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Баку вместо Анкара – турските студенти от България в Азербайджан през 1950-те години
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Баку вместо Анкара – турските студенти от България в Азербайджан през 1950-те години

Author(s): Nurie Muratova / Language(s): Bulgarian Issue: 2/2021

The paper presents the nonresearched question about the Turks from Bulgaria who studded in Baku in the 1950s. In this period in Bulgaria the Soviet policy for acknowledging of the rights of the national minorities was applied and the communist regime aimed at directing Bulgarian Turks to the Turkic republics of Soviet Union and especially to Azerbaijan. This policy changed at the end of the 1950s. From 1952 to 1960 more than 50 students graduated from Azerbaijan Peda-gogical Institute and Azerbaijan State University. They were prepared to teach in the Turkish schools in Bulgaria (around 1100 at the beginning of 1950s) but when they returned there were not anymore Turkish schools in Bulgaria. The processes in the sphere of the national languages and educational policies in USSR for this period have been researched. The alumni from the universities in Baku have to experience the contradictions between the Soviet policies to national republics and dynamic of the policy of the communist regime in Bulgaria concerning the Turkish population. The research is based on documents from the State Archive of Azerbaijan, documents from the Central State Archive in Sofia and oral testimonies.

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Inspecția școlară și instruirea dascălilor în Moldova primei jumătăți de secol XIX

Inspecția școlară și instruirea dascălilor în Moldova primei jumătăți de secol XIX

Author(s): Maria Rados / Language(s): Romanian Issue: 12/2021

During the first couple of decades of the 19th century, the intellectuals of Moldavia were deeply involved in the creation of politically and culturally modern institutions, following the occidental example. The field of education was one of the most willing to take part in the modernisation process, eager to keep up with the more-advanced states in the West. Therefore, it started to take shape through the appearance and evolution of the first school-inspection organisation, the Commission for Public Education (Epitropia Învățăturilor Publice) This study analyses the relationship between the school inspection – as a process and an institution – and the training of the teachers, as it was in the beginning, given the poor research of this matter. Expanding the number of schools in the Moldavia had been a prime concern of the Commission for Public Education (Epitropia Învățăturilor Publice) and of Gheorghe Asachi, which meant it was necessary to recruit more people. That being said, the criteria for recruitment were decided at once with the legalisation of the school inspection- and teaching body. The interest of hiring more teachers grew as the first rules were adopted: organising a training program for the soonto-be professors and encouraging them to write schoolbooks, sending scholarship-students to study abroad, guidance from the Commission for Public Education and Gheorghe Asachi, and bringing in foreign teachers. All of these were ways to continuously prepare the human resource in Education. The institutional transformations that the school inspection went through in the middle of the 19th century following the ruling in favour of the 1851 law [Așezământul] - hadn’t slowed down the perfectioning of the teachers. Other than the obligation to attend pedagogical training courses, what had also been beneficial to their development was the important role the general school inspectors played (Gheorghe Săulescu, August Treboniu Laurian, Teodor Veisa) and their substitutes (Iosif Patriciu, Simion Bărnuțiu). Even judging by their formal meetings and the school inspections, it was obvious that the care for discipline and quality in all things regarding the education field was a prime concern. The role of the Ministry of Education (Ministerul Cultelor și Instrucțiunii Publice) continued to grow through the 1864 public instruction Law, as the general school inspection organisation was disbanded, which led to the irrefutable subordination of the new inspectors (revizori) who had their attributions limited.

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LANGUAGE EDUCATION IN POSTMODERNIST CONTEXT

LANGUAGE EDUCATION IN POSTMODERNIST CONTEXT

Author(s): Silvia Golubițchi / Language(s): Romanian Issue: 38/2024

This article presents aspects of language education in a postmodern context, influenced by various theories and perspectives that emphasize plurality, diversity of interpretation, and cultural relativism. Postmodernism underscores the value of linguistic and cultural diversity and is characterized by: the development of critical consciousness; the exploration of multiple perspectives on a text; the recognition that interpretations can vary depending on cultural, social, and personal context; language is semantically autonomous or self-referential and is seen as an infinite play of meanings; the meaning of words and sentences is determined by the internal structures of language itself; subjectivity is produced within a range of practical discourses - economic, social, cultural. These characteristics reflect paradigmatic shifts in education, influenced by postmodern thought, which emphasizes diversity, social critique, and adaptability in the face of new cultural and technological realities.

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DESIGNING LESSONS IN THE DIGITAL EDUCATION SUBJECT FROM AN INTERDISCIPLINARY PERSPECTIVE

DESIGNING LESSONS IN THE DIGITAL EDUCATION SUBJECT FROM AN INTERDISCIPLINARY PERSPECTIVE

Author(s): Tatiana Chiriac,Marinela Diana Coroi / Language(s): Romanian Issue: 38/2024

The most effective or ideal lessons are those in which the teacher manages to engage students to participate in their own learning in an independent and creative way. The development of thinking and the ability to systematically acquire knowledge relates to the student's own intellectual effort, which they apply in learning. The constant stimulation and training of this effort depends on the teacher's skill in identifying appropriate methods, techniques, resources, and learning tasks. The article aims to highlight the ERRE technique as a model for designing lessons in the Digital Education subject with an interdisciplinary approach in primary education. The three teaching examples follow a simple scenario that involves four interconnected stages, allowing for the creative integration of new content to facilitate the learning process.

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VERBAL COMMUNICATION VS NONVERBAL COMMUNICATION AT PRESCHOOL AGE FROM THE PERSPECTIVE OF PSYCHOEDUCATIONAL COUNSELING

VERBAL COMMUNICATION VS NONVERBAL COMMUNICATION AT PRESCHOOL AGE FROM THE PERSPECTIVE OF PSYCHOEDUCATIONAL COUNSELING

Author(s): Elena Oliviana Epurescu / Language(s): Romanian Issue: 38/2024

A very important aspect of effective communication at early ages is a good counselor-client relationship, in this case, the psychopedagogical counselor and the client-preschool child. In this sense, we propose the following as objectives of effective communication at young ages: understanding the complexity of the problem of verbal communication and nonverbal; analyzing the components of the communication process in an environment of early education; capturing the behaviors and habits of different behaviors relevant for communication at young ages; identification of communication barriers within communication verbal and non-verbal. To these are added the communication methods that the psycho-pedagogical counselor uses, namely, verbal communication and non-verbal communication. The current paper proposes to indicate how the 2 types of communication work in psycho-pedagogical counseling in early education.

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Education of church musicians in Cracow in the period from the end of the Second Vatican Council to the present day

Education of church musicians in Cracow in the period from the end of the Second Vatican Council to the present day

Author(s): Wiesław Delimat / Language(s): English Issue: 22/2024

The training of church musicians in Cracow in the period after the Second Vatican Council became one of the important tasks of the institutional Church associated with the post-conciliar renewal of the liturgy. In the 1970s, the training of church organists here took on a systematic and organised character. The activities of the Archdiocesan Organist’s College, as well as the Church Music Section at the Liturgical Institute, were constantly evolving. Over time, their tasks were taken over by the Archdiocesan Organist School (now the Archdiocesan Music School) and the Pontifical Academy of Theology in Krakow (now the Pontifical University of John Paul II in Krakow). Since 1997, the Academy of Music in Cracow has also been educating church musicians. At present, Cracow and the Archdiocese of Cracow offer many opportunities of professional music education, which are eagerly used by organists, choir conductors, as well as people passionate about Gregorian chant, liturgical composition and the broadly understood animation of the musical life of churches. The immediate impulse for writing this article was the 25th anniversary of the Cardinal Franciszek Macharski Archdiocesan School of Music, celebrated in 2023, which is an ­important link in the series of educational institutions thanks to which the level of education of church musicians is constantly rising.

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Personalities of the Babeș-Bolyai University, vol. V, Romanian University and Country Founders: Vasile Pârvan, Onisifor Ghibu, and Nicolae Iorga, volume coordinated by Claudia-Septimia Sabău and Flaviu Vasile Rus

Personalities of the Babeș-Bolyai University, vol. V, Romanian University and Country Founders: Vasile Pârvan, Onisifor Ghibu, and Nicolae Iorga, volume coordinated by Claudia-Septimia Sabău and Flaviu Vasile Rus

Author(s): Vasilica Mîrza / Language(s): Romanian Issue: 12/2021

Review of: Personalities of the Babeș-Bolyai University, vol. V, Romanian University and Country Founders: Vasile Pârvan, Onisifor Ghibu, and Nicolae Iorga, volume coordinated by Claudia-Septimia Sabău and Flaviu Vasile Rus, Cluj University Press, Cluj-Napoca 2018, p. 247 [Personalități ale universității Babeș Bolyai, vol. V, Universitatea românească și fondatorii națiunii: Vasile Pârvan, Onisifor Ghibu și Nicolae Iorga, volum coordonat de ClaudiaSeptimia Sabău și Flaviu Vasile Rus, Presa Universitară clujeană, Cluj-Napoca 2018, p.247].

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Leonidas Rados, Un cărturar de altădată: Constantin Erbiceanu (1838-1913)

Leonidas Rados, Un cărturar de altădată: Constantin Erbiceanu (1838-1913)

Author(s): Renata-Gabriela Buzău / Language(s): English Issue: 12/2021

Review of: Leonidas Rados, Un cărturar de altădată: Constantin Erbiceanu (1838-1913), Editura Academiei Române, 2020, 475 p.

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Formarea continuă a cadrelor didactice primare în a doua jumătate a secolului al XIX-lea

Formarea continuă a cadrelor didactice primare în a doua jumătate a secolului al XIX-lea

Author(s): Cristina Gudin / Language(s): Romanian Issue: 12/2021

In the second half of the 19th century, Romanian education went through important transformations captured in the law of public instructions from 1864, as well as in subsequent school laws that improved the provisions of the mentioned normative act. Although the principles of educational organization were modern, of Western inspiration, adapting to local realities and putting them into practice represented real challenges for the Romanian state involved in an extensive and expensive modernization process. In addition to the insufficiency of schools and facilities, the reluctance of the population regarding the training of children in school, the problematic quality of textbooks and programs, but also the problematic training of teaching staff members and the insufficiency of educational institutions capable of training competent teachers. The present study focuses on the ways imagined by the authorities to increase the professional quality of teachers, an important aspect given that they had a major impact on the children who attended primary schools, the only compulsory ones. Deficiencies in the training of teachers were well known to the authorities who regularly received incorrectly written requests, during school inspections they attended lessons that demonstrated the insufficiency of the pedagogical and specialized knowledge of the teaching staff, noted the poor results obtained in national competitions by those interested in starting a teaching career by occupying a vacancy. For these reasons, it was urgently necessary to involve teachers in training programs aimed at improving their professional quality. The issue of improving teacher training was so important that solutions such as didactic congresses and conferences, inspectors' suggestions, refresher courses, printing pedagogical publications were not applied successively, but simultaneously. The variety of forms of training demonstrates the determination of the authorities to provide schools with competent teaching staff, possessing an informational background as solid and extensive as possible, but also connected to the new trends in the field. Some of the forms of improvement mentioned, such as conferences, congresses and refresher courses, by the fact that they were carried out according to a certain pattern that required compliance with a program, traveling to another locality, demonstrating the extent to which the exposed information was appropriated, bearing the expenses for the duration of the respective activities, were sometimes perceived as coercive. This explains the tendency of some teachers to be absent from conferences or recommended courses, calling on the complicity of communal doctors for the certificates that justified their absence. A less restrictive way of improvement was the reading of pedagogical journals that were permanently and often free of charge available to teachers. The success of this form of improvement is also proven by the large number of pedagogical magazines of the time, all conforming to the same objective, namely improving the professional quality of primary education teachers. In their pages, interested readers learned information about: the most effective didactic methods and tools and their application methods, famous teachers and pedagogues, legislative changes, etc. Varied and organized more or less systematically, the methods of continuous training made their contribution to the professionalization of primary teaching staff in the second half of the 19th century to an extent that is difficult to quantify in the conditions where their relevance depended on the seriousness the involvement of each individual teacher.

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The Ninth 'Jews in Bohemia' Seminar in Karlovy Vary

The Ninth 'Jews in Bohemia' Seminar in Karlovy Vary

Author(s): Tomáš Krákora / Language(s): English Issue: 1/2024

The document reports on the Ninth 'Jews in Bohemia' Seminar held in Karlovy Vary from October 11-13, 2023, coinciding with the centenary of the 13th World Zionist Congress. Organized by the Jewish Museum in Prague, the State Regional Archives in Pilsen, and the Karlovy Vary Museum, the seminar focused on the history of Jewish communities in western Bohemia. Topics included the lives of significant 20th-century Jewish figures, documentation of Jewish cemeteries, and analysis of archival sources. The event featured presentations on various subjects, such as crime stories from the 18th-century Jewish community in Kynšperk nad Ohří, the patronage activities of the Petschek family, and the life stories of Jewish doctors. The seminar also included a guided tour of historical Jewish sites in Karlovy Vary and an excursion to Jindřichovice. The event concluded with discussions on sepulchral monuments and commemorative plaques for Shoah victims.

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Constituirea sistemului de învățământ superior sovietic în RSSM (1940-1941)

Constituirea sistemului de învățământ superior sovietic în RSSM (1940-1941)

Author(s): Liliana Rotaru / Language(s): Romanian Issue: 2/2021

The Sovietization process, initiated after the annexation of Bessarabia and the creation of the MSSR in the summer of 1940, also included the expansion of the Soviet-style education system in the newly acquired territories, including the creation of an impressive number of higher educational institutions. Besides the working high schools in the former territories of MASSR, two pedagogical higher educational institutions, an agricultural institute, and a music high school were created on the right bank of the Dniester, all taking over the patrimony of interwar educational institutions and making use of the Romanian educational traditions. The analysis of the connection between the Soviet propagandistic statements about a “Moldovan” and universal high school, free of charge and the organization of studies in the “mother tongue” and the planning of the Soviet higher institutions according to the realities after the first annexation of Bessarabia, convinced the author of the research about the control of the propaganda and political-ideological elements over the professional elements of the higher education system of the MSSR.

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Prilog istoriji obrazovanja socijalnih radnika na Univerzitetu u Beogradu – Fakultetu političkih nauka

Prilog istoriji obrazovanja socijalnih radnika na Univerzitetu u Beogradu – Fakultetu političkih nauka

Author(s): Milosav Milosavljević / Language(s): Serbian Issue: Spec./2024

Training volunteers to work with the poor and other vulnerable individuals and families by civic charities and philanthropic organizations represent the seeds of the future social worker education. Institutional and legal education of social workers in Serbia began in 1957 with the establishment of the Higher School for Social Workers. As part of the higher education reform in 1992, the Higher School was abolished. University education of social workers began in 1974 with the establishment of the Department for Social Policy and Social Work at the University u Belgrade – Faculty of Political Science, (UB–FPN). The first generation of professors in the Department, supported by professors from other departments and faculties, laid individually and collectively the foundations for the system and development of social workers education of at UB–FPN. The second generation of professors in the Department was a worthy successor of its pioneers. It ”opened” the Department to the general and professional public through scientific research, action projects, seminars and publications on social policy and social work. She can be considered ”reformist” as it participated in numerous changes in the organization, activities, and curriculum. The policy of rejuvenating the teaching staff is a guarantee fot the further development of social workers education.

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Razvoj programa za visokoškolsko obrazovanje za socijalnu politiku i socijalni rad na Univerzitetu u Beogradu – Fakultetu političkih nauka

Razvoj programa za visokoškolsko obrazovanje za socijalnu politiku i socijalni rad na Univerzitetu u Beogradu – Fakultetu političkih nauka

Author(s): Jasna H. Hrnčić,Miona G. Gajić,Tamara Stojanović / Language(s): Serbian Issue: Spec./2024

This academic year, the University of Belgrade – Faculty of Political Sciences is celebrating half a century of higher education in social policy and social work, which was introduced as a four-year program in the 1973/74 academic year with the establishment of the Department of Social Work and Social Policy. This paper presents the development processes of the social policy and social work study program at this Faculty. The program established in 1973/74 has undergone several reforms. A radical reform of the program began in the 2006–07 academic year as a result of alignment with the educational system reforms in higher education across Europe initiated by the Bologna Declaration of 1999. New program accreditations followed in 2009, 2015, and 2022. The current program is modern and dynamic, in line with the latest scientific knowledge and trends in higher education.

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Educație și politică vs. Politică și educație în „era agrariană” a republicii Moldova (1994-1998)

Educație și politică vs. Politică și educație în „era agrariană” a republicii Moldova (1994-1998)

Author(s): Liliana Rotaru / Language(s): English Issue: 2/2022

In this study, the author analyzes the educational policies promoted by the agrarian government in the Republic of Moldova. The main fields of activity of the Ministry of Education of the Republic of Moldova in 1994- 1998 are identified, including legislative and regulatory initiatives in the field of education, implementation of new forms of management of the education system, inflation of universities and maneuvers in the context of the economic crisis, as well as the “offensive” of the Andrei Sangheli government (2) against the achievements of the previous government in the field of education, and especially against the Romanian history and language.

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Dzieciństwo w okowach ideologii: kreacja dziecięcego świata na łamach czasopisma „Płomyczek” w latach 1948–1956

Dzieciństwo w okowach ideologii: kreacja dziecięcego świata na łamach czasopisma „Płomyczek” w latach 1948–1956

Author(s): Joanna Król / Language(s): Polish Issue: 10/2024

The article presents a reconstruction and interpretation of the process of creating a children’s world and its main elements in the magazine Płomyczek in the years 1948–1956. The content analysis of the magazine shows that almost every aspect of the created children's world referring to the natural and cultural space, despite its undeniable educational value, also contained a strong propaganda charge. Content that genuinely developed the cognitive, socio-moral and emotional side of the reader was saturated with an ideological layer that reflected the political direction of the time. By being inscribed in a specific historical period, it was therefore a magazine that exhausted the model of the communist press, which, through its aims, functions and content, acted as a transmission belt for the ideological message. The propagandistic nature of the content of Płomyczek, in turn, gave rise to the question as to what extent the effect of the aforementioned process referred to the children’s world of meanings and to what extent it was a response to the immediate socio-political needs.

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Jesuit Education in Cluj (1579–1785): A Historical and Historiographical Overview

Jesuit Education in Cluj (1579–1785): A Historical and Historiographical Overview

Author(s): Ferenc DÁniel Páll-Szabó / Language(s): English Issue: 3/2024

The objective of this article is to present the history and historiography of the educational establishment operating under the patronage of the Jesuit Order in Cluj (Klausenburg, Kolozsvár), known during time as the Jesuit Major College, the Claudiopolitan Academy, and the Academic College with the rank of University in Cluj.

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The Construction and Interpretation of a Dataset with the Teachers of the Beiuș High School (1828–1928)

The Construction and Interpretation of a Dataset with the Teachers of the Beiuș High School (1828–1928)

Author(s): Alexandru-Augustin Haiduc / Language(s): English Issue: Suppl. 1/2024

Based on the available sources on the teachers employed at the Beius High School between 1828 and 1928, a database-like dataset with information on their birth, families, education, teaching periods, previous, simultaneous, and subsequent occupations was developed. In order to efficiently manage the information on the teachers’ occupations, I assigned each occupation a code specific to the historical classification schemes, namely, hisco, hisclass, and hiscam. Employing the aforementioned tools, this study tracks the teachers’ localities of origin and the establishments in which they frequently studied, as well as other trends observed in the long term. The appeal of the Beius teaching occupation and the extent to which it was a long-term occupation or a mere gateway to other positions is also the subject of this study. Moreover, the phenomenon of priestly dynasties is examined. The article aims to answer to what extent priestly dynasties or certain inter- and intragenerational patterns of occupational change can be observed.

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De la Universitatea austriacă a Bucovinei la Universitatea românească din Cernăuți (1918–1920)

De la Universitatea austriacă a Bucovinei la Universitatea românească din Cernăuți (1918–1920)

Author(s): Mihai Teodor Nicoară / Language(s): Romanian Issue: 45/2024

The Duchy of Bukovina as part of the Austrian state underwent important ethno-social, political, confessional, educational and spiritual metamorphoses during the 144 years of Austrian administration (1774–1918). During this long period, the Romanian national identity was supported by the Church, cultural associations and societies, schools and lyceums, which encouraged the knowledge of history, language, faith and specific Romanian customs. The most important institution for the preservation of the Romanian identity was the school, but higher education in Romanian did not exist in Bukovina. This prompted young Bukovinians to study at faculties in Europe, but especially in the Habsburg Empire, which later became the Austro-Hungarian Empire.The issue of establishing a University in Chernivtsi was frequently raised by the Romanian Bukovinian elites, even after the revolution of 1848. On December 23, 1873, the deputy Anton Kochanowski, who was also the mayor of Chernivtsi, asked for the foundation of a university in Chernivtsi in the Bukovina Diet. The Vienna Parliament accepted the establishment of a German University (Franz-Josephs-Universität) in Chernivtsi.On November 9, 1918, the most important institutions in Chernivtsi were taken under the control of the Romanian National Council. Bukovina returned to Romania following the decision of the Council of the Country on October 14/27, 1918, a decision confirmed by the Peace Treaty with Austria, signed at Saint-Germain-en-Laye (September 10, 1919). As a consequence of this state of affairs, Bukovina, like Transylvania, underwent a complex process of reorganization of the university institutions. The first step was the installation of Romanian leadership at the universities of Cluj and Chernivtsi. The Universities of Cluj and Chernivtsi were transformed into Romanian universities by decree-laws and were reorganized according to the European, Franco-German model, adding new departments and institutes, in order to bring them as close as possible to similar institutions in Iași and Bucharest.The festive inauguration ceremonies of the University of Chernivtsi took place on October 23–25, 1920, in the presence of King Ferdinand I and Queen Maria. This solemn event was attended by representatives of the Royal Family, some members of the Government, representatives of the Church, the Academy, the Universities, the Army, academics and foreign diplomats. The celebrations were a symbolic moment that reaffirmed the intellectual, pedagogical and cultural mission of the University, its role in building elites and spreading Romanian national culture.

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Învăţământul teologic din Episcopia Romanului în secolul al XIX-lea

Învăţământul teologic din Episcopia Romanului în secolul al XIX-lea

Author(s): Aurel Florin Țuscanu / Language(s): Romanian Issue: LII/2023

Non organized schooling was available for clergy education in Moldavia before the beginning of the XIXth century. A few schools could be attended under the guidance of Church scholars within Monasteries and Churches. During the reign of Grigorie Alexandru Ghica, in Moldavia there were three diocesan schools and another 23 around the country. However, the first public school in Moldavia for higher clergy education, excellently managed at that time and the most important in all Romanian Principalities, was the Seminar „Veniamin” of the Socola Monastery, founded by Metropolitan Veniamin Costachi. The overall trend in education was favouring innovation and modernization toward the mid XIXth century, when old, traditional educational fashions coexisted with the new, modern ones. Thus, in 1839, at Roman, three cathechist schools existed, by private initiative. Also by private initiative, there ran a school for parish clerks and chanters, founded in 1846 by Dignitary Grigore Done at the Saint George Church, whose cells would foster 50 pupils (5 grades), completely free of charge. The school closed in 1856. In the years 1845 and 1846, no less than 12 catechist schools were opened in Moldavia, five of them within the Diocese of Roman: Tecuci, Bârlad, Roman, Bacău and Focșani, coordinated by 12 young clerics educated at the Seminar in Iași. The catechist schools continued running past the year 1858 (the opening of the Diocesan Seminar of Roman), up until November 25th 1864, when they were ordered to close by the law of public education. The Diocesan Theological Seminar of Roman was founded September 1st 1858, by the ardour of the Moldavian Minister for Religion and Public Education Dimitrie A. Cantacuzino, with the blessing of Bishop Nectarie Hermeziu. Fr. Dimitrie Matcaș was appointed director of the Seminar. A man of outstanding spirit and demeanor, he had founded and was still heading the catechist school of Roman. From its opening till September 1860, the Seminar of Roman had 4 grades and 4 professors, and its activity was in accordance with the provisions of the law of 1857. In September 1860, Mihail Kogălniceanu reorganized the Seminars, extending the duration of the studies to 7 years. The education of the clergy was provided in this manner until a new structure was implemented by the „Law of the Seminars and Lay Clergy” of May 29th 1893. From 1893, there were intended to run three inferior Seminars (with programmes of 3 grades) in Roman, Curtea de Argeș and Rîmnicu Vîlcea, and 2 superior Seminars, in Iași and București, with a duration of the studies of 5 years. In 1884, by the ardour of the great Bishop Melchisedec Ștefănescu, a new location was acquired for the Seminar of Roman, in close proximity to the diocesan cathedral, with two double storey wings for bedrooms, classrooms and canteen. This school may be regarded as a subsidiary of the Socola Seminar, being, together with the Seminar of Huși, the lower level (or inferior course) to the Superior Seminar of Iași. Located in the very middle of Moldavia and part of a Diocese of illustrious history, the Seminar of Roman has felicitously fulfilled its mission, molding generations of accomplished clerics, clerks and teachers, some of who became great ministers and hierarchs of the Romanian Orthodox Church.

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Contribuția Casei Școalelor la modernizarea învăţământului băcăuan (sfârşitul sec. XIX – începutul sec. XX)

Contribuția Casei Școalelor la modernizarea învăţământului băcăuan (sfârşitul sec. XIX – începutul sec. XX)

Author(s): Cornelia Cucu / Language(s): Romanian Issue: LIII/2024

The House of Schools was an institution dependent on the Ministry of Religions and Public Instruction that functioned between 1896-1948. It was established for the construction of school buildings and the centralization of sources of income to ensure the progress of Romanian education. In the adverse conditions of the time, the institution expanded its activity in other directions as well, such as: equipping schools with didactic material, supporting poor students, professional training and raising the prestige of teaching staff, popular education, etc. This study presents the way in which the Bacău school, benefiting from the support of the House of Schools, managed to meet the requirements of the modernization of the Romanian education, contributing, at the same time, to raising the material and cultural level of the common people, especially the villagers.

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