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Environmental Education Development in Malta: A Contextual Study of the Events That Have Shaped the Development of Environmental Education in Malta

100%
Mifsud M.
Journal of Teacher Education for Sustainability
|
2012
|
vol. 14
|
issue 1
52-66
EN
This paper discusses the historic development of environmental education in Malta and identifies environmental non-governmental organisations as the main promoters of environmental education in Malta. Environmental awareness started to increase as a response to major environmental issues on the island, but was a long affair, hindered in its development by a number of factors, including the governments' non-committal policy, the colonial mentality and the highly competitive educational system. European Union accession had a positive impact on the development mainly due to the imposed requirements. Subsequent governments have realised the importance of environmental education as an effective solution to ensure environmental sustainability. Nonetheless, as environmental education goals take a long time to be achieved, the lack of short-term achievements may be somewhat hindering its development. A context-based environmental education development model was designed to illustrate the complex relations identified in the study. The study suggests a commitment towards locally produced materials, genuine environmental non-governmental organisations and funding up of a co-ordinating centre for the promotion of environmental education at all academic levels.
2
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Witkacy and Conspiracy Theories

75%
Gerould D.
Estetyka i Krytyka
|
2013
|
issue 4(31)
59-71
EN
In this article the author takes an historical overview of conspiracy theories and how they have been paraded in the work of Witkacy. They have been with us at least since the time of Ancient Rome, connected both with the Christians and Jews. The author argues that they have been used to explain historical events, especially at times of crisis, social change and upheaval, when nations, social groups, and individuals have felt threatened by inexplicable disasters and perils. Conspiratorial thinking detects labyrinthine plots and finds individuals or groups that can be held responsible for menacing social changes. They have clearly influenced Witkacy’s work. It is argued that the lonely protagonist is confronted by encroaching realms of otherness, ‘concentric circles of constraint and encroachment’ in the form of the cosmos, political and social order, family, and even the self.
3

ВИНИКНЕННЯ НАВЧАЛЬНИХ ЗАКЛАДІВ МОРСЬКОГО ПРОФІЛЮ НА ПІВДЕННОУКРАЇНСЬКИХ ЗЕМЛЯХ (КІНЕЦЬ XVIII – ПОЧАТОК ХІХ СТ.)

75%
Ляшкевич А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 10(74)
24-34
EN
In the article in chronological sequence, on the basis of many worked out historical and archival sources, formation of the education system in the southern Ukrainian lands, which began in the 1780s, is highlighted. The disputable issue of the existence of Kherson Maritime Cadet Corps is characterized, which is confirmed by the fact of the order of Empress Catherine II in 1783, the year when the Black Sea Fleet was founded in Kherson – the “sea gate” of the Black Sea. The author states that there are many different opinions about the existence of the Kherson Cadet Corps, and all the authors mentioned in our article are unanimous in one thing – in Kherson during 1783–1796 there was training of marine specialists of the full spectrum: from shipbuilders to specialists in the operation of ships at sea. From the end of the XVIII to the beginning of the XIX century there was formation of the education institutions of the marine profile with different conditions for getting education. Therefore, it is interesting that this was the impetus for opening in 1798 for the needs of the Baltic and Black Sea Fleets and St. Petersburg and Black Sea Admiralty of “Schools for navigator students and students of ship architecture”: in Kronstadt and Nikolaiev – navigators’, in St. Petersburg and Kherson – ship architecture. The first director of the ship architecture school was the captain of the 1st rank I. Ovtsyn, who at the same time served as the captain of the Kherson port. Major changes in the activities of the school took place during 1801–1805, when it was managed by vice-admiral Mark Voinovych – a member of the Black Sea Admiralty Board. In 1805, with the appointment of a new director – vice-admiral N. Yazykov, the school also changed. The author concluded about the establishment of the education institutions of the marine profile in the southern Ukrainian lands in the XVIII – the beginning of the XIX century and the author’s perspectives on further study of the deep processes of marine education development.
4
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Zeithistorische Reflexion über die Reformation in literarischen Texten (C. F. Meyer „Das Amulett“ und G. Keller „Züricher Novellen: Ursula“)

63%
Sokolova V.
Linguistische Treffen in Wrocław
|
2019
|
issue 15
361–365
DE
Der Beitrag untersucht die Gattungen der historischen Dichtung und ihre Besonderheiten, die auch in der Autoreninterpretationen bestehen. Es wird unterstrichen, dass nur die Integration der Literatur und Geschichte im Mittelpunkt der Theoriediskussion stehen sollte. Zur Analyse wurden zwei historische Novellen gewählt: „Ursula“ von G. Keller und „Das Amulett“ von C. F. Meyer. Die beiden Novellen haben die Ereignisse der Reformation im Mittelpunkt der Sujetentwicklung. Für unsere Zielsetzung ist wichtig, welche Aufgaben der Autor der historischen Novelle erfüllt, wie er das macht und worin die praktische Absicht dieser Gattung besteht.
EN
The paper deals with historical fiction, the specific features of which, apart from the genre characteristics, consist in author’s interpretation of the historical events. It is highlighted that the integration of literature and history may add to history studying. Two remarkable novellas by Swiss authors of the period of the Realism were chosen for the analysis. Both novellas report the events within the Reformation. The predominant aim of the investigation was the determination of the objectives of the authors of historical novellas, the way of presentation and the practical importance of the genre.
5
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Przemyślenia pod rozwagę, niekoniecznie do zastosowania. O dzisiejszej edukacji historycznej w Polsce

51%
Kula M.
Kultura i Społeczeństwo
|
2020
|
vol. 64
|
issue 3
121-141
PL
For the teaching of history in schools to be effective, it must be useful for something – either in an intellectual sense (for a better understanding of the world) or in a practical sense (for various professions related to the humanities). The only purpose of teaching an “encyclopedia of facts” is that it is good to have a minimum of knowledge in every field. Teaching history to mark group identity is acceptable, as is any education in the field of national culture, provided it is not exclusive with regard to the heritage and achievements of others. As a history teacher, the author does not accept the teaching of history for the purpose of inculcating a sense of national pride. He would like the study of history to increase the intellectual abilities of students, and in effect, their wisdom.
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