Znanost i svjetonazor: etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Croatian |
| Veröffentlicht: |
Zagreb
Srednja Europa [u.a.]
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T.: Humanities and worldview ... |
| Beschreibung: | 150 S. Ill. 24 cm |
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| 245 | 1 | 0 | |a Znanost i svjetonazor |b etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. |c Suzana Leček ; Tihana Petrović Leš |
| 264 | 1 | |a Zagreb |b Srednja Europa [u.a.] |c 2010 | |
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| 648 | 7 | |a Geschichte 1939-1941 |2 gnd |9 rswk-swf | |
| 650 | 4 | |a Ethnology / Croatia / History | |
| 650 | 4 | |a Education and state / Croatia / History | |
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Datensatz im Suchindex
| _version_ | 1806961829941870592 |
|---|---|
| adam_text |
Sadržaj
Predgovor
.
VII
Uvod
. 1
Selo naše svagdanje
. 1
Teoretska polazišta: nacija i kultura
. 2
Tema: Hrvatska seljačka stranka i škola
. 3
Povijest i (li) etnologija
. 5
Priprema: »pedagogija braće Radić«
. 7
Priprema: izvanškolske inicijative
. 15
Reforma škole u Banovini Hrvatskoj
. 21
Nositelji: Banska vlada i Seljačka sloga
. 21
Školska reforma
1940.-41. 25
Osmišljavanje: Etnografska konferencija
. 27
Narodne (pučke) škole
. 29
Srednje škole
. 37
Fakultet
. 55
Nositelji reforme
. 61
Intelektualci
. 61
Inteligencija: učiteljstvo ili »s narodom za narod«
. 70
Izvaninstitucionalna podrška: Seljačka sloga
. 85
Knjige Seljačke sloge
. 86
Tečajevi za nastavnike
. 86
Kampanje
. 88
Blagdani
. 89
Epilog
/
Zaključak
. 95
Dodaci
. 99
Summary
. 129
Humanities and Worldview. Ethnology and Educational Politics
in the
Banovina
of Croatia from
1939
to
1941 . 129
Izvori i literatura
. 133
Kazalo osobnih imena
. 145
Geografsko kazalo
. 149
Bilješka
o autoricama
. 151
Summary
Humanities and Worldview
Ethnology and Educational Politics in the
Banovina
of Croatia from
1939
to
1941
Suzana
Léček, Tihana
Petrović Leš
Croatian history between the two World Wars was marked by parallelism between
political movements and struggle for national culture and identity. The latter
seems even more important if we take into account the ideas of national theorists,
especially ethno-symbolists, on the role of cultural nationalism as an instrument
of modernization by using the notions of 'authentic' culture for general social
mobilization (J. Hutchinson). In the context of general 'nationalization of soci¬
ety' which was prevalent in Europe after World War I, the language of national
ideology was comprehensible to everyone. All European nations tried to place
their own values in front of others and hence 'cultural individualism' became a
powerful political tool. For small nations, such as Croatian, however, it was very
often the only way of representation to the international community. In this rese¬
arch we have tried to show the way in which the effect of cultural nationalism had
influenced the formation of national and social identity in Croatia in the period
between the two World Wars.
The establishment of the
Banovina
of Croatia presented an opportunity for
the Croatian Peasant Party, the creators of the ideology that dominated the period
between the two World Wars, to put their ideas to action both from the outside
(as they had been doing by then), as well as from the position of state admini¬
stration. Using the education reform as an example, we have tried to point out
their political views, goals and issues they encountered. The reform was introdu¬
ced after years of ideological planning. The leading pedagogues, inspired by the
principles of modern pedagogy and views of the
Radić
Brothers on the social
role of schools, formed the basic ideas and starting points for the reform. The
initial support and the initiative for the education reform was provided by the
Peasant Concord
(Seljačka
sloga),
an organization which operated under the more
130
Znanost i svjetonazor
widespread 'Croatian peasant movement' and dealt with educational and cultural
issues, and the organization's 'urban' counterpart, Club ABC.
In the fall of
1939,
members and close associates of the Peasant Concord came
to the most prominent positions at the Department of Education ('Ministry of
Education')· They initiated activities focused on modernization of schools. One
of the main issues to address was the duality of the state (an institution which
mostly does not correspond to the territory of a national community and advo¬
cates top-down management), and of society (which is identified with nation as a
'natural' community and demands management bottom-up management). This
kind of approach to education reform proved that the Croatian Peasant Party,
which had until then represented the interest of the society, did not abandon its
old principles after assuming political power. By imposing a top-down decision,
the Croatian Peasant Party introduced 'teaching in folk spirit' into schools, but
left the question of the new curriculum to a number of experts (the results of
which we unfortunately do not know, since the work was stopped by the War).
Even though the notion of 'teaching in folk spirit' seemed like an imposition of
ideology par excellance, the problem was much more complicated. There were
serious efforts of modernization in the new rhetoric of the villages. Seemingly
strong ideologization of teaching, which meant that all school subjects should
be interpreted nationally and using socially 'correct' examples (especially from
rural everyday life), also had a different side. It was actually a complex process
that inseparably linked three components
-
national, social and methodological
-
and each was rather modern. The national component put a stop to the pervious
repressive attempts of establishing an artificial Yugoslav identity and established
the notion of national with its best characteristics. It was a national identity which
respected others not only in rhetoric, but also actively (following the slogan Res¬
pect others, be proud of yourself), and which, on the other hand, could no longer
be understood without new social identity. The second, social component, was
really a novelty, because the focus shifted from the individual to the community.
As a result, the up-to-then prevailing liberal-individualism was contrasted to the
feeling of social and national solidarity through which the society was eventually
given an advantage over state. This made the reform appealing to many teachers
and students of modest (rural or working-class) background. The third novelty
was methodology which introduced 'working schools' harmonizing the demands
for applied knowledge and student activities with modern pedagogical movement
(the ideas of which were rejected in
1945
and actualized again in the
1990s).
This
insistence on the new social and working character of schooling reflected all the
complexities of the ideology of the Croatian peasant movement, which can not
be understood if observed only through the national component. It adopted the
Summary
131
modern and complex identity (national, cultural and social), in which the old
type of civil political-national identity was enriched by broad cultural legitimacy,
contemporary social elements (after all,
agrarianism
was socialism of agricultural
countries), as well as openness to and readiness to accept the challenges of the
modern world.
The research has also shown the levels on which the reform was conducted and
its focus. Those were elementary schools, influencing the general population, and
then secondary schools, especially teaching schools, gymnasiums and professional
higher education schools, which ensured influence on future intellectual elite, pe¬
ople who were mostly employed in the administration, the largest employer, and
who became the bearers of power. The greatest change in elementary schools was
visible in teachers' workload. They were obligated to write Ethnographic
Memos
(and hence gain broad knowledge of the village) and to participate in the activities
of extra-institutional educational organizations, preferably the Peasant Concord.
A big change in the curriculum, however, was planned for the secondary scho¬
ols. They are a good example for the investigation of the ways in which the fluid
ideological standpoints were materialized in teaching. We first established the
presence of democratic discussion, for many unexpected, which allowed teachers
relatively great freedom in the application of the existing curriculum, as well as
the already mentioned possibility of influencing the creation of future curricu-
lums. The second issue raised was the 'usage' of humanities. Using ethnology as
an example, we have pointed out some of the characteristic problems concerning
the relations between scholarship, ideology and educational politics. It was at that
time that ethnology was introduced to teaching schools, while the teaching of
ethnology in gymnasiums was modernized. Ethnology as a school subject still
had a small number of teaching hours (which would probably be changed in the
new program), but its curriculum and methodology surpassed history, previously
the 'queen' of the humanities. Ethnology became the cornerstone of the new ide¬
ology which focused on the village as the source of cultural and national identity
(we could therefore speak of'ethnologization' of schools). Through its scholarly
authority it should have guaranteed the correctness of new ideas, especially ide¬
as of social solidarity and sensitivity, as well as new cultural and social identity,
thus fulfilling its 'national mission'. Furthermore, the curriculum was designed by
experts, ethnologists
Milovan
Gavazzi
and, partly,
Branimir
Bratanic,
who also
helped form specific ideological understanding of peasant culture which was until
then generalized. Even though ideology put ethnologists into a privileged position
from which they could influence the worldview of general population, whether
through a mass organization such as the Peasant Concord or, more importantly,
through schools, it also gave them free hands when it came to the utilization
oř
132
Znanost i svjetonazor
humanities. Thanks to
Gavazzi, a
scholarly aspect was introduced into ideology
and education about the complexity of culture (historical strata, unlike ideolo¬
gical insistence on 'pure' culture). The 'politics of agreement' of the
Banovina
of
Croatia, on the other hand, benefited from the schoraly recognition of different
national cultures (for example, in regions predominantly inhabited by Serbs, the
focus was placed on Serbian culture, but the students also gained fundamental
knowledge on other nations). The adaptable ideology of civil cultural nationalism
had no need (and definitely no pressure, unlike totalitarian societies) to politicize
the work of ethnologists, and the scholarly criteria and integrity were therefore
directed towards the general goal of creating a nationally and socially conscious
and unique nation.
The educational system transferred those scholarly principles and findings to
future teachers who formed an influential segment of intelligentsia. They, in turn,
transferred the knowledge to all students and thus influenced the future of the
society. Even though the process was not without problems, partly due to political
differences among teachers and partly due to their excessive workload, there was
no open resistance and the reform was introduced with more or less enthusiasm.
Finally, we have also looked into the ways in which this reform was suppor¬
ted by the Peasant Concord, an opposition organization prior to
1939,
and after
that an official partner in the 'task of popular enlightenment'. The organization
published books which were used in teaching, organized ethnographic courses for
teachers, included schools into its campaigns (especially literacy campaigns) and
created new festivals with an aim of presenting the new spirit in schools on a sym¬
bolic level. This cooperation by far exceeded the politically desirable relationship
with the leading party organization. It was an attempt of creating a pedagogical
ideal of cooperation between schools (state) and wider community (society), and
to introduce life-long learning which would help both individuals and the com¬
munity as a whole to finally adopt the modern ideas of progress and activism.
Despite all the difficulties, the main obstacle to the reform was time, since all
the attempts were quickly foiled by the War.
Translated by
Tanja Bukovian |
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| language | Croatian |
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| spelling | Leček, Suzana Verfasser aut Znanost i svjetonazor etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. Suzana Leček ; Tihana Petrović Leš Zagreb Srednja Europa [u.a.] 2010 150 S. Ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Zsfassung in engl. Sprache u.d.T.: Humanities and worldview ... Geschichte 1939-1941 gnd rswk-swf Ethnology / Croatia / History Education and state / Croatia / History Geschichte Schulpolitik (DE-588)4053532-0 gnd rswk-swf Kulturelle Identität (DE-588)4033542-2 gnd rswk-swf Ethnozentrismus (DE-588)4070982-6 gnd rswk-swf Kroatien (DE-588)4073841-3 gnd rswk-swf Kroatien (DE-588)4073841-3 g Kulturelle Identität (DE-588)4033542-2 s Ethnozentrismus (DE-588)4070982-6 s Schulpolitik (DE-588)4053532-0 s Geschichte 1939-1941 z DE-604 Petrović Leš, Tihana Sonstige oth Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021201494&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021201494&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Leček, Suzana Znanost i svjetonazor etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. Ethnology / Croatia / History Education and state / Croatia / History Geschichte Schulpolitik (DE-588)4053532-0 gnd Kulturelle Identität (DE-588)4033542-2 gnd Ethnozentrismus (DE-588)4070982-6 gnd |
| subject_GND | (DE-588)4053532-0 (DE-588)4033542-2 (DE-588)4070982-6 (DE-588)4073841-3 |
| title | Znanost i svjetonazor etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. |
| title_auth | Znanost i svjetonazor etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. |
| title_exact_search | Znanost i svjetonazor etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. |
| title_full | Znanost i svjetonazor etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. Suzana Leček ; Tihana Petrović Leš |
| title_fullStr | Znanost i svjetonazor etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. Suzana Leček ; Tihana Petrović Leš |
| title_full_unstemmed | Znanost i svjetonazor etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. Suzana Leček ; Tihana Petrović Leš |
| title_short | Znanost i svjetonazor |
| title_sort | znanost i svjetonazor etnologija i prosvjetna politika banovine hrvatske 1939 1941 |
| title_sub | etnologija i prosvjetna politika Banovine Hrvatske, 1939. - 1941. |
| topic | Ethnology / Croatia / History Education and state / Croatia / History Geschichte Schulpolitik (DE-588)4053532-0 gnd Kulturelle Identität (DE-588)4033542-2 gnd Ethnozentrismus (DE-588)4070982-6 gnd |
| topic_facet | Ethnology / Croatia / History Education and state / Croatia / History Geschichte Schulpolitik Kulturelle Identität Ethnozentrismus Kroatien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021201494&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021201494&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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