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A founding father of modern Israel, Ahad Ha-am (1856-1927) was one of the shapers of the contemporary Zionist consciousness. His career spanned the era of Russian Jewry's nationalist awakening. During the last decade of the nineteenth century, he was the leading theorist of the Russian Zionist movement. Afterwards, he was overshadowed by Theodore Herzl, who imposed his own stamp on Zionism. With the failure of Herzl's diplomacy and his early death in 1904, Russian Zionists abandoned Herzl's priorities and gradually refashioned the program of the Zionist organization in their own image. More than anyone else, Ahad Ha-am provided the ideological authority for this shift.Until At the Crossroads, there were no up-to-date studies of Ahad Ha-am. This long-awaited collection includes 14 essays by internationally known scholars in modern Jewish history and literature. The essays range from studies of Ahad Ha-am as a literary stylist, his role in the revival of Hebrew, his political thought and activity, his debates with famous contemporaries about the Jewish future, and the reinterpretation of his ideas by his Zionist disciples. The overall picture presented by this book is a new image of Ahad Ha-am--far less Westernized and far more embedded in the nineteenth-century Jewish and Russian cultural milieu than was previously thought.
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While the massive flow of immigrants to the Northeast was taking place, a number of Jews were finding their way to America through the port of Galveston, Texas. The descendants of these immigrants, now scattered throughout the United States, are hardly aware that their ancestors participated in a unique attempt to organize and channel Jewish immigration. From their recruitment in Eastern Europe to their settlement in the American West, these immigrants were supervised by a network of agents and representatives. The project, known as the "Galveston Movement," brought over ten thousand Jews to the United States between the years 1907 and 1914.In Galveston: Ellis Island of the West, a thorough analysis of the various problems--promotional, organizational, political, ideological, anfinancial--besetting the Galveston Movement, and of the Movement's attempts to solve these problems, serves as the basis for an important case study of an experiment at channeling immigration. Accounts of individual immigrants, told in their own words or in the words of those who welcomed them, provide fascinating glimpses into a story which well deserves to be told.
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In diesem Band werden 57, in kroatischer Sprache aufgenommene Erzählstücke vorgestellt. Sie bilden den ersten Teil einer über die traditionelle Kultur der Marktgemeinde Stinatz im südlichen Burgenland geplanten, dreibändigen Publikationsreihe. Die Autoren forschten in Stinatz viele Jahre im Rahmen ihres jeweils persönlichen Fachgebietes (Sozialethnologie und Slawistik).
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To celebrate the 270th anniversary of the De Gruyter publishing house, the company is providing permanent open access to 270 selected treasures from the De Gruyter Book Archive. Titles will be made available to anyone, anywhere at any time that might be interested. The DGBA project seeks to digitize the entire backlist of titles published since 1749 to ensure that future generations have digital access to the high-quality primary sources that De Gruyter has published over the centuries.
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In the final two decades of British rule in Ireland the Roman Catholic Church saw its pre-eminent role in the control of schooling threatened by the secularist and democratic reforms of the imperial administration. Consequently, the Catholic bishops increasingly viewed the success of the nationalist movement as the best guarantee of the continuation of the educational status quo. The nationalist alliance proved a key element in obstructing proposed reforms in the pre-independence period - a period characterized by church-state hostility. In this volume Dr Titley examines the institutional continuity of the Irish school system, focusing on the role of the church as educational power broker. He shows how, in the congenial atmosphere of the new Irish state, the secular and ecclesiastical authorities shared the same educational philosophy and view of the role of religion in the schools. He argues that the church jealously guarded its educational hegemony because of the important role played by the schools in producing candidates for the religious life and an unquestioning middle class. Dr Titley also suggests that the failure of the secularist ideology to make headway in education proves that the Irish revolution was, in reality, a conservative reaction which insulated the country from modernizing influences. This volume is an important contribution to educational theory and to the cultural history of modern Ireland.
Church and education --- Education --- History --- History --- Catholic Church --- Education --- History
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Pierre Halloix est né à Liège, le 27 décembre 1571. Son père, Lambert Halloix, était « marchand de fer », ce qui nous fournit des indications sur son milieu social. A la fin du XVIe siècle, Liège assistait, en effet, « à la formation du capitalisme moderne ». Le marchand de fer était devenu un entrepreneur de grande envergure, qui fournissait aux artisans les matières premières et se chargeait d'écouler les produits des cloutiers et des armuriers. On a pu ranger ce marchand dans « la bonne bourgeoisie », parmi les « officiers de justice, les rentiers cossus et les propriétaires fonciers ». Plusieurs membres de la famille Halloix étaient d'Église. En 1571, Martin Halloix, un oncle de Lambert, était doyen de la collégiale Saint-Pierre à Liège. A la même époque, une Marie Halloix était religieuse à l'abbaye de Vivegnis. En 1618, décédait, dans ce même cloître, qui n'abritait que des « dames » nobles ou de la meilleure bourgeoisie, une religieuse du nom de Barbe ...
Theology --- History --- Halloix, Pierre,
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Utopias --- History --- More, Thomas,
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Biochemistry --- Biochemists --- History.
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Behandelt : Daltonplan, Montessorischolen, Decroly-methode, Steinerscholen, Summerhill, Jenaplan, Werkplaats Kindergemeenschap van Kees Boeke, Freinetscholen, Outward Bound Schools, Comprehensive School, sneeuw- en openluchtklassen, geassocieerde scholen, Team teaching, centra voor levensvorming (levensscholen), methode P. Freire, Illuch en de ontscholing, institutionele pedagogiek, free schools, anti-autoritaire opvoeding, open universiteit, VSO en VLO.
Education --- -Educational innovations --- -Experimental methods --- History --- -Education --- History -
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