“Radical Reorganization…”: M. I. Pyrohov as Trustee (1858–1861) and Measures in Improving Professionalism of Teachers of Kyiv Educational District

Reformation of the educational system of independent Ukraine encourages the study of concrete experience of implementing radical changes in the field of education. The purpose of the article is to study the innovations of the trustee of the Kyiv Educational District M. I. Pyrohov in teacher training in the state. The methodological basis of the study is the socio-cultural approach in combination with psychohistory. As a result of the study it is proved that the authoritative doctor and scientist M. I. Pyrohov in Kyiv Educational District continued the mission of “serving the truth and the Motherland”. Progressive pedagogy, sincere humanism and democracy in the educational process became the core of the trustee’s administrative activity. The personality of a teacher was in the focus of change. The trustee implemented measures to improve the professionalism of the teaching staff in the District: projects of the Pedagogical Seminary and a special Pedagogical Gymnasium were prepared; training of university students in didactics was improved and their practical classes were organized on the basis of the Kyiv gymnasiums; the concept of pedagogical courses at provincial gymnasiums for training of teachers of the county and parish schools was offered; competitive procedure for appointing teachers; educational and methodical meetings of pedagogical councils were initiated. The strategy of innovations was to increase the pedagogical authority and personal dignity of teachers.We believe that under Pyrohov as the trustee there was an irreversible turn towards true democratization of the management system, relations between the subjects of the educational process, modernization of didactic and pedagogical technologies in the Kyiv Educational District. The success of innovations was due to the high public authority of Pirogov, his exceptional professionalism and integrity as an administrator, a sincere desire for the progress of education in the state.

A Reimagined EdD

This chapter provides an overview of an innovative design for an online doctoral program in educational leadership. The authors begin with an outline of the participatory, progressive pedagogy framework that guides their work with students. They analyze the use of two illustrations that exemplify their pedagogy in an online environment: digital storytelling and Flip Grid, a video-based online discussion forum. The chapter demonstrates the importance of relationships prior to engagement in critical dialogue and pedagogies both online and in person and identifies key principles for online teaching and learning.

Factors Implementing the Adoption of IB in South Korea

Adoption of the International Baccalaureate (IB) programs in the Asia Pacific region has accelerated at great speed in recent years, with one or more of its programs being employed in 158 countries in 5,284 schools worldwide. The growing interest of IB programs in the Asia Pacific region is largely due to its educational philosophy and progressive pedagogy that is appealing to many educators and parents who seek a high-quality education. However, various contextual and cultural factors need to be considered when it is being implemented within the national school system.

Recepcja poglądów Johna Ruskina na wychowanie w Polsce przełomu XIX i XX wieku

The purpose of this article is to show the reception of the educational views of John Ruskin (1819–1900) presented in Polish scientific literature at the turn of the XIX and XX century. John Ruskin was an great English writer, poet, painter and critic of art and social reality. Ruskin’s oeuvre, contained in numerous writings, is the result of admiration for the world, reflection on landscapes, art and timeless values: truth, goodness and beauty; he’s works are characterized by individualism, momentum, normativity, and literary style full digression. For Ruskin, there is no clear definition of education and the educational system. Educational process itself is described in general terms. Ruskin’s beliefs about art and society are connected with the issue of children’s raising. The article contains numerous quotes – from the publications of Polish authors, translations and original Ruskin’s works – enriching the exemplification of the problem outlined in the subject of this article. Ruskin’s thoughts can be found in the foundations of progressive pedagogy and active pedagogy. For this reason, it is worth to consider the issue of the reception of educational views of Ruskin presented in Poland in years 1897–1936.

Introduction: On Counter-Progressive Pedagogy

This introduction indicates the book’s historical and theoretical coordinates and lays out its argument. The introduction proposes “counter-progressive pedagogy” as the name for a series of surprising, often paradoxical engagements with the “old school” in modernist literature and cinema. Noting that this pedagogy characterizes the work of the figures treated in the book’s chapters—Pater, Pascoli, Joyce, Pasolini, and Rocha—the introduction also provides counter-examples from other literary and cinematic traditions, both realist and modernist. Finding a theoretical precedent and point of departure in Antonio Gramsci’s Prison Notebooks, the introduction discusses Gramsci’s analysis of fascist educational reforms. In its effort to modernize Italian schools and shed the dead weight of what Giovanni Gentile disparaged as outmoded, rote, and repetitive “instruction,” the fascist regime espoused progressive educational principles. Gramsci’s response to this co-optation or crux—this convergence of fascist policy and progressive theory—is instructive. Whereas Gentile sought “the liberation of the school from mechanism,” Gramsci deemed such liberation impossible. But like the other counter-progressive figures treated in Old Schools, he shows that the old school’s repetition, discipline, and even deadness—as in the deadness of the Latin language—can be radically recast and set to work to critical ends.

Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

This study focuses on “circle time,” an innovative technique to promote classroom organization in primary schools across Germany and the rest of the world. Unlike previous research which primarily emphasizes on the functional and instrumental dimensions of circle time, the current study examines the non-cognitive aspects that emerged “in the middle” of circles. Since 2013, an ethnographic study has been conducted in a progressive pedagogy (Reformpädagogik) primary school in Berlin, Germany. The empirical data from this study contain observations from the ethnographic videotaping of students aged 6 to 9 years old. The findings suggest that three aspects are crucial to generating and handling heterogeneity in a circle: symbolic construction, bodily movement, and ludic interaction. In addition, it is indicated that in a pluralistic, multi-cultural society, a teacher’s authority becomes conditional rather than automatic.