The Overview of the Events in the Musical-Pedagogical Area in the Last 100 Years from the Beginning of the 20th Century

Author(s): Kateřina Šrámková / Language(s): English Publication Year: 0

The study briefly describes the development of musical pedagogical thinking in the Czech lands from the turn of the 19th and 20th century to the present, which is largely bound to the new teaching and reform ideas. There are listed some of the music education representatives, who contributed to its development at that time, and some organizations supporting music as well. The part of the article deals with the current state of Music in schools, Framework Education Programmes and the future of music.

Prameny a seznam relevantní literatury

Author(s): Author Not Specified / Language(s): Czech Publication Year: 0

Jan Zouhar kočující

Author(s): Josef Petrželka,Dagmar Pichová / Language(s): Czech Publication Year: 0

Je nám ctí připomenout zde alespoň stručně divadelní kariéru našeho milého kolegy Jana Zouhara, a to na základě dochovaných záznamů, dobových svědectví a vzpomínek spoluherců. Ačkoliv se mladý Jan vyučil češtinářem a z nouze také filosofem, srdce ho vždy táhlo na prkna, která znamenají svět. Po jistých hereckých zkušenostech v minulém tisíciletí, jež však nejsou z důvodu časového odstupu ověřitelné nezávislými zdroji, se touha jeho srdce začala výrazněji naplňovat až v tomto miléniu.

T. G. M.: Problém filozofie osobnosti, jeho vztahy a souvislosti

Author(s): Ivo Pospíšil / Language(s): Czech Publication Year: 0

The presented contribution analyses – in the context of Jan Zouhar’s research scope and also on the background of the professional interests of the immortalized František Kautman (1927–2016) – the ‘philosophy’ of T. G. Masaryk’s (1850–1937) work. At the beginning, there are new publications on his alleged origin from the family of the Austro-Hungarian monarch, further their fictionalization, the investigation of his late sexual life and, last but not least, the flow of his juvenile correspondence with Zdenka Šemberová (1841–1912). For her, this communication was full of erotic and intellectual hopes which were not fulfilled and led to her lifelong loneliness and resignation, especially after the death of her father Alois Vojtěch Šembera (1807–1882), professor of Vienna Slavonic studies, one of the first opponents of the medieval authenticity of the legendary Czech Manuscripts, all of this on the background of the life of the university and Czech Vienna, where they both lived, and the adjacent Moravia. Masaryk, with his weak knowledge of standard Czech, Šemberová, at that time already a mature lady, record in their correspondence the course of their lives, their opinions, readings, and document their intellectual maturing. Their correspondence represents evidence of the lives of both: Masaryk was gradually becoming a scholar and mainly a politician, and understood their correspondence, from which Zdenka expected also an amorous fulfilment, as a mere practical exercise in stylistics and a confrontation of opinions. Their correspondence throws a new, not always favourable light on the youth of the future Czechoslovak president. Already there, the elementary features of his personality were taking their shapes.

O sjezdu, který byl a nebyl

Author(s): Josef Zumr / Language(s): Czech Publication Year: 0

The contribution focuses on changes that took place at the Institute of Philosophy of the Czech Academy of Sciences in 1968. Besides the replacement of the institute management, it was primarily the participation of the academics in the preparation of the documents for the 14th Congress of the Communist Party of Czechoslovakia and its new political orientation.

Die Geschichte des Deutschlernens in Bosnien und Herzegowina bis 1941

Author(s): Sanja R. Radanović / Language(s): German Publication Year: 0

Learning German in Europe has a long tradition and dates back to the Middle Ages. A part of this rich cultural heritage is the history of learning German language in B&H. Based on some sources, the first traces of institutional learning of the German language in B&H are in the mid19th century. Since then, until 1941, three different periods in the history of B&H can be distinguished: the Ottoman period until 1878, the Austro-Hungarian period from 1878 to 1918 and the period between the two World Wars. Each of these periods has its socio-historical features, which influenced the entire school system, and therefore the teaching of German as well. The paper deals with the following points for the three periods: the status of the German language in the school system in B&H and the share of the German language in the curricula for different types of schools. Before moving on to these points, the historical context in which the German language classes were held will be briefly presented, in order to clarify the peculiarities of that teaching in all three time periods.

DIMENSIONS OF THE ROMANIAN EDUCATION IN THE KNOWLEDGE SOCIETY

Author(s): Mihaela Badea,Gina Florentina Tudorache / Language(s): English Publication Year: 0

Being a phenomenon of essential importance in the evolution of society, education has been the field of expertise of countless researchers in the field of educational sciences. Briefly, it can be stated that education is a social phenomenon that involves an endless chain of actions aimed at transmitting knowledge and life experiences from one generation to another in order to complete the harmonious development and active social integration of new generations. Since contemporary society is under the impact of globalization, education takes on new dimensions whose effects leave a considerable mark on the teaching principles and, implicitly, on the educational policies and paradigms. Thus, the purpose of the paper is to emphasize the dimensions of the Romanian education system, since it rallied to the European educational policies, in an attempt to implement relevant constructivist curricular changes.

Jak se vyvíjelo studium pedagogických oborů

Author(s): Dana Knotová / Language(s): Czech Publication Year: 0

Mezi netradičními studenty, jejichž charakteristice se věnuje předcházející kapitola, nás zajímá skupina těch, kteří aktuálně studují pedagogické obory. Pro důkladné uchopení tématu netradičních studentů pedagogických oborů, pro porozumění jejich životním osudům považujeme za důležité připomenout možnosti studia těchto oborů v průběhu minulých dekád. Cílem této kapitoly je proto nastínění vývoje studia pedagogických oborů od 50. let 20. století až po současnost.

Prvopočiatky matematického vzdelávania na univerzitách na území Slovenska do konca 18. storočia

Author(s): Štefan Tkačik,Tomáš Lengyelfalusy / Language(s): Slovak Publication Year: 0

We focus on mapping, analysis and capturing the life and work of some personalities of Slovak mathematics in our contribution. They are mathematicians, teachers and their knowledge and ex-perience can be usefull in teacher training of the future maths teachers and as an added value to education knowledge of these group of students.

Main challenges for the Norwegian schools during the last decade

Author(s): Roald Jensen,Dag Sørmo / Language(s): English Publication Year: 0

This part of the book deals with elements that show how developments in school and in the teachers’ education are demanding processes. Various aspects are being pointed out as background for the necessity of continuous guidance in a profession that at all times must adapt to a complex and rapidly evolving society. Since the school receives its assignment from the authorities, it should reflect and prepare students for a society that is consistently directed towards the future. At the start of his career, a teacher has a basic education that will help him or her to manage various future challenges. With such a task, it is important that the teacher acknowledges that updates and adjustments of both own competence and interaction must be continuous processes that evolve along the way. It is difficult to be a citizen in the new modern world, but perhaps even more challenging to be a teacher who has to deal with all these changes. Society often expects the teacher to be ahead of the events. At the same time, the teacher is responsible for leading the school in the direction established by the authorities. Often, this can also be in conflict with professional judgement and decisions (Garbo, 2014).

Stopy T.G.Masaryka a jeho spolupracovníků na obou březích řeky Moravy

Author(s): Erika Vonková / Language(s): Czech Publication Year: 0

The first part of the paper is devoted to a consideration of what the secret of the extraordinary personality of T.G.M. as a poor boy who broke through consists in. The author offers an answer to the „Attempt at the Graphological Biography of T.G. Masaryk“ by Robert Saudek, published in Masaryk‘s Proceedings in 1927. The second part of the text highlights the relationship of T.G.M. to both banks of the Morava River during his childhood, specifying it on both the Moravian and Slovak sides. The third part is aimed at Masaryk‘s contacts with the natives at the time of his teaching at the University of Vienna and the University of Prague. The Vienna contacts are connected on the basis of cooperation between the Slovak academic association Tatran and the Czech academic association. The cooperation of T.G.M. with the future doctor in Senica Dr. Ludevít Šimek and young Skalička citizen Pavel Blaho is mentioned. The cooperation with Slovak students at the time of Masaryk‘s engagement at the Czech University of Prague is connected with their activities around „Detvan“ and „Čas.“ The fourth part is devoted to the cooperation of T.G.M. with Slovak friends from the close neighbourhood of the Morava River on the Slovak side during the preparation and start-up of „Hlas“. The Moravian side of the Morava River in the matter of contacts with T.G.M. is represented by a native of Brumovice, the so-called creator of the Masaryk legend – editor of the magazine Čas, politician, journalist, writer and historian, Jan Herben, who spent almost all his life assisting Masaryk and his ideas. The text will also recall the important personality of Hodonín – Emanuel Havelka, who led five dialogues with Masaryk between 1904–1910, especially about religion, philosophy and education.

Trnavská univerzita v dejinách slovenského filozofického myslenia

Author(s): Zuzana Palovičová / Language(s): Slovak Publication Year: 0

The University of Trnava was founded in 1635. The foundation of the university represented an important milestone not only in the history of the town of Trnava, but also promoted the development of education in Austria-Hungary. The town of Trnava gained European repute as the University of Trnava became a centre for science, education and culture. This article evaluates the scientific contributions of the University of Trnava in the 17th and 18th century with the focus on the field of philosophy. We analyse the Aristotelism in the neo-scholastic system and the influence of Cartesianism on the development of philosophy in Slovakia. The article also addresses the contribution of the University of Trnava to philosophy after the reform of Maria Theresa.

ВЗАЄМОЗВ’ЯЗОК СОЦІАЛЬНОЇ ПЕДАГОГІКИ ТА ДРАМАТИЧНОГО ВИХОВАННЯ

Author(s): Lenka Gulová / Language(s): Ukrainian Publication Year: 0

Фактичний розвиток соціальної педагогіки починається на межі ХІХ–ХХ століть, коли об’єктом вивчення педагогіки стають питання виховного середовища. Значний вплив на соціальну обумовленість виховних процесів мають погляди Й. Г. Песталоцці та Р. Оуена. У творі «Лінгард і Гертруда» Песталоцці говорить про виховну роль середовища та про необхідність цілеспрямованої діяльності, яка створює позитивні стимули для розвитку.

Jan Patočka jako průvodce na cestě z podsvětí

Author(s): Erika Vonková / Language(s): Czech Publication Year: 0

The paper introduces Jan Patočka as one of the possible guides from the world of shadows to the real world, based on the assertion that this important Czech philosopher can be considered as a representative of the so-called “spiritual people”. Patočka’s guidance can be observed in his texts including those related to his pedagogical activity, but can be connected even to his pedagogical missions. The second part of the text describes one of these missions – his four-semester long term at the Faculty of Education of Masaryk University in Brno in 1946-1948. The pedagogical mission of Jan Patočka is considered at the Faculty of Education as one of the cornerstones, on which the faculty providing academic education to teachers, was built in 1946. The system of the faculty was based on seminars at the time of its foundation. One of them was the philosophical seminar for which Jan Patočka was called upon from the Faculty of Arts of Charles University in Prague. As such, Jan Patočka became the first “philosophy teacher“ at the Faculty of Education of Masaryk University.

Kort oversikt over utfordringer for skolen de siste tiårene

Author(s): Roald Jensen,Dag Sørmo / Language(s): Norwegian Publication Year: 0

I denne delen av boka beskrives ulike tendenser som viser at utviklingen i skolen og i lærerutdanningen er krevende prosesser. Her pekes på ulike sider som bakgrunn for behovet for kontinuerlig veiledning i et yrke som til enhver tid skal tilpasse seg et komplisert samfunn som utvikler seg raskt. Ettersom skolen har sitt oppdrag fra myndighetene, skal den reflektere og forberede elevene til et samfunn som gjennomgående er rettet mot fremtiden. En lærer har ved oppstart av sin karriere en grunnutdanning som skal hjelpe ham eller henne til å takle situasjoner langt inn i fremtiden. I en slik utfordring er det viktig at læreren har en innstilling til at oppdateringer og justeringer av både kompetanse og samhandlingssituasjoner må skje som en kontinuerlig prosess som utvikler seg underveis. Det er krevende å være samfunnsborger i den nye moderne verden, men kanskje enda mer krevende å være en lærer som skal forholde seg til alle disse endringene. Samfunnets forventninger er ofte at læreren skal være i forkant av det som skjer. Samtidig skal læreren også ta ansvar for den retning myndighetene ønsker at skolen til enhver tid skal bevege seg. Ofte kan dette også være i konflikt med faglige begrunnelser og avgjørelser (Garbo, 2014).

Борба Срба за верску и просветну аутономију у Босни и Херцеговини 1896-1905. године

Author(s): Sanja Savić / Language(s): Serbian Publication Year: 0

The improvement of the position felt by Orthodox Serbs after the adoption of liberal Hatti Humayun in 1856, and the Statute on the Administration of Church and People's affairs of Orthodox Christians in the Ecumenical Patriarchate in 1862, did not last long. Already with the arrival of the Austro- Hungarian occupation authorities, the competencies of the Serbian church - school municipalities were narrowing. The struggle of Orthodox Serbs for religious and educational autonomy in Bosnia and Herzegovina began in 1896. The leaders of the struggle tried on several occasions to point out to the ruler the reckless violation of the rights acquired during the Ottoman rule, as well as to various abuses committed by the authorities. At the same time work was done on formulating an act which would regulate the legal position of Serbian church - school municipalities. Ended in 1905 with the enactment of the Decree of the Church - Educational Administration of the Serbian Orthodox Dioceses (Metropolitanate) in Bosnia and Herzegovina, this struggle gave birth to the first representatives of Serbian civic policy subsequently organized in political parties.

ŠKOLA TO ZAŘÍDÍ… PŘÁNÍ, TOUHY A POŽADAVKY ADRESOVANÉ ŠKOLE

Author(s): Hans-Ulrich Grunder / Language(s): Czech Publication Year: 0

Škola má pouze omezené možnosti zvládat výzvy, které jsou jí předkládány k řešení. Tento fakt současně ilustruje po staletí trvající přítomnost požadavků života a světa ve škole. Lze říci, že škola jako instituce reaguje na problémy adekvátně, byť zpravidla stereotypně. Profesionální reakce na požadavky zvenčí by od školy žádala vyprofilování „specifické pedagogické role“, kterou však škola aktuálně není schopna zastávat, a to vzhledem ke zvyšující se sociokulturní heterogenitě žactva.

TEDY HEZKY TISKNĚTE ANEB DÁT SLOVO DĚTEM. K PROBLÉMU RECEPCE FREINETOVY PEDAGOGIKY

Author(s): Hans-Ulrich Grunder / Language(s): Czech Publication Year: 0

Když školy v Německu a Švýcarsku „objevily“ na počátku šedesátých let 20. století Célestina Freineta, vztahovala se praktická i akademická pedagogika do značné míry k „freinetovským technikám“. Byly prověřovány možnosti implementace jeho myšlenek do škol a jejich propojování s pedagogickým diskursem. Některým autorům se sice podařilo jméno tohoto jihofrancouzského učitele psát správně, nedařilo se však vystihnout jazykové zvláštnosti Freinetovy dikce („Orli nelezou po schodech“). Tato neschopnost dodnes omezuje porozumění pedagogickým konceptům Elise a Célestina Freinetových – soudě také dle několika překladů jejich textů do němčiny.

Czy Uniwersytety Trzeciego Wieku mogą być szansą na włączenie społeczne seniorów z niepełnosprawnościami?

Author(s): Joanna Wojtyńska / Language(s): Polish Publication Year: 0

It is estimated that half of the people with disabilities in Poland are people over 60 years of age. Both people with disabilities and seniors are groups at risk of social exclusion, including digital and information exclusion. One way to prevent exclusion is by providing access to information and education. The availability of education for older people with disabilities largely depends on the awareness and good will of the organizers of forms of education intended for seniors, in particular Third Age Universities. Significant changes in this area could be implemented by the acts adopted in 2019: on digital accessibility of websites and mobile applications of public entities and on ensuring accessibility to people with special needs. The COVID-19 pandemic, the related with it lockdown and the change in the formula of classes from stationary to remote learning, could theoretically be an opportunity for people who, for various reasons, were unable to travel to the TAU classes. The article discusses the results of the review of the TAU websites and the analysis of their content in terms of the form of the offered classes during and after lockdown, as well as the presence of an accessibility declaration and a report on the status of ensuring accessibility, compared with the results of the survey conducted at the beginning of 2020, which was to answer the question: if and what offers are addressed to people with disabilities.

Osmanlı Devleti Son Dönem Dil Politikası ve Türkçe Eğitimi

Author(s): Tuğba Şimşek / Language(s): Turkish Publication Year: 0

Language is one of the unifying elements of societies. The Ottoman Empire also became aware of this feature of the language, especially in its last periods. Intellectuals and statesmen developed language policies; They pioneered the conduct of studies related to Turkish. In this study, descriptive analysis method, one of the qualitative research methods, was used and content analysis was also used. Archive documents and printed and electronic resources related to the subject were scanned. By making use of the studies in the literature, the language policy of the last period of the Ottoman Empire and the parts related to Turkish education in the 1869 Maarif-i Umumiye Nizamnamesi were examined. In conclusion; The administrators of the Ottoman Empire saw Turkish as a unifying element in order to ensure the unity and peace of the people. As a result of the long Turkish discussions, the official language was Turkish with the first constitution, Kanun-ı Esasi, and many regulations were made in this regard. Teaching Turkish to the new generation has been the primary goal. Especially in schools, Turkish lessons have been made compulsory. Turkish had an important place in the Ordinance of General Education in 1869. However, financial inadequacies and shortage of teachers made the implementation of the legislation difficult. It has been tried to spread Turkish through measures such as the simplification of the language, the increase of translated works, the encouragement of copyrighted works, the training of Turkish teachers, the fact that those who do not speak Turkish are not allowed in schools and cannot be civil servants, posters and announcements are in Turkish.