Kuczyńska, Marzanna

Nosilia, Viviana

English

  Poznańskie Studia Slawistyczne  

POZNAŃSKIE STUDIA SLAWISTYCZNENR 27 (2024)Slavic Educational and Cultural Centres, 9th–19th CenturiesIn the latest issue of  “Poznan Slavic Studies”, the editors pay tribute to the 250th anniversary of  the establishment of  the National Education Commission. Education, with its key functions of  training, didactics and culture, is a constitutive part of  any civilisation. Through education, the countries of  so-called Younger Europe, which include the Slavic coun-tries and the Balkan states, have had the opportunity to receive the civil-isational models of  a common Christian Europe and to pass them on in the process of  forming the foundations of  national cultural traditions.The process of  creating educational structures in the Slavic geograph-ic area took place in parallel with the process of  building Christian state institutions. Education guaranteed their successful development and the formation of  Christian societies. The state and educational institu-tions formed a kind of  system of  interconnected vessels in which every change, every upheaval in the state system left its mark on the system of  education and upbringing.The definition of  education is easy to find in dictionaries, but at the same time it is a phenomenon that is difficult to grasp because of  the close links between the education system and many areas of  social, economic, legal and cultural life. Wider academic interest in educa-tion has come in waves. It was brought about, among other things, by the technological progress of  the 1960s and 1970s, accompanied by the dynamic expansion of  education, and by the collapse of  the socialist bloc, which promoted research reassessments and reinterpretations of  the past, forcing new summaries and new perspectives for the fu-ture (cf. Okoń, 2007a, 11–15). Already at that time, the thesis that the 18 Slavic Educational and Cultural Centres, 9th–19th Centuriesessence of  education should be sought not only with the help of  pedago-gy, but also with the help of  many additional disciplines, such as history, cultural history, philosophy, sociology and others, became widespread among researchers. With a multidisciplinary approach it became clear that extrinsic factors often played a more important role in education than intrinsic ones, which emphasized the importance of  the cultural factor (cf. Кузьмин, 1971, 3–5).These cultural conditions also strongly influenced the Slavic educa-tional system in this historical period. A unique stage in its development occurred with the loss of  political sovereignty of  most Slavic states of  Southern, Central and Eastern Europe, as a result of  which the histor-ical continuity of  school institutions was broken. Subjected to foreign rule, the Slavic part of  the country lost its developmental momentum. Incorporated within the borders of  multi-ethnic, multi-confessional and multicultural states, it was forced to function in a heterogeneous political, spiritual and civilisational space. The internal differences were reflected in the nature and level of  development of  each territory and nation. The unevenness of  this process contributed to the emergence of  different variants of  the educational system (cf. e.g. Кузьмин, 1971; Атанасов et al., 1993; Munjiza, 2009; Парлић-Божовић, 2011; Herbst, Kaliszewska, 2017), in which local (including peripheral) and foreign centres of  education, such as Bratislava (Prešburg), Budapest, Kyiv, Con-stantinople, Krakow, Leipzig, Odesa, Padua, Prague, Rome, Thessalon-iki, Vienna, on the one hand, and non-formal education on the other (for a definition of  the term: Trempala, 2011, 95–104) played an import-ant role. There was no single model of  education or training. Students attended denominational and secular, private and state schools. Pri-vate founders, clerical or lay, in the Ottoman Empire and the Habsburg Monarchy drew on different organisational models, the former (Ortho-dox) Slavic, but also Greek, Latin, Russian, (Orthodox) Slavic-Russian, Serbian-Russian, British.The international group of  researchers contributing to the current, historically oriented issue of  “Poznan Slavic Studies” has accurately captured this specificity of  the educational process. The main part of  the volume contains twelve academic studies dealing with various is-sues of  education in Belarus, Bosnia, Bulgaria, Poland (two), Polish in 19Slavic Educational and Cultural Centres, 9th–19th CenturiesUkraine, Ruthenian in Serbia, Slovenia, Serbia, Ukraine and the Grand Duchy of  Lithuania.Marlena Gruda’s article presents the educational aspect of  the work of  Valentin Vodnik (1758–1819), the first Slovenian poet, educator, schol-ar, publicist, politician, clergyman and mountaineer – a representative of  the Slovenian enlightenment and national revival, the author of  the first grammar in Slovenian, many textbooks, guides and poetic works. Mirosława Hordy discusses proverbs that negatively evaluate the work of  the teacher, which can be found in paremiographical dictionaries of  the Polish language of  the 19th and 20th centuries. She presents the socio-historical context of  the profession in Poland and analyses the literary and corpus usage of  the units in question. She concludes that the history of  the teaching profession in Poland fully justifies the neg-ative assessment of  the profession contained in the proverbs, which is still valid today.Damian Kubik’s study presents the most important phenomena re-lated to the cultural activity of  the Dubrovnik elite in the first half  of  the 19th century. The starting point of  the considerations in the text is the socio-class and confessional picture of  Dubrovnik, which reflects the intellectual atmosphere and its influence on the literary and cul-tural life of  the city. An important part of  the analyses presented are questions related to the initiatives integrating Dubrovnik’s intellec-tual circles. Antonina Kurtok focuses on the importance of  the maga-zine “Biser” as a carrier of  educational ideas among Bosnian Muslims in terms of  its progressive value and emancipatory concept. She describes the socio-political circumstances produced by the Austro-Hungarian occupation of  Bosnia and Herzegovina in 1878, its annexation in 1908 and the situation of  Muslims in this new reality. She focuses on the re-ligious values and dogmas of  Islam. Tomasz Kwoka’s article deals with the history of  Ruthenian education in Vojvodina in the 18th and 19th centuries through the prism of  the activities of  two religious schools: in Ruski Krstur and Kucur. These institutions played an important role in preserving the language, culture and identity of  the small Ruthenian di-aspora that had settled in Baczka and Srema since the mid-18th century. Natalia Matorina took up the under-researched topic of  Bruno Schulz and his relationship with the František Josef  Gymnasium in Drohobych, 20 Slavic Educational and Cultural Centres, 9th–19th Centurieswhere he was a student and later an employee. The writer’s influence on the development and improvement of  the educational and cultural space of  the Drohobych region was also discussed. Natalia Panas devoted her study to Jelica Belović-Bernadzikowska (1870–1946), a Serbian ped-agogue, ethnologist, writer and author of  Memoirs, in which the teacher describes the beginnings of  the educational system in Bosnia and Herze-govina under the Habsburg monarchy and her own contribution to the development of  pedagogy, despite its hierarchical and discriminatory structure. Sergei Marozau focuses on the contribution of  the village of  Baruny in the Grodno district and the local shrine of  the Barunskaya Mother of  God to the history of  Belarusian education, Eastern European art and Christian religion in the 17th–20th centuries. He also address-es the question of  Belarusian heritage in the country’s contemporary historical memory. Yaroslav Polishchuk examines the role of  Kyiv Uni-versity and the secret political and socio-cultural organisation of  the Brotherhood of  Cyril and Methodius (1845–1847) in the evolution of  the worldview of  the 19th-century Ukrainian elite. The members of  the movement, prominent Ukrainian intellectuals who were repressed after Moscow dissolved the Brotherhood, referred to the medieval past and the common heritage of  Slavic civilisation. Over time, interest in Slavo-phile ideology waned as Ukrainian independence ideology came to the fore. Alena Rudenka provides an insight into a topic that rarely appears in studies, namely mathematical skills in the linguistic worldview of  the inhabitants of  the Grand Duchy of  Lithuania (GL). The text also shows that education in the GL was universal due to its multi-confessionalism. On the one hand, Ogniany Teneva focuses on the Bulgarian educational movement initiated at the end of  the 18th century and its development in the 19th century – ‘kilijne’, ‘mutual’ and secular class schools in the era of  Ottoman rule. On the other hand, the author also examines the steps taken by the Bulgarian state after liberation in 1878 to build institutional primary education. Stefan Zdravinac turned to the important figure of  Metropolitan Pavel Nenadović, hierarch and author of  devotional liter-ature, and his influence on educational processes. The first part of  the article briefly discusses the Metropolitan’s activities in the context of  18th century Enlightenment ideas. The second part critically analyses the sources of  Nenadovici’s famous catechism. Alla Kozhinova’s article 21Slavic Educational and Cultural Centres, 9th–19th Centuriestakes a closer look at the complicated and extremely little-known sit-uation of  education in the Belarusian Soviet Socialist Republic in the interwar period, when four languages functioned as official languages: Belarusian, Russian, Yiddish and Polish. The author pays particular at-tention to Polish in education.The Off  Topic section contains two articles. Irina Betko focuses on a comparative analysis of  the motif  of  the author’s birthday and death in the works of  prominent Ukrainian and Russian authors, Lesia Ukrainka and Marina Tsvetaeva. She presents typological parallels related to the lives and works of  both writers. Agnieszka Będkowska-Kopczyk analyses the linguistic and cultural elements of  the linguistic layer of  the work of  the Macedonian musician Vlatek Stefanovski, written during the period of  his activity in the band Leb i sol (‘Bread and Salt’) and his solo career.Two review articles, by Taras Pastuch and Ana Takherboucht, pro-vide a scholarly assessment of  books published last year (2023) on recent Ukrainian literature and on the grammar of  the Serbian and Slovenian languages. Taras Pastuch discusses a multi-author book dedicated to one of  the most iconic Ukrainian writers of  the 1990s and 2000s, Oleksy Ulianenko. He notes that the authors present different visions and in-terpretations of  the writer’s work. Each researcher chooses his or her own way of  approaching the literature under study, and only sometimes do their paths intersect, revealing a multifaceted understanding of  the phenomenon of  the author. Ana Takherboucht presents a semantic and syntactic analysis of  visual perception verbs in Serbian and Slovenian from the perspective of  contrastive linguistics, as carried out by Željk Marković in his linguistic monograph.Nedelia Petkova reviews the book by the Provençal linguist Dimi-trina Hamze. This work is a valuable contribution to the interpretation of  elements of  the cultural code related to the universal problems of  male-female relations. Using a multidisciplinary approach, the author highlights the dynamic nature of  the axiology of  paremia.The articles collected in the 27th issue of  “Poznan Slavic Studies” have provided a cognitively valuable, multifaceted view of  the engaging, culturally and socially important phenomenon of  Slavic education in the ancient centuries, at a time of  political dependence on other states, when the institution of  schooling alone was deprived of  the possibility of  22 Slavic Educational and Cultural Centres, 9th–19th Centuriessatisfying most educational needs. In the face of  various pressures – con-fessional, linguistic – and political-administrative restrictions from the authorities, its functions were successfully taken over by bodies and in-stitutions active in the field of  informal education, devotional literature, periodicals, scientific and social organisations, and cultural institutions.By filling a gap in the existing knowledge with important detailed findings, the authors have confirmed the topicality of  the subject and the need for further research in the field of  broadly understood educa-tional issues, which would lead to new syntheses.Marzanna KuczyńskaViviana NosiliaReferencesHerbst, M., Kaliszewska, A. (2017). Zabory a edukacja. Początki szkolnictwa na teryto-rium Polski w kontekście współczesnego zróżnicowania osiągnięć szkolnych. “Studia Regionalne i Lokalne” 2(68), pp. 5–29. DOI: 10.7366/150949956801.Munjiza, E. (2009). Povijest hrvatskog školstva i pedagogije. Osijek: Sveučilište J.J. Strossmayer.Okoń, W. (2007a). Nowe spojrzenie na program edukacji. “Chowanna” R. L(LXIII), 2 (29), pp. 11–15.Okoń, W. (2007b). Nowy słownik pedagogiczny, Warszawa: Żak.Trempała, E. (2011). Edukacja formalna (szkolna) i edukacja nieformalna (równoległa, nieszkolna, pozaszkolna). “Przegląd Pedagogiczny”, no 1, pp. 95–104.Атанасов, Ж., Люлюшев, М., Колев, Й., Чавдарова, А., Долапчиев, С. (1993). История на педагогиката и българското образование. Велико Търново: Къща Аста.Кузьмин, М. Н. (1971). Школа и образование в Чехословакии (конец XVIII – 30-е годы XX века). Москва: Наука.Парлић-Божовић, Ј. Љ. (2011). Образовање Срба у време турске власти. “Зборник радова Филозофског факултета” XLI, pp. 555–567.[Atanasov, Ž., Lûlûšev, M., Kolev, J., Čavdarova, A., Dolapčiev, S. (1993). Istoriâ na pedagogikata i bălgarskoto obrazovanie. Veliko Tărnovo: Kăŝa Asta.Kuz’min, M. N. (1971). Škola i obrazovanie v Čehoslovakii (konec XVIII – 30-е gody XX veka). Moskva: Nauka.Parlić-Božović, J. L. (2011). Obrazovanije Srba u vreme turske vlasti. “Zbornik radova Filozofskog fakulteta” XLI, pp. 555–567.]

Slavic Educational and Cultural Centres, 9th–19th Centuries

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Slavic Educational and Cultural Centres, 9th–19th Centuries

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Poznańskie Studia Slawistyczne