scholarly journals Franciszek Majchrowicz (1858–1928) – pedagog i historyk wychowania. Kilka uzupełnień do biografii

2019 ◽  
pp. 103-116
Author(s):  
Agnieszka Wałęga
Keyword(s):  
Professional Training ◽  
Academic Discipline ◽  
National Curriculum ◽  
History Of Education ◽  
University Education ◽  
Professional Career ◽  
National Education ◽  
Teaching History ◽  
History Of ◽  
Teachers Training

Franciszek Majchrowicz was a renowned Lvov-based educator and a historian of education. Throughout many years of his professional career he was involved in teaching in secondary schools and teachers’ training colleges. At the same time, he was actively participating in educational initiatives as an activist. Majchrowicz was a co-editor of the periodical Rodzina i Szkoła [Family and School], co-operated with the Council of National Education in Galicia (Eastern Poland) and with the School Board of the Lvov province. His publishing output included numerous articles and pedagogical texts as well as historical and educational works, including one of the first textbooks for teaching history of education in teachers’ training colleges (with many editions throughout the years 1901-1924). Majchrowicz also published source materials for the history of Polish education, promoted the educational ideas of the Commission of National Education and attempted to develop the history of education into a coherent academic discipline for researchers and a subject in the national curriculum for educators. The hitherto available historical and educational literature lacks comprehensive and detailed information on his university education or professional training and qualifications. The present work attempts by no means to be exhaustive or to offer a comprehensive coverage of a full biography of Franciszek Majchrowicz as an educator and historian of education. It merely complements some facts and explanations that have already been published earlier, and provides some new information that may help resolve doubts concerning certain aspects of his professional career presented in the hitherto published body of works on the subject. It is mostly due to the archival material from Lvov (this mainly comprises students catalogues and minute books of doctoral examinations from the National District Archive), constituting the source base for the present work, that providing complete answers to such issues as the course of Majchrowicz’s studies, his doctoral dissertation procedure and the scope of his teacher’s examination, have become possible. The above source material made it also possible to conclude with certain remarks regarding the masters Majchrowicz had in great esteem and their influence upon research and academic interests of the Lvov-based educator and historian of education.

History of formation and development of the concept sphere education through modern scientific world picture

2017 ◽  
pp. 79-90
Author(s):  
Iryna Serebrianska
Keyword(s):  
Soviet Union ◽  
Bologna Process ◽  
History Of Education ◽  
Educational Institutions ◽  
Development Education ◽  
Education Development ◽  
National Education ◽  
World Picture ◽  
Funding Sources ◽  
History Of

The purpose of the article is to trace the path of national education from Kiev Rus to the Soviet Union. The task is to summarize the key events and key concepts in the history of the formation of education in Ukraine through the prism of language picture of the world of the Ukrainian people, as language reflects all problems of the nation at each historical stage of its development. Our study is relevant in terms of reformation of Ukrainian education and appropriate processes: the accession of Ukraine to the Bologna Process in 2005, implementation of the Law of Ukraine “On Higher Education” (2014), discussion of the draft of the new Law of Ukraine “On education”. The research is based on the analyses of the following texts: “Ukrainian Encyclopedia”, which presents the history of education in close connection with the general history of Ukraine, “History of Education in Ukraine” by S. Siropolko, “Ukrainian small encyclopedia”, ed. prof. J. Onatskyi, “Encyclopedia of History of Ukraine”. We have classified the language means of education representation into several thematic groups taking into account the time, geographical and political features of the country in each period. They include types of educational institutions of different levels, forms of authority and funding sources of educational institutions; education authorities; stages of education development; education regulations; cultural and educational organizations and their periodicals; student organizations and their periodicals.

scholarly journals Education and State Formation Revisited

1994 ◽  
Author(s):  
Andy Green
Keyword(s):  
New Zealand ◽  
State Formation ◽  
Educational Development ◽  
History Of Education ◽  
Canadian History ◽  
Education Systems ◽  
National Education ◽  
National Education Systems ◽  
History Of

The origins of national education systems have constituted one of the chief preoccupations of educational historiography during the last twenty years and, latterly, state formation has offered one of the major explanatory paradigms. Versions of this approach have been developed in a number of studies of educational development in Australia, Canada, Sweden, Prussia, Britain, and elsewhere (Miller, 1986; Curtis, 1988; Melton, 1988; Boh, 1989; Green, 1990; Davey and Miller, 1990). Most of these originated in research begun in the early and mid-1980s, some ten years ago. The 1993 conference plenary of the Australian, New Zealand, and Canadian History of Education Societies thus offered an appropriate time and place to re-assess current directions of research in this field. 

scholarly journals Interconnection of linguistics and musical art

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Olga B. Solomonova ◽  
Galyna F. Zavgorodnia ◽  
Olha V. Muravska ◽  
Alla D. Chernoivanenko ◽  
Oksana O. Aleksandrova
Keyword(s):  
Professional Training ◽  
Academic Discipline ◽  
Educational Practice ◽  
Reference Points ◽  
Language System ◽  
Wide Range ◽  
Music Interpretation ◽  
Music Aesthetics ◽  
History Of ◽  
The Way

The terminology of music semiology, which is an academic discipline with a significant educational resonance and a necessary component of music and educational practice at its higher educational and qualification levels, lies at the intersection of the main aspects of musicology such as the history of music, the theory and analysis of musical forms, music aesthetics and the theory of music interpretation, and others. Music semiology covers the transitional methodological abilities due to its subject reference points and the wide range of the material involved in the cognitive field. Music semiology can be considered a necessary basic discipline for the professional training of musicologists and practicing musicians of any programme. There is no doubt about the importance of mastering the language system, which is fundamental in the chosen field of communication. As an academic discipline, music semiology can be presented according to the way its terminology is built, it includes three main themes among which each of the following continues the meaning of the previous one by deepening and enlarging, detailing in an analytical way. Scientific novelty is determined by the fact that unlike music semiotics and the theory of music semantics.

scholarly journals Bases históricas da criação dos cursos técnicos integrado ao ensino médio no Brasil

2019 ◽  
Vol 20 ◽  
pp. 238-247
Author(s):  
Átila Alixandre De Moraes ◽  
Odair Diemer
Keyword(s):  
Secondary Education ◽  
Professional Training ◽  
History Of Education ◽  
Basic Training ◽  
Technical High School ◽  
History Of ◽  
Methodological Procedures ◽  
General Training ◽  
The Rich ◽  
Brazilian History

Resumo A história da educação no Brasil é marcada pela dualidade, entre o ensino técnico para os pobres e o propedêutico para os ricos. O ensino médio técnico integrado é uma modalidade de ensino que coaduna a formação básica à técnica, rompendo a dualidade histórica registrada na educação profissional brasileira, fomentando, ao mesmo tempo, o ensino da cultura geral e da formação profissional. A presente pesquisa teve como objetivo realizar uma breve descrição e discussão das bases históricas do ensino médio técnico integrado no Brasil. Os procedimentos metodológicos adotados foram de pesquisa qualitativa de natureza descritiva e explicativa. Na década de 80, houve discussões sobre a criação de um projeto de ensino médio comprometido com as classes trabalhadoras, sendo a principal proposta delineada por Demerval Saviani, com a ênfase de oportunizar a formação profissional integrada à formação geral nos seus múltiplos aspectos humanísticos e científico-tecnológicos. As bases, fundamentavam-se na concepção do ensino médio integrado, norteado pelos conceitos de politecnia, educação unitária e omnilateralidade. As discussões avançaram somente em 2003 e com o Decreto no 5.154/2004 passou a admitir a integração entre a educação profissional e o ensino médio, contudo, apenas nas modalidades concomitante e subsequente. A partir de 2008 essa modalidade de ensino avançou significativamente, com a Lei no 11.892 que criou os Institutos Federais e estabelecendo uma reserva de no mínimo 50% de suas vagas para a oferta de cursos técnicos integrados ao ensino médio. Palavras-chave: Dualidade Educacional; Educação Politécnica; Institutos Federais Abstract (Brazilian history of education was marked by duality between technical education for the poor and propaedeutic for the rich. The integrated technical high school is a education modality that coadunes the basic training to the technical, breaking the historical duality registered in Brazil, while fostering the teaching of general culture and professional training. The objective of the present research was to make a brief description and discussion of the historical base of the technical secondary education integrated in Brazil. The methodological procedures adopted were qualitative research of a descriptive and explanatory nature. In the 80s, there were discussions about the creation of a secondary education project committed to the working class, the main proposal was outlined by Demerval Saviani, with the emphasis on providing professional training integrated with general training in its multiple humanistic and scientific aspects -technological. The bases were based on the conception of integrated secondary education, guided by the concepts of polytechnics, unitary education and omnilaterality. The discussions only advanced in 2003 and with the Decree 5,154 / 2004 it started to admit the integration between vocational and secondary education, however, only in the concomitant and subsequent modalities. As of 2008 this modality of education advanced significantly, with the Law No. 11,892 created the Federal Institutes and established a reserve of at least 50% of their places for the provision of technical courses integrated with secondary education Keywords: Educational Duality; Polytechnic Education; Federal Institutes

scholarly journals The State of Music Semiology Development

2021 ◽  
Vol 11 (4) ◽  
pp. 2509-2523
Author(s):  
Olga B. Solomonova ◽  
Galyna F. Zavgorodnia ◽  
Olha V. Muravska ◽  
Alla D. Chernoivanenko ◽  
Oksana O. Aleksandrova
Keyword(s):  
Professional Training ◽  
Academic Discipline ◽  
Educational Practice ◽  
Reference Points ◽  
Practical Significance ◽  
Starting Point ◽  
Wide Range ◽  
History Of ◽  
Human Thinking ◽  
Development Of Language

The terminology of music semiology, which is an academic discipline with a significant educational resonance and a necessary component of music and educational practice at its higher educational and qualification levels, lies at the intersection of the main aspects of musicology such as the history of music, the theory and analysis of musical forms, music aesthetics and the theory of music interpretation, and others. Music semiology covers the transitional methodological abilities due to its subject reference points and the wide range of the material involved in the cognitive field. Music semiology can be considered a necessary basic discipline for the professional training of musicologists and practicing musicians of any programme. There is no doubt about the importance of mastering the language system, which is fundamental in the chosen field of communication. As an academic discipline, music semiology can be presented according to the way its terminology is built, it includes three main themes among which each of the following continues the meaning of the previous one by deepening and enlarging, detailing in an analytical way. Scientific novelty is determined by the fact that unlike music semiotics and the theory of music semantics, semiology is looking for a way not only to expand culture, but also the metacultural ontological and transcendental premises of human thinking and communication, it refers to the experience that is the "starting point for all beginnings" while explaining the reasons for any human activity related to signs, the needs of the human community in the development of language and in linguistic being. But most of all, it is determined by the need to identify the origins of the musical language as the language of consciousness, which reveals its true reality of creating meaning to a person. Therefore, the study within music semiology focuses on specific ways of organising the sign form and meaning-designated content. The practical significance of the study is determined by the fact that the sociocultural nature of humans, which is integral to the natural and biological conditions of one’s existence, is merged with human speech.

scholarly journals PROFESSIONAL-METHODICAL TEACHERS’ TRAINING IN CHINA: ITS HISTORY AND CURRENT SITUATION

2020 ◽  
pp. 172-182
Author(s):  
Бин Ли ◽  
Ольга Николаевна Игна
Keyword(s):  
General Education ◽  
Academic Discipline ◽  
Central Place ◽  
Current State ◽  
Short Period ◽  
China Studies ◽  
History Of ◽  
Late Start ◽  
Teachers Training

Реформы в области общего и педагогического образования, проводимые в Китае, выдвигают новые требования к качеству подготовки учителей. Профессионально-методическая подготовка как неотъемлемая часть педагогического образования непосредственно влияет на его качество. Рассмотрена и проанализирована история развития и текущее состояние профессионально-методической подготовки учителей в Китае. Показано, что названная подготовка характеризуется поздним началом и непродолжительным периодом развития, воздействием на нее образовательных тенденций западных стран и внутренних образовательных реформ, наличием новых вызовов и возможностей. Выдвинуты предложения по дальнейшему совершенствованию данной подготовки. As we enter the new millennium, the emerging reforms in the fields of secondary education and teachers’ education in China have raised new demands on the quality of teachers’ training. Professional-methodical training as an integral part of teachers’ education is closely related to the quality of teachers’ training. In order to improve the effectiveness of teachers’ training, this article examines and analyzes the history of development and the current state of professional-methodical training of teachers in China. Studies show that the development of this training is characterized by a late start, a short period of development, folding under the influence of Western countries, and in the context of educational reform, it faces enormous challenges, as well as new opportunities. The main characteristics of the current state of professional-methodical teachers’ training in China include: “blind” copying and borrowing the experience and models of professional-methodical training of other countries, while reforming teacher’ education, where national conditions and needs of general education are increasingly taken into account; the complexity of the system of professional-methodical teachers’ training, where the central place is occupied by the academic discipline “teaching methods”; practical orientation of professional-methodical training. And on the basis of the results of the study, constructive proposals are put forward for the further development and improvement of this training. To improve the system of professional-methodical training, it is necessary to reform it in three ways: to clarify the goals; improve educational programs; diversify assessment methods.

scholarly journals Początki i rozwój szkolnictwa polskiego w Rumunii do 1939 roku

2018 ◽  
pp. 89-104 ◽  
Author(s):  
Maria Radziszewska Maria Radziszewska
Keyword(s):  
Private Education ◽  
History Of Education ◽  
Early 19Th Century ◽  
Wide Range ◽  
Language Classes ◽  
History Of ◽  
Polish Language ◽  
Training Institutions ◽  
Teachers Training ◽  
State Schools

Poles settled in present-day Romania in the fourteenth century. A subsequent influx of Polish settlers followed the fall of the Kościuszko Uprising. The aim of this study is to present the history of education in the Polish minority in Romania. The work focuses on showing various forms of educational and upbringing institutions from the early 19th century to 1939. In the analyzed period, the Poles organized mainly kindergartens and comprehensive primary and secondary schools in Bukowina (now northern Romania). They also made attempts at introducing the Polish language to teachers’ training institutions i.e. teachers’ training colleges for men and women. They established their own socio-educational societies and built Polish Houses in which they pursued a wide range of educational and cultural activities. In the Kingdom of Romania, Polish children could also attend (under certain conditions) Polish language classes in Romanian state schools. Owing to the Polish Schools in Romania, followed by the Polish School Association in Romania, Polish private education assumed various forms.

“DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education

2020 ◽  
Keyword(s):  
Mathematics Education ◽  
General Education ◽  
Professional Training ◽  
History Of Mathematics ◽  
History Of Education ◽  
History Of Mathematics Education ◽  
International Conference ◽  
Sixth International Conference ◽  
History Of ◽  
Sixth International

Proceedings of the Sixth International Conference on the History of Mathematics Education. September 16-20, 2019, at the CIRM (Luminy), France The history of mathematics education is an interdisciplinary research area that is experiencing a significant development and this book presents recent work in this area. This book is the result of the sixth conference ICHME (International Conference on the History of Mathematics Education) that took place at CIRM, Luminy (France) from 16th to 20th of September 2019. Nowadays, the history of education is of the utmost importance for assessing the general development of the educational system(s) in which mathematics education occurs. Usually, the history of education is confined to history within a given civilization, country or nation. However, the quality of the research for a given nation is enhanced when situated among various specific cases, and comparative studies provide essential tools to broaden the perspectives to an international level. Moreover, mathematics, as a school discipline, has always functioned at the crossroads between general education and professional training, thus relating its teaching history to professional working environments as well. The themes dealt with in this book reflect this wide area of research. The book contains 28 chapters grouped in four parts concerning teaching of particular mathematical domains, teaching in cultural and national contexts, pedagogical movements and reforms, and methods of teaching.

From the History of the Ecclesiastical Seminary of Our Saviour and Bethany and its Library (the End of XVIII - the Beginning of XIX Century)

2013 ◽  
pp. 94-104
Author(s):  
Pavel V. Pitchugin
Keyword(s):  
History Of Education ◽  
Scientific Research ◽  
Library Science ◽  
National Education ◽  
Research Department ◽  
Russian State ◽  
History Of ◽  
State Library ◽  
Xix Century

The article is devoted to the history and development of the Ecclesiastical Seminary of Our Saviour and Bethany and its Library at the end of XVIII - beginning of XIX Century. In the work there are used the materials of the Scientific-Research Department of Manuscripts of the Russian State Library and other sources. They allow to make conclusions on the role of Seminary's library in the history of national education of the XVIII century. Article is of interest for historians, specialists in library science and history of education.

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