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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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The “Zentrale Stelle” was formed in 1958 in Ludwigsburg with the purpose to conduct comprehensive research on Nazi crimes, committed especially in Eastern Europe, as well as the subsequent preparation and coordination of criminal prosecution. During its 50 years of existence, the Zentrale Stelle has managed to collect a unique archive of documents and authentic materials, thus contributing significantly to the historical research on Nazi criminals. This essay analyses the background of this institution and its results in respect to the overall persecution of Nazi criminals by (West) German courts in general, as well as the co-operation with the Czechoslovak authorities in particular.
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Across the history of institutionalized and organized adult education, relations have fluctuated considerably both nationally and internationally between adult education and the State and vice versa. This is already evident from the language of public discourse. The concept of 'national education' (Nationalerziehung) at the beginning of the 19th century, for instance, was understood as a collective and emotional consciousness-building process in the service of the State. In Germany during the Wilhelmine era at the turn of the 20th century, 'People’s Education" (Volksbildung) was the State's notion. And in Weimar Germany during the 1920s and early 1930s, when adult educators spoke of a "New Direction" in Adult Education, education tended to be viewed as subject oriented, and therefore individualistic, defining itself in a human-centred approach as departing from "Man". During the Weimar Republic, the relationship between the State and adult education underwent a change. Adult education was elevated to constitutional status, with a financial obligation on the part of the State. It was disputed at the time, however, whether a State-recognized commitment could be clearly deduced from the constitution (Walter Lande). Even so, during the 1920s, the function of adult education was regarded as twofold, serving the individual and his subjective need for learning on the one hand, while fulfilling an objective educational mandate by preparing citizens to contribute to the development of a democratic community through citizenship training for adults on the other (Adolf Grimme).
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The development of a society based on knowledge as well as the education and research spurring represents the fundamental strategic option for successful global economical evolution. In the respect of a sustainable development assurance, the present paper proposes an analysis in order to obtain an optimal of the interaction between the four major systems of the sustainable development: economic, human, environmental and technological, within a dynamic and flexible functioning process based on education and knowledge.
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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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