"Moterims, kurios gimdo tėvynei sūnus": moters vaidmuo formuojant tautinę tapatybę Edukacinės komisijos laikais
LTReikšminiai žodžiai: Moters socialinis vaidmuo; Tautinė tapatybė; Apšvietos epocha; Social role of women; National identity; Enlightenment.
ENThrough employing sources in educational literature, periodicals, sermons and fiction this article explores how was a place of a woman being designed in the course of formation of national identity, what new symbolic functions were assigned to the social role of women, and how these new ideas were implemented in the process of nurture and education of girls at the time. In the period of the Educational Commission an objective to employ the social role of a woman in formation of national identity was born. Unlike in Western Europe in the Commonwealth of Both Nations discussions in society on the place of women in society was first of all linked to efforts of the educators to foster responsibility for the country among its people. This particular objective was the starting point for all discussions on the role of women in society and its wider influence. Therefore in the Commonwealth of Both Nations at the time, unlike in the public discourse of Western Europe, there was no discussion on the change of the status quo of the social role of women. On the contrary, traditional understanding of the role of women in society was being entrenched even deeper. In the literature on education in the Commonwealth of Both Nations there is an unequivocal assertion that development of civil virtues can be fruitful only if started in the family. Therefore a mother who was responsible for the primary development of personality and independent thinking of her children was also tasked with education of future citizens in the spirit of patriotism and responsibility for the homeland. Naturally, such requirements were posed only for the representatives of nobility. In the period of the Educational Commission there were attempts to implement new ideas in fostering and education of girls as well. The first role in formation of national identity was assigned to learning of the language and historical narrative. [From the publication]
