scholarly journals Вятский священник и педагог-методист Н. Н. Блинов

2021 ◽  
Vol 23 ◽  
pp. 77-87
Author(s):  
Владимир Помелов ◽  
◽  
Людмила Сахарова ◽  
Василий Сахаров ◽  
◽  
...  
Keyword(s):  
Primary Education ◽  
Practical Work ◽  
History Of

The article reveals the pedagogical and methodological activities of the famous Vyatka priest and teacher-methodologist N.N. Blinov, who clearly showed himself to be a priest, a practical teacher, a methodologist of primary education, a local historian and a researcher of the history of the Udmurt people. The theoretical and practical work of N. N. Blinov is a bright page in the history of the Vyatka region.

scholarly journals Os Saberes Matemáticos na Formação de Professores Efetivos no Paraná da Primeira República

2018 ◽  
Vol 11 (1) ◽  
pp. 34
Author(s):  
Iara Da Silva França ◽  
Antonio Flavio Claras
Keyword(s):  
Cultural History ◽  
Primary Education ◽  
Effective Teachers ◽  
Mathematical Knowledge ◽  
History Of Education ◽  
Primary Teachers ◽  
Mathematical Education ◽  
First Republic ◽  
History Of ◽  
Teaching Programs

Os professores primários paranaenses denominados efetivos tinham formação diferente daquela ofertada pela Escola Normal e possuíam, em sua maioria, somente o Curso Primário. Nos estudos aqui apresentados interessou-nos saber que saberes matemáticos o curso primário proporcionava a esses futuros professores efetivos durante a Primeira República. Amparados na história cultural, buscamos respostas nos documentos oficiais pertinentes, em especial, nos Programas de Ensino. O estudo evidencia para os professores efetivos da Primeira República uma formação geral, com os saberes necessários a ensinar, carecendo em grande medida, dos saberes para ensinar matemática. As mudanças ocorridas nos Programas buscavam sustentar a finalidade do ensino primário, sem proporcionar a formação para ensinar, visto não ser essa a sua finalidade.Palavras-chave: História da Educação. Formação de Professores. Saberes Matemáticos.AbstractThe primary teachers of Paraná called effective had different formation from that offered by the Normal School and had, in their majority, only the Primary Course. In the studies presented here, we were interested to know what mathematical knowledge the primary course provided to these future effective teachers during the First Republic. Based on cultural history, we seek answers in the pertinent official documents, especially in the Teaching Programs. The study shows for the effective teachers of the First Republic a general formation, with the necessary knowledge to teach, lacking in great measure, the knowledge to teach mathematics. The changes that occurred in the Programs sought to support the purpose of primary education, without providing the training to teach, since this is not its purpose.Keyword: History of Education. Mathematical Education. Mathematical Knowledge.

scholarly journals 70th ANNIVERSARY OF THE DEPARTMENT OF PEDIATRCI SURGERY OF N. N. BURDENKO VORONEZH STATE MEDICAL UNIVERISTY

2019 ◽  
Vol 8 (4) ◽  
pp. 97-104
Author(s):  
V. A. Vecherkin ◽  
S. N. Gisak ◽  
V. A. Ptitsyn ◽  
N. V. Glagolev ◽  
D. A. Baranov ◽  
...  
Keyword(s):  
Pediatric Surgery ◽  
Research Work ◽  
Gold Medal ◽  
Practical Work ◽  
70Th Anniversary ◽  
History Of ◽  
Surgery Department ◽  
Medical University

The article considers the history of the pediatric surgery department of N. N. Burdenko Voronezh State Medical University. The department was founded in 1947. Based on the results of the research undertaken by associates of the department by now, 3 manuals for doctors and students and 12 collections of scientifc papers were issued and 12 investor’s certifcates were obtained. The role of the Student’s scientifc circle was noted: the students struck 5 gold medals during the last fve years. During the last 8 years, the scientifc circle was considered the best and was awarded a gold medal and frstclass honours degree. A close interrelation between the research work of associates of the pediatric surgery department and practical work of pediatric surgeons from the Central Black Earth region was underlined.

Locke, Boyle and Peter Stahl

1995 ◽  
Vol 49 (2) ◽  
pp. 185-192 ◽  
Keyword(s):  
Natural History ◽  
Human Blood ◽  
John Locke ◽  
Practical Work ◽  
Robert Hooke ◽  
Robert Boyle ◽  
History Of

John Locke and Robert Boyle first met at some time before May 1660 but do not seem to have become closely acquainted until 1664 when they were both in Oxford. 1 Locke’s notebooks for 1664-67 contain many short entries ending ‘Mr.Boyle’, which appear to be details that Locke received from Boyle personally. 2 In his work, Boyle relied on various assistants, quite apart from craftsmen like glass-blowers and blacksmiths, who ranged from his amanuensis, needed because of his poor sight, and his servants who watched experiments through the night, to skilled collaborators like Robert Hooke. 3 In addition, Boyle was in touch with independent workers, notably Richard Lower whose name appears in Locke’s notebooks some time before Boyle’s; 4 and Dewhurst suggested that Locke was also a member of this group. 5 It is certainly true that Locke provided Boyle with barometric and meteorological readings about this time and that 21 of his headings for the ‘chymicall Analysis’ of blood are related to Boyle’s 46 headings in his Memoirs for the Natural History of Human Blood (1683/4). 6 But it is going too far to conclude from Locke’s practical notes on blood that he was then acting as Boyle’s assistant. Those notes come from Bodleian MS. Locke f.25. What they describe are not ‘experiments’ done by Locke, Boyle or anyone else. They are a record of the practical work Locke did when he attended a course of lectures in 1666 which were given by Peter Stahl, the German chemist brought by Boyle to Oxford in 1659.

scholarly journals Laboratory work as a teaching method: A historical case study of the institutionalization of laboratory science in Japan

2017 ◽  
Vol 4 (2) ◽  
pp. 101 ◽  
Author(s):  
Tetsuo Isozaki
Keyword(s):  
Science Teaching ◽  
Teaching Method ◽  
Practical Work ◽  
Laboratory Work ◽  
Historical Case Study ◽  
Japanese Education ◽  
Historical Case ◽  
The United Kingdom ◽  
History Of

Practical work, including laboratory work, has been part of science education for more than a century, and is considered an essential component of science teaching. This paper uses historical insights to demonstrate that there is a pressing need to critically examine the role of laboratory work in science teaching. The author performed a historical case study of laboratory work in Japan from the 1880s to the 1930s. Given that the West, particularly the United Kingdom and United States, has influenced Japanese education since Japan began to modernize in the late 19th century, this study refers to the history of those nations with respect to laboratory work, and compares their educational system to that of Japan. The author concludes that practical work (including laboratory work) should be considered a means to an end - not an end in itself - with teachers sufficiently educated/trained in both science and pedagogy, functioning as facilitators who provide students with learning support. Without enthusiastic and knowledgeable teachers, the benefits of quality facilities and an established system cannot be fully realized. Thus, in conducting practical work, emphasis ought to be placed on its purpose and what students can learn from the experience - not on merely the actions they perform in conducting such work.

scholarly journals Arkansas Statewide Interactive Video Service: Education as an Anchor Tenant

2008 ◽  
Vol 5 ◽  
Author(s):  
Max C. Kolstad ◽  
Paulo Ovídio I. Guimarães
Keyword(s):  
Primary Education ◽  
Quantitative Research ◽  
Interactive Video ◽  
The State ◽  
Enterprise Network ◽  
Video Service ◽  
History Of ◽  
Video Network

This case study is intended to document the development of the multipurpose statewide enterprise network in the state of Arkansas. Although this case study will provide an overview of all aspects and partners involved in this development, the paper will predominantly focus on primary education in Arkansas as an anchor tenant. Primary education in Arkansas is of particular importance to the development of the current statewide interactive video network. The case study will accomplish this in four major sections: History of the state of Arkansas Enterprise Network, History of the state of Arkansas Video Network, Developing Education as a Telecommunications Anchor, and Developing Education as an Application Anchor. This initial case study is qualitative in nature and will hopefully serve as the basis for further detailed and in-depth quantitative research.

scholarly journals Los ayuntamientos y la educación primaria durante la Segunda República

2018 ◽  
Vol 29 ◽  
pp. 141
Author(s):  
Héctor Vicente Sánchez
Keyword(s):  
Religious Education ◽  
Primary Education ◽  
Fine Arts ◽  
General Character ◽  
New Schools ◽  
Start Up ◽  
History Of ◽  
Politica Educativa ◽  
Public Instruction ◽  
Educación Primaria

Resumen: Cuando los dirigentes republicanos accedieron al po­der uno de sus principales objetivos fue llevar a cabo una profunda reforma en la educación. El desarrollo de la política educativa republicana tuvo su reflejo en una amplia producción historiográfica posterior. Fueron algunos de los propios ejecutores de la refor­ma los que primeramente plasmaron por escrito su labor al frente del Ministerio de Instrucción Pública y Bellas Artes. Estos fueron los casos de Rodolfo Llopis y Marcelino Domingo. Tras estos primeros estudios habría que esperar a la caída de la Dictadura para que volviera a escribirse sobre la educación republicana. Las primeras investigaciones tuvieron un carácter general, transcurriendo algún tiempo hasta que co­menzaron a realizarse estudios centrados en localida­des concretas. El presente trabajo tiene como objetivo analizar la labor de los Ayuntamientos con respecto a la educación primaria durante el quinquenio republi­cano. Serán tres los ámbitos en los que centraremos nuestra atención: la puesta en funcionamiento de nuevos centros escolares, la sustitución de la ense­ñanza religiosa y la puesta en funcionamiento de las instituciones circumescolares.Palabras clave: Segunda República, Educación primaria, Ayuntamiento, colegios, laicismo, instituciones circumescolares.Abstract: When the Republican leaders acceded to power, one of their main objectives was a deep reform in education. The development of the Repub­lican educational policy is reflected in a sub­sequent, extensive historiographical corpus. It was in fact the same architects of the reform who first recorded this whilst at the head of the Ministry of Public Instruction and Fine Arts, namely, Rodolfo Llopis and Marcelino Domin­go. Following these first studies, we had to wait for the fall of the dictatorship for the history of republican educational reform to be continued. The first such research efforts were of a general character, and some time passed until it began to focus on specific localities. This paper aims to analyse the work of the local authorities with respect to primary education during the repub­lican period. Three areas will be central to this: the start-up of new schools, the substitution of religious education and the start-up of the extra-scholarly institutions.Key words: Second Republic, Primary Education, local authority, colleges, secularism, extra-scholarly institutions.

scholarly journals Uma escola permanentemente provisória ou provisoriamente permanente? Avaliações das escolas isoladas paulistas em documentos oficiais (1907-1944)

2017 ◽  
Vol 1 (2) ◽  
pp. 203
Author(s):  
Angélica Pall Oriani
Keyword(s):  
20Th Century ◽  
Primary Education ◽  
History Of Education ◽  
Sao Paulo ◽  
Educational Institutions ◽  
São Paulo ◽  
School Superintendents ◽  
Education School ◽  
History Of ◽  
And Performance

O artigo analisa as avaliações das escolas isoladas contidas nos Annuários do ensino do estado de São Paulo (1907-1937) e nos Relatórios das delegacias regionais de ensino (1933-1944) para compreender a representação dessas instituições de ensino ao longo das décadas iniciais do século XX. Esses documentos continham os resultados das inspeções de diretores e delegados de ensino a respeito da criação, da manutenção e da atuação dos professores das escolas isoladas. A função desses documentos é perscrutada como um procedimento adotado concomitantemente à construção do sistema de ensino modelar paulista nas primeiras décadas republicanas, com o que é possível identificá-los como legitimadores, propagadores e defensores de um modelo de escola vinculado aos grupos escolares do qual as escolas isoladas se afastavam em razão de suas condições precárias. Com isso, considera-se que nos processos de avaliação e de atribuição de sentidos às instituições de ensino primário, que evidenciavam as conquistas dos grupos escolares e a provisoriedade das escolas isoladas, propagou-se a imagem destas instituições como um constante "vir a ser".A permanently provisional or provisionally permanent school? Evaluations of isolated schools of São Paulo in official documents (1907-1944). The article analyzes the evaluations of isolated schools in the Annuários do ensino do estado de São Paulo (1907-1937) and in the Relatórios das delegacias regionais de ensino (1933-1944) to understand the representation of these educational institutions throughout the first decades of the 20th century. These documents contained the results of inspections developed by school superintendents regarding the creation, maintenance and performance of teachers in isolated schools. The function of these documents is analyzed as a procedure that occurred simultaneously with the construction of the modeling teaching system of São Paulo in the first republican decades, which identify them as legitimators and advocates of a school model linked to the school groups from which isolated schools were far from due to their conditions. Therefore, it is considered that in the processes of evaluation and attribution of senses to primary education institutions, which evidenced the achievements of the school groups and the provision of isolated schools, the image of these institutions was propagated as a constant "become". Keywords: Isolated schools; São Paulo education; School groups; History of education.

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