Pub Date : 2020-12-31DOI: 10.15240/TUL/006/2020-2-004
Martina Halířová
The paper deals with the forms of social assistance provided to poor children and youth in schools. The specific examples are illustrated by the example of Pardubice town. The article mainly deals with the second half of the 19th century, when under the influence of social changes the charitable activities aimed at children and young people were developed. The article mentions also the end of the 18th century, when education and social care reforms took place, and influenced the development of social assistance in the following century. Two types of institutions were established at schools; on one hand, associations providing financial or material support, on the other, groups providing out-of-school activities for children and youth. These organizations had the same goal – the discipline of the poor in society.
{"title":"Škola a sociální pomoc ve druhé polovině 19. století","authors":"Martina Halířová","doi":"10.15240/TUL/006/2020-2-004","DOIUrl":"https://doi.org/10.15240/TUL/006/2020-2-004","url":null,"abstract":"The paper deals with the forms of social assistance provided to poor children and youth in schools. The specific examples are illustrated by the example of Pardubice town. The article mainly deals with the second half of the 19th century, when under the influence of social changes the charitable activities aimed at children and young people were developed. The article mentions also the end of the 18th century, when education and social care reforms took place, and influenced the development of social assistance in the following century. Two types of institutions were established at schools; on one hand, associations providing financial or material support, on the other, groups providing out-of-school activities for children and youth. These organizations had the same goal – the discipline of the poor in society.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46252116","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 : 2020-12-31DOI: 10.15240/TUL/006/2020-2-001
Blanka Kudláčová
The paper is a historical-educational study that aims to survey changes in conceptual foundations of educational thought in the 1940s and their form at the beginning of Communism. It was a complicated period with several overlapping ideological levels: the ideas of the interwar democratic Czechoslovakia “retired”, the national socialist ideology of the Slovak state was established in the situation of the war, and the Marxist-Leninist ideology, which was fully implemented after the Communist coup in 1948, was being gradually shaped. The change of direction in the educational thought and in its foundations is demonstrated mainly through two leading figures of pedagogy of the given period: Juraj Čečetka (1907–1983), the first Slovak professor of pedagogy and Ondrej Pavlík (1916–1996), the creator of the socialist pedagogy and education. The first part of the paper focuses on a broader socio-political context that suggested changes in ideological orientation of educational thought in the 1940s, the second part of the paper discusses educational thought in the 1950s when only the socialist variant can be considered. The study is based on source literature of both mentioned representatives of the period and on existing research of their work (Krankus, Kudláčová, Faktorová, Valkovičová, Wiesenganger) and life (Mihálechová, Michalička, Londáková).
{"title":"Ideové východiská pedagogického myslenia na Slovensku v 40. rokoch 20. storočia a ich vyústenie do socialistickej pedagogiky","authors":"Blanka Kudláčová","doi":"10.15240/TUL/006/2020-2-001","DOIUrl":"https://doi.org/10.15240/TUL/006/2020-2-001","url":null,"abstract":"The paper is a historical-educational study that aims to survey changes in conceptual foundations of educational thought in the 1940s and their form at the beginning of Communism. It was a complicated period with several overlapping ideological levels: the ideas of the interwar democratic Czechoslovakia “retired”, the national socialist ideology of the Slovak state was established in the situation of the war, and the Marxist-Leninist ideology, which was fully implemented after the Communist coup in 1948, was being gradually shaped. The change of direction in the educational thought and in its foundations is demonstrated mainly through two leading figures of pedagogy of the given period: Juraj Čečetka (1907–1983), the first Slovak professor of pedagogy and Ondrej Pavlík (1916–1996), the creator of the socialist pedagogy and education. The first part of the paper focuses on a broader socio-political context that suggested changes in ideological orientation of educational thought in the 1940s, the second part of the paper discusses educational thought in the 1950s when only the socialist variant can be considered. The study is based on source literature of both mentioned representatives of the period and on existing research of their work (Krankus, Kudláčová, Faktorová, Valkovičová, Wiesenganger) and life (Mihálechová, Michalička, Londáková).","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44409936","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 : 2020-12-31DOI: 10.15240/TUL/006/2020-2-003
Ivana Šuhajdová
The Socialist society had a clear idea on an education and on a direction of the development of children as the future generation. Children were expected to become physically and morally developed citizens according to the requirements of the then government in power. Even though the governing political representation promoted the claim that social problems were a capitalist advancement and had no place in the socialist society, the opposite was true. The idea of the perfect society without social problems was only a political bubble, bursting of which, besides other areas, was very quickly manifested also in lives of some children and youth in a form of a delinquency. The contribution aims to describe the activities of social workers and social curators of the national committees in terms of a social and post-penitentiary care for difficult youngsters in Slovakia in the 1970s.
{"title":"Sociálna a postpenitenciárna starostlivosť o ťažko vychovateľnú mládež na Slovensku v 70. rokoch 20. storočia – ako sa riešil „neexistujúci“ problém?","authors":"Ivana Šuhajdová","doi":"10.15240/TUL/006/2020-2-003","DOIUrl":"https://doi.org/10.15240/TUL/006/2020-2-003","url":null,"abstract":"The Socialist society had a clear idea on an education and on a direction of the development of children as the future generation. Children were expected to become physically and morally developed citizens according to the requirements of the then government in power. Even though the governing political representation promoted the claim that social problems were a capitalist advancement and had no place in the socialist society, the opposite was true. The idea of the perfect society without social problems was only a political bubble, bursting of which, besides other areas, was very quickly manifested also in lives of some children and youth in a form of a delinquency. The contribution aims to describe the activities of social workers and social curators of the national committees in terms of a social and post-penitentiary care for difficult youngsters in Slovakia in the 1970s.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42587070","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 : 2020-08-31DOI: 10.15240/tul/006/2020-1-006
Beatrix Vincze
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. results of reform pedagogical the
{"title":"“Garden-School, Garden City and Garden-Hungary” – Pedagogical and Life Reforms Alternatives in Hungary between the Two World Wars","authors":"Beatrix Vincze","doi":"10.15240/tul/006/2020-1-006","DOIUrl":"https://doi.org/10.15240/tul/006/2020-1-006","url":null,"abstract":"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. results of reform pedagogical the","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41564615","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 : 2020-08-31DOI: 10.15240/tul/006/2020-1-001
S. Polenghi
present the of the “new man”. This of different nuances The educational of and people. this Empire and conquest of Ethiopia. School textbooks, with their are for this process. extensive school textbooks the best books, which the notion of progressive education and a modern idea of the child, published. The for “the Fascist book” but it was 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 noted that the “new man” was initially an and subsequently a “mass-man” [uomo-massa], with no individual identity. Examination of the State textbooks, also reveals messages, which were sometimes (Christian and for The of the family, underlined, the Traditional rural traditional ones, and were therefore probably more easily accepted, whereas others were typically Fascist; and how the image of the new child changed.
{"title":"Educating the “New Man” in Italian Schools during the Fascist Era. Children’s Education through Traditional and Totalitarian Models in Images and Texts of Schoolbooks","authors":"S. Polenghi","doi":"10.15240/tul/006/2020-1-001","DOIUrl":"https://doi.org/10.15240/tul/006/2020-1-001","url":null,"abstract":"present the of the “new man”. This of different nuances The educational of and people. this Empire and conquest of Ethiopia. School textbooks, with their are for this process. extensive school textbooks the best books, which the notion of progressive education and a modern idea of the child, published. The for “the Fascist book” but it was 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 noted that the “new man” was initially an and subsequently a “mass-man” [uomo-massa], with no individual identity. Examination of the State textbooks, also reveals messages, which were sometimes (Christian and for The of the family, underlined, the Traditional rural traditional ones, and were therefore probably more easily accepted, whereas others were typically Fascist; and how the image of the new child changed.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46109843","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 : 2020-08-31DOI: 10.15240/tul/006/2020-1-008
Katja Grundig de Vazquez
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.
{"title":"Thinking Education beyond Borders – The Pedagogic Correspondence Legacy of Wilhelm Rein as an Access to Historical Transnational Contacts and Networks of Educational Reform","authors":"Katja Grundig de Vazquez","doi":"10.15240/tul/006/2020-1-008","DOIUrl":"https://doi.org/10.15240/tul/006/2020-1-008","url":null,"abstract":"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.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47504041","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 : 2020-01-01DOI: 10.15240/TUL/006/2020-1-011
Š. Batinić
Introduction A more noticeable interest in Comenius’s work in Croatian pedagogic milieu was recorded at the end of 1850s, roughly ten years after the establishment of the first public teacher school in Zagreb in 1849. The first Croatian pedagogical journal Napredak appeared in 1859 and teacher associations were being established since mid-1860s with the purpose of organising, providing solidarity and educating their members. The last three decades of the nineteenth century were a period of emancipation, affirmation and systematic organisation of teacher education and position. Many pedagogical journals were launched and Croatian translations of European pedagogical texts published. That was the environment in which books by John Amos Comenius were also translated, having remained the only Croatian translations of his work so far. However, the first translation of one of his works has escaped the attention of Croatian historians of pedagogy and is not mentioned in any of the existing texts about Comenius in Croatia.
{"title":"Reflection of the Work of J. A. Comenius in Croatia","authors":"Š. Batinić","doi":"10.15240/TUL/006/2020-1-011","DOIUrl":"https://doi.org/10.15240/TUL/006/2020-1-011","url":null,"abstract":"Introduction A more noticeable interest in Comenius’s work in Croatian pedagogic milieu was recorded at the end of 1850s, roughly ten years after the establishment of the first public teacher school in Zagreb in 1849. The first Croatian pedagogical journal Napredak appeared in 1859 and teacher associations were being established since mid-1860s with the purpose of organising, providing solidarity and educating their members. The last three decades of the nineteenth century were a period of emancipation, affirmation and systematic organisation of teacher education and position. Many pedagogical journals were launched and Croatian translations of European pedagogical texts published. That was the environment in which books by John Amos Comenius were also translated, having remained the only Croatian translations of his work so far. However, the first translation of one of his works has escaped the attention of Croatian historians of pedagogy and is not mentioned in any of the existing texts about Comenius in Croatia.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67280050","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 : 2019-12-01DOI: 10.15240/tul/006/2019-2-001
Kateřina Korábková
“The new directions of education will be necessary.ˮ 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.
{"title":"„Bude nutno výchově dáti směry nové.“ Výchova a vzdělávání v programech politických stran meziválečného Československa","authors":"Kateřina Korábková","doi":"10.15240/tul/006/2019-2-001","DOIUrl":"https://doi.org/10.15240/tul/006/2019-2-001","url":null,"abstract":"“The new directions of education will be necessary.ˮ 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.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49491719","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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