scholarly journals The opera question in Belgrade as 'staged' by Milan Grol

New Sound ◽  
2014 ◽  
pp. 107-122
Author(s):  
Sanela Nikolić
Keyword(s):  
20Th Century ◽  
Educational Goals ◽  
Sole Purpose ◽  
European Literature ◽  
National Theatre ◽  
Institutional Organization ◽  
Guiding Principles ◽  
European Standards ◽  
Unfavorable Attitude

Writer, politician, and dramaturge Milan Grol can be credited with the most important contribution of an individual to the modernization of the National Theatre in Belgrade. A reformer, legislator, organizer of international theatre cooperation, and manager of the National Theatre, he also played a key role in defining 'the opera question' in Belgrade during the first two decades of the 20th century. Commendable as his activities were in terms of the institutional organization and advancement of South Slavic theatres, it must also be noted that owing to his unfavorable attitude towards the performance of opera at the National Theatre, the development of its opera ensemble and establishment of an artistically worthy opera repertoire at this theatre came to a halt in the first decade of the 20th century. Grol's views about opera at the National Theatre reflect a striking ambivalence in his dual professional personality of a politician and writer. As a member of the Independent Radical Party, he supported a pro-European orientation and cultural elitism, which were meant to serve democratic and educational goals. However, when it came to the question of opera at the National Theatre, he abandoned his guiding principles devoted to modern European standards. Grol thus reinterpreted his firm political basis in the field of partisan clashes and appropriated the power to regulate the repertoire of the National Theatre; yet, for all that, he never gave up his primary vocation of a writer and dramaturge, who saw the presentation of the highest aesthetic achievements of national and European literature as the sole purpose of the institution he managed.

scholarly journals Current Opera Production in the Repertoire of the Slovak National Theatre in 1960s

2018 ◽  
Vol 66 (1) ◽  
pp. 5-22
Author(s):  
Michaela Mojžišová
Keyword(s):  
20Th Century ◽  
Social Motivation ◽  
National Theatre ◽  
The Social ◽  
The 1960S ◽  
Opera Production ◽  
Opera Productions

Abstract The study deals with the increase in the introduction of modern opera production at the Slovak National Theatre in the 1960s. The author interprets it not only as an attempt of dramaturgy to enliven the traditional repertoire, but in particular as an ambition to apply more modern theatrical poetics in the production opera practice. Since there was no practice of updating classic opera production in Slovakia in the sense of “Regietheater” at that time, this production of the 20th century was considered to be the most realistic way of reviving opera. At the same time, the study highlights the social motivation of this intention: an effort to address a new, progressively oriented audience that would create appeal for a conventionally oriented audience that primarily focuses on the musical-vocal component of opera productions.

scholarly journals THE ‘NARROW ROAD’ AND THE ETHICS OF LANGUAGE USE IN THE ILIAD AND THE ODYSSEY

Ramus ◽  
2015 ◽  
Vol 44 (1-2) ◽  
pp. 155-183 ◽  
Author(s):  
David F. Elmer
Keyword(s):  
20Th Century ◽  
Language Use ◽  
Traditional Language ◽  
Semantic Value ◽  
Guiding Principles ◽  
Narrow Road ◽  
Radical Revision

I begin this exploration of characteristically Iliadic and Odyssean attitudes toward the traditional language in which these poems are composed by treading again a well-rutted path in the field of mid-20th century Homeric studies. In formulating his radical revision of the aesthetics of Homeric poetry, Milman Parry took as one of his guiding principles Heinrich Düntzer's notion of a contradiction between the compositional utility of the fixed epithet and its semantic value: if an epithet could be shown to have been selected on the basis of its utility in versification—and Parry's detailed examinations of extensive and economical systems of noun-epithet formulae were aimed in part at demonstrating this point—then it would be proven by that very fact that the epithet's meaning was irrelevant to its selection. Moreover, Parry asserted that the success of poetry composed in such a manner would depend on a corresponding indifference on the part of the audience, an indifference that must be, by his reasoning, categorical and absolute.

scholarly journals M. Wollstonecraft o odgoju žena kao dio doprinosa feminističkih shvaćanja filozofiji odgoja

2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Milena Radovan Burja
Keyword(s):  
20Th Century ◽  
Philosophy Of Education ◽  
Educational Goals ◽  
Feminist Critique ◽  
Education Of Women ◽  
Equality In Education

The article analyses contribution of some feminist concepts to philosophy of education. Although many philosophers questioned the issue of education, only few of them dealt with education of women. Questions related to feminist themes made part of philosophy of education only in the 80-th of the 20th century. The study of educational phenomena, as it has been recognized, became incomplete without integrating ideas and women-experience as equal thinkers, as well as questioning issues of education via feminist critique of patriarchal ways of power, applying arguments which recognized moral, social and political appropriatness of educational goals and the ways of applying the same, taking into account questions of equality in education, issues of justice, also moral and political initiatives in order to stress the need for emancipatory and responsible respect of the possibility of self-realization of each individual, regardless of sex, in order to eliminate varius forms of degradation and inequality in dealing with people. As a part of feminist strugle for women’s recognition as equal, I would like to point out the importance, and stress the contribution of M. Wollstonecraft, through her critics of Rousseau’s women’s educationu nderstanding, and I must also give credit to some contemporary feminist contributions to these issues, in particular, to the works and activities of the philosopher M.C. Nussbaum.

The Bulgarian men’s high school in Thessaloniki from the late 19th – to the early 20th century (A comparative analysis of educational goals and educational documentation).

Proglas ◽  
2021 ◽  
Vol 30 (1) ◽  
Author(s):  
Svetoslav Arseniev ◽  
Keyword(s):  
High School ◽  
Comparative Analysis ◽  
Foreign Language ◽  
20Th Century ◽  
Foreign Language Teaching ◽  
Educational Goals ◽  
Early 20Th Century ◽  
Historical Factors ◽  
Language Classes ◽  
Education Process

The article focuses on the role and the importance of the Bulgarian language as a foundation of the education process at the Bulgarian St. Cyril and St. Methodius Men’s High School. It discusses the historical factors which had an impact on Bulgarian education in Thessaloniki and studies the establishment and development of the Bulgarian High School in Thessaloniki as well as the role it played in educating teachers for the schools in Macedonia. The analysis focuses on the educational curricula adopted in the mid 1880s and is based on a comparison between the Men’s High School in Thessaloniki – as a representative school beyond the borders of the newly-liberated country – and the high schools in the Principality of Bulgaria. It also outlines the differences in the approaches to determining the number of Bulgarian language classes as well as the specifics of foreign language teaching at the High School in Thessaloniki and those in Bulgaria. Some attention has also been given to the textbooks and handbooks written by teachers from the school.

Tracing John Dewey's Influence on Progressive Education, 1903–1951: Toward a Received Dewey

2011 ◽  
Vol 113 (3) ◽  
pp. 463-492 ◽  
Author(s):  
Thomas D. Fallace
Keyword(s):  
Social Justice ◽  
20Th Century ◽  
Civic Education ◽  
Social Adjustment ◽  
Progressive Education ◽  
Historical Study ◽  
Educational Goals ◽  
Social Education ◽  
Social Efficiency ◽  
Formative Years

Background/Context Determining John Dewey's exact influence on civic and social education during the early 20th century has been one of the most vexing issues facing curriculum historians. Generally speaking, interpretations of Dewey's work and influence have been plagued by four recurring methodological limitations: First, historians tend to interpret Dewey's work philosophically rather than historically. Second, they use their philosophically constructed Dewey to judge the fidelity of past educators against the standard of Dewey's “true” vision. Third, historians assume that because they have read all of Dewey's major and obscure works on education, the reformers of the past must (or should) have done so also. Fourth, historians assume rather than demonstrate Dewey's direct influence on others. Purpose To overcome these limitations, this historical study traces the influence of John Dewey on the discourse of civic and social education during the formative years of the progressive education movement by focusing on the received Dewey. By examining the specific ways in which Dewey's ideas were used by his contemporaries and peers, the author demonstrates that Dewey's words were often employed in various and conflicting ways to support a number of different curricular agendas. Specifically, the author argues that divisions between proponents of social justice and social efficiency, which play such a central role in the historical literature on progressive education, were not necessarily apparent to Dewey's contemporaries who cited him. In fact, Dewey's philosophy was often used specifically to assuage the gaps between these seemingly conflicting educational goals and objectives. Research Design The author focuses his inquiry specifically on the curriculum materials and discourse of secondary social and civic education. He focuses qualitatively on the various ways in which Dewey was cited and used by leading and lesser-known civic and social educators during the formative years of the American curriculum, with particular focus on uses of Dewey to support social efficiency and social justice. In the tradition of historiography, the findings are reported in a chronological narrative. Findings/Conclusions Although the evidence presented is merely suggestive, a few summative assertions regarding Dewey's influence on educators during the first half of the 20th century can be made. First, Dewey was often used by contemporaries to reconcile positivistic social science with pragmatic philosophy. Second, although Graham (1995) identified Democracy and Education as “the Bible of the educational reform movement then emerging,” there were in fact numerous Dewey texts cited, often without any reference to others. Third, Dewey's philosophy was used to support reform agendas aimed at social control and social adjustment as well as social reconstruction and social justice. To say that Dewey was used primarily in support of just one (or none) of these goals is a misrepresentation.

Management 2.0

2011 ◽  
pp. 29-45
Author(s):  
Moria Levy
Keyword(s):  
20Th Century ◽  
Knowledge Workers ◽  
Management Framework ◽  
Modern Management ◽  
The World ◽  
Guiding Principles ◽  
Management Recommendations

The world has changed a great deal since modern management principles were established one hundred years ago, at the turn of the 20th century. This chapter suggests a new management framework for managing today’s knowledge workers. This framework is based on three perspectives: analyzing the manager’s tasks; observing the knowledge worker’s behaviors and expectations; and management recommendations via suggested underlying guiding principles. Together these construct a framework for the new era’s manager, defined here as the 2.0 manager.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Mauzanda Ihsan
Keyword(s):  
Curriculum Development ◽  
Survey Research ◽  
20Th Century ◽  
Formal Education ◽  
Educational Theory ◽  
Education Administration ◽  
Educational Goals ◽  
Qualitative Survey ◽  
Educational Issues

Indonesia, education ran in the 20th century. It is undeniable, throughout the course of Indonesia's history that often changes. Educational issues that are often a concern are curriculum and education administration. The concept of development with the theory of development and education, also in accordance with the flow or educational theory adopted by experts. Changes and curriculum development are considered as one of the important points in the issue of education, especially formal education. This type of research is a qualitative survey research, aimed at evaluating the situation or phenomenon. The purpose of this study is to provide guidance for students, in the process of fostering students, to achieve the goals aspired by students themselves, schools, families, and communities. So curriculum administration is needed and important in the administration and development of education, so that the educational goals that have been formulated can be applied effectively and efficiently.

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