"Away with German and Russian influence!" Ethno-political considerations in the reorganisation of the Estonian school system in the early 1920s

Author(s): Kari Alenius / Language(s): English / Issue: 3/2007

Die in Estland im Zusammenhang der Neuordnung des Schulwesens 1918-1926 geführte Diskussion ist exemplarisch für die seinerzeit in Europa zu beobachtende Verbindung von Sprach- und Nationalitätenfragen mit der Reformierung der Schulsysteme. Im gleichen Maße, in dem 'Nationalität' als ein wesentliches Merkmal individueller und kollektiver Identitäten im späten 19. und zu Beginn des 20. Jahrhunderts an Bedeutung gewann, avancierte Sprache, insbesondere in Ostmitteleuropa, zum wichtigsten Kennzeichen und Sinnbild nationaler Zugehörigkeit. Die Frage nach der Unterrichtssprache in den Schulen wurde damit zu einem nationalpolitischen Thema mit hohem Konfliktpotenzial. Die nach Erlangung der Unabhängigkeit von der Regierung Estlands ergriffenen Maßnahmen spiegeln einen durchaus zeittypischen Gegensatz wider. Einerseits wurde Estnisch zur alleinigen offiziellen Landessprache erhoben und vom Gesetzgeber in jeder erdenklichen Weise gefördert. Andererseits war die Regierung Estlands zugleich bemüht, der offiziell als Leitlinie der Weltpolitik geltenden und mit dem Namen des amerikanischen Präsidenten Woodrow Wilson verbundenen Vorstellung von der Gleichheit der Völker zu entsprechen. Aus diesem Grund wurde den Minderheiten in Estland Unterricht in der eigenen Sprache zugebilligt, und verglichen mit anderen Staaten im östlichen Europa war die Schulpolitik in Estland insgesamt toleranter. Minderheitenschulen wurden vom Staat gefördert, sofern in einem Ort mindestens 20 Schüler einer nicht-estnischen Bevölkerungsgruppe lebten, unabhängig vom prozentualen Anteil der jeweiligen Minderheit an der Gesamtbevölkerung. Das Recht auf Unterricht in der Muttersprache galt grundsätzlich jedoch nicht für die im Land lebenden Finnen und Ingrier (Ischoren), die wie die Esten zu den ostsee-finnischen Völkern gehören und die der Staat zu assimilieren hoffte. In gewisser Weise typisch für die damalige Zeit war auch die Forderung nach einer Garantie und weiteren Verbesserung ihrer Rechte, insbesondere auf sprachlichem Gebiet, welche die Minderheiten in Estland gleich nach der Unabhängigkeit des Landes erhoben. Das Gruppenbewusstsein und der Organisationsgrad der in Estland lebenden Deutschen, Russen und Schweden waren so ausgeprägt, dass es anfangs fast zwangsläufig zu Meinungsverschiedenheiten mit der estnischen Regierung kommen musste. Die Konflikte wurden jedoch recht bald durch die überwiegend liberale estnische Schulpolitik und die Verabschiedung neuer Schulgesetze in den Jahren 1919 und 1920 entschärft.

"Pridodato u prevodu": nematerijalno kulturno nasleđe u prevođenju i primeni evropskih politikâ doživotnog obrazovanja u Republici Srbiji

Author(s): Ljubica Milosavljević,Miloš Milenković / Language(s): Serbian / Publication Year: 0

Polazeći od noseće pretpostavke istraživačkog programa antropologije javnih i praktičnih politika, prema kojoj zakoni, strategije, vizije i planovi nisu "čisti" pravno-politički akti proceduralnog karaktera, već da "kriju" neke specifične, izabrane ili neintencionalne, antropologiji tradicionalno zanimljive institucionalne izbore iz obilja nematerijalnog kulturnog nasleđa (poput preskripcije identiteta ili standarda normalnosti), iznosimo preliminarne rezultate istraživanja primene evropskih politika doživotnog obrazovanja u Republici Srbiji. Preliminarna analiza "prevođenja" odnosno specifične glokalne kontekstualizacije, recepcije i instrumentalizacije pomenutih politikâ pokazuje da je na snazi praksa prenošenja, pravne i proceduralne transplantacije bez prilagođavanja kontekstu u kojem politikâ treba da bude primenjena. U slučaju neprilagođene politike doživotnog obrazovanja, izostanak prilagođavanja neophodnog da lokalna verzija a) odgovara međunarodno usaglašenim ciljevima i da istovremeno b) zaživi u praksi, objašnjava se na primerima diskrepancije lokalnih pojmova radnog vremena, neformalnog obrazovanja, "odgovarajućeg" životnog doba za obrazovanje s jedne, i pojmova originalno ugrađenih u tu politiku, s druge strane.

(Neformalni) obrazovni proces

Author(s): Ana Kolarić / Language(s): Serbian

„Mediji su važni. Desničari to znaju, centar takođe to zna. Progresivne snage moraju da se uključe u igru.“ Na pitanje o vezi između medija i konvencionalnog obrazovanja, te o vezi između obrazovanja i medija uopšte, Robert McChesney, profesor komunikacija na Univerzitetu u Ilinoisu i aktivista, odgovoriće: „Mislim da su u današnjem svetu mediji najvažniji odsek za obrazovanje. Zato bi bilo ispravnije postaviti pitanje o tome kakve veze ima škola sa obrazovanjem.“ A onda i objasniti tesnu vezu između obrazovanja i medija i naglasiti da su „mediji deo obrazovnog sistema u našem društvu jednako koliko i škola, ako ne i više od toga“, te da razdvajanje medija od obrazovanja pokazuje „izrazito formalističko razumevanje obrazovanja koje nema nikakve veze sa realnim iskustvima ljudi na planeti“.

(Не)уставност и (не)законитост уредбе о минимуму процеса рада у образовним установама у Републици Српској

Author(s): Goran Marković,Dimitrije Ćeranić / Language(s): Serbian / Issue: 1/2012

In 2012 Government of Republic of Srpska adopted the Regulation on minimum work process and the method of its providing in the educational institutions and institutions of school and student accommodation. Government predicted that the minimum of work process has to be secured in these branches in the case of a strike. The authors deny existence of the constitutional and legal basis for the adoption of this regulation, arguing that the Government is in breach of the Constitution and the Law on strike. Denying the Government’s arguments, the authors argue that there is a legal basis for implementation of the procedure in front of the Constitutional Court of Republic of Srpska in order to negate constitutionality and legality of the Regulation.

,,Смем ли се ја, син таквог оца осрамоћен вратити у Србију“: Александар, син Живојина Мишића у руском јункерском училишту

Author(s): Vasily Borisovich Kashirin / Language(s): Serbian / Issue: 1/2008

This article looks at an interesting and as yet completely unknown episode in the life of Aleksandr Mishich, son of a prominent Serbian commander field-marshal Zhivoin Mishich (1855-1921). Aleksandr Mishich (1891-1941) served as an officer in the Balkan wars of 1912-13 and in the First World War. In 1941 he died heroically as one of the leaders of the chethnic movement in Yugoslavia. One of the blank pages in his biography is the time he spent in Russia from 1908 to 1912, where he tried to receive a military education. This article, based on previously unknown documents from the Russian State Military History Archive and the Foreign Policy Archive of the Russian Empire looks at how Mishich and his two Serbian friends joined the Vilna Infantry Junker school, their subsequent expulsion, acute conflict with the college’s authorities and the long and unsuccessful efforts of the three Serbs to obtain a review of their case from the military-bureaucratic machine of the Russian empire. The article also examines the discussions which took part between Russian authorities at interdepartmental level concerning the education of southern Slavs in military institutions of the Russian empire, which coincided with Mishich’s presence in Russia. The difference in opinion of representatives from the Russian military and diplomatic institutions on the problems of raising the effectiveness and the goals of Russian military-educational policy towards southern Slavs is shown. Also covered are the circumstances regarding the preparation of the Rules of admission of subjects of south Slavic states into Russian military-educational institutions, approved in 1912. This article can be of interest to all those interested in the life of field-marshal Zhivoin Mishic and his family, as well as in the questions of Russo-Serbian cooperation in the sphere of military education at the start of the 20th century.

„Doresc să se prezinte ca parteneri egali.” Relațiile dintre România și URSS în anii 1950-1970 în documentele școlilor de partid sovietice

Author(s): Tatiana Ilarionova / Language(s): Romanian / Issue: XIII/2021

Through the agreements concluded by the Western Allies with the USSR during and after the Second World War, the states in Eastern Europe would be in the Soviet sphere of influence. After the instauration of the regimes based on “People’s republics,” particularly through the use of force, from the mid-1950s, the Soviet leadership began using other tools, too, for long-term control over these states. Promoting the Soviet model played a significant role in its “soft power” policy inspired, in part, by Western practices. To this end, starting from the well-established tradition of the USSR, the Soviet leadership promoted, among others, the creation of a network of Party schools in the socialist states. They had the fame of primary “incubators” for the local communist regimes and instruments for promoting Soviet interests. Initially known as “A. A. Jdanov” and then famous under the name “Ștefan Gheorghiu”, “the Superior Party school” in Romania represented a local replica of the Academy of Social Sciences (ASS) attached to the CC of the CPSU. The paper analysed the Soviet-Romanian relations in 1950-1970, based on reports and memoirs of the ASS management or its collaborators, targeting Romania. These documents, which historians have never used thus far (the Moscow-based State Archive of Social-Political History in Russia, i.e., RGASPI hosts them), provide relevant information on the evolution of the relations between the USSR and the RPR/RSR. They concerned mostly mutual perceptions, Romania’s status in the power system of the socialist camp, the emergence of Romanian nationalism (Protochronism) and its interpretation by the Soviet authorities, particularly from the perspective of the disputes concerning the status of Bessarabia/Moldovan SSR.

„Tulburările scolastice” de la Iași (septembrie 1857 – februarie 1858). Excurs metodologic și documentar

Author(s): Leonidas Rados,Maria Rados / Language(s): Romanian / Issue: XIII/2021

In the Autumn of 1857, the educational environment of Moldavia has been highly disturbed by a fierce conflict between the Transylvanian A. T. Laurian, the general school inspector (backed up by the School Council), and a large part of the educational staff of the Iași public schools. The first one had been accused by the teachers of overly violent behavior including insults, threats and constantly exerting pressure. That has led over 17 teachers to step down in 1857 and to ask for Laurian’s resignation, in order to come back to their jobs. Amongst them were mostly teachers at the elite schools (Normal School, Gymnasium, and Law Faculty). The Ministry of Public Instruction got involved, and discreetly supported the teachers, making it known that the offending language used by Laurian (and the School Council), nor the disrespect towards the higher authorities, were not to be tolerated. The ruler Vogoride has assigned a special committee, albeit with no results, because of the teacher’s refusal to agree on anything less than Laurian’s removal. The case had reached Moldavia’s Administrative Council which suggested the sanctioning of the protesting teachers and Laurian’s demission for offensive conduct. Surprisingly enough, Vogoride declined the proposal and proceeded to sanction both sides with a warning. Nevertheless, he allowed Laurian to maintain his position and asked for the protesters to quickly return to their jobs. Since new educators were assigned instead. The whole situation became even more complicated a few weeks later when the students at the Gymnasium Boarding School decided to revolt against their unsatisfactory living conditions. Moreover, the educational system was in shambles, given the fact that a lot of classes were taught by substitute teachers. Following, one of Laurian’s associates had been beaten by students, which lead to the residents leaving the boarding school, which was closed. A new committee had been assigned by the ruler to identify the reasons for the students' revolt against the system and to put forward measures for re-establishing order and restoring an appropriate school climate. On the 24th of January, the committee presented its report. It said that one of the main causes was the removal of the teachers, both locals and Transylvanians, and asked for a new committee to reform the system. Laurian and his associates (Al. Papiu Ilarian, Gh. Giușcă, M. Alboteanu, Iosif Patriciu) resigned and the contesters had been reinstalled in their positions, which allowed the system to restart. For this investigation, we used resources such as autobiographies, articles, press releases, and published correspondence (including the letters written by Laurian’s group). But our main source for this investigation consists of unedited archive documents, out of which we have selected 62 of the most relevant ones and published them at Annexes. In the scientific literature, “the scholastic disorders” in Iasi have been interpreted in two ways. The first one considered a conflict between the local teachers and those coming from Transylvania; this had proven to be a misunderstanding, caused by a mistakenly published document of V. A. Urechia in his masterwork History of Schools, which we address in this study. The second key to interpretation relies on the political fights between the unionists and the anti-unionists, which could stand base for the conflict. According to this one, the teachers had been constantly manipulated by the intriguing “genius” anti-unionists such as N. Istrati, Gh. Asachi, and Vogoride itself. However, this interpretation is reductionist, and the documentary base is weak: it almost exclusively consists of a series of letters written by Laurian and Papiu Ilarian, his close collaborator. In one of these documents, named The Violent Debate by the one whom it was addressed to (G. Barițiu), Laurian’s group’s own version of the scholastic scandal is presented. Moreover, this manner of interpretation originates in the sphere of political history analysis, although in the absence of specific tools, vital when pursuing the history of education. It is not by chance that our study also has an important methodological component. Even taking account of the political polarization of the teachers, we consider that the eruption of the “scholastic disorders” was mainly a cause of Laurian’s violent behavior. Otherwise a competent scholar with good intentions, the general school inspector became “an impossible man” due to his highly conflictual nature that aroused many dislikes over the years. Also relevant for the genesis of a critical mass against Laurian are his linguistic exaggerations, given his attempts to re-Latinize the Romanian language, implicitly getting rid of any Slavic remaining; he purposefully started to change even some toponyms in his textbooks, a practice that was perceived as an insult to the local history and traditions.

100 godina Franjevačke teologije u Sarajevu 1909.-2009.

Author(s): / Language(s): Bosnian,Croatian

Franjevačka teologija je u povodu stotinu godina svoga postojanja i djelovanja u Sarajevu (1909-2009) organizirala znanstveni skup i proslavu pod naslovom 100 godina Franjevačke teologije u Sarajevu: 1909.-2009. Znanstveni skup je održan 6. i 7. studenog 2009. u amfiteatru Franjevačke teologije, a 8. studenog – na dan blaženog Ivana Duns Škota, zaštitnika naše Teologije – održana je proslava tako što je svećeničkom euharistijskom slavlju predsjedao provincijal Bosne Srebrene fra Lovro Gavran. Za vrijeme euharistijskog slavlja izvedena je Missa Bosniensis Andrije Pavliča: Bosanska misa posvećena sv. Franji Asiškom, svim nesretnima, ispaćenima i izgubljenima ovoga svijeta, te bosanskim franjevcima i zboru Pontanima, koji je izveo misu. Zbor Pontanima je osnovao profesor naše Teologije fra Ivo Marković. Dirigirao je skladatelj Bosanske mise Andrija Pavlič (inače je dirigent zbora Pontanima Josip Katavić). Sudjelovali su Amila Bakšić, sopran; Zana Staniškovska, alt; Jasmin Bašić, tenor; Ivica Šarić, bas; i Dario Vučić, orgulje. Pokrovitelj Znanstvenog skupa i proslave je bio Željko Komšić, predsjedavajući Predsjedništva BiH. Koji je smisao Franjevačke teologije i uopće koji je smisao franjevačke škole mišljenja od srednjeg vijeka pa do danas? Evo kratkog odgovora. Franjevci, koji su bili nadareni za filozofsko i teološko mišljenje, nastojali su veličanstvenu viziju Franje Asiškog filozofski i teološko razraditi. Vizija Franje Asiškog, koja se temelji na Isusovu evanđelju, naglašava bratstvo i sestrinstvo svih ljudi, ne samo svih ljudi, nego i svih bića, to jest svih Božjih stvorenja u svemiru. Sva bića u svemiru su braća i sestre po stvorenosti. Jednakost među bićima uključuje i razliku među bićima, jer je svako biće originalno. I samo različita bića mogu biti u jedinstvu. Tom vizijom i njezinim prakticiranjem u svom životu Franjo Asiški je ponudio alternativu svijetu mržnje i nasilja, u kojem i danas živimo. To je on rekao svojom poznatom rečenicom koja glasi: “Exivi de saeculo” - “Izašao sam iz svijeta nasilja.” Izašao je iz svijeta nasilja i počeo osnivati svijet mira. Zadaća svih odgovornih bića jest izlazak iz svijeta nasilja i uspostavljanje svijeta mira, slobode i ljubavi. Zamislimo svijet bez nasilja i zamislimo svijet u kojem nasilje više neće biti moguće. Koliko su veliki franjevački mislioci tu viziju uspješno razradili i koliko su franjevci Bosne Srebrene, koji su živjeli i djelovali na Franjevačkoj teologiji, to mišlju i djelom svjedočili, to jest otjelotvorili, neka prosude drugi. U radovima sa znanstvenog skupa, koji se ovdje objavljuju, autori su obrađivali važne teme iz različitih perspektiva, pri čemu se moglo uvidjeti da je do Istine moguće doći samo dijalogom različitih perspektiva. Dijalogom uviđamo da je Istina jedna i da nas Istina sve nadilazi i povezuje u jednu zajednicu, ne samo nas, nego i cijelo čovječanstvo. Karl Jaspers je rekao: Istina je ono što nas povezuje (Wahrheit ist, was uns verbindet).

100 години езиково обучение в Икономическия университет – Варна

Author(s): Vladimir Dosev / Language(s): Bulgarian / Issue: 6/2020

The University of Economics – Varna was founded on May 14, 1920 and this year it celebrates its 100th anniversary. Already in the first university curricula very serious attention was paid to the foreign language training of the future economists, and the number of foreign language classes exceeded the number of classes in any other subject. Prominent philologists who had graduated abroad were recruited to teach foreign languages, and foreign nationals were regularly invited to deliver lectures at the University. Two of the foreign language professors were elected rectors of the University. The purpose of this article is to outline the role of languages in the first university curricula (1920 – 1940 г.) and to promote the names and work of the first language teachers at the University of Economics – Varna.

12 години Aсоциация на българските училища в чужбина

Author(s): Maya Padeshka / Language(s): Bulgarian / Issue: 4/2019

130 YEARS OF POSTERITY - A HOMAGE TO EMINESCU. EMINESCU - EDUCATOR OF THE ROMANIAN PEOPLE

Author(s): Gabriela Pohoață / Language(s): English / Issue: 2/2019

Even if Eminescu was not very keen on professorship, his contribution to the field of education in general, to the education of the Romanians in particular, cannot be questioned in the least. The ideas in his theoretical work had a major impact on the Romanian culture, instruction and modern education. His vision of education, his articles on teaching and education, as well as his involvement as a school inspector show Eminescu in a different hypostasis from that of poet-philosopher. This article presents Eminescu as an educator of the Romanian nation and herein we are trying to argue, by presenting certain opinions from his journalistic work2, his notable contribution to the development and modernization of the Romanian education, many of his ideas being of topical relevance for today’s education.

1300 ГОДИНИ ОТ РОЖДЕНИЕТО НА ГЕБЕР – УЧЕНИЯТ НАЧАЛО И ФУНДАМЕНТ НА АРАБСКАТА АЛХИМИЯ

Author(s): Nano Stepanov / Language(s): Bulgarian / Issue: 5/2021

Geber (Latinized name of Jabir ibn Hayyan (c. 721 – c. 815)) is among the most notable representatives of medieval chemistry. The article, dedicated to the 1300th anniversary of his birth, tries to depict his work as the beginning and groundwork for Arabic alchemy, also serving as a push for the formation of chemistry in the future. The article touches upon his life, characteristics, evaluation of his works, doubts about his identity and authorship. His influences are examined and his achievements in the area of metallurgy (sulfur-mercury theory, characterizing all known metals), knowledge of `secret` (stimulating the transmutation of metals) substances, mineral acids, salts, chemical processes and apparatus, his contributions to practical chemistry prove the broadness of his interests. His rational and practical approach is acknowledged and also his “outer” spiritualism present in the terminology inherited by the authors of Alexandria. The legacy he leaves – his authority, influence on the development of chemistry and followers – Arabic medical alchemists. In the conclusion his services to science and civilization are summarized.

180 години от рождението на Васил Левски – диалози за паметта и модели на иконизация

Липчева-Пранджева, Л. & Гетова, Е. (2018). Васил Левски. Из кривините на литературната иконография. София: Аз-буки

Author(s): Maria Panova / Language(s): Bulgarian / Issue: 1/2019

1869 Maarif Nizamnamesi’ne Göre Osmanlı Devleti’nin Azınlık ve Yabancı Okulları Denetim Altına Alma Girişimleri

Author(s): Habibe Polat / Language(s): Turkish / Issue: 2/2021

The attempts of Ottoman Empire to adopt the central model in education, as in all fields, started from the period of Mahmut II (1808-1839). Educational institutions were tried to be controlled by either reforming or replacing them with new institutions. With the Tanzimat Period, these attempts gained speed. Especially with the establishment of the Maarif Nezareti in 1857, all educational institutions on the Ottoman lands were gathered under one roof. It is seen that the quality of modern educational institutions has changed with the adoption of educational models in the western sense. The period of Abdulhamid II (1876-1909) was also a period in which the Tanzimat decisions were implemented. In 1869, the education system was tried to be modernized with Maarif Nizamnamesi. With the Nizamname, an education directorate and a parliament were established in the provincial centers for each education degree within the Maarif Nezareti, education council branches were established in sanjak and accidents. Thus, the inspection of education in the provinces has become more possible. In particular, the control of non-Muslim community schools and foreign schools, which are increasing in number and opened under the name of private schools, has become easier. This study focuses on the aspects of the inspection of the lessons and textbooks taught in these schools.

1898. 25 години от обесването на Левски: юбилей и преса

Author(s): Elena Getova / Language(s): Bulgarian / Publication Year: 0

The year 1898 marked the first jubilee of Vasil Levski – 25 years since his hanging. The dynamics of political processes in liberated Bulgaria at the time present a rather interesting and particularly complex picture against the background of which this event unfolded. The stereotype of jubilee celebrations was yet to consolidate and this particular occasion – the anniversary since the death of the Apostle of freedom – makes visible the deep political contradictions inherited from previous historical realities. The manifestations of these contradictions can be seen in the press in 1898.

19. Yüzyılın İkinci Yarısında Türkistan'da Yerli Eğitim Kurumlarının Durumu

Author(s): B. Tümen Somuncuoğlu / Language(s): Turkish / Issue: 03/2007

Since the second half of the 19th century, the occupied region of Turkestan was occupied by Russia and the entire Turkestan region came under Russian rule. Tsarist Russia started to work for the establishment of the Russian administrative system in this region after the occupation. But in this region, which has strong social organizations and institutions, a gradual process was followed in order not to encounter riots and not to endanger the Russian administration in the military field. For this reason, the Russian administration did not abolish the educational institutions of the indigenous people and allowed them to live in order to avoid the reaction of the Muslims. In this article, the situations and functions of educational institutions, one of the most important dynamics of society, in 19th century Turkestan were tried to be put forward.

20 év reform Angliában – A versengő iskolák és az esélyteremtés

Author(s): Eszter Neumann / Language(s): English / Issue: 4/2008

Eszter Neumann gives a review of the educational reforms that took place in the last two decades in England with a special focus on equity issues. The first part of the article gives a brief overview of the neo-liberal educational policies and explains the recent shift to centralization carried out with the use of knowledge-based regulation tools. Policies addressing disadvantaged students are embedded into larger programs that are meant to improve the quality of education in general. Next, the paper discusses the various interpretations and frameworks of equal educational opportunities that have been in use in the past 20 years through the analysis of specific educational programs which encourage the dissemination of innovative ideas and best practices in schools located in economically depressed areas. All in all, the question rises whether the policy goals of equity and educational excellence are conflicting or could be achieved parallel.

20 години специалност Философия във ВТУ „Св. св. Кирил и Методий”

Author(s): Vihren Bouzov / Language(s): Bulgarian / Issue: 2/2014

The course of training in philosophy has been opened in 1992–93 year. Now it has full term accreditation for 6 years and it is on the 2th place in the national ranking of specialties. 14 young doctors in Philosophy graduated in Veliko Turnovo. Our Faculty has been accepted as national and international center of philosophical researches and education.

20. Yüzyılda Osmanlı Toprakları Üzerinde Kurulan Nişantaşı Ġngiliz Erkek Mektebi Üzerine Bir Değerlendirme

Author(s): Abdullah Kara,Mustafa Çavdaroğlu / Language(s): Turkish / Issue: 2/2021

Foreign schools had the opportunity to open as a result of the fact that the Europeans were given commercial privileges in the Ottoman state and these privileges became permanent over time. Foreign schools operating in the Ottoman lands were first opened by the French and then the British. Metin Ünver, with the study titled "The establishment of the English Boys' High School in Istanbul in the context of the debates on the decline of British Commerce in the Ottoman State against Germany", was previously related to the Istanbul British Boys' High School. He evaluated it in the context of schools opened as a means of competition for foreign states to have economic influence on the Ottoman lands. In this study, in the context of the Ottoman document titled "Zükura Mahsus Ġngiliz Mektebi", which is the original of the study called Nişantaşı English Boys School, which forms the basis of our subject, information such as the opening of the school, student admission conditions, structure, school organization and the lessons taught, the course contents were tried to be evaluated. This information was supported by archive documents related to the subject in the Ottoman archive of the Prime Ministry. With this study, it is aimed to contribute to the studies in the field of education history.

2013 Fen Bilimleri Dersi Öğretim Programina İlişkin Öğretmen Görüşleri

Author(s): Sinan Muhammet Bekmezci,Özlem Ateş / Language(s): Turkish / Issue: 03/2018

This study aims to identify teachers' views on the science course curriculum updated in 2013. Descriptive survey research was used in this study. The sample of the research consists of science teachers (n=208) and elementary school teachers (n=104) working in Manisa. As data collection tools, a survey and a semi-structured interview form were used. According to the findings, most of the teachers think that the curriculum is an integrated program with daily life experiences, is suitable for students to be science literate, enables students to develop positive attitudes towards science, provides teachers with a freer practice opportunity and enables students to use their life skills. On the other hand, a majority of teachers reported complaints about the curriculum on grounds that there are time constraints impeding program objectives and that it is unable to stimulate students’ curiosity about scientific and technological developments. It is expected that this study contributes to the literature and curriculum updating studies.