History of Education

Apresentar esta coletânea não é apenas uma formalidade editorial; é quase como abrir uma conversa necessária. Talvez soe exagero dizer que estamos diante de uma obra vital, mas é inegável que o conjunto de textos reunidos aqui sugere — e às vezes exige — que repensemos o modo como concebemos a educação hoje. O leitor vai encontrar, ao longo destas páginas, investigações que partem de diferentes lugares e experiências, mas que convergem em um ponto comum: a urgência de imaginar práticas educativas para além das soluções já dadas, ou das lógicas que insistem em se impor como universais.

The study examines an important yet often distorted chapter of the Czech anti-Nazi resistance, the activities of the Předvoj [Vanguard] resistance group, which operated in the Protectorate of Bohemia and Moravia from the spring of 1944 until the spring of 1945. The author critically engages with the still influential interpretation of Předvoj as a source of "democratic socialism" in Czechoslovakia of the 1960s, demonstrating instead that the group in fact developed a radical form of thought and political practice that can be characterized as "autonomous Stalinism". The romanticized image of Předvoj as a bearer of the tradition of democratic socialism is linked above all with the fate of young resistance fighters executed shortly before the end of the war, as well as with the later reformist generation during the 1960s, which included such influential intellectuals and former members of Předvoj as Karel Kosík (1926-2003) and Radovan Richta (1924-1983). The author, however, emphasizes that the ideological foundations of the group were deeply rooted in contemporary Stalinist notions of revolutionary social transformation. The underground publications of the Předvoj group (Předvoj, Boj mladých [Young People's Fight], Nástup [Parade]), which form the basis of the author's interpretation, served not only as a means of communication under conspiratorial conditions but, above all, as instruments of ideological education. Members of the group placed strong emphasis on their own theoretical training, discipline, and self-improvement, drawing inspiration from Marxism-Leninism and the Stalinist model of the Soviet Union. Předvoj's program encompassed not only the struggle against Nazism and the restoration of Czechoslovakia but also the radical socialist transformation of the state. It envisioned national committees as both executive and legislative organs of a new political system, the establishment of a revolutionary army, the nationalization of industry, banks, and land, extensive social reforms, the re-definition of Czech-Slovak relations, and the equal status of men and women. An inseparable component of the program was a strong orientation toward the Soviet Union and the unconditional, immediate adoption of its political and economic model. The analysis of sources thus reveals that Předvoj did not define itself as a counterweight to Stalinism, but rather as its autonomous, grassroots variant, emerging from the underground without direct control by the Moscow leadership of the Communist Party of Czechoslovakia (Komunistická strana Československa, KSČ). On this basis, the author concludes by outlining the substantive characteristics of the term "autonomous Stalinism", introduced here as a conceptual tool for identifying and interrelating a broader spectrum of initiatives connected with anti-fascist resistance in Europe at the time.

A common culture of medicine became the hallmark of European empires throughout the world since the beginning of the 19th century. The first Asian/Indian modern medical institution CMC, as we all probably know, was on 28 January, 1835, though classes did not actually start before June 1835. It heralded the new era of ―hospital medicine‖ in India from its inception. This era which can be briefly summarised as autopsy, bedside teaching and statistics gathered from the morbid anatomy of deceased patients. The genesis of the College was preceded by a ―period of nativity‖/―gestation phase‖ principally through the functioning of the Native Medical Institution (NMI – 1822-1835) – the first English medical school of India. At the beginning, the teachers were confronted with the task of combating a strong national prejudice against the study of anatomy or dissection. Following rigorous remodelling in syllabi and mode of teaching, CMC was the first college not only in India but beyond Euro-American borders as well to have been recognized by the University College, London, the Royal College of Surgeons and the Worshipful Society of Apothecaries.CMC gained the momentum to reach the ‗escape velocity‘ to be in a position to send their most illustrious students to England for higher European medical education.

Mitten in der Julikrise 1914 hatte Papst Pius X. gegenüber dem bayerischen Gesandten am Heiligen Stuhl ein "scharfes Vorgehen Oesterreichs gegen Serbien und schätzt im Kriegsfalle mit Russland russische und französische Armee nicht hoch ein".
Aber was hieß das? Billigte er damit den Krieg? Die Frage konnte zunächst hintanstehen, weil die Äußerung vom Münchner Außenministerium nicht nach Berlin weitergeleitet wurde.
Nach dem Krieg jedoch wurde die Äußerung des Heiligen Stuhls öffentlich bekannt und drohte, zum Instrument in einer (geschichts-)politischen Auseinandersetzung werden. Sowohl München wie auch Rom hatten daher ein hohes Interesse daran, den Sturm möglichst rasch abebben zu lassen. Der Aufsatz schildert den Ablauf und geht den jeweiligen Motiven sowie der Taktik des Vorgehens nach, um zuletzt die Frage nach dem Stellenwert des Vergessens in der Geschichte zu berühren.

Poprzez studium przypadku jednej gdańskiej szkoły (I LO) autor kreśli portret zbiorowy uczniów w okresie PRL; celem badawczym było ukazanie zmieniających się relacji nauczyciel–uczeń, mentalnego obrazu społeczności szkolnej, stosunku do rzeczywistości Polski „ludowej”, oficjalnych i nieoficjalnych ram, w jakich poruszała się wówczas młodzież – a to wszystko przez pryzmat historii znanego trójmiejskiego liceum.

Jednocześnie, aby uniknąć redukcjonizmu, za który często krytykowane są studia przypadków, autor starał się usytuować swoje badania w perspektywie porównawczej – wskazując na pewne stałe cechy charakterystyczne dla omawianej epoki (1945–1989). Hlebowicza interesują przede wszystkim zmieniające się tendencje kulturowe, obyczajowe i społeczne wśród młodzieży; zdecydowanie mniej – system oświaty, reformy szkolne czy regulacje prawne, ulegające przemianom na przestrzeni kolejnych dekad.

W jakim stopniu I LO w Gdańsku po 1945 r. było kontynuatorem koncepcji wychowawczych Gimnazjum Polskiego, działającego w Wolnym Mieście Gdańsku w latach 1922–1939? Na ile uczniowie i absolwenci „Jedynki” utożsamiali się z przedwojennymi tradycjami Gimnazjum Polskiego? Czy w I LO funkcjonowało niezależne środowisko uczniowskie prowadzące działalność antysystemową? Jeśli tak – od kiedy i jaka była skala tych działań? W jakim stopniu podejmowana przez uczniów I LO aktywność opozycyjna wyróżniała ich na tle innych środowisk młodzieżowych? Czy usytuowanie szkoły w przestrzeni miejskiej wpływało na postawy uczniów i nauczycieli? To pytania badawcze, na które autor stara się odpowiedzieć możliwie najpełniej.

Con ello intentamos plantear, simultáneamente, su quehacer profesional asistencial y científico-militar, relacionándolos con sus actividades civiles y académicas. A pesar de la diferencia de métodos y objetivos de la medicina y la botánica, gracias a Laín y Albarracín, conseguimos encontrar un nexo de unión, que podría explicar la dedicación y aptitudes de Casares para ambas ciencias, en el paralelismo entre species morborum y species plantarum, establecido por el gran clínico Thomas Sydenham, padre de la nosología moderna. También hemos fijado la posición de Antonio Casares tanto en la Sanidad militar española como europea, ya que estuvo comisionado en ejércitos extranjeros por el gobierno; como en el concierto de los botánicos nacionales e internacionales. Dado que fue un gran trabajador, exento de obligaciones familiares directas, en su caso, vida y obra se confunden casi por completo.

Eixo 11: Educação, Sociedade e Práticas Educativas RESUMO O presente estudo tem por objetivo analisar como a Educação Física se constitui enquanto meio para efetivação do pensamento médico higienista, da segunda metade do século XIX até 1930. Neste período, há uma preocupação por parte da burguesia em desenvolver um indivíduo forte e saudável, algo visto como necessário para o desenvolvimento das forças produtivas da sociedade capitalista. Para tanto, entende-se que é necessário que se tome medidas higiênicas para erradicar o estado de promiscuidade ao qual a classe operária está imersa, desconsiderando-se que o motivo para esta situação é a miséria promovida pelas péssimas condições de vida provocadas pela nova ordem social. Portanto, a Educação Física se desenvolve, neste período, respaldada pelo pensamento médico higienista, tomando o homem apenas como ser biológico e a histórico, uma mera peça para engrenagem do modo capitalista de produção e reprodução da vida.

The object teaching revolution challenged the 19th century American education practices of learning by rote memorization and relying on the textbook and teacher for knowledge. The American version of object teaching evolved from Pestalozzi's educational philosophy of "Arschauung," which refers to learning from direct concrete observation. Early efforts to introduce object teaching in America failed because proponents of this system did not utilize teacher education. Sheldon was responsible for successfully initiating the object teaching revolution. In 1859, he introduced the system in the school system of Oswego, New York by utilizing inservice teacher education. Two years later Sheldon started a teacher training college at Oswego that appears to be the first that combined theory and practice. Sheldon and his colleagues made it their goal to also educate teacher educators. Graduates of Oswego found employment in school districts and newly forming normal schools (teacher training schools) across America and were key reasons for the spread of object teaching. Despite the eventual decline of object teaching, it impacted art education, vocational education, and reading textbooks, and had a large impact on science education. The focus on natural objects made object teaching an early form of science education. Object teaching evolved into nature study, which later evolved into elementary school science. At all levels, science teaching methods such as field trips, demonstrations, and science laboratories where promoted by object teaching. The object teaching revolution provides evidence that meaningful educational change can occur in schools through teacher education. (Contains 55 references.) (PR) II

In 19th century America the textbook for reading, or "reader," was predominant as the learning tool for young children. Science selections in these readers introduced students to their first formal science instruction. This paper presents an analysis of the science used in 19th century popular readers. Through a synthesis of expert opinion, the most popular readers (n=46) occurring in 20 year intervals were selected, and then analyzed for quantity of science (by page and by article), content of science (biology, earth science, and physical science), and for how science was used. Results indicate that the average percentage of pages devoted to science in the readers during the 19th century was 17.8. The amount of science peaked in the middle of the century. It is suggested that the inclusion of more science in the readers reflected the growing popularity of science in society; however, a push to make reading more literary was in part responsible for the decrease in science observed in readers at the end of that century. The percentage of science selections that were biological in nature steadily increased and the percentage of earth science topics steadily decreased. Science selections in the readers were presented in a variety of formats, including: didactic explanations, dialogues, stories, poetry, and questions with answers. (Contains 26 references.) (PR)

The object teaching revolution challenged the 19th century American education practices of learning by rote memorization and relying on the textbook and teacher for knowledge. The American version of object teaching evolved from Pestalozzi's educational philosophy of "Arschauung," which refers to learning from direct concrete observation. Early efforts to introduce object teaching in America failed because proponents of this system did not utilize teacher education. Sheldon was responsible for successfully initiating the object teaching revolution. In 1859, he introduced the system in the school system of Oswego, New York by utilizing inservice teacher education. Two years later Sheldon started a teacher training college at Oswego that appears to be the first that combined theory and practice. Sheldon and his colleagues made it their goal to also educate teacher educators. Graduates of Oswego found employment in school districts and newly forming normal schools (teacher training schools) across America and were key reasons for the spread of object teaching. Despite the eventual decline of object teaching, it impacted art education, vocational education, and reading textbooks, and had a large impact on science education. The focus on natural objects made object teaching an early form of science education. Object teaching evolved into nature study, which later evolved into elementary school science. At all levels, science teaching methods such as field trips, demonstrations, and science laboratories where promoted by object teaching. The object teaching revolution provides evidence that meaningful educational change can occur in schools through teacher education. (Contains 55 references.) (PR) II

In 19th century America the textbook for reading, or "reader," was predominant as the learning tool for young children. Science selections in these readers introduced students to their first formal science instruction. This paper presents an analysis of the science used in 19th century popular readers. Through a synthesis of expert opinion, the most popular readers (n=46) occurring in 20 year intervals were selected, and then analyzed for quantity of science (by page and by article), content of science (biology, earth science, and physical science), and for how science was used. Results indicate that the average percentage of pages devoted to science in the readers during the 19th century was 17.8. The amount of science peaked in the middle of the century. It is suggested that the inclusion of more science in the readers reflected the growing popularity of science in society; however, a push to make reading more literary was in part responsible for the decrease in science observed in readers at the end of that century. The percentage of science selections that were biological in nature steadily increased and the percentage of earth science topics steadily decreased. Science selections in the readers were presented in a variety of formats, including: didactic explanations, dialogues, stories, poetry, and questions with answers. (Contains 26 references.) (PR)

Background/Context PISA has come up with an ingenious solution to the problem of how to measure student achievement across national school systems with different curricula. Instead of measuring how well students learn what they are taught in each system, it measures a set of economically useful skills that no one teaches. Purpose The aim is to figure out how this odd situation came about in the current global policy context. Research Design This paper explores PISA as one type of educational accountability system, based on how well students demonstrate mastery of particular cognitive skills, and compares it with the current state-level accountability systems in the U.S. (NCLB), which are based on how well students demonstrate mastery of the formal curriculum. Conclusions/Recommendations Both PISA and NCLB, I argue, are cases of how we are shrinking the aims of education. One approach focuses on mastery of skills that are relevant but not taught and the other on mastery of content th...

Indice del saggio
La nuova antropologia dei Lumi, 261
L’istruzione, un affare di Stato nell’Europa illuministica, 263
Il progetto pedagogico dei Lumi, 266
Istruzione e palingenesi sociale, 269
Un orizzonte di attesa e un campo di lotta, 271
Riferimenti bibliografici, 272

O objetivo deste trabalho é exemplificar como a questão religiosa, sobretudo envolvendo as confissões católica e evangélico-luterana, esteve notadamente inserida dentro de articulações políticas e na adoção de determinadas estratégias durante, pelo menos, metade do século XX, especialmente nas áreas de colonização do Rio Grande do Sul. Essa relação adjacente entre política e religião não se restringe ao âmbito local, mas é perpassada e interage com a dinâmica política mais ampla. Para melhor exemplificarmos a dinamização desse processo, escolhemos como laboratório para esse estudo o distrito de Novo Hamburgo, pertencente, até 1927, ao município de São Leopoldo, na região do Vale do Rio dos Sinos. Temporalmente, o período compreendido entre 1924 e 1927, quando da campanha emancipacionista e, entre 1927 e 1930, quando da emancipação e instalação dos primeiros governos municipais, marca uma intensa relação entre lideranças católicas e evangélico-luteranas e o estabelecimento de estratégias políticas que demonstram um ambiente heterogêneo. Uma união de forças visando, conjuntamente, garantir a independência política e econômica de Novo Hamburgo, não significa que nos bastidores não ocorressem disparidades, jogos de poder e de influência, assim como tentativas de garantir uma espécie de domínio político e social. Nesta perspectiva, nosso objetivo é aqui elencar e apresentar elementos que colaboram para uma compreensão deste processo, que teve repercussão no estabelecimento das composições e ações confessionais, religiosas, econômicas e políticas das décadas seguintes, tanto em nível local como regional.

Este artigo, através de uma pesquisa exploratória em uma rede municipal de ensino, problematiza a questão das escolas em tempo integral enquanto possibilidade de oferecer uma educação pública de qualidade. Constataram-se dois limites para a escola em tempo integral: tal experiência é onerosa, exigindo uma opção política clara; e a simples ampliação do tempo de permanência do aluno na escola não resolve problemas, como evasão e reprovações. Em contrapartida, é possível afirmar que tais experiências são uma possibilidade de educação qualificada, por atenderem importantes demandas sociais em comunidades de alta vulnerabilidade social, bem como, por favorecerem relações sistematizadas de ensino-aprendizagem.

Este artigo tece considerações acerca da história oral, apresentando reflexões sobre a posição do sujeito como colaborador em pesquisas e alguns desdobramentos dessa posição singular. Como aporte ilustrativo, parte-se de um estudo já concluído, o qual remete às disputas políticas e religiosas que precederam a aprovação da Lei de Diretrizes e Bases da Educação Nacional n o 4.024, de 1961. Na construção do estudo, a história oral foi utilizada como metodologia comprometida com o resgate da informação e da própria constituição dos sujeitos colaboradores, a partir de seu lugar social e de suas relações e reações diante do fato narrado. Centrando as reflexões em torno da posição do sujeito como fonte de pesquisa -sem discutir ou aprofundar o episódio mencionado -, o artigo considera que reconstruir a memória daquele período também significou revigorar caricaturas, contradições e conflitos presentes nas interpretações particulares de cada um dos colaboradores. São apresentados, ainda, excertos das narrativas utilizadas na pesquisa empírica, os quais demonstram que a descrição dos fatos pelos sujeitos partícipes da pesquisa não perdeu seu estatuto de apreensão pessoal, constituindo-se como uma representação do grupo social a que tais sujeitos acreditavam pertencer. Como conclusão, sugere-se que a apreensão da memória é sempre uma tarefa de referência: naquele momento e sob aquelas condições, a narrativa possibilitou aquelas nuanças.

Este artigo tece considerações acerca da história oral, apresentando reflexões sobre a posição do sujeito como colaborador em pesquisas e alguns desdobramentos dessa posição singular. Como aporte ilustrativo, parte-se de um estudo já concluído, o qual remete às disputas políticas e religiosas que precederam a aprovação da Lei de Diretrizes e Bases da Educação Nacional nº 4.024, de 1961. Na construção do estudo, a história oral foi utilizada como metodologia comprometida com o resgate da informação e da própria constituição dos sujeitos colaboradores, a partir de seu lugar social e de suas relações e reações diante do fato narrado. Centrando as reflexões em torno da posição do sujeito como fonte de pesquisa - sem discutir ou aprofundar o episódio mencionado -, o artigo considera que reconstruir a memória daquele período também significou revigorar caricaturas, contradições e conflitos presentes nas interpretações particulares de cada um dos colaboradores. São apresentados, ainda, exc...

This thesis documents the history of descriptive geometry teaching in the Czech lands from its beginnings (i.e. from the 1830s) to the World War II. The center of the work is the description of development of descriptive geo- metry teaching at secondary schools, especially "Realschule�, supplemented with an analysis of Czech secondary school textbooks and a brief comparison between the situation in the Czech lands and foreign countries. Attention is also paid to the characterisation of descriptive geometry lectures at Czech and German polytechnics and universities in Prague, Brno and Příbram, inclusive of university textbooks. The work also mentions a brief global de- velopment of projection methods and a contribution of Czech geometers to the development of descriptive geometry. The thesis is supplemented with large factual and pictorial addenda.Práce dokumentuje historii vyučování deskriptivní geometrie v českých ze- mích od jeho počátků (tj. od třicátých let 19. století) do ...

Artykuł jest próbą ukazania i przeanalizowania pracy ukraińskich nauczycieli szkół powszechnych w inspektoracie szkolnym łuckim na Wołyniu. W ramach włączenia Wołynia w granice II Rzeczypospolitej, utworzono Kuratorium Okręgu Szkolnego Wołyńskiego, a w jego ramach wydzielono inspektoraty. Jednym z nich był inspektorat szkolny w Łucku. Wśród wielu nauczycieli tam pracujących byli również Ukraińcy. Można zasadniczo przyjąć ich podział na dwie grupy. Do pierwszej zaliczymy tych, którzy w sposób sumienny przykładali się do swoich obowiązków, podnosili swoje kwalifikacje, rzetelnie prowadzili zajęcia z uczniami realizując w ten sposób programy szkolne. Drugą grupę stanowili ci, którzy z różnych względów nie radzili sobie jako nauczyciele, nie starali się nawet podnosić swoich kwalifikacji. Niezależnie od tego wszyscy oni byli w służbie polskiej oświaty i podlegali polskim władzom oświatowym, które tych pierwszych nagradzały, tych drugich zwalniały z posad.

The article attempts to present and analyze the work of Ukrainian teachers in public schools within the Łuck School Inspectorate in Volhynia. Following the incorporation of Volhynia into the borders of the Second Polish Republic, the Volhynian School District Board was
established, and within it, several school inspectorates were designated. One of these was the Łuck School Inspectorate. Among the many teachers working there were also Ukrainians. They can generally be divided into two groups. The first group consisted of those who conscientiously
fulfilled their duties, improved their qualifications, and diligently conducted lessons, thus implementing the school curricula. The second group comprised those who, for various reasons, struggled as teachers and made no effort to enhance their qualifications. Regardless of their performance, all of them were in the service of Polish education and were subject to Polish educational authorities, who rewarded the diligent teachers and dismissed those who failed in their duties.

Περιεχόμενα Εισαγωγή 1. Η Ιστορία ως αφήγηση ή ως πρόβλημα; 1.1 Η παραδοσιακή κυριαρχία της αφηγηματικής ιστορίας • Ιχνηλάτηση του αφηγηματικού μοντέλου στην ιστορική εκπαίδευση. • Επικέντρωση στο «τι έγινε» αντί «γιατί έγινε» και «πως νοηματοδοτείται». • Αναφορά σε παραδείγματα σχολικών εγχειριδίων που ακολουθούν αυτή τη λογική.

In Pulleyblank’s remarkable article “The Consonantal System of Old Chinese”, he suggested that Chinese nasal final –n in the Han period partook of the characteristics of an r or l, and regarded Korean and Japanese renderings of Chinese word jùn (郡, “commandery”) as a piece of evidence. But in fact Korean words kol, koŭl, koʋŭl and Japanese words kōri, kohori all correspond to Old Korean pure words, do not correspond to transcriptions of Chinese loanword word jùn (郡). On utilising Korean materials to do research on Chinese historical linguistics, we must separate Korean pure words from Chinese loanwords, distinguish between different readings of Korean sinographs, and notice its temporal difference between the history of Chinese language. Only in this way can Sino-xenic materials be utilised scientifically and valid conclusions be drawn.

Аннотация: Статья посвящена Сергею Львовичу Кобылинскому, младшему брату поэта-символиста Эллиса. С.Л. Кобылинский увлекался философией, был участником кружка «аргонавтов», в 1900-е гг. входил в ближайшее окружение Андрея Белого. В статье впервые вводятся в научный оборот биографические сведения о С.Л. Кобылинском, на основе архивных источников детально реконструируется история его преподавания в Выборгской женской гимназии, прослеживается дальнейший жизненный путь вплоть до 1923 г. Ключевые слова: Андрей Белый, С.Л. Кобылинский, Л.Л. Кобылинский (Эллис), мемуары, Выборгская женская гимназия. Информация об авторе: Елена Александровна Глуховская-кандидат филологических наук, доцент Школы искусств и культурного наследия, Европейский университет в Санкт-Петербурге, Гагаринская ул., д. 6/1 а,

Bu araştırmada, Türkiye dışında farklı ülkelerde yabancı öğrencilere Türkçe öğreten Derviş öğretmenin dört yıllık yurt dışı deneyimlerinin aktarılması ve incelenmesi amaçlanmıştır. Araştırmada nitel araştırma desenlerinden anlatı araştırması (narrative research) kullanılmıştır. Araştırmanın katılımcısı hem Türkiye'de hem de Türkiye dışında yabancı dil olarak Türkçe öğretimi deneyimine sahip, 37 yaşında, erkek bir öğretmendir. Araştırma kapsamında veriler görüşme yöntemi ile katılımcı ile karşılıklı görüşme sonucunda toplanmıştır. Derviş öğretmen yurt dışında Türkçe öğretmenliğinin Türkiye'den daha zor olduğunu, ilk yurt dışı deneyiminde yabancı dil bilmemekten kaynaklı sorunlar yaşadığını, yurt dışında çalışmaya karar verme sürecinde ekonomik sebeplerin yanında yeni kültürleri, farklı ülkeleri tanıma isteğinin etkili olduğunu, süreç içerisinde çalıştığı ülkenin dilini öğrendiğini, zamanla deneyim kazandığını ve sürecin meslekî anlamda kendisini geliştirdiğini ifade etmiştir.

Reproducción social y formación de clase. Comprendiendo las luchas de pobladores y pobladoras como una ruta hacia la proletarización (1940-1973) Social reproduction and class formation. Understanding the struggles of pobladores and pobladoras as a route to proletarianization (1940-1973

This article presents an overview of recent advances in the field of Sociology Teaching in Brazil, with an emphasis on its research subfield. Based on the analysis of a set of investigations, the composition of these social spheres is outlined, highlighting their structures, the agents operating within them, and the symbolic capital that is valued. The study reveals the growth of academic production, the establishment of specialized journals, the organization of scientific events, and the formation of researcher networks. However, challenges persist, such as the concentration of production among a few authors, regional inequalities in the distribution of research groups, the low international visibility of the subfield, and the need for stronger connections between the academic and educational settings.

Turk, Islam ve dunya tarihinde onemli bir yere sahip olan Selcuklular, 10. yuzyilin sonlarindan itibaren Dogu Islam dunyasi icinde meydana gelen siyasi olaylarda rol oynamaya baslamislardir. Bu donemde Sâmâniler, Karahanlilar ve Gazneliler arasindaki siyasi ortamda Selcuklular, cevresindeki bu devletler tarafindan kimi zaman destek icin basvurulan kimi zaman da tehdit olarak algilanan bir guc olarak karsimiza cikmislardir. Selcuklularin 1035 yilinda Ceyhun nehrini gecerek Horasan bolgesine girmeleri sadece kendi geleceklerini degil bolgenin de siyasi gelecegini derinden etkilemistir. 1035 tarihinden 1040’taki Dandanakan savasina kadar gecen surecte Horasan’da Gazneliler ile Selcuklular arasinda yasanan mucadeleler Buyuk Selcuklu Devletinin kurulmasiyla sonuclanmistir. Selcuklularin 1038 yilindaki Serahs galibiyeti Gaznelilerin bolgedeki askeri gucune buyuk bir darbe vururken Selcuklularin da Horasan’in merkezi olan Nisâbur sehrini ele gecirmelerine sebep olmustur. Bu olay Selcuklula...

Az internet fejlődése, a videómegosztó portálok megszületése a tanítás-tanulás audiovizuális formáit nagy tömegek számára is rendkívül könnyen elérhetővé tette, miközben nem csak a befogadói oldalt, de az alkotói, tartalomszolgáltatói tevékenységet is demokratizálta: ma már bárki, egyszerűen beszerezhető eszközökkel, minimális technikai vértezettséggel is oktatóvideót készíthet, amelyet percekkel később már az internet több, mint 2 milliárd felhasználója számára tehet elérhetővé. Magyarországon az egyik legnépszerűbb, zömében amatőr oktatóvideó-készítők által „tartalomfejlesztett” oldal a VideoSmart. Az oldalra látogatók rövid videók segítségével sajátíthatnak el praktikus ismerteket, melyeket tanítani szándékozó internethasználók készítettek és töltöttek fel. Az oldalon elérhető több ezer videó nyilvános statisztikai adatai (például nézettség) kiváló lehetőséget nyújtanak arra, hogy mélyebben ráláthassunk az internethasználók érdeklődési köreire, motivációs sajátosságaikra, tanítás...

Die Schweizerische Zeitschrift für Bildungswissenschaften stellt mit dieser Nummer ihr neues herausgeberisches Konzept vor. Dieses Konzept setzt sich zum Ziel, die wissenschaftliche Dimension der Zeitschrift, deren Hauptauftrag die Förderung der wissenschaftlichen Kommunikation unter Forscher/innen ist, zu verstärken; dies im Hinblick auf die Förderung der Bildungsforschung, auf die Anerkennung der Bildungswissenschaften als eigenständige Disziplin und auf die verstärkte Einbettung der schweizerischen Bildungsforschung im internationalen Forschungsgeschehen. Diese Reform des wissenschaftlichen Kommunikationsorgans der schweizerischen Bildungsforscher/innen fällt zusammen mit dem 25jährigen Bestehen der Schweizerischen Gesellschaft für Bildungsforschung (SGBF). Sie findet in einem sich wandelnden Umfeld statt, das direkte Auswirkungen auf die Forschungs- und Bildungsinstitutionen hat. Dieser Wandel konfrontiert die Bildungswissenschaften mit neuen wissenschaftlichen Anforderungen und...

Miccoli da parte di molti di coloro che sono stati suoi colleghi prima nell'Istituto di Storia e poi nel Dipartimento di Storia (ora Storia e Storia dell'Arte) dell'Università di Trieste. Queste pagine di presentazione non inten dono offrire un profilo di Miccoli, che chi scrive, con alle spalle un'esperien za triestina relativamente di fresca data, non è certo la persona più indicata a tracciare. E neppure vogliono proporre una puntuale cronaca del corso di lau rea in Storia e dell'Istituto e Dipartimento di Storia, o delle vicende della didat tica e della ricerca storiografica che negli anni si sono svolte all'interno di que ste istituzioni. Esse vorrebbero più semplicemente tentare di rievocare, con l'aiuto di molti testimoni che quella stagione hanno vissuto in prima persona, alcuni momenti salienti e in particolare il ruolo avuto da Miccoli nelle vicende del corso di laurea in Storia, la cui nascita certamente segnò una svolta nel l'attività di ricerca e di insegnamento della storia sia all'università di Trieste, sia, più in generale, nel panorama degli studi universitari in Italia. Non si trattaè bene precisare -di un saggio di ricerca, che richiederebbe un lavoro di documentazione e una completezza informativa che non è nostra intenzione assumere ad obiettivo. Questo è un semplice scritto di presentazione, prossi mo decisamente più ai modi discorsivi e informali della rievocazione che a quelli rigorosi dell'analisi storica. Tra l'altro, la letteratura critica prodotta nel l'arco di un trentennio in tema di assetto, modifiche, ruolo e fu turo del corso di laurea in Storia è tanto ampia che sarebbe stato necessario ben altro impe gno per elaborare una riflessione con qualche ambizione di originalità o pre cisione. Tantomeno si vuole qui affrontare un serio discorso complessivo sugli studi storici a Trieste negli ultimi decenni, cosa che, oltre a cognizioni ben superiori a quelle dell'autore di queste pagine, richiederebbe di prendere in Introduzione esame esperienze, figure , linee di ricerca molto più numerose e complesse di quelle che verremo richiamando. Imploriamo perciò la clemenza di coloro che giustamente riscontreranno qualche imprecisione o che rileveranno mancate menzioni di nomi o episodi oppure giudizi frettolosi, che pure si è cercato di evitare. Senza che sia necessario ricordarli nominativamente uno per uno, il ringraziamento collettivo va a tutti i colleghi, non solo triestini, che si sono pre stati con grande gentilezza a lasciarsi estorcere testimonianze verbali, ricordi, impressioni, memorie sulla base delle quali, a volte prendendo a prestito paro le ed espressioni, abbiamo cercato di mettere insieme questa impressionistica ricostruzione. Non si può, tuttavia, non ricordare quanto prezioso sia, per chiunque voglia riandare alle vicende della Facoltà triestina di Lettere e Filosofia, anche con riferimento alla nascita del corso di laurea in Storia, il recente volume di Annamaria Vinci Inventare il fu turo: la Fa coltà di Lettere e Filosofia dell'Università di Trieste (Trieste, 2001), che ha fatto da guida affida bile all'estensore di questa introduzione. l. Il nome di Giovanni Miccoli è indissolubilmente legato alla fo ndazione del corso di laurea in Storia presso l'ateneo triestino. Questa avvenne in anni in cui stava aprendosi nel sistema universitario italiano uno spazio nuovo per gli studi storici, confinati, prima degli anni Settanta, in una posizione sussidia ria, come semplice indirizzo del corso di laurea in Lettere, e solo a partire dal 1970-71 (dal 1975-76 a Trieste) organizzati in un vero e proprio corso di lau rea autonomo. Naturalmente nel secondo dopoguerra gli studi storici in area giuliana e anche all'interno dell'ateneo triestino potevano contare su figure di notevole valore, che avevano contribuito a un profondo rinnovamento della ricerca storiografica:

Primjenom prozopografskog pristupa analizira se skupina od osamnaest Dubrovčana koji su studirali pravo u drugoj polovici 14. i 15. stoljeća. Uz razne druge elemente njihova životopisa, posebno se ispituje kojem su staležu i sloju pripadali, gdje su studirali, jesu li se opredijelili za rimsko pravo, kanonsko pravo ili oba prava, jesu li doktorirali, kakav im je bio daljnji životni put. Na temelju toga rekonstruira se tipični profil dubrovačkog školovanog pravnika i izvodi zaključak o motivima za izbor pravnog studija. Dok je u mnogim talijanskim gradovima u 15. stoljeću školovana pravna elita preuzela važne položaje u pravosuđu, zakonodavstvu i upravi, 1 Dubrovnik je i nakon samostalnosti polučene 1358. nastavio slijediti mletački model, u kojem je vlast položena na političku moć staleža, a ne na specifično znanje profesije. 2 Nella Lonza, viša znanstvena suradnica u Zavodu za povijesne znanosti HAZU u Dubrovniku. Adresa: Zavod za povijesne znanosti HAZU,

This article introduces and analyzes Evangelinos Misailidis’ earliest known petition to the Ottoman state, dated November 29, 1844, in which he requested permission to publish a newspaper in Turkish using the Greek script. Signed as “Vangelinoz, son of Misail,” the petition marks the starting point of Misailidis’ prolific career as a journalist, publisher, and cultural mediator in the Ottoman Empire. It illuminates the early stages of Turcophone Greek print culture and its role in serving communities that spoke Turkish but wrote in Greek letters. Beyond its bureaucratic function, the petition reveals the sociolinguistic complexities of Ottoman society, reflecting both the state’s regulatory priorities and the community’s need for accessible media. Misailidis emphasized the utility of the proposed newspaper for trade, current affairs, and general knowledge while pledging adherence to censorship rules. Though initially rejected, the petition laid the groundwork for the eventual publication of Beşāret il-Maşrıḳ (The Eastern Herald) in Smyrna in 1845. Situating this document within Misailidis’ wider contributions—in journalism, publishing, and orthographic standardization—the study underscores its significance as a milestone in the development of Turcophone Greek literature and as a window into the entangled histories of language, commerce, and governance in the nineteenth-century Ottoman Empire.

Kutatások szerint a téri orientáció fejlettsége kulcsfontosságú a természettudományok, technológia, mérnöktudomány és matematika (STEM) megértése szempontjából. Ez alapján kutatásunk során azt vizsgáltuk, hogy kimutatható-e összefüggés középiskolás korcsoportnál a matematika osztályzatuk és két különböző vizuális észlelési jellegű feladatsorban elért teljesítményük között. Az egyik esetben térbeli testek síkbeli hálóját kellett a résztvevőknek kiválasztani megadott lehetőségek közül. Minden testhez 4-4 lehetséges hálót kínáltunk fel. Összesen 13 feladatot kellett megoldaniuk a résztvevőknek. A második feladattípusban szintén négy lehetőség közül kellett kiválasztaniuk a bemutatott ingerrel egyező mintázatot. A minták 5x5-ös négyzetek, amelyek egyre komplexebbek, kezdetben kettő, majd három végül négy szín kombinációjából álltak össze. A kutatásban összesen 32 fő vett részt, közülük 12 fiú és 20 lány, valamennyien gimnáziumi tanulók. A feladatokban elért pontszámok és a matematika 9. osztályban szerzett érdemjegyek közötti korreláció szintjét vizsgáltuk. A statisztikai vizsgálat eredménye alapján azt találtuk, hogy a fiúk és lányok teljesítménye között nem mutatkozott szignifikáns eltérés az egyes feladatokban nyújtott teljesítményben. A két különböző feladattípusban nyújtott teljesítmény szoros, pozitív korrelációt mutatott (p<.05) egymással, abban az esetben, ha a lányok teljesítményét vettük alapul, illetve akkor is, ha valamennyi diák eredményét hasonlítottuk össze. A matematika érdemjeggyel kapcsolatban sem volt szoros összefüggés. Ennek valószínűsíthető oka a matematika érdemjegyben megjelenő jóval magasabb számítási és alacsony geometriai feladatok aránya. A kutatás korlátja a kis elemszámú minta és a csak gimnáziumi tanulók vizsgálata. A pilot-jellegű vizsgálatunk kapott eredményeit és korlátait figyelembe véve ígéretes a felmérés kiterjesztése nagyobb létszámú, gimnáziumi és technikumi tanulókból álló mintára, további tantárgyakkal való kapcsolatot vizsgálva

«A CONFEDERATION OF GREEK TEACHERS WILL BE ESTABLISHED»
THIS PAPER AIMS TO INVESTIGATE the process of cooperation between the two federations of educators, D.O.E. and O.L.M.E., from the mid-1950s to the early 1960s, with the goal of jointly establishing a pan-educational organization. Specifi-cally, we focus on the proceedings of the general assemblies and their minutes, where the development of the initiative is documented from 1955 onwards, as the call for cooperation began to materialize. The study highlights the collaboration between the two federations on many levels, their joint struggles, as well as their differing goals, occasional conflicts, and ultimately their divergent paths. These processes mark an era, leaving the call for united action open until today. The study follows the histor-ical interpretive method and is based on archival material from the general assem-blies, newspapers, and periodicals of the time, primarily the Bulletin of the Federa-tion of Secondary Education Officials.

The mobile technology supported education become visible at international level and also in Hungary. The expansion of the tablets can lead to various questions, which urges more researches on the educational effects of the devices (Johnson et al., 2014). Hence our national literature review examines the researches from the following angles: (1) uses of the tablets amongst students and teachers; (2) the applied research methods in the subject of tablets; (3) the applied data collection methods in the subject of tablets; (4) the researched subjects and skills. We found seven major categories of the uses of the tablets, from which the multimedia function seemed to be the most frequent (16). Amongst the research methods the experimental one was the most common type (81%). The results also show that the mostly applied data collection method was the questionnaire (11). The most common topic of the researches was based on the reading. 1. A tablettel támogatott oktatás expanziója és kutatás...