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Karta z dziejów międzynarodowej idei oświatowej: uniwersytet ludowy jako miejsce edukacji kulturalnej w regionie

100%
Maliszewski T.
Rocznik Andragogiczny
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2011
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vol. R. 2011
217-226
EN
The article is an attempt at presenting the role cultural education played in folk high school type of educational institutions for over more than a hundred years of their existence. It shows the process of gradual involvement of folk high schools in performing cultural tasks. Originally they focused on other things – mainly on awakening civil awareness of peasants. The author distinguishes three periods in the world’s history of the relations between FHS and cultural education: the first one – which emphasised the necessity of building new cultural awareness of residents of rural areas in the spirit of agrarism (19th and the beginning of 20th century); second – during which a new type of folk high school appears in many countries – FHS groups of interest, emphasising meeting the cultural needs of their social communities (since the turn of the 1960s and the 1970s); third – during which they began to be institutions available for everyone (folk high school for all), organizing various types of leisure time activities – including a wide cultural offer (till the present). The author concludes that the evolution of the place of cultural education in folk high schools sketched in the article (Poland was 20 years behind in this respect) shows that we have reached such a phase of FHS development in many countries that the institutions can constitute important elements of cultural animation in the region in which they function. The author also encourages individual regional communities in various parts of the world to use that proven in action educational concept when they plan modern educational activities connected with cultural activity.
2
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Gra w poznanie grą w odkodowanie – gry miejskie w małym mieście (przykład Głowna)

100%
Muszyńska A.
Homo Ludens
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2012
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issue 1(4)
173-182
EN
Towns are unique spaces, where urban areas coexist with agricultural ones and with woodlands. Historical, geographical and biological data are encoded in these territories, together with hidden mathematical riddles. Although they are invisible in everyday life, they can be decoded during urban games. These events, though associated mostly with large cities, have been successfully organized in towns. The purpose of this paper is to answer the questions: which educational content can be conveyed during urban games in towns, what are the possibilities and limitations associated with the organization of such games and what are the characteristics of urban games in towns (the example used is that of Głowno near Łódź).
3

REGIONÁLNA VÝCHOVA A PRVKY TRADIČNEJ KULTÚRY VO VÝCHOVNO-VZDELÁVACOM PROCESE NA SLOVENSKU – HISTÓRIA, SÚČASNÝ STAV, PERSPEKTÍVY

75%
Jágerová M.
Etnologické rozpravy (Ethnological Disputes)
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2015
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vol. 22
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issue 1
65 – 77
EN
The application of elements of traditional folk culture and „regional education“ is a hot topic already the third decade in the Slovak school system. Although the initial beginnings of this phenomenon occurred more than a hundred years ago (this period is named „hnutie svojrázu“), we can reflect intensive concrete steps and results of this process on a larger scale only after 1989. This has been done mainly in the context of the changed social-political situation, the effort to upgrade and to change the content or form of education, to change the school system. The situation allows the introduction of an alternative educational program in our school system after 1989. This paper focuses on clarifying the history and genesis of this area in our country, also outlines certain ethnological aspects and possibilities for further research on this topic. These are, first, the contribution to the history of ethnology, but also the aim of this paper is to find and show some other research perspectives, such a the impact of this specific form of education for the functioning of a such type of schools in the wider socio-cultural contexts of localities, the impact of this school to socio-cultural capital of students, the way of life of the individual sites.
4

HUDOBNÝ FOLKLÓR V PRIMÁRNOM A NIŽŠOM STREDNOM VZDELÁVANÍ NA SLOVENSKU

75%
Ambrózová J.
Etnologické rozpravy (Ethnological Disputes)
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2023
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vol. 30
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issue 2
8 - 42
EN
Primary education in Slovakia represents one of the critical environments for educating children about traditional folk culture and intangible cultural heritage. Traditional music – represented especially by traditional folk songs – has occupied an essential position in this context for many decades. Moreover, there is a significant spectrum of other possible topics related to musical folklore and suitable for creative music education, such as traditional multipart singing and vocal techniques, traditional music bands and their repertoire, ethnic aspects of musical culture in Slovakia, or traditional children's musical instruments. Through our research, we tried to answer the following question: What are the current conditions for developing competencies and knowledge in musical folklore or traditional music provided by primary schools in Slovakia today? Building upon research conducted in three main areas of primary education in Slovakia, this contribution presents the results of a comprehensive study focused on the official education documents of the former State Pedagogy Institute of the Ministry of Education of the Slovak Republic (today NIVAM) and didactic tools used, created or circulated by music teachers themselves via the Internet. This contribution also presents the main problematic issues regarding education in traditional music and its cultural representations in today's school environment. Ultimately, it suggests essential tasks for the experts in traditional music, which could significantly improve the quality of the education process regarding traditional music and intangible cultural heritage (living heritage) and the conditions of today's music teachers.
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