e-Pedagogium, 2012 (vol. 12), issue 3

Editorial

Pavel Neumeister

e-Pedagogium 2012, 12(3):5  

The Artistic-Educational Movement in Austria and Its International Applicability Exampled of the Life and Work of Franz Čižek

Gerald Grimm

e-Pedagogium 2012, 12(3):9-21 | DOI: 10.5507/epd.2012.032  

The article focuses on the importance of Franz Čižek in the framework of the artistic-educational movement in Austria and in the world context in the first half of the 20th century. Čižek's work and his pedagogical ideas are fitted into the framework of educational reform discussion. Central to this article is the question of free drawing and its practising at Čižek's school.

Czech Teachers on Their Way to the School Reform

Tomáš Kasper, Dana Kasperová

e-Pedagogium 2012, 12(3):22-34 | DOI: 10.5507/epd.2012.033  

The article deals with the question of the proposed and implemented concepts of reform school in the last third of the 19th century in the Czech educational discussion on the basis of an analysis of significant educational journals of the period. The relations between school reforms, life reforms and health science are analyzed. Finally, it is pointed out that school reform was a central theme before the "beginning" of the reform pedagogical discussions at the end of the 19th century, and vice versa we can find that modern pedagogical discussion includes school reform discourse.

Professionalization of Secondary School Teachers - from Humble Beginnings to Developed Activity

Jaroslav Koťa

e-Pedagogium 2012, 12(3):35-49 | DOI: 10.5507/epd.2012.034  

The article Professionalization of Secondary School Teachers - from Humble Beginnings to Developed Activity describes the situation of selected moments in the professionalization of high school teachers in the second half of the 19th century and the first half of the 20th century in the historical and sociological contexts. Emphasis is placed on self-awareness raising processes taking place through the formation of teachers' organizations and their own press, in which, in addition to technical aspects, a number of issues related to professional growth were discussed. The formation of teacher policies should influence changes in schools and school laws....

Progressive Educational Movement as a Specific Paradigm in Teachers' Activities in Slovakia in the Period of the First Czechoslovak Republic

Eduard Lukáč

e-Pedagogium 2012, 12(3):50-63 | DOI: 10.5507/epd.2012.035  

The progressive educational movement is an essential part of the educational heritage of the period of the existence of Czechoslovakia. In its time it brought many stimuli to the development of the theory and practice, many of which are still inspiring. The paper analyzes selected reform activities of teachers in various regions of Slovakia, some of which led to the establishment of experimental schools and teaching in experimental schools, or rather to efforts to create a coherent reform strategy.

The Issue of Professionalization of Hungarian National School Teachers Exampled in the Encyclopedia of Teaching at National School in 1913-1915

András Németh

e-Pedagogium 2012, 12(3):64-75 | DOI: 10.5507/epd.2012.036  

The article deals with the question of the profession of a teacher and its shaping in the context of the construction of a modern field of educational canon in Hungary in the interwar period. Attention is focused on the main streams of the period, which played a relevant role in the construction of the professional identity of Hungarian teachers.

Democracy and General Education: Swiss Scholl Reforms in the 19th Century

Jürgen Oelkers

e-Pedagogium 2012, 12(3):76-88 | DOI: 10.5507/epd.2012.037  

The article analyzes the importance and form of Swiss educational reforms in the 19th century. A presentation of the basis of education in the Swiss cantons at the end of the 18th century reveals fundamental changes in the development of education, teacher education and management of education during the 19th century. The article highlights the importance of popular schools as basic institutions of mass education of the Swiss population in the 19th century and reconstructs their place as modern educational institutions.

Role of Teachers' Associations in Realization of the State's Educational Policy in the Period of the Second Polish Republic (1918-1939)

Mirosław Piwowarczyk

e-Pedagogium 2012, 12(3):89-102 | DOI: 10.5507/epd.2012.038  

The article focuses on educational reforms and educational discourses in the Second Polish Republic in the years 1918-1939. The study analyzes authorized and practiced educational law that changed the structure of Polish education and links these standards with wider educational discussions and with public enlightenment activities of teachers in the period.

Teacher Education After the World War I - the Institute of Education of the City Vienna and Its Director Viktor Fadrus

Renate Seebauer

e-Pedagogium 2012, 12(3):103-112 | DOI: 10.5507/epd.2012.039  

The article presents the question of teacher education in Austria in the interwar period. Attention is paid in particular to reform efforts in teachers' education in Vienna - the importance of the Institute of Education of the City of Vienna. The analysis points to the role of the director of this institution - Viktor Fadrus (1884-1968).

Education of Children as a Tool of Human Evolution - Theoretical and Practical Motives in Educational Philosophy of Ellen Key and Rudolph Steiner

Ehrenhard Skiera

e-Pedagogium 2012, 12(3):113-122 | DOI: 10.5507/epd.2012.040  

The article deals with selected aspects of educational philosophy of Ellen Key and Rudolf Steiner. It highlights the relatedness of pedagogical thinking of these authors and certain totalitarianism that is inherent in their pedagogical ideas. Although both Ellen Key and Rudolf Steiner speak of love for children and for children's personalities, in their thinking we can see a diversion from the values presented by the Enlightenment and a shift towards authoritative concepts of reality and man.

On the Issue of the Antinomic Character of Pedagogical Discourses

Martin Strouhal

e-Pedagogium 2012, 12(3):123-133 | DOI: 10.5507/epd.2012.041  

The text is concerned with the problem of pedagogical discourses, it states their variety and antinomical character. The author tries to show that despite the fact that antimony in the European tradition is a sign of lack of scientism and that its presence in thought precludes coming to any acceptable conclusion, antinomy in pedagogical theory is an essential prerequisite of a complex understanding of man and all the aspects of his education. Antinomy also keeps one from sliding into rigid thinking. To what extent it is necessary to view our postmodern present through the generally accepted emphasis on its relativizing tendencies, and to what extent...

Culturally Responsive Pedagogy: Theory, Research, and Practice

Michaela Jurtíková

e-Pedagogium 2012, 12(3):137-140  

Komunikační dovednosti: Otázky a odpovědi

Jitka Masopustová

e-Pedagogium 2012, 12(3):141-143  

Psychologie morálky a výchova charakteru žáků

Kamila Šťastná

e-Pedagogium 2012, 12(3):144-148