scholarly journals W oczekiwaniu na niepodległość. Stanowisko lubelskiej „Szkoły Polskiej” (1916-1918) wobec edukacji narodowej

2019 ◽  
pp. 75-87
Author(s):  
Iwonna Michalska
Keyword(s):  
Elementary Schools ◽  
Secondary Schools ◽  
Education System ◽  
Young Generation ◽  
Good Education ◽  
National Education ◽  
The Past ◽  
The Future ◽  
Polish School ◽  
Additional Education

This work reconstructs opinions concerning national education in independent Poland presented in 1916-1918 in the magazine titled Szkoła Polska (Polish School) – a body of a local division of Stowarzyszenie Nauczycielstwa Polskiego (Polish Teachers’ Association) in Lublin. The main goal of education was understood as instilling patriotism in the young generation of Poles based on their own most valuable achievements rather than on remembrance of injuries and persecution suffered at the hands of the enemy. It was believed that the memory of the past should be cherished, yet it could not dominate the present and the future. It was demanded that 7-year obligatory elementary schools should be established as well as 4-year secondary schools and 3-4-year occupational schools. What was deemed important was the need to involve illiterate adults in mandatory schooling and to provide additional education to graduates. It was maintained that the reborn Polish education system should be open to the latest pedagogical trends and, most of all, it should replace verbalism and teaching from books with teaching through experience. It was the teachers that were supposed to guarantee good education of children and teenagers, as they were active, creative, independent, had requisite professional qualifications, and were willing to self-educate.

scholarly journals Historical and pedagogical works of G. Gubaidullin as a result of his social and pedagogical activity

2020 ◽  
pp. 79-84
Author(s):  
R.Sh. Malikov ◽  
A.F. Miftakhov
Keyword(s):  
Cultural Values ◽  
20Th Century ◽  
Education System ◽  
Political Life ◽  
Young Generation ◽  
Educational Work ◽  
National Education ◽  
Modern Education ◽  
The Past ◽  
History Of

The relevance of the study consists in the fact that pedagogical thought, experience of teaching and upbringing of many generations and of multinational people made it possible to create a modern education system in Russia. An appeal to the pedagogical thought of enlighteners of the past and a critical rethinking of the historical experience of organizing education will contribute to improving the quality of education and achieve better results in educating the young generation. Turning to the history of pedagogical thought and upbringing experience will reveal the pedagogical values that have been forgotten, but are relevant for modern education, which will expand our ideas about the great thinkers of the past. Modern education reforms actualize the need to refer to the past experience of organizing training and education, as well as pedagogical thought, which will prevent numerous mistakes in the education system. The pedagogical thought of the great enlighteners of the past has always been and remains relevant at all times, for their correctness has been proven by time. The pedagogical thought and practice of education during the period of historical changes in Russia in 1920-30-s are of particular relevance. During this period of historical development of social and political life, the education system is also radically changing, which is significant for its great thinkers and educators who are called upon to organize education, instill cultural values in the young generation, and reveal all the wealth and effectiveness of national education. The problem of the research is to study the pedagogical heritage and practical activities of the educators of the early 20th century, in particular, G. Gubaidullin, who left a bright trace in the history of Tatar pedagogical thought. The purpose of the research is to reveal the practical pedagogical activity of the Tatar educator G. Gubaidullin, which was later theoretically generalized and reflected in pedagogical essays. In the course of the research the following methods have been applied: study of archival materials, manuscripts, theoretical literature; comparison of the pedagogical heritage of the past and the modernity; analysis of practical activities and pedagogical heritage of the educator; induction and deduction. The research results and key conclusions are the following: the pedagogical idea and experience of educating the young generation at the beginning of the 20th century have been proposed on the example of creativity and activities of the Tatar educator and teacher G. Gubaidullin for studying pedagogical educational institutions, the history of Pedagogy and education, theory and methods of educational work in the direction of preparation of 44.03.01 «Pedagogical education».

Copiers do not collaborate

2014 ◽  
pp. 64-66
Author(s):  
Maurice Alford
Keyword(s):  
Secondary Schools ◽  
Theoretical Foundation ◽  
Status Quo ◽  
The Past ◽  
The Future ◽  
Future Challenges ◽  
The Status ◽  
Part Time

I’ve been teaching since 1973, some in area schools, some in intermediates, but mostly in secondary schools. Throughout my career I have enjoyed studying part-time, and in 2004 I was privileged to spend the year as an e-Fellow. I’m still studying, still reflecting on education in general and teaching in particular, and still very interested in what it means to be working in this space, what it means to be a teacher. In this piece I am therefore writing primarily with my colleagues in mind—I am writing for the classroom practitioners of today who are the teachers of the future. The ideas of connectedness and collaboration that I discuss here are based on what I have learned from my own practice. Built on a firm theoretical foundation, they represent my synthesis of education wisdom and philosophy. They are intended to challenge the status quo and to provoke change, just as the future challenges us to learn from the past but move from the present.

scholarly journals Kilka słów o systemie szkolnictwa w Finlandii

2017 ◽  
pp. 162-172
Author(s):  
Marta Noińska
Keyword(s):  
Education Reform ◽  
Education System ◽  
School Systems ◽  
Level Of Education ◽  
The Future ◽  
Polish School

The article describes the structure and the key assumptions of the education system in Finland, taking into account the characteristics of each separate level of education. The author compares the Finnish and the Polish school systems in order to determine whether and what elements could be used to enhance education in Poland. This problem seems to be particularly relevant in the light of the current debates about the education reform in Poland. The article can be treated as a voice in the discussion on the future shape of Polish education.

scholarly journals Hizbul Wathan Bagi Pendidikan Kemandirian Tingkat Sekolah Dasar

2019 ◽  
Vol 4 (1) ◽  
pp. 47-62
Author(s):  
Wiranthi Prastomo ◽  
Muhiyatul Huliyah ◽  
Moh. Nasrudin ◽  
Intan Kusumawati ◽  
Nuryati Nuryati ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Primary School ◽  
Extracurricular Activities ◽  
Education System ◽  
Field Research ◽  
Self Control ◽  
National Education ◽  
Self Reliance ◽  
National Education System ◽  
The Relationship

This study aims to describe self-reliance education through HW activities at the athfal level in one of Muhammadiyah elementary schools in Yogyakarta. In planting an independent character, it is certainly typical of Scouts when it refers that both of them have differences and similarities in scouting. The relationship between the supervisor and the standby participant is like the relationship between educators and students who refer to the Quran as the main guideline for Islam as the main focus in HW. This qualitative paradigm field research was by directly observing the implementation of HW extracurricular activities at the Athfal level at the Muhammadiyah Primary School in Serut, Bantul district. With the materials and methods of implementing existing activities, the independence education in Hizbul Wathan Extracurricular activities at SD Muhammadiyah Serut is in line with Law no. 20 of 2003 concerning the National Education System that the function of education is to develop religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by students, society, nation and state.

The Reflection Connecting Us with Ourselves, with the Present and with our Future Perspectives

2020 ◽  
Vol 65 (2) ◽  
pp. 305-328
Author(s):  
Gabriella Gorbai
Keyword(s):  
Young Generation ◽  
Positive Direction ◽  
Happy Life ◽  
The Past ◽  
Future Goals ◽  
Hard Time ◽  
The Future ◽  
And Coping ◽  
The University ◽  
The Ideal

"The Hungarians’ history is replete with painful episodes; as a consequence, a certain pessimistic outlook has been embedded into the Hungarian culture. The university is home now to students – future teachers of religion, future pastors – whose parents, grandparents, and great-grandparents lived and worked under the oppressive regime and who (also) for this reason approach the past in a rather nega-tive way. They lived for too long in silent despair, without joy, without sufficient food, in fear of informers who would anonymously give out anybody to the “au-thorities” in hope of personal advantages and rewards. This generation will proba-bly have a hard time believing that those horrible times can never return. This peri-od is also marked by the fact that these people, in most cases, had mind-numbing, treadmill-like, soul-crushing jobs. In these circumstances, nothing was prompting them to improve their performance, and they sooner or later resigned themselves to only meet the minimal expectations. They were not concerned with the future be-cause they did not hope that with a more purposeful attitude, with more efficient work their lot could be improved. On the other hand, their attitude towards the present had become more and more pessimistic. “Why even try if my life is con-trolled by forces on which I have no influence whatsoever?” This young generation of teachers/pastors has still heard too often the stories of the painful past and were in many cases eyewitnesses to their parents’ and grand-parents’ daily struggles or saw them surrender their future goals and become disillu-sioned with the future. During their training as teachers, the victim experience and pessimistic view-point (unconsciously) inherited from their forefathers quite often show up in the students’ decisions, in their reactions to certain professional or life situations, in their conflict management and coping methods. In this paper, we will first show the ideal attitude towards the past, the present, and the future, based on the theory presented by Philip Zimbardo and John Boyd, which leads to a much more balanced and happy life for individuals as well as at the level of nations. Then we will outline the reflection phase model based on the new insights, with the help of which, in our opinion, the attitude of the students at the Faculty of Reformed Theology towards the past, present, and future can be shaped in a positive direction. Keywords: teacher training, mindful, future-oriented perspective, progress towards the core, development of the ideal."

scholarly journals Restrukturisasi MAK : Studi Kebijakan Penyelenggaraan Program Tafaqquh fid-Din Era UU Sisdiknas No 20 Tahun 2003

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Suwendi Suwendi
Keyword(s):  
Education System ◽  
Legal Status ◽  
Educational Management ◽  
Real Condition ◽  
The Real ◽  
National Education ◽  
National Education System ◽  
Clear Explanation ◽  
The Future ◽  
The Status

Implementation of national education system law number 20 year 2003 apparently brings out new problem. some articles arranging the kinds of education, educational management, and majors (articles number 15, 18, 30) do not give a clear explanation or direction of what, where, and how the legal status of Madrasah Aliyah Keagamaan (MAK). The problematic’ implication of the unclarity of such legal messages is that the madrasah stake-holders not only confused in understanding the status or position of the MAK, but also the status of MAK institution itself becomes very problematic. the article tries to describe the real condition of MAK today including the problems faced by madrasah itself, the real needs and public aspiration toward the existence of MAK, and also the management of tafaqquh fiddin programs of MAK in the future.

scholarly journals ELT IN INDONESIAN CONTEXT: Issues and Challenges

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Rahmat Yusny
Keyword(s):  
Secondary School ◽  
Education System ◽  
18Th Century ◽  
Language Teaching ◽  
National Education ◽  
National Examination ◽  
Linguistic Imperialism ◽  
The Future ◽  
British Colonial ◽  
Compulsory Subject

This paper is aimed to render an analysis on how the impression of linguistic imperialism of English in the era of globalization would affect Language Teaching of English in Indonesian context. English is known to globally spread very rapidly. Starting from the two major diasporas in 16th and 18th century, now, English is accepted in even more countries through the initiatives which is claimed as a practice of Linguistics Imperialism. Indonesia, unlike other neighboring countries such as Singapore, Malaysia, and the Phillipines, has a very little exposure on English due to never become regulated under the British colonial. Hence, English has never been widely spoken in the Indonesian society. But in contrast, English is taught in Indonesian schools as a compulsory subject in grade 7 of secondary school to University levels and considered very important compared to other subjects in Indonesian education system. This is proven by the fact that English is tested the Indonesian national examination (Minister of National Education, 2007). This paper discusses about both the historic view and present-day view of ELT as a form of Linguisitics Imperialism to be noted and anticipated in the practice of ELT in Indonesia in order to plan for a more benefitting reason. Hopefully, by being aware of these issues and accusations, ELT in Indonesia will advance better in the future.

scholarly journals Oryginalność Komisji Edukacji Narodowej na tle europejskim

2019 ◽  
pp. 7-22
Author(s):  
Kalina Bartnicka
Keyword(s):  
School Reform ◽  
Secondary Schools ◽  
Education System ◽  
State Institution ◽  
Financial Policy ◽  
National Education ◽  
Members Of Parliament ◽  
Education Fund ◽  
Social Elite ◽  
School Books

The uniqueness of the Commission of National Education in Europe As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783.  The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king. 

scholarly journals The implementation of the national examination in Indonesian: Evaluating its usefulness and drawbacks

2020 ◽  
Vol 1 (2) ◽  
pp. 25-33
Author(s):  
Ezis Japar Sidik
Keyword(s):  
Education System ◽  
Social Impacts ◽  
Education Quality ◽  
National Education ◽  
Inaccurate Information ◽  
National Examination ◽  
The Future ◽  
The Government

National Examination (NE) in education system always becomes a debatable issue particularly in Indonesia. One of the never-ending discussions is that the disadvantages of the NE is assumed to overweigh its advantages that leads the government to plan the withdrawal of the NE in the future. Before the withdrawal of the NE is undertaken, the government needs to further consider some aspects in regard to the usefulness and drawbacks of the NE from different aspects. Hence, this paper will address three aspects of the NE implementation in Indonesia namely its social impacts on students and other parties, lack of usefulness of the NE results and potential misleading and inaccurate information of the NE results. Expectedly, the decision, whether it is to withdraw or maintain the NE, can be beneficial for the improvement of the national education quality.

scholarly journals Salafism, State Recognition and Local Tension: New Trends in Islamic Education in Lombok

ULUMUNA ◽  
2017 ◽  
Vol 21 (1) ◽  
pp. 81-107
Author(s):  
Saparudin Saparudin
Keyword(s):  
Education System ◽  
Financial Support ◽  
Social Contexts ◽  
Islamic Education ◽  
Young Generation ◽  
State Recognition ◽  
National Education ◽  
Educational Culture ◽  
National Education System

This paper explores the role of Salafi formal schools in the increasing influence and proliferation of Salafism in Lombok, East Indonesia, alongside the impacts of this process on educational culture and broader social contexts. Despite intense resistance from, and even violence by, traditionalist mainstream groups, the Salafi movement has developed steadily. This paper argues that the growth of Salafism in Lombok is influenced by contextualizing of proliferation strategies by integrating into Indonesian national education system and selecting of the greater Islamic traditions, rather than ideological and financial support from the Middle East, as it has been highlighted in previous studies and literature. By establishing officially certified schools and formal recognitions from the Indonesian government, the Salafi schools have found a way to successfully recruit a new young generation of Muslims in Lombok and beyond.

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