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У статті проаналізовано процес становлення і формування фізичного виховання в загальноосвітніх та спеціальних школах, його історичні особливості й тенденції. Розглянуто організацію навчального процесу та зміст фізичного виховання, критерії оцінювання фізичного розвитку дітей. Показано соціальне тло, на фоні якого конституюється система фізичного виховання в навчальних закладах. ; The process developing physical education in ordinary and special schools, its historical particularities and trends are defined. The organization of educational process and content of physical education, children physical development criteria are studied. The social background is shown, which could define the physical education system in educational institutions.

Das Verhältnis zwischen Öffentlichkeit und Religion ist einer der großen Klassiker der Geistesgeschichte, der bis heute nichts von seiner Bedeutung eingebüßt hat. Mit großer Regelmäßigkeit rekurrieren Soziologen und Politikwissenschaftler auf eine Rückkehr der Religionen in den öffentlichen Raum. Im Zuge von Säkularisierung, Globalisierung und Digitalisierung stehen moderne Öffentlichkeiten und Religionen in einem stetig komplexeren Netz wechselseitiger Transformation. Einen besonderen Kristallisationspunkt dieses intensiven Wechselverhältnisses bilden die beiden großen Schlüsselthemen öffentliche Bildung und universitäre Forschung. Die im vorliegenden Band versammelten Beiträge beleuchten schlaglichtartig einige ausgewählte Aspekte in diesem weiten Feld vom Ende des 18. Jahrhunderts bis in die Gegenwart.

The transformation of quality of education considering social, economic, and political changes taking place in life of the global society is studied. The author analyzes various social factors the impact of which determines the transformation of quality of education regarding it to be one of the main preconditions for an ever-progressive human development. ; The transformation of quality of education considering social,economic, and political changes taking place in life of the global societyis studied. The author analyzes various social factors the impact of whichdetermines the transformation of quality of education regarding it to beone of the main preconditions for an ever-progressive humandevelopment.

International audience ; It can be said that mathematics education in Japan was started in 1872 when the school system was established. Since that establishment era, controversies have emerged time and again in mathematics education in Japan. Through these controversies, debates have been held on views on mathematics education such as how mathematics ought to be taught and what constitutes knowledge concerning numbers, quantities, and shapes that is desirable for students to acquire. In this paper, I shall look back at how views on mathematics education in Japan have developed since the Meiji era from the perspective of such controversies on mathematics education. As the controversies on mathematics education, the four phases are picked up. The first is Theoretical Mathematics and the Enumeration Principle. The second is Controversy over Formal Building. The third is Conventional Teaching of Mathematics and the Creation of Mathematics. The forth is Relationship between Daily Life and Mathematics. With regard to the conflict between theoretical arithmetic and the enumeration principle, debates were held over which policy to adopt in the process of editing the first government–designated textbook which was published in 1905. The conflict was ultimately settled when it was decided that the enumeration principle would be adopted. Attention must be paid to the fact that this conflict was taking place in an era when it was questioned what constitutes mathematics education in introducing the modern education system in Japan. In the controversy over formal building in 1920's , both the opponents and proponents based their arguments on overseas theories and survey results. The controversy was not settled in the form of one view being adopted while the other view was discarded in the education policy and the editorial policy concerning government-designated textbooks. Regarding formal building, assertions regarding the objectives of mathematics education and what is desirable for children to acquire are at the basis of ...

Ce document est une contribution à l'analyse du phénomène de la « disparition » des forêts tropicales. Il aborde ce problème mondial dans le cas particulier de l'Amazonie brésilienne,soit sur près d'un demi-milliard d'hectares. Il ramène l'ampleur du phénomène à de plus justes proportions. Il met l'accent sur la pauvreté de cette forêt en espèces actuellement commercialisables, la pauvreté et la fragilité de ses sols. Il conclut que, comme presque partout ailleurs, le problème est moins de nature technique qu'agricole, sociale ou politique. ; This paper is a contribution to the analysis of the phenomenon of the « disappearance » of the tropical forests. This global problem is approached from the point of view of Brazilian Amazonia,an area of about hait a billion hectares,reducing the extent of the problem to more manageable proportions, with the emphasis on the dearth of currently marketable species in this forest, and the poorness and instability of its soils. It is concluded that as almost everywhere else,the problem is not so much technical as agricultural, social or political.

International audience ; This paper is a contribution to the analysis of the phenomenon of the « disappearance » of the tropical forests. This global problem is approached from the point of view of Brazilian Amazonia,an area of about hait a billion hectares,reducing the extent of the problem to more manageable proportions, with the emphasis on the dearth of currently marketable species in this forest, and the poorness and instability of its soils. It is concluded that as almost everywhere else,the problem is not so much technical as agricultural, social or political. ; Ce document est une contribution à l'analyse du phénomène de la « disparition » des forêts tropicales. Il aborde ce problème mondial dans le cas particulier de l'Amazonie brésilienne,soit sur près d'un demi-milliard d'hectares. Il ramène l'ampleur du phénomène à de plus justes proportions. Il met l'accent sur la pauvreté de cette forêt en espèces actuellement commercialisables, la pauvreté et la fragilité de ses sols. Il conclut que, comme presque partout ailleurs, le problème est moins de nature technique qu'agricole, sociale ou politique.

International audience This paper is a contribution to the analysis of the phenomenon of the « disappearance » of the tropical forests. This global problem is approached from the point of view of Brazilian Amazonia,an area of about hait a billion hectares,reducing the extent of the problem to more manageable proportions, with the emphasis on the dearth of currently marketable species in this forest, and the poorness and instability of its soils. It is concluded that as almost everywhere else,the problem is not so much technical as agricultural, social or political. ; Ce document est une contribution à l'analyse du phénomène de la « disparition » des forêts tropicales. Il aborde ce problème mondial dans le cas particulier de l'Amazonie brésilienne,soit sur près d'un demi-milliard d'hectares. Il ramène l'ampleur du phénomène à de plus justes proportions. Il met l'accent sur la pauvreté de cette forêt en espèces actuellement commercialisables, la pauvreté et la fragilité de ses sols. Il conclut que, comme presque partout ailleurs, le problème est moins de nature technique qu'agricole, sociale ou politique.

У статті проаналізовано іспанські дискурси щодо Громадянської війни (1936–1939) і франкістської диктатури (1939–1975). Автором представлено три головних аспекти цих дискурсивних практик: соціально-політичний, виражений у колективній пам'яті іспанців; академічний, поданий сучаcною історіографією; та освітянський, розкритий на основі шкільних програм, підручників, а також професійних дискусій щодо ролі історії у шкільному навчанні. ; This article analyzes Spanish discourse about the 1936–1939 Civil War and the Franco dictatorship (1939–1975). The autor choose three major aspects of this discourse: social-political as expressed in Spanish collective memory; academic as expressed in today's hostoriography; and educational as expressed in school curricula, textbooks, as well as the professional discussion about the role of history in school education.