Search results

1

Barbora Hoblová

100%

Pilíková K.

Národopisný věstník

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2007

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vol. 24_(66)

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issue 1

64-73

EN

Barbora Hoblová was an outstanding personality of Mladá Boleslav region at the turn of the 19th and the 20th centuries. She worked in the social field, ethnography and in women’s movement. Here, among others, she contributed to female education. She was born in 1852 in Nymburk. When she was twenty years old, she inspired the foundation of women’s reading society Lada where she worked until she got married. Then she moved with her husband, a high school teacher, to Mladá Boleslav. She was not active in the first years spent in this town, only in mid 1880’s she got involved in ethnography and a few years later she was one of the founders of the Ladies and Girls Association in Mladá Boleslav where she worked until her death. Thanks to her activity, many needed facilities were established: nursery, shelter for unemployed women and girls, evening school of sewing, etc. She also took part in collecting ethnographic material for the Czechoslavic Ethnographical Exhibition in 1895, for which she was highly praised and which brought her to attention. Many times she proved in her numerous studies published in Český lid that she became a true expert on her region. She proved that Mladá Boleslav region was not ethnographically uninteresting, as many people assumed, but that it had not been discovered yet. She was interested in cultural and social life until her last days, she died in her family circle on August 15, 1923 in Kokořín.

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ЕСТЕТИЧНИЙ ІДЕАЛ ВИХОВАНКИ ІНСТИТУТУ ШЛЯХЕТНИХ ДІВЧАТ

100%

Чорновол Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

86-94

EN

The article deals with the process of establishing aesthetic ideal of pupils of the Institute for Noble Maidens in Ukraine in the context of the retrospective approach to female education leading national and European educators and thinkers. It was found out that at the beginning of the nineteenth century reigned two approaches to the interpretation of educational ideal of female education, including conservative and democratic. Already in the mid-nineteenth century during the official (conservative) education (G. Appelrot, M. Katkov, P. Oldenburhskyy, M. Pogodin, Y. Rostovtsev, D. Tolstoy) ideal of female pupils educational institution based on the values of aristocratic culture, religion and identity theory of official nationality. The main thesis of publicists of conservative orientation – female through natural properties must dominate; only area of self of the «ladies» – the family, and the main purpose – the birth of children. The attention in the proposed article is drawn to the spiritual virtues and moral character requirements for the individual of noble maidens in the context of the traditional distribution of social roles. Graduate of Institute of Noble Maidens was the bearer of the ideal of nobility and purity, she believed in what this ideal would be realized, despite the difficulties and hardships of real life, taking them consistently without murmurings and bitterness. In the society the graduate of the institute was fun and relaxed, impressed by refined taste and rich imagination, witty remarks, sophistication and charm of «subtle mind». And to encourage the acquisition of a certain set of «secular virtues», many of which coincide with the most important Christian virtues: humility management, mutual courtesy, meekness, temperance equal friendly behavior, clean, prone to heart goodness and righteousness and worthy of noble modesty and special generosity, she should be separated from all that had signs of pride and selfishness. Schoolmiss was an example. All these features we can find in the best pupils of the Institute for Noble Maidens. In particular, the principal provisions and statutes on governing the education of girls at the Institute for Noble Maidens were analyzed. The views of leading figures on educational objectives of the educational process in women’s educational institutions were characterized. It is highlighted that as domestic and private education of girls get into character, the ideal model of training was the institute.

3

Patriarchy and the (late)Victorian Middle-Class Family Reconsidered

88%

Wojciechowska S. J.

Horyzonty Wychowania

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2019

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vol. 18

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issue 47

69-78

EN

RESEARCH OBJECTIVE: The aim of the article is to examine the relations within an upper middleclassfamily – as depicted by Virginia Woolf in a collection of autobiographical essays, Moments ofBeing – and compare these against the patriarchal model. The ultimate aim is to expose and locate,as early as the last decade of the Victorian era, the signs that a transformation was about to occur. THE RESEARCH PROBLEM AND METHODS: The Victorian paradigm of the patriarchal rolesof pater familias and mater familias has been analyzed. In conformity with philological methods,appropriate literary evidence is provided. THE PROCESS OF ARGUMENTATION: The article first focuses on the concept of the Victorianpater familias and mater familias. It presents an analysis of the Stephens family who feature in Momentsof Being. A traditionally conservative perspective with regard to the male family members isjuxtaposed with the contrasting viewpoint voiced by the author of the collection. RESEARCH RESULTS: The analysis of the autobiographical essays reveals certain shifts in theroles of the Victorian pater familias and mater familias in late-Victorian times. Furthermore, certainrifts in familial relations are uncovered and investigated with reference to differing attitudes to theissue of female education. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The analysis exposed severalfissures in the patriarchal model and located these at an earlier date than commonly accepted. Italso demonstrated that the first signs of the transformations that would occur in British society wereparticularly noticeable in the novel attitudes to the question of female education. This may encouragefurther research of contemporary perspectives on institutional instruction.

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Krakowskie gimnazja żeńskie przełomu XIX i XX wieku

63%

Dormus K.

Studia Paedagogica Ignatiana

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2016

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vol. 19

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issue 2

87-103

PL

Problem zapewnienia kobietom wykształcenia na poziomie średnim stał się na ziemiach polskich niezwykle istotny w drugiej połowie XIX wieku. Kwestia ta była szczególnie aktualna w zaborze austriackim, gdy w latach 90. XIX wieku dziewczęta zostały dopuszczone do egzaminów maturalnych oraz studiów uniwersyteckich. W Galicji nie istniały jednak gimnazja żeńskie, a żaden z typów ówczesnych „średnich” szkół żeńskich (takich jak wyższe szkoły wydziałowe, seminaria nauczycielskie czy licea żeńskie) nie dawał możliwości zdania egzaminu maturalnego umożliwiającego wstęp na studia wyższe. Wobec niechęci władz państwowych do tworzenia państwowych gimnazjów żeńskich równych gimnazjom męskim, jedynym rozwiązaniem było tworzenie placówek prywatnych. Powstawały one jako odpowiedź na potrzeby społeczne i były efektem oddolnego społecznego działania. Pierwsza tego typu szkoła średnia – nie tylko na terenie Galicji, ale wszystkich trzech zaborów – powstała w 1896 roku w Krakowie. Przed wybuchem I wojny światowej funkcjonowały w Krakowie trzy klasyczne gimnazja żeńskie: I Prywatne Wyższe Gimnazjum Żeńskie, Prywatne Wyższe Gimnazjum Żeńskie im. Królowej Jadwigi oraz Prywatne Gimnazjum Żeńskie Heleny Strażyńskiej (potem: Józefa i Marii Lewickich) oraz gimnazjum realne sióstr urszulanek. Koncepcja prywatnego gimnazjum żeńskiego zyskała wpierw aprobatę społeczną, a stopniowo również dużą popularność. W galicyjskich gimnazjach uczyła się ponad połowa uczennic uczęszczających do gimnazjów żeńskich położonych na terenie Przedlitawii.

EN

The issue of providing education to women became particularly important in the Polish territories during the second half of the 19th century. In the Austrian partition, women were allowed to take secondary school exit exams and enroll in universities in the 1890s. However, no female school at the time offered preparation to the aforementioned exams. As the government did not want to establish public all-female schools in the same way that it had created public all-male schools, a private solution was the only one. Private all-female schools emerged through a bottom-up effort as a response to the needs of society. The first school of this kind in Galicia – and all of the Polish territories – was established in Krakow in 1896. Before the outbreak of World War I, there were only four all-female secondary schools in Krakow. Still, with time, the concept of all-female secondary schools became very popular and more than half of the students of all-female secondary schools in the Habsburg Monarchy attended such schools in Galicia.

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ПРОБЛЕМА ПРОФЕСІЙНОЇ ПІДГОТОВКИ В НАРОДНИХ ШКОЛАХ У КІНЦІ ХІХ – ПОЧАТКУ ХХ СТОЛІТТЯ В ПЕДАГОГІЧНИХ ПРАЦЯХ В. В. РЮМІНА

63%

Паскаленко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 5(39)

61-69

EN

In the article the author discloses the historical aspects of professional education of the masses at the end of the XIX-th and the beginning of the XX-th centuries in the pedagogical works of V. V. Ryumin. At the end of the XIX-th and the beginning of the XX-th centuries the Russian Empire was going through plentiful growth of industry, which required a great number of qualified workers. The development of capitalist relations brought along devastation of the rural commune in the patriarchal village, unemployment of a large numbers of peasants, having no professional skills, which went to the cities in search of work. The country’s progressive public, worried about the existing situation, sought to find the way out in teaching professional occupations great numbers of illiterate and semiliterate peasants on the basis of primary schools. The solution of the problem was associated with private and social initiative in the cause of opening folk schools, where initial primary education was combined with professional training, with specific methodic councils being set up in such educational institutions to organize education process. The article highlights the fundamentals of pedagogical concepts of V. V. Ryumin with regard to professional training on the basis of folk schools: - combination of initial primary education with professional training in specific jobs, which will enable trainee to obtain employment at a plant or factory right after graduation from primary school without unnecessary apprenticeship with craftsmen; - democratic selection by trainees of such a job, which is in demand in regional labor market. V. V. Ryumin believed that through possibility to choose independently one’s job, primary school pupil could get additional motivation to master that job and achieve self-realization his life. - to inspire trainees to learn properly general subjects by exploiting their will to master their jobs. V. V. Ryumin thought that successful learning of general subjects and professional theoretical provisions in folk schools was possible due to «educational measures» of detachment from practical preparation in a selected job, which brought about positive results. - to use promising method of professional training of the girls on the basis of folk schools, whereby they obtain quality knowledge and skills, enabling them to become employed at a plant or factory. V. V. Ryumin was of the opinion that organization of needlework shops for the girls at folk schools could provide comfortable moral atmosphere within the school walls. The pedagogical concepts of V. V. Ryumin in the area of professional training are based on the humanistic principles of education.

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The Abbess Magdalena Mortęska – Her Life and Reformist Initiatives Aimed at Female Education in the Post-Tridentine Era

51%

Sztylc Ż.

Roczniki Teologiczne

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2016

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vol. 63

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issue 4: Historia Kościoła

53-73

EN

The paper presents a model of a medieval female education, which purpose was to prepare girls to the role of a wife and of a mother. Magdalena Mortęska, who was also educated in line with this model, lost her mother just as a few years old girl, and she was entrusted by her father under the tutelage of her aunt. This practice was very common and peculiar to the standards of that time. Magdalena’s aunt raised her in a severe discipline, teaching her, in the first instance, how to be devout, diligent, resourceful and thrifty person, and she prepared her to the role of a housewife and of a mother. However, some of these lessons turned out to be fatal for her, since in her early age she lost her right eye while she was cooking a meal with kitchen servants. Magdalena did not wish to be a married woman, on the contrary, she wanted to join the Benedictine nunnery of Chełmno, and thereby she refused the will of her father. Thanks to her stubbornness and strong faith, she made her convent vows on the 4th of June, 1579, and a week later she became the abbess of the Benedictine convent of Chełmno. As the abbess she initiated the fundamental reform, which purpose was the re-reading and enforcing of the original monastic rules. The Reform of the convent of Chełmno was fundamental and all the solutions were prepared by the new generation of nuns, since the old generation had ceased. The interpretation of the Rule, worked out through many years of experiences, became the law, which has been practiced by its own legislators. With this interpretation the preservation of the identity of the convent was very significant. The Renaissance era, in which Magdalena Mortęska lived and acted, saw the new demand to spread education and culture among women. Conscious of that, the abbess took the challenge thereby the reformed congregation was provided the opportunity to educate females. Magdalena Mortęska extended this activity upon all emerging foundations, and moreover, her labor was innovative to that time. Her efforts increased the number of centers associating female youth, and thanks to her pro-educational activity, she became the pioneer of females’ development.

PL

Niniejszy artykuł prezentuje średniowieczny model wychowania dziewcząt, w którym to główny nacisk kładziono na przygotowanie do roli żony i matki. W taki sposób została wychowana również Magdalena Motęska, która w wieku zaledwie kilku lat straciła matkę i została oddana przez ojca na wychowanie do ciotki. Było to zjawisko powszechne i zgodne z ówczesnymi zwyczajami. Ciotka wychowywała ją w sposób surowy, ucząc przede wszystkim pobożności, pracowitości, zaradności i gospodarności, przygotowując do roli przyszłej pani domu i matki. Uczyła ją również pracowitości, co dla małej zbyt dziewczynki okazało się zgubne, bo pomagając służbie w przygotowaniu posiłku, wykuła sobie prawe oko. Magdalena nie chciała jednak wyjść za mąż, ale wstąpić do chełmińskiego klasztoru benedyktynek, co było zdecydowanie przeciwne woli jej ojca. Dzięki wytrwałości i silnej wierze 4 czerwca 1579 r. złożyła śluby zakonne, a tydzień później została ksienią chełmińskich benedyktynek. Zapoczątkowała gruntowną reformę, polegającą na odczytaniu na nowo pierwotnych reguł i wprowadzeniu ich w życie. Reforma klasztoru w Chełmnie miała charakter fundamentalny, a wszelkie rozwiązania były tworzone przez nowe pokolenie mniszek, ponieważ zakonnice starej tradycji wymarły. Wypracowana przez lata eksperymentów interpretacja reguły stała się prawem doświadczonym na samych prawodawcach. Przy tej interpretacji bardzo istotna była troska o zachowanie tożsamości zakonu. Epoka renesansu, w której żyła i działała Mortęska, niosła nową potrzebę – promocję oświaty i kultury wśród kobiet. Świadoma tego podjęła wyzwanie i zreformowanej kongregacji stworzyła możliwość wychowania i edukacji dziewcząt. Rozszerzyła tą działalność na wszystkie zakładane fundacje i było to działanie prekursorskie jak na ówczesne czasy. W ten sposób mnożyła ośrodki skupiające młodzież żeńską, a przez akcję powszechnego kształcenia stała się pionierką wychowania kobiet.

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2 Педагогічні науки: теорія, історія, інноваційні технології

1 Horyzonty Wychowania

1 Národopisný věstník

1 Roczniki Teologiczne

1 Studia Paedagogica Ignatiana

1 Dormus K.

1 Pilíková K.

1 Sztylc Ż.

1 Wojciechowska S. J.

1 Паскаленко В.

1 Чорновол Л.

1 2019

2 2016

1 2015