Pub Date : 2021-12-01DOI: 10.15240/tul/006/2021-2-002
Tibor Vojtko
Every political establishment seeks to control the ideological and educational content of textbooks. With its decrees, the Ministry of Education defined the ideological and educational content of textbooks and determined control over them. The article focuses on changes in the content definition of the ideological basis of state educational policy, i.e. the ideological direction of the concept and interpretation of the curriculum in textbooks in Czechoslovak history between 1918 and 1960. The analysis of educational documents showed that in the regulations for the content and approval of textbooks, political-social influence is due to (a) ideological conflicts, (b) broader dispute about the social and socio-political direction of society (socialism vs. capitalism), (c) cult of personality, (d) the importance of school education for the individual and the state, and (e) the role of the individual (citizen) for society and the state.
{"title":"Učebnice pod kontrolou. Politické ideje jako východisko obsahového vymezení učebnic","authors":"Tibor Vojtko","doi":"10.15240/tul/006/2021-2-002","DOIUrl":"https://doi.org/10.15240/tul/006/2021-2-002","url":null,"abstract":"Every political establishment seeks to control the ideological and educational content of textbooks. With its decrees, the Ministry of Education defined the ideological and educational content of textbooks and determined control over them. The article focuses on changes in the content definition of the ideological basis of state educational policy, i.e. the ideological direction of the concept and interpretation of the curriculum in textbooks in Czechoslovak history between 1918 and 1960. The analysis of educational documents showed that in the regulations for the content and approval of textbooks, political-social influence is due to (a) ideological conflicts, (b) broader dispute about the social and socio-political direction of society (socialism vs. capitalism), (c) cult of personality, (d) the importance of school education for the individual and the state, and (e) the role of the individual (citizen) for society and the state.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44111218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.15240/tul/006/2021-2-004
Karel Řeháček
Minority education after 1918 took a copletely different direction than it had before the establishment of Czechoslovakia. The new social reality, the new laws and the different approach to minority issues led to an equalization of minority (state national) schools with other schools, the removal of most of the obstacles to their establishment and, above all, the nationalization of the whole process of establishing and maintaining these schools. This also led to the need to put these schools under the state supervision. In terms of their pedagogical activities and the organization of teaching, inspectorates for Czech, German and Polish minority schools were established. The paper deals with the implementation of inspectors’ agendas, the performance of inspections, inspection districts and their transformations and the staffing of inspectorates in the interwar period.
{"title":"Inspektoráty menšinových škol v meziválečném Československu","authors":"Karel Řeháček","doi":"10.15240/tul/006/2021-2-004","DOIUrl":"https://doi.org/10.15240/tul/006/2021-2-004","url":null,"abstract":"Minority education after 1918 took a copletely different direction than it had before the establishment of Czechoslovakia. The new social reality, the new laws and the different approach to minority issues led to an equalization of minority (state national) schools with other schools, the removal of most of the obstacles to their establishment and, above all, the nationalization of the whole process of establishing and maintaining these schools. This also led to the need to put these schools under the state supervision. In terms of their pedagogical activities and the organization of teaching, inspectorates for Czech, German and Polish minority schools were established. The paper deals with the implementation of inspectors’ agendas, the performance of inspections, inspection districts and their transformations and the staffing of inspectorates in the interwar period.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49220884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-001
I. Ķestere, M. F. Fernández González
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.
{"title":"Educating the New Soviet Man: Propagated Image and Hidden Resistance in Soviet Latvia","authors":"I. Ķestere, M. F. Fernández González","doi":"10.15240/tul/006/2021-1-001","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-001","url":null,"abstract":"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.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":"33 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41286133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-014
Andreas Lischewski
{"title":"Johann Amos Comenius und Deutschland. Grundzüge einer Rezeptionsgeschichte nach 1945","authors":"Andreas Lischewski","doi":"10.15240/tul/006/2021-1-014","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-014","url":null,"abstract":"","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43866833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-007
Dominika Jagielska
The social pedagogy is an important, specific part of the Polish pedagogy, with a unique character – since it began to emerge at the end of the 19th century in Polish lands. Although it developed very dynamically in the interwar period, both theoretically and institutionally and in terms of practical activities, after 1945 it experienced some great difficulties in returning to normal functioning in the scientific world, as did all the social sciences, considered by the new communist authorities to be dangerous for the “new” man and the society. The purpose of this article is an attempt to describe the situation of social pedagogy in Poland at the beginning of introduction of political, economic and social changes inspired by the ideology of communism in the so-called Stalinist period, i.e. between 1945 and 1956, with reference to the two currents in which it functioned at that time – one focused around the person and the concept of Helena Radlińska and one created on the borderline of pedagogy and social teaching of the Catholic Church.
{"title":"Polish Social Pedagogy in the Stalinist Period (1945–1956)","authors":"Dominika Jagielska","doi":"10.15240/tul/006/2021-1-007","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-007","url":null,"abstract":"The social pedagogy is an important, specific part of the Polish pedagogy, with a unique character – since it began to emerge at the end of the 19th century in Polish lands. Although it developed very dynamically in the interwar period, both theoretically and institutionally and in terms of practical activities, after 1945 it experienced some great difficulties in returning to normal functioning in the scientific world, as did all the social sciences, considered by the new communist authorities to be dangerous for the “new” man and the society. The purpose of this article is an attempt to describe the situation of social pedagogy in Poland at the beginning of introduction of political, economic and social changes inspired by the ideology of communism in the so-called Stalinist period, i.e. between 1945 and 1956, with reference to the two currents in which it functioned at that time – one focused around the person and the concept of Helena Radlińska and one created on the borderline of pedagogy and social teaching of the Catholic Church.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46751412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-009
Ingrid Kodelja, Zdenko Kodelja
Slovenian schools were victims of the totalitarianism of Italian Fascism from the advent of fascist rule in 1922 until the capitulation of Italy in 1943 and of German Nazism during World War II (1941–1945). However, the question remains whether schools in Slovenia were victims of totalitarianism after the war, too. The answer depends on whether the socialist regime was merely undemocratic or also totalitarian. But even if the state at that time was not totalitarian, it violated human rights also in the field of education. According to the European Court of Human Rights, the State is forbidden to pursue an aim of indoctrination in public schools – as was the case in Slovenia – because indoctrination is considered to not respect parents’ religious and philosophical convictions. In this paper it will be shown that the state also violated two other human rights of their citizens which are in close connection to this parents’ right, namely, the right of parents to choose private schools based on specific moral, religious or secular values; and (if there are not such schools) the right to establish them. Both of these rights were violated because private schools, except religious schools for the education of priests, were forbidden. These rights were violated in the socialist republic of Slovenia even though ex-Yugoslavia (one of whose constitutive parts was at that time Slovenia) signed and ratified these international documents on human rights.
{"title":"Totalitarianism and the Violation of Human Rights in Education. The Case of Slovenia","authors":"Ingrid Kodelja, Zdenko Kodelja","doi":"10.15240/tul/006/2021-1-009","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-009","url":null,"abstract":"Slovenian schools were victims of the totalitarianism of Italian Fascism from the advent of fascist rule in 1922 until the capitulation of Italy in 1943 and of German Nazism during World War II (1941–1945). However, the question remains whether schools in Slovenia were victims of totalitarianism after the war, too. The answer depends on whether the socialist regime was merely undemocratic or also totalitarian. But even if the state at that time was not totalitarian, it violated human rights also in the field of education. According to the European Court of Human Rights, the State is forbidden to pursue an aim of indoctrination in public schools – as was the case in Slovenia – because indoctrination is considered to not respect parents’ religious and philosophical convictions. In this paper it will be shown that the state also violated two other human rights of their citizens which are in close connection to this parents’ right, namely, the right of parents to choose private schools based on specific moral, religious or secular values; and (if there are not such schools) the right to establish them. Both of these rights were violated because private schools, except religious schools for the education of priests, were forbidden. These rights were violated in the socialist republic of Slovenia even though ex-Yugoslavia (one of whose constitutive parts was at that time Slovenia) signed and ratified these international documents on human rights.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41501107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-008
Martin Holý
Journeys Undertaken by Children and Adolescents from Bohemia and Moravia to Attain Education in the 16th and Early 17th Century The presented synoptic study focuses on the question of the educational migration of children and adolescents in the early modern Czech state. Based on analysis of a variety of sources together with the results of previous research, the study looks at the gender, age, nationality, and social composition of these individuals as well as a number of other aspects of this topic, such as what institutions and regions children and adolescents set out for in order to seek education, what type of education they might have received, how such journeys were organized and paid for and how these nonadults viewed them, etc. Set within the broader context of the cultural, religious, and educational history of the early modern period, the study examines not only peregrination to attain university education but also the journeys undertaken in search of preuniversity education. Furthermore, the paper attempts to trace key developmental trends and, in closing, suggests areas for continued research on this topic.
{"title":"Frühneuzeitliche Bildungsmigration von Kindern und Jugendlichen aus Böhmen und Mähren im 16. und frühen 17. Jahrhundert","authors":"Martin Holý","doi":"10.15240/tul/006/2021-1-008","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-008","url":null,"abstract":"Journeys Undertaken by Children and Adolescents from Bohemia and Moravia to Attain Education in the 16th and Early 17th Century The presented synoptic study focuses on the question of the educational migration of children and adolescents in the early modern Czech state. Based on analysis of a variety of sources together with the results of previous research, the study looks at the gender, age, nationality, and social composition of these individuals as well as a number of other aspects of this topic, such as what institutions and regions children and adolescents set out for in order to seek education, what type of education they might have received, how such journeys were organized and paid for and how these nonadults viewed them, etc. Set within the broader context of the cultural, religious, and educational history of the early modern period, the study examines not only peregrination to attain university education but also the journeys undertaken in search of preuniversity education. Furthermore, the paper attempts to trace key developmental trends and, in closing, suggests areas for continued research on this topic.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45601440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-010
K. Wrońska
In my paper, I would like to consider the problem of entanglement of philosophy of education in the communist ideology. I will show it on the example of one Polish concept, created by Karol Kotłowski. He was a disciple of Sergiusz Hessen and developed his own concept of philosophical pedagogy, presenting the philosophy of dialectical materialism, that is Marxism as a perspective in which the entire philosophical thought culminates. Reading Kotłowski, we can see, on the one hand, his rooting in broad philosophical thought, on the other hand – his adherence to the ideology of the socialist state, which demands that education serve the political system and prepare people to be the builders of the system. The theoretical basis for my analysis is Arendt’s concept of totalitarianism and Tischner’s view of homo sovieticus. The analysis is preceded with an historical overview of the situation in Poland in the first decade after World War II with reference to academic pedagogy.
{"title":"Philosophical Pedagogy in the Service of Ideology in the Times of the Polish People’s Republic","authors":"K. Wrońska","doi":"10.15240/tul/006/2021-1-010","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-010","url":null,"abstract":"In my paper, I would like to consider the problem of entanglement of philosophy of education in the communist ideology. I will show it on the example of one Polish concept, created by Karol Kotłowski. He was a disciple of Sergiusz Hessen and developed his own concept of philosophical pedagogy, presenting the philosophy of dialectical materialism, that is Marxism as a perspective in which the entire philosophical thought culminates. Reading Kotłowski, we can see, on the one hand, his rooting in broad philosophical thought, on the other hand – his adherence to the ideology of the socialist state, which demands that education serve the political system and prepare people to be the builders of the system. The theoretical basis for my analysis is Arendt’s concept of totalitarianism and Tischner’s view of homo sovieticus. The analysis is preceded with an historical overview of the situation in Poland in the first decade after World War II with reference to academic pedagogy.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42390638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-002
M. Devátá
The article deals with one of the key tools of forming a socialist-minded intelligentsia at universities, the teaching of Marxism-Leninism. The author summarizes results of her research in which she focused, apart from a factual account, also on constituent actors and their mutual interactions. On the Communist Party of Czechoslovakia and the objectives it had in the beginning of the project and which it was pursuing and adjusting for decades afterwards. On teachers of Marxism-Leninism, who kept the project going and were also looking for some space for their own concepts in it, and naturally also on students’ attitudes and approaches to the teaching of Marxism-Leninism.
{"title":"Teaching of Marxism-Leninism in Czechoslovakia 1948–1989","authors":"M. Devátá","doi":"10.15240/tul/006/2021-1-002","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-002","url":null,"abstract":"The article deals with one of the key tools of forming a socialist-minded intelligentsia at universities, the teaching of Marxism-Leninism. The author summarizes results of her research in which she focused, apart from a factual account, also on constituent actors and their mutual interactions. On the Communist Party of Czechoslovakia and the objectives it had in the beginning of the project and which it was pursuing and adjusting for decades afterwards. On teachers of Marxism-Leninism, who kept the project going and were also looking for some space for their own concepts in it, and naturally also on students’ attitudes and approaches to the teaching of Marxism-Leninism.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42000965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-003
Soňa Gabzdilová
The paper on the base of archive materials, published documents and scientific literature analyzes situation that occurred at Slovak universities after Communist coup in February 1948, with a focus on ideological pressure of the Communist Party of Czechoslovakia in this segment of society. The paper documents means that Communist Party of Czechoslovakia used to transform educational process and other activities in such a way that universities became subservient to communist ideology – the Marxism-Leninism. The paper is devoting attention to setting-up the Marxism-Leninism as the self-standing topic into academic program of universities.
{"title":"Ideological Imperative of the Communist Party of Czechoslovakia in Activity of Universities in Slovakia (1948–1953)","authors":"Soňa Gabzdilová","doi":"10.15240/tul/006/2021-1-003","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-003","url":null,"abstract":"The paper on the base of archive materials, published documents and scientific literature analyzes situation that occurred at Slovak universities after Communist coup in February 1948, with a focus on ideological pressure of the Communist Party of Czechoslovakia in this segment of society. The paper documents means that Communist Party of Czechoslovakia used to transform educational process and other activities in such a way that universities became subservient to communist ideology – the Marxism-Leninism. The paper is devoting attention to setting-up the Marxism-Leninism as the self-standing topic into academic program of universities.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44527474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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