Zakład Teorii Wychowania Estetycznego na Uniwersytecie Warszawskim 1967–2007. Nadzieje – spełnienia – porażki

2018 ◽  
Vol 62 (4 (246)) ◽  
pp. 17-40
Author(s):  
Irena Wojnar
Keyword(s):  
General Education ◽  
Aesthetic Education ◽  
Educational Opportunities ◽  
Theoretical Structure ◽  
Wide Range ◽  
History Of ◽  
Practical Experiences ◽  
Faculty Of Education ◽  
Doctoral Dissertations ◽  
The University

The article presents the 50-year history of the Theory of Aesthetic Education Unit established in 1967 within the Chair of General Education at the Faculty of Education at the University of Warsaw. In those days, the issues studied at the Theory of Aesthetic Education Unit were innovative, connected with the quest for the restoration of education and the formation of the integral man. They also expressed the expectations and hopes that were widespread in Poland after 1956. Moreover, those issues correlated with the revelation of the idea of “education for the future”, consolidating the meaning of the “inspirational duty of education”. The Unit’s activities were reflected in research studies, doctoral dissertations and publications, as well as in the practical experiences, in terms of university and school education and cooperation with teachers and institutions involved in the diffusion of culture. The article shows how, in difficult and historically variable circumstances, an interdisciplinary theoretical structure was shaped, simultaneously with an integrated pedagogical process. This concept, inspired by the classical thought of Polish and foreign authors, reveals a wide range of educational opportunities for art in an interdisciplinary perspective, as well as in the form of distinct artistic disciplines. Art education is understood as education towards and through art; it is the foundation of the humanistic orientation of educating the integral man, enriching general education.

A Survey of Practical Experiences & Co-Curricular Activities to Support Undergraduate Biology Education

2016 ◽  
Vol 78 (9) ◽  
pp. 719-724 ◽  
Author(s):  
Lauren E. Parker ◽  
Sara R. Morris
Keyword(s):  
Biological Sciences ◽  
Student Perceptions ◽  
Undergraduate Research ◽  
Skill Development ◽  
Biology Education ◽  
Colleges And Universities ◽  
Educational Opportunities ◽  
Educational Travel ◽  
Wide Range ◽  
Practical Experiences

Active-learning experiences – in classrooms, laboratories, and outside of courses – are highly valued components of preparing undergraduates to become biologists. We characterized the educational opportunities available to students in the biological sciences at colleges and universities within the eastern Great Lakes region and student perceptions of a variety of opportunities. We surveyed biology departments at 33 institutions to determine the availability of and participation in educational travel, internships, laboratories, skill development, and undergraduate research involvement. There was variation in the availability of internships, the types of skill development and educational travel offered, and the numbers of labs required in different biology curricula. Undergraduate research was offered at all institutions, and most research-active students presented results at least locally. Most colleges and universities offer a wide range of educational experiences and opportunities that complement traditional biology curricula and that are valued by students. Because fewer than half of the students took advantage of most of these experiences, schools still have the opportunity to increase their value in undergraduate education through increased student participation.

scholarly journals Representing Prisoner of War Experience: One-day Interdisciplinary Conference

2014 ◽  
Vol 1 (2) ◽  
pp. 220-225
Author(s):  
Grace Huxford ◽  
Grace Huxford
Keyword(s):  
North America ◽  
Prisoner Of War ◽  
Future Directions ◽  
Wide Range ◽  
History Of Art ◽  
History Of ◽  
Literature History ◽  
War Experience ◽  
The University

On 9 November 2013 the Prisoner of War Network, in conjunction with the War and Representation Network (WAR-Net), brought together forty academics and researchers at the University of Warwick to discuss ‘Representations of Prisoner of War Experience’. In response to Paul Gready’s claim that ‘to be a prisoner is to be variously written’, scholars from across Europe and North America and a wide range of disciplines (including history, film, politics, literature, history of art and archaeology) discussed the fascinating work being done in the emergent field of prisoner of war studies, as well as the possible future directions and challenges for such research. Eighteen speakers approached the question of the representation of prisoner of war experience, both by the historical actors who underwent forced dislocation (captors and captives alike) and by researchers themselves. Image: David Thompson (flikr) 

scholarly journals Brief History of Islamic Civilization from Its Genesis in the Late Nineteenth Century to Its Institutional Entrenchment

2020 ◽  
Vol 28 (1) ◽  
pp. 150-173
Author(s):  
Kevin Van Bladel
Keyword(s):  
Nineteenth Century ◽  
General Education ◽  
Social Power ◽  
The United States ◽  
Late Nineteenth Century ◽  
University Of Chicago ◽  
History Of ◽  
Late Nineteenth ◽  
Islamic Civilization ◽  
The University

This article sketches the early history of Islamic civilization from its genesis in the late nineteenth century to its institutionalization in the twentieth. Key moments include its enshrinement in journals and a monumental encyclopedia and the flight of European Semitists to the United States. Its institutionalization in the undergraduate curriculum at the University of Chicago in 1956 created a successful model for the subsequent dissemination of Islamic civilization. Working in a committee on general education (the core curriculum) in the social sciences at the University of Chicago, Marshall Hodgson inaugurated Islamic civilization as a subject of university study that was not just for specialists but available to American college students as fulfilling a basic requirement in a liberal arts education. Many other universities followed this practice. Since then, Islamic civilization has come to be shared by the educated public. Today it is an internationally accepted and wellfunded entity that confers contested social power but still lacks analytical power. 

Contributions to the History of Psychology: LXI. Language of Publications Referred to in Four American Journals, 1887–1945: A Synthesis

1989 ◽  
Vol 69 (2) ◽  
pp. 409-410 ◽  
Author(s):  
Josef Brožek ◽  
Francisco Tortosa
Keyword(s):  
20Th Century ◽  
Experimental Psychology ◽  
History Of Psychology ◽  
Psychological Bulletin ◽  
Psychological Review ◽  
Relative Decrease ◽  
History Of ◽  
Doctoral Dissertations ◽  
The University

The language dimension of the interaction with world psychology, reflected in the contributions to the American Journal of Psychology, Psychological Review, Psychological Bulletin, and the Journal of Experimental Psychology, was one of the topics examined in a series of doctoral dissertations written in the 1980s at the University of Valencia under the direction of Prof. Helio Carpintero. The studies yielded information on well over 100,000 references. The present synthesis documents the trends toward a relative decrease in references to works written in French and German, and an increase in references to publications written in English. In the 20th century the percentage of references to “other” languages remained low throughout. While these facts are not “discoveries,” the evidence brought together is both novel and—within the limits of the sample—exhaustive.

scholarly journals Teatro y educación en la Ley General de 1970. Avances y retrocesos.

2020 ◽  
Vol 2 (29) ◽  
pp. 501-63
Author(s):  
Manuel F. Vieites
Keyword(s):  
General Education ◽  
Review Of The Literature ◽  
Education Curriculum ◽  
Theatre Education ◽  
General Education Curriculum ◽  
History Of ◽  
Theatre Pedagogy ◽  
Education Act ◽  
The One ◽  
The University

The General Education Act, enacted in 1970, appears as the first attempt to regulate Theatre Education in Spain, considering all its diversity. On the one hand, this new law places Art Education in the General Education curriculum and provides it an expressive approach. This showed the pedagogical potential of different procedures of dramatic and theatrical nature, confirmed its educational legitimacy, and produced developments in both their empirical and scientific cultures. On the other hand, the Act stated and promoted the integration of Schools of Dramatic Art and its courses in the university, in tune with what had been its status since 1857 with the Moyano Education Act, and with similar transitions taking place in Europe in the same direction. This paper, which has been written after an analysis of the educational norms derived from the application of the Act, combined with a review of the literature generated at that period, shows the advances the change enhanced. Also, reveals that later Educational Acts were not always confirmed or consolidated, and that provoked important setbacks causing persistent of problems. Also, further research lines particularly relevant in the development of the further research lines particularly relevant in the development of the History of Theatre Education and also of the History of Theatre Pedagogy in Spain have been provided.

scholarly journals Excerpt from The Official Anti-Milo Toolkit

2020 ◽  
Vol 3 (3) ◽  
pp. 514-518
Author(s):  
Lisa Hofmann-Kuroda ◽  
Beezer De Martelly ◽  
Julia Havard ◽  
Amanda Armstrong-Price ◽  
Juliet Kunkel ◽  
...  
Keyword(s):  
Free Speech ◽  
Undocumented Students ◽  
College Campuses ◽  
Right Wing ◽  
University Campuses ◽  
Marginalized Communities ◽  
Wide Range ◽  
History Of ◽  
The University ◽  
Digital Channels

Abstract The organizers of the Anti-Milo Toolkit aimed to contribute to a broader counter-movement that would make it easier for university campuses to challenge and de-platform white supremacist and fascist speakers sheltered under the auspices of “free speech.” This toolkit gathers info-tracts, syllabi, flyer templates, and other activist materials collected and widely distributed across campuses in preparation to protest Breitbart journalist Milo Yiannopoulos's 2016 “Dangerous Faggot Tour.” Yiannopoulos was slated to speak at thirteen college campuses in support of an alt-right platform founded upon the weaponization of “free speech,” xenophobia, and transphobia. In addition to providing materials for protest, the authors of the “Anti-Milo Toolkit” take critical aim at appropriation of liberal-academic vocabularies by right-wing groups and Yiannopoulos's history of outing trans and undocumented students at his events, and call for widespread action against the spread of violent rhetoric targeting marginalized communities in order to maintain the university as a space of sanctuary. Because of its accessibility via digital channels and its wide range of short and readable pieces written in a variety of styles, and because of the collective's wide network of organizing connections, the kit circulated very broadly.

scholarly journals Origins of marketing thought in Britain

2015 ◽  
Vol 49 (7/8) ◽  
pp. 1016-1039 ◽  
Author(s):  
Brian Jones ◽  
Mark Tadajewski
Keyword(s):  
Twentieth Century ◽  
William James ◽  
Future Research ◽  
Business Economics ◽  
Content Type ◽  
Early Twentieth Century ◽  
Wide Range ◽  
Study And Teaching ◽  
History Of ◽  
The University

Purpose – The purpose of this paper is to document contributions to the early study and teaching of marketing at one of the first universities in Britain to do so and, in that way, to contribute to the literature about the history of marketing thought. Given that the first university business program in Britain was started in 1902, at about the same time as the earliest business programs in America, the more specific purpose of this paper was to explore whether or not the same influences were shared by pioneer marketing educators on both sides of the Atlantic. Design/methodology/approach – An historical method is used including a biographical approach. Primary source materials included unpublished correspondence (letterbooks), lecture notes, seminar minute-books, course syllabi and exams, minutes of senate and faculty meetings, university calendars and other unpublished documents in the William James Ashley Papers at the University of Birmingham. Findings – The contributions of William James Ashley and the Commerce Program at the University of Birmingham to the early twentieth-century study and teaching of marketing are documented. Drawing from influences similar to those on pioneer American marketing scholars, Ashley used an historical, inductive, descriptive approach to study and teach marketing as part of what he called “business economics”. Beginning in 1902, Ashley taught his students about a relatively wide range of marketing strategy decisions focusing mostly on channels of distribution and the functions performed by channel intermediaries. His teaching and the research of his students share much with the early twentieth-century commodity, institutional and functional approaches that dominated American marketing thought. Research limitations/implications – William James Ashley was only one scholar and the Commerce Program at the University of Birmingham was only one, although widely acknowledged as the first, of a few early twentieth-century British university programs in business. This justifies future research into the possible contributions to marketing knowledge made by other programs such as those at the University of Manchester (1903), University of Liverpool (1910) and University of London (1919). Originality/value – This paper adds an important chapter to the history of marketing thought which has been dominated by American pioneer scholars, courses, literature and ideas.

UNIVERSITY OF KYIV IN THE 1937-1945 (MEMORIES OF PROFESSOR I. A. GRITSENKO)

2019 ◽  
pp. 47-53
Author(s):  
Anatoliy Kotsur
Keyword(s):  
Educational Process ◽  
University Student ◽  
Student Life ◽  
The Public ◽  
National University ◽  
History Of ◽  
Doctoral Dissertations ◽  
The University ◽  
Present Summary

Important are for researchers and the public the materials related pages of history of the Taras Shevchenko National University of Kyiv. The memories of a man, who studied at the university, defended within its precincts candidate and doctoral dissertations constitute a particular value. It goes about the doctor of historical sciences, Professor Ivan Antonovych Grytsenko. To learn more about biographical field of I. A. Grytsenko, we present summary of the most important milestones of his life. Also we continue a printing professor’s memories about Kyiv period of his life (1937-1941 years.) in № 39 of "Journal of Ukrainian history". Especially carefully describes I. A. Grytsenko the premises of the Red Corps, educational process within the walls of Shevchenko university, student life, research interests, cultural and sporting preferences, etc. Materials are published in author's edition.

A History of the Muslim World Manuscript Collection at the Columbia University Libraries

2020 ◽  
Vol 5 (3-4) ◽  
pp. 258-281
Author(s):  
Kaoukab Chebaro ◽  
Jane Rodgers Siegel
Keyword(s):  
Columbia University ◽  
University Libraries ◽  
Near Eastern ◽  
Wide Range ◽  
History Of ◽  
Phases Of Development ◽  
Islamic Science ◽  
The University ◽  
The City ◽  
Near Eastern Studies

Abstract In this article, we explore the history of the development of the Islamicate manuscript collection at the Columbia University Libraries (approximately 575 manuscripts across a wide range of languages, subjects, and periods). The story of the collection is one of checkered growth and engagement, and of serendipitous development. We focus on the key actors responsible for collecting activities, mainly donors and faculty, and provide biographical information as well as details regarding the specific contributions made. Three broad phases of development are identified: the birth of the collection (1880–1930); a period of growth: the Smith-Plimpton Islamic science manuscripts (1930–1950); Arthur Jeffery, the Burke Collection and the last gasp of orientalist philological research at Columbia (1950–1970). We try to account for the ebb and flow of interest in the collection within the larger scholarly context of Islamic and Near Eastern studies in the city and at the University.

Narcotic Culture: A History of Drugs in China. BY FRANK DIKÖTTER, LARS LAAMANN, and ZHOU XUN. [Chicago and London: The University of Chicago Press, 2004. 319 pp. $35.00. ISBN 0-226-14905-6.]

2005 ◽  
Vol 181 ◽  
pp. 187-189
Author(s):  
Joyce A. Madancy
Keyword(s):  
Primary Sources ◽  
Moral Problem ◽  
Cultural Meanings ◽  
Chinese Nationalism ◽  
State Strength ◽  
Wide Range ◽  
Medical Benefits ◽  
History Of ◽  
Opium Abuse ◽  
The University

In the burgeoning sub-field of narcotic history in China, Narcotic Culture stands out as a revision of the revisionist literature. Most scholars now concur that the nature and extent of China's narcotic “problem” has been grossly exaggerated over time, and recent scholarship has reinterpreted opiates as key components of social, economic and political developments in the late Qing and Republican eras. But Narcotic Culture goes well beyond this reassessment in an interpretation that relies on a wide range of archival and other primary sources, as well as a methodology that successfully blends history and anthropology. Dikötter, Laamann and Zhou take issue with the “narcophobic discourse” (p. 2) that has characterized the rhetoric of drug use and abuse in China and, even more significant, they dispute the assumption that various attempts to prohibit opium and other narcotics were positive developments that reflected state strength or rising Chinese nationalism. Instead, the authors build a strong case for their contention that it was prohibition that generated a social and economic disaster for many Chinese.The first half of the book is devoted to debunking what the authors term “the opium myth,” the idea that opium caused more harm than good and was largely responsible for the downfall of Chinese civilization. They establish that opium use was not confined to China, most Chinese opium smokers were not addicts, and many smokers sought the drug's valued medical benefits. They hypothesize that opium abuse in China was largely prevented by a smoking culture that valued decorum and encouraged complex and time consuming rituals. The authors also note that any valid historical examination of narcotics in China must have a global focus and should seek to extricate the drug from the multilayered socio-cultural meanings that have, at various times, transformed a legitimate medicine into a moral problem.

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