Historia Scholastica最新文献

Vorschrift, Folgsamkeit und persönliche Verantwortung – Über den Wandel der (präskriptiven) pädagogischen Identität und die Bedeutung einer Anthropologie der Alterität 要求、服从和个人责任——关于教学身份(产前)的变化以及al族学的意义

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-001

Ehrenhard Skiera

{"title":"Vorschrift, Folgsamkeit und persönliche Verantwortung – Über den Wandel der (präskriptiven) pädagogischen Identität und die Bedeutung einer Anthropologie der Alterität","authors":"Ehrenhard Skiera","doi":"10.15240/tul/006/2023-1-001","DOIUrl":"https://doi.org/10.15240/tul/006/2023-1-001","url":null,"abstract":"Precept, Obedience and Personal Responsibility – On the Transformation of (Prescriptive) Pedagogical Identity and the Meaning of an Anthropology of Alterity. Denis Vasse, Jesuit and psychoanalyst, once said: “When man identifies himself completely with the law, he degrades himself into a wolf being” (Vasse 1973, p. 148). The older generation will still know some “school wolves” from their own experience. But their strictness was by no means always the expression of sadistic lust. Rather, it corresponded to a “higher” and supreme mission for the betterment of the individual child and the human race. This attitude found its legitimation in Christian and Enlightenment contexts as well as in some (allegedly) child-oriented and still popular approaches of Reformpädagogik. However, for some time now there has been a critical counter-movement in the philosophy of education. It analyses the modern insecurity that can be understood as a consequence of the rejection of the human being as a child of God that has been emerging since the Renaissance. Furthermore, it criticises any definition of the nature of man that is presented with the claim of absolute truth.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41504979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

„Natürliches Wachstum“ in einer bedrohlichen Welt – der Monte Verità als Inkubationsraum eines neuen Erzieherbildes “自然增长”的世界中,在Monte Verità作为新的Inkubationsraum Erzieherbildes

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-008

Vedoucí redaktor, prof. PhDr. Tomáš Kasper, PhDr. Markéta Pánková, Beate Klepper

{"title":"„Natürliches Wachstum“ in einer bedrohlichen Welt – der Monte Verità als Inkubationsraum eines neuen Erzieherbildes","authors":"Vedoucí redaktor, prof. PhDr. Tomáš Kasper, PhDr. Markéta Pánková, Beate Klepper","doi":"10.15240/tul/006/2023-1-008","DOIUrl":"https://doi.org/10.15240/tul/006/2023-1-008","url":null,"abstract":"In the early years of the 20th century a small community or colony on Monte Verità near Ascona at the Lago Maggiore became refuge and encounter for different representatives of the Lebensreform. Main issues culminated here, and here the representatives conflicted with each other. Controversial response proposals uncovered the fundamental divergencies of a naturalistic world view. Thus, Monte Verità spotlights pedagogical problems in the context of Lebensreform and Reformpädagogik. Based on the writings of the respective protagonists and their environment, and referring to repeated visits to the Monte Verità, we propose a reflection of its development and central motives and deconstruct critically the understanding of the child and the new conception of the educator on the ‘Mount of Truth’. Ida Hofmann, as one of the main founders, individualist, and naturalist Gusto Gräser and the psychoanalyst and anarchist Otto Gross shaped essentially Monte Verità and formulated the motives that still nowadays keep floating like a will-o’-the-wisp in the models of Reformpädagogik. Education is always tempted to ‘tame’ contingent structures, to anticipate an uncertain future and to define clearly the role of the educator. Frequently teleological suppositions sneak into the educational praxis and confer the present action an image of validity and offer the educator tranquilizing certainties. Monte Verità represents a clear example for this. To understand pedagogical thinking as focusing on growth with open results, therefore guided by an anthropological perspective, requires a clear decision for continued questioning of subtle basic presuppositions. Instead of mental certainties, the search for always new, concrete, child-centered educational action, in short, an education that parts “from the Child”.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48064651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Professionalism vs. Ideologization in the Hungarian Candidate Dissertations in Educational Science in the 1970s 20世纪70年代匈牙利教育科学候选人学位论文中的专业主义与意识形态化

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-010

Attila Czabaji Horváth, Zsófia Albrecht, Andrea Daru, D. Szente

{"title":"Professionalism vs. Ideologization in the Hungarian Candidate Dissertations in Educational Science in the 1970s","authors":"Attila Czabaji Horváth, Zsófia Albrecht, Andrea Daru, D. Szente","doi":"10.15240/tul/006/2023-1-010","DOIUrl":"https://doi.org/10.15240/tul/006/2023-1-010","url":null,"abstract":"After World War II, the Soviet model was introduced in the countries of the Eastern Bloc, including Hungary, not only in the political, economic, and social spheres, but also in the field of science, and within it, in the system of qualification. The system introduced – which remained in place until 1993 – was aimed at creating a new intellectual class, so candidates had to meet political as well as professional requirements. In a pilot study on the process of knowledge construction in the next generation of scientists, we analyzed reviewers’ opinions on doctoral dissertations in the 1970s. The theoretical framework was provided by Stichweh and Becker’s notion of discipline and Bourdieu’s field theory on the functioning of scientific disciplines. Qualitative content analysis was used to process 20 reviews. Although the candidates had to meet both professional and political criteria, the referees put more emphasis on professionalism. The analyzed reviewers’ opinions of the show, that those within the scientific field already had more flexibility than those wishing to enter it, but that this meant only relative research freedom.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46159467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Reality as a Basis of Education to the Good in Josef Pieper’s Works 现实:约瑟夫·派珀作品中向善教育的基础

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-009

R. Nemec, Andrea Blaščíková

引用次数: 8

Defektologie učící? Formování české speciální pedagogiky v letech 1953–1964

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-011

Marek Fapšo, Jan Randák

{"title":"Defektologie učící? Formování české speciální pedagogiky v letech 1953–1964","authors":"Marek Fapšo, Jan Randák","doi":"10.15240/tul/006/2023-1-011","DOIUrl":"https://doi.org/10.15240/tul/006/2023-1-011","url":null,"abstract":"In 1953, Miloš Sovák, a physician and university teacher, published the theoretical foundations of defectology, a science focused on individuals with physical, mental and sensory disabilities. Some contemporaries consider Sovák’s presentation to be the beginning of modern Czech special education. Sovák treated social relations as the most important component of an actor’s environment in which they find themselves through upbringing and education and in which they sustain themselves. In simple terms: through the work performance in the context of the building of socialism in 1950s Czechoslovakia. After the advent of the communist dictatorship, defectology was to replace interwar remedial pedagogy and paedopathology, although Sovák developed earlier views published during the 1930s and 1940s, including the period of Nazi occupation. Although defectology was firmly rooted in current socio-political contexts and represented a time-contingent social practice, the reproduction of its expert knowledge was limited by a number of external circumstances, including the closure of an independent university department, the absence of a departmental journal, or the reduction of its curriculum in undergraduate studies.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44782551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Mathilde Vaerting (1884–1977) und ihr (unzeitgemäßer) Beitrag zu Pädagogik und Macht 玛蒂尔德·韦尔廷（1884-1977）及其对教育学和权力的（不合时宜的）贡献

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-005

E. Berner, Susann Hofbauer

{"title":"Mathilde Vaerting (1884–1977) und ihr (unzeitgemäßer) Beitrag zu Pädagogik und Macht","authors":"E. Berner, Susann Hofbauer","doi":"10.15240/tul/006/2023-1-005","DOIUrl":"https://doi.org/10.15240/tul/006/2023-1-005","url":null,"abstract":"The article deals with the first German female educational scientist Mathilde Vaerting and her analytical contributions on topics such as sex, gender and the role of power, as well as to the question of power and violence in pedagogy, which are still relevant today. The starting point of her considerations is a comprehensive sociology of power and an intensive examination of the psychology of gender. Her engagement with corresponding pedagogical questions (e.g. co-education) is strongly influenced by the contemporary progressive education movement, in which she actively participated. Her analyses of power and domination and their role in the relationship between the gender, but also between teachers and students and in other pedagogical interaction, are in many parts inspired by her own life and career experiences as a female scholar in the period around and after the First World War. Although she was the first woman to be appointed to a professorship in educational science in Germany in 1923, her name hardly appears in the historiography of the discipline to this day. Targeted exclusionary strategies by her male colleagues, supported by a male-dominated politics and academic culture, had made her an academic outsider during her lifetime and for the time after.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46727254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Neznámá kapitola ze života Gerty Kallikové-Figulusové Gerta Kalliková-Figulus生平未知章节

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-012

Pavel Holeka

引用次数: 7

Volksschullehrer-Wissen sammeln und verbreiten. Das Deutsche Schulmuseum bzw. die Deutsche Lehrerbücherei in Berlin 1876–1914 收集和传播小学教师知识。德国学校博物馆（Deutsches Schulmuseum）。柏林的德国教师图书馆1876-1914

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-006

Monika Mattes

引用次数: 0

The Group as a Means to Restore Community in Teacher Education? Therapeutising Technologies during the “Psycho-boom” of the 1970s in Zurich 在教师教育中，团体是恢复社区的一种手段?20世纪70年代苏黎世“精神繁荣”时期的治疗技术

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-004

Andrea De Vincenti, Norbert Grube, Andreas Hoffmann-Ocon

{"title":"The Group as a Means to Restore Community in Teacher Education? Therapeutising Technologies during the “Psycho-boom” of the 1970s in Zurich","authors":"Andrea De Vincenti, Norbert Grube, Andreas Hoffmann-Ocon","doi":"10.15240/tul/006/2023-1-004","DOIUrl":"https://doi.org/10.15240/tul/006/2023-1-004","url":null,"abstract":"During the “psycho-boom” in the 1970s, there was a strong demand for the group as a multifaceted setting. In the sense of a therapy for “normal people”, psychologising and therapeutising technologies such as group dynamics or talk therapy were widely established in society e.g. in countercultural social movements and in pedagogical contexts. Group formats in general, such as conversational and discussion groups, as well as self-help groups and theatre or environmental groups were considered modern and conducive to pedagogical work. New technologies promised holistic help in finding the socalled true or authentic self at the individual level as well as consciousness at the collective level. It is the narrative of individual and collective processes yielding emancipatory demands. This article thus examines entanglements of psychologising and therapeutising knowledge in the context of teacher education in the Swiss canton of Zurich. Based on source materials, such as annual reports of teacher training seminars and publications by teachers, we persue the question to what extent the group was substantiated and used in psychologising and therapeutising ways in Zurich’s teacher education.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46504178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Die Bildung des Europäers – Kollektive und persönliche Identitäten im literarischen Werk von Maxim Biller 这个欧洲人的集体和个人身份在马克西姆·比尔勒的文学作品中产生

Historia Scholastica Pub Date : 2023-07-01 DOI: 10.15240/tul/006/2023-1-002

Jörg Henning Schluß, Caroline Vicentini-Lerch

{"title":"Die Bildung des Europäers – Kollektive und persönliche Identitäten im literarischen Werk von Maxim Biller","authors":"Jörg Henning Schluß, Caroline Vicentini-Lerch","doi":"10.15240/tul/006/2023-1-002","DOIUrl":"https://doi.org/10.15240/tul/006/2023-1-002","url":null,"abstract":"The Formation of the European – Collective and Personal Identities in the Literary Works of Maxim Biller. “In a way, ‘Bildung’ (formation/culture) is unavoidable, like catarrh with an east wind,” Roland Reichenbach once paraphrased Theodor Fontane. Of course, a CV, a “curriculum vitae” (as Victor Klemperer called his diaries) may not be as institutionalized or professionalized as we expect from educational institutions. At the same time, some biographies and family dictionaries (Lessico famigliare, Natalia Ginzburg) seem to give more than enough reason for the formation of the person in the turmoil of the 20th and early 21st centuries, without a “harmonious whole” being able to emerge from it, of course, as it still did appear ideal to Wilhelm von Humboldt in the 19th century. Of course, this formation, which is not able to be an identity, i.e. equality with oneself, only happens when the person deals with their collective and individual becoming. If it does this in the form of ‘permanently fixed expressions of life’ (Dilthey), then this enables us as scholars in education to trace this fragmentary formation of the person in an exemplary manner. Maxim Biller, whose family history stretches from the Soviet Union through Czechoslovakia to Germany, Israel, and England, is a writer who has undertaken this questioning of himself and others in more or less fictitious and unsparingly autobiographical texts. These reflective processes of formation are traced in this article and the question is asked about how collective and familial influences can be turned around using the example of the multifaceted reconstruction of a European migration biography in the course of autobiographical literary work in such a way that, although no identity is formed, a consistent self is formed. This knowledge could become pedagogically relevant to develop ideas on how to deal with the breaks in the lives of people with migration experiences in the 21st century.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42607111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0