Číslo 1/2024

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“In a very real sense young children are citizens of the world” – Kinder und Jugendliche als Kriegsopfer in der Pädagogik Minna Spechts
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Engelmann, Sebastian; Technická univerzita v Liberci
After the Second World War, children and young people in Germany had to be supported pedagogically. Minna Specht, an exiled educator, developed an educational programme that valued children and young people, not as the perpetrators but as victims of the war, and made it possible to deal with them pedagogically after the Second World War. This text elaborates on Minna Specht’s concept and points out that exiled educators had plenty of ideas about education after the Second World War that are rarely taken into account.
From Scout Boy to Pioneer. An Example of Political Misuse of the Concept of a Youth Organization of Scout Boys in Slovakia
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Kudláčová, Blanka; Gubricová, Janette; Technická univerzita v Liberci
The Scout Boys, which had the original name Junák in Czechoslovakia, began official activity on our territory in 1914. Their promisingly developing membership base and attractive activity were disrupted by the events of World War II. Even before the coup in 1948, the Communists began massively building their party structures. One of the goals was to build a single and unified youth organization under the control of the Communist Party. Between 1945 and 1949, they gradually “united” all children’s and youth organizations that resumed their activities after World War II. One of them was Junák, which before the war had the largest membership base in Czechoslovakia and a welldeveloped system of working with children. The goal of our research was to find out how the children’s organization Junák was incorporated into the Czechoslovak Youth Union after the communist coup in 1948 and how its gradual transformation into the children’s Pioneer organization. In our research, we used periodical professional literature and periodical press, archival sources in the Slovak National Archives and the archive of the Slovak Youth Institute (IUVENTA) in Bratislava, as well as unpublished memories of Mr. Jozef Mikloš, chairman of the Historical Commission of Slovak Scouting.
Proměny profesní přípravy učitelů ve Finsku
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Bačová, Veronika; Kasperová, Dana; Technická univerzita v Liberci
The article discusses the issue of the transformation and reform of teacher education in Finland with an accent on the 20th century. In the context of the issues of education transfer, borrowing and lending policy, it reflects on the characteristics of Finnish education policy, which is also reflected in the discussion of teacher education. The paper reconstructs the main premises of teacher training reforms in Finland in the 20th century and asks how these premises can be helpful in the Czech debate on teacher education reform.
Collections in the Jesuit Archbishop’s Secondary Grammar School in Kalocsa (Hungary)
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Rébay, Magdolna; Technická univerzita v Liberci
In this paper, the author introduces the collections of the secondary grammar school in Kalocsa. The author researches: (1) the subjects that the formal collections were created to facilitate teaching, (2) what their purpose was, (3) the manner in which these collections were accumulated, and (4) how they were used. The annually published school yearbooks provided the main sources of this research. As a method, we applied historic document analysis. The value of teaching natural sciences was amplified in the course of the 19th century, primarily in its second half, as a result of industrial modernisation. Thus, a number of natural scientific subjects were taught on an obligatory basis (natural history, geography, physics, chemistry). Studying these subjects was facilitated by the collections, which were also established in this grammar school – besides the collections of humanities such as the historical one. The mineralogical collection constituted the most outstanding one in the Kalocsa secondary grammar school, but its animal and plant collection also burgeoned. Behind these outstanding collections stood one or other Jesuit teachers, who were driven, besides the aim of teaching, by the desire of scientific understanding. Among the Jesuits in Hungary, just as in other countries, the interest in natural sciences escalated. The collections grew during the study tours announced for students, in the course of the curators’ acquisition excursions, and also as a result of donations, purchases and exchanges. Following the state appropriation, the material of the Kalocsa caches was dispersed.
Odborné školstvo a technické vzdelávanie dievčat na Slovensku v rokoch 1918–1945 (optikou štúdia dievčat na priemyselných školách)
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Ďurkovská, Mária; Heldáková, Lucia; Technická univerzita v Liberci
The study focuses on researching the possibilities of education for women and girls at technical schools in Slovakia from 1918 to 1945. With the aim of equal representation of eastern, central and western Slovakia, materials from three technical schools (Košice, Banská Štiavnica and Bratislava) were used in the research, because the technical schools in question existed throughout the period under review. The article was prepared based on school annual reports, statistical yearbooks, archival materials, contemporary literature, as well as professional literature related to the subject under investigation. The conclusions of the study provide summary findings on the number of girls in schools in the individual historical periods as well as an explanation of the socio-political conditions influencing the girls’ education.
Comenius Medal for PhDr. Markéta Pánková in Naarden
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Exalto, John; Technická univerzita v Liberci
Kurikulárne ukotvenie predmetu občianska náuka a výchova v období prvej Československej republiky (1918 – 1938)
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Bubeník, Marek; Technická univerzita v Liberci
The paper systematically maps the development of the curriculum for the subject of civics education in the Czechoslovak Republic from the tendencies leading to its creation to the form of the definitive curriculum in 1933. This area has not yet been significantly retracted in Slovakia. The main research interest is oriented not only on the curriculum, but also on related archival documents and monographs, which provide information on both the legislative frameworks and the school realities of the time (the approach to the application of the curriculum in the didactic framework). In the case of curricula for municipal (folk) and civic (bourgeois) schools, the focus is on observational criteria such as the position of the subject in the system and its objectives, the hourly allocation, the organisation of teaching, the instructions for teachers, the binding content (thematic concept) and the ideological platform, which make it possible to understand what transformations the various versions of the curriculum have been carried out, under what influence and with what results. Overall, this represents a set of information suitable for in-depth content analysis, supported in places by links to the current state of the curriculum. A comparative approach is applied to identify positive and negative elements in the changing versions of the curriculum. This also reflects the aim of the research – document the development as comprehensively as possible, using the above-mentioned methodology, and to link it to the current state of the curriculum for social studies education. The resulting findings are summarized in the final evaluation.
Invisible Children: the Face and Reverse of Special Education in Bosnia and Herzegovina, 1958–1990
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šušnjara, Snježana; Technická univerzita v Liberci
Bosnia and Herzegovina (BiH) was one of the republics of the former Yugoslavia (SFRJ), a state with an established totalitarian regime that kept its subjects under control and imposed a recognized ideology on them. Although it tried to present itself as a country with equal rights for all people, that was not the case. Namely, the example of people with disabilities reveals the double face of the regime. While other republics developed already inherited institutions for the care of children with disabilities, BiH did not even have a higher education institution for the education of specialists for working with children and adults with disabilities until the mid-1990s. Special elementary schools were also rare. In some elementary schools, there were auxiliary departments for children with disabilities. Segregation was highly emphasized and parents often hid their children because of shame and public condemnation. In this paper, I will try to show how the Republic of Bosnia and Herzegovina treated special education within the state of Yugoslavia. It is obvious that, despite the needs, special education in BiH was underdeveloped. At the higher education institutions that trained future teachers, there was no mention of working with children with disabilities. For the most part, schools solved this issue according to their priorities and possibilities. Although they talked about the importance of health and inclusion in the education of all, the example of this republic shows the opposite. So, it is evident that the ideology of a totalitarian regime in the 20th century misuses the concept of child health. In doing so, such regimes use childcare to publicly promote their ideological intentions and social awareness while the situation in practice testifies otherwise. From the data obtained by researching three pedagogical journals in the period from 1958–1990, it is clear that special education remained somewhere in the corner and that schools or teachers decided by themselves whether or not they would accept these children into their environment. Therefore, the situation in education in BiH, a society that called itself socialistic, often had results that showed the opposite, and this was exactly what was reflected in the field of special education.
Educational Studies in Wartime: How War and Dictatorship influenced the Educational Theory of Philipp Abraham Kohnstamm (1875–1951)
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Exalto, John; Technická univerzita v Liberci
Between the two World Wars, the Amsterdam physicist Philipp Abraham Kohnstamm (1 875–1951) became one of the founders of Dutch academic pedagogy. In the theory developed by Kohnstamm in the 1920s, the war played a significant role in the background. Kohnstamm’s philosophy of personalism was intended as a defense against fascist tendencies towards Gleichschaltung and dictatorship. With his educational ideas, Kohnstamm wanted to strenghten democratic citizenship and the emancipation of the lower classes. In the 1930s, Kohnstamm entered into a debate with National Socialism and emerged as a principled proponent of democracy and democratic education. As a German and Jew of origin, who later became Dutch and Christian, the rise of National Socialism strongly influenced Kohnstamm and it caused that he only finished three of the seven planned volumes of his magnum opus. In this paper, in which Kohnstamm’s resistance against war and dictatorship is further elaborated, the Dutch scholar is presented as a case of educational studies in wartime.
Subjectivation through Structural Coupling – The Emergence of School Laggards and Deficient Pupils
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Töpper, Daniel; Isensee, Fanny; Technická univerzita v Liberci
This contribution explores how practices, concepts, and ideas about including and excluding pupils in schools are connected to different arenas of knowledge and how their inter-connectedness produced specific subject positions for pupils. By applying Niklas Luhmann’s concept of structural coupling as an analytical approach this article discusses the problem of non-promotion and the emergence of the “deficient child” to grasp the connections between the different social systems involved in these processes. Based on two case studies that deal with specific iterations of efforts to alleviate non-promotion, the contribution exemplifies how structural coupling can help to identify connections between and resulting activities in different social systems.
Slovo nebo posunek? Diskuse o užívání znakového jazyka v ústavech pro hluchoněmé v 1. polovině 20. století
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Okrouhlíková, Lenka; Technická univerzita v Liberci
Based on contemporary texts, the paper presents in detail the course and results of the discussions on educational methods and the use of sign language in institutes for the deaf and dumb in Bohemia and Moravia in the first half of the 20th century. The discussions were participated in by prominent educators, other personalities, and the deaf themselves. It focuses in particular on the moments when the voices of the opponents of oral methods, which were uniformly preferred in deaf education, were becoming stronger and presents the most frequent arguments for and against their use.
“Mały Przegląd” against Culture of War. Korczak’s (Goldszmit’s) Pacifism and its Cultural Background
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Rakoczy, Marta; Technická univerzita v Liberci
Die Willensfreiheit des Kindes wertschätzen – Prolegomena zu einer pädagogischen Ethik der Responsivität in nachmythischer Zeit
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Skiera, Ehrenhard; Technická univerzita v Liberci
If we pursue the question of the child’s freedom of will as a resistive factor in the process of education from a historical and systematic point of view, a significant and at the same time still highly controversial change in thought and action can be observed. With the release of man from his childship to God initiated by the Enlightenment, pedagogical authority loses its once absolute basis of legitimacy. The educator’s claim to unconditional obedience on the part of the child is gradually being called into doubt – right up to the radical view of an ideology-critical philosophy of education today that the only legitimate judge of pedagogical interventions is their addressee itself, namely the child and the later adult. For the ethics of education, this means a shift in emphasis from the authoritative should to the conciliatory dialogue with the child, which is in principle open-ended. In the process of upbringing/education, the child is now conceded a relevant voice that can count on being heard and receiving an understanding response.
Vychovatelna není trestní ústav. Činnost vychovatelen v Libni, Říčanech a na Vinohradech do roku 1918
(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šustová, Magdaléna; Technická univerzita v Liberci

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