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In June 1944, short after the German invasion of Hungary, the Manfred Weiss holding was taken over by the SS. The owners' family signed a proxy for Himmler's and Becher's organisation. Therefore over 30 Jewish and Catholic members of the family were allowed to leave to Portugal and Switzerland. The present article contributes to the general picture analysing the context that made the Portuguese dictatorship to be an interested, though formally neutral, part in the separate peace strategy of the SS. It also contributes to the Manfred Weiss story by means of the interviews with surviving members of the family.
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This article focuses on anti-Semitic propaganda emanating from the Press Department of the Czech trades union – NGdA/NOÚZ -- established during the Nazi occupation. After reviewing the ever-increasing Nazi strangle-hold on the Czech trades unions, their print and broadcast media 1939-42, the author examines the true case of Jan Jílovský, a young Jewish man working undercover in the trades unions’ Press Department. The author describes the main propaganda motifs while illuminating the milieu of collaboration and resistance within NGdA/NOÚZ. Analysis of original print and broadcast texts cast light on the media environment of the period. A post-war epilogue is included.
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This article examines the experience of Jews in the borderlands of the Czech lands following World War II. It argues that the massive transformation of the borderlands through the expulsion of the predominantly German population and the settlement of newcomers, mostly Czechs, made it extremely difficult for Jews attempting to reintegrate themselves into their former communities. In particular, local officials discriminated against Jews concerning the return of their citizenship and property. Although anti-Semitism played a role in this discrimination, Jewish experiences fit into a broader pattern of prejudice toward other minorities in the postwar borderlands.
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The article analyses the role of Max Boden, the commandant of the Nazi transit camp of Mechelen/Malines in occupied-Belgium. From here, the Belgian Jews were deported to Auschwitz. Boden was a simple man, who treated the victims with a shattering brutality and particularly enjoyed exposing women to sexual violence. In a deep analysis of Boden’s postwar trial, Meyer demonstrates that Boden knew exactly about what expected the prisoners in Auschwitz, symptomatically for the German postwar society.
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The main goal of the paper was to discover how many Czechoslovak citizens were imprisoned in concentration camp Auschwitz not as victims of extermination of Jewish and Roma population. A Database created on sources from many archives and museums gives information about almost 9000 men and 1800 women sent to Auschwitz in period between June 1941 and November 1944 from Czech lands. About 60 % of them were imprisoned for political reasons. More than 52 % of male inmates and 55% of female inmates perished in the camp. Part of prisoners was transferred to other camps, only few were released from Auschwitz.
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Debate on the structure and content of legislation for adult education was initiated in the mid 1950s in the Western world, and especially in the Federal Republic of Germany. Until then it had been a traditional stance of adult education to oppose any influence on the part of the State. But as the field became increasingly regarded not only as a part, but also as a fourth pillar of the overall educational system, professionals in the field began demanding a legal framework to guarantee the existence, development, and financing of adult education provision. Toward the end of the 1990s, within the context of the Stability Pact, a process was initiated in the countries of South Eastern Europe to develop legislation designed to establish adult education as an integral part of lifelong learning and to bring vocational training, basic education, and civic education under one roof. Civic education in this connection was regarded as in instrument for promoting tolerance among minorities and overcoming the constraints of ethnic nationalism. In the present article, the author explores some of the stages of this legislative process based on his own work and experience in the field.
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The National Technical Pedagogical School (S.E.L.E.T.E.) was founded in 1959. From the year of its founding up to this day, when it is widely known as Higher School of Pedagogical and Technical Education (A.S.P.E.T.E.), the School has been offering pioneer (for the historical conjuncture) pedagogical education and training to university graduates qualifying them as educators and often changing their initial professional orientation and choices. At the same time, from the year 1997 and onwards, the School's curriculum also offers psychopedagogical training and adults' specialization (usually aimed at educators already in the service or prospect ones) in consulting and orientation. The present paper aims at presenting the programs of pedagogical education and training as well as consulting specialization offered to adults, graduates of university and technological education, by the Higher School of Pedagogical and Technical Education (A.S.P.E.T.E.), and giving a critical and historical analysis.
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The history of the “Al. I. Cuza” higher education institution of Iasi has encompassed the field of pedagogy as a distinct cognitive topic, intended to educational research, since its foundation in 1860. In its 150-year history of psychology teaching (it has turned 150 years in 2010), the University of Iasi has undergone long processes which have endowed the field with conspicuousness over the rest of the components of humanities. A suggestive synthesized image on pedagogy at the “Al. I. Cuza” University of Iasi in its 150 years is possible while formulating concise answers to a wide range of problems: major evolution periods of pedagogy within the university area of the city of Iasi; personalities whose names have been related to the study of educational phenomenon; remarkable contributions of the pedagogy teachers since 1860 up to the middle of the 20th century; bibliographic references.
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hrough a study of a group of girls aged 6 to 11, regularly practicing ballet for at least one year, and one group of the same age having no regular physical activity, we tried to highlight the perceived body by the girl who practices ballet. We aimed to point out a certain link between the practice of classical dance and body awareness. According to the test-body diagram of Daurat, Hmeljak, Stambak and Berg (1966), the level of organization in body awareness among young girls practicing ballet is important. This reflection is in line with the scientific literature which emphasizes that idea of body image to be inseparable from that movement. The qualitative analysis of drawings of girls stresses, however, the preference for the social stereotypes of femininity. The study addresses the open question on best choices of physical activities for girls' education in Tunisia.
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Through this study, we propose to analyze the evolution in the field of educational sciences within the academic community of Iaşi, during the communist period and after fall of this regime in 1990. We try to capture the difficulties encountered in pedagogy as a research area and academic discipline, changes in its epistemological status, resulted from political interferences in academic life. We also analyse the attempts and efforts to keep the existing traditions in research, in conjunction with the openness for other directions and trends that reflect the evolution of education and research in this field worldwide. Through these efforts, educational sciences could enter after 1990 a process of reconstruction and questioning of scientific language, of recovering certain traditions abandoned, and diversifying its research directions.
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France faces nowadays a package of reforms aimed to transforming higher education. Among these reforms, changes in teacher education and training have attracted the strongest reaction. However, the conflict that resulted between universities and the French government revealed more global tensions related to other academic programs. Nevertheless, the issues of building professional skills, the training model best suited to achieve educational goals, the question on the nature of academic work, but also on different types of trainers mobilized in this project, raise the question of more general conditions allowing universities to pursue the aims of training future professionals.
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'Learning society' is a much-used term in political rhetoric and statistical handbooks. It is a visionary concept carrying the notion of a permanent search for knowledge on the part of society at large. Education research seeks to gain a realistic understanding of learning in the context of society. The following article sets out to examine the social benefits of education research toward the achievement of a learning society. It explores the location of adult education research in the broader academic landscape and discusses the role that adult education research plays in adult education policy. Proceeding from a historical perspective, it considers the use – and misuse – of research. In an examination of different approaches and focuses in research related to adult learning in a societal context, it emphasizes the importance of linking education practice and the different areas of research in an interdisciplinary approach at all levels – micro, meso and meta – and across all learning-related stages and life-course transitions in order to stimulate innovative and critical thinking for the mutual benefit of all concerned.
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By signing the Bologna Declaration, higher education in Romania became a member of the Single European Higher Education Area. However, the research performed so far only shows an occasional formal fulfillment of the standards required by the Bologna Process, Romania still having many obstacles to overcome to reach a truly European higher education.
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The study reviews interdisciplinary research on migration within the European context, with a clear focus on educational issues associated. Romanian migration in the last decades is presented with facts and figures appearing in the latest sociological analyses, and its particular features are pointed, through the lenses of new approaches on international migration processes. The central concepts discussed are circular migration and transnationalism, and the authors suggest that Romanian migration meets all descriptors of the previously mentioned migration types. Beyond arguing for a certain approach of Romanian current migration, the study introduces both emerging educational challenges and pedagogical models, the latest developed especially at local and institutional level. Although educational implications of migration processes are acknowledged in the research community, there is a lack of empirical data illustrating the current state of Romanian children with a migration background. Moreover, European educational research also suffers in this regard, as circular migration is a dynamic process and its effects on educational systems is still to be assessed. Available research data are discussed, as well as arousing educational reflection, action and investigation.
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Learning styles and the creation of effective learning environments are of emerging significance in education as the changing nature of work requires higher-order thinking. Workers must be able to analyze and interpret information to solve problems for which there are no given answers; connect facts, concepts, and processes; integrate functional capacities and behaviors; and transfer thinking across environments. To realize their intellectual capacity, students must become engaged in learning, stimulated by information that is presented to them in personally meaningful ways. Learning styles research identifies a broad range of preferences that individuals have for the way they assimilate information and the implications of those preferences for instructional design. This article describe some aspects about the critical thinking and creative strategies used to assess learning styles and provides guidelines to help vocational teachers use information on learning style to create effective learning environments.
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The meeting of the Little Prince with the Fox illustrates perfectly the ambiguity of the modern educational paradigm. At first sight it seems the Little Prince is the one playing the magister, as long as the Fox asks to be tamed by him. Taming is education, and suggestions in this direction do not stop here: what needs to be tamed is the wildness that, in order to facilitate communion with others, must lose something (the attributes of wildness) and win something in return (the attributes of human nature).
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The benefits of education for society surpass the advantages that individual citizens draw from their learning opportunities. On the other hand, private demand for education is not nearly as widespread and far-reaching as it might be. Learning that creates social benefits must be broadly defined. It reaches far beyond the curricula in our school and vocational training systems. It encompasses continuing education as the fourth pillar of the education sector, which offers learning opportunities in areas such as citizenship training, remedial and basic education, social and intercultural learning, acquisition of key qualifications, and family education. The high investment potential in this kind of learning is a strong argument in favour of adopting legislation to make it a public responsibility to expand the education sector, facilitate access to learning opportunities for all citizens, and create the necessary instruments for the joint financing of lifelong learning by the State, the economy, and individual citizens. This is all the more urgent in Germany which, according to international data, has fallen behind other countries both in educational spending and in educational participation. After an in-depth examination of these and many other aspects that must be taken into consideration in rethinking the mechanisms suitable for financing adult education and the division of responsibilities in creating, combining, and implementing them, this paper goes on to explore the recommendations developed by the Expert Commission on Financing Lifelong Learning which was set up by the German Ministry of Education and Research.
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Educational achievement is an important result of children and young people, because it predicts some relevant acquisitions for the future – professional and socio-economic status. In turn, educational achievement depends on multiple individual and environment variables, such as personal characteristics (aptitudes, temperament, and attitudes), social and academic support from family, school and community etc. In this paper, we explored the influence of the parental support on educational achievement measured as final grades and as self-perceived competence at secondary school level. Our data revealed mixed results. Apparently the supportive behaviors of both parents do not predict boys’ final grades, but some of them (the parental control) predict their perceived competence. On the other hand, autonomy from mother and firm discipline from both parents predict girls’ final grades, and the control and low acceptance from mother’s side, and father lax discipline predict girls’ perceived competence.
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The article provides conceptual guidance in answering four questions: Why professionalize the teaching profession and what are links between professionalism and competency-based approach? What do we mean by competence? What contributions emerge from the skills approach? What are the limits? Through the details provided, the study highlights the need for reflections to inform choices, both difficult and crucial in terms of the production of curricula and their actualization in teaching practices and teacher training.
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