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Journal articles on the topic 'Orphans – Education – 18th century'

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Author: Grafiati

Published: 10 March 2023

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1

Dziuba, Olena. "Traditions of family mutual aid in the Cossack Starshyna society (18th century)." Folk art and ethnology, no. 4 (December 30, 2021): 28–35. http://dx.doi.org/10.15407/nte2021.04.028.

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The article, based on the analysis of various sources, including epistolary heritage, wills, memoirs, traces the existence in the Cossack Starshyna society of traditions of family aid for orphans. In the scientific historical, ethnographic literature, this topic is poorly studied, the existence of traditions of mutual aid were considered mostly on the example of the peasant environment. The rights of orphans were protected in testaments, and care for them was considered an established norm, the rejection of which provoked public condemnation. The responsibility for the lives of orphans, their upbringing, education, marriage, career advancement was assumed by the older generation, their property rights were governed by applicable law. According to custom, the brothers were to provide the orphaned sisters with a dowry and a maternity leave. The article considers the most typical manifestations of family mutual assistance on the example of information from the family life of famous representatives of the Cossack Starshyna. Care for family members was not limited to caring for orphans, it was provided to those family members who found themselves in a difficult financial situation, had family problems, were ill. Much also depended on the features of individual psychology, but in general, family values, part of which was the care of orphans, determined the basis of daily life.

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2

Lyndina, Yevheniia. "The beginning of the system of assistance to children with visual disabilities: historical and bibliographical aspect." ScienceRise: Pedagogical Education, no. 2(41) (March 31, 2021): 27–30. http://dx.doi.org/10.15587/2519-4984.2021.228233.

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The scientific article reveals some of the historical facts of the beginning of helping children with visual impairments. The main chronological events of caring for children with the noted category of disorders are noted, which later became the basis for the development of special education, in particular, typhlopedagogy. The article describes the emergence of hospitals, shelters for orphans, sick and crippled people throughout Rus, which testifies to the attention of society to their lives. The facts of the search for ways of treatment and the development of methods, principles and means of teaching people with impaired psychophysical development are outlined. Based on the study of historical sources, the times of Kyivan Rus are characterized, when in some monasteries and churches premises were allocated for the residence of orphans and crippled children. There is information about the first institution in Ukraine, which was guarded by the problem of blind people, although it did not provide for special education and training for this category of persons. An important point of the article is the definition of the role of the state in the care of visually impaired persons. It is noted that in the 17th and 18th century in Ukraine, social work began to take care of orphans and people with disabilities. From the end of the 17th century, orphans and children of "mutilations" began to be in the care of shelters and hospitals, which was stipulated by a number of state decrees. In the 30s of the 18th century, a new form of guardianship over the disabled was introduced, patronage, which still exists in a modernized form. For a deeper retrospective of the state's assistance to children with visual impairments, it is necessary to investigate the facts of historical sources from the 18th century to the present

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3

Czepil, Marija, and Oresta Karpenko. "Pedagogical Principles of Child Custody in European Countries." Czech-polish historical and pedagogical journal 11, no. 2 (2019): 182–90. http://dx.doi.org/10.5817/cphpj-2019-030.

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The article describes the forms of orphans’ care, custody of children deprived of parental care, their emergence and development in European countries of the 18th century – the first half of the 19th century. Attention is focused on the theory and practice of custodial education, socio-pedagogical concepts, which are based on the principle of family and living together, where you care for the child and love him. The concept of upbringing in Children’s homes, which for the first time in the history of upbringing was implemented in Switzerland, was highlighted. A significant contribution to the theory and practice of upbringing was the adoption to Rescue houses kids of both sexes. At that time that was an innovative idea.

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4

Kuzminskyi, Ivan, and Vladyslav Bezpalko. "Singers of Pereyaslav bishops in the 18th century." Text and Image: Essential Problems in Art History, no. 1 (2022): 99–122. http://dx.doi.org/10.17721/2519-4801.2022.1.08.

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The proposed article is based on the corpus of historical sources of the 18th century and is devoted to the study of the singers of bishops of Pereyaslav. We found documentary evidence of the singers in 9 of the 14 bishops of Pereyaslav. According to the traditional order at the episcopal cathedrals of the Hetmanate, during the services, only the monks (kryloshany) sang. This tradition can be eloquently traced in the Pereyaslav Ascension Cathedral and other monasteries of the Pereyaslav eparchy during the 1720-1740s. The total number of singers in the cathedral monastery ranged from 5 to 9 people. At the head of the monks were two ustavnyky, who ruled the right and left choirs. And only in 1722, by a special decree, the Most Holy Governing Synod unified the rules, which primarily concerned the Ukrainian eparches. Since then, the order for the service of 10 singers has been established in the bishop's houses. Despite this, even before the decree was issued, vicar bishop Cyryl Szumlański was served by his own singers, led by the regent. The presence of the regent can be traced in the service of the next vicar bishop Joachim Strukov. Both the church monody and the polyphony sounded in the cathedral. We draw this conclusion from the available music books. Bishop Joakim Strukov in Pereyaslav owned the Heirmologia with musical notation, and in the time of Bishop Arseniy Berlo in the cathedral the musical-theoretical treatise of Mikołaj Dilecki "Musical Grammar" was rewritten. On the cover of this manuscript it was stated that one day a solemn partesnyi concert was performed. In connection with the last musical manuscript, the bishop's intention to introduce and consolidate innovations in the field of music education can be traced, when the aim of the students was to master the art of partes singing at a qualitatively better level. In addition to the above, this thesis is confirmed by information from the life of the singer of one of the previous bishops, when the teaching of partes singing took place outside Pereyaslav. The bishops' singers were called "pivchi" in authentic terminology, which we see both in documents from the archives of the Most Holy Governing Synod in St. Petersburg and in local documents from Pereyaslav. Beginning with the act sources of 1760 and at least until 1782, the group of bishop's singers was called "vocal music". During the same period, there is another name for this vocal group, which was used for internal use - "pivcha", which probably meant primarily a separate room where the singers lived. The choir was financed, first of all, from the bishop's treasury. And the singers received additional income by collecting money from the parishioners in a "singing mug", a special container for donations. According to expenditure sources, the funds received went to sewing, repairs, as well as the purchase of clothing and footwear. Among the information found in the sources about the singers, the total number of which reaches 29 names, not counting the mentioned singers without names and monks, we find representatives of various social stratum - children of clergy, Cossacks, burghers, commoners. For many of them, singing in the cathedral choir was not only an opportunity to earn a steady income, but also served as a springboard for career growth, for the rank of priest, or a place as a singer in one of the imperial capital choirs. In the second half of the 18th century there is a certain pattern, when most singers were disadvantaged, mostly orphans. In the life of the Pereyaslav bishops there were contacts with secular musicians-instrumentalists. In the 1720s, a bandura player served to vicar bishop Joachim Strukov. In the early 1780s, Hilarion Kondratkovskyi used the services of military musicians for solemn greetings during church holidays.

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5

Raimondo, Rossella. "L’assistenza all’infanzia a Reggio Emilia: origini e trasformazioni tra Otto e Novecento." Espacio, Tiempo y Educación 5, no. 1 (January 1, 2018): 233. http://dx.doi.org/10.14516/ete.139.

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The aim of this article is to reconstruct the evolution in the type of interventions and childcare models adopted by the institutions charged with caring for orphans in 18th- and 19th-century Reggio Emilia, Italy. Through analysis of the documents – some previously unseen – preserved at the archives of ASP Reggio Emilia Città delle Persone and Polo Archivistico Comunale, it is possible to understand how the city of Reggio Emilia adapted itself to the developing needs of its wards, and social, legislative and especially educational changes, seeking to go beyond the isolatory and custodial spirit that characterised life within orphanages until the end of the 19th century. The history of the local institutions intertwines with that of the national processes and changes which revolutionised the traditional concept of «institute». The monolithic, centuries-old and obsolete «orphanage» gave way to care within the community (1962), founded on the principles of protection, promotion and education of individuals. The stories of these individuals that emerge from the personal records and material analysed enable us to broaden our gaze on the reconstruction of institutional history, starting from a more internal perspective and focusing on the «subjectivity» of those in need of basic care. Such personal histories enable us to not only to understand the peculiarities of the various «cases», but also their living conditions, and the ways in which care, and at the same time education, was provided.

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6

Eraqi-Klorman, Bat-Zion. "THE FORCED CONVERSION OF JEWISH ORPHANS IN YEMEN." International Journal of Middle East Studies 33, no. 1 (February 2001): 23–47. http://dx.doi.org/10.1017/s0020743801001027.

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Reports emanating from Yemen as early as the 1920s indicated that local Jews were subjected to a unique statute, known in Jewish sources as the “Orphans' Decree.” This law obligated the Yemeni (Zaydi) state to take custody of dhimmi children who had been orphaned, usually of both parents, and to raise them as Muslims. The statute, anchored in 18th-century Zaydi legal interpretations and put into practice at the end of that century, has no parallel in other countries.1 S. D. Goitein suggests that the legal basis for this religious interpretation rested on the hadith: “Every person is born to the natural religion [Islam], and only his parents make a Jew or a Christian out of him” (Muhammad al-Bukhari 82, 3).2

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7

Milne, I. "18th and 19th century dietary advice." Journal of the Royal College of Physicians of Edinburgh 44, no. 4 (2014): 347. http://dx.doi.org/10.4997/jrcpe.2014.421.

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8

Kormondy, Edward J. "Erasmus Darwin, 18th-Century Polymath." American Biology Teacher 73, no. 2 (February 1, 2011): 68–71. http://dx.doi.org/10.1525/abt.2011.73.2.3.

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Erasmus Darwin was a founding member of the Lunar Society of Birmingham, the members of which were referred to as “Lunaticks.” He is here described as a polymath, an 18th-century “natural philosopher” who was a physician, scientist (with interests in botany, zoology, meteorology, chemistry, among others), inventor, and poet who also advanced quite profound evolutionary ideas two generations prior to those of his grandson, Charles Robert Darwin.

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9

Glaister, Robert T. D. "Rural Private Teachers in 18th‐century Scotland." Journal of Educational Administration and History 23, no. 2 (July 1991): 49–61. http://dx.doi.org/10.1080/0022062910230205.

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10

Draguşin, Miruna. "IMPORTANT STAGES IN THE TRADITIONAL ARTISTIC EDUCATION IN THE 18TH CENTURY – 20TH CENTURY." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, no. 2 (2018): 318–24. http://dx.doi.org/10.26520/mcdsare.2018.2.318-324.

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11

Soni. "Learning to Labour: “Native” Orphans in Colonial India, 1840s–1920s." International Review of Social History 65, no. 1 (November 29, 2019): 15–42. http://dx.doi.org/10.1017/s0020859019000592.

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AbstractTo this day, the history of indigenous orphans in colonial India remains surprisingly understudied. Unlike the orphans of Britain or European and Eurasian orphans in the colony, who have been widely documented, Indian orphans are largely absent in the existing historiography. This article argues that a study of “native” orphans in India helps us transcend the binary of state power and poor children that has hitherto structured the limited extant research on child “rescue” in colonial India. The essay further argues that by shifting the gaze away from the state, we can vividly see how non-state actors juxtaposed labour and education. I assert that the deployment of child labour by these actors, in their endeavour to educate and make orphans self-sufficient, did not always follow the profitable trajectory of the state-led formal labour regime (seen in the Indian indenture system or early nineteenth-century prison labour). It was often couched in terms of charity and philanthropy and exhibited a convergence of moral and economic concerns.

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12

Petrasovszky, Anna. "Reforming the Legal Education System in 18th Century Hungary and Karl Anton Martini." European Integration Studies 17, no. 2 (2021): 74–82. http://dx.doi.org/10.46941/2021.e2.74-82.

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In Hungary, the scientific cultivation of law used in the field of education was based on the Tripartitum by István Werbőczy until the 18th century. The kind of literature on natural law that conveyed the spirit of Enlightenment, henceforth equally meant the theoreticcal cultivation of law could start its journey in Hungary with some delay, however, proved very fruitful in terms of views on natural law. The era of rational natural law, the so-called Law of Reason arrived by the end of the 18th century, thinkers of this line derived answers given to questions of state and legal settlement from the human reason. Karl Anton Freiherr von Martini was the most outstanding figure in the 18th century Austrian natural law, a representative of the Law of Reason branch (Vernunftrecht) in the German linguistic area, which bore the ideals of Enlightenment on itself. These works were course books at the same time, counted as compulsory study material at the Austrian Faculty of Law until the 1820s. Their authority, however, had a lasting effect since they were regarded as basic works in Hungarian legal education until 1848.

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13

Konstańczak, Stefan. "Concepts of moral education in Poland." Ethics & Bioethics 6, no. 1-2 (June 1, 2016): 59–68. http://dx.doi.org/10.1515/ebce-2016-0009.

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Abstract In this article the author presents the contemporary understanding of the subject of moral education. Furthermore, he presents the historical development of the concept of moral education in Poland. He concludes that the current model of moral education in Poland was developed as early as the 18th century.

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14

Kostetskaya, E. V., and L. N. Suslova. "Development of Education in Siberia in First Quarter of 18th Century." Nauchnyi dialog 11, no. 6 (September 1, 2022): 429–53. http://dx.doi.org/10.24224/2227-1295-2022-11-6-429-453.

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The article is devoted to the study of the schooling formation on the territory of the Siberian province in the first quarter of the 18th century. The process of origin and development of spiritual and secular education in Siberia is characterized. The study was carried out on the basis of an analysis of the decrees of Peter I published in the Complete Collection of Laws of the Russian Empire, which regulate the organization of educational institutions in Siberia. A number of clerical sources of the Russian State Archive of Ancient Acts, in particular, the cases of the Siberian Order, are analyzed. Also, to study the topic, materials from the newspaper “Tobolsk Gubernskie Vedomosti” were involved. The authors of the article show that Peter’s modernization processes in the field of education were reflected in the life of the Siberian province in the first quarter of the 18th century. It is concluded that the main changes that affected the field of education are associated with the implementation of the reforms of Peter I. The role of the first theological schools in the education system of the Siberian province, the significance of the decrees of Peter I and the activities of the Orthodox Church in their formation are considered. At the same time, it is proved that the political events and cultural innovations of the Petrine era contributed to the formation of secular education and the spread of enlightenment among Siberians.

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15

KOMOVA, Elena. "Sport Education at Russian High Schools (from 18th to 21st century)." International journal of Science Culture and Sport 3, no. 10 (January 1, 2015): 55. http://dx.doi.org/10.14486/ijscs256.

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16

Nissenbanm, Arie. "Chemical analyses of Dead Sea water in the 18th century." Journal of Chemical Education 63, no. 4 (April 1986): 297. http://dx.doi.org/10.1021/ed063p297.

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17

Manzyreva, Ekaterina S. "FORMATION OF ART EDUCATION IN SIBERIA (18th century – the beginning of the 19 th century)." Scholarly Notes of Komsomolsk-na-Amure State Technical University 2, no. 36 (December 25, 2018): 75–80. http://dx.doi.org/10.17084/i-2(36).14.

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18

Roberts, Lissa L. "Instruments of Science and Citizenship: Science Education for Dutch Orphans During the Late Eighteenth Century." Science & Education 21, no. 2 (June 18, 2010): 157–77. http://dx.doi.org/10.1007/s11191-010-9269-4.

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19

Carneiro, Ana, Maria Paula Diogo, and Ana Simões. "Communicating the new chemistry in 18th-century Portugal: Seabra’s Elementos de Chimica." Science & Education 15, no. 7-8 (November 2006): 671–92. http://dx.doi.org/10.1007/s11191-005-8630-5.

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20

Kislova, Ekaterina I. "“Latin” and “Slavonic” Education in the Primary Classes of Russian Seminaries in the 18th Century." Slovene 4, no. 2 (2015): 72–91. http://dx.doi.org/10.31168/2305-6754.2015.4.2.3.

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The article focuses on the issue of using the Latin and “Slavensky” (that is, the combined Russian and Church Slavonic) languages in primary ecclesiastical education in the 18th century. By the 1740s, seminary education in Latin had established itself in Russia. But primary teaching of reading and writing in Russian and Church Slavonic was the tradition until the end of the 18th century, regardless of where the teaching was taking place, either at home or at a Russian school affiliated with a seminary. Russian schools were organized for teaching illiterate or semiliterate children. But by the late 18th century, several seminaries attempted to reorganize “Russian schools” into ecclesiastical schools in which Russian would be the only language of instruction. Junior classes at seminaries were fully focused on teaching Latin, but Latin was by no means a complete replacement for Russian. The principal method of instruction was translation, and the administrators of many seminaries demanded attention to the quality of the students’ translations into Russian. Thus, Russian and Latin were functionally distributed in primary education. Only Church Slavonic was practically excluded from teaching after the primary courses of reading and church singing, and that preconditioned its conservation as a language used only for church services, leading to the extinction of the hybrid form.

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21

Korporowicz, Łukasz Jan. "Wykładowcy prawa rzymskiego w Oksfordzie i w Cambridge w XVIII wieku." Opolskie Studia Administracyjno-Prawne 15, no. 2 (June 30, 2017): 87–104. http://dx.doi.org/10.25167/osap.1273.

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The article contains characteristics of the fourteen professors who gained their appointment to the Regius Chair of Civil Law in Oxford and Cambridge in the 18th century. Their academic careers as well as their many out-of-academia duties are described in the article. The analyses of the collected materials allowed the author to assert that the condition of teaching Roman law in the 18th-century England resembled the general crises of the university education in England in the aforementioned epoch. For most of the lecturers the academic posts were more or less sinecures that provided a social prestige and honourable social position. Only the late 18th century brought some changes in the methods of teaching Roman law and in the appointments of the professors. To a fuller extent these changes could not be observed to bring expected effects before the mid-19th century.

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22

Patel, KM, N. Cambridge, and P. Dasgupta. "A Comparison of 18th Century and Contemporary Surgical Training." Bulletin of the Royal College of Surgeons of England 94, no. 4 (April 1, 2012): 134–35. http://dx.doi.org/10.1308/147363512x13189526440555.

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John Hunter was an archetypal 18th-century surgeon and one of the world's foremost pioneering surgeons. At a time when physicians were concerned with rebalancing the four humours of ill health, chiefly by bloodletting and blistering, Hunter set out to 'systematically question every established process'. He is hence accredited with leading the surgical profession towards a scientific pursuit of excellence following his simple rules of observation and recording. Many today would agree that nurture is as important as nature; we can therefore compare Hunter's education with the current UK surgical curriculum.

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23

KUCHER, Katharina, Pavel Petrovich SHCHERBININ, and Yuliya Vyacheslavovna SHCHERBININA. "THE ORTHODOX CHURCH AND THE CARE OF ORPHANS IN THE 19TH – EARLY 20TH CENTURY (ON THE MATERIALS OF THE TAMBOV EPARCHY)." Tambov University Review. Series: Humanities, no. 176 (2018): 154–64. http://dx.doi.org/10.20310/1810-0201-2018-23-176-154-164.

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The practice of social protection of orphans in the Tambov Governorate of the 19th – early 20th century through the prism of Orthodox charity and monastic charity is studied comprehensively and systematically. On the basis of a wide range of primary materials, primarily periodicals, various little-known aspects of the claimed scientific problem were studied representatively. We summarize the domestic experience of studying the system of charitable initiatives of the Orthodox clergy in provincial Russia, which had significant differences from the realities of the capital. The peculiarity of the care organizations of orphans of the spiritual estate at the regional and district level, which allows to assess the realities of social protection in the Tambov Eparchy of the chronological period, is studied. The possibilities of monastic charity and its significance in the context of charitable activities are clarified. Special consideration is given to the rules of care for orphans in monasteries in the years of peace and during the Russian-Japanese War in 1904–1905 and the First World War in 1914–1918. The main motives and incentives for charitable activities of large regional monasteries were identified, which reflected the general trends in the development of provincial society in the Russian Empire of the examined period. Conclusions are drawn about the results and experience, traditions and features of the activities of parish caregivers to support orphans at the level of the province and county, which allowed to successfully reconstruct this part of the social protection system of pre-revolutionary Russia. Attention is drawn to the importance of taking into account regional specifics and specific historical manifestations of charitable support of the Orthodox clergy, as well as the assessment of socio-cultural and ethno-religious positions of the regional society. The influence of the practice of orphans care in the monastery shelters in the period of education and training, as well as subsequent socialization is clarified. It is proved that the Orthodox clergy very rarely showed their own initiative to care for orphans in the region, but the orders of the eparchial authorities determined the ideology and practice of provincial charity through the prism of spiritual bonds and values of mercy.

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24

Nikitenko, Yulia. "The Coimbra Jesuit Course in 18th-19th century Russia." Revista Filosófica de Coimbra 31, no. 62 (October 28, 2022): 239–56. http://dx.doi.org/10.14195/0872-0851_62_3.

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This article is aimed at examining the impact of Jesuit philosophical education, particularly the Cursus Conimbricensis, on the intellectual culture existing during the 18th and 19th centuries in the Slavic territories now part of Belarus, Russia, and Ukraine. We have sought to trace the movement of Coimbra Aristotelianism to the East and discern the most promising directions for further research. Although any direct references to the Coimbra Course made by Russian-speaking intellectuals of the period are hard to find, we propose an examination of the circulation and provenance of the actual volumes as a means of establishing the link between Slavic thought and Coimbra Jesuit Aristotelianism.

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25

Eckert, Michael. "Hydraulics for Royal Gardens: Water Art as a Challenge for 18th Century Science and 21st Century Physics Teaching." Science & Education 16, no. 6 (June 2007): 539–48. http://dx.doi.org/10.1007/s11191-006-9010-5.

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26

Pudina, S. I. "Foreign Education of the Nobility in the First Quarter of 18th Century." Ekonomicheskie i sotsial’no-gumanitarnye issledovaniya 1 (March 2017): 143–47. http://dx.doi.org/10.24151/2409-1073-2017-1-143-147.

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27

Fell, Christa. "Liberation from Tutelage? A Sketch of Women's Education in 18th Century Germany." Man and Nature 7 (1988): 13. http://dx.doi.org/10.7202/1011924ar.

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28

Mühlhäusler, Peter. "The Pitkern-Norf’k language and education." English World-Wide 28, no. 3 (October 30, 2007): 215–47. http://dx.doi.org/10.1075/eww.28.3.02muh.

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This paper examines the role that educational policies and practices have played in weakening the Norf’k language, a contact language that developed among British sailors and their Tahitian entourage on Pitcairn Island in the late 18th century. It is argued that the education system was only one of several factors in the decline of Norf’k and that its projected revival will require more than just supportive educational measures.

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29

Patiniotis, Manolis. "Textbooks at the Crossroads: Scientific and Philosophical Textbooks in 18th Century Greek Education." Science & Education 15, no. 7-8 (November 2006): 801–22. http://dx.doi.org/10.1007/s11191-005-0270-2.

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30

Sun, Chengjun. "Education and Health System Collaboration are Indispensable in Vaccination Coverage." Vaccination Research – Open Journal 3, no. 1 (December 31, 2018): e1-e3. http://dx.doi.org/10.17140/vroj-3-e005.

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The practice of immunization dates back hundreds of years. Over the 18th and 19th centuries, systematic implementation of mass smallpox immunization culminated in its global eradication in 1979. The 20th century saw great successes at developing vaccines and reducing the burden of infectious diseases such as yellow fever, hepatitis B and influenza.

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31

Reeh, Niels. "Towards a New Approach to Secularization: Religion, Education and the State in Denmark, 1721—1900." Social Compass 56, no. 2 (May 27, 2009): 179–88. http://dx.doi.org/10.1177/0037768609103352.

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The author attempts to develop a new approach to the process of secularization. It is argued that the existing theories of secularization have failed to pay sufficient attention to the state. Here, the state is regarded as an actor with interests among which the maintenance of sovereignty vis-à-vis other states is vital. The author has analysed Danish state policies with regard to the teaching of religion in elementary schools from 1700 onwards. The founding of schools in the early 18th century was crucial to the establishment of the “Sacred Canopy”, since schools were almost exclusively devoted to the teaching of religion. These schools had a primarily military purpose. From the 18th century onwards the teaching of religion in Denmark changed according to the external relations of the state and state bodies, i.e. on the primary or vital interests of the state.

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32

Bach, Oliver. "Utopie und Lebenszeit in der Aufklärung." Daphnis 49, no. 4 (October 12, 2021): 655–81. http://dx.doi.org/10.1163/18796583-12340035.

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Abstract The aim of this article is to outline how Hans Blumenberg’s conception of lifetime and world time (Lebenszeit und Weltzeit, 1986) can help to elucidate a substantial problem of utopian literature and its development from the 16th to the 18th century: utopias always try to illustrate the ways by which the single members of a political community harmonise with the community as a whole. The congruence of private good and common good, private interest and common interest, private will and general will is a main task of 17th and 18th century political philosophy. Blumenberg’s book, however, allows us to focus on the existential dimension of this harmonisation: under which circumstances may the single members become so wise and virtuous within their lifetimes that they always know about and comply with the common good? 18th century utopias seem to find answers to this question in theories of moral sense, common sense and aesthetic education.

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33

Tverdokhlib, T. S. "THE ROLE OF BISHOP’S SCHOOL AND ORTHODOX COLLEGIUMS IN DEVELOPMENT OF NATIONAL EDUCATION (FIRST QUARTER OF THE 18TH CENTURY – THE END OF THE 18TH CENTURY)." Pedagogical sciences reality and perspectives 71 (2019): 245–49. http://dx.doi.org/10.31392/npu-nc.series5.2019.71.56.

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Polozova, Irina V. "The Musical Oeuvres of V. A. Pashkevich And 18th Century European Opera Theater." Music Scholarship / Problemy Muzykal'noj Nauki, no. 3 (September 2015): 113–19. http://dx.doi.org/10.17674/1997-0854.2015.3.113-119.

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Petrou, Georgia. "Translation Studies and the History of Science: The Greek Textbooks of the 18th Century." Science & Education 15, no. 7-8 (November 2006): 823–40. http://dx.doi.org/10.1007/s11191-005-0960-9.

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Livtsov, Viktor A. "FORMATION OF THE SYSTEM OF SPIRITUAL EDUCATION IN RUSSIA IN THE 18TH CENTURY." Богословский сборник Тамбовской духовной семинарии, no. 3 (2022): 84–94. http://dx.doi.org/10.51216/2687-072x_2022_3_84.

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Southcott, Jane E. "Early 19th century music pedagogy – German and English connections." British Journal of Music Education 24, no. 3 (November 2007): 313–33. http://dx.doi.org/10.1017/s0265051707007607.

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Calls to improve congregational psalmody in 18th century England strongly influenced early music pedagogy. In the first decades of the 19th century English music educators, concerned with psalmody and music in charitable schools, looked to Germany for models of successful practice. The Musikalisches Schulgesangbuch (1826) by Carl Gotthelf Gläser (1784–1829) influenced the music materials designed by Sarah Anna Glover (1786–1867). These, in turn, directly influenced John Turner (dates unknown), William Hickson (1803–1870) and, indirectly, John Curwen (1816–1880). It is illuminating to explore how influential a small collection of German didactic songs could be during an early and very active phase of the development of English school music curricula.

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Smiley, Caroline. "‘Sea of Wonders Never Sounded’: The Trinitarian Spirituality of Ann Griffiths." Evangelical Quarterly 90, no. 4 (April 26, 2019): 357–69. http://dx.doi.org/10.1163/27725472-09004006.

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Ann Griffiths, an 18th-century farm wife and hymn writer, is well-known in her native Wales, though relatively unstudied in English. Even in translation her hymns and letters offer a strikingly beautiful as well as informative window into the Trinitarian spirituality of 18th-century Welsh Methodism. Historically, her Trinitarianism is notable in that it is largely assumed and primarily based in the economic Trinity, and yet, is nonetheless profound in its orthodoxy given the Trinitarian controversy of the long century prior. More than mere historical curiosity, however, Griffiths’s writing is particularly intriguing on two points that can edify the church today. First, she writes with considerable theological depth despite a lack of education, religious or otherwise, and second, her theology is both technically rich as well as profoundly devotional.

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Lorens, Beata. "Problemy wychowawcze w szkołach bazyliańskich w drugiej połowie XVIII wieku na przykładzie kolegium w Buczaczu." Biuletyn Historii Wychowania, no. 29 (February 4, 2019): 29–42. http://dx.doi.org/10.14746/bhw.2013.29.3.

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Education problems in Basilian Schools in the latter half of the 18th century, with an example of the College in Buczacz.The literature concerning monastic education in the 18th century omits the subject of educational and teaching activity of Saint Basil the Great Monastery or discusses it very briefly. Not much is known about functioning of those schools in the period before the Commission of National Education was founded. The educational programme and the problems connected with it, which had occurred in Basilian schools were presented on the example of the college in Buczacz, located in the southeastern part of the Republic of Poland, functioning between 1754 and 1784. The educational goals pursued in the college were not different from the ones of other monastic schools. The then educational system mostly promoted the respect for ideological and moral values, considering material values less important. In the educational process, the Basilian Monks put piety first. The misdeeds of the students of the college in Buczacz were punished according to the canon of conduct of the then youth studying in monastic schools. The canon included: getting drunk, forbidden meetings with women, thefts, scuffles with soldiers in magnates’ service and stationed in the town, as well as with Jewish people. In the latter half of the 18th century, great significance was attached to proper conduct of the students of the college and misconducts against morals were the most common reasons for expulsions.

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Tretyakova, Maria. "The phenomenon of “female erudition” in the works by German-language authors in the second half of the 18th century." Adam & Eve. Gender History Review, no. 29 (2021): 243–64. http://dx.doi.org/10.32608/2307-8383-2021-29-243-264.

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The article focuses on analysis of some German philosophers and publicists’ views on the phenomenon of female erudition in the second half of the 18th century. In the present article, genetic closeness of the mentioned authors’ ideas to educational program by Jean-Jacques Rousseau is stressed. The author makes attempts to put the phenomenon of female erudition in the wide context that included such issues as functioning of equal cross-gender communication in the frameworks of «mixed societies», crucial tends of female education development, key features of reading culture in the German-speaking space in the period under review, as well as enlightened discourse on the rights and duties of women in the second half of the 18th century.

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Reed, T. J. "Talking to Tyrants: Dialogues With Power in Eighteenth-Century Germany." Historical Journal 33, no. 1 (March 1990): 63–79. http://dx.doi.org/10.1017/s0018246x00013108.

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My first research for this lecture1 was into the name and fame of Lewis Fry, whom it commemorates. The university administration kindly told me that Lewis Fry played a leading role in Bristol's founding, such that a contemporary could call him ‘the father of the university’. It is a nostalgic thought today, for all ofus in British universities, that we once had anything so benevolent as a father. Our institutions now feel like orphans in a harsh world, whose only remaining relative – here (as Canon Chasuble would have hastened to add) I speak metaphorically, my metaphor is drawn from fairy-story – is an unloving and nagging step-mother. The more reason to honour and celebrate past benefactors of liberal education who had humane vision.

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Bartosh, N. Yu. "VI International Interdisciplinary Scientific Conference “Metamorphoses of Culture: Donum didacticum. Didactic Code in the Culture of the 18th – 20th Centuries” at NSU." Vestnik NSU. Series: History and Philology 21, no. 9 (November 17, 2022): 128–31. http://dx.doi.org/10.25205/1818-7919-2022-21-9-128-131.

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The report presents the analysis of leading topics and individual reports of the VI International Interdisciplinary Scientific Conference “Metamorphoses of Culture”, held as part of the international forum “Heritage” at the Humanitarian Institute of Novosibirsk State University on November 19–20, 2021. The conference was dedicated to the problems of didactic code transformation in the culture of contemporary and the most recent times. The main discussion raised questions about the didactic culture code from the 18th until the 20th century. A special subject of consideration was the conceptual sphere of education and training, and the features of its linguistic and artistic representation. Separate groups of topics and issues related to the problems of education were: court pedagogy and Russian culture of the 18th century till the early 20th century, educational literature in the book culture of Russia in recent times, visual didactics in the space of poly-code text, a book as a source of knowledge – verbal and visual aspects of book culture.In the context of modern pedagogical mentality, real issues related to traditional education methods were reinterpreted, such as travel as a form of education – educational trips in the culture of the nobles, and mnemonic practices in the pedagogy of the 18th – 20th centuries. The revision of the semantic traditions of perception of the basic codes of education (such as “mentor”, “book”, and “road”) formed imperatives for summing up the results of the conference. The prolific achievements of the conference were reached due to the high scientific level and interdisciplinary nature of the reports; culturologists, historians, linguists, literary critics, art critics, and philosophers took part in the scientific discussion.

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Monaghan, E. Jennifer. "Family Literacy in Early 18th-Century Boston: Cotton Mather and His Children." Reading Research Quarterly 26, no. 4 (1991): 342. http://dx.doi.org/10.2307/747893.

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Pasachoff, J. M., and R. J. M. Olson. "Comets and meteors in 18th and 19th century British art and science." Physics Education 30, no. 3 (May 1995): 156–62. http://dx.doi.org/10.1088/0031-9120/30/3/006.

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Katane, Irena, and Edgars Katans. "DISTANCE EDUCATION IN HISTORICAL ASPECT." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 309. http://dx.doi.org/10.17770/sie2012vol1.51.

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<p>In this article the authors give theoretical substantiation to the ideas of distance education, as well as offer an insight into the development of distance education, where the experience of many countries is summarized. The aim of the article is to publish the results of the theoretical research on the history of distance Education. As a result of research, the authors drew several conclusions: 1) since the 18th century, when the first attempt of distance education had been registered, till nowadays the humankind has amassed rich experience in this sphere;2) the correspondence education is the initial form of distance learning; 3) the development of distance education in the 20th century was facilitated by the development of information and communication technologies and their introduction into education; 4) in connection with the development of distance education, a new direction — media pedagogy — began its development in pedagogy.</p>

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Avsheniuk, Nataliia, Olena Anishchenko, Kateryna Hodlevska, and Nataliya Seminikhyna. "Training to professional fulfillment: the history of women’s education in Ukraine (at the end 19th – early 20th centuries)." SHS Web of Conferences 142 (2022): 01001. http://dx.doi.org/10.1051/shsconf/202214201001.

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The article is focused on the findings of the research of women’s professional education in the context of their self-fulfillment opportunities in Ukraine at the end of 19th-beginning of the 20th century. The current state of research on pedagogical theory’s chosen topic is outlined. The peculiarities of training women in professional educational institutions of different profiles and levels were determined considering the socio-economic, socio-political events in Ukraine and specific purposes, tasks and functions, and foreign trends in women’s professional education. The government impact, charity and educational societies’ focus on women’s professional education in Ukraine has been analyzed. The main emphasis has been placed on the problem of special education for representatives of national minorities, deprived children, and orphans. The theoretical analysis of constructive ideas of women’s professional education experience of the late 19th – early 20th century in the new context of Ukraine’s socio-economic development is substantiated.

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Makarova, Nina. "Characteristic Features of the Dutch Enlightenment at the end of the 18th Century." Ideas and Ideals 14, no. 1-2 (March 25, 2022): 347–59. http://dx.doi.org/10.17212/2075-0862-2022-14.1.2-347-359.

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The article analyzes the characteristic features of the Dutch Enlightenment at the end of the 18th century. During this period, a movement of "patriots" appeared in the Republic of the United Provinces, who in their activities paid great attention to the education of the people, as well as to the school reform and children education. Educational societies and social clubs were formed, uniting people of different social background, engaged in the discussion of pressing socio-political issues. Under the influence of the pan-European Enlightenment movement, such authors as Jan Floris Martinet appeared in Holland, who promoted teaching children the natural sciences and humanities not in the form of traditional lectures in the classroom, but in the form of a conversation between a teacher and a student during an excursion or travel. Of particular importance to the Dutch enlighteners was the experience and writings of German philanthropists, who founded new schools in Germany - philanthropinums. A characteristic feature of the Dutch Enlightenment was the emphasis on family education in the formation of modern man. This was reflected, in particular, in the work of the poet Hieronymus van Alphen, as well as in the increased interest in women's education during this period.

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Wright, Ginney. "Girls’ secondary education in the western world: from the 18th to the 20th century." Gender and Education 28, no. 1 (May 28, 2015): 181–83. http://dx.doi.org/10.1080/09540253.2015.1047171.

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Watts, Ruth. "Girls’ Secondary Education in the Western World from the 18th to the 20th Century." Paedagogica Historica 48, no. 3 (June 2012): 507–10. http://dx.doi.org/10.1080/00309230.2012.687234.

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Nikolaevna Ivanishcheva, Olga, Anasstasija Vjacheslavovna Koreneva, Alexandra Vjacheslavovna Burtseva, and Tatjana Alexandrovna Rychkova. "The Role of the Russian Language in the Historic and Cultural Development of the Arctic Region of the Russian Federation (as Exemplified by the Murmansk Region)." International Journal of Engineering & Technology 7, no. 3.15 (August 13, 2018): 253. http://dx.doi.org/10.14419/ijet.v7i3.15.18683.

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The article aims to analyze the functioning of the Russian language within the ethnic space of the Murmansk Region. The analysis of the state statistical and archive documents for the Murmansk Region has shown that the Russian language has dominated within the region since at least the 18th century, and this had its obvious economic and communicative advantages, in particular, in education. The Saami, the indigenous small-numbered people of the Murmansk Region, understood and mastered the conversational Russian language since the 18th century. The Russian language dominates within the current polyethnic linguistic environment of the Murmansk Region due to the numerical superiority of the Russians in the region, as well as due to its position as the language of the dominant ethnic group.

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