Antoni Krzyżanowski - nauczyciel i dyrektor prywatnego żeńskiego gimnazjum i liceum ogólnokształcącego Wacławy Arciszowej w Lublinie w latach 1929-1939

Author(s): Barbara Kalinowska-Witek / Language(s): Polish Issue: 11/2015

Antoni Krzyżanowski was deserved for Lublin as a teacher and educator in the interwar period. He worked as a teacher and principal at the school called „Szkoła Lubelska” (1919-1929) and in the Prywatne Żeńskie Gimnazjum (Private Female Intermediate School) and Liceum (preparatory school) of Waclawa Arciszowa (1929-1939). He actively worked on the Board of Higher Education Section of the Polish Teachers' Union (Zarząd Sekcji Szkolnictwa Średniego Związku Nauczucielstwa Polskiego), also belonged to the Association of Directors of Polish High Schools (Stowarzyszenie Dyrektorów Polskich Szkół Średnich). He was a member of the eductional commission on the branch of Polish Historical Society in Lublin. He took part in the work of the Lublin methodological spots of history and geography. As the principal of the intermediate school of W. Arciszowa cared for the material conditions and the appropriate educational and pedagogic level of the site. Thanks to his efforts, at the turn of the year 1934/35, the school received full powers of state schools. Director cared for young people entrusted to him. He aimed for creating girls the best conditions for development and education. Cared for the substantive preparation of teachers and their further education. He emphasized the need to self-study − not only in terms of tought subjects, but also in the widely understood issues of upbringing. He believed that every teacher must be an educator at the same time, so he was especially particular about the personal example of teachers in the education of young people. A. Krzyżanowski also looked after youth organisations, in order to bring up the schoolgirls entrusted to him to be aware of their duties citizens. Particular attention paid to developing youth self-government. He collaborated with his students' parents knowing that only a collaborative effort of the family and the school would deliver the intended results. He had a lot of ideas and plans for the future, unfortunately, the outbreak of war and death at the hands of the Nazi occupier interrupted his educational and pedagogical work.

„Wiara i polskość”. Powstanie i pierwsze lata działalności szkoły polskiej w Rzymie w czasie II wojny światowej

Author(s): Ewa Włoch / Language(s): Polish Issue: 11/2015

History of emigration is inscribed in the history of many nations and countries; in this history it is just the citizens who are outside their countries that cultivate their national identity, the language, customs and religion. These nations also include Poles, who also in Italy took care of the attachment to their Polish identity and to the Catholic faith. „The faith and Polishness” are the two components that in the ideological and practical dimension accompanied Polish emigrants. The article shows an unknown person – Teodor Feliks Domaradzki – who was the founder and the first headmaster of the Rome school, and his cooperation with Mother Teresa Kalkstein, the Superior General of the Sisters of the Resurrection, whose result was the service to Polish emigrants in starting their school education in the Polish language.

LANDMARKS OF THE EVOLUTION OF ROMANIAN RELIGIOUS EDUCATION IN SOUTH-WEST TRANSYLVANIA UP TO THE GREAT WAR (1914-1918)

Author(s): Florin Dobrei / Language(s): English Issue: 2/2015

The beginnings of education in Transylvania are owed to villages, priests and monks, thus were lost in the mists of time. Although there were official concerns for educating the faithful since medieval times, the first Romanian schools in southwestern Transylvania – space circumscribed from the administrative-territorial point of view to current Hunedoara County – appear only in the eighteenth century. However, the Orthodox religious education is linked, unquestionably, with the name of great patriot and scholar Andrei Șaguna, secretary of the Metropolitan Consistory of Karlovac (1835-1842), professor at the Romanian Department of the Theological Seminary in Vršac (1842-1846), abbot of Coville monastery (1845-1846), general vicar (1846-1848), then bishop (1848-1864) and metropolitan (1864-1873) of the Greek-Eastern Romanian Diocese not united with Rome of Transylvania.

ISIDORA SEKULIĆ AS FEW KNOW HER ISIDORA AS AN ELEMENTARY SCHOOL TEACHER AND A PUBLIC WORKER

Author(s): Ivana Spasović / Language(s): English Issue: 2/2015

In this paper are represented the less known events from the life and professional activity of the esteemed writer Isidora Sekulic. In this paper information, from a number of archives, which has not been previously published, was used. Isodora Sekulic completed the Teacher Training school in Sombor and graduated from the pedagogical school in Budapest, as an elementary school teacher she worked in Pančevo, Šabac and Belgrade. In the period before the First World War, on which this paper focuses on, she was active in public life as a supporter of the arts, women’s rights and the progress of Serbs in the Kingdom of Hungary.

(Rec.) Dziedzictwo myśli pedagogicznej Edmunda Bojanowskiego we współczesnej edukacji w Polsce i na świecie, red. s. Maria Loyola Opiela, Lublin: Wydawnictwo KUL 2014, ss. 542

Author(s): Marta Filipowicz / Language(s): Polish Issue: 1/2017

National Past and Worldwide Perspective: a Comparative Approach to the Research of the History of Education

Author(s): Katalin Kéri / Language(s): English Issue: 4/2014

In the science of history nowadays, the intercultural comparative approach is spreading more and more, thus further elaboration on it and its application in the research of history of education is useful and inevitable. This study offers a starting point to the doing of the widely interpreted history of education. There is a distinguished focus on the presentation of those books and studies that describe the past of the non-western education and in connection with that on the attributes of the genre and research methodology as well as on the consideration of the difficulties regarding comparison.

Postcolonial Perspective in the History of Education: Research Problems and Trends in an International Context

Author(s): Orsolya Kereszty / Language(s): English Issue: 4/2014

In my study I examine how the mostly English post-colonial theory, strongly related to ISCHE and the international History of Enducation Society UK, becomes a more and more determinant approach within the research field of the history of education from the 1980s. In order to do so, first I define post-colonialism, briefly mentioning the debate surrounding post-colonial theory, as well as the relevant interpretative frame which goes beyond the “third world”. In the second part of the paper I survey the more determinative works in the field and the related conferences, also mentioning the most recent research results. The appearance of researches with a post-colonial perspective in the history of education became prominent in the last two decades. Apart from clarifying the terminology (for example culture and ethnicity) these studies move away from the simplifying primitive/modern dichotomy, reinterpret spatial and temporal dimensions and in relation to the creation of cultures and identities write of processes which integrate active agents which are multidirectional and affect each other mutually. In Hungary the post- colonial studies that open Pandora‟s Box have not yet gained ground in history of education, even though their role in the international history-writing of education is unquestionable.

Internationalism and the Third World (photographs in the Hungarian Educational Press in the 1960’s)

Author(s): Lajos Somogyvári / Language(s): English Issue: 4/2014

My researches are based upon the photographical corpus of the Hungarian periodical journals in the 1960’s. I have been examined six journals: Family and School (Család és Iskola), Our Child (Gyermekünk), Public Education (Köznevelés), Education in Kindergarten (Óvodai Nevelés), The Elementary Teacher (A Tanító) and The Work of the Elementary Teacher (A Tanító Munkája). Combining various methods of history of education, iconography and anthropology, we can separate several sequences of pictures in the 5371 elements’ corpus – one possible sequence is the subject about foreign countries in Africa, Asia and Latin-America (with 158 items). The presentation forms of the Non-European, Third World are stressful in this decade, according to the revolutionary-egalitarian rhetoric and libertarian tendencies of the socialist pedagogy. These pictures reshaped the dominant European point of view in the name of the solidarity and internationalism, we can interpret these visual sources as the instruments of ideological and political will.

Основношколскa наставa јестаственице у Србији: од 1844. године до краја 19. векa

Author(s): Slađana Anđelković / Language(s): Serbian Issue: 157-158/2016

This paper deals with the development of teaching jestastvenica through the analysis of curricula in primary schools in Serbia, in the period from 1844, when the first science content appeared in primary school curriculum, until the end of the XIX century. The analysis and critical review were based on the following sources: laws, curricula, guidelines for teaching jestastvenica, jestastvenica textbooks, and reports from school supervisors. Attempts have been made to examine the development of teaching jestastvenica and explain the changes that this development induced on teaching this subject. Our study showed the constant presence of jestastvenica in curricula under different names and with changes in the annual and weekly number of teaching hours that did not follow the increase in the volume of teaching material. Also, the analysis demonstrated that the program of jestastvenica changed with the increase in the volume of teaching materials, introduction of new topics, structuring of content and methodological structuring. The study of jestastvenica curricula represents only one segment of the research of the history of this teaching, with the aim of a comprehensive and critical appraisal of its significance and contribution to the development of teaching practices and education in Serbia in the XIX century.

Друштвени значај српске гимназије „Дом науке” у Солуну (1894–1910)

Author(s): Aleksandra Ž. Novakov / Language(s): Serbian Issue: 153/2015

Serbian grammar school “The home of science” in Thessaloniki was a seven–year school that gave several generations of matriculated students. Some of those students had earned their university degrees in Belgrade, Constantinople, Thessaloniki and other European cities. With their lifetime achievements, they proved to be representative Serbs and had an important role in the area of human creativeness. They were Serbian grammar school teachers in the Ottoman Empire, engineers, doctors, lawyers, writers, publicists, and after the Balkan Wars, also national deputies and politicians. This grammar school was in a way a special department of the Serbian consulate. Using Serbian grammar school in Thessaloniki, the Kingdom of Serbia had largely influenced the people living in this vilayet. As both educational and national institution, it had managed to reach each and every Slav that had felt like Serb. One of the important results of its work was the establishment of a large number of Serbian primary schools in the vilayet of Salonika.

Scholarship granted by the Foundation of Saint Casimir

Author(s): Zygmunt L. Ostrowski / Language(s): English Issue: 2/2017

Existing since 1846, in Paris, the St Casimir Foundation, has decided to grant post ‑graduate scholarships in Paris for Polish students. Through these scholarships, we hope to strengthen the links between our two countries: France and Poland in the framework of a better collaboration in the European Union.According to the current rules in Poland, the 3rd cycle of studies (doctorate) is planned for three years, with the possibility of taking place outside Poland. Candidates for these studies must select the topic of the PhD thesis and be guided by a supervisor in Poland.Polish candidates can therefore follow a part of their doctoral studies in Paris, with easy access to the bibliographical sources, historic monuments as well as to follow specialized courses in French Institutions (ISEE, HEC, Camondo‑‑decorative arts, School of Louvre...).

A Case Analysis of the Visibility of Sustainability in a TVE Teacher Training Program: Evidence from the Program Curriculum of an HEI

Author(s): Caleb Chidozie Chinedu,Wan Azlinda Wan Mohamed,Abdurrahman Ogbonnia Ajah / Language(s): English Issue: 01/2018

In the post-DESD (Decade of Education for Sustainable Development) era spearheaded by the United Nations, evidence of the progress of Education for Sustainable Development (ESD) integration across disciplines have been recorded. Developed nations have made substantial progress in reorienting their educational systems to reflect ESD. Some developing nations have also begun to integrate ESD into their education systems. Malaysia is one of such nations who has pledged commitment towards the ESD goal and has taken some steps to develop a general philosophy with which higher education institutions can begin to model best practices for ESD. Irrespective of this pledged commitment towards ESD by the Malaysian government through its Ministry of Education, evidence of the extent of ESD integration in Technical and Vocational Education (TVE) teacher training programs have not been reported. As a result, it is difficult to ascertain whether TVE programs were preparing future teachers for ESD. Therefore, this study explores through a Qualitative Documentary Analysis approach, the extent to which ESD is reflected in the TVE program curriculum using a university of education in Malaysia as a case study for the analysis. Findings revealed that some elements of ESD were minutely reflected in the TVE program. Meanwhile, several opportunities to embed ESD content and principles were identified through existing course offerings in the program. Hence it was recommended that TVE institutions begin to model best practices used by western universities in their attempt to embed ESD into TVE programs.

A szovjet pedagógia percepciója az Egyesült Államokban (1958–1960)

Author(s): Lajos Somogyvári / Language(s): Hungarian Issue: 1/2018

In 1958, a school-reform began in the Soviet Union, which affected not just the Eastern Bloc, but the pedagogical discourses in the United States. After the Sputnik-shock it became important to understand the reasons of the Soviet technical success – the space race caused an educational race to achieve better positions in the competition. The reaction can be found in the publicity of the US government, which is the main topic of my study. The first official US delegations’ reports to the Soviet Union made in 1958–1959, this is the starting point.

A Turi Alma Mater

Author(s): Sándor Bodorik / Language(s): Hungarian Issue: suppl. 2/2017

The Great Plains in the heart of Hungary was a lively territory before the XVI century Osman occupation and became the ‘puszta’ after it. Calvinist recreated their community when they turned back from their escape. The Grammar School turned to be the centre of their cultural and community life. Communists after WWII nationalised the school and reorganised it to a vocational training place. After the political turn of 1989-90 the instituion wnet back to the Calvinist church. The present Calvinist community tries to put its school again to the centre of the community life.

The Dóczy Grammar School of the Reformed College in Debrecen

Author(s): Izabella Gaál / Language(s): English Issue: suppl. 2/2017

The aim of this paper is to describe the solution of a complex organization-psychological task and to show how a one-time organization has been reorganised. This paper shows the evolution of the secondary grammar school named then Gedeon Dóczy Joint Institution of the Secondary Grammar School of the Debrecen Reformed College. After the notions concerning organization development have been clarified, the author deals in detail with the agents having made the new start of „Dóczy” possible, then she demonstrates the specific steps taken.

The Development of the School System of the Cistibiscan Reformed Church District - between 1850 and the Beginning of World War I.

Author(s): Áron Kovács / Language(s): English Issue: suppl. 2/2017

This study focuses on the development of the elementary népiskola (“people’s school”) system of the Cistibiscan Reformed Church District, between 1850 and the beginning of World War I. It presents the process of turning the underdeveloped school system of the district into a modern system compliant with the legal requirements. Thus, the work musters the school system, its equipment, the children subject to the compulsory education, and their willingness to attend school, the qualification of the teachers, and the curriculum of the schools.

Tehetségkutatás és tehetségmentés a református gimnáziumokban

Author(s): Emília Szatmári / Language(s): Hungarian Issue: suppl. 2/2017

The movement undertaking the search for talented children from rural areas as well as their secondary education began in Sárospatak in 1935. It was a voluntary grassroots initiative not suggested by any official authorities but strongly supported by all school forums in Patak. Talent rescue became a responsibility dear to the teachers’ hearts: those participating in the programme did not receive any remuneration for their work; on the contrary, they regularly made donations themselves, individually or as members of the teaching staff. Talent development and talent rescue grew into a national movement over the years. Some of the reformed secondary schools, traditionally referred to as “the schools of the poor”, joined first, and from 1941 the government, too, was committed to saving talents, which resulted in 72 religious and state-run secondary schools taking over and continuing this programme of “nation building”.

A Sárospataki Református Kollégium történetének oktatástörténeti jelenségei

Author(s): Marianna Bátoriné Misák / Language(s): Hungarian Issue: suppl. 2/2017

The preparation of the volume: The History of the Reformed Church College in Sárospatak (2013) was motivated by nothing less than transition. Transition in history, in the society, in the life of a certain institution, in the education. The goal of the authors was not to include every scientific achievement in the field, nor the critical examination of the literature and the clarification of the debated cases. They aimed to prepare a popular scientific book for a broader cycle, a monographic work, which does not answer every question, but at least clarifies, what are the shortcomings still requiring several years of studying. The first part of the volume - from the beginnings until 1777 - is written by Dénes Dienes, the second is by János Ugrai. The central message of the volume is the miracle, that such a region, having a significant amount of disadvantage, was able to remain a cultural center, thanks to the spirit of the place, the eminent personalities, the vivid student life, the believe and trust in God in every circumstances, and the steadiness. The intellectuals studying and teaching here inherited the strategies of survival, the successful fight with the vicissitudes, the respect of traditions and the openness to the novelties from generation to generation.

The Educational Model of the Calvinist Colleges

Author(s): Dávid Csorba / Language(s): English Issue: suppl. 2/2017

In the early modern period (16th to 18th centuries) there worked various teachers in the alma mater according to the particularity of the College and its primary-school network (called particula in Latin). This paper analyses the roles they played in relation to each other. The curriculum, the teachers’ status, the student-teachers’ educational and tuitional effect in the alma maters of Debrecen and Sárospatak can be assessed on the basis of contemporary reference books, diaries and memoranda. The latest research results certify that not so much the teachers but rather the student-teachers had a more significant role in explaining the subject-matter of instruction the professors had delivered and in training of grouped learning. Although the textbooks and the models of teaching used in the given period are well-known, it can be demonstrated that there existed also a hidden curriculum which remained latent according to the notion of “local curriculum”, however, by means of this curriculum the students received multifaceted education.

The Hungarian School Reform-Committee Actors of the Educational Policy (1958-1960)

Author(s): Lajos Somogyvári / Language(s): English Issue: 3/2018