THE SERBIAN ORTHODOX CHURCH AND SERBIAN EDUCATION IN BOSNIA AND HERZEGOVINA IN THE LAST CENTURY OF OTTOMAN RULE (original) (raw)
The origins of initial education of the Serbian people in Bosnia and Herzegovina are found in the Serbian Orthodox churches and monasteries. Monks and priests, although having a modest education, also worked as teachers besides their regular religious functions. The first students were young men, who were trained in the profession of priests. They usually inherited this position from their fathers. The initial courses were of a limited religious character and were not able to provide a broader education to students. Literacy obtained within the sphere of the church could not respond to the needs and spirit of the new age in the middle of the 19 th century. Therefore, it was prominent and wealthy Serbian merchants that made a strong impact in establishing modern private schools. Most Serbian schools were financially supported by Serbia and Russia during that century, up until the Austro-Hungarian occupation. Serbian Orthodox church-school municipalities very often addressed Belgrade for help for reconstruction or building schools and churches. The foundation of Pelagic's Seminary in Banja Luka in 1866 made a significant impact on the cultural progress of Serbs, especially those living in the area of Bosanska Krajina.
Sign up for access to the world's latest research.
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Related papers
MODERNIZATION OF EDUCATION SYSTEM IN BOSNIA AND HERCEGOVINA 1484 1914
THE WESTERN BALKANS COOPERTION, GEOPOLITICS AND ECONOMIC TRANSITIONS AND RELATIONS , 2022
This chapter aims to assess the Bosnian educational system comparatively in the Ottoman Empire and in the Austro-Hungarian Empire in the light of concrete data such as education laws, investment budgets, student numbers and newly built schools. Since Bosnia and Herzegovina remained under the Ottomans for 415 years (1463-1878) and afterward under the Austro-Hungarian Empire or 40 years (1878-1914), it was affected by these two states in many areas. This interaction provided the development of a sui generis culture in B&H. After the Tanzimat Fermanı (Imperial Edict of Reorganization) proclamation in 1839 reforms were also made in educational institutions according to the European model. B&H, as the frontier land of the two Empires from the Treaty of Passarowitz (1718) to the Treaty of Berlin (1878), and became closer to European culture. This rapprochement was accelerated under the Austro-Hungarian Empire. This convergence played an important role, especially in the reorganization of educational and cultural institutions. The Austro-Hungarian Empire brought innovations to the schooling process. Administrators implemented their own school systems to achieve education integration with the Empire. This tendency created a new social class called Bečka škola by facilitating the education of Bosnian leaders in Vienna with its college policy. These developments were the starting point for Bosnian society, which had been in interaction and intertwined with Eastern culture for many years. The process, which was the legacy of the two empires, played a significant role in the realization of this transformation.
Espacio, Tiempo y Educación
Serbian scholars have left a great mark in the field of science, culture, politics and social life in Serbia. After returning to their homeland they become the professors in High School, later the University, professors in gymnasiums, teachers schools, other schools and school for women. This is an opportunity to get familiar with the life and work of some pedagogues who have made their mark during special efforts in private life, hard work during the middle and high education, effective in practical work, and by showing original and literary activity. These pedagogues, with their life and work, were influenced on the creation of educational policy in Serbia since the late 19th to the middle of 20th century. All of them were educated in Europian university and with them the foreign influences came to Serbia. Their personal funds are in the Educational museum in Belgrade and their names are: Vojislav Bakic, Jovan Miodragovic, Vicentije Rakic, Vojislav Mladenovic and Vladimir Spasic.
Religious education in Serbia from 2001-2015
Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, 2015
When the government of the Republic of Serbia decided to introduce religious education into state schools in 2001, Serbia came into line with the neighbouring countries, Croatia and Bosnia and Herzegovina, where at the request of the dominant religious communities confessional religious education had been part of state school curricula ever since the disintegration of the former Yugoslavia in 1991. 2 In Serbia, religious education was introduced under chaotic circumstances, shortly after the democratic changes following 5 October 2000, to which it was directly linked. The previous regime of Slobodan Milošević had rejected all initiatives seeking the introduction of religious education into state schools, in spite of the numerous concessions and policy changes toward the church made since the disintegration of Yugoslavia. Confronted as it was by the numerous challenges of transition, the newly created ideological vacuum and the need to mitigate the radical nationalism that had marked Serbia in the 1990s, the new democratic government led by Zoran Ðindić decided to introduce religious education in a calculated scheming attempt to ensure the sympathy of the Serbian Orthodox Church (SOC). This decision provoked vehement reactions from the government's opponents, but its effects and consequences have not so far been the subject of any serious analysis. This paper is a pioneer venture in that direction. In the introductory part of my paper I survey the public debate that accompanied the introduction of religious education in Serbia. I then analyse the underpinning legislation and the relevant regulations. In the empirical part of my study I look into numerous components of religious education: the curricula and syllabi, the textbooks, the teachers' professional competence, practical problems related to the implementation of the programme in the schools, the (lack of) interest on the part of the students and the indirect discrimination provoked by the introduction of religious education. I pay particular attention to the rivalry between religious education and the other optional subject, civic education, this posing the most serious structural problem ensuing from the introduction of these two subjects. The educational reform that took place in Serbia in 2003 has left the model and the status of religious education in Serbia unchanged, and in deep discrepancy with the changes that religious education is undergoing in other European countries. Finally, I make recommendations as to how to improve religious education in Serbia within the existing legal framework, on the basis of the experience of other countries and the advances that have been made in religious pedagogy and didactics as well as in the understanding of the importance and the role of religious education in schools.
European Journal of Educational Sciences, EJES, 2016
The condition of education in Albanian territories before and after the Ottoman invasion of the country reflects the change of existing social structures and the beginning of the process of building new ones. These changes were reflected in the education system as well. Due to the contradiction that Papati and catholic powers of Europe made upon Ottoman invasion in Balkan, the High Gate held a hostile attitude towards catholic church, while Patriarchana recognized the Ottoman rule and the rights of the orthodox people to govern a spiritual life for themselves. In the first years of Ottoman rule, the Catholic Church and schools financed from it survived only in several civic centers and in rural areas where the authority of Ottoman administration was not settled yet. Meanwhile, schools that were kept from orthodox clerics still continued their activities, although they decreased in number, as a result of the dominion. In the meantime, with the beginning of the process of Islamization, the first Ottoman schools were born.
The intensive development of the educational system in Bosnia and Herzegovina started immediately after the war. This was dictated by the needs of economic development, industrialization of the country and by the transfer of the labor force from the agricultural to industrial sector, but also by the changes in the whole of the social and political structure and " necessity to engage the whole working class and other citizens to be successfully involved in the development of the socialistic society. " (Hromadžić 1982, pp. 4–5) There was a constant gap between a sudden increase of natality in the afterwar period, the number of children who needed to attend schools and the amount of students, schools space and the lack of teachers. The so called old school dominated in schools in Bosnia and Herzegovina. It was based on verbalism, intellectualism and it was not practical at all. After 1945, Bosnia and Herzegovina accepted the Marxist theory and its decisive input towards education. A school declaratively became national, accessible, obligatory and free for all. Functioning in this way, education became a weapon in the politicians' hands who dreamed of creating a new socialistic individual. An influence of soviet pedagogy was evident. This pedagogy attempted to exclusively impose its principles as the only worthy, as it was the case in all the countries of " national democracy " or socialistic countries created after the Second World War. Nevertheless, pedagogy in Bosnia and Herzegovini was a Marxist one, but it attempted to be focused on pupil and to put him/her, at least declaratively as the subject of the educational process.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.