scholarly journals Arche of Philosophy Teaching in Vojvodina

Pannoniana ◽  
2019 ◽  
Vol 3 (1-2) ◽  
pp. 54-69
Author(s):  
Željko Kaluđerović
Keyword(s):  
Grammar School ◽  
School Subject ◽  
School Year ◽  
New Curriculum ◽  
History Of

Abstract In this paper, the author tries to identify the level of autonomy of Sremski Karlovci Grammar School in creating its curricula, particularly for philosophical subjects, since its establishment in 1791 until 1921. Although it might be considered that the teaching of philosophical subjects, during the first 130 years of the history of Sremski Karlovci Grammar School, automatically followed the changes of curricula, in reality this was not the case. Moreover, it seems that the teaching of philosophy in Sremski Karlovci Grammar School had a specific evolution, relatively independent of implemented curricula, which is confirmed by the analysis of its “Programmes” and “Reports”. For example, even though that there were two different curricula implemented in the school from 1792 to 1825, the same philosophical subjects were taught: Logics and Ethics (they were also taught within curriculum for 1849/50 school year and 1850/51 school year). From 1825 until 1847/8 school year, Logics was probably the only philosophical subject taught in the Grammar School, even though two curricula were implemented in this period as well. In the school year 1853/54 a new curriculum was introduced in Sremski Karlovci Grammar School, according to which the teaching of philosophy subjects was sublimated into one subject, Philosophical Propedeutics. During the following two school years (1854 and 1855) this school subject comprised the lectures on Logics, Psychology, Metaphysics, and History of Logics. From 1856 school year until the end of the analyzed period, only two courses were held on Philosophical Propedeutics: Logics and Psychology. Within these 65 years there were many changes of the names of these subjects, as well as the scope of their teachings, sequences of lectures and literature; however they rarely coincided with changes of curricula, as well as of adopted laws, regulations, and decrees.

VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS

2018 ◽  
Vol 28 (3) ◽  
pp. 997-1003
Author(s):  
Gergana Hristova
Keyword(s):  
General Education ◽  
Third Grade ◽  
The European Union ◽  
School Year ◽  
Third Grade Students ◽  
Teaching Geometry ◽  
New Curriculum ◽  
Mathematical Problems ◽  
Key Competencies ◽  
Geometrical Knowledge

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

Composition learning at a music school on the example of the School Composers’ Club at the K. Szymanowski Primary and Secondary Music Schools in Wrocław

2020 ◽  
Vol 7 (1(11)) ◽  
pp. 155-166
Author(s):  
Adam Porębski
Keyword(s):  
Formal Education ◽  
School Curriculum ◽  
School Age ◽  
School Subject ◽  
Music School ◽  
Music Schools ◽  
School Year ◽  
Secondary Music ◽  
To Come ◽  
The One

It is no use looking for the educated musicians who were given a chance to come into longer contact with composition as a school subject being part of their formal education. Meanwhile, fascination with an act of creation and willingness to get familiar with music “from the inside” accompany school-age people. It is then that first, bashful compositional attempts are made. Over time, pupils search for new sounds on their instruments, improvise, experiment, get familiar with music literature. Such attempts should not go unnoticed – an observant pedagogue will easily notice creative predispositions in their pupils. In this article, the author shares his pedagogical experiences gained while giving composition classes at the K. Szymanowski Comprehensive Primary and Secondary Music Schools in Wrocław. The idea of promoting the art of composition was fully implemented in the form of the School Composers’ Club, founded in the school year of 2016/2017, the activity of which is based on the author’s original school curriculum, a system of individualized education and various forms of young composers’ presentations. The Club’s activity assumes, on the one hand, preparing pupils to take up compositional studies and, on the other one, fostering their general musical development enriched with creative competences.

scholarly journals Henry Frederick Baker, 1866-1956

1956 ◽  
Vol 2 ◽  
pp. 49-68 ◽  
Keyword(s):  
Royal Society ◽  
Early Years ◽  
Mathematical Work ◽  
Grammar School ◽  
School Subject ◽  
Regular School ◽  
Science And Art ◽  
Animal Physiology ◽  
Present Generation ◽  
And Mathematics

Henry Frederick Baker, who died in Cambridge on 17 March 1956, was at the time of his death the senior Fellow of the Royal Society, having been elected in 1898. To the present generation of mathematicians he is known chiefly as the founder of a vigorous school of geometry, but in fact his contributions to knowledge in that field, to which the second half of his life was devoted, only represent about half of his mathematical work, and the range which he covered goes far beyond the bounds of geometry. While much of his earlier work has been overtaken by the march of time, his contributions to the theory of functions, differential equations, and continuous groups had in their day as much influence as his later work on geometry, and any attempt to review Baker’s contributions to mathematics must take as much account of his early work as of his later contributions. Baker was born in Cambridge on 3 July 1866, the son of Henry Baker and his wife Sarah Anne. Little is known about his early years in Cambridge, but at the age of eleven he came under instruction from the Rev. Frederick Hatt, later headmaster of Moulton Grammar School, Spalding, who sent him in for the examinations of the Science and Art Department of the Committee in Council on Education. The examinations were on sound, light and heat, electricity and magnetism, animal physiology, physiography, geology, and mathematics. In later years, Baker referred to this period of his life more than once, attributing to the instruction he then received his lasting interest in natural science, and in particular he gratefully acknowledged the debt he owed to Mr Hatt. Except for mathematics, which was a regular school subject, the instruction he received consisted of one lecture a week on each subject. The pupils took no notes, and little practical work was done, but they were encouraged to do things for themselves.

scholarly journals Stanley Melbourne Bruce - Viscount Bruce of Melbourne, 1883-1967

1970 ◽  
Vol 16 ◽  
pp. 57-62
Keyword(s):  
Family Business ◽  
Royal Society ◽  
Prime Minister ◽  
Public Life ◽  
Grammar School ◽  
Preparatory School ◽  
The Public ◽  
The United Kingdom ◽  
The Family ◽  
History Of

The public life of Stanley Melbourne Bruce, Prime Minister of Australia, a Viscount of the United Kingdom, a Fellow of the Royal Society, was one of the most paradoxical in the history of his native country. Bruce was born in Melbourne on 15 April 1883, of a well-to-do mercantile family. 1893 saw the collapse of a great land boom, the failure of some banks and an acute general depression. The family business, Paterson, Laing and Bruce, was in difficulties. Stanley Bruce’s father sold his mansion in the fashionable suburb of Toorak. Stanley himself had to leave his preparatory school—the fees were not available. His father, who appears to have been a singularly determined man, then proceeded to restore the fortunes of the business. In 1896 the young Stanley went to the well-known Melbourne Grammar School, where he was a most successful all-round student. It has been given to few boys at a great school to be not only captain of football, of cricket, of athletics, and of rowing, but also Senior Prefect (i.e. Captain) of the School.

The Study of Religions and Religion in Denmark

2007 ◽  
Vol 61 (4) ◽  
pp. 329-342
Author(s):  
Tim Jensen
Keyword(s):  
Grammar School ◽  
Historical Outline ◽  
History Of ◽  
Academic Study

In this article, Tim Jensen, himself a former teacher of Religion in the Danish Grammar School (1981-1995), outlines the history of Religion, a non-confessional obligatory subject in the Danish Grammar School, as well as of the history of its now very close relations to the academic study of religions. Following the historical outline, Jensen draws a picture of the current aims and contents of Religion and of the related university study programmes. Finally, he briefly discusses other formal and less formal ‘intersections’.

scholarly journals IV.—Rules of the Free School at Saffron Walden, in Essex, in the reign of Henry VIII., communicated by Thomas Wright, Esq., F.S.A., in a letter to Captain W. H. Smyth, R.N., F.R.S., Director

Archaeologia ◽  
1851 ◽  
Vol 34 (1) ◽  
pp. 37-41
Author(s):  
Thomas Wright
Keyword(s):  
Human Intelligence ◽  
Henry Viii ◽  
Grammar School ◽  
Free School ◽  
History Of ◽  
The Government ◽  
The Town

In turning over the records of the town of Saffron Walden a few weeks ago, I found a volume of rather miscellaneous matter relating to the government of the town, which appears to be chiefly in the writing of the time of Henry the Eighth, and in which are two programmes of Regulations for the management of the Free Grammar School established there in 1525, drawn up by two different masters. They are documents of a kind which are rare, and I think of some interest, connected with one of the most important of all subjects—the history of the development of the human intelligence.

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