HS 2/2023

Historia scholastica 2/2023

• Marc Depaepe - Jenseits der pädagogischen Illusion? Historischvergleichende Überlegungen zur Wirkungsgeschichte der moralischen Bildung von Kindern und Jugendlichen
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  DOI 10.15240/tul/006/2023-2-001
   
• Magda Nišponská - Manipulation of Time Continuity in Shared Narratives. On the Construction of Collective “Truths” and Its Ambivalent Function in the Social World and in Education
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  DOI 10.15240/tul/006/2023-2-002
   
• Wilfried Göttlicher - Bewährung und Anerkennung als zentrale Elemente in der Biografie eines reformpädagogisch bewegten Lehrers: Willy Steiger (1894–1976), eine Fallstudie
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  DOI 10.15240/tul/006/2023-2-003
   
• Tomas Bascio - There’s No Riot Going on – Social Changes from Inside Out. Discourses Surrounding Pop Culture, Authenticity, and Forms of Life in the School Context in the Germanspeaking Part of Switzerland around 1968
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  DOI 10.15240/tul/006/2023-2-004
   
• May Jehle - Reflection on Classroom Practice and Professional Identity Building: Video Recordings from the Academy of Educational Sciences in the GDR in the 1980s
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  DOI 10.15240/tul/006/2023-2-005
   
• Lajos Somogyvári - Educationalists in 1950s, 1960s Hungary: Identity and Profession through Retrospective Life (Hi)Stories
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  DOI 10.15240/tul/006/2023-2-006
   
• Ivan Puš - The Supervision of Schools and the Language of the Czechoslovak Administration. On the Example of School Committees in the Bilingual Moravia
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  DOI 10.15240/tul/006/2023-2-007
   
• Zoltán András Szabó - The Academic Reception of Austrian, German and Swiss Reform Pedagogy Representatives in Hungarian Educational Science in the Interwar Period. Quantitative Content Analysis of the Magyar Paedagogia (1918–1939)
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  DOI 10.15240/tul/006/2023-2-008
   
• Larysa Berezivska - Pedagogical Discourse on the Reform of General Secondary Education in Soviet Ukraine through the Prism of Child Protection in the 1920s: the Struggle against Unification
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  DOI 10.15240/tul/006/2023-2-009
   
• Beatrix Vincze - Looking for the Personal and Professional-pedagogical Identification of Middle School Teachers during the Communist Period (1949–1989) in Hungary
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  DOI 10.15240/tul/006/2023-2-010
   
• Carsten Heinze - Pädagogisierung der Verletzlichkeit – Historiografische Perspektiven
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  DOI 10.15240/tul/006/2023-2-011
   
• Karel Konečný - Počátky studia předškolní výchovy na Pedagogické fakultě Univerzity Palackého v Olomouci v letech 1946–1950
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  DOI 10.15240/tul/006/2023-2-012
   
• Dana Kasperová & Tomáš Kasper - K významu humanitního vzdělávání. Pohled středoškolských učitelů v meziválečném Československu
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  DOI 10.15240/tul/006/2023-2-013
   
• Gabriella Seveso - Ambiguities and Contradictions Surrounding the Body and Education: Thoughts inspired by S. Polenghi, A. Németh, T. Kasper (eds.). Education and the Body in Europe (1900–1950). Movements, Public Health, Pedagogical Rules and Cultural Ideas
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  DOI 10.15240/tul/006/2023-2-014