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The focus of this study is the use of digital social networks in French museums. In this paper we wish to explore and understand the transformations brought about by digital social networks regarding the relation between the young public, digital educational tools and the museum.
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The new system of education finance, which has been in operation since the beginning of 1967, has brought into being new relations between education and society through the formation of educational associations (as a special form of linkage of all those interested in the development of this sector of social activity) and through the provision of independent sources for financing education. The implementation of the new system in the course of the last three years has contributed to the development of new socio-economic relations in education and an improvement in its financial situation. The formation of educational associations, which are made up of representatives of all factors concerned, the provision of autonomous sources of finance, and modern approach to education as a whole have made it increasingly possible to overcome many inherited problems in this sector.
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TOTAL EXPENDITURE ON EDUCATION has grown rapidly from year to year. In 1967, it amounted to 4,882 million dinars as compared with 10,084 million in 1971, an increase of more than twice over. Total expenditure on schools (schools of all levels, without preschool and extracurricular institutions) amounted in 1967 to 4,643 million dinars, as against 9,525 million in 1971, an increase of over 100 per cent. Expenditure on other educational institutions (preschool facilities, pupils* and student hostels and dormitories, workers’ and people’s universities and other educational establishment amounted in 1967 to 240 million and in 1971 to 559 million dinars. (Table I).
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U radu su dati etnopedagoški opisi tradicionalnih postupaka liječenja djece i održavanja lične higijene koji su prikupljeni u okviru terenskog istraživanja na području nekoliko naselja na planini Majevici. Postupci koji se opisuju u radu su: odučavanje, saljevanje strave, proturanje kroz lozu, skidanje kroz tespih i paljenje alame, paljenje crvenog vjetra i liječenje rana i uboja.
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The article combines the issues of intercultural education with the one presented in museum. The author focuses on the question of creating the positive attitude towards the Other. The first part of the text contains the theoretical basics of intercultural education and museum education. It is explained who is the Other and how should the museum lesson look like. The main part of the article presents the proposals of works of art that can be used during classes. Selected works present issues such as disability, disease, religious and cultural diversity. The autohor organizes the artworks not only between the category of otherness, but also in a kind of museum in which they are presented. Summarizing, the text discusses requirements for teachers who would like to prerepare a museum lesson with the aim of creating the positive attitude towards the Other.
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According to the provisions of The European Convention of Human Rights (ECHR), everyone has the right to liberty and security of person. Article 5 of ECHR specifically enumerates the grounds which can lawfully justify a deprivation of liberty. However, apart from the detention after conviction by a competent court, detention after arrest or detention in order to preserve public safety, minors can also be detained for the purpose of educational supervision and for the purpose of bringing a minor before the competent legal authority. The aim of this paper is to analyze case-law of the European Court of Human Rights, in order to point out to special circumstances that enable the lawful detention of a juvenile and, also, in order to compare the position of juveniles with the position of adults in reference to the protection of the right to liberty. Also, it is questionable if minors are entitled to a better protection against the deprivation of liberty than adults. Nevertheless, it is also questionable if, in reference to educational supervision, there is a possibility of detaining a minor under extensively defined grounds, although, over the last several decades, there bas been an internationally established notion that a minor should be detained only as a last resort and for the shortest appropriate period of time.
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Six years prior the Banja Luka Process in 1909 in Zagreb a large high-treasonous lawsuit was organized against Adam and Valerijan Pribićević as well as against another fifty one Serbs. The extension of Zagreb high-treasonous process was Friedjung Process in Vienna. This process was named after the professor of the University of Vienna Heinrich Friedjung. Alois Aehrenthal, the Austro-Hungarian foreign Minister submitted against him numerous false documents that were forged in the Austrian consulate in Belgrade in accordance with Minister János Forgách. On the 3rd of November 1915 in the crowded great hall of Girls’ College in Banja Luka the trial began. The chairman of this trial was Judge Koloman Milec and also there were the jury members who had the right to vote - Dr. Julius Ansion and Mayer Hoffman. Dr. William Koenig who was the prosecutor was reading the indictment for days. Koenig began his speech that was well known to the defendants. The very reading of the indictment required a lot of effort and patience from the prosecutors Dr. William Koenig and Ziga Pinter, having in mind that it had 262 pages printed in large paper format. With the reading of the indictment began a large court process which was known in history as the Banja Luka High-treasonous Process. The world public, especially the professors from the distinguished universities were very surprised by the actions of the Austro-Hungarian occupation authorities that staged such a monstrous court process accusing for high treason a large part of Serbian intelligence in Bosnia and Herzegovina in late 1915, the time when its military forces achieved successes and had a great offensive in the Balkans, when Austro-Hungarian Empire was convinced that Serbia will lose the war. All of the contested national organizations by their opinion were also accused. It was much harder with an organization like Prosvjeta which was practically invulnerable because of its complete legality and transparence of action. At the beginning of the 20th century there were no more than 24 Serbs with university education in Bosnia and Herzegovina. Prosvjeta was the one that helped to build up the modern Serbian intelligentsia in the provinces. This was a broad covered organization and in 1911 it had a network of 79 subcommittees, 266 commissioners and several thousand of helping members. By the beginning of the war this educational organization has schooled 127 students at international universities and 220 high school students. This changed the ratio of Serbian and non-Serbian intellectuals significantly and the domination of Catholic intellectuals was weakened. In 1913 there were 319 Catholic, 100 Muslim and 265 Orthodox graduated students. The trial of the whole organization in Banja Luka Process was really inappropriate and it was argued on the premise that the secretary of this organization allegedly practiced subversive propaganda. The main goal of these high-treasonous processes was to abolish the institutions that created such powerful and aware national intelligentsia. Pašić tried to engage the Dutch government and other friends in Europe in order to ensure amnesties after Banja Luka Process. Pašić had received the news from Paris that the Spanish king had sent a second telegram to Vienna in favor of the Banja Luka convicts upon the intersession of some French Catholic intellectuals. Then the news came from the Vatican that the papal Nuncio was at the audience with the Austrian emperor and that the subject of their discussion was an amnesty for the ‘high traitors‘; however, no news came from the Nuncio. This was the reason why the Vatican demanded a report from the Nuncio who on the 1st of March replied that he made a heartwarming application for an amnesty on the behalf of the Pope, yet that he didn’t receive any response from the Austrians. Finally, on the 28th of March 1917 Pašić received a telegram from Madrid stating that 16 death inmates from Banja Luka Process were amnestied. Pašić and Nikola Stojanović respectfully, in a sort of a sobbing note thanked the King of Spain on behalf of the entire Serbian people in Bosnia and Herzegovina and the families of amnestied convicts. Text of the Austrian Emperor’s telegram to the Spanish king Alfonso XIII said: “In response to your wish and with sincere joy because I have the right to amnesty, I abolished the death penalty to 16 Bosniaks”.
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In this article, we outline the meanings modern Wixárika institutions, such as the school and the museum, may receive as parts of ritual landscape and how the community-based videos shot in the context of these institutions may increase our understanding of ritual landscapes in general. We discuss how ritual landscape can be researched using community-based documentary video art in a way that takes the ontological conceptions of the human and non-human relations of the community seriously. In this case, we understand community-based video art as artistic research in which the work is produced with the community for the community. The making of art, discussed in this article, is a bodily activity as it includes walking with a camera in the Wixárika ritual landscape, interviewing people for the camera, and documenting the work and rituals of the pupils, teachers, and the mara’akate (shaman-priests) planning the community-based museum.
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The article analyses the new media impact on education and on the teaching of philosophy. Here, a great attention is devoted to the analysis of Marshall McLuhan’s approach “I don’t explain – I explore” as well as to the relationship between his mosaic philosophical style and the tradition of linear thinking. Due to the fact that the Electronic Era emphasises distrust of traditional scientific statements, the teaching process gives its priority to the exploration of the surrounding environment and the analysis of current problems. Knowledge is no longer valued for its ability to be a true reflection of the reality, yet it is valued for its ability to shape the world and experiment. Consequently, education based on electronic communication structures emphasizes the pragmatic function of knowledge and its practical applicability. As a result, new media eliminates the existence of experts and authorities in the process of education since nowadays both students and teachers become participants, consumers and independent researchers in this rapid media-based educational process. In the light of these changes, the main aim of philosophy is to identify ideologies and develop an independent point of view. Being an open-minded discipline and an important factor ensuring democracy, philosophy is capable of moving the new media society from individualism to intercultural dialogue.
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Money, which is a phenomenon of the economic system, can be perceived from the perspective of eroticism, which is a phenomenon that is embedded in the interpersonal system. Eroticism is based on a drive and it means some particular attraction or inclination to someone. The following questions arise then: What kind of attraction is it? How should this inclination be understood? Eroticism entails the convergence of desire and a promise, which can only be captured from the perspective of cultural studies, i.e. by situating money in a cultural system. The eroticism of money is an attractive topic as its meaning goes beyond the boundaries of a system and society, which is why also those who are not competent in the field of economics can take a stance with regard to this matter. The cultural aspect of money has been discussed occasionally so far. As for cultural studies, the analysis of money mostly entails two approaches: historical and critical. This is because one should analyze the issue of money from the historical perspective while keeping a critical distance and not being afraid of making evaluations.
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The concept of secular state was formed in Austria in the second half of the 19th century amidst a conflict between the liberals and the Catholic church. Cutting the influence of the church on the state and public life was an important postulate of the programme of rebuilding the political system. The liberals were opposing the church as an institution that led to a situation in which the public policy and the legal system was predicated on the Catholic doctrine. The liberals’ approach was anti-clerical, but not anti-catholic, as the majority of them were of Catholic creed.The Austrian liberals did not oppose religious education, but they were advocating the rights of non-Catholics (Protestants, Jews, non-religious) by reducing the advantage of the Catholic church. The formation of an anti-liberal coalition in the 1879s lead to partial changes in the functioning of public schools. In 1883, on the initiative of the government, the Austrian parliament amended the Public School Act from 1869. Apart from organizational changes aimed at simplifying the didactic process, the liberal party strongly criticized section 48 of the amended act. According to the liberals, it could serve as a basis for subordinating the public school again to the Catholic church. It stated that “a school principal can be appointed only from among the teachers that proved a talent for teaching the religion that prevails among the students.” This effectively meant that the school principal had to be of the same religious creed as the majority of the pupils.The liberals argued that the amendment will put the public school back under the control of the Catholic church. A common theme of all parliamentary speeches against the reformed act was an allegation that it pushes public education back to the times when the church was the sole decision-maker in matters of teaching. The liberal party viewed the aforementioned regulation as an attack of the new ruling coalition on the constitutional legal order. They believed it violated the constitutional guarantee of equal access to public offices.The 1883 discussion on the amendment of the Public School Act led to deep political polarization in the parliament. Although the liberals’ reaction may have been somewhat excessive, as the proposed changes did not substantially alter the state character of the school, their concerns turned out to be well founded. Over time, the conservative government tried to strengthen the religious character of public schools by extending compulsory religious education on the children of non-religious people.The rise of anti-clericalism in the late 19th and early 20th century was a reaction to the politics of the ruling dynasty. The Habsburgs, facing another political crisis, turned to the Catholic church, hoping it will stand for traditional values and the monarchy. The conservative government also received partial support from the Austrian tribunals of public law. The attempt to partially secularize the public education system by precedent-setting verdicts was therefore unsuccessful.
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The reforms of the education systems in Europe and at global level on training primary school teachers are a necessity established by the fast changing world as well as a partnership and it focuses on: developing access to studies (tertiary); the progress of the company based on knowledge; globalization of (higher) education; mobility, cooperation, competition, interdependency. Because in Europe there is an incredible variety of traditions and systems for vocational training and training of primary school teachers, the focus shall be oriented on the modernization of methods and approaching the study, teaching and evaluation, including on the measures that ensure internal quality.
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The article provides a structural-functional characteristics of ecological-touristic responsibility of personality in the context of value, informational-cognitive and behavioral components. The model of forming ecological – touristic responsibility of students is developed, based on focusing methodological approaches to understanding teaching and educational process and the system of pedagogical conditions of higher school.
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W nauczaniu kompetencja merytoryczna jest tym, co daje pewność w działaniu, co umożliwia nauczycielowi szybkie reakcje na nieprzewidywalne sytuacje lekcyjne, ale nade wszystko chroni przed formalną pustką modnych technik kształcenia. Takie perspektywy myślenia o dydaktyce wyraźnie ujawniają się w najnowszej publikacji Anny Janus-Sitarz Przyjemność i odpowiedzialność w lekturze opublikowanej w ramach „Edukacji nauczycielskiej polonisty” – znanej serii wydawnictwa Universitas.
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The subject of this text is the existing discordance between legal regulations and possibilities for realization of right for training (education, training, work). In most western countries prison treatment is based on work and educational activities. In our country we are not in shortage of the laws but there are little employment of convicts and almost non-existing organized forms of adult education what make the discordance. It is impossible to evaluate the success of punishment if it is not served in appropriate conditions. Imprisonment is not only deprivation of freedom but also limitation of other human rights although that is not necessary for prison functioning. Restriction of convicts right to education and work makes harder social efforts for convicts future social integration and life in freedom.
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The article raises the status of the literary scholarship for school discourse (in a specifically Polish context, but it can be generalized for all school communication about literature). It rejects the vision of a "minimized scientific literary scholarship discourse". This discourse is seen as wholly different, because it transports the scientific prototypes (understood in a cognitive manner) selectively and with a big delay, but also it combines them with the prototypes derived from the ethical (moral) and political discourses (like f.e. the ministerially programmed list of literary works for school). The author debates the question how to introduce the scientific prototypes from zero, how to construct a school synthesis of literary history and whether it is possible to avoid the technique of a "school heuresis" (i.e. asking questions which include answers in them etc.).
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The article analyzes educational and cultural connections of Vilno with educational establishments of Right-Bank Ukraine in the first quarter of the 19th century and includes the study of the external factors’ influence on the formation of town cultural environment in Ukrainian provinces within the Russian empire in the period when Lithuanian, Belorussian and Ukrainian territories of the former Rzeczpospolita (Polish-Lithuanian Commonwealth) were the part of Vilno educational district. The article states that educational establishments controlled by Vilno University took the most important part in the processes of interaction and communication of towns’ population in that period. In this connection the article considers official transfers of teaching staff within Belorussian and Ukrainian territories. School teachers were mostly representatives of land-poor gentry and promoted both the expansion of school activity sphere and spiritual communication in towns and settlements of Right-Bank Ukraine provinces in general. The article also pays attention and stresses the movement of printed matter and certain cultural values from Vilno to the educational establishments of Right-Bank Ukraine. The article makes a conclusion that Polish culture dominated in towns’ cultural space.
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Medicine is a discipline with its own rules and manner of operation. Literature is one of the dozens of kinds of art. The common point of both fields is that they touch human stories from within life. Human stories in the field of health are about the processes in which a person lives, may live or is able to live. With the definition of medical story, it is narrative which are written by medical staffs, especially physicians. Medical narratives are fictitious narratives connected with medical realities, interpreting the health environment from the perspective of a physician or health care provider. Such is the primary concern of the works in the literary concerns. The medical narratiation is a field with a limited number of examples in both Turkish literature and world literature. Due to the diversity of medical education models in recent years, there is a growing interest in the relationship of medicine with literature and social sciences. Both in terms of medical education and in the context of literary and medical literacy, “Medical Narratiation” as a product of “quest of beauty” is a new and distinctive area in Turkish literature.
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Sanat, insanlık tarihinin belki de başlangıcından bu yana her dönemde var olan bir olgu olarak ifade edilmektedir. Her dönemde ve her toplumda farklı görünüm ya da türlerle ortaya çıktığı gözlenen sanat ve sanatsal nitelikler eğitim yoluyla kazandırılabilmektedir. Zevk, duygu ve güzel biçimler yaratmanın yanı sıra özgün, ortak, alternatif düşünceler üretmeyi öngören, yaratıcı bireyler yetiştiren zihinsel etkinlikler süreci olarak tanımlanan sanat eğitiminin küçük yaşlardan başlayarak gerçekleştirilmesi önemlidir. Sanatın ve sanat eğitiminin gerekliliği düşüncesi ile bugüne kadar 1948, 1968 ilkokul, 1972 ortaokul ve 1992, 2005 ilköğretim programlarında sanat eğitimi yer almıştır. Programlarda gerçekleştirilen uygulamaların yanı sıra bu alana ilişkin gerçekleştirilen araştırmaların incelenerek program geliştirme boyutuna katkı sağlama üzerine odaklanan bu araştırmanın temel amacı, Türkiye’de 1948 ilkokul programından günümüze kadar uygulamada yer alan Görsel Sanatlar (Resim-İş) dersi kapsamında 2005 ve 2016 yılları arasında gerçekleştirilen lisansüstü eğitim tezlerini ve yine bu derse ilişkin olarak yayımlanmış makaleleri belirlenen kriterler yönünden incelemektir. Bu çalışma ile bundan sonra Görsel Sanatlar dersine ve bu dersin öğretimi konusunda gerçekleştirilmesi düşünülen araştırmalara ışık tutmak ve ilköğretimde sanat eğitiminin önemini ortaya çıkarabilmek bakımlarından fayda sağlanacağı düşünülmektedir. Araştırmanın evrenini Türkiye’de yeni programın uygulamaya konulduğu 2005 yılından başlayarak Görsel Sanatlar dersi ile ilgili tamamlanmış lisansüstü eğitim tezleri ve makaleler oluşturmaktadır. Araştırmanın İlköğretim Görsel Sanatlar dersi olarak belirlenmiş olması ve bazı tezlerin erişime açık olmamasından kaynaklı olarak araştırmanın örneklemini 2005 yılından 2016 yılına kadar tamamlanmış olan 36 adet lisansüstü eğitim tezi (28 yüksek lisans ile 8 adet doktora tezi) ile ULAKBİM’de taranan konuyla ilgili 7 adet makale oluşturmuştur. Bu araştırmanın verileri tarama modelinde, doküman incelemesi yöntemi kullanılarak elde edilmiştir. İncelemeler sonucunda yapılan araştırmaların yıllara göre homojen dağılım oluşturmadığı, araştırmaların daha çok 2006, 2010 ve 268 2011 yıllarında sayıca artış gösterdiği, doktora düzeyinde çalışmaların daha az gerçekleştirildiği, yine araştırmaların sayıca önemli bir bölümünde nitel araştırma yönteminin kullanıldığı, tez danışmanlarının genelde tek ve Yrd. Doç. Dr unvanına sahip oldukları ve en çok dersin öğretimine yönelik araştırmalar yapıldığı belirlenmiştir. Ulaşılan bulgu ve sonuçlara dayalı olarak lisansüstü çalışmalarda alana katkı sağlayacak deneysel araştırmalara da yer verilmesi, bu alanda yapılan tezler belli aralıklarla değerlendirilmesi ve ileride yapılacak çalışmalara katkı sağlayacak yayınlar üretilmesi önerilmiştir.
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The conversation concerns, uninterrupted since 1976, phenomenon of the Academic Choir of the University of Bialystok, created by students and graduates of the UwB. The team is led almost since the beginning by the conductor dr hab. Edward Kulikowski. Maestro is a graduate of The Fryderyk Chopin University of Music in Warsaw, Postgraduate Studies of Choirmaster at Academy of Music in Bydgoszcz, longtime employee of the Faculty of Pedagogy and Psychology of the University of Bialystok, professor of the University of Bialystok and The Fryderyk Chopin University of Music in Warsaw. The Double Jubilee – of the Choir and Conductor – contributed to the reflection on the importance of tradition, continuity in the culture of the present, and formation, educational contexts realized in music and through music.
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