Rok 2020
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- ItemHistoria scholastica No. 1/2020(Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci, 2020-08-31) Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci; Národní pedagogické muzeum a knihovna J. A. Komenského
- ItemGerta Figulusová – „dcera českého národa“ z rodu Komenského: životní příběh pohledem komeniologie(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Pánková, Markéta; Technická univerzita v Liberci
- ItemKonstituierung der sozialkritischen pädagogischen Richtung zwischen den beiden Weltkriegen in Slowenien(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Protner, Edvard; Technická univerzita v LiberciThe Constitution of a Socio-critical Pedagogical Direction in Slovenia between the World Wars The period between the World Wars in Slovenia is characterized by a pronounced pluralism of pedagogical directions and concepts. While the art (Geisteswissenschaftliche) pedagogical direction was consolidated at the university, the reform pedagogical direction (Reformpädagogik) was increasingly used in professional associations of teachers. Within this movement and in parallel, the questions of social justice and the ideological orientation of education have become increasingly at the forefront. The initiative in this field was taken over by marxist teachers, but the socio-critical pedagogical concept was not unambiguously tied to the communist ideological background. Within the framework of the socio-critical pedagogical direction, empirical pedagogical research began to develop in Slovenia.
- ItemHistoria scholastica No. 2/2020(Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci, ) Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci; Národní pedagogické muzeum a knihovna J. A. Komenského
- ItemMovement of Special Colleges for Advanced Studies and its Current Challenges in Hungary(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Garai, Imre; Szabó, Zoltán András; Németh, András; Technická univerzita v LiberciMovement of Special Colleges for Advanced Studies and its Current Challenges in Hungary The history of special colleges’ movement traces back to the last decade of the 19th century in Hungary. Furthermore, its European origin can be found in colleges of medieval universities. Although this collective support of talented students has British and French origins as well, the institutionalisation of this movement can be seen as special Central- -Eastern European and Hungarian development. The Baron Eötvös József Collegium founded in 1895 was the first representative institution of this movement. From the middle of the 20th century, several other institutions were established that followed different patterns in supporting university students during their studies. However, the expansion of this movement occurred after the political transformation of 1989–1990 in Central-Eastern Europe. That was a parallel process with capacity growth of higher education, which was forced by changing social perception of higher education and transformation of the higher education policy.
- ItemReflection of the Work of J. A. Comenius in Croatia(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Batinić, Štefka; Technická univerzita v Liberci
- ItemEducating the “New Man” in Italian Schools during the Fascist Era. Children’s Education through Traditional and Totalitarian Models in Images and Texts of Schoolbooks(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Polenghi, Simonetta; Technická univerzita v LiberciEducating the “New Man” in Italian Schools during the Fascist Era. Children’s Education through Traditional and Totalitarian Models in Images and Texts of Schoolbooks Fascism used different tools and media to educate Italians to be good Fascists, and to present the myth of the “new man”. This myth had a number of different nuances during the twenty years of the regime. The strong educational aim of Fascism pervaded the entire life of Italians and assigned great importance to the education of children and young people. Schools were therefore given a significant role in this process, which grew in intensity during the thirties, with the Empire and the conquest of Ethiopia. School textbooks, with their images, are relevant sources for examining this process. Thanks to the extensive work in revising school textbooks undertaken by the Commission, which had been established by the minister Giovanni Gentile in 1923 and was chaired by Giuseppe Lombardo Radice, only the best books, which included the notion of progressive education and a modern idea of the child, could be published. The search for “the Fascist book” then began, but it was only in 1930 that the State Fascist textbooks replaced by law the previous ones. Nonetheless, an examination of the text and images of various State textbooks reveals a complex mix of traditional educational messages, centred around the Catholic faith, patriotic values and il Duce’s exaltation. It has been noted that the “new man” was initially an anti- -liberal and subsequently a “mass-man” [uomo-massa], with no individual identity. Examination of the State textbooks, however, also reveals messages, which were sometimes contradictory (Christian peace and Fascist war, for example). The importance of the family, constantly underlined, undermined the “mass-man” messages. Traditional rural values coexisted with the spirit of modernization. This article shows how some Fascist educational messages were coherent with traditional ones, and were therefore probably more easily accepted, whereas others were typically Fascist; and how the image of the new child changed.
- Item„Stručná historie Literatury české“. K osudu nevydané učebnice rajhradského benediktina Bedy Dudíka k dějinám české literatury z roku 1847(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Mahel, Richard; Technická univerzita v LiberciIn the years 1841–1854 the Benedictine Beda Dudík (1815–1890) worked as a teacher at the Episcopal Institute of Philosophy in Brno and then at the Higher Grammar School in Brno. As a teacher and a supporter of a development of the Czech national movement in Moravia he strove for the introduction of teaching of the Czech language and literature in the Moravian church education. He succeeded in his efforts and the Court study commission and the Episcopal ordinariate in Brno permitted teaching of the Czech language within the school curriculum of the Institute of Philosophy. For the successful completion of the teaching, Dudik compiled a textbook for his students about history of the Czech language and book writing and he intended to publish it in print at “Matice česká” in Prague. The textbook was approved successfully in a censorship procedure; however, it was not finally published in print due to disagreements with the authors of the compiled works. Nevertheless, it was significant for the development of national efforts in Moravia and it, first and foremost, revealed the young Beda Dudík as a great supporter of the then minority Czech national movement in Moravia, which changed later when he left his pedagogical experience in favour of his better-known historiographical, official and diplomatic practice.
- ItemIdeje Komenského a výtvarná výchova(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šobáňová, Petra; Technická univerzita v Liberci
- Item“Garden-School, Garden City and Garden-Hungary” – Pedagogical and Life Reforms Alternatives in Hungary between the Two World Wars(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Vincze, Beatrix; Technická univerzita v Liberci“Garden-School, Garden City and Garden-Hungary” – Pedagogical and Life Reforms Alternatives in Hungary between the Two World Wars The paper brings into focus the Hungarian pedagogical and life reform concepts in the interwar period. The reform alternatives criticized the modernism and reflected their negative influences. Most of these tendencies looked for the solution of land reform and social problems. The attention of Hungarian intellectuals turned to rural Hungary. Proponents of the “New Education” saw the solution in folk education and wanted to create a new middle class out of poor peasantry. The official reform and theoretical concepts aimed at preserving the agrarian character of Hungary for the future. The garden (nature, countryside) was a common theme among the initiatives. The study presents three achievements of the period: the garden city of Budapest (Wekerle settlement), the Garden-School (Szeged) and the Garden-Hungary concept as a third way theory in the form of “Quality Socialism” (by László Németh). All these educational and social reforms reinterpreted the categories of nation and folk.
- ItemHudba jako inspirace Komenského konceptu harmonické společnosti(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Přívratský, Vladimír; Přívratská, Jana; Technická univerzita v Liberci
- ItemJohann Amos Comenius und Deutschland. Grundzüge einer Rezeptionsgeschichte bis 1945(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Lischewski, Andreas; Technická univerzita v Liberci
- ItemŠkola a sociální pomoc ve druhé polovině 19. století(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Halířová, Martina; Technická univerzita v LiberciThe paper deals with the forms of social assistance provided to poor children and youth in schools. The specific examples are illustrated by the example of Pardubice town. The article mainly deals with the second half of the 19th century, when under the influence of social changes the charitable activities aimed at children and young people were developed. The article mentions also the end of the 18th century, when education and social care reforms took place, and influenced the development of social assistance in the following century. Two types of institutions were established at schools; on one hand, associations providing financial or material support, on the other, groups providing out-of-school activities for children and youth. These organizations had the same goal – the discipline of the poor in society.
- ItemLidství, věda a svět jako konstituenty Evropy a jejich proměna ve 20. století. Příklad marxistické pedagogiky(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Rybák, David; Technická univerzita v LiberciThis article tries to highlight main characteristics of the metaphysical frame of Marxist pedagogy. At first, it is important to see that the concept of ideology alone (in the question regarding totalitarian ideologies) presupposes a very specific metaphysic, i.e. metaphysic of the representing subject and subject of representations-ideas. In such a metaphysic a specific decision about humanity of man as well as worldliness of the world is introduced in the form of re-presentation and objectifying. How the humanity of man is understood? Is there not, under the political rhetoric of ideologies (totalitarian and not- -totalitarian) a deeper common ground hidden, as our reference to the metaphysics of the subject was supposed to indicate? Insofar as upbringing in the European tradition has a sense of bringing man up to his own humanity, there is an implicit concept of human being in every concept of education. And insofar as man is not only an object in the world but also the “subject for the world” (Husserl), every such concept is arising from the correlation man-world. We would like to look more closely at the conditions of this correlation man-world in 20th century.
- ItemIdeové východiská pedagogického myslenia na Slovensku v 40. rokoch 20. storočia a ich vyústenie do socialistickej pedagogiky(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Kudláčová, Blanka; Technická univerzita v LiberciThe paper is a historical-educational study that aims to survey changes in conceptual foundations of educational thought in the 1940s and their form at the beginning of Communism. It was a complicated period with several overlapping ideological levels: the ideas of the interwar democratic Czechoslovakia “retired”, the national socialist ideology of the Slovak state was established in the situation of the war, and the Marxist-Leninist ideology, which was fully implemented after the Communist coup in 1948, was being gradually shaped. The change of direction in the educational thought and in its foundations is demonstrated mainly through two leading figures of pedagogy of the given period: Juraj Čečetka (1907–1983), the first Slovak professor of pedagogy and Ondrej Pavlík (1916–1996), the creator of the socialist pedagogy and education. The first part of the paper focuses on a broader socio-political context that suggested changes in ideological orientation of educational thought in the 1940s, the second part of the paper discusses educational thought in the 1950s when only the socialist variant can be considered. The study is based on source literature of both mentioned representatives of the period and on existing research of their work (Krankus, Kudláčová, Faktorová, Valkovičová, Wiesenganger) and life (Mihálechová, Michalička, Londáková).
- Item„Učitelstvo zakousnuté do pokroku“: reakce Věstníku katolického učitelstva československého na školské reformy za první Československé republiky(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Širl, Radim; Technická univerzita v LiberciThis study focuses on the perspective of the Czechoslovak periodical Věstník katolického učitelstva československého (The Bulletin of Czechoslovak Catholic Teachers) on the new reform of the school system introduced during at the end of the 1920s by Václav Příhoda, who was the leading figure of such changes. Authors connected to this periodical took a quite strong stance on this issue and criticized the introduced reform in many ways and on many levels. The aim of this study is to create an overview of the most relevant and frequent opinions presented by the authors during the years 1928–1935 and to try to find common threads and themes of their positions. This includes providing a historical, pedagogical and religious context of the newly formed Czechoslovak Republic.
- ItemThinking Education beyond Borders – The Pedagogic Correspondence Legacy of Wilhelm Rein as an Access to Historical Transnational Contacts and Networks of Educational Reform(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Grundig de Vazquez, Katja; Technická univerzita v LiberciThinking Education beyond Borders – The Pedagogic Correspondence Legacy of Wilhelm Rein as an Access to Historical Transnational Contacts and Networks of Educational Reform The article wants to present the first research results from a project in progress that aims on the scientific edition of and basic research on the pedagogical correspondence legacy of Wilhelm Rein (1847– 1929), who was one of the internationally most influential educationalists and teacher educators of his time. It wants to approach the phenomenon of networking education from a historical perspective and emphasize that transnational contacts and networks are not a new phenomenon in the field of education but that common objectives and motives traditionally have brought together educationalists from diverse realities. The sources analyzed date from 1869 to 1929. They constitute one of the most extensive surviving professional correspondence legacies that prove and display widespread cross-country and cross- -cultural historical professional contacts and networks among educationalists that have partly substantially influenced the development of modern educational theory and practice of educational systems from all over the world. This contribution will give first insights into the source corpus and the (research on) the network structures in question.
- ItemConcepts of Women’s Sexual Education and Dispute over Co- -education in Poland between Two World Wars(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Pauluk, Dorota; Jagielska, Dominika; Technická univerzita v LiberciConcepts of Women’s Sexual Education and Dispute over Co-education in Poland between Two World Wars The article aims to present controversial issues related to the concepts of sexual education of women and co-education propagated in the interwar period in Poland. This will be shown in the reference to concepts referring to Christian tradition and the new movements (emancipation, leftist) and other philosophical assumptions (naturalism, evolutionism).
- Item1918 – die Zeit der großen Schulreformprogramme in Österreich: Reformpädagogik und Geisteswissenschaftliche Pädagogik im Wettstreit(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Grimm, Gerald; Technická univerzita v Liberci1918 – the Time of Major School Reform Programs in Austria: New Education and Humanities Pedagogy in Competition In 1918 Austria was changed into a democratic republic. Despite the difficult political and economic situation at the end of the First World War self-confident and future oriented school reform programs were developed in Austria. Influences of international New Education as well as of German Humanities Pedagogy can be determined. The Social Democrats under the leadership of Otto Glöckel, influenced by the ideas and concepts of New Education (such as “learning by doing”), postulated the creation of one comprehensive school (“Allgemeine Volksschule”) up to the age of 14 in order to realize equal opportunity. The Christian Socials on the other side were influenced by ideas of the German Humanities Pedagogy and advocated under the Leadership of Alois Höfler and Richard Meister for maintaining the variety of types of secondary education at level I: “Volksmittelschule”, “Untergymnasium”, “Unterrealschule”. Because of these great differences no agreement on a school reform program could be realized. Nevertheless in 1927 a compromise was decided: the “Haupt and Mittelschulgesetz”. But type diversity in the field of secondary education remains and characterizes the Austrian school system even in the 21st century.
- ItemSociálna a postpenitenciárna starostlivosť o ťažko vychovateľnú mládež na Slovensku v 70. rokoch 20. storočia – ako sa riešil „neexistujúci“ problém?(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šuhajdová, Ivana; Technická univerzita v LiberciThe Socialist society had a clear idea on an education and on a direction of the development of children as the future generation. Children were expected to become physically and morally developed citizens according to the requirements of the then government in power. Even though the governing political representation promoted the claim that social problems were a capitalist advancement and had no place in the socialist society, the opposite was true. The idea of the perfect society without social problems was only a political bubble, bursting of which, besides other areas, was very quickly manifested also in lives of some children and youth in a form of a delinquency. The contribution aims to describe the activities of social workers and social curators of the national committees in terms of a social and post-penitentiary care for difficult youngsters in Slovakia in the 1970s.