views in the Public Thought of Russia at the End of the 19th Century (Dedicated to the 190th Anniversary of the Great Russian Writer and Thinker) This article includes previously unpublished letters of Russian social thinkers such as N.N. Strakhov, E.M. Feoktistov, D.N. Tsertelev. These letters provide critical assessment of Lev N. Tolstoy’s teachings. The preface to publication includes the history of reception of Tolstoy’s moral and aesthetic philosophy by his contemporaries, as well as influence of his theory on the beliefs of Russian idealist philosopher D.N. Tsertelev. The author offers a rational reconstruction of the dialogue between two generations of thinkers representative of the 19th century – Lev N. Tolstoy and N.N. Strakhov, on the one hand, and D.N. Tsertelev, on the other. The main thesis of the paper: the “old” and the “new” generations of the 19th-century thinkers retained mutual interest and continuity in setting the problems and objectives of philosophy, despite the numerous worldview contradictions. Keywords: Russian philosophy of the nineteenth century, L.N. Tolstoy, N.N. Strakhov, D.N. Tsertelev, epistolary heritage, ethics, aesthetics DOI: 10.21146/2074-5869-2018-23-2-118-130 Reviews Nataliya A. Tatarenko. History of Philosophy in a Format of Lecture Notes (on Hegel G.W.F. Vorlesungen zur Ästhetik. Vorlesungsmitschrift Adolf Heimann (1828/1829). Hrsg. von A.P. Olivier und A. Gethmann-Siefert. München: Wilhelm Fink, 2017. XXXI + 254 S.) Released last year, the book “G.W.F. Hegel. Vorlesungen zur Ästhetik. Vorlesungsmitschrift Adolf Heimann (1828/1829)” in German is a publication of one of the student's manuskript of Hegel's lectures on aesthetics. Adolf Heimann was a student of Hegel in 1828/29. These notes open for us imaginary doors into the audience of the Berlin University, where Hegel read his fourth and final course on the philosophy of art. A distinctive feature of this course is a new structure of lectures in comparison with three previous courses. This three-part division was took by H.G. Hotho as the basis for the edited by him text “Lectures on Aesthetics”, included in the first collection of Hegel’s works. The content of that publication was mainly based on the lectures of 1823 and 1826. There are a number of differences between the analyzed published manuskript and the students' records of 1820/21, 1823 and 1826, as well as between the manuskript and the editorial version of H.G. Hotho. These features show that Hegel throughout all four series of Berlin lectures on the philosophy of art actively developed and revised the structure and content of aesthetics. But unfortunately this evidence of the permanent development was not taken into account by the first editor of Hegel's lectures on aesthetics. Keywords: G.W.F. Hegel, H.G. Hotho, philosophy of art, aesthetics, forms of art, idea of beauty, ideal DOI: 10.21146/2074-5869-2018-23-2-131-138 Alexander S. Tsygankov. On the Way to the Revival of Metaphysics: S.L. Frank and E. Coreth Readers are invited to review the monograph of the modern German researcher Oksana Nazarova “The problem of the renaissance and new foundation of metaphysics through the example of Christian philosophical tradition. Russian religious philosophy (Simon L. Frank) and German neosholastics (Emerich Coreth)”, which was published in 2017 in Munich. In the paper, the author offers a comparative analysis of the projects of a new, “post-dogmatic” metaphysics, which were developed in the philosophy of Frank and Coreth. This study addresses the problems of the cognitive-theoretical and ontological foundation of the renaissance of metaphysics, the methodological tools of the new metaphysics, as well as its anthropological component. O. Nazarova's book is based on the comparative analysis of Frank's religious philosophy and Coreth's neo-cholastic philosophy from the beginning to the end. This makes the study unique in its own way. Since earlier in the German reception of the heritage of Russian thinker, the comparison of Frank's philosophy with the Catholic theology of the 20th century was realized only fragmentarily and did not act as a fundamental one. Along with a deep and meaningful analysis of the metaphysical projects of both thinkers, this makes O. Nazarova's book relevant to anyone who is interested in the philosophical dialogue of Russia and Western Europe and is engaged in the work of Frank and Coreth. Keywords: the renaissance of metaphysics, post-Kantian philosophy, Christian philosophy, S.L. Frank, E. Coreth DOI: 10.21146/2074-5869-2018-23-2-139-147." History of Philosophy 23, no. 2 (October 2018): 139–47. http://dx.doi.org/10.21146/2074-5869-2018-23-2-139-147.

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Carole, Hooper. "Single-sex versus coeducational schooling in 19th-century Victorian public schools." History of Education Review ahead-of-print, ahead-of-print (December 16, 2020). http://dx.doi.org/10.1108/her-04-2020-0023.

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PurposeSoon after its establishment in 1863, the Board of Education – “the body responsible for administering public education in Victoria – determined that a system of universal mixed (coeducational) schooling would be adopted in the colony. Existing single-sex departments were “encouraged”, or compelled, to amalgamate, and no new separate schools were established. Although administrators and officials endorsed coeducation, primarily on the grounds of efficiency and economy, opposition from some teachers and parents persisted for many decades. Those opposed to the mixing of children within the schools expressed particular concern about the moral well-being of female pupils, and wished to protect them from what they perceived as corrupting influences. Nevertheless, once decided upon, the policy of universal coeducation prevailed, and when Victoria's first state secondary schools were established in the early 20th century, they too were coeducational.Design/methodology/approachDocumentary evidence, primarily the records of the various boards responsible for the administration of the public schools, evidence provided to several royal commissions, and various contemporary sources, have been examined to discover how the policy of universal coeducation was developed and implemented, and to examine what arguments were offered in favour of and against such a system.FindingsThe colony of Victoria implemented a system of universal coeducation within the public education sector well in advance of its adoption by other Australian colonies, and before it was generally accepted by similar societies elsewhere. The purpose of this paper is to examine why, how and by whom the policy of coeducation was formulated and implemented, and what opposition it faced.Originality/valueAlthough reference is often made to coeducational schooling in histories of education in the 19th century, the information provided is usually of a general nature, without providing specific information about the process by which separate schooling was superseded by coeducation – how and when one type of educational provision came to be replaced by another.
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Griffith, Anna, Mary Brigit Carroll, and Oliver Farrell. "From Sèvres to Melbourne: Art and education museums in 19th-century Victoria." History of Education Review ahead-of-print, ahead-of-print (January 26, 2021). http://dx.doi.org/10.1108/her-08-2020-0048.

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PurposeThis paper focuses on the donation in 1888 of a Sèvres Vase to the Education Department of Victoria after the International Exhibition in Melbourne. Using the vase as its focus the paper reflects on what this donation may be able to tell us about the impact, primarily on education, of a series of International Exhibitions held both in Australia and internationally between 1851 and 1900. The life of the Sèvres vase highlights the potential of the Exhibitions for the exchange of ideas internationally, the influence of the International Exhibition movement on education and the links between a 19th-century gift and the teaching of Art in 1930s Melbourne.Design/methodology/approachThe paper examines one object in relation to education in its wider historical context through a reading of the archival records relating to the Melbourne Teacher’s Training College and Melbourne High School.FindingsThe influence of the educational exhibits of the 1888 Centennial International Exhibition held in Melbourne are shown to have had an impact on the design of the Melbourne Teachers Training College.Originality/valueThis paper provides a new and original perspective on the Melbourne Teachers Training College and its foundation through its library and museum collections.
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Insa-Sánchez, Pau, and Alfonso Díez-Minguela. "Starting high school? On the origins of secondary education in Spain, 1857–1901." Cliometrica, July 28, 2022. http://dx.doi.org/10.1007/s11698-022-00251-y.

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AbstractThe development of modern educational systems radically altered the way knowledge and skills were transmitted. Yet, while elementary schooling rapidly expanded in late 19th and early twentieth centuries, secondary education struggled to find its way. This was also the case in Spain where, despite a growing demand, the provision of public secondary education during the second half of the 19th century was rather limited. As a result, private education, and especially that promoted by the Church, rushed to fill in the gap. Using a new database with municipal-level data, we examine what drove the expansion of private schools. As expected, demand-pull factors were critical. Still, the interplay between local forces and private agents should not be overlooked, especially as the State lacked the financial muscle and political will to broaden access to secondary education, whereas the Church was searching for a niche from which to consolidate its position in the nascent liberal society.
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Kitchen, Julian, and Diana Petrarca. "Teacher Preparation in Ontario: A History." Teaching and Learning 8, no. 1 (January 7, 2014). http://dx.doi.org/10.26522/tl.v8i1.426.

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While teacher education has changed dramatically over the years, educators, policy-makers and the general public are largely unaware of the history of teacher preparation in the province. This history, beginning in the 19th century, tells the story of increasing professionalism over the years as Ontario adapted its system to meet a rising demand for elementary and secondary education. It is a story of authority over education, as teacher training under provincial direction became teacher education in universities, and as accreditation shifted to the Ontario College of Teachers. It is a story of reform, and the limits of reform, in the preparation of teachers for a diverse and changing world. By better understanding the history of teacher preparation in the past, we may gain insight into the present situation and imagine a better future for teacher education in Ontario.
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Jiang, Chunjiao, and Pengcheng Mao. "The fate of traditional schools in a context of educational modernization: the case of Si-shu in China." History of Education Review ahead-of-print, ahead-of-print (November 27, 2020). http://dx.doi.org/10.1108/her-11-2019-0047.

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Purpose:The purpose of this paper is to examine how Si-shu, a traditional form of local, private education grounded in classical instruction, responded to the rapid modernization of education during the late Qing dynasty and early Republic of China and to explain why these schools, once extraordinarily adaptable, finally disappeared.Design/methodology/approach:The authors have examined both primary and secondary sources, including government reports, education yearbooks, professional annals, public archives, and published research to analyze the social, political and institutional changes that reshaped Si-shu in the context of China's late-19th- and early-20th-century educational modernization.Findings:Si-shu went through four stages of institutional change during the last century. First, they faced increased competition from new-style (westernized) schools during the late Qing dynasty. Second, they engaged in a process of intense self-reform, particularly after the Xinhai Revolution of 1911. Third, they were marginalized by the new educational systems of the Republic of China, especially the Renxu School System of 1922 and the Wuchen School System of 1928. Finally, after the foundation of the People's Republic of China in 1949, they were considered remnants of feudal culture and forcibly replaced by modern schools.Originality/value:This paper brings hitherto unexplored Chinese sources to an English-speaking audience in an effort to shed new light on the history of traditional Chinese education. The fate of Si-shu was part of the larger modernization of Chinese education – a development that had both advantages and disadvantages.
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"The Institutionalization of Philosophy: Victor Cousin and Hegel’s Legacy in France." Philosophical Literary Journal Logos 30, no. 6 (2020): 145–72. http://dx.doi.org/10.22394/0869-5377-2020-6-145-168.

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The article points out patterns in the institutionalization of philosophy during the first half of 19th century when French education was revamped by Victor Cousin and the school of eclecticism as part of the educational policy of the doctrinaire political faction. Cousin’s public statements and correspondence stating his views about how to properly conduct education in philosophy and what obligations that education had toward the political forces of the 1830s and 1840s are interpreted in the context of the structure of the French educational system, changes in the socio-political situation, the lingering influence of Jesuit colleges after they had been banned in the 18th century, the continuity of the administrative and personnel structure of secondary and higher schools, and the Napoleonic reforms. The main focus of the article is on how institutionalization influenced the spread of Hegelian studies and Hegelianism in France and on the inertia in the system that was introduced to maintain the canon of works and figures selected for France’s philosophers to study. The features of the French system of philosophical education that Cousin devised are analyzed, the role of the competitive agrégation in philosophy from the 19th to the 21st century is examined, and the advantages and problematic aspects of institutionalized philosophy are explained. The immediate conclusion reached is that Cousin’s educational policy had a direct and long-lasting impact on the development of Hegel studies and Hegelianism in France from the middle of the 19th century through the first third of the 20th century. That impact came in the form of a wide-ranging abandonment of translating, studying and teaching certain material, and the German idealist’s legacy was the most affected by it. The author also argues that this example reveals more than the role played by a person who pursued well-intentioned goals under particular circumstances with considerable success, although that success came at a cost for the study of the history of philosophy. The example illustrates how the outcome of philosophical studies depends on the institutional arrangement for training and selecting qualified consumers and producers of philosophical knowledge, and this brings up the question of the meta-position of philosophy.
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KÜÇÜKBEZCİ, Hatice Gül, and Döndü ÇAVDAR. "AN EVALUATION OF ANCIENT HISTORY WRITING THROUGH TWO SECTIONS OF SÜLEYMAN HÜSNÜ PASHA’S TARİH-İ ÂLEM (1876)." Selçuk Üniversitesi Türkiyat Araştırmaları Dergisi, August 17, 2022, 257–82. http://dx.doi.org/10.21563/sutad.1163269.

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Some reforms were carried out in the Ottoman Empire in the 19th century, and naturally these reforms had impacts in the field of education. For example, the change in the understanding of history began to bear fruit in the field of history education after the second half of the 19th century. In this context, a course entitled General History was included in the curriculum of secondary and higher education institutions. The content of this course was not only limited to the history of Islam and the Ottoman Empire, but also took the form of a world history that undertook to deal with the histories of different geographies and nations. In this period, textbooks began to be prepared in accordance with the new curriculum. One of them is Tarih-i Alem (History of the World), which was prepared by Süleyman Hüsnü Pasha to be taught in the second year of military high schools. Published in 1876, the book is among the first general history textbooks written in the Ottoman Empire. The content of the book is restricted only to ancient history. Old and new methods, traditional and modern understanding of history and narratives, Eastern and Western sources and historical approaches are all blended in the History of the World. In this study, the content, format and method of Tarih-i Âlem will be analysed, and it will be examined why a standard was not (or could not be) applied in the method and in the selection of the subject and content. For this purpose, two sections with different traditions of historiography were chosen as examples. One of them is the Ezmine-i Evveliye section, where understandings of traditional history and sacred history is represented, and the other is the Asya-yı Suğra section from the chapter entitled Ezmine-i Esâtiriye, which is closer to the modern understanding of history. The transliteration of both parts in the Latin alphabet is given in the appendices section.
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"Content of Secondary Education in the Russian Empire in the second half of the 19th century (the Example of Ust-Medveditsky Women's Secondary School of the Don Cossack Host)." Bylye Gody 17, no. 1 (March 12, 2022). http://dx.doi.org/10.13187/bg.2022.1.378.

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