Číslo 2/2023

Permanent URI for this collection


Recent Submissions

Now showing 1 - 5 of 14
  • Item
    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.
  • Item
    K významu humanitního vzdělávání. Pohled středoškolských učitelů v meziválečném Československu
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Kasperová, Dana; Kasper, Tomáš; Technická univerzita v Liberci
    The 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.
  • Item
    Pädagogisierung der Verletzlichkeit – Historiografische Perspektiven
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Heinze, Carsten; Technická univerzita v Liberci
    In 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.
  • Item
    Počátky 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 Liberci
    The 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.
  • Item
    Looking 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 Liberci
    The 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).