Číslo 1/2020
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- 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.
- 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).
- 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“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.
- 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
- ItemJohann Amos Comenius und Deutschland. Grundzüge einer Rezeptionsgeschichte bis 1945(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Lischewski, Andreas; 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.
- 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.
- ItemNeue Persönlichkeiten für eine neue Gesellschaft. Zukunftsaneignung durch Selbsterziehung in der katholischen Quickbornbewegung während der Weimarer Republik(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Maier, Alexander; Technická univerzita v LiberciNew Personalities for a New Society. Appropriation of the Future through Self-education in the Catholic Quickborn Movement during the Weimar Republic The idea of ‘new man’ was a big topic in the ‘Kulturkritik’-discourse as well as in educational discussions after World War I in Germany. Also the well-educated catholic milieu was engaged in this field. It was a time of great expectations and the protagonists hoped to build a new and better world – especially in the morals department. The precondition of this project was the education of the ‘new man’. This article aims to analyse the engagement of the catholic Quickborn youth movement during the 1920s to create this new personality, that was characterized as a leader figure for the youths in the movement itself but in the end also for the whole nation. Important questions are: How did the Quickborn youth movement pick up and modify the existing expectations of a new era for their special context or create their one views about it? How did they appropriate these views of future by self- -education? And finally: Why did they operate in this way?
- ItemReflection of the Work of J. A. Comenius in Croatia(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Batinić, Štefka; Technická univerzita v Liberci
- ItemReform Pedagogy in Slovakia in the Interwar Period (Specifics and Selected Examples from Practice)(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Kudláčová, Blanka; Technická univerzita v LiberciReform Pedagogy in Slovakia in the Interwar Period (Specifics and Selected Examples from Practice) Our paper aims to point out a reform pedagogy in Slovakia in the interwar period (1918–1939). Based on the study of primary literary, archival sources and school sources, the aim of the paper is 1) to clarify foundations of reform pedagogy in a wider context of school policy and education in Slovakia after the establishment of Czechoslovakia, 2) to identify its key elements and specifics, 3) to document examples of selected reform schools based on archival sources, 4) to clarify the place of reform pedagogy in a wider pedagogical and socio-political development of the interwar Czechoslovakia.
- 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.