From internet research by the educational museum in Santiago de Compostela (Galicia, Spain), we k... more From internet research by the educational museum in Santiago de Compostela (Galicia, Spain), we know that more than 680 school/educational museums exist all over the world at the beginning of the 21st century. The majority of them are active in nearly 30 European countries (more than 440 or almost 65%). This contribution presents the development of a new museum orientation in several national education museums in comparison with other regional, city and local school museums and educational collections. The actual specialities and characteristics of a museum is better shown through the results of its work (i.e. the collected material, exhibitions, research activities, traditional lessons from the past and other contacts with visitors) carried out during the last few decades, than through declarations and definitions. How can school museums create connections? A comparison of museum activities in different school museums opens up issues concerning the useful experiences of these museums. The article discusses how, through modern exhibitions, events and research, different educational museums in Europe respond to the needs of society to include marginal groups, present contrasting views, and build tolerance and harmony. A particular emphasis is on issues around facing up to a problematic past, endeavours for the creation of democratic values and the presentation of differences in historical experiences.
Symbolically, a discussion of “body” can also include school administrative bodies such as provin... more Symbolically, a discussion of “body” can also include school administrative bodies such as provincial, municipal or town and local school councils that were in charge of control of education in elementary schools in the provinces of the Habsburg monarchy / Austro-Hungarian Empire in the period up to 1918. Among them were the provinces with Slovene population on the south of Monarchy: Carniola (Slovenian: Kranjska ; German: Krain ) region of central Slovenia, Lower Styria and southern Carinthia, as well as Gorizia and Gradisca, Trieste, north Istria and in Prekmurje region in Hungarian part of Monarchy. The contribution presents the activities of the Municipal School Council in Ljubljana ( Mestni solski svet v Ljubljani ), in the capital of the central Slovene province Carniola, with the mayor of Ljubljana, Ivan Hribar, helming the council between 1896 and 1910. The School Council consisted of representatives of members of the Municipal Council with different political orientations...
The contribution presents a historical analysis of a gradual introduction of female teachers to t... more The contribution presents a historical analysis of a gradual introduction of female teachers to the schoolsystem in Slovene lands (the area with Slovene speaking population stretching from the port city Triestein the extreme northern part of the Adriatic Sea and its surroundings to the Julian Alps and the edge ofthe Pannonian Plain) on the south of the Habsburg Monarchy up to 1918 and than in the Slovene part ofYugoslavia Characterised by a reform of teacher education and emergence of women’s colleges ofeducation in the 1870s in the Austrian part of the Habsburg Monarchy, this process unfolded differentlyin different lands, however, even prior to WW1, almost half of teaching staff was represented bywomen in Slovene lands (south Carinthia, Carniola, south Styria, north part of Istria, surrounding of cityTriest and east part of County of Gorizia and Gradisca).The contribution addresses the question of how female teachers changed the teaching landscape inSlovene lands; they enabled the expansion of network of schools in urban and rural areas and thus anincrease in school attendance and literacy among Slovenes. Female teachers also had an impact on thechanges in the mode of teaching. The survey presents the role of female teachers in the own Society ofWomen Teachers est. 1898 and in other teacher societies, activities of the union and integration ofsocieties.How did female teachers assert themselves in pedagogical work in the Yugoslav part of Slovenia andelsewhere after 1918, and during WW1 and WW2? Had female teachers in periodicals initially onlyfocused on subject such as handicrafts, young girls’ education and women in schools? In the course oftime they also addressed broader pedagogical subjects and engaged in then-current pedagogicaldiscussions with their well-received studies and thinking.
Through field work, the author of this article analyses the erection of gravestones for teachers ... more Through field work, the author of this article analyses the erection of gravestones for teachers in provinces populated by Slovenian in the south Habsburg Empire (before 1918) and after WW1 in nordwest part of Kingdom of Yugoslavia. The article presents the inscriptions on teachers’ gravestones, what a financial achievement this was for the colleagues of the deceased, their pupils and school supporters and finds that this contributed to the creation of a locally limited public memory of people connected with school. The gravestones of pupils, some of whom died very young, in their own special way convey a memory of schools. Often teachers were not born in the place where they worked and so regional teachers’ associations, active from the 1860s onwards, collected money among teachers and school supporters in memory of the deceased association members, which was then used for memorials. In the case of some teachers, their gravestone in a cemetery is the only firm memory of them in the place where they worked. In spite of the significant financial sacrifice by the modestly paid teachers for the erection of these gravestones, after many decades many are no longer there. It seems that a memorial notice on fragile paper, particularly when printed, is a much more enduring memory than words carved in stone.
History of education & children's literature, 2010
The transition from severe disciplinary measures (such as kneeling, beating and other types of co... more The transition from severe disciplinary measures (such as kneeling, beating and other types of corporal punishment) to children’s rights was neither short nor smooth. The A. retraces this transition in Slovenia from 1870 – when corporal punishment was, at least officially, banned by legislation on school punishment – to the first decades of the 20th century. Even though punishment actually continued to be experienced on a daily basis by young people, a new attitude begun to spread at the end of the 19th century, in liberal pedagogical journals as well as Catholic ones, which manifested a growing criticism of beatings at school, advising teachers to be careful when handing out punishment, the unacceptability of kneeling in religion classes, and support for teachers who educated through the strength of their personalities, guided by love for children and based on Christ’s teachings.
“Regardless of many difficulties and disadvantages [...] our refugee teachers honorably pursued t... more “Regardless of many difficulties and disadvantages [...] our refugee teachers honorably pursued theircalling among the people. I could thus not come to terms with the notion that the sacrifice, efforts andsuccess of our generation of teachers would be forgotten and unacknowledged (Savli, 1973)”. AndrejSavli’s thoughts from 1972 on the subject of refugee schooling during World War I have been going handin hand with different discussions of the issue of refugee schooling in the Ljubljana Slovenian SchoolMuseum since the 1970s. The article focuses on refugee schooling brought about by the Isonzo/SocaFront, when after Italy’s attack of Austria-Hungary between May 1915 and October 1917 armed conflictstook place in the Slovene-populated territory on both banks of the river Soca/Isonzo. 12,000 inhabitantswere made into refugees by the Italian occupation authorities, while the Austrian authorities orderedthat some 80,000 people were to be turned into refugees.Based on literature, newspaper sources, and archival materials, the article compares the refugeeexperience and the formation of refugee schooling for Slovenes in Italy under the Entente to that of theSlovene population from the Primorska/Littoral region under the Central Powers in other Austro-Hungarian lands. The Italian occupation brought about the change of the then Austrian school systemand introduced Italian teaching content as a preparation for the realization of goals set in the Treaty ofLondon (April 1915) and the subsequent integration of an even larger area into Italy. Special attention ispaid to conditions in schools in individual refugee camps in nowadays Austria and Slovenia (Wagna nearLeibnitz south of Graz, Steinklamm near Sankt Polten, Gmund near Czech border, Bruck a. d. Leitha andSternthal/Strnisce near Ptuj). A school’s success or that of the so-called employment course was oftencontingent upon the organizers’ enthusiasm, i.e. teachers of both genders, who were in the majority ofcases committed to working with refugee children. In that difficult refugee period, school provided anexceptionally positive social environment. Refugee teachers - e.g. Pavla Makuc, Draga Medic, MarijaVidmar, Josip Poberaj and others - are thus regarded as outstanding pedagogical figures in extraordinaryconditions of war. Following the end of World War I, the area along the river Soca/Isonzo, but also thewhole Primorska/Littoral region and Istria, ended up under Italy (the Treaty of Rapallo, 1920); up to1926, the local Slovenes (and Croats) had been gradually deprived of their schooling due to the pressureof Italianization and fascistization.
Textbooks for birth assistants and midwives belonged to those textbooks in Slovene that were most... more Textbooks for birth assistants and midwives belonged to those textbooks in Slovene that were most closely connected with teaching of human anatomy. Midwifery education was being developed since mid-18th century, in the time of the Empress Maria Theresa, in provincial capitals (1753 in Ljubljana), even before the introduction of mandatory primary education, but also later (Klagenfurt, Graz, Trieste). Midwife schools in regional capitals began professional training of women not only in German but also in Slovenian language. The contribution presents Slovene textbooks for midwives that represent the beginnings of health care literature and medical press in Slovene language. How did these textbooks deal with the human body? All subjects for training of future midwives, reaching from anatomy, physiology, correct and incorrect obstetrics, nursing of healthy and sick newborns to legal instructions were compiled in a single textbook. The first book of this kind was a bilingual midwifery manual entitled Questions and Answers on Obstetrics ( “Prashanja inu odgovori zhes vsehgarstvu / Fragen, und Antworten uber die Geburtshilfe”, 1782) with more than 410 pages, which was modelled on Viennese textbooks, that was prepared in 1782 and in 1788 published by Anton Makovic. The author’s enlightened promotion of education and advanced professional training is clearly noticeable. In the course of time, his textbooks stimulated the interest of lay intelligentsia and the clergy for midwifery and midwives’ education, since the author encouraged educated individuals to read aloud from the textbooks to illiterate midwives. Furthermore, the contribution provides comparisons of works by the following authors of textbooks that were published in Ljubljana: 1818, Jan Matousek “ Babistvo ali porodnicarski vuk za babice” ; 1848, Bernard Pachner; 1860 with a lot of ilustrations, 1886 also including hygiene decrees – Alojz Valenta), and 1903, 1911 his son Alfred Valenta. Of no lesser importance for Slovene education were two midwifery textbooks that were published in Slovene in Graz (1840, Janez Komm: “Bukve od porodne pomoci za porodne pomocnice na kmetih / Buch von der Geburtshilfe fur Hebammen am Lande” ) and in Trieste (1880 Benvenuto Banelli). Some of books were translated in Slovene language. Along with the importance for the formation of Slovene scientific terminology in the sphere of health care, textbooks for midwives, and midwifery in general, contributed to a gradual expansion of health care culture and hygiene in rural areas. Literature: Sola za sestre: zdravstveno solstvo na Slovenskem School of nursing: health education in Slovenia 1753-1992 : razstavni katalog/exhibition catalogue, edited by B. Sustar, Ljubljana 1992, 135 pp. - M. Jesensek, Jezik v prvem slovenskem prirocniku za babice / Language of the first Slovene midwifery manual , In: Zupanic Slavec Z., ed., Med medicino in literaturo /Between Medicine and Literature, Ljubljana 1994, pp. 219-30. - B. Sustar, Zgodovinski izviri razvoja zdravstvenega solstva na Slovenskem ali o solanju medicinskih sester in babic skozi cas 1753-1960 [Historical sources of development of health schools in Slovenia or schooling of nurses and midwives through time 1753-1960], 2013, pp. 10-22; http://www.zbornica-zveza.si/sites/default/files/publication__attachments/9._kongres_zbns_2013-zbornik.pdf (29.12.2015).
SPANISH CIVIL WAR IN SLOVENIAN HISTORY TEXTBOOKSThe article examines the image of the 1936–1939 S... more SPANISH CIVIL WAR IN SLOVENIAN HISTORY TEXTBOOKSThe article examines the image of the 1936–1939 Spanish civil war as presented in Slovenian history textbooks for primary and secondary schools 75 years after the war. In textbooks, this topic is important for presenting the period before World War II in Europe as well as the social and political differences present in Europe at that time. The Spanish civil war raises questions of democracy, fascism, communism, social reforms, violence and revolution in Europe. Initially, the textbook authors briefly discussed the Popular front, democracy and elections, communists and revolution, as well as the support of Fascist Italy and Nazi Germany to Franco’s Nationalist faction and the support of Soviet Union to the Republican faction. After 1980, textbooks included a more detailed presentation of the broader social situation, the attitude of artists towards the Spanish civil war, and the impact of war on political divisions in Slovenia during Wo...
History of Education & Children’s Literature - HECL, 2015
This paper presents the influence of the power of education and the formation of the intellectual... more This paper presents the influence of the power of education and the formation of the intellectual class in the Slovenian provinces in the south of the multi-ethnic Habsburg Empire, which played an important role in the formation of the Slovenian nation. The social stratum of middle-class intellectuals, which was at that time rapidly becoming the carrier and the designer of the Slovenian national movement in the 2nd half of the 19th century, was shaped to a great extent through the education system. Slovenian pupils had to gain proficiency in the German language already in primary school in order to be able to continue their schooling at gymnasiums. The absence of a Slovene University before 1919 may also have channelled a lot of practical intellectual energy into primary school education, facilitating the cultural and economic development of the countryside and a general increase in the nation’s literacy, so that in 1910, 85.5% of all Slovenes were already literate. The intellectual...
Catholic-oriented teachers presented their views and the activities of the Slomsek Association of... more Catholic-oriented teachers presented their views and the activities of the Slomsek Association of Teachers in the periodical 'Slovenski ucitelj' (1899-1944). The journal focused on punishments and rewards especially in 1909, during WWI, in the 1930s and in the 1939-1940 period. We cannot simply the attitude of Catholic teachers to school punishment to say this was their preferred disciplinary measure. On the contrary, the paper typically wrote about the criticism of the use of corporal punishment at school, the caution of teachers in using punishment, rejection of kneeling during religion classes, and the support for teachers who show affection for children arising from Christ's learning. But the paper was also somewhat reserved about rewards. It showed a good understanding of the reality of the use of corporal punishment at school (it was already prohibited in 1870) which, despite being used as a last resort, reflected the teacher's lack of success.
From internet research by the educational museum in Santiago de Compostela (Galicia, Spain), we k... more From internet research by the educational museum in Santiago de Compostela (Galicia, Spain), we know that more than 680 school/educational museums exist all over the world at the beginning of the 21st century. The majority of them are active in nearly 30 European countries (more than 440 or almost 65%). This contribution presents the development of a new museum orientation in several national education museums in comparison with other regional, city and local school museums and educational collections. The actual specialities and characteristics of a museum is better shown through the results of its work (i.e. the collected material, exhibitions, research activities, traditional lessons from the past and other contacts with visitors) carried out during the last few decades, than through declarations and definitions. How can school museums create connections? A comparison of museum activities in different school museums opens up issues concerning the useful experiences of these museums. The article discusses how, through modern exhibitions, events and research, different educational museums in Europe respond to the needs of society to include marginal groups, present contrasting views, and build tolerance and harmony. A particular emphasis is on issues around facing up to a problematic past, endeavours for the creation of democratic values and the presentation of differences in historical experiences.
Symbolically, a discussion of “body” can also include school administrative bodies such as provin... more Symbolically, a discussion of “body” can also include school administrative bodies such as provincial, municipal or town and local school councils that were in charge of control of education in elementary schools in the provinces of the Habsburg monarchy / Austro-Hungarian Empire in the period up to 1918. Among them were the provinces with Slovene population on the south of Monarchy: Carniola (Slovenian: Kranjska ; German: Krain ) region of central Slovenia, Lower Styria and southern Carinthia, as well as Gorizia and Gradisca, Trieste, north Istria and in Prekmurje region in Hungarian part of Monarchy. The contribution presents the activities of the Municipal School Council in Ljubljana ( Mestni solski svet v Ljubljani ), in the capital of the central Slovene province Carniola, with the mayor of Ljubljana, Ivan Hribar, helming the council between 1896 and 1910. The School Council consisted of representatives of members of the Municipal Council with different political orientations...
The contribution presents a historical analysis of a gradual introduction of female teachers to t... more The contribution presents a historical analysis of a gradual introduction of female teachers to the schoolsystem in Slovene lands (the area with Slovene speaking population stretching from the port city Triestein the extreme northern part of the Adriatic Sea and its surroundings to the Julian Alps and the edge ofthe Pannonian Plain) on the south of the Habsburg Monarchy up to 1918 and than in the Slovene part ofYugoslavia Characterised by a reform of teacher education and emergence of women’s colleges ofeducation in the 1870s in the Austrian part of the Habsburg Monarchy, this process unfolded differentlyin different lands, however, even prior to WW1, almost half of teaching staff was represented bywomen in Slovene lands (south Carinthia, Carniola, south Styria, north part of Istria, surrounding of cityTriest and east part of County of Gorizia and Gradisca).The contribution addresses the question of how female teachers changed the teaching landscape inSlovene lands; they enabled the expansion of network of schools in urban and rural areas and thus anincrease in school attendance and literacy among Slovenes. Female teachers also had an impact on thechanges in the mode of teaching. The survey presents the role of female teachers in the own Society ofWomen Teachers est. 1898 and in other teacher societies, activities of the union and integration ofsocieties.How did female teachers assert themselves in pedagogical work in the Yugoslav part of Slovenia andelsewhere after 1918, and during WW1 and WW2? Had female teachers in periodicals initially onlyfocused on subject such as handicrafts, young girls’ education and women in schools? In the course oftime they also addressed broader pedagogical subjects and engaged in then-current pedagogicaldiscussions with their well-received studies and thinking.
Through field work, the author of this article analyses the erection of gravestones for teachers ... more Through field work, the author of this article analyses the erection of gravestones for teachers in provinces populated by Slovenian in the south Habsburg Empire (before 1918) and after WW1 in nordwest part of Kingdom of Yugoslavia. The article presents the inscriptions on teachers’ gravestones, what a financial achievement this was for the colleagues of the deceased, their pupils and school supporters and finds that this contributed to the creation of a locally limited public memory of people connected with school. The gravestones of pupils, some of whom died very young, in their own special way convey a memory of schools. Often teachers were not born in the place where they worked and so regional teachers’ associations, active from the 1860s onwards, collected money among teachers and school supporters in memory of the deceased association members, which was then used for memorials. In the case of some teachers, their gravestone in a cemetery is the only firm memory of them in the place where they worked. In spite of the significant financial sacrifice by the modestly paid teachers for the erection of these gravestones, after many decades many are no longer there. It seems that a memorial notice on fragile paper, particularly when printed, is a much more enduring memory than words carved in stone.
History of education & children's literature, 2010
The transition from severe disciplinary measures (such as kneeling, beating and other types of co... more The transition from severe disciplinary measures (such as kneeling, beating and other types of corporal punishment) to children’s rights was neither short nor smooth. The A. retraces this transition in Slovenia from 1870 – when corporal punishment was, at least officially, banned by legislation on school punishment – to the first decades of the 20th century. Even though punishment actually continued to be experienced on a daily basis by young people, a new attitude begun to spread at the end of the 19th century, in liberal pedagogical journals as well as Catholic ones, which manifested a growing criticism of beatings at school, advising teachers to be careful when handing out punishment, the unacceptability of kneeling in religion classes, and support for teachers who educated through the strength of their personalities, guided by love for children and based on Christ’s teachings.
“Regardless of many difficulties and disadvantages [...] our refugee teachers honorably pursued t... more “Regardless of many difficulties and disadvantages [...] our refugee teachers honorably pursued theircalling among the people. I could thus not come to terms with the notion that the sacrifice, efforts andsuccess of our generation of teachers would be forgotten and unacknowledged (Savli, 1973)”. AndrejSavli’s thoughts from 1972 on the subject of refugee schooling during World War I have been going handin hand with different discussions of the issue of refugee schooling in the Ljubljana Slovenian SchoolMuseum since the 1970s. The article focuses on refugee schooling brought about by the Isonzo/SocaFront, when after Italy’s attack of Austria-Hungary between May 1915 and October 1917 armed conflictstook place in the Slovene-populated territory on both banks of the river Soca/Isonzo. 12,000 inhabitantswere made into refugees by the Italian occupation authorities, while the Austrian authorities orderedthat some 80,000 people were to be turned into refugees.Based on literature, newspaper sources, and archival materials, the article compares the refugeeexperience and the formation of refugee schooling for Slovenes in Italy under the Entente to that of theSlovene population from the Primorska/Littoral region under the Central Powers in other Austro-Hungarian lands. The Italian occupation brought about the change of the then Austrian school systemand introduced Italian teaching content as a preparation for the realization of goals set in the Treaty ofLondon (April 1915) and the subsequent integration of an even larger area into Italy. Special attention ispaid to conditions in schools in individual refugee camps in nowadays Austria and Slovenia (Wagna nearLeibnitz south of Graz, Steinklamm near Sankt Polten, Gmund near Czech border, Bruck a. d. Leitha andSternthal/Strnisce near Ptuj). A school’s success or that of the so-called employment course was oftencontingent upon the organizers’ enthusiasm, i.e. teachers of both genders, who were in the majority ofcases committed to working with refugee children. In that difficult refugee period, school provided anexceptionally positive social environment. Refugee teachers - e.g. Pavla Makuc, Draga Medic, MarijaVidmar, Josip Poberaj and others - are thus regarded as outstanding pedagogical figures in extraordinaryconditions of war. Following the end of World War I, the area along the river Soca/Isonzo, but also thewhole Primorska/Littoral region and Istria, ended up under Italy (the Treaty of Rapallo, 1920); up to1926, the local Slovenes (and Croats) had been gradually deprived of their schooling due to the pressureof Italianization and fascistization.
Textbooks for birth assistants and midwives belonged to those textbooks in Slovene that were most... more Textbooks for birth assistants and midwives belonged to those textbooks in Slovene that were most closely connected with teaching of human anatomy. Midwifery education was being developed since mid-18th century, in the time of the Empress Maria Theresa, in provincial capitals (1753 in Ljubljana), even before the introduction of mandatory primary education, but also later (Klagenfurt, Graz, Trieste). Midwife schools in regional capitals began professional training of women not only in German but also in Slovenian language. The contribution presents Slovene textbooks for midwives that represent the beginnings of health care literature and medical press in Slovene language. How did these textbooks deal with the human body? All subjects for training of future midwives, reaching from anatomy, physiology, correct and incorrect obstetrics, nursing of healthy and sick newborns to legal instructions were compiled in a single textbook. The first book of this kind was a bilingual midwifery manual entitled Questions and Answers on Obstetrics ( “Prashanja inu odgovori zhes vsehgarstvu / Fragen, und Antworten uber die Geburtshilfe”, 1782) with more than 410 pages, which was modelled on Viennese textbooks, that was prepared in 1782 and in 1788 published by Anton Makovic. The author’s enlightened promotion of education and advanced professional training is clearly noticeable. In the course of time, his textbooks stimulated the interest of lay intelligentsia and the clergy for midwifery and midwives’ education, since the author encouraged educated individuals to read aloud from the textbooks to illiterate midwives. Furthermore, the contribution provides comparisons of works by the following authors of textbooks that were published in Ljubljana: 1818, Jan Matousek “ Babistvo ali porodnicarski vuk za babice” ; 1848, Bernard Pachner; 1860 with a lot of ilustrations, 1886 also including hygiene decrees – Alojz Valenta), and 1903, 1911 his son Alfred Valenta. Of no lesser importance for Slovene education were two midwifery textbooks that were published in Slovene in Graz (1840, Janez Komm: “Bukve od porodne pomoci za porodne pomocnice na kmetih / Buch von der Geburtshilfe fur Hebammen am Lande” ) and in Trieste (1880 Benvenuto Banelli). Some of books were translated in Slovene language. Along with the importance for the formation of Slovene scientific terminology in the sphere of health care, textbooks for midwives, and midwifery in general, contributed to a gradual expansion of health care culture and hygiene in rural areas. Literature: Sola za sestre: zdravstveno solstvo na Slovenskem School of nursing: health education in Slovenia 1753-1992 : razstavni katalog/exhibition catalogue, edited by B. Sustar, Ljubljana 1992, 135 pp. - M. Jesensek, Jezik v prvem slovenskem prirocniku za babice / Language of the first Slovene midwifery manual , In: Zupanic Slavec Z., ed., Med medicino in literaturo /Between Medicine and Literature, Ljubljana 1994, pp. 219-30. - B. Sustar, Zgodovinski izviri razvoja zdravstvenega solstva na Slovenskem ali o solanju medicinskih sester in babic skozi cas 1753-1960 [Historical sources of development of health schools in Slovenia or schooling of nurses and midwives through time 1753-1960], 2013, pp. 10-22; http://www.zbornica-zveza.si/sites/default/files/publication__attachments/9._kongres_zbns_2013-zbornik.pdf (29.12.2015).
SPANISH CIVIL WAR IN SLOVENIAN HISTORY TEXTBOOKSThe article examines the image of the 1936–1939 S... more SPANISH CIVIL WAR IN SLOVENIAN HISTORY TEXTBOOKSThe article examines the image of the 1936–1939 Spanish civil war as presented in Slovenian history textbooks for primary and secondary schools 75 years after the war. In textbooks, this topic is important for presenting the period before World War II in Europe as well as the social and political differences present in Europe at that time. The Spanish civil war raises questions of democracy, fascism, communism, social reforms, violence and revolution in Europe. Initially, the textbook authors briefly discussed the Popular front, democracy and elections, communists and revolution, as well as the support of Fascist Italy and Nazi Germany to Franco’s Nationalist faction and the support of Soviet Union to the Republican faction. After 1980, textbooks included a more detailed presentation of the broader social situation, the attitude of artists towards the Spanish civil war, and the impact of war on political divisions in Slovenia during Wo...
History of Education & Children’s Literature - HECL, 2015
This paper presents the influence of the power of education and the formation of the intellectual... more This paper presents the influence of the power of education and the formation of the intellectual class in the Slovenian provinces in the south of the multi-ethnic Habsburg Empire, which played an important role in the formation of the Slovenian nation. The social stratum of middle-class intellectuals, which was at that time rapidly becoming the carrier and the designer of the Slovenian national movement in the 2nd half of the 19th century, was shaped to a great extent through the education system. Slovenian pupils had to gain proficiency in the German language already in primary school in order to be able to continue their schooling at gymnasiums. The absence of a Slovene University before 1919 may also have channelled a lot of practical intellectual energy into primary school education, facilitating the cultural and economic development of the countryside and a general increase in the nation’s literacy, so that in 1910, 85.5% of all Slovenes were already literate. The intellectual...
Catholic-oriented teachers presented their views and the activities of the Slomsek Association of... more Catholic-oriented teachers presented their views and the activities of the Slomsek Association of Teachers in the periodical 'Slovenski ucitelj' (1899-1944). The journal focused on punishments and rewards especially in 1909, during WWI, in the 1930s and in the 1939-1940 period. We cannot simply the attitude of Catholic teachers to school punishment to say this was their preferred disciplinary measure. On the contrary, the paper typically wrote about the criticism of the use of corporal punishment at school, the caution of teachers in using punishment, rejection of kneeling during religion classes, and the support for teachers who show affection for children arising from Christ's learning. But the paper was also somewhat reserved about rewards. It showed a good understanding of the reality of the use of corporal punishment at school (it was already prohibited in 1870) which, despite being used as a last resort, reflected the teacher's lack of success.
Uploads
Papers by Branko Sustar
the beginning of the 21st century. The majority of them are active in nearly 30 European countries (more than 440 or almost 65%). This contribution presents the development of a new museum orientation in several national education museums in comparison with other regional, city and local school museums and educational collections. The actual specialities
and characteristics of a museum is better shown through the results of its work (i.e. the collected material, exhibitions, research activities, traditional lessons from the past and other contacts with visitors) carried out during the last few decades, than through declarations and definitions. How can school museums create connections? A comparison of museum activities in different school museums opens up issues concerning the useful experiences of these museums. The article discusses how, through modern exhibitions, events and research, different educational museums in Europe respond to the needs of society to include marginal
groups, present contrasting views, and build tolerance and harmony. A particular emphasis is on issues around facing up to a problematic past, endeavours for the creation of democratic values and the presentation of differences in historical experiences.
the beginning of the 21st century. The majority of them are active in nearly 30 European countries (more than 440 or almost 65%). This contribution presents the development of a new museum orientation in several national education museums in comparison with other regional, city and local school museums and educational collections. The actual specialities
and characteristics of a museum is better shown through the results of its work (i.e. the collected material, exhibitions, research activities, traditional lessons from the past and other contacts with visitors) carried out during the last few decades, than through declarations and definitions. How can school museums create connections? A comparison of museum activities in different school museums opens up issues concerning the useful experiences of these museums. The article discusses how, through modern exhibitions, events and research, different educational museums in Europe respond to the needs of society to include marginal
groups, present contrasting views, and build tolerance and harmony. A particular emphasis is on issues around facing up to a problematic past, endeavours for the creation of democratic values and the presentation of differences in historical experiences.