Číslo 2/2023
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- ItemThe Academic Reception of Austrian, German and Swiss Reform Pedagogy Representatives in Hungarian Educational Science in the Interwar Period. Quantitative Content Analysis of the Magyar Paedagogia (1918–1939)(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Szabó, Zoltán András; Technická univerzita v LiberciBy remarkably dissenting from the contemporary mainstream educational thinking, reform pedagogy played a pivotal role in shaping the educational landscape of Europe and North America. This influence was also reflected in the professional periodicals of these geographical areas. Focusing on the Central European macroregion, my paper aims at examining the references to the different representatives of three (at least partly German-speaking) countries’ reform pedagogy within the pages of the prominent Hungarian educational journal, Magyar Pedagógia (Hungarian Pedagogy). The study applied computer-assisted deductive content analysis in order to identify the key figures of reform pedagogy in the text of the journal. The results indicate a notable increase in the number of the mentions subsequent to the Trianon Treaty. These reform pedagogy representatives frequently co-occurred in the same writings, with the work school (Arbeitsschule) being highlighted as a key nexus where their ideas converged.
- ItemAmbiguities and Contradictions Surrounding the Body and Education: Thoughts inspired by S. Polenghi, A. Németh, T. Kasper (eds.). Education and the Body in Europe (1900–1950). Movements, Public Health, Pedagogical Rules and Cultural Ideas.(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Seveso, Gabriella; Technická univerzita v Liberci
- ItemBewährung und Anerkennung als zentrale Elemente in der Biografie eines reformpädagogisch bewegten Lehrers: Willy Steiger (1894–1976), eine Fallstudie(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Göttlicher, Wilfried; Technická univerzita v LiberciThis paper analyses the curriculum vitae and biography of Willy Steiger (1894–1976), who is understood here as an example of a teacher committed to reform pedagogy. Based on autobiographical material and an analysis of the curriculum vitae, I point to central motifs in Steiger’s life that explain both his pedagogical commitment and his acting in other contexts: the demand to prove oneself in life and the desire to be acknowledged by others for one’s commitment. I suggest that such central motifs can be understood as patterns of interpretation, following Oevermann. Since they are reconstructed here from biographical material, I speak of biographical patterns of interpretation. However, in order to address the central motifs identified with Steiger as patterns of interpretation not only hypothetically, they would have to be shown in a larger number of cases, since patterns of interpretation are understood as collective meanings.
- 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.
- ItemJenseits der pädagogischen Illusion? Historischvergleichende Überlegungen zur Wirkungsgeschichte der moralischen Bildung von Kindern und Jugendlichen(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Depaepe, Marc; Technická univerzita v LiberciThis article can be broken down into two parts, perhaps somewhat unequally as far as its orientation is concerned. In the first part, the author takes the reader on a kind of exploration of the history of moral education, a subject which, at first glance and from the perspective of the years he spent studying educational historiography, appears to be rather undeveloped terrain. Since the piece is related to the awarding of the Comenius Medal, Comenius himself already provides a good starting point for this round of studies. As in the case of Herbart, another classic within the canon of educational history, Comenius held the opinion that morality plays a key role in upbringing of young people, which became increasingly scintillating in appearance from the Enlightenment onwards. For in a well-regulated society, it was by means of upbringing and education that individual freedom could be created. However, in the course of the 20th century and to the shame of humanity, people were forced to witness how the idea that people and society could be shaped by social engineering could equally give rise to a lack of freedom, as the aberrations of Nazism, fascism and ultimately Marxism-Leninism unequivocally demonstrated. So can such “reversals” of modern-day thought ultimately teach us any overall lessons about the content, manner and results with which moral curricula are imposed? Or must we first set out to identify the “abnormal” cases that society first branded as such and only subsequently extract those lessons? In other words, can extraordinary situations and events teach us something about the everyday reality of moral education as manifested in the so-called “civilising offensive” that took place from the end of the 18th century onwards? As far as the Low Countries are concerned, the author is, for that matter, setting foot on familiar ground. By utilising previous research on Belgium, Flanders and the (Belgian) Congo, the second part of the article wastes no time in examining what moral education meant in more specific terms in the 20th century. In that regard, the focus not only lies on contextualising the insights and questions raised by the first part, as a “tour d’horizon”, but equally on analysing them in greater depth. After all, the author’s years of research already provide three interesting points of reference: 1) the strong continuity of the patronising perspective; 2) the problematic nature of thinking about educational innovations and didactic innovations in binary terms, such as “old” and “new”, and 3) the lack of a straightforward link between parenting and educational goals on the one hand and their results and effects (including and especially in the long term) on the other. Which leads inevitably to the conclusion that education, important as it is, must not be overestimated. Nor should history for that matter. Perhaps both are nothing more than an opportunity to partake of a meaningful encounter that may be effective, but whose outcome one can never be sure of. Which in turn does not take away from the fact that we must still place our hopes on it. For hope is probably the most positive thing that human beings carry within them, just as Comenius himself proved in his lifetime, by the way.
- ItemK významu humanitního vzdělávání. Pohled středoškolských učitelů v meziválečném Československu(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Kasperová, Dana; Kasper, Tomáš; Technická univerzita v LiberciThe text The Importance of Humanities Education. The Perspective of Secondary School Teachers in Interwar Czechoslovakia reconstructs the perspective of secondary school teachers in interwar Czechoslovakia on the question of the role of humanities education. The analysis is led with respect to the teachers’ efforts to discuss both the school reform and the reform of society. The teachers’ struggle to advance humanities education with respect to the development of democratic socio-political life in Czechoslovakia, as well as to help students be ready for an active civic and professional role in their lives, are thematized. The article points out that Czechoslovak secondary school teachers, through their activities and beliefs, were able to justify the relevance of a humanities education both within their professional group and to the broader public, despite the fact that industrialization, modernization, and democratization of society placed the ideals of classical humanities education of the 19th century under intense critique.
- ItemLooking for the Personal and Professional-pedagogical Identification of Middle School Teachers during the Communist Period (1949–1989) in Hungary(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Vincze, Beatrix; Technická univerzita v LiberciThe aim of this thesis is to show how identity and professional-pedagogical identification in pedagogy were transformed in the second half of the 20th century under the totalitarian communist dictatorship in Hungary. He gives examples and wants to demonstrate that memory (remembering) not only makes the present but also reveals the experience of the past and transfers it in its personal character into the present. Memory (the practical past) makes possible what is lost through the repeated experience of life. Furthermore, she uses the personal life histories of secondary school teachers to demonstrate that remembering has a significant impact on the production of (new) historical knowledge at both individual and group levels (Gyáni, 2020, p. 354).
- 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.
- ItemPädagogisierung der Verletzlichkeit – Historiografische Perspektiven(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Heinze, Carsten; Technická univerzita v LiberciIn the history of education, the vulnerability of children and young people has hardly been taken into account, although it must be considered as a crucial condition for educational action. This paper argues that the historical analysis of the individually differentiated and socially conditioned vulnerability of children and young people allows for a reinterpretation of the history of education. Consideration will be given to the ways in which vulnerability as an analytical dimension can be developed in this context.
- 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.
- ItemPočátky studia předškolní výchovy na Pedagogické fakultě Univerzity Palackého v Olomouci v letech 1946–1950(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Konečný, Karel; Technická univerzita v LiberciThe study traces the origins and formation of the curriculum of the Institute of Early Childhood Education, which in 1946–1950 at the Faculty of Education of Palacký University in Olomouc educated students of early childhood education for their profession as kindergarten teachers. The four newly established pedagogical faculties in Czechoslovakia were created at the universities of Prague, Brno, Olomouc and Bratislava in 1946 by the adoption of a special law. Their task was to prepare students – future teachers in all types of schools except universities. According to the statute issued by the Ministry of Education, the study of pre-school education was to last two years, i.e. four semesters. However, due to a shortage of kindergarten teachers, it was shortened indefinitely to one year, i.e. two semesters. The study analyses the curriculum of the Institute of Early Childhood Education at the Faculty of Education in Olomouc and compares it with the content of teaching at the Faculties of Education in Prague and Brno. The study of preschool education at all pedagogical faculties ceased in 1950 and was entrusted to the so-called pedagogical gymnasiums.
- ItemReflection on Classroom Practice and Professional Identity Building: Video Recordings from the Academy of Educational Sciences in the GDR in the 1980s(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Jehle, May; Technická univerzita v LiberciThe paper introduces video recordings from an archive of a research school of the Academy of Educational Sciences in the GDR as a relatively new source in the history of education. Based on selected video recordings, it presents a case study which focuses the practice of classroom research and reflection within this institution. The video recordings were part of a research study on the enhancement of students’ cognitive activity through the implementation of problem-based instruction. While this new approach can be seen as a part of a broader educational reform in the context of the scientific-technological revolution, this case study addresses, in particular, the implementation and reflection of this new approach in practice. Doing so, it interprets the video recordings as a document of the strained relation between political expectations and the inherent logic of educational research in the GDR.
- 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.
- 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”.