Recepcija krstjana u udžbenicima SR Bosne i Hercegovine i SFRJ

Author(s): Margareta Matijević / Language(s): Croatian Publication Year: 0

Textbooks that analyze sources are all, more or less, familiar with three of them: the escape of the banished heretics from the Dalmatian communes, Nemanja’s expulsion of Bogomils from Raška and the papal letter from Innocent III to the Hungarian king Emerik. These three sources were never questioned. Commonly accepted ideas include the belief that the Church of Bosnia was, among other things, widely accepted, that it catered to popular tastes and opposed Catholicism and Eastern Orthodoxy. The authors are exceptionally insistent and unequivocal in their claims. They never say: it is believed that, it is possible that... The works are deficient, without any detailed updating of the scientific references of that time. Some authors claimed that there were neither Catholics nor Eastern Orthodox Christians in Bosnia prior to king Tvrtko’s expansion of the borders. It should be noted that there are not many illustrations or maps, and that there are reproductions, questions, pictures and portions of the old texts missing. Bosnian textbooks usually wrote more about krstjani than the Serbian ones. They divided the subject into two teaching units and first discussed the history of the Bosnian state and then the teaching, position and significance of the Church of Bosnia. Krstjani are frequently mentioned in the later period, mainly their alleged involvement in taking over the Bosnian state from the Turks, which was clearly taken from a well-known text by Nikola Modruški. Practically none of the authors mentioned or left open the possibility of religious, lithurgical or ethnic continuity of the Bosnian state territory and lateantique Christian structures. All Serbian textbooks are printed in Cyrillics. To conclude, let us say that all the textbooks until well into the eighties emphasize the social dimension of krstjani, a rather meritorious medieval proletariat meeting the expectatations of the social system of the time.

O nekim aspektima obrazovno-odgojne politike Narodnooslobodilačkog pokreta na području Bosne i Hercegovine (1941-1945)

Author(s): Azem Kožar / Language(s): Bosnian Publication Year: 0

The educative and pedagogical politics of National-Liberation Movement in Bosnia and Herzegovina (as a part of Yugoslovenian Movement initiated and run by the Communist Party of Yugoslavia) in a period 1941-1945, was based on the idea of National-Liberation Movement, that included: equality, brotherhood and unity of its peoples, established on a secular atheistic basis. When compared to the pre-war monarchically Yugoslavian politics, particulary the educative and pedagogical politics of the Independent country of Croatia that was simultaneously implemanted in the unliberated teritory of Bosnia and Herzegovina, it was a radical new turning point. However because of the war-winnibg euphoria it attached too much importance to the role and aims of National-Liberation Movement, as well as to the tole of the Party and personality. Its attitude towards orther issuses from far and near past of Bosnia and Herzegovina was very superficial. These and other characteristics, mostly obtained from the experience of the Soviet Union, bacame prominent in history lessons. Not even the after-war (socialistic) educative and pedagogical politics managed to get rid of the inherited deficiencies from the ear until the beginning of 1980s. Then the new curricula of history issues were formed as a result of a gradual process of releasing Bosnian historiography from the shackles of politics and ideology.

Студиты – просветителями Руси

Author(s): Andrzej Poppe / Language(s): Russian Publication Year: 0

A történelemtankönyvek vitája Japánban

Author(s): Krisztina Merényi / Language(s): Hungarian Publication Year: 0

Trianonská problematika a (česko)slovenské učebnice dejepisu

Author(s): Barnabás Vajda / Language(s): Slovak Publication Year: 0

Jérome Bruner vo svojej eseji o kultúre vzdelávania upozornil, že: „cieľom výučby dejepisu je pomáhať žiakom vytvárať významy, nie riadiť učenie len na zapamätanie významov.“ Jadro jeho myšlienky nielen pamätať, ale aj vytvárať významy upriamuje našu pozornosť na isté znaky tradície. Práve tie, okrem iných, ovplyvňujú nielen charakter či špecifiká historického poznávania v edukačnom prostredí, ale i intenzívnejšie prebiehajúci slovensko-maďarský historicko-didaktický dialóg o tvorbe národných či spoločných učebníc dejepisu.

Vývin školského systému na Slovensku v rokoch 1918 – 1939

Author(s): Ľubica Kázmerová / Language(s): Slovak Publication Year: 0

Vobdobí vzniku Československej republiky (ČSR) sa školstvo na Slovensku, ktoré tvorí základ každej národnej kultúry, nachádzalo v katastrofálnom stave, čo bolo dôsledkom dlhodobého pôsobenia uhorskej štátnej politiky voči nemaďarským národom Uhorska a vojnovej vyčerpanosti spoločnosti. Prechodom frontu na východe Slovenska a tiež rabovaním po skončení vojny boli mnohé školské budovy poškodené a ich mobiliár zničený. Vládne miesta mladého štátu si uvedomovali zložitosť situácie a problémom školstva a vzdelávania venovali zvýšenú pozornosť. Centrálnym orgánom riadenia školstva sa stalo Ministerstvo školstva a národnej osvety (MŠANO) so sídlom v Prahe. Školstvo spravoval v slovenskej dočasnej vláde od novembra 1918 Anton Štefánek, ktorý sa stal o niekoľko mesiacov neskôr referentom pre oblasť školstva Ministerstva s plnou mocou pre správu Slovenska spravovaného Vavrom Šrobárom. Od roku 1919 pod jeho vedením pracoval Referát MŠANO pre Slovensko so sídlom v Bratislave.

Japon Dili Eğitimi Tarihinde İkinci Dünya Savaşı İmparatorluk İdeolojisi Altında Gerçekleşen Japon Dili Eğitimi Uygulamalarında Filipinler Örneği

Author(s): Nuri Bilgin İrim / Language(s): Turkish Publication Year: 0

1853 yılında Amiral Perry’nin savaş gemileriyle Japonya’ya gelişi ile birlikte, Japonya’da büyük bir değişim yaşanmış ve 1868 yılında İmparator Meiji, gücü eline almıştır. Bu dönem ile birlikte, Meiji Restorasyonu başlamış ve Japonya, Batılı devletler ile iletişime geçerek onların kültür, bilgi birikimi ve teknik bilgilerini Japonya’ya getirmiş ve bu düşünce akımları içerisinde Emperyalizm kavramını da öğrenmiştir. Bunun ilk uygulamasını da Kore’ye limanlarını açması için baskı yaparak gerçekleşmiştir. Daha sonra ise, 1894- 1895 Çin-Japon Savaşı sonucunda, Tayvan Adasını, 1910 yılında Kore’yi topraklarına katmıştır. 1920 yılında Milletler Cemiyetinin kararıyla burada Güney Pasifik Mandası’nı kurması sürecinden İkinci Dünya Savaşında Çin, Çinhindi ve Pasifik Adalarını da içeren geniş bir coğrafyayı işgal etmesi ile birlikte tarihindeki en geniş toprak sınırına ulaşmıştır. Japonya, İkinci Dünya Savaşı sırasında topraklarına kattığı yerlerde yerli halklara yönelik sistematik bir biçimde Japon dili eğitimi uygulamıştır. Filipinler de Japon dili eğitimi uygulanmış yerlerden birisidir.

Summaries

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

Kırgızistan Sovyet Sosyalist Cumhuriyetinde Kültür

Author(s): Füsun Kara / Language(s): Turkish Publication Year: 0

The Tsarist Russian government implemented a policy of Russification in the field of education under the pretext of bringing civilization to the Turks living in Turkestan. In the Russian Tuzem schools established for this purpose, it was aimed to educate students who would instill Russian culture to the local people. After the start of the Soviet period, the decision of the Soviet People's Commissariat of the Turkestan Republic was passed regarding the right of all workers to receive education regardless of their nationality, age and religion. Educational policies were built in order to disintegrate the Turkishness that is being lived in Kyrgyzstan and all of Central Asia. The task of the first Soviet teachers was not limited to teaching. According to this education policy, teachers were charged with actively participating in the life of the society and making the public adopt the policy of the Soviet power. The decree to eradicate the ignorance of the peoples of the Russian federation, created after the October revolution, played a major role in education policies. Accordingly, the education policy was determined in line with the needs of the new Soviet government. With the decision of the People's Soviet Committee of the Turkestan Republic to "eliminate ignorance among the people", the campaign for the education of the whole people was strengthened. Short courses were opened for Party and Soviet workers. In the history of Kyrgyzstan, the 1920’s passed with the search for education and propaganda. The establishment of the Kyrgyz state and the increase in educational activities played an important role in the development of Kyrgyz culture. School books, newspapers and magazines began to appear in the Kyrgyz language. The number of libraries and cinemas has increased. However, there were serious problems such as the shortage of teachers, the absence of school books in the mother tongue and the lack of regularization of school hours. In 1930, a social cultural mobilization began to eradicate ignorance. In 1931, education was prepared in a programmed way and primary education was compulsory. In this study, the implementation and development process of education, literature, art and language policies in the Kyrgyz Soviet Socialist People's Republic will be examined.

История на обучението по латински език

Author(s): Pepa Lungarova / Language(s): English,Bulgarian Publication Year: 0

The article describes stages in teaching Latin from ancient to modern times. The first grammatical treatises by Hellenistic Alexandrian scholars were taught. In ancient Rome, between the 3rd century BC to 6th century AD, the focus was on grammar and rhetoric skills. In the Middle Ages, teaching grammar constituted the major part of the trivium and the Liberal arts. The goal of teaching Latin was to prepare students for a career both in secular and theological studies. Latin acquired the role of a Lingua Franca in Europe. It was the dominant language in the field of education, science, religion, law, trading, administration till the end of the 16th century. During the Renaissance period, it was gradually replaced by French, German and English, and the comparative historical method in teaching Latin and science was applied. In Europe, the introduction of Classical Language Studies in 18 – 19th century laid the scientific foundations of the teaching of Latin and Latin grammar. These foundations served as a pattern in writing the grammar books of contemporary languages till the end of the 19th century. The article represents the development of teaching Latin in Bulgaria and the traditional grammar/translation methods, whose main objective is the analysis and translation of original texts.

FRANJO TUĐMAN I ORGANIZACIJA RADA U INSTITUTU ZA HISTORIJU RADNIČKOG POKRETA HRVATSKE OD 1961. DO 1967.

Author(s): Mira Kolar-Dimitrijević / Language(s): Croatian Publication Year: 0

The Institute for the History of the Workers’ Movement of Croatia was established on September 25, 1961 by a decision of the Executive Committee of the Central Committee of the League of Communists of Croatia and the Executive Committee of the Main Board of the Socialist League of the People’s Republic of Croatia with the principal task of studying the history of the workers’ movement in Croatia and the League of Communists of Yugoslavia, the history of the people’s liberation war, and the socialist revolution. The task had not been officially changed for the entire time Tuđman served as the Institute’s director (1961-1967), but the Institute’s research was nevertheless expanded to economic, cultural, and educational subjects. Tuđman, however, lacked experienced staff, and his methodology of setting a goal first and then proving it later was not the best of choices. Excessive recruitment transformed the Institute into the most expensive scientific institution in Croatia. Attempting to justify the existence of this young institution, Tuđman decided to make the Institute publicly active, which proved detrimental to its future. The Institute was blacklisted and its results belittled or attacked. Tuđman was forced to leave the Institute, and his successors cut down the number of Institute’s associates from 126 to only about fifty. Tuđman’s activity at the Institute is a self-contained unit with its beginning, its development, and its end. A troubled end followed the initial good idea and the brilliant beginning, and it altered Tuđman and all of his co-workers, but also had a considerable impact on the historiography of modern Croatian history, which only sprung to life again after the arrival of new people who had no memory of the Institute from Tuđman’s era. Tuđman had a vision of the Institute’s task, but objective causes prevented him from putting his vision in effect. Still, he helped raise the historical awareness of everyone who researched history, politics, culture, economy, literature, and other aspects of life. 1971 and everything that happened afterwards was thus more or less marked by traces of Tuđman’s efforts.

TOWARDS DUALISM (1861-1868)

Author(s): Jasna Turkalj,Branko Ostajmer / Language(s): English Publication Year: 0

The fall of absolutism and the restoration of the constitutional order in Austria and Hungary brought a revival of political life in Croatia as well, and in the following period, especially in 1860/61, modern Croatian political parties and ideologies emerged that would define Croatian political life over the next few decades. The basic difference between these parties was their attitude towards resolving the Croatian national question, i.e. the position of Croatia with regard to Vienna and Pest, which was to be the main subject of discussion in the “great” Croatian Sabor of 1861.

CONSOLIDATION OF THE DUALISTIC SYSTEM

Author(s): Dinko Župan,Branko Ostajmer / Language(s): English Publication Year: 0

Voting on the Croatian-Hungarian Settlement in the Croatian Sabor marked the beginning of the half-century struggle of Croatian politicians against the Settlement. Only in a small part of the political and general public, especially where the unionist idea had deeper roots (Slavonia being the best example), the Settlement was enthusiastically hailed as the renewal of the ancient union with Hungary. Most of the political public was filled with indignation at the final result of the negotiations, especially the two opposition parties – Strossmayer’s National Party and Starčević’s and Kvaternik’s Party of Rights.

CROATIA UNDER KÁROLY KHUEN-HÉDERVÁRY

Author(s): Dinko Župan,Branko Ostajmer / Language(s): English Publication Year: 0

A new crisis in the Croatian-Hungarian relations broke out in 1883 and resulted in the resignation of Ladislav Pejačević from the post of the Croatian Ban. Like his predecessor Mažuranić, Pejačević clashed with the Hungarian government in Budapest, this time the reason being the imposition of the Hungarian language in the Croatian territory. In the summer of 1883, bilingual Croatian-Hungarian inscriptions were placed at the financial offices in Croatia and Slavonia, and in relation to the Financial Administration in Zagreb provoked anti-Hungarian protests that spread beyond Zagreb, although their echo was weak in Slavonia and Osijek. In the text of the Croatian-Hungarian Settlement, Pejačević saw no basis for bilingual signs to be placed anywhere, not even in public offices, and he refused to give in to Hungarian pressure, preferring to resign on August 24, 1883.

Vladimir Bakarić i Praxis

Author(s): Dino Mujadžević / Language(s): Croatian Publication Year: 0

On the basis of transcripts of conversations of Vladimir Bakarić and his comrades during the period 1964-1968, which are held among the Bakarić papers in the Croatian State Archive, it is possible to trace the attitude of the leadership of the Communist Party of Croatia (SKH) in quite close detail regarding the dissident Marxist circle gathered around the journal Praxis. Bakarić looked very negatively upon the activities of this group, which among other things had sharply criticized the economic reforms carried out in 1965 that introduced some elements of market economy in Yugoslavia calling for a return to utopian ideals of socialism, and he orchestrated a media campaign against them in the mid 1960s. After student demonstrations took place in Belgrade and Zagreb in 1968, which Bakarić believed were inspired by the group around Praxis, he was personally engaged in the Party’s discipline of individual sympathizers and the group at the Faculty of Philosophy and the Faculty of Political Sciences in Zagreb.

Die Aktivitäten der albanischen StudentInnen in Österreich bis 1939

Author(s): Kurt Gostentschnigg / Language(s): German Publication Year: 0

Die ersten albanischen StudentInnen gingen genau zu jener Zeit nach Österreich-Ungarn, als das Osmanische Reich bemüht war, seine Strukturen nach den großen Aufständen in den albanischen Territorien wieder zu festigen. Diese StudentInnen, die aus patriotischen Familien stammten, fanden in der Habsburgermonarchie, die ihnen Bildung und Kultur vermittelte, einen idealen Nährboden zur Entwicklung patriotischer, kultureller und literarischer Aktivitäten zugunsten der Albanischen Frage. Ihre Tätigkeiten waren anfangs individueller Natur, sowohl innerhalb der albanischen Territorien als auch außerhalb in den albanischen Kolonien.

Vlastenectvo - fenomén nadčasový a aktuálny aj pre súčasnosť či prehliadaný v dnešnej hudobnej edukácii a pedagogike?

Author(s): Jana Kupková / Language(s): Slovak Publication Year: 0

The paper focuses on the phenomenon of patriotism and traces its background in the modern history of music education and pedagogy in Slovakia. Particular attention is paid to the present time and current music-cultural and pedagogical activities.

VZDELANOSTNÁ ŠTRUKTÚRA OBYVATEĽOV SLOVENSKEJ REPUBLIKY V OBDOBÍ 2001-2021

Author(s): RADOMÍRA HORNYÁK GREGÁŇOVÁ,DANA ORSZÁGHOVÁ / Language(s): Slovak Publication Year: 0

The educational structure of the population of the Slovak Republic (SR) is a dynamic system that has been formed over many years and is constantly changing dynamically and will change in the future. The main goal of the contribution was to evaluate and compare changes in the educational structure in the regions of the Slovak Republic within the period 2001-2021, based on the data on the highest level of education achieved by inhabitants of the Slovak Republic. Research data were obtained from available results of the census of inhabitants, houses, and apartments in years 2001, 2011 and 2021. The comparative analysis of the data was carried out by descriptive methods of mathematical statistics using table and graphic presentation of results. Results showed that over the past twenty years, there has been a significant increase in the population of university-educated residents in Slovakia, the number of residents with primary education and with lower secondary education (GCE O Level) have decreased; the share of residents with the complete secondary education (GCE Advanced Level) has remained stable within the population development.

Poznámky o ušlechtilém muži, „lejstrech“ a trochu také o protistátních trestných činech

Author(s): Ladislav Vojáček / Language(s): Czech Publication Year: 0

The paper deals with the criminal law education at the turn of the 19th and 20th century. It focuses on person of professor František Štorch, teaching criminal law at the Czech Law Faculty of Karl-Ferdinand University in Prague at that time. It pays its attention to the form of the then used learning tools as well as to the integration of crimes against the state into the system of criminal law back then.

U susret stogodišnjici OŠ „25. Maj“ Delimeđe

Author(s): Muzafer Hadžić / Language(s): Bosnian,Croatian,Serbian Publication Year: 0

The essence of this work is dedicated to the Elementary School "25. maj" in the village of DelimeĎ in Tutina, and its concrete reason is the already completed hundred years of work and existence of this school. However, wanting to cover the topic as comprehensively as possible, the author gave the topic itself a broader context. Namely, in addition to the fact that the concrete course of time and the existence of the school itself through space and time, from its foundation to the present day, is dealt with, the paper pays additional attention to the historical context that preceded the school's creation, as well as demographic trends, geographical environment, and living conditions. , peaceful and troubled times, and socio-political events and happenings in the last three centuries. In the paper, the main emphasis is placed on the elementary school in DelimeĎ and the centenary period of its existence. The essence of this work is dedicated to the Elementary School "25. maj" in the village of Delimeđ in Tutina, and its concrete reason is the already completed hundred years of work and existence of this school. However, wanting to cover the topic as comprehensively as possible, the author gave the topic itself a broader context. Namely, in addition to the fact that the concrete course of time and the existence of the school itself through space and time, from its foundation to the present day, is dealt with, the paper pays additional attention to the historical context that preceded the school's creation, as well as demographic trends, geographical environment, and living conditions. , peaceful and troubled times, and socio-political events and happenings in the last three centuries. In the paper, the main emphasis is placed on the elementary school in Delimeđ and the centenary period of its existence.