Teaching in Croatia From 1874 to 1918. Characteristics, Aspirations, Development of the Profession, and Social Circumstances
DOI:
https://doi.org/10.15291/magistra.4659Keywords:
education, educational policy, hermeneutics, history of education, school, teachersAbstract
Using a historical, theoretical comparative and hermeneutic methodological approach, this paper critically describes, analyses, systematises and recapitulates the characteristics, aspirations and development of teaching and schooling in the context of social circumstances in Croatia from the adoption of the First Education Act in 1874 until the end of the First World War in 1918. It is clear that in that period, the economic, social, political and cultural circumstances were unfavourable both for the Croatian society and the teaching profession. Despite this, Ban Ivan Mažuranić progressively reformed certain segments of the state system. The development of education and teaching stood out, advocated by forward-looking teachers around Ivan Filipović. Teachers’ associations were formed, and some of the most significant ones were the Teachers’ Association, the Union of Croatian Teachers’ Societies and the Croatian Pedagogical and Literary Choir. A progressive school law was passed in 1874, which improved Croatian education and teaching. However, it was replaced by a more conservative school law in 1888. First teachers’ journals were launched and cooperation with teachers from abroad was established. It is possible to recapitulate how well organized and advanced Croatian teaching and schooling was at that time, both in Croatia and abroad, despite significant social, political and economic disadvantages, achieving its main goal.
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