scholarly journals Grundtvig og den første folkehøjskoles mænd

1960 ◽  
Vol 13 (1) ◽  
pp. 26-46
Author(s):  
Roar Skovmand
Keyword(s):  
High School ◽  
Young People ◽  
Personal Contact ◽  
New School ◽  
Public Meeting ◽  
Folk High School ◽  
Set Up ◽  
Fellow Teacher ◽  
The One ◽  
The Right

Grundtvig and the men of the first folk high school. By Roar Skovmand. Grundtvig not only originated the idea behind the folk high-school, but, from the very beginning, followed the realization of the idea with great attention. When, in 1844, the founding of the first folk high-school at Rødding in South Jutland was decided upon, Grundtvig welcomed the school in a great speech delivered at a public meeting - till then the largest held in Denmark – at Skamlingsbanken. He admitted, it is true, that he had in mind something different, - a State high-school at Sorø that would gather together youth from all sections of the nation; but he regarded the new school, the primary task of which was to safeguard Danish civilization against the encroachments of the German neighbour, as a “giant stride” in the right direction, and he promised to follow and support the work of this school. However, he found it difficult to keep his promise. Travel conditions in those days meant that Rødding was so far from Copenhagen that Grundtvig, though he received many invitations, never visited it, just as, indeed, he failed to visit other high-schools situated beyond the area of the capital. Nevertheless, there was a constant connection between Grundtvig and the men of the first folk high-school. The founder of the school, Professor Christian Flor, was one of Grundtvig’s most independent and most considerable disciples. In the spirit of Grundtvig, he stressed at the Rødding school the importance of history and literature, neglecting subjects of practical, technical value. There was, however, no close personal contact between Flor and Grundtvig. Flor once characterized Grundtvig as the monumental figure that indicated the goal and the way to it. Of the principals and teachers that had led the school in the period prior to 1864, three were closely associated with Grundtvig: Sofus Høgsbro, principal from 1850- 62, was a personal friend of Grundtvig’s eldest sons and a frequent guest in his home. He was not only an independent disciple of Grundtvig, but a man of stubborn character who did not deter from contradicting the old man when he was too one-sided, and he succeeded in influencing him politically towards radicalism. In ecclesiastical matters he agreed with Grundtvig, without sharing his religious conceptions. Although Grundtvig, in a sense, ranked him higher as a politician than as a high-school man, he supported Høgsbro in his controversy at the school with Edv. Thomsen, the natural science teacher, who wanted the school to cater to the technical needs of prospective farmers. During this conflict Grundtvig consented to join a triumvirate which was to appoint persons for the leadership of the school. Unlike Høgsbro his other fellow-teacher, Jens Lassen Knudsen, the father of Jakob Knudsen, the writer, maintained that the school should be a Grundtvigian school aiming at rousing young people, spiritually and intellectually, - like Christen Kold’s high-school on the island of Funen. Høgsbro would not agree to this, and this second conflict at Rødding did not end until Ludvig Schrøder, a young theologian, became leader of the school in 1862. He was as much impressed by Grundtvig’s Christian and liberal adult educational ideas as Knudsen was, and was at first so strongly influenced by them that even Grundtvig became anxious about his eagerness; but Schrøder proved wise enough to strike a balance between the traditions from the school of Flor and Høgsbro and the one-sided ideals set up by Knudsen and Kold. When the Germans had conquered South-Jutland in 1864 and the Røddingteachers moved to Askov, north of the new border, Schrøder called his new school »Flors High-School«, but the Grundtvigian impress it bore was so strong that it became the centre of the Grundtvigian high-school in Denmark. Grundtvig’s relation to the Danish folk high-school was never closer than this school was to him.

scholarly journals PLATFORM COOPS NOW!: A team entrepreneurship capacity building program to create platform coops

2021 ◽  
pp. 135-156
Author(s):  
Liher Pillado Arbide ◽  
Ander Etxeberria Aranburu ◽  
Giovanni Tokarski
Keyword(s):  
Capacity Building ◽  
Sharing Economy ◽  
Digital Platforms ◽  
New School ◽  
Digital Era ◽  
The World ◽  
Set Up ◽  
The One ◽  
Building Program ◽  
Capacity Building Program

Traditional labour relationships have been disrupted due to the digital platforms based businesses. This article aims on the one hand to share the consequences the sharing economy has generated for workers, and how MONDRAGON’s principles as one of the best examples of worker owned business group in the world, can be applied within the new digital era. On the other hand, this paper provides a literature review on how digital platforms can operate with fairer principles based on the framework that platform coops consist of. Last but not least, Mondragon University and The New School have set up a capacity building program on team entrepreneurship and an online incubation program that aims to support the creation of platform coops, whose results after two editions and future opportunities for research are shared.

scholarly journals Changes And New Constraints In The Competition Rules Enforcement Due To Accession: The Perception Of The Romanian Companies

2011 ◽  
Vol 7 (4) ◽  
Author(s):  
Alina Mihaela Dima
Keyword(s):  
Competition Policy ◽  
Negative Impact ◽  
Free Market ◽  
National Level ◽  
Well Being ◽  
Business Environment ◽  
Competition Rules ◽  
Set Up ◽  
The One ◽  
The Right

Many times, in the attempt to win or to maintain an advantageous position on the market, the economic agent will use a whole arsenal of practices (inclusively and mostly from the marketing field), most of them anticompetitive, with a negative impact on the business environment, which also affects the well-being of the consumer. The policy in the field of competition is the one that defines these types of behaviour and penalizes them depending on the importance of their negative impact, by creating a complex and coherent legislative and institutional mechanism. The right enforcement of the competition policy at the national level is the key in this process, but this should be coordinated with the regional and international objectives and regulations in this field. Romania is facing a double challenge: on the one side, it had to set up a competition policy, which was almost ignored before the90s, on the other side, it had to comply, recently, with high standards in the field, as an EU candidate. Now, as a member state, the promotion of a competition culture becomes a must, along with the design of an adequate system of information and knowledge dissemination for all of those involved. The paper is based on a original and qualitative research and aims at emphasising the increased necessity of the promotion of a competition culture for the competitiveness of the Romanian business environment on the European level in the new context of accession. This will help Romanian business to face the competition challenges within a more extended single European market, as an essential issue of the free market economy status recently granted, and accordingly to the most important EU objectives set up at Lisabon to become the most competitive economy in the world up to 2010.

A case study using narrative therapy to “rewrite” the non-conforming reputation of a high school student

2001 ◽  
Vol 11 ◽  
pp. 131-140
Author(s):  
Miguel Fernandez
Keyword(s):  
High School ◽  
Narrative Therapy ◽  
Sense Of Self ◽  
Male Student ◽  
School Personnel ◽  
Young Person ◽  
Negative Effects ◽  
Set Up ◽  
The One

This paper begins with a brief description of research stating that adolescents in schools generally pursue reputations that are either nonconforming or conforming. This is usually achieved through the development of goals specific to each type of reputation. Essential to the maintenance of a reputation is the recruitment of an audience. It is also proposed by researchers that intervention by school personnel becomes crucial when trying to counteract the negative effects of a nonconforming Using a case study, this paper investigates the use of Narrative Therapy with a 15-year-old male student in a high school who had developed a nonconforming reputation. A three-year-old nonconforming reputation is put through a Narrative framework that challenges “its” goals and reason for being. As the sessions progress, there is a sense that this young person is beginning to move towards a more preferred sense of self that is potentially different from the one set-up by the nonconforming reputation. This is achieved by using a Narrative style dialogical approach that shows how language censures and as well as its ability to promote (liberate) chosen behaviour. Apart from the development of a more preferred sense of self, an interesting outcome from using this approach has also been the unique way restraint works within the school.

Arithmetic in The Junior High School

1925 ◽  
Vol 18 (2) ◽  
pp. 111-118
Author(s):  
Lewis W. Colwell
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
The Other ◽  
Social Nature ◽  
Other Hand ◽  
Good For ◽  
Set Up ◽  
The One

The curriculum of the junior high school must be determined on the one hand by the needs of a developing civilization and on the other by the nature and capacities of developing youth. These two criteria of worth are by no means opposed to each other. They constitute no bifurcated demand. They set up no dilemmas. For every child is born into organized society on the one hand and becomes a duly constituted member thereof, while on the other hand he possesses a social nature that fits him into the world's work just in the measure that he finds himself. It is perhaps not far afield to say that all friction due to anti-socialistic tendencies is a maladjustment of individuals who have not discovered what they are good for.

scholarly journals Students' perception of the International University of Novi Pazar on the exchange and transfer of knowledge through information technology

2020 ◽  
pp. 111-118
Author(s):  
Suada Aljković-Kadrić ◽  
Suad Bećirović
Keyword(s):  
Young People ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Modern Society ◽  
Communication Technologies ◽  
Transfer Of Knowledge ◽  
Information And Communication ◽  
International University ◽  
The One ◽  
The Right

A characteristic of modern society in the last few decades is the increasingly powerful exchange and transfer of knowledge through information technologies that offer tools for the production, creation, collection, organization, use and storage of knowledge and information. The research was conducted among students of the International University of Novi Pazar, with indicators that indicate the degree of understanding and use of computers and the development of information literacy, after which young people should understand and rationally use information and communication technologies. Students provided answers to questions such as: how to access information and how to evaluate information in a youth support process related to research processes that enable young people to find, download and make relevance assessments, Everyday use of computer-aided technologies by young people also generates larger amounts of information that are difficult to manage. So, young people have a large amount of important information that needs to be recognized on the one hand, and understood on the other, and finally situated in a harmonious relationship, so for them, in computer and IT terms, complex tasks are set, such as how to choose the right technology and how to manage that information. Information management refers, among other things, to the ability of young people to take responsibility, fundamentally for the process of planning, organizing, coordinating and controlling.

scholarly journals Christen Dalsgaard som grundtvigsk billedkunstner

2001 ◽  
Vol 52 (1) ◽  
pp. 76-93
Author(s):  
Nina Hobolth
Keyword(s):  
High School ◽  
First Generation ◽  
School Principal ◽  
Lecture Hall ◽  
Childhood And Youth ◽  
Folk High School ◽  
Church Decoration ◽  
The Right ◽  
The Church ◽  
Established Church

Christen Dalsgaard as a Grundtvigian Pictorial ArtistBy Nina HobolthThe article elucidates the connection between the first generation of Grundtvig’s disciples and the painter Christen Dalsgaard (1824-1906). This connection derives from the close bonds between people who play an important role in the creation of pictorial art, but who are very often not given the appropriate attention by art history.In Dalsgaard’s case, such connections go as far back as to his childhood and youth among the revivalist circles in the Salling-Mors region, which developed into a strong Grundtvigian movement, and the ties were strengthened during his work as a drawing master at Sorø Akademi. Nina Hobolth presents three examples of Dalsgaard’s work as a Grundtvigian painter. First the altarpiece in the church of the valgmenighed (i.e. a congregation within the Established Church, claiming the right to choose their own clergyman) at Ryslinge from 1869 is examined. The motif here is the Holy Family in Nazareth, presented as an .ordinary. family with God’s word in their midst. Thus the altarpiece functions as a symbol of the mid-Funen families, whose Christian life in home and congregation was the basis of their valgmenighed. The Grundtvigian emphasis on the importance of baptism is pointed out by the fact that Jesus has his arm round a font.The altarpiece in the church of the valgmenighed - today a frimenighed (i.e. an independent congregation, outside the Established Church) - on Mors, the Ansgar Church, was commissioned and donated by the lay preacher Peder Larsen Skr.ppenborg in 1871-1872, and represents Ansgar baptizing the first Danish child in the Helligbcek near Hedeby. The motif combines, in a Grundtvigian sense, Christianity, folkelighed, and history in a way probably unheard of so far in Danish church decoration, Ansgar becoming the symbol of Danish Christianity. The connection with Grundtvig’s church view is further emphasized by the fact that baptism has been chosen as the central motif. Thus, along with the Communion table, Christ’s presence at Baptism and Communion is emphasized. The fact that it is not a moralizing motif, but one that serves to strengthen the congregational community adds a light touch to the message of the altarpiece. In 1876 Folk High School Principal Ernst Trier wanted a repetition of the motif for a decoration of the extended lecture hall at Vallekilde Folk High School, the picture being intended to function as a Christian and folkelig symbol of revival, depicting the meeting between the Danish people and God’s congregation, the folkelig and the Christian.In conclusion, it is made clear in what way Christen Dalsgaard can be characterized as a Grundtvigian painter: Dalsgaard kept his official artistic career as a genre painter apart from his religious art, which, by virtue of a specific set of basic motifs, confirmed the community of the congregation and the shared values within the Grundtvigian movement. According to the art historian Julius Lange, it is the distinctive ark of Dalsgaard that he masters the psychological expression, and this evaluation was shared by the contemporary Grundtvigian circles who saw Dalsgaard’s pictures as soul-stirring, rendering the »human« content of the motif. His art did not involve any stylistic renewal; such a renewal came about with the painters of the next generation, of whom Joakim Skovgaard in particular caused dismay and admiration.

scholarly journals Digital Literacy Index of Teenagers in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 215
Author(s):  
Catur Nugroho ◽  
Kharisma Nasionalita
Keyword(s):  
High School ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
School Age ◽  
Advanced Level ◽  
Violent Content ◽  
Literacy Level ◽  
The Right ◽  
Survey Research Methods

Digital literacy as an ability to understand and use information from various digital sources is not only related to reading characters, but also the process of thinking and evaluating information found in digital sources. There are various issues related to this, such as hoaxes, privacy violations, cyberbullying, violent content, and pornography. This study aims to determine the digital literacy index of adolescents in Indonesia. In this study, the population taken is part of the new millennial generation, namely young people of high school age in four cities in Indonesia, namely Bandung, Surabaya, Pontianak, and Denpasar, with a sample size of 500 people each. With a quantitative approach and survey research methods, the results show that the digital literacy level of adolescents in the four cities is at an advanced level. The dimension of the ability to find and select information is the dimension with the highest value in each of these cities. The dimension of creativity, namely the ability of youth to produce and share creative content in digital media, is the dimension with the lowest value, but is still at an advanced level. With these results, it can be seen that teenagers in four cities can use technology and digital media quite well to communicate, be creative, and find and choose the right information.

scholarly journals A survey on existing IP trace back mechanisms and their comparisons

2018 ◽  
Vol 7 (1.9) ◽  
pp. 67
Author(s):  
Vahiduddin Shariff ◽  
Ruth Ramya K ◽  
B Renuka Devi ◽  
Debnath Bhattacharyya ◽  
Tai-hoon Kim
Keyword(s):  
Current Problem ◽  
Data Traffic ◽  
Ip Address ◽  
The Past ◽  
Trace Back ◽  
Ip Spoofing ◽  
Recent Trends ◽  
Set Up ◽  
The One ◽  
The Right

Security is the one of the main point of focus in recent trends of computer science, as it has to determine the right people accessing the system and ones who are trying the bypassing it. IP spoofing is one of the prevalent attacks, where the attackers launch the attack by spoofing the source address, once this happens they can attack without revealing their exact location. The attacker uses a fraudulent IP address to conceal their identity. To reveal the attackers real locations many IP trace back mechanisms have been proposed but the attacker immediately gets away with the information. There is another problem which is to detect DDoS traffic and the precarious packets set up by the attacker, which are a threat to the victim as well as the whole network, here lies another hurdle which is to differentiate between the attacker’s data traffic from the normal data traffic. There are many solutions given for this but one among them is IP trace back which already has researched upon in the past and implemented then, but what is lacking in the solution such that the attacks are even now taking place. IP trace back if modified, strengthened would analyze the traffic faster and trace out the attacker with a faster pace, which is why a hybrid IP tracing and tracking mechanism if introduced could ease the current problem.

scholarly journals Mathematician Mečislovas Mačernis (1897–1968) as a pioneer of didactics in lithuania

2016 ◽  
Vol 57 ◽  
Author(s):  
Juozas Banionis
Keyword(s):  
High School ◽  
Primary Schools ◽  
Scientific Activity ◽  
Western World ◽  
Ministry Of Education ◽  
Future Teachers ◽  
Quality Teachers ◽  
New School ◽  
Nature Studies ◽  
The Right

The National Pedagogical Institute (NPI), established in 1935, ensured the progress of education in Lithuania. NPI being one of the newest schools of higher education in the period of independent Lithuania committed itself not only to practical activity, i.e. preparing high professional quality teachers for primary schools, but to development of scientific activity, too. The Ministry of Education invited an experienced pedagogue, famous in preparing future teachers and the author of texts designed for teachers’ professional development, Mečislovas (Mečys) Mačernis who would work alongside with other founders of NPI for implementation of its double mission. M. Mačernis was born in the vicinity of the town Seda (Gedrimai village in Alsėdžiai parish) in Lithuania’s region Samogitia. In 1919, M. Mačernis finished Vilnius Lithuanian Gymnasium, and in 1920–1923 he studied mathematics and physics at Berlin University and Königsberg University. Later M. Mačernis was a teacher and director at Tauragė Teacher Training School. In 1930, he obtained the right, which was equivalent to the right of higher school graduates, to work as a teacher at high school. M. Mačernis could teach introductory subjects into philosophy and pedagogy. In 1935, M. Mačernis was invited to work as an inspector at NPI, and in 1937 he became NPI Director. In the period from 1935 to 1940, which was full of changes, M. Mačernis taught general methods (didactics), methods of geography, history and nature studies, methods of calculus and geometry, mathematics. Alongside with teaching a number of subjects to future teachers, M. Mačernis was active in science and development of pedagogical process. It is testified by M. Mačernis texts, i.e. scientific articles in NPI research collection “Pedagogical Chronicle”, the journal “Works of Education”, the books “Didactics” (3 parts, 1939–1940), and “Methods of Calculus and Geometry” (1940). Since 1928 M. Mačernis, following his own idea that the aim of the school is to prepare citizens who will be able to carry out their duties, strived to prepare teachers in specialized high schools in the same way as in Germany. The vision of a new school model was based on the experience of Western world that he familiarized himself with during studies. That is why the course of didactics designed by M. Mačernis generalizes not only the achievements of Lithuanian schools but it also includes modern pedagogy. M. Mačernis promoted the idea of the exemplary school where future teachers could have school placement. In future teachers’ education M. Mačernis always highlighted the necessity to understand the history of the subject because “the process of finding the truth is the most important element in understanding the truth”. M. Mačernis invited the graduates to be creative, do not follow blindly textbooks but evaluate them critically. In teaching methods of mathematics M. Mačernis paid a lot of attention to overviewing the methods of teaching this subject. After psychological analysis of lesson components, he also created a new type of lesson, i.e. problem based lesson structure, which was new at that time in Lithuania. M. Mačernis thought that mathematics at school should be oriented towards its practical application insuring school mathematics integrity and relation to high school. Spreading of scientific ideas of modern didactics which were already popular in Western world but not in Lithuania could be considered as the biggest V. Mačernis’s input into education in Lithuania of the first half of the 20th century.

The Bronze Athena at Byzantium

1947 ◽  
Vol 67 ◽  
pp. 31-33 ◽  
Author(s):  
R. J. H. Jenkins
Keyword(s):  
The West ◽  
The North ◽  
North Side ◽  
Right Hand ◽  
Bronze Statue ◽  
The Common ◽  
Set Up ◽  
The One ◽  
The Right

1. A Bronze statue of Athena, armed, stood in the Forum of Constantine at Constantinople. This fact is witnessed by three well-known passages:(a) Arethas, bishop of Caesareia (ninth to tenth centuries), commenting on a passage of Aristeides, wrote: ‘I believe this (i.e., the Pheidian χαλκῆ Ἀθηνᾶ of Aristeides, Κατὰ τῶν Ἐξορχουμένων, p. 408) is the one set up in the Forum of Constantine, at the porch of the council-chamber, or senate, as they call it now; facing it, on the right-hand side of the porch as you go in, is Thetis, the ⟨mother⟩ of Achilles, with a crown of crabs. The common folk of to-day call the Athena “Earth” and Thetis “Sea”, being misled by the marine monsters on her head.’ (Cf. Kougeas in Laographia IV, 1913, 240, 241.)(b) Cedrenus (eleventh to twelfth centuries), after a note on the senate on the north side of the Forum, continues: ‘On the open square of the Forum stand two statues; to the west, that of Athena of Lindus, wearing a helmet and the monstrous Gorgon's head and snakes entwined about her neck (for so the ancients used to represent her image); and to the east, Amphitrite, with crabs' claws on her temples, which was also brought from Rhodes.’ (Cedrenus, ed. Bonn., I, p. 565; cf. Kougeas, loc. cit. sup.)

Sign in / Sign up

Export Citation Format

Share Document