American Graduates in Bulgaria in the „Crooked Mirror“ of Files (1930s-1960s)

2019 ◽  
Vol 28 (3) ◽  
pp. 289-309
Author(s):  
Georgeta Nazarska
Keyword(s):  
20Th Century ◽  
Social Exchange ◽  
Historical Analysis ◽  
Educational Institutions ◽  
Secret Police ◽  
Professional Networks ◽  
The Social ◽  
Before And After ◽  
Police Records

The article deals with the graduates of the American educational institutions in Bulgaria, and particularly focuses on their functioning as educated elites in the conditions of communist rule in the 1940-1960s. The monitoring of the American graduates suspected of espionage in favor of England or USA before and after 1944 is described and observed. Based on a historical analysis of the police records and operational developments of various persons, preserved in the Archive of the Communist Secret Police, the following conclusions are reached: the possibility of preserving the educational and professional networks of American graduates in the second half of the 20th century; the effectiveness of the social exchange that takes place among them; the efficiency of the control exercised by the repressive totalitarian structures on the intellectuals.

scholarly journals MAKING SPACE AND NATION MEANINGFUL THROUGH BORDERS AND THEIR REPRESENTATIONS IN ROMANIAN GEOGRAPHY TEXTBOOKS, DURING THE FIRST HALF OF THE 20TH CENTURY

2020 ◽  
Vol 5 (1) ◽  
pp. 79-116
Author(s):  
Oana-Ramona ILOVAN
Keyword(s):  
20Th Century ◽  
Social Practice ◽  
Geography Education ◽  
Argumentative Discourse ◽  
Temporal Perspective ◽  
Educational Discourse ◽  
Research Material ◽  
The Social ◽  
Before And After ◽  
Spatial Consciousness

Lately, in Romania and abroad, research about the hidden agendas of educational discourses circulated by school textbooks has become richer. This research focuses on the process of bordering that took place in 1918 and the creation of Greater Romania and on the new borders and their representations in Geography school textbooks before and after that year. These representations are considered in the form of both text and images. First, I describe these representations and, secondly, I uncover and explain their intentions in the respective historical and geographical contexts. As History and Geography have been always viewed among the most influential subject matters in school, I employed visual methodology and discourse analysis to study Geography of Romania school textbooks – officially accepted products. The research material is made of Geography school textbooks. From a temporal perspective, my research material includes textbooks that were circulated starting with 1902 and in the 1930s. In addition, I assessed the degree to which Geography education was politicized. Results showed that, in the first half of the 20th century, the wished-for or newly-established and contested borders of Romania generated a lengthy and argumentative discourse about state borders and about the history and geography of the territories inhabited by Romanians. Ethnocultural identity concepts and conceptions of national identity were provided for the young and not only. Geography of Romania school textbooks were not apolitical, but reinforced a socio-spatial consciousness, based on the natural and anthropic features of the borders and on how they were represented, revealing the social practice of the educational discourse about border areas.

scholarly journals Islamic Education In West Sumatra: Historical Point Of View

2018 ◽  
Vol 5 (1) ◽  
pp. 20-40
Author(s):  
Rahmawati Baharuddin
Keyword(s):  
20Th Century ◽  
Education System ◽  
Growth And Development ◽  
Point Of View ◽  
Islamic Education ◽  
The Social ◽  
Before And After ◽  
West Sumatra ◽  
History Of ◽  
Islamic Modernism

This paper focuses on a brief history of growth and development Islamic education in Minangkabau before and after the emergence of the movement Muhammadiyah renewal. The development of Islamic education itself began to coincide with the arrival of Islam in West Sumatra. The idea of a reformist movement Muhammadiyah in the social-religious field in the 20th century gave a major contribution to the development of Islamic modernism in West Sumatra and has given color to the education system in Indonesia.

An overview of plant collecting in Angola from 1690 to 2000

Phytotaxa ◽  
2021 ◽  
Vol 523 (1) ◽  
pp. 32-54
Author(s):  
ESTRELA FIGUEIREDO ◽  
GIDEON F. SMITH
Keyword(s):  
Ethnic Group ◽  
Social Environment ◽  
20Th Century ◽  
Plant Diversity ◽  
African Country ◽  
Historical Analysis ◽  
Botanical Exploration ◽  
Biodiversity Science ◽  
The Social ◽  
Scientific Endeavour

Angola is a large south-tropical African country with a rich plant diversity of over 7000 species. The vast majority of the plants collected in the country for deposition in preserved collections was obtained while Angola was under Portuguese rule. An historical analysis is presented of plant collecting in the country from the earliest times until the end of the 20th century. We also reflect on connections between biodiversity science and slavery; only recently have these links been acknowledged and receiving attention. The social environment prevalent in Angola at the time of its historical botanical exploration is discussed to enable an improved understanding of connections between scientific endeavour, colonialism, and slavery in the country. Gender- and ethnic group-based aspects are analysed and discussed.

scholarly journals [Hamka: The Notable Malay Archipelago Scholar] Hamka: Tokoh Ulama Nusantara

2021 ◽  
Vol 22 (1) ◽  
pp. 74-82
Author(s):  
Nushuhadah Zuhaidi ◽  
Firuz-Akhtar Lubis
Keyword(s):  
20Th Century ◽  
Historical Analysis ◽  
Educational Institutions ◽  
Political Movements ◽  
Analysis Method ◽  
Muslim Scholar ◽  
Education Literature ◽  
Malay Archipelago ◽  
The Impact

Abstract Haji Abdul Malik Karim Amrullah (HAMKA) is a Muslim scholar from the Nusantara, who is famous with his works in many fields. His contributions in the development and progress of Muslims in the 20th century are seen as crucial. This study discusses Hamka’s contributions in three major fields which are politics, education, and literature. Hamka strived in the Indonesian political movements such as the Masyumi Party and the Indonesian Ulema Council. He was a religious teacher in educational institutions in Indonesia. He was also a well-known Indonesian writer in the 20th century and had produced many works in different genres. His contributions in the three fields have put forth this writing. This study applies suitable historical analysis method such as internal and external criticism to provide factual evidence as the findings. External criticism is used to confirm the authenticity of a source in terms of time, place, and the person who quoted or produced the materials. Meanwhile, internal criticism is done through careful research of the confirmed and authentic content of the sources from external criticism. As a result, Hamka’s excellence in the three fields which are politics, educations, and literature is indispiutable. This study also highlights his eminence as a great Muslim scholar, writer, leader, and preacher. The impact of his contributions is evident not only in the 20th century but continues until today. Keywords: Hamka, Malay Archipelago scholar, contributions, politics, education, literature   Abstrak   Haji Abdul Malik Karim Amrullah (HAMKA) merupakan ulama Nusantara abad-20M yang terkenal dengan ketokohannya dalam pelbagai bidang. Sumbangan beliau begitu penting terhadap pembangunan dan kemajuan umat Islam pada abad ke-20M. Kajian ini membincangkan sumbangan Hamka dalam tiga bidang utama, iaitu politik, pendidikan dan penulisan. Hamka bergiat aktif dalam gerakan politik Indonesia seperti Masyumi dan Majlis Ulama Indonesia. Selain itu, Hamka dilantik sebagai tenaga pengajar di institusi pendidikan di Indonesia. Hamka juga dikenali sebagai sasterawan Indonesia pada abad ke-20M dan telah menghasilkan banyak penulisan yang terdiri daripada pelbagai genre. Peranan Hamka yang begitu menonjol dalam ketiga-tiga bidang tersebut telah menjadi titik tolak kepada penulisan ini. Kajian ini menggunakan metode kajian sejarah yang sesuai seperti kritikan luaran dan kritikan dalaman bagi memastikan ketulenan fakta yang diperolehi. Kritikan luaran dilakukan untuk mengesahkan keaslian dan ketulenan sumber dari segi masa, tempat dan individu yang menghasilkan sumber atau bahan tersebut. Kritikan dalaman pula dilakukan terhadap isi kandungan yang telah disahkan kesahihannya semasa melakukan kritikan luaran. Hasilnya, ketokohan Hamka dapat dilihat dengan jelas dalam tiga bidang tersebut, iaitu politik, pendidikan dan penulisan. Bukan itu sahaja, kajian ini turut menonjolkan ketokohan Hamka sebagai seorang ulama, sasterawan, pemimpin dan pendakwah yang disegani. Kesan sumbangan beliau dapat dilihat bukan sahaja pada abad ke-20M sahaja malah berterusan sehingga ke hari ini. Kata kunci: Hamka, ulama Nusantara, sumbangan, politik, pendidikan, penulisan

scholarly journals PUBLIC ACTIVITY OF THE STUDENTS OF PEDAGOGICAL EDUCATIONAL INSTITUTIONS IN KYIV IN 20-30s OF THE 20th CENTURY

2020 ◽  
pp. 108-116
Author(s):  
Oleksandr Komarnitskyi ◽  
Liudmyla Komarnitska
Keyword(s):  
20Th Century ◽  
Cultural Work ◽  
Educational Institutions ◽  
Youth Organizations ◽  
Sports Clubs ◽  
Technical Schools ◽  
Peasant Workers ◽  
The Social ◽  
The Government ◽  
The Masses

In the 20–30s of the 20th century special attention was paid to the formation of the ideological worldview of students of education institutions, future teachers who were to shape the political consciousness of the younger generation with communist ideals. The ideological principles of the party were subordinated to the social activities of youth, in particular, in Kyiv pedagogical educational institutions. The article deals with the work of student clubs and student government bodies, various organizations. Since the mid-20s of the 20th century trade union organizations took over the functions of youth advocates, which were largely influenced by university administrations and controlled the social composition of students, who presented themselves as an exclusively peasant workers. Some of the students were embraced by work in the cells of voluntary societies, the government used to propagate their ideas of socialist construction and the ideological education of the masses. The most active were the cells of Tsoaviakhim, which oversaw the work of the rifle circles. Close to them were sports clubs. Universities also operated cells of MOPR, the Friends of the Children societies, the All-Ukrainian Society for Land Organization of Working Jews OZET, and the Friends of Radio. The ideological work among students was intensified by the student press, the production of “live and light newspapers” that covered the processes of building a higher school, the participation of youth organizations in the proletariat of institutes and technical schools, the life and attitude of students, their participation in cultural work etc. Most of the time, students took part in enriching work. In particular, they worked on various campaigns related to raising funds for the state’s economic needs, participating in fundraising to strengthen defense, days of industrialization, etc.

Könyvismertetések

2007 ◽  
Vol 62 (3) ◽  
pp. 407-420
Author(s):  
Magda Ritoókné Ádám ◽  
Olivér Nagybányai Nagy ◽  
Csaba Pléh ◽  
Attila Keresztes
Keyword(s):  
Social Psychology ◽  
20Th Century ◽  
History Of Psychology ◽  
Modern Psychology ◽  
The Social ◽  
History Of ◽  
Theoretical Issues

VárinéSzilágyiIbolya: Építészprofilok, akik a 70-es, 80-as években indultak(Ritoókné Ádám Magda)      407RacsmányMihály(szerk.): Afejlődés zavarai és vizsgálómódszerei(Nagybányai Nagy Olivér)     409Új irányzatok és a bejárt út a pszichológiatörténet-írásban (Mandler, G.: Interesting times. An encounter with the 20th century; Hergenhahn, B. N.: An introduction to the history of psychology; Schultz, D. P.,Schultz, S. E.: A history of modern psychology; Greenwood, J. D.: The disappearance of the social in American social psychology;Bem, S.,LoorendeJong, H.: Theoretical issues in psychology. An introduction; Sternberg, R. J. (ed.)Unity in psychology: Possibility or pipedream?;Dalton, D. C.,Evans, R. B. (eds): __

Main Forms of Propagandistic Activities of the Right-Wing Parties (1904–1914)

2020 ◽  
Vol 102 ◽  
pp. 656-676
Author(s):  
Igor V. Omeliyanchuk
Keyword(s):  
20Th Century ◽  
Social Groups ◽  
Right Wing ◽  
Periodical Press ◽  
Political Movement ◽  
The People ◽  
The Social ◽  
The Right ◽  
In The Beginning ◽  
The 19Th Century

The article examines the main forms and methods of agitation and propagandistic activities of monarchic parties in Russia in the beginning of the 20th century. Among them the author singles out such ones as periodical press, publication of books, brochures and flyers, organization of manifestations, religious processions, public prayers and funeral services, sending deputations to the monarch, organization of public lectures and readings for the people, as well as various philanthropic events. Using various forms of propagandistic activities the monarchists aspired to embrace all social groups and classes of the population in order to organize all-class and all-estate political movement in support of the autocracy. While they gained certain success in promoting their ideology, the Rights, nevertheless, lost to their adversaries from the radical opposition camp, as the monarchists constrained by their conservative ideology, could not promise immediate social and political changes to the population, and that fact was excessively used by their opponents. Moreover, the ideological paradigm of the Right camp expressed in the “Orthodoxy, Autocracy, Nationality” formula no longer agreed with the social and economic realities of Russia due to modernization processes that were underway in the country from the middle of the 19th century.

Entrepreneurial Education - a New Challenge for Universities in Romania

2018 ◽  
Vol 9 (2) ◽  
pp. 57-68
Author(s):  
Gabriel Croitoru ◽  
Mircea Constantin Duica ◽  
Dorin Claudiu Manolache ◽  
Mihaela Ancuta Banu
Keyword(s):  
Social Role ◽  
Well Being ◽  
Business Environment ◽  
Educational Institutions ◽  
Positive Contribution ◽  
Business Decision ◽  
Entrepreneurial Spirit ◽  
The Social ◽  
New Thinking ◽  
High Degree

Abstract Entrepreneurial spirit plays an increasingly important role in the economic sphere, and universities are meant to play a central role in this process, where the main objective is the continuous development and mediation of the knowledge increasingly geared to the applications through innovation and patenting a secure platform for employment and well-being growth. The Universities have to take a position in if/and how they want to grow into a so-called “University of Entrepreneurship” which is characterized by a high degree of openness to the surrounding society and here we are talking, especially, about, the business sector in Romania. This evolution of expectations for the social role of universities has resulted from increased and recent interest in entrepreneurship and innovation of areas as research and theory of the business environment. The experience gained as teachers indicates that education and entrepreneurship education should include different theories and methodology than those applied in the usual way. The theory of traditional management and microeconomic models could even be a barrier to new thinking and change and, therefore, to the implementation of modern entrepreneurial actions. We want this article to be a source of inspiration for educational institutions and to have a positive contribution to research in business education and to be applicable in business decision-making.

SOCIAL PEDAGOGICAL WORK WITH DIFFICULT CHILDREN

2018 ◽  
Vol 28 (3) ◽  
pp. 1021-1026
Author(s):  
Rozalia Kuzmanova – Kartalova
Keyword(s):  
Social Inclusion ◽  
Behavioral Control ◽  
Educational Institutions ◽  
Process Diagnosis ◽  
Road Map ◽  
The Social ◽  
The Family ◽  
Preventive Work ◽  
Difficult Behavior ◽  
Difficult Children

An analysis of the social pedagogical work with difficult children is presented, outlining characteristics, specifics and approaches for prevention and social accompaniment. In order to highlight the specifics of this group of children, a comparison is made with two other groups of children in a situation of life difficulty - "socially disadvantaged children" and "children at risk". The analysis refers to the understanding that difficult children are children with impaired emotional development, difficulty in communicating with others and disrupted behavioral control, all of which can lead to consequences both on a personal and behavioral level. It is emphasized that difficult children turn into such in situations where adults cannot find an adequate approach to them, and most often these adults are members of the family, parents, or teachers. An overview of scientific positions on difficult children by English, American, Russian and Bulgarian researchers is offered. This is the basis for outlining the main spheres which affect children negatively and categorize them as "difficult children" - emotional-personal; learning-cognitive; behavioral; somatic. The reasons for children’s difficult behavior are examined, including: the family and the flaws in it; the lack of spiritual connection between parents and children; the asocial environment; participation in criminal groups; errors in the work of educational institutions; economic difficulties that have influenced all spheres of public life. The characteristics of problem children are presented that account for the formulation of the principles of social pedagogical work with them. It is emphasized that one of the important approaches in the work is the development of skills for social inclusion, social expression and self-assertion. The model for social pedagogical work with difficult children is developed in two aspects: preventive work and social accompaniment. Preventive work consists in constantly informing all stakeholders - teachers, educators, non-pedagogical staff in educational institutions and the family on the opportunities for preventing "difficult children" on the one hand, and ensuring interaction between the participants in the preventive activities as well as striving to attract more organizations and institutions, on the other. The social accompaniment as a social pedagogical work includes: identification of children with difficult behavior at the earliest stage of the disadaptation process, diagnosis of the factors of the difficult behavior and the reasons for the disadvantage, preparation of an individual road map for working with the child, implementation of the individual program for accompanying the child, measuring and analyzing the results of the child's work and his / her close circle.

SINERGI ANTARA TRIPUSAT PENDIDIKAN ISLAM DI KECAMATAN NONGGUNONG KABUPATEN SUMENEP

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 1-11
Author(s):  
Zainol Huda
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Islamic Education ◽  
Report Cards ◽  
Educational Institutions ◽  
Before And After ◽  
New Students ◽  
The Media ◽  
Three Components

The responsibility of Islamic education cannot be carried out unilaterally. Ki Hajar Dewantara stated that it requires the cooperation of three components which called as tripusat pendidikan education (center of three in education), they are families, educational institutions, and society. Those three components are one unit and complement each other. This is what happened at MTs Zainur Ridla (Islamic Junior High School Zainur Ridla) and MTs. Bustanul Ulum (Islamic Junior High School Bustanul Ulum), both of them are in Nonggunong District, Sumenep Regency. The findings in this research indicate that student’s guardians in MTs Zainur Ridla and MTs Bustanul Ulum Nonggunong have awareness about the responsibility of Islamic education. Second, all teacher councils in those two Islamic Junior High School stated that educating responsibility was on their control with habituation for their students in the form of reciting Shalawat Nariyah, reciting short surahs before the lesson began, praying before and after the lesson, shaking hands with teacher councils when coming and going home. Third, the participation of the society in realizing the responsibility of Islamic education through the media and the tradition of Kompolan. Fourth, the pattern of cooperation between madrasah (school) and student’s guardians in the form of: Home visits, inviting student’s guardians, forming madrasah supporting body, and report cards. While the pattern of cooperation between madrasah and society is their involvement in PHBI (Commemoration Islamic Feast Day) activities, their involvement in camp activities, their involvement in accepting new students, and their involvement in enforcing the discipline and regulations at madrasah.

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