Cel nauczania według Tomasza z Akwinu

Author(s): Marcin Sieńkowski / Language(s): Polish Issue: 2/2013

Among the medieval teachers and orators a special place is taken by St. Thomas Aquinas. His preaching and teaching involves bascally the knowledge of wisdom – that is the knowledge of ultimate causes of reality. Looking for the causes of the world, according to Aquinas, evolves itself into indicating the ultimate aim of everything, especially that of man. The aim of all beings, which is alsounderstood as the first cause, is identified with God. Religious faith is one of the ways of knowing God. Thanks to this faith it becomes possible to know the essence of God, correspondently to the human way of existence and knowing in temporal life. Accordingly, the teaching task consists in proclaiming the truth about God as the ultimate end of man, as well as in preparing and empowering him, on the path of faith, to receive contents of God's revelation.

Niekoľko úvah o vzdelaní v prostredí Spišskej kapituly v stredoveku

Author(s): Peter Labanc / Language(s): Slovak Issue: 1/2017

History of the education is not frequented topic in the Slovak historiography. On prosopography of the the medieval chapters, we can say the same words. On example of the Spiš Chapter, article shows research possibilities of the intersection of the both themes. Chapter as a place of education is analysed in the first part of the article. Because of lacking straight mentions in original sources on it, our conclusions stay on secondary evidences. Canons as learned persons are aim of the second part of the paper. Many questions are connect with this point of view: canons as educational elite of the medieval society, possibilities of higher education (studium generale), position in chapter (dignity or office) as a determination of the further education, etc. Following research should bring thorough prosopography of the medieval Spiš Chapter. It will be the solid basis for strong analysis of the educated elites of the medieval Hungarian kingdom.

The ‘Oecumenical Schools’: A Forgotten Civic Initiative in Hungary

Author(s): Gabriella Hideg,Krisztina Jankó,Tamás Kozma,Ildikó Oláh / Language(s): English Issue: 4/2016

A few of the public schools in Hungary declared themselves ‘oecumenical’ during the first period of the political transition of 1988-1993. ‘Oecumenical’ meant in that context the faith-based but non-denominational school program and curriculum developed jointly by the parents (PTA) and the teachers of the institutions concerned. At the same time, local authorities still remained the owners of the schools, as regulated by the reform minded 1985 Act on Education. Under the new Act on Public Education (1993), however, ‘oecumenical’ schools proved illegal, since institutions operated by local authorities had to have neutral curricula and educational programmes. The ‘oecumenical schools’ discussed in this paper are considered as a historical case of the ‘socialisation of schools’ by local communities under the impact of liberation from the former political regime. Three case studies of former ‘oecumenical schools’ were prepared and analysed in order find out who the leading actors were in the process. It transpired that young, well-established middle class parents with relatively high levels of education were successful both in establishing and allowing their ‘oecumenical schools’ to survive if they had the support of the school and the local Churches. The local ministers (priests) were rather more supportive than negative; higher ranking leaders of the established Churches proved to be rather negative. The local authorities usually joined the Church authorities in rejecting ‘oecumenical’ schools; while the teachers were partly enthusiastically supportive, and partly hostile. School heads associated with PTA leaders became the ‘agents of change’ of this civic attempt of school makeover.

Közgáz and progress

Author(s): Tamás Mészáros / Language(s): English Issue: 1/2009

The lecture, presented at the conference celebrating the 60 th anniversary of Corvinus University of Budapest discusses some notable points in the history of the Corvinus, or “Közgáz”, according to the frequently used Hungarian nickname. The university has been a center of progress during the socialist regime before 1989, which according to the article, is seen in the launch, slow extension, and results of corporate research, and in the gradual, pioneering, and mostly successful reforming of the educational structure, content, and methodology, which followed fittingly but to some extent also preceded the changes.

Georges Frédéric Parrot and His Friendship with Two Great Men—The French Scientist Georges Cuvier and Emperor Alexander I of Russia

Author(s): Epi Tohvri / Language(s): English Issue: 2/2018

Georges Frédéric Parrot was one of the developers and spokesmen of the liberal educational concept of the Enlightenment era in the Russian Empire in the first part of the 19th century. He was born in Montbéliard, Duchy of Württemberg. Parrot studied at Hohe Karlsschule in Stuttgart, and spent his tutorial years in Normandy, France. His best friend Georges Cuvier followed the same path. The first part of the article deals with the educational ideas of Physiocrats, especially those of Pierre Samuel Dupont de Nemours, which influenced the state-run education systems in the Polish- Lithuanian Commonwealth, in Russia, and also in America. In 1802, Parrot became a personal friend of Emperor Alexander I of Russia. Parrot introduced to the Emperor the concept of university which dealt with serfdom and its relation to the university as well as human culture and social welfare. Parrot was the person to draft the University of Tartu’s foundation document, and he was responsible for making the institution accessible to representatives of all social groups. The university became the enlightened centre of the educational district. Parrot’s main interest was related with the state-run parochial school system. The education paradigm of Physiocrats laid the basis for the new university concept of the Enlightenment era, which consisted in five important points, and it was spread to the both sides of the Atlantic.

The Baltic Historians of Pedagogy and the International Standing Conference for the History of Education

Author(s): Iveta Kestere / Language(s): English Issue: 2/2014

More than two hundred historians of education from all over the world came together in Riga in August 2013 to attend the annual International Standing Conference for the History of Education (ISCHE). The coming of this conference to the Baltic countries and the journey of the Baltic historians of pedagogy to ISCHE took several decades.

Ķestere, Iveta & Krūze, Aīda (eds.) History of Pedagogy and Educational Sciences in the Baltic Countries from 1940 to 1990: An Overview,

Author(s): Wolfgang J. Lippke / Language(s): English Issue: 2/2014

Review of: Ķestere, Iveta & Krūze, Aīda (eds.) History of Pedagogy and Educational Sciences in the Baltic Countries from 1940 to 1990: An Overview, Riga: RaKa, 2013, 288pp. ISBN 978-9984-46-285-1

Daruvarsko školstvo do 1992. godine

Author(s): Vjenceslav Herout / Language(s): Croatian Issue: 12/2018

School system in Daruvar is only slightly younger than the present Daruvar, which was gradually built in the area surrounding the local manor house erected 1771–1777. The purpose of the earliest elementary schools was to teach children how to read, write and calculate, as well as to provide them with some basic knowledge necessary for everyday life. Parallel with the development of economy increased the need for professionals who would dispose of solid theoretical and practical knowledge necessary for following the then current trends. The Daruvar Trade School, which was established in 1887, belongs to the oldest schools of this type in Croatia. As early as after World War One, Daruvar was listed among developed urban settlements. As a result thereof, Daruvar developed a need for non-production professions in addition to production trades. Hence, after World War Two, first a secondary school, and subsequently a trade (economy) school were established there. Both schools became the springboard for many professions for which students could later be additionally educated elsewhere. Throughout the history of school education in Daruvar, the problem regarding school premises and facilities has ever since been present. Nevertheless, the situation today is considerably better than it was in its early days.

Baltic Historians of Pedagogy at the International Standing Conference for the History of Education in Geneva

Author(s): Alīda Zigmunde / Language(s): English Issue: 1/2013

The International Standing Conference for the History of Education (ISCHE) was founded in 1979 in Leuven (Belgium) and is one of the leading organizations in the history of pedagogy. It advances the academic field of the history of education and supports international cooperation among historians of education. Among the goals of the coming years we are seeing an increased engagement in Asia and Africa, the promotion of talented young researchers and increasing cooperation and transparency, with a special focus on digital applications. The organization issues a bimonthly journal under the title Paedagogica Historica.

The Condition of a Modern University — Is There a Problem?

Author(s): Wiktor Możgin / Language(s): English Issue: 11/2019

The beginning of the 21st century became the time of the fall of the traditional idea of the university’s functioning. The roots of this phenomenon could be seen in the 1960s when the paradigm of science changed. A commonly held attitude to university education changed to instrumental. Pragmatic use of acquired knowledge has become a reference point for many learners. The idea of the university, which was formed at the beginning of the 19th century in Germany by Wilhelm von Humboldt, and then in England by the rector of the Dublin University John Newman, is now collapsing. Despite the preoccupation of the main postulates with these different visions of the functioning of the university, today the term “university spirit” whose main goal should be to seek the truth seems not to be relevant any more. Nowadays people become more pragmatic and mostly consider the university to be only the next level of his professional career. Nowadays, we have a race for a better future, but we should not forget that the university that determines this future is the driving force behind it.

Modern Types of Historiographic Sources in Pedagogy

Author(s): Liudmyla Holubnycha,Ilona Kostikova,Nataliya Maslova,Andrii Tanko,Valeriia Sikora / Language(s): English Issue: 2/2019

The article deals with modern types of sources in pedagogical historiography. Studying sources is an integral part of any science. Taking into account that pedagogical historiography considers pedagogy development and pedagogical views of scholars, it is very important to trace recent trends in educational thought. But epochs are changing, and nowadays this process is very fast, so, new types of sources are appearing. Thus, it is relevant to explore these sources. Therefore, the purpose of the paper is to study modern types of sources in pedagogical historiography. The tasks are: to find out, distinguish and describe innovative types in pedagogical historiography sources in comparison with traditional ones; to deliberate the classification of the mentioned phenomena. Such research methods as analysis and synthesis in historiography, source studies, historiography and pedagogical source studies were used. The results of the problem study allowed drawing the following conclusions. Both modern and traditional sources can be divided into types, families and kinds. Two of three types of pedagogical historiography sources (namely oral and written) have their reflection in modern means of storage and transition information. Modern kinds of oral sources can be represented by oral scientists’ reports, speeches in debates, discussions of educational issues, on-line pedagogical conferences and webinars etc. However, some of them can exist in traditional forms too (they are scientists’ speeches; consultations of scholars; discussions of educational issues). All traditional families of written sources in pedagogical historiography (namely narrative, didactic and documentary ones) have their reflection in modern means of storage and transition information. All kinds of written sources can be found both in traditional and modern forms, the exception is blogs. All varieties of sources have important but not the same meaning for pedagogical historiography. The conditional classification of modern pedagogical historiography sources was deliberated and presented in the article.

University education of the educational professionals: from the “edu-myths” to the social impact

Author(s): Ramon Flecha,Nerea GUTIERREZ,Laura RUIZ-EUGENIO / Language(s): English Issue: 1/2019

What we can learn from intergenerational collaboration in research?

Author(s): Irina Maslo / Language(s): English Issue: 1/2019

The purpose of this biographical paper is to reflect generational changes in the landscape of educational sciences during the last 20 years. Rapid change within the educational science generations on the one hand, and in the gap between the research-generations has been observed in the last years at the international level. despite this fact, the intergenerational collaborative research has had impact on carrier advancement of younger research generations. Therefore, this paper aims to find out the evidence on what we can learn in intergenerational research collaboration. The theoretical background of the current paper is based on the human collaboration concept in the form of transfer and transforming the best practice patterns and developing self-experience with new knowledge, skills, and attitudes (špona, 2018: 18). The ethnomethodology of ex-post-facto ‘inner-dialogue’ was chosen to find answers to the research question, targeted on reflecting on collaboration as social life impact on selected different researcher generation cases with the career advancement from school teacher to scientific institute director as a method of analysis of the human collaborative practice of perceiving people, places and events as “categories” of “collaboration,” and to use these to explain collaborative actions. the evidence of scientific, social and practical impact of intergenerational collaboration, and the sustainability of collaborative research will be explained, based on experience with the excellent team of West-Timisoara University. Biographical intergenerational collaboration stories of three research generations have impacted research career advancement and will contribute to the international discussion on what we can learn from intergenerational collaboration in research.

The Reflective Dimension of Learning in Adulthood

Author(s): Emil Păun,Simona Lidia Sava / Language(s): English Issue: 1/2019

Mehmet Akif Ersoy’un Kadim Dostu Mehmet İhsan Efendi (1902-1961)

Author(s): Mustafa Fidan / Language(s): Turkish Issue: 8/2019

Mehmet İhsan Efendi, on whom there is no sufficient study, was the father of Ekmeleddin İhsanoğlu, one of the prominent scientists of Turkey. Mehmet İhsan Efendi was born in 1902 in Yozgat and he received an education from leading scholars of the time in Yozgat. Then he moved to Egypt to carry on his studies. Mehmet İhsan Efendi was a learned and wise man. He held some significant duties in Egypt and died in 1961 in Cairo.

Spomíname na profesora Štefana Vašeka

Author(s): Bibiána Hlebová / Language(s): Slovak Issue: 1/2017

Supervisor Selection, Assignment and Training Processes in the Turkish Education System

Author(s): Elif Iliman Puskulluoglu,Burcu Turkkas Anasiz,Aycan Çiçek Sağlam / Language(s): English Issue: 1/2019

The purpose of this study is to historically evaluate the processes of supervisor selection, training and assignment in the Turkish education system . In this regard, supervisor selection, training and assignment processes are taken into consideration within three time periods; “Before 1950,” “Between 1950 and 2000,” and “After 2000.” According to the results of this theoretically designed study, the roots of educational supervision stretch back to the pre-Republic period of Turkey. At that time, there were supervision activities but supervisor selection, training and assignment processes were not systemic. With the announcement of the Turkish Republic and Teaching Consensus Law (Ögretim Birligi Yasası), enrolment rates increased and need for supervision activities became apparent. Initially, supervisor selection conditions were top of the agenda. In order to be a supervisor, being a teacher and having experience in teaching was accepted as the first condition. During the period after 2000, both the structure of supervision and the processes of supervisor selection, training and assignment were exposed to a considerable level of change through the introduction of different practices. Changes were introduced in the structure of supervision, processes of supervisor selection, training and assignment regulated by law, governmental decrees and bylaws. Supervisors firstly need to meet certain application conditions, according to the announced criteria, and then they could apply for vice-supervisor positions. After three years of training, they could take the proficiency exams held by the Ministry of National Education and, if successful, earn the right to become a supervisor. Today, it is observed that supervisors are located within a centralized structure and their work is mostly limited to investigations.

DENEYSEL UYGULAMALARLA RESİMDE ESPAS KAVRAMININ LİSANS ÖĞRENCİLERİNE ÖĞRETİLMESİ

Author(s): Mustafa Cevat Atalay / Language(s): Turkish Issue: 2/2018

The aim of the fine arts education is to expose and to improve the talent, and to make reach it to the level that is enough to produce genuine work of arts. The ideal is gaining qualified ability of description for an artist. Thus, he/she can make use all of the means of expression that reflects his/her imagination and sense his/her environment and himself/herself, so the artist can display the exposition techniques operatively. Educational activities that are aiming for healty, emotional, communicational and constructed with up to date understanding of aesthetics are also accepted tools that provide basis for contemporary art activities. As known, there are a renewing and changing understanding of art education in accordance with requirements of the day. There will be a need for a philosophy of art education that is able to reveal artist of the future in every period. According to the fact that reveals the importance of the research, by means of testing the informations and gainings of fine arts students, the improvement level of the students that we expect will expose. There is a need for checking the educational outputs of the espace that is one of the most important compositional elements of visual expression. The main purpose of this study is revealing the former espace information level of fine arts students and their ability of using it. In order to reach this purpose, espace using was experienced, creations were done upon computer with a motivation that supports creative elements. The research was applied and supported in the structure of Tekirdağ Namık Kemal University as a Scientific Researching Project. In the research, descriptive analyse technique was used and workshop studies were practiced and exhibited in a experimental approach.

Od tréninkového centra k převládajícímu paradigmatu poválečné sociologické metodologie. Cesta kolumbijské školy od porážky k vítězství

Author(s): Hynek Jeřábek / Language(s): Czech Issue: 2/2019

In the early 1950s BASR at Columbia University applied to become a training centre in sociological research for doctoral students. In 1950 Paul Lazarsfeld and R. K. Merton submitted a Memorandum to Columbia University that contained a well-argued proposal for BASR to be transformed into an Advanced Training Centre in Social Research. However, the Ford Foundation, which was funding the entire event, selected a rival project. In the western United States, in Palo Alto, California, it founded a new institution called the Center for Advanced Studies, devoting 3.5 million USD to its construction. Following this decision Paul Lazarsfeld and Robert Merton prepared and presented a project for the management of Columbia University called the “Planning Project for Advanced Training” (PPAT), for which the university managed to obtain 120,000 USD from the Rockefeller and Ford foundations. The project aimed to focus mainly on specific publications that could then be used to train doctoral students in the work of research. Lazarsfeld and his methodological school used almost all of the project’s resources to publish several key methodological monographs through the renowned Free Press. Lazarsfeld, with the help of R. K. Merton and the university, managed by means of these focused publishing activities that supported examples of applied work by BASR and Columbia University to advance the Columbia school of sociology’s methodological model as the leading paradigm of sociological research and doctoral education during the first two post-war decades in the USA and Western Europe.

System szkolnictwa wyższego w II Rzeczypospolitej i jego wpływ na funkcjonowanie uczelni polskich po 1945 roku

Author(s): Krzysztof Popiński / Language(s): Polish Issue: 09/2018

Szkolnictwo wyższe w okresie II Rzeczypospolitej miało autonomię, pozostawiającą najważniejsze decyzje w rękach środowiska akademickiego. Nauka w uczelniach, zarówno państwowych, jak i prywatnych była płatna, a system wsparcia socjalnego skromny. Ten stan rzeczy wraz z niedostatkami budżetu państwa wpływał na dość ograniczony rozwój szkolnictwa wyższego oraz jego komercyjne sprofilowanie. Po 1945 r. dokonano upaństwowienia i scentralizowania szkolnictwa wyższego. Poddanie kierunków jego rozwoju odgórnemu, dyrektywnemu planowaniu, znaczne powiększenie jego rozmiarów oraz powiązanie nauki z gospodarką narodową miały sprostać potrzebom industrializującego się w przyśpieszonym tempie państwa. Zostało silne zideologizowane, poddane kontroli czynników partyjnych. Pomimo zmian, jakie się dokonały w systemie szkolnictwa wyższego do początku lat 50., wiele elementów odziedziczonych po okresie przedwojennym przetrwało jednak także w późniejszym okresie.