Historia scholastica

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    1918 – 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 Liberci
    1918 – 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.
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    Abnehmende Bedeutung des Übergangs zwischen Kindes- und Jugendalter durch vermehrte Lateinschulbildung im Mittelalter?
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Richard-Elsner, Christiane; Technická univerzita v Liberci
    J. Hajnal set up the these that the Western European marriage pattern was characterized by a relatively late marriage in broad strata of the population below the elites. The adolescence, the long period between sexual maturity and marriage, was often spent in the service of a foreign household. I examined the view on children in popular, didactic texts aimed at urban laypeople, comparing sources from around 1300 with those from around 1500. Hajnal’s foregoing finding is primarily supported by the early sources. From adolescence on, the terms for young people changed from gender-unspecific “kint [child]” to “kneht” or “meit”. These youths are mostly mentioned as servants. By 1500, there were significantly more Latin schools than by 1300 and they did no longer serve the sole purpose of providing clerics. The examined sources from this period deal mainly with the socialization of boys to erudition; that of girls and unlearned boys, still the majority of adolescents, is mentioned only in passing. A different gender-specific socialization of “sun [son]” and “tochter [daughter]” appears to be a more important aspect than the break between childhood and adolescence in the life cycle.
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    The 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 Liberci
    By 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.
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    The 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 Liberci
    The 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.
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    Aufwachsen und das Aufwachsen unterstützen – Zur Thematisierung und Unterstützung von Übergängen in Christian Heinrich Zellers Ueber Kleinkinder-Pflege
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Engelmann, Sebastian; Technická univerzita v Liberci
    Transitions are a hot topic in educational science. At the same time, they have been addressed in educational literature for quite some time, and the multitude of guidebooks in particular have always been concerned with supporting transitions. This paper elaborates how a nineteenth-century guidebook formulates advice on the upbringing of young children to help facilitate the transition from the post-natal to the toddler stage, as well as providing a religious upbringing. The question is answered by a discussion of the selected guidebook Ueber Kleinkinder- Pflege by the pietist teacher Christian Heinrich Zeller.
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    Bewährung 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 Liberci
    This 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.
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    Bosnia and Herzegovina under the Communist Regime: an Outlook on Educational Policy
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šušnjara, Snježana; Technická univerzita v Liberci
    Bosnia 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.
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    „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.
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    Celebrating May 1: Visual Propaganda from Different Perspectives in Communist Hungary
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Somogyvári, Lajos; Technická univerzita v Liberci
    Celebration 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.
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    Československá liga proti antisemitismu
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Seiner, Jakub
    This article is focused on the association of Czechoslovak League against Anti-Semitism. The first part of the atricle briefly mentions historical context of Czechoslovakia in period between the world wars and anti-semitic ideas existing in the first Czechoslovak Republic and relationship between Jewish society and social majority. The second part is focused mainly on activities of the association, how it tried to fight Anti-Semitism. The study is following up concreate steps of the association, like lectures, articles in journals, and the article analyzes which steps were the most effective. In the next part of the article is described how the Christian ideas and representatives influenced Czechoslovak League against Anti-Semitism. The paper also characterizes relations and positions between Jewish association in the Czechoslovakia and Czechoslovak League against Anti-Semitism.
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    The Concept of German Bildung as a Realization of the Hero Archetype
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Neuhaus, Till; Vogt, Michaela; Technická univerzita v Liberci
    This paper is trying to offer a perspective on why the German concept of Bildung was able to master transitions regarding time, geography, and disciplines. The argument of this paper is that Bildung is a transformative process which greatly resembles the archetypical pattern as identified by Carl Gustav and later refined by Joseph Campbell. In order to argue for this claim, this paper will provide an overview on the idea of the archetype and, in the following, identify aspects of Bildung which follow the archetypical pattern. The paper will focus on the history of the term as well as its origins but also on specific realization of learning processes as suggested by educational psychology as well as educational institutions.
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    Concepts 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 Liberci
    Concepts 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).
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    Defektologie učící? Formování české speciální pedagogiky v letech 1953–1964
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Fapšo, Marek; Randák, Jan; Technická univerzita v Liberci
    In 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.
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    Die akademischen Rituale an den Universitäten Prag und Basel im späten 15. bis frühen 17. Jahrhundert
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Holý, Martin; Technická univerzita v Liberci
    Based on sources of various kinds, this study examines pre-modern academic rituals in the case of two major European universities founded in the Middle Ages. The article suggests the breadth of the issue, focusing primarily on so-called depositions and then on master’s and doctoral graduations. It traces various aspects of the issue, including the process of these rituals and their symbolic aspects. It concludes by summarizing the findings, opening up further perspectives, including the possibility of researching other types of academic rituals and celebrations.
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    Die 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 Liberci
    The 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.
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    Die ‚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 Liberci
    This 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.
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    Die „Arbeitsgemeinschaft“ im Erziehungsvollzug der Landesstrafanstalt Untermaßfeld/Thüringen um 1930
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Oelbauer, Daniel; Technická univerzita v Liberci
    At the beginning of the 1920s there were groundbreaking developments in Thuringia‘s penal system and adult education. The execution of retribution gave way to an education which pursued the goal of treating each prisoner individually. Educational measures were given special priority. In particular, the offer included adult education formats in the understanding of the „Neue Richtung“ of Weimar adult education. The participants should be enabled to plan and shape their need for education independently. „Arbeitsgemeinschaft“ (working group) was used as method. Against the background of different framework conditions in the penal system and „free“ adult education, the question of the challenges that had to be overcome for the (successful) implementation of working groups is investigated using the example of the Thuringian state penal institution Untermaßfeld.
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    Educating 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 Liberci
    The 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.