ŠOLSKA KRONIKA / SCHOOL CHRONICLE 2012/1-2
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IZJAVA O ETIKI OBJAVLJANJA IN ZLORABAH PRI OBJAVLJANJU
PUBLICATION ETHICS AND PUBLICATION MALPRACTICE STATEMENT
UREDNIŠKI ODBOR REVIJE ŠOLSKA KRONIKA / EDITORIAL BOARD OF PUBLICATION SCHOOL CHRONICLE
Šolska kronika / Navodila avtorjem in avtoricam
School Chronicle / Instructions to contributors
Š O L S K A K R O N I K A
REVIJA ZA ZGODOVINO ŠOLSTVA IN VZGOJE
Glasilo Slovenskega šolskega muzeja, Ljubljana
Leto 2012, številka 1-2
Letnik 21 – XLV
School Chronicle / Schulchronik
Journal of the History of Schooling and Education.
Bulletin of the Slovenian School Museum. Ljubljana. Slovenia.
Zeitschrift fur Schul- und Erziehungsgeschichte. Organ des
Slowenischen Schulmuseums. Ljubljana. Slowenien.
VSEBINA / CONTENTS / INHALTSVERZEICHNIS
ČLANKI IN PRISPEVKI /
ARTICLES AND OTHER CONTRUBUTIONS / ARTIKEL UND BEITRAGE
300 Jean-Jacques Rousseau 1712–1778
Tatjana Hojan, Kaj so pisali naši pedagoški listi o J.-J. Rousseauju pred stoletjem? ...7–14
What was written a century ago in our educational publications about Jean-Jacques Rousseau?
Was schrieben unsere padagogischen Blatter uber J.-J. Rousseau vor einem Jahrhundert?
Branko Šuštar, Nekaj slovenskih srečevanj z J.-J. Rousseau-jem ...15–25
Some Slovenian Encounters with J.-J. Rousseau
Einige slowenische Begegnungen mit J.-J. Rousseau
J-J. R. - vznemirljivi meščan Ženeve. Jean-Jacques Rousseau 1712–1778. ...26–30
Razstava in simpozij v Slovenskem šolskem muzeja ob jubileju Rousseauja in
250 letnici izida njegovega pedagoškega dela Emil ali o vzgoji (1762).
J-J. R. – The Fascinating Resident of Geneva. 300 Jean-Jacques Rousseau 1712–1778.
An exhibition and symposium at the Slovenian School Museum
J-J. Rousseau, ein aufregender Burger von Genf. Jean-Jacques Rousseau 1712–1778.
Die Ausstellung und das Symposium im Slowenischen Schulmuseum
Stanislav Južnič, R. Bošković na ljubljanskih šolah ...31–40
(ob 300-letnici rojstva slovitega hrvaškega profesorja)
R. Bošković’s in the Schools of Ljubljana
(300th anniversary of birth of the famous Croatian teacher)
R. Boškovič an den Ljubljanaer Schulen
(zur 300 Jahrfeier der Geburt des beruhmten kroatischen Professors).
Darinka Sikošek, Didaktična načela pri obravnavi nekaterih konceptov
v kemijskih učbenikih na Slovenskem skozi čas ...41–52
Treatment of certain concepts by didactic principles in chemical textbooks
through time in Slovenia
Didaktische Grundsatze bei der Behandlung einiger Konzepte
in Chemielehrbuchern in Slowenien im Wandel der Zeit
Tatjana Hojan, Narodna šola (1871–1924), društvo v podporo slovenskemu šolstvu ...53–68
National School (1871–1924), a society supporting Slovenian schools
Die Volksschule (1871–1924), ein Verein zur Unterstutzung des slowenischen Schulwesens
Marijeta Tesla, Razumevanje discipline in kazni v reviji Popotnik ...69–81
v obdobju od 1880 do 1950
The view of discipline and punishment in the journal Popotnik
during the period 1880 to 1950
Das Verstandnis der Disziplin und Strafe in der Zeitschrift „Popotnik“ (Wanderer)
von 1880 bis 1950
Edvard Protner et al., Primerjava razvoja izobraževanja učiteljev
v državah nekdanje Jugoslavije ...82–100
A Comparison of the Development of Teacher Training in the Former Yugoslav States
Vergleich der Entwicklung der Lehrerbildung in den Landern des ehemaligen Jugoslawiens
Vinko Skitek, Nemške ljudske šole med letoma 1941 in 1945 v Mežiški dolini ...101–127
German primary schools between 1941 and 1945 in the Mežica Valley
Deutsche Volksschulen in den Jahren von 1941 und 1945 im Meža-Tal
Angelca Kunstelj, Šola za starše v šolskih letih od 2001/02 do 2005/06 ...128–136
School for parents between the school years 2001/02 to 2005/06
Die Schule fur Eltern in den Jahren von 2001/02 bis 2005/06
Tina Palaić, Stil vodenja pouka pri bodočih učiteljicah, učiteljih in
profesoricah, profesorjih. Učna ura iz Slovenskega šolskega muzeja
kot priprava na poučevanje. ...137–152
The teaching style of future teachers. A lesson at the Slovenian School Museum
as preparation for teaching
Der Stil der Unterrichtsfuhrung der zukunftigen Lehrer/-innern und Professoren/-innen.
Unterrichtsstunde des Slowenischen Schulmuseums als Unterrichtsvorbereitung
SPOMINI NA ŠOLO /
REMINISCENCES OF SCHOOLING / ERINNERUNG AND DIE SCHULE
Ljubljanska Vegova gimnazija pred drugo svetovno vojno,
med njo in po njej (Henrik Neubauer) ...153–164
Vegova Street Gymnasium in Ljubljana prior to World War Two,
as well as during and after the war
Das Ljubljanaer Gymnasium an der Vegova Strasse vor, wahrend und nach dem zweite Weltkrieg
Življenje in delo učiteljice Luiselle Ravalico iz Pirana (Špela Pahor) ...165–170
The life and work of the teacher Luisella Ravalico from Piran/Pirano
Das Leben und Werk der Lehrerin Luiselle Ravalico aus Piran/Pirano
Spomini na osnovno šolo Tomišelj pri Ljubljani (zbrala Mirjana Junc) ...171–177
Memories of the primary school in Tomišelj near Ljubljana
Erinnerungen an die Grundschule Tomišelj bei Ljubljana
JUBILEJI / ANNIVERSARIES / JUBILAEN
Nekaj stoletnih šol v letu 2013 (Tatjana Hojan) ..178–186
Schools celebrating centenaries in 2013
Einige hundertjahrige Schulen (im 2013)
Ob petdesetletnici smrti pedagogov
Ernesta Vranca, Franja Žgeča in Gustava Šiliha, 1961 (Mladen Tancer) ...187–192
On the occasion of the 50th anniversary of the death of the pedagogues
Ernest Vranc, Franjo Žgeč and Gustav Šilih (1961)
Zum funfzigsten Todestag der Padagogen Ernest Vranc, Franjo Žgeč und
Gustav Šilih (1961)
Andrej Vovko – 65 letnik (Stane Okoliš) ...193–195
The 65th birthday of Andrej Vovko
Andrej Vovko – 65 Jahre
IZ MUZEJSKEGA DELA /
MUSEUM ACTIVITIES / AUS DER TATIGKEIT DES MUSEUMS
Slovenski šolski muzej v letu 2011 – Poročilo o delu (Stane Okoliš) ...196–235
Slovenian School Museum – Annual Report 2011
Slowenisches Schulmuseum – Der Jahresberichte 2011
Razstava Od odpora do osamosvojitve: Boj za slovensko šolo (Anton Arko) ...236–240
The exhibition From Resistance to Independence: The Struggle for a Slovenian School
Die Ausstellung Vom Widerstand zur Unabhangigkeitserklarung: Der Kampf um die
Slowenische Schule
Odprava v otroštvo: pričevanja kot kulturni spomin. 14. mednarodni simpozij
šolskih muzejev in šolsko-zgodovinskih zbirk, Brixen/Bressanone (Italija),
28. 6. - 3. 7. 2011. (B. Šuštar, M. Balkovec Debevec) ...241–248
Exploration into childhood. Time witnesses as cultural memory. 14th International Symposium
of School Life and School History Museums & Collections Brixen/Bressanone (Italy).
Expedition in die Kindheit. Zeitzeugen als kulturelles Gedachtnis. 13. Internationalen
Symposium fur Schulmuseen und Schulgeschichtliche Sammlungen, Brixen/Bressanone, (Italien).
Muzej vzgoje in izobraževanja 'Gabriela Mistral',
Santiago de Chile (Tjaša Šuštar) ...249–255
The Chilean Museum of Education 'Gabriela Mistral', Santiago de Chile
El Museo de la Educacion 'Gabriela Mistral', Santiago de Chile
DROBTINICE IZ ŠOLSKE PRETEKLOSTI /
BITS AND PIECES FROM PAST SCHOOL TIMES /
SPLITTER DER SCHULVERGANGENHEIT
Šolske slavnosti o 50letnici Slomškove smrti (1912) - Anton Aškerc
učiteljem leta 1884 - Boj proti kinematografom (1912) ...256–259
School festivities on the occasion of the 50th anniversary of the death of Anton
Martin Slomšek (1912) - An address by the poet Anton Aškerc to teachers
in 1884 - A struggle against cinemas (1912)
Schuljubilaen zum funfzigsten Todestag von Slomšek (1912) - Anton Aškerc
an die Lehrer im Jahre 1884 - Der Kampf gegen die Kinos (1912)
POROČILA IN OCENE /
REPORTS AND REVIEWS / BERICHTE UND REZENSIONEN
Publikacije o preteklosti Univerze v Ljubljani, njeni organizaciji
in študijski ureditvi. Zgodovinski arhiv in muzej Univerze v Ljubljani.
Ljubljana 2009-2010 (Tea Anžur) ...261–265
Publications on the history of the University of Ljubljana, its organisation and study
programmes. University of Ljubljana Historical Archives and Museum 2009-2010.
Publikationen uber die Vergangenheit der Universitat in Ljubljana, ihre
Organisation und Studienordnung-Historisches Archiv und Museum der
Universitat in Ljubljana. Ljubljana 2009-2010.
Navodila avtoricam/avtorjem / Instructions to contibutors / Anleitungen fur Autoren ...266
Povabilo - CALL FOR PAPERS / Invitation / Einladung
POVABILO - CALL FOR PAPERS - 15. mednarodni simpozij šolskih
muzejev in šolsko-zgodovinskih zbirk, Ljubljana, 26. - 29. 6. 2013 ...267–272
INVITATION - CALL FOR PAPERS - 15th International
Symposium on School Life and School History Museums & Collections
EINLADUNG - CALL FOR PAPERS - 15. Internationales Symposium
der Schulmuseen und Schulgeschichtlichen Sammlungen
_______________________________________________________________________________
ČLANKI IN PRISPEVKI
Tatjana Hojan
Kaj so pisali naši pedagoški listi o J.-J. Rousseauju pred stoletjem?
What was written a century ago in our educational publications about Jean-Jacques Rousseau?
Izvleček
Prispevek je pripravljen ob 300 letnici rojstva pedagoga, filozofa in književnika Jeana-Jacquesa
Rousseauja. Predvsem predstavlja kaj so naši pedagoški časopisi ob Rousseaujevem jubileju pisali pred stoletjem. Največ prispevkov o Rousseaujevem življenju in delu je bilo objavljeno v pedagoški reviji Popotnik, največji sestavek je napisal dr. Ivan Lah. V Učiteljskem tovarišu je sestavek dr. Bogomila Vošnjaka, odlomek iz njegovega dela pa tudi v reviji Laibacher Schulzeitung
Abstract
The article was written on the occasion of the 300th anniversary of the birth of the pedagogue,
philosopher and writer Jean-Jacques Rousseau. The main focus is on what was a century ago written in our educational media on the anniversary of his birth. Most articles on Rousseau’s life and work were published in the pedagogic journal Popotnik, the longest contribution was written by Dr Ivan Lah. In Učteljski tovarišthere was an article by Bogomil Vošjak and in the journal Laibacher Schulzeitung an excerpt from one of the text written by Rousseau.
Summary
The article talks about how Slovene educational newspapers a century ago marked the 300th anniversary of the birth of the pedagogue, philosopher and writer Jean-Jacques Rousseau. Slovenski učitelj, a newspaper published by the Slovenian Christian teacher and catechist societies, and Domače ognjišče, a publication aimed at the parents and educators of Slovene youth, did not write about Rousseau in 1912. It was the pedagogic and science newspaper Popotnik that published the highest number of articles about Rousseau at that time. The teacher Karl Přibil wrote about the way in which the occasion would be celebrated by Rousseau’s compatriots in Geneva. There was going to be an exhibition and a series of lectures at the university, a monument would be uncovered and the J.-J. Rousseau Institute opened, which would offer higher education in pedagogy. That same year, the same author published in Popotnik his translation of the paper J.-J. Rousseau, the Initiator of Sexual Pedagogy, originally written in Czech by Karel Šech. Furthermore, Popotnik also published an extensive article by the professor and writer Dr Ivan Lah, entitled J.-J. Rousseau as a Person and Pedagogue. Lah gave a detailed analysis of Rousseau’s life and work and said in the conclusion that Rousseau was the teacher of enlightened absolutists, that he marked the beginning of a new era called the “spring of nations” and in literature the Romantic period. The Yugoslav teachers’ newspaper Učteljski tovarišpublished a short article, emphasising that Rousseau had brought about a cultural revolution especially in education and teaching. In addition, this newspaper also published a summary of the lecture held by the lawyer and politician Dr Bogomil Vošjak in Trieste about Rousseau and his constitutional ideal. Vošjak mainly talked about Rousseau’s discourse On the Social Contract, which was considered a preparation for the French Revolution. In his opinion, Rousseau was the “harbinger of complete equality of citizens” and an advocator of the republic. Laibacher Schulzeitung, a newspaper written in German, marked the anniversary by publishing excerpts from Rousseau’s instructions for teachers.
Branko Šuštar
Nekaj slovenskih srečevanj z J.-J. Rousseau-jem
Some Slovenian Encounters with J.-J. Rousseau
Izvleček
Slovenska srečevanja z Rousseaujem so najprej njegove izvirne knjige v knjižnici Narodnega muzeja in drugod, posebej pa prevodi njegovih del v nemščino, slovenščino in druge jezike, ki so jih brali pri nas. Najprej so pisali o njem v pedagoških revijah. Posebno pozornost za Rousseau-jevo pedagoško misel so pokazali šolski/pedagoški muzeji v tedanji skupni državi leta 1970, ko so pripravili skupno razstavo »J.-J. Rousseau –žvljenje in delo«. Različo razumevanje Rousseaujevih pedagoših idej je v začtku 70. let sprožlo tudi zavzeto polemiko med slovenskimi pedagogi.Tudi pozneje Rousseau kot pedagog pri nas ni pozabljen in od 80. let 20. stoletja so o njem precej pisali in ga prevajali. Marsikatera od teh 250 let starih njegovih pedagoših idej, zapisanih kot filozofska romaneskna pripoved o Emilu in njegovi vzgoji, pa tudi v drugih njegovih delih, je zanimiva tudi v našemu času.
Abstract
Slovenian encounters with Rousseau begin with his original books in the National Museum Library and elsewhere, particularly the translations of his works into German, Slovenian and other languages that were read in Slovenia. Initially, there were only articles about him in educational journals. School/ educational museums in the then Yugoslavia were interested in Rousseau’s educational ideas, especially in 1970 when they staged a joint exhibition “J.-J. Rousseau –Life and Work”. The different interpretations of Rousseau’s ideas in the early Seventies also caused a lively debate among Slovenian pedagogues. Nor was Rousseau neglected later and since the 1980s a great deal has been written about him and new translations have been published.Summary
Slovenian encounters with Rousseau begin with his original books in the National Museum Library (the Amsterdam edition of Emile, 1762) and elsewhere, particularly the translations of his works into German, Slovenian and other languages that were read in Slovenia. Initially, there were only articles about him in educational journals, including the Catholic newspaper Slovenski učitelj (Seeds from Rousseau’s Emile, 1903), and later, after the 1950s, Slovenian translations of his work appeared. School/educational museums in the then Yugoslavia were interested in Rousseau’s educational ideas, especially in 1970 when they staged a joint exhibition “J.-J. Rousseau –Life and Work”. The different interpretations of Rousseau’s ideas in the early Seventies also caused a lively debate among Slovenian teachers. On the occasion of the 200th anniversary of his death, the 12th issue of the joint journal of the Yugoslav school museums (Ljubljana, Zagreb, Belgrade), which was published in the form of a collection of papers on the history of school and education, had Rousseau as its main theme. Nor was Rousseau neglected later and since the 1980s a great deal has been written about him and new translations have been published. Many of these 250 year old educational ideas written in the form of a philosophical tale of Emile and his education, as well as in Rousseau’s other works, remain relevant to this day.
Branko Šuštar
J.-J. R. - vznemirljivi meščan Ženeve. 300 Jean-Jacques Rousseau 1712–1778.
Razstava in simpozij v Slovenskem šolskem muzeja ob jubileju Rousseauja in
250 letnici izida njegovega pedagoškega dela Emil ali o vzgoji (1762).
J.-J. R. – The Fascinating Resident of Geneva. 300 Jean-Jacques Rousseau 1712–1778.
An exhibition and symposium at the Slovenian School Museum on the occasion of the
300th anniversary of the birth of Jean-Jacques Rousseau and the 250th anniversary of
the publication of his educational treatise Emile: or, On Education (1762).
J.-J. Rousseau, ein aufregender Burger von Genf.
Jean-Jacques Rousseau 1712–1778.
Die Ausstellung und das Symposium im Slowenischen Schulmuseum zum Jubilaum
von Rousseau und zur 250 Jahrfeier der Herausgabe seines padagogischen Werks Emile
Summary
In May 2012 the Slovenian School Museum, the national museum of education (Ljubljana, Slovenia) organised a small exhibition and on 22 May the Slovenian Society of Teachers held a mini symposium in the museum’s reading room. We presented Some Slovenian Encounters with Jean-Jacques Rousseau (Branko Šušar, Slovenian School Museum), including the original copy of Emile from 1762 (from the National Museum Library). Teachers and philosophers discussed the following themes: Rousseau’s place in the history of contractual theories (Igor Pribac, Faculty of Arts); Conscience as the opposite of reason (Zdenko Kodelja, Institute of Pedagogy); Rousseau’s concept of humanity and the main controversies in pedagogical interpretations of Emile (Robi Kroflič Faculty of Arts); and The contemporary nature of Rousseau’s educational ideas (Zdenko Medveš Faculty of Arts). The exhibition presented the Swiss city of Geneva and its inhabitant Rousseau as an interesting author of socially critical and educational works. There was a special emphasis on Slovenian encounters with him –ranging from which of his works are kept by libraries to articles in the educational press, and the more recent translations that show the fascinating and contemporary nature of his educational ideas.
Stanislav Južnič
R. Bošković na ljubljanskih šolah (ob 300-letnici rojstva slovitega hrvaškega profesorja)
R. Bošković’s in the Schools of Ljubljana (300th anniversary of birth of the famous Croatian teacher)
Povzetek
Rimski profesor Ruđer Bošković (1711-1787) je vsaj trikrat obiskal ljubljanske jezuitske šole; včasih je gostoval pri Ljubljančanih kar po več dni. Njegovi osebni stiki so prispevali k hitri uveljavitvi novih načinov poučevanja pri nas, podobno kot se je zgodilo v drugih evropskih deželah, ki jih je obiskal. Tako se je v Ljubljani in drugod na območju sedanje Slovenije že zelo zgodaj začelo predavati po načelih Boškovićeve filozofije, matematike in fizike; novosti najbolj merodajno ponazarja uprizarjanje njegovega grafa spreminjanje sile v odvisnosti od razdalje med delci, ki jo najdemo v tedanjih učbenikih nadaljevalnih šol. Ob Boškovićevi tristoletnici rojstva opisujemo dolgoročne vplive njegovega opisa snovi, ki so zaznamovale ljubljanske profesorje Gabrijela Gruberja, Georga Schöttla in Antona Ambschlla, v naslednji generaciji pa njihove učence filozofa Franca Samuela Karpeta, matematika-fizika Jurija Vego in poznejše slovenske učitelje.
Abstract
Bošković visited Ljubljana at least three times, and sometimes stayed for few days with our ancestors in Ljubljana. His personal contacts helped the acceptation of the new physics in now Slovenian lands in a similar way as it happened in other European towns which he visited. After Bošković’s visits his followers in Ljubljana and in other schools in now Slovenian lands quickly began to lecture on his physics while using his famous force-distance graph in local secondary school textbooks. On the 300th anniversary of Bošović’s birth the wide range of influences of his description of matter is described. His teachings influenced several generations of Slovene mathematicians including Gabriel Gruber, Georg Schötl, Anton Ambschell, the philosopher Franz Samuel Karpe, the mathematician- physicist Georg Vega, and later Slovenian teachers.
Darinka Sikošek
Didaktična načela pri obravnavi nekaterih konceptov v kemijskih učbenikih na Slovenskem skozi čas
Treatment of certain concepts by didactic principles in chemical textbooks through time in Slovenia
Izvleček
Načrtovanje, odkrivanje in preverjanje resnic o snoveh in njihovih pretvorbah predstavlja osrednjo domeno znanstvenoraziskovalne dejavnosti na področju kemijskih znanosti. Kako o teh »kemijskih resnicah« poučvati druge je v domeni didaktike kemije, ki učtelje kemije ustrezno izobrazi in usposobi za te potrebe. Osrednja vodila vsakega racionalnega poučvanja in učnja so didaktiča načla. V prispevku je prednostno obravnavana zlasti trojica didaktičih načl NAP (Nazornost-Aktivnost- Postopnost), kakor so jih upoševali avtorji učenikov, ki so bili v rabi pri pouku kemije nekočin danes.
Abstract
The planning, discovering and testing the truths about different types of matter and their conversion are the domain of scientific research in chemistry. How to teach others about these “chemistry truths” belongs within the domain of chemistry didactics, which offers suitable education and skills to chemistry teachers. The fundamental guidelines of every rational teaching and learning are didactic principles. The article focuses particularly on three of them: Clarity –Activity Progressiveness as followed by the authors of the textbooks that have been used in chemistry lessons since times past until today.
Tatjana Hojan
Narodna šola (1871-1924), društvo v podporo slovenskemu šolstvu
National School (1871-1924), a society supporting Slovenian schools
Izvleček
Društvo »Narodna šla« so ustanovili učtelji v Idriji, vendar se je ž po enem letu delovanja preselilo v Ljubljano, kjer je nato delovalo večkot petdeset let. Ustanovljeno je bilo z namenom, da čm ceneje preskrbi šlam in učteljem uče pripomoče in knjige. Sredstva je zbiralo s čanskimi prispevki, darovi in prihodki od posebej zato pripravljenih koncertov, iger in predavanj. Med prvo svetovno vojno in š večlet po njej je bilo veliko pomanjkanje. Drušvo zato ni moglo nabavljati učl in knjig ter je leta 1924 prenehalo delovati.
Abstract
The National School society was established by teachers in Idrija, but after a year it moved to Ljubljana where it remained active for over fifty years. It was founded with the aim of supplying schools and teachers with school requisites and books. The society collected funds through membership fees, donations and income from concerts, plays and lectures organised especially for this purpose. During World War One and for a number of years after it, there was a general shortage. This is why the society was no longer able to buy requisites and books and ceased its activities in 1924.
Marijeta Tesla
Razumevanje discipline in kazni v reviji Popotnik v obdobju od 1880 do 1950Ž
The view of discipline and punishment in the journal Popotnik during the period 1880 to 1950
Izvleček
Prispevek predstavlja stališče učiteljev, vzgojiteljev, strokovnjakov s področja vzgoje in izobraževanja ter vseh drugih avtorjev prispevkov v reviji Popotnik v obdobju od 1880 do 1950 o disciplini in kazni. Nekje do leta 1926 so strokovnjaki s področja vzgoje in izobraževanja za dosego discipline v razredu in pri pouku zagovarjali kaznovanje, telesne kazni in nekatera zunanja vzgojna sredstva. Po letu 1926 se je pojavil koncept nove šole, ki je spremenil način kaznovanja in discipliniranja otrok. Kaznovanje, telesna kazen in vsa druga zunanja vzgojna sredstva so bila neprimerna. Učitelji so imeli novo nalogo: poiskati potrebna alternativna vzgojna sredstva, ki izključujejo psihično ali fizično nasilje nad otroki in učenci.
Abstract
This contribution deals with the views of teachers, educationalists, education theorists and other authors of articles in the journal Popotnik between 1880 and 1950 about discipline and punishment. Until around 1926, educational experts spoke in favour of punishment, including corporal punishment, and other means of discipline. After 1926, there appeared a new concept of school, with a different manner of disciplining and punishing children. Punishment of any kind and other external means of maintaining discipline became inappropriate. Teachers had a new role: finding alternative means of discipline that excluded psychological or physical violence against children.
Edvard Protner, Zdenko Medveš, Štefka Batinić, Suzana Miovska Spaseva, Vera Spasenović, Snježana Šušnjara, Vučina Zorić, Nataša Vujisić Živković
Primerjava razvoja izobraževanja učiteljev v državah nekdanje Jugoslavije
A Comparison of the Development of Teacher Training in the Former Yugoslav States
Izvleček
Članek na osnovi besedil in virov, ki so jih v okviru raziskovalnega projekta pripravili avtorji iz držav na tleh nekdanje Jugoslavije, primerja zgodovinski razvoj sistemskih rešitev v konstituiranju izobraževanja osnovnošolskih učiteljev. Ta razvoj sega v čas izrazite raznolikosti, ki jo je pogojevala različnost družbenih, političnih in kulturnih pogojev na severu v okviru habsburške monarhije in na jugu v okviru otomanskega imperija. Za obdobje pred 1. svetovno vojno je značilno postopno poenotenje z avstro-ogrskim modelom štiriletnega učiteljišča. Do popolnega poenotenja je prišlo v Kraljevini Jugoslaviji, ko je zakon iz leta 1929 uzakonil model petletnih učiteljišč. Po 2. svetovni vojni je sledil postopen prehod izobraževanja učiteljev na pedagoške akademije (v šestdesetih in ponekod v sedemdesetih letih prejšnjega stoletja) in fakultetno izobraževanje (v sedemdesetih letih prejšnjega stoletja za učitelje predmetnega pouka in v osemdesetih letih prejšnjega stoletja tudi razrednega pouka – najprej v Sloveniji, po razpadu Jugoslavije pa v drugih državah).
Abstract
On the basis of the texts and sources prepared by the authors from former Yugoslav states within the framework of this research project, the article traces and compares the historical development of the system-wide approaches to the shaping of primary school teacher training. This line of development reaches back into a period of distinct differences, brought about by the differences in the social, political, and cultural conditions in the north in the Habsburg Monarchy and in the south in the Ottoman Empire. In the pre-WWI period, gradual harmonisation with the Austro-Hungarian model of four year teacher training colleges was typical. In the Kingdom of Yugoslavia, complete unification was achieved when the law of 1929 brought the model of 5 year teacher training colleges into legislation. After the Second World War, there followed a gradual shift to the training of teachers at pedagogical academies (in the 60s) and faculty education (in the 70s for subject teachers and in the 80s also for elementary level teachers- first in Slovenia and after the break-up of Yugoslavia in other countries also.)
Članek je rezultat sodelovanja pri mednarodnem raziskovalnem projektu (4/25 Historische comparatistischen Forschungen zur Entwicklung der Lehrerbildung/Historic comparative research for development of teacher education/), ki je potekal v okviru večjega projekta na Univerzi Eotvos Lorand v Budimpešti in ga je podprla Evropska unija in Evropski socialni sklad (št. TAMOP 4.2.1./B-09/KMR-2010-0003).
Zusammenfassung
Der Artikel ist das Ergebnis beim internationalen Forschungsprojekt Historische komparatistische Forschungen zur Entwicklung der Lehrerbildung, das an der Universität Eötvös Loránd in Budapest von Prof. Dr. András Németh geleitet wurde. Im Rahmen der Arbeitsgruppe Teacher Education in Europe – History, Structure and Reform wurde eine Untergruppe von Vertretern aus den Ländern des ehemaligen Jugoslawiens, die Berichte über ihre Länder vorbereitet hatten, gebildet und auf dieser Basis entstand der vorliegende Text, der eine integrale komparative Analyse darstellt. Im Text folgen wir der historischen Entwicklung von Systemlösungen auf dem Gebiet der Lehrerbildung in den Ländern des ehemaligen Jugoslawiens, die im Ausgangspunkt von großen Unterschieden in der politischen, kulturellen, und wirtschaftlichen Situation der Völker, die so oder anders dem Einfluss der Habsburger Donaumonarchie im Norden und dem Ottomanischen Kaiserreich im Süden unterworfen waren, bedingt war. Der Annäherungsprozess des Konzepts der Lehrerbildung zwischen dem nördlichen und südlichen Teil ist mit dem Prozess der Verselbstständigung der südslawischen Völker von der ottomanischen Macht und die allmähliche Übernahme des Modells der vierjährigen Lehrerbildungsanstalt, das in der Donaumonarchie nach dem Verabschieden des Reichsvolkschulgesetzes aus dem Jahr 1869 durchgesetzt war, auch in denjenigen Gebieten des ehemaligen Jugoslawiens, die nicht dem Habsburger Einfluss unterworfen waren, verbunden. Trotz der allmählichen Übernahme des Modells der Lehrerbildungsanstalt in der Zeit vor dem 1. Weltkrieg kam es zur Vereinheitlichung erst zehn Jahre danach als die Völker des ehemaligen Jugoslawiens im gemeinsamen Staat der Serben, Kroaten und Slowenen bzw. Königsreich Jugoslawien auflebten. Das geschah im Rahmen der Gesetzgebung aus dem Jahr 1929, die die fünfjährige Lehrerbildungsanstalten kodifizierte – es folgte eine kurze Zeit des vereinheitlichten Schulsystems (und in diesem Rahmen auch des Lehrerbildungssystems) im ganzen Land, das mit dem Anfang des 2. Weltkrieges im April 1941endete. Obwohl die Völker des alten Jugoslawiens nach dem 2. Weltkrieg den gemeinsamen Staatsrahmen aufrecht erhielten, wurden aber die Schulsysteme und die Lehrerbildung in den ehemaligen jugoslawischen Republiken nie wieder vollkommen vereinheitlicht. Der Übergang von der Lehrerbildungsanstalt auf die zweijährige Pädagogische Akademie (was auch den Ausgleich der Verlangten Ausbildung für Lehrer der Klassen- und Fachstufe der achtjährigen Grundschule vorstellt), wurde in den verschiedenen Republiken in der Spanne von mehr als Jahrzehnte (1960 in Kroatien, 1971 in Serbien) entwickelt und auch danach war die Systemlösung des Verhältnisses zwischen der Mittelschule und der Akademie nicht vollkommen übereinstimmig. Der nächste wesentliche Schritt des System-Konzeptualisierens der Lehrerbildung ist der Übergang von der zweijährigen Bildung an den Pädagogischen Akademien auf das vierjährige Universitätsniveau. In den meisten Republiken des ehemaligen Jugoslawiens geschah der Übergang der Lehrerbildung der Fachstufe auf Grundschulen auf das Universitätsniveau vor Slowenien (Kroatien 1978, Serbien 1971, Montenegro 1977, Makedonien 1982), jedoch als 100 Šolska kronika • 1‒2 • 2012 dieser Übergang in Slowenien 1986 passierte, passierte er auch für die Lehrer auf der Klassenstufe. Dieser Übergang hat so aus dem schulsystemischen, gewerkschafts-ständischen, wie auch fachlich-theoretischen Aspekt ein besonderes Gewicht – damit wurde zum ersten mal in der Geschichte ein mehr als ein Jahrhundert alter Wunsch der Lehrerschaft nach dem Ausgleich der verlangten Bildungsstufe für alle Profile des Lehrerberufs von der Elementarschule bis zum Gymnasium, verwirklicht. In den anderen Ländern des ehemaligen Jugoslawiens passierte der Übergang der Lehrerbildung für Klassenunterricht auf das Universitätsniveau erst nach dem Zerfall Jugoslawiens im Jahr 1991, was aber aus dem Blickpunkt des Verfolgens der Entwicklung der Lehrerbildung auf dem Territorium des ehemaligen Jugoslawiens jedoch als ein Punkt der erneuten Vereinheitlichung verstanden werden kann. Die Verfolgung der Weiterentwicklung in der gegenwärtigen Zeit, die im Rahmen des Bologner Prozesses verläuft, zeigt auf ein interessantes Paradox: die Lösungen im Konzeptualisieren der Lehrerbildung sind heute unter den einzelnen Ländern (und sogar unter den Universitäten eines einzelnen Landes) mehr verschieden als sie, als es noch keinen gemeinsamen Nenner für die Lehrerbildung gab, waren.
Vinko Skitek
Nemške ljudske šole med letoma 1941 in 1945 v Mežiški dolini
German primary schools between 1941 and 1945 in the Mežica Valley
Izvleček
Avtor v prispevku govori o vzpostavitvi nemškega šolstva na zasedenih območjih Koroške in Kranjske s poudarkom na področju Mežiške doline. V tem prispevku se posveča predvsem problematiki osnovnih (ljudskih šol), ki so bile na območju Mežiške doline najštevilčnejše. Tako opisuje dogajanje na posameznih šolah, od tiste v Črni na Koroškem do tiste na Ojstrici nad Dravogradom, med drugo svetovno vojno. Hkrati poskuša pojasniti mesto ljudskih šol v nemškem šolskem sistemu in strukturo šolskih vodstvenih in nadzornih institucij.
Abstract
The article talks about the establishment of German schools in the occupied areas in Koroška (Carinthia) and Carniola, with emphasis on the Mežica Valley. The author focuses mainly on primary schools as these were in a majority in this area. He describes what went on in individual schools, from the one in Črna in Koroška to the one in Ojstrica above Dravograd during World War Two. At the same time, he tries to explain how primary schools fitted into the German school system and the structure of the institutions in charge of schools and school inspection.
Zusammenfassung
Bei der Machtübernahme im April 1941 vertrieben die Deutschen aus den besetzten Gebieten die ganze slowenische Gebildetenschicht im Bereich der Politik, religiöser Versorgung und des Bildungswesens. Sie stellten auch ihr eigenes Schulsystem her, das auf achtjährigen Grundschulen beruhte. Alle Kinder waren schulpflichtig, außer denjenigen, die als Schützlinge des deutschen Staates über einen besonderen Status verfügten. An ihre deutschen Schulen stellte die deutsche Behörde viele Lehrer ein, die vor allem aus Oberkärnten kamen und treue Anhänger der deutschen nazistischen Partei NSDAP waren. Auch auf dem besetzten Gebiet erzog man in den Schulen die Kinder im Sinne des Nationalsozialismus und der Zugehörigkeit zum Deutschtum. Viele Lehrer bestraften in ihrem Eifer die Kinder für jedes ausgesprochene slowenische Wort, vor allem mit Körperstrafe. Viele Kinder und vor allem ihre Eltern widersetzten sich gegen diese Art des Unterrichtens und die gezwungene Eindeutschung so, dass sie ihre Kinder lieber überhaupt nicht zum Unterricht schickten und diese stattdessen einfach zu Hause blieben. Die deutschen Behörden erreichten mit der Eindeutschung, dass die Kinder, die wegen des nationalen Bewusstseins der Eltern zu Hause blieben, nach Kriegsende völlig analphabetisch waren. Diejenigen Kinder jedoch, die die deutschen Schulen besuchten, hatten nach Kriegsende große Schwierigkeiten beim Erlernen der slowenischen Schriftsprache. Mit großer Mühe mussten deshalb die Lehrerinnen und Lehrer den analphabetischen Jugendlichen erneut die slowenische Sprache beibringen. Auf einigen Landesschulen endete der Unterricht wegen der Partisanenbewegung mitten im Kreig und etliche Kinder unterlagen dann nicht meht der systematischen Eindeutschung an der Schule. Das wurde an Schulen in größeren Orten fast bis zum Ende des Zweiten Weltkriegs durchgeführt. Viele Schulgebäude besetzten Angehörige der deutschen Gendarmerie, Polizei und Armee. Nach Ende des Zweiten Weltkriegs wurde das slowenische Schulwesen mit dem Unterricht in slowenischer Schriftsprache erneut durchgeführt, was mit großen Schwierigkeiten verlief.
Angelca Kunstelj
Šola za starše v šolskih letih od 2001/02 do 2005/06
School for parents between the school years 2001/02 to 2005/06
Izvleček
Prispevek predstavlja začetke programa Šola za starše kot je med letoma 2002 in 2006 potekal na nekaterih slovenskih osnovnih šolah (Krašnja, Vransko, Polzela, Kočevje, Rakek, Stari trg pri Ložu) kot nadgradnja tradicionalnega sodelovanja pedagogov in šol s starši.
Abstract
This contribution describes the beginnings of the School for Parents programme that took place at some Slovenian primary schools (Krašnja, Vransko, Polzela, Kočevje, Rakek, Stari trg near Lož) between 2002 and 2006 as an addition to the traditional cooperation between teachers and school with parents.
Summary
The author presents her pedagogic experiences in cooperation with pupils’ parents at parents’ meetings, in lectures and the school for parents she conducted between 2001 and 2006, which was a valuable opportunity for exchanging educational experiences with parents at six primary schools (Krašja, Vransko, Polzela, Kočvje Rakek, Stari trg pri Lož). In her teaching profession, the author soon understood that there were two fundamental paths leading to the common goal of shaping a positive personality in every child, which prepares children for their private and professional life in which they realise themselves, consider others and constantly develop as a person. Children are led along the first, primary path by their parents, and along the second path by educational institutions. But to reach the common goal, good cooperation between the two is paramount. Initially the author implemented her ideas about successful cooperation between school and parents during the parents’ evenings she organised for the parents of her pupils, later she also lectured around different schools and finally, she organised a school for parents at six primary schools. The high level of satisfaction with and a great desire for new knowledge and an exchange of various experiences shown by the parents at the parents’ meetings, as well as for the author’s method of work at the school for parents, made the author feel obliged to describe her experience, which proved to be so valuable to both sides.
Tina Palaić
Stil vodenja pouka pri bodočih učiteljicah, učiteljih in profesoricah, profesorjih. Učna ura v Slovenskem šolskem muzeju kot priprava na poučevanje
The teaching style of future teachers. A lesson at the Slovenian School Museum as preparation for teaching
Izvleček
Prispevek obravnava pomen učnih ur »iz preteklosti «, ki jih kot del pedagoših dejavnosti ponuja Slovenski šlski muzej, za usposabljanje bodočh učteljic, učteljev in profesoric, profesorjev. Uče ure izvajajo »gospodiče učteljice« in »gospodje (v)učniki« na podlagi starih učih načtov po tradicionalnih metodah, tehnikah in načnih poučvanja in kaznovanja, kot ustrezajo posameznemu izbranemu obdobju, v katerem uča ura poteka. Bodoč pedagogi tako lahko na podlagi lastne izkušje premislijo o pomenu komunikacije, vodenja pouka in o odnosih v uči situaciji.
Abstract
The article talks about the importance of lessons “from the past”, offered by the Slovenian School Museum as part of its pedagogic activities, for qualifying future teachers. The lessons are conducted by “misses” and “masters” on the basis of old curricula and using traditional methods of teaching and punishment, as practiced during the individual period on which a particular lesson is based. Future teachers can thus reflect on the basis of their own experience on the importance of communication, about how to conduct lessons and build relations within a specific classroom situation.
Summary
The article presents the study carried out by the author in the Slovenian School Museum within the scope of the study of Pedagogy at the Faculty of Arts in Ljubljana. The author focused on the issue of the training of future teachers, whereby she wanted to ascertain the influence and importance of the lessons “from the past”, conducted at the Museum, as one possibility of preparing students for their future teaching role, i.e. leading children within a specific teaching situation. The results show that the experience of a lesson conducted by a teacher who follows the methods of teaching and punishment from a chosen period can prove to be a good way of preparing students for teaching, provided it is accompanied by suitable preparation and the later evaluation by the students’ mentors. This gives future teachers an opportunity to think about some of the methods and techniques used in the lesson that are now unacceptable, about the teacher’s role in the classroom, about relations between the teacher and the pupils and among pupils themselves. On the basis of their own experience, students are also able to place themselves once more in the shoes of a pupil, which is undoubtedly very important for being a good teacher.
JUBILEJI
Tatjana Hojan
Nekaj stoletnih šol v letu 2013
Schools celebrating centenaries in 2013
Einige hundertjahnrige Schulen (im 2013)
Izvleček
V prispevku opozarjamo na jubileje šol, ki so bile, ki so bile ustanovljene leta 1913. Največ teh šol je bilo v Prekmurju (Čentiba, Mačkovci, Mostje, Murska Sobota, Predanovci, Šulinci, Vadarci), nato na Kočevskem (Bosljiva Loka, Kostel, Papeži) in v drugih krajih. Večina teh šol je nastala v manjših krajih in so bile ukinjene med letoma 1925 in 1965.
Abstract
The article talks about the schools that were founded in 1913. Most of them were in Prekmurje (Čentiba, Mačkovci, Mostje, Murska Sobota, Predanovci, Šulinci, Vadarci), the Kočevje region (Bosljiva Loka, Kostel, Papeži) and other places. The majority of these schools appeared in small places and were closed between 1925 and 1965.
IZ MUZEJSKEGA DELA
Branko Šuštar, Marjetka Balkovec Debevec
Odprava v otroštvo: pričevanja kot kulturni spomin. 14. mednarodni simpozij šolskih muzejev in šolskozgodovinskih zbirk, Brixen/Bressanone (Italija), 28. 6. - 3. 7. 2011.
Exploration into childhood. Time witnesses as cultural memory. 14th International Symposium of School Life and School History Museums & Collections Brixen/Bressanone (Italy), 28. 6. - 3. 7. 2011.
Summary
As part of the series of school-historical symposia that have taken place since 1984, at which representatives of our museum have been regularly taking part since 1988, and following the symposium in Rouen in France in 2009 the Free University of Bozen-Bolzano or, more precisely, its Faculty of Education in Brixen, organised the 14th meeting in South Tyrol. The organisation of the 14th International Symposium for School Life and School History Collections was led by Prof Dr Annemarie Augschoell. Eighty participants from various European countries gathered under the title “Exploration into childhood. Time witnesses as cultural memory and their meaning to the history and museum of education”. http://www.unibz.it/en/education/research/documentationcentre/conventions.html
There were two contributions from Slovenia. The first was presented by B. Šuštar and talked about the Slovenian School Museum in Ljubljana as a member of the family of museums of education and included a presentation of the museum’s activities as part of a series of short presentations of the activities of various European school museums.
In the main part of the symposium Branko Šuštar and Marjetka Balkovec Debevec presented a joint talk under the title “What was school like? Testimonies on schooling as part of the collector, exhibition, research and publicist activity of the museum.” The contribution presents the experience of the Slovenski šolski muzej / Slovenian School Museum in Ljubljana ( http:// www.ssolski-muzej.si/slo/ ) in the last 20 years in collecting and using the testimonies of former pupils, students and teachers in the educational system. Collecting the verbal testimonies and their written records is often carried out by collecting other material for the museum, especially in preparing individual thematic exhibitions (e.g. Memories of School, Matura exams, Education 1945-62) and through conversations on exhibitions. These testimonies are regularly published by our journal “Šlska kronika/School chronicle” in a special rubric. We encourage the witnesses to express, in the written or oral testimonies, their feelings, expectations and evaluations which are not found in the formal documents on the history of the educational system. The analysis of the work carried out also underlines the problems and dilemmas of collecting and presenting oral testimonies and underlines the significance of carrying out this work which is included in the more and more popular collection of oral sources in other Slovenian museums. It also takes into consideration the various theoretical and practical approaches of historians and ethnologists towards collecting oral sources and the dilemmas and solutions of preserving the records, transcription and usage in exhibition and research purposes.
The symposium participants also toured the School Museum in Bozen. The next symposium will take place in late June 2013 in Ljubljana. http://www.ssolski-muzej.si/slo/symposium2013.php
Tjaša Šuštar
Muzej vzgoje in izobraževanja 'Gabriela Mistral', Santiago de Chile
The Chilean Museum of Education 'Gabriela Mistral', Santiago de Chile
El Museo de la Educacion 'Gabriela Mistral', Santiago de Chile
Izvleček
Leta 1941 ustanovljen čilski muzej vzgoje in izobraževanja se je razvil iz pedagoške razstave ob 400 letnici ustanovitve Santiaga. Muzej danes nosi ime Gabriele Mistral, prve latinskoameriške prejemnice Nobelove nagrade za literaturo. Leta 2006 je muzej po 21 letih zatišja, ponovno odprl vrata. Poleg stalne razstave, ki obravnava tako zgodovino javnega šolstva v Čilu, kot tudi problematiko izobraževanja žensk, študentskih gibanj, ter izobraževanja učiteljev, v muzeju potekajo tudi številne druge dejavnosti. V zadnjih štirih letih je muzej izdal šest zanimivih publikacij
Abstract
The Chilean Museum of Education, founded in 1941, developed from an educational exhibition at the 400th anniversary of the establishment of Santiago. Now, the museum bears the name of Gabriela Mistral, the first recipient of the Nobel Prize for Literature in Latin America. After 21 years of inactivity, the museum again opened its doors in 2006. In addition to the permanent exhibition, which deals with the history of public education in Chile as well as with issues connected with the education of women, with student movements and with the education of teachers, numerous other activities take place in the museum. Over the last four years, the museum has published six interesting publications.
Summary
The Chilean Museum of Education, founded in 1941, developed from an educational exhibition at the 400th anniversary of the establishment of Santiago. Now, the museum bears the name of Gabriela Mistral, the first recipient of the Nobel Prize for Literature in Latin America. The museum is based in the once prominent building of the former women teachers’ college in the centre of Santiago, close to five other museums. After 21 years of inactivity, the museum again opened its doors in 2006. In addition to the permanent exhibition, which deals with the history of public education in Chile as well as with issues connected with the education of women, with student movements and with the education of teachers, numerous other activities take place in the museum. Visitors can see occasional exhibitions or listen to various lectures and attend workshops. The museum, which keeps over 6,500 objects (teaching aids, school equipment), over 40,000 books and 6,000 photographs and pictures, employs seven people. Over the last four years, the museum has published six interesting publications, including on the education of women, the educational theory of Gabriela Mistral, education with the aid of pictorial material and issues of school indoctrination.
Resumen
El Museo de la Educación, fundado en el año 1941, se desarrolló a partir de la Exposición Retrospectiva de la Enseñanza, oganizada en el contexto de la conmemoración del cuarto centenario de la fundación de Santiago de Chile. El Museo lleva actualmente el nombre de Gabriela Mistral, la primera autora latinoamericana que recibió el Premio Nobel de Literatura. A partir del 1981, el Museo de la Educación se localiza en lo que anteriormente había sido la ilustre Escuela Normal de Niñas Nº1 »Bríida Walker«, y en la actualidad se encuentra junto a otros cinco museos que evidencian la historia del siglo XX chileno desde diferentes ábitos. En el añ 2006, despué de 21 añs de estar cerrado a la atenció del púlico, el museo abrióde nuevo sus puertas. Ademá de la exposició permanente que aborda tanto la historia del desarrollo de la educació púlica en Chile, como asítambié el problema de la educació de las mujeres, los movimientos estudiantiles y la educació de los maestros, contempla tambié una gama de actividades adicionales. Por lo demá, los visitantes pueden recorrer las exposiciones temporales o acudir a distintas charlas y talleres. El Museo de la Educació cuenta actualmente con má de 6.500 piezas (entre ellas mapas, pupitres, láinas didáticas, pizarillas), má de 40.000 obras y textos y má de 6.000 imáenes fotográicas. En los útimos 4 añs el Museo editóseis publicaciones entre las que destacan los temas relacionados con la educació de las mujeres, la presentació de la teorí pedagóica de Gabriela Mistral, la enseñnza a travé de la imáen y el problema de la adoctrinació a travé de la educació.
DROBTINICE IZ ŠOLSKE PRETEKLOSTI
Šolske slavnosti o 50letnici Slomškove smrti (1912) – Anton Aškerc učiteljem leta 1884 - Boj proti kinematografom (1912)
School festivities on the occasion of the 50th anniversary of the death of Anton Martin Slomšek (1912) - An address by the poet Anton Aškerc to teachers in 1884 - A struggle against cinemas (1912)
Povzetek
Leto 2012 zaznamujeta 150-letnica smrti pedagoga in škofa A. M. Slomška (1800-1862) in 100-letnica smrti pesnika Antona Aškerca (1856-1912). Leta 1884 je pod psevdonimom Gorazd, objavil v Popotniku, listu za šolo in dom manj znano pesem, ki jo je posvetil »narodnim učteljem«.
Abstract
The year 2012 marks the150-th anniversary of the death of educator and bishop A. M. Slomšek (1800-1862) and 100th anniversary of the death of the poet Anton Aškerc (1856- 1912). In the newspaper for school and home Popotnik, Aškerc in 1884 under the pseudonym Gorazd published a less known poem, which he dedicated to “national teachers”.
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