How can we teach Jewish history in a modern and effective way? In Hamburg, Germany, a school project called Geschichtomat tries to find an answer to that question. With the help of digital media, students explore their Jewish neighbourhood. This one-of-a-kind German program permits students to experience the Jewish past and present life in their hometown. During the project, students explore their neighbourhood to understand its historical figures, places, and events. This way they engage with Jewish life. Under the supervision of experts in the disciplines of history and media education, the students will: research, perform interviews with cultural authorities and contemporary witnesses, visit museums and archives, shoot and cut films, edit photos and write accompanying texts. Finally, their contributions are uploaded to the geschichtomat.de website. Little by little a digital map of Jewish life from the perspective of teenagers will take shape.
The approach to music styles entails an in-depth musicological analysis aimed at synthesizing numerous bibliographical sources belonging to different fields and directions of research. A chronological overview of studies (Jean Molino, Fait musical et sémiologie de la musique, 1975; Jean Jaques Nattiez, Quelques reflexions du style, 1993; R. J. Pascall, Style, in The New Grove Dictionary of Music and Musicians, 1994; Jean Jaques Nattiez, La musique de l’avenir, in Musique. Une Encyclopédie pour le XXI siècle, 2003; Mario Baroni, Stil şi mutaţii stilistice în tradiţia muzicală europeană, in Musique Une encyclopédie pour le XXI siècle, 2006) and of universal (Leonard Meyer, Explaining Music, 1973; Charles Rosen, Le style classique: Haydn. Mozart, Beethoven, 1978; Leonard B. Meyer, Style and Music. Theory, History and Ideology, 1989; and Romanian specialised literature (Cornel Ţăranu, Elemente de stilistică muzicală (sec. XX), 1981; Edgar Papu, Despre stiluri, 1986; Valentina Sandu-Dediu, Alegeri Atitudini Afecte, 2010; Vasile Iliuţ, O carte a stilurilor muzicale, 2011; Valentin Timaru, Stilistică muzicală, 2014) from the late 20th century and the beginning of the 21st century, reveal the different and, more often than not, contrasting views of historians, analysts, aestheticians, philosophers, scholars and educators, starting from the meaning of the very idea of style, to the reception of this phenomenon in contemporaneity. On these grounds, this study proposes a systematization of the most relevant landmarks in documentation to date, for the purpose of applying them from a didactic perspective.
As is known historically, part of the World Anti-Fascist Grand Coalition was also another great ally, United States. Even the allies had issued the Declaration of December 1942, for recognition of the anti-fascist resistance of the Albanian people, as well as Great Britain and the Soviet Union, making it part of the International Coalition and part of his war against the common enemies nazi and fascists. Nevertheless, beyond the lack of these interests, the Americans under the World Anti-Fascist Grand Coalition few months after the british began in the tiny Balkan military missions, although few toward British ally.
The educational programs dedicated to gifted and talented people are developed or must be developed starting with an adhesion to a definition of the working concept, in this case „giftedness” or „talent”. A foray into the literature proves that the meaning of the concept of giftedness has developed over time, as influenced by various factors such as historical (history of the research) and of human nature (psychological or educational). The aim of the paper is to make a review of the associated key moments in the evolution of the concept of giftedness. The bibliographical sources allowed us to achieve a chronological overview of the position/attitude of the most prestigious researchers in the field, who tried to explain the concept of giftedness and talent. The collected data demonstrates that there is no unanimous acceptance of a single definition until today, and that the concept keeps its tendency to perpetual transformation. The constant during this time remains its relationship with the demonstrated, respectively with the potential performance.
Introduction:Philanthropism as it evolved at the end of the 18th century in Germany wanted to break completely with the contemporary methods persisting in education, with the hegemony of classical languages, and with the study of antique authors’ works; instead, it laid emphasis on practical and useful knowledge, on teaching modern languages, on acquiring knowledge based on demonstration, and on an intimate connection to nature. The aim of philanthropist education was to train virtuous citizens who honestly pursue their ordinary profession, in whose training they assigned a central role to physical education.
Purpose:In our paper, which is a part of our research exploring the appearance of the pedagogical ideas of philanthropism in Hungary, we set out to investigate the question: What was the focus of physical education in the philanthropinums? As a first step in our investigation, we give an overview of the philanthropists’ ideas regarding physical education, then we take a close look at how these ideas were put into practice in two selected institutions, namely among the walls of the philanthropinums in Dessau and Schnepfenthal, by relying on the contemporary works of Gerhard Ulrich Anton Vieth and Johann Christoph Friedrich GutsMuths. Finally, we consider their impact in Hungary.
Methods:In this study we apply the source analysis as a traditional research method in the history of education.
Conclusions:The impact of philanthropism on contemporary Hungarian public education, especially in the first half of the 19th century, can be clearly detected, which can be accredited to study trips to Germany and the Hungarian translations of German works. The presence of philanthropism can also be perceived in swimming instruction. Basedow and GutsMuths initiated the instruction of swimming and lifeguarding, and the general institutionalization of swimming instruction. The impact of philanthropists could also be felt in Hungary. Károly (Carl) Csillagh’s textbook on swimming appeared in German in 1841 with the title “Der philantropische Schwimmmeister” (“The Philanthropist Swimming Instructor”). The first book on swimming in Hungarian appeared in 1842.
Introduction: Philanthropism, as it evolved at the end of the 18th century in Germany, wanted to break completely with the contemporary methods persisting in education, with the hegemony of classical languages, and with the study of antique authors’ works; instead, it laid emphasis on practical and useful knowledge, on teaching modern languages, on acquiring knowledge based on demonstration, and on an intimate connection to nature. The impact of philanthropism on contemporary Hungarian public education, especially in the first half of the 19th century, can be clearly detected, which can be accredited to study trips to Germany and the Hungarian translations of German works. Salzmann’s institution, founded in 1784 was visited by 366 Hungarian educators, among others by Teréz Brunszvik, who also gave an account of her impressions in her memoires. Yet, we also need to mention Samuel Tessedik, who made good use of his experience gained during his journey to Germany in his school in Szarvas. Purpose: In this study, four 19th century female educational institutions were selected and the presence of philanthropist ideas in the training offered there was investigated. Three of these were established for the education of the middle-class, while one was founded specifically for aristocrats. We investigated whether the presence of philanthropism can be detected in the education offered by these four schools. Methods: In the presented study, we applied source analysis as a traditional research method in history of education. Conclusions: All the institutions under scrutiny have it in common that the founding and contributing educators and teachers were provably well-acquainted with the pedagogy of the philanthropists, and they incorporated several of its elements into their programmes. The preparation for the housewife role, conveying knowledge utilizable in practice, practical approach to teaching content, and the application of the method of illustration were all emphasized. These features show that several philanthropist characteristics can be identified in the educational principles and curricula of these institutions. Nevertheless, on closer inspection, it cannot be stated that they would have taken on an institutional character exclusively reminiscent of the “philanthropinums”
Sports photography undoubtedly has a significant place in sports press and publicism. It’s main and primary role is to present sports to the readers as art, which it is. Sport is characterized by dynamic and varied movements, and the main role of sports photography is reflected in the fact that it is in this way that sport shows its essence. Having in mind that photography tells more than a thousand words it sends a clear message to the reader as well to people who are informed about events via sports portals. Sports photography is a multidimensional art for many reasons. When we say “multi”, it primarily refers to a wider range that sports photography has to offer, which means sports photography is not only directed at presenting athletes on the move and the main actors who contribute to achieving the results by their engagement – it also has the role of sports “psychophotography” which is an analysis and capture of the emotional reaction of an athlete after winning or losing from the opposing team.
Introduction: The aim of the research was to point to a wide range of factors of the pupils’ grading in History classes and to find out if this grading on the given sample corresponds with the context of the independently selected variables: pupils’ weight, inclination to the Socratic type of values, type of family, and parents’ education. Methods: A sample of 1819 7th grade pupils was made up of the pupils of randomly addressed primary schools willing to cooperate. In the course of one school year, a questionnaire survey was carried out on this sample: each of the 14 regions of the Czech Republic was represented by 5 to 9% of the respondents. Data were evaluated at a 5% level of significance by means of the Chi-squared test. Results: In all the monitored cases, a statistically significant link was demonstrated between the dependent variable (pupils’ grading) and independent variables, i.e. the results in History have a wide-spectrum effect. Discussion: The research findings correspond with the results obtained by other scholars, and external factors (independent variables) significantly affect the pupils’ school success regardless of their mental and intellectual dispositions. Limitations: School success is simply monitored through numerical grading of pupils, which does not always and completely reflect the pupils’ progress in terms of their development. It was not a longitudinal survey but only a single one-year research from which no major conclusions can be drawn. Conclusions: It was confirmed that the results of pupils in History, or their historical knowledge, represent a broad-spectrum matter in which the multiplication effect of external influences must be counted. In the future, research should be carried out in longer time ranges and with a greater emphasis on the causality of the phenomena.
The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.
Lucie Kodišová, Lenka Vacinová, Jiří Sejkora and Luboš Polanský
The new Treasury of the National Museum will present rare crafts-manship of precious stones and metals in connection with the natural form of these materials. The Treasury will be followed by a Numismatic Cabinet, which will introduce the history of money from Antiquity till today. The Treasury and the Numismatic Cabinet will be interconnected in a joint hall devoted to gold and silver and they will be thematically intertwined in the hallway with the presentation of production technologies. The Treasury is created in close cooperation within the National Museum – the Natural History Museum and the Historical Museum. The base line will consist of minerals from diamonds to quartz and organic matter, which will join together with goldsmiths and artisanal arts into a unique complex. The main goal of the new Numismatic Cabinet is the establishment of a numismatic exposition that will be both scholarly exact and intriguing at the same time, educating visitors of the development of payment methods from Antiquity until today in a comprehensible and attractive way. The chronological exposition will be divided into several basic thematic sequential units.