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- ItemReport from the General Conference ICOM(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Seiner, Jakub; Technická univerzita v LiberciJakub Seiner works as a historian at the National Pedagogical Museum and Library of J. A. Comenius, Prague, in the Department of the Přemysl Pitter and Olga Fierz Archive. His professional interests include 20th century history, Jewish history and Eubiotics. seiner@npmk.cz
- ItemISCHE 43 Milan. Histories of Educational Technologies. Cultural and Social Dimensions of Pedagogical Objects. Aims and Results(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Polenghi, Simonetta; Debè, Anna; Technická univerzita v LiberciSimonetta Polenghi is full professor of History of education at the Catholic Univesity of the Sacred Heart, Milan. Her research focuses on history of school and pedagogy, history of university, history of special education between the 18th and 20th century. simonetta.polenghi@unicatt.it
- ItemZpráva o konferenci: 12. sjezd historiků České republiky. Několik zamyšlení nad postavením dějin vzdělanosti(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šimek, Jan; Matějček, Petr; Kasper, Tomáš; Technická univerzita v LiberciJan Šimek holds Ph.D. in Czech History. Currently he leads the Department of History of Education in the National Pedagogical Museum and Library of J. A. Comenius in Prague. His area of research comprises of the development of teaching aids and the history of school buildings (e.g. questions of the historical development of the form of school buildings or the relationship between reform pedagogy and the form of space for teaching, he also leads a long-term project dealing with the mapping of school buildings in the Czech Republic). simek@npmk.cz
- ItemA Woman in the Polish Model of Sex Education in the Stalinist and Post-Stalinist Period(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Pauluk, Dorota; Technická univerzita v LiberciAfter the Second World War, Poland imposed a socialist system and Marxist ideology. Communist propaganda proclaimed the slogans of emancipation and equality of women through work. This situation changed the relationship between the sexes and how roles were performed. Moral changes, a demographic explosion, high divorce and abortion rates were a serious scratch on the image of an ideal society for the communists. Sexual education was to counteract the negative trends. The article aims to show the image of a woman that emerges from the publication of sex education during the period of Stalinism and post-Stalinism. The compact publications recommended by the Society for Conscious Motherhood (1946–1962), supported by the communist authorities, were selected for the analysis. The female themes are a mixture of scientific knowledge and Marxist ideology. Sex education aimed to prepare responsible wives and mothers who would reconcile traditional roles with professional work. The knowledge of rational fertility management (contraception) was to ensure the fulfilment of the roles. With an emphasis on emancipation and equality, women were also held responsible for the quality of sex life, the welfare of marriage, family and socialist society. The argument for such an approach was to result from the natural differences between the sexes. The results of the analysis showed inconsistency and inconsistency in the emerging image of a woman and expectations regarding the performance of social roles.
- ItemAbnehmende 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 LiberciJ. 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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