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Artykuł omawia pracę ks. prof. Bolesława Przybyszewskiego dla diecezji krakowskiej.//The article contains an overview of Rev. prof. Bolesław Przybyszewski's work for the Krakow diocese.
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Janusz Korczak’s ideas and practical pedagogical achievements permanently went down in the history of Polish and world pedagogy. They have become a unique source of knowledge, ideas and inspiration in the quest for new educational solutions. His rich literary works, especially the pedagogical trilogy entitled How to Love a Child, is both a source of knowledge and inspiration for further reflection and research in the field of pedagogic sciences and an encyclopaedia of practical knowledge in the area of care, upbringing and education. The purpose of this article is to depict Korczak as a person, tutor, guardian, researcher-clinician and show his moral credibility confirmed with testimony to love. Not only does it present the topicality and importance of his pedagogical message but it also indicates the possibility of being a role model for many of today’s tutors and teachers.
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In 19th century Croatia, informal forms of education were very important due to the unsatisfactory formal education system, which was characterised by an underdeveloped network of schools and their small numbers, especially schools for girls; the poor quality of education and underpaid teachers; too large class sizes; irregular school attendance by pupils; impossibility for higher education in Croatia until the foundation of the University of Zagreb in 1874, except in legal sciences and theology; as well as other problems. The role of informal forms of education in Croatia in the 19th century will be illustrated by the example of a number of distinguished Croatian intellectuals. On the basis of autobiography sources – autobiographies and diaries – I will demonstrate what the role of self-education, education with private tutors and governesses was in education and intellectual formation of distinguished teacher and educator Mijat Stojanović, publicist Imbro Ignjatijević Tkalac, politician and publicist Andrija Torkvat Brlić, writer Ksaver Šandor Gjalski and two Croatian female writers, Dragojla Jarnević and Ivana Brlić-Mažuranić. In their autobiographic and diary entries, they critically evaluated the positive and negative aspects of their own formal and informal education.
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The author emphasizes contribution of the Roman law to the development of the medieval ius commune, and suggests that the liaison between the two may serve as a model for unification of the European Private Law (ius commune Europaeum). The efforts to harmonize the European Private Law in the past two decades were marked by the centralist approach, and the means of the attempted harmonization were EU directives, binding international agreements, and decisions of the European Court of Justice and the European Court of Human Rights. On the contrary, the medieval ius commune successfully acted as a general legal framework for the entire Europe. However, the medieval ius commune was not a legal system in the strictest sense, but a common concept that included exchange of the ideas, experiences, arguments and legal institutes, based on the Roman Law as a shared source. In this respect, the author points out the importance of Justinian’s codification and its interpretations, especially by the glossators and commentators. Furthermore, the author analyzes the role of the law school of Bologna through the prism of the so-called Italian way of thinking (mos docendi italicus), embodied primarily in the system interpretation of original and glossed texts called „brocard“. The school of Bologna was characterized by free movement of professors and students from all over Europe, which encouraged the wide-spread influence of the Roman law.
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The new educational policies, launched at European and national level, continue the reform orientations registered so far and bring them up to date. Thus, international conventions, official European institutions, as well as the new legislation in our country reinstate, for example, the end results of the child-focused education and the competence-focused curriculum. The process generated at the level of European states gains specific particularities which may be highlighted by illustrating the itinerary of our country. The orientations, the principles, the paradigms adopted at global and European level have started being established at national level by elaborating some educational policies which have become legislative regulations. The higher education has undergone profound transformations, as the latest years have required a series of changes meant to re-establish the value of institutions at this level and to generate better forms and structures for professional human resource training. The insistence on and the attention paid to higher education both at European and at national level constitute a manner of officially acknowledging the social importance and the impact of the academic domain on the global evolution of the world.
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Maria Montessori is one of the most well-known women in history pedagogue. She was the first woman to graduate from the University of Rome medical school and became interested in education through her work as a doctor, treating what today are known as children with special needs. Beside this, she is physician, educator, and innovator, acclaimed for her educational method that builds on the way children naturally learn. The Montessori Method of education, developed by Dr. Maria Montessori, is a child-centered educational approach based on scientific observations of children from birth to adulthood. Her pedagogue ignited interest around the world and with over 100 years of success in diverse cultures throughout the world. The Montessori Method is generally based on the idea that children learn best when the environment supports their natural desire to acquire skills and knowledge. Instead of focusing on academic education, the Montessori method focuses on respecting and encouraging each child's individual differences, providing a nurturing environment to teach social interaction and emotional skills. Her philosophies and techniques are studied and utilized in universities and applying in kindergarten and schools worldwide.
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This paper presents the key findings of an extensive research into the role ofuniversity-level visual art education in the preparation of visual artists for the successful transitionfrom the academic environment to the art ‘labour market’. Starting from an assumptionthat higher visual arts education may be a significant factor in redefining the career paths ofthe visual arts graduates in Serbia, it reviews the recent changes in concepts and programs ofuniversity-level visual arts education in Europe and in Serbia. Education policies increasinglyforesee the necessity of conscious compliance of education with society as a whole, bearingin mind the wide range of social roles that visual art and professionals from this field mayassume. This is especially important for Serbia, since culture is considered one of the country’smost important assets in re-positioning itself on a mental map of Europe. In this paper I willmap the main issues, briefly present the historical development of art school programs inEurope and in Serbia, and I will present the concept of the Management in Fine Arts coursedesigned for the BA level at the Fine Art Schools which was designed to endow students withthe opportunity to attain basic ‘labour market skills’, and provide them with knowledge andskills necessary to direct their professional development in such manner to enable them toeasily find their place in various areas of contemporary society.
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This article focuses on the education of the children at Hereke Factory during the turbulent years from the Balkan Wars (1912-1913) through World War I (1914-1918) up to the seizure of the factory by the British in 1918. This article investigates the schooling system at the factory, including both formal and vocational education, and its relationship to those of other workhouses supported by philanthropy within the empire. Charitable and philanthropic institutions within the Ottoman socio-political system provided for the employment of widows and orphans who had lost relatives in the Balkan Wars and World War I. In this philanthropic network, Hereke Imperial Factory, as an institution to create funds to help orphans and widows, became a model of vocational education for needy in general education system. Later, the factory became a center at the target of nationalist-religious philanthropic discourses.
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The paper deals with education in Slovakia after the downfall of the Austro-Hungarian Empire and the creation of the Czechoslovak Republic and points at the fact that Czechoslovak state authorities perceived Hungarian schools as the primary tool of Hungarization in Hungary. In Slovakia, with the exception of several elementary church schools, educational institutions with Slovak language of instruction did not exist. The paper describes the process of the radical establishment and the support of the creation of Slovak schools initiated in 1918, which was supposed to be the basis of the formation of Slovak national awareness and the Slovak elite. After the establishment of Czechoslovakia parallel with the introduction of Slovak as the language of instruction at schools, the number of Hungarian schools was reduced, which resulted in a significant decrease during the years of 1918 and 1919.
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In the first part of this paper we describe the way some scientific text is prepared and published and try to describe a complex way of editing а scientific journal. The problem of scientific misconduct (Metalurgia International), and of the evaluation of the scientific work is mentioned and some solutions are proposed. In the case of the recent scandal over plagiarism of some doctorates in Europe and Serbia, these concepts are presented here and criticized and other, more correct concepts, presented. The evaluation of scientific text is often linked to some theoretical reflection about truth, beliefs, and meanings of the empirical evidence and the way of presenting and evaluating their cognitive values. There are, it is argued, such contexts which, most importantly, are mutually exclusive and incompatible. In addition to such context, it appears that truth and falsehood are losing their independent meaning. Some global context can be accepted or rejected and therefore declared to be true or false, but certain entities that are inherent to these contexts are taken to be epistemically irrelevant and are over determined by the normative definitions of the context to which they belong, irrespective of their isolated meanings and character. In opposition to this, we insisted on the strategy of piecemeal social engineering of Karl Popper. One of the most important applications of this approach is through individual entities, i.e. it is maintained that their cognitive value can be viewed to great extent in isolation from the context.
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Alan R. Sadovnik & Ryan W. Coughlan (eds): Leaders in the Sociology of Education: Intellectual Self-Portraits. (Leaders in Educational Studies 9.) Rotterdam, 2016. Sense Publishers. vii + 300 p. ISBN: 978-94-6300-715-3
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In my researching the education of aristocracy, I’ve so far dealt with several secondary schools. As the theme of my present article, I’ve chosen two Evangelical Lutheran institutions: the schools at Eperjes (Prešov) and Nyíregyháza. Both of them were located at the territory of the Tisza Church diocese, but while the Eperjes school was the ‟ancient” mother college, also including an academy of law department, it was only in our age that the one at Nyíregyháza developed into an eight-class secondary school from a lower secondary school. In my research, I was interested to learn whether the two schools had any students with a high nobility title, and if yes, which families they belonged to, where they came from and in what status, how many years they studied. I was able to make the statement that in spite of its tradition and (high) rank, the college at Eperjes wasn’t too popular in the circle of high-rank aristocratic families. Merely 21 persons studied here, out of which eight only attended the secondary school, eleven the academy of law, and three went to both schools. Fifteen largely Catholic families opted for the college. As opposed to this, 21 members of 9 families studied at the Evangelical Lutheran secondary school at Nyíregyháza. The majority of these students were Catholic, as well. So it seems that in terms of school choice, the most important aspect wasn’t the person of the maintainer, but rather the location.
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The Reformed College of Sárospatak developed several fields of work in the middle of the 20 th century that go well beyond the traditional school education functions. One of them was the travelling library movement of the school that had a very important culture mission. Between 1936 and 1949 eight collection of 40 books were outplaced to villages where there was no other library and then moved to another village one year later. Considering the fact that books were often read in groups, this was the only chance for several thousands of people to obtain literature of high standard. Central cultural function of Sárospatak was strengthened by this movement. The remained borrowing documentation provides us information on the reading behaviors of the rural population of orthern Hungary in the years 1936–1950.
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This article is a analyse of the statement of the social pedagogue. The education of the social pedogoguse has started in the year 1993. The Pedagogue faculty of University Mateja Bela in Banska Bystrica belongs among the first universities in Slovakia which offered this type of education.
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The article deals with the insufficiently studied problem of financing illiteracy issues during the implementation of the illiteracy elimination policy in Sumy region in the 1920s. The authors describe the state of material maintenance of illiteracy elimination centers at a certain period, analyze the main sources of funding, and define the level of the real material maintenance of illiteracy elimination points. It has been found out that a low level of funding often leads to poor teaching quality. The issue of providing textbooks and teaching aids in both Ukrainian and the languages of other nationalities is considered, including some statistics on the centralized inflow of educational literature, a brief description of the most popular textbooks used by teachers of educational centers during the process of eliminating illiteracy in Sumy region. The article cites quotations from the documents of the State Archive of the Sumy region, which directly reveal the real state of financing and material support of the illiteracy elimination centers in Sumy region in the 1920s and provide an opportunity to objectively assess the real material and financial position of the illiteracy elimination points. The authors of the article provide a brief description of the activities connected with illiteracy elimination in various cities of the present Sumy region: Konotop, Glukhiv, Shostka, Krasnopillya, Sumy, stressing their quantitative growth and, consequently, an increase in the percentage of the literate population. The authors of the article conclude that despite the insufficient financing of the illiteracy elimination centers, the imperfect system of providing educational literature, school supplies, stationery, the work of these institutions had a positive result, which was manifested in increasing the number of literate people in the Sumy region, who learned to read and write in Ukrainian, which was, in its turn, of great importance for awakening the national consciousness of the Ukrainian population.
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A Literary Student Association was established in 1901 within the Serbian Grammar School in Skopje and under the teacher supervi sion. It was called “Serbian Dance” (Srpsko kolo). The students of mentioned school undertook to collect all over Macedonia during the school break lyrical folk songs and narratives which were afterwards published by their teachers, those shortlisted, in the school Report of 1901. The lyrics of the songs Do tri mi puški puknale and Pušči me, mamo le mila were published in the mentioned publication and were later on elaborated by composer Stevan St. Mokranjac for the choir in X Rukoveti (1902). The author of the experiment states all the facts re lated to those songs assuming that Stevan St. Mokranjac had used the lyrics from the mentioned reports, whereas descants were sung to him by his student and singer, teacher Pera ž. Ilić, who was in Macedonia at that time as a conductor of Belgrade tamburitza association Vila. This association played during the St. Sava student manifestation (14/27 January 1901) within the premises of Serbian Grammar School in Skopje.
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This article is based on unpublished archival material of the State Archives of the Republic of Macedonia in Skoplje from the years 1925 to 1940, which were analysed in terms of two aspects. On the one hand, it can be seen how the Faculty of Arts in Skoplje itself and its wide range of academic fields were established in the new Kingdom of Serbs, Croats and Slovenes. These included, amongst others, Byzantine Studies, Historical Geography and Eth nography. On the other hand, this article deals with an outstanding researcher of that time in the person of Milenko S. Filipović (1902–1969). He was a lecturer and later a professor of Ethnology and Ethnography, who regularly incorporated all three aforesaid academic fields into his publications. His personal as well as the institutional development of these academic fields were abruptly interrupted by the Second World War (1941), but were revived with new vigour in Belgrade after 1945.
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The paper studies forms of academic interaction between the Universities of Dorpat and St. Petersburg such as student migration, targeted training of scientists for Russian universities at the Professors’ Institute of Dorpat, book exchange, participation of representatives of two universities in joint commemorations and scientific expeditions. The University of Dorpat, included in the system of universities of the Russian Empire and in that of educational districts, served as a channel for the transfer of scientific personnel, as well as models of behavior adopted in the student society and going back to the traditions of German universities. Many graduates of the Dorpat University have made a brilliant scientific career in the capital of the Empire, among them P. I. Preiss, E. Lenz, and F. G. W. Struve. The medical faculty of the University of Dorpat acquired importance as an all-Russian training center for civilian and military doctors. The majority of the specialists who came to the University of Dorpat from the “interior” universities of the Empire were teachers of the Russian language.
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