15th International Symposium on School Life and School History ...

15 th In ternat ional Symposium on School L i f eand School His tory Museums & Col lec t ions

Slovenian School Museum / Slovenski šolski muzej, Historical Association of SloveniaZZDS Zveza zgodovinskih društev Slovenije, ICOM - Slovenia

Ljubljana (Slovenia), 26th – 29th June 2013

Creating links in education.Teacher’s and their associations as promoters

of pedagogic development (historical and museum aspects)

1 5 . m e d n a ro d n i s i m p oz i j š o l s k i h m u ze j ev i n š o l s ko - z go d ov i n s k i h z b i r k

Povezovanje v izobraževanju:učiteljstvo in njihova društva kot spodbujevalci

pedagoškega razvoja (zgodovinski in muzejski pogledi)

15th International Symposium on School Life and School History Museums & Collections

15. mednarodni simpozij šolskih muzejev in šolsko-zgodovinskih zbirk

15º Simposio Internacional de Museos y Colecciones de la Vida e Historia Escolar

15. Internationales Symposium der Schulmuseen und Schulgeschichtlichen Sammlungen

Creating links in education. Teacher’s and their associations as promoters of pedagogic development (historical and museum aspects)

Povezovanje v izobraževanju: učiteljstvo in njihova društva kot spodbujevalci pedagoškega razvoja (zgodovinski in muzejski pogledi)

Conexiones en la Educación: Los Maestros y sus asociaciones como estímulos del Desarrollo Pedagógico (aspectos históricos y museológicos)

Vernetzung im Bereich Bildung. Der Einfluss von Lehrpersonen und deren Berufsorganisationen auf die Entwicklung der Schule und des

Bildungswesens (historische und museologische Aspekte)

BOOK OF ABSTRACTS SYMPOSIUM 2013

http://www.ssolski-muzej.si/slo/symposium2013.php

Slovenski šolski muzej - Slovenian School Museum, ZZDS Zveza zgodovinskih društev Slovenije - Historical Association of Slovenia,

ICOM – Slovenia

Ljubljana (Slovenia), 26 – 29th June 2013

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15th International Symposium on School Life and School History Museums & Collections / 15. mednarodni simpozij šolskih muzejev in šolsko-zgodovinskih zbirk

Creating links in education. Teacher’s and their associations as promoters of pedagogic development (historical and museum aspects) / Povezovanje v izobraževanju: učiteljstvo in njihova društva kot spodbujevalci pedagoškega razvoja (zgodovinski in muzejski pogledi)

Book of Abstracts Symposium 2013 Abstracts were reviewed by the Programme & Scientific Committee. / Povzetke so recenzirali člani programskega in znanstvenega odbora Edited by / Uredila: Branko Šuštar, Maja Hakl

Sign design of symposium / Oblikovanje znaka simpozija: Marjan Javoršek in cooperation with / s sodelovanjem: Ksenija Guzej, Matjaž Kavar

Design / Oblikovanje: Jurij Mlakar

Photos / Fotografije: Slovenski šolski muzej / Slovenian School Museum

Printed by / Tisk: Studio Print d.o.o., Ljubljana

200 izv. / issues

Translations / Prevodi: Maja Visenjak-Limon (Engl./angl.), Tjaša Šuštar (Spanish/špan.), Dominik Joos (Germ./nem.), Vesna Bočko (Bahasa Indonesia) and authors / in avtorji

http://www.ssolski-muzej.si/slo/symposium2013.php

Publishers: Slovenski šolski muzej - Slovenian School Museum, ZZDS Zveza zgodovinskih društev Slovenije - Historical Association of Slovenia, ICOM – Slovenia

Ljubljana (Slovenia), 26 – 29th June 2013

CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 37.011.3-051(082) 061.2:37.011.3-051(082) 069:37.01(082) INTERNATIONAL Symposium on School Life and School History Museums & Collections (15 ; 2013 ; Ljubljana) Creating links in education = Povezovanje v izobraževanju = Conexiones en la educación = Vernetzung im Bereich Bildung : teacherʼs and their associations as promoters of pedagogic development (historical and museum aspects) = učiteljstvo in njihova društva kot spodbujevalci pedagoškega razvoja (zgodovinski in muzejski pogledi) = los maestros y sus asociaciones como estímulos del desarrollo pedagógico (aspectos históricos y museológicos) = der Einfluss von Lehrpersonen und deren Berufsorganisationen auf die Entwicklung der Schule und des Bildungswesens (historische und museologische Aspekte) : book of abstracts / 15th International Symposium on School Life and School History Museums & Collections = 15. mednarodni simpozij šolskih muzejev in šolsko-zgodovinskih zbirk = 15 Simposio Internacional de Museos y Colecciones de la Vida e Historia Escolar = 15. Internationales Symposium der Schulmuseen und Schulgeschichtlichen Sammlungen, Ljubljana (Slovenia), 26th 29th June 2013 ; [edited by Branko Šuštar, Maja Hakl ; photos Slovenski šolski muzej ; translations Maja Visenjak-Limon ... et al.]. - Ljubljana : Slovenski šolski muzej = Slovenian School Museum : ZZDS Zveza zgodovinskih društev Slovenije = Historical Association of Slovenia : ICOM - Slovenia, 2013 Dostopno tudi na: http://www.ssolski-muzej.si/slo/symposium2013.php ISBN 978-961-6764-07-0 (Slovenski šolski muzej) ISBN 978-961-6764-08-7 (Slovenski šolski muzej, pdf) 1. Gl. stv. nasl. 2. Vzp. stv. nasl. 3. Šuštar, Branko 267799296

CONTENTS Welcome to the 15th Symposium: How do school/education museums and our Symposiums forge links among us? ……. 5 15 Symposiums in 30 years 1984-2013 ……………………………………………….…… 8 I.

Creating links in education. Teacher’s and their associations as promoters of pedagogic development (historical and museum aspects) ……………………………. 9 - 11

Povezovanje v šolstvu: učiteljstvo in njihova društva kot spodbujevalci pedagoškega razvoja (zgodovinski in muzejski pogledi)



Programme & Scientific Committee; Organising Committee; Honorary Committee ……………………………………………………………………….. 12 II.

Presenters Names & Presentation Titles ……………………………………………….. 13 - 18 Programme of 15th Symposium ………………………………………………………. 19 - 25 Presentation Abstracts ………………………………………………………………….. 27 - 87 Biographies of Presenters ………………………………………………………………. 88 - 96 III. Exhibitions at Symposium Venue ……………………………………………………… 97 - 100 The History of Nursing at the Secondary School of Nursing in Ljubljana

School of Nursing: Health Service Education in Slovenia: 1753-1992

The story of school exercise books in Slovenia from the mid-19th century onwards

Exhibitions at the Slovenian School Museum …………………………………………….. 101 - 106

Slovenian School Museum and permanent exhibition 'Slovene Schools through centuries'

School of the Earth: Teachings from the Majestic Andes

J.-J.R. – The Fascinating Resident of Geneva. Jean-Jacques Rousseau 1712-1778

I WRITE, THEREFORE I AM! History of school writing utensils and teaching handwriting

The Picture Book – My First Book

Exhibition at the Museum of Kamnik (Excursion) “What shall I wear for school?” Exhibitions about what pupils and teachers wore …………… 107 IV.

Index of Presenters ……………………………………………………………………………. 109

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The Supporters of Symposium

Slovenski šolski muzej SŠM - Slovenian School Museum Zveza zgodovinskih društev Slovenije ZZDS - Historical Association of Slovenia Društvo ICOM - Mednarodni muzejski svet, Slovenski odbor / ICOM – Slovenia

MIZS - Ministrstvo za izobraževanje, znanost in šport / Ministry of Education, Science and Sport MK - Ministrstvo za kulturo / Ministry of Culture of R Slovenia SVIZ – Sindikat vzgoje, izobraževanja, znanosti in kulture / Education, Science and Culture Trade Union of Slovenia Forum slovanskih kultur, Ljubljana / Forum of Slavic Cultures With special thanks to: Družina Šuštar, Ljubljana / Ljiljana and B. Šuštar family Državni izpitni center RIC / The National Examinations Centre Inštitut za novejšo zgodovino / Institute for Contemporary History Kamniški muzej / Museum of Kamnik Mestna občina Ljubljana / The City of Ljubljana Narodni muzej Slovenije / National Museum of Slovenia Občina Bled / The Municipality of Bled SIstory - portal Zgodovina Slovenije / SIstory web portal - History of Slovenia - Sistory.si Skupnost muzejev Slovenije / Slovene Association of Museums Slovensko muzejsko društvo / Slovene Museum Society Zavod RS za šolstvo / The National Education Institute of The Republic of Slovenia Zgodovinsko društvo Ljubljana / Historical Society of Ljubljana Zveza društev pedagoških delavcev Slovenije ZDPDS / Association of Slovenian Educationalists

Srednja zdravstvena šola / Secondary School of Nursing in Ljubljana

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Welcome to the 15th Symposium:

How do school/education museums and our Symposiums forge links among us? Forging links (or creating links as the title of Symposium is formed) is one of the

fundamental missions of museums that report past stories for present times so that previous experience and wisdom can build tomorrow in a united Europe and a connected world. Our school and education museums unite the history of education – as a story of the forms, methods and the content used in conveying culture – with today’s school and with lessons for the future. School museums strive no less ardently for international links, which have been established since 1984 through biannual meetings. Thus we learn from each other, seek encouragement, hear about differences and discover shared characteristics and connections with educational endeavours throughout history. This year’s theme unites teachers in teachers’ associations with their school and pedagogic activities: in the shape of trade union striving, professional teacher training, the educational press and textbooks, and international meetings and connections. Knowledge is international and pedagogic ideas spread heedless of political and ideological dividing lines, and so the meetings of our museums, our scholarly gatherings and our research have for decades been transcending state borders and political connections.

For 30 years school museum symposia have been connecting the representatives of a big, but very diverse family of school, pedagogic, education and school museums and collections. Recently, we have begun calling our meetings International Symposia on School Life and School History Museums & Collections. These are attended by national, regional, town and other museums and collections relating to education from nearly 30 European countries as well as from other continents. Each and every symposium is also a precious link between the museum world and the world of science, research and the university, whilst the symposia also serve as an opportunity for contact between colleagues in the diverse field of the history of education. Thus this year’s 15th symposium, which is for the first time taking place in a Slavic country, unites 90 participants and offers 60 talks on school/pedagogic museums and on the role of school associations in the history of education.

Between English and various mother tongues. Initially, German was spoken at our symposia and we could almost say that it was their mother tongue, since the idea for these gatherings came in 1984 from Rudolf Lukschanderl (1927-1990), who invited school museums to Michelstetten in Austria, thus instigating biannual museum gatherings: Internationales Symposium der Schulmuseen und Schulgeschichtlichen Sammlungen. Later, the symposia became bi- or tri-lingual, depending on financial resources for interpreting) – English was adopted as a modern ‘lingua franca’. In spite of this, our 15th symposium in the centre of Ljubljana, the capital of the Slovenians, who have partly forged their national identity through the establishment of Slovenian as the mother tongue in education, must respectfully address the importance of all our mother tongues. We could paraphrase the Bible and say ‘let every language celebrate God’, or put it poetically: ‘let the voice of every bird be heard’. This is why the summaries of our contributions can be read in Symposium Book not only in English, as the language of international communication and the symposium’s working language, but also in the mother tongue of each individual speaker. A part of the symposium also takes the form the location and country, with simultaneous translation, but often – for practical reasons (and lack of of what we have called the “Babel section” and is held in various languages from three language groups.

Slovenia, Ljubljana and its schools, and the Slovenian School Museum. Slovenia, this diverse country measuring just over 20,000 km2 between the northern part of the

Adriatic in Trieste’s hinterland, the eastern part of the Julian Alps in the upper river basin of the Sava and the Soča, and the hills along the middle section of the rivers Drava and Mura, all the way to the western edges of the Pannonian Plain, unites geographically very diverse landscapes with a varied climate: in addition to the sea shore, highlands and winegrowing hills, there are high mountains at one end and plains at the other. In Slovenia there is also a watershed, so that some streams and rivers flow into the nearby Adriatic and others into the far away Black Sea. Both these seas are connected through the ancient story of the Argonauts and the Golden Fleece, which is in turn linked to the mythological origins of Ljubljana – our first museum newspaper, which is still being published, bears the name of their ship, the Argo. In addition to this literary vessel, the prehistoric earth of the present day Ljubljana (Emona as it was known in Antiquity) has also revealed a wheel. The 5200 year old wooden wheel found a few years ago in the Ljubljana Marshes thus becomes a symbol of travel, of transport and of other connections, and so Slovenia with its geographic position on the crossroads of influences between East and West also unites the world. Slovenian territory, through the ownership of estates and

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Slovenian areas developed mainly in the Western cultural framework of the Catholic Habsburg lands. The later development in the 19th century brought endeavours for school lessons in Slovenian, which had to fight for a place next to German, the dominant language in secondary education until 1918. In an increasing number of primary schools, which in the second half of the 19th century also spread to the countryside, the ever more numerous female teachers, together with their male colleagues, ensured that by the late 19th century the majority of Slovenians became literate (75% in 1890, whilst in the early 20th century the proportion grew to 85%). This meant that Slovenians were one of the most literate nations in the Habsburg monarchy and influenced the general cultural and economic development. This was marked not only by various connections, but also by the diversity of

between East and West also unites the world. Slovenian territory, through the ownership of estates and cultural, religious and merchant ties, was for example linked to Tyrol, over 300 km away, where we gathered in 2011 at the 14th symposium. Starting in 1004 and over the following centuries, Bled was a part of the estate belonging to the Brixen Bishopric. There were also connections with Bavaria, which is 400 km away, as the Freising Bishops owned the town of Škofja Loka and its surroundings.

Throughout history, Slovenia’s cultural development has been marked by the Western-European cultural sphere, containing Catholicism and the Latin alphabet: on our territory appeared the Carthusian monastery of Žiče, a medieval cultural centre with a library that in the 15th century held as many as 2000 manuscripts and where important medieval intellectuals worked. People from this territory established themselves in the European world of intellectuals; a number of Vienna university rectors came from Slovenian lands. As a part of the Slavic world, Slovenia is also open towards the East. This is confirmed not only by the imperial diplomats born in Slovenia and posted in Moscow and Constantinople, or the Catholic missionaries active from the 16th century onwards even on other continents, but also by the strivings for pan-Slavic cooperation and lively connections in the 19th century.

In the past, Slovenia was shaped by different Slovenians lands in which Slovenians lived in the provinces of the Habsburg Empire together with speakers of another language or languages (Carniola/Kranjska, south Styria/Štajerska, south part of Carinthia/Koroška, Gorizia/Goriška, city of Trieste, north part of Istria and Prekmurje in Hungarian part of Monarchy). Connections among Slovenians in different provinces were forged and maintained through linguistic and cultural links. After 1918, for most Slovenians the most important connection was that with most of the South Slavic nations in their common state (and for the rest, the life of a minority in Italy, Austria and Hungary). After Slovenia’s independence in 1991, membership of the European Union soon followed (2004). Slovenians have thus for centuries lived where the Romance, Germanic and Slavic linguistic areas meet and in close proximity to the Hungarian speaking world. This is how the awareness of the borders of our language also being our national borders was created, but at the same time in order to forge and maintain economic, cultural and other contacts with our neighbours we needed the knowledge of more languages. These contacts also connect us to Italian speakers to the west, German speakers to the north and Hungarian speakers to the north-east, whilst the Slavic South is understandable to us because of the similarity of languages. A part of this linguistic connectedness is shown by the two members of parliament who represent the Italian and Hungarian communities in Slovenia and the de facto bilingualism in the areas where these two communities live. The cultural value of German as a foreign language has been preserved since 1918, when it was joined to a lesser extent by French, which had already been influential over a hundred years earlier during the four-year Napoleonic administration of part of our territory. English gradually became established as the first foreign language, whilst in the last 15 years, Spanish has also become quite popular.

One of the landmarks of the beginnings of Slavic literacy in the Latin alphabet are the Freising manuscripts (three sermons in the old Slovenian language), which appeared around 1000 and are linked to the missionary activities on this territory. It is interesting that the first Slovenian printed words should be a part of a German verse about peasant revolts in 1515 – it includes a few words of rebellion and a call to unification of the poor serfs and their communities (Le vkup, le vkup uboga gmajna). The Slovenian nation joined other nations with a developed culture at the time of the Reformation in the 16th century, when ardent Protestants ensured that the first Slovenian book was published (Abecedarium and Cathechismus, 1550), which doubled as the first textbook for reading and for religious education. Soon – as the 12th language in the world – Slovenians acquired the first translation of the whole of the Bible (Jurij Dalmatin, 1584) and in the same year the first grammar of the Slovenian language (Adam Bohorič, Zimske urice proste / Arcticae horulae succisivae). The biblical note “Every tongue shall confess to God” in a number of languages and scripts appears on the title page of the grammar book as a slogan emphasising the importance of every language.

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different leanings among Slovenians, such as the dominant Catholicism, as well as the exceptional cultural importance of the Reformation in the 16th century, the diversity of political orientations from the late 19th century onwards with mostly Catholic-Liberal dichotomies (notable also among teachers and their associations), the results of the formation of the nation in the early 20th century, as well as the later tragic divisions during World War Two and the dominance of the Communist orientation after the War. With the reunification of differences at independence in 1991, political pluralism became established, whilst democracy again helped differences to gain more influence and unfortunately these rarely unite in their endeavours for the shared benefits of the Slovenian nation, our country and for individuals as human beings.

Ljubljana. The medieval town originally grew squeezed between the River Ljubljanica and the castle hill, very close to the ruins of the Roman town of Emona, which ties us to ancient traditions. In memory of the ancient roots of Christianity, the mighty figures of the Emona bishops were erected, symbolically bearing the cupola of the Baroque Cathedral in Ljubljana, which became the seat of a diocese in 1461. In the 17th century, the merchants and craftsmen of Ljubljana still spoke Slovenian, German and Italian. One Ljubljana inhabitant was the Baroque sculptor Francesco Robba, born in Venice, who in 1751 built a monument in the form of a fountain of the three rivers running across Central Slovenia. Ljubljana was perhaps at its most European after the Napoleonic wars, when in 1821, for a number of months, it hosted an important international political meeting – the Congress of the Holy Alliance. The memory of this is kept alive by the name Congress Square in the centre of the city, and on the edge of the city by two monuments to two emperors (Austrian and Russian). Ljubljana developed into a European capital in the 19th century as the centre of the central Slovenian land (Kranjska/Carniola), particularly after the 1895 earthquake and the very dedicated efforts by the then mayor Ivan Hribar. It was then that the city, even prior to World War One, became the owner of the castle on the hill. And as a sign of modern times, there is still the prominent building in the middle of town known as Nebotičnik (Skyscraper), built in 1933. And don’t forget that in the name of our town Ljubljana we can find the Slovenian word “love”.

With its tradition of town schools and the school attached to the Cathedral, Ljubljana also became an important educational centre. After 1703, the Ursuline sisters were active here with a series of very highly valued girls’ schools, ranging from a kindergarten to a lower secondary school, a teachers’ college and a grammar school (until 1945). Prior to 1918, the town had a number of secondary schools with mostly German as the language of instruction: grammar schools (in 1905, the first one appeared near Ljubljana with Slovenian as the language of instruction), teachers’ colleges, secondary schools teaching mostly natural science and technical subjects, and a number of vocational schools, as well as further education (lyceums), and a form of university study only during the time of the French administration in the early 19th century. After the end of World War One, with the formation of the new state, secondary schools also became Slovenian, and in 1919 there appeared the first Slovenian university in Ljubljana.

In August 1898, on the occasion of the 50th anniversary of Franz Joseph’s rule as Emperor of Austria, the Federation of Slovenian Teachers’ Associations (Zaveza) established its school museum, which unified Slovenian teachers from different lands and even Croatian teachers in Istria when it still belonged to the Austrian half of the former Austro-Hungarian monarchy. This museum was the first our special museum created with the idea of collaboration of Slovenians in different provinces and also wider. The present-day Slovenian School Museum is the successor of that first museum and has since 1938 been active without interruption as a small, but very hard-working cultural institution with its collected material, exhibitions, research, publishing – for example the journal Šolska kronika / School Chronicle – and its very popular pedagogic activities or lessons in ‘my (great)grandmother’s classroom’. The museum is also becoming established as an organiser of meetings and symposia, through which it is forging links with similar scholarly and museum institutions, some from abroad, and most of all with people determined to seek differences, similarities and international connections in the field of the history of education and its presentation as a part of cultural development.

We are very pleased to have every single one of you here at this symposium in Ljubljana!

dr. Branko Šuštar, coordinator of 15th Symposium 2013

Slovenian School Museum & Historical Association of Slovenia & ICOM - Slovenia

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15 Symposiums in 30 years 1984-2013

From »Internationales Symposium für Leiterinnen, Leiter und Betreuerinnen, Betreuer von Schulmuseen und Schulgeschichtlichen Sammlungen« to the »International Symposium on School Life and School History

Museums & Collections«

1st International Symposium 1984 (Asparn a.d. Zaya / Michelstetten, Austria) Initiative: Rudolf Lukschanderl 1927-1990 2nd International Symposium 1986 (Debrecen, Hungary) 3rd International Symposium 1988 (Erlangen/Nürnberg and Sulzbach/Rosenberg, Germany) 4th International Symposium 1990 (Rotterdam, The Netherlands) 5th International Symposium 1993 (Aurich, Germany) 6th International Symposium 1995 (Rostock and Göldenitz, Germany) 7th International Symposium 1997 (Leeds,UK) 8th International Symposium 1999 (Friedrichshafen/Bodensee, Germany) 9th International Symposium 2001 (Bad Leonfelden, Austria) 10th International Symposium 2003 (Bremen, Germany). »Zeigt her, was ihr habt! / Show what you’ve got! Presentation of School History in the Museum.« http://senatspressestelle.bremen.de/bilder/schul_programm.pdf 11th International Symposium 2005 (Ittingen, Schwitzerland). The Role of School Museum in 21. Century; http://www.schulmuseum.ch/de/index.php?go=symposium2005Home http://www.schulmuseum.ch/pdf/medienmitteilungen/20050617_symp_release.pdf 12th International Symposium 2007 (Bergen, Norway). »Identities of school museums« http://www.bymuseet.no/?vis=57; http://www.bymuseet.no/?vis=247&spr=en 13th International Symposium 2009 (Rouen, France). »Pictures and teaching : international perspectives.« http://www.cndp.fr/musee/page3.php?version=anglais&rubrique=SYMPOSIUM 14th International Symposium 2011 (Brixen/Bressanone, Italy). »Exploration into childhood. Time witnesses as cultural memory and their meaning to the history and museum of education.« http://www.unibz.it/de/education/research/documentationcentre/conventions.html 15th International Symposium 2013 (Ljubljana, Slovenia). »Creating links in education. Teacher’s and their associations as promoters of pedagogic development (historical and museum aspects).« http://www.ssolski-muzej.si/slo/symposium2013.php

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Creating links in education. Teacher’s and their associations as

promoters of pedagogic development (historical and museum aspects)

Organised by Slovenski šolski muzej / Slovenian School Museum, Historical Association of Slovenia and ICOM- Slovenia

The aim of the symposium, which connects school museums and researchers into the history of

education, is to present and explore the professional historical contribution of male and women teachers and particularly their associations to the development of schools and pedagogy, as well as to cultural and general development. Teacher associations united the teaching profession in the establishment of their (trade union) interests, had a significant influence on the development of teacher education (including their adult and continuing education) and, through teaching and educational publications of different ideological orientations, helped to shape the development of education. Teachers’ gatherings, publishing activities and the appearance of school museums were among the most important forms of activity.

Teacher associations and their regional, national (ethnic), state and international connections went beyond the local importance of frequently very diverse activities. They were marked in particular by individual teachers who were important for a particular village, town or wider region. Through changes that took place over time, we can also discern the differing importance attributed to the teaching profession, which is why we also encourage comparative analyses of the role of teachers and their associations. Contributions offering an overview of a wider region or even a whole country are particularly welcome, as are presentations and analyses of archive and museum material and, above all, insights into our museums through an analysis of exhibitions on this subject.

The theme of teachers, teacher associations and their work and other connections in education is directed at specialists working in museums both large and small and in other collections related to school and education, as well as at researchers and lecturers who are involved in the history of education at universities, institutes and in archives.

The presentation of museological news of the family of education / school museums and successful museum projects regards to the history of education are welcome.

The working language of the conference is English. Paper presentations should last between 15-20 minutes, including 3-5 minutes discussions after presentation at plenary sessions and 90-minute parallel sections.

The “Babel Section”: Only one 60-90-minute session of the parallel sections (each with a maximum of 4 to 5 presentations) will take place in three groups for participants from the Germanic, Romance and Slavic language areas in one of these languages.

Povezovanje v šolstvu: učiteljstvo in njihova društva kot spodbujevalci pedagoškega razvoja (zgodovinski in muzejski pogledi)

Pripravljajo: Slovenski šolski muzej, Zveza zgodovinskih društev Slovenije ZZDS in ICOM –

Slovenija

Namen simpozija, ki povezuje šolske muzeje in raziskovalce zgodovine vzgoje, je predstaviti in raziskati poklicno vlogo učiteljev in učiteljic ter posebej njihovih društev pri razvoju šolstva in pedagogike pa tudi kulturnega in drugega razvoja skozi zgodovino. Učiteljska društva so povezovala učiteljstvo pri uveljavljanju poklicnih (sindikalnih) interesov, pomembno vplivala na razvoj pedagoškega izobraževanja (vključno z nadaljnjim izobraževanjem in izobraževanjem odraslim) ter z učiteljskim in pedagoškim tiskom različnih idejnih usmeritev sooblikovala razvoj šolstva. Pomembna oblika društvenega delovanja so bila tudi učiteljska zborovanja, izdajateljska dejavnost in ne nazadnje nastanek šolskih muzejev.

Učiteljska društva in njihove regionalne, nacionalne (etnične), državne in tudi mednarodne povezave so presegale lokalni pomen velikokrat zelo pestre učiteljske dejavnosti. V učiteljskih društvih tako izstopajo za kraj ali širšo regijo pomembne učiteljske osebnosti. S spremembami skozi čas spremljamo tudi različen pomen učiteljskega poklica, zato vabimo tudi k primerjalnim analizam vloge učiteljstva in njihovih društev.

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Posebej so dobrodošli pregledni prispevki o širši regiji ali državi. Dobrodošle so tudi predstavitve in analize zbranega arhivskega in muzejskega gradiva ter predvsem pogled v naše muzeje z analizo muzejskih razstav o tej tematiki.

Tema o učiteljstvu, učiteljskih društvih in njihovem delu ter povezovanju v vzgoji in izobraževanju je usmerjena k strokovnjakom v večjih in manjših muzejih in zbirkah šolstva in vzgoje pa tudi raziskovalcem in predavateljem, ki so povezani s tematiko zgodovine vzgoje na univerzah, inštitutih in arhivih.

Dobrodošle so tudi predstavitve muzeoloških novic o družini pedagoških / šolskih muzejev in o uspešnih muzejskih projektih s področja zgodovine šolstva.

Delovni jezik konference je angleščina. Konferenca bo potekala v obliki 15-20 minutnih predstavitev na 60-90 minutnih plenarnih zasedanjih in paralelnih sekcijah.

»Babilonska sekcija«. Le eno zasedanje paralelne sekcije (vsaka z največ po 4-5 predstavitvami) bo potekalo v treh skupinah za udeležence iz germanskega, romanskega in slovanskega jezikovnega področja v enem od teh jezikov (materinem jeziku predavatelja).


Organizado por Slovenski šolski muzej / Museo Escolar Esloveno, Asociación Eslovena de Historia y ICOM –

Eslovenia La finalidad del Simposio que une los Museos Escolares dedicados al campo de la Educación y a los

investigadores de la Historia en Educación, es presentar y explorar el rol profesional de los maestros y las maestras, y en particular, sus asociaciones en el desarrollo de la escolaridad y la pedagogía, como también en el desarrollo cultural. Las Asociaciones de Maestros unían a los docentes a la hora de hacer valer sus intereses y tenían una influencia importante en el desarrollo de la educación de maestros (incluyendo la educación contínua de los adultos). Asimismo, las publicaciones pedagógicas de muy distintas orientaciones ideológicas ayudaron a formar el desarrollo de la Educación. Las reuniones de profesores, la actividad publicitaria y las fundaciones de museos escolares formaban parte de las actividades más importantes de estas asociaciones.

Las Asociaciones de Maestros y sus conexiones regionales, nacionales, étnicos, estatales e internacionales superaban la importancia local de las diversas actividades propias de los profesores. Estas asociaciones estaban marcadas por importantes personajes, cuyo influjo no transpasaba una sola localidad, sino que también calaba regiones mucho más extensas. Con los cambios a través del tiempo podemos discernir una distinta importancia que se otorgaba a la profesión de los maestros, por lo cual invitamos los análisis comparativos del rol de los docentes y las asociaciones de los mismos. Sobre todo, están bienvenidas las contribuciones que ofrezcan una revisión de las regiones más extensas o incluso del país entero, como también las presentaciones y análisis del material recolectado en los museos y archivos (en particular una mirada en museos a través de los análisis de las exhibiciones sobre estos temas).

Los temas relacionados con los Profesores, las Asociaciones de Maestros, su trabajo y otras conexiones con la Educación está dirigida a los especialistas de museos y a coleccionistas vinculados con la Pedagogía y Educación, como así también a los investigadores y docentes relacionados con el tema de la Historia de la Educación Universitaria, educación en distintos institutos o en archivos.

También están bienvenidas las presentaciones de noticias museológicas provenientes de quienes trabajan directamente en museos escolares y quienes han sido partícipes en proyectos exitosos relacionados con la Historia de la Educación.

LA LENGUA OFICIAL DEL SIMPOSIO SERÁ EL INGLÉS, lo que incluye conferencias y exposiciones. Las conferencias consistirán de presentaciones que deben durar entre 15 y 20 minutos, dándose en sesiones plenarias y paralelas.

“La Sesión de Babel”: consistirá solamente de una sesión de 90 minutos, con 3 secciones paralelas (cada con máximo 4-5 presentaciones). Dichas secciones, estarán divididas según la familia lingüística: la 1ª, para participantes de lenguas germánicas, la 2ª para participantes de lenguas romances, y la 3ª, para hablantes de lenguas eslavas.

Spanish version with basic information is available thanks to Tjaša Šuštar (Ljubljana).

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Vernetzung im Bereich Bildung. Der Einfluss von Lehrpersonen und deren Berufsorganisationen auf die Entwicklung der Schule und des

Bildungswesens (historische und museologische Aspekte)

Organisation: Slovenski šolski muzej / Slowenisches Schulmuseum; ZZDS / Historisches Verein für Slowenien; ICOM - Slowenien

Das Symposium will den Einfluss der Lehrpersonen und ihrer Standesorganisationen auf die

Entwicklung der Schule, das Bildungswesen und die Pädagogik würdigen. Lehrergewerkschaften und ihre Netzwerke prägen die Ausbildung der Angehörigen ihres Berufstandes und deren Weiterbildung mit. Sie begleiten bildungspolitische Entscheide oder thematisieren aktuelle Fragen in Schule und Gesellschaft. Dazu gehören zum Beispiel Veranstaltungen, Publikationen oder gar die Unterstützung von Schulmuseen.

Welchen Einfluss üben einzelne Lehrpersonen aus? Welche Bedeutung kommt den Lehrerorganisationen zu, welche Wirkung erzielen sie regional oder gar national? Welche Entwicklung stellen wir fest? Verlieren sie an Bedeutung oder gewinnen sie an Einfluss? Wie verändert sich das Berufsbild? Dies sind einige Fragen, welche am Symposium diskutiert werden sollen. Beiträge, die Ergebnisse über regionale Aspekte hinaus basierend auf der Arbeit mit Quellen und Objekten aus den schulgeschichtlichen Archiven und den Beständen von Schulmuseen vorstellen, interessieren besonders. Präsentationen von Ausstellungen oder Projekten zur Thematik sind willkommen.

Das Symposium begrüsst nicht nur Beiträge von Mitgliedern schulgeschichtlicher Sammlungen und Schulmuseen, sondern auch von Wissenschaftern und Dozierenden im Bereich Geschichte der Pädagogik und Bildung an Universitäten und Fachhochschulen. In Ergänzung zum Themenschwerpunkt sind Präsentationen erfolgreicher, aktueller Forschungs- und Museumsprojekte der Schulgeschichte erwünscht. Veranstaltungssprache ist Englisch. Die Plenumsveranstaltungen werden maximal 15- bis 20- minütige Präsentationen umfassen (Detailprogramm folgt). Weiter sind parallel geführte Workshops mit Präsentationen vorgesehen.

Zusätzlich werden während 60-90 Minuten in drei parallelen «Babel» Veranstaltungen je vier bis fünf kürzere Beiträge in der jeweiligen Muttersprache der Referentin oder des Referenten gehalten und diskutiert. Die drei Sprachgruppen sind Germanisch (Deutsch u. andere germ. Sprachen), Romanisch (Französisch, Italienisch, Spanisch, Portugiesisch) und Slawisch.

German version of basic information is available thanks to mag. Dominik Joos, Schulmuseum Amriswil (Switzerland)

With special thanks for all previous results of school museums symposiums since 1984 and for all inspiration from the iniciator of school museums meetings OSR Dir. Rudolf Lukschanderl (1927-1990) to the all influenced researchers and museologists, collaborators of symposiums: e.g. Prof. Emeritus PhD. Max Liedtke (University Erlangen Nürnberg), Mrs. Barbara von Grabmayr (Schulmuseum Bozen/Bolzano), Mrs. and Mr. Keck (Schulmuseum Wien), Prof. PhD. Erich Müller-Gaebele (Schulmuseum Friedrichshafen / Pädagogische Hochschule Weingarten). Thanks also to some nowaday active colleagues (from Prof. Uwe Krebs to Prof. W. Müller and Dominik Joos, MA) and particullary with researches and personal approach very weighty PhD. Ulla M. Nitsch (Schulmuseum Bremen).

Branko Šuštar, Coordinator of Symposium 2013

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Programme & Scientific Committee

dr. Branko Šuštar, Slovenian School Museum & Historical Association; coordinator of Symposium 2013 prof. dr. Annemarie Augschöll Blasbichler, Free University of Bozen-Bolzano, Faculty of Education, Brixen-Bressanone (Italy) mag. Marjetka Balkovec Debevec, Slovenian School Museum prof. dr. Aleš Gabrič, Institute for Contemporary History / University of Ljubljana mag. Dominik Joos, School Museum Amriswil (Switzerland) prof. dr. Uwe Krebs, University of Erlangen-Nuernberg, (Germany) prof. dr. Juri Meda, University of Macerata (Italy) prof. dr. Zdenko Medveš, University of Ljubljana, Faculty of Arts prof. dr. Mojca Peček Čuk, University of Ljubljana, Faculty of Education, Ljubljana dr. Marija Počivavšek, Museum of Recent History, Celje / Slovene museum society prof. dr. Edvard Protner, University Maribor, Faculty of Arts mag. Elizabeta Serdar (Croatian School Museum, Zagreb ( Croatia) doc. dr. Ljiljana Stankov, College of Professional Studies, Šabac (Serbia) dr. Mojca Šorn, Historical Society of Ljubljana/ Institute for Contemporary History prof. dr. Tadej Vidmar, University of Ljubljana, Faculty of Arts / Association of Slovenian Educationalists Organising Committee dr. Branko Šuštar, coordinator; Maja Hakl, secretary of committee; mag. Marjetka Balkovec Debevec, Mateja Ribarič, Ksenija Guzej, Anton Arko, mag. Stane Okoliš (all from the Slovenian School Museum); mag. Tanja Rožemberger Šega (ICOM-Slovenia); Martina Škrabec (Secondary School of Nursing in Ljubljana) Coordinator: dr. Branko Šuštar, Ljubljana; [email protected] Contact post-address: 15th Symposium 2013, Slovenski šolski muzej / Slovenian School Museum, Plečnikov trg 1, 1000 Ljubljana, Slovenia; www.ssolski-muzej.si Contact e-mail: [email protected] Honorary Committee We are grateful to our teachers and creators of the basis of present research of the history of teachers' associations and our international collaboration with school museums Miroslav Stiplovšek, PhD., Professor Emeritus , University Ljubljana, Department of History; expert in modern history and resercher of the history of trade unions, including teachers associations, France Strmčnik, PhD., Professor Emeritus, University Ljubljana, Department of Education, pedagogue and researcher of the history of teachers and pedagogical associations, Mladen Tancer, MA in pedagogy, retired university teacher, University Maribor, researcher of the history of education and supporter of students research, Tatjana Hojan, BA, retired librarian at Slovenian School Museum, bibliographer, reasearcher of history of education and author of many articles on the topic Slovenian teachers associations, Slavica Pavlič, BA, retired Head of Slovenian School Museum, researcher of the history of education and supporter of Slovenian collaboration into international connection of school museums and symposiums, Andrej Vovko, PhD., retired Associate Professor of History, Univ. Maribor / Scientific Research Centre and researcher of the history of education, previous Head of the Slovenian School Museum, Jože Ciperle, PhD., Museum-Archives of the University of Ljubljana, historian, researcher of the history of education, previous member of Slovenian School Museum and since 1980s active participant of international conferences on the history of education and symposiums of school museums.

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Presenter Names & Presentation Titles

Rossella Andreassi University of Molise, Italy “Museum of School and Popular Education” of the University of Molise, Italy Il “Museo della scuola e dell’educazione popolare” dell’Università degli Studi del Molise, Italia

Tea Anžur Univerza v Ljubljani / University of Ljubljana, Slovenia The Association of University Professors of Ljubljana Društvo univerzitetnih profesorjev v Ljubljani

Annemarie Augschöll Blasbichler Free University of Bozen-Bolzano, Italy Teaching under difficult conditions: the role of actors at the micro level Unterricht unter erschwerten Rahmenbedingungen: die Bedeutung der Akteure auf Mikroebene

Marjetka Balkovec Debevec Slovenian School Museum, Ljubljana, Slovenia Learning about the connections teachers had with their school environment from annual school reports Povezovanje učiteljstva s šolskim okoljem preko letnih poročil šol

Alberto Barausse University of Molise, Direttore Center of research and documents on the school’s history, school book and children’s literature – School Museum of University of Molise, Italy Primary School Teachers’ Associationism in Italy from Unification to Fascism: Its Origin and Development between Processes of Localization and Nationalization L’associazionismo degli insegnanti elementary in Italia dall’unificazione al fascismo. Origine e sviluppo tra spinte localistiche e processo di nazionalizzazione Marcus Levy Bencostta University Federal of Paraná, Curitiba – PR, Brazil Material culture of the school as research topic in the History of Education in Brazil Cultura material da escola como tema de pesquisa em História da Educação no Brasil Delphine Campagnolle Musée national de l'Education – CNDP, National Museum of Education, Rouen, France Evolution of the French National Museum of Education, Rouen Evolution du musée national de l’Education, Rouen

Breda Čebulj Sajko Centre for Interdisciplinary Research, Scientific Research Centre of Slovenian Academy of Sciences and Arts, Ljubljana, Slovenia Slovenian Teachers in Australia- Link Between Two Homelands Slovenski učitelji v Avstraliji – vez med dvema domovinama Michelina D'Alessio University of Basilicata; University of Molise, Italy “Near to teachers”. The Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia during the first XX Century “Accanto ai maestri”. L’opera dell’Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia nel primo Novecento

Jacques Dane National Museum on the History of Education / Nationaal Onderwijsmuseum, Dordrecht, The Netherlands From bogeyman to educator. Transformations in the teacher’s job in the Netherlands, circa 1780-1920 Van boeman tot onderwijzer. Veranderingen in het onderwijzersberoep, circa 1780-1920 Paulí Dávila Balsera, Luis Mª Naya Garmendia Universidad del País Vasco/Euskal Herriko Unibertsitatea, University of the Basque Country UPV/EHU, Facultad de Filosofía y Ciencias de la Educación, San Sebastian, Spain A Project about a Museum of Education in the Basque Country University of the Basque Country UPV/EHU Hezkuntzaren Museoaren Proiektua Euskal Herrian - Euskal Herriko Unibertsitatea UPV/EHU Un Proyecto de Museo de la Educación en el País Vasco Universidad del País Vasco UPV/EHU

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Paulí Dávila Balsera, Luis Mª Naya Garmendia Universidad del País Vasco/Euskal Herriko Unibertsitatea, University of the Basque Country UPV/EHU, Facultad de Filosofía y Ciencias de la Educación, San Sebastian, Spain The basque teaching, the associativism and the salaries of the state Euskal irakaslegoa, irakaslegoaren elkarteak eta estatuaren soldatak El magisterio vasco, el asociacionismo y los sueldos del estado Maria Drakaki Museum School Life Municipality of Chania, Crete, Greece Museums of education as fields of cultural management. Comparative analysis in Greece Τα Μουσεία Εκπαίδευσης ως πεδία πολιτιστικής διαχείρισης. Συγκριτική ανάλυση στον ελλαδικό χώρο Bojana Dujković Blagojević History teachers association of BiH, EUROCLIO - HIP, Banja Luka, Bosnia and Herzegovina Denis Detling Museum of Slavonia Osijek, Osijek, Croatia History Teachers’ Associations driving changes together in history education in the Western Balkans? Udruženja nastavnika istorije zajedno ka promjenama u nastavi istorije u zemljama Zapadnog Balkana? Sonja Gaćina Škalamera Croatian School Museum / Hrvatski školski muzej, Zagreb, Croatia Leading Croatian Teacher’s Associations at the end of the 19th and the beginning of the 20th century Vodeće hrvatske učiteljske udruge na prijelazu 19. u 20. stoljeće Pamela Giorgi INDIRE (National Institute of documentation, innovation and educational research), Florence, Italy Reconstruction - in a virtual environment - of the National Museum of the School in the CDN (Centro Didattico Nazionale) opened in 1941 Ricostruzione - in ambiente virtuale - del Museo Nazionale della Scuola nel CDN (Centro Didattico Nazionale) inaugurato nel 1941 Anne Katrine Gjerløff 200 Years of Schooling Danish Pedagogical Library of Education, University of Aarhus, Denmark Wall charts and state of the art. Teachers, object lessons and new pedagogy in Denmark around 1900 – and today Anskuelsestavler og nypædagogik – Lærere, anskuelsesundervisning og nye pædagogiske strømninger i Danmark omkring 1900 – og i dag Chiara Grassi Universita degli studi di Firenze, Florence, Italy The training of teachers in the National Museum of the School, Florence (1925-1945) La formazione degli insegnanti nel Museo Nazionale della Scuola, Firenze (1925-1945) Antonis Hourdakis, Kostantinos Karras University of Crete, Greece School History Museums & Collections and Teachers Profession: the example of Laboratory of Study and Research of the History of Education and Teachers Profession (LSRHETP) at the University of Crete, Greece Σχολικά Μουσεία Ιστορίας & Συλλογές και το Επάγγελμα του Εκπαιδευτικού: Το παράδειγμα του Εργαστηρίου Μελέτης και Έρευνας της Ιστορίας της Εκπαίδευσης και του Διδασκαλικού Επαγγέλματος (ΕΜΕΙΕΔΕ) στο Πανεπιστήμιο Κρήτης, Ελλάδα Kerstin Holmlund Department of Education, Umeå University, Umeå, Sweden The pre-school teaching profession in a Swedish historical context Förskolläraryrket - ett svenskt historiskt sammanhang Junzo Inokuchi Otemon Gakuin University, Osaka, Japan On the image of teacher in the exhibition at school museum 学校博物館の展示における教師像 Jūratė Jagminienė Museum of Lithuanian Education History / Lietuvos švietimo istorijos muziejus, Kaunas, Lithuania Nation led by the Lithuanian intellectuals Lietuvos inteligentai – tautos vedliai Miodrag Janković School for visually impaired children / Škola učenika oštećenog vida „Veljko Ramadanović“, Zemun, Serbia Formation of School museum - Memorial gallery of School for the visually impaired students "Veljko Ramadanović" in Zemun Formiranje Školskog muzeja – Spomen galerije Škole učenika oštećenog vida “Veljko Ramadanović” u Zemunu

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Miodrag Janković School for visually impaired children / Škola učenika oštećenog vida „Veljko Ramadanović“, Zemun, Serbia Review of the work of the Teachers’ association for defective children of Kingdom of Yugoslavia 1927-1945 Prikaz rada Udruženja nastavnika škola defektne dece Kraljevine Jugoslavije Moses Sunday Jayeola-Omoyeni Adeyemi College of Education, Ondo, Ondo State, Nigeria, Museum – Center for adult literacy education delivery in Nigeria, 2000-2010: An Assessment Ayewo ile isenbaye se da oriko eko mooko - mooka ni orile ede Naijeria, 2000-2010 Sieglinde Jornitz, Stefanie Kollmann German Institute for International Educational Research / Deutsches Institut für Internationale Paedagogische Forschung – DIPF, Berlin, Germany The image of the teacher Das Bild des Lehrers Lea Leppik University of Tartu History Museum / Tartu Ülikooli ajaloo muuseum, Tartu, Estonia History of Education as reflected in Estonian Museums Haridusajaloo kajastamine Eesti muuseumides Cristina Elena Maria Marini, Fabio Sacchi Progetto CoDiSV – Corpus Digitale delle Scritture scolastiche d’ambito Valdostano, Università della Valle d’Aosta-Université de la Vallée d’Aoste, Aosta, Italy CoDiSV: a research project on Aosta Valley schoolchildren's writings. CoDiSV: un progettodi ricerca sulle scritture bambine valdostane Vladimír Michalička, Daniela Vaněková Museum of Education and Pedagogy in Bratislava / Múzeum školstva a pedagogiky, Bratislava, Slovakia Teacher´s associations and institutions in Slovakia Učiteľské spolky a organizácie na Slovensku Francesca Mogavero MUSLI (Museo della Scuola e del Libro per l' Infanzia – Museum of School and Children's Literature), Turin, Italy MUSLI: an integrated Museum from School to Children’s Books Il MUSLI: un Museo integrato dalla Scuola alla Letteratura per l’Infanzia Walter Müller University of Würzburg, Germany Inside the world of teacher caricatures - Pictures and caricatures of the teaching profession Der Lehrer in der Karikatur Bilder und Zerrbilder des Lehrerberufs András Németh Faculty of Education and Psychology, Eötvös Loránd University, Budapest, Hungary The historical construction of the Hungarian teacher’s professional knowledge A magyar pedagógusi szaktudás történeti konstrukciója Maja Nikolova Pedagogical Museum / Pedagoški muzej, Belgrade, Serbia Yugoslavism and internationalism - the international cooperation Yugoslav Teachers' Association 1920-1940 Jugoslovensko i internacionalno - međunarodna saradnja Jugoslovenskog učiteljskog udruženja (JUU) 1920-1940 Andreas Oettli School Museum / Schulmuseum Amriswil, Switzerland Thurgovian Pioneers of the Science Experiments Kit Thurgauer Pioniere des Experimentierkastens Cecilia Ödman Museum Gustavianum, University museum in Uppsala, Sweden The Museum as a learning environment – with an example from Museum Gustavianum in Uppsala Museer som lärandemiljö – med ett exempel från Museum Gustavianum i Uppsala Merja Paksuniemi University of Lapland, Faculty of Education, Rovaniemi, Finland At the roots of Finnish Teacher Education for Women Suomalaisen naisopettajakoulutuksen juurilla

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Tina Palaić Ljubljana, Slovenia When the “West” meets the “East”: School museum in Yogyakarta, Indonesia Ko se “Zahod” sreča z “Vzhodom”: Šolski muzej v Jogjakarti, Indonezija Ketika "Barat" bertemu dengan "Timur": Museum Sekolah di Jogjakarta, Indonesia Verena Perko Regional Museum Kranj / Gorenjski muzej, Kranj & Faculty of Arts, University of Ljubljana / Filozofska fakulteta, Univerza v Ljubljani, Slovenia Slovenian museums for 21st century. Those who cannot remember the past are condemned to repeat it Slovenski muzeji za 21 stoletje. Kdor se ne spominja preteklosti, je obsojen, da jo bo še enkrat doživel Vicente Peña Saavedra Universidad de Santiago de Compostela, Galicia, Spain Experiences of educational renovation linked to the associative movement of the teaching in the Iberian northwest (1887-1926): pedagogic conferences, origin of the children’s school press and the first educational museism Experiencias de renovación educativa vinculadas al asociacionismo del magisterio en el noroeste ibérico (1887-1926): conferencias pedagógicas, génesis de la prensa escolar infantil y primer museísmo educativo Experiencias de renovación educativa vinculadas ao asociacionismo do maxisterio no noroeste ibérico (1887-1926): conferencias pedagóxicas, xénese da prensa escolar infantil e primeiro museísmo educativo Francesca Pizzigoni University of Bologna, Italy A diffused school museum: The case of Turin (Torino) Un museo diffuso della scuola: il caso della Città di Torino Simonetta Polenghi Università Cattolica SC / Catholic University of Sacred Heart of Milan, Italy School subject didactics in the history of education. Sources and methodology Didattica delle discipline Nella storia dell’educazione. Fonti e metodologia Iulia-Maria Pop (Tănescu) “Babeș-Bolyai” University, Faculty of History and Philosophy, Cluj-Napoca, România The Teachers’ “Reunions” amongst the Transylvanian Romanians during the Second Half of the Nineteenth Century Reuniunile învățătorești la românii din Transilvania în a doua jumătate a secolului al XIX-lea Edvard Protner University of Maribor, Faculty of Arts / Univerza Maribor, Filozofska fakulteta, Maribor, Slovenia Gustav Adolf Lindner and the Society for Scientific Pedagogy Gustav Adolf Lindner in Društvo za znanstveno pedagogiko Katarina Racekova Constantine the Philosopher University in Nitra / Univerzita Konštantína Filozofa v Nitre (UKF), Nitra, Slovakia Almanac The Society of Professors of Slovakia (1928-33) and its role in improvement of teacher preparation Sborník Spolku profesorov Slovákov v rokoch 1928-33 a jeho úloha v skvalitňovaní učiteľského vzdelávania Igor Radeka University of Zadar, Department of Pedagogy, Zadar, Croatia The Development of Pedagogical Trends Influenced by the Croatian Pedagogic - Literary Society Razvoj pedagogijskih pravaca pod utjecajem Hrvatskoga pedagoško-književnog zbora Mateja Ribarič Slovenian School Museum / Slovenski šolski muzej, Ljubljana, Slovenia Associations of women teachers as part of the women’s movement in Slovenia 1898-1948 Društveno povezovanje učiteljic kot del ženskega gibanja na Slovenskem 1898-1948 Andreja Rihter Forum of Slavic Cultures: International Foundation, Ljubljana, Slovenia Civic and History Teachers’ Education Državljanska vzgoja in zgodovina v šolskih učnih programih Karel Rýdl University of Pardubice, Pardubice, Czech Republic The development of the international cooperation under slavic teachers and teachers associations by the Czech Jan Ladislav Mašek Vývoj mezinárodní spolupráce mezi slovanskými učiteli a učitelskými asociacemi pod vlivem působení českého učitele Jana Ladislava Maška

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Elsa Rodrigues Bibliographic, Pedagogical and Artistic Museum João de Deus and Historic House Museum João de Deus, Lisboa, Portugal João de Deus's Methodology Método João de Deus Mathias Rösch Schulmuseum Nürnberg, Universität Erlangen-Nürnberg, Lehrstuhl Pädagogik I, Nürnberg, Germany Teachers during National Socialism and the ideologization of school education. The development of a student-hands-on-learning laboratory of humanities researches in the Nuremberg Schoolmuseum. Lehrkräfte im Nationalsozialismus und die Ideologisierung des Unterrichts. Zur Entwicklung eines geisteswissenschaftlichen Schüler-Lernlabors im Schulmuseum Nürnberg Mathias Rösch Schulmuseum Nürnberg, Universität Erlangen-Nürnberg, Lehrstuhl Pädagogik I, Nürnberg, Germany Challenges and current matters of Schools Museums in German-Speaking Countries Aktuelle Herausforderungen und Fragen der Schulmuseen im deutschsprachigen Raum Çağla Nezehat Saraç İhsan Doğramacı Bilkent University, Ankara, Turkey Using Museums as an Educational Resource for the Mentally Disabled: A Case Example Zihinsel engelliler için müzelerin bir eğitim kaynağı olarak kullanımı: Bir uygulama örneği Elizabeta Serdar Croatian School Museum / Hrvatski školski muzej, Zagreb, Croatia Teacher's Associations in the Collection of Photographs of the Croatian School Museum Učiteljske udruge u Zbirci fotografija Hrvatskoga školskog muzeja Sieglinde Jornitz, Stefanie Kollmann German Institute for International Educational Research / Deutsches Institut für Internationale Paedagogische Forschung – DIPF, Berlin, Germany The image of the teacher Das Bild des Lehrers Baard Olav Skogrand City Museum of Bergen / Bymuseet i Bergen, Norway From periphery to national leadership. Norwegian teachers and their associations in the 19th. Century Fra periferi til nasjonalt lederskap. Norske lærere og deres organisasjoner i det 19. århundre Ljiljana Stankov College of Professional Studies for Kindergarten Teachers, Šabac, Serbia The Contribution of Male and Female Teachers to the Foundation of Empirical Pedagogy in Serbia, with Reference to Serbian Association for Child Psychology Doprinos učitelja i učiteljica zasnivanju empirijske pedagogije u Srbiji, na primeru Srpskog društva za dečju psihologiju Martina Škrabec Secondary School of Nursing in Ljubljana / Srednja zdravstvena šola Ljubljana, Slovenia Professional Group of Nurses in Education within the Nurses Society of Slovenia Sekcija medicinskih sester v vzgoji in izobraževanju pri Zbornici zdravstvene in babiške nege Slovenije Jan Šimek National pedagogical museum and library of J. A. Comenius / Národní pedagogické muzeum a knihovna J. A. Komenského, Prague, Czech Republic The importance of Teachers Association in the establishment of pedagogical museum in Prague Význam Ústředního spolku jednot učitelských při vzniku pražského pedagogického muzea Branko Šuštar Slovenian School Museum / Slovenski šolski muzej, Ljubljana, Slovenia Professional teachers associations in multinational countries – Slovenian experiences during national and international orientation prior to and after WW1 Poklicno povezovanje učiteljstva v večnacionalnih državah – slovenske izkušnje med nacionalno in internacionalno usmeritvijo pred in po 1. svetovni vojni

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Fabio Targhetta University of Padua, Department of Philosophy, Sociology, Pedagogy and apply Psychology, Museum of Science of Education / Museo dell’Educazione dell’Università di Padova, Italy The section of Padua of the Italian Pedagogical Association (Associazione Pedagogica Italiana) in the late XXth Century La sezione padovana dell'Associazione Pedagogica Italiana nel secondo novecento Vladimir Tkalec Public services trade unions' confederation of Slovenia / KSJS – Koordinacija sindikatov javnega sektorja, Ljubljana, Slovenia Education, Science and Culture Trade Union of Slovenia (SVIZ / ESTUS) as a link and a prompter of pedagogical development SVIZ – Sindikat vzgoje, izobraževanja, znanosti in kulture kot povezovalec in spodbujevalec pedagoškega razvoja Mare Torm Estonian Pedagogical Archives-Museum at Tallinn University, Tallin, Estonia Estonian Teachers’ Union – innovator in education in the Republic of Estonia in 1918-1940 Eesti Õpetajate Liit - hariduselu edendaja Eesti Vabariigis aastail 1918-1940 Hristo Totsev National museum of education / Национален музей на образованието, Габрово / Gabrovo, Bulgaria The teachers’ convections during the National Revival of Bulgaria Учителските събори през Българското Възраждане Elke Urban Schulmuseum Leipzig / School Museum, Leipzig, Germany Leipzig teachers association (1846-2013) Leipziger Lehrerverein (1846-2013) Ariclê Vechia Tuiuti University of Paraná, Brazil Antonio Gomes Ferreira Coimbra University, Faculty of Psychology and Science of Education, Coimbra, Portugal The collection of the School and Childhood Museum and the rescue of life History of the teaching practices of primary education teachers in the South of Brazil from 1930 to 1970. O acervo do Museu da Escola e da Infância e o resgate da História de vida e das práticas ¸docentes de professoras do ensino primário no Sul do Brasil, 1930 a 1970. Tijs van Ruiten Nationaal Onderwijsmuseum / National museum on the history of education, Dordrecht, The Netherlands The past, the future, now! A schoolmuseum for the 21 century Over vroeger, voor later, van nu. Een onderwijsmuseum voor de 21e eeuw Sergey Genrikhovich Vasilenko, Nadezhda Ivanovna Vasilenko, Regina Vladimirovna Kadushko Educational Establishment “Vitebsk State Medical University”, Educational Establishment “Vitebsk State University named after P. M. Masherov” (dedicated to the 90-th anniversary of Bogdanovich L.I.), Vitebsk, Belarus Scientific and pedagogical activities of medical dynasties in the Republic of Belarus Научно-педагогическая деятельность медицинских династий Республики Беларусь Michael Ward, Ann Campbell, Linda Borner Sovereign Hill School, Ballarat, Victoria, Australia The Education and supply of Teachers from Colonial Days to the Present-An Australian Perspective Patrizia Zamperlin Museum of Education, Department of Philosophy, Sociology, Pedagogy and Applied Psychology, University of Padua / Museo dell’Educazione dell’Università di Padova, Italy Twenty years of activity of the Museum of Education (University of Padua) Vent’anni di attività al Museo dell’Educazione dell’Università di Padova

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Programme - 15th Symposium 2013, Ljubljana, 26-29th June 2013

15th International Symposium on School Life and School History Museums & Collections / 15. mednarodni simpozij šolskih

muzejev in šolsko-zgodovinskih zbirk / 15º Simposio Internacional de Museos y Colecciones de la Vida e Historia Escolar / 15. Internationales Symposium der Schulmuseen und Schulgeschichtlichen Sammlungen

Creating links in education. Teacher’s and their associations as promoters of pedagogic development (historical and museum aspects) / Povezovanje v izobraževanju: učiteljstvo in njihova društva kot spodbujevalci pedagoškega razvoja (zgodovinski in muzejski

pogledi) / Conexiones en la Educación: Los Maestros y sus asociaciones como estímulos del Desarrollo Pedagógico (aspectos históricos y museológicos) / Vernetzung im Bereich Bildung. Der Einfluss von Lehrpersonen und deren Berufsorganisationen auf die Entwicklung der

Schule und des Bildungswesens (historische und museologische Aspekte)

Symposium Venue: Main Lecture Hall at Srednja zdravstvena šola / Secondary School of Nursing in Ljubljana, Poljanska cesta 61, Ljubljana, Slovenia

A - Main Lecture Hall (ground floor) B – 3 rd Floor Hall DAY 1 - Wednesday, 26.6.2013, from 16:30 Registration: 15:00 - 19:00

16:30 – 17:00 Opening ceremony Main Lecture Hall 17:00 – 17:45 Session 1 Main Lecture Hall Committee of Symposium 2013

Verena Perko, Slovenia Slovenian museums for 21st century. Those who cannot remember the past are condemned to repeat it Slovenski muzeji za 21 stoletje. Kdor se ne spominja preteklosti, je obsojen, da jo bo še enkrat doživel Lea Leppik, Estonia History of Education as reflected in Estonian Museums Haridusajaloo kajastamine Eesti muuseumides Discussion 17:45 - 18:15 Coffee Break

18:15 - 19:45 Session 2 – Main Lecture Hall - MUSEUMS – Moderator: Committee of Symposium 2013

Maria Drakaki, Greece Museums of education as fields of cultural management. Comparative analysis in Greece Τα Μουσεία Εκπαίδευσης ως πεδία πολιτιστικής διαχείρισης. Συγκριτική ανάλυση στον ελλαδικό χώρο

Ariclê Vechia, Brazil; Antonio Gomes Ferreira, Portugal The collection of the School and Childhood Museum and the rescue of life History of the teaching practices of primary education teachers in the South of Brazil from 1930 to 1970 O acervo do Museu da Escola e da Infância e o resgate da História de vida e das práticas docentes de professoras do ensino primário no Sul do Brasil, 1930 a 1970

Greetings & short presentation of some education/school/pedagogical museums 19:45 - 20:00 Break

20:00 - 21:30 Welcome Drink & ICOM – Slovenia Reception

DAY 2 - Thursday, 27.6.2013, from 8:45 Registration: 8:00 - 16:00

Information: 8:45 - 9:00 Main Lecture Hall 9:00 - 10:30 Session 3 - Main Lecture Hall - TEACHERS‘ ASSOCIATIONS - Moderator: Ulla Nitsch

Baard Olav Skogrand, Norway From periphery to national leadership. Norwegian teachers and their associations in the 19th Century Fra periferi til nasjonalt lederskap. Norske lærere og deres organisasjoner i det 19. århundre

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Alberto Barausse, Italy Primary School Teachers’ Associationism in Italy from Unification to Fascism: Its Origin and Development between Processes of Localization and Nationalization L’associazionismo degli insegnanti elementary in Italia dall’unificazione al fascismo. Origine e sviluppo tra spinte localistiche e processo di nazionalizzazione Elke Urban, Germany Leipzig teachers association (1846-2013) Leipziger Lehrerverein (1846-2013) Vladimir Tkalec, Slovenia Education, Science and Culture Trade Union of Slovenia (SVIZ / ESTUS) as a link and a promoter of pedagogical development SVIZ – Sindikat vzgoje, izobraževanja, znanosti in kulture kot povezovalec in spodbujevalec pedagoškega razvoja Discussion 10:30 - 11:00 Coffee Break

11:00 - 12:30 Session 4 A - IMAGE OF TEACHER - Moderator: Elke Urban

Junzo Inokuchi, Japan On the image of teacher in the exhibition at school museum 学校博物館の展示における教師像 Elizabeta Serdar, Croatia Teacher's Associations in the Collection of Photographs of the Croatian School Museum Učiteljske udruge u Zbirci fotografija Hrvatskoga školskog muzeja Walter Müller, Germany Inside the world of teacher caricatures - Pictures and caricatures of the teaching profession Der Lehrer in der Karikatur Bilder und Zerrbilder des Lehrerberufs Sieglinde Jornitz, Stefanie Kollmann, Germany The image of the teacher Das Bild des Lehrers Miodrag Janković, Serbia Formation of School museum - Memorial gallery of School for the visually impaired students "Veljko Ramadanović" in Zemun Formiranje Školskog muzeja – Spomen galerije Škole učenika oštećenog vida “Veljko Ramadanović” u Zemunu Discussion 11:00 - 12:30 Session 4 B - MUSEUMS - Moderator: Annemarie Augschöll Blasbichler

Paulí Dávila Balsera, Luis Mª Naya Garmendia, Spain A Project about a Museum of Education in the Basque Country - University of the Basque Country UPV/EHU Hezkuntzaren Museoaren Proiektua Euskal Herrian - Euskal Herriko Unibertsitatea UPV/EHU Un Proyecto de Museo de la Educación en el País Vasco Universidad del País Vasco UPV/EHU Cristina Elena Maria Marini, Fabio Sacchi, Italy CoDiSV: a research project on Aosta Valley schoolchildren's writings CoDiSV: un progettodi ricerca sulle scritture bambine valdostane Tina Palaić, Slovenia When the “West” meets the “East”: School museum in Yogyakarta, Indonesia Ko se “Zahod” sreča z “Vzhodom”: Šolski muzej v Jogjakarti, Indonezija Tijs van Ruiten, The Netherlands The past, the future, now! A schoolmuseum for the 21 century Over vroeger, voor later, van nu. Een onderwijsmuseum voor de 21e eeuw Francesca Mogavero, Italy MUSLI: an integrated Museum from School to Children’s Books Il MUSLI: un Museo integrato dalla Scuola alla Letteratura per l’Infanzia Discussion 12:30 - 14:00 Lunch

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14:00 - 15:30 Session 5 A - TEACHERS‘ ASSOCIATION & MUSEUMS - Moderator: Baard Olav Skogrand

Jūratė Jagminienė, Lithuania Nation led by the Lithuanian intellectuals Lietuvos inteligentai – tautos vedliai Branko Šuštar, Slovenia Professional teachers associations in multinational countries – Slovenian experiences during national and international orientation prior to and after WW1 Poklicno povezovanje učiteljstva v večnacionalnih državah – slovenske izkušnje med nacionalno in internacionalno usmeritvijo pred in po 1. svetovni vojni Chiara Grassi, Italy The training of teachers in the National Museum of the School, Florence (1925-1945) La formazione degli insegnanti nel Museo Nazionale della Scuola, Firenze (1925-1945) Mathias Rösch, Germany Teachers during National Socialism and the ideologization of school education. The development of a student-hands-on-learning laboratory of humanities researches in the Nuremberg Schoolmuseum. Lehrkräfte im Nationalsozialismus und die Ideologisierung des Unterrichts. Zur Entwicklung eines eisteswissenschaftlichen Schüler-Lernlabors im Schulmuseum Nürnberg Miodrag Janković, Serbia Review of the work of the Teachers’ association for defective children of Kingdom of Yugoslavia 1927-1945 Prikaz rada Udruženja nastavnika škola defektne dece Kraljevine Jugoslavije Discussion 14:00 - 15:30 Session 5 B - MUSEUMS - Moderator: Tijs Van Ruiten Marcus Levy Bencostta, Brazil Material culture of the school as research topic in the History of Education in Brazil Cultura material da escola como tema de pesquisa em História da Educação no Brasil Delphine Campagnolle, France Evolution of the French National Museum of Education, Rouen Evolution du musée national de l’Education, Rouen

Anne Katrine Gjerløff, Denmark Wall charts and state of the art. Teachers, object lessons and new pedagogy in Denmark around 1900 – and today Anskuelsestavler og nypædagogik – Lærere, anskuelsesundervisning og nye pædagogiske strømninger i Danmark omkring 1900 – og i dag Francesca Pizzigoni, Italy A diffused school museum: The case of Turin (Torino) Un museo diffuso della scuola: il caso della Città di Torino Michael Ward, Ann Campbell, Linda Borner, Australia The Education and supply of Teachers from Colonial Days to the Present-An Australian Perspective Discussion 15:30 - 16:00 Coffee Break

16:00 - 17:00 Session 6 A - MUSEUMS AND EDUCATION - Moderator: Igor Radeka

Cecilia Ödman, Sweden The Museum as a learning environment – with an example from Museum Gustavianum in Uppsala Museer som lärandemiljö – med ett exempel från Museum Gustavianum i Uppsala

Moses Sunday Jayeola-Omoyeni, Nigeria Museum – Center for adult literacy education delivery in Nigeria, 2000-2010: An Assessment Ayewo ile isenbaye se da oriko eko mooko - mooka ni orile ede Naijeria, 2000-2010 Bojana Dujković Blagojević, Bosnia and Herzegovina; Denis Detling, Croatia; EUROCLIO History Teachers’ Associations driving changes together in history education in the Western Balkans? Udruženja nastavnika istorije zajedno ka promjenama u nastavi istorije u zemljama Zapadnog Balkana? Andreja Rihter, Slovenia Civic and History Teachers’ Education Državljanska vzgoja in zgodovina v šolskih učnih programih

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Discussion 16:00 - 17:00 Session 6 B - EDUCATION & MUSEUMS AS PLACE OF EDUCATION - Moderator: Delphine Campagolle Simonetta Polenghi, Italy School subject didactics in the history of education. Sources and methodology Didattica delle discipline Nella storia dell’educazione. Fonti e metodologia Ljiljana Stankov, Serbia The Contribution of Male and Female Teachers to the Foundation of Empirical Pedagogy in Serbia, with Reference to Serbian Association for Child Psychology Doprinos učitelja i učiteljica zasnivanju empirijske pedagogije u Srbiji, na primeru Srpskog društva za dečju psihologiju Çağla Nezehat Saraç, Turkey Using Museums as an Educational Resource for the Mentally Disabled: A Case Example Zihinsel engelliler için müzelerin bir eğitim kaynağı olarak kullanımı: Bir uygulama örneği Kerstin Holmlund, Sweden The pre-school teaching profession in a Swedish historical context Förskolläraryrket - ett svenskt historiskt sammanhang Discussion 17:00 - 17:15 Break

17:15 - Walking tour to the City Center (20 min)

18:00 - 18:30 Reception at City Hall given by Mr. Zoran Janković, Mayor of the City of Ljubljana

18:45 - 19:45 Visit to the Slovenian School Museum & River Ljubljanica tour

20:00 -21:00 River Ljubljanica tour & Visit to the Slovenian School Museum

DAY 3 – Friday, 28.6.2013, from 8:45 Registration: 8:00 - 16:00

Information: 8:45 - 9:00 Main Lecture Hall

09:00 - 10:30 Session 7 - Main Lecture Hall - TEACHERS - Moderator: Uwe Krebs Jacques Dane, The Netherlands From bogeyman to educator. Transformations in the teacher’s job in the Netherlands, circa 1780-1920 Van boeman tot onderwijzer. Veranderingen in het onderwijzersberoep, circa 1780-1920 Jan Šimek, Czech Republic The importance of Teachers Association in the establishment of pedagogical museum in Prague Význam Ústředního spolku jednot učitelských při vzniku pražského pedagogického muzea Annemarie Augschöll Blasbichler, South Tyrol, Italy Teaching under difficult conditions: the role of actors at the micro level Unterricht unter erschwerten Rahmenbedingungen: die Bedeutung der Akteure auf Mikroebene Breda Čebulj Sajko, Slovenia Slovenian Teachers in Australia - Link Between Two Homelands Slovenski učitelji v Avstraliji – vez med dvema domovinama Discussion 10:30 - 11:00 Coffee Break

11:00 - 12:30 Session 8 A - TEACHERS, MUSEUMS, BOOKS WRITING - Moderator: Fabio Targhetta

Marjetka Balkovec Debevec, Slovenia Learning about the connections teachers had with their school environment from annual school reports Povezovanje učiteljstva s šolskim okoljem preko letnih poročil šol Antonis Hourdakis, Kostantinos Karras, Greece School History Museums & Collections and Teachers Profession: the example of Laboratory of Study and Research of the History of Education and Teachers Profession (LSRHETP) at the University of Crete, Greece Σχολικά Μουσεία Ιστορίας & Συλλογές και το Επάγγελμα του Εκπαιδευτικού: Το παράδειγμα του Εργαστηρίου Μελέτης και Έρευνας της Ιστορίας της Εκπαίδευσης και του Διδασκαλικού Επαγγέλματος (ΕΜΕΙΕΔΕ) στο Πανεπιστήμιο Κρήτης, Ελλάδα

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Michelina D'Alessio, Italy “Near to teachers”. The Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia during the first XX Century “Accanto ai maestri”. L’opera dell’Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia nel primo Novecento Elsa Rodrigues, Portugal João de Deus's Methodology Método João de Deus Pamela Giorgi, Italy Reconstruction - in a virtual environment - of the National Museum of the School in the CDN (Centro Didattico Nazionale) opened in 1941 Ricostruzione - in ambiente virtuale - del Museo Nazionale della Scuola nel CDN (Centro Didattico Nazionale) inaugurato nel 1941 Discussion 11:00 - 12:30 Session 8 B - BABEL SESSION (Rom.) & WOMEN TEACHERS (Engl.) - Moderator: Francesca Pizzigoni BABEL SESSION / Babylon Sektion (Romanic languages) & WOMEN TEACHERS (Engl.) Paulí Dávila Balsera, Luis Mª Naya Garmendia, Spain The basque teaching, the associativism and the salaries of the state Euskal irakaslegoa, irakaslegoaren elkarteak eta estatuaren soldatak El magisterio vasco, el asociacionismo y los sueldos del estado Patrizia Zamperlin, Italy Twenty years of activity of the Museum of Education (University of Padua) Vent’anni di attività al Museo dell’Educazione dell’Università di Padova Mateja Ribarič, Slovenia Associations of women teachers as part of the women’s movement in Slovenia 1898-1948 Društveno povezovanje učiteljic kot del ženskega gibanja na Slovenskem 1898-1948 Merja Paksuniemi, Finland At the roots of Finnish Teacher Education for Women Suomalaisen naisopettajakoulutuksen juurilla Discussion 12:30 - 14:00 Lunch

14:00 - 15:30 Session 9 A TEACHERS‘ SOCIETIES - Moderator: Ljiljana Stankov

Martina Škrabec, Slovenia Professional Group of Nurses in Education within the Nurses Society of Slovenia Sekcija medicinskih sester v vzgoji in izobraževanju pri Zbornici zdravstvene in babiške nege Slovenije Vladimír Michalička, Daniela Vaněková, Slovakia Teacher´s associations and institutions in Slovakia Učiteľské spolky a organizácie na Slovensku Fabio Targhetta, Italy The section of Padua of the Italian Pedagogical Association (Associazione Pedagogica Italiana) in the late XXth Century La sezione padovana dell'Associazione Pedagogica Italiana nel secondo novecento Rossella Andreassi, Italy “Museum of School and Popular Education” of the University of Molise, Italy Il “Museo della scuola e dell’educazione popolare” dell’Università degli Studi del Molise, Italia Tea Anžur, Slovenia The Association of University Professors of Ljubljana Društvo univerzitetnih profesorjev v Ljubljani Discussion

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14:00 - 15:30 Session 9 B - BABEL SESSION (Slavic) - Moderator: Marjetka Balkovec Debevec BABEL SESSION / Babylon Sektion (Slavic Languages) Katarina Racekova, Slovakia Almanac The Society of Professors of Slovakia (1928-33) and its role in improvement of teacher preparation Sborník Spolku profesorov Slovákov v rokoch 1928-33 a jeho úloha v skvalitňovaní učiteľského vzdelávania Sonja Gaćina Škalamera, Croatia Leading Croatian Teacher’s Associations at the end of the 19th and the beginning of the 20th century Vodeće hrvatske učiteljske udruge na prijelazu 19. u 20. stoljeće Maja Nikolova, Serbia Yugoslavism and internationalism - the international cooperation Yugoslav Teachers' Association 1920-1940 Jugoslovensko i internacionalno - međunarodna saradnja Jugoslovenskog učiteljskog udruženja (JUU) 1920-1940 Sergey Genrikhovich Vasilenko, Nadezhda Ivanovna Vasilenko, Regina Vladimirovna Kadushko, Belarus Scientific and pedagogical activities of medical dynasties in the Republic of Belarus Научно-педагогическая деятельность медицинских династий Республики Беларусь Discussion 15:30 - 16:00 Coffee Break

16:00 - 17:00 Session 10 A - TEACHERS - Moderator: Jan Šimek Karel Rýdl, Czech Republic The development of the international cooperation under slavic teachers and teachers associations by the Czech Jan Ladislav Mašek. Vývoj mezinárodní spolupráce mezi slovanskými učiteli a učitelskými asociacemi pod vlivem působení českého učitele Jana Ladislava Maška Edvard Protner, Slovenia Gustav Adolf Lindner and the Society for Scientific Pedagogy Gustav Adolf Lindner in Društvo za znanstveno pedagogiko Igor Radeka, Croatia The Development of Pedagogical Trends Influenced by the Croatian Pedagogic - Literary Society Razvoj pedagogijskih pravaca pod utjecajem Hrvatskoga pedagoško-književnog zbora Mare Torm, Estonia Estonian Teachers’ Union – innovator in education in the Republic of Estonia in 1918-1940 Eesti Õpetajate Liit - hariduselu edendaja Eesti Vabariigis aastail 1918-1940 Discussion 16:00 - 17:00 Session 10 B - BABEL SESSION (Germ.) - Moderator: Mathias Rösch

BABEL SESSION / Babylon Sektion (Presentations in Germ. Languages) András Németh, Hungary The historical construction of the Hungarian teacher’s professional knowledge A magyar pedagógusi szaktudás történeti konstrukciója Andreas Oettli, Switzerland Thurgovian Pioneers of the Science Experiments Kit Thurgauer Pioniere des Experimentierkastens Mathias Rösch, Germany Challenges and current matters of Schools Museums in German-Speaking Countries Aktuelle Herausforderungen und Fragen der Schulmuseen im deutschsprachigen Raum Discussion 17:00 - 17:15 Break

17:15 Walking tour to the Castle Hill (20 min)

17:40 – 19:30 Ljubljana Castle: tower, views, exhibitions & Permanent Exhibition Slovenian History

19:30 – 22:00 Symposium Dinner - Castle Restaurant*

Ljubljana Castle / Ljubljanski grad; http://www.ljubljanskigrad.si/explore-the-castle/visit-the-castle/ Exhibition Slovenian History; http://www.ljubljanskigrad.si/explore-the-castle/permanent-exhibition-slovenian-history/ 22:00 return with Funicular Railway http://www.ljubljanskigrad.si/plan-your-visit/funicular-railway/

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DAY 4 - Saturday, 29.6.2013, from 8:45 Information: 8:45 - 9:00 - Main Lecture Hall

09:00 - 10:00 Session 11 - Main Lecture Hall - TEACHERS‘ ASSOCIATIONS - Moderator: Branko Šuštar

Iulia-Maria Pop (Tănescu), România The Teachers’ “Reunions” amongst the Transylvanian Romanians during the Second Half of the Nineteenth Century Reuniunile învățătorești la românii din Transilvania în a doua jumătate a secolului al XIX-lea Hristo Totsev, Bulgaria The teachers’ convections during the National Revival of Bulgaria Учителските събори през Българското Възраждане Vicente Peña Saavedra, Spain Experiences of educational renovation linked to the associative movement of the teaching in the Iberian northwest (1887-1926): pedagogic conferences, origin of the children’s school press and the first educational museism Experiencias de renovación educativa vinculadas al asociacionismo del magisterio en el noroeste ibérico (1887-1926): conferencias pedagógicas, génesis de la prensa escolar infantil y primer museísmo educativo Experiencias de renovación educativa vinculadas ao asociacionismo do maxisterio no noroeste ibérico (1887-1926): conferencias pedagóxicas, xénese da prensa escolar infantil e primeiro museísmo educativo Discussion

10:00 - 10:30

Next Symposiums, INOS and international cooperation – Moderators: D. Joos, Mathias Rösch, Tijs van Ruiten Australia and the 16th Symposium - Michael Ward, Ann Campbell, Linda Borner

10:30 - 10:45 Closing Symposium 2013 – Moderator: Dominik Joos

10:45 - 11:00 Break

11:00 - 18:30 Excursion with lunch, visit of Bled Castle (Kamnik, Kranj, Bled Lake)*

*optional

Please note that the working language of the conference is English. Paper presentations should last 15 minutes (to 20 min depends on the number the presenters in session), including 3-4 minutes short discussions after presentation at plenary sessions and all parallel sections.

Don‘t forget to prepare your Power Point Presentation in English! Take your USB key with!

The “Babel Section”/ Babylon Sektion: Only one 60 to 90-minutes session of the parallel sections will take place in three groups for participants from the Germanic, Romance and Slavic language areas in English and in one of these languages.

International School Museums „Exhibition“ - All participants from school / education / pedagogical

museums are able to show own publications and information material on museum activities in last years in traditional form of „exhibition“. Some tables and notice-boards (panels) for posters (80 x 90 cm) are available at Symposium venue.

15th Symposium 2013 web-site: http://www.ssolski-muzej.si/slo/symposium2013.php

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http://gradiva.txt.si/m/slovenscina/2-18/img/zimske_uricw.jp

Abstracts in English and in mother tongue of presenters -

as a symbol of the importance of primary education in mother tongue

in the history of education and in the present

»Omnis lingua confitebitur Deo / Every tongue shall confess to God« on the title page of the first Slovenian Grammar (Adam Bohorič, Arctice Horule, 1584)

Vſaki jesik bode Boga ſposnal. Rim 14:11

„Et omnis lingua confitebitur Deo." Rom 14:11

»και πασα γλωσσα εξομολογησεται τω θεω.« Ρωμ 14:11

»and every tongue shall confess to God«. Rom 14:11

»und alle Zungen sollen Gott bekennen." Roemer 14:11

«toda lengua confesará a Dios.« Rom 14:11

»e ogni lingua renderà gloria a Dio.« Rom 14:11«

»и всякий язык будет исповедывать Бога.« Рим 14:11

»и всеки език ще словослови Бога." Рим 14:11

»a každý jazyk vyzná, že ja som Pán." Rim 14:11

»in vsak jezik bo slavil Boga.« Rim 14:11

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Presentation Abstracts

Rossella Andreassi University of Molise, Italy e-mail: [email protected]

“Museum of School and Popular Education” of the University of Molise, Italy The most recent historiographical reflection at European level on education has mostly emphasized the

analysis on the material culture of it; at the same time, though, a most significant debate was emerging on the role of Museums of Education and their function for the preservation and valorization of the heritage related to the story of school and education. This is the framework of our presentation, which intends to illustrate the activities that the Museum of School and Popular Education (“Museo della scuola e dell’istruzione popolare”) of the University of Molise (Italy) is currently carrying out in this respect. The paper will analyze the Museum structure, its scientific and didactic objectives, the issues linked to the museographic transposition of this particular cultural patrimony. Moving from the relationship between memory and school historical heritage, the presentation will focus on a particular initiative promoted by the Museum of School, that is the exhibition where 150 years of history of Italian schools have been retraced. With the aid of video clips and images will also be presented teaching/learning experiences with families and school groups carried out at the Museum, and related upcoming projects will be illustrated.

Il “Museo della scuola e dell’educazione popolare” dell’Università degli Studi del Molise, Italia La più recente riflessione storiografica europea sull’educazione ha dato un rilievo maggiore alle analisi

sulla cultura materiale della scuola mentre, parallelamente, è avanzato un dibattito più significativo sul ruolo e la funzione dei musei dell’educazione per la conservazione e valorizzazione del patrimonio storico scolastico ed educativo. In questo contesto si colloca la relazione che si intende presentare e che ha l’obiettivo di illustrare il ruolo svolto dal “Museo della scuola e dell’istruzione popolare” dell’Università degli Studi del Molise-Italia. Il paper prenderà in esame la struttura museale realizzata, gli obiettivi scientifici e didattici, le problematiche museologiche e museografiche sollevate dalla conservazione e valorizzazione del patrimonio storico scolastico ed educativo. Nel quadro del rapporto tra memoria e patrimonio storico scolastico, la relazione si soffermerà ad analizzare una iniziativa particolare promossa dal Museo della scuola, la mostra documentaria attraverso la quale sono ripercorsi i centocinquant’anni di storia delle istituzioni scolastiche italiane. Attraverso filmati e immagini saranno presentate anche esperienze di didattica museale con gruppi familiari e scuole, realizzate presso la struttura museale e futuri progetti in via di realizzazione.

Tea Anžur Univerza v Ljubljani / University of Ljubljana, Zgodovinski arhiv in muzej Univerze / University Historical Archives and Museum, Ljubljana, Slovenia e-mail: [email protected]

The Association of University Professors of Ljubljana Towards the end of 1921, two years after its foundation, the University of Ljubljana established an

association of professors of higher education called “The Association of University Professors of Ljubljana”. Its mission was to provide support for the young university, faced with a number of difficulties soon after its foundation. In the first decade especially – that is, in the 1920’s – the Association of Slovenian Professors played an important role in the struggle to improve the situation at the Slovenian university. Their main objective was to preserve its integrity and existence. In 1925, Professor Dr Karel Hinterlechner, Association member and University Chancellor, opposed the disbandment of the University and rejected criticism that the University of Ljubljana raised too many, graduate students, emphasizing that the University's main job was “to cultivate an impartial science, even disregarding the needs of the University”. The Association also worked closely with the University Council. Following the measures taken by the Belgrade government as a result of the non-academic retirement of some of the professors at the University of Zagreb without the knowledge and

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cooperation of the academic authorities, they responded together, expressing their disagreement. As for the costs necessary for the existence of the University, the staff, at the proposal of Professor Dr Ivan Plečnik, elected a three-member council, responsible for managing a national fund for the support of the University. It consisted of Professors Dr Franc Ksaver Lukman, Dr Karel Hinterlechner and Dr Fran Eller. When a new university law was being drafted (in 1930), the Society members were already deep in discussion on individual articles of the law in March 1928 at the general meeting. With its centralist system, the dictatorship of the 6th of January suppressed the operation of the Association. In 1931, the dissolved Slovenian “Society of University Teachers” was replaced by “The Association of University Teachers of the Kingdom of Yugoslavia” with three individual sections in Belgrade, Zagreb and Ljubljana. One year before the war, the Ljubljana section had an average membership of 40 to 75 people. During World War II, under Italian occupation, the Association of Schoolteachers of the Region of Ljubljana was formed with separate branches for university and assistant professors. After the war, the Association revived once again.

Društvo univerzitetnih profesorjev v Ljubljani Ljubljanska univerza je dve leti po nastanku ob koncu leta 1921 ustanovila društvo, ki je povezalo

visokošolske profesorje in se je imenovalo »Udruženje visokošolskih učiteljev v Ljubljani.« Naloga društva je bila pomagati mladi univerzi, ki se je že kmalu po ustanovitvi srečevala z vrsto težav. Zlasti v prvem desetletju, to je v dvajsetih letih prejšnjega stoletja je Udruženje slovenskih profesorjev pomembno sodelovalo v boju za izboljšanje položaja slovenske univerze. Prizadevali so si zlasti za njeno neokrnjenost in obstoj. Prof. dr. Karel Hinterlechner, član društva in rektor univerze je leta 1925 nasprotoval ukinitvi univerze in zavračal očitke, da ljubljanska univerza vzgoji preveč absolventov ter poudaril, da je naloga univerze predvsem »nega nepristranske znanosti in to celo ne oziraje se na potrebe univerze«. Društvo je tesno sodelovalo tudi z univerzitetnim svetom. Ob ukrepih beograjske vlade zaradi neakademske upokojitve nekaterih profesorjev na zagrebški univerzi brez vednosti in sodelovanja akademskih oblasti so skupaj nastopili in izrazili nestrinjanje. Glede stroškov, ki so bili potrebni za obstoj univerze je profesorski svet na predlog prof. dr. Ivana Plečnika izvolil tričlanski svet, ki je vodil narodni fond za vzdrževanje univerze. V njem so bil profesorji dr. Franc Ksaver Lukman, dr. Karel Hinterlechner in dr. Fran Eller. Ko se je pripravljal nov zakon o univerzi (1930) so člani Udruženja o posameznih členih zakona že marca 1928 zelo aktivno razpravljali na občnem zboru. Šestojanuarska diktatura je s svojim centralističnim sistemom zatrla delovanje društva. Leta 1931 je ukinjeno slovensko »Udruženje univerzitetnih nastavnikov» nadomestilo »Udruženje univerzitetskih nastavnika kraljevine Jugoslavije« s tremi sekcijami v Beogradu, Zagrebu in Ljubljani. Leta pred vojno je bilo v ljubljanski sekciji Udruženja včlanjenih povprečno 40 do 75 oseb. Med drugo svetovno vojno v času italijanske okupacije je delovalo Združenje šolnikov Ljubljanske pokrajine s posebnim odsekom za univerzitetne profesorje in docente. Po vojni je društvo ponovno oživelo.

Annemarie Augschöll Blasbichler Free University of Bozen-Bolzano, Research and documentation center of South Tyrol's educational history, Brixen-Bressanone, South Tyrol, Italy e-mail: [email protected]

Teaching under difficult conditions: the role of actors at the micro level

The German school in South Tyrol in the 20th Century was determinated by the political context of two world wars, the annexation of the country by Italy, the prohibition of the mother tongue and culture by the fascists and the struggle for autonomous powers in the centrally managed school of post-war Italy. Socially and economically the population, especially in the peripheral valleys, was organized predominantly in small rural systems in the 1970s.

In these political, economic and geographical contexts emerged in the periods 1923 to 1943 and from 1943 to the mid-1970s, two particulate realities: the secret schools (Katakombenschulen) during the Fascism and the Mountain School in the non-traffic-developed peripheral areas of the first post-war decades.

The commonality of these two schools is that they was, because of a variety of reasons, out of the context of a designed multi-level educational institution, or because of conditions on the lowest level (the local school) they got only a awkwardly structured support by the organization lying levels above (school as an institutional actor; Fend 2006).

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The presentation analyzes the extraordinary role of the main actors in these schools at the micro level, the teachers who care for literacy in the mother tongue of most of the population.

Unterricht unter erschwerten Rahmenbedingungen: die Bedeutung der Akteure auf Mikroebene Die deutsche Schule in Südtirol des 20. Jahrhunderts stand im zeitpolitischen Kontext zweier

Weltkriege, der Annektion des Landes durch Italien, dem Verbot des Muttersprachenunterrichts durch die Faschisten und dem Ringen um autonome Befugnisse in der zentralistisch gesteuerten Schule des Nachkriegsitalien. Sozioökomisch war die Bevölkerung insbesondere in den peripheren Gebirgstäler bis in den 1970er Jahren vorwiegend kleinbäuerlich organisiert.

In diesen politischen, ökonomischen und geographischen Kontexten entstanden in den Zeiträumen von 1923 bis 1943 und von 1943 bis in die Mitte der 1970er Jahre zwei partikulare Realitäten: die geheime Katakombenschule während des Faschismus und die Bergschule in den verkehrstechnisch nicht erschlossenen peripheren Gebieten der ersten Nachkriegsjahrzehnte.

Die Gemeinsamkeit dieser beiden Schulen lag darin, dass sie, zwar aus unterschiedlichen Gründen, aus dem Rahmen einer auf mehreren Ebenen konzipierten Bildungsinstitution fielen, bzw. aufgrund von Rahmenbedingungen auf der untersten Ebene (der Schule vor Ort) nur schwer eine strukturierte Stütze durch die darüber liegenden Organisationsebenen erfahren konnten (Schule als institutioneller Akteur; Fend 2006)

Der Vortrag analysiert die außergewöhnliche Rolle, die in den genannten Schulen den Hauptakteuren auf der Mikroebene, den Lehrern vor Ort für die Alphabetisierung in der Muttersprache eines Großteils der Bevölkerung zukam.

Marjetka Balkovec Debevec Slovenian School Museum / Slovenski šolski muzej, Ljubljana, Slovenia e-mail: [email protected]

Learning about the connections teachers had with their school environment from annual school reports The connections teachers had with the wider environment of their school can also be studied via printed

annual school reports. Some of them are kept by the Slovenian School Museum; most are from primary schools, grammar schools, and other secondary and vocational schools. The first known printed reports on the progress of pupils go back to the mid-18th century, whilst the beginnings of this custom can be found in the 16th century. Grammar schools started printing annual reports (Ger. Jahresbericht) in 1849, replacing the previous lists of students and their school results (Juventus). After 1850, primary schools in Slovenia began printing annual reports with a basic content similar to those produced by the grammar schools, whilst the publications of pedagogical and professional discussions spread after 1860 and can be followed until around 1920.

Annual reports offer researchers into school history a number of important data: about how lessons were organised, about school subjects and textbooks, the language of instruction, lists of teachers and pupils, statistical data, records from school chronicles, legal provisions and regulations. We are particularly interested in the pedagogical and professional discussions among teachers published in primary school annual reports. An overview of these discussions from various Slovenian areas shows that teachers were striving particularly hard during the second half of the 19th century and early 20th century. Their efforts were directed mainly at five important areas: a great deal of attention was given to the moral education of pupils and gaining parents’ support for common educational work; another important area was patriotic education and learning about the ruling family; there were pedagogical discussions on helping the pupil’s progress; historical contributions about the history of the school and where it was located; and professional and economic discussions, which also reflect teachers’ desire to see improvements in agriculture and the economy. With the publication of discussions in annual reports teachers’ thoughts and advice, via the pupils, reached the parents and the wider social environment. The teacher can be seen as an important educator of society and standard bearer for cultural and economic progress.

Povezovanje učiteljstva s šolskim okoljem preko letnih poročil šol

Povezovanje učiteljev in učiteljic s širšim okoljem, v katerem je šola delovala, lahko preučujemo tudi s

pomočjo šolskih letnih poročil ali izvestij. Hrani jih tudi Slovenski šolski muzej, največ je osnovnošolskih, nato gimnazijskih ter drugih srednjih in strokovnih šol. Prva znana tiskana poročila o napredovanju učencev segajo v

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sredino 18. stoletja, začetke pa zasledimo v 16. stoletju. Gimnazije so »Jahresberichte« , slovensko Letna poročila ali Izvestja, tiskala po letu 1849 in tako zamenjala prejšnje sezname dijakov, navedene po učnem uspehu (»Iuventuse«). Letna poročila, ki so bila po osnovnih vsebinskih sklopih podobna gimnazijskim, so osnovne šole na Slovenskem začele izdajati po letu 1850, objave pedagoških in strokovnih razprav pa so se razmahnile po letu 1860 in jim sledimo do okrog leta 1920.

Raziskovalcem šolske preteklosti nudijo letna poročila šol vrsto pomembnih podatkov: o organizaciji pouka, šolskih predmetih in učbenikih, jeziku poučevanja, navedeni so seznami učiteljev in učencev, statistični podatki, izpisi iz šolskih kronik, zakonska določila in uredbe. Posebej nas zanimajo pedagoške in strokovne razprave učiteljev, objavljene v osnovnošolskih letnih poročilih. Pregled teh razprav iz različnih območij slovenskega ozemlja nam prikaže prav posebno skrb učiteljskega delovanja v obdobju druge polovice 19. stoletja in v začetku 20. stoletja. Ugotavljamo, da so bila njihova prizadevanja usmerjana v glavnem na pet pomembnih področij: veliko pozornosti je bilo namenjeno vzgoji učencev in pridobivanju staršev pri skupnem vzgojnem delu; drugi pomemben sklop je predstavljala domovinska vzgoja in spoznavanje vladarske hiše, sledile so pedagoške razprave za pomoč pri napredovanju pouka, zgodovinski prispevki o zgodovini šole in kraja ter strokovno -gospodarske razprave, v katerih se kaže tudi skrb učitelja pri pospeševanju kmetijstva in gospodarstva. Z objavami razprav v letnih poročilih so razmišljanja in nasveti učiteljev preko učencev prišli do staršev in širšega družbenega okolja. Učitelja spoznamo kot pomembnega vzgojitelja družbe ter nosilca kulturnega in gospodarskega napredka.

Alberto Barausse University of Molise, Direttore Center of research and documents on the school’s history, school book and children’s literature – School Museum of University of Molise, Italy e-mail: [email protected]

Primary School Teachers’ Associationism in Italy from Unification to Fascism: Its Origin and Development between Processes of Localization and Nationalization

This paper summarizes the most recent studies on primary school teachers’ associative phenomenon in

Italy between Unification and Fascism. The aim of this paper is to trace the evolution of associationism and the transition from mainly localistic, mutualistic modes of social organization to more professional and nationally organized groups. This process started at the end of the forties of the Nineteenth Century in the State of Piemonte, thanks to the activism of inspectors, teachers or liberal politicians which believe in the value of instruction like a weapon to better economic, social and politic overview. In this period the members of the association undertook for the spread of primary and popular education a higher professional qualification of teachers. They promoted kindergartens, evening schools and Sunday schools, elementary male e female schools; but they drew up plans to build news “normal” schools and news forms of mutual aid. After the birth of the italian State, the teacher’s associationism multiplied, expecially in urban center like Milan, Naples, Rome, Florence, Genua ext. But only since the eighties of the Nineteenth Century began the early experiences at national character. In particular, we will take into account some of the most significant examples of primary school teachers’ associations between the 19th and 20th centuries such as the Associazione Nazionale fra gli insegnanti elementari d’Italia born in 1880, and the Unione Magistrale Nazionale which was active from 1901 to 1925.

L’associazionismo degli insegnanti elementary in Italia dall’unificazione al fascismo. Origine e sviluppo tra spinte localistiche e processo di nazionalizzazione Il contributo prende le mosse dagli studi più recenti sul fenomeno dell’associazionismo degli insegnanti

in Italia tra unificazione e il fascism. Lo scopo del contributo è quello di tracciare le linee evolutive dell’associazionismo e il suo passaggio dal carattere fondamentalmente localistico e mutualisitco a quello di una organizzazione professionale e sindacale fondata su basi nazionali. Questo processo è stato avviato sin dagli anni Quaranta dell’Ottocento in alcune realtà preunitarie come il Regno del Piemonte e grazie all’attivismo di ispettori, insegnanti ed esponenti politici liberali che credevano profondamente nell’istruzione come valore e fattore di sviluppo economico, sociale e politico. In questo periodo i membri dell’associazione si impegnarono nella diffusione delle diverse forme di istruzione ed educazione popolare. Essi promossero asili d’infanzia, scuole serali e domenicali, scuole primarie maschili e femminili; ma progettarono anche programmi di costruzione delle nuove scuole normali per formare gli insegnanti e nuove modalità di mutuo soccorso. Dopo la

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nascita dello Stato italiano l’associazionismo degli insegnanti si moltiplicò, soprattutto nei centri urbani come Milano, Napoli, Roma, Firenze, Genova, ecc. Ma solo all’inizio degli anni Ottanta iniziarono esperienze a carattere nazionale. In particolare saranno prese in esame alcuni esempi più significativi come la Associazione Nazionale fra gli Insegnanti elementari d’Italia nata nel 1880 a Roma e l’Unione Magistrale Nazionale che fu attiva dal 1901 al 1925.

Marcus Levy Bencostta University Federal of Paraná, Curitiba – PR, Brazil e-mail: [email protected]

Material culture of the school as research topic in the History of Education in Brazil.

In recent decades, the various issues presented by multidisciplinary researchers from many different

fields of activity of the Humanities demonstrate how it has been difficult to discuss the relationship of material culture with the challenges posed by contemporary reality. It is therefore the privileged spaces for discussion of these researchers, which are forums, seminars, conferences and publications, knowledge that is given a set of new research methodologies and political strategies of custody and preservation of cultural heritage. This set of practices and experiences reaffirm alert the academy and society should take forward the issues surrounding the controversy about the cultural heritage. With this discussion is easy to see the importance of actions to ensure a minimally integrity of landed cultural materials in new ways of understanding the connections existing between school and culture what has worked in the understanding of the notion of heritage of school in the field of cultural studies. The purpose of this paper is to discuss how recently the research in History of Education in Brazil has identified and analyzed school objects, didactic books, buildings, various equipment etc, using the notion of material culture of school to work their interpretations. So to not take the risk of naturalizing these approaches, standardizing them, a concern that is seen is carefully avoid anachronisms that uses this concept to explain different contexts that profoundly marked the historicity of school.

Cultura material da escola como tema de pesquisa em História da Educação no Brasil. Nas últimas décadas, as diversas questões multidisciplinares apresentadas por pesquisadores e

profissionais dos mais variados campos de atuação das Ciências Humanas demonstram como tem sido difícil debater o tema da relação da cultura material com os desafios que a ela tem sido posta pela realidade contemporânea. É, portanto, nos espaços privilegiados de discussão desses pesquisadores, quais sejam fóruns, seminários, congressos e publicações, que é dado conhecimento um conjunto de novas metodologias de investigação e estratégias políticas de guarda e preservação do patrimônio cultural. Este conjunto de práticas e experiências reafirmam o alerta que a academia e a sociedade devem ter frente aos assuntos que envolvem as polêmicas sobre o patrimônio cultural. No bojo desta discussão, é fácil observar a importância das ações que garantem minimamente a integridade dos bens materiais culturais nas novas formas de entendimento dos vínculos existentes entre escola e cultura, o que tem colaborado na compreensão da noção de patrimônio escolar no campo dos estudos culturais. A proposta deste artigo é discutir como Recentemente, a pesquisa em História da Educação no Brasil tem identificado e analisado objetos escolares, livros didáticos, edifícios, equipamentos diversos etc, utilizando a noção de cultura material escolar para trabalhar suas interpretações. Até para não correr o risco de naturalizar estas abordagens, padronizando-as, uma preocupação que é vista com atenção trata do movimento de esquivar-se de anacronismos que utiliza desta noção para explicar diferentes contextos que marcaram profundamente a historicidade da escola.

Delphine Campagnolle Musée national de l'Education – CNDP, National Museum of Education, Rouen, France e-mail: [email protected]

Evolution of the French National Museum of Education, Rouen Since the 13th Symposium in 2009 that took place in Rouen, the national Museum of education knew

big evolutions. First of all, collections renovation, planned for the moving of the museum, finished in 2011. The

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architectural planning of the 6 street of Bihorel offered the museum a remarkable place for preventive conservation and research. The contemporary architecture, designed by the studio of N.Fahmy, includes not only the collections (950 000 items) but also the scientific and the documentary activities.

So five reserves on about 2600 meters square conserve collections according to different typologies and materials, since the textbooks and the literature youth until pupil writing desks, photos, games and toys, lantern slides, etc.

The key point of our documentation centre is certainly the possibility for researchers, teachers, students to see and study the originals works of art and originals documents which arrive directly from the reserve toward the study room. This access is permitted also thanks to our database and our web site, actually in revision. To date, half of the collections is digitized.

This profound restructuration was also an institutional change since the dissolution of the INRP in 2010. By decree, the national museum of education was integrated since the 1st of January 2011 to the Centre national de Documentation Pédagogique (CNDP).

This change of supervision offers new opportunities. Indeed, the scientific activity and the Research are maintained but also the national museum benefits from CNDP network, that counts one centre in each region of France (Centre Régional de Documentation Pédagogique, CRDP). We could imagine itinerant exhibitions all over the territory and also new ways of meeting people. At last, the expertise of the CNDP about digital technology used in education will help us to think about the digital creation in museums and become a ”digital museum”.

An association “ Friends of the National Museum of Education” was born in 2011 compound of teachers, researchers, professionals of education and culture. The driving force behind this association allowed the entrances of news collections.

Evolution du musée national de l’Education, Rouen Le musée national de l’Education depuis le symposium qui s’est tenu en 2009 à Rouen a connu de

grandes évolutions. Tout d’abord le chantier des collections qui était en œuvre en vue du déménagement des collections s’est achevé en 2011. Les travaux engagés sur le site du 6 rue de Bihorel offrent au musée aujourd’hui un outil muséographique remarquable. Un bâtiment contemporain, œuvre du cabinet de l’architecte N. Fahmy regroupe aujourd’hui les collections (950 000 items) mais aussi les activités scientifiques et documentaires du musée.

Ainsi, sur 2600 mètres carrés, 5 réserves conservent les collections par typologie d’objets, depuis les manuels scolaires et les ouvrages de littérature jeunesse jusqu’aux pupitres des écoliers, en passant par les collections de photographies, de jeux et de jouets, de vues sur verre etc.

Le point fort de notre établissement est d’offrir aujourd’hui une salle d’étude qui permette aux chercheurs, aux étudiants, aux enseignants de consulter les œuvres d’art et documents originaux. Cet accès aux collections est enrichi d’une base de données en cours de refonte, consultable depuis le site internet du musée, couvrant à ce jour la moitié des collections du musée.

Cette profonde reconfiguration s’est vue accompagner d’un changement institutionnel, puisque le musée national de l’Education, suite à la dissolution de l’INRP en 2010 a été rattaché par décret au Centre National de Documentation Pédagogique. Ce changement de tutelle offre de nouvelles opportunités. Si en effet, l'activité scientifique et de recherche est maintenue, le musée national de l’Education ne pouvait pas disposer d’un maillage plus adapté sur le territoire, grâce notamment aux relais que composent les CRDP, pour bénéficier de possibilités nouvelles en termes d’itinérance d’expositions et d'élargissement des publics. Enfin, l’expertise du CNDP concernant le numérique éducatif offre des possibilités nouvelles pour inscrire le MNE dans une réflexion actuelle portant sur le musée numérique.

Enfin, une association des amis du musée national de l’Education a vu le jour en 2011 composée d’enseignants, de chercheurs, de professionnels de l’Education et du patrimoine. Force de proposition, cette association a permis l’entrée de fonds remarqués dans les collections.

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Breda Čebulj Sajko Centre for Interdisciplinary Research, Scientific Research Centre of Slovenian Academy of Sciences and Arts, Ljubljana, Slovenia e-mail: [email protected]

Slovenian Teachers in Australia- Link Between Two Homelands

The beginnings of establishing Slovenian schools in Australia, especially among the Slovenian people

in the state of New South Wales, are connected to the formation of the first Slovenian Societies and religious centers in the second half of the fifties of the twentieth century. It was the Slovenian priests who, after mass on Saturdays, began with teaching the Slovene language. In the next decade the creation of Saturday schools among the Slovenian societies arose out of this spontaneous teaching. The teaching was done by volunteers, who had already worked in education before emigrating from their home-country. Among them there was a special position held by Jože Čuješ and Mariza Ličan, who are both deceased today. Through their life stories the author of this paper illuminates the incredibly fruitful era of development in Slovenian education in Australia from the sixties until the end of the last century. These forty years are a time of a plenty of Saturday schools, which had a decisive influence towards maintaining the Slovene language among the members of the second-generation children of Slovenian origin. In the time of multicultural policy, that is from the mid-seventies onward, Slovene language became an optional matura examination subject in high schools. To ease the coordination activities of the Slovenian community in the field of education the Slovenian Schools Committee was established. It’s creation had a decisive impact towards the opening of a Slovene language lectureship on Macquarie University in Sydney. After Čuješ’s death in the mid-nineties and Ličan’s in 2002, the Slovenian complementary education gradually vanished. The Slovenian identity of the descendants of the first generations of Australian Slovenians is gaining new qualities, which are no longer based on the Slovene language, but on feelings of affiliation with the ethnic origin of their parents and grandparents.

Slovenski učitelji v Avstraliji – vez med dvema domovinama Začetek ustanavljanja slovenskih šol v Avstraliji, še posebno med Slovenci v državi Novi Južni Wales,

so povezani z nastankom prvih slovenskih društev in verskih središč v drugi polovici petdesetih let preteklega stoletja. Ravno slovenski duhovniki so ob sobotah po mašah prvi začeli s poučevanjem slovenskega jezika. Iz sprva spontanega poučevanja so v naslednjem desetletju pri vseh slovenskih organizacijah že imeli svoje slovenske sobotne šole. V njih so poučevali prostovoljci, ki so prosvetno delo opravljali že doma pred izselitvijo. Med njima sta posebno mesto imela danes že pokojna Jože Čuješ in Mariza Ličan. Skozi njune življenjske pripovedi avtorica prispevka osvetli izredno plodno obdobje razvoja slovenskega šolstva v Avstraliji vse od šestdesetih let pa do konca prejšnjega stoletja; to je čas številnih sobotnih šol, ki so odločilno pripomogle k ohranjanju slovenskega jezika med pripadniki druge generacije otrok slovenskega porekla; v času multikulturalne politike, tj. od sredine sedemdesetih let dalje, je slovenski jezik postal izbirni maturitetni predmet na srednjih šolah; zaradi lažjega usklajenega delovanja slovenske skupnosti na področju slovenskega šolstva je bil tedaj ustanovljen Slovenski šolski odbor, ki je odločilno vplival na ustanovitev lektorata za slovenski jezik na Macquarie University v Sydneyju. Po smrti Čuješa sredi devetdesetih let ter Ličanove leta 2002, je slovensko dopolnilno šolstvo postopoma zamrlo. Slovenska identiteta potomcev prvih generacij avstralskih Slovencev dobiva novo vsebino, ki čedalje bolj temelji na občutkih pripadnosti poreklu svojih staršev, starih staršev in ne več slovenskemu jeziku.

Michelina D'Alessio University of Basilicata; University of Molise, Italy e-mail: [email protected], [email protected]

“Near to teachers”. The Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia during the first XX Century

The object of the paper is to describe the history of ANIMI (Associazione Nazionale per gli Interessi del

Mezzogiorno d’Italia), an original italian associative experience in the field of teaching education and the struggle against the illiteracy in Italy through the first XX century.

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ANIMI was born as a service made on a volunteer basis during Messina (Sicily) earthquake in 1908. In 1921 obtained from the ministry the task of work for disseminated primary school in different regional areas of southern Italy, like Basilicata, Calabria, Sicilia and Sardinia, in particular directing action to the dissemination of the culture and the increase in educational works. In addition to opening kindergartens, school libraries and popular, evening, festive, daily schools, supply of teaching materials and tools, significant attention was paid by ANIMI to the choice and care, pedagogical, educative preparation of male and female teachers. The educational and cultural was deployed on several levels: through the organization of educational conferences; culture courses for rural teachers (including those in education and child hygiene education); permanent educational exhibitions at the regional offices; an intense editorial publication (Connection sheets for teachers; Rules and instructions; Teaching programs). Among the key factors in the proposal of new teaching methods, include the specificity attributed to new schools and the evaluation of the environmental and cultural living conditions of the southern part of Italy. In this work of “differentiation teaching” that is given to the places, the central figures of rural male and female teachers, as well as to an appropriate manuals for schools, lies much of the effectiveness of education and teaching, promoted by local delegates.

“Accanto ai maestri”. L’opera dell’Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia nel primo Novecento Lo scopo del contributo è quello di illustrare la storia dell’Associazione Nazionale per gli Interessi del

Mezzogiorno d’Italia, un’originale esperienza associativa italiana nel campo dell’educazione dei maestri e della lotta contro l’analfabetismo in Italia nel primo Novecento.

La storia dell’ANIMI prese avvio sotto la spinta del volontariato privato in occasione del terremoto di Messina del 1908. Nel 1921 ottenne dal ministero la delega dell’opera a favore dell’istruzione primaria in diverse aree regionali del Sud d’Italia, come la Basilicata, la Calabria, la Sicilia e la Sardegna, dirigendo in particolare la sua azione alla diffusione della cultura e all’incremento delle opere educative. Oltre all’apertura di asili infantili, biblioteche scolastiche e popolari, scuole serali, festive, diurne, forniture di materiali e strumenti didattici, un’attenzione significativa dell’ANIMI fu rivolta alla scelta, alla cura e alla preparazione pedagogica e didattica dei maestri e principalmente delle maestre posti alle proprie dipendenze. L’intervento formativo e culturale fu dispiegato su più piani: attraverso l’organizzazione di convegni didattici; corsi di cultura per i maestri e le maestre rurali (tra cui quelli di istruzione igienica infantile e scolastica); mostre didattiche permanenti presso le sedi regionali; una intensa attività editoriale data alle stampe (i Fogli di collegamento per i maestri; Regolamenti e istruzioni; Programmi didattici). Tra i fattori centrali nella proposta dei nuovi metodi didattici rientra la specificità attribuita alle nuove scuole e la valutazione delle condizioni di vita ambientali e culturali del mondo meridionale. In tale opera di “differenziazione didattica” che viene affidata ai luoghi, alle figure centrali dei maestri e delle maestre rurali, oltre che ad un’apposita manualistica destinata alle scuole, risiede molta dell’efficacia educativa e didattica, promossa dagli enti delegati.

Jacques Dane National Museum on the History of Education / Nationaal Onderwijsmuseum, Dordrecht, The Netherlands e-mail: [email protected]

From bogeyman to educator. Transformations in the teacher’s job in the Netherlands, circa 1780-1920 In the 1920s, all classrooms within public and denominational education in the Netherlands were

established in recognisable buildings. Desks were set-up in successive rows. Pupils of the same age and of equal study levels were taught by a man, or woman, who had enjoyed sound vocational training in this field. The teachers had schoolbooks and many educational appliances at their disposal for explaining the lessons, such as stuffed animals for biology classes and wall charts for history lessons.

A century and a half earlier, around 1780, the education system in the Netherlands was set-up in an entirely different way. Instead of classical teaching pupils were taught individually in a simple environment which is absolutely incomparable to the classroom of 1920. Boys and girls of different ages all sat in a disorderly manner at long tables and even on the ground. Hardly any schoolbooks were available. Grades and report cards did not yet exist. Paintings and drawings from the seventeenth and eighteenth century depicting classrooms often show somewhat disorderly looking rooms with a teacher in charge, holding a rod or other instrument of punishment.

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In this talk I will discuss the changes between 1780-1920 within the Dutch educational system: What was the role of the Dutch government and the teachers associations in the transformation and professionalization of male and female teachers the classroom?

Van boeman tot onderwijzer. Veranderingen in het onderwijzersberoep, circa 1780-1920 In 1920 waren alle Nederlandse klaslokalen voor openbaar en bijzonder onderwijs gevestigd in

herkenbare gebouwen. Schoolbanken stonden in rijen achterelkaar opgesteld. Leerlingen van dezelfde leeftijd en een gelijk leerniveau kregen onderwijs van een man of een vrouw die daarvoor een gedegen beroepsopleiding had genoten. Er werd les gegeven uit schoolboeken en om de leerstof uit te leggen, beschikte het onderwijzend personeel over talloze leermiddelen, zoals opgezette dieren voor de biologieles en schoolplaten voor de geschiedenisles.

Anderhalve eeuw daarvoor, rond 1780, zag het Nederlandse onderwijssysteem er geheel anders uit. Er werd geen klassikaal, maar hoofdelijk onderwijs gegeven in een eenvoudige ruimte die in geen enkel opzicht te vergelijken is met het klaslokaal van 1920. Jongens en meisjes van diverse leeftijden zaten door elkaar heen aan lange tafels en zelfs op de grond. Er waren nauwelijks leerboeken. Cijfers en rapporten bestonden nog niet. Zeventiende- en achttiende-eeuwse schilderijen en prenten waarop klaslokalen staan afgebeeld, tonen vaak enigszins wanordelijke uitziende ruimtes, met aan het hoofd een onderwijzer die een plak of een ander strafinstrument in zijn hand vasthoudt.

In mijn presentatie zal ik de veranderingen tussen 1780-1920 in het Nederlandse onderwijssysteem bespreken: Wat was de rol van enerzijds de overheid en anderzijds de lerarenorganisaties in de veranderingen en de professionalisering van het onderwijzersberoep?

Paulí Dávila Balsera, Luis Mª Naya Garmendia Universidad del País Vasco/Euskal Herriko Unibertsitatea, University of the Basque Country UPV/EHU, Facultad de Filosofía y Ciencias de la Educación, San Sebastian, Spain e-mail: [email protected], [email protected]

A Project about a Museum of Education in the Basque Country University of the Basque Country UPV/EHU

In the current museum panoramic in Spain, school museums installed on university headquarters are

achieving an increasingly important presence. In different parts of Spain (Albacete, Galicia, Cantabria, etc.) there are education-related museums with different names such as School Museum, Children's Museum, etc. There are also other types of museums which can be personal or private (toy museum); or museums installed in both private and public schools. With respect to the museums installed in universities, it is necessary to highlight the ones placed in Murcia, La Laguna, Seville, Salamanca, Huelva, etc. Some of them have a remarkable presence on the Internet, working as virtual museums.

To this line opened by other universities, it has to be joined the recent launch of a Museum of Education of the Basque Country-“Euskal Hezkuntzaren Museoa”, in the University of the Basque Country (UPV/EHU). The creation of this museum is preceded by the existence of a Documentation Centre on the History of Education in the Basque Country, promoted by the group of Historical Studies and Comparative Education, whose members are the authors of this contribution (http://www.ehu.es/euskal-hezkuntza) . This museum is being structured around a series of topics to help us understand, explain and transmit the differential characteristics of education in the Basque Country. In this sense, some rooms are being planned with material relating to: “ikastolas” (schools providing teaching exclusively in Basque), educational renewal, rural schools, etc.; as well as all the classic elements of a school museum.

This paper is the result of a research project financed by the Spanish Ministry for Science and Education, project number EDU-2010-15218. The authors are members of the Group for Historical and Comparative Studies in Education – Garaian, recognized by the Basque Government, registry number IT 603/13 and of the Unity of Education and Research “Education, Culture and Society (UFI 11/54)” of the University of the Basque Country UPV/EHU.

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Hezkuntzaren Museoaren Proiektua Euskal Herrian - Euskal Herriko Unibertsitatea UPV/EHU Une honetan, Espainiako museoen panoramikan, unibertsitate egoitza desberdinetan sortzen ari diren

museo eskolarren presentzia gero eta nabarmenagoa da. Espainiako toki desberdinetan (Albacete, Galizia, Kantabria, etabar) hezkuntzarekin zer ikusirik duten museoak daude, izendapen desberdinekin (Eskolaren Museoa, Umearen Museoa, etabar). Baita ere ezagunak dira beste motatako museo partikular edo pribatuak (Jostailuaren Museoa, etabar.) edo ta ikastetxeetan, publiko zein pribatuetan, kokaturiko museoak. Unibertsitateetan kokaturiko museoen artean azpimarragarriak dira Murtziakoa, La Lagunakoa, Sevillakoa, Salamancakoa, Huelvakoa, eta horietako batzuk museo birtual gisa interneten presentzia nabarmena dute.

Beste Unibertsitateek irekitako bide horri Euskal Herriko Unibertsitateak ere jarraitu nahi dio, duela gutxi martxan jarri den Euskal Hezkuntzaren Museoarekin. Museo hau sortu aurretik, Euskal Herriko Unibertsitateko irakasle batzuk osatzen duten Hezkuntzan Azterketa Historiko eta Konparatuetarako Ikerketa Taldeak Euskal Herriko Hezkuntzaren Historiarako Dokumentazio Gunea sortu zuen http://www.ehu.es/euskal-hezkuntza, eta hau museoaren aurreko urratsa, esan behar da ekarpen hau sinatzen duten bi irakasleek ikerketa taldekideak direla. Euskal Herrian garatu den hezkuntza ulertu, argitu eta transmititzeko lagungarriak izan daitezkeen hainbat edukien inguruan egituratu dugu museo hau. Horrela hainbat gela aurreikusi ditugu gai hauen inguruan: Ikastolak, Berrikuntza pedagogikoa, landa eskolak, eta baita edozein eskolaren museoak dituen osagai klasikoak: pupitreak, ikasgela, etabar.

Ekarpen hau Ministerio de Educación y Ciencia-k finantziatutako ikerketa baten testuinguruan kokatzen da (proiektu-zenbakia EDU-2010-15218). Autoreak Eusko Jaurlaritzak IT 603-13 zenbakiarekin babestutako Hezkuntzan Azterketa Historiko eta Konparatuetarako (Garaian) taldekideak dira eta Euskal Herriko Unibertsitateko "Hezkuntza, Kultura eta Gizartea" Prestakuntza eta Ikerketarako Unitateko (UFI 11/54) kideak dira.

Un Proyecto de Museo de la Educación en el País Vasco Universidad del País Vasco UPV/EHU En la panorámica museística actual en España, los museos escolares instalados en sedes universitarias

están adquiriendo una presencia cada día más relevante. En diferentes lugares de España (Albacete, Galicia, Cantabria, etc.) existen museos relacionados con la educación y con diferentes denominaciones (Museo escolar, Museos del Niño, etc.). También existen otros tipos de museos particulares o privados (museo del juguete), o los museos instalados en centros escolares tanto privados como públicos. Por lo que respecta a los museos instalados en universidades se pueden destacar los de Murcia, La Laguna, Sevilla, Salamanca, Huelva, etc algunos de ellos con presencia notable también en Internet, como museos virtuales.

A esta línea abierta por otras universidades se une la reciente puesta en marcha de un Museo de la Educación del País Vasco-Euskal Hezkuntzaren Museoa, en la Universidad del País Vasco UPV/EHU. La creación de este museo viene precedida por la existencia de un Centro de Documentación sobre Historia de la Educación en el País Vasco, promovido por el grupo de Estudios Históricos y Comparados en Educación, al que pertenecen los autores de esta aportación (http://www.ehu.es/euskal-hezkuntza). Este Museo se está estructurando alrededor de una serie de tópicos que nos ayuden a comprender, explicar y transmitir las características diferenciales de la educación en el País Vasco. En este sentido están previstas salas con material referente a: las ikastolas (centros que imparten su enseñanza exclusivamente en lengua vasca), la renovación pedagógica, las escuelas rurales, etc.., además de todos los elementos clásicos de un museo escolar.

Esta aportación es resultado de un proyecto de investigación financiado por el Ministerio de Educación y Ciencia, proyecto número EDU-2010-15218. Los autores son miembros del Grupo de Estudios Históricos y Comparados en Educación – Garaian, reconocido por el Gobierno Vasco con el número IT 603-13 y de la Unidad de Formación e Investigación “Educación, Cultura y Sociedad (UFI 11/54)” de la Universidad del País Vasco/Euskal Herriko Unibertsitatea UPV/EHU.

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Paulí Dávila Balsera, Luis Mª Naya Garmendia Universidad del País Vasco/Euskal Herriko Unibertsitatea, University of the Basque Country UPV/EHU, Facultad de Filosofía y Ciencias de la Educación, San Sebastian, Spain e-mail: [email protected], [email protected]

The basque teaching, the associativism and the salaries of the state The creation of the teaching as a government employees' body, in the Spanish case, is recent. The

educational policies developed by the Spanish State, at the beginning of the 20th century, were directed to assure that teachers should have an insured salary. This right was not guaranteed until that moment because they depended on local and provincial instances. Since the Law of Budgets of 1901, the State was guaranteeing the punctual payment of the salaries to the teaching. Nevertheless, this general politics could not be extended to the whole territory since the Basque Country and Navarre were enjoying a particular privilege as they had the Economic Agreement, which was an agreement between the State and these territories. In these agreements a series of attributions was recognized to the territories on the part of the State.

In this contribution we are going to analyze the situation of the Basque teaching from the end of the 19th century up to the first third of the 20th century because it is a key period to study the different agents who took part in the process of normalization of the teaching in the Basque Country. In this sense, it can be observed: 1) the standardizing politics of the State; 2) the policies of the Provincial Council of the Basque territories, raising new forms of formation of the Basque teaching; 3) the actions of the associations of the Basque teaching, requesting the equalization of the Basque-Navarre teaching to the one that the rest of Spanish colleagues had; 4) the professional press of teaching claiming the aforementioned ones and 5) the creation of alternatives to the official teaching of the State from some city councils, through the creation of a municipal and a rural teaching.

In all this process, the role of the associativism of the teaching, through the Federation of Associations of the Basque-Navarre Teaching, and the professional magazines (“El Magisterio Alavés”) was a key element. The aim of this contribution is to reveal the existing conflict between the Spanish State and the Basque territories in relation to the teaching, indicating the set of agents who were rose up before this situation.

This paper is the result of a research project financed by the Spanish Ministry for Science and Education, project number EDU-2010-15218. The authors are members of the Group for Historical and Comparative Studies in Education – Garaian, recognized by the Basque Government, registry number IT 603/13 and of the Unity of Education and Research “Education, Culture and Society (UFI 11/54)” of the University of the Basque Country UPV/EHU.

Euskal irakaslegoa, irakaslegoaren elkarteak eta estatuaren soldatak Espainian, irakasleriaren osaketa funtzionario kidego gisa oso berria da. Estatu Espainiarrean, XX.

mendearen hasieran, garatutako politikek, irakasleek soldata bermatua izango zutela ziurtatzera bideratu ziren. Ordurarte soldata hori tokiko administrazioaren esku zeuden eta ez zeuden erabat bermatuak. 1901ko aurrekontuaren ondoren, Estatuak irakasleen soldata bere garaian kobratzea bermatu zuen. Hala ere politika orokor hau Espainiako lurraldean osoan ezin izan zen aplikatu, Nafarroa eta Euskal Probintziek Kontzertu Ekonomikoa zutelako, alegia Estatua eta lurralde horien arteko hitzarmen bat. Kontzertu Ekonomiko horietan Estatuak lurralde horiei konpetentzi jakin batzuk aitortzen zizkien.

Ekarpen honetan euskal irakasleriaren egoera XIX. mendearen bukaeran eta XX. mendearen lehengo herenean aztertuko dugu. Euskal Herrian irakasleriaren normalkuntzan parte hartzen duten eragileak aztertzeko funtsezko garaia delako. Horrela, azterketaq honetan elementu hauek ikus daitezke: 1) Estatuaren politika uniformizatzailea; 2) Euskal lurraldeetako Diputazioen politikak, non euskal irakasleriaren formakuntzarako bide berriak planteatzen dituzten; 3) Euskal Irakasleen elkarteen ekintzak, Espainiako irakasleekiko parekatzea eskatuz; 4) Irakasleen prentsa profesionalaren tratamendua, eta 5) Estatuaren aurrean Udalek bultzaturiko alternatibak, landako eta udaleko irakasleria sortuz.

Prozesu honetan irakasleen elkarteen, Euskal Irakasleriaren Elkarteen Federakuntzaren bitartez, eta baita ere aldizkari profesionalen eginkizuna (El Magisterio Alavés) azpimarragarria izan zen. Ekarpen honen helburua hau da: irakasleriaren inguruan euskal lurralde eta Estatu Espainiarren arteko konfliktoa agerian uztea da, egoera honetan eragile desberdinek bete zuten papera azpimarratuz.

Ekarpen hau Ministerio de Educación y Ciencia-k finantziatutako ikerketa baten testuinguruan kokatzen da (proiektu-zenbakia EDU-2010-15218). Autoreak Eusko Jaurlaritzak IT 603-13 zenbakiarekin babestutako Hezkuntzan Azterketa Historiko eta Konparatuetarako (Garaian) taldekideak dira eta Euskal

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Herriko Unibertsitateko "Hezkuntza, Kultura eta Gizartea" Prestakuntza eta Ikerketarako Unitateko (UFI 11/54) kideak dira.

El magisterio vasco, el asociacionismo y los sueldos del estado La constitución del magisterio como un cuerpo de funcionarios del Estado, en el caso español, es

reciente. Las políticas educativas desarrolladas por el Estado Español, a principios del siglo XX, iban encaminadas a asegurar que los maestros y maestras pudieran tener asegurado un sueldo, ya que al depender de instancias locales y provinciales este derecho no quedaba garantizado. A partir de la Ley de Presupuestos de 1901, el Estado garantizaba el pago puntual de los sueltos al magisterio. No obstante, esta política general no pudo extenderse a todo el territorio ya que las denominadas Provincias Vascongadas y Navarra gozaban de un privilegio particular al gozar de los Conciertos Económicos, que eran un acuerdo entre el Estado y estos territorios. En estos conciertos se reconocía una serie de atribuciones a los territorios por parte del Estado.

En esta aportación vamos analizar la situación del magisterio vasco desde finales del siglo XIX hasta el primer tercio del siglo XX, pues se trata de un periodo crucial para poder estudiar los agentes que intervienen en el proceso de normalización del magisterio en el País Vasco. En este sentido, se puede observar: 1) la política uniformadora del Estado; 2) las políticas de las diputaciones provinciales de los territorios vascos, planteando nuevas formas de formación del magisterio vasco; 3) las acciones de las asociaciones del magisterio vasco, solicitando la equiparación del magisterio vasco-navarro al resto de los colegas españoles; 4) la prensa profesional del magisterio reivindicando las mismas y 5) la creación de alternativas al magisterio oficial del Estado desde algunos ayuntamientos, a través de la creación de un magisterio municipal y magisterio rural.

En todo este proceso, el papel del asociacionismo del magisterio, a través de la Federación de Asociaciones del Magisterio Vasco-Navarro, y las revistas profesionales (El Magisterio Alavés) fue clave. El objetivo de esta aportación es poner de manifiesto el conflicto existente entre el Estado español y los territorios vascos con relación al magisterio, señalando el conjunto de agentes que se pusieron de manifiesto ante esta situación.

Esta aportación es resultado de un proyecto de investigación financiado por el Ministerio de Educación y Ciencia, proyecto número EDU-2010-15218. Los autores son miembros del Grupo de Estudios Históricos y Comparados en Educación – Garaian, reconocido por el Gobierno Vasco con el número IT 603-13 y de la Unidad de Formación e Investigación “Educación, Cultura y Sociedad (UFI 11/54)” de la Universidad del País Vasco/Euskal Herriko Unibertsitatea UPV/EHU.

Maria Drakaki Museum School Life Municipality of Chania, Crete, Greece e-mail: [email protected]

Museums of education as fields of cultural management. Comparative analysis in Greece

The present paper is an attempt to map the thematic museums of education that exist in Greece, as well

as to record the policies they follow and reveal their explanatory educational and social work. What is also attempted through this paper, is the comparative analysis of the educational –oriented museums that appear the last 20 years in Greece. The dialogue tries to show off the following aspects as crucial to their further constructive function: a) The rate of their correspondence to the demands of the modern role of the museum, based on the definition of the ICOM and the orders of for-life education b) the abilities and weaknesses that the museums themselves trace, in reference to their grounds and identity c) the rate of social sensitivity and their commitment to the development of co-operation among them.

The conclusions of this paper summarize the characteristics of the museums that were responsive to this research and suggest a model of systemic approach. This model will subject the museums to strategic planning according to unified principles of cultural management and will define specific roles and areas of research, as well as possible specialization in theoretical sections of education, determining standards of control and certification by a scientific and administrative authority. It is important to emphasize that this model is going to provide degrees of freedom that will highlight the needs and interests of the local society, where these museums belong to, setting as a goal the strength of the development of necessary initiatives.

What is strongly suggested is the creation of a network that will perform cultural politics according to high-standard specifications based on the sciences of cultural management and education. This cultural politics

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will derive from the centre that will provide the necessary means but will be adapted and accomplished only with the help and co-operation of the local societies

Τα Μουσεία Εκπαίδευσης ως πεδία πολιτιστικής διαχείρισης. Συγκριτική ανάλυση στον ελλαδικό χώρο Η παρούσα εργασία αποτελεί μια προσπάθεια για χαρτογράφηση των θεματικών μουσείων

εκπαίδευσης που λειτουργούν στον ελλαδικό χώρο, για καταγραφή των πολιτικών και των πρακτικών που ακολουθούν και για ανάδειξη του ερμηνευτικού, εκπαιδευτικού και κοινωνικού τους έργου.

Επιχειρείται η συγκριτική ανάλυση των μουσείων εκείνων που εμφανίζονται στον ελλαδικό χώρο τα τελευταία 20 έτη με αμιγώς θεματικό προσανατολισμό την εκπαίδευση. Ο διάλογος επιχειρεί να αναδείξει τις ακόλουθες πτυχές ως πολύ βασικές για την περαιτέρω εποικοδομητική λειτουργία τους: α)Το βαθμό ανταπόκρισής τους στις απαιτήσεις του σύγχρονου ρόλου του Μουσείου με βάση τον ορισμό του ICOM και με βάση το πρόσταγμα της δια βίου εκπαίδευσης β)τις δυνατότητες και τις αδυναμίες που τα ίδια εντοπίζουν σε σχέση με την υπόσταση και την ταυτότητά τους γ)το βαθμό της κοινωνικής ευαισθητοποίησης και δέσμευσής τους για την ανάπτυξη συνεργασιών μεταξύ τους.

Στα συμπεράσματα συνοψίζονται τα χαρακτηριστικά των Μουσείων που ανταποκρίθηκαν στην έρευνα και προτείνεται ένα μοντέλο συστημικής προσέγγισής τους που θα τα υποβάλλει σε στρατηγικό σχεδιασμό με ενιαίες αρχές πολιτιστικής διαχείρισης , θα προσδιορίζει διακριτούς ρόλους και πεδία έρευνας, πιθανή εξειδίκευση σε θεωρητικούς τομείς της εκπαίδευσης ορίζοντας βαθμούς ελέγχου και πιστοποίησης από μια διεπιστημονική διαχειριστική αρχή. Πάντα όμως παρέχοντας βαθμούς ελευθερίας που θα αναδεικνύουν τις ανάγκες και τα ενδιαφέροντα της τοπικής κοινωνίας από την οποία προέρχονται τα μουσεία αυτά και με στόχο να ενδυναμώνεται η ανάπτυξη των αναγκαίων πρωτοβουλιών .Προτείνεται δηλαδή η δημιουργία ενός δικτύου που θα ασκεί πολιτιστική πολιτική με προδιαγραφές υψηλού επιπέδου βασισμένες στις επιστήμες της πολιτιστικής διαχείρισης και των επιστημών της αγωγής, η οποία θα εκπορεύεται από το κέντρο που θα διαθέτει τα μέσα , αλλά θα προσαρμόζεται και θα καρποφορεί μόνο με τη συνεργασία των τοπικών κοινωνιών.

Bojana Dujković Blagojević History teachers association of BiH, EUROCLIO - HIP, Banja Luka, Bosnia and Herzegovina e-mail: [email protected], [email protected] Denis Detling Museum of Slavonia Osijek, Osijek, Croatia e-mail: [email protected]

History Teachers’ Associations driving changes together in history education in the Western Balkans? In which ways can we seek to enhance the quality of history and citizenship education and what is in

this respect the reserved role for the local History Teachers Associations? These are issues being approached by EUROCLIO throughout the project ‘History that Connects’ that bases itself on the mutual cooperation of several history educators associations in the countries of the Western Balkans.

History that Connects is a search for a collaborative approach to teaching sensitive and controversial issues, with special focus on the countries of former Yugoslavia. The overall aim is to develop, through collaborative writing, inclusive and multi-perspective ready to use class room teaching material (twenty-two modules) with a focus on the history of the region from 1900-1945. It is estimated that the freely accessible education material will be published by the end of 2013 in English and the seven different languages of the participating countries. The region needs this project as there is a need for greater innovative expertise in the teaching and learning of history, especially with a cross border regional focus, empowering dialogue and critical thinking on sensitive topics in the recent history. Without enhanced innovative high-quality professionalism, history curricula, history textbooks and the (in-service) history teachers training might continue to play a dividing force in this region.

At this symposium EUROCLIO would like to present, within the framework of History that Connects, the importance of the History Teachers’ Associations as sustainable multipliers of the EUROCLIO work on national levels.These local associations are based on civil initiatives, inter-ethnic collaboration, collegial common action and agreed social responsibility. Their role as social entrepreneurs underlines their important contribution in making the civil society more participatory and sustainable. EUROCLIO both empowers these independent, responsible and voluntary associations and it also works on capacity building of the educators.

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EUROCLIO acknowledges the importance of history and heritage educators who have acquired the necessary competences and have the capacity to train others in their own country and abroad. They constitute the frontline of the field and are therefore the actors able to make a difference by dealing with responsible and innovative history in a variety of contexts.

Udruženja nastavnika istorije zajedno ka promjenama u nastavi istorije u zemljama Zapadnog Balkana? Na koji način možemo nastojati poboljšati kvalitet nastave istorije, i ono što je u tom pogledu očekivana

uloga lokalnih udruženja nastavnika istorije? To su pitanja kojima se bavi EUROCLIO kroz projekat 'Prošlost koja povezuje' koji se temelji na međusobnoj saradnji nekoliko udruženja nastavnika istorije u zemljama Zapadnog Balkana.

Prošlost koja povezuje je projekat koji traga za kolaborativnim pristupom poučavanju o osjetljivim i kontroverznim pitanjima, s posebnim naglaskom na zemlje bivše Jugoslavije. Opšti cilj projekta je razvoj, kroz saradnju i zajedničko pisanje, multi-perspektivnog materijala koji je spreman za korištenje u nastavi (dvadeset i dva modula), s naglaskom na istoriju regije 1900-1945. Kreirani materijal koji će biti dostupan i slobodan za korištenje bit će objavljen do kraja 2013 na engleskom i sedam različitih jezika zemalja učesnica. Ovakav projekat je potreban regiji jer postoji potreba za većim inovativnim materijalima u nastavi i učenju povijesti, pogotovo s prekograničnom regionalnim naglaskom, kao i osnaživanje dijaloga i kritičko razmišljanje o osjetljivim temama u novijoj povijesti. Bez ojačane i visoko profesionalne nastave istorije i kontinuirane obuke (in-service) nastavnika, kurikulumi i udžbenici mogu i dalje nastaviti da imaju ulogu koja razdvaja u ovoj regiji.

Na ovom simpoziju EUROCLIO željeli predstaviti, u okviru Povijesti koja povezuje, značaj udruženja nastavnika istorije kao održivih multiplikatora rada EUROCLIO-a na nacionalnim nivoima. Ova lokalna udruženja se temelje na građanskoj inicijativi, multietničkoj saradnji, zajedničkom djelovanju i dogovorenoj društvenoj odgovornosti. Njihova uloga socijalnih preduzetnika ističe njihov značajan doprinos u izgradnji održivog civilnog društva. EUROCLIO i osnažuje ove nezavisna, odgovorna i dobrovoljna udruženja i takođe radi na izgradnji kapaciteta nastavnika. EUROCLIO prepoznaje značaj nastavnika istorije i kulture koji su kroz ovaj projekat stekli komptencije i imaju kapacitete da prenesu ta znanja i drugima u svojim zemljama i inostranstvu. Oni su stekli kapacitete i mogu da djeluju kao odgovorni i inovativni nastavnici istorije u različitim kontekstima.

Sonja Gaćina Škalamera Croatian School Museum / Hrvatski školski muzej, Zagreb, Croatia e-mail: [email protected]

Leading Croatian Teacher’s Associations at the end of the 19th and the beginning of the 20th century The beginnings of organized teacher’s activities in Croatia date back to the second half of the 19th

century and the establishment of professional associations, whose main goals were to protect the rights and interests of teachers as well as ensure professional advancement and active development of educational policy. By publishing professional journals and literature as well as organizing conferences on various topics from theoretical and practical pedagogy, teachers played a very active and creative role in the development of educational materials, activities and models, improvement of school practices and development of pedagogical sciences in Croatia. The other form of association of teachers was the establishment of aid and savings and loan cooperatives.

The first Croatian teacher’s association called Teacher’s Cooperative was established in 1865 in Zagreb for the purpose of ensuring support and education to orphans of teachers. One of the most significant and still active associations of teachers and pedagogues, Croatian Pedagogical Literary Society, was established in 1871. For a number of years, it was the only publisher of specialized pedagogical literature, as well as children's and youth literature. It also initiated and founded a series of important national teacher’s associations and institutions, as well as organized three large-scale General Croatian Teachers Assemblies. The Association of Croatian Teacher’s Societies, which gathered the then existing town and regional teacher’s societies of Croatia and Slavonia and initiated the creation of new societies as well as designed and coordinated the activities of the same, was founded in 1885. As the main representative of Croatian teachers, the Association had the right to submit its proposals related to educational issues to the Government. The Croatian Pedagogical Literary Society and the Association of Croatian Teacher’s Societies were the founders and builders of: Croatian

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Teachers’ Home in 1889, Teacher Convent in 1899, Teachers Library and Reading Room in 1890, and Croatian School Museum in 1901. They also spurred the establishment of two teacher’s charity savings cooperatives, namely Croatian Teachers Savings and Credit Cooperative in 1899 and Croatian Teacher’s Aid and Death Insurance Cooperative in 1900. The beginnings of organized activities of female teachers are marked with the establishment of Women Teacher’s Club, which grew in 1904 into the Association of Women Teachers of Kingdoms of Croatia and Slavonia.

Croatian teachers on the territory of Istria organized three teacher’s societies and were very active in the most significant Croatian cultural and educational association in Istria, the Society of St. Cyril and Methodius for Istria established in 1893. Organized professional activities of teachers on the territory of Dalmatia in the second half of the 19th century included various teacher conferences. The Association of Dalmatian Teachers was established in 1900 in Split for the protecting the professional interests of teachers, as well as enhancing the overall school system and teaching.

Organized teachers’ activities through membership in professional associations and savings and loan cooperatives in the 19th and the beginning of the 20th century played an important and influential role not only in protecting the rights and interests of teachers and ensuring their economic and social solidarity, but also in the professionalization of teaching, development of the school system and enhancement of education in Croatia in general.

Vodeće hrvatske učiteljske udruge na prijelazu 19. u 20. stoljeće Tijekom druge polovine 19. stoljeća započinje organizirano djelovanje učitelja u Hrvatskoj osnutkom

stručnih udruga s osnovnim ciljem zaštite prava i interesa učitelja, stručnog unaprjeđivanja i aktivnog kreiranja prosvjetne politike. Izdavanjem stručnih glasila i stručne literature, organiziranjem skupova s temama iz teoretske i praktične pedagogije, učitelji su imali vrlo aktivnu i kreativnu ulogu u razvoju obrazovnih sadržaja, odgojnih modela, unaprjeđenju školske prakse i razvoju pedagoških znanosti u Hrvatskoj. Drugi oblik udruživanja učitelja bio je osnivanje pripomoćnih i kreditno-štednih zadruga kojima je osnovna svrha bila pomoć i poboljšanje materijalnog položaja učitelja.

Prvo hrvatsko učiteljsko društvo Učiteljska zadruga osnovano je 1865. godine u Zagrebu, sa svrhom pomaganja u potpori i odgoju siročadi učitelja. Godine 1871. osnovana je jedna od najznačajnijih stručnih udruga učitelja i pedagoga, koja djeluje i danas, Hrvatski pedagoško–književni zbor, dugo godina jedini izdavač stručne pedagoške literature, prijevoda stranih djela i djela domaćih autora, dječje i omladinske literature, inicijator i utemeljitelj niza drugih važnih nacionalnih učiteljskih udruga i ustanova te organizator triju velikih Općih hrvatskih učiteljskih skupština. Godine 1885. osnovan je Savez učiteljskih društava u Hrvatskoj, koji je okupio postojeća gradska i regionalna učiteljska društva Hrvatske i Slavonije, te inicirao stvaranje novih, kreirao i koordinirao njihov rad. Kao glavni predstavnik hrvatskog pučkog učiteljstva Savez je imao pravo podnositi vladi svoje prijedloge o školskim pitanjima. Hrvatski pedagoško-književni zbor i Savez hrvatskih učiteljskih društava osnivači su i graditelji Hrvatskog učiteljskog doma (1889.), Učiteljskog konvikta (1899.), Učiteljske knjižnice i čitaonice (1890.) i Hrvatskog školskog muzeja (1901.). Potakli su osnutak dviju učiteljskih humanitarno-štednih zadruga - Hrvatske učiteljske štedne i predujamne zadruge (1899.) i Hrvatske učiteljske pripomoćne i posmrtne zadruge (1900.). Organizirano djelovanje učiteljica započinje osnutkom Gospojinskog kluba učiteljica koji je 1904. godine prerastao u Udrugu učiteljica Kraljevina Hrvatske i Slavonije.

Na prostoru Istre hrvatski učitelji su organizirani u tri učiteljska društva – Učiteljsko društvo za Krk, Cres i Lošinj, Učiteljsko društvo za Liburniju i Narodna prosvjeta, a vrlo su aktivni i u najznačajnijoj hrvatskoj kulturno-prosvjetnoj udruzi u Istri u drugoj polovini 19. stoljeća, Družbi sv. Ćirila i Metoda za Istru, osnovanu 1893. godine. Organizirano stručno djelovanje hrvatskih učitelja u Dalmaciji tijekom druge polovine 19. stoljeća odvijalo se u obliku učiteljskih konferencija a 1900. u Splitu je osnovan Savez dalmatskih učitelja, sa svrhom poboljšanja materijalnog položaja, zaštite strukovnih interesa te unaprjeđenja školstva i nastave.

Organizirano djelovanje učitelja kroz strukovne udruge i kreditno-štedne zadruge u 19. i početkom 20. stoljeća uz zaštitu prava i interesa učiteljstva te ekonomsku i socijalnu solidarnost imalo je važnu i utjecajnu ulogu u profesionalizaciji učiteljske struke, razvoju školskog sustava i općem unaprjeđenju obrazovanja i prosvjete u Hrvatskoj.

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Pamela Giorgi INDIRE (National Institute of documentation, innovation and educational research), Florence, Italy e-mail: [email protected]

Reconstruction - in a virtual environment - of the National Museum of the School in the CDN (Centro Didattico Nazionale) opened in 1941

The historical documentary INDIRE (National Institute for the documentation, innovation and

educational research) was the subject of an activity enhancement through communication strategies, which included the use of new technologies, thus filling an important gap in history of education and the Italian school. Recently this activity has produced an inventory of photographic heritage of INDIRE with the database 'fotoedu. Stock photos for the history of the school and education 'which, in short, will enable complete accessibility of the bottom.

Within this photographic documentation there are also 50 images related to the National Museum of the school inside the CDN (National Learning Center), which was inaugurated by the Minister of National Education in Florence, Giuseppe Bottai, in 1941. It was the educationalist John Calo the soul of the creation of the museum, where they would find permanent access to the objects, documents and photographs (from the Italian schools of all levels) who had been exposed to Florence at the National Educational exhibition of 1925, with which the Fascist regime had wanted to describe the novelties of the Gentile reform of 1923. The project "Reconstruction - in a virtual environment - the National Museum of the School in the CDN (National Learning Center) opened in 1941," is part of a general redevelopment of the historical documentary kept in INDIRE.

The realization of the Virtual Museum is a collaboration between INDIRE Technology and Technical Institute "G. Chilesotti", particularly among teachers and Marco Giorgi Pamela Cuoghi Calgaro and Raffaella, involving a group of students of IV and V Informatica. The students have managed the implementation of a web application that wants to recreate virtually the setting up of the National Museum of the School. The aim is to restore value to the large fortune educational, historical documentary, making it accessible to anyone with a web application that allows a high level of interaction between the site and the user.

Ricostruzione - in ambiente virtuale - del Museo Nazionale della Scuola nel CDN (Centro Didattico Nazionale) inaugurato nel 1941 Il patrimonio storico documentario di INDIRE (Istituto nazionale per la documentazione, l’innovazione

e la ricerca educativa) è stato oggetto di un’attività di valorizzazione attraverso strategie comunicative, che hanno incluso l’utilizzo delle nuove tecnologie, colmando così una lacuna importante nella storia dell’educazione e della scuola italiana. Recentemente questa attività ha condotto all’inventariazione dell’intero patrimonio fotografico di Indire con il database ‘Fotoedu. Archivi fotografici per la storia della scuola e dell’educazione’ che, a breve, consentirà la completa accessibilità in rete del fondo.

All’interno di questa documentazione fotografica ci sono anche 50 immagini relative al Museo Nazionale della scuola interno al CDN (Centro Didattico Nazionale), che fu inaugurato a Firenze dal Ministro dell’Educazione nazionale, Giuseppe Bottai, nel 1941. Fu il pedagogista Giovanni Calò l’anima della creazione del museo, in cui avrebbero trovato permanente disposizione gli oggetti, i documenti e le fotografie (provenienti dalle scuole italiane di ogni ordine e grado) che erano stati esposti a Firenze in occasione della Mostra didattica nazionale del 1925, con la quale il regime fascista aveva voluto descrivere le novità della Riforma Gentile del 1923. Anche il progetto «Ricostruzione - in ambiente virtuale - del Museo Nazionale della Scuola nel CDN (Centro Didattico Nazionale) inaugurato nel 1941» si inserisce nel quadro della una generale riqualificazione del patrimonio storico documentario custodito in INDIRE.

La realizzazione del Museo virtuale nasce dalla collaborazione tra Indire e Istituto Tecnico Tecnologico "G. Chilesotti", in particolare tra Pamela Giorgi e i docenti Marco Cuoghi e Raffaella Calgaro, che hanno coinvolto un gruppo di studenti di IV e V Informatica. Gli studenti hanno curato la realizzazione di un'applicazione web che vuole ricreare virtualmente l'allestimento del Museo Nazionale della Scuola. Lo scopo è quello di ridare valore al cospicuo patrimonio didattico, storico documentario, rendendolo fruibile a chiunque, mediante un'applicazione web che permetta un elevato livello di interazione tra il sito e l'utente.

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Anne Katrine Gjerløff 200 Years of Schooling Danish Pedagogical Library of Education, University of Aarhus, Denmark e-mail: [email protected]

Wall charts and state of the art. Teachers, object lessons and new pedagogy in Denmark around 1900 – and today

In 1887 the Danish School Museum opened in modest quarters in the attic of a municipal school near

Copenhagen. In the next decades the collection expanded and received financial support from the state and the Danish teachers association (founded 1874). Both at the museum and at the annual conferences teachers could get inspiration for state of the art pedagogy through the collections of new and exciting teaching materials.

The Danish School Museum had a major collection of more than 12.000 wall charts, collected from all over Europe. The wall charts was a well-known and widely used tool for the new teaching method “object lessons” that became mandatory in the Danish primary school system in 1900.

Even though “object lessons” were an old pedagogical idea dating back to Comenius’ principle of autopsy (“to see for oneself”), the method was closely connected to and promoted by a group of young, internationally oriented Danish teachers. The New Pedagogues – as they called themselves – used object lessons as a tool for educating the logic, the senses and the language of the child, as opposed to more traditional pedagogy based on memorizing facts.

The paper will outline the history of the Danish School Museum and the connection between the new pedagogy and the collections of teaching materials in Denmark around 1900, with special regards to the wall charts. In addition the paper will present the history of the collection of the wall charts through the 20. Century until today, where the collection survives at the Danish Library of Education. During 2013 the whole collection will be digitalized and catalogued for open access by the public, and the paper will discuss the perspectives for exhibitions and research on the history of education and pedagogy using this and similar collections.

Anskuelsestavler og nypædagogik – Lærere, anskuelsesundervisning og nye pædagogiske strømninger i Danmark omkring 1900 – og i dag I 1887 åbnede Dansk Skolemuseum i beskedne omgivelser på loftet af Gladsaxe skole nær København.

I de følgende årtier blev samlingerne udvidet, museet flyttede til bedre lokaler og fik økonomisk støtte fra staten og Danmarks Lærerforening (grundlagt 1874). På museet og ved de store lærerkonferencer kunne skolelærere få inspiration til nye pædagogiske metoder gennem udstillinger af nye og spændende undervisningsmidler.

Dansk Skolemuseums samling rummede ved sin lukning, efter en omskiftelig tilværelse, i 2008 over 12.000 anskuelsestavler, indsamlet fra hele Europa gennem årtier. Anskuelsestavler var et vidt udbredt redskab til den nye undervisningsmetode ”anskuelsesundervisning” der blev obligatorisk i den danske grundskole med Det Sthyrske cirkulære i 1900.

Selvom anskuelsesundervisning byggede på et gammel og velkendt pædagogiske princip, der kan føres tilbage til Comenius’ princip om autopsi (at lære ved selvsyn), var metoden omkring 1900 forbundet med og anbefalet af en gruppe af unge, internationalt orienterede lærere, der kaldte sig selv for Nypædagoger. Nypædagogerne brugte anskuelsesundervisning som en metode til at udvikle og opdrage barnets logik, sanser og sprog – som modsætning til den mere traditionelle pædagogik der ofte var baseret på udenadslære.

Dette oplæg skal give et rids af Dansk Skolemuseums historie og af sammenhængen mellem nypædagogikken og udstillinger af undervisningsmaterialer i Danmark omkring 1900, med særlig vægt på anskuelsestavlerne. Desuden skal oplægget fremlægge historien om samlingen af anskuelsestavlerne op gennem det 20. århundrede og til i dag, hvor tavlerne findes på Danmarks Pædagogiske Bibliotek. I løbet af 2013 bliver hele samlingen digitaliseret og gjort offentlig tilgængelig på nettet, og oplægget vil også give bud på perspektiver for udstilling og forskning med udgangspunkt i denne og andre uddannelseshistoriske samlinger.

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Chiara Grassi Universita degli studi di Firenze, Florence, Italy e-mail: [email protected]

The training of teachers in the National Museum of the School, Florence (1925-1945) I am carrying out research into the history of education, with particular focus on school memories and

formative institutions and I am currently following a project which is documenting the experience of the School Museum of Florence. The first Exhibition of 1925, that illustrated school life and educational progress, became in 1929 permanent form as the National Didactic Museum. The primary task of the Museum was meant to be that of furthering the training of teachers by showing them the ingenious didactic experiments cleverly devised by the Experimental didactic centres and scholastic museum.

We know that Fascism took an interest in education, having identified it as a strategic point in the development of the future fascist man, paying special attention to elementary education. The exhibition space thus became a display area for the progress of the school and a point of centralisation and control for the didactic renewal of the Italian school, where the schoolmaster was to be trained, in particular the elementary schoolmaster, who was invested with a key role in the transmission of national identity and of a culture consistent with Fascist ideology, to the new generations through the medium of education.

My purpose is to study the training of teachers in the School Museum of Florence in this historic period. The research, conducted through an analysis of the available sources and materials (bibliographic, archival, photographic) suitable, shows in emblematic fashion how an entire series of communicative, theatrical and propagandistic strategies was actuated, filtered through the educational, pedagogic and social potential of the museum, so as to construct a collective awareness adapted to the exigencies of the new society promoted by the regime.

La formazione degli insegnanti nel Museo Nazionale della Scuola, Firenze (1925-1945) La presente ricerca si è posta come obiettivo un’indagine a livello storico del ruolo e contributo dei

musei nei processi educativi informali prendendo in esame uno studio di caso particolare, il Museo Nazionale della scuola di Firenze, inquadrandolo da prima nel panorama delle vicende museali italiane nel corso del Novecento e in particolare nel Ventennio fascista.

Il rapporto museo-scuola si concretizza a partire dall’istituzione di una Mostra didattica nazionale nel 1925 a Firenze, nella quale venne esposto il materiale didattico e pedagogico proveniente dalla scuole italiane, e in cui già si rispecchiavano le aspettative del regime sulla fascistizzazione della scuola. Nel 1929 la mostra venne trasformata in modo permanente in Museo Didattico Nazionale come luogo di osservazione, documentazione e studio per il progresso della cultura nazionale, allo scopo di provvedere alla formazione degli insegnanti.

Sappiamo che il fascismo si interessava dell’educazione individuando in essa un aspetto strategico nella formazione dell’uomo fascista. La sede espositiva si rendeva così luogo di rappresentazione del progresso della scuola fascista e un punto di accentramento e controllo per il rinnovamento didattico della scuola italiana, dove si sarebbe dovuto formare il maestro, in particolare quello elementare, investito di un ruolo chiave nella trasmissione di un’identità nazionale e di una cultura coerenti con tale ideologia verso le nuove generazioni per mezzo dell’istruzione.

La ricerca, condotta attraverso un’analisi sulle fonti e materiali disponibili (bibliografiche, archivistiche, fotografiche) utili alla ricostruzione di un quadro culturale e istituzionale completo, mostra in modo emblematico come furono attuate tutta una serie di strategie comunicative, di spettacolarizzazione e propagandistiche filtrate attraverso il potenziale educativo, pedagogico e sociale del museo, al fine di costituire una coscienza collettiva funzionale alle esigenze della nuova società promossa dal regime.

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Antonis Hourdakis, Kostantinos Karras University of Crete, Greece e-mail: [email protected], [email protected]

School History Museums & Collections and Teachers Profession: the example of Laboratory of Study and Research of the History of Education and Teachers Profession (LSRHETP) at the University of Crete, Greece

Our paper presents briefly the Laboratory of Study and Research of the History of Education and

Teachers Profession at the University of Crete: aims, scopes, collections, archives, museum material and library. Emphasis is given to the contribution of LSRHETP to the development of a new concept of school, a

school called a “school of pedagogy” and non a “digital school”, school oriented solely on technology. The main purpose of Laboratory is to give opportunities to teachers and future teachers to ‘use’ the past in order to rebuilt our return “to books” (what ever that means: critical thinking, development of a wide range of skills, practicing the eye, the hand, and the body, bringing back to school the human dimension with the best terms which start eliminates dangerously, etc.).

Especially, the key-question is whether today a museum of education, and in our case a laboratory, through its continuous and interactive museum exhibition material, could help to educate a modern and effective school teacher, building on past through the rich educational residues but without fetishists them. Other key-questions we try to put forward are: did we use efficiently to benefit students the available audiovisual media in the past, how schoolbooks and all kinds of teaching supports contributed to pupils’ education? And if they finally brought or not the expected results? How we can bring, relying on the knowledge and experience of educational heritage, a new way of knowledge acquisition that aims at developing the human capital of pupils, without children end up the same digits in a virtual environment, etc? So, active rather than passive knowledge of the educational past will help teachers and administrators to avoid repeating errors on the teaching content and teaching methodology.

Σχολικά Μουσεία Ιστορίας & Συλλογές και το Επάγγελμα του Εκπαιδευτικού: Το παράδειγμα του Εργαστηρίου Μελέτης και Έρευνας της Ιστορίας της Εκπαίδευσης και του Διδασκαλικού Επαγγέλματος (ΕΜΕΙΕΔΕ) στο Πανεπιστήμιο Κρήτης, Ελλάδα Στην εισήγησή μας παρουσιάζουμε το Εργαστήριο Μελέτης και Έρευνας της Ιστορίας της Εκπαίδευσης

και του Διδασκαλικού Επαγγέλματος του Πανεπιστημίου Κρήτης και ειδικότερα τους στόχους και τους σκοπούς του, τις συλλογές, τα αρχεία του και το μουσειακό υλικό του.

Ιδιαίτερη έμφαση δίνεται στη συμβολή του ΕΜΕΙΕΔΕ για την ανάπτυξη μιας νέας θεώρησης του σχολείου, ενός σχολείου "παιδαγωγικού» και όχι ενός «ψηφιακού σχολείου», προσανατολισμένου αποκλειστικά στην τεχνολογία. Μέσα στο πλαίσιο αυτό ο κύριος σκοπός του Εργαστηρίου είναι να δώσει ευκαιρίες στους δασκάλους/ δασκάλες και τους μελλοντικούς εκπαιδευτικούς να «χρησιμοποιούν» το παρελθόν, προκειμένου να αναθεωρηθεί η θέση του «βιβλίου» στο σχολικό πρόγραμμα (με την έννοια της καλλιέργειας της κριτικής σκέψης, της ανάπτυξης πολλαπλών δεξιοτήτων-συνεργασία όλων των αισθήσεων), επιστρέφοντας στο σχολείο την ανθρώπινη διάσταση και τον ανθρωπιστικό του χαρακτήρα.

Ειδικότερα, το βασικό ερώτημα που τίθεται στις μέρες μας είναι εάν ένα μουσείο της εκπαίδευσης θα μπορούσε -και στην περίπτωσή μας ένα Εργαστήριο για την ιστορία της εκπαίδευσης και του διδασκαλικού επαγγέλματος- μέσα από το υπάρχον διαδραστικό υλικό του να συμβάλλει στην εκπαίδευση ενός σύγχρονου και αποτελεσματικού εκπαιδευτικού μέσα από τη μελέτη του παρελθόντος και σε συνδυασμό με καλές εκπαιδευτικές πρακτικές, χωρίς αυτές να καταστούν ένα είδος ‘φετίχ’ και να ‘μουσειοποιηθούν’.

Άλλα βασικά-ερωτήματα που θέτει η παρούσα εισήγηση είναι τα ακόλουθα: - Πώς μπορούν να χρησιμοποιηθούν σήμερα προς όφελος των μελλοντικών εκπαιδευτικών και των μαθητών

τους τα ‘παραδοσιακά’ οπτικοακουστικά μέσα δίπλα στα μέσα ‘υψηλής τεχνολογίας’; - Πώς/ με ποιο τρόπο το σχολικό βιβλίο χρησιμοποιήθηκε στο παρελθόν και πώς στις μέρες μας επιβάλλεται

να το χρησιμοποιήσουμε; Πώς οι διάφορες μορφές διδασκαλίας που στηρίχθηκαν σε αυτό συνέβαλαν στην εκπαίδευση των μαθητών στο παρελθόν; Τι μπορούμε να κάνουμε σήμερα όπου κυριαρχεί σχεδόν παντού η χρήση της τεχνολογίας;

- Πώς μπορούμε σήμερα να δημιουργήσουμε νέους τρόπους απόκτησης της γνώσης η οποία θα στοχεύει στην ανάπτυξη του ανθρώπινου κεφαλαίου των μαθητών, χωρίς όμως τα ίδια τα παιδιά να ‘ψηφιοποιούνται’, αν παραμείνουν σε ένα εικονικό περιβάλλον μάθησης; κ.ά.

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Συνοπτικά, υποστηρίζουμε ότι η ενεργή και όχι παθητική γνώση του εκπαιδευτικού παρελθόντος θα μπορούσε να βοηθήσει τους εκπαιδευτικούς και τους μαθητές/ μαθήτριες αλλά και όλους/ όλες όσους/ όσες εμπλέκονται στην εκπαιδευτική διαδικασία να αποφευχθεί η επανάληψη λαθών τόσο στο περιεχόμενο της διδασκαλίας και της διδακτικής μεθοδολογίας όσο και της καθημερινής εκπαιδευτικής πρακτικής στο σημερινό σχολείο.

Kerstin Holmlund Department of Education, Umeå University, Umeå, Sweden e-mail: [email protected]

The pre-school teaching profession in a Swedish historical context The Swedish pre-school dates from the 1800’s and two different social contexts - a state requirement for

impoverished parents to provide for themselves and children by working; and, contrastingly, the request that children have a stimulating meeting-place. Two institutions were established to meet these needs: the crèche, a whole-day supervisory activity, and kindergarten providing part-time daily educational activities. Both institutions had female staff with varied skills. As society changed contentions arose about these vocations. Not until the mid-1900’s was the title “pre-school teacher” accepted and seven years later first included in contracts of the National Association of Local Authorities. Thus, professional consensus was attained. This paper focuses on the prior and subsequent events.

The survey covers almost a century and data consists of printed and non-print materials from the National Archives, Stockholm City Archives, the archives of National Association of Pre-school Teachers, the Stockholm City Museum, government papers and official inquiries. The female staff of the crèches lacked formal training and professional titles. Wages were low depending on reluctance to pay for work which a woman was considered biologically qualified to perform. The first Swedish kindergarten was started in 1896 by schoolmistress Anna Eklund -trained at Pestallozzi – Fröbel Haus in Berlin. Other pioneers followed on and Fröbel’s educational theories meant that they attained power, control and monopoly of knowledge within their vocation. A Fröbel Association was founded in 1906 but was short-lived. The association changed names, co-operated with other professions and struggled to perpetuate the kindergarten. Its membership consequently had to join a male trade-union and collaborate with the state. This led to withdrawal of government subsidies for the kindergarten, the reduction of the group’s educational autonomy and fusion of different categories of personnel (priority given to the nursery/crèches. By now it was the 1970’s.

Förskolläraryrket - ett svenskt historiskt sammanhang Den svenska förskolans ursprung är1800-talet och två olika samhälleliga sammanhang; a) ett statligt

krav på fattiga föräldrar att genom förvärvsarbete försörja sig själv och sina barn och b) efterfrågan på en stimulerande mötesplats för barn. För dessa ändamål etablerades två olika institutioner; barnkrubban en heldagsverksamhet inriktad mot tillsyn och barnträdgården med pedagogiska aktiviteter under tre till fyra timmar dagligen. Vid båda institutionerna arbetade kvinnlig personal och de hade skilda kompetenser. I takt med samhällsförändringar uppstod stridigheter om professionen. Det dröjde till mitten av nittonhundratalet innan yrkestiteln förskollärare accepterades och ytterligare sju år innan den blev inskriven i Kommunförbundets nationella avtalstexter. Därmed hade en viss enighet om professionen uppnåtts. Det är vad som hände på vägen dit och strax därefter som det detta paper handlar om. Undersökningen omfattar nästan ett hundra år.

Data består av såväl otryckt som tryckt källmaterial som finns vid många olika arkiv - Riksarkivet, Stockholms Stadsarkiv, Sveriges Förskollärares riksförenings arkiv samt Stockholms Stadsmuseum och Statliga offentliga utredningar. Den kvinnliga personalen i barnkrubban saknade formell utbildning. Lönen var låg och bottnade i en ovilja att betala för ett arbete som kvinnan genom sin biologi ansågs kvalificerad för. Den första svenska barnträdgården startade 1896 av lärarinnan Anna Eklund som utbildat sig vid Pestallozzi – Fröbel Haus i Berlin. Andra pionjärer följde i hennes fotspår och fick genom fröbelpedagogiken makt, kontroll och kunskapsmonopol inom sitt yrkesområde. år 1906. En Fröbelförening bildades men varaktigheten blev kort. Föreningen bytte namn, samarbetade med andra yrkesgrupper och kämpade för barnträdgården. Kåren tvingades sedermera ansluta sig till en manlig facklig byråkrati och även samarbeta med staten. Detta ledde till att statsbidraget drogs in för barnträdgården, kårens autonomi i utbildningsfrågor minskade, de olika personalkategorierna sammanfördes och daghem/barnkrubban prioriterades. Men då är vi framme vid 1970-talet.

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Junzo Inokuchi Otemon Gakuin University, Osaka, Japan e-mail: [email protected]

On the image of teacher in the exhibition at school museum There is the restoration of classroom at almost school museum. It is instructive for students to

understand the history of the school. But we cannot find the image of teacher there. For example there are 5 classrooms in the National School Museum in Rotterdam: the village school of 1662, the model school in 1830, classroom of 1910, classroom of 1930, classroom of 1960. But there is only one teacher in the village school of 1662 and it is reconstructed from a painting by the famous 17th century Dutch painter Adriaen van Ostade. This picture is able to be seen in the Louvre. There are 3 classrooms in the School Museum in Dresden: in the German Empire (1871-1918), in the Weimar Republic(1919-1933) and in the German Democratic Republic(1949-1990). But we cannot find the image of teacher also.

We can find the image of teacher at the toy museum rather than at the school museum. It is the miniature and only male teacher. There are few women teachers. We cannot find the teachers’ gatherings also at the school museum. I have visited to the school museum or toy museum in Holland, in England, in Germany, in Austria, in Switzerland, in Czech, in Korea and in Japan, but it is the same conditions. It is difficult to imagine the activity of teachers.

I think that the reason is the reflection of historical and social conditions. But it is need to make students understand the historical background. Museums need to exhibit with various ideas.

学校博物館の展示における教師像ほとんどの学校博物館には教室の復元がある。それは生徒たちが学校の歴史を理解する上で

有益である。しかし、そこに教師の姿は見られない。たとえば、ロッテルダムの国立学校博物館には5つの教室がある。すなわち、1662年の村の学校、1830年のモデル学校、1910年の教室、1910年の教室、1960年の教室である。しかし、1662年の村の学校に1人の教師がいるだけである。それは17世紀オランダの有名な画家、アドリアン・ヴァン・オスターデの絵から再構成されたものである。この絵はルーブル博物館で見ることができる。ドレスデンの学校博物館にも、ドイツ帝国時代、ワイマール共和国時代、ドイツ民主共和国の時代など3つの教室が復元されているが、やはり教師の姿はない。

教師の姿は、学校博物館よりもむしろおもちゃ博物館に見られるが、それはミニチュアであり、男性教師に限られる。女性の教師はいない。学校博物館では教師集団も見られない。それは、オランダ、ドイツ、スイス、チェコ、韓国そして日本でも同様である。

その理由は、歴史的・社会的条件の反映である。しかし、生徒に歴史的背景を理解させる必要がある。博物館は、さまざまなアイディアで工夫をして展示することが必要である。

Jūratė Jagminienė Museum of Lithuanian Education History / Lietuvos švietimo istorijos muziejus, Kaunas, Lithuania e-mail: [email protected], [email protected]

Nation led by the Lithuanian intellectuals The aim of the report is to introduce Lithuanian education development in 1904–1940 to museum

professionals, educational, academic and cultural workers in Europe. To introduce Lithuanian intellectuals and their merits in creating a modern education system in Lithuania in 1904–1940. The purpose of this report is to get pedagogical and academic society as well as museum staff acquainted with the new exhibition in Museum of Lithuanian Education History – from the cycle Treasures of Lithuanian Interwar Education History. Lithuanian Intellectuals – Authors of Schoolbooks. The exhibition features documents from the beginning of the XX century that depict the initial stage of Lithuania's national school, periodicals, photographs, schoolbooks, and training appliances altogether displaying more than 380 original exhibits (There are more than 6000 schoolbooks in the museum‘s storage). The topic of the exhibition is very wide. The report will cover various subjects: educational organizations (The Union of Lithuanian Teachers, 1905, Lithuanian Science Association 1907); educational associations (Saulė, Rytas, Žiburys, etc.); Lithuanian intellectuals who wrote schoolbooks (Jonas Jablonskis, Pranas Mašiotas, Marcelinas Šikšnys, Stasys Matjošaitis-Esmaitis, Juozas Damijonaitis,

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Jonas Murka, Augustinas Jakučionis, Antanas Basilas, Antanas Vireliūnas, etc.); schoolbooks; periodicals published by Lithuanian teachers; bookstores and publishing houses.

Lietuvos inteligentai – tautos vedliai Lietuvos švietimo istorijos muziejuje Kaune veikia paroda iš ciklo „Iš tarpukario Lietuvos švietimo

istorijos lobyno. Lietuvos inteligentai – vadovėlių mokykloms autoriai. Parodoje eksponuojami XX a. pradžios nacionalinės mokyklos kūrimosi laikotarpį iliustruojantys dokumentai, fotonuotraukos, gausi ir turtinga vadovėlių mokykloms kolekcija, mokymo priemonės – per 380 originalių eksponatų (iš viso muziejaus fonduose saugoma per 6000 vadovėlių). Parodos tema labai plati: apie švietimo draugijas („Saulė“, „Žiburys“, „Rytas“, kt.), Lietuvos inteligentiją (Jonas Jablonskis, Pranas Mašiotas, Marcelinas Šikšnys, Stasys Matjošaitis-Esmaitis, Juozas Damijonaitis, Jonas Murka, Augustinas Jakučionis, Antanas Basilas, Antanas Vireliūnas, kt.), apie vadovėlius, apie Lietuvos periodinius leidinius pedagogams, knygynus bei leidyklas, kurios leido vadovėlius. Pranešimo tikslas supažindinti muziejininkus, pedagoginę, akademinę visuomenę bei kultūros darbuotojus Europoje su Lietuvos švietimo raida 1904–1940 m. Pristatyti asmenybes – lietuvių inteligentus ir jų nuopelnus, kuriant modernią Lietuvos švietimo sistemą 1904–1940 m.

Miodrag Janković School for visually impaired children / Škola učenika oštećenog vida „Veljko Ramadanović“, Zemun, Serbia e-mail: [email protected]

Formation of School museum - Memorial gallery of School for the visually impaired students "Veljko Ramadanović" in Zemun

The school’s founder began to collect artifacts and documents about the school in 1922 when The

Museum of teaching aids for blind students was opened. The current school administration opened a Museum - Memorial gallery dedicated to the founder of the school and its work on December 13th 2001. The museum's collection includes learning and teaching resources from 1918 to World War II: Documentation of school work, photo collections of Ramadanović and children in school classes, some important archive materials about Ramadanović and school in general, the rules of procedure of the All-Slavic Association of the Blind which was founded in September 1937., and Rules of procedure of the Association of the Blind of intellectuals and businessmen of the Kingdom of Yugoslavia, founded the same year. The oldest exhibit is a book on education of the deaf in 1836, printed in Vienna, while the oldest domestic books are from the 1875. One book on Braille, which was given to Ramadanović as a gift, is interesting, and was printed in Vienna in 1891. The museum contains all the publications and books on pedagogical treatment of children of former Yugoslavia, as well as all copies of the Special Education Magazine "Voice of the innocent" (Glas Nedužnih), the oldest in the Balkans.

Formiranje Školskog muzeja – Spomen galerije Škole učenika oštećenog vida “Veljko Ramadanović” u Zemunu Osnivač škole je počeo od 1922. god. da prikuplja eksponate i dokumentaciju o radu škole kada je

otvorio Muzej očiglednih sredstava za slepe učenike. Sadašnja uprava škole je 13. decembra 2001. god. otvorila Muzej-Spomen galeriju posvećenu osnivaču škole i njenom radu. Muzejska zbirka obuhvata učila i nastavna sredstva od 1918 do II svetskog rata: Dokumentaciju o radu škole, foto zbirku Ramadanovića i dece na školskim časovima, pojedinu važnu arhivsku građu o radu Ramadanovića i škole uopšte, pravilnik o radu Udruženja Sveslovenskog Saveza slepih osnovanog septembra 1937., kao i Pravilnik o radu Udruženja slepih intelektualaca i privrednika Kraljevine Jugoslavije, osnovanog iste godine. Najstariji eksponat predstavlja knjiga o vaspitanju gluvih iz 1836, štampane u Beču, dok su najstarije domaće knjige iz 1875. god. Interesantna je jedna knjiga na Braju, koja je štampana u Beču 1891. , a koju je Ramadanović dobio na poklon. Muzej sadrži sve publikacije i knjige o pedagoškom tretmanu dece tadašnje Jugoslavije, kao i sve primerke najstarijeg defektološkog šasopisa na Balkanu “Glas Nedužnih”.

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Miodrag Janković School for visually impaired children / Škola učenika oštećenog vida „Veljko Ramadanović“, Zemun, Serbia e-mail: [email protected]

Review of the work of the Teachers’ association for defective children of Kingdom of Yugoslavia 1927-1945

The essay presents the genesis of the Teachers’ Association of disabled children of the Kingdom of

Yugoslavia. It was formed in Zemun near Belgrade, at The Initiative Assembly at the House of the blind in October 1927. Constituent Assembly was held in 1933 and 1934. in Zagreb and Ljubljana, the Association’s president was Veljko Ramadanovic, and on the Executive Committee were the famous Slovenian teachers and special education teachers Fran Grm, Anton Skala, Minka Skaberne, Gabrijel Janežič and Ivan Dimnik. Association existed until 1945. and it’s work was formally continued by the Special Educators’ Society of Yugoslavia. This association was affiliated to the Teachers’ Society of Yugoslavia, whose Dimnik was president at one point.

Prikaz rada Udruženja nastavnika škola defektne dece Kraljevine Jugoslavije Rad prikazuje genezu Udruženja učitelja invalidne dece kraljevine Jugoslavije. Ono je formirano u

Zemunu pored Beograda, pri Domu slepih, na inicijativnoj skupštini oktobra 1927. godine. Osnivačke skupštine su održane u Zagrebu i Ljubljani 1933. i 1934. god., predsednik društva je bio Veljko Ramadanović, a u Izvršnom odboru su bili poznati slovenački pedagozi i defektolozi Fran Grm, Anton Skala, Minka Skaberne, Gabrijel Janežič i Ivan Dimnik. Udruženje je postojalo do 1945. god, dok njegov rad formalno nastavlja Društvo defektologa Jugoslavije. Pomenuto udruženje je bilo pridruženo Jugoslovenskom učiteljskom udruženju, čiji je Dimnik jedno vreme bio predsednik.

Moses Sunday Jayeola-Omoyeni Adeyemi College of Education, Ondo, Ondo State, Nigeria, e-mail: [email protected]

Museum – Center for adult literacy education delivery in Nigeria, 2000-2010: An Assessment The European colonial masters discovered that Nigeria had a high rate of adult illiteracy and thus

launched the first Mass Literacy Campaign in 1946. Efforts at combating the scourge of high rate of adult illiteracy by government, non-governmental and voluntary organizations, Unesco and other bodies to promote adult literacy education in Nigeria, did not yield any appreciable results. Open fields, market places etc., were used as literacy centers to reach and teach the illiterates how to read and write in the printed word. The main problem affecting the effective promotion of adult literacy education in Nigeria, is that of the withdrawal of participants from the literacy centers after the initial enrolment. From the research conducted and being reported in this paper, some community museums in Ekiti, Ondo and Osun states of Nigeria, were used as literacy centers to complement the conventional literacy centers of the government and other agencies. Between 2000 and 2010, a total enrolment in the conventional literacy programme in those three states in Nigeria, was 37,648 with only 8,467 (22.5%) sustained to a nine month annual literacy graduation. But at the museum literacy centers in the three states, a total enrolment of 4,084 from which 3,857( 94.4%) participants were sustained. It is therefore seen that the community museums could be a valuable literacy center and thus recommended its use and integration as effective sources for promoting adult literacy education in Nigeria.

Ayewo ile isenbaye se da oriko eko mooko - mooka ni orile ede Naijeria, 2000-2010 Awon oyinbo a-munisin rii pe orile ede Naijeria ni ogooro agbalagba ti ko mooko-mooka lati igbati won

ti da ilana eto eko tiwon sile ni odun 1842.Nidi eyi ,awon oyinbo wonyi se afilole eko kari-aye ni odun 1946. Gbogbo akitiyan ijoba ,awon ti ko rogboku le ijoba,awon miran,ati paapaa UNESCO, lati le din tabi le aimooko-mooka lo ni Naijeria,dabi pe ko so eso rere.Orisirisi ona ni ijoba lo lati le jeki awon alaimooko-mooka di eni to ni imo eko mooko-mooka.Eyi to mu ijakule ba eto eko yii ni sisa ti awon akeko nsa kuro ni ibijoko ikeko lehin iforuko sile. Eyi lo mu oluwadi yii se iwadi lori ile isenbaye pe ole je ibi ikeko fun awon akeko

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agba.Ninun iwadi ti a se ni ipile Ekiti, Ondo ati Osun ni Naijeria,ni aarin odun 2000-2010.A rii pe awon tofi oruko sile ni oriko ati ti ilana ijoba ni akoko yii je 37,648, ti o si je pe 8,467 (22.5%) ni won yori eko naa ni alafo osu mesan odoodun.Sugbon ni igbati a lo ile isenbaye agbegbe, a rii pe iforuko sile awon akeko fun akoko kan naa je 4,084 ti 3,857(94.4%), yori eko naa. Eyi jasi pe ile isenbaye agbegbe kookan le je pataki iloro fun eko mooko-mooka ati wipe o ye ki a gbe igbese ki ile isenbaye agbegbe je igboke-gbodo fun eko kari-aye fun awon agba orile ede Naijeria.

Sieglinde Jornitz, Stefanie Kollmann German Institute for International Educational Research / Deutsches Institut für Internationale Paedagogische Forschung – DIPF, Berlin, Germany e-mail: [email protected], [email protected]

The image of the teacher

Throughout centuries the teacher is a popular motive in art. The way of presentation divers, it varies

from realistic to exaggerated. There are images showing teachers as persons of importance and respect, but there are also examples presenting caricatures of teachers. The same diverse image of the teacher is to be found in literal sources. One of the most famous in Germany is probably “Die Feuerzangenbowle”. Here varieties of teacher-characters are presented: there are some who are supportive and important for the development and education of children but also other characters that are just funny exaggerations.

The picture database Pictura Paedagogica Online holds a collection of photos of teacher portraits. They date back to the mid 19th century, at the same time the teacher’s library, now Bibliothek für Bildungsgeschichtliche Forschung was founded. The contribution wants to analyse these portraits of teachers with regards to how the teachers saw their profession at that time.

Das Bild des Lehrers Das Bild des Lehrers ist ein beliebtes Motiv in der bildenden Kunst. Die Art der Darstellung kann sehr

unterschiedlich sein: von ernsthafter Auseinandersetzung mit der Profession des Lehrers bis hin zu Karikaturen. Vergleichbar vielfältig sind die Darstellungen in literarischen Quellen, hier ist ein besonders populäres Beispiel “Die Feuerzangenbowle”.

Die Bilddatenbank “Pictura Paedagogica Online” präsentiert eine kleine Sammlung von Photographien von Lehrern. Sie stammen aus der Mitte des 19. Jahrhunderts, aus der Gründungszeit der Lehrerbücherei, der Vorläuferin der Bibliothek für Bildungsgeschichtliche Forschung (DIPF). Der Beitrag möchte die Lehrerbildnisse im Zusammenhang mit dem zeitgenössischen Selbstbild des Lehrers analysieren

Lea Leppik University of Tartu History Museum / Tartu Ülikooli ajaloo muuseum, Tartu, Estonia e-mail: [email protected]

History of Education as reflected in Estonian Museums The history of the higher education in Estonia begins in the year 1632, when the Swedish king Gustav II

Adolf established the university in Tartu (Dorpat). Higher education was given in Latin, German or Swedish, as in Estonian territory the upper class minority spoke different language from the lower class majority. The history of popular education is connected to reformation. At the end of the 17th century we can for the first time speak about system of rural schools for native people on Estonian territory. In 1807 the first newspaper for rural people was printed and in 1893 the first daily newspaper in Estonian appeared. At that time Estonians were nearly 100% literate.

The success-story of education belongs to Estonian national narrative. How is it reflected in our museums? We have one special museum dedicated to higher education (University of Tartu History Museum) and one museum, dedicated specially to the 19-th century rural school. The last one is inspired from a very popular book about school-life, written by a very popular writer (Oskar Luts, “Kevade”). In other museums there is everywhere something, connected to education, but the picture is not at all systematic. The most popular periods in exhibitions are the old classroom (like in 19th century) or the soviet time. In last case the point is

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usually the pioneers and other ideological stuff. There is nearby nothing about very important period in history of education in Estonia –the period between two world wars. The museum expositions like to speak about very old rural schools, almost neglected is the school in city, catholic period, and professional education. As different powers have established different schools, we speak only about these schools, which are living now. In presentation I will illustrate the picture, which we give in Estonian museums about history of education in Estonia.

Haridusajaloo kajastamine Eesti muuseumides Kõrghariduse ajalugu Eestis algab 1632. aastaga, mil Rootsi kuningas Gustav II Adolf asutas Tartu

ülikooli. Ülikooliharidust anti ladina, saksa ja rootsi keeles, sest väikesearvuline ülemkiht rääkis neid keeli. Laiema rahvahariduse tekkimine on seotud reformatsiooniga. Eesti alal tekkis kohalikele põliselanikele mõeldud talurahvakoolide süsteem 17. sajandi lõpus. 1807 hakkas ilmuma esimene talurahvale mõeldud ajaleht ja 1893 esimene päevaleht. Selleks ajaks oli eestlaste lugemisoskus peaaegu 100%. Hariduse edulugu kuulub kindlalt eestlaste rahvuslikku narratiivi. Kuidas kajastub see meie muuseumides?

Eestis on üks kõrghariduse ajaloole pühendatud museum – see on Tartu Ülikooli ajaloo museum. Meil on üks väike muuuseum, mis keskendub 19. sajandi kihelkonnakoolile (Palamuse). Viimane on inspireeritud väga populaarsest raamatust, Oskar Lutsu “Kevadest”. Teistes Eesti muuseumides on kõikjal hariduse teema küll enamasti esindatud, kuid pilt, mis avaneb, on kaugel süsteemsusest. Kõige populaarsemad on 19. sajandi maakooli stilis vana klassituba ja seejärel nõukogude aeg, kus esikohal seisab pioneerivorm ja muu ideoloogiline atribuutika. Peaaegu üheski muuseumis ei kajastu kuidagi selline väga oluline periood eesti haridusajaloos nagu kahe maailmasõja vaheline aeg, mil viidi sisse kohustuslik emakeelne 6-klassiline haridus. Peaaegu unustatud on katoliiklik periood, linnakoolid, kutseharidus. Muuseumid näitavad ennekõike seda, mis ulatub mingil viisil tänapäeva, minnes mööda nähtustest, millel otseseid järeltulijaid pole. Ettekandes püüan piltidedega illustreerida kuvandit, mille me oma muuseumides Eesti hariduselust läbi aegade anname.

Cristina Elena Maria Marini, Fabio Sacchi Progetto CoDiSV – Corpus Digitale delle Scritture scolastiche d’ambito Valdostano, Università della Valle d’Aosta-Université de la Vallée d’Aoste, Aosta, Italy e-mail: [email protected], [email protected]

CoDiSV: a research project on Aosta Valley schoolchildren's writings. The research project on schoolchildren's writings began in 2003 at the University of Aosta Valley with

the aim of collecting testimonies of children's writings in Italian and French language. The CoDiSV is a digital archive containing children’s exercise books, diaries and other school material produced by children in Aosta Valley in a period from the unification of Italy (1861) to the present. This source, usually considered a poor and "minor" one, is in fact capable to significantly contribute not only to school history, didactics and society studies, but also (and this specially in the multilingual context which characterizes this region of Italy) to historical-linguistic, sociolinguistic and dialectological inquiries. The publication of such documents pursues the primary objective of providing information to the scientific community and promoting interaction with the CoDiSV research group, via the dedicated website; but it also aims to involve all those who, for professional or personal interest, deal with research fields which extend from general education history to Aosta Valley regional history. At present the website (www.codisv.it) contains more than 1.000 digitalized documents, that can be browsed by a dedicated search engine. As far as research products are concerned, since 2011 a publishing series collects linguistic studies and multidisciplinary contributions based on the study of the corpus.

CoDiSV: un progettodi ricerca sulle scritture bambine valdostane Il progetto di ricerca sulle scritture bambine ha avuto inizio nel 2003 presso l’Università della Valle

d’Aosta con lo scopo di raccogliere testimonianze sulle scritture bambine sia in lingua italiana sia in lingua francese. Il CoDiSV è un archivio digitale contenente quaderni di alunni, diari, registri e altro materiale scolastico prodotto dagli alunni valdostani in un arco temporale che va dall’unificazione nazionale (1860) ai giorni nostri. Queste fonti, per lungo tempo considerate “minori” dalla storiografia, sono in realtà capaci di dare un significativo apporto alla ricerca non solo per quanto concerne la storia della scuola, la didattica e gli studi sociali, ma anche (specialmente nel contesto plurilingue che caratterizza questa regione italiana) per quello che

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attiene indagini di tipo storico linguistico, sociolinguistico e dialettologico. La pubblicazione di documenti rappresenta un obiettivo primario insieme alla diffusione di conoscenza nella comunità scientifica e all’interazione tra tutti i soggetti interessati sia da un punto di vista professionale sia per motivi personali. Ad oggi il sito (www.codisv.it) contiene più di 1000 documenti digitalizzati che possono essere consultati grazie ad un motore di ricerca interno. Dal 2011 ha preso avvio la pubblicazione di contributi linguistici e multidisciplinari realizzati a partire dallo studio dei materiali del corpus.

Vladimír Michalička, Daniela Vaněková Museum of Education and Pedagogy in Bratislava / Múzeum školstva a pedagogiky, Bratislava, Slovakia e-mail: [email protected], [email protected]

Teacher´s associations and institutions in Slovakia Similar to the Craft Guilds - groups of tradesmen or craftsmen engaged in the same occupation joined

together in the Middle ages, since the end of the 18th century associations and commissions of teachers can be traced. They were established in order to improve professional, cultural and social status of the teachers.

In the history of education in Slovakia, the Association of teachers in the Malohont region (1786) and The Commission of Teachers from the Liptov region (1836) were the oldest. The first associations had an independent character related mostly to a particular region or church. After the issue of the Hungarian School Law in 1868, there was an increase in foundation of new associations which were formed according to the school types. After the establishment of the independent Czechoslovakia, this increase continued. However, with the arrival of the Communist regime in 1948 a discontinuity can be observed. All the existing associoations were cancelled and replaced by one central trade union (Trade Union of teachers and employees in educational and cultural sector, later renamed to Trade Union of Education and Science).

At the upcoming conference, Museum of Education and Pedagogy in Bratislava would like to present the theme of associations of teachers. As a source we use newspapers (periodicals) issued by these associations in the 20th century. The aim of our paper is the classification of the periodicals, analysis of their content, characteristics of the authors and the museum documentation of this part of our collections.

Učiteľské spolky a organizácie na Slovensku Tak ako v stredoveku existovali združenia remeselníkov – stredoveké cechy, tak od konca 18. storočia

vznikali na našom území združenia, spolky, organizácie učiteľov, ktorých cieľom bolo zabezpečiť ich oprávnené stavovské, profesionálne, kultúrne a sociálne potreby.

Zo slovenskej edukačnej histórie identifikujeme ako najstaršie združenie učiteľov Malohontský učiteľský spolok (zal. 1786), Vychovávateľský zbor učiteľov škôl v Liptove (zal. 1836) a neskôr aj ďalšie. Tieto prvé učiteľské združenia mali charakter individuálny, viazali sa na príslušný región, prípadne na spoločné vierovyznanie. Po vydaní uhorského školského zákona v roku 1868 začali vznikať masovejšie ďalšie učiteľské združenia, predovšetkým podľa stupňa a typu škôl, po vzniku samostatnej Československej republiky v roku 1918 tento nárast pokračoval. Po nastúpení komunistického režimu v roku 1948 došlo k extrému, keď dovtedajšie spolky a organizácie boli zrušené a nahradené jednotnou odborovou organizáciou – Odborovým zväzom zamestnancov školstva a kultúry, neskôr školstva a vedy (OZZŠaK, OZZŠaV).

Múzeum školstva a pedagogiky v Bratislave chce na tomto podujatí predstaviť časť uvedenej historickej problematiky, a to časopisy (periodiká), ktoré vznikali z iniciatívy učiteľských spolkov v uplynulom 20. storočí. Náš príspevok bude zameraný na ich klasifikáciu, charakteristiku obsahovej náplne, charakteristiku prispievateľov a múzejnú dokumentáciu tejto časti nášho múzejného fondu.

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Francesca Mogavero MUSLI (Museo della Scuola e del Libro per l' Infanzia – Museum of School and Children's Literature), Turin, Italy e-mail: [email protected]

MUSLI: an integrated Museum from School to Children’s Books

The Tancredi di Barolo Foundation, created in 2002 by Pompeo Vagliani, established the Museum of

School and Children’s Literature in Palazzo Barolo Turin (Torino, Italy). In 2008 started the new Museum itinerary project, dedicated to Children’s Literature’s history, to complete the exposition about school’s history. The new Museum itinerary, branded MUSLI (Museo Scuola Libro Infanzia - Museum of School and Children’s Literature), was completed during the 150th Italy Unification celebrations and was inaugurated on 23rd of November 2011.

The exposition valorizes the rich international historical fund, composed by 12 thousands items (books, original drawings, toys and games from XVIII to half XX centuries) and stored at Foundation’s archive and library. It is the most important centre dedicated to illustration and children’s and scholastic literature’s history on the territory open to the public.

The new Museum itinerary is linked to the School Museum itinerary thanks to the presence in Palazzo Barolo, from 1869 to 1903, of the Eredi Botta Historical Typography, the third most important typographic factory of Turin in XIX century, that printed scholastic texts and reading books too; the recalling of Freinet scholastic typography and the exposition of school newspapers make another connection to School Museum itinerary.

Indeed, the book theme has been always present in the School Museum itinerary, which particularly investigates the book Cuore written by Edmondo De Amicis, comparing past and present school (and literature), reality and imagination, persistently and in a captivating way. In the Book Museum itinerary the disability is particularly minded: under the banner “MUSLI: a Museum for everyone” a project has started with the purpose to grant an ever wider public the enjoyment of our patrimony, promoting an accessible knowledge of MUSLI collections and museum didactics.

Il MUSLI: un Museo integrato dalla Scuola alla Letteratura per l’Infanzia La Fondazione Tancredi di Barolo, creata nel 2002 da Pompeo Vagliani, ha dato vita al Museo della

scuola e del libro per l’infanzia di Palazzo Barolo (Torino, Italia). Nel 2008 ha avviato il progetto del nuovo percorso museale dedicato alla storia del libro per l’infanzia, a completamento dell’esposizione sulla storia della scuola.

Il nuovo polo museale, con il nuovo marchio MUSLI (Museo Scuola Libro Infanzia) è stato completato nell’ambito delle manifestazioni per i 150 anni dell’Unità d’Italia e inaugurato il 23 Novembre 2011. L’esposizione valorizza il ricco fondo storico internazionale di 12000 pezzi (libri, disegni originali, giochi dal Settecento alla metà del Novecento) conservato presso l’archivio e la biblioteca della Fondazione. Si tratta del nucleo più importante legato alla storia dell’illustrazione e della letteratura per l’infanzia e scolastica presente sul territorio a disposizione del pubblico.

Il nuovo polo museale si ricollega a quello già consolidato ricordando la presenza a Palazzo Barolo, dal 1869 al 1903, della Tipografia Eredi Botta, la terza industria tipografica di Torino nell’Ottocento, che produceva anche testi scolastici e di lettura; un ulteriore legame con il Percorso Scuola è costituito dalla ricostruzione della Tipografia scolastica Freinet e dall’esposizione dei giornalini di classe.

Il tema del libro, d’altra parte, è da sempre integrato all’interno del Percorso Scuola, che approfondisce in particolar modo il libro Cuore di De Amicis, operando un costante e coinvolgente confronto tra scuola (e letteratura) di ieri e di oggi, tra scuola immaginaria e scuola reale. Nel Percorso Libro, particolare attenzione è rivolta al tema della Disabilità: sotto il titolo “Il MUSLI: un Museo per tutti”, è stato avviato infatti un progetto volto a garantire la fruizione del nostro patrimonio a una fascia sempre più ampia di pubblico, promuovendo una conoscenza accessibile delle collezioni del MUSLI e della didattica museale.

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Walter Müller University of Würzburg, Germany e-mail: [email protected]

Inside the world of teacher caricatures - Pictures and caricatures of the teaching profession

The teaching profession belongs to the most popular themes of caricaturists. Their pictures not only

reflect the intrinsic problems of the job but also focus on typical stereotypes and prejudices. The aim of this 15 minute lecture is to present 10 well known stereotypes as they are depicted in

caricatures from the last 5 centuries. The stereotypes range from portraying teachers as starving, lazy, tyrannical and ignorant persons, to starry-eyed idealists and hypocrites.

Der Lehrer in der Karikatur Bilder und Zerrbilder des Lehrerberufs Der Lehrerberuf gehört zu den beliebtesten Themen der Karikaturisten. In ihren Bildern spiegeln sich

nicht nur professionsspezifische Probleme dieses Berufs, sondern auch typische Stereotype und Vorurteile. In dem 15-minütigen Vortrag sollen zehn weitverbreitete Stereotype anhand von Karikaturen aus den

letzten fünf Jahrhunderten vorgestellt werden. Sie reichen vom Hungerleider und Faulenzer, Tyrannen und Ignoranten bis zum Weltverbesserer und Scheinheiligen.

András Németh Faculty of Education and Psychology, Eötvös Loránd University, Budapest, Hungary e-mail: [email protected]

The historical construction of the Hungarian teacher’s professional knowledge The reform of teacher’s training as a part of the Bologna process of the higher education is one of the

key questions of the educational reforms in the European Union today. This reform however aims to transform the historically shaped pattern of teachers’ training model, that followed the patterns of the European trends that were formed inbetween the beginning of 19th century and the middle of 20th century - with some time-lag of course in the different regions.

Our research aims to follow the process of the institutionalization of Hungarian teachers’ training and teacher’s knowledge which was characterized by the above mentioned ’dual system’. This process passed off under the influence of the national traditions as well as the central European tendencies. In the centre of our research stand the two different professional knowledg-type (elementary and secondary school teachers’) and also the contents of the theoretical reflection which appeared in the fields of science. Our lecture focuses on this very complex process and analyses the events the Hungarian teacher’s training textbooks and educational publications of the late 19th and early 20th century.

A magyar pedagógusi szaktudás történeti konstrukciója A pedagógusképzés reformja a felsőoktatás bolognai átalakításának részeként az Európai Unió oktatási

reformjának napjainkig tartó kulcsfontosságú eleme. Ez a reformtörekvés egyben annak a történetileg kialakuló duális pedagógusképzési modellnek az alapvető átalakítására törekszik, amely a modern nemzetállamok kialakulása során – a különböző történelmi régiókban időbeli eltolódással – nagyjából a 19. század elejétől a 20. század közepéig tartó európai intézményesülési folyamat mintáit követve jött létre. Az előadás a magyar pedagógusképzésre is jellemző duális rendszer keretében – a közép-európai fejlődési tendenciákkal szoros kölcsönhatásban kibontakozó modern pedagógusi szaktudásnak elkülönülő formáit (gimnáziumi tanári és néptanítói szaktudás), illetve annak elméleti szinten is reflektált, a neveléstudományban leképződő tudástartalmait (elméleti és gyakorlati pedagógia) vizsgálja. Ennek tudáskonstrukciós folyamatait a 19. század végétől a 20. század elejéig megjelenő tankönyveket és a korabeli neveléstudományos publikációkat elemezve mutatja be.

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Maja Nikolova Pedagogical Museum / Pedagoški muzej, Belgrade, Serbia e-mail: [email protected]

Yugoslavism and internationalism - the international cooperation Yugoslav Teachers' Association 1920-1940

The teacher`s effect on improving schools and education in Serbia, and later in Yugoslavia, has always been remarkable. Gathered around their estates association, since the eighties of the 19th century, they have worked on improving the quality of teaching, financial status of teachers, education and training of teaching staff and to provide local and international contacts.

The Regulations of the Association was adopted at the founding congress of the Yugoslav teachers` association on 17 and 18 July 1920th in Belgrade. Among other things, the goals of Association were the activities which based of political and religious liberty, and the development of cultural relations with other similar associations.

It was seen that, from the beginning of JUU (YTO Yugoslav teachers' association), international cooperation played an important role. As a member of the International Association of Teachers' they had intensive partnerships with France and Czechoslovakia. In 1922 French society was initiated the cooperation, next year the members of the Association attended the First International Congress in Paris, and the 1927th Association took part in the World Congress of primary education in Paris. In 1923 Yugoslav and Czechoslovak teachers organized a meeting and exhibition entitled "Cultural mission schools in the nation and the state" in Bratislava, and the 1927th Czechoslovak teachers from Brno visited Belgrade. Belgrade has hosted, in 1936, the International Teacher Conferences, and was the place where the Declaration about the coming German Nazism was adopted.

The aims of this paper are to draw attention on two important moments in international cooperation YTO. In the first place it was the exchange of professional ideas that seemed to improve the quality of teaching and the development of pedagogical science, and raising the cultural level of the Serbian teachers. Another important characteristic is their relationship to the political developments in the country and in Europe, their participation in wider social trends.

Jugoslovensko i internacionalno - međunarodna saradnja Jugoslovenskog učiteljskog udruženja (JUU) 1920-1940 Delovanje učiteljstva na unapređenje školstva i prosvete u Srbiji, a kasnije i u Jugoslaviji, uvek je bilo

zapaženo. Okupljeni oko svog staleškog udruženja, od osamdesetih godina 19. veka, radili su na poboljšanju kvaliteta nastave, materijalnog statusa učitelja, obrazovanja i usavršavanja učiteljskog kadra kao i na stalnim lokalnim i međjunarodnim kontaktima.

Na osnivačkom kongresu Jugoslovenskog učiteljstva, održanom 17. i 18. jula 1920. u Beogradu, doneta su „Pravila udruženja“, u kojima je bilo, između ostalog, navedeno da je cilj delatnosti ujedinjenje jugoslovenskog učiteljstva na osnovu političke i verske slobode i razvijanje kulturnih odnosa sa sličnim asocijacijama. Ustvari, krajem 1917. u Parizu je osnovano Učiteljsko udruženje Srba, Hrvata i Slovenaca koje je, pored moralnog i materijalnog pomaganja svojih članova, radilo i na podizanju nacionalne svesti, ostvarivanju kontakat sa srodnim udruženjima i prikupljanju informacija i materijala koji bi, nakon oslobođenja Srbje, doprineli boljoj organizaciji osnovne nastave.

Uviđa se da je od samih početaka rada JUU (Jugoslovensko učiteljsko udruženje) međunarodna sradnja imala značajnu ulogu u radu Udruženja. Kao član Internacionalnog saveza učiteljskih udruženja jugoslovensko učiteljstvo posebno je imalo intenzivnu saradnju sa Francuskom i Čehoslovačkom. Već 1922. francusko društvo učitelja iniciralo je saradnju, sledeće godine članovi Udruženja prisustvovali su Prvom Internacionalnom kongresu u Parizu, a 1927. Udruženje je uzelo učešća na Svetskom kongresu za osnovnu nastavu u Parizu. Godine 1923. jugoslovenski i čehoslovački učitelji organizovali su skup i izložbu pod nazivom „Kulturni zadatak škole u narodu i državi“ u Bratislavi, a 1927. čehoslovački učitelji i učiteljice iz Brna posetili su Beograd. Beograd je bio domaćin, 1936, Internacionalnog učiteljskog kongresa, a bio je i mesto gde je pročitan Proglas Internacionalnog učiteljskog udruženja učiteljima celog sveta u vezi sa nastupajućim nemačkim nacizmom. Pažnju privlači i činjenica da je 1936. Jugoslaviju postilo i pedeset učiteljica i profesorki iz Kalifornije, a sledeće godine Međunarodni savez učiteljskih udruženja tražio je pomoć za decu španskih učitelja.

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Andreas Oettli School Museum / Schulmuseum Amriswil, Switzerland e-mail: [email protected]

Thurgovian Pioneers of the Science Experiments Kit In our presentation we want to portray the life work of five teachers who in the first half of the 20th

century not only recognized the need for holistic and autonomous learning but promoted it in a decisive way. All five of them developed tools for teaching - albeit in individual ways - and thereby contributed crucially to the quality and the process of modernisation of our schools. Starting from their point of action in the canton of Thurgau in Northeastern Switzerland, they gained both national and international recognition.

Johannes Eberli (1860 - 1928) was a science professor at a school for future teachers and developed a Science Experiments Kit for primary and secondary school, accompanied by a practical instruction manual. August Bach (1869 - 1950) founded a correctional school and succeeded in turning it into a model school. He developed teaching tools and measuring instruments for mathematics and physics classes in primary and secondary school.

Wilhelm Fröhlich (1892 - 1969) gained worldwide recognition for his KOSMOS Science Experiments Kits for school and home. Paul Eggmann (1904 -1985) came up with a system to build your own Science Experiments Kits and for decades, shared his ideas with scores of other teachers. Eugen Knup (1898 - 1987) was fascinated by the radio. He wrote instructions and developed gadgets to promote knowledge about the physical and technical basics of this new medium. The main focus of the presentation will be on August Bach and Wilhelm Fröhlich. The School Museum of Amriswil is dedicating a publication with the title "Thurgovian Pioneers of the Science Experimenting Kits" to those five school teachers.

Thurgauer Pioniere des Experimentierkastens Das Referat gibt Einblick in das Lebenswerk von fünf Lehrern, welche in der ersten Hälfte des 20.

Jahrhunderts den Bedarf nach ganzheitlicher Bildung und selbsttätigem Lernen erkannt und in eindrücklicher Weise gefördert haben. Sie alle haben, wenn auch in verschiedener Weise, Lehrmittel entwickelt und damit wesentlich zur Qualität und Modernisierung unserer Schulen beigetragen.

Ausgehend von ihrem Wirkungsort im Kanton Thurgau, in der Nordostschweiz, haben sie national und teils international Bedeutung erlangt. Johannes Eberli (1860–1928) entwickelte als Seminarlehrer für Naturwissenschaften ein Experimentierset für Volksschulklassen und verfasste eine praktische Anleitung dazu. August Bach (1869–1950) gründete ein Landerziehungsheim als Musterschule und entwickelte Lehrmittel und Messgeräte für den Mathematik- und Physikunterricht der Volksschule.

Wilhelm Fröhlich (1892–1969) erlangte weltweite Anerkennung für seine KOSMOS–Experimentierkästen für Schule und Haus. Paul Eggmann (1904–1985) entwickelte ein System zum Eigenbau von Experimentiergeräten und vermittelte seine Ideen jahrzehntelang in Lehrerbildungskursen. Eugen Knup (1898–1987) war angetan vom Medium Radio. Er verfasste Schriften und entwickelte Lehrgeräte zur Vermittlung der physikalischen und technischen Grundlagen dieses neuen Mediums. Der Hauptteil des Vortrags gilt August Bach und Wilhelm Fröhlich. Das Schulmuseum in Amriswil hat diesen Schulmännern eine Publikation gewidmet mit dem Titel „Thurgauer Pioniere des Experimentierkastens“.

Cecilia Ödman Museum Gustavianum, University museum in Uppsala, Sweden e-mail: [email protected]

The Museum as a learning environment – with an example from Museum Gustavianum in Uppsala In Uppsala the Museum Gustavianum occupies a unique position as an interface between the academic

world and the general public. Situated in the medieval heart of the city, the Gustavianum is the former main building of Uppsala University. The Anatomical Theatre erected on the roof of the Gustavianum gives the building its characteristic appearance. The Museum Gustavianum was inaugurated in 1997. The main exhibition describes the history of Uppsala University through a collection of objects from a wide range of disciplines

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dating from 1477, when the university was founded, to the present. The museum has become a popular attraction to the public, with around 50 000 visitors every year.

Ever since the museum was founded student participation has played an important role in the ongoing project with respect to documentation, exhibitions and education. In our public work we start with preschool children. Twice a year since 2004 the Museum Gustavianum has collaborated with the Department of Education at the faculty of Education at Uppsala University. Each term around fifty students from the preschool teacher section plan and implement a number of museum lessons for specially invited kindergartens. The collaboration begins with a lecture in the Gustavianum how to use a museum as a learning environment. Each museum lesson, which is prepared by the students, is based on inspiration gathered from the museum´s collections. In the project the Museum Gustavianum can support both students in their education to preschool teachers and the children´s joy in finding out how exciting experiments can be. At the museum we have found the student participation ta be a win-win concept.

Museums have unique collections and a great many stories that need to be told. If the museums dare to let in other explainers as teachers, students and researchers, then together we can connect the past with the present and the future. Then our museums can become laboratories for new ideas and our collections can find a new meaning.

Museer som lärandemiljö – med ett exempel från Museum Gustavianum i Uppsala I Uppsala intar Museum Gustavianum en unik position som mötesplats mellan den akademiska världen

och allmänheten. Beläget i den medeltida kärnan i staden, är Gustavianum Uppsala universitets äldsta bevarade huvudbyggnad. Anatomiska teatern på taket ger byggnaden sitt unika utseende. Museum Gustavianum invigdes 1997. En av basutställningarna beskriver Uppsala universitets historia genom ett stort antal föremål från olika ämnesdiscipliner. Museet har utvecklats till ett populärt besöksmål med ungefär 50 000 besökare per år.

Ända sedan museet grundades har studentmedverkan spelat en viktig roll i flera olika projekt såsom dokumentation, utställningar och pedagogisk verksamhet. I vårt publika arbete börjar vi med förskolebarnen. Två gånger per år sedan 2004 har Museum Gustavianum samarbetat med förskolelärarutbildningen vid utbildningsvetenskapliga fakulteten. Varje termin får ett femtiotal studenter i uppgift att planera och genomföra ett antal museilektioner för speciellt inbjudna förskolor. Samarbetet börjar med en föreläsning i Gustavianum om hur museer kan användas som lärandemiljö. Varje museilektion, som förbereds av studenterna, bygger på inspiration från museets samlingar. I projektet kan Museum Gustavianum stötta studenterna i deras utbildning till förskolelärare samtidigt som barn får utveckla sin upptäckarglädje genom experiment. På museet har vi insett att det är ett vinnande koncept för samtliga inblandade parter.

Museer har unika samlingar och många historier som väntar på att få berättas. Om museer vågar och släppa in även andra guider såsom lärare studenter och forskare, kan vi tillsammans knyta ihop dåtid med framtid. Då kan också våra museer utvecklas till laboratorier för nya idéer och våra samlingar kan få en ny roll.

Merja Paksuniemi University of Lapland, Faculty of Education, Rovaniemi, Finland e-mail: [email protected]

At the roots of Finnish Teacher Education for Women The purpose of this research and its presentation is to clarify how the Finnish women teachers were

trained in teacher colleges. Usually the lower elementary school teacher training lasted two years in Finland. The main emphasis of this research is on the teacher training college of Tornio, located in Northern Finland. It was the first teacher college located that North. The data was studied from the point of view of History of Education where the source of material provides the answers. The main recourses were archival sources, text books that were used at the college, and other studies. The recourses clarified the students studied many subjects and skills in the college. Such as the didactics and pedagogy, regionalism, religion, math, and health education, and arts including playing and singing, handicrafts, gymnastics, games and sports. Teaching practicum lasted about 3 weeks at a time and took place in the spring semester of the second study year. Teaching practicum was an important phase of studies. According to the recourses Herbart-Zillerism ideology was affecting to the teaching at the teacher training college. It appeared in the textbooks, but other activities as well. The teacher image and it´s requirements were raised from the Finnish societal among the educational ideology. According to the results, Finnish teacher training was considered the seedbed for moral-Christian-nationalist education.

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Women teachers’ suitability to act as model citizens was carefully assessed already in the student selection. Strict entrance tests started from sending written applications to the college teaching staff. Also it was found that a carefully-selected group of applicants were invited to the second step where the best applicants were selected for the actual entrance test. The students were mainly from the countryside of the Northern Finland, mostly aged 17–26. Finally teachers’ were considered exemplary people for the whole nation and therefore their work was not just seen something one does but adopting certain kind of a role and identity.

Suomalaisen naisopettajakoulutuksen juurilla Esityksen tarkoituksena on selventää tutkimusta siitä, miten suomalaisia naisopettajia koulutettiin

opettajaseminaareissa. Yleensä opiskelu alakansakoulunopettaja seminaarissa kesti kaksi vuotta. Lähemmän tarkastelun kohteena on Tornion alakansakoulunopettaja seminaari, joka oli Pohjois-Suomen ensimmäinen opettajankoulutuslaitos. Lähdeaineistoa tarkasteltiin kasvatuksen historian tutkimuksen keinoin. Lähdemateriaalina käytettiin arkistolähteitä, opetuksessa käytössä olleita oppikirjoja sekä muita tutkimuksia. Lähteiden mukaan seminaarin opiskelijat opettelivat useita oppiaineita ja taitoja opiskelunsa aikana. Näitä olivat kasvatusoppi, ympäristöoppi, uskonto, matematiikka ja terveysoppi. Lisäksi he opettelivat harmonin soittamista ja laulamista, käsitöitä ja liikunnallisia taitoja. Opetusharjoittelu kesti noin kolme viikkoa toisen opintovuoden keväällä. Tämä oli tärkeä osa opettajaksi kasvamista. Aineisto osoittaa, että herbart-zilleriläisyys vaikutti voimakkaasti seminaarissa annettuun opetukseen. Se näkyi oppikirjojen painotuksissa mutta myös muissa seminaarin toiminnoissa. Tulosten mukaan opettajakuvan vaatimukset kumpusivat suomalaisesta yhteiskunnasta ja kasvatuksellisesta ideologiasta: suomalaista opettajankoulutusta pidettiinkin siveellis-kristillis-isänmaallisena koulutuslaitoksena. Naisopettajien sopivuutta opettajan ammattiin ja myös mallikansalaisena olemiseen punnittiin tarkkaan jo seminaarin pääsykokeissa. Pääsykokeet perustuivat järjestelmään, jossa hakupapereiden perusteella valittiin varsinaisiin pääsykokeisiin. Varsinaisissa pääsykokeissa valittiin opettajaksi sopivin aines. Valituiksi tulleet opiskelijat olivat suurimmaksi osaksi kotoisin Pohjois-Suomesta, iältään enimmäkseen 17–26 -vuotiaita. Opettajat olivat mallikansalaisia ja sitä varten opettajan rooli sekä identiteetti tuli omaksua jo opiskeluvaiheessa.

Tina Palaić Ljubljana, Slovenia e-mail: [email protected]

When the “West” meets the “East”: School museum in Yogyakarta, Indonesia When someone combines work and pleasure only good things can happen. That was the case with my

travel to Indonesia, where I went in September 2012. I love to travel and see new places but usually this is not enough for me. I also want to work with local people and get to know their concepts of life. Besides visiting great Borobudur temple and wonderful Mount Bromo in Bromo Tengger Semeru National Park I have met very nice and friendly people in School Museum in Yogyakarta – Museum Pendidikan Indonesia (MPI).

MPI is first national school museum in Indonesia. It was established on 8th of July in 2008 by the Yogyakarta State University (Universitas Negeri Yogyakarta). It is very young museum but this tells nothing about their activities and goals. MPI has great plan: it tries to present the history of education of the entire country. Behind their aim lies the official national slogan »Bhinneka Tunggal Ika«, which means “Unity in Diversity”. There are over 300 ethnic groups in Indonesia. As my interlocutor pointed out to strengthen national identity they have to respect diversity and give value to the cultures and education histories of each ethnic group. For now their exhibition collection is modest, but they are planning to conduct new researches and prepare additional exhibitions and activities.

As a guest of the MPI I attended the festival of museums, which was held from 23rd to 28th of September in Yogyakarta. The theme of the festival was “museum goes to Istana”, which means Sultan’s palace. 28 museums from Yogya and 5 from the capital city, Jakarta, started with the carnival of museums at the main street of the city, called Malioboro. They presented their activities and materials in a very imaginative ways. The carnival ended in Sultan’s palace where the central happening took place.

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Ko se “Zahod” sreča z “Vzhodom”: Šolski muzej v Jogjakarti, Indonezija Kadar združimo delo z užitkom, zmeraj kaj dobrega nastane. Tako je bilo tudi v primeru mojega

potovanja v Indonezijo, kamor sem odšla v septembru leta 2012. Zelo rada potujem in obiščem nove kraje, vendar običajno zame to ni dovolj. Med obiskom tuje dežele mi je pomembno tudi, da sodelujem z domačini in spoznavam njihove življenjske koncepte. Poleg ogleda veličastnega templja Borobudur in čudovitega vulkana Bromo v Nacionalnem parku Bromo Tengger Semeru sem spoznala zelo prijetne ljudi v Šolskem muzeju v Yogyakarti – v Museum Pendidikan Indonesia (MPI).

MPI je prvi nacionalni šolski muzej v Indoneziji. 8. julija 2008 ga je ustanovila Državna univerza v Jogjakarti (Universitas Negeri Yogyakarta). To je zelo mlad muzej, mladost pa še nič ne pove o njihovih aktivnostih in ciljih. MPI ima velike načrte: predstaviti želi zgodovino izobraževanja v celotni državi. V ozadju tega cilja zasledimo uradni nacionalni slogan »Bhinneka Tunggal Ika«, kar pomeni »enotnost v različnosti«. V Indoneziji sobiva več kot 300 etničnih skupin. Kot je poudaril moj sogovornik, je za krepitev nacionalne identitete potrebno spoštovati različnost in dati vrednost kulturi in zgodovini izobraževanja vsake etnične skupine. Zaenkrat je razstavna zbirka muzeja še skromna, a načrtujejo nove raziskave in pripravo dodatnih razstav ter aktivnosti.

Kot gost MPI-ja sem se udeležila festivala muzejev, ki je potekal od 23. do 28. septembra v Jogjakarti. Tema festivala je bila »muzej gre v palačo«, s čimer je bila mišljena sultanova palača v Jogjakarti. 28 muzejev iz Jogjakarte in 5 iz glavnega mesta, Jakarte, je festival pričelo s karnevalom muzejev na začetku glavne ulice mesta, imenovane Malioboro. Aktivnosti in muzejske eksponate so predstavili na zelo domiseln način. Karneval se je zaključil v sultanovi palači, kjer se je naslednje dni odvijalo osrednje dogajanje festivala.

Ketika "Barat" bertemu dengan "Timur": Museum Sekolah di Jogjakarta, Indonesia Ketika kita menggabungkan pekerjaan dengan kesenangan, kami selalu mendapatkan hasil yang baik.

Ini juga kasus perjalanan saya ke Indonesia, di mana saya pergi pada bulan September 2012. Saya suka bepergian dan mengunjungi tempat-tempat baru, tetapi ini biasanya tidak cukup untuk saya. Ketika saya mengunjungi sebuah negara yang baru adalah penting untuk bekerja sama dengan masyarakat setempat dan belajar cara hidup mereka. Selain mengunjungi Candi Borobudur yang megah dan indah Gunung Bromo di Bromo Tengger Semeru taman nasional, saya bertemu orang-orang yang sangat menyenangkan di museum sekolah di Yogyakarta - Museum Pendidikan Indonesia (MPI).

MPI adalah yang pertama museum sekolah nasional di Indonesia. Universitas negeri di Yogyakarta didirikan pada tanggal 8 Juli di 2008. Ini adalah sebuah museum yang sangat muda, tapi usia tidak memberitahu tentang aktivitas atau tujuan. MPI memiliki rencana besar: untuk memperkenalkan sejarah pendidikan di seluruh negeri. Di balik tujuan ini kita menemukan slogan nasional »Bhinneka Tunggal Ika«. Ada lebih dari 300 kelompok etnis di Indonesia. Sebagai koresponden saya berkata, kita harus menghormati keragaman dan memberikan nilai kepada budaya dan sejarah pendidikan masing-masing kelompok etnis untuk memperkuat identitas nasional. Untuk saat ini koleksi museum sederhana, tapi ada merencanakan penelitian baru dan mempersiapkan eksibisi tambahan dan aktivitas.

Sebagai tamu MPI saya menghadiri festival museum, yaitu dari 23. sampai 28. September di Yogyakarta. Tema festival adalah "museum pergi ke istana", yang berarti istana sultan di Yogyakarta. 28 museum dari Yogyakarta dan 5 dari Jakarta, ibukota negara, mulai festival museum dengan karnaval di pada awal Jalan Malioboro. Mereka memperkenalkan aktivitas dan pameran dengan cara yang sangat menarik. Karnaval berakhir di keraton sultan, di mana acara utama festival berlangsung dalam beberapa hari ke depan.

Translated in bahasa indonesia by: Vesna Bočko Verena Perko Regional Museum Kranj / Gorenjski muzej, Kranj & Faculty of Arts, University of Ljubljana / Filozofska fakulteta, Univerza v Ljubljani, Slovenia e-mail: [email protected]

Slovenian museums for 21st century. Those who cannot remember the past are condemned to repeat it After gaining independence, leaving the Yugoslav state and by joining the European Union, Slovenia

faced a completely altered social, political, cultural and economic situation. In the former state, the activities and

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development of museums was marked by a socialist-communist orientation, which established an internationalist and scientifically-based, socially ‘neutral’ museum doctrine. The new circumstances brought a need to face more difficult social conditions. Slovenian museums – like most museums in the world – suddenly became aware that they faced completely different social demands. And so one morning Slovenian museum people woke up in the era of ‘post-museums’: of heritage institutions which are, through their well thought-out policies, included in society, uniting and democratising it and ensuring the preservation of heritage in its original environment – as a part of the quality of everyday life.

If a post-museum is determined by its social engagement, one of its most important activities must be education: life-long, sustainable and environmentally aware. Its main recognisable characteristic is the raising of social awareness on the basis of heritage as a response to the identity needs of the modern society. Post-museums are a process that begins with the professionalization and permanent education of museum people. The contribution will portray Slovenian museums in the light of endeavours to respond to the needs of modern society and to strive towards ‘post-museum’ goals.

Slovenski muzeji za 21 stoletje. Kdor se ne spominja preteklosti, je obsojen, da jo bo še enkrat doživel Slovenija se je z osamosvojitvijo in odhodom iz skupne jugoslovanske države ter vstopom v Evropsko

zvezo soočila s povsem spremenjenimi družbenimi, politično-kulturnimi in gospodarskimi razmerami. V prejšnji državi je delovanje in razvoj muzejev zaznamovala socialistično komunistična usmerjenost družbe, kar je zakoličilo internacionalistično in znanstveno utemeljeno ter družbeno »nevtralno« muzejsko doktrino. S spremenjenimi okoliščinami je napočil čas soočenja z zaostrenimi družbenimi razmerami. Slovenski muzeji so se nenadoma zavedli, da stojijo - skupaj z večino svetovnih muzejev, pred povsem spremenjenimi družbenimi zahtevami. Nekega jutra smo se zbudili v dobi post-muzejev: v dobi dediščinskih ustanov, ki se s premišljeno politiko delovanja angažirano vključujejo v družbo, jo povezujejo, demokratizirajo in skrbijo za ohranjevanje dediščine kot kvalitete življenja v izvornem okolju.

Če post-muzej določa njegova družbena angažiranost, sodi med njegove najpomembnejše dejavnosti izobraževanje: vseživljenjsko, trajnostno in okoljsko. Njegova glavna razpoznavnost je družbeno osveščanje na podlagi dediščine in kot odgovor na identitetne potrebe posameznika in družbe. Post-muzeji so proces, ki se začne s profesionalizacijo in trajnostnim izobraževanjem muzealcev samih. Prispevek bo prikazal podobo slovenskih muzejev v luči prizadevanj, da odgovorijo na pričakovanja sodobne družbe in se usmerijo k »post-muzejskim« ciljem.

Vicente Peña Saavedra Universidad de Santiago de Compostela, Galicia, Spain e-mail: [email protected]

Experiences of educational renovation linked to the associative movement of the teaching in the Iberian northwest (1887-1926): pedagogic conferences, origin of the children’s school press and the first educational museism

In the last decades of the 19th century and the first years of the 20th century there take place in Spain

some legislative reforms in educational topic that they will make possible the corporate organization of the elementary education teachers and, at the same time, they will contribute to the emergence of collective initiatives as consequence of the integration of the teaching in associations of professional type. Some of the reforms that stand out are relatives to the summer vacations of teachers, published on dispositions promulgated in 1887 and 1888. The temporary closing of the schools during a summer stage will make possible that the elementary education teachers promote activities to their own education, as the Pedagogic Conferences, that were established by the legislator in the same regulation of the summer holidays. For their organization and planning the teachers establish specific groups, protected by the regulatory legislation of association right of 1887 and other following dispositions. As it advances the time, other innovations rise up by the suggestion of teachers in a personal way, and will be supported by other members of the teaching, guaranteeing their viability and making easier the cooperative work. This happened with the first children’s school newspapers that came out in Galicia between 1905 and 1913/1914 (El Gallego - El Escolar and El Faro de Veiga). The pedagogical museism also will find in the organizational context of the teachers its germinal framework, as we will describe in the full text of our communication on dealing with different first experiences in this field.

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To conclude, we can support that the association practice of the teachers formed a renovation route of the school and contributed highly to its repercussion and social influence in the transition of XIXth to XXth century.

Experiencias de renovación educativa vinculadas al asociacionismo del magisterio en el noroeste ibérico (1887-1926): conferencias pedagógicas, génesis de la prensa escolar infantil y primer museísmo educativo En las décadas finales del siglo XIX y los primeros años del siglo XX se producen en España una serie

de reformas legislativas en materia educativa que posibilitarán la organización corporativa del profesorado de enseñanza primaria y, a su vez, propiciarán la floración de iniciativas conjuntas como consecuencia de la integración del magisterio en asociaciones de índole profesional. Entre las reformas que se ponen en práctica destacan las referentes a las vacaciones estivales de los maestros por disposiciones promulgadas en 1887 y 1888. El cierre temporal de las escuelas durante una etapa del verano hará posible que los docentes de enseñanza primaria promuevan actividades encaminadas a su propia formación, como las Conferencias Pedagógicas, que establece el legislador en la misma normativa referente a las vacaciones caniculares. Para su organización y programación los maestros constituyen agrupaciones específicas, al amparo de la legislación reguladora del derecho de asociación de 1887 y otras disposiciones posteriores. Conforme avanza el tiempo, van tomando carta de naturaleza otras innovaciones que, surgidas a propuesta de los docentes a título particular, serán secundadas luego por otros miembros del magisterio, afianzando su viabilidad y favoreciendo el trabajo cooperativo entre ellos. Así ocurrió con los primeros periódicos escolares de carácter infantil que vieron la luz en Galicia entre 1905 y 1913/1914 (El Gallego - El Escolar y El Faro de Veiga). El museísmo pedagógico también encontrará en el contexto organizativo del profesorado su marco germinal, como mostraremos en el texto íntegro de nuestra comunicación al ocuparnos de diversas experiencias aurorales en este campo.

Como conclusión se puede afirmar que la práctica societaria de los maestros configuró una vía de renovación de la escuela y contribuyó notablemente a su proyección y arraigo social en el tránsito de los siglos XIX al XX.

Experiencias de renovación educativa vinculadas ao asociacionismo do maxisterio no noroeste ibérico (1887-1926): conferencias pedagóxicas, xénese da prensa escolar infantil e primeiro museísmo educativo Nas décadas finais do século XIX e os primeiros anos do século XX prodúcense en España unha serie

de reformas lexislativas en materia educativa que posibilitarán a organización corporativa do profesorado de ensinanza primaria e, á súa vez, propiciarán a floración de iniciativas conxuntas como consecuencia da integración do maxisterio en asociacións de índole profesional. Entre as reformas que se poñen en práctica destacan as referentes ás vacacións estivais dos mestres por disposicións promulgadas en 1887 e 1888. O peche temporal das escolas durante unha etapa do verán fará posible que os docentes de ensinanza primaria promovan actividades encamiñadas á súa propia formación, como as Conferencias Pedagóxicas, que establece o lexislador na mesma normativa referente ás vacacións caniculares. Para a súa organización e programación os mestres constitúen agrupacións específicas, ao abeiro da lexislación reguladora do dereito de asociación de 1887 e outras disposicións posteriores. Conforme avanza o tempo, van tomando carta de natureza outras innovacións que, xurdidas a proposta dos docentes a título particular, serán secundadas logo por outros membros do maxisterio, afianzando a súa viabilidade e favorecendo o traballo cooperativo entre eles. Así ocorreu cos primeiros periódicos escolares de carácter infantil que viron a luz en Galicia entre 1905 e 1913/1914 (El Gallego - El Escolar y El Faro de Veiga). O museísmo pedagóxico tamén atopará no contexto organizativo do profesorado o seu marco xerminal, como amosaremos no texto íntegro da nosa comunicación ao ocuparnos de diversas experiencias aurorais neste campo.

Como conclusión pódese afirmar que a práctica societaria dos mestres configurou unha vía de renovación da escola e contribuíu notablemente á súa proxección e arraigo social no tránsito dos séculos XIX ao XX.

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Francesca Pizzigoni University of Bologna, Italy e-mail: [email protected]

A diffused school museum: The case of Turin (Torino) Since the first half of 19th century, Turin has been a city-laboratory with an active pedagogical debate

that anticipates ideas, concepts and school models later adopted by the whole country after the unification of Italy in 1861. More than half of Turin’s schools today have been established at the end of 19th century or at the beginning of 20th century and then preserve an educational heritage of inestimable value, often unknown. In recent years, the strong decrease of the number of students has led to the closure or the amalgamation of many schools, with the risk of the loss of an educational and archival heritage of considerable importance for the research and knowledge of Turin’s school and social history.

Since 2010, the city of Turin has developed an important project in order to safeguard and promote historical pedagogical instruments. The collaboration between the Association Strumento Testa (which deals of schoolmuseums) and the Municipality of Turin-Culture and Heritage area have launched an educational project, with the aim to promote the creation of school museum in schools of different levels (primary, middle and college). The realization of these museums involves actively teachers and students: dalla fase di ritrovamento degli oggetti, al loro studio, fino alla selezione e all’allestimento finale. Two school museums have yet been realized in 2012 and five more schools are developing their own. The heritage still remains in the schools, but is now shown and displaced to the attention of the citizens.

The final aim of the project is to make every school discover its history, its archive and its historical pedagogical instruments and to realize a Turin schools’ virtual museum thanks to these contributions.

Un museo diffuso della scuola: il caso della Città di Torino Fin dalla prima metà dell’Ottocento Torino è stata una città-laboratorio in cui il dibattito pedagogico

sull’istruzione è stato vivace e precursore di concetti che dopo l’unità d’Italia del 1861 hanno fatto divenire il suo sistema scolastico il modello da seguire. La maggior parte delle scuole attive oggi a Torino risalgono alla fine Ottocento o inizio Novecento e custodiscono quindi un patrimonio didattico di inestimabile valore, spesso sconosciuto. La forte diminuzione di alunni ha portato in anni recenti alla chiusura o all’accorpamento di molte scuole, con il rischio di perdita di un patrimonio didattico e archivistico di notevole importanza per gli studi e per la conoscenza della storia della scuola e della storia sociale della città.

Dal 2010 la Città di Torino ha sviluppato un importante progetto volto alla salvaguardia e promozione del patrimonio didattico storico. La collaborazione tra l’Associazione Strumento Testa (che si occupa di musei scolastici) e la Città di Torino, Settore Cultura e Patrimonio, ha dato vita a un progetto educativo che ha lo scopo di promuovere la creazione di musei scolastici in scuole di differenti ordini e grado (primaria, secondaria di primo e di secondo grado). La realizzazione di questi musei scolastici coinvolge attivamente gli studenti e gli insegnanti dalla fase di ritrovamento degli oggetti, al loro studio, fino alla selezione e all’allestimento finale. Due musei scolastici sono stati già realizzati nel 2012 e ora altri cinque scuole stanno dando vita al proprio. Il patrimonio didattico resta alla scuola ma esce alla scoperta e diviene patrimonio di tutti.

Lo scopo finale del progetto è fare in modo che ogni scuola scopra la propria storia, i propri archivi e i propri strumenti didattici storici e che si possa realizzare, grazie al loro contributo, un museo diffuso della scuola a Torino.

Simonetta Polenghi Università Cattolica SC / Catholic University of Sacred Heart of Milan, Italy e-mail: [email protected]

School subject didactics in the history of education. Sources and methodology The history of school subjects is rather recent: it started in the last four decades, in France. It shows not

only the influence of so-called “high-sciences” on school, but also the internal and local production of “school culture”, that has its own dignity and indeed its effects on society.

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In order to study this “school culture”, the historians of education have used different archives and sources, for a history of school subject didactics must research into the implementation of school programs but is not confined to that. Hence, not only the study of the laws and decrees, but also the study of text-book is important- indeed is today a very relevant field. Text books may be studied with different methodologies: quantitative, qualitative, and also new digital technologies. The study of school printing houses is also relevant, as well as the investigation into teacher training and teacher magazines and associations, that promoted cultural ad didactic updating. The history of school subjects teaching is in fact linked with the history of teachers and teacher magazines and associations. Another relevant source is that of teaching tools. Lastly, school-exercise books, text produced by pupils, teachers and pupils’ diaries, class registers, exams are relevant sources that allow to reconstruct how a school subject was really taught by teachers.

The articles highlights the most recent results of Italian research into this topic. Didattica delle discipline Nella storia dell’educazione. Fonti e metodologia La storia delle discipline scolastiche è abbastanza recente: è iniziata circa 40 anni fa in Francia. Essa

mostra non solo l’influsso delle cosiddette “scienze alte” nella scuola, ma anche la produzione locale e interna di “cultura scolastica”, che ha la sua dignità e che produce essa pure effetti sulla società.

Per studiare questa “cultura scolastica” gli storici dell’educazione hanno usato differenti archivi e fonti, perché una storia delle discipline deve studiare l’attuazione dei programmi scolastici, ma non è ristretta solo a questo. Infatti, non solo sono oggi un settore rilevante gli studi sulla legislazione scolastica, ma pure quelli sui libri di testo, come pure sulle case editrici, sulla formazione degli insegnanti, sulle loro associazioni e sui loro giornali, che promossero aggiornamento didattico e culturale. La storia delle discipline è infatti correlata a quella dei docenti, delle loro associazioni e delle loro riviste. Anche i materiali didattici costituiscono una fonte interessante, come pure quaderni, testi prodotti dagli allievi, diari, registri di classe, testi d’esame: sono documenti che consentono di ricostruire come effettivamente una disciplina fosse insegnata dai docenti.

L’articolo illustra i più recenti risultati della ricerca storico-educativa italiana in merito. Iulia-Maria Pop (Tănescu) “Babeș-Bolyai” University, Faculty of History and Philosophy, Cluj-Napoca, România e-mail: [email protected]

The Teachers’ “Reunions” amongst the Transylvanian Romanians during the Second Half of the Nineteenth Century

The first professional teachers’ associations were created by the Transylvanian Germans in the early

nineteenth century, at the initiative of the great pedagogue Adolph Diesterwerg. Following the German and, then, the Hungarian examples, the Romanian Greek-Catholic teachers from Transylvania and the Banat formed several associations, called reunions during the period of the dualist regime, after the promulgation of Law XXXVIII/ 1868, Article 147, which established their compulsory nature.

This study aims to provide a comprehensive overview of what these socio-professional organizations represented. The information will be structured on several tiers. First we shall present the internal structure of these reunions; then we shall attempt to capture the extent to which they accomplished various objectives: updating the teachers’ methodological skills by granting them direct access to specialised studies; presenting model lessons followed by methodological debates; engaging in practical activities; financially supporting the members; establishing connections between the reunions and standardizing their activities. We shall highlight the activity of the branch meetings or peculiar details such as the enforcement of sanctions against members who absented themselves without reasonable excuses.

We shall show the extent to which these teachers contributed to the enlightenment of the rural world during the second half of the nineteenth and the first half of the twentieth century. Our scientific approach aims to emphasize the ways, means and methods used to this end: the organization of school festivities and cultural soirees; the delivery of literacy courses or lectures for the people; the founding of school and people’s libraries, choirs, theatre groups or reading and singing clubs. We shall underscore the importance of economic associations or temperance reunions in the life of the village communities.

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Reuniunile învățătorești la românii din Transilvania în a doua jumătate a secolului al XIX-lea Primele asociaţii profesionale învăţătoreşti au luat fiinţă în spaţiul german, la începutul secolului al

XIX-lea, din iniţiativa marelui pedagog Adolph Diesterwerg. Urmărind modelul german şi apoi pe cel maghiar, învăţătorii români greco-catolici din Transilvania și Banat şi-au constituit mai multe asociaţii, numite reuniuni. Acestea au fost înființate în perioada regimului dualist austro-ungar, după promulgarea legii XXXVIII/ 1868, care prin articolul 147 instituia obligativitatea constituirii lor.

Studiul de faţă îşi propune să ofere o imagine globală a ceea ce au reprezentat aceste organizații socio-profesionale, de aceea structurăm informația pe mai multe paliere. Pe de o parte vom prezenta structura internă a acestor reuniuni; iar mai apoi vom încerca să surprindem în ce măsură s-a reușit prin intermediul lor, atingerea unor obiective: perfecționarea metodică a învățătorilor prin acces direct la studiile de specialitate, susținerea de lecții model urmate de dezbateri metodologice sau desfășurarea de activități practice; susținerea financiara a membrilor, stabilire unor legături între reuniuni sau uniformizarea activităților. Vom evidenția și aspecte legate de activitatea reuniunilor filiale, sau lucruri inedite precum, aplicarea unor sancțiuni membrilor care absentau nemotivat.

Totodată, vom arăta în ce măsură au contribuit învățătorii la culturalizarea lumii rurale din a doua jumătate a secolului al XIX-lea şi prima jumătate a secolului XX. Demersul ştiinţific se constituie în acest caz, pe evidenţierea căilor, a mijloacelor şi a metodelor folosite; dintre care exemplificăm: organizarea serbărilor şcolare, a sezătorilor culturale; ţinerea unor cursuri de alfabetizare sau a unor prelegeri poporale; constituirea bibliotecilor şcolare și poporale; înfiinţarea de coruri, trupe de teatru sau a unor reuniuni de lectură şi cântări. Evidenţiem şi importanţa unor asociaţii economice sau a reuniunilor de tempernţă, în viaţa comunităţilor săteşti.

Edvard Protner University of Maribor, Faculty of Arts / Univerza Maribor, Filozofska fakulteta, Maribor, Slovenia e-mail: [email protected]

Gustav Adolf Lindner and the Society for Scientific Pedagogy

Gustav Adolf Lindner (1828-1887) stand as one of the most significant pedagogical figures from the

second half of the 19th century in the Habsburg monarchy and wider area. Although he was born in the Czech Republic, where he also studied and worked as a teacher, his liberal views meant he was forced to seek employment elsewhere. In 1854, his career path brought him to Slovenia, where he taught at the classical high school in Celje until 1872. During that period, he wrote three textbooks in the field of philosophical propaedeutics, which were prescribed in classical high schools throughout the monarchy and other texts that were considered influential. In 1870 he became a member of the governing body of the Society for Scientific Pedagogy (Verein für wissenschaftliche Pädagogik), which Tuiscon Ziller had founded two years previously in Leipzig. The society was the intellectual centre of Herbartian pedagogy – the pedagogical doctrine that dominated until the turn of the century and remained influential during the two wars. Lindner was a rather individual representative of Herbartism and because of differences of opinion with other leading figures, he soon left the association. Regardless, Lindner's presence in Celje and his international profile represent a link to the leading pedagogical theory of the time, which far surpassed the level of domestic pedagogical thought.

Gustav Adolf Lindner in Društvo za znanstveno pedagogiko Gustav Adolf Lindner (1828-1887) velja za enega najbolj markantnih pedagogov druge polovice 19.

stoletja na področju Habsburške monarhije in širše. Rojen je bil na Češkem, kjer je tudi študiral in se zaposlil kot učitelj, vendar je moral zaradi liberalnih pogledov iskati službo drugje. Leta 1854 ga je poklicna pot privedla v Slovenijo, kjer je kot učitelj na gimnaziji v Celju ostal do leta 1872. V tem času je napisal tri učbenike s področja filozofske propedevtike, ki so bili na gimnazijah v monarhiji splošno uveljavljeni in še nekatere odmevne tekste. Leta 1870 je postal član predsedstva Društva za znanstveno pedagogiko (Verein für wissenschaftliche Pädagogik), ki ga je dve leti pred tem v Leipzigu ustanovil Tuiscon Ziller. Gre za društvo, ki je bilo intelektualni center herbartistične pedagogike – pedagoške doktrine, ki je prevladovala do preloma stoletja in ohranjala svojo moč še med obema vojnama. Lindner velja za precej samosvojega predstavnika herbartizma in je zaradi razhajanj z vodilnimi predstavniki iz društva kmalu izstopil. Ne glede na to pa

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prisotnost Lindnerja v Celju in njegova takratna mednarodna dejavnost pomenita stik z najodličnejšo pedagoško teorijo tistega časa, ki je daleč presegal nivo pedagoške misli v domačem okolju.

Katarina Racekova Constantine the Philosopher University in Nitra / Univerzita Konštantína Filozofa v Nitre (UKF), Nitra, Slovakia e-mail: [email protected]

Almanac The Society of Professors of Slovakia (1928-33) and its role in improvement of teacher preparation

The Society of Professors of Slovakia was a very important association of teachers in the first half of the

20th century (during the existence of the 1st Czechoslovak Republic). Through its almanac it helped in searching the national identity of Slovak teachers, especially secondary school teachers. Apart from reinforcing patriotism the Almanac of the Society of Professors of Slovakia made a significant contribution to raising the quality standards of teacher education by issuing various articles. The largest role in shaping the Almanac being a professional journal was played by its editors. The paper deals with the textual analysis of the Almanac of the Society of Professors of Slovakia in the period of 1928-33, during which it was published under the leadership of the editor-in-chief Pavol Florek. Based on the written communication of the editor with contributors the paper describes Pavol Florek´s efforts to improve the professional quality of the journal. In this regard a significant contribution was made by Jan Kvacala, a founder of modern Comeniology in Slovakia. The last part of the paper provides a selection of the correspondence between Pavol Florek and Jan Kvacala in the form of commented letters, preserved in the manuscripts owned by Jan Kvacala.

Sborník Spolku profesorov Slovákov v rokoch 1928-33 a jeho úloha v skvalitňovaní učiteľského vzdelávania

Spolok profesorov Slovákov bol dôležitým učiteľským spolkom prvej polovice 20. storočia (v období 1.

ČSR). Prostredníctvom svojho zborníka pomáhal hľadať národnú identitu slovenských učiteľov, najmä stredoškolských profesorov. Okrem posilňovania vlastenectva Sborník Spolku profesorov Slovákov prispieval svojimi článkami i k skvalitňovaniu učiteľského vzdelávania. Najväčšiu zásluhu na kreovaní zborníka ako odborného stavovského periodika mali jeho redaktori. Príspevok sa zaoberá obsahovou analýzou Sborníka Spolku profesorov Slovákov v rokoch 1928-33, kedy vychádzal pod redakčným vedením Pavla Floreka. Na základe písomnej korešpondencie redaktora s prispievateľmi dokumentuje snahu Pavla Floreka o zlepšovanie odbornej úrovne zborníka. K nej výraznou mierou napomohol Ján Kvačala, zakladateľ modernej komeniológie na Slovensku. Posledná časť príspevku prináša výber zo vzájomnej korešpondencie Pavla Floreka a Jána Kvačalu v podobe komentovaných listov, zachovaných v rukopisnej pozostalosti Jána Kvačalu.

Igor Radeka University of Zadar, Department of Pedagogy, Zadar, Croatia e-mail: [email protected]

The Development of Pedagogical Trends Influenced by the Croatian Pedagogic - Literary Society The Croatian Pedagogic - Literary Society was the first organization of teachers in southeast Europe. It

was founded in 1870 in Zagreb, and stared with its activities in 1871 with the publication of Didactics as a commemoration of the bicentennial anniversary of the death of the founder of the New Age Pedagogy - Jan Amos Komenský. From the date of publication, until today, the organization was constantly active. During this period the activities of this organization changed in accordance with the changing social, pedagogical and educational circumstances in Croatia. Until World War I, during the Habsburg Monarchy, this Croatian organization functioned as a center of development of Croatian pedagogy, education and the teaching segment of the population. Although its influence was lessened between world wars and during the Kingdom of SCS (Yugoslavia), it still remained a key factor for the development of pedagogical and educational life in Croatia. After the Second World War, in substantially altered social and political circumstances, the Society crucially influences the formation of a new pedagogy in socialist Croatia, especially during the first post-war period.

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Despite its activities within independent Croatia, the development and strengthening of other educational and pedagogical institutions in recent times caused a significant decrease in the attempts to influence the development of pedagogy and education.

Within this context, the Croatian Pedagogic-Literary Society had a major influence on the development of educational directions from its founding until the Croatian independence. The domination of the theology based pedagogy was suppressed Herbart’s normative pedagogy during the early years of the Society. Furthermore, through the work done by the Society between world wars, a replacing of the traditional normative pedagogy occurred. The newly introduced elements were various reformatory directions such as the cultural hermeneutic pedagogy which dominates pedagogical theory, and the working school pedagogy with its diverse theoretical and methodological starting points, which dominates the school practice. Finally, the Society decisively influenced the development of a new socialist pedagogy, education and school practice – first etatist, and then the self-governing socialist course of development. The following work analyzes the dynamic and turbulent development of educational trends in Croatia, influenced by the Croatian Pedagogical-Literary Society.

Razvoj pedagogijskih pravaca pod utjecajem Hrvatskoga pedagoško-književnog zbora Hrvatski pedagoško-književni zbor prva je udruga učitelja na jugoistoku Europe. Osnovan je 1870.

godine u Zagrebu, a započinje s radom 1871. godine objavljivanjem „Didaktike“ povodom dvjestote godišnjice smrti začetnika pedagogije Novog doba Jana Amosa Komenskog. Od tada pa do danas neprekidno djeluje. Za to je vrijeme prošao različita razdoblja rada, u skladu s promjenom društvenih, pedagogijskih i odgojnih prilika u Hrvatskoj. Do Prvoga svjetskog rata, za Habsburške monarhije, HPKZ je središte razvoja hrvatske pedagogije i odgoja te učiteljskog staleža. Iako mu je između svjetskih ratova za Kraljevine SHS (Jugoslavije) utjecaj oslabio, i dalje je ključan faktor razvoja pedagogijskog i prosvjetnog života u Hrvatskoj. Nakon Drugoga svjetskog rata, u bitno promijenjenim društvenim i političkim okolnostima, Zbor presudno utječe na formiranje nove pedagogije, odgoja i školstva u socijalističkoj Hrvatskoj, osobito za prvog poratnog razdoblja. Unatoč tome što u samostalnoj Hrvatskoj HPKZ i dalje nastoji provoditi svoju misiju, s razvojem i osnaživanjem mnogih drugih pedagogijskih i odgojnih ustanova u recentnim okolnostima značajno skromnije utječe na razvoj pedagogije i odgoja.

U tom kontekstu Hrvatski pedagoško-književni zbor presudno je utjecao na razvoj pedagogijskih pravaca od svoga osnutka pa sve do osamostaljenja Hrvatske. Dominacija teologizirane pedagogije potisnuta je herbartovskom normativnom pedagogijom na samom početku rada HPKZ-a. HPKZ svojim radom između svjetskih ratova omogućuje zamjenu tradicionalne normativne pedagogije reformskim pravcima, i to kulturnom pedagogijom hermeneutičke provenijencije koja dominira pedagogijskom teorijom, te pedagogijom radne škole s raznolikim teorijsko-metodologijskim ishodištima koja dominira školskom praksom. Na kraju, HPKZ presudno utječe i na razvoj nove socijalističke pedagogije, prosvjete i školstva – najprije etatističkog, a potom i samoupravno-socijalističkog puta razvoja. U radu koji slijedi analizira se dinamičan i turbulentan razvoj pedagogijskih pravaca u Hrvatskoj pod utjecajem Hrvatskoga pedagoško-književnog zbora.

Mateja Ribarič Slovenian School Museum / Slovenski šolski muzej, Ljubljana, Slovenia e-mail: [email protected]

Associations of women teachers as part of the women’s movement in Slovenia 1898-1948 Prior to 1870, teaching in public schools was by and large a male profession. After that year, the first

women teachers who had completed teachers college began to be appointed in primary schools. In spite of having the same education, women teachers were not equal in their professional life to their male colleagues. As a rule, female teachers were not allowed to marry and received lower pay. This is why conflict arose between male and female teachers, and in 1898 the first women teachers’ society was founded, which was the first professional and political women’s group to stand up against sexual discrimination at work. The members of the society created the foundations for a political and social movement demanding the equality of the sexes and in the early 20th century began their lengthy endeavours to gain general voting rights. After the establishment of this society, women teachers showed a greater interest in social activities in general. The society also had a patriotic function. In 1931, it was abolished by the authorities and in 1932 it became the economic cooperative of women teachers (active until 1948).

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Women teachers also began to establish themselves outside school: first in their professional area in teachers’ associations; they began writing articles in educational publications and journals (Učiteljski tovariš, Popotnik); the first textbooks written by women teachers were published; they became members of national societies in culture and sports; they were also active in the literary field and published literary contributions in newspapers such as Slovenka, Slovenska gospodinja, Ženski list, and Vrtec. In 1901, the General Slovenian Women’s Society was founded, which focused mostly on the raising of the educational level of women and strove for their equality with men in political life, as well as on charitable activities and the position of women in society. Women teachers, the first Slovenian female intellectuals, also played an important role in this society. Among the more prominent women teachers of that time were Vita Zupančič, Angela Vode, Marija Wessner and Anica Lebar.

Društveno povezovanje učiteljic kot del ženskega gibanja na Slovenskem 1898-1948 Pred letom 1870 je bilo poučevanje na javnih šolah v veliki meri moški poklic. Po tem letu so

nameščali v osnovnih šolah prve učiteljice, ki so zaključile šolanje na učiteljiščih. Kljub enaki izobrazbi in delu pa učiteljice pri opravljanju poklica niso bile enakopravne z moškimi kolegi. Za učiteljice je praviloma veljala prepoved poroke (učiteljski celibat) in praviloma nižja plača. Zato je prišlo do razkola med učiteljicami in učitelji in leta 1898 do ustanovitve Društva slovenskih učiteljic, prve stanovsko in politično organizirane ženske skupine, ki se je postavila po robu spolni diskriminaciji na poklicnem področju. V društvo organizirane učiteljice so ustvarile nastavke za politično in socialno gibanje, ki je zahtevalo enakopravnost spolov in je na začetku 20. stoletja začelo svoje dolgotrajno prizadevanje za pridobitev splošne volilne pravice. Po ustanovitvi Društva učiteljic so se začele bolj zanimati za družbeno delovanje nasploh. Društvo je delovalo tudi narodno-obrambno. Leta 1931 ga je oblast razpustila, zato se je leta 1932 preoblikovalo v gospodarsko zadrugo Dom učiteljic (delovalo je do leta 1948).

Učiteljice so se začele uveljavljati tudi zunaj šolskih zidov: najprej na strokovnem področju v učiteljskih društvih; začele so pisati v takratna učiteljska strokovna glasila in revije (Učiteljski tovariš, Popotnik); izšli so prvi učbeniki, ki so jih pripravile učiteljice; postale so članice narodnih društev kulturnega in športnega značaja, delovale so na literarnem področju in objavljale literarne prispevke v časopisih Slovenka, Slovenska gospodinja, Ženski list, Vrtec. Leta 1901 je bilo ustanovljeno Splošno slovensko žensko društvo, ki je največ pozornosti namenilo dvigu izobrazbene ravni žensk in se zavzemalo za enakopravnost žensk z moškimi v političnem življenju, pa tudi dobrodelni dejavnosti in socialnem položaju žensk v družbi. Učiteljice, prve slovenske izobraženke, so tudi v tem društvu imele pomembne vlogo. Med vidnimi učiteljicami tega časa so izstopale Vita Zupančič, Angela Vode, Marija Wessner in Anica Lebar.

Andreja Rihter Forum of Slavic Cultures: International Foundation, Ljubljana, Slovenia e-mail: [email protected]

Civic and History Teachers’ Education During two and a half years expert from 32 European countries, including the Russian Federation,

Ukraine and Turkey, have collected and analysed relevant data and information on teacher education in the subjects Civic/Citizenship Education, History as well as Social Studies, Cultural Studies and Politics. On the basis of a standardized questionnaire they investigated the structures, concepts and standards of initial education for teachers of these subjects. Forms of assessment and of tutorial systems were also in the focus of interest.

- A European survey on institutional structures, models, concepts and curricula of teacher education in the CHE-subjects

- Similarities and differences in the Civic and History Teachers’ Education in Europe - Interdisciplinary relations between History and Civic/Citizenship education - The professional training of teachers for Civic and History education - Training for Media literacy and ICT-competences of teacher trainees - Are teachers trained to deal with current and/or historic conflicts? - Museum of Recent History Celje is a partner in the project and me as responsible person will give some

details’ about experience between historian as a teacher and historian as a curator.

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Državljanska vzgoja in zgodovina v šolskih učnih programih Predstavitev projekta z enakim imenom je bilo delo 32 držav, članic Sveta Evrope, vklučno z Rusko

federacijo, Ukrajino in Turčijo. Projekt je bil zbirnik informacij o učnih programih v naših srednjih in visokih šolah, ki se tičejo vsebin: državljanske vzgoje, zgodovine, kakor tudi družbenih, kulturnih in političnih programov. Na bazi standardnega vprašalnika smo evalvirali: strukturo, koncepte, in standarde programov, ki jih izvajajo profesorji pri svojem učnem programu.

Osrediščili pa smo se na: podobnosti in različnosti v državah; interdisciplinarnost med zgodovino in državljansko vzgojo; izobraževanje za učitelje zgodovine in državljanske vzgoje; izobraževanje za usposobitev uporabe sodobnih medijev in tehnologije; evropski pregled organiziranosti ustanov, modelov in konceptov, kurikulumov za učitelje. Muzej novejše zgodovine Celje, kot kulturna ustanova, ki se ukvarja pervenstveno z zgodovino, je bila partner v Sloveniji.

Karel Rýdl University of Pardubice, Pardubice, Czech Republic e-mail: [email protected]

The development of the international cooperation under slavic teachers and teachers associations by the Czech Jan Ladislav Mašek

The paper offers the overview of the development of the international cooperation under slavic teachers

and teachers organisations and assotiations existing in the Habsburg´s Donau Monarchy during the time period between 1870 - 1914. The Idea of Pan-Slavonic-Cooperation created and distributed by the Czech teacher Jan Ladislav Mašek will be analysed from the political, socio-economical and cultural life conditions point of view.

The biography and professional and organisational activities of Jan Ladislav Mašek will be described on the background of the historical studies realised by autor during the last 30 years based on the own archives research and analyse of the differend kind of documents. His international Journal „Slovanský pedagog“ (1870-1872) (The Slavic Educator and Teacher) will be in aims, content and political influence introduced.

The Autor presents the influence of some international meetings and conferencies organised by J. L. Mašek (e.g.: Zagreb 1870, Ljubljana 1872, Vienna 1873, Prague 1908) in analyse of the conference programs to support professional and political coooperation under the Czech, Slovak, Serbo-Croat, Slavonic and Ukraine teachers.

Vývoj mezinárodní spolupráce mezi slovanskými učiteli a učitelskými asociacemi pod vlivem působení českého učitele Jana Ladislava Maška Příspěvek poskytuje přehled o vývoji mezinárodní spolupráce mezi slovanskými učiteli a učitelskými

organizacemi a asociacemi, které existovaly v habsburské monarchii po roce 1870 až vypuknutí první světové války. Analyzována bude idea panslovanské vzájemnosti, vytvořená a šířená českým učitelem Janem Ladislavem Maškem a to z hlediska politických, sociálně ekonomických a kulturních životních podmínek.

Na základě vlastní badatelské více než 30 let trvající práce a archívního studia, včetně nejrůznějších dokumentů, je popsán život a profesní působení J. L. Maška. Uvedeny budou i cíle, obsah a politické působení Maškova časopisu „Slovanský pedagog“ vydávaný v letech 1870-1872.

Autor prezentuje také smysl a vliv mezinárodních setkání a konferencí spoluorganizovaných J. L. Maškem (např. Záhřeb 1870, Lublaň 1872, Vídeň 1873, Praha 1908) podporujících politickou i odbornou spolupráci českých, slovenských, srbochorvatských, slovinských a ukrajinských učitelů.

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Elsa Rodrigues Bibliographic, Pedagogical and Artistic Museum João de Deus and Historic House Museum João de Deus, Lisboa, Portugal e-mail: [email protected]

João de Deus's Methodology João de Deus was born in 1830 and died in 1896. He was a tireless poet and a successful pedagogue. He

is buried in the national pantheon, among the most relevant Portuguese citizens. During his life he was concerned about the lack of literacy in Portugal. For that reason he created a method to teach people how to read, write and count. To fulfil his aim he founded an association of mobile schools. That means he used to train people at his home to become his method’s teachers. Then they were sent to small villages all over the country teaching everybody who wanted to be literate, entirely free of charge. Being such an easy and innovative method it became widely popular and was adopted in state schools. In the beginning of the XXth century it became the national method till the dictatorial regime abolished it. Nevertheless his method was never restrained from being used in the kindergartens established by his son João de Deus Ramos and it is still used nowadays in those preschools.

In 1917 the Museum João de Deus was inaugurated as a place where people could remember his character and his legacy. Being a bibliographic museum it is here where his manuscripts, his correspondence and his poetical and pedagogical works are preserved and it is also where researchers can consult not only his works but also his Portuguese contemporaries.

Taking into consideration some documents, school manuals, photographs and piece of news about João de Deus from the Museum João de Deus documental resource I will demonstrate his methodology and his importance for the history of education in Portugal.

Método João de Deus João de Deus nasceu em 1830 e faleceu em 1896. Foi um poeta infatigável e um proeminente pedagogo

português, tendo sido sepultado no Panteão Nacional entre os maiores vultos da nação. Ao longo da sua vida preocupou-se com o problema do analfabetismo em Portugal. Por esse motivo criou um método de ensino da leitura, da escrita e do cálculo. Para alcançar os seus objectivos criou uma associação de escolas móveis e em sua casa formava professores que ficavam habilitados a ensinar através do seu método. Após essa formação os professores eram enviados para as várias aldeias do país que solicitassem uma missão de alfabetização e ensinavam gratuitamente todos quantos quisessem ter as primeiras letras. Sendo um método fácil e inovador contribuiu para que ele se tornasse amplamente popular tendo, inclusivamente, sido adoptado em escolas do estado. No início do século XX tornou-se o método nacional até que o regime ditatorial o baniu. No entanto o seu método nunca foi abolido dos Jardins-Escolas João de Deus, fundados pelo seu filho João de Deus Ramos, sendo ainda usado nessas escolas pré-escolares.

Em 1917 o Museu João de Deus foi inaugurado como um espaço de memória do génio e legado do pedagogo. Tratando-se de um museu bibliográfico é nele onde se preservam os seus manuscritos, correspondência, assim como a sua produção poética e pedagógica, e é aqui que os investigadores podem consultar não só a sua obra, mas também a dos seus contemporâneos.

Tendo em consideração alguns documentos, manuais escolares, fotografias e notícias de jornais acerca de João de Deus provenientes do acervo documental do Museu João de Deus irei demostrar a sua metodologia e a sua importância para a história da educação em Portugal.

Mathias Rösch Schulmuseum Nürnberg, Universität Erlangen-Nürnberg, Lehrstuhl Pädagogik I, Nürnberg, Germany e-mail: [email protected]

Teachers during National Socialism and the ideologization of school education. The development of a student-hands-on-learning laboratory of humanities researches in the Nuremberg Schoolmuseum.

The objective of the contribution is to present a specific approach to this human science learning

laboratory for pupils and show how it intends to convey understanding and knowledge to the pupils. The self-

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study-laboratory is focussing on teachers and their influence on everything that happened within the classroom between 1933 and 1945. In Germany those laboratories were called “Lernlabor”.

For schools, the unique advantage of those Lernlabore is the very appealing self-determination of research on original historical documents. Oral instructions and directives will be replaced by the opportunity to observe, analyze, develop and reflect hypotheses by themselves. The interest in historical topics will be brought forward just as source competencies, the ability to shift in perspective, to think and argue rationally, and of course the ability to observe will be improved. In comparison to the Lernlabore of natural sciences strongly expanding at schools and museums in recent years, the Lernlabor of humanities research science and its repertoire of methods are still in their infancy. Currently throughout Germany there are only institutions of that kind in Bochum, Berlin, Hannover and Hamburg, all of which are connected with Universities.

Together with expert didacticians, researchers, teachers and pupils the Nuremberg Schoolmuseum is going to develop a humanities-based Lernlabor. On a surface of some 300 square metres the Lernlabor will be designed for pupils from 9th to 12th grade, and opened in the autumn of 2014.

Pupils will be enabled to work with original historic exercise books, wall maps, and other school objects and they also will get the opportunity to examine and work with documents about the denazification of a Nuremberg teacher. Two questions will be in the focus of their research: On the one hand having a look into the spread of the ideology within school and on the other hand learning how historical sources have to be contextualized and interpreted critically for getting the most accurate reconstruction of reality in the historical event.

Lehrkräfte im Nationalsozialismus und die Ideologisierung des Unterrichts. Zur Entwicklung eines geisteswissenschaftlichen Schüler-Lernlabors im Schulmuseum Nürnberg Ziel des Beitrags ist es, die spezifische Vermittlungsarbeit eines geisteswissenschaftlichen Lernlabors

vorzustellen. Im Mittelpunkt des Lernlabors stehen die Lehrkraft und ihr Einfluss auf das Unterrichtsgeschehen in den Jahren 1933 bis 1945 in den Fächern Deutsch und Biologie.

Lernlabore beziehen ihren besonderen Nutzen für den Schulunterricht aus der für Schüler sehr attraktiven selbstbestimmten Forschungsarbeit an historischen Originalen. An Stelle mündlich übermittelter Vorgaben sollen Lernarrangements das selbständige Beobachten, Untersuchen, Entwickeln und Reflektieren von Hypothesen ermöglichen. Gefördert werden dadurch das Interesse an historischen Themen aber auch Quellenkompetenz, Perspektivwechsel, rationales Argumentieren und Denken sowie Beobachtungskompetenz. Im Gegensatz zu den naturwissenschaftlichen Lernlaboren, die im Schulbereich seit einigen Jahren eine starke Expansion erfahren, steckt das Methodenrepertoire der geisteswissenschaftlichen Lernlabore noch im Anfangsstadium. Gegenwärtig gibt es im Bundesgebiet nur in Bochum, Berlin, Hannover und Hamburg entsprechende Einrichtungen, die sämtliche mit den jeweiligen Universitäten verknüpft sind.

Das Schulmuseum Nürnberg entwickelt derzeit in Zusammenarbeit mit Fachdidaktikern, Wissenschaftlern, Lehrkräften und Schülerinnen und Schülern ein geisteswissenschaftliches Lernlabor auf rund 300 m2 für die Jahrgangsstufen 9 bis 12. Die Eröffnung ist für 2014 geplant.

Im Lernlabor wird mit originalen Schulheften, Schulwandbildern, Zeitzeugenberichten und den Entnazifizierungsunterlagen zu einer Nürnberger Lehrkraft gearbeitet. Dabei stehen zwei Fragestellungen im Mittelpunkt: Zum einen geht es um die Möglichkeiten und Grenzen der ideologischen Durchdringung des Unterrichts. Zum anderen sollen die Schülerinnen und Schüler lernen, wie historische Quellen kritisch kontextualisiert und interpretiert werden können bzw. müssen um eine möglichst treffsichere Rekonstruktion des realen historischen Geschehens zu ermöglichen.

Mathias Rösch Schulmuseum Nürnberg, Universität Erlangen-Nürnberg, Lehrstuhl Pädagogik I, Nürnberg, Germany e-mail: [email protected]

Challenges and current matters of Schools Museums in German-Speaking Countries The section aims to discuss individual solutions / anwers / support of School Museums in German-

speaking countries facing actual challenges and problematical matterns, such as cuts in public expenditure or changing visitor needs. This could be a step forwarth to efficient networking.

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Aktuelle Herausforderungen und Fragen der Schulmuseen im deutschsprachigen Raum Gegenwärtig sind die Schulmuseen im deutschsprachigen Raum von einer Vielzahl von

Herausforderungen betroffen, von massiven Budgetkürzungen im Zusammenhang mit öffentlichen Sparmaßnahmen bis zu veränderten Bedürfnissen der Museumsbesucher. In der Sektion sollen am runden Tisch gemeinsame Erfahrungen zur Lösung dieser Herausforderungen diskutiert werden.

Çağla Nezehat Saraç İhsan Doğramacı Bilkent University, Ankara, Turkey e-mail: [email protected]

Using Museums as an Educational Resource for the Mentally Disabled: A Case Example

The object of this paper is to share the results of a museological study which involved the planning and

realization of an educational program for a group of mentally disabled students. The aim of the study was to research relative literature on special groups’ and their teachers’

experiences at the museum; and then to create, put into practice and evaluate the outcomes of an exemplary educational program. Having completed this in 2002, the author, after ten years, is to now follow-up on the long-term effects of the educational program on the parties involved. The parties to be interviewed are the group of students which have taken part in the program, the particular museum’s current personnel at which part of the program had taken place, and the personnel of the special educational institute at also which part of the program had taken place.

The methodology of the study had included literature review, educational program development, interviews, in-class presentations and discussions, trip to and exercises at the museum, and drama.

The results of the study are cataloged as written and visual material produced by the group of students who have participated in the program. These are to be presented as a ppt. along with personal observations and evaluation of the author.

Overall, the paper will attempt to show how museums may be used as places for social integration and life-long personal development for the mentally disabled. It will also try to measure ‘learning’ in the long term on the parties involved.

Zihinsel engelliler için müzelerin bir eğitim kaynağı olarak kullanımı: Bir uygulama örneği Bu makalenin amacı, zihinsel engelli bir öğrenci grubu için planlanan ve uygulanan eğitim programını

içeren müzeolojik çalışmanın sonuçlarını paylaşmaktır . Çalışmanın amacı, özel grupların ve onların eğitmenlerinin müze deneyimleri hakkında literatür

taraması yapmak, ve örnek olabilecek bir müze eğitim programı yaratmak, uygulamak ve sonuçlarını değerlendirmek idi. 2002 yılında tamamlanan çalışmadan on yıl sonra yazar, çalışmaya katılan grup ve kurumlar üzerinde eğitim programının uzun dönem etkilerini izleyecektir. Mülakat yapılacak gruplar, programa katılmış olan öğrenci grubu, çalışmanın gerçekleştirildiği müze ve özel eğitim kurumunun bugünkü çalışanları olacaktır.

Çalışmanın tamamlanmış kısmında metodoloji, literatür taraması, eğitim programı geliştirme, mülakatlar, sınıf içi sunumlar ve tartışmalar, müze ziyareti ve uygulamaları, ve drama çalışmasını kapsamıştır.

Çalışmanın sonuçları, programa katılan öğrenciler tarafından üretilmiş yaz ılı ve görsel malzeme olmak üzere kataloglandırılmıştır. Bu malzeme, yazarın kişisel gözlemleri ve değerlendirmesi ile birlikte sunulacaktır.

Bütününde makalemiz, müzelerin, zihinsel engellilerin sosyal entegrasyonu ve hayat boyu kişisel gelişiminde bir me kan olarak nasıl kullanılabileceğini göstermeye teşebbüs etmektedir. Ayrıca katılımcı, tarafların uzun vadede 'öğrenimlerini' ölçmeye çalışacaktır.

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Elizabeta Serdar Croatian School Museum / Hrvatski školski muzej, Zagreb, Croatia e-mail: [email protected]

Teacher's Associations in the Collection of Photographs of the Croatian School Museum

The Collection of Photographs of the Croatian School Museum documents the establishment and

activities of the most significant teachers' associations in Croatia. Some of the oldest photographs included in the collection are related to the establishment, i.e. opening of the Museum in 1901. In addition to the preserved photographs, the collection also presents traces of the past of the Museum through related literature, i.e. the Museum's first inventory records.

Keeping pace with other European countries, Croatia followed the achievements in the field of photography and development of photographic techniques in the 19th century. That was the time when the first traveling photographers appeared and permanent photographic ateliers were established in Zagreb and other Croatian towns, such as Karlovac, Petrinja, Varaždin, etc. (Pommer, Standl, Varga, etc.). The most important events and most significant people from different walks of social life were photographed for documentary purposes. This is how the first photographs related to education and the first teachers' associations were created, collected and stored.

The Croatian School Museum thus stores photographs presenting the members of one of the first Croatian teachers' associations, Teacher's Cooperative (Učiteljska zadruga), established in 1865, and the founders of the Croatian Pedagogical Literary Society (Hrvatski pedagoško-književni zbor) established in 1871, who also established the Croatian School Museum. Furthermore, the photographs serve as documentary evidence about the establishment of teacher associations across Croatia, as well as various teacher assemblies and training programs organized in the country and abroad in connection with teacher associations. It is mainly through their activities within their associations that teachers, especially in the 19th century, promoted the advanced pedagogical ideas and influenced the development of education and pedagogy.

Učiteljske udruge u Zbirci fotografija Hrvatskoga školskog muzeja Zbirka fotografija Hrvatskoga školskog muzeja dokumentira nastanak i djelovanje najznačajnijih

učiteljskih udruga u Hrvatskoj. Počeci sakupljanja fotografske građe vezani su uz sami osnutak, odnosno otvaranje Muzeja 1901.g. Pored samih sačuvanih fotografija u zbirci, tragove o tome nalazimo i u popratnoj dokumentaciji - prvim inventarnim knjigama koje muzej posjeduje.

Ne zaostajući za drugim europskim zemljama, Hrvatska prati otkrića na području fotografije i razvitak fotografskih tehnika u 19. stoljeću. Javljaju se prvi putujući fotografi, ali i stalni fotografski atelijeri u Zagrebu i drugim hrvatskim gradovima – Karlovcu, Petrinji, Varaždinu... (Pommer, Standl, Varga...). Fotografski se bilježe najvažnija događanja te fotografiraju najznačajne osobe iz različitih područja društvenog života. Tako nastaju, prikupljaju se i čuvaju i prve fotografije vezane uz školstvo, a ujedno i uz prva udruživanja učitelja.

U Hrvatskome školskom muzeju tako su sačuvane fotografije koje prikazuju članove jedne od prvih hrvatskih učiteljskih udruga - Učiteljsku zadrugu osnovanu 1865., a također i osnivače Hrvatskoga pedagogijsko-književnoga zbora (ujedno i osnivače našega muzeja) iz 1871. g. Nadalje, fotografije svjedoče o udruživanju učitelja diljem Hrvatske, održavanju različitih učiteljskih skupština i tečajeva u zemlji i inozemstvu, vezanih uz njihovo udruživanje. Upravo kroz rad u svojim udrugama, učitelji, naročito u 19. stoljeću, najčešće promoviraju napredne pedagoške ideje i utječu na razvitak školstva i pedagogije.

Baard Olav Skogrand City Museum of Bergen / Bymuseet i Bergen, Norway e-mail: [email protected]

From periphery to national leadership. Norwegian teachers and their associations in the 19th Century The remarkable ascent of the Norwegian teaching profession in the 19th century mirrors the progress and

even revolutionizing of the Norwegian school system during this century. At the beginning of the century we find the typical Norwegian teacher as a rather peripheral and low status figure, the representative of the ambulating school established through the school law of 1739. These teachers had mostly only received some

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elementary instruction by the local priests, and were often poorly treated in the communities. Being a teacher was considered a way of living for “weak subjects” that would not succeed on other venues.

If we move forward to the end of the century we find the teachers profession in quite a different position: the teachers have now become the self-conscious forefront of the national movement, agents of new and self-conscious national culture, and carriers of the attitude and learning of this culture. The school institution is no longer an appendix to the religious and moral upbringing of the families, but the locus for the creation of modern citizens. The teachers associations and their history provide us with a great material for understanding these processes. From the beginning in the 1820 as fragmented, local initiatives, mostly concerned with teaching techniques, to the highly political groups of the second half of the century, the associations development mirror that of Norwegian school history itself. It is this development that will be presented with some examples in my contribution to the Symposium 2013.

Fra periferi til nasjonalt lederskap. Norske lærere og deres organisasjoner i det 19. århundre Tema for dette innlegget vil være den norsle lærerstandens veldige statusheving på 1800-tallet og

hvordan dette henger sammen med og gjenspeiler skolens store endringer i dette århundret. Ved inngangen til århundret finner vi den norske læreren som en temmelig perifer figur. Omgangskolelæreren var lavt lønnet, lavt utdannet og lavt ansett i bygden der han gikk rundt på gårdene med skrinet sitt. Noen var seminarister, men de fleste hadde bare fått noen enkle instruksjoner hos presten. Det var en vanlig oppfatning at de utvalgte lærene var «svakere Subjæcter» som kanskje ikke hadde andre muligheter, bøndene så nok helst ned på slike personer som ikke bygde på egen formue.

Om vi flytter oss frem til århundrets siste tid finner vi derimot den norske lærerstanden som den selvbevisste avantgarde, frontsoldatene i den nasjonale moderniseringsprosessen. Lærerne var den nasjonale bevegelsens kjernetropp og bærere av denne bevegelsens sentrale dannelsesprogram. Skoleinstitusjonen var ikke lenger bare en støtte til den moralske og religiøse oppdragelse som i siste instans hørte hjemmene til, men stedet for den viktige oppdragelse av medborgere for den moderne stat.

Lærerforeningene og deres historie gir et glimrende inntak og materiale til forståelsen av disse prosessene. Fra 1820-årenenes fragmenterte og famlende oppstart, der læreteknikker stod i sentrum, til de politiserte gruppene fra midten av århundret og fremover: lærerforeningene gjenspeiler den større historien. Min presentasjon vil vise noen eksempler fra denne utviklingen, og si noe om de generelle trekkene ved dette.

Ljiljana Stankov College of Professional Studies for Kindergarten Teachers, Šabac, Serbia e-mail: [email protected]

The Contribution of Male and Female Teachers to the Foundation of Empirical Pedagogy in Serbia, with Reference to Serbian Association for Child Psychology

The Association of Serbian Teachers was founded in 1881. It launched its own journal The Teacher, at

the very beginning of the next year. In the last decade of the 19th century this Association founded also the School Museum.

In the first decade of the last century the branches of the Association published their own local journals. During that time, the idea that teachers can contribute to the foundation and development of national pedagogy, based on the research of physical and psychical development of Serbian children, matured. At the initiative of the 16th generation of graduated students of the Male Teacher Training College, the Serbian Association for Child Psychology was founded in Belgrade in 1907. The Association assembled more than 500 members, who were mostly teachers and professors. They published their own journal - The Herald. The Association organized three meetings, one course from the field of child psychology, 22 surveys. The surveys were conducted with the aim to study different issues of child development, like anthropometric measurements, children’s speech, drawings, basic concepts like numbers, children’s ideals, as well as their learning styles, memory and reckoning.

The exhibition with photographs, audio track, written materials and craftworks of children up to 15 was prepared, with the view to collect material for the foundation of the psychology of Serbian children. They also had ambition to offer teachers a professional training in the field of child psychology. Due to persistence of teachers from the district of Vranje, a small laboratory was open there, with the most modern equipment ordered from the Zimmerman’s factory in Leipzig, although that district was one of the poorest in the country.

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After 1910 the Association stopped its activities due to lack of money for professional seminars and lectures and for publishing the journal, since the state authorities did not offer adequate support.

Doprinos učitelja i učiteljica zasnivanju empirijske pedagogije u Srbiji, na primeru Srpskog društva za dečju psihologiju Srpsko učiteljsko društvo je osnovano 1881. godine. Već početkom naredne godine je pokrenulo svoj

časopis – Učitelj. U poslednjoj deceniji XIX veka osnovalo je i Školski muzej. U prvoj deceniji prošlog veka i okružni ogranci udruženja pokreću svoje časopise. U ovom periodu je

sazrela ideja da učitelji mogu da doprinesu osnivanju i razvoju nacionalne pedagogije, koja je zasnovana na istraživanjima fizičkog i psihičkog razvoja srpske dece. Na inicijativu 16. kola svršenih đaka Muške učiteljske škole, u Beogradu je 1907. godine osnovano Srpsko društvo za dečju psihologiju. Društvo je okupilo više od 500 članova, uglavnom učitelja i profesora. Pokrenuli su svoj časopis – Glasnik. Društvo je organizovalo tri skupa, jedan kurs iz oblasti dečje psihologije i pokrenulo 22 ankete (istraživanja). Ova istraživanja su pokrenuta sa ciljem da se proučavaju različite oblasti dečjeg razvoja, kao što su: antropometrijska merenja, razvoj govora, dečji crteži, formiranje pojmova o brojevima, dečji ideali, stilovi učenja, pamćenje, računske radnje.

Pripremana je izložba koja je imala za cilj da putem fotografija, tonskih zapisa, pisanih i ručnih radova dece, uzrasta do 15 godina, pruži materijal za zasnivanje psihologije srpskog deteta. Takođe su nastojali da omoguće učiteljima profesionalno usavršavanje u oblasti dečje psihologije. Zahvaljujući upornosti učitelja iz vranjskog okruga, u Vranju je otvorena mala laboratorija sa modernom opremom nabavljenom iz Cimermanove fabrike u Lajpcigu, iako je taj okrug bio jedan od najsiromašnijih u zemlji.

Posle 1910. godine Društvo je prestalo da deluje, prvenstveno zbog nedostatka materijalnih sredstava za organizovanje stručnih seminara i predavanja kao i za objavljivanje svog časipisa, pošto nije imalo dovoljnu podršku državnih prosvetnih vlasti.

Martina Škrabec Secondary School of Nursing in Ljubljana / Srednja zdravstvena šola Ljubljana, Slovenia e-mail: [email protected]

Professional Group of Nurses in Education within the Nurses Society of Slovenia The beginning of nursing care education – midwifery and obstetrical care go back to the year 1753

when the first Midwifery School was established in Ljubljana. The teachers were doctors who also translated the first professional textbook into Slovenian. The school specializing in nursing care opened in 1924. Initially the first teachers were mostly doctors. There was also the first qualified nurse with the certificate from Vienna nursing school. Before World War ll several schools were established on a vocational level. After World War ll vocational level developed into the secondary level in 1952 the first College for Health Professionals was established.

Graduated nurses established The Organization of Graduate Nurses in 1927. In 1952 the estate society was renamed into the Nurses Society later joined by the nursing personnel of all schools qualifying for nursing care. With the advance of the profession the Society formed several official groups’ join nurses of a particular field of work in order to facilitate the in-service training.

In 1970 the Group for Education was established. The group joined nurses who worked as teachers at nursing school. In 1995 it was renamed into the Professional Group of Nurses in Education within the Nurses Society of Slovenia. The purpose of the group is apart from integration and exchanging experience also promoting the consistency of learning contents for all Slovenian nursing schools. Nurses regularly improve their knowledge in the field of pedagogy and didactics; they also present their lessons to other teachers, study novelties and technical literature. They support the development and consistency of the profession.

Sekcija medicinskih sester v vzgoji in izobraževanju pri Zbornici zdravstvene in babiške nege Slovenije Za začetek izobraževanja za ožje področje zdravstvene nege – babiške in porodniške nege na

Slovenskem se lahko šteje ustanovitev Babiške šole v Ljubljani 1753 leta. Učitelji so bili zdravniki, ki so tudi prevedli prvi strokovni učbenik v slovenščino. Šola za področje zdravstvene nege pa je začela s svojim delom 1924 leta. Prvi učitelji so bili predvsem zdravniki in prva slovenska šolana medicinska sestra s spričevalom

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dunajske šole. Pred 2. svetovno vojno je bilo ustanovljeno več šol za zdravstveno nego na poklicnem nivoju. Po 2. cvetovni vojni pa so prerasle na srednješolski nivo in 1952 leta je bila ustanovljena prva Višja šola za zdravstvene delavce.

Medicinske sestre so se začele združevati v Organizacijo absolventk šole za sestre leta 1927. V letu 1951 se je stanovsko društvo preimenovalo v Društvo medicinskih sester, ki so se mu pridružile izvajalke zdravstvene nege vseh šol , ki so izobraževale za zdravstveno nego. Z razvojem stroke se je zaradi lažjega strokovnega izpopolnjevanja društvo oblikovalo v uradne sekcij, kjer so se združevale medicinske sestre istega delovnega področja.

1970 je bila ustanovljena Sekcija za šolstvo, ki združevala medicinske sestre, ki so delovale kot učiteljice na šolah za zdravstveno nego. !995 je bila sekcija preimenovana v Sekcijo medicinskih sester v vzgoji in izobraževanju pri Zbornici zdravstvene nege Slovenije, ki se je razvila iz Zveze društev medicinskih sester Slovenije. Naloga sekcije je povezovanje, izmenjava izkušenj in poenotenje učnih vsebin v vseh zdravstvenih šolah Slovenije. Medicinske sestre se izpopolnjujejo n pedagoško – didaktičnem področju, predstavljajo učne ure, novosti, strokovno literaturo ter podpirajo v prizadevanju za razvoj in poenotenje stroke.

Jan Šimek National pedagogical museum and library of J. A. Comenius / Národní pedagogické muzeum a knihovna J. A. Komenského, Prague, Czech Republic e-mail: [email protected]

The importance of Teachers Association in the establishment of pedagogical museum in Prague In 1880 the Central Association of Teachers Unity (CAoTU) which unified other regional Unity Czech

teachers of elementary schools was established. The activities of this Association was considerably wide, the range of questions discussed at the annual general meetings included matters from questions concerning material provision of teachers (in the last decades of the 19th century it was a significant part of the agenda of Association) to the practical issues of teaching methods. This contribution briefly introduces the CAoTU itself, but primarily will focus on the problem of formation of Czech pedagogical museum and the first decades of its existence: the founding of pedagogical museum was one of the most discussed topics in the Central Association of Teachers Unity.

The idea of establishing of a museum was partially realized in 1890, when a Permanent exhibition of teaching aids (not directly the museum which was originally intended) was opened. This contribution will analyse gradual growth of Permanent school exhibition and its financial difficulties; sources on this issue are deposited partly in the archive of The National pedagogical museum in Prague, partly in the archive of Teachers Trade Union, where the materials of the history of the Central Association of Teachers Unity are deposited.

The formation of the Permanent school exhibition is inseparably connected with Josef Klika (1857-1906), an outstanding teacher and active organizer and leader of Prague teachers, who was also engaged in the Central Association of Teachers Unity. Therefore this contribution cannot omit this extraordinary personality of the movement of Czech teachers in the last decades of the 19th century. In fact, Josef Klika is a good example to demonstrate, how the strong individuality was able to reach through the Teachers Association the realization of many extraordinary projects, e. g. the founding of the Permanent exhibition /1890/, the founding of Comenius Museum /1892/ or the publishing of Encyclopedia of Education, the greatest scientific and editorial project of Czech teachers in the 19th century (the inheritance of Josef Klika is a part of collections of The National pedagogical museum in Prague).

Význam Ústředního spolku jednot učitelských při vzniku pražského pedagogického muzea Roku 1880 byl založen Ústřední spolek jednot učitelských, který sdružoval jednotlivé regionální jednoty

českých učitelů nižších stupňů škol. Činnost tohoto spolku byla značně široká, na každoročních valných hromadách se řešily otázky od hmotného zabezpečení učitelů (to tvořilo v posledních desetiletích 19. století značnou část agendy) až po praktické otázky metod vyučování. Příspěvek stručně představí samotný ÚSJU, především se ale bude koncentrovat na otázku vzniku pedagogického muzea, kterou spolek řešil už od svého vzniku.

Myšlenku se podařilo částečně realizovat až roku 1890, kdy byla zpřístupněna stálá výstava školních pomůcek (nikoliv přímo školní muzeum, jak bylo původně zamýšleno). Vhled do prvních let existence Stálé výstavy školské - spojených s postupným nárůstem vystavovaných předmětů i potížemi s finančním

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zabezpečením - můžeme poznat na základě analýzy pramenů uložených v archivu Národního pedagogického muzea v Praze a částečně i Všeodborového archivu, kde jsou uloženy materiály k dějinám Ústředního spolku jednot učitelských.

Vznik stálé výstavy školské je neodmyslitelně spojen s osobností Josefa Kliky (1857-1906), vynikajícího pedagoga a zároveň organizátora, který se angažoval ve vedoucích funkcích Pražského učitelského spolku i Ústředního spolku jednot učitelských (byť nikdy nebyl přímo jeho předsedou). Příspěvek proto nemůže pominout zmínku o této mimořádné osobnosti českého učitelského hnutí konce 19. století. Právě Josef Klika je totiž názornou ukázkou, jak mohla výrazná individualita prostřednictvím učitelské organizace realizovat řadu pozoruhodných projektů, např. založení Stálé výstavy školské /1890/, založení Komenského muzea /1892/ či vydávání Pedagogické encyklopedie, největšího vědeckého a edičního počinu českého učitelstva konce 19. století (pozůstalost Josefa Kliky, který je dnes prakticky zapomenut, je součástí sbírek Národního pedagogického muzea v Praze).

Branko Šuštar Slovenian School Museum / Slovenski šolski muzej, Ljubljana, Slovenia e-mail: [email protected]

Professional teachers associations in multinational countries – Slovenian experiences during national and international orientation prior to and after WW1

This contribution looks at the professional and regional associations of Slovenian teachers in the

Habsburg monarchy and in four successor countries after WW1 (Kingdom of SCH / Yugoslavia, Italy, Austria, Hungary). What was the contribution of teachers’ associations from the 1860s onwards towards shaping the professional awareness of teachers, to general cultural development and to the Slovenian national movement? Differences in both ideological standpoints (Liberal, Catholic, to some extent Social-Democratic) and in linguistic/national orientations shaped the dynamic development of teachers’ societies and their journals (Učiteljski tovariš/Teacher commrade, Popotnik/Traveller, Slovenski učitelj/Slovenian Teacher, Laibacher Schulzeitung/School Newspaper of Ljubljana). The article also draws attention to what was written in these publications about foreign education systems as an exchange of pedagogical incentives, examples and warnings. In their diversity and political combativeness, educational newspapers were more polemical with Slovenians who held different ideological persuasions than with, for example, German oriented teachers’ organisations. This meant that teachers’ societies and their associations occasionally formed links at the regional or state level (in the Austrian half of the monarchy), and at other times along ideological and/or linguistic lines. Thus in 1889 Slovenian teachers’ associations combined into an organisation, the very name of which hinted at the inclination of the Southern Slavs to combine within the framework of the then state (Zaveza avstrijskih jugoslovanskih učiteljskih društev / The Federation of Austrian Yugoslav Teachers in Ljubljana).

Leanings towards a pan-Slav association were thus alive even before World War One among the teachers’ societies of both Liberal (association Zaveza) and Catholic orientation (Slomšek society), even though the latter also felt affinity with German Catholic societies. The development in the new Yugoslav state after World War One of a Slovenian body of teachers was marked on the one hand by attitudes to “Slovenism” and “Yugoslavism” and on the other by the polarisation between Liberalism and political Catholicism. After 1926, Slovenian teachers were mostly organised in the Slovenian part of the joint Yugoslav teachers’ organisation (UJU/JUU) and were also more open to international links and cooperation, and to internationalism. The experience of the Slovenian educational system and of teachers in the other three neighbouring countries (Italy, Austria, Hungary), where after World War One as much as a third of Slovenians still lived as an unrecognised national community, was tragic and marked by the intolerance prevalent during the time between the World Wars.

Poklicno povezovanje učiteljstva v večnacionalnih državah – slovenske izkušnje med nacionalno in internacionalno usmeritvijo pred in po 1. svetovni vojni V prispevku sledimo stanovskemu in regionalnemu povezovanju slovenskega učiteljstva v Habsburški

monarhiji in po prvi svetovni vojni v štirih državah naslednicah (Kraljevina SHS/Jugoslavija, Italija, Avstrija, Madžarska). Kakšen je bil pomen povezovanja učiteljstva v učiteljska društva od 60. let 19. stoletja za oblikovanje stanovske (poklicne zavesti) učiteljstva, splošni kulturni razvoj in za slovensko narodnostno gibanje na Slovenskem? Različnost tako idejnih stališč (liberalne, katoliške, manj socialdemokratske) kot

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jezikovnih / narodnostnih usmeritev je oblikovala dinamičen razvoj učiteljskih društev in njihovih glasil (Učiteljski tovariš, Popotnik, Slovenski učitelj, Laibacher Schulzeitung). Šolsko časopisje je bilo v svoji različnosti in politični bojevitosti bolj polemično do drugače mislečih rojakov kot npr. do nemško usmerjenih učiteljskih organizacij. V tej različnosti pa so se učiteljska društva in njihove zveze tudi povezovale kdaj na regionalni ali državni osnovi (v avstrijski polovici v Avstro-Ogrski, drugič pa na idejni in/ali jezikovni sorodnosti. Že zaradi imena je zanimivo je oblikovanje Zaveze avstrijskega jugoslovanskega učiteljstva (v Ljubljani 1889).

Zavzemanje za vseslovansko povezovanje je bilo živo že pred prvo svetovno vojno tako med učiteljskimi društvi liberalne (Zaveza) kot katoliške usmeritve (Slomškova zveza), ki pa so jim bili blizu tudi aktivnosti nemških katoliških učiteljskih društev. Razvoj slovenskega učiteljstva po prvi svetovni vojni je v okviru nove jugoslovanske države zaznamoval na eni strani odnos do slovenstva in jugoslovanstva, na drugi strani pa polarizacija med liberalizmom in političnim katolicizmom. Ob tem je bilo slovensko učiteljstvo po letu 1926 večinoma organizirano v slovenskem delu skupne jugoslovanske učiteljske organizacije (UJU/JUU, sekcija v Ljubljani) ter bolj odprto tudi za mednarodno povezovanje in sodelovanje kot za internacionalizem. Izkušnja slovenskega šolstva in učiteljstva v ostalih treh sosednih državah (Italija, Avstrija, Madžarska), kjer je po 1918 kar tretjina Slovencev živela kot nepriznana narodna skupnost, je bilo tragična in v znaku nestrpnosti, ki je zaznamovala čas med obema vojnama.

Fabio Targhetta University of Padua, Department of Philosophy, Sociology, Pedagogy and apply Psychology, Museum of Science of Education / Museo dell’Educazione dell’Università di Padova, Italy e-mail: [email protected]

The section of Padua of the Italian Pedagogical Association (Associazione Pedagogica Italiana) in the late XXth Century

The As.Pe.I., Italian Pedagogical Association (Associazione Pedagogica Italiana), founded in Florence

in 1950 by Giovanni Calò in cooperation with some of the major scholars of Pedagogy (Aldo Agazzi, Giovanni Maria Bertin, Giuseppe Flores d’Arcais), is still active throughout the country, thanks to the coordinated effort of the numerous local sections.

The distinctive feature of the As.Pe.I is to bring together school teachers of all levels and university professors in order to improve and renovate the school and any other educational institution, as well as to enhance studies and researches in the field of Pedagogy and education. To this end, its work is mainly direct to the construction and the planning of activities like training and upgrading of teachers and every person involved in education.

The section of Padua has distinguished itself since its founding by the organization of conferences and refresher courses for teachers of elementary schools. A significant amount of documentation relating to the activity of this section is currently preserved at the Museum of Education (University of Padua). It is possible to consult teachers’ meeting minutes, programs for refresher courses, lists of members, notes, lessons plans, collections of photographs, administrative documents, correspondence with the other sections, and so on. All these relevant documents, not yet studied, the proceedings of the National congress – including two

symposiums organized in Padua (1956 and 1996) – and the examination of the As.Pe.I. Bulletin have made possible the reenactment of a very interesting experience of teachers’ association during the second half of the twentieth century.

La sezione padovana dell'Associazione Pedagogica Italiana nel secondo novecento L’As.Pe.I., Associazione Pedagogica Italiana, fondata a Firenze nel 1950 da Giovanni Calò con la

collaborazione di alcuni dei maggiori pedagogisti del tempo ( Aldo Agazzi, Giovanni Maria Bertin, Giuseppe Flores d’Arcais ) è ancor oggi attiva su tutto il territorio nazionale grazie al coordinato impegno di numerose sezioni locali.

Caratteristica principale dell’As.Pe.I. è quella di riunire docenti delle scuole di ogni ordine e grado e professori universitari allo scopo di migliorare e rinnovare la scuola ed ogni altra istituzione a carattere educativo, nonché di valorizzare e potenziare gli studi e le ricerche di carattere pedagogico. A tal fine, la sua opera è prevalentemente rivolta alla realizzazione e alla progettazione di attività quali la formazione, l’aggiornamento e la qualificazione dei docenti e di quanti si impegnano in ambito educativo.

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La sezione di Padova si è distinta fin dalla sua fondazione nell’organizzazione di convegni e corsi di aggiornamento per docenti delle scuole elementari. Una significativa mole di documentazione relativa all’attività di questa sezione è attualmente conservata presso il Museo dell’Educazione dell’Università di Padova. È possibile consultare verbali degli incontri tra docenti, programmi dei corsi di aggiornamento, elenchi degli iscritti, appunti, schemi di lezioni, raccolte di fotografie, documenti amministrativi, corrispondenza con le altre sezioni etc. Unendo a questo già ricco materiale, non ancora studiato, gli atti dei Congressi nazionali di pedagogia - tra cui i due organizzati a Padova (1956 e 1996) - e lo spoglio del Bollettino dell’Associazione è stato possibile ricostruire le vicende di un’esperienza tra le più interessanti e qualificate di associazione tra insegnanti lungo la seconda metà del novecento.

Vladimir Tkalec Public services trade unions' confederation of Slovenia / KSJS – Koordinacija sindikatov javnega sektorja, Ljubljana, Slovenia e-mail: [email protected]

Education, Science and Culture Trade Union of Slovenia (SVIZ / ESTUS) as a link and a prompter of pedagogical development

Over the past 20 years, Education, Science and Culture Trade Union of Slovenia (ESTUS) has been

very successful in establishing numerous connections with similar organizations both at home and abroad, which has undoubtedly contributed to the headway of pedagogical profession as well as the development of the educational system. ESTUS was established in 1990 as an independent trade union. Soon after the establishment it became a member of what was then the WCTOP (World Confederation of Organizations of the Teaching Profession), which in 1993 merged with the IFFTU (International Federation of Free Teachers' teacher Unions) to become today's EI, Education International, the biggest teacher association in the world.

ESTUS representatives have so far participated in numerous EI actions and have also been active members in different EI bodies. The Education International has issued vital reports on the situation of education, the status of teachers and the development of the teaching profession in different parts of the world. The association with the EI has been beneficial for ESTUS as it has, on numerous occasions, provided ESTUS with the necessary basis for negotiation with the government on the topic of ensuring quality and youth-friendly education (schools).

ESTUS has developed a varied international activity, which includes meetings and exchanges with similar trade unions in neighbouring countries and the rest of Europe as well. The exchange of delegations has taken place among the Austrian, Italian and German public services trade unions. After the downfall of Yugoslavia, ESTUS succeeded in establishing contact with teacher trade unions in all the newly arisen countries of former Yugoslavia.

International activity has enabled the exchange of information regarding salaries, standards and norms for pedagogical work in individual countries, which had an effect on the development of the pay system for teachers in Slovenia. Our representatives have had the opportunity to experience the examples of good practices first hand and were then able to transfer the solutions to their own fields. But mostly, these exchanges contributed to a better understanding of the teaching profession and the strengthening of mutual trust and solidarity among workers united in this profession, especially in times when exchanges between countries were rare and before the appearance of institutional forms that the European Union now offers.

SVIZ – Sindikat vzgoje, izobraževanja, znanosti in kulture kot povezovalec in spodbujevalec

pedagoškega razvoja Sindikat vzgoje, izobraževanja, znanosti in kulture Slovenije je v svoji več kot 20 letni zgodovini

vzpostavil različne povezave s sorodnimi organizacijami doma in v tujini ter nedvomno prispeval k napredku tako pedagoške stroke kot razvoju izobraževalnega sistema. SVIZ je bil kot samostojen sindikat ustanovljen v letu 1990. Kmalu po ustanovitvi se je včlanil v takratno WCOTP – Svetovno konfederacijo učiteljskih organizacij, ki se je januarja 1993 združila z IFFTU – Mednarodno zvezo svobodnih učiteljskih sindikatov v EI - Education international, ki je danes največje učiteljsko združenje na svetu.

Predstavniki SVIZ so sodelovali v akcijah in delovali v organih EI. Ta je pošiljala pomembna sporočila o stanju v šolstvu, statusu učiteljev ter razvoju pedagoške stroke v posameznih delih sveta. Povezovanje v EI je SVIZ v mnogih primerih nudilo podlage za dialog z oblastmi za ustvarjanje kakovostne in mladim prijazne šole.

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SVIZ je razvil pestro mednarodno dejavnost, ki je obsegala srečanja in izmenjave s sorodnimi sindikati v sosednjih državah in predvsem v Evropi. Izmenjave delegacij so potekale z avstrijskimi, italijanskimi, nemškimi sindikati javnih služb. Po razpadu Jugoslavije je SVIZ vzpostavil stike z učiteljskimi organizacijami v vseh novonastalih državah na ozemlju bivše skupne države.

Mednarodna aktivnost je omogočala izmenjave informacij o plačah in standardih in normativih za pedagoško delo v posameznih državah, kar je vplivalo na razvoj plačnega sistema za šolnike v Sloveniji. Sindikalni kolegi so z obiski pri drugih sindikatih spoznavali primere dobre prakse v šolah ter rešitve prenašali v svojo prakso. Predvsem pa so izmenjave prispevale k boljšemu medsebojnemu poznavanju učiteljstva, ter krepitvi medsebojnega zaupanja in solidarnosti med delavci, ki jih je družilo pedagoško delo in to v času, ko ni bilo toliko možnosti za izmenjave med državami in pred institucionalnimi oblikami, ki jih danes nudi Evropska unija.

Mare Torm Estonian Pedagogical Archives-Museum at Tallinn University, Tallin, Estonia e-mail: [email protected]

Estonian Teachers’ Union – innovator in education in the Republic of Estonia in 1918-1940 The Republic of Estonia celebrates its 95th anniversary on February 24, 2013. Although teachers had

aspired for their own organization in the middle of the 19th century, the idea could not be implemented on historical reasons before. The first teachers’ societies were organised in different regions of the country in April-May 1917.Teachers of Tartu and Tallinn were convinced of the need to establish an organization uniting teachers all over the country and these activities peaked with establishment of Estonian Teachers’ Union in the spring of 1917 (in 1917-1919 it was called Estonian Central Union of School Teachers).

Estonian Teachers’ Union (ETU) was from the beginning of its existence well known for its activities developing national schools, modernising education and establishing international contacts in the pre-WWII period in Estonia (1918-1940). ETU was for the Ministry of Education a valuable partner in developing educational legislation and solving problems of school practice. At the same time the union defended its members’ professional and economic interests. Contribution made by ETU to organization and management of Estonian education and cultural developments at large is a heritage we could learn from today. Its high organizational culture, wide variety of activities and remarkable personalities as its leaders deserve particular attention.

Materials related to ETU are preserved at the Estonian Pedagogical Archives-Museum containing manuscripts (written by leaders of ETU), publications (incl. pedagogical journal Kasvatus/Education of 1919-1940) and photos. This presentation is focused on the role of ETU as a representative body in the process of developing national schools, educational innovation and international contacts between 1917 – 1940.

Eesti Õpetajate Liit - hariduselu edendaja Eesti Vabariigis aastail 1918-1940 Eesti Vabariik tähistas 24. veebruaril k.a. oma 95. aastapäeva. Tähelepanuväärne on siinjuures Eesti

õpetajaskonna organiseerumine, mis tipnes 1917. aasta kevadel Eesti Õpetajate Liidu (1917-1919 algselt Eesti Kooliõpetajate Keskliit) asutamisega. Kuigi esimesi eesti õpetajate ühinemispüüdeid täheldati juba 19. sajandi keskel, ei saanud mõte ajaloolistel põhjustel varem teostuda. Esimesed õpetajate seltsid loodi maa eri paigus 1917. aasta aprillis-mais (ukj). Nii Tartu kui Tallinna õpetajaskond jõudis veendumusele asutada ülemaaline õpetajate organisatsioon.

Eesti Õpetajate Liit (EÕL) oli oma alguspäevist alates tuntud oma tegususe poolest nii rahvusliku kooli ülesehitamisel kui üldise hariduselu kaasajastamisel ning rahvusvahelisele tasandile viimisel II maailmasõjaeelses Eesti Vabariigis (1918-1940). EÕL oli hariduselu juhtorganile – EV Haridusministeeriumile - arvestatav partner haridusalase seadusloome ning koolitöö sisuliste küsimuste tõstatamisel ja lahendamisel. Samal ajal seisis EÕL oma liikmeskonna kutse- ning majanduslike huvide eest. EÕL-i panus tollase Eesti Vabariigi haridus- ja kultuurielu korraldamisel on väärtus, millest on kaasajal palju õppida. Sealjuures omavad erilist tähtsust nii kõrge organisatsioonikultuur ning tegevuse lai haare kui EÕL-i juhtinud eredad isiksused.

Eesti Pedagoogika Arhiivmuuseumis säilitatakse EÕL-i tegevust kajastavaid materjale, mis sisaldavad käsikirju (EÕL-i juhtivpersoonide poolt kirjapandu), trükiseid (pedagoogiline ajakiri Kasvatus (1919-1940) jt) ning fotosid. Ettekandes keskendutakse EÕL-i kui õpetajate esindusorganisatsiooni rollile rahvuskooli rajamisel, kooliuuendusliikumisel ja rahvusvaheliste kontaktide loomisel aastail 1917 – 1940.

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Hristo Totsev National museum of education / Национален музей на образованието, Габрово / Gabrovo, Bulgaria e-mail: [email protected]

The teachers’ convections during the National Revival of Bulgaria The theme of the present announcement relates to the teachers' conventions in Bulgaria. They are part of

the social changes in a society consolidating in a unity of people creating their own nation. This is a part of the European process of nation-building.

The reasons that provoke the summon of the teachers' conventions is the presence of representative school system in the Bulgarian lands, with decades of history, passing from the stage of church literacy to secular education, the necessary number of people educated abroad, mainly in Russia, Romania, Turkey and at the same time familiar with the adaptive to the Balkans' conditions Bell-Lancaster and sound methods, and the classroom form of school organization.Their practice in the Greek School in Svishtov and mostly after the opening of the new Bulgarian secular school in Gabrovo followed by the establishment of dozens schools in Bulgaria, Bolgrad high school classrooms and class schools in Plovdiv, Prilep and other major Bulgarian cities, ensures significant local experience. Along with achieving the good results, the teachers become aware of the mistakes and shortcomings that amass mainly due to lack of uniform requirements, structures and functions. The teachers themselves enter the stage of realizing that being a teacher is a profession that has very important social role and should acquire professional characteristics. In that period in Bulgaria the process takes place under the influence of the struggle for independent Bulgarian church, hence the very recognition of the existence of a separate Bulgarian nation follows after 450 year hiatus.

The teachers' conventions shape the role, purpose and function of the Bulgarian school system as a unity in the common territory, an unified program and uniform requirements for the teacher' profession as well as to the Bulgarian authorities which at that time is represented by the Bulgarian church diocese and the Bulgarian community. Decisions taken during the conventions' summons affects the school organization, school control, school maintenance and attitude of the population to the school. The teachers' conventions hinder the attempts of Greek, Serbian and Turkish officials to influence the independent Bulgarian school.

Учителските събори през Българското Възраждане Темата на настоящето съобщение е свързана с учителските събори в България. Те са част от

социалните промени на едно общество, което се консолидира в единство на народ създаващ собствена нация. Това е част от европейския процес за създаване на национални държави.

Причините, които предизвикват учителските събори са наличието на представителна за българските земи училищна мрежа, с десетилетна история, преминаваща от етапа на църковната грамотност към светското образование, необходимия брой хора, завършили образованието си в чужбина, предимно в Русия, Румъния, Турция, но запознати с адаптивните за балканските условия белланкастерската и звучната методики, и класната форма на училищна организация. Тяхното практикуване в гръцко училище в Свищов и най-много след откриването на новобългарското светско училище в Габрово и след него десетки такива в Българско, гимназията в Болград и класните училища в Пловдив, Прилеп и други големи български градове, създава достатъчно местен опит. Успоредно с добрите резултати се осъзнават и допуснатите грешки и недостатъци, които се групират основно в липсата на единни изисквания, структури и функции. Самите преподаватели стигат до етапа в който разбират, че учителството е професия, която има изключително важна социална роля и трябва да получи професионална характеристика. В разглеждания период от време в българските условия този процес се осъществява под знака на борбата за независима българска църква, от което следва и самото признаване съществуването на отделен български народ, след 450 годишно прекъсване.

Учителските събори формулират ролята, целта и функцията на българската училищна мрежа, като единство на общата територия, единна програма, единни изисквания към учителската професия, както и към тогавашната българска власт в лицето на църковната епархия и българската община. Решенията, които се вземат по време на провеждането им засягат училищната организация, контрола върху нея, издръжката й и отношението на населението към училищното образование. Те стават и граница срещу опита на гръцки, сръбски и турски държавници да окажат влияние върху независимото българско училище.

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Elke Urban Schulmuseum Leipzig / School Museum, Leipzig, Germany e-mail: [email protected]

Leipzig teachers association (1846-2013) The lipsian teacher association has been forbidden twice in the 20th century and nowadays just a few

experts know about the outstanding history of this association. In all its efforts the mental und physical balance of city kids took center, to ease their “joylessness of their childhood”. The far beyond city limits procreative acting, to give children consideration to education, had a sudden end in times of National Socialism 1933 and Stalinism after 1945.

At the 10th April in 1933 the closure of the lipsian teacher association was commanded caused by the consolidation of institutional powers. At the second time it has been broken down just after its reestablishment. From that moment on every innovative idea was supposed to be realised in a so named “Einheitsgewerkschaft”. This very explicit voice that often went against the flow finally became silent till 1990.

Nowadays the association has not to fight against dictatorship anymore but against a high quantity of national associations. There are many reasons to look up to the nationwide impression and mental autonomy of this association. From the very beginning the lipsian teacher association has been exemplary tor the education policy and educational work. Its been fighting for reformation of religious education, asked for a comprehensive schools, argued the abandonment of physical caning, sent a reminder about the disestablishment of church and school and was struggling with passion for the social equal treatment of elementary teachers. It also rendered outstanding services in advancement of educational science and methodology. The lipsian teacher association had 16 departments and almost twice as much scientific committees. These days there is no need to fight for educational freedom rights but they must be lived so they do not wither.

Leipziger Lehrerverein (1846-2013) Der Leipziger Lehrerverein wurde im 20. Jahrhundert zweimal verboten und nur wenige Experten

wissen noch etwas über seine bedeutende Geschichte. Bei all seinen Bemühungen stand das geistige und körperliche Gleichgewicht der Großstadtkinder, das Mildern der „Freudlosigkeit ihrer Kindheit“ im Mittelpunkt. Sein weit über Leipzigs Stadtgrenzen hinaus fruchtbares Wirken für eine dem Kind gerecht werdende Pädagogik fand im Nationalsozialismus 1933 und im Stalinismus nach 1945 zweimal ein jähes Ende. Am 10. April 1933 wurde im Zuge der Gleichschaltung die Auflösung des LLV angeordnet. Ein zweites Mal wurde der LLV 1946 kurz nach der Neugründung wieder aufgelöst mit der Maßgabe, dass nun alle fortschrittlichen Ideen in der neuen Einheitsgewerkschaft verwirklicht würden. Die deutliche, oft auch gerade gegen den Strom schwimmende Stimme aus Leipzig verstummte bis 1990. In der Gegenwart kämpft dieser Verein nicht mehr gegen eine Diktatur, aber gegen eine zahlenmäßige Überlegenheit großer Landesverbände.

Es gibt genug Gründe, die überregionale Strahlkraft und die geistige Unabhängigkeit dieses Vereins zu bewundern. Von Anfang an leistete der LLV Vorbildliches für die schulpolitische und pädagogische Arbeit. So kämpfte er um eine Erneuerung des Religionsunterrichtes, forderte die Einheitsschule, diskutierte den Verzicht auf das Züchtigungsrecht, mahnte die strikte Trennung von Kirche und Schule an und bemühte sich leidenschaftlich darum, die soziale und gesellschaftliche Stellung der Volksschullehrer zu verbessern. Auch um die Weiterentwicklung pädagogischer Wissenschaft und Methodik machte sich der LLV verdient. Er unterhielt 16 wissenschaftliche Abteilungen und fast doppelt so viele wissenschaftliche Ausschüsse. Pädagogische Freiheitsrechte müssen heute nicht mehr erkämpft, aber dennoch gelebt werden, damit sie nicht verkümmern

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Ariclê Vechia Tuiuti University of Paraná, Brazil e-mail: [email protected] Antonio Gomes Ferreira Coimbra University, Faculty of Psychology and Science of Education, Coimbra, Portugal e-mail: [email protected]

The collection of the School and Childhood Museum and the rescue of life History of the teaching practices of primary education teachers in the South of Brazil from 1930 to 1970

The Museum School and Children: a place of History and Memory, created in 2008, located at Tuiuti

University of Paraná has the following objectives: preserving a collection of elements of material culture School, as well as, creating and preserving a digital archive about the memory of those teachers who worked in the primary schools in the South of Brazil from 1930. The information was obtained through interviews with teachers, followed by a protocol. By this collected data this communication seeks to recover the history of life and school practices of 10 primary school teachers who have exercised their profession in School Groups of private and public schools in the South of Brazil from 1930 to 1970. The study shows that from first decades of the twentieth century, the teaching of primary education in Brazil was almost exclusively for women. These teachers, as a rule, were graduated in a Escola Normal (Elementary Teaching School) primary and secondary. According to their statements, it can be seen that the teaching School in Paraná, was targeted to the young women of upper middle class society. Studying at a Escola Normal, gave "status" because teaching was a profession of prestige in society, besides being one of the few acceptable professions for women in the society of that time. One of the requirements for being a teacher was the uprightness of character, because it was up to the teacher not only teach students the skills needed to pursue a future career, but also to instill in them values such as respect for the laws and authorities and moral habits, personal hygiene and social and crafts. Anyway, it was up to the teacher the task of instilling in children the civic duties of a good Brazilian. Teacher´s associations of that educational level were practically inexistent or irrelevant in the studied period.

O acervo do Museu da Escola e da Infância e o resgate da História de vida e das práticas docentes de professoras do ensino primário no Sul do Brasil, 1930 a 1970. O Museu da Escola e da Infância : lugar de História e de Memória, criado em 2008, sediado na

Universidade Tuiuti do Paraná, tem como objetivos: preservar um acervo com elementos da cultura material escolar, bem como criar e preservar um acervo com a memória de professoras que atuaram no ensino primário no Sul do Brasil a partir de 1930. As informações foram obtidas por meio de entrevistas, seguindo-se um protocolo. Usando como fonte estes dados coletados, esta comunicação procura resgatar a história de vida e das práticas escolares de 10 professoras do ensino primário que exerceram sua profissão em escolas publicas e particulares no Sul do Brasil de 1930 a 1970. A partir das primeiras décadas do século XX, o magistério do ensino primário no Brasil ficou a cargo, quase que exclusivamente das mulheres. O estudo demonstra que essas professoras, via de regra eram formadas nas Escolas Normais Primárias e Secundárias, públicas ou particulares. Segundo seus depoimentos, constata-se que a Escola Normal no Paraná, era direcionada para as moças da classe media alta da sociedade . Cursar uma Escola Normal, dava status , pois o magistério era uma profissão de prestigio na sociedade além de ser uma das poucas profissões aceitáveis para as mulheres na época.Um dos requisitos para ser professora era a retidão de caráter, pois cabia à professora não apenas ministrar aos alunos os conhecimentos necessários para o exercício de uma futura profissão, mas incutir-lhes valores como respeito às Leis e às autoridades; hábitos morais, de higiene pessoal e social e de trabalhos manuais. Enfim, à professora cabia a tarefa de incutir nas crianças os deveres cívicos de um bom brasileiro. As Associações de Professores deste nível de ensino eram praticamente inexistentes ou inexpressivas no período estudado.

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Tijs van Ruiten Nationaal Onderwijsmuseum / National museum on the history of education, Dordrecht, The Netherlands e-mail: [email protected]

The past, the future, now! A schoolmuseum for the 21 century The Nationaal Onderwijmuseum has moved from Rotterdam to Dordrecht, an old historic city just 20

kilometers southeast of Rotterdam. This sudden change of location has opened new opportunities and ideas which enable the staff and stakeholders to reinvent the museum. In the fall of 2014 the Nationaal Onderwijsmuseum will reopen as an audience focused, distinctive and contemporary museum in which history, future and current debates on education have a platform. Tijs van Ruiten will focus on the choices that have been made prior to the change of location and the way in which the museum sought support from stakeholders, politicians and the general public. He will show the new outline for the exhibitions, the new personal approach towards visitors en researchers and he will go in to the business model the museum has chosen. The new museum does not portray the history as a chronological story, nor will it offer the public a range of historical classrooms. A new approach towards remembering your schooldays and youth, using personal storytelling and direct experience with the objects will offer the public a new and more intense visit. The museum will further focus on the period after the second World War and will also incorporate youth culture in its storylines. Last but not least Tijs van Ruiten will show the plans for the new museum building, a much appreciated architectural monument, that offers a radiant perspective on the outside, and near limitless possibilities on the inside. In Dordrecht the Nationaal Onderwijsmuseum will be able to grow both in visitor numbers and in nationwide attention and interest in its activities in the museum and elsewhere.

Over vroeger, voor later, van nu. Een onderwijsmuseum voor de 21e eeuw Het Nationaal Onderwijsmuseum is verhuisd van Rotterdam naar Dordrecht, een oude historische stad,

20 kilometer ten zuidoosten van Rotterdam. Deze plotselinge verhuizing betekent voor het museum dat zich nieuwe mogelijkheden en ideeën voor hebben gedaan die het museum in staat hebben gesteld zichzelf opnieuw uit te vinden. Het museum heropent in het najaar van 2014 als een vernieuwd publieksgericht, onderscheidend en modern museum, dat onderwijsgeschiedenis, onderwijsontwikkeling, toekomst en actuele debatten over onderwijs en opvoeding een platform biedt. Tijs van Ruiten zal stilstaan bij de keuze die het museum heeft gemaakt voordat tot de beslissing tot verhuizing genomen werd en hij zal ingaan op de manier waarop het museum in de politiek, het onderwijsveld en bij het publiek naar draagvlak heeft gezocht. Daarnaast wordt een beeld geschetst van de nieuwe opzet van de tentoonstellingen en projecten, het publieksbereik, onderzoekssamenwerking en het verdienmodel dat is gekozen om financieel minder afhankelijk te worden. Het nieuwe museum laat de chronologische tijdlijn aan de hand van ingerichte klaslokalen los. De nieuwe aanpak voorziet in het actief terughalen van de herinnering aan de hand van persoonlijke verhalen en direct contact met de collectie die uiteindelijk leidt tot een meer intense museumervaring. Het museum zal verder de focus verleggen naar de periode na de Tweede Wereldoorlog en ook jeugdcultuur verwerken in de verhaallijnen. Verder zal Tijs van Ruiten aandacht besteden aan de plannen voor het nieuwe museumgebouw, een geliefd architectuurmonument dat een bijzondere uitstraling aan de buitenkant combineert met een grote flexibiliteit aan de binnenkant. Dat stelt het museum in staat in Dordrecht te groeien, zowel in bezoekersaantallen als in nationale en internationale uitstraling.

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Sergey Genrikhovich Vasilenko, Nadezhda Ivanovna Vasilenko, Regina Vladimirovna Kadushko Educational Establishment “Vitebsk State Medical University”, Educational Establishment “Vitebsk State University named after P.M. Masherov” (dedicated to the 90-th anniversary of Bogdanovich L.I.), Vitebsk, Belarus e-mail: [email protected], [email protected], [email protected]

Scientific and pedagogical activities of medical dynasties in the Republic of Belarus

“To teach somebody is an honour.

To teach medicine to somebody is a great honour.” R. A. Luriya A lot of representatives of medical and scientific-pedagogical dynasties work in the Republic of

Belarus. Their names are known not only within Belarus limits but also abroad, for example the dynasties of Bogdanovich, Berenshtein, Frankfurt, Sosnovik, Zeldin, Sachek, Kotovich, Morkhat, Lyzikov, Novikov, Sushkov, etc.

The Bogdanovichs gave more than 150 years to the service of medicine. The father Ivan Illarionovich Bogdanovich (5.9.1883) in 1912 finished doctor’s assistant school, in 1921 he graduated from the medical faculty of the 1st Moscow University. Then he worked as a hospital physician at Minsk dermatovenerologic hospital. At that time the Civil War was over, the epidemics of pediculosis, scabies and venereal diseases were widely spread. From 1921 to 1935 Ivan Illarionovich combined his practice with the teacher’s and scientific work. From January 1935 to July 1941 he was the head of the Chair of Dermatovenerologic Diseases of Vitebsk State Medical Institute. From 1951 to 1966 he worked as Director of Vitebsk State Medical Institute. On his own initiative in 1959 the pharmaceutical faculty was founded in Vitebsk, and in 1960 the post-graduate course was opened. I.I. Bogdanovich was a very experienced, energetic leader, thoughtful, talented teacher, he did his best to imporove the educational process. All his efforts were highly evaluated. Twice (in 1953, 1961) I.I. Bogdanovich was awarded the Order of the Red Banner of Labour. Ivan Illarionovich laid the basis for Vitebsk school of dermatovenerology, the traditions of which have been successfully developing for all subsequent years. His sons Leonid and Georgy also threw in their lot with Vitebsk State Medical Institute.

L. I. Bogdanovich (18.2.1923) was engaged in teacher’s, medical and scientific work for more than half a century. He is the author of over a hundred of scientific works, 3 monographs, sections in the three-volume guide on dermatovenerology in Medical Encyclopedia, in the monograph “Ultrasound and its application”. L.I. Bogdanovich is a co-author of the text-book on physiotherapy for secondary medical schools and the teaching aid on the students’ scientific-research work. Under his supervision 2 theses for a doctor’s degree and 7 candidate’s theses were defended. From 1958 to 1996 the Chair of Skin and Venereal Diseases was headed by Doctor of Medical Science, Professor Leonid Ivanovich Bogdanovich. This brilliant scientist and teacher contributed greatly to the development of Belarusian dermatovenerology. L.I. Bogdanovich was awarded the State prize of the BSSR. He became the Honoured Scientist of the BSSR. Leonid Ivanovich always followed humanist ideals, was and remains a true friend and a teacher of youth. His disciples Professor V.P. Adaskevich (at present the head of the chair) and Professor V.M. Kozin, working at the Chair of Dermatovenerology of VSMU, continue the life-work of their teacher.

The second son of I.I. Bogdanovich Georgy Ivanovich is Candidate of Medical Science, Assistant Professor, a famous specialist in the field of electrocardiographic methods of investigation. The grandsons of Bogdanovich also continue his dynasty.

Selfless service of the representatives of such dynasties to medicine and science testifies to the fact, that “medicine is a heroic everyday feat, and a selfless labour”.

Научно-педагогическая деятельность медицинских династий Республики Беларусь

„Учить кого-нибудь – честь. Учить медицине – великая честь.“ Р. А. Лурия

В Республике Беларусь работает много представителей врачебных и научно-педагогических

династий, имена которых известны не только жителям Беларуси, но и далеко за её пределами. Это династии Богдановичей, Беренштейна, Франкфурта, Сосновика, Зельдина, Сачека, Лызиковых, Котович, Морхата, Новиковых, Сушковых и др.

Семья Богдановичей отдала служению медицине более 150 лет. Отец Иван Илларионович Богданович (5.09.1883 г.) в 1912 г. окончил Могилевскую фельдшерскую школу, в 1921 г. –

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медицинский факультет 1-го Московского университета. Работал ординатором Минской кожно-венерологической больницы. В то время закончилась гражданская война, бушевали эпидемии педикулеза, чесотки и венерических заболеваний. С 1921г. по 1935г. Иван Илларионович совмещал практическую работу с преподавательской и научной деятельностью. С января 1935г. по июль 1941г. заведовал кафедрой кожно-венерологических болезней Витебского медицинского института. С 1946г. по 1949г. был заместителем директора по учебно-научной части ВМИ и зав. кафедрой кожно-венерологических болезней. С 1951г. по 1966г. работал в качестве директора Витебского государственного медицинского института. По инициативе И.И. Богдановича в 1959г. в Витебске был создан фармацевтический факультет. В 1960г. открыта аспирантура. Опытный, энергичный руководитель, вдумчивый, талантливый педагог, Богданович И.И. много сил и энергии отдавал совершенствованию учебного процесса. Его труд получил высокую оценку. Дважды (1953г., 1961г.) И.И. Богданович был отмечен орденом Трудового Красного Знамени. Иван Илларионович заложил основы Витебской школы дерматовенерологии, традиции которой успешно развивались во все последующие годы. С родным институтом связали свою судьбу и сыновья Ивана Илларионовича – Леонид и Георгий.

Л.И. Богданович (18.02.1923г.) занимался педагогической, научной и врачебной деятельностью более полувека. Его перу принадлежит более 100 научных работ, 3 монографии, разделы в трехтомном руководстве по дерматовенерологии в Большой медицинской энциклопедии, в монографии «Ультразвук и его лечебное применение». Л.И. Богданович является соавтором 2-х изданий учебника по физиотерапии для медицинских училищ, учебного пособия по НИРС. Под его руководством выполнено 2 докторских и 7 кандидатских диссертаций. С 1958г. по 1996 г. доктор медицинских наук, профессор Леонид Иванович Богданович возглавлял кафедру кожных и венерических болезней. Блестящий ученый и педагог, он внес значительный вклад в развитие отечественной дерматовенерологии. За цикл работ по применению ультразвука в медицине в 1986 г. Л.И. Богданович был удостоен Государственной премии БССР. Он заслуженный деятель науки БССР. Леонид Иванович всегда следовал гуманистическим идеалам, был и остается настоящим другом и учителем молодежи. Его ученики – профессор В.П. Адаскевич (ныне заведующий кафедрой) и профессор В.М. Козин, работая на кафедре дерматовенерологии ВГМУ, продолжают дело своего учителя.

Сын И.И. Богдановича Георгий Иванович – кандидат медицинских наук, доцент, известный специалист в области электрокардиографических методов исследования. Продолжателями династии Богдановичей являются и внуки.

Такое беззаветное служение медицине, науке представителей династии свидетельствует о том, что «медицина – это каждый день подвиг, подвижничество».

Michael Ward, Ann Campbell, Linda Borner Sovereign Hill School, Ballarat, Victoria, Australia e-mail: [email protected]

The Education and supply of Teachers from Colonial Days to the Present-An Australian Perspective

Michael Ward will outline the colonial background to 1872 and then up until 1900. He will explore the

first schools in the State of Victoria and the training that teachers undertook to be qualified to teach in denominational and national schools. Before the gold rushes training was virtually non-existent. The gold rushes cut gaps in the teaching ranks. In conditions of economic and social turmoil the two rival boards undertook the task of developing public education and as a consequence of this the training of teachers became a priority.

Ann Campbell will examine developments in training programs from 1900 to 2000. These developments will trace the reformation of these programs and the first links with the university. This period saw the exploration of numerous approaches to pedagogy. Ann will also focus on her role as a mentor to graduate teachers whilst principal of a primary school.

Finally, Linda Borner will detail her recent experience at a student teacher completing a four year degree course achieving a Bachelor of Education.

In conclusion, we will explain briefly the pedagogy that is the basis of teaching that underpins our program and how we train our teachers. It emphasises the vibrant partnership between the visiting schools, Sovereign Hill School and the Sovereign Hill Outdoor Museum.

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Michael Ward Sovereign Hill Museums Association/Sovereign Hill School e-mail: [email protected]

Sovereign Hill Museums Association/Sovereign Hill School Sovereign Hill is an Outdoor Museum depicting life on the Victoria n gold fields during the 1850s gold

rush. The Sovereign Hill School was established in 1979 and funded by the government’s Education Department with money to construct the school building and the placement of a teacher as the Headmistress of the school.

The program was developed and based on role play to immerse the students in the social and educational expectations of that period. The students dress in costume and attend the school for two days taking part in lessons in the school building and activities within the museum. Since then the school has grown into four separate buildings: Red Hill National School, St Peter’s Denominational School, The Ballarat Benevolent Ragged School and the St Alipius Diggings School. We cater for 8000 students each year from both public and independent schools. Some of our visiting schools come from as far away as 2000 kilometres.

At Sovereign Hill you will witness first hand this unique and innovative way of teaching children history. The pedagogy is underpinned by Affective Learning, which involves the emotions of the learner. Research has shown this style of learning is the most powerful and best retained type of learning. As well as seeing the schools in action you will experience the diverse range of displays the museum uses to inform the visitors of the life and times on the gold fields of Australia in the 1850s.

Patrizia Zamperlin Museum of Education, Department of Philosophy, Sociology, Pedagogy and Applied Psychology, University of Padua / Museo dell’Educazione dell’Università di Padova, Italy e-mail: [email protected]

Twenty years of activity of the Museum of Education (University of Padua)

The Museum of Education of Padua University was formally established in 1993 to collect, study and

exhibit all materials related to the history of education, following males and females in and out of the school from birth to the adult life.

Therefore, during its first twenty years of activity, the Museum of Education was first of all a place of scientific research, as evidenced by a lot of publications of national and international scholars who studied, in particular, the collections of textbooks and exercise books.Constant and parallel has been also the activity destined to the initial training of teachers and to the updating of those in service.

To the teachers in training are destined specific workshops linked to the teaching of history of education both included in the degree course that prepares future teachers in primary schools; they find in the rich sorting out of experiences, and even in the mistakes that derive from the past, a firm anchorage for the construction of their professionalism.

Besides, the teachers in training can follow the class during the visit; by observing the behavior of students in extracurricular contexts, they significantly integrate the skills matured during the training in the classroom.

Initiatives of in-depth scientific analysis (often realized on the occasion of thematic exhibitions) and activities of methodological upgrade, especially with regard to the teaching of history, are addressed to teachers already operant. In the Museum's website (www.museo.educazione.unipd.it) you can see some of the materials prepared in internet documenting what has been done.

Vent’anni di attività al Museo dell’Educazione dell’Università di Padova

Il Museo dell’Educazione dell’Università degli Studi di Padova venne formalmente istituito nel 1993 per raccogliere, studiare ed esporre tutti i materiali relativi alla storia dell’educazione, seguendo maschi e femmine dentro e fuori la scuola dalla nascita all’ingresso nella vita adulta.

In questi suoi primi vent’anni di attività il Museo è stato, innanzitutto, un luogo di ricerca scientifica come testimoniato da numerose pubblicazioni realizzate da studiosi italiani e stranieri che hanno attinto in

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particolare alle collezioni di libri di testo e di quaderni scolastici; costante e parallela è stata anche l’attività destinata alla formazione iniziale degli insegnanti e all’aggiornamento di quelli in servizio.

Ai primi sono stati e sono destinati specifici laboratori legati agli insegnamenti di storia della scuola e di storia della pedagogia previsti nel corso di laurea che prepara i futuri docenti nella scuola primaria; essi trovano nella ricca sedimentazione di esperienze, e persino di errori che ricaviamo dal passato, un saldo ancoraggio per la costruzione della loro professionalità. Inoltre poter seguire seguire le scolaresche in visita osservando i comportamenti degli alunni in contesti extrascolastici integra significativamente le competenze che essi maturano nel tirocinio in aula.

Agli insegnanti già in attività sono rivolte iniziative di approfondimento scientifico -spesso realizzate in occasione di mostre tematiche- e di aggiornamento metodologico-didattico, specie per quel che riguarda l’insegnamento della storia. Nel sito del Museo (www.museo.educazione.unipd.it) possono essere consultati alcuni dei materiali predisposti in rete per queste iniziative.

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Biographies of Presenters

Rossella Andreassi Rossella Andreassi graduated in Human Sciences at the University of Bari (ITALY) and received her

PhD in Education at the University of Macerata (ITALY). She is specialized in Museum and History Didactics. She has been adjunct teacher at the University of Molise, where she is currently referent for the “Research Center for Documentation and Research for the History of Educational Institutions, textbook and Childhood Literature” - Ce.S.I.S. and for the “School Museum and popular education”. In her capacity, she coordinates all the activities carried out in the said centers. She is the author of several articles and textbooks about Museum didactics and Cultural heritage.

Tea Anžur Tea Anžur was born in Ljubljana. After completing primary school, she enrolled at the Secondary

School for General Culture in Ljubljana, which she completed in 1986. That same year, she enrolled at the Faculty of Arts and chose to study history. She completed her studies in 1993, obtaining the academic title of Bachelor of Arts in History. Her first employment was in primary schools, where she taught Latin and subjects at the elementary level. In September 1995, she was employed full time by the University of Ljubljana as an archivist for the material protection of archival and museum materials. The next year, she completed her traineeship with a professional examination in archival sciences in higher education. In 1999, she also obtained the professional title of museum curator. In recent years, she has published almost forty discussions and articles on archival and museum topics and on the history of higher and university education. Independently or as co-author, she prepared numerous archival and museum exhibitions, especially on the history of the University of Ljubljana and studying at the University.

Annemarie Augschöll Blasbichler Degree in pedagogy; 1992 graduation; 1996 post-graduate master's degree; 1996-2000 assistant at the

Faculty of Education at the University of Innsbruck; from 2001 researcher at the above mentioned faculty of the Free University of Bolzano; since 2006 second level professor for General Pedagogy and Social Pedagogy, from 2007 scientific leader of research and documentation center of South Tyrol's educational history. Focus on research and teaching: Systematical and historical school and education research, school pedagogy.

Marjetka Balkovec Debevec MA in Etnology, BA in History, museum councillor at Slovenian School Museum. She is the author and

co-author of several exhibitions, such as: a part of the permanent exhibition Schools in Slovenia through the centuries, and temporary exhibitions: the matura-examination (the graduation), about school and teachers during the first post-War period, the exhibition about the dress of pupils and teachers in different periods, and others. She is also the author of several articles about history of education and editor of some numbers museum journal School Cronicle – Journal of the History of Schooling and education.

Alberto Barausse Professor Alberto Barausse is a professor of school history and educational institutions at the university

of Molise, where he has been carrying out teaching activities since 1999. The scientific research activity carried out up to the present has been characterized by the presence of different enterprising conventioneers and by the collaboration with important specific scientific reviews: actually participant of the Scientific committee of the review “History of education and children’s literature”. He’s member of CIRSE (Centro Italiano per la Storia dell’Educazione – Italian Center for History of Education) and he directs the “Center for Documentation and Research for the History of Educational Institutions, textbook and Childhood Literature” - Ce.S.I.S.) and the” School Museum and popular education” of the University of Molise. The activities concerned different stream of research, like the reconstruction of the relationship between school and Italian society, scholastic policy in XIX and XX Century, teacher’s associationism, scholastic publishers and printers, history of text books, exc.

Marcus Levy Bencostta Ph.D. in History from the University of São Paulo (Brazil). Professor of History of Education, Federal

University of Paraná (Brazil). Researcher of the National Research and Development (CNPq, Brazil.) Coordinator of Center for Research and Studies in the History of Architecture School (www.nepharqe.ufpr.br) ([email protected]).

Linda Borner Linda Borner is the Headmistress at The Ballarat Benevolent Asylum Ragged School , which is one of

the school programs within the Sovereign Hill School. She has had a varied career in acting and teaching and has travelled and worked extensively in Europe. Before graduating with a degree in primary teaching form the Australian Catholic University in Ballarat, Linda originally worked within the Sovereign Hill Outdoor Museum in a variety of roles including hospitality, mine guiding and retail concentrating mainly in interpretative theatre. Before being offered her current position she taught in various primary schools throughout Victoria.

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Delphine Campagnolle Gratuated from the Ecole du Louvre and from the University of Paris VIII, the subject of her senior

thesis talk about « The common heritage, the heritage of the everydaylife, stakes of the presentation » under the direction of Philippe Nys ). « Patrimoine banal, patrimoine du quotidien, les enjeux d’une mise en valeur » (sous la direction de Philippe Nys).

Director of the fine arts museum of Bernay (Normandy) from 2006 to 2011, curator of the exhibition in 2008 « Saint-Michel de Picpus », school in Paris decorated by Maurice Denis and the Ateliers d’Art Sacré, between 1933 et 1936, she joined the national museum of education as manager of the department of conservation.

Ann Campbell Ann is currently President of the Sovereign Hill School Council. She holds a diploma of Primary

Education, a Degree in education with a major in Early Childhood and is an accredited coach with the Australian Coaches Association. Ann taught in a variety of settings, ranging from an isolated rural school with 2 teachers and 30 children to a large city school. Ann was a school principal for 16 years and retired in 2011. Since then Ann has lectured in Education to 4th year Bachelor of Education students at Ballarat University and works part time as a consultant and coach in leadership, team development and management. Ann enjoys travel, exercise, reading, cooking and meeting people and is married to Alan with 3 children and 5 grandchildren.

Breda Čebulj Sajko Breda Čebulj Sajko - Ph.D. of Ethnology, research advisor at the Centre for Interdisciplinary Research,

Scientific Research Centre of the Slovenian Academy of Sciences and Arts in Ljubljana, Slovenia - has been researching the way of life of the Australian Slovenes since 1980. She made several fieldworks among them, last one in 2009. During her work in Australia (particullary in Sydney, Wollongong and Darwin) she collected immigrants life stories and published three scientific monographies and several articals about their split identity. In 2004 she established The Historical Archive for the Slovenes in Australia – HASA in Sydney.

Michelina D’Alessio Michelina D'Alessio is researcher of School history and educational institutions, at the University of

Basilicata. Graduated in Human Sciences at the University "Federico II" of Naples (Italy), she received her PhD in "History of the textbook and children's literature" at the University of Macerata (Italy). The scientific research has been characterized by participation in different enterprising conventioneers and by collaboration with collective works and scientific reviews. She is member of CIRSE (“Centro Italiano per la Storia dell’Educazione – Italian Center for History of Education”) and of "Center for Documentation and Research for the History of Educational Institutions, textbook and Childhood Literature" CE.S.I.S. and the “School Museum and popular education”of the University of Molise. The activities concerned some main lines of investigation (like the evolution of school cultures and educational customs in XIX and XX century, scholastic publishers and printers textbooks, to the expansion of renewable documentary sources concerning the internal life of schools and teaching practices).

Jacqus Dane Dr. Jacques Dane. Since 2007 Head of Collections and Research Department Nationaal

Onderwijsmuseum [National Museum of Education], Dordrecht, The Netherlands. He was educated as a historian at the University of Leiden. In 1996 he obtained his Ph.D at the University of Groningen [Department History and Theory of Education] on a study about popular reading culture in Dutch Protestant families (1880-1940). His publications deal with the social and cultural history of education, reading culture and children’s books.

Recent publications: Jacques Dane, Sarah-Jane Earle & Tijs van Ruiten (2011). ‘The Material Classroom’. In: Sjaak Braster, Ian Grosvenor & María del Mar del Pozo Andrés (eds.). The Black Box of Schooling. A Cultural History of the Classroom. Peter Lang: Bruxelles, Bern, Berlin, Frankfurt am Main, New York, Oxford, Wien, pp. 263-276.

Paulí Dávila Balsera Professor of History of Education at the Universidad del País Vasco/Euskal Herriko Unibertsitatea. His

research work has centered on the History of Education in the Basque Country, with special emphasis on educational topics such as: educational policy, literacy, teacher training, national curriculum, textbooks, vocational training, school attendance, abandoned children, religious orders, etc., on which he has published several books, chapters of books and articles in specialized reviews. Main researcher of the Group for Historical and Comparative Studies in Education, recognized by the Basque Government.

Denis Detling Denis Detling was born in Osijek. He graduated from Faculty of Pedagogy in Osijek, Department of

history and German language. He is a museum pedagogue in Museum of Slavonia, Osijek. He has worked in gymnasium in Osijek as a history teacher. So far he published several papers in specialized magazines, held several public lectures and workshops in Croatia and on international level, participated in a number of school,

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out-of-school and international projects. He is an author of textbook and several supplemental teaching and educational materials. He is also an author of several small educational exhibitions in a museum.

Maria Drakaki Maria Drakaki is a Primary School Teacher and a Kindergarten Teacher. She has been a founding

member of the School Life Museum (which operates under the responsibility of the Municipality of Chania), a member of the Administration Committee and President of its friends club. She holds a master of the Greek Open University Administration Department of Cultural Organizations and she is also doctoral candidate of the Department of Cultural Technology and Communication, University of Aegean. She works as a school counselor Primary Education in Heraklion of Crete.

Bojana Dujković Blagojevič Bojana has graduated in History from the University of Banjaluka, where she finished master studies in

2008. She was teacher in several gymnasiums and University for Business studies in Banja Luka. Bojana has been one of founders and a member of the EUROCLIO – HIP since 2003 and actively involved in several international projects. She is a co-author and an editor of supplementary teaching material for secondary schools Ordinary people in extraordinary country, Yugoslavia between East and West, Everyday life in BiH, Croatia and Serbia 1945-1990. She participated in numerous seminars and conferences, and was a coordinator of several projects. She is a member of National Board of United World Colleges in BiH, and active member of Committee for reform of history teaching in elementary schools in BiH.

Sonja Gaćina Škalamera Sonja Gaćina Škalamera, museum advisor and archivist at the Croatian School Museum in Zagreb,

Croatia. She is a BA of history and geography with 20 years of experience in museums and in charge of the Archival Collection at the Croatian School Museum for the last 14 years. Furthermore, she is a member of the Editorial Board of journal Annals for the History of Education and a member of national and international professional associations. She researches and publishes in the fields of history of education in Croatia, museology and archival science.

Pamela Giorgi Pamela Giorgi is responsible for the historical archive INDIRE (National Research MIUR), where he

took over the project of exploitation of the historical documentary. And 'member of the Technical and Scientific Committee on the history of the school (MIUR) and member of ICOM Italy, Museums committee of the School. publications: Dal museo nazionale della scuola all'Indire. Storia di un istituto al servizio della scuola italiana, Giunti, 2010; L'obiettivo sulla scuola. Immagini dall'archivio fotografico Indire, Giunti, 2012

Anne Katrine Gjerløff Historian Anne Katrine Gjerløff, (MA, Ph.D) is coordinating officer at the Danish Pedagogical Library

(University of Aarhus), where she is organizing the events and communication about the 200-year jubilee of the Danish compulsory school system in 2014. Her main research areas are the history of science, childhood and culture in the 19th and 20th century, and she has published articles on history of prehistoric archaeology, physical anthropology, history of education and pedagogy, as well as on animal history. She has also contributed to two of the five volumes of “Danish School History through 500 years” that will be published in 2013-14.

Antonio Gomes Ferreira Doctor in History of Education ( Coimbra University). Vice-Director of Faculty of Psychology and

Science Education of Coimbra University, Portugal. Chiara Grassi Chiara Grassi is attending the third year of the Doctoral course in “Pedagogical Research Methods,

Theory and History” at the Department of Educational Sciences and Psychology, University of Florence. Ms Grassi’s studies are focused on the history of schools and the history of the museum and its educative functions. She pays special attention to didactics of history of education. She has participated in Histories of Education - ISCHE Summer School Conference for Postgraduate Students in 2012. She is a member of “Centro Italiano per la Ricerca Storico Educativa” CIRSE.

Kerstin Holmlund Kerstin Holmlund is professor at the Department of Education, Umeaa University, Umeaa, Sweden. Antonis Hourdakis Antony Hourdakis is professor of History of Education and History Education and Director of the

Laboratory of the Study and Research of the History of Education and Teacher Education at the Pedagogical Department of the University of Crete, Greece, and Dean of the Faculty of Education at the same University.

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Junzo Inokuchi Education : 1967-1971 Faculty of Education, University of Kyoto, 1971-1976 Department of

Education, University of Kyoto, in 1973 awarded the degree of MSc. in pedagogy, 2000 awarded the degree of Dr. in pedagogy. Professinal career: 1976-1979 Lecturer of History of Education, Shimane Womens College, 1979-1990 Assistant professor, Shimane Womens College, 1990- Professor of Philosophy of Education, Otemon Gakuin University.

Jūratė Jagminienė Jūratė Jagminienė was born in Kaunas. She graduated from the University of Vilnius in 1981 where she

received a Master‘s degree in Lithuanian philology and literature and was awarded the qualification of a professor. Ms Jagminienė has been working in the Museum of Lithuanian Education History since 1996. She gathered historical and factual material about the founder of the museum – teacher Vincas Ruzgas (1890–1972) and in year 2005 she opened a memorial room dedicated to him. In 2006 Ms Jagminienė was part of the team to prepare a new historical exposition Education in Lithuania in 1904-1940. She organized and made presentations in conferences at the museum in 2005, 2006, 2010 and also published her presentation materials in 2005 and 2006. Ms Jagminienė has prepared over 40 exhibitions on the topic of Lithuanian education history. She participated in national conferences: Association of Lithuanian Museums (Education section) XIII conference (2010) and XV conference (2012). In 1997 she joined an educational expedition to Germany, Hutenfeld to visit the Lithuanian High School called Vasario 16-osios gimnazija. Ms Jagminienė continues to publish articles and also strives to make Lithuanian education research more popular through virtual exhibitions at http://www.lsim.lt/.

Miodrag Janković Miodrag Janković was born in Zemun. He got Master's degree from the Faculty of Special Education

and Rehabilitation in 2007 on "Development of education for the visually impaired children and position in contemporary education and upbringing." Now he is a PhD candidate at the Faculty of Philosophy, History, where he is preparing a doctoral dissertation on the life and work of acclaimed Yugoslavian and Serbian special educator and social worker Veljko Ramadanović. He has previously completed studies of special pedagogy - defectology and studies of history. Since 1997 he wrote and published in the pedagogical and historical journals, and published topics in the field of education and special education. From 1998-2001 he collected written material and worked on establishing a museum for the school children with visual impairment "Veljko Ramadanovic" in Zemun, in cooperation with the School Management. From then to this moment he works diligently to collect the materials from the history of education of blind and other disabled children in Serbia and former Yugoslavia. He is working on the establishing of the Museum of the Blind of Serbia, which should be opened at the Union of the Blind of Serbia.

Moses Sunday Jayeola-Omoyeni Dr. M. S. Jayeola-Omoyeni was born in Ikere-Ekiti. He attended the Obafemi Awolowo University,

Ile-Ife between 1979 and 1997 where ha bagged his Bachelor of Arts Education in History (1983), Master of Arts (1987) and Doctor of Philosophy (1997) respectively. He is currently a Chief Lecturer at the Adeyemi College of Education, Ondo, Ondo State, Nigeria. He has attended a lot of international conferences held in Netherlands, Mexico and Switzerland among others.

Sieglinde Jornitz Sieglinde Jornitz studied Education, Philosophy and German Literature in Cologne, Bochum and

Rostock. Her Ph.D-thesis analyses the pedagogical outcome of Walter Benjamins “Berlin Childhood”. Since 2001 she is an academic staff member of DIPF (German Institute for International Educational Research) and teaches educational science at the Goethe University in Frankfurt/Main. Her research focus is European educational policies and image analysis in educational science.

Lea Leppik Born in Tartu, Estonia. Graduated University of Tartu in 1987, master studies in 1996 and doctoral

degree in 2006. From 2002 - University of Tartu History Museum, research director (0,8) and from 2010 University of Tartu, Viljandi Culture Academy, Department of Library and Information Science; Associate Professor (0.20). Main research topics: history of education, biographies and institutions. Member of editorial boards of several Estonian historical journals.

Cristina Elena Maria Marini Cristina Marini is currently a primary school teacher in Aosta (Italy). She collaborates with different

research with the University of Valle d'Aosta and is a member of CoDiSV. She has participated with a poster at the XLV International Congress of Italian Linguistics Society (2011). Currently working on a project for learning lettoscrittura in children.

Vladimír Michalička PhDr. Vladimír Michalicka studied Pedagogy at the Philosophical faculty of Comenius University in

Bratislava, Slovak republik. Since 1984 he has worked as a curator of Museum of Education and Pedagogy. He

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specialises in History of Education in Slovakia after the Second world war. As a researcher he provides new information and perspectives on the museum collections.

Francesca Mogavero Francesca Mogavero was born in Turin, Italy. She graduated at University of Turin (Specialist Degree

in Ancient Philology and Literature) and she has a Master’s Degree in Management, Marketing and Multimedia for Cultural Heritage and Activities (2nd level) – Polytechnic of Turin. From 2010, she has been covering the role of Didactics Coordinator at Fondazione Tancredi di Barolo – MUSLI (Museo Scuola Libro Infanzia - Museum of School and Children’s Literature) in Turin, Italy.

Walter Müller Prof. Dr. Walter Müller, head of the archive „Schulisches Wandbild“ in Duisburg till 1995, since 1995

University of Wuerzburg, head of the chair of school pedagogics. Emeritus since 2013. Luis Mª Naya Garmendia Teacher of Comparative Education at the Universidad del País Vasco/Euskal Herriko Unibertsitatea. He

has produced many publications, coordinating books. His main lines of research have revolved around the use of Information and Communication Technologies, minority languages in education systems and children’s rights. Member of the Group for Historical and Comparative Studies in Education, recognized by the Basque Government and main researcher of the Unity of Education and Research “Education, Culture and Society (UFI 11/54)” of the University of the Basque Country UPV/EHU.

András Németh András Németh is professor of educational sciences at Eötvös Loránd University in Budapest. His

research and interests focus on general and historical education and anthropology, history and models of “new education,” and history of the discipline and reception in the educational sciences. He has been chair of the subcommission for history of education at the Hungarian Academy of Sciences.

Maja Nikolova Maja Nikolova graduated from The Faculty of Philosophy in Belgrade - group for pedagogy 1979, and

passed exams for the master degree, 1996. She started to work as a curator at Educational museum in 1979. She collects and composes archival documents and photos, which connect with the history of education and schooling system in Serbia and among Serbian people abroad. She takes part in contemporary education within the scientific projects and conferences, as well. She is the author of some exhibitions and papers in field of history of schooling in Serbia.

Cecilia Ödman Cecilia Ödman has a University Diploma with studies in Cultural Anthropology and Ethnology as a

major. She has been working as a museum educator for 27 years in different museums in Sweden. Andreas Oettli Andreas Oettli, born in Frauenfeld, completed a primary school teacher training in Kreuzlingen

(Switzerland). He teaches since 1971 with interruptions in primary schools in the cantons of Zurich and Thurgau and is currently teaching a 6th primary class. For 10 years, he works for the School Museum Amriswil in his free time. He is mainly active in the fields of collection / archiving and photography. More and more he is fascinated by teacher biographies and object research.

Merja Paksuniemi She is author of several Articles in peer-reviewed Journals. Doctoral Thesis: Paksuniemi, M. 2009.

Tornion alakansakouluopettajaseminaarin opettajakuva lukuvuosina 1921–1945 rajautuen oppilasvalintoihin, oppikirjoihin ja oheistoimintaan [The teacher image in the lower primary school teachers’ college of Tornio in 1921-1945]. Acta Universitatis Lapponiensis 161, University of Lapland. Currently she is a university lecturer at the University of Lapland, Finland.

Tina Palaić Tina Palaić is ethnologist and cultural anthropologist. Her fields of interest are issues of medical

anthropology, child rearing, child abuse and neglect and domestic violence. This year she will finish her studies in pedagogics. She is facilitator for CAP program, program for primary prevention of child abuse and neglect that is implemented in kindergartens and primary schools in Slovenia.

Vicente Peña Saavedra Dr. of Philosophy and Sciences of Education. Prof. of History of Education of the University of

Santiago de Compostela. First scientific coordinator of the Pedagogical Museum of Galicia (MUPEGA) [2001-2007]. Vice-president of the Sociedad Española para el Estudio del Patrimonio Histórico-Educativo [Spanish Society for the Study of Historical Educational Heritage] (SEPHE) [2003-2012]. Promoter of the RIDPHE [Buenos Aires, 2007] and co-moderator of its electronic exchange list [2008-2012]. Author or co-author of 25

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books and more than 90 articles and scientific collaborations. Between his works they appear: Éxodo, organización comunitaria e intervención escolar [2 vol. 1991] and Os museos da educación en Internet [2004]. Director and scriptwriter of 15 life story documentaries of educators. Commissioner of 9 exhibitions of educational and migratory thematic, some of then with showed in several countries. Between the last ones, still operating, we find: Ourselves. The Galician Emigrant Associational Movement [2008] and Lights overseas. The americans’ schools in Galicia [2012]. At present he supervises two projects Galicia Mundi and Schools of emigration [http://mapas.consellodacultura.org/escolas/].

Verena Perko Verena Perko, archaeologist, museologist and poet. She is senior curator at the Regional Museum in

Kranj (Gorenjski muzej Kranj) and university teacher in Ljubljana (Faculty of Arts / Filozofska fakulteta). She first specialised in Roman material culture, later accomplished in museology at the ICOM summer schools in Brno (Czech Republic) and with Paul Getty scholarship in USA and England. She gained her second doctorate with the thesis Museology, Public Archaeology: Museum of the Kras Region under the supervision of Professor Tomislav Šola at Zagreb University (Croatia). She is author and supervisor of many museum exhibitions and author of numerous scientific and popular texts. She is Assistant Professor of Roman material culture and heritage studies at the University of Ljubljana and a member of education team in Slovenian museums.

Francesca Pizzigoni Francesca Pizzigoni is fellow at the Department of Education Sciences “Giovanni Maria Bertin” of the

University of Bologna and is completing a Ph.D. on Italian catholic publishing house SEI and its children’s books at the University of Caen (France). She is president of the Association Strumento Testa, which has realized a project on school museums in partnership with the City of Turin. Her research interests are related to school museums, school history, history of educational museums and children’s literature.

Simonetta Polenghi Simonetta Polenghi is full Professor of History of education and Head of the Department of Education

of the Catholic University of the Sacred Heart in Milan, Italy. She is member of the executive board of the review History of Education & Children’s Literature. Her researches deal with history of education in Italy and Europe from the modern age to the XXth century, with particular regard to history of schooling and teacher training, of special education, of university, of female education.

Iulia-Maria Pop Iulia-Maria Pop (Tănescu) has a BA in History and a Master’s of Advanced Studies in Historical Socio-

Anthropology from the Faculty of History and Philosophy of “Babeș-Bolyai” University of Cluj-Napoca. She exercised and perfected her professional training in the County Museum of History and Art from Zalău, where she occupied the position of curator. She is currently a PhD student at “Babeș-Bolyai” University in Cluj-Napoca, the Faculty of History and Philosophy, where she is preparing a doctoral thesis entitled: "Professional Associations with a National- Confessional Character. The Reunions of the Greek-Catholic Teachers from Transylvania."

Edvard Protner Assoc. Prof. Dr. Edvard Protner is head of Department of Pedagogy at Faculty of Arts of University of

Maribor. His field of expertise is in teaching and research in the field of history of education, theory of education and comparative education.

Katarina Racekova Katarina Racekova has worked as a specialised assistent at the Department of Education, The Faculty of

Education, University of Constantine Philosopher, in Nitra since 1997. She teaches several pedagogical disciplines, however, from the pedagogical and scientific point of view her main focus is on the history of education. In 2009 she defended he thesis dealing with the regional history of the school system entitled “The Piarist Grammar School in the town of Nitra in the period of 1701-1919”. She is also interested in the history of teacher education and the history of church education in Slovakia.

Igor Radeka Professor Igor Radeka was born in Zadar. He is the first graduate of the Pedagogy program at the

Faculty of Philosophy in Zadar in 1986. Since 1987 he is employed at the Faculty of Philosophy in Zadar, which in 2002 became the University of Zadar. He is the author and lecturer of a number of pedagogy courses and courses within the teaching competencies acquisition study program. He is the main researcher on several national and a contributor to several international research projects. He was the secretary and editor in chief of the academic publication “Radovi – Razdio filozofije, psihologije, sociologije i pedagogije” from 1996 until 2002. Professor Radeka published three books, four chapters in various books, more than sixty scientific papers in national and international journals and conference proceedings, and he participated in over thirty international and domestic scientific conferences. Currently as a full professor he continues working on the recognition of educational disciplines, with particular attention dedicated to the history of pedagogy.

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Mateja Ribarič Mateja Ribarič, BA in History and Sociology. From 1991 she has been working in Slovenian

School Museum as a curator of photo collection. She participates in the preparation of pedagogical programs at the museum. She is an author of several exhibitions (School Radio, School from Earth, Matura Exam).

Andreja Rihter Andreja Rihter, MA in History, BA in Sociology. In the course of the last twenty and more she has

strongly supported cultural heritage projects and activities at the National, regional and international level - as the Minister of Culture in the Government of Slovenia during her term of office (2000 - 04), former director of the Museum of Recent History Celje (1986 - 2000) and through other assignments, functions and positions in different National and European cultural organizations such as: the European Museum Forum (national correspondent from 1987 - ); the Association of the Museums of Slovenia (president, 1998 - 2001); the Museology School of Celje, Slovenia (Initiator and Head, 2006 -); ICOM – CTOP ( board member (2007 -, vicechair 2010 -); the Forum of Slavic Cultures (Founding member and initiator, 2002 -, president 2002 – 05, 2009-). More recently the Council of Europe - Parliamentary Assembly (chairperson of the Sub-Committee on Cultural Heritage, 2010 – 2011); the European Museum Academy (president , 2009 -); Hands On! International association for Children's Museum (vice-president, 2009 – 2011, 2011 member of the Board) and Member of Parliament of Slovenia (2008 – 2012); Director Forum of Slavic Cultures (2012 - ).

Elsa Rodrigues She has a degree in History, the post-graduation in Museology and the advanced course of Photography.

She is the Secretary-Treasurer of DEMHIST (the ICOM international committee for Historic House Museums). She has made several courses of Documental Sciences, Art History and Historic House Museums Management. Currently she is the Archivist of the Bibliographic, Pedagogical and Artistic Museum João de Deus and the Curator of the Historic House Museum João de Deus.

Mathias Rösch Historian with focus on Educational and Social History. Director of the Nuremberg School Museum and

custodian of the School History Collection of the University of Erlangen-Nuremberg since 2006. Member of the board of the International Network of School Heritage (INOS). Research assistant at the Chair of Educational Science I of the University of Erlangen-Nuremberg. 2000-2006 project manager of the Munich White Rose Foundation and (2001-2006) head of White Rose memorial site at the atrium of the University of Munich. Many publications on social and educational history in the 20th century.

Karel Rýdl Karel Rýdl, absolvent of the Charles University of Prague (History – German Study 1979) grammar

school teacher (1980-1981), Research Asistent for History of Education on the Fakulty of Arts of the Charles University (1982-1996), Research Teacher on the University of Pardubice (1996- till today). Profesor for History of Education from 2003. Field of Interests: History of Education, Comparative Education, Reform- and Alternative Schools. A lot of books and other scientific publications. Member of national and international scientific and research organisations. From 2010 Vice-Rector of the University of Pardubice (www.upce.cz).

Fabio Sacchi Fabio Sacchi is currently a primary school teacher in Aosta (Italy). He collaborates with different

research with the University of Valle d'Aosta and is a member of CoDiSV. He participated with a poster at the XLV International Congress of Italian Linguistics Society (2011) and in 2012 he won the Davide Montino for research on the history of education. Currently working on a project for learning lettoscrittura in children. Among his articles Parole di confine. Significanti e significati nelle testimonianze scritte della scuola postunitaria (2012) e la scuola e lo scolaro diligente (2013).

Çağla Nezehat Saraç Çağla Nezehat Saraç is an instructor in the Department of Fine Arts at Bilkent Univers ity (Ankara,

Turkey) for the last twelve years. She has a BA in History from Concordia University (CA, USA) and an MA in Museum Education from Ankara University (Ankara, Turkey). She teaches History of Art, Curatorial Studies, Contemporary Turkish Art and Introduction to Art and Culture. Saraç is in the process of writing her PhD thesis in the field of Byzantine Architecture at Hacettepe University (Ankara, Turkey) at the Department of Art History.

Elizabeta Serdar Elizabeta Serdar, Master of Science (2012), is a museum advisor at the Croatian School Museum with

30 years of experience in museum work. She is in charge of the Collection of Photographs and the Collection of Postcards and Pictorial Print. From year 2000 until 2009 was the director of the Museum and coordinated and co-authored the project of the permanent exhibition. She participated in numerous professional and scientific conferences in Croatia and abroad in the field of museum pedagogy, museology and the history of education.

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Baard Olav Skogrand Baard Skogrand is conservator/curator at the City Museum of Bergen, Norway. His educational

background is within the history of ideas. He has worked extensively on the history of the hegelian political tradition, his PhD -thesis is a study of the political works of the norwegian hegelian philosopher Marcus Jacob Monrad.

Ljiljana Stankov Ljiljana Stankov, Ph.D. was born in Belgrade. She graduated from the Faculty of Philosophy,

Department of Pedagogy in 1984, got M.A. degree in 2005 and completed her doctoral dissertation in 2011 at the same Faculty. She was a Curator in the Museum of Education from 1986 to 2012, where she dealt with the history of Serbian schools and education. From 2012 she is a Professor at the College of Professional Studies for Kindergarten Teachers, in Šabac, where she teaches Methods of Practical Teaching and Research Methods in Education.

Jan Šimek Jan Šimek, Ph.D. studied History and Social sciences at Charles University in Prague (Pedagogical

faculty, 2006). In 2011 he finished his Ph.D. study (ibidem, Faculty of Arts). Since 2009 works as a historian and curator in National Pedagogical Museum and Library of J. A. Comenius in Prague. His main area of interest is the history of Czech school and education system since the late 18th century.

Martina Škrabec Martina Škrabec is a Registered Nurse (RN). She is a teacher of nursing at the Secondary School of

Nursing in Ljubljana. Branko Šuštar He received his BA (1981), MA (1994) and (2005) PhD. from the Dept. of History at the University of

Ljubljana (Slovenia) with his dissertation on the history of education. His research focus is on history of schooling and education, teachers and teachers association, history of childhood, languages of education, women teachers, local history and history of health education, with special interest in museology and archives science. Branko Šuštar joined the Slovenian School Museum in 1988 and has served from 1998 to 2006 as a director (second part of permanent exhibition, beginning of old school lessons, renovation of museum rooms with new library and reading room). He is the author of some museum exhibitions e.g. school exercise books (2011). His activities are connected with editor work (e.g. exhibition catalogues, history of education journal Šolska kronika / School Chronicle), professional societies of historians in Slovenia and international collaboration of school museums and history of education research (ISCHE, EERA).

Fabio Targhetta Graduated in 2001 in Science of Education at the University of Padua, Fabio Targhetta has a PhD in

Education from the University of Turin (2007). Currently he is research fellow at the University of Padua, Department of Philosophy, Sociology, Pedagogy and Applied Psychology. Member of the Editorial Board of the international journal «History of Education & Children’s Literature», from 2001 he has worked with the Museum of Education of Padua University. He has participated in national and international conferences. His research work is centered on the History of Education and the history of school publishers.

Vladimir Tkalec

Vladimir Tkalec is graduate of the University Ljubljana in german language and literature. He actively worked in Adult Education and was the first elected secretary general of Education and Science worker trade union of Slovenia from 1990 -1995. Later on he was employed in vocational education and training and for 10 years Director of National institute for vocational education and training. Since 2006 he is secretary general of Public services tarde unions confederation which connect with more then 84.000 trade union members.

Mare Torm She works at the Estonian Pedagogical Museum-Archives at Tallinn University beginning from 2001.

She is research fellow. Her academic interests are history of education of Estonia in 20th century; mainly history of pre-school education of Estonia in 19th and 20th century. Main fields of activity: composing the thematical exhibitions (about life and activity of teachers, educationalists, scientists and outstanding public men); lecturing; writing articles; instructing of students´ BA and MA dissertations.

Hristo Totsev Hristo Totsev joined The Bulgarian National Museum of Education in April 2012 as a curator of the

Middle Ages and the Bulgarian National Revival department (18-19c.). His responsibilities includes research, data collection, visual and oral presentations and expositions. Prior to joining the Bulgarian National Museum of Education, he spent over five years in participating in projects of restoration and conservation of buildings and landscapes of historical significance. Hristo Totsev holds Bachelor Degree in History from The St. Cyril and St. Methodius University of Veliko Tarnovo and continues Master studies in Cultural Tourism.

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Elke Urban Elke Urban, born in Altenburg, Germany, Christian family, father was a music teacher, university-

entrance diploma in 1968, started teacher study against her own will, three years of teaching profession as a music and french teacher, five children born in 1971, ´73, ´75, ´81 and 1983, nine grandchildren, 15 years of being a housewife, founder of many school, mostly reform educational schools, Federal Cross of Merit in 1995, since 2000 director of the school museum in Leipzig, Germany.

Tijs van Ruiten Tijs van Ruiten studied museology at the Reinwardt Academy in Leiden and started working at the

Nationaal Onderwijsmuseum in 1982. After working as a registrar and at the education department he became curator in 1990. In 2006 he was appointed director.

Daniela Vaněkova PhDr. Daniela Vanekova studied Pedagogy at the Philosophical faculty of Comenius University in

Bratislava, Slovak republik. Since 1996 she has been a director of Museum of Education and Pedagogy. She specialises in History of Education in Slovakia in the interwar period. In last two decades she has distinctively shaped the life of the institution, placing a special emphasis on the building of collections.

Sergey Genrikhovich Vasilenko Born in Vitebsk, Republic of Belarus. Nationality – Belarusian. Social origin – employee. Education –

Vitebsk State Medical Higher School (now VSMU), graduated in 1991. Candidate of Science (Medicine), Associate Professor. From 2000 works in the Vitebsk State University named after P.M.Masherov. Author of more than 114 scientific papers, including Teaching aid “Valeology” for the students of higher schools, 2002, 115p. and Monography “Health of children and teenagers in Belarusian Poozerye”, 2005, 133p.

Nadezhda Ivanovna Vasilenko Born in the village of Boron’ki, Kostyukovichi region, Mogilev province, Republic of Belarus.

Nationality – Belarusian. Social origin – employee. Education – Vitebsk State Pedagogical Higher School (now Vitebsk State University) named after S.M.Kirov, graduated in 1969. From 1969 works in VSMU. Author of more than 20 scientific papers, on history of medicine included. Overachiever of Public Health of the USSR.

Ariclê Vechia Doctor in Social History ( São Paulo University, USP). Professor of Master and Doctor of Education at

Tuiuti University of Paraná. Kadushko, Regina Vladimirovna Born in the village of Velikoe Selo, Sharkovshchino region, Vitebsk province, Republic of Belarus.

Nationality – Belarusian. Social origin – employee. Education – Minsk State Pedagogical University of Foreign Languages (now Minsk State Linguistic University), graduated in 1978. Philologist-researcher, Candidate of Science (Philology), Associate Professor in the field of linguistics, Chief of the Chair of Foreign Languages of the VSMU. Author of more than 70 scientific papers, including text-books and teaching aids.

Michael Ward He has been a teacher and principal for 45 years working in a variety of school types: small one teacher

rural schools, large city schools and special schools. He trained at Ballarat Teacher’s College in 1968-69 completing his Trained Primary Teacher’s Certificate. In 1969 he completed a Graduate Diploma of Special Education at Burwood State College majoring in Hearing Impaired. During 1970 he completed his Diploma of Primary Teaching at Ballarat University. Since 2005 he has been the principal of the Sovereign Hill School where he has developed a passion for the teaching of history.

Patrizia Zamperlin Patrizia Zamperlin is Professor in the Department of Philosophy, Sociology, Pedagogy and Applied

Psychology of Padua University, where she teaches History of school from the academic year 1991-1992. From the late 80s most of her scientific effort has been directed towards the planning and development of the Museum of Education, founded in 1993. Since then as chief in charge of the scientific field she's deeply involved in the selection and cataloguing of materials and in the facing up to method problems connected to their use as historical sources.

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Exhibitions at Symposium Venue (Secondary School of Nursing)

June 26th to 29th, Conference Venue, Secondary School of Nursing

The History of Nursing at the Secondary School of Nursing in Ljubljana The history of nursing at the Secondary School of Nursing in Ljubljana – especially in terms of

education – becomes immediately apparent as you reach the first floor of the building. There you will find a plaque with the names of the heads of an array of medical schools – these are, in effect, the predecessors of today’s institution. The name of the current head can be found as well; and under it there is still an abundance of space for all the future principals. The years accompanying the names of the schools listed, reflect the changes that have taken place as a response to the changing demands of different time periods.

As you turn right into the hallway you will find on your left a showcase where the diverse uniforms of students and mentors are on display; these have been used in practical training ever since the Second World War. In the upper left showcase there is the oldest school register, a school report and a scientific journal which was at the time of its publication the only printed piece of writing on the subject of nursing. Students’ uniforms have always been made of cotton and their distinctive color has always been white; up until the 1980s, student nurses had also worn hats. Teachers’ uniforms are sometimes made of synthetic materials and they feature different combinations with the color blue, which has up to this day been considered as the unofficial color of nurses. In the lower showcases, from right to left, you will find – together with the uniforms – textbooks which first appeared in print at the beginning of the 1980s. Nowadays, the number of publications is significantly bigger than it was in the past.

If you continue your visit on the second floor, turn left into the hallway where we keep an exhibition which presents the development of nursing education in Slovenia: »School of Nursing: Health Service Education in Slovenia: 1753-1992”. The exhibition is on loan from the Slovenian School Museum.

On the third floor you can explore the various instruments which were used in health care decades ago. In the hallway on your left you will find two glass cabinets with these intriguing objects and discover how they differ from the ones we use today. In the collection, there are also some instruments that are no longer in use due to the technological development. As we examine all the aforementioned exhibitions, we cannot help but wonder at the way everything – including in the field of nursing – is prone to change.

Martina Škrabec

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June 26th to 29th, Conference Venue, Secondary School of Nursing in Ljubljana School of Nursing: Health Service Education in Slovenia: 1753-1992

The exhibition presents nursing education aimed at health workers in present day Slovenia from the

period of the Habsburg monarchy and the time between the two world wars (1918-1941), when four different states dictated education in Slovenia (Yugoslavia, Italy, Austria, Hungary), to developments after World War Two. On the basis of the archives and printed material (and the results of cultural-historical exhibition School of Nursing: Health Service Education in Slovenia) the paper shows the differences between religious and secular nursing (i.e. between the vocational education of nuns and civilian nurses). The beginnings of health education in Slovenia are linked to the education of midwives (midwifery schools) and the spread of health awareness to rural areas. Midwifery schools, which appeared from the mid- and late 18th century onwards in provincial capitals (1753 Ljubljana, Klagenfurt, Graz; Trieste), also represented the beginnings of vocational education for women in the Slovenian language, while Slovenian textbooks were an important linguistic and cultural milestone.

Even prior to World War One, health education also took place in the form of courses for students at

teachers’ colleges and courses organised by the Red Cross. Education for hospital work was mainly aimed at nuns and only after World War One did secular education of civilian nurses for hygiene, home care and hospital care begin to develop. In 1924 the Health Institution in Ljubljana opened a School of Children’s Nursing (from 1931 as a School of Preventive Nursing). The aim of the School of Nursing (from 1928-1931; reopened in 1939 in Ljubljana and Maribor) was the education of nurses in hospitals; its members were mainly Sisters of Mercy. Following the education reform in 1960, schools of nursing transformed into four-year secondary training schools. Higher education of nursing in Ljubljana began in 1951, from the end of 20th century on university level.

Branko Šuštar LIT.: Šola za sestre: zdravstveno šolstvo na Slovenskem / School of Nursing: Health Service Education in

Slovenia: [1753-1992] (editor and co-author: Branko Šuštar): razstavni katalog, exhibition catalogue, Ljubljana: Slovenski šolski muzej, 1992. 135 pp.

Branko Šuštar: Health education in Slovenia between religious and secular nursing during the period 1753-1960. Nursing history in a global perspective, International nursing history conference, August 9-11 2012. Kolding: Danish Museum of Nursing History, 2012, p.38. http://www.conferencemanager.dk/NursingHistory/programme-.html, http://www.dsr.dk/Documents/Fag/Konferencer/Historiekonference%202012/WEB%20Nursing%20Historz%202012%20Abstract%20Book.pdf

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June 26th to 29th, Conference Venue, Secondary School of Nursing in Ljubljana (ground floor) The story of school exercise books. A look at the development of school exercise

books in Slovenia from the mid-19th century onwards Exhibition The story of school exercise books. What connects pupil and teacher? And school and home? Today,

the school exercise book is the link between the tradition of the school slate and the future tablet PC or iPad. Exercise books occupy a special place among items used in school: they are the result of the written efforts of a pupil or student on his or her way to knowledge. The school exercise book as a link in education. School exercise books connect pupils to teachers and knowledge, and also function as a link between school and home. The Slovene word for a school exercise book (zvezek) is based on the words for binding or connecting sheets of paper.

How did pupils write at different times? What and how did school teach, educate and influence? School

exercise books can also give us a more tangible picture of the course and content of school lessons than curricula and textbooks. What is written in school exercise books either at school or at home shows what exactly goes on in school: the corrections made in red by teachers point to contextual and grammatical mistakes or any ideas seen as “problematic” at the time. The exhibition also presents the school exercise books of interesting individuals (a mayor and an archbishop), stories about the exchange of a school exercise book for home produce and about school exercise books in literature, about calculations marked by the political and cultural environment, about a torn sheet of paper and about the very different covers and names used for school exercise books over the years. This is supplemented by a view of the school exercise book as an item of merchandise and of the business competition in which the state took part with “monopoly” exercise books. International research into school exercise books was highlighted by an international symposium in Macerata (Quaderni di scuola 2007) and a publication on this theme (School Exercise Books, 2010), which prompted an increase in interest in school exercise books in Slovenia.

A few short and not so short stories about school exercise books. So, what were school exercise books like elsewhere? Some international views selected by different school museums shown in the exhibition provide an answer to this question. Even before school holidays some children throw their school bag into a corner and discard their school exercise books, while others save them as a memento of their youth and these can serve as a source for discussion of children’s writing, lesson content, the characteristics of individual periods in the development of education and the special characteristics of pupils’ experiences. It seems that of all the possible

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uses of school exercise books most research attention has been given to the various aspects of children’s

writing, homework, handwriting and particularly composition and essay writing. We are still waiting for researchers to take a look at used exercise books when studying development in a number of other subjects. The exhibition also hopes to encourage the evaluation of related material in other cultural institutions (museums and archives) and from individuals.

A look at the development of school exercise books in Slovenia in relation to school, home, printing works and bookshops from the mid-19th century onwards. Exercise books in museums, libraries and archives in Slovenia are a part of archival personal records. Slovenski šolski muzej / Slovenian School Museum in Ljubljana (est. 1898) is owner of small historical collection of exercise books, and other examples are the part of teachers or pupils personal records. Exercise books are included in more exhibition activities of our museum, especially in very attractive lessons of calligraphy from 1930. Research of exercise books, connected with teaching of writing and drawing in pedagogical theory and practice, can be done with articles and reports announcing in Slovenian pedagogical magazines about exercise books publishing in Vienna, Brno, Linz or Graz, and since 1865 about local publishers.

In the 1860s, exercise books were not generally used in primary schools around Slovenia, especially not in rural schools. There was no established terminology in the 19th century Slovenian regions with regard to exercise books. In the early 1870s, Slovenian teachers were not pleased about the fact that in Slovenian schools exercise books with German inscriptions were used. The first exercise books with Slovenian writing were praised in May 1875 by the magazine “Slovenski učitelj” [Slovenian Teacher]. In 1879-80, two publishers produced exercise books with “our language at the top” (i.e., with Slovenian writing on the front cover). From 1897 existed exercise books for the benefit of the Society for the building of a teachers’ boarding house. After WW1 the Teachers’ Printing House started successfully printing its own exercise books. The conflict between the traders in school aids and the teachers’ organisation, especially in relation to exercise books, was resolved by the state to its own benefit. After the school year 1931-32, schools throughout the country had to use monopoly exercise books, printed by the national printing house in Belgrade. Towards the end of the school year 1947-48 there was a crisis in the supply of exercise books. The magazine “Prosvetni delavec” [Educational Worker] encouraged a modest use of exercise books in schools and the collection of old paper. At the end of 1949-50, even used exercise books were being collected.

Branko Šuštar

LIT.: Branko Šuštar, Exercise books in Slovenia between children's writing and editoral product from the mid-19th to the mid-20th century. In: School exercise books : a complex source for a history of the approach to schooling and education in 19th and 20th centuries / edited by Juri Meda, Davide Montino & Roberto Sani, Florence : Polistampa, 2010, pp. 561-570.

Branko Šuštar, Zgodbe šolskih zvezkov : pogledi na razvoj šolskih zvezkov na Slovenskem od srede 19. stoletja naprej / The story of school exercise books. A look at the development of school exercise books in Slovenia from the mid-19th century onwards / Geschichte der Schulhefte. Ansichten zur Entwicklung der Schulhefte auf slowenischem Gebiet seit Mitte des 19. Jahrhunderts. / Historia de cuadernos escolares. Un repaso acerca del desarrollo de cuadernos escolares en Eslovenia a partir del siglo XIX. Ljubljana: Slovenski šolski muzej / Slovenian School Museum, 82 pp.

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Slovenian School Museum / Slovenski šolski muzej – Exhibitions

June 27th – Slovenian School Museum from 18:45 to 21:00 Slovenian School Museum and permanent exhibition 'Slovene Schools through

centuries'

The Slovenian School Museum in Ljubljana, founded in 1898, is the oldest specialised museum in Slovenia focusing on a specific sphere of man's activities. Unlike the Provincial Museum in Ljubljana (1821) and the municipal museums in Celje (1882) and Ptuj (1895), the Slovenian School Museum was not limited to the territories of the then administrative units; the museum can thus be regarded the first Pan-Slovenian museum. Exhibitions of teaching aids were organised before an institution of this kind came into existence, promoting the idea of a school museum and increasing teachers’ interest for studying the history of schools and pedagogy in the territory populated by the Slovenian nation. The museum was opened due largely to teachers’ increasing awareness of their profession and national background. The idea originally came from Jakob Dimnik, a primary school teacher from Ljubljana, who endeavoured to establish an institution presenting the history of schools and the work of teachers in Slovenia. On the 50th anniversary of Emperor Franz Joseph's reign, 2 August 1898, the Slovenian Teachers' Association held its annual general meeting where they opened a teaching aids exhibition and established a Slovenian school museum. Because the museum was dependent on teachers' organisations for financial support and there was no regular funding for its maintenance, its core activities were hindered, and the museum had to move across Ljubljana several times. Its last seat was at the Učiteljska tiskarna printing house, where it was dissolved in 1912.

Re-established in 1938. After the First World War, the progress of education called for the museum's

re-opening with the idea that the museum should primarily collect documents providing a detailed picture on the state of schools and education. Restoration, however, was not yet to come about. It was only in the 1930s that the idea was revived by Dr. Karel Ozvald and encouraged by Rudolf Kobilica, head of an experimental school in Ljubljana. Upon his proposal, the educational department of the then bannate issued a special decree on 27 May 1938, establishing a museum of Slovenian education. Since then, the museum's activities as a free-standing institution have never been interrupted.

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The museum's primary role, originally defined in 1938, is that of collecting materials on the history of

primary and secondary schools operating in the Slovenian territory. This basic concept was revised in 1951, dividing the museum into three separate units, the collection of exhibits, library, and archives and documentation. The museum also began to research all institutions dealing with education. This revised concept defined the museum’s long-term mission and organisational structure. Thanks to the documentation it collected and systematically expanded for all schools located in the Slovenian territory, the museum was entitled the "documentation centre for the history of schooling" in 1960. At the same time, the documentation unit was separated from the archives. On its 100th anniversary, the museum still adheres to the work programme conceived more than ten years ago, but its activities have become much more diverse and varied. Educational activities, such as lectures and workshops intended for youth, have become significant to the museum’s development.

Museum's Activities. In the 115 years of its existence, the Slovenian School Museum has acquired a

large collection of exhibits and materials on the history of schools and pedagogy in Slovenia. Its highly qualified staff no longer only collects and conserves museum exhibits, but rather studies and exhibits such items and undertakes research on the history of education. Especially interesting among the museum's exhibits and materials are the collections of “black and golden books,” including notebooks, certificates, teaching aids, annual school reports, stereoscopic pictures, photographs of school buildings and classrooms, school equipment (desks, chairs, blackboards), and stationery. The library has preserved a large volume of original Slovenian educational literature ranging from course books, legislation, and curricula from various periods, to teacher newspapers and journals. It presently keeps more than 55,000 books, including many antiquarian educational books from the 18th and 19th centuries, and even a few incunabula, such as Rudimenta grammatices.

The museum houses a permanent exhibition on the education in Slovenia over centuries opened in 1988 (part to the mid-19 century) and than gradually since 1999 up to the modern time. Several special exhibitions on school and history of education, accompanied by rich and informative catalogues (over 115 produced to date), are prepared every year. In addition to the exhibitions, a classroom dating back to the late 19th century is permanently on display since 1999 with special pedagogic programme with old lessons. The Slovenian School Museum is a publisher of journal Šolska kronika - School Chronicle, the only Slovenian periodical dealing with the history and traditions of Slovenian teachers, teacher associations, and the Slovenian school system.

Slovenian School Museum / Slovenski šolski muzej, Ljubljana; http://www.ssolski-muzej.si/slo/

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June 27th – Slovenian School Museum from 18:45 to 21:00 School of the Earth: Teachings from the Majestic Andes

Exhibition at the Slovenian School Museum, opened 14th June 2012

The School of the Earth: Teachings from the Majestic Andes exhibition depicted the founding and

working of the school in Warisata on the Bolivian Altiplano plateau from 1931 to 1940. It is a tale that takes us deep into the conceptual world of the old life in the Andes and explains the historical circumstances that led to the birth of such a unique and almost painfully realistic school.

Warisata was the most important educational project ever launched in Latin America: the first real native school in the world; one that did not arise from attempts to “civilize the Indians”. Its intent was rather quite the opposite: enabling the indigenous inhabitants to defend and preserve their own identity. In contrast with the schools that had developed under the influence of colonialism, the Warisata project took into account the real needs and interests of the Indian farmers of the Altiplano and was founded on the principles of the Andean cosmology: a school of life within a community in close connection with nature and its cycles, where all is seen as being alive and interconnected. The tradition of the Warisata School is being continued today in La Paz by the ‘sariri’ – the travelling teachers – by weaving it into the fabric of contemporary Bolivian society. The school as a community is a model of education which is becoming increasingly popular in Western society too; one that could also serve as a source of inspiration for our teachers here in Slovenia. The great sensitivity with which the Indigenous Andeans perceive the world offers an alternative approach and way of life to the lonely Western consumer isolated from society and nature. The School of the Earth exhibition was also accompanied by a rich and varied pedagogical programme including lessons on intuitive perception and an Indian style class in the woods.

The exhibition was the result of a collaborative effort between the Slovenian School Museum and Tina Zgonik, a freelance journalist and researcher who has spent many years studying the way of life of the Native South American peoples in Bolivia.

Mateja Ribarič

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27th June, Slovenian School Museum, from 18:45 to 21:00

J.-J.R. – The Fascinating Resident of Geneva. Jean Jacques Rousseau 1712-1778 An exhibition 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).

In May 2012 the Slovenian School Museum 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 Šuštar, 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). 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.

Some Slovenian Encounters with Rousseau. 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 LIT.: Solska kronika / School Chronicle, Journal of the History of Schooling and Education. Bulletin of the

Slovenian School Museum. Ljubljana. Slovenia. Ljubljana 2012, 21 – XLV, No. 1-2, pp. 7-30, 260 and covers.

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June 27th – Slovenian School Museum from 18:45 to 21:00 I WRITE, THEREFORE I AM!

History of school writing utensils and teaching handwriting Exhibition The development of writing utensils implies the development of human civilization. The first writing

utensils indicate that, by using them, prehistoric man became aware of himself. With this, he left his legacy to his contemporaries and descendants: initially with cave paintings, outlines of his hands and drawn sequences of lines which suggest that he already knew how to count. It was due to accounting needs in Mesopotamia that cuneiform – the first true handwriting – was developed.

Handwriting soon became a manner of thinking, conceptualizing the world and attitudes towards other humans. It became an expression of human life, needs, wishes and intentions. The tools used were – and will be – writing utensils. Here we present different kinds, arranged in chronological order. The creation of new writing utensils was always influenced by changes in writing materials. These changes in materials and utensils have in turn influenced the development and creation of new kinds of handwriting. In Mesopotamia, people used common reed with a wedge-shaped end to engrave cuneiform signs into clay plates. The most frequently used utensil for Greeks and Romans was the stylus with which they wrote on wax tablets. The Ancient Egyptians and Chinese used brushes, the former writing on papyrus and the latter inventing paper. The Romans used brushes to mark out stone inscriptions before they carved them with a chisel. Calamus was an important writing utensil in Antiquity, when it was used mainly by the people of the Middle East for writing on papyrus, parchment or wooden panels.

In the Middle Ages, the quill pen influenced the development of new rapid Italic fonts. It is not until the 19th century, with the industrial revolution, that the quill was replaced by the metallic pen, which in less than a hundred years was replaced by the fountain pen. In the late 16th century, the pencil started its triumphant course with the discovery of the graphite. It was followed by colour pencils and was later supplemented by mechanical pencils. Because man did not write only on paper, he also developed the ballpoint pen and markers. These have made the greatest technological progress in the last fifty years. The ballpoint pen has become a little computer. When we write with it, it captures the data of our handwriting digitally and shows it in electronic form on a computer screen.

Writing utensils were also used for educational purposes, both for teaching handwriting and in the acquisition of new subject matter. With the introduction of compulsory education at the end of the 18th century, the need for school writing utensils increased greatly: goose quill pens and later steel pens, chalk and stone for writing on slates, and pencils, coloured pencils and fountain pens for writing on paper. With the introduction of art classes, pupils also became acquainted with wax crayons and brushes. Of all utensils the latter demanded the most graphomotor skills.

The writing utensil soon became a symbol of a thinking human being. It cannot be replaced either by a tablet computer or a smart phone. Together with handwriting, it will be preserved as a primary memory of the human race. Only the written word remains. I write, therefore I am!

Marko Ljubič, author of the exhibition

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June 27th – Slovenian School Museum from 18:45 to 21:00 The Picture Book – My First Book

The picture book, a child's first book, is a sub-genre of literature for children and young people, the

main characteristic of which is the presence of both verbal and pictorial information, used to convey content. Both the pictorial and verbal elements play their own role and the quality of a picture book depends on how inter-related these two elements are. Through creating a connection between the verbal and the pictorial, a child “reading” the book develops various thought processes and verbal skills, is introduced to the world of reading and acquires the fundamental aesthetic notions. By reacting emotionally to the images and content a child also develops the mental side of his or her personality, which is why the most beautiful and frequently seen picture books are retained in our memory well into adulthood and old age. Different pedagogical disciplines attribute to the picture book an important role in a child’s development. The picture book is of interest not only to pedagogues, but also to historians, writers, illustrators and other artists, parents and, last but not least, children themselves. This is why an exhibition has been organised by the Slovenian School Museum, which gives an overview of the picture book genre in Slovenia, presenting various types of picture book for different readers, and basic thoughts about their pedagogic significance to the child’s overall development. The exhibition will present this theme, often dealt with in pedagogic literature, in a lively and intriguing way that will be of interest to both the expert and the casual visitor. The exhibition catalogue offers additional information about the presented themes and supports further study of the exhibition content.

Summary of Exhibition prepared by Anton Arko and Polona Koželj

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June 29th – Exhibition at Museum of Kamnik (Excursion) “What shall I wear for school?” Exhibitions about what pupils and teachers wore

in different periods Slovenian School Museum, 2010/2011. The exhibition is on tour at Museum of Kamnik from May 2012 “What shall I wear for school?” is the question asked with various degrees of concern by young

school girls and boys who wish to make a particularly good impression at this specific time in their life. Often it really is difficult to choose among all the t-shirts, trousers, etc. But has this always been the case? Do we ever think that the same question did indeed frequently appear in the past, but had a very different meaning? It expressed a concern that pupils had nothing to wear for school.

The exhibition on this theme that opened at the Slovenian School Museum was a continuation of the introductory exhibition “School Fashion in Photography”. The special emphasis of this introductory exhibition was on the role of photography as an important source in studying the clothes worn for school, whilst the exhibition “What shall I wear for school?” presented an even more diverse and in-depth view of this subject. The exhibition consisted of two basic parts: the first showed the original clothing worn by teachers and pupils kept by the Slovenian School Museum as well as other museums and private collectors. The exhibition also included findings about developments in, characteristics of and attitudes to fashions in school, formulated with the help of written and oral sources, educational literature, legislation pertaining to school and photographs. Old clothing has been preserved to a limited extent and with the aim of getting to know the former fashions even better, reconstructions have been added as the second part of the exhibition. Together with the Design College in Ljubljana we carried out the reconstruction of old clothing worn by pupils and teachers depicted in school photographs, adding a special educational aspect to the exhibition. The exhibition was further supplemented by an insight into readers up to World War Two and how clothing was dealt with in these books (this was created by the librarian Valentina Tominec). The survey of other school museums around Europe and their treatment of what pupils and teachers used to wear for school was produced by Dr Branko Šuštar.

Clothing worn by teachers and pupils over the years. A hundred years ago and more, both male and female teachers alike had a special role to uphold in society due to the fact that they were a part of the select few to have an education. This also showed in their appearance, as they paid particular attention to the manner in which they dressed, so as not to tarnish the reputation of their profession. The social position of teachers was also reflected in what they wore.

Naturally, the clothing appearance of pupils has changed through history. But there were also differences between pupils in villages and towns, and between the rich and the poor. There were no special school uniforms in Slovenia, except for the unified caps, each with the wearer’s class number on it, worn by students at some secondary gimnazija schools, and the obligatory clothes in conformity with the dress-code for schoolgirls at the Ursuline schools, agricultural and housekeeping schools and some vocational schools. Black school smocks were more widespread. School smocks were also used after World War II - mainly to cover up social differences.

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In the early 1970s jeans, or as they were called in Slovenia »cowboy pants«, became the most popular article of clothing at schools. In parallel and in striking contrast to this, a characteristic ceremonial outfit for special occasions at primary schools in the period after World War II up until the early 1990s were »Pioneer Organisation« clothes, featuring a blue partisan-style cap worn with a red neck-kerchief.

Pupils (and their parents) paid most attention to their clothes on those special occasions when they were leaving school, both after finishing primary school with the so-called »Valeta« dance, and particularly after finishing secondary school with the prom, known in Slovenia as the »Matura« dance. In this field, as well, we can trace interesting developments which the Slovenian School Museum has already presented in exhibitions on the theme of the »Matura«.

Marjetka Balkovec Debevec, MA,

Exhibition Curator, Slovenian School Museum LIT.: Šolska kronika/ School Chronicle: Catalogue “What shall I wear for school?” Exhibitions about

pupils and teachers wore in different periods. Slovenian School Museum, Ljubljana 2011, no. 3. Od mature do mature/ School-Leaving examinations: Historical Development in Slovenia between

1849/50 and 1994/95. Slovenian School Museum – Exhibition Catalogue, Ljubljana 1998. Šolska kronika/ School Chronicle: Catalogue Matura X years - The 10th anniversary of the general

matura in independent Slovenia. Slovenian School Museum, Ljubljana 2005, no. 2.

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Index of Presenters

Andreassi, Rossella ……………... 27, 88 Anžur, Tea ………………………. 27, 88 Augschöll Blasbichler, Annemarie 28, 88 Balkovec Debevec, Marjetka …... 29, 88 Barausse, Alberto ........................ 30, 88 Bencostta, Marcus Levy .............. 31, 88 Borner, Linda ............................... 85, 88 Campagnolle, Delphine ………… 31, 89 Campbell, Ann ............................ 85, 89 Čebulj Sajko, Breda ..................... 32, 89 D'Alessio, Michelina …………… 33, 89 Dane, Jacques ............................... 34, 89 Dávila Balsera, Paulí ................... 35, 36, 89 Detling, Denis .............................. 39, 89 Drakaki, Maria ............................ 37, 90 Dujković Blagojević, Bojana ….. 39, 90 Gaćina Škalamera, Sonja ............. 40, 90 Giorgi, Pamela ............................. 42, 90 Gjerløff, Anne Katrine ................ 43, 90 Gomes Ferreira, Antonio ............. 82, 90 Grassi, Chiara .............................. 44, 90 Holmlund, Kerstin ....................... 46, 90 Hourdakis, Antonis ..................... 45, 90 Inokuchi, Junzo ........................... 47, 91 Jagminienė, Jūratė ....................... 47, 91 Janković, Miodrag ....................... 48, 49, 91 Jayeola-Omoyeni, Moses Sunday 49, 51 Jornitz, Sieglinde ......................... 50, 91 Kadushko, Regina Vladimirovna 84, 96 Karras, Kostantinos .................... 45 Kollmann, Stefanie ..................... 50 Leppik, Lea ................................. 50, 91 Marini, Cristina Elena Maria …... 51, 91 Michalička, Vladimír .................. 52, 91 Mogavero, Francesca .................. 53, 92 Müller, Walter ............................. 54, 92 Naya Garmendia, Luis Mª ........... 35, 36, 92 Németh, András .......................... 54, 92

Nikolova, Maja ............................ 55, 92 Ödman, Cecilia ............................ 56, 92 Oettli, Andreas ............................ 56, 92 Paksuniemi, Merja ....................... 57, 92 Palaić, Tina ……………………… 58, 92 Peña Saavedra, Vicente ………… 60, 92 Perko, Verena …………………… 59, 93 Pizzigoni, Francesca ..................... 62, 93 Polenghi, Simonetta ..................... 62, 93 Pop (Tănescu), Iulia-Maria ……... 63, 93 Protner, Edvard ........................... 64, 93 Racekova, Katarina ..................... 65, 93 Radeka, Igor …………………….. 65, 93 Ribarič, Mateja ………………….. 66, 94 Rihter, Andreja ............................ 67, 94 Rýdl, Karel .................................. 68, 94 Rodrigues, Elsa ............................ 69, 94 Rösch, Mathias ............................ 69, 70, 94 Sacchi, Fabio ……………………. 51, 94 Saraç, Çağla Nezehat .................... 71, 94 Serdar, Elizabeta ........................... 72, 94 Skogrand, Baard Olav .................. 72, 95 Stankov, Ljiljana .......................... 73, 95 Šimek, Jan .................................... 75, 95 Škrabec, Martina ………………… 74, 95 Šuštar, Branko ............................. 5, 76, 95 Targhetta, Fabio ........................... 77, 96 Tkalec, Vladimir ………………… 78, 95 Torm, Mare .................................. 79, 95 Totsev, Hristo …………………… 80, 95 Urban, Elke .................................. 81, 96 van Ruiten, Tijs …………………. 83, 96 Vaněková, Daniela ....................... 52, 96 Vasilenko, Nadezhda Ivanovna .... 84, 96 Vasilenko, Sergey Genrikhovich .. 84, 96 Vechia, Ariclê .............................. 82, 96 Ward, Michael .............................. 85, 86, 96 Zamperlin, Patrizia ...................... 86, 96

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Notes

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Notes

Slovenian School Museum,the national museum of education

Historical Association of Slovenia International Council of Museums,Slovene National Committee

Zaveza - Federation of Slovenian Teachers’ Associations: convention at Bled, May 1901 (Slovenian School Museum, Ljubljana; photo collection)

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