KREMENETS I. STESHENKO GIMNASIUM IN ULAS SAMCHUK’S LIFE AND WORKS

2019 ◽  
pp. 119-129
Author(s):  
Natalya Pryimas
Keyword(s):  
High School ◽  
Significant Role ◽  
Political Life ◽  
Educational Institutions ◽  
Basic Principles ◽  
Educational Activities ◽  
Political Biography ◽  
The Enlightenment ◽  
History Of

The article deals with the basic principles of the formation of U. Samchuk’s outlook during his studies at Kremenets Gymnasium named after I. Steshenko. His active participation in cultural, social and political life, educational activities in Kremenets and its reflection in the creative heritage have been analyzed. The author of the article notes that in the Kremenets high school the socio-political biography of the writer U. Samchuk begins. The national element of the early 20's, trying to overcome the Great Polish influence, prevailed in this city only in the Ukrainian gymnasium and in the "Enlightenment". U. Samchuk was active in the field of not only learning, but also cultural, social and political life. Separately, it should be highlighted its activities in the "Enlightenment". It was in Kremenets that the ideological formation of U. Samchuk as an active Ukrainian patriot took place. U. Samchuk teaches at the Kremenets Gymnasium, the history of its existence, in a book of memoirs «On a horse's raven». In particular, he emphasizes that the gymnasium «actively replenished the personnel of the Ukrainian intelligentsia in Volyn». The author’s attention focused on Kremenets Gymnasium in his books of memoirs and autobiographical works, revealing the role and significance of the institution, various data on its history, educational activities have been exposed. Particular attention is drawn to the novels «Volyn» and «Vasyl Sheremeta’s youth», in which the writer emphasizes a significant role of the activities of Kremenets gymnasium, as well as «Prosvita». The article reveals the reflection of the importance of education, the role and influence of books, teachers in the works. The author observes that in his works the enlightenment movement in Volhynia in the 1920's, U. Samchuk emphasizes the psychological and spiritual atmosphere in which Prosvita acted, reveals the psychology of those who disseminated this movement and the population that he perceived Samchuk is a hero not only the performer, but also the theorist of his own views on the Enlightenment, his spirit. Importance is reflected in the works of U. Samchuk on education, the writer embodied those aspects that reveal the importance of education, the attraction to knowledge, the role and influence of books, teachers, educational institutions and societies. Because of the content of Samchuk's works, the thought that sounded in 1941 in the editorial of the Volyn newspaper: «... without education, without knowledge, without proper education at school, people can not be eloquent». U. Samchuk emphasizes: «... the first and last commandment is to learn!» The images of teachers of Kremenets Gymnasium disclosed by U. Samchuk in his writings have been considered.

High school exam from a medical point of view

1909 ◽  
Vol 9 (9-10) ◽  
pp. 471-486
Author(s):  
E M Idelson
Keyword(s):  
High School ◽  
Point Of View ◽  
Educational Institutions ◽  
Scientific Societies ◽  
Educational Role

One of the parental committees, which are now with us, at secondary educational institutions, with the aim of comprehensively clarifying the educational role of the transitional exams, invited many scientific societies, including our Society of Physicians, to express their opinion on this issue, from the point of view, specifically medical.

“Russian” Spengler and the Destiny of World History in Russian Philosophy in the Beginning of the 20th Century

2020 ◽  
Vol 65 ◽  
pp. 115-128
Author(s):  
Vladimir A. Kudryavtsev ◽  
Alexandra I. Vakulinskaya
Keyword(s):  
The United States ◽  
Russian Philosophy ◽  
Cultural Revival ◽  
The Enlightenment ◽  
Ideological Influence ◽  
Key Factor ◽  
History Of ◽  
Religious Factor ◽  
In The Beginning

This article deals with the history of Russian philosophers ‘acquaintance with the ideas of O. Spengler, set forth in his work “The Decline of the West”. The authors point out that the initial orientation of Russian thought towards Historiosophy, problems of history and ontology became the key factor of Spengler’s popularity in Russia. The article considers and analyzes critical and methodological approaches to the theory of cultural and historical types by O. Spengler and N. Ya. Danilevsky within the framework of Russian philosophical thought. The authors pay attention to the ideological influence of the United States as the country which adheres to the ideas of the Enlightenment, as well as to German thinkers, who visited this country in the early twentieth century. It is concluded that the global scenario of the human civilization development, that used to be the mainstream of its formation before the events of the beginning of this year, is unsuitable and untenable. The authors insist on the important role of the theory of cultural and historical types supported and developed by Russian emigration representatives, and focus on the importance of the religious factor in the process of cultural revival.

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

scholarly journals THE CONCEPT OF CIVIL SOCIETY, ITS FORMATION IN UKRAINE, FUNCTIONS AND FEATURES

2021 ◽  
Vol 3 (50) ◽  
Author(s):  
Khrystyna Romanivna Martsikhiv ◽  
Liliia Yevgenivna Horbachova
Keyword(s):  
Civil Society ◽  
Trade Unions ◽  
Voluntary Associations ◽  
State Intervention ◽  
Social Institution ◽  
Political Life ◽  
Human Society ◽  
Public Expression ◽  
History Of

The concept of «civil society» in modern political science is given. The relevance of its theoretical and practical aspects which is caused by the obvious increase the role of ordinary citizens and their voluntary associations in all spheres of human society: economic, political, social, spiritual, is analyzed. The successes of public organizations and movements of people of good will in the field of detente of international tensions, in providing assistance to peoples affected by natural disasters, catastrophes and other social unrest are widely known. It was established that the basis of victories is the development of civil society, high activity of citizens and their voluntary associations. This is achievable only in a sufficiently developed civil society. It has been proved that success comes where the business activity of citizens and the non-governmental structures they create increases, state intervention in economic, social and spiritual life is limited, where civil society develops and improves. The theoretical and applied aspects of the phenomenon of civil society are comprehended through a theoretical analysis of the concept of civil society in the history of socio-philosophical and political thought, from Plato and Aristotle to the views of modern researchers. It is emphasized that civil society is a type of social system, the hallmark of which is the real multi-subjectivity of economic, social, cultural and political life. The formation and development of civil society in Ukraine during the years of independence is analyzed. It is proved that the formation of civil society is manifested in the formation of its institutions - voluntary public associations, public movements, trade unions, independent media, public opinion as a social institution, elections and referendums as a means of public expression and protection of public-dependent interests. judicial and law enforcement systems, etc. The peculiarities of the interaction of civil society and the rights` state are substantiated.

scholarly journals A. MACEINOS FILOSOFINĖ PEDAGOGIKA

Problemos ◽  
2008 ◽  
Vol 75 ◽  
pp. 77-85
Author(s):  
Juozas Vytautas Uzdila
Keyword(s):  
Educational Philosophy ◽  
Phenomenological Analysis ◽  
School Education ◽  
Educational Institutions ◽  
National Education ◽  
Theory Of Education ◽  
State Pedagogical ◽  
History Of ◽  
And Training

Antanas Maceina (1908–1987) – iškilus tarpukario Lietuvos ugdymo mokslo – tautinio auklėjimo teorijos, pedagoginio santykiavimo, švietimo ir mokyklų vaidmens lietuvių kultūroje, pedagoginio vitalizmo problemos, fenomenologinės pedagoginio akto analizės, visuotinės pedagogikos istorijos – atstovas, pagrindęs filosofijos ir pedagogikos santykį, teigęs realistinį idealizmą. Pirmasis VDU apgynęs pedagogikos daktaro disertaciją Tautinis auklėjimas (1934, vadovas – prof. Stasys Šalkauskis), A. Maceina parašė kapitalinį Pedagogikos istorijos veikalą (1939), kuriame svarsto tautinio auklėjimo ir atitautinimo problemas, aiškina lavinimo ir auklėjimo esmę, teigia ugdymo kūrybinį pobūdį ir mokyklų laisvę valstybėje. Straipsnio autorius, vertindamas įvairialypį A. Maceinos pedagoginį palikimą, koncentruoja dėmesį į tautinio auklėjimo teorijos reikšmingumą, švietimo ir mokyklų vaidmenį keliant lietuvių kultūrą, taip pat į fenomenologinę ugdymo, ypač pedagoginio akto, analizę. Iš akiračio neišleidžiama A. Maceinos pedagoginių pažiūrų raida, ugdymo interpretacijų kaita, ryškėjančio filosofo pastanga kurti universaliąją pedagogiką. Nors A. Maceinos palikimo leidėjai suskubo ugdymo teoriją pavadinti „pedagogikos filosofija“, straipsnio autorius linkęs sugrąžinti autentiškesnį, paties pedagogikos veikalų autoriaus teiktą „filosofinės pedagogikos“ įvardijimą ir analizuoti jos virsmą į ugdymo filosofiją. Pagrindiniai žodžiai: ugdymo filosofija, pietizmas pedagogikoje, tautinio auklėjimo ir atitautinimo teorija, švietimas ir mokykla valstybėje, kūrybinis ugdymo pobūdis.Philosophical Pedagogy of A. MaceinaJuozas Vytautas Uzdila SummaryAntanas Maceina (1908–1987) is an outstanding representative of pedagogical education inbetween the two wars. He worked in the spheres of the theory of national education, pedagogical correlation, and the history of world pedagogy, analyzed the role of education and educational institutions in Lithuanian culture, the problem of pedagogical vitalism, and gave a phenomenological analysis of the pedagogical act. A. Maceina grounded the close connection between philosophy and pedagogy, asserted their integral synthesis and realistic idealism. At Vytautas Magnus University he was the first to maintain a doctoral dissertation in pedagogy “National Education” in 1934 (scientific research supervisor Prof. Stasys Šalkauskis). In 1939, A. Maceina wrote his great work “A History of Pedagogy” where, with his characteristic pietism, he considered the problems of national education and denationalization, elucidated the essence of education and training, asser ted the creative nature of fostering and the freedom of educational institutions in Lithuania. The article focuses on A. Maceina’s diverse pedagogical heritage emphasizing the significance of his theory of national education, the role of school education in promoting Lithuanian culture, the phenomenological analysis of the pedagogical act, the development of his ideas of pedagogy, and his determined attempt to create world pedagogy. Although the publishers of A. Maceina’s works labeled his theory of education as “philosophy of pedagogy”, the author of the article is inclined to call back a more authentic term “philosophical pedagogy” given by A. Maceina himself and then to analize its transformation to educational philosophy.Keywords: philosophical pedagogy, educational philosophy, pietism in pedagogy, theory of national education and denationalization, school education in the state, pedagogical act, creative nature of education.

A ‘milky mass’ and ‘uniform material’: white marble in eighteenth-century French discourses on sculpture and geology

2021 ◽  
Vol 30 (2) ◽  
pp. 215-225
Author(s):  
Marthe Kretzschmar
Keyword(s):  
Eighteenth Century ◽  
Grain Size ◽  
Denis Diderot ◽  
Art Theory ◽  
White Marble ◽  
The Enlightenment ◽  
The Earth ◽  
History Of ◽  
Interdisciplinary Network

Knowledge of the materiality of stone during the Enlightenment expanded following the exploration of mineralogical structure, to alter ideas about taxonomy and challenge the role of rocks in the history of the earth. Close studies of the material of marble sculpture generated expertise on grain size, surface varieties and stone deposits. This mode of reception became intertwined with contemporary controversies about the age of the earth. This article focuses on both French sculpture and geological discourses of the eighteenth century to reveal an international and interdisciplinary network centring on protagonists such as Denis Diderot, Paul-Henri Thiry d’Holbach and Étienne-Maurice Falconet; through these figures, debates can be connected concerning both geology and art theory. Within these contexts, the article discusses the translation processes between these artistic and geological interests.

Indian Labour and the Geographies of the Great War

2020 ◽  
pp. 13-42
Author(s):  
Radhika Singha
Keyword(s):  
Ottoman Empire ◽  
World Order ◽  
International Order ◽  
Political Life ◽  
The World ◽  
History Of ◽  
The Government ◽  
Global War ◽  
The Great War

This chapter assesses the key role of the non-combatant or follower ranks in the history of sub-imperial drives exerted across the land and sea frontiers of India. The reliance of the War Office upon combatant and non-combatant detachments from the Indian Army, used in combination with units of the British Army, left an imprint upon the first consolidated Indian Army Act of 1911. From 1914 the inter-regional contests of the Government of India for territory and influence, such as those running along the Arabian frontiers of the Ottoman empire, folded into global war. Nevertheless the despatch of an Indian Expeditionary Force to Europe in August 1914 disrupted raced imaginaries of the world order. The second less publicized exercise was the sending of Indian Labor Corps and of humble horse and mule drivers to France in 1917-18. The colour bar imposed by the Dominions on Indian settlers had begun to complicate the utilisation of Indian labor and Indian troops on behalf of empire. Over 1919-21, as global conflict segued back into imperial militarism, a strong critique emerged in India against the unilateral deployment of Indian troops and military labor, on fiscal grounds, in protest against their use to suppress political life in India and to condemn the international order which their use sustained.

RUPTURE OF AMNIOTIC MEMBRANES IN PRETERM, AS A FACTOR IN THE DEVELOPMENT OF OBSTETRICS COMPLICATIONS

2020 ◽  
Vol 93 (1) ◽  
pp. 76-79
Author(s):  
Iroda Tosheva ◽  
◽  
N. Ashurova ◽  
Gulchekhra Ikhtiyarova
Keyword(s):  
Retrospective Study ◽  
Pregnant Women ◽  
Significant Role ◽  
Perinatal Complications ◽  
Premature Rupture ◽  
Perinatal Center ◽  
History Of ◽  
Amniotic Membranes

This article presents the results of the retrospective study of the childbirth history of 106 pregnant women in whom labor was complicated by premature rupture of the membranes, delivery in the Bukhara regional perinatal center for the period 2017-2019 years. The results show the significant role of premature rupture of the membranes in the development of obstetrics and perinatal complications, especially in women with a history of somatic and gynecological anamnesis

scholarly journals The Rise of the Academies: Continuity or Change?

2001 ◽  
Vol 41 (2) ◽  
pp. 225-239 ◽  
Author(s):  
Kim Tolley
Keyword(s):  
Colonial Period ◽  
Educational Institutions ◽  
Curricular Reform ◽  
Benjamin Franklin ◽  
Early Nineteenth Century ◽  
Post Colonial ◽  
Historical Significance ◽  
The Enlightenment ◽  
History Of ◽  
Benjamin Rush

In his book, The Age of the Academies, Theodore R. Sizer argued that academies represented a significant break from the relatively narrow schooling that had been previously available to students in the early Latin grammar schools. In his view, the proliferation of academies heralded a new age in education, one more reflective of the Enlightenment values promoted by such Republican leaders as Benjamin Franklin, Thomas Jefferson, or Benjamin Rush. After thirty-five years of additional scholarship on academies, does Sizer's thesis still stand? This essay investigates the range of educational institutions that provided some form of advanced schooling to Americans just preceding and concurrent with the founding of the earliest academies. It examines the differences and similarities among a number of northern and southern early nineteenth-century schools in order to address the following question: to what extent did schools calling themselves academies represent a distinctly new turn in the history of American education? By clarifying the relations between the various types of institutions during the post-colonial period, I conclude that the historical significance of the early academy movement is broader than the intellectual or curricular reform discussed by Sizer.

Literacy in Decline: Untangling the Evidence

2007 ◽  
Vol 70 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Daphne A. Jameson
Keyword(s):  
High School ◽  
High School Students ◽  
High School Graduates ◽  
Educational Institutions ◽  
School Students ◽  
Effect Change ◽  
Verbal Abilities ◽  
Reasoning Abilities ◽  
Reading Abilities ◽  
History Of

National assessments of U.S. high school students' writing and other verbal abilities do not show that literacy has declined substantially in recent years. In fact, scores have been relatively stable since the 1980s. The proportion of students with solid writing and reading abilities has held fairly steady but remained small during the past 25 years. During this period, however, the proportion of high school graduates who enter higher education has soared. Thus, more students with weak verbal abilities now enter college. Initiatives that encourage people to continue their education have succeeded, whereas initiatives to improve writing, reading, and reasoning abilities have not. The complex causes of entering college students' weak verbal abilities include social and cultural forces as well as decisions by educational institutions. By understanding the complicated history of this issue and reframing it in positive terms, business and technical communication faculty can help effect change.

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