scholarly journals Polskie książki z historii oświaty i wychowania (1945–1989) w ocenie ówczesnej krytyki

2019 ◽  
pp. 47-72
Author(s):  
Jan Wnęk
Keyword(s):  
History Of Education ◽  
Hard Work ◽  
Raising Children ◽  
History Of ◽  
The Times ◽  
Bear Witness ◽  
Source Of Information ◽  
Historical Periods ◽  
Education Review

This article analyses the reviews of Polish books on the history of education and bringing up children in the years 1945-1989. It presents the ways in which critics reviewed new publications and shows the aspects which they paid special attention to. The reviews were published in the most renowned magazines among historians of education and raising children, such as ”Przegląd Historyczno-Oświatowy” (The History and Education Review), ”Rozprawy z Dziejów Oświaty” (Dissertations on the History of Education). Some of them were written by renowned specialists in the field. For contemporary historians, the reviews may constitute an interesting source of information on academic criticism from the times of the Polish People’s Republic. They may also bear witness to the hard work and efforts made towards conducting thorough studies into the history of education and bringing up children over various historical periods.

scholarly journals HISTORY OF STEREOLOGY

2017 ◽  
Vol 36 (3) ◽  
pp. 151 ◽  
Author(s):  
Aneta Gądek-Moszczak
Keyword(s):  
Materials Science ◽  
Scientific Discipline ◽  
Vision Systems ◽  
Digital Revolution ◽  
History Of ◽  
Military Systems ◽  
The Times ◽  
Source Of Information

Nowadays it is difficult to list all disciplines where stereology is applied, starting from biology and medicine, through materials science, geology and agriculture, up to military systems, biometry, meteorology, geography, physics, astronomy, sophisticated vision systems and even history or art sciences. The strength of the stereology as a scientific discipline lies in its multidisciplinary character and even now, in the century of the digital revolution, doesn’t become obsolete. Over the last five decades stereology has responded to the challenges of the times. Its creators and enthusiasts have adapted this field of science to the current challenges existing practically everywhere if only an image (formally: section or projection) is a source of information.

Tracing the radical, the migrant, and the secular in the history of Australian schooling

2019 ◽  
Vol 48 (2) ◽  
pp. 137-141
Author(s):  
Remy Low ◽  
Eve Mayes ◽  
Helen Proctor
Keyword(s):  
Recent Work ◽  
Design Methodology ◽  
Theoretical Orientation ◽  
History Of Education ◽  
Content Type ◽  
Conceptual Frame ◽  
Australian Education ◽  
History Of ◽  
Australian History ◽  
Education Review

Purpose The purpose of this paper is to introduce a broad theoretical orientation for the themed section of History of Education Review, “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”. Through the conceptual frame of “contrapuntal historiography”, it commends the practice of re-looking at taken-for-granted concepts and re-readings of the cultural archive of Australian schooling, with especial attention to silences, discontinuities and the movements of concepts. Design/methodology/approach Drawing on Edward Said’s approach of “contrapuntal reading”, this paper refers to the recent work of Bruce Pascoe as an exemplar of this practice in the field of Australian history. It then relates this approach to the study of the history of Australian schooling as demonstrated in the three papers that make up the themed section “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”. Findings Following in the style of Said’s contrapuntal reading and the example of Pascoe’s work, this paper argues that there are inerasable traces of historical politics – that is, the records of constitutive exclusions and silences – which “haunt” taken-for-granted concepts like the migrant, the secular and the radical in the history of Australian schooling. Originality/value Taken alongside the three papers in the themed section, this paper urges the proliferation of different theoretical and disciplinary approaches in order to think anew about silences, discontinuities and movements of concepts as a counterpoint to dominant narrative lines in the history of Australian education.

History of Education Review: a new ERA?

2011 ◽  
Vol 40 (1) ◽  
Author(s):  
Tanya Fitzgerald ◽  
Josephine May
Keyword(s):  
History Of Education ◽  
New Era ◽  
History Of ◽  
Education Review

The Charity Sermons, 1704–1732, as a source for the History of Education

1958 ◽  
Vol 9 (1) ◽  
pp. 54-72
Author(s):  
W. E. Tate
Keyword(s):  
Publishing House ◽  
History Of Education ◽  
Early Years ◽  
Archival Source ◽  
History Of ◽  
Source Of Information

The Society for Promoting Christian Knowledge was established 8 March 1699. It flourishes happily to this day as a leading Anglican missionary society (it was the first within the Anglican communion), and as the major Anglican publishing house. It is then important in many other connexions than as a founder and an instigator of the foundation of schools. In its early years especially it diffused its energies among a bewildering variety of projects, religious, moral, social and educational. The notes below are concerned with one group only of the Society's multifarious activities, and with but one archival source of information upon them. There is some interest and value in the study of the aims and methods of the Society in the establishment under its auspices of some 1,500 English schools, mainly during the period 1704–32. Much light is thrown upon the ideals and the proceedings of the Society and its members in this connexion by references in the annual Charity Sermons preached during this same period

scholarly journals Perspectives

1964 ◽  
Vol 4 (4) ◽  
pp. 207-208
Author(s):  
Ryland W. Crary
Keyword(s):  
Educational Research ◽  
History Of Education ◽  
Scholarly Publication ◽  
University Of Pittsburgh ◽  
History Of ◽  
The University ◽  
Education Review

On Volume IV. This issue completes Volume IV of the Quarterly. Thanks to the support of our subscribers, the Society, and the University of Pittsburgh, the Quarterly has taken solid roots as a scholarly publication. The bibliography for Dr. Paul Nash's summation of recent research in the history of education (Review of Educational Research, February, 1964) gives evidence that the Quarterly has become the leading outlet for publication in this field.

scholarly journals Losy nauczycieli Wielkopolski wschodniej w czasie II wojny światowej w świetle zapisów kronik szkolnych. Wprowadzenie do problematyki

2017 ◽  
pp. 53-62
Author(s):  
Piotr Gołdyn
Keyword(s):  
History Of Education ◽  
Source Area ◽  
Teaching Profession ◽  
School Teachers ◽  
General Government ◽  
History Of ◽  
Forced Labour ◽  
Almost All ◽  
Source Of Information

School chronicles are an important but sometimes underestimated source of information for the history of education. The difficulties with their use result from their dispersion, lack of availability and subjective nature. However, despite their subjectivity, they can provide extremely interesting information, e.g. on the biographies of individual educators. This article focuses on the war fate of school teachers in the Eastern Greater Poland. Almost all of them lost their jobs as a result of the closure of schools. Many were deported to the General Government or to forced labour in Germany. Those who stayed undertook off-an-on work or jobs that had nothing to do with the teaching profession. Despite the threat to their lives, some of them were also engaged in secret teaching. Unfortunately, there were also those who decided to collaborate with the German occupier. The research included in this article should be considered an introduction to research in this source area.

What Happens When Tombs Die? The Historical Appropriation of the Cretan Bronze Age Cemeteries

2015 ◽  
Author(s):  
Borja Legarra Herrero
Keyword(s):  
Bronze Age ◽  
Shared Knowledge ◽  
Coffee Shop ◽  
Modern Greek ◽  
The Past ◽  
Making Sense ◽  
Archaeological Work ◽  
History Of ◽  
Source Of Information ◽  
Historical Periods

Nobody can escape the past on Crete. The remainders of the past are part of the lives of modern Cretans in a way that is applicable to earlier historical periods (Bradley 2002, 112–13). It could at first be thought that the present awareness of the past may be a consequence of the long history of archaeological work on the island, or the modern emphasis in developing attractions for the tourists (Duke 2007), but the truth runs much deeper. Any conversation with people in a small village discovers a rich rationalization of the remains of the past that is mostly independent of modern interpretations of Minoan culture. This understanding cannot be entirely explained either by the proud look of the past that defines important aspects of modern Greek and Cretan identity (Hamilakis 2007), but it relies heavily on their everyday experience of the place where they live, and on the human necessity of making sense of their immediate world. Particularly, given the agricultural emphasis of the island, the earth, and what it contains is intimately known. It was not unusual (and it is still not unusual) for archaeologists to conduct Kafenio (local coffee shop) surveys, in which a friendly chat at the local coffee place can shed much information about the archaeology of the area. Local knowledge is detailed and exhaustive and therefore a rich source of information. While locals may not be aware of what the site may be, concentrations of ceramics on the ground, piles of stones traditionally known as Trochalos (Xanthoudides 1924, 54) or memories of find-spots of strange or valuable items are part of the local shared knowledge. There are a couple of good reasons that allow us to project this picture onto the past. First, the intrinsic knowledge of the land where one lives may be assumed to be a trait of any population. Second, the island had one of the most archaeologically complex Bronze Age civilizations in Europe, lasting for more than a millennium.

Histories of teachers in Australia and New Zealand from the 1970s to the present

2019 ◽  
Vol 48 (2) ◽  
pp. 242-258
Author(s):  
Kay Whitehead
Keyword(s):  
New Zealand ◽  
Women Educators ◽  
Design Methodology ◽  
History Of Education ◽  
Content Type ◽  
Domestic Spaces ◽  
The Past ◽  
Theoretical Perspectives ◽  
History Of ◽  
Education Review

Purpose Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years. Design/methodology/approach The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive. Findings Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time. Originality/value The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.

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