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.

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.

Those Who Can't, Teach: The Disabling History of American Educators

2013 ◽  
Vol 53 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Kate Rousmaniere
Keyword(s):  
Disability Studies ◽  
Social Relations ◽  
History Of Education ◽  
Educational Systems ◽  
Analytic Framework ◽  
School Teachers ◽  
Cultural Concepts ◽  
Professional Norms ◽  
History Of ◽  
Over Time

This essay is an exploratory history of American educators as viewed through the lens of disability studies. By this I mean that I am looking at the history of school teachers with disability as the primary marker of social relations, in much the same way that I and others have looked at the history of education through the primary lens of race, gender, ethnicity, age, religion, and sexuality. Looking at the history of teachers through the analytic framework of disability studies allows us to see first, how educational systems, practices, values, and professional norms have developed in a way that excludes people with disabilities from educational employment, or assigned them to parallel and marginalized institutions of special education and second, how notions of normality have defined the work and identity of all educators. It is this latter point that is my greatest interest here: how cultural concepts of ability and disability have shaped all educators' occupational identity and experience over time.

Polish Police of the General Government in the Occupational Security System of the Third Reich

2021 ◽  
Vol 143 (3) ◽  
pp. 50-67
Author(s):  
Henryk Ćwięk
Keyword(s):  
Jewish Population ◽  
Dark Period ◽  
Third Reich ◽  
The Third ◽  
General Government ◽  
History Of ◽  
The Third Reich ◽  
Almost All ◽  
Resistance Movement

After the defence war in 1939 was lost, the authorities of the Third Reich forced Polish State Police offi cers to serve in the occupier’s security structures in the General Government. This formation was used to implement various activities directed against the Polish nation. The policy of the Nazi authorities varied depending on the existing priorities in this regard. The Germans carried out brutal pacifi cation operations directed mainly against the Jewish population using Polish police. One should not forget about the harmful actions of Polish policemen against Jews. The tragic part of the occupation history of the Polish police was their participation in operations against the resistance movement. Collaboration in the Polish police was a part of this phenomenon in the General Government. The cooperation of Polish policemen with the resistance movement deserves attention. They made a signifi cant contribution to the preparation and implementation of subversive actions as well as the execution of attacks and sentences. They were present on almost all fronts of underground activity. Knowledge of the role of the Polish police in the dark period of the occupation is not satisfactory and requires further research.

scholarly journals Interview with Iveta Kestere

2016 ◽  
Vol 3 (2) ◽  
pp. 429
Author(s):  
Luciana Bellatalla
Keyword(s):  
History Of Education ◽  
Visual Image ◽  
Teaching Profession ◽  
Baltic Countries ◽  
History Of ◽  
Educational Sciences ◽  
Faculty Of Education ◽  
The Baltic ◽  
Education Psychology

Iveta Kestere is a Professor at the Faculty of Education, Psychology and Art, University of Latvia and an expert in the history of education at the Latvian Council of Science. Her current academic interest is in the research methodology for the history of education and education under dictatorship, including history of school reality and history of teaching profession. She is the author of numerous articles devoted to the history of education and the author or co-editor of nine books, among them The Visual Image of the Teacher (2012) and History of Pedagogy and Educational Sciences in the Baltic Countries from 1940 to 1990: an Overview (2013). She was a guest researcher and lecturer at the KU Leuven, Belgium. She is included in the editorial board of academic journals in Lithuania and Italy. She is a co-convenor of 17th Network (history of education) at The European Conference on Educational Research (ECER) and the Board member of the Baltic Association of Historians of Pedagogy.

A Project Advocating Humanistic Education: An Evaluation of its Effect on Public School Teachers

1974 ◽  
Vol 4 (2) ◽  
pp. 141-149 ◽  
Author(s):  
Llynn Lotecka
Keyword(s):  
Drug Abuse ◽  
Child Development ◽  
Classroom Teachers ◽  
Public School Teachers ◽  
School Teachers ◽  
Humanistic Education ◽  
Drug Knowledge ◽  
History Of ◽  
Almost All ◽  
Ongoing Evaluation

The philosophy and characteristics of a project for preventing drug abuse through the instituting of humanistic education is described. A partial history of its ongoing evaluation is presented. One component of the project, a seminar on preventing drug abuse conducted for classroom teachers, has been evaluated by an independent team. The results show that participating teachers gained significantly in drug knowledge. There were also significant changes in attitudes concerning drug abuse, child development, and pedagogy. Almost all participants said that they would recommend participation in the seminars to their colleagues.

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

The Practical and Professional Relevance of Educational Research and Pedagogical Knowledge from the Perspective of History: Reflections on the Belgian Case in its International Background

2002 ◽  
Vol 1 (2) ◽  
pp. 360-379 ◽  
Author(s):  
Marc Depaepe
Keyword(s):  
Educational Research ◽  
History Of Education ◽  
Teaching Profession ◽  
Pedagogical Knowledge ◽  
Contemporary History ◽  
Social Significance ◽  
The Social ◽  
History Of ◽  
Set Up ◽  
The One

During the past 25 years, the author has set up several research projects in the history of education. A lot of them focus on the so-called ‘educationalisation’ or ‘pedagogisation’ process, that is the increasing importance of educational phenomena (educational conceptions, mentalities and practices and their legitimation in educational research and pedagogical knowledge) in society. On the basis of such studies it is possible to draw at least partial answers to the problem of the practical and professional relevance of educational research and pedagogical knowledge in the course of the 19th and 20th centuries. Among other things, analyses of the inception of experimental research, of the change and continuity of in the ‘progressive’ area, of the social significance of the teaching profession, as well as of everyday life in ordinary schools, show an almost persistent tension between ‘rhetoric’ and ‘reality’ on the one hand, and between ‘higher’ and ‘lower’ pedagogy on the other. Tackling these kind of paradoxes is not only very helpful in qualifying the enduring attempts to improve education by research, but also in demythologising the educational past — a task to which contemporary history of education has devoted itself.

A history of education.

1897 ◽  
Author(s):  
F. V. N. Painter
Keyword(s):  
History Of Education ◽  
History Of

Correspondence between Adolphe Brongniart and Robert Schomburgk: trading natural history collections for honours

2002 ◽  
Vol 29 (3) ◽  
pp. 333-336
Author(s):  
PIOTR DASZKIEWICZ ◽  
MICHEL JEGU
Keyword(s):  
Nineteenth Century ◽  
Natural History ◽  
Dominican Republic ◽  
Southeast Asia ◽  
Herbarium Specimens ◽  
British Guiana ◽  
Natural History Collections ◽  
History Of ◽  
Source Of Information ◽  
German Naturalist

ABSTRACT: This paper discusses some correspondence between Robert Schomburgk (1804–1865) and Adolphe Brongniart (1801–1876). Four letters survive, containing information about the history of Schomburgk's collection of fishes and plants from British Guiana, and his herbarium specimens from Dominican Republic and southeast Asia. A study of these letters has enabled us to confirm that Schomburgk supplied the collection of fishes from Guiana now in the Laboratoire d'Ichtyologie, Muséum National d'Histoire Naturelle, Paris. The letters of the German naturalist are an interesting source of information concerning the practice of sale and exchange of natural history collections in the nineteenth century in return for honours.

Sign in / Sign up

Export Citation Format

Share Document