Číslo 1/2023
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- 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?
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- ItemMathilde Vaerting (1884–1977) und ihr (unzeitgemäßer) Beitrag zu Pädagogik und Macht(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Berner, Esther; Hofbauer, Susann; Technická univerzita v LiberciThe article deals with the first German female educational scientist Mathilde Vaerting and her analytical contributions on topics such as sex, gender and the role of power, as well as to the question of power and violence in pedagogy, which are still relevant today. The starting point of her considerations is a comprehensive sociology of power and an intensive examination of the psychology of gender. Her engagement with corresponding pedagogical questions (e.g. co-education) is strongly influenced by the contemporary progressive education movement, in which she actively participated. Her analyses of power and domination and their role in the relationship between the gender, but also between teachers and students and in other pedagogical interaction, are in many parts inspired by her own life and career experiences as a female scholar in the period around and after the First World War. Although she was the first woman to be appointed to a professorship in educational science in Germany in 1923, her name hardly appears in the historiography of the discipline to this day. Targeted exclusionary strategies by her male colleagues, supported by a male-dominated politics and academic culture, had made her an academic outsider during her lifetime and for the time after.
- ItemThe Group as a Means to Restore Community in Teacher Education? Therapeutising Technologies during the “Psycho-boom” of the 1970s in Zurich(Národní pedagogické muzeum a knihovna J. A. Komenského, ) De Vincenti, Andrea; Grube, Norbert; Hoffmann-Ocon, Andreas; Technická univerzita v LiberciDuring the “psycho-boom” in the 1970s, there was a strong demand for the group as a multifaceted setting. In the sense of a therapy for “normal people”, psychologising and therapeutising technologies such as group dynamics or talk therapy were widely established in society e.g. in countercultural social movements and in pedagogical contexts. Group formats in general, such as conversational and discussion groups, as well as self-help groups and theatre or environmental groups were considered modern and conducive to pedagogical work. New technologies promised holistic help in finding the socalled true or authentic self at the individual level as well as consciousness at the collective level. It is the narrative of individual and collective processes yielding emancipatory demands. This article thus examines entanglements of psychologising and therapeutising knowledge in the context of teacher education in the Swiss canton of Zurich. Based on source materials, such as annual reports of teacher training seminars and publications by teachers, we persue the question to what extent the group was substantiated and used in psychologising and therapeutising ways in Zurich’s teacher education.