Historia scholastica
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- ItemZáklady speciálně pedagogické diagnostiky a poradenství(2012) 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) 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) 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
- 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”.
- ItemHudba jako inspirace Komenského konceptu harmonické společnosti(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Přívratský, Vladimír; Přívratská, Jana; Technická univerzita v Liberci
- ItemJan Amos Komenský v Lešně. Tradice, odkaz a inspirace do roku 2019(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Szymańska, Kamila; 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
- ItemCelebrating May 1: Visual Propaganda from Different Perspectives in Communist Hungary(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Somogyvári, Lajos; Technická univerzita v LiberciCelebration has been a key idea in the disciplinary fields of Mentalitätsgeschichte and anthropology: my paper aims to introduce this in the specific context of May Day parades and marches in Hungary in the 1950s and 1960s, focusing on the educational nature of the communist system. For decades, verbal and visual propaganda tried to indoctrinate students and their parents and teachers by transforming perceptions of everyday reality through cultural practices and quasi-religious rites. From the perspective of theories about political religion, statues and symbols intended for the unification of leaders and masses in ceremonial- festive surroundings were meaningful elements with both continuous and changing characteristics. I would like to analyse this kind of message associated with May 1 through photographs of official processions in Budapest, choosing a concrete place as a starting point and adding verbal sources and different dimensions to the interpretation. First, party documents, minutes, and preparations establish the basic level of my approach, showing the original (and contemporary hidden) intentions of the ruling power to organize and execute International Workers’ Day. Next, propaganda and photographs of children and students demonstrate how the main celebration of the communist era was staged in order to legitimize its acceptance and popularity. The discussion concludes with a counter-narrative compiled from reports of the US legation and archives of Radio Free Europe, presenting an anti-communist view and a construction of Western propaganda.
- 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.
- ItemIdeological Imperative of the Communist Party of Czechoslovakia in Activity of Universities in Slovakia (1948–1953)(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Gabzdilová, Soňa; Technická univerzita v LiberciThe paper on the base of archive materials, published documents and scientific literature analyzes situation that occurred at Slovak universities after Communist coup in February 1948, with a focus on ideological pressure of the Communist Party of Czechoslovakia in this segment of society. The paper documents means that Communist Party of Czechoslovakia used to transform educational process and other activities in such a way that universities became subservient to communist ideology – the Marxism-Leninism. The paper is devoting attention to setting-up the Marxism-Leninism as the self-standing topic into academic program of universities.
- 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.
- 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?
- 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.
- 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.
- ItemReport from the General Conference ICOM(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Seiner, Jakub; Technická univerzita v LiberciJakub Seiner works as a historian at the National Pedagogical Museum and Library of J. A. Comenius, Prague, in the Department of the Přemysl Pitter and Olga Fierz Archive. His professional interests include 20th century history, Jewish history and Eubiotics. seiner@npmk.cz
- ItemDie ‚Entdeckung‘ der Jugend durch die Pädagogik Friedrich Wilhelm Foersters im Spannungsfeld von natürlicher Kraft und christlicher Idealität(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Maier, Alexander; Technická univerzita v LiberciThis paper is picking up the assumption, that youth was ‘discovered’ at the beginning of the 20th century as an own life stage as well as a kind of aesthetic energy that inspired people of every age and class to cultivate an idealistic sentiment and attitude. In this context, the essay is posing the question in which way Friedrich Wilhelm Foerster (1869–1966) and his pedagogical thinking have contributed to this discovery. Thereby, the paper can also be understood as an input – among others – to close the research gap on Foersters educational theory. There are two main focuses: The first one lies on his comprehension on education as ‘self-education’ of the youth, which is allowed by their natural force. Because nature is disordered, ‘self-education’ needs – this is the second aspect – an idealistic orientation: the Christian faith. On the way to clarify his concept of ‘self-education’, that was inspired by the United States ‘progressive education’, and to curve out the role of the Christian tradition, the essay compares Foerster with John Dewey (1859–1952). At last, this exploration leads not only to the result, that the heritage of Christianity was meaningful for both but also, that this Christian influence gave their concepts of ‘new education’ – in contrast to others – some precise criteria, so that they were able to deal with ‘normal’ young people (instead of the ‘holy child’) and to resist fascism or socialism. But this doesn’t mean, that Foersters educational concept was exempt of ambivalence in a pedagogical perspective.
- ItemReklamní tiskoviny pro školáky v letech 1918–1938. Pohled do archivních fondů Muzea Komenského v Přerově(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Kovářová, Helena