Journal articles on the topic 'Education, Secondary Victoria History 20th century'
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1
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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Bax, Sander, and Erwin Mantingh. "Een web van twintigste-eeuwse literatuur." Nederlandse Letterkunde 23, no. 3 (December 1, 2018): 257–86. http://dx.doi.org/10.5117/nedlet2018.3.003.bax.
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Abstract A web of 20th century Dutch literature. Towards a new approach for teaching 20th century literary historyThis article presents the first results of work-in-progress of a teacher development team that works on teaching Dutch 20th century literature. The starting point of this project was: so-called modern literature has to be dealt with as a phenomenon that is historical to students in secondary education. Our analysis of the main problems that teachers experience with 20th century literary history has led to a set of principles that will serve as guidelines for the design of a model for teaching 20th century literature. We present a first draft of this model that aims to offer a series of lessons in a digital framework resembling a network of texts. This web of 20th century literature will combine two perspectives: at the one hand a contextual perspective on the literary text (‘text in context’), in which a central literary text is compared to contemporary historical texts and developments, at the other hand a longitudinal perspective (‘text in frame’), in which the text is compared to texts and developments from different time periods by using transhistorical themes or frames. The development of the first series of lessons according to our guidelines provides insights that will contribute to a next version of the web under construction.
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Caramelea, Ramona. "Public Examinations in Romanian Secondary Schools at the End of the 19th Century and the Beginning of the 20th Century." PLURAL. History, Culture, Society 9, no. 1 (May 28, 2021): 31–52. http://dx.doi.org/10.37710/plural.v9i1_3.
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The article offers an historical perspective on examination in public secondary schools at the end of the 19th century and the beginning of the 20th century – a period of maximum expansion of secondary education. The first part of the article focuses on the institutionalization and formalization of examination practices, while the second one discusses the shaping of the examination as a topic, following the discourses produced by different social actors. In the second half of the 19th century, the school was perceived as an instrument for social mobility based on the meritocratic ideal and as an element of national and state building, being given the role of inoculating a national identity. Within this socio-educational context, secondary schools represent the recruitment pool of the administrative elite and ensure the acquisition of cultural capital necessary for accessing various positions, all these aspects shaping the social functions of exams. The documentary analysis based on archival sources revealed a nuanced social perspective, in which the teaching staff and the parents give new meanings to the concept of examination and design new functions for exams.
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ALEXANDRACHE, Carmen. "Social and Individual in the Education Vision of 20th Century - An Analyse of the History Textbooks." Eurasia Proceedings of Educational and Social Sciences 21 (December 31, 2021): 15–24. http://dx.doi.org/10.55549/epess.1040440.
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Our paper proposes a theoretic approach of the education in Romanian society, especially of the study of history, from the communist regime until nowadays. For this issue, we analyzed the history school textbooks which were edited in 20th century to be used in the secondary and higher schools. The schoolbook is an education tool which has in general a bigger impact to students’ consciousness and behavior. Our study starts from the premise that the schoolbooks have been also an important ideological tool, used by the politic regime to influence the social attitude. As a consequence, the schoolbooks need to be analyzed from the political intentions. The paper proposes some notices focused on the understanding of the vulnerability concept from the political ideology perspective, the evolution of it, as it is reflected by the history schoolbooks speaking about society and individual. For this reason, we think our paper is a real support of the actual theoretical and practical concerns about the modern and equitable social principles. Our notices can contribute to increase the quality of human interactions, to social responsibility and to promote a correct connection between vulnerability and social attitude in actual human society.
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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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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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Debreczeni, Márk, and Zoltán Hegedűs. "20. századi egyetemes történeti szöveggyűjtemény Interaktív tananyagok a középiskolai és egyetemi történelemoktatásban." Hallgatói Műhelytanulmányok, no. 5 (March 11, 2022): 23–36. http://dx.doi.org/10.55508/hmt/2021/10847.
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Debreczeni, Márk – Hegedűs, Zoltán: 20th century universal historical text collection – Interactive educational materials for secondary school and university in history education Nowadays, Hungarian teachers and teacher trainees do not really use interactive teaching materials during their history lessons. However, in most school have the opportunity to use smartboards and other technical devices. They delay to make their lessons more interesting and more interactive. We need to change our teaching habits undoubtedly. In this study, we introduce our interactive online teaching material, which made for secondary school students and teachers. Teachers have toadapt new methods, teaching and learning techniques to keep step with the students of the 21st century. Nevertheless, it will be hopefully useful in the teacher-training program at the universities as well. This research introduces the differences and needs of diverse generations and the features of the interactive history textbook. In the MOODLE system, online and digitalized text sources, videos, records, different types of tests are equally used, which are suitable to measure students’ knowledge and skills. It is like an E-book, but other functions make the program more interactive. The whole material focus on the 20th century and divided into six periods. Each era have coherent textbooks and separated tests for practice. Moreover, the program offers multifarious and exciting ways of history learning and teaching.
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KANG, THOMAS H. "Education and development projects in Brazil, 1932-2004: a critique." Brazilian Journal of Political Economy 38, no. 4 (October 2018): 766–80. http://dx.doi.org/10.1590/0101-35172018-2891.
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ABSTRACT The Second National Education Regulatory Framework (2nd LDB), enacted in 1971, changed the grade configuration of schooling levels in Brazil. This change made it challenging to construct a valid and reliable education spending data profile for 20th century Brazil. Previous work on the economic history of education in Brazil used the data provided according to the thesis of Maduro (2007). Wjuniski (2013) used that database and ran structural break tests and concluded that the Brazilian government underinvested in the expansion of secondary education. However, Wjuniski did not consider problems concerning: (i) data reliability and (ii) the effects of the 2nd LDB on education expenditure data. This paper shows that data on education spending in Brazil does not allow us to assert that there was an underinvestment in secondary education from 1971 onwards.
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Gedik, Hatice, and Hamide Akbas Cosar. "Perception of Social Media in Secondary Students." International Education Studies 13, no. 3 (February 17, 2020): 6. http://dx.doi.org/10.5539/ies.v13n3p6.
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Communication has always been a basic need for human beings throughout the history. The Internet, which became widespread in the late 20th century, provided new and improved opportunities in communication. Social media, one of these communication opportunities, has become an indispensable means of communication. The aim of the current research is to determine which social media accounts the middle school students use and why they use social media. The sampling of the study is comprised of 211 students attending a state middle school in Turkey. In the current study, the participating students were asked to write an authentic composition with the title “use of social media” and the collected data in this way were analyzed by using the content analysis method. According to the results obtained in the current study, it can be argued that the participating children are aware of the negative effects of the use of social media on their social life, academic achievement and health. However, despite these negative effects, they find it difficult to keep themselves away from social media. According to the participating students, social media is a harmful communication tool that makes it easy to get information and news, is entertaining, addictive and not suitable for children.
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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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Володимир Марків and Ірина Онищенко. "HISTORICAL AND PEDAGOGICAL SOURCES OF PRIMARY SCHOOL TEACHERS’ TRAINING IN SECONDARY PEDAGOGICAL EDUCATION IN EASTERN UKRAINE AT THE BEGINNING OF THE 20TH CENTURY." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 104–10. http://dx.doi.org/10.31499/2706-6258.2(4).2020.223050.
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The article included a historical and pedagogical analysis of the primary school teachersʼ training in secondary education in eastern Ukraine at the beginning of the twentieth century. The search for new and effective theoretical and practical solutions to improve primary-school teachersʼ professional training has been accompanied by the study, generalization and creative rethinking of the historical and pedagogical experience of pedagogical education in Eastern Ukraine, in particular the impact on its genesis of pedagogical achievements at the beginning of the twentieth century, the scholarsʼ research on future elementary school teachersʼ training.The study of the history of primary school teachersʼ vocational training in the system of secondary education in Eastern Ukraine at the beginning of the twentieth century was carried out in the light of such methodological approaches: cultural, ethnopedagogical, axiological, personal, systemic, synergistic, and occupational.It was determined that in Eastern Ukraine in the early twentieth century the professional and pedagogical training of primary school teachers had its own national and socio-cultural specifics and features due to historical, cultural and socio-economic factors. The profession of the primary school teacher in the process of its formation has undergone certain changes in functional, semantic and organizational aspects. It was found that the primary school teachersʼ training in secondary education in Eastern Ukraine at the beginning of the twentieth century was in accordance with traditional and popular democratic approaches. The content and features of the teaching organization in pedagogical education institutions within a time defined frame have been described.It has been shown that an analysis of the historical and pedagogical sources of primary school teachersʼ training can be a valuable asset for planning the further development of a modern pedagogical education system.
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Мurtozova, S. B. "From the history of music education in Uzbekistan." International Journal on Integrated Education 2, no. 4 (October 3, 2019): 32–38. http://dx.doi.org/10.31149/ijie.v2i4.108.
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This article is devoted to the study of the history of music education in Uzbekistan. Generalized questions about the changes in the field of music that occurred after the establishment of Soviet power in Uzbekistan, the subordination of music education to the ideas of communist ideology, the organization of local music, choral schools, schools of folk music, which focused on the promotion of European music.
Analyzed information about the first institutions of music education organized in the region at the beginning of the 20th century, the representatives who carried out their activities there, as well as the transformation processes that took place in this area, the formation of the music education system, ranging from elementary schools to higher musical education.
Considered such issues as the creation of textbooks, textbooks on music education, the publication of collections of children's songs, other books for schools and kindergartens, since the 30s of the twentieth century.
The opening of musical institutions in a number of regions of the country in the 60s of the twentieth century was important in the positive solution of the personnel question in the musical sphere, the organization of special classes on Uzbek folk musical instruments in all these institutions were positive changes in the musical sphere, these data are highlighted based on archival sources.
At the same time, the article describes the changes that occurred during the years of Soviet power in the field of music education in Uzbekistan, in particular, the organization of primary music schools, music schools, changes in this area, problems, information about the material and technical base of music education institutions.
The essence of such issues as widespread promotion of music schools mainly in large cities of Uzbekistan, training in these educational institutions in most cases only urban children, problems existing in this field, the proportion of representatives of local nationalities, teaching music theory in secondary schools, special music schools, colleges and conservatories was one of the most serious problems.
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Liu, Chong. "Secondary Education and Class Stratification: Understanding the Hierarchy of Sexuality Education in a Chinese Vocational High School." Children 9, no. 10 (October 5, 2022): 1524. http://dx.doi.org/10.3390/children9101524.
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The discussion of sexuality education has a long history in China since the onset of modernisation in the early 20th century. Sexuality education has also existed in China’s educational system for a long time but in various forms. However, the discussions regarding students’ experiences and the influence of social stratification in China’s particular social context are still limited. From March to September 2019, the author visited an academic high school (pugao) and a vocational high school (zhigao) in Tianjin, China, to gain first-hand data to understand young people’s sexuality education experiences. In this paper, the author specifically paid attention to China’s social class, a rarely discussed topic in China’s society. She also tried to listen to the voices of young people and schoolteachers and help them to be heard. By presenting the insights from schoolteachers, students, as well as the materials from a nationally approved textbook, the author conducted a thematic analysis about how social class influences young people’s sexuality education experiences in secondary education in China.
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Acuña, Felipe. "An autonomous teacher subject as a force of pedagogical renewal: two historical moments of activation of the teacher’s movement in Chile." Espacio, Tiempo y Educación 8, no. 2 (December 23, 2021): 105–24. http://dx.doi.org/10.14516/ete.458.
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Based on Hugo Zemelman’s notion of the autonomous subject as the ability to react to circumstances, this article offers a theoretical reading of two historical moments of the Chilean teachers’ movement where processes of pedagogical renewal are unfolded through the activation of a teacher subject. The first moment takes place in the first half of the 20th century with the emergence of pedagogical experimentation and its ability to renew pedagogical «normalism» The second takes place at the end of the 20th century with the emergence of a Pedagogical Movement and its ability to renew a teaching policy configured by the economic parameters of neoliberal precariousness. Methodologically, I turn to secondary sources to analyse both historical moments. Rather than obeying a historiographic work, the analysis consists of a theoretical reading of both historical moments, and it illustrates that an autonomous teacher subject, capable of thinking critically about its circumstances, is key to unfolding processes of pedagogical renewal. By way of conclusion, I argue that both teachers’ movements share a process of activation and pedagogical renewal of the educational thinking of teachers. I also briefly refer to the political, theoretical, and practical challenge emerging from the analysis: how to keep autonomy flowing.
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Caiceo Escudero, Jaime. "Génesis y Desarrollo de la Pedagogía de Dewey en Chile." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 131. http://dx.doi.org/10.14516/ete.2016.003.002.006.
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On the occasion of the 100th anniversary of the publication of John Dewey’s Democracy and Education, we analyse the impact of this seminal work on the history of education in Chile. We review and describe his influence on both secular and Catholic spheres in the country at the beginning of the 20th century, and the major milestones in the educational reforms implemented according to his theories. This historical study relies on both primary and secondary sources, and features a documentary analysis of the works influenced by his ideas. It forms part of a series of investigations on the topic carried out by the author over the last thirty years.
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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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Fernàndez Gonzàlez, Jorge. "Mujeres pioneras: la catedrática de instituto Rosario Fuentes." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 487. http://dx.doi.org/10.5944/hme.14.2021.27510.
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If higher education was already restricted and off-limits to women until the 20th century, their access to teaching and obtaining academic positions at these levels was even more difficult and complex. The aim of this paper is to describe a paradigmatic case of this problem: the life of Rosario Fuentes, who achieved the highest score in a public exam to become French professor and who became the first secondary school professor at the Zorrilla high school in Valladolid. Fuentes alsohad a relevant career as a translator, with contributions to texts on education, philosophy and psychology. This study highlights her role as a researcher associated with the Junta para la Ampliación de Estudios (Board for Advanced Studies) and as a writer of French textbooks. She also took part in the organization of language teachers as well as teaching in different Teacher Training Schools. Her career suffered as a result of the purging process which Franco’s dictatorship carried out on teachers, a process that was especially arbitrary against women due to the fact that their own actions and thoughts were often considered less relevant than those of their partners or relatives.. This paper, which examines many of these aspects of her life, relies on documentation and unpublished images from different archives such as those of the administration and the family, as well as previous works that analyse the issue of women teachers in Secondary Education.
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Middleton, Sue. "Henri Lefebvre on education: Critique and pedagogy." Policy Futures in Education 15, no. 4 (December 13, 2016): 410–26. http://dx.doi.org/10.1177/1478210316676001.
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The ‘spatial turn’ in education policy studies fuelled interest in Lefebvre’s work: initially, in his work Production of Space and, more recently, Rhythmanalysis and Right to the City. Yet, although in these texts Lefebvre critiques universities and schools and introduces original pedagogical concepts, their educational strands have attracted little attention. Lefebvre’s other works available in English have been largely overlooked in education literature. As France’s first Professor of Sociology, Lefebvre was passionately engaged with education: in particular, teaching, competing for government grants and leading student activism. Critiques of education are threaded through Lefebvre’s three-volume Critique of Everyday Life, his writings on architecture and anthologies. Lefebvre’s work, The Explosion, is surprisingly neglected. A critique of French universities, it analyses student protests across Paris in 1968 – events in which Lefebvre was a leading activist. In geography and philosophy there are burgeoning secondary literatures on Lefebvre. Laying groundwork for such a literature in education, I survey Lefebvre’s references to education in all the works available in English. Arguing that Lefebvre was an educational thinker in his own right, this paper sketches a ‘roadmap’ for educational readings of Lefebvre’s prolific and largely sociological writing. This paper falls into three parts. The first uncovers core Marxist and phenomenological foundations of Lefebvre’s critiques of universities and schools. Building on these, it introduces Lefebvre’s pedagogical concepts. The second part contextualises these in relation to ‘New’ (or ‘Progressive’) education movements at ‘critical moments’ of 20th-century history. It includes a case study of one such moment – the 1968 Parisian student uprising – then outlines Lefebvre’s summation of education in the late 20th century. The third part draws together four ‘Lefebvrian’ pedagogical principles and considers their relevance today. Educational readings of Lefebvre, I suggest, can help educationists identify ‘cracks or interstices’ in ‘technocratic rationality’, suggesting strategies for resisting contemporary neo-liberal regimes.
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Molokov, Dmitry S. "The Formation and Development of Pedagogical Courses in Russia in the Second Half of the 19th – Early 20th Centuries." Vestnik Tomskogo gosudarstvennogo universiteta, no. 460 (2020): 213–19. http://dx.doi.org/10.17223/15617793/460/25.
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The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.
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Ryzhov, Alexey. "“To be admitted to lectures on an equal basis with men”. Statistics of women̓s secondary and higher education at the beginning of the 20th century." St.Tikhons' University Review. Series IV. Pedagogy. Psychology 64 (March 31, 2022): 32–51. http://dx.doi.org/10.15382/sturiv202264.32-51.
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The proposed article attempts to expand modern ideas about the scale of development of women's education in Russia on the eve of the events of 1917. The results obtained during the analysis of several hundred archival and published sources fill in the gaps in statistical information reflecting the development of education in the pre-revolutionary period, and eliminate inaccuracies and errors encountered in research. Such an expansion of the informational boundaries of women's education will be presented by examples of the dynamics of the growth in the number of secondary and higher educational institutions and the number of women studying in them, the accessibility of these educational institutions for representatives of different social groups. The structure of the presentation of factual material makes it possible to characterize the dynamics and direction of the government's efforts in the field of women's education in the Russian Empire. The proposed data are of an overview and statistical nature and are preliminary results of the conducted research. The results presented for the first time allow us to take a fresh look not only at the history of the development of women's education in our country, to assess the scale of this development, but also to revise the well-established cliches about the infringement of women's rights to receive secondary and higher education.
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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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Pano, Nikollaq, and Ira Gjika. "American Advocacy to Education System Development: The Case of Albania." International Journal of Innovation and Economic Development 7, no. 6 (January 2022): 24–34. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.76.2003.
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Human capital development highly affects any country’s advancement, regardless of its geographical location. The key role of education in development processes stays at the focus of studies for encouraging further progress. The education’s progress has significantly influenced the historical course of Albania during the last 120 years. The establishment and strengthening of secondary and higher education in Albania are among the areas in which U.S. support has been prominent, impacting the country’s development. Tracing the Albanian secondary education system at the beginning of the last century leads to the American contribution in vocational orientation. American expertise and consultancy enabled radical changes to economics and business higher education after the 1990s. New study programs and improved curricula were the prerequisite to adapt higher education to the needs of an economy in transition and a changing labor market. Education systems in any country face the challenge to provide qualified and trained staff, capable managers, and executives to successfully expand their companies and economic activity in general. This venture was harder for Albania and other ex-socialist countries of Eastern Europe during the last years of the 20th century, because of a different education system and mindset inherited from their past. The restructuring of Albanian business higher education was facilitated as it relied on the American long-standing pragmatic tradition and institutional contribution. The paper addresses the history of the higher education changes observed from an individual and institutional viewpoint. The study aims to point out the achievements of the education system in Albania through the support and the impact of the American school. This would assist in a better understanding of Albanian education policies and contemporary processes in a global market.
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Galvão, Ana Maria De Oliveira, Kelly Aparecida De Sousa Queiroz, and Mônica Yumi Jinzenji. "Mulheres de meios populares e a construção de modos de participação nas culturas do escrito (Minas Gerais, Brasil, Século XX)." education policy analysis archives 21 (September 23, 2013): 72. http://dx.doi.org/10.14507/epaa.v21n72.2013.
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How do low-income women build, throughout their lives, ways to participate in written culture? What are the main instances that “sponsor” this participation? What kind of participation is built? This article aims to analyze the tactics through which low-income, uneducated black women, who were born in rural areas and today live in a slum in Belo Horizonte, Minas Gerais, Brazil, built their participation in written culture during the mid-20th century. Oral history was used as methodological approach to interview 33 women. A survey of secondary data about their hometowns was also performed. The theoretical framework includes the works done in the fields of cultural history, sociology of reading, and orality and literacy. The results of the research show that family, school, the urban environment, and the participation in social movements were, in general, responsible for the women’s participation in written culture. The research also shows that they performed different ways of participation. Some women became literary readers, wrote poems and music, and developed very organized speeches. However, most of them experienced a distant relationship with the written world: they learned how to sign their names and developed tactics to live in a written-centered society, such as memorization and the help from people who know how to read and write.
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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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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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Yucel, Salih. "Sayyid İbrahim Dellal." Australian Journal of Islamic Studies 3, no. 3 (February 14, 2019): 135–46. http://dx.doi.org/10.55831/ajis.v3i3.139.
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İbrahim Dellal (1932-2018) was a community activist and played a pioneering role in establishing religious and educational institutions after his arrival in Melbourne in early 1950. As the grandson of a late Ottoman mufti, being educated at the American Academy, a Baptist missionary school in Cyprus, clashed at times with his traditional upbringing based on Islam, service and Ottoman patriotism. İbrahim’s parents, especially his mother, raised their son to be Osmanli Efendisi, an Ottoman gentleman. He was raised to be loyal to his faith and dedicated to his community. I met him in the late 80s in Sydney and discovered he was an important community leader, a ‘living history’, perhaps the most important figure in the Australian Muslim community since the mid-20th century. He was also one of the founders of Carlton and Preston mosques, which were the first places of worship in Victoria. I wrote his biography and published it in 2010. However, later I found he had more stories related to Australian Muslim heritage. First, this article will analyse İbrahim’s untold stories from his unrevealed archives that I collected. Second, İbrahim’s traditional upbringing, which was a combination of Western education and Ottoman Efendisi, will be critically evaluated. He successfully amalgamated Eurocentric education and Islamic way of life. Finally, his poetry, which reflects his thoughts, will be discussed.
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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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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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Humeniuk, Olha, Vasyl Humeniuk, and Oksana Yefremova. "History of international academic mobility of students in higher medical education institutions of Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 62–72. http://dx.doi.org/10.30970/vpe.2021.35.11307.
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The article summarizes the experience of Ukraine’s participation in international academic mobility on the example of undergraduate higher medical education. Analysis of the archival documents in the second half of the 20th century revealed two types of student exchange programs: introductory internships on the basis of clinical and medical institutions of Ukraine and European countries, under the guidance of an international group of teachers; labor introductory practice – exchange of student construction teams who got acquainted with the health care system of the host country and worked in hospitals and medical camps during the summer holidays. From the beginning of the 21st century, international mobility students in the Ukrainian medical universities (undergraduate medical education) have been studying at the following programs: 1) educational practice based on interuniversity cooperation agreements; 2) student exchanges organized by the International Federation of Medical Students Associations; 3) interuniversity international agreements on long-term (with credit transfer) and short-term exchange programs. The number of these students at the level of undergraduate medical education is increasing, but insignificantly compared to foreign students from Europe, Asia, Africa who receive undergraduate medical education on a permanent basis (as of 2018 – more than 23 thousand). Based on the obtained results, the general positive prospects and directions of the development of international academic mobility of medical students in Ukraine are determined: 1) short-term Ukrainian and European international student exchanges, which allow to increase their level of motivation to study, develop individual educational trajectories, expand their level of competence in the field of health care system of different countries; 2) expansion of the semester programs of student academic mobility taking into account the availability of educational programs in English in Ukraine and its lower cost compared to European universities, promising for both “EU students” and “non-EU students” of European universities, who: а) want to expand their experience and competence in the provision of medical services at the primary and secondary levels of health care and the pre-medical sphere; b) study medical management in the field of health care in different countries; c) have problems with tuition fees. Keywords: international academic mobility, undergraduate medical education, student exchange programs.
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Tołysz, Aldona. "SCHOOL MUSEUMS IN THE KINGDOM OF POLAND – IDENTIFICATION OF MAIN ISSUES." Muzealnictwo 59 (April 16, 2018): 39–47. http://dx.doi.org/10.5604/01.3001.0011.7615.
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School museums – which had been founded mostly in the vicinity of educational institutions – used to collect teaching aids. So-called natural history cabinets were the most popular among them, recommended, inter alia, by the Commission of National Education in 1783. The tradition of collecting this type of exhibits was common until the middle of the 20th century. There are two types to be distinguished: school museums and pedagogical museums, which differ with respect to the character of their activity and the kind of exhibits. School museums collected basically objects of natural science, instruments for teaching geography, chemistry and mathematics as well as prints and facilities used during lessons. The second group also specialised in exhibits of natural science, but they were no longer used and usually of higher scientific value, including patterns and examples known in the education system. Among the earliest school museums created in the Kingdom of Poland were Warsaw collections of the Institute for Deaf and Blind People (1875), and those of the Eugeniusz Babiński’s so-called Realschule. At the beginning of the 20th century the idea was spreading, inspired inter alia by the exemplary activity of the Polish School Museum in Lviv (1903). The biggest number of school museums and collections were created in institutions founded by the Polish Educational Society (1906–1907). The survived resources give us relatively detailed information about the collections from Warsaw and Pabianice, which aspired to be categorised as pedagogical museums. The Secondary School for Boys of the Merchants Association in Łódź and the Pedagogical Museum in Warsaw (1917) had also in their possession some interesting collections. The latter one was based upon the collections of former governmental schools, in which – in accordance with a decree issued by Russian authorities – the scientific exhibits were to be collected.
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Schneider, Jack. "Memory Test: A History of U.S. Citizenship Education and Examination." Teachers College Record: The Voice of Scholarship in Education 112, no. 9 (September 2010): 2379–404. http://dx.doi.org/10.1177/016146811011200904.
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Background/Context While much has been written about the history of immigration and naturalization in the United States, few scholars have looked at the history of citizenship education and testing. The small body of literature on the subject has primarily focused on World War I-era Americanization efforts and, as such, has excluded later periods. Further, while it has looked at citizenship education programs, it has usually done so without considering the context of the high stakes exam that immigrants must pass in order to become citizens. Purpose/Objective/Research Question/Focus of Study Each year, tens of thousands of would-be American citizens set out to conquer the U.S. citizenship test. To do so, they must be prepared to answer 10 fact-oriented questions about American government, history, and geography selected by a naturalization examiner from a master list of 100. A score of six correct answers earns citizenship. Consequently, aspiring citizens memorize the number of Amendments to the Constitution, the branches of government, the names of three of the original American colonies, and the location of the Statue of Liberty. Most immigrants pass. This article seeks to understand the roots of the memory test that currently serves as America's gauge of fitness for citizenship. In looking back over 100 years of history, it seeks to explore how a once highly pluralistic approach to education and an anxiety-producing system of testing conducted by naturalization courts became what we know today. By asking how we got here, it also implicitly asks whether we want to maintain this status quo or seek out change. Research Design In analyzing the history of U.S. citizenship education and examination in the 20th and early 21st centuries, this study utilizes three primary groupings of sources. First, it incorporates the voices of leaders at the naturalization agency—the organization that administers the citizenship test—through personal communications, annual reports, and other agency publications. Second, it draws on primary sources from outside of the naturalization agency, including descriptions of state naturalization efforts, reports on the purpose and practice of community Americanization programs, and evaluations of early- and mid-century naturalization agency work. Finally, it looks at the broader context within which the citizenship examination evolved, looking at the secondary literature on Americanization education by historians of education and historians of immigration, as well as at primary sources like presidential and Congressional records. Conclusions/Recommendations This study finds that the history of citizenship preparation and testing over the course of a century, despite its fairly consistent procession towards the goals of standardization and efficiency, is not the story of an inevitable sequence of events. Policymakers recognized the pitfalls inherent in a highly centralized approach focusing on standards. Yet, in light of this, they were consistently willing to trade depth and variability for efficiency and certainty. The result has been a fair, economical, and increasingly irrelevant program for making immigrants citizens.
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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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Skakalska, Iryna. "MODERN CHALLENGES AND TRADITIONS IN STUDENTS' UPBRINGING AND EDUCATION IN THE HERITAGE OF EDUCATIONAL INSTITUTIONS IN THE TOWN OF KREMENETS DURING THE INTERWAR PERIOD OF THE XX CENTURY." Scientific bulletin of KRHPA, no. 11 (2019): 136–41. http://dx.doi.org/10.37835/2410-2075-2019-11-16.
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The history of the school is rich in unusual examples of education and upbringing, so the best practices or elements of them can be used in the present. The author, on the basis of archival materials, highlights the peculiarities of the functioning of educational institutions in Krementz in the 1920–1930 s. The article presents the results of the study on the peculiarities of the educational activities of the Kremenets high schools at the beginning of the 20th century. through the prism of modern changes in the modernization of education. The functioning of the gymnasium Kremenets is traced; their role in shaping the intellectuals of the region is determined; The components that influenced the quality of studying in high schools and which can be used by modern educators are singled out. The study of the Kremenets Gymnasium in the first half of the 20th century, on the one hand, allows us to consider the peculiarities of the development of secondary schools, on the other hand, provides a key to understanding in what conditions the formation of the intellectuals of the region took place. An analysis of the history of the activity of gymnasiums of different types will allow us to use the lessons of the past in present realities, with further changes in the national education system. On the basis of archival materials, the results of the research conducted by the scientist focuses on one of the leading directions of education in the gymnasium – patriotic. At the gymnasium, the memory of prominent figures of Ukraine was celebrated annually. In the early 1920's there was a literary circle "Youth", which included and was an active contributor, one of the most well-known graduates of this institution, and a prominent writer, Ulas Samchuk. Hurtkivtsi issued a handwritten gymnasium almanac with the same name. Teachers and students of high school gymnasia, at the request of county parish, created a voluntary wife for the protection of public order in the city. Such events grouped children, allowed them to form their independence in the views and discipline. The researcher examines the activities of educational institutions and highlights important components that have influenced the quality of education. The peculiarities of the educational system in the interwar period through the prism of modern educational reforms in Ukraine are analyzed.
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Novikov, S. V. "Ernst Shaigardanovich Khaziakhmetov: scientist-researcher, teacher, person. 1936–2007 yy." Omsk Scientific Bulletin. Series Society. History. Modernity 7, no. 1 (2022): 40–46. http://dx.doi.org/10.25206/2542-0488-2022-7-1-40-46.
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The interest in the formation and development of historical science in the region led to the need to create a socio-political history of the Siberian region. This goal is achieved in the second half of the 20th century thanks to the efforts of a number of researchers. Many of the researchers do history and social studies teachers trained as part of the transition to universal secondary education. One of them was E. Sh. Khaziakhmetov. Based on the memoirs of colleagues, reference materials and archival funds, personal impressions, the author comes to the conclusion that Doctor of Historical Sciences, Professor E. Sh. Khaziakhmetov is one of the founders of the scientific school for the study of pre-revolutionary political exile in Siberia. A man of his time: a child who lost his father and survived the war, a student during the «thaw», a witness to the development of the region in the post-war years and a university teacher. In what he saw the usefulness of his work, how his political views changed over the years, changes in the socio-economic system and political system, the presented material will tell.
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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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Cardoso, C. A. F., and E. Kurtenbach. "What is alcoholic fermentation? A study about the alcoholic fermentation conception through the history." Revista de Ensino de Bioquímica 2, no. 2 (May 15, 2004): 9. http://dx.doi.org/10.16923/reb.v2i2.141.
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This work shows the historical development of the alcoholic fermentation conception, based on expe-rimental results obtained from European scientists, from Renascence to the beginning of 20th century(1930). From this, ve concepts were identied for the phenomenon: putrefactive, spiritual, chemical,biological and biochemical. The current conception of alcoholic fermentation was also evaluated. Forthis proposal, three groups of teachers were interviewed through the question? What is alcoholicfermentation? The P group (pilot, n=12) made of professionals that teach on secondary and highschools, group A composed of PhDs from the Center of Technology Education - NUTES (n=9) andgroup B from Department of Medical Biochemistry (called group B, n=41) both of Federal Universityof Rio de Janeiro, respectively. Key words associated with the fermentative process were identiedidentify in the interviewees answers. The group A components mentioned only six key words andpointed out the alcoholic fermentation products. Dierently, subjects from P and B groups cited ahigher number and also more unusual key words (n = 9 and 12, respectively). We also analyzedtheir answers throughout fermentative descriptive words (sugar, alcohol, carbon dioxide, anaerobic,yeast and ATP). These words were established after an evaluation of alcoholic fermentation conceptstated in the Biology/Biochemistry books most adopted in high schools and Universities. Our analysisshowed that group A used only three descriptive words (sugar, alcohol and yeast) while componentsof group B used all the selected descriptive words. However, only one interviewee used all the sixwords together. From this analysis, we proposed that the chemical concept of alcoholic fermentationprevailed on the other concepts found on the historical research (spiritual, putrefactive, biological ebiochemical).
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Ubaidillah, Ahmad. "Geneologi Istilah Ekonomi Islam: Sebuah Perdebatan." AKADEMIKA 9, no. 2 (December 31, 2015): 189–201. http://dx.doi.org/10.30736/akademika.v9i2.62.
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Islamic economics as a doctrine recognized in Islam and a science Islamization project in the 21st century has shown astonishing progress.Throughout the history, there have been many Islamic-based financial institutions. On this stand, various higher education institutions have competed to launch such majors as Islamic economics and Islamic finance. However, there have been many criticizing, especially the geneology of the term "Islamic economics."This study aims to answer the questions: 1) when does the term "Islamic economics" appear according to Timur Kuran, the pioneer of Alternative-Critical School? 2), when does the term "Islamic economics" appear according to the Mainstream School in Islamic economics thought? This research is qualitative-descriptive while the unit of analysis is thematic one. In addition, the analysis technique used is taxonomy and critical discourse analysis. The source of data in this study is primary and secondary ones. The result of the research shows: 1) According to Alternative-Critical School, the genealogy of the term "Islamic economics" emerged in the 1940s at the end of colonial India. The term is first coined by Abu al-A'la Maududi. Other seminal contribution to Islamic economics literature is propagated by Sayyid Qutb (Egypt), and Mohammed Baqir Sadr (Iraq). The term "Islamic economics" is used by fundamentalist Islamic groups. 2) According to the Mainstream School, Maududi never coined the term "Islamic economics". The term "Islamic economics" no doubt emerged in the 20th century, but the idea has come into being since the early days of Islam and especially in the writings of Abu Yusuf, al-Mawardi, Ibn Hazm, and other Muslim intellectuals.Geneology
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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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Nocera, Amato. "“More than Equivalent to a Year of College”: Hubert Harrison and Informal Education in Harlem's New Negro Movement." Teachers College Record: The Voice of Scholarship in Education 122, no. 3 (March 2020): 1–32. http://dx.doi.org/10.1177/016146812012200306.
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Background/Context Spurred on by the mass migration of African Americans from the South and blacks from the Caribbean, Harlem by the 1920s was defined by its association with New Negro culture and was widely known as the “mecca” of black life. The New Negro movement, as the period was called by contemporaries, has become a focus of scholars interested in black radical politics. Still, there has yet to be a focused study of the underlying educational experiences that helped create the New Negro movement and the mass political awakening that accompanied it. Focus of Study This paper takes as its focus Hubert Harrison, an Afro-Caribbean immigrant who arrived in New York City at the dawn of the New Negro movement and became a leading public intellectual and educator of the movement. In particular, it focuses on Harrison's participation and influence in several dimensions of the network of informal education that emerged as a part of Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press. After a brief overview of Harrison and his political development, I examine each educational practice, discussing both Harrison's contribution and the wider culture of radical education he helped to create. I argue that at the foundation of the New Negro movement—and the burgeoning political consciousness among inhabitants of the uptown neighborhood in New York—was a system of education unlike anything that could be found inside a classroom. It was dynamic, democratic, and for many black residents moving into Harlem, inspirational. Research Design This paper uses archival materials from Hubert Harrison's papers at Columbia University. Those include newspaper clippings, diary entries, and pamphlets for talks and courses, among other material. It also draws upon newspapers and reports from the period as well as secondary literature on the topic. Conclusions/Recommendations While education scholars have often grappled with the limits of school as a mechanism for changing society, the history of Harrison and informal education in Harlem reveals the importance of political education outside the classroom in creating and sustaining social movements. For Harrison and the Harlemites of the 1920s, street oratory, educational forums, and a radical black press served as essential mechanisms for broadening what historian Robin D. G. Kelley has called the “black radical imagination.” Yet the educative experience of blacks arriving in Harlem is not so different from the experience of others who have participated in social movements in the 20th and 21st centuries. The challenge for scholars is not to identify and study political movements that can be linked to various forms of schooling, but to identify the educative dimensions of social uprising that take place beyond the walls of the classroom.
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Johnson, Claire D., and Bart N. Green. "Looking back at the lawsuit that transformed the chiropractic profession part 2: Rise of the American Medical Association." Journal of Chiropractic Education 35, S1 (September 1, 2021): 25–44. http://dx.doi.org/10.7899/jce-21-23.
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Objective This paper is the second in a series that explores the historical events surrounding the Wilk v American Medical Association (AMA) lawsuit in which the plaintiffs argued that the AMA, the American Hospital Association, and other medical specialty societies violated anti-trust law by restraining chiropractors' business practices. The purpose of this paper is to provide a brief review of the history of how the AMA rose to dominate health care in the United States, and within this social context, how the chiropractic profession fought to survive in the first half of the 20th century. Methods This historical research study used a phenomenological approach to qualitative inquiry into the conflict between regular medicine and chiropractic and the events before, during, and after a legal dispute at the time of modernization of the chiropractic profession. Our methods included obtaining primary and secondary data sources. The final narrative recount was developed into 8 papers following a successive timeline. This paper is the second of the series that explores the growth of medicine and the chiropractic profession. Results The AMA's code of ethics established in 1847 continued to direct organized medicine's actions to exclude other health professions. During the early 1900s, the AMA established itself as “regular medicine.” They labeled other types of medicine and health care professions, such as chiropractic, as “irregulars” claiming that they were cultists and quacks. In addition to the rise in power of the AMA, a report written by Abraham Flexner helped to solidify the AMA's control over health care. Chiropractic as a profession was emerging and developing in practice, education, and science. The few resources available to chiropractors were used to defend their profession against attacks from organized medicine and to secure legislation to legalize the practice of chiropractic. After years of struggle, the last state in the US legalized chiropractic 79 years after the birth of the profession. Conclusion In the first part of the 20th century, the AMA was amassing power as chiropractic was just emerging as a profession. Events such as publication of Flexner's report and development of the medical basic science laws helped to entrench the AMA's monopoly on health care. The health care environment shaped how chiropractic grew as a profession. Chiropractic practice, education, and science were challenged by trying to develop outside of the medical establishment. These events added to the tensions between the professions that ultimately resulted in the Wilk v AMA lawsuit.
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Vilchkovska, Anastasia. "The state of musical education of schoolchildren in Poland in the post-war period (40-60 years of the XX century)." Pedagogìčnij časopis Volinì 1(16), no. 2020 (2020): 14–21. http://dx.doi.org/10.29038/2415-8143-2020-01-14-21.
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Relevance of research. The nearest Ukraine in terms of geographical location, culture, centuries-old historical ties and Slavic mentality is Poland. For the history of pedagogy in particular, the system of music education of schoolchildren is interesting to explore and analyze the difficult time of reconstruction of school education in Poland after the Second Word War, which killed 17% of the population. The purpose of the study is to analyze form and content of music education of Polish schoolchildren in the postwar (40-60 years of the 20th century). Research methods. Analysis and synthesis of Polish scientific and pedagogical literature on music education of schoolchildren, regulations, school curricula and program, materials of scientific and practical conferences empirical and independent data. Research results. After the end of the Second World War and the liberation of Poland from German occupation, the reconstruction of the virtually completely destroyed school system and the creation of new education system based on different ideological, political and economic principles before the pre-war period began. The restructuring of the school education system involved, firs of all, the definition of the new educational goal, which was set before the school. It was based on the idea of harmonious development of personality. A significant role in this process was given to the musical education of schoolchildren. The subject of “Singing” was introduced into the curricula of primary schools (grades 1-7), which had two hours in grades 1-5 and one hour in grades 6-7, as well as two hours for school choir classes pre week. A significant role in the development of the system of music education of foreign teachers-musicologists: E.Jagues-Dalcroze, Z. Kodály, James L. Mursell, C. Orff and others. They adapted to the conditions and Polish educational traditions. In the 1962, the name of the subject “Singing” was changed to “Music Education”, which was in line with pedagogical functions. Conclusions. In the postwar (40-60's) the modernization of the system of music education of schoolchildren was carried out. The organization content and forms of music education in secondary schools were based on the concepts of well-known in Europe scientists, teachers, musicologists, composers [É.Jagues. Dalkroze, Z. Kodály, J. Mursell, C. Orff], who adapted in accordance with the conditions and national Polish educational traditions. The musical education of the younger generation was greatly influenced by ideological and sociopolitical factors that determined the functioning of the socialist society of the Polish People's Republic.
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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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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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Fernández-Ballesteros, Rocío, María Ángeles Molina, Rocío Schettini, and Ángel Luis del Rey. "Promoting Active Aging Through University Programs for Older Adults." GeroPsych 25, no. 3 (January 2012): 145–54. http://dx.doi.org/10.1024/1662-9647/a000064.
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Throughout history, formal education has been “age-based,” in the sense that primary, secondary, further, and higher education have been planned and implemented with the main objective of preparing citizens for working life. However, gerontological research on cognitive plasticity in the latter half of the 20th century provided evidence of learning potential throughout the lifespan and into old age. The II International Plan of Action on Aging recognizes the importance of older adults in contributing to social and economic development, remaining active and having the right to benefit from lifelong learning (LLL) policies. Consequently, universities have been opened up to older adults, and university programs for older adults have been developed. Our general hypothesis is that those older adults who follow a university program will improve the core of active aging, which involves cognitive, emotional, and social factors. The quasiexperimental group was 82 older adults who followed the University Program for Older Adults at the Autonomous University of Madrid from 2007 to 2010. These were then compared with a control group (N = 76) over the same period. Pre/post comparisons show that participants obtain significant benefits, attributable to the program, in that they maintain their cognitive performance evaluated through the Digit-Symbol Test, their health (assessed through the number of illnesses reported), and their level of activity (information-seeking and social activities), and increase their level of positive affect. At the end of the Program, significantly more of those who enrolled on it were classified as “active agers,” compared to the control group.
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Адушева, Ирина Борисовна, and Наталья Борисовна Смирнова. "IMPLEMENTATION OF SYSTEM- AND ACTIVITY-BASED APPROACH IN SECONDARY SCHOOL." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(109) (January 26, 2021): 150–57. http://dx.doi.org/10.37972/chgpu.2020.109.4.018.
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В статье раскрыта актуальность применения деятельностного подхода в отечественной педагогике и история его развития в системе образования. Определено понятие «деятельности» и деятельностного подхода, рассмотрены этапы претворения в жизнь «развивающего обучения» в педагогической деятельности с точки зрения теории Л. С. Выготского. Рассмотрен переход от знаниевой к личностной парадигме обучения. Определены ведущие роли учителя и ученика в процессе использования деятельностного подхода. Проанализировано развитие психологической, социологической и методологической теорий деятельностного подхода. Обозначены особенности реализации деятельностного подхода от 80-х гг. XX века до наших дней. Выделены проблемные зоны деятельстного подхода в условиях его реализации в общеобразовательной школе.На сегодняшний день установлена необходимость разработки методики реализации деятельностного подхода в условиях ФГОС нового поколения и созданияучебных пособий, а также актуальность применения проблемного урока в учебной деятельности педагога. Также сделаны выводы о необходимости данного подхода в современной педагогике, проведен анализ научной литературы по данному вопросу, сформированы выводы о необходимости дополнить системно-деятельностный подход в условиях современного мира и необходимости внедрения новых путей решения проблемы. ФГОС начального образования предопределяет развитие творческих способностей и духовно-нравственного развития обучающихся, в том числе и на уроках изобразительного искусства при изучении декоративно-прикладного искусства. Сложность заключается в том, что успешное воплощение в жизнь системно-деятельностного подхода в последующем встречает трудности на своем пути. Формирование универсальных учебных действий требует реализации нескольких взаимодополняющих подходов. The article reveals the relevance of using the activity approach in Russian pedagogy and the history of its development in the education system. The authors define the concept of activity and an activity-based approach, consider the stages of implementation of “developmental teaching” in the activity of pedagogical society according to L. S. Vygotsky's theoretical research. They also consider the transition from knowledge to personal paradigm of education; determine the leading role of teacher and student in the process of using the activity-based approach; analyze the development of psychological, sociological and methodological theories of the activity-based approach; determine the features of the implementation of the activity-based approach from the 80s of the 20th century to the present day; reveals the problem areas of the activity-based approach in the conditions of its implementation in a general education school.Today, there has been established the need for the development of methods for the implementation of the activity-based approach in the context of the new generation FSES and the creation of teaching aids, as well as the relevance of using a problem lesson in the educational activities of a teacher. The authors concluded that the need for this approach in modern pedagogy, carried out the analysis of scientific literature on this issue, drew the conclusions about the need to supplement the system- and activity-based approach in the modern world and the need to introduce new ways to solve the problem. The FSES of primary education predetermines the development of creative abilities and spiritual and moral development of pupils, including the lessons of Fine Arts when studying decorative and applied arts. The difficulty is in the fact that successful implementation of the system- and activity-based approach in primary school subsequently encounters some difficulties. The formation of universal educational actions requires the implementation of several complementary approaches.
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Valero Juan, Eva. "Las cartas entre Ricardo Palma y Rafael Altamira en el contexto del 98." Aula Palma, no. 20 (January 2, 2023): 391–411. http://dx.doi.org/10.31381/ap.v20i20.4462.
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Las cartas entre Ricardo Palma y Rafael Altamira, publicadas algunas de ellas en el Epistolario general del tradicionista por la Universidad Ricardo Palma, y otras en la Biblioteca Virtual Miguel de Cervantes (provenientes estas últimas del legado de Altamira depositado en el Instituto de Educación Secundaria Jorge Juan de Alicante) son una fuente de primer orden para la investigación en las relaciones culturales entre ambos intelectuales. Esta relación es paradigmática del restablecimiento de los puentes de comunicación propiciado por los acontecimientos del 98, en el contexto de la derivada polémica entre latinos y anglosajones que marcó el tiempo de entresiglos. Las cartas que en el presente trabajo se analizan, que cubren el arco temporal que transcurre desde 1895 hasta 1910, abren un nuevo ángulo para el análisis de este período crucial en la historia de las relaciones culturales entre España y América Latina desde comienzos del siglo XX.
Palabras clave: Ricardo Palma, Rafael Altamira, cartas, afinidad intelectual y cultural.
Abstract
The letters between Ricardo Palma and Rafael Altamira, some of them published in the General Epistolary of the traditionist by the Ricardo Palma University, and others in the Miguel de Cervantes Virtual Library (the last one coming from the Altamira legacy deposited in the Secondary Education Institute Jorge Juan de Alicante) are a first-rate source for research on cultural relations between the two intellectuals. This relationship is paradigmatic of the reestablishment of the bridges of communication brought about by the events of ‘98, in the context of the controversy between Latins and Anglo-Saxons that marked the inter-century period. The letters analyzed in this paper, which cover the period from 1895 to 1910, open a new angle for the analysis of this crucial period in the history of cultural relations between Spain and Latin America since the beginning of the 20th century.
Keywords: Ricardo Palma, Rafael Altamira, letters, intellectual and cultural affinity.
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RUDA, Oksana. "THE ROLE OF THE «MIZRACHI» POLITICAL PARTY IN THE DEVELOPMENT OF JEWISH PRIVATE SCHOOLING IN INTERWAR POLAND." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 69–80. http://dx.doi.org/10.33402/ukr.2020-33-69-80.
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The activity of the Jewish party «Mizrachi» in the 20s and the 30s of the 20th century, aimed at developing private Jewish schooling with Hebrew as the medium of instruction, is analyzed. In interwar Poland, Jewish students were deprived of the opportunity to receive primary education in public schools in the mother tongue as the medium of instruction, as government officials only partially implemented the Little Treaty of Versailles of 1919. The development of Jewish schooling was also complicated by the Polonization policy, the cultural and linguistic heterogeneity of Poland's Jews. Polish-speaking «szabasówka», who implemented a nationwide program of educating Jewish students in the spirit of loyalty to the government, facilitated their assimilation. That part of the Jewish community, which perceived these schools as an assimilation factor, actively participated in expanding the network of private Jewish schools with Yiddish or Hebrew mediums of instruction. An important part in the development of such religious and national educational institutions took the Mizrachi party, whose program principles combined the Jewish religious tradition with activities aimed at forming a Jewish state in Palestine. The author examines the activities of the Jewish cultural and educational societies «Jabne» and «Micyjon tejce Tora», which were cared for by «Mizrachi». The societies took part in establishing preschools, primary and secondary schools, teachers' seminaries, evening courses, public universities, reading clubs, libraries, and more. Both Judaic and secular subjects were taught in these educational institutions. Paying due attention to the teaching of Hebrew, Jewish literature, and Jewish history in schools helped preserve Jewish students' national identity. Keywords «Mizrachi» political party, Poland, cultural and educational societies, religious and national schools, Hebrew, Yiddish.
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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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Han, Siuebin. "Sang Tong’s contribution to the development of the national theory of harmony." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 50, no. 50 (October 3, 2018): 61–76. http://dx.doi.org/10.34064/khnum1-50.05.
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Background. The article is devoted to the study of the scientific works of Sang Tong in the field of the national theory of harmony. His studies has a leading role in the development theoretical thought in the area of Chinese musicology and composition. Sang Tong’s contribution to national music education is determined by clarity of presentation of his teaching materials supported by numerous examples that is motivation for students to comprehend the science of composition. Being an outstanding composer, Sang Tong talentedly integrated the dissonant and pentatonic writing, emphasizing in his writings the national specifics due to atonal organization of music. The works of Sang Tong sounds abroad, they are performed on a concert stage, occupies a worthy place in the educational process of students of conservatories from different countries. In this connection, seems to be relevant the purpose of this article is to identify the main provisions of the theoretical works of the outstanding Chinese composer in the field of the national science of harmony and their role in the development of Chinese musical art in the second half of the 20th century. The mastering of this information is extremely necessary for the performers of San Tong music, as well as for teachers who are studying this musical repertoire in a class with students. Finally, the information presented will provide an opportunity to comprehend the artistic value of the musical heritage of Sang Tong, as well as allow attract more wide circles of professional musicians and audiences to his works. The results of the study. The first theoretical work of Sang Tong was the article “Theory of chord application and their subordination” (1957), where the musician analyzes the views of various authors on the problem of harmonization in composer’s work, systematizes them, giving a personal assessment. He gives many examples of the use of one or another composition tool. The composer considers methods of textural complexity in the study “Parallels to historical evolution and its application in Chinese and foreign musical works combined with pentatonic melody” (1963). In searching for his own composer’s writing, Sang Tong wanted to find the perfect textural balance: on the one hand, not reaching the difficult to perceive linear polyphony, on the other – not simplifying the texture into primitive forms of contrasting polyphony (as a variation of heterophony). The research experience of the 1960s and the 70s Sang Tong summarized in the monograph “Discussion on the horizontal and acoustic structure of pentatonic” (1980), which became a quality-teaching tool in the field of secondary music education. University vocalists also study at lectures on harmony, which helps them to expand the horizons of knowledge about national music. In 1982, Sang Tong published the first comprehensive study of contemporary music in China entitled “Introduction to harmonic processing techniques” in the journal Musical Art. Since 1994, Sang Tong planned to write a fundamental work that sums up his research – the ontology of Chinese music, but from year to year, because of illness, postponed it. Finally, in 2004, the Shanghai Music Publishing House published a series of Sang Tong articles in the form of a monograph “The Historical Evolution of Semitones”. This work is a fundamental study of the history of the development of harmony in China, which provides answers to the questions of the evolution of Chinese semantics and, related to it, the theory of the acoustics of Chinese instruments. Thinking about the quality of secondary music education, Sang Tong decided to prepare a textbook for an initial five-year program of study. In 2001, he published the Harmony Course, submitting it to the state commission for consideration as a school textbook. The San Tong’s Course of Harmony has become a basic national textbook in China. To date, the level of this theoretical work is considered unsurpassed and attributed to masterpieces in the field of music education. It is distinguished by a solid theoretical foundation that allows the students to find any answers to questions concerning the principles of voce-leading, transport, rules of resolution of various intervals. Conclusions. The composer and theorist Sang Tong entered the history of Chinese music of the twentieth century as the founder in the field of the modern national theory of harmony. For more than fifty years of academic research, Sang Tong has made an outstanding contribution to the development of theory of harmony in China, was creating a number of musicological studies of harmony that demonstrate the highest theoretical level. He laid a solid foundation for the future development of the national school of harmony theory, bringing the younger generation of Chinese composers to a high professional level.
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Ramaswamy, Mahesh, and S. Asha. "Caste Politics and State Integration: a Case Study of Mysore State." International Journal of Area Studies 10, no. 2 (December 1, 2015): 195–219. http://dx.doi.org/10.1515/ijas-2015-0009.
Full textAbstract:
Abstract The subject of unification is as vibrant as national movement even after 58 years of a fractured verdict. More than to achieve a physical conjugation it was an attempt for cultural fusion. The aspiration for linguistic unification was a part of the national discourse. The movement, which began with mystic originations, later on turned out to become communal. Political changes during 1799 A.D. and 1857 A.D. changed the fortunes of Mysore state and ultimately led to its disintegration and became the reason for this movement. The concept of unification is akin to the spirit of nationalism, against the background of colonial regime assigning parts of land to different administrative units without taking into consideration the historical or cultural aspects of that place. Kannadigas marooned in multi lingual states experient an orphaned situation got aroused with the turn of nineteenth century. The problem precipitated by the company was diluted by British when they introduced English education. Though the positive aspect like emergence of middle class is pragmatic, rise of communalism on the other hand is not idealistic. This research paper is designed to examine the polarization of castes during unification movement of Mysore State (Presently called as State of Karnataka, since 1973, which was termed Mysore when integrated) which came into being in 1956 A.D. Most of the previous studies concentrate on two aspects viz ideological discourse and organizational strategies adopted to gain Unification. The course of the unifi cation movement and role of Congress party dominates such studies while some of them concentrate on the leaders of the movement. Other studies are ethnographical in nature. ‘Community Dominance and Political Modernisation: The Lingayats’ written by Shankaragouda Hanamantagouda Patil is a classic example. Mention may be made here of an recent attempt by Harish Ramaswamy in his ‘Karnataka Government and Politics’ which has covered almost all aspects of emergence of Karnataka as a state but communal politics during unification movement has found no place. ‘Rethinking State Politics in India: Regions within Regions’ is an edited book by Ashutosh Kumar which has articles on ‘Castes and Politics of Marginality’ where a reference is made to caste associations and identity politics of Lingayats, but the area of study is neighboring Maharashtra and not Karnataka. Though it contains two articles on Karnataka its subject matter doesn’t pertain to this topic. One more important effort is by ‘Imagining Unimaginable Communities: Political and Social Discourse in Modern Karnataka’ where the author Raghavendra Rao thinks Karnataka and India as two unimaginable communities and discuss primarily the founding moments of negotiation between the discourses of Indian nationalism and Kannada linguistic nationalism. It is more an intellectual history and throws light on nationalism in a colonial context. Mostly studies concentrate on either the course or the leaders of the movement. Invariably congress as an organization finds place in all studies. But the blemish of such studies is a lesser concentration on activities of major socio cultural groups. The role of socio cultural groups assumes importance because of the milieu at the beginning of 20th century which annunciated a wave of social changes in the state. It is a known fact that the movement for linguistic state was successful in bringing a political integration of five separate sub regions but failed to unite people culturally. This concept of unification which is akin to the spirit of nationalism got expressed at the regional level in the sense of respect for once own culture, language and people. In case of Karnataka this expression had political overtones too which is expressed by some who fought for it (Srinivas & Narayan, 1946 ). Most of the early leaders of unification movement (and for that matter even movement for independence too can be cited here) belonged to one particular caste, and with passing of time has led to the notion of domination of that caste over the movement. This paper tries to give justice in a limited way by giving legitimate and adequate recognition for those castes which deserves it and do away with misconceptions. Two concepts political modernization and social mobility are used. The later derives its existence from the former in this case. The data used here is primarily gained from news papers and secondary sources like books and interviews given by participants. No hypothesis is tested nor any theory is developed in this attempt but historical materials are examined in the light of modernity. The key problem discussed here is emergence of communal politics and the role of social groups in unification. Biases of regionalism, caste and class have been overcome by rational thinking.