Идеолошка начела просветне политике владе Милана Недића

Author(s): Ljubinka Škodrić / Language(s): Serbian Publication Year: 0

Educational institutions resumed operating soon after the beginning of the occupation, but they had to adjust their work and curricula to the demands of the occupiers, but also to the endeavors of the collaborationists to establish good relations with German authorities and to promote their own political views. The occupation was to be used for achieving special goals and for social reorganization and reformation. The revision of the system of values and the reform of education proposed by the collaborationists were ideologically based on organic philosophy. Their main demands concerned rejection of foreign influences, anti-communism, absolutization of the State and common goals at the expense of personal freedoms and rights, subjugation of the individual to the interests of the community, renewal of patriarchal values, customs, traditions and nationalism. Focus on the practical side of education was leading toward creation of school that would provide specific and practical knowledge, depriving the students of culture and wide knowledge received from general education. Justified criticism of pre-war education policy carried with it a desire to subject the education to control and adapt it to the ideological needs, in order to generate support of the population and adapt to the needs of occupier.

Genderový potenciál rámcových vzdělávacích programů

Author(s): Irena Smetáčková / Language(s): Czech Publication Year: 0

What Is Felbiger Responsible for or Music Education – A Prisoner of the Enlightenment Rationalism Reforms

Author(s): Ivo Bartoš / Language(s): English Publication Year: 0

The essay recalls the Maria Theresa’s School Reform from 1774–1775 during which music education (M. E.) disappeared from the curriculum of the state-governed elementary schools in the Czech Kingdom. The low prestige of M. E. can be observed at Czech non-music schools even today. To improve the reputation of music education, it isnecessary to change its organization and content.

Antonín Frinta a počátky pražské makedonistiky (1884–1979)

Author(s): Ivan Dorovský / Language(s): Czech Publication Year: 0

V makedonské slavistické vědě se bohužel stále šíří několik mýtů, mezi nimi mýtus o první univerzitě v Evropě, kterou založil Kliment Ochridski, a o tom, že počátky pražské (československé) makedonistiky jsou spjaty s Antonínem Frintou (14. 6. 1884–21. 11. 1975). Přirozeně že jako mýty jsou buď nepravdivé, nebo vyjadřují pouze částečnou pravdu. Mýtus o první univerzitě na Balkáně a v Evropě tu nebudu rozebírat, protože pojednávám o tom jinde. Pouze pro klid duše podotýkám, že šiřitelé tohoto mýtu vůbec neberou v úvahu, že soluňští bratři Konstantin a Metoděj studovali na magnaurské vysoké škole v Konstantinopoli. A pokud jde o prof. Antonína Frintu, nebyl první, kdo se zajímal o makedonský jazyk. Jeho přenášky o spisovné makedonštině, o nichž se ještě podrobněji zmíním, byly završením etapy zesíleného zájmu o vše, co bylo spjato s Makedonií a zároveň začátkem nové etapy odlišného pohledu na makedonskou problematiku.

Přínos literárního historika Zdeňka Urbana pražské makedonistice

Author(s): Marcel Černý / Language(s): Czech Publication Year: 0

Author of this article deals with Zdeněk Urban’s (1925–1998) Macedonian studies, especially his innovative doctoral dissertation on the Faculty of Arts of the Charles University in Prague Beginnings of the Macedonian literature in relation to the other South Slavic literatures and their reflections in Czech one (in Czech; 1949). Urban’s other works were mainly aimed at Bulgarian, folklore or Sorbian studies. There are some supplements of this article: a list of contents of Urban’s doctoral dissertation, review of its supervisor (Antonín Frinta) and opponet (Julius Dolanský) and the list of his Macedonian contributions. Urban explained the genesis of the Macedonian literature in two phases. Initially the feudal ecclesiastically Slavonic culture became the bourgeois (works of Kărčovski and Pejčinovič) and only then the young Macedonian middle class took part in the cultural life during its struggle against the hellenization from the 1850s. As the first Macedonian written literature was closely bound up with the Bulgarian one, the Macedonian National Revival gained extrinsically pure Bulgarian traits. Urban interpreted this fact from the Marxist point of view: qualitatively more backward and quantitatively weaker Macedonian bourgeoisie learnt from richer and culturally more advanced Bulgarian one during the common struggle for the national school system, church and culture. This direct contact between both literatures was radically disturbed in the 1870s, when the revolutionary democrats got control of the Bulgarian literary field. Urban anticipated in his monograph From the History of Czech-Bulgarian Cultural Contacts (in Czech; 1957) and article Problems of the Comparative Studies of South Slavic Literatures in the 19th and the 20th centuries (in Czech; 1968) Ďurišin’s conception of theory of the interliterariness process with its most important ideas of dioecism (polyoecism) and biliterarity (polyliterarity) in his interpretation of the “borderline” Bulgarian-Macedonian literature phenomenons.

Примената на јазичните теории од Прашката школа во македонската лингвистика

Author(s): Dimitar Pandev / Language(s): Macedonian Publication Year: 0

This paper is about the co-relations between the Prague school and the Macedonian linguistics (in the first decades of its development), giving the possible influences from Theses. Travaux du cercle linguistique de Prague and the language theories that come from the thesis.

Apendix

Author(s): Ivan Dorovský / Language(s): Czech,Macedonian Publication Year: 0

Na začátku považuji za nezbytné připomenout několik důležitých fakt. Podle našich i cizích encyklopedických a jiných příruček žilo ve 20. století v Řecku 95 % Řeků, zbytek tvoří občané makedonské, turecké, albánské, židovské, romské nebo jiné národnosti. Nedlouho po skončení 2. světové války v Evropě v květnu 1945 došlo na jihu Balkánského poloostrova k prvnímu ozbrojenému konfliktu. Levicové a demokraticky orientované síly v Řecku, které sehrály rozhodující úlohu v antifašistickém a národně osvobozeneckém boji, byly pronásledovány členy četných profašisticky, monarchisticky a pravicově orientovaných skupin a spolků. I přes nepříznivou vnitřní a zahraničně politickou situaci se proto na podzim roku 1946 začaly formovat první partyzánské jednotky. Jejich zástupci podepsali dohodu s Národně osvobozeneckou frontou (NOF), jež sdružovala Makedonce z Egejské Makedonie. Řekové i Makedonci však byli zřejmě nedostatečně informováni nebo vůbec nevěděli o jednání W. Churchilla a J. V. Stalina v říjnu 1944 o rozdělení zájmových sfér na Balkáně.

Každodennost perspektivou školních pramenů

Author(s): Kamil Činátl / Language(s): Czech Publication Year: 0

The study focuses on the utilization of the methodological concepts of the everydayness in the context of the history education. It uses a didactic concept of the historical mind outlined by Hans-Jürgen Pandel. In the center of attention stand school sources (photography, school memorials, testimonies witnesses, period textbooks), that can bring along testimony to the period everydayness in the school. General reflection is enriched by the illustrative case study derived from the sources of Jan Amos Komenský elementary school in Písek. The selection of the materials also focuses on the period of Stalinism. The methodological procedures which aim to fulfill Curriculum Goals and Objectives are based on concrete examples. School sources have a strong motivational effect on students because of their connection to the place they know. The educational potential of the sources is related also to the connection to the familiar social environment. Thanks to their knowledge of the social mechanisms of the school, they can easily reflect the differences between the actual state and the fifties for example. The study aims to prove that the methodological historiographical innovations connected to concepts of everydayness and historical anthropology can be used in history education as well.

Zdeněk Nejedlý, komunismus a problém „zrady vzdělanců“

Author(s): Jiří Křesťan / Language(s): Czech Publication Year: 0

The case of Zdeněk Nejedlý is a proof that inclination of intellectuals and artists to the communist party was not an uniform and simple process that could be expressed by a simple slogan like “betrayal of scholars”. Since the 1930s was the communist party able to intrigue a wider spectrum of citizens and the Second World War put a stress on the words about “defence of the nation” and united communists and non-communists. Communists gained a lot of credit and respect during the war against fascism and Soviet Union also benefited from this fact. Moreover the Stalinism found another boost in Czech countries. The plebeian democracy, inclination to equalitarianism, respect for authority, looking for foreign support and relying upon it, establishing national unity through repudiation of “enemies” – all these factors existed in Czech political thinking and vibrated with the voices of Stalinist bolshevism. The Nejedlý 1946 idea describing the communists as the followers of the best traditions of the Czech nation came out of his older thoughts about the necessity of socialist outcome of the course of the Czech history. In 1920s and 1930s Nejedlý maintained contacts with various socialist movements. He had objections towards the communist party and did not become its member until 1939 in Moscow. Until the fifties he described the communist program as a climax of the Masaryks program. The Nejedlý’s admiration of 19th century classics, of Palacký, Havlíček or Masaryk and acceptance of interwar avantgarde were to a certain extent an obstruction to rampaging radicals attempting to repudiate pre-revolution culture. He opposed the sovietisation of education in Czechoslovakia and prior to the passing of the education reform in 1953 he had to be dismissed from the office of the minister of education.

Ústav slavistiky: východiska a perspektivy

Author(s): Ivo Pospíšil / Language(s): Czech Publication Year: 0

K desetiletému jubileu Ústavu slavistiky Filozofické fakulty Masarykovy univerzity jsme vydali brožuru , která sumarizovala dosavadní vývoj pracoviště, jež sice vzniklo až v polovině 90. let 20. století, ale od založení druhé české univerzity vlastně nikdy nepřestalo existovat, byť pod různými názvy. Původní Slovanský seminář byl zakládajícím pracovištěm nově založené Masarykovy univerzity a její Filozofické fakulty. Slavistické obory byly vždy chápány jako něco podstatného, ale také jako politikum: to byla a je výhoda, ale současně nevýhoda. Neboť přináší na jedné straně podněty, impulsy metodologické a názorové povahy, na straně druhé uvádějí široký obor do souvislostí, které jsou obtížné a mohou nutit formulovat některé závěry předčasně, spěšně, a tudíž nepřesně nebo nesprávně.

Summary - Department of Slavonic Studies. Starting Points and Perspectives

Author(s): Author Not Specified / Language(s): English Publication Year: 0

This volume has its roots in the brochure published on the occasion of the tenth anniversary of the Department of Slavonic Studies (2005)1 summarizing its previous development. The department came into being in 1995 though its predecessors under various names, e. g. Slavonic Seminar or partial departments or sections belonging to wider entities dealing with individual Slavonic languages and literatures, have never ceased to exist since 1919.

Obrazová příloha

Author(s): Author Not Specified / Language(s): Czech Publication Year: 0

Robert Konečný a jeho písemná pozůstalost v univerzitním archivu

Author(s): Jiří Pulec / Language(s): Czech Publication Year: 0

In January 2018, Masaryk University archives obtained an extensive written estate of Robert Konečný (1906–1981), an associate professor of philosophy and professor of psychology at Masaryk University, the pioneer of health-care psychology in Czechoslovakia, a poet and author, and a major figure of resistance to Nazism. Robert Konečný’s personal files, which belong among the best preserved items in the university archives, were organized and made accessible during 2018. Extensive correspondence mainly includes collections of letters from key figures of Czech literature, philosophy and psychology. A remarkable part of the estate consists of texts of Konečný’s lectures and speeches as well as documents on his educational activity in radio and television broadcasting. The files also represent a valuable source for the study of resistance to Nazism in Moravia. An extensive set of manuscripts, typescripts and prints from the fields of psychology, philosophy and literature can serve as a basis for the preparation of Konečný’s bibliography.

„DEZVOLTAREA MULTILATERALĂ” ȘI „FORMAREA OMULUI NOU” ÎN ROMÂNIA SOCIALISTĂ

Author(s): Alina Ilinca,Liviu-Marius Bejenaru / Language(s): Romanian Publication Year: 0

"For someone to acquire skill and ability in a particular branch of activity, thus becoming a labor force" – said Karl Marx in Capital – "education is necessary", adding that the communist order will ensure favorable social conditions for the individual qualities of to every man not to be stifled, but to be revealed and developed through education. The expression "multilateral development", applied to both the individual and society, has become one of the most common in Marxist pedagogy or Marxist-inspired theory. The communication aims to present the "multilateral development" and "formation of the new man" during the regime of Nicolae Ceausescu, being composed of two parts. In the first part, the communication will deal with the Marxist-Leninist conception of multilateral education, which was necessary and possible in mass proportion only in the conditions of socialist and communist society. The second part will contain the conception of the Romanian Communist Party about the "multilaterally developed socialist society" and the "multilaterally developed personality" which was to be characterized by "creative spirit and the tendency towards self-improvement and self-improvement". The conclusions will aim at the fact that, in the case of communist regimes, "multilateral development" was only an ideological fiction, because, unlike the liberal regimes, in which education means emancipation and permanent creation, communist education was organized to ensure the strength of work distributed according to socialist planning, the regime emphasizing social and cultural homogenization, in order to create a "working class culture".

Regionalna sinteza za jugoistočnu Evropu

Author(s): Mitja Sardoč / Language(s): Montenegrine Publication Year: 0

Ovo je sinteza Istraživanja o politikama u vezi sa Obrazovanjem za demokratsko građanstvo i upravljanju razlikama u jugoistočnoj Evropi, koje je preduzeto 2000.-2001. kao dio saradnje između Pakta stabilnosti/ Unaprijeđenog procesa iz Graca i Savjeta za kulturnu saradnju. Zahvaljujući uticaju Istraživanja o politikama u vezi sa obrazovanjem za demokratsko građanstvo i upravljanju razlikama u jugoistočnoj Evropi, odlučeno je da se proširi studija o ODG politikama u svim državama članicama Savjeta Evrope.

UTJECAJ ZAVNOBIH-A NA KULTURU I OBRAZOVANJE U BOSNI I HERCEGOVINI NAKON DRUGOG SVJETSKOG RATA

Author(s): Muhamed Nametak / Language(s): Bosnian Publication Year: 0

The creation of a socialist society as a strategic and long-term objective, which, admittedly, was not only brought before the culture, remained unfulfilled throughout the entire socialist period, although certain socialist values eventually had become a part of everyday culture. These values included secularization, the cult of industrial work, the installation of the Party as the supreme authority in all fields of human activity and the like. The greatest achievements should definitely include significant reduction of illiteracy rate, construction of numerous schools, cultural centers, libraries and other cultural institutions. Also, this period saw the emergence of a number of periodicals covering cultural life, the opening of publishing companies, cinemas, cultural centers, which are all prerequisites for a successful cultural development of a modern society. The opening of the University of Sarajevo in 1949, as the most important educational institution in Bosnia and Herzegovina to this day, is highlighted as the culmination of institutional building. The foundations of contemporary cultural life in Bosnia and Herzegovina were precisely laid through cultural policy in the after the Second world War. The base that was created at that point was enriched over time in accordance with the possibilities and needs, to eventually become that what is available to the people at present day. On the other hand, adverse elements that cultural policy of socialist authorites had brought to the people in Bosnia and Herzegovina can not be ignored. First of all, the nationalization of the material base of cultural policy, which used to be private property, followed by the repressive policy over a part of cultural and intellectual elite that held the opposite ideological standpoints delivered a severe blow to independent cultural work and destroyed a part of the cultural and intellectual elite in this region. In addition, the direct control of the operation of cultural institutions and indirect control of the individual cultural work through decisions on funding, censorship and the like, provided for an ideological background for the entire cultural life of that period, and at the same time hampered independent initiative and independent work of cultural workers.

Hudební vzdělávání od konce 19. století do 90. let 20. století se zaměřením na poslech hudby

Author(s): Pavel Šuranský / Language(s): Czech Publication Year: 0

Teaching of Music education was right from the beginning of music development characterized by the different functions in the perception of the music, which has, of course, changed significantly during the evolution of music. Music education is not just singing, the significant part of a comprehensive music education includes also the ability to listen to the music. At the time listening to the music works of art emotionally affected human emotional relationships between people, towards society and nation. The basic set of recommended songs of composers – home and international – has not changed much during almost whole century, as has not the main goal of music education: teaching students to establish diverse contacts with the music, so they would be able to accept and understand music as a special means of understanding the world. Lack of teaching children to “classical music” and our failure to awaken a direct interest in music, must lead to the fact that the current general music education almost does not contribute to the education of future listeners of artificial music.

NON SCHOLAE, SED VITAE DISCIMUS - PROČ NE? ET SCHOLAE ET VITAE DISCIMUS

Author(s): Ludwig Haag / Language(s): Czech Publication Year: 0

Jakmile řečník vysloví citát „Neučíme se pro školu, ale pro život“, je rychle zřejmé, jak vzdělaný posluchač znervózní a dává najevo, že řečník by měl zmínit, že Seneca tento citát původně formuloval opačně. Samotnou Senekovu verzi však dnes nikdo nepoužívá, záměna se stala všeobecně známou věcí. Co vlastně říká tento citát? Zaměřme se na „školu“ a na „učení“.

VÝCHOVA DIEŤAŤA

Author(s): Lucia Mydliarová / Language(s): Czech Publication Year: 0

Výchova a vzdelávanie sú nepochybne dôležitými odbormi kultúrnej antropológie. Vychádzajú z faktu, že jedinec nie je pre žiadny spôsob života v žiadnom prostredí špecificky vybavený. Predávanie kultúry (kultúru tu chápeme v širšom slova význame, ako súhrn zvykov, postojov, schopností, vedomostí a hodnotení, ktoré si ľudia v spoločnosti predávajú najčastejšie formou jazyka) je prirodzenou súčasťou všetkých spoločností a závisí na nej ako prežitie jedinca, tak aj rozvoj celej spoločnosti.

Osmanlı, Türkiye ve Kuzey Kıbrıs Türk Cumhuriyeti’nde Uygulanan Yazma Eğitimi Becerilerinin Türk Eğitim Sistemine Etkileri, Uygulama Biçimleri ve Tarihten Günümüze Değerlendirilmesi

Author(s): Önder Uçar / Language(s): Turkish Publication Year: 0

Writing is a language skill that is rarely used in daily life. People mostly prefer verbal communication. However, writing has an extremely important place in terms of the permanence of feelings and thoughts. By making use of the studies in the literature, mutual interviews were conducted with the source persons and questioned in order to determine the writing training studies in the Republic of Turkey and the Turkish Republic of Northern Cyprus and to verify the determined data. The last period of the Ottoman Empire's education policy and the parts related to Turkish education in the 1869 Maarif-i Umumiye Nizamnamesi were examined and archive documents were used, and the subject was discussed and interpreted on the legislation given separately for schools. The educational yearbooks published by the state under the name of Salname-i Nezaret-i Maarif-i Umumiye, which is a work that deals with the education system of the Ottoman State holistically, were examined. In this study, a literature review was made, the data were collected with the document analysis technique and stated in the study. One of the qualitative research methods, descriptive analysis method was used and content analysis was also used. The aim of the study is to determine the writing education studies in the Ottoman Empire, the Republic of Turkey and the Turkish Republic of Northern Cyprus, by examining the parts related to writing education in Turkish teaching, by using the archive documents and by going through the legislations given separately for schools, the subject is discussed and how the practice of writing education skills has been applied from past to present and with the theory of constructivism. It is aimed to determine the changes in the writing education skills in the understanding of co-writing education and to determine the pros/cons by consulting the practitioners of this work, that is, the teachers, the last point of the writing skill in question with this understanding. It can be said that the Ottoman state, the Republic of Turkey and the Turkish Republic of Northern Cyprus, which were determined as the research area of the study, were the source of writing education studies. As a result of the research, the Ottoman Empire saw and applied the skill of writing education as a unifying element in order to ensure the unity and peace of the people. In the Republic of Turkey and the Turkish Republic of Northern Cyprus, the writing education skill studies continued to be explained by the educator in a face-to-face classroom environment, in accordance with the general structure of the Turkish education system, by writing school slips and on the blackboard, and it has been seen that the analysis-synthesis method of writing education is preferred today.