scholarly journals Albania and the Education Policies of Italy from the Beginning Until the End of the 30s of the Twentieth Century in Archival Documents and in the Albanian Press in General

2021 ◽  
Vol 10 (3) ◽  
pp. 80
Author(s):  
Jani Sota ◽  
Lindita Lutaj
Keyword(s):  
World War I ◽  
Education System ◽  
Point Of View ◽  
World War ◽  
Education Policies ◽  
National Education ◽  
Archival Documents ◽  
Individual Type ◽  
The One ◽  
The Individual

This paper is dedicated to the education policies of Italy for the expansion and consolidation of Italian schools in Albania, from the point of view of archival documents and the Albanian press at that time. The study focuses primarily on the efforts of the Italian government to organize the education system, establish schools, prepare programs and textbooks, equip schools with the necessary acts, etc., as an attempt to outline the European profile of education in Albania after 1912. As a part of the general analysis on the effects of the Italian schools on the life of Albanian society, would undoubtedly be the analysis of the "individual" type that it produced. On the one hand, the changes after the World War I generated a complex, renewed and more productive national education, but on the other hand, it was highly dependent on the Italian-Albanian education policies, and consequently, oriented towards a more open education system which promoted the cultural tendencies and aspirations of the Albanian nation. New democratic developments in Albania, gave us the opportunity to shed light on Italian-Albanian education policies within the context of the Italian-Albanian relations. Thanks to this, prominent figures left in oblivion, their work for the spread of new pedagogical ideas and the development of Western schools are given the acknowledgment that they deserve. The tendency to embrace and adapt those policies to the conditions of Albania of that time, reflect the important phenomenon of its developments and intellectual thought, so that the school could help more in the civilization and education of the Albanian society.   Received: 12 January 2021 / Accepted: 31 March 2021 / Published: 10 May 2021

scholarly journals Appraisal of Personal Records in Archival Profession and in Historiography

Atlanti ◽  
2018 ◽  
Vol 28 (1) ◽  
pp. 123-138
Author(s):  
Snežana Pejović
Keyword(s):  
World War I ◽  
Point Of View ◽  
World War ◽  
Mutual Correlation ◽  
Archival Material ◽  
Archival Practice ◽  
Historical Archives ◽  
The World ◽  
Archival Profession ◽  
The One

This paper deals with the private archival material created/owned by a natural person, not a private legal entity. We attempted to ponder the problem of appraising private archives within archival practice from several angles, but also the one of appraising private records in historiography. We analysed mutual relationship between archival and historiographic appraisal of private archives and their influences in that process (both positive and negative ones) from the point of view of both areas. Mutual correlation in the appraisal process is presented through an example of a thematic archival exhibition. This exhibition is about an important international historic event, Rebellion of the Austro-Hungarian sailors on board warships based in Boka Kotorska Bay (presently the territory of Montenegro) that happened 100 years ago, at the very end of the World War I. The exhibited documents were selected from among the corpus of private archives and collections. We believe that an archival and museum exhibition of this kind, organized in Kotor Historical Archives, can be the best way to drew attention of scientists and general public on the importance of identifying, collecting, keeping and consulting (using) private archival records.

scholarly journals Images of Roma through the Language of Bulgarian State Archives

2020 ◽  
Vol 8 (2) ◽  
pp. 296-304 ◽  
Author(s):  
Aleksandar G. Marinov
Keyword(s):  
World War Ii ◽  
World War I ◽  
Interwar Period ◽  
Social Inclusion ◽  
Well Being ◽  
Historical Narrative ◽  
World War ◽  
Archival Documents ◽  
State Archives ◽  
The One

This research has been carried out as part of the RomaInterbellum Project which studies the Roma civic emancipation between World War I and World War II. Trawling through the Bulgarian archival documents on Roma in this time period, a reader cannot help but begin to form a certain image about the Tsigani, the term with which Roma have been popularly referred to in the archives. Unsurprisingly, this image does not seem to differ much from the one of today—that of the uneducated, dirty, foreign, and that pose a threat not only to the prosperity and well-being of the Bulgarian population and culture at large but also to the state and the economy. The research is based on archived files, letters of complaints from Bulgarian citizens and other documents sourced from Bulgarian state archives. The article analyses the words and language employed in the archived documents, the connotations they bear and the images they build. It also tries to show how, in the interwar period, this dominant language was utilised by Roma individuals and leaders in order to react, counter and protect their image and future. More importantly, they sought ways to build a better integrated Roma society through the establishment of own organisations and associations. Understanding this historical narrative from the interwar period is essential in advancing knowledge of many major issues surrounding the Roma today, such as housing, health and their social inclusion.

La citoyenneté et la construction de l'Europe : discussions théoriques

Res Publica ◽  
1994 ◽  
Vol 36 (3-4) ◽  
pp. 361-380
Author(s):  
Paul Magnette
Keyword(s):  
Second World War ◽  
Point Of View ◽  
Nation State ◽  
The European Union ◽  
World War ◽  
Dual Nature ◽  
European Citizenship ◽  
History Of ◽  
The One ◽  
Second World

This paper examines the evolving ideological content of the concept of citizenship and particularly the challenges it faces as a consequence of the building of the European Union. From an epistemological point of view it is first argued that citizenship may be described as a dual concept: it is both a legal institution composed of the rights of the citizen as they are fixed at a certain moment of its history, and a normative ideal which embodies their political aspirations. As a result of this dual nature, citizenship is an essentially dynamicnotion, which is permanently evolving between a state of balance and change.  The history of this concept in contemporary political thought shows that, from the end of the second World War it had raised a synthesis of democratic, liberal and socialist values on the one hand, and that it was historically and logically bound to the Nation-State on the other hand. This double synthesis now seems to be contested, as the themes of the "crisis of the Nation State" and"crisis of the Welfare state" do indicate. The last part of this paper grapples with recent theoretical proposals of new forms of european citizenship, and argues that the concept of citizenship could be renovated and take its challenges into consideration by insisting on the duties and the procedures it contains.

Philosophical Ideas of Yanaihara Tadao:Nationalism, Pacifism and the Concept of the “Just War”

2021 ◽  
pp. 187-197
Author(s):  
Anna D. Bertova ◽  
Keyword(s):  
Just War ◽  
Second World War ◽  
Point Of View ◽  
The Other ◽  
Historical Period ◽  
World War ◽  
Postwar Japan ◽  
State Of Affairs ◽  
The One ◽  
Second World

Prominent Japanese economist, specialist in colonial politics, a professor of Im­perial Tokyo University, Yanaihara Tadao (1893‒1961) was one of a few people who dared to oppose the aggressive policy of Japanese government before and during the Second World War. He developed his own view of patriotism and na­tionalism, regarding as a true patriot a person who wished for the moral develop­ment of his or her country and fought the injustice. In the years leading up to the war he stated the necessity of pacifism, calling every war evil in the ultimate, divine sense, developing at the same time the concept of the «just war» (gisen­ron), which can be considered good seen from the point of view of this, imper­fect life. Yanaihara’s theory of pacifism is, on one hand, the continuation of the one proposed by his spiritual teacher, the founder of the Non-Church movement, Uchimura Kanzo (1861‒1930); one the other hand, being a person of different historical period, directly witnessing the boundless spread of Japanese militarism and enormous hardships brought by the war, Yanaihara introduced a number of corrections to the idealistic theory of his teacher and proposed quite a specific explanation of the international situation and the state of affairs in Japan. Yanai­hara’s philosophical concepts influenced greatly both his contemporaries and successors of the pacifist ideas in postwar Japan, and contributed to the dis­cussion about interrelations of pacifism and patriotism, and also patriotism and religion.

scholarly journals ‘‘Human soul is destroyed by war...’’: written sources of World War I period as a resource for gender-oriented history of emotions

2019 ◽  
Vol 18 (2) ◽  
pp. 246-277
Author(s):  
Olga V Churakova
Keyword(s):  
World War I ◽  
Female Students ◽  
Point Of View ◽  
Historical Anthropology ◽  
World War ◽  
History Of Emotions ◽  
Women's Press ◽  
History Of ◽  
Peasant Women ◽  
Written Sources

The article analyzes the problems and prospects of using written sources of World War I period for a gender studies approach to Russia’s past, in line with the history of emotions in cultural-historical anthropology. The terms “emotions” and “feelings” are viewed as synonyms. The article states that what the historian encounters in the sources is mostly an emotional state or mood (personal or collective) as well as experiences, passions or sensations, rather than “pure” emotions and feelings. The corpus of “gender-marked” written sources of the 1914-1918 period is huge and varied, and includes materials from archives, collections of party commissions, published memoirs, letters, diaries, the women’s press, as well as profile documents (“self-census”) of female students. However, these sources unevenly reflect the feelings and the emotional background of the era. Following the conceptual framework developed by Barbara Rosenwein, we can speak of several emotional communities defined by the social affiliation and the “audibility” of the particular voices in history, i.e. the representativeness of the sources. The first category of emotional communities comprises the women of the Romanov family and noblewomen more broadly. Russian and foreign archives boast extensive collections of their personal documents. The second category includes “frontovichky” - frontline women-soldiers. Urban women belong to a third category, and are represented by memory-based stories, the women’s press, female students’ profiles, and documents from regional archives. From the point of view of emotions, the biggest yet least represented community were peasant women. While their everyday life and values have been well researched, only very few notes and diaries from their hands have survived. Letters to the front were partially preserved (esp. those intercepted by the authorities) and are now stored in the State Archive of the Russian Federation). For the identification of the psychological matrix of the era it is crucial to use the full set of these sources.

scholarly journals Thematic comparasion Hermann Hesse’s novel names Beneath The Wheel (Unterm Rad) and Michael Haneke’s film names The White Ribbon (Das Weiße Band) Hermann Hesse’nin Çarklar Arasında (Unterm Rad) adlı romanı ile Michael Haneke’nin Beyaz Bant (Das Weiße Band) adlı filminin tematik açıdan karşılaştırılması

2019 ◽  
Vol 16 (2) ◽  
pp. 543-560
Author(s):  
Funda Kızıler Emer ◽  
Esma Şen
Keyword(s):  
World War I ◽  
20Th Century ◽  
German Literature ◽  
English Summary ◽  
World War ◽  
Education Policies ◽  
Hermann Hesse ◽  
The Common ◽  
Ideological Education ◽  
Education Concept

Hermann Hesse, one of the most renowned and well-known Nobel laureates in German literature, is the first years of the 20th century, described in his novel, Beneath The Wheel (Unterm Rad, 1906). The film The White Ribbon. A German Children's Story. (Das Weiße Band. Eine deutsche Kindergeschichte, 2009) of Michael Haneke, one of the world-renowned screenwriters and directors of contemporary German cinema, covers the years of World War I 1913-1914.The main point of criticism in both works is the criticism of education and ideological education policies that dominated the period. In the two works of which one is a novel and the other is a film, we choose them as a  thematic aspect, cover the period between 1900 and 1914. In other words, in the first quarter of the 20th century, the criticism of education in Germany and all over Europe is criticized. In this study, we will compare the two German works with each other on the basis of this ‘common subject’. We will limit the comparative analysis of the education problem in selected works to the first quarter of the 20th century based on the time periods described in the works. Within the scope of our study, we will present a critique of the ideological education concept that dominated this period Germany and at the same time laid the foundations of World War I.In the analysis of these two works, which we compare in the common theme axis, we will use the comparative literature method. In the study, we will use an eclectic method in which we will harmonize the methods of text analysis (werkimmanent) and non-text extern (werk extern) in a balanced way.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetAlman edebiyatının Nobel ödüllü ve dünya çapında tanınmış çok yönlü yazarlarından biri olan Hermann Hesse’nin Çarklar Arasında (Unterm Rad, 1906) adlı romanında anlatılan zaman dilimi 20. yüzyılın ilk yıllarıdır. Çağdaş Alman sinemasının ödüllü ve dünya çapından ün salmış senarist ve yönetmenlerinden biri olan Michael Haneke’nin Beyaz Bant. Bir Alman Çocuk Öyküsü. (Das Weisse Band.  Eine deutsche Kindergeschichte, 2009) adlı sinema filmi ise I. Dünya Savaşı’nın patlak verdiği yılları 1913-1914 kapsar.Her iki eserde de temel eleştiri noktası, döneme egemen olan eğitim anlayışı ve ideolojik eğitim politikalarına yöneliktir. Çalışma konusu olarak seçtiğimiz biri roman, diğeri film türünde olan iki eser de tematik açıdan, 1900 ila 1914 yılları arasındaki dönemi kapsar. Yani eserlerde 20. yüzyılın ilk çeyreğinde Almanya’da ve tüm Avrupa genelinde egemen olan eğitim anlayışının eleştirisi yapılır. Biz de bu çalışmada, her iki Almanca eseri, saptadığımız bu ‘ortak konu’ ekseninde birbiriyle karşılaştıracağız. Seçtiğimiz eserlerdeki eğitim sorunsalının karşılaştırmalı analizini, eserlerde anlatılan zaman dilimlerini temel alarak yalnızca 20. yüzyılın ilk çeyreğine sınırlandıracağız. Çalışmamız kapsamında, bu dönem Almanya’sına egemen olan ve aynı zamanda I. Dünya Savaşı’nın temellerini atan ideolojik eğitim anlayışının eleştirisini sunacağız.Ortak tema ekseninde karşılaştıracağımız bu iki eserin analizinde temel olarak karşılaştırmalı edebiyat bilimi yöntemini kullanacağız. Çalışmada, ayrıca metiniçi (werkimmanent) ve metindışı (werkextern) metin inceleme yöntemlerini dengeli biçimde harmanlayacağımız eklektik bir yöntemden yararlanılacaktır.

scholarly journals The role of Anglo-German Naval Agreement in escalation of crisis trends of the Versailles system (based on the materials of new archival documents)

2020 ◽  
pp. 75-84
Author(s):  
Alexander Naumov
Keyword(s):  
World War Ii ◽  
World War I ◽  
International Relations ◽  
Political Elite ◽  
World War ◽  
Systemic Mechanism ◽  
The United Kingdom ◽  
The World ◽  
Archival Documents

This article reviews the role of Anglo-German Naval Agreement of 1935 in escalation of crisis trends of the Versailles system. Leaning on the British Russian archival documents, which recently became available for the researchers, the author analyzes the reasons and consequences of conclusion of this agreement between the key European democratic power and Nazi Reich. Emphasis is placed on analyzing the moods within the political elite of the United Kingdom. It is proven that the agreement became a significant milestone in escalation of crisis trends in the Versailles model of international relations. It played a substantial role in establishment of the British appeasement policy with regards to revanchist powers in the interbellum; policy that objectively led to disintegration of the created in 1919 systemic mechanism, and thus, the beginning of the World War II. The novelty of this work is substantiated by articulation of the problem. This article is first within the Russian and foreign historiography to analyze execution of the Anglo-German Naval Agreement based on the previously unavailable archival materials. The conclusion is made that this agreement played a crucial role in the process of disintegration of interbellum system of international relations. Having officially sanctioned the violation of the articles of the Versailles Treaty of 1919 by Germany, Great Britain psychologically reconciled to the potential revenge of Germany, which found reflection in the infamous appeasement policy. This launched the mechanism for disruption of status quo that was established after the World War I in Europe. This resulted in collapse of the architecture of international security in the key region of the world, rapid deterioration of relations between the countries, and a new world conflict.

World War I Conscription and Social Change in Guinea

1978 ◽  
Vol 19 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Anne Summers ◽  
R. W. Johnson
Keyword(s):  
Social Change ◽  
World War I ◽  
Large Scale ◽  
World War ◽  
Political Movement ◽  
Railway Line ◽  
Military Conscription ◽  
Social Grouping ◽  
The Moment ◽  
The Individual

When the French government introduced military conscription into the A.O.F. in 1912, the Guinean colonial authorities saw the measure as a means of training a local administrative corps to replace the traditional chieftaincy, through whose military defeat the conquest of Guinea had very largely been effected. However, the chiefs had by no means disappeared by 1914, and wartime demands for recruits were too massive to be supplied without their assistance. Their help was bought with promises to consolidate their authority in peacetime. Although able to marshal recruits, the chiefs seem to have been unable to prevent large-scale desertions before the moment of embarkation for France; village populations could also avoid conscription by overland migration out of the A.O.F. The colonial authorities therefore felt constrained to offer substantial inducements, mainly concerning improved social status vis-à-vis the chiefs, to the individual recruits. These contradictory policies were compounded by the recruitment drive of Blaise Diagne in 1918, which involved a further promise to recruits of improved status vis-à-vis the French authorities. The return of ancien combattants to Guinea was marked by outbreaks of strike action among workers in Conakry and along the railway line; by riots in demobilization camps; and by rejection of or agitation against chiefly power in the home cantons to which they dispersed. The anciens combattants did not form a coherent or organized political movement, but remained a conspicuous social grouping between the wars. Although they appear to have been strongly influenced by their experience of war and by contact with French socialists, their conflict with the chiefs seems to have counted for more with them than any confrontation with the French.

Methodology versus theory: historical approaches and the problematic field of the humanities in postmodernism

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Tetiana Vlasova ◽  
◽  
Olha Vlasova ◽  
Larysa Martseniuk
Keyword(s):  
Interdisciplinary Studies ◽  
Point Of View ◽  
Historical Narrative ◽  
Post Colonial ◽  
Historical Method ◽  
Interdisciplinary Approaches ◽  
The One ◽  
Main Components ◽  
The Individual ◽  
Historical Methods

Among the diverse methodological approaches that are currently represented in the postmodern studies, the one, which dominates nowadays, is the statement that there cannot be any methodology in postmodernism per se otherwise it would be a “relapse” into constructing one more “universalizing method”. Evidently, this assertion is stipulated by the highly pluralized context of the postmodern “normalization of change”, the transformations of the socio- cultural order in accordance with the postparadigmatic shift of the theory. Postmodern researchers both implicitly and explicitly state that the only way to “manage” the increasing pluralism and diversity is unmasking prior modernist ideas and ideals in the individual and general meanings of the human experience. On the other hand, the postmodern methodological “openness” encourages academic ambivalence, which results in the denial of the universal notions and absolute moral values. With the apparent postmodernist accent on the interdisciplinary approaches, the “scientific conditions” have become even more complicated: nowadays philosophy, history, theology, gender studies, arts are being connected with biology, genetics, cybernetics, economics, etc. As one of the main components of the postmodern intertextual analysis the historical method is vividly represented both in the western feminist theory and in the eastern post-colonial criticism, poetics of fiction and cultural studies. All mentioned above, appearing in the pluralized modes, occasion the turn into considering interdisciplinary techniques more scrupulously. The objective of this research is to reconstruct conceptually the comparative-historical methodology in the theoretical field of the postmodern humanities with the focus on the specific character of the interpretation of history in the cultural texts. The main thesis of the research reflects the reconstruction of the historical methods as an important systematic and meaning-conscious component in postmodern theoretical studies. The research proves that nowadays historical approaches are significant and valid because they locate certain techniques into the contemporary scholarly work in order to properly utilize the sources and pieces of evidence in writing “history”. The value of the comparative-historical method is also based on the fact that it proposes some models and patterns in dealing with the analysis of the particular theory in interdisciplinary studies. The historical narrative with its objective to tell the “truth” cannot be reflected according to some simple schemes, without taking into account the “hardcore” role of the context in the hermeneutic reading of history. Though there is a view that historiography is located “between” modernity and postmodernity, the articulated point of view is that postmodernism, being a theoretical cluster of historical disruption and “brokenness”, in fact, cannot reject the tradition of historicism in the humanitarian studies.

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