scholarly journals DAYAH AND MEUNASAH IN ACEH: REFORM IN LOCAL CONTEXT

2021 ◽  
Vol 19 (1) ◽  
pp. 21-40
Author(s):  
Moch. Khafidz Fuad Raya
Keyword(s):  
Public Schools ◽  
20Th Century ◽  
Educational Institution ◽  
Local Context ◽  
Educational Institutions ◽  
Early 20Th Century ◽  
Peace Agreement ◽  
Historical Texts ◽  
The People ◽  
History Of

  The history of Islamic education in the early 20th century led to various changes, especially the emergence of madrasas as an Islamic schooling system. Traditional Islamic educational institutions inevitably have to harmonise and open themselves to transformation, even though they initially experienced opposition. Using a qualitative approach with a narrative documentation method based on historical texts and observations in several Islamic educational institutions in Aceh, this article focuses on revealing the history of the dayah and meunasah as a traditional Acehnese Islamic educational institution that underwent some fundamental changes. The results found: First, the existence of the dayah is more long-term than the meunasah even though both forms of this institution are rooted in the same ideological principles with different patterns, seen from the early 20th century until implementing sharia law in Aceh after the Helsinki peace agreement, the dayah was still existed by maintaining its institutional form. Second, the emergence of madrasas as a formation of the government’s political policy on the social conditions of the people that occurred has provided space for traditional Islamic educational institutions (such as the dayah) to open themselves to including general subjects, although this second result has led to struggles; Third, there is a contestation between dayah, Islamic schools, and madrasas, with public schools driven by traditionalist and modernist groups in maintaining their existence. The contest has opened the history of the dayah and meunasah into the form of public schools and madrasas in the future, both of which apply Islamic religious material, where public schools are superior to madrasas in terms of curriculum, educational programs, and human resources.

Vladikavkaz Nikolaev School

2021 ◽  
pp. 50-56
Author(s):  
Lana К. Khubaeva
Keyword(s):  
Public Schools ◽  
Educational Institution ◽  
Educational Institutions ◽  
World War ◽  
Central State ◽  
The Public ◽  
The First World War ◽  
History Of ◽  
The Republic ◽  
First World

The article is devoted to the Vladikavkaz city Nikolaev school, which was opened in 1874. Documents preserved in the fund of the Public Schools Directorate of the Central State Archive (CSA) of the Republic of North Ossetia-Alania indicate that the school was a male educational institution and the name of the school was named after Nikolai Ugodnik. The school was originally a four-year school, later, in 1897, it was transformed into a six-year school. It was subordinate to the Ministry of Public Education and the Directorate of public schools in the Terek region. On November 3, 1895, the Society for Aid to the Poorest Students of the Vladikavkaz Nikolaev School was officially registered at the school. The fact of the creation of such a Society testifies to the fact that the school was not intended exclusively for children of privileged classes. The October Revolution made great changes in the educational system established by this period. Many schools have ceased to function. The same fate befell the Nikolaev School, but not immediately. The educational institution managed to prepare several generations of graduates who continued their education in higher educational institutions before and post-revolutionary Russia. The Nikolaev school entered the history of Vladikavkaz as a source of enlightenment, thanks to which dozens of young people who did not live not only in Vladikavkaz, but also those who entered here from remote areas of the region received education. The school existed until 1921, having survived two Russian revolutions and the period of the First World War.

scholarly journals The Main Library of Ivanovo-Voznesensk: the History of Creation and Development (1865-1917)

2015 ◽  
pp. 92-97 ◽  
Author(s):  
Aleksei A. Soloviev
Keyword(s):  
20Th Century ◽  
Educational Institution ◽  
Public Library ◽  
Quantitative Composition ◽  
Early 20Th Century ◽  
Qualitative And Quantitative ◽  
Financial Position ◽  
History Of ◽  
The City

The article is devoted to the history of creation and development of Ivanovo-Voznesensk Public Library in the second half of the 19 - early 20th century. There are analyzed the qualitative and quantitative composition of the library, the financial position of the library, the necessity for such educational institution for the city.

scholarly journals ANDEH SETIA: Women's Economic Mobilizer in Sulit Air in Early 20th Century

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Addi Arrahman
Keyword(s):  
Social History ◽  
20Th Century ◽  
Early 20Th Century ◽  
Economic Independence ◽  
The People ◽  
The Social ◽  
History Of ◽  
History Approach

<p><em>Weaving handicrafts became the motor Minangkabau's economy at the beginning of the 20th. It encouraged the establishment of weaving centers, such as Amai Setia (1911) and Andeh Setia (1912). Amai Setia handicrafts' are still standing strong nowadays, while Andeh Setia is thus no longer known by the people of Sulit Air today. This paper uses the social history approach and exposes the history of the emergence and fall of Andeh Setia as an economic movement in Sulit Air. The establishment of Andeh Setia is inseparable from the role of ninik mamak and women in Sulit Air. Andeh Setia's success was ultimately drowned due to the loss of driving figures, the reduction in women's interest in weaving crafts, and the overflow of merantau. This finding also suggests that the economic independence of the people in Sulit Air, depends heavily on the role of </em>perantau<em>. This situation is thus an obstacle to the realization of economic independence. </em></p><p> </p><p>Kerajinan tenun menjadi penggerak perekonomian di Minangkabau pada awal ke-20. Ini mendorong terbentuknya pusat kerajaninan tenun, seperti Amai Setia (1911) dan Andeh Setia (1912). Kerajinan Amai Setia hingga saat ini masih dapat ditemukan, sedangkan Andeh Setia justeru tidak dikenal lagi oleh masyarakat Sulit Air hari ini. Padahal, pada tahun 1912, kualitas tenun Andeh Setia sangat diminati pasar. Itulah sebabnya, Andeh Setia menjadi penggerak ekonomi perempuan di Sulit Air. Artikel ini juga menemukan bahwa sebab hilangnya Andeh Setia adalah karena kehilangan tokoh penggerak, menurunnya minat kaum perempuan terhadap kerajinan tenun, dan menguatnya arus merantau.</p><p> </p>

scholarly journals Forming Historical Myths in British India in the First Decades of the 20th Century (the History of Mediaeval Mystification)

2020 ◽  
pp. 76-81
Author(s):  
A. A. Stolyarov ◽  
Keyword(s):  
20Th Century ◽  
Early 20Th Century ◽  
Economic Decline ◽  
British India ◽  
Deep Roots ◽  
Historical Texts ◽  
Single Entity ◽  
History Of ◽  
Bengal Renaissance

Some Indian historians, as well as social and political activists believed before and believe now that democracy in India in general, and in Bengal in particular has very deep roots (according to these beliefs, in 7th–8th centuries A.D. Bengal suffered political and economic decline). Such great activists of “Bengal Renaissance” as R. P. Chanda, A. K. Maitreya, R. D. Banerji (Bandyopadhyay), and R. Ch. Majumdar were the first to express this idea and comprehend Bengal as a single entity. Meanwhile the idea in question was based on a single evidence, that was written in the genealogical part of two landgrant charters of Dharmapāla, the second king of the Pāla dynasty (ca. late 8th — the beginning of 9th centuries). However modern historians, analysing the Bengali sources of the period, note the fact that generally only Buddhist historical texts contain references to the mentioned political and economic disorder, while judging by inscriptions and excavations, there is no evidence of decline. Moreover, there is no proof that Bengal existed as a single entity in pre-Muslim period at all. Distribution of inscriptions of Pālas and their neighbours in Bengal territory shows that we can identify around six or seven cultural and political regions there. Thus we could conclude that the notion of deeply rooted Indian democracy is based on the prejudiced interpretation of available sources by the Bengali historians of the early 20th century.

scholarly journals “Dostoevsky Schools” in the Russian Press

2021 ◽  
Vol 8 (1) ◽  
pp. 206-241
Author(s):  
Anastasia Proshchenko
Keyword(s):  
Public Schools ◽  
20Th Century ◽  
Educational Institution ◽  
Public Attitude ◽  
The Public ◽  
The Press ◽  
History Of

The article analyzes newspaper and magazine materials about schools named after F. M. Dostoevsky (1881‒1917). Most of the publications concern the history of the parish school in Staraya Russa, but the authors found out that at the turn of the 20th century several more attempts were made to open an educational institution in memory of the writer, namely in Kiev and Kazan provinces. The article provides a brief overview of the history of other schools that ever bore the name of F. M. Dostoevsky (Shkid in Petrograd, a gymnasium in Harbin, a school in Dostoevo, school No. 2 in Staraya Russa, school No. 1148 in Moscow). During this period, the press began a broad discussion of the idea of perpetuating the writer’s memory by opening public schools named in his honor; thanks to the initiative of “Novoe Vremya” newspaper, a fundraising campaign was initiated to establish the first school in Staraya Russa. The accents and assessments of the Russian press are of particular value: they are an expression of both the public attitude towards F. M. Dostoevsky, and a means of preserving the nation's memory of him. The press materials allow to track the attitude of people to the heritage of F. M. Dostoevsky and to establish the motives that inspired representatives of various social strata to donate funds for the construction of schools in memory of the writer. The following sources are used as a foundation: chronicles, reports and other texts from the newspapers “Novoe Vremya,” “Moskovskie Vedomosti,” “Kazansky Telegraph,” “Nedelya,” “Volzhsky Vestnik,” “Starorusskaya Pravda,” “Volkhovsky Listok,” “Kazanskie Gubernskie Vedomosti”; articles from the magazines “Istorichesky Vestnik,” “Novgorodskiye eparhialnye Vedomosti,” and others.

A. L. Shanyavskii University in the Epicenter of the Revolutionary Movement of Late 19th – Early 20th Century

2018 ◽  
pp. 1092-1102
Author(s):  
Roman A. Fando ◽  
Keyword(s):  
20Th Century ◽  
Educational Institutions ◽  
Early 20Th Century ◽  
University Professors ◽  
Revolutionary Movement ◽  
Political Agitation ◽  
Teachers And Students ◽  
Moscow City ◽  
History Of ◽  
The University

The article is devoted to the history of revolutionary unrest among students at the turn of the 20th century. Activities of informal student associations that conducted a broad agitation campaign within the walls of the A. L. Shanyavskii University in the early 20th century serve as an example. Unlike many other higher educational institutions, the Moscow City People's University became a hotbed of revolutionary outbreaks, fueled both by teachers and students of the university. University professors N. N. Polyansky, M. D. Zagryatskov, V. V. Krasnokutsky, A. V. Gorbunov, P. P. Gensen, P. N. Sakulin, A. A. Kizevetter called for democratic reforms in their lectures and criticized the foundations of the monarchy. Among other politicized communities of the University, the Latvian Social-Democratic group, which included M. I. Latsis and I. V. Tsivtsivadze, was especially prominent. Many students united around Social Democrat Ts. Zelikson-Bobrovskaya and Bolshevik A. A. Znamensky. The students of Shanyavskii University equipped a printing house and printed leaflets of revolutionary content. On the account of frequent cases of political agitation in the student environment, university lectures were attended by the police. Nevertheless, despite the police surveillance, the atmosphere at the university was quite liberal, and the revolutionary-minded associations continued to thrive there. The revolutionary events that were prepared with such energy (among others) by students of the A. L. Shanyavskii University and liberal-minded part of their professors, eventually led to greater collapse of the ideals of accessible higher education that A.L. Shanyavskii preached. The Bolsheviks, having received the reins of government in 1917, could not establish a working system of administration or even approximate the however well established pre-revolutionary order, and thereupon in 1920 the University of A.L. Shanyavskii ceased to exist. Several documents found in the State Archive of the Russian Federation allow to recreate the historical picture of the revolutionary movement within the walls of the Moscow City People's University.

scholarly journals Libraries of the Komi Region as an Element of Civil Society Formation in Ethnical Regions of Imperial Russia. The Second Half of the 19th — Early 20th Century

2019 ◽  
pp. 428-438
Author(s):  
Anna K. Gagieva ◽  
Keyword(s):  
Civil Society ◽  
Everyday Life ◽  
20Th Century ◽  
Educational Institutions ◽  
Early 20Th Century ◽  
Historical Sources ◽  
National Education ◽  
Imperial Russia ◽  
History Of ◽  
Monastic Libraries

The article considers the activities of libraries in the Komi region as an element of the civil society formation in the second half of the 19th – early 20th century. Published and unpublished historical sources are used to reconstruct the libraries’ activities. They are well known to experts, and yet some issues have never come to the researchers’ notice. The author proposes to include materials on the history of librarianship in the Komi region in the context of studying issues of everyday life and civil society formation in the region. In the studied period there were libraries of various types in the region: public, clerical, monastic, and those of educational institutions. The latter were replenished at the expense of the Ministry of National Education or by donation. Clerical and monastic libraries were sponsored by the Vologda Spiritual Consistory, Synod, and Ministry of National Education. In the second half of the 19th – early 20th century the libraries of the Komi region catered cultural needs of the population, organizations and unions and promoted civil society formation.

scholarly journals The Similarity of Theoretical and Practical Views of the Proponents of Experimental Pedagogy in Late Post-reform Years (at the example of the Stoyunina Gymnasium and the Tenishev College)

2021 ◽  
pp. 46-55
Author(s):  
Е.В. Пономарев
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
20Th Century ◽  
Private Schools ◽  
Liberal Education ◽  
Educational Institutions ◽  
Early 20Th Century ◽  
Academic Education ◽  
Private And Public ◽  
Great Reforms

Великие реформы дали толчок развитию частного среднего образования в России в различных формах: гимназии, реальные и коммерческие училища. На начало XX века количество частных учебных заведений почти в три раза превысило количество государственных, что нельзя сказать о соотношении количества учеников. Цель данной статьи — рассмотрение сходства теоретических взглядов сторонников экспериментальной педагогики и педагогических взглядов преподавателей передовых учебных заведений в столице в начале XX века на примере Тенишевского коммерческого училища и гимназии М. Н. Стоюниной. В соответствии с целью статьи данные учебные заведения изучаются с ранее не рассматриваемой позиции. На основе историографического материала анализируется вопрос о частных средних школах в столице и провинции — их владельцах и целях открытия. Учебные заведения, являющиеся предметом исследования, можно отнести к экспериментальным. Основными точками соприкосновения теоретических взглядов сторонников экспериментальной педагогики и взглядов педагогов экспериментальных учебных заведений столицы служили вопросы необходимости не только образования, но и воспитания учеников в учебном заведении, установления связи семьи и школы, создания безоценочной системы. Данная статья при дальнейшем рассмотрении вопроса позволит проследить динамику сходства и различия теоретических и практических взглядов сторонников свободного воспитания. The Great Reforms initiated the development of Russian private secondary schools: gymnasiums, real and commercial colleges. In the early 20th century, the number of private educational institutions exceeded threefold the number of public educational institutions. However, the same cannot be said about the number of students receiving education in private and public schools. The aim of the article is to investigate the similarities of theoretical views of the proponents of experimental pedagogy and teachers working in leading educational institutions of St. Petersburg in the early 20th century at the example of the Tenishev college and the Stoyunina gymnasium. The aforementioned educational institutions are investigated from a novel perspective. The author investigates historiographic data to compare private educational institutions in St. Petersburg and in Russian provinces, to analyze information related to the owners of private schools and their aims. The research shows that both teachers working in St. Petersburg experimental educational institutions and the proponents of experimental pedagogy believed that academic education should go hand in hand with moral upbringing, understood the necessity of family-school cooperation, and believed there was no need in quantitative testing. The article may be used for further investigation of the similarities of theoretical and practical views of the proponents of liberal education.

THE COLONIAL SYSTEM OF POWER IN TURKISTAN

2002 ◽  
Vol 34 (2) ◽  
pp. 239-262
Author(s):  
Nadira A. Abdurakhimova
Keyword(s):  
Working Class ◽  
20Th Century ◽  
The State ◽  
Early 20Th Century ◽  
National Liberation ◽  
Social Scientists ◽  
Post Colonial ◽  
Long Period ◽  
The People ◽  
History Of

The history of Turkistan in the second half of the 19th and the early 20th century has repeatedly attracted the attention of social scientists. It is widely recognized that the tendency of most Soviet authors was to consider this history under the rubric of “the progressive consequences of annexation to Russia,” at a time when the main historiographical trend was to investigate the history of revolutions, movements of the working class and peasants, riots among the people, and national-liberation movements. Under the same rubric, during a rather long period until the end of the 1980s, many problems of local Turkistan society were written about. As a result of this approach, some questions remained unasked—questions that challenged the officially mandated proposition that “despite tsarist colonialism, the annexation of non-Russian peoples to Russia was a progressive reality.” In particular, one of these questions has to do with the history of the state that governed the territory of Turkistan in the colonial and post-colonial periods.

Public Libraries of the Vladimir and Kostroma Provinces' District Towns in the Second Half of the 19th — early 20th Century

2010 ◽  
pp. 98-101 ◽  
Author(s):  
Aleksey A. Soloviev
Keyword(s):  
20Th Century ◽  
Statistical Data ◽  
Public Libraries ◽  
17Th Century ◽  
Early 20Th Century ◽  
Native Population ◽  
History Of

On the history of the first public libraries in the province towns of Vladimirskaya and Kostromskaya provinces in the second half of the 17th century - early 20th century. The author considers main statistical data of libraries and analyses necessity and influence of these libraries and reading rooms on the native population.

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