Historia scholastica
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- ItemZáklady speciálně pedagogické diagnostiky a poradenství(2012-01-01) Michalová, Zdeňka; Hainová, Helena
- Item„Bude nutno výchově dáti směry nové.“ Výchova a vzdělávání v programech politických stran meziválečného Československa(Národní pedagogické muzeum a knihovna J. A. Komenského, 2019-12-01) Korábková, Kateřina“The new directions of education will be necessary.ˮ Education in the programs of political parties of Czechoslovakia between the World Wars This paper focuses on educational goals that were emphasised in the political programs of five the largest political parties of the First Czechoslovak Republic. The article is based on official documents of political parties such as programs approved by party congresses and election programs or statements of prominent party representatives. The character of all those documents was influenced by the goal to form statements and inform party members or persuade possible voters. It means those documents are subjective and their content was not necessarily a political commitment. Therefore it cannot be assumed that all the postulates in the programs had a real influence on the education. On the contrary the documents depict the development of the considerations about education as a part of cultural policy. Political parties of the First Czechoslovak Republic were considering education in very similar way and in continuity with development before 1918. They were concerning about same issues especially in the social context but with different emphasises. This contribution aims to describe the party-specific concepts of education in relation to the ideological peculiarities of the individual parties and their cultural and political context.
- ItemHistoria scholastica No. 2/2019(Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci, 2019-12-01) Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci; Národní pedagogické muzeum a knihovna J. A. Komenského
- 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
- ItemHistoria scholastica No. 1/2021(Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci, 2021-11-05) Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci; Národní pedagogické muzeum a knihovna J. A. Komenského
- 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.
- ItemEducating the New Soviet Man: Propagated Image and Hidden Resistance in Soviet Latvia(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Ķestere, Iveta; Fernández González, Manuel Joaquín; Technická univerzita v LiberciThe New Soviet Man has been studied primarily from the perspective of its creators, propagators of Communist ideology, while the recipients of the New Soviet Man project and its immediate end users, namely pupils and teachers were largely ignored. Hence, the present research, while capturing and utilizing the experience of Soviet Latvia from 1945 to 1985, sets the research questions as to how the image of the New Soviet Man was presented and introduced at schools and how the concept of the New Soviet Man was perceived and utilised by the “objects” of this state contract – teachers and pupils. The research corpus includes 26 textbooks, 265 school photos and 367 student profile records. For the research purposes, four discursive domains of the New Soviet Man project were identified, namely, socio-biological discourse (gender, body, sexuality and health); social discourse (social class); spatial discourse (nationality) and discourse of individuality (personality, character traits). Given that the dictatorship unavoidably engenders the conflict of interests and resistance, the research corpus allowed to detect some tiny openings for the oppressed to express their views, some elements of pupils’ and teachers’ subtle resistance to the creation of the New Soviet Man, by using horizontal solidarity, avoidance, and slipping into the Grey Zone.
- 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
- ItemKomenský v Rusku: O tradicích a perspektivách rozvoje ruské komeniologie(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Marčuková, Světlana Markovna; 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
- ItemPedagogical Discourse on the Reform of General Secondary Education in Soviet Ukraine through the Prism of Child Protection in the 1920s: the Struggle against Unification(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Berezivska, Larysa; Technická univerzita v LiberciThe article reveals the leading ideas of Ukrainian teachers and civil leaders (V. Arnautov, Ya. Chepiha, T. Harbuz, H. Ivanytsia, Ya. Riappo, M. Skrypnyk, O. Zaluzhnyi, etc.) on reforming school education for the sake of development and protection of a child in the Ukrainian Socialist Soviet Republic (USSR) in the 1920s. It has been proven that after the defeat of the Ukrainian Revolution (1917–1921) and the capture of the territory of Ukraine by the Bolsheviks, the pedagogical discourse focused on the idea of creating a new labour school. It should be based on the following principles: labour, active, social education to protect the child, communist, the principle of Ukrainization and at the same time the imposition of Russification, etc. Ukrainian educators, looking for active methods of teaching children in a labour school, turned mainly to European and world pedagogical science (A. Binet, J. Dewey, F. Freeman, G. Kerschensteiner, E. Meumann, P. Natorp, F. Seidel, Ch. Spearman, W. Stern, L. Terman, E. Thorndike etc.). Pedagogical discourse was aimed at opposing the unification of school education according to the Russian model. The policy of Ukrainization was effective, so the all-Union authorities intensified ideological pressure, seeking to curtail this process. The struggle for the Ukrainian school ended tragically for Ukrainian teachers. This eloquently testifies to how the Soviet ideology during the reform used the ideas of social protection of the child, Ukrainization of the educational process to establish its own ideological and socio-political goals of the totalitarian society.
- 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.
- ItemSexuální výchova ve školách meziválečného Československa(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šustová, MagdalénaThe problematics of sex education got into the focus of pedagogues in the end of the 19th century and a new insight was brought up by the interwar period. The social and moral disintergration, caused by World War I, came up with a necessity of an enlightenment in sex education due to prostitution and increase of veneral diseases – the enlightenment regarding the sex education was emphasized in order to prevent sexually transmitted diseases. The position of the school authority was in this case difficult, because part of the society thought that the sex education was only a private family topic or that it was not necessary at all. Therefore, the school usually warned against veneral diseases by lectures, intervened against pornographic materials etc., and to some topics (contraception, abortion) it did not pay attention at all.
- ItemBosnia and Herzegovina under the Communist Regime: an Outlook on Educational Policy(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šušnjara, Snježana; Technická univerzita v LiberciBosnia and Herzegovina as one of the nine republics of Yugoslavia was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the state. The state had the power to influence school programs and to decide who could apply for school profession. After World War II, education became compulsory for all children and the state could have influenced easily all aspects of education. The state conception how to educate a new society and how to produce a common Yugoslav identity was in focus of the new ideology and those who did not agree with this concept were exposed to negative connotations and even to persecution. Human rights of an individual were openly proclaimed but not respected. Totalitarian societies commonly expect the system of education to operate as a main transformational force that will facilitate the creation of the new man in the social order they have proclaimed. After the split of the Soviet model of pedagogy (1945–1949), the changes occurred in education when the communists established a new regime with universal characteristics of the Yugoslavian education which differentiated among the republics in accordance with their own specificities. Bosnia and Herzegovina with its multi-ethnic nature occupied a special place inside the common state as a model that served as a creation of possible, multiethnic, socialist Yugoslavia.
- ItemThe Supervision of Schools and the Language of the Czechoslovak Administration. On the Example of School Committees in the Bilingual Moravia(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Puš, Ivan; Technická univerzita v LiberciBased primarily on printed sources this study examines the building process of educational sector in the first years of Czechoslovakia, with a special emphasis on the issue of the supervisory bodies. Especially primary schools were considered by the so-called nationalist activists, both before and after 1918, strategic for building of the national education. School boards and then school committees played besides others an important role in the school enrolment, a key factor in the rise or fall of individual schools and language communities. Therefore, the process of creation of the school committees in the year 1921 is researched in particular. After the dissolution of the monarchy, a new organization of the school authorities and schools went hand in hand with a new language of the Czechoslovak administration. New laws, role of school boards and later committees, communication between them and teachers from primary schools are researched as well. Through the stenographic records of the Czechoslovak National Assembly and through other sources, the aforementioned points are analysed, on the example of the ethnically or linguistically mixed area of the former Crown land Moravia. The interests of the Czech nationalist activists clashed there with interests of the German nationalist activists. The Czech and German district school boards, as the supervision authorities, were abolished and new school committees were to be established instead. In the linguistically mixed regions they remained separated, which brought political disputes. At the same time, the daily agenda of schools, teachers and pupils’ demands could not be hindered. Ministry of Education and National Enlightenment called for speeding up the administrative steps.
- ItemInspektoráty menšinových škol v meziválečném Československu(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Řeháček, Karel; Technická univerzita v LiberciMinority education after 1918 took a copletely different direction than it had before the establishment of Czechoslovakia. The new social reality, the new laws and the different approach to minority issues led to an equalization of minority (state national) schools with other schools, the removal of most of the obstacles to their establishment and, above all, the nationalization of the whole process of establishing and maintaining these schools. This also led to the need to put these schools under the state supervision. In terms of their pedagogical activities and the organization of teaching, inspectorates for Czech, German and Polish minority schools were established. The paper deals with the implementation of inspectors’ agendas, the performance of inspections, inspection districts and their transformations and the staffing of inspectorates in the interwar period.
- ItemOkresní školní inspektor a počátky státního dohledu nad obecným školstvím v Čechách v letech 1869–1873(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Klečacký, Martin; Technická univerzita v LiberciThe paper deals with the adoption of School Supervision Act from 1869 in Bohemia, taking into account both Czech and German speaking milieus. Using the example of appointment of District School Inspectors and looking into their activities, it analyses the system deficiencies and complications that the state authorities had to cope with in the first years after adoption and that, eventually, led into an amendment of the aforementioned act four years later. Apart from the inadequate organisational background and salary conditions of district inspectors, the paper points out the financial requirements that the school reform brought about and that had to be covered mostly by local municipalities. This fact significantly contributed to a generally passive or even negative attitude held by autonomous corporations as for the new school legislature implementation, which was enhanced by oppositional stance of Czech political representation.
- ItemNeznámá kapitola ze života Gerty Kallikové-Figulusové(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Holeka, Pavel; Technická univerzita v LiberciGerta Kalliková-Figulusová společně s manželem Ferdinandem Kallikem a dvěma dětmi opustila v roce 1947 Československo v obavě z příchodu komunistické diktatury. Nikdy nezapomněla na zemi, kterou považovala za svou vlast, ani na ty, kdo jí jako „dítku národa“ poskytli rodinné i duchovní zázemí. Mezi ně patřila i rodina kazatele Jednoty českobratrské Josefa Štiftera.