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Text presents the results of researches on the role of teacher in modern culture in their own opinions and evaluation. Analyzes are based on teacher’s uninhibited statements about “Teacher in modern culture”. Applied humanistic methodology procedures allowed to reconstruct, read and interpretation teacher’s functions and assignments in context of modern culture requirements.
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The author presents chosen results of research concerning institutional and individual support for gifted students’ development in Polish schools. In this article the focus was put on the competences of teachers working and teaching gifted and talented students.
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The presented study aims at tracing the changes in the awareness of teachers from widely accessible primary schools concerning their preparation for work with the disabled learner as well as the changes in the field of their training for work with this group of learners. The data was collected in longitudinal studies conducted in there stages: the first in the 1999/2000 school year, the second in 2004/2005, and the third in 2009/2010. The research results were viewed in the context of cultural, social, economic and legal transformations of the first decade of the 21st century. The text consists of three parts. The first focuses on the reform (in progress) of the educational system for learners with special educational need. The essence of the second part is the presentation of the collected data and an attempt at interpreting them. The whole is completed by a final conclusion.
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Multicultural education is becoming for a modern society an indispensible element of its functioning. It is a civilization requirement. In this paper I attempt to define the condition and the range of knowledge as well as the competence of pedagogues who ought to implement the concepts of multicultural education. As a consequence of the research results I put forward the question concerning the educators’ stage of preparation for the tasks assigned by the developing society. I consider the following issues: whether a professionally educated teacher actually prepares their students/pupils for open to diversity learning which would enable them to “tame” the difficult to predict future and to create the changes? Do they induce self-realisation and creative activity being simultaneously the example of promoter of changes.
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The objective of reflections to show the experiences of women, which taking the role of the University teacher. Women are affected by the phenomenon of feminization of the profession but on the other hand, they experiences significant disparities associated with the duties of their functions and prestigious academic titles. Women’s experiences were shown primarily in the context of socio‑cultural, which seem affect the human existences. Reflections are presented on the basis of qualitative research conducted with the women who are academic teacher.
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The text is an atlempt of synthetic depiction of the function and tasks of art schools in the creation of the cultural environment of the city. It presents two of Bytom’s art schools — State Music School and State Ballet School, and their functioning.
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In the article the results of the survey research in which the academic teachers, preschool teachers and education students took part were presented. The authors’ aim was to diagnose teachers’ beliefs and attitudes towards key attributes of postmodern culture. The effort was made to grasp the way in which teachers valorize the distinguished phenomena and the way they value them. On the basis of the obtained results the conclusion concerning teachers’ attitudes was carefully drawn. Teachers’ attitudes most frequently prove teachers’ active participation in the sphere of culture and also indirectly determine the understanding of the quality and the direction of current changes.
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Reviews of books relevant to transylvanian studies, including mainly scientific works referring to subjects connected with Transylvania from social sciencies and humanities. Works about the broader region of east-central and southeastern Europe are included as well.
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The author identifies the social-economic and religious bakcground of the High Middle Ages that encouraged mobility and constituted the basis for the disposition to large-scale migrations from the western regions of the Holy ROman Empire to regions such as Transylvania that took place beginning at the latest with the 12th century. Travelling conected to pilgrimage and trade helped to establish contacts and communication between distant places and prepared thus migrations. Under these circumstances, famine triggered migrations, and crusades were an important occasion to establish contacts between the regions of emigration and the hungarian kingdom.
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In the end of January 1893 a commission for the construction of a school-building was formed in Brenndorf (Bod, Botfalu), a village in the Brasov-district (Burzenland, Tara Barsei). The progress of the contstruction of the school in Brenndorf was noted in detail in a journal. It presents all the problems conected with the construction that lasted from may to december 1893. The article presents the process of the building based on the mentioned journal and contains one image.
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Even though the medieval core of Sibiu was not fundamentally changed during the Baroque period, Baroque architecture influenced the appearance of this transylvanian town. The beginnings of Baroque influences can be dated to the 18th, possibly even back to the 17th, century. Important were not so much military construction (the planned Vauban-fortification was never finished) or churches (six of them in the 18th century, each with significant Baroque elements), as their special status had little influence on secular buildings. Constructions as the Jesuit's College, the Brukenthal-palace or the Filek-house contributed in a higher degree to the adding of Baroque elements to dwelling houses in the 18th und 19th century. Some examples of such Baroque influences are presented. The article contains 12 images.
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A report on the second colloquium for postgraduate students, held in november 2002 in Gundelsheim, Germany, on transylvanian studies.
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The article presents the 17th century scholar and astrologer Israel Hübner (Hibner, Hiebner) who originated from Meissen/Germany. He published several calendars and astronomic works and lived the last three years of his life (1665-1668) in Sibiu (Hermannstadt) in Transylvania. He created in 1667 a so-called "new world-system" that was realised as a copper engraving. Were few accounts on this work are available, so only little is known about the details. It based principally on the assumption that neither earth nor sun stood in the center of the universe, but both of them were circulating around an empty center. Lacking further sources, the appearance of Hübners world system remains unknown. The article contains 4 images.
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The article presents the diverse claims of the different ethno-political groups in Transylvania during the revolution of 1848/49. Disputes about varying concepts of individual-civic and collective-national rights did not only separate hungarian nationalists, romanians and transylvanian saxons, but even inside these groups there could be found differing opinions. The question of social reforms, especially the liberation of villeins, that stood at the beginning of the revolution, was more and more eclipsed by national claims by the hungarian nationalists on the one side and the resistence agains the union of Transylvania with Hungary and a hungarian national state by the other groups on the other side. Events developped to a bloody civil war that was eventually won by the imperial Habsburg troups, thanks to russian military backing.
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Die Analyse geht von der Annahme aus, daß die Gestalt des Satyrs Reljkovićs Werk Satir iliti divji čovik literarisch-ästhetische Merkmale verleiht. Einmal ermöglicht die Gestalt des Satyrs die Schaffung einer Distanz zwischen dem Erzähler und dem Adressaten des Werkes, die wiederum die Einführung des für die Literaturgattung Satire charakteristischen kritischen und satirischen Tons rechtfertigt. Zum anderen setzt Reljković durch die Gestaltung des Satyrs als edlen, die Menschen bei verschiedenen sozial-ökonomischen Problemen belehrenden und beratenden Naturmensehen die literarische Tradition der antiken bukolisehen Poesie fort, in welcher der didaktische und idyllisch-pastorale Ton vorherrsehend ist. Auf diese Weise verbinden sich in Reljkovićs Werk durch die Gestalt des Satyrs Elemente versehiedener Literaturgattungen, die die spezifisehe Welt dieses Werkes mit dem autoritativen allwissenden Erzähler schaffen. Die Welt in Reljkovićs Werk stellt jedoch nicht nur die objektiv beschriebene Wirklichkeit dar, sondem weist auch fiktive Elemente auf. Auf den Merkmalen der traditionellen Literaturgattungen beruhend, wird Reljkovićs Werk durch die Gestalt des Satyrs in Richtung einer Verlagerung von der reinen Aufklärungssatire zur klassizistischen Idylle modifiziert. Reljkovićs Werk vermittelt nämlich nicht nur ein Bild des slawonischen Lebens und die Kritik der Sitten und Brauche, sondern auch ein idealisiertes Weltbild. Da sich auf diese Weise im Satir auch das literarische Bewußtsein widerspiegelt, das diesem Bild Sinn verleiht, kann dieses Werk nach den Merkmalen der Hauptgestalt und folglich nach der Bedeutung, die diese Merkmale für den Aufbau des Werkes haben, nicht nur als ein volkstümliches Aufklärungswerk bezeichnet werden, sondern auch als ein Werk, das zu den ausgesprochen künstlerischen Literaturgattungen gehört, vor allem zur Satire und zur klassizistischen Idylle des 18. Jahrhunderts.
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Croatian Literary Studies of 1985. - Books (Selection)
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This article discusses the battle of Podzvizd that took place on 9 July 1845 and is best known for its role in the biography of Josip Jelačić who, as the commander of the First Banal Regiment, initiated the campaign. Although amply recorded, this event has not been adequately explained and even some of the facts remain unclear. In this article, the battle of Podzvizd is treated primarily as a military history phenomenon and discussed employing the notions of guerrilla warfare (četovanje) and small war, usually used when describing border skirmishes. I am also trying to show that the emergence of this type of warfare on the Croatian-Bosnian border was a reflection of the total socio-economic and political circumstances. For this reason, I approach this war-related event from the standpoint of political history, looking at it through the prism of the relationship between the Viennese and Ottoman courts in the post-Napoleonic period, and also from the perspective of Croatian-Bosnian borderland as a space of specific socio-economic dynamics.
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In the tumultuous twentieth century, Croatian academia was marked by individuals who selflessly and systematically, with patriotic passion, dedicated themselves to the study of national history and tirelessly conveyed their knowledge to university students. Among them, Miho Barada (16 March 1889-9 July 1957) stands out as a churchman and an academic who devoted his life to spirituality and to historical research. He understood that the earliest Croatian history was a poorly documented and researched period. Barada was of Dalmatian origin, born during the Austrian administration in late nineteenth century in the family Giljanović, known as Barada. He was educated in Split, Zadar and Zagreb, and then in Rome, and this contributed to his maturation as an academic, and taught him how to think critically. He was no longer interested in facts only, but also in causes and consequences, the totality of events in a particular context, and this made possible for him to take a different, critical approach towards everything. In 1937, he was appointed full professor of church history at the School of Theology in Zagreb. He was also adjunct professor of auxiliary historical disciplines at the School of Arts and Humanities in Zagreb. When his teacher, Professor Ferdo Šišić, died in 1940, Barada got the opportunity to take over his Chair of National History and become a full-time university professor and researcher. In 1948, he became a corresponding member of JAZU (today HAZU). With his way of thinking, his approach to the archival sources and well-developed methods of analysis, writing and publication, he greatly contributed to and lefta major trace in Croatian historiography. His writings are essential sources for scholars of medieval history and they are regarded as foundations of Croatian medieval history. Barada reached new and clearer conclusions that did not always conform to established views, so he often engaged in polemics to defend his positions.With regard to his scholarly research, which for the most part focused on the Middle Ages, Barada was especially interested in Croatian nobility, feudal socioeconomic system, topography and old statutes and books of laws. His impeccable knowledge of medieval palaeography and Latin made his work easier. His bibliography includes original research articles, reviews, edited volumes and newspaper articles.
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In this article the author discusses the secondary school textbook Croatian history for the eighth grade of secondary schools Hrvatska povijest za 8. razred srednjih škola (volume I), the only synthetic piece authored by M. Barada. Other than Barada, the co-authors of this textbook were Lovre Katić and Jaroslav Šidak. Barada wrote the text on the Croatian history of the early modern period. This article uses several examples to analyze Barada’s interpretation of certain historical events, processes and open questions in the Croatian history. These interpretations directly contributed towards the originality, quality and authenticity of this synthesis and the textbook itself.
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Croatian early medieval history and ancillary historical disciplines occupy important places within the academic opus of Miho Barada (1889-1957). Ever since his student days at the Faculty of Humanities and Social Sciences, University of Zagreb, and especially following his education and specialization at the Vatican School of Palaeography, Diplomatics and Archivistics (Scuola Vaticana di Paleografia, Diplomatica e Archivistica), Barada had been highly interested in Latin palaeography, diplomatics and chronology. As early as 1933, he was appointed adjunct lecturer in ancillary historical disciplines at the Faculty of Humanities and Social Sciences, University of Zagreb. He remained at that position until 1940 and continued to teach until 1943. In this article I will discuss the career of Miho Barada at the School of Arts and Humanities of the University of Zagreb, first as a teacher of ancillary historical disciplines and then as professor of Croatia medieval history, from 1938 until his retirement in 1954. Using documents from the Archives of the Faculty of Humanities and Social Sciences. I will discuss the courses that Barada taught, his time-table, but also his academic research and publishing career. I will also briefly reflect upon his contribution to the organization and realization of courses and lectures on Latin palaeography. These courses took place at the Historical Institute of the Yugoslav Academy of Sciences and Arts (today Department for History of the Institute of Historical and Social Sciences of the Croatian Academy of Sciences and Arts). In conclusion, it may be said that if there were not for Miho Barada and other professors and academics of his calibre, Croatian early Middle Ages would still seem a rather ‘dark’ period.
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