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Študenti a školské drámy z polovice 17. storočia
Jesuit baroque theatre spread out through the Europe by Jesuit colleges was a high educational and cultural effort in the time of the re-catolicism of the 17th–18th century. In Slovakia, as in other European countries, Jesuit drama had a great importance not just because of the intellectual and cultural struggle with the developed protestant theatre, but also as a way of education giving the important cultural imprint to the following generations. One of the educational centres in the east part of Upper Hungary (today Slovakia) was Spišská Kapitula. The preserved school dramas from Spišská Kapitula college disclose interesting informations about the dramas production, staging, language, spectators, students, teachers and some personalities having in the comming times an influence on the cultural and political development of the region.
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The postscript, through the anthropological researches and the analysis of autobiographical story-telling, made on request, is meant to prove the evolution and carrier of the cantors/clerks in the 20th century’s Transylvania. Who were the Levites, clerk-tutors, masters in the Calvinistic reformed church, what they did, what was the difference between this jobs and functions, what was the scope of theirs duties since 17. Century? What was the cultural and social impact when the confessional schools have been closed in Transylvania, what happened with these jobs, how the cantor carrier changed in a precise moment of history, before the 2nd World War, when the confessional schools have been nationalized (have been taken under the state control) for example, or after under the communist regime. Through the content analysis of these introspective story-telling we investigate the personal motivations and achievements of cantors in crucial moments of their lives, the inter human relationships but also the life standards ensured by this carrier. The case-study presents the biography of reformat cantor Magyarosi Sándor from Filpișu-Mic (Mureș county - Romania) born in 1912. To reconstruct the biography was very helpful his daughter Csernátoni Klára. Through the guided questions of researcher is highlight the professional aspect of character’s life.
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The article is focuses on the German state reformed secondary school in the 20s and 30s of the 20th century from its inception to the completion of its activities. This example shows the development of the German education during the first Czechoslovak Republic. The focus is not only on teachers, pupils and the structure of curricula, but also on extra-curricular activities of students and the closely related issue of German Scouts movement. In this regard, the contribution deals also with the formation, organization and development of the German Scout Association “Verein der Pfadfinder in der Slowakei” in the Spis, which was founded in 1932 by the group of students of the German grammar school in Levoča. Attention is paid to the principles of this association (for example, the principle of racial purity) which were contrary to the principles of civil society in Czechoslovakia. In addition, this contribution approaches also the provocative behaviour of the German youth in the Spis at the beginning of the thirties and the incompatibility between the members of the association and the students who did not belong to the association. Part of the paper is devoted to a change in perception of the German youth as a result of Hitler’s influence on the movement. Association of “Verein der Pfadfinder in der Slowakei” affected in many ways the civil relations in Levoča during the third decade of the 20th century. Particularly, it was the affirmation of the principles that were contrary to the principles of democratic society, as well as the negative attitude and bullying of students of Jewish religious community by members of the Pfadfinderverein at the state German reformed secondary school in Levoča. This resulted in transfer of many Jewish children to other secondary schools. Prohibition of activities of Pfadfinderverein and subsequent investigation and prosecution of many of its members were proof that the social climate in Levoča was not in favour of developing similar extreme ideologies.
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The article discusses the image of Ľudovít Štúr portrayed in history textbooks used in elementary and high schools in Slovakia during three different political regimes in the period of 1918 – 1989. Štúr was a prominent nineteenth century Slovak politician, journalist and a principle organizer of the Slovak national movement. He was also the initiator of the codification of the Slovak language and coordinator of voluntary Slovak campaigns against Hungarian rule in Upper Hungary during the 1848–49 revolutions in the Habsburg Monarchy. He has been considered an iconic figure of Slovak history, and thus the interpretation of his life and work, as well as the deeds of his closest collaborators – in Slovak historiography commonly referred to as the third generation of the Slovak national movement – became one of the key narratives in Slovak history textbooks. Yet, since history textbooks are part of the official historiography and, as such, are intended to pass on the values of current political elites onto subsequent generations, the narratives in them have been influenced by different political regimes and by different ideological needs and constrains. The author presents the changing perspectives on the historical importance of Ľudovít Štúr in history textbooks published in the interwar Czechoslovak Republic (1918 – 1938), during the independent WWII Slovak Republic (1939 – 1945) and, finally, during the times when Czechoslovakia was under the rule of the Communist Party (1948 – 1989) in the contexts of the official ideologies, mainstream social and political worldviews and values promoted during the respective periods. The interpretations of the historical importance of Ľudovít Štúr and his generation, and their simplified and rather schematic presentation in history textbooks have been characterized by selectiveness stemming from attempts to implement different ideologies. Yet, in each of the above-mentioned periods, the general image of Ľudovít Štúr was that of a hero, such as in Thomas Carlyle’s nineteenth century concept of great men moving the historical development.
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The article reveals the features of the social movement University Extension in the countries of Western Europe, North America and in Russia at the end of the 19th — the beginning of the 20th century. Emphasized is the importance of new approaches for an assessment of scientific heritage of P. N. Milyukov and N. I. Kareev in the aspect of the development of education and personal management in Russia.
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The matter of the spiritual and moral refinement of a teacher in the uninterrupted education context is dedicated in this article. The tasks, which were set before the teachers of the evangelic schools in the earlier part of the 17th century and during the 19th century: to build relationship with children for the purpose of bringing them to Christ and acknowledging of the Spiritual truths; to work over the character; professional growth; personal and spiritual growth are investigated in this article. This article also deals with the proposals of Ph. J. Spener, a founder of the Pietisms, about ceaseless spiritual growth of the adult by the way of their participating in the “congregations of piousness” (“collegia pietatis”) and also the development of his pedagogical ideas directly in the schools of the “Brothers Union” (“Unitas fratrum”) and A.-G Franke’s educational center through such congregations. The purposes of such congregations, their points and meaning for the spiritual refinement of the teachers, possibilities for the spiritual truths practice are represented in this scientific work.
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Civil schools in Bosnia and Herzegovina worked by program basis established during the period of Austro-Hungarian rule. They have been establihed exclusively by resolution of Ministry of Education. Political municipalities provided facilities and resources, while teacher's salaries came from the budget of Ministry of Education. Despite the fact that these schools did not fall behind after lower gymnasiums regarding educational plan and possibility to gain basic culture, they did not attract attention, neither that one of authorities, nor the one of wealthy parents. It has been general view that gymnasium opens a path to higher education, while civil school prepares student for production and provides limited possibilites. Students with 4 classes of primary school could enroll in civil school, which lasted for four years. Classes were being held by teachers who had at least 2 years of Higher pedagogical school after finished teacher's school or they had 'special exam for teachers of civil schools'. Many citizens of Tuzla, Mostar and Travnik were not satisfied with the work of civil school so they asked for their reform in memorandums. Demands of citizens were only partially fulfilled , so civil schools countinued to operate as leading circles envisioned. Civil schools in Bosnia and Herzegovina employed teachers with different level of education.There were thsoe with finished Higher pedagogical school, but also those with finished teacher's or other faculty. Several civil schools employed instructors titled teachers of elementary school, and teachers of handicraftand music. Many teachers of civil schools were actively involved in work of cultural and humanitariansocieties, contributing to further development of the society.
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The article investigates cultural and educational activity of Omsk and Novosibirsk intelligentsia in the years of reorganization on the example of local offices of the Soviet fund of culture work. On the basis of office work documentation, materials of the periodical press the author shows the role of the scientific and art intelligentsia in the broadcast of collective historical memory, preservation of historical and cultural heritage and local history promotion. The article considers the main activities of the organization in Omsk and Novosibirsk and undertakes their comparison.
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The paper seeks to explore the recognition of importance of education to the development of a nation, as a means of poverty eradication which is regarded as the most important goal of human development. Ironically, in the time past in Nigeria, education delivery has suffered major setbacks ranging from inadequate frameworks policy, project duplication, gross inefficiency and corruption. In view of this and many others, the United Nations, comprising of Nigeria and other 188 members, in year 2000, in a meeting widely referred to as Millennium Summit in the United States of America, came up with the idea of Millennium Development Goals (MDGs) especially for developing countries, for the purpose of poverty eradication, hunger reduction and education promotion for all (Mohammed, (2006). It is a shocking paradox that a significant proportion of Nigeria population is poor despite its enormous wealth as Adejuwon and Tijani (2012) argued. Therefore, this paper, through historical exploration, examines those issues that arose since the commencement of MDGs as it concerns Nigeria as well as prospects of achieving a remarkable impact within timeframe. The paper concludes that governments at all levels need to be sincere in the implementation of MDGs if the of illiteracy, poverty and hunger are to be eradicated by year 2015 as the year set out to achieve goals of the Millennium Development.
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Bulgarian medical education has long traditions in the preparation of foreign medical students. The key role for the result of this process has belonged to Bulgarian language training for General and Special purposes. There is a system of this training which is established by the Bulgarian law and it is valid for all Bulgarian Medical Universities. But in recent years the situation is changing radically – the training of medical subjects basically is in English, but not in Bulgarian. It requires legislative changes and new approaches in the Bulgarian language teaching in the Medical University.
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Ensuring the health and safety of workers is impossible without academic training and establishing standards of good research practices. Historical development: Seven years ago, on October 1, 2008, the Faculty of Public Health of the Medical University – Sofia is created first and only for the Republic of Bulgaria Department „Occupational Medicine“. Faced with the challenges of occupational problems workforce Department combines scientific research with educational teaching process to achieve effective educational policy for health and performance. The team of academic structure by modern laboratory center for training and research in risk assessment, working conditions and performance, conduct training of graduate and doctoral students. Registered shares are all employees of the department in international and national forums and scientific publications are numerous and focusing on current issues of public and occupational health. Although young, the department developed extensive international and public activity. Conclusion: Through the creation, dissemination and use of useful knowledge, the first department „Occupational Medicine“, unconditionally assist the transition to an economy and society based on knowledge.
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The materials of students – autobiographical prose of ex-students from the Kazan University, as well as their memoirs, songs, poems, and bookish autographs – are considered in this paper as a source of information about the professors of Russian literature in the Kazan University, which adds to the understanding of the history of Russian university education and Russian literary studies in the 19th century.
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The main periods of change in the role played by Kazan University in the formation of the educational space of Chuvashia are singled out in the paper. The specifics of each period are considered based on the example of the following educators: P.S. Kondyrev, I.Ya. Yakovlev, and S.F. Saikin.
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Philippe Aries, one of the first researchers of childhood, stated that it was only in the 16th century that young people became regarded as children. However, the situation of children did not change. For a long time to come the family remained a tyrannical institution, which, instead of protecting and taking care of children, destroyed and limited their freedom. Past ages had seen only "bad" features of their nature, therefore children were subjected to strict discipline, and physical punishment was a norm.In Lithuanian historiography, children cannot boast the attention of researchers either. Using several political and social works and occasional writings as source material and building on the studies of Western researchers, the current article provides a brief overview of children's education and socialization in the Grand Duchy of Lithuania during the 16th and 17th centuries.As researchers have noted, the attitude towards children began changing in the 16th and 17th centuries, still the ancient view did not yield its position easily. The changes first affected the elite. However, parental attention and, especially, abundant love immediately received harsh criticism. In his treatise "De politica hominum societate", basing his arguments on Plutarch, professor of Vilnius University Aaron Alexander Olizarovius claimed that parental love was determined by nature rather than by mind. A number of scholars maintained that it is the parents who must teach children proper norms of behaviour and develop values. And the means for this are an example and ... a rod.Children experience the most intensive socialization during their earliest years, i.e. within the family. During this period, the child receives most attention from the mother; this might mean that it is she who will prepare children for their eventual role in society. Still society (and family) treated sons and daughters differently from their very birth. May this be related to the different gender-based tasks to be carried out in the community in the future? It must be noted that in most cases restricted education of girls and urging to put primary emphasis on their morality were not a deliberate wish to discriminate women. It was held that immoral books might destroy the fragile morality of women, if they reached their hands; such women could use the knowledge acquired by study for justification of their downfalls, because being weak by nature they might easily yield to heretical teachings. Restricted female education was regarded to benefit women themselves. Parents were encouraged to place emphasis on the morals of their daughters and to instil in them God-fearing, piety, diligence, and respect for parents. Boys and girls had to be equally taught religiousness, piety, obedience and good morals. But the gender equality should be limited to this only. Spinning and weaving were deemed the most suitable activities for girls and chastity was of the first importance.Meanwhile the aim of a man was to incorporate himself in society. Therefore sons had to be educated in such a manner as to become citizens and be useful not to the family alone, but to the Republic and the Church as well. Boys and youths were stimulated to become educated, sophisticated and active participants in society life.The family played an essential role from the birth of a child. Family members were those who served as models; they were the first - and sometimes the only - teachers. Lawyers, moralists, and educationalists attributed great importance to parents in forming the morals of the child and encouraged them taking account of both child's body and soul. The responsibility of the parents for the future members of society was highlighted as well, therefore they were required not to express excessive love, meet children's death as the will of God and adopt strict (although correct!) measures to curb naughtiness or to punish for inadequate efforts.The society used two models of education - for girls and for boys; these were implemented through different socialisation of children. The study shows that the nature of the parent-child relationship was determined by the individual-society relations rather than by the individuals themselves.
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It is proposed multivariate exercise, specifically aimed at building a certain measure of development variability thinking: productivity, originality and self-reliance.
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Education concerning biodiversity has a long tradition in Poland, and has its origin in environmental education in XIX century. Biodiversity education in a novel approach encompasses three aspects – environment, society and economy. This approach arise with Education for Sustainable Development and Biodiversity Convention in 1992 during United Nations conference in Rio de Janeiro „Environment and development”. Poland as the cosignatory of Biodiversity Convention is obliged to educate for biodiversity protection on all levels of formal education. What means, that content connected to biodiversity should be present in all documents related to formal education, including curricula at universities. Here we aimed at comparing curricula of two faculties at Pedagogical University in Cracow: Biology and Environmental protection to verify if they include content related to biodiversity.
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Determining the inefficiency criteria is regarded as an important problem in the efficiency of the institutions. Therefore, defining the deficiencies and mistakes of the organization as efficiency indicators is considered easier than defining the strengths as efficiency indicators. This model handles the organization in negative aspects and the institution that does not possess any inefficiency indicator is regarded as effective. The primary indicators of inefficiency are organizational conflicts, problems, difficulties, mistakes and low performance (Sisman, 2011). The current research aims to reveal the educational problems that have been experienced in educational organizations throughout history in the framework of organizational inefficiency model and to present suggestions to reduce them. Case study from qualitative research methods was conducted. Interview method was carried out in the collection of data. The data were analyzed with content analysis techniques. Criterion sampling from purposeful sampling methods was used in determining the study group of the research. The study group consists of 9 educators (principals (4), deputy principals (3), and teachers (2)) who participated voluntarily. The following results were obtained in the research. The main problems in educational system were expressed as teachers’ professional development and in-service training, problems in appointment, problems in the career stages, problems in teachers’ being employed, redundant number of teacher candidates, teacher incompetence, conflicts between school management and teachers and incompetence of school counselors.
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