Baltic Association Historians of Pedagogy (BAHP) collective monograph on history of pedagogy: 1. Editorial work 2. Research 3. Problems to consider History of education (kindergartens, curricula, vocational education) of 90ies is not known enough (by scholars) to avoid mistakes in factology, in conceptual questions and interpretations. Importance of Johannes Käis. There is need to re-reflect complicated and turbulent processes 1980-199(7): mistakes, political “colouring”, misevaluations of individuals. Estonia-Lithuania-Latvia 1987-92 : different paths (incl innovations and alternative pedagogics). The futures scenarios, visions, strategies incl education.

1. BAHP Estonia
2018/19
Some aspects from Ene-Silvia Sarv
Riga, 23 May 2019
On history of pedagogy
1. Editorial work
2. Research
3. (Two) problems to consider

2. 1.
Looking into history via
Articles from Estonia – edited by Iveta
Kestere, E-S Sarv and finalised by
authors
Manyfolded work incl research, and generalisation,
and re-consideration

3. List of articles I
• Development of a national curriculum for pre-school
child care institutions in Estonia in 1990-2004 - Tiia Õun
(with important inputs by Mare Torm, 2018)
• From a Separate Special Education to an Inclusive
Education Paradigm in Estonia (1990-2004) - Ene Mägi,
Vadim Rõuk
• Changes in vocational pedagogy after the restoration of
independence in Estonia - Reeli Liivik, Meidi Sirk
• History education /Ajalooõpetus 1990–2004 - Mare Oja
• Changes in the network of Estonian general education
schools - Veronika Varik

4. List of articles II
• Estonian curriculum: becoming independent – V
Rõuk, E-S Sarv
• School culture 2004 – endeavor for learning
organisation - Ene-Silvia Sarv
• HISTORICAL BACKGROUND: educational
reform/renewal in Estonia, and Baltic cooperation -
Ene-Silvia Sarv (incl materials from “Educational reform
of Lithuania 1988 – 1997” by Ramute Bruzgelevičiene
and from the book by Anita Šmite’s Latvian Teachers In-
Service Institute's Educational Innovation Monograph

5. Main aspects of 2018 work (by authors and
colleagues)
• Finding (theorethical, factological) misconceptions and
• Finalising historical aspects (brought out by colleagues)
History of education (kindergartens, curricula, vocat.
education) 90ies is not known enough (by scholars)
to avoid mistakes in factology, conceptual questions.
All articles tend to be 20-30 pages. These are real
ssudies, not just brief overviews and/or half-proved
transparents/conclusions. Let them be, this is not
twitter or FB. It is monographic book.

6. 2. Research
Johannes Käis - importance for today's and
tomorrow's teachers

7. Keynote for conference-of the Harju County
branch of the J Käis Society (November 14).
Study of materials in the Pedagogical archive museum
(manuscripts and lose lists of journals etc).
=> List of “why and in what way J Käis is important today “

8. In what way is J Käis importand for today’s teachers
• pedagogical-developmental basics - we can find them in all
new, including experience- and/or science-based pedagogical
systems.
• Pupil and Learning-centeredness -
– Researching and considering the individuality of the child,
– Designing and implementing a learning process in a creative and
discovery manner.
• Well equipped Study room (subject laboratory); study visits /
field-study (experience, vitality).
The participative and knowledge creative culture of his teacher-
training Seminar.
• Teacher self-development and in-service training (now called
lifelong learning, CPD).
• Today it is especially important to bring to reality the world of
smart phones: for discovering, for working with your hand and
mind, for living together.

9. 3. (Two) problems to
consider
Re-evaluation of turbulent period

10. 1. Re-evaluation and factology of the turbulent period
We need to leave the complete, complex,
systems materials that can be re-interpretated by
next generations.
Factology and the system has not to depend on
personal/institutional/political preferencies.
There is need to re-reflect
Especially complicated and turbulent processes
1980-199(7) – most mistakes, political “colouring”,
misevaluations of individuals “because they have
been …”.

11. 2. Comparative study of educational paths
of Baltics
• Estonia We found similarities 1918-20 and 1987-92 (J
Orn)
• Est-Lit-Lat 1987-92 : different paths (incl innovations and
alternative pedagogics) What? and Why?
• Est: 1995+ - the futures scenarios, visions, strategies incl
education (today Estonian education and science strategy
2020-2035).
Tomorrow’s History of education is born today – let’s
study it as “moment of history” (in Lyotard’s sense)