scholarly journals Enn Koemetsa kirjad Heino Liimetsale 1942–1963 ehk kuidas on kasvatatud teadlaseks / Enn Koemets’ letters to Heino Liimets 1942–1963 or how scientists are raised

2017 ◽  
Vol 15 (19) ◽  
Author(s):  
Airi Liimets

Artikkel analüüsib huvitavat epistolaarset materjali Teise maailmasõja aastatest ja sellele järgnenud ajast – kasvatusteadlase Enn Koemetsa kirju õepoeg Heino Liimetsale, kellest sai hiljem samuti pedagoogikaõppejõud ja akadeemik. Kirjades võib tähele panna Koemetsa teoreetilisi seisukohti õppimisest ja õpetamisest ning nende rakendamist eesmärgiga kasvatada õepojast teadlast ja õppejõudu. Tervikuna ja koos kommentaaridega ilmuvad kuus Koemetsa kirja aastatest 1942–1943. When discussing Estonian educational science, we need to talk about the Koemets-Liimets family where six people from three generations have been or still are active in this field. Such career choice was first made by the pedagogue, educational scientist and psychologist Enn Koemets (1911–1973). 50 letters, found in the personal home archive of the author of the present article, offer interesting material for a theoretical treatment of Enn Koemets’ biographical data as well as of the growing of Heino Liimets’ into a scientist.The present article publishes in full six letters which Koemets wrote in Tartu from 1942–1943 and sent to Valga to his nephew Heino Liimets (1928–1989), who studied at the Valga Gymnasium and was 14 years old in 1942. Later, Heino Liimets became a pedagogue, educational scientist and a professor as well.First, the article discusses why and how can such continuity of choosing again and again one and the same specialty develop in a family. Looking at it from the viewpoint of educational philosophy, we could answer that this could well be caused by such phenomena as education and growth development. A person does not become a scientist only by studying at some educational institution and passing some specific curriculum, but they have to grow and be raised into being a scientist due to certain conditions or, due to the fact that people of different generations live in the same spiritual space, communicating with each other based on certain ideas, values and principles.Enn Koemets’ letters to his nephew show, on the one hand, the spiritual reality full of ideals and, on the other hand, the real, everyday environment centred on home. We can say without doubt that Koemets attempted to live his real life according to the pedagogical and psychological ideas which he had formulated in his studies. He knowingly and purposefully raised his nephew to be a scientist, a teacher and a colleague at the university.Eleven letters originate from the earlier period of the correspondence (1942–1945), from the time Heino Liimets was a gymnasium student. All these letters are characterised by the fact that Enn Koemets inspired and invited his nephew to enter his own spiritual space. According to the ideas he had published in his research, he taught the young man in the way that would activate his self-education. Koemets wrote to the boy very seriously about the books he was reading and topics he was studying because he knew that the existence of a model and the direct immediate inspiration are essential for the emergence of ideals and higher spiritual aspirations. We can see that Koemets had undertaken the task of teaching the young man to study “in a right way” and to acquire skills and tools (foreign languages, skills for thorough and long-time concentration and for doing research, time management, etc.) necessary for a scientist. He consistently guided the young man in widening his cultural horizons, suggested reading materials and information sources, knowing that a good scientist cannot do without such knowledge and skills. The roots of Koemets’ own aspirations and values should be searched for at the Valga All-boys Gymnasium where he had studied from 1924–1929.Among Koemets’ friends at the gymnasium and at the university was the writer Bernard Kangro, who immigrated to Sweden in 1944. Thanks to Kangro’s novels of the Tartu series, we can find both the Koemets-Liimets’ age-old family residence—the Koemetsa Farm in the Koemetsa Village in Võrumaa County—and Enn Koemets himself captured in a fictional reality. The Enn Koemets, who has been depicted as one of the main characters of Kangro’s novels—the energetic and bright Pärdijaak—was in his letters a similar inspirer and model for his nephew Heino Liimets.

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 44-49
Author(s):  
R. Aetdinova ◽  
I. Maslova ◽  
Sh. Niyazbekova ◽  
O. Balabanova ◽  
Zh. Zhakiyanova ◽  
...  

The article justifies for the need to identify and to keep track, in practice, of different groups of risks inherent in educational institutions under current conditions of pandemic and post-pandemic transformation of education under the influence of modern world uncertainty. Transformation of education functions in the epoch of digital economy changes the content and types of risks concomitant to the activities carried out by schools. Schools belong to the most conservative types of organizations. However, the environment in which schools operate is constantly changing. An educational institution, as any enterprise, has to engage in the activity aimed at risk management. Manifestation of the risk is, on the one hand, fraught with threats and damage, on the other hand, with opportunities. Assessment of possible threats and risks allows timely projection of undesirable results, creation of a system for situational response to unforeseen circumstances and, in the final analysis, formulation of a strategy for development of the university which would allow achievement of modern high quality education, its fundamentality and conformity to important topical requirements of the personality, society and state. Causes of developing risks characteristic of educational institutions are disclosed. External and internal risks characteristic of educational institutions, sources generating them and the importance of managing them are analyzed. The analysis of risks made reveals multi-varied threats and opportunities in the external and internal envi-ronment of the institution and their ability to have a significant effect on educational, organizational and financial activities of the schools.


2019 ◽  
Vol 63 (2) ◽  
pp. 289-306
Author(s):  
Shimon Gesundheit

Abstract For quite a long time it has been part of the opinio communis within Hebrew Bible scholarship that compassion and empathy with persona miserae is in its very meaning invented by Ancient Israel. This view has been challenged by a comparative study of Frank C. Fensham. The present article shows on the one hand that care for the poor, widows and orphans is in fact not innovative. On the other hand, a closer analysis is able to show that the biblical and Jewish care for the strangers, slaves and animals is indeed unique.


Author(s):  
Sara Hinterplattner ◽  
◽  
Jakob S. Skogø ◽  
Corinna Kröhn ◽  
Barbara Sabitzer

The Children’s Congress is an event, developed to meet a demand for strengthening computational thinking and to increase the interest in STEAM subjects. This congress brings teachers, university students and pupils together to work interdisciplinary on real-life problems. During these proceedings, the pupils slip into the role of researchers and scientists, supported by their teachers, university staff and university students. In every project team, at least one student from the Honors program of the Johannes Kepler University in Linz takes part. This support helps the pupils both in their projects and in their personal development, through mentoring by the talent students of the university. To find out more about these benefits and to improve the congress for the next years the Honors students were asked to give feedback after the congress. In these interviews, the Honors students described the Children’s Congress as a very inspiring and motivating project for all the participants. The results show that the students experienced a lot of appreciation through the work with the pupils, and that they faced many new challenges. They see many benefits for the pupils, starting from the increasing academical knowledge to skills like team- and time management. Furthermore, the benefit of getting used to computational thinking was described. Besides the advantages for the pupils, benefits for teachers were mentioned. Overall, the results show that the Children’s Congress successfully combines computational thinking, real-life problems, interdisciplinarity, project work and mentoring, benefitting all participants involved.


Author(s):  
Joaquim Prats

Resum: La universitat de Cervera, fundada per Felip V, suposà una fita important per a Catalunya: per un costat, naixia com un projecte borbònic de futur i, per un altre, significava que les universitats catalanes històriques havien estat abolides, en virtut de la política repressora del nou monarca. El present article analitza aquella institució i el fracàs d’aquell projecte. La creació de la Universitat ha de situar-se en un context reformista de tall centralista, propi de les noves monarquies europees que van prendre com a imatge la cort i l’acció en política interna de Lluís XIV. Tanmateix, amb el pas dels anys, aquella proposta es va veure frustada. Paraules clau: Universitat de Cervera, orígens, declivi, Catalunya, segle XVIII Abstract: The University of Cervera, founded by Philip V, was an important milestone for Catalonia: on the one hand, it was born as a Bourbon project for the future and, on the other, it meant that historic Catalan universities had been abolished, under the policy repressive of the new monarch. This article discusses that institution and the failure of that project. The creation of the University must be situated in a reformist context of a centralist nature, typical of the new European monarchies that took as their image the court and action in domestic politics of Louis XIV. However, over the years, that proposal was thwarted. Key words: University of Cervera, foundation, declivity, Catalonia, 18th. century


Author(s):  
James Davey ◽  
Peter Lumsden

As in many other UK institutions, the implementation of Personal Development Planning (PDP) has been varied across the University of Central Lancashire (UCLan). This is due to a number of factors, including a limited understanding by staff of the underlying principles of reflection and their own personal development as practitioners. In the past, workshops with staff on PDP were often met with resistance and poor attendance. As an alternative, we have sought student perceptions of PDP, in the hope that these could be used to engage and influence members of staff. Year one students from ten different courses were given a session on PDP at the end of which they produced posters representing their perceptions of PDP for their course. The terms in these posters were coded and placed in appropriate categories then ranked to allow for comparisons between groups. Individual priorities for immediate action were captured on post-it notes. A year later the same students were surveyed once again and individual perceptions were captured by a questionnaire. Groups were shown their original poster and asked to create a new poster in the light of a year's experience.First years' posters had elements of theoretical frameworks for PDP, with about half showing an idea of progressive development over time; posters from second years were less theoretical and instead reflected real-life experiences, with fewer terms but more extensive wording, and less focus on stages of development and forward planning. Second year students also showed evidence of engaging in PDP at an individual level with many reporting achievements in aspects such as time management which they had mentioned in year one. We conclude that students are able to recognise their development needs, and their achievements, but that the planning element of PDP is less well recognised.


Comunicar ◽  
2005 ◽  
Vol 13 (25) ◽  
Author(s):  
Tatiana Merlo-Flores

This field research aims to understand the way in which the children of the world relate to television and what they expect from it, that is how they wish it to be in the future. One of the distinctive characteristics of this research is that there is no adult interference or mediation, the children respond directly to the television, which ensures that the replies are real life stories filled with emotion and imagination. The successive analysis of the material collected (more than 15.000 letters and drawings form all the countries), allow us to distinguish different levels of interpretation: on the one hand, all the elements that are common to all children regardless of cultural, geographical or economic differences of the context and on the other hand, the specific characterization of the demands on television related to region, country and geographical areas within each country. The globalization vs. localization phenomenon clearly appears in the results of this comparative research work, evident in similar expressions in the replies to many of the enquiries that the researchers have been asking for a long time, but from a perspective that integrates different theories traditionally though of as contradictory. The type of themes, values, what they like, what scares children, where we detect violence, what they would like the content to be, how they wish to participate etc, are just a few of the answers that the children provide us with their letters, drawings and emails. An extremely rigorous cuanti-cualitative method allows us to believe that we have respected what is really happening in the children's world in this time of media and images and that the message they transmit is sufficiently clear and strong as to serve us adults as a guide in the search for quality television. Esta investigación de campo pretende conocer la forma en que los niños del mundo se relacionan con la televisión y básicamente qué esperan de ella, es decir cómo querrían que fuera en el futuro. Una de las características que hacen a esta investigación diferente es que no hubo mediación adulta sino que los niños le contestan directamente a la televisión, lo que hace de las respuestas verdaderas historias de vida llenas de emotividad e imaginación. Los sucesivos análisis del material recolectado (más de 15.000 cartas y dibujos de todos los países), nos permiten distinguir diferentes niveles de interpretación: por un lado los elementos que son comunes a todos los niños sin importar las diferencias culturales, geográficas, o económicas de los diferentes contextos y por el otro la caracterización específica de las demandas que le hacen a la televisión y que tienen relación con las regiones, países y zonas geográficas dentro de cada país. El mentado fenómeno de la globalización Vs. la localización aparece con meridiana claridad en los resultados de este trabajo de investigación comparativo, respondiendo desde las mismas expresiones de los niños a muchos de los interrogantes que los investigadores nos venimos haciendo desde hace mucho tiempo, pero desde una mirada y con una perspectiva que integra diferentes teorías que tradicionalmente se han considerado contradictorias. El tipo de temáticas, los valores, aquello que no les gusta, lo que les produce temor, dónde detectan la violencia, cómo querrían que fueran los contenidos, como desean participar etc, son solo algunas de las respuestas que los niños nos dan desde sus cartas, dibujos y correos electrónicos. Una metodología cuanti-cualitativa de extrema rigurosidad nos permite pensar que se ha respetado lo que realmente sucede en el mundo de los niños en esta época mediatizada por la imagen y que el mensaje que nos transmiten es suficientemente claro y fuerte como para que nos sirva a los adultos como guía en la búsqueda de una televisión de calidad.


Antiquity ◽  
1931 ◽  
Vol 5 (18) ◽  
pp. 161-171 ◽  
Author(s):  
O. G. S. Crawford

Quite a long time ago the Editor received an article on certain liner earthworks in Oxfordshire and Buckinghamshire. The author, Mr M.W. Hughes, developed a reasoned hypothesis to account for the facts, basing his argument on the assumption that the course of the ditches marked on the Ordnance Maps was as correct and complete as possible. It seemed desirable, however, to test this in the field, and the Editor therefore applied to the Archaeology Officer of the Ordnance Survey, with very satisfactory results. The course of each ditch was followed on foot, and its characteristic features recorded on the 6-inch map. The investigation thus initiated was carried on until nearly all the Grim’s ditches of Wessex, and some others as well, had been traced. The information thus obtained proved to be of considerable value ; many miles of new entrenchment were discovered, and these will be incorporated on the new (5th) edition of the one-inch Ordnance Map now being prepared, and will also appear in due course on the Ordnance Map of Anglo-Saxon Britain, now in preparation. It also became evident that the name Grim was attached to at least two quite distinct types of entrenchment. The date of each can, as a rule, only be determined by means of excavation; some of these examined are probably prehistoric ; others fall probably within the extreme limits of the years A.D. 350-700. Those dealt with in the present article are almost certainly either late Roman or Saxon.


Justicia ◽  
2015 ◽  
Vol 20 (27) ◽  
Author(s):  
Porfirio Andres Bayuelo Schoonewolff

ResumenDesde hace mucho tiempo la educación en Latinoamerica se encuentra en crisis, por ello las instituciones de educación superior, entidades del Estado y organismos internacionales han tomado la responsabilidad de establecer una cultura de educar en y para lo superior en términos de calidad, lo cual ha permitido que se lleven a cabo programas, proyectos, convenciones y demás que contribuyan al mejoramiento de la educación. Igualmente, en las facultades de Derecho, tambien se observa latente esta situación, evidenciandose, en su gran mayoria, en los profesionales que al salir de la academia se encuentran con un mundo diferente al aprendido. Es por esto que se han determinado los principales inconvenientes y se plantea un nuevo paradigma para la enseñanza narrativa del Derecho. Con esta organización se complementara la ensefianza del Derecho narrativo y complejo que contara con altos estandares de calidad en la educación, siendo transformador social y contribuyente al progreso social, económico, politico y tecnológico de Colombia y Latinoamerica. AbstractFor a long time, education in Latin America has been in crisis; for this reason, institutions of higher education, state entities and international bodies have taken on the responsibility to establish a training plan to teach both in higher education and for higher education, in terms of quality. This fact has allowed the development of programs, projects, conventions and other activities which contribute to improvement of education. Likewise, at Law faculties, this underlying situation is also observed, having clear evidence of it when professionals graduate from the university to face a different context from the one learnt. Therefore, the main inconveniences have been determined and a new paradigm for teaching Legal Narrative is suggested. With this structure, teaching Legal complex narrative will be complemented, having high quality standards in education and being a social reformer, as well as contributing to social, economic, political and technological progress in Colombia and Latin America.


1958 ◽  
Vol 11 (1) ◽  
pp. 84-98
Author(s):  
K. E. Bugge

The Grundtvig Collection at the Institute of Danish Church History.By K. E. Bugge.In the autumn of 1956 a new Institute for Danish Church History was inaugurated under the auspices of the University of Copenhagen. Shortly afterwards there appeared several articles by the Head of the Institute, Prof. Hal Koch, in which, among other things, he called attention to the exceptionally fine Grundtvig collection belonging to the Institute. The purpose of the present article is to give a brief account of some of the rarities contained in the collection.The main part of it consists of the so-called “ Thorsen-Collection”, which was made by the late Inspector N. F. Thorsen, who died in 1946, and which was bought in 1947 by the University of Copenhagen with a view to its use by the proposed Institute for Danish Church History. The catalogue of the Thorsen Collection contains about 850 items, even if periodicals and works in several volumes are reckoned as single items. The size of the collection is partly due to the fact that Thorsen acquired not only one, but several copies of a single work of Grundtvig’s, if these were printed on different kinds of paper. Furthermore, he also endeavoured to get hold of uncut copies, copies with their original dust-jackets, and works containing dedications in Grundtvig’s own handwriting to members of his family or of his circle of friends. Finally, the collection also contains some copies of proof together with a small collection of books which belonged to Grundtvig.Besides books and articles the Thorsen collection also contains a series of cuttings from contemporary daily papers and periodicals. In addition, there is a fairly large collection of works dealing with Grundtvigianism and Grundtvig’s family. In 1950 the collection was supplemented by the purchase of a picture collection containing 83 pictures and with a collection of about 170 cuttings from newspapers and periodicals. Since then the collection has been further supplemented, partly by gifts and partly by purchases. The present article gives a survey of the way in which the Institute’s Grundtvig collection provides us with new information about Grundtvig’s life and literary work, and shows how on the basis of this material we can correct various things which had formerly been reckoned as facts.The most interesting feature of the part of the collection which is catalogued under the title, “Grundtvig’s ancestors and family” , is the books by and about F. L. Grundtvig. The Institute possesses a complete set of copies of the weekly “Brevduen” (“ The Messenger Dove” ) which F. L. Grundtvig issued as a boy together with Svend Høgsbro and the brothers Joakim and Niels Skovgaard. In addition, there are a good many books bearing the signature of F. L. Grundtvig; again, others have belonged to members of the inner family circle and are therefore adorned with dedicatory poems in F. L. Grundtvig’s own handwriting. Unfortunately none of these poems was known in 1955, when Høirup’s book on F. L. Grundtvig appeared.In the part of the collection which is catalogued under the title, “Grundtvig’s collection of books” , there are two books in particular which arouse our interest. The first is Grundtvig’s own copy of the book, “Cathecismi Forklaring” (“Explanation of the Catechism” ), 1779, by his father, Johan Grundtvig, which was presented to Grundtvig in January 1791. Here and there in the book various additions have been inserted in Grundtvig’s handwriting. Next may be named Ulfila’s Gothic translation of the Bible in the edition of 1805 by J. Christian Zahn. The book belonged to Grundtvig, and later to his son, Svend Grundtvig. Grundtvig provided the glossary in the latter part of the book with numerous notes, both in ink and in pencil. These notes give us an interesting insight into Grundtvig’s ideas about the etymology of different words. A real tit-bit for philologists!Finally we must mention two smaller sections of the Institute’s Grundtvig collection: first a collection of notes on Grundtvig’s hymns and poems, and then a collection of unpublished material concerning Grundtvig. The lastnamed collection contains, among other things, an unpublished letter, dated 28/4 1867, dealing “ inter alia” , with Grundtvig’s mental illness in 1867.The Institute’s Grundtvig collection is probably one of the three most complete Grundtvig collections which exist. Only the collections in the Royal Library and in the Grundtvig Library at Vartov can be compared with the one described here. These three great collections supplement each other admirably, since each of them contains Grundtvigiana which the two others do not possess.


2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Sandy Campbell

Ellis, Kathryn.  Home in Time for Dinner.  Markham, ON: Red Deer Press, 2012. Print.From the author of the book Degrassi Junior High and scripts for the original Degrassi Junior High television show, comes a story about a thirteen-year-old boy who has grown up in Texas, not knowing that is father had abducted him from his Canadian mother in a nasty divorce and custody battle. Ellis is definitely in tune with teenage boys.  She flawlessly takes the reader through Chris Ramsey’s discovery that he is one of the “missing children” profiled on television,  his plan to escape and his flight to Canada.  By presenting the story through Chris’s eyes, Ellis draws the reader into the world of a confused and distressed, but determined teenager.Ellis masterfully responds to all of the obvious objections to the events in the story.  Why doesn’t Chris just go to the police?  His father has taught him to fear and avoid the police.  Chris makes terrible errors in judgement on his journey, but we know that his father has always controlled him, and not allowed him to make decisions, so he has little experience with it.  Remarkably, his mother still lives in the same apartment in Kingston, but Ellis tells us that she’s been waiting for him to return.  So while, objectively, the plot is too tidy, it doesn’t seem that way when you are reading the story.  The one point that really stretches the suspension of disbelief is Chris’ being easily smuggled across the border. While the plot line is simple, Ellis has a knack for getting at the essence of a situation in just a few words.  Whether the alcoholic former preacher who gives Chris a ride, the manipulative Moth who gives a him a place to sleep and then robs him or the moment when Chris’s mother recognizes her child who has been missing for years,  Ellis creates unforgettable characters and scenes.  This is one of the best young adult novels that I have read recently.  It is not a high literary work, but it is a good read and would be a great addition to public and junior high school libraries. Highly recommended:  4 stars out of 4 Reviewer:  Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines.  Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.


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