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Textbooks at the Academy of Bremen at the Beginning of the 17th Century: New Evidence from the Bohemian Brethren Archives in Mladá Boleslav

100%
Růčková M.
Acta Comeniana (International review of Comenius studies and early modern intellectual history)
|
2010
|
vol. 24
73-98
EN
Even though after 1555 there was religious freedom within the Holy Roman Empire, such liberties could not be enjoyed by the Reformed higher aristocracy in instances when they wanted to found a university. This could only be done once an ‘Emperor’s Prerogative’ was granted. The question for the Reformed higher aristocracy was how to ensure that the academic level of education in their own institutions was similar to universities. The solution was found in the creation of a system of regional academies (so called gymnasium illustre). The model for such academies is considered to be the Strasbourg Academy, which was further refined in the Herborn Academy. The Herborn Academy inspired the rise of other educational centres, one of which was the gymnasium illustre in Bremen, which was reorganized in 1610 by Matthias Martinius, the school’s most significant rector. The Bremen Academy had two parts, the pedagogeum and the gymnasium illustre. The teaching at the pedagogeum followed established teaching syllabuses, which, unfortunately, are not available to us from Rector Martinius’s period. However, there are certain references to the content of the teaching materials and textbooks used at that time, which can be found in correspondence and the accounting records of the academy’s students, the priests-to-be of the Unity of Brethren, who due to the lack of suitable educational centres in the Czech lands, studied at foreign schools. From the accounting records of Daniel Němčanský, who studied at the Bremen Academy at this time, we know of several books that were used. The listing of these books is located at the end of this work.
2
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DISCOURSES AND DEPICTIONS OF HOLOCAUST EDUCATION IN LITHUANIAN HISTORY TEXTBOOKS (1992-2012)

88%
Naudžiūnienė A.
Journal of Education Culture and Society
|
2017
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vol. 8
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issue 2
251-267
EN
The topic of the Holocaust is a relatively new issue in Lithuanian historical education – only with the regained independence from the Soviet Union in 1990 did Lithuanians have a chance include the  Holocaust theme into the main school curriculum. Of course, its development through the first two decades have not been steady and even – in the beginning of the creation of the new educational system the Holocaust did not receive so much attention as in later years with the relation to integration with the European Union (2004) and development of historical studies on the Holocaust within the Lithuanian academic community. This article aims to analyse the representation of the Holocaust in Lithuanian educational system during the first two decades after Lithuania regained its independence. So the main basis of empirical data will be all history textbooks for Lithuanian school education (from the 5th grade to the last, 12th grade) published in the period of 1992-2012, and educational programmes presented by the State`s Ministry of Education and Science. In order to objectively evaluate the Lithuanian situation regarding Holocaust education the article will discuss and compare the main trends of Holocaust education development in neighbouring countries, which also suffered from Holocaust and could not freely speak about the issue during the Communist regime.
3
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Učebnice českých učitelů v Bulharsku: 80. a 90. léta 19. století

75%
Zeman P.
Studia Ethnologica Pragensia
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2016
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issue 2
11-25
EN
From significant Czech migration to Bulgaria in the late 19th century, Czech teachers were the largest vocational group. The late 19th century was also one of the epoch-making periods of Bulgarian history when the system of secondary and grammar schools has been formed along with other institutions. On one hand this situation created a possibility for work of foreign teachers, but on the other hand local schools faced many problems. One of most perceptible ones was shortage of proper textbooks. Some Czech teachers were involved in this important publishing activity. In this paper I briefly present general situation of Bulgarian education system of the period, summarize information about Bulgarian textbooks written by Czechs, and introduce several Czech writers.
4
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Czytelnictwo studentów w świetle badań empirycznych

71%
Rogińska-Usowicz J.
Biblioteka
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2012
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issue 16(26)
215-255
EN
The article discusses students interests, their readership profiles in particular, in view of available empirical studies documenting changes in readership habits. The research material consists of the results provided by studies conducted on the basis of surveys and interviews carried out among students since the beginning of the twentieth century to recent times. The article attempts to organize the existing literature. Part One provides a description of more important research studies carried out among students abroad. Part Two of the article focuses on the most important publications published in Poland.
PL
Tematem artykułu są zainteresowania studentów, głównie czytelnicze, w świetle prowadzonych badań empirycznych. Materiał badawczy stanowią wyniki badań uzyskanych na podstawie ankiet i wywiadów przeprowadzonych od początku XX wieku po lata współczesne. Celem pracy jest uporządkowanie istniejącej literatury. W pierwszej części opisano ważniejsze badania prowadzone wśród studentów za granicą. Część druga artykułu poświęcona jest najważniejszym publikacjom krajowym.
5
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Jugosławia 1999, Irak 2003. Obraz wojny w podręcznikach do historii dla szkół ponadgimnazjalnych

51%
Poletyło M.
Kultura – Media – Teologia
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2015
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issue 20
104 - 126
EN
The paper brings up the issue of contemporary discourse of war by analyzing fragments of history textbook regarding bombardment of Yugoslavia in 1999 and invasion of Iraq in 2003. Historical events and processes are often presented there in ideological way, using narratives propagated by involved in these operations western governments. The way of these presentations suggest the authors have relied mainly on mass media rather than scientific publications. The article researches how the popular media-based narratives penetrate the school curriculums and create social imaginations of war.
PL
W artykule podjęta została problematyka współczesnego dyskursu dotyczącego wojny na przykładzie fragmentów podręczników do nauczania historii dotyczących bombardowań Jugosławii w 1999 roku oraz inwazji na Irak w 2003 r. Przedstawiane w nich wydarzenia i procesy historyczne często są interpretowane w sposób zideologizowany, za pomocą narracji propagowanych przez zaangażowane w te konflikty państwa zachodnie. Sposób prezentacji problematyki wskazuje, że źródłem informacji dla autorów podręczników są raczej środki masowego przekazu niż publikacje naukowe. Autor wskazuje, jak dominujące medialne schematy narracyjne przenikają do programów nauczania historii oraz jak kształtują społeczne wyobrażenia dotyczące wojny.
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