Rok 2023
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- ItemThere’s No Riot Going on – Social Changes from Inside Out. Discourses Surrounding Pop Culture, Authenticity, and Forms of Life in the School Context in the German-speaking Part of Switzerland around 1968(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Bascio, Tomas; Technická univerzita v LiberciThis article shows that social change at the end of the 1960s cannot be understood only in terms of large protest movements, but also on a small scale, as in the case studies analysed here, where the mostly unspoken “moral force of the ideal of authenticity” (Taylor, 1991, p. 17) is expressed by a wide variety of actors. Using two case studies from the school context and with pop culture references, the paper examines how the rebellious practices often described as typical of teenagers around 1968 were present not only among adolescents, but also among young adults – and among young teachers. The boundaries and transitions between young and old, between rejection and acceptance of different practices and forms of life (Jaeggi, 2014) seem to be fluid. Practices in the school context and the forms of life of young people are not always clearly distinguishable from the forms of life of young adults. Forms of life and everyday practices – based on insignia from music, from the world of comics, from fashion – were just as influential for the individual as loud protest movements against the “establishment”.
- ItemManipulation of Time Continuity in Shared Narratives. On the Construction of Collective “Truths” and Its Ambivalent Function in the Social World and in Education(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Nišponská, Magda; Technická univerzita v LiberciThis article discusses the topic of politically motivated manipulation of time continuity in shared narratives. It examines the consequences of the irrational fusion of fragments of the stories of different protagonists who live in different historical periods, sometimes separated by centuries. The integration of bits and pieces of the myths borrowed from the past into the narratives of the present can take on psychotic proportions. It can seriously damage the living tissue of personal and collective memory. The story of the past, told in a certain way, can influence the self-perception of people, making them feel partly like heroes with a special mission, as well as victims, threatened by a hostile world, isolated, acting in response to the past, and therefore out of touch with reality. The result is the impossibility of distinguishing current events as a set of specific political and psychological forces that require a specific response to an urgent situation (Kalinowska, 2012). Current threats are thus perceived not only in their specificity, but in constant vigilance in the light of past traumas and illogical linking of the past, present, and future. The goal of this article is the understanding of this process with the help of Vamik Volkan’s psychoanalytic concept of “time collapse” (Volkan & Javakhishvili, 2022), and Michael Rothberg’s theory of the “implicated subject” (2019). When we talk about the transition to democracy and solidarity in education, we must understand the way of thinking that deviates from them.
- ItemDefektologie učící? Formování české speciální pedagogiky v letech 1953–1964(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Fapšo, Marek; Randák, Jan; Technická univerzita v LiberciIn 1953, Miloš Sovák, a physician and university teacher, published the theoretical foundations of defectology, a science focused on individuals with physical, mental and sensory disabilities. Some contemporaries consider Sovák’s presentation to be the beginning of modern Czech special education. Sovák treated social relations as the most important component of an actor’s environment in which they find themselves through upbringing and education and in which they sustain themselves. In simple terms: through the work performance in the context of the building of socialism in 1950s Czechoslovakia. After the advent of the communist dictatorship, defectology was to replace interwar remedial pedagogy and paedopathology, although Sovák developed earlier views published during the 1930s and 1940s, including the period of Nazi occupation. Although defectology was firmly rooted in current socio-political contexts and represented a time-contingent social practice, the reproduction of its expert knowledge was limited by a number of external circumstances, including the closure of an independent university department, the absence of a departmental journal, or the reduction of its curriculum in undergraduate studies.
- ItemVolksschullehrer-Wissen sammeln und verbreiten. Das Deutsche Schulmuseum bzw. die Deutsche Lehrerbücherei in Berlin 1876–1914(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Mattes, Monika; Technická univerzita v LiberciThe article examines the book collection of the German School Museum (since 1908 German Teachers’ Library) on the one hand according to its ‘content’ and on the other hand according to its social and cultural functionality for the elementary school teachers organized in the Berlin Teachers’ Association. How did the collections contribute to the socio- cultural self-assertion and professional identity of elementary school teachers in the German Empire? How and with what profile was the German Teachers’ Library able to establish itself as an actor in the field of pedagogical knowledge around 1900, i.e. in the years when the need for knowledge for the ‘Volksschule’ changed profoundly due to rapid social and economic-technological modernization?
- ItemEducationalists in 1950s, 1960s Hungary: Identity and Profession through Retrospective Life (Hi)Stories(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Somogyvári, Lajos; Technická univerzita v LiberciThis paper is based on the lost and found sources from the former Hungarian National Pedagogic Institute (OPI) and the National Educational Institute (OKI): due to the generosity of Professor Gábor Halász we can save valuable archives from disappearance. I found several life-story interviews in the corpus by different Hungarian educationalists, which were recorded in 1984 and 1985. These documents gives a unique opportunity to describe typical career patterns, how a teacher could become a head of a department in the Ministry or held other key positions on the highest level of educational administration in the post-war, communist Hungary. The semi-structured interviews focused on personal transitions and turns, connected with the historical time and political changes, including different socio-historical contexts and dimensions, like the recalled decades of 1950s and 1960, the interviewing period of the late socialism, and finally, the retrospection of the questioners. The biographic nature of the communist political system is a specific characteristics in my analysis: to get a position (like an editor in chief, a school inspector of different districts in Budapest, or a head of a department in the Cultural Ministry) it was required to constantly write and rewrite autobiographies; construct social and professional identities again and again, proved loyalty to the Party. The contemporary reader from 2023 can evaluate the sources as narrations: in the beginning crisis of the system in the 1980’s, the interviewees told their lives with the intention to form the memory, create legitimation and meanings for their past activities and life-stories.
- ItemThe Academic Reception of Austrian, German and Swiss Reform Pedagogy Representatives in Hungarian Educational Science in the Interwar Period. Quantitative Content Analysis of the Magyar Paedagogia (1918–1939)(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Szabó, Zoltán András; Technická univerzita v LiberciBy remarkably dissenting from the contemporary mainstream educational thinking, reform pedagogy played a pivotal role in shaping the educational landscape of Europe and North America. This influence was also reflected in the professional periodicals of these geographical areas. Focusing on the Central European macroregion, my paper aims at examining the references to the different representatives of three (at least partly German-speaking) countries’ reform pedagogy within the pages of the prominent Hungarian educational journal, Magyar Pedagógia (Hungarian Pedagogy). The study applied computer-assisted deductive content analysis in order to identify the key figures of reform pedagogy in the text of the journal. The results indicate a notable increase in the number of the mentions subsequent to the Trianon Treaty. These reform pedagogy representatives frequently co-occurred in the same writings, with the work school (Arbeitsschule) being highlighted as a key nexus where their ideas converged.
- ItemDie Bildung des Europäers – Kollektive und persönliche Identitäten im literarischen Werk von Maxim Biller(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Schluß, Jörg Henning; Vicentini-Lerch, Caroline; Technická univerzita v LiberciThe Formation of the European – Collective and Personal Identities in the Literary Works of Maxim Biller. “In a way, ‘Bildung’ (formation/culture) is unavoidable, like catarrh with an east wind,” Roland Reichenbach once paraphrased Theodor Fontane. Of course, a CV, a “curriculum vitae” (as Victor Klemperer called his diaries) may not be as institutionalized or professionalized as we expect from educational institutions. At the same time, some biographies and family dictionaries (Lessico famigliare, Natalia Ginzburg) seem to give more than enough reason for the formation of the person in the turmoil of the 20th and early 21st centuries, without a “harmonious whole” being able to emerge from it, of course, as it still did appear ideal to Wilhelm von Humboldt in the 19th century. Of course, this formation, which is not able to be an identity, i.e. equality with oneself, only happens when the person deals with their collective and individual becoming. If it does this in the form of ‘permanently fixed expressions of life’ (Dilthey), then this enables us as scholars in education to trace this fragmentary formation of the person in an exemplary manner. Maxim Biller, whose family history stretches from the Soviet Union through Czechoslovakia to Germany, Israel, and England, is a writer who has undertaken this questioning of himself and others in more or less fictitious and unsparingly autobiographical texts. These reflective processes of formation are traced in this article and the question is asked about how collective and familial influences can be turned around using the example of the multifaceted reconstruction of a European migration biography in the course of autobiographical literary work in such a way that, although no identity is formed, a consistent self is formed. This knowledge could become pedagogically relevant to develop ideas on how to deal with the breaks in the lives of people with migration experiences in the 21st century.
- ItemBewährung und Anerkennung als zentrale Elemente in der Biografie eines reformpädagogisch bewegten Lehrers: Willy Steiger (1894–1976), eine Fallstudie(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Göttlicher, Wilfried; Technická univerzita v LiberciThis paper analyses the curriculum vitae and biography of Willy Steiger (1894–1976), who is understood here as an example of a teacher committed to reform pedagogy. Based on autobiographical material and an analysis of the curriculum vitae, I point to central motifs in Steiger’s life that explain both his pedagogical commitment and his acting in other contexts: the demand to prove oneself in life and the desire to be acknowledged by others for one’s commitment. I suggest that such central motifs can be understood as patterns of interpretation, following Oevermann. Since they are reconstructed here from biographical material, I speak of biographical patterns of interpretation. However, in order to address the central motifs identified with Steiger as patterns of interpretation not only hypothetically, they would have to be shown in a larger number of cases, since patterns of interpretation are understood as collective meanings.
- ItemK významu humanitního vzdělávání. Pohled středoškolských učitelů v meziválečném Československu(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Kasperová, Dana; Kasper, Tomáš; Technická univerzita v LiberciThe text The Importance of Humanities Education. The Perspective of Secondary School Teachers in Interwar Czechoslovakia reconstructs the perspective of secondary school teachers in interwar Czechoslovakia on the question of the role of humanities education. The analysis is led with respect to the teachers’ efforts to discuss both the school reform and the reform of society. The teachers’ struggle to advance humanities education with respect to the development of democratic socio-political life in Czechoslovakia, as well as to help students be ready for an active civic and professional role in their lives, are thematized. The article points out that Czechoslovak secondary school teachers, through their activities and beliefs, were able to justify the relevance of a humanities education both within their professional group and to the broader public, despite the fact that industrialization, modernization, and democratization of society placed the ideals of classical humanities education of the 19th century under intense critique.
- ItemPädagogisierung der Verletzlichkeit – Historiografische Perspektiven(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Heinze, Carsten; Technická univerzita v LiberciIn the history of education, the vulnerability of children and young people has hardly been taken into account, although it must be considered as a crucial condition for educational action. This paper argues that the historical analysis of the individually differentiated and socially conditioned vulnerability of children and young people allows for a reinterpretation of the history of education. Consideration will be given to the ways in which vulnerability as an analytical dimension can be developed in this context.
- ItemJenseits der pädagogischen Illusion? Historischvergleichende Überlegungen zur Wirkungsgeschichte der moralischen Bildung von Kindern und Jugendlichen(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Depaepe, Marc; Technická univerzita v LiberciThis article can be broken down into two parts, perhaps somewhat unequally as far as its orientation is concerned. In the first part, the author takes the reader on a kind of exploration of the history of moral education, a subject which, at first glance and from the perspective of the years he spent studying educational historiography, appears to be rather undeveloped terrain. Since the piece is related to the awarding of the Comenius Medal, Comenius himself already provides a good starting point for this round of studies. As in the case of Herbart, another classic within the canon of educational history, Comenius held the opinion that morality plays a key role in upbringing of young people, which became increasingly scintillating in appearance from the Enlightenment onwards. For in a well-regulated society, it was by means of upbringing and education that individual freedom could be created. However, in the course of the 20th century and to the shame of humanity, people were forced to witness how the idea that people and society could be shaped by social engineering could equally give rise to a lack of freedom, as the aberrations of Nazism, fascism and ultimately Marxism-Leninism unequivocally demonstrated. So can such “reversals” of modern-day thought ultimately teach us any overall lessons about the content, manner and results with which moral curricula are imposed? Or must we first set out to identify the “abnormal” cases that society first branded as such and only subsequently extract those lessons? In other words, can extraordinary situations and events teach us something about the everyday reality of moral education as manifested in the so-called “civilising offensive” that took place from the end of the 18th century onwards? As far as the Low Countries are concerned, the author is, for that matter, setting foot on familiar ground. By utilising previous research on Belgium, Flanders and the (Belgian) Congo, the second part of the article wastes no time in examining what moral education meant in more specific terms in the 20th century. In that regard, the focus not only lies on contextualising the insights and questions raised by the first part, as a “tour d’horizon”, but equally on analysing them in greater depth. After all, the author’s years of research already provide three interesting points of reference: 1) the strong continuity of the patronising perspective; 2) the problematic nature of thinking about educational innovations and didactic innovations in binary terms, such as “old” and “new”, and 3) the lack of a straightforward link between parenting and educational goals on the one hand and their results and effects (including and especially in the long term) on the other. Which leads inevitably to the conclusion that education, important as it is, must not be overestimated. Nor should history for that matter. Perhaps both are nothing more than an opportunity to partake of a meaningful encounter that may be effective, but whose outcome one can never be sure of. Which in turn does not take away from the fact that we must still place our hopes on it. For hope is probably the most positive thing that human beings carry within them, just as Comenius himself proved in his lifetime, by the way.
- Item„Natürliches Wachstum“ in einer bedrohlichen Welt – der Monte Verità als Inkubationsraum eines neuen Erzieherbildes(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Klepper, Beate; Technická univerzita v LiberciIn the early years of the 20th century a small community or colony on Monte Verità near Ascona at the Lago Maggiore became refuge and encounter for different representatives of the Lebensreform. Main issues culminated here, and here the representatives conflicted with each other. Controversial response proposals uncovered the fundamental divergencies of a naturalistic world view. Thus, Monte Verità spotlights pedagogical problems in the context of Lebensreform and Reformpädagogik. Based on the writings of the respective protagonists and their environment, and referring to repeated visits to the Monte Verità, we propose a reflection of its development and central motives and deconstruct critically the understanding of the child and the new conception of the educator on the ‘Mount of Truth’. Ida Hofmann, as one of the main founders, individualist, and naturalist Gusto Gräser and the psychoanalyst and anarchist Otto Gross shaped essentially Monte Verità and formulated the motives that still nowadays keep floating like a will-o’-the-wisp in the models of Reformpädagogik. Education is always tempted to ‘tame’ contingent structures, to anticipate an uncertain future and to define clearly the role of the educator. Frequently teleological suppositions sneak into the educational praxis and confer the present action an image of validity and offer the educator tranquilizing certainties. Monte Verità represents a clear example for this. To understand pedagogical thinking as focusing on growth with open results, therefore guided by an anthropological perspective, requires a clear decision for continued questioning of subtle basic presuppositions. Instead of mental certainties, the search for always new, concrete, child-centered educational action, in short, an education that parts “from the Child”.
- ItemRelationen zwischen professionellem Handeln und biografischen Übergangserfahrungen von Lehrkräften – Der Umgang mit Ungewissheit als eine miteinander verflochtene Verbindung(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Epp, André; Technická univerzita v LiberciRelations between Professional Action and Biographical Transition Experiences of Teachers’ – Dealing with Uncertainty as an Intertwined Connection. In the article it is shown that, uncertainty is not only constitutive for professional action of teachers, but also for transitions, since the latter have lost their function of providing stability and direction in the historical course of time. In this context, the focus is also on how and with which strategies teachers react to potential uncertainty in biographical transitions and in occupational-professional action and to what extent these are related to each other. In the course of the analysis with a category-based and a sequential procedure, which were related to each other, two types could be identified. With their occupational-related activities to support students in transitional processes to vocational training, both of these types tie in with action strategies that have “proven themselves” in the context of their own biographical transitions. However, only biographical work triggers corresponding resonances that promote professional teacher action.
- ItemReflection on Classroom Practice and Professional Identity Building: Video Recordings from the Academy of Educational Sciences in the GDR in the 1980s(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Jehle, May; Technická univerzita v LiberciThe paper introduces video recordings from an archive of a research school of the Academy of Educational Sciences in the GDR as a relatively new source in the history of education. Based on selected video recordings, it presents a case study which focuses the practice of classroom research and reflection within this institution. The video recordings were part of a research study on the enhancement of students’ cognitive activity through the implementation of problem-based instruction. While this new approach can be seen as a part of a broader educational reform in the context of the scientific-technological revolution, this case study addresses, in particular, the implementation and reflection of this new approach in practice. Doing so, it interprets the video recordings as a document of the strained relation between political expectations and the inherent logic of educational research in the GDR.
- ItemThe Action of the Saint Sava Society on the Formation of Identity among Serbs in Old Serbia and Macedonia(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Nikolova, Maja; Technická univerzita v LiberciThe Serbs in Old Serbia and Macedonia in the late 19th century, in national terms, were not recognized by the Turkish authorities. Their position in this region made it difficult for the Bulgarian and Greek propaganda and armed troops of Albanians, so the Serbs had to struggle to defend themselves and defend their national identity. One aspect of this struggle was the educational and cultural activity reflected in the establishment and development of the Serbian primary and secondary schools, the establishment of bookstores, and church-school communities. Support in all this was given by t he educational institutions, which had the task of minimizing foreign influences and using the potentials at their disposal to achieve national integrity. Thanks to their existence, at least for a short time, it seemed that the prevailing attitude was that the Serbs in those areas at the same time formed a bridge and an insurmountable gap between East and West. Besides the State government, support in dealing with educational issues was given by the Saint Sava Association established at the initiative of Svetomir Nikolajevic, professor of History and Literature at the Great School. Academic, political, and national activities of the Association were expressed through the establishment and work of Saint Sava evening, Preparatory and Theological-Teaching School in Belgrade.
- ItemPočátky studia předškolní výchovy na Pedagogické fakultě Univerzity Palackého v Olomouci v letech 1946–1950(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Konečný, Karel; Technická univerzita v LiberciThe study traces the origins and formation of the curriculum of the Institute of Early Childhood Education, which in 1946–1950 at the Faculty of Education of Palacký University in Olomouc educated students of early childhood education for their profession as kindergarten teachers. The four newly established pedagogical faculties in Czechoslovakia were created at the universities of Prague, Brno, Olomouc and Bratislava in 1946 by the adoption of a special law. Their task was to prepare students – future teachers in all types of schools except universities. According to the statute issued by the Ministry of Education, the study of pre-school education was to last two years, i.e. four semesters. However, due to a shortage of kindergarten teachers, it was shortened indefinitely to one year, i.e. two semesters. The study analyses the curriculum of the Institute of Early Childhood Education at the Faculty of Education in Olomouc and compares it with the content of teaching at the Faculties of Education in Prague and Brno. The study of preschool education at all pedagogical faculties ceased in 1950 and was entrusted to the so-called pedagogical gymnasiums.
- ItemProfessionalism vs. Ideologization in the Hungarian Candidate Dissertations in Educational Science in the 1970s(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Czabaji Horváth, Attila; Albrecht, Zsófia; Daru, Andrea; Szente, Dorina; Technická univerzita v LiberciAfter World War II, the Soviet model was introduced in the countries of the Eastern Bloc, including Hungary, not only in the political, economic, and social spheres, but also in the field of science, and within it, in the system of qualification. The system introduced – which remained in place until 1993 – was aimed at creating a new intellectual class, so candidates had to meet political as well as professional requirements. In a pilot study on the process of knowledge construction in the next generation of scientists, we analyzed reviewers’ opinions on doctoral dissertations in the 1970s. The theoretical framework was provided by Stichweh and Becker’s notion of discipline and Bourdieu’s field theory on the functioning of scientific disciplines. Qualitative content analysis was used to process 20 reviews. Although the candidates had to meet both professional and political criteria, the referees put more emphasis on professionalism. The analyzed reviewers’ opinions of the show, that those within the scientific field already had more flexibility than those wishing to enter it, but that this meant only relative research freedom.
- ItemLooking for the Personal and Professional-pedagogical Identification of Middle School Teachers during the Communist Period (1949–1989) in Hungary(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Vincze, Beatrix; Technická univerzita v LiberciThe aim of this thesis is to show how identity and professional-pedagogical identification in pedagogy were transformed in the second half of the 20th century under the totalitarian communist dictatorship in Hungary. He gives examples and wants to demonstrate that memory (remembering) not only makes the present but also reveals the experience of the past and transfers it in its personal character into the present. Memory (the practical past) makes possible what is lost through the repeated experience of life. Furthermore, she uses the personal life histories of secondary school teachers to demonstrate that remembering has a significant impact on the production of (new) historical knowledge at both individual and group levels (Gyáni, 2020, p. 354).
- ItemReality as a Basis of Education to the Good in Josef Pieper’s Works(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Nemec, Rastislav; Blaščíková, Andrea; Technická univerzita v LiberciThe contemporary educational system is oriented on performance and productivity. German philosopher and sociologist Josef Pieper (1904–1997) was one of the big critics of this orientation and a defender of holistic education. The aim of this study is to analyse two of Pieper’s essays dedicated to education to the good – Total Education and Reality and the Good (both 1935) – and to present his concept of the “holistic education” that is based on them. In these two essays, Pieper analyses education as a formation of the spiritual soul in its ability to know and to act: knowledge is born as a result of our openness to reality in its divine root, and action is a response to this known good. Pieper identifies the educated man as being constantly open to the totality of reality, questioning unilateral, normative, performance-oriented and “specialized” education.
- ItemVorschrift, Folgsamkeit und persönliche Verantwortung – Über den Wandel der (präskriptiven) pädagogischen Identität und die Bedeutung einer Anthropologie der Alterität(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Skiera, Ehrenhard; Technická univerzita v LiberciPrecept, Obedience and Personal Responsibility – On the Transformation of (Prescriptive) Pedagogical Identity and the Meaning of an Anthropology of Alterity. Denis Vasse, Jesuit and psychoanalyst, once said: “When man identifies himself completely with the law, he degrades himself into a wolf being” (Vasse 1973, p. 148). The older generation will still know some “school wolves” from their own experience. But their strictness was by no means always the expression of sadistic lust. Rather, it corresponded to a “higher” and supreme mission for the betterment of the individual child and the human race. This attitude found its legitimation in Christian and Enlightenment contexts as well as in some (allegedly) child-oriented and still popular approaches of Reformpädagogik. However, for some time now there has been a critical counter-movement in the philosophy of education. It analyses the modern insecurity that can be understood as a consequence of the rejection of the human being as a child of God that has been emerging since the Renaissance. Furthermore, it criticises any definition of the nature of man that is presented with the claim of absolute truth.