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Szerkesztőség
angol rezümék

2008. ÉVFOLYAM - 1-2. SZÁM

Szerkesztőség: angol rezümék



From Christophoro Colombo to Stone Columbus, inclusive pedagogy as anthropological and literary reading of history. – After the collapse of communism, different theories and different disciplines questioned modernity, the nation-state-based world order. First, there is a new renaissance in political philosophy and philosophy about the human nature, connected earlier to Mignola-Sepulvéda discussions, about the right of native people. The paper explains the new narratives in Cosmopolis theories, connected mainly to studies of Mignola, Toulmin, Csejtei, Juhász and others, underlying that the nation-state didn’t exist as a closed system, the western nation always had a colonial “dark side”. (There are radical Cosmopolis theories, as so cold subaltern studies, which are connected to postcolonial studies). Cosmopolis theories are important in forming new global public policy programmes hoping to establish more inclusive societies. The cosmopolis theories are present in different disciplines, and are important because they can help to understand the nation, and nation state as western project with colonies, with generalising theories, and exclusive one. The cosmopolis theories are searching the possibility of understanding the history of humanity globally, searching possibility for the excluded (in the third world, on the edges of western societies, on margins of western European urban spaces). The cosmopolis theories are theories understanding the newly fragmented spaces and places, dominant and subjected minorities in case of regional societies and urban theories. The inclusive theory, theory of oppressed in learning theory of Paolo Freire, is the key question understanding new approaches to World History. New Indian novels, especially Gerald Visenor’s Heirs of Columbus represent a new narrative, a narrative about an integrated history, a history, in which both the colonisers and colonized are included.

Lutheran lyceum in Sopron in the age of the Ratios. – The paper discusses the relationship between Lutheran church’s and state power’ effort to unify education from the beginning of modern educational management till the issue of second Ratio Educationis.
With reference to freedom of religion and church autonomy protestant churches, used to suffer from aggressive oppression, worried much about their independence and made every effort to cross the introduction of “Ratio Educationis”, the first national educational policy. Nevertheless, we may be right to presume they did not resist as intensively as described in some works that assess the complete protestant schooling. It is further supported by the study of the Lutheran lyceum in Sopron, which describe the changes in the school caused by the state power’s centralising efforts.
The reign of Joseph II can be characterized as a good compromise of protestant churches and state power, because the Emperor’s other orders (in addition to the Patent of Toleration) less favourable for protestant churches were pushed aside. 
As a result of autonomy the Act XXVI of 1791 provided for protestant churches and schools, protestant schools set out for a path of development completely independent from the central power.

Metaphors on a 19th-century urban teacher. – In the last third of the 19th century one of the most determining factors in the Hungarian public education was the professional standards of teachers and their communities. Through the life path and works of a teacher the author portrays how reforms and legislation determined the formal and contentual frameworks of their work and describes the religious and other secular activities that were strongly linked to a teacher’s profession for several decades. This paper studies metaphors discovered in various writings compiled to a jubilee and death of a teacher lived in the 19th century. They shed light how a community accepted a teacher and which personal features were highlighted in the memories. Such highlighted features indicated the key personal characteristics a community deemed were crucial for a teacher to have.

School sisterhood in Kalocsa. – In 1858 Joseph Kunszt, the archbishop of Kalocsa met Maria Teresa Franz who was the mother superior of the Order of Our Lady School sisterhood of Kalocsa and they agreed that she would send sisters to Kalocsa in order to educate young girls. The nuns opened their first school in Kalocsa in 1860 and by the end of the 19th century the sisterhood became a significant factor on the multifarious palette of the Hungarian educational system. The extraordinary difficulties such as the foreign country, language differences, multinational settlements or economical backwardness did not discourage them from taking on to be pioneers in the training of Hungarian girls.
Later the congregation played an important role not only in the tuition of girls, but also in public education. The foundation and operation of their educational institutes and schools were determined by their ability to conform to the expectations of the place and period and extreme flexibility. Education, teaching of languages and arts were at European level in their teacher training college and schools. Well-equipped storerooms, laboratories, equipments, training farms, workshops and rich libraries helped students gain knowledge.
The Act XXXIII of 1948 secularised church schools. The sisterhood lost its most important field of activity. The state monopoly in establishing schools broke off in 1989, and after about four decades the sisters returned to our country. Along with the change of regime came the compensation, which, among other ones, made the institutes of the church able to operate by itself again. With the restoration of their order the sisters laid the claim to part of their old buildings in which they established catholic nurseries, schools, and hall of residences.

Analysis of alphabet and reading books in the reflection of Hungarian Pedagogical Review (Magyar Paedagogiai Szemle) - The purpose of the study is to review the history of teaching of reading and to present and analyse the essays regarding Abc books and readers published in the 13 volumes of Hungarian Pedagogical Review (Magyar Paedagogiai Szemle) (1880-1892). The research of this is important from the viewpoint of the improvement of the present day research of reading.
The reason why Hungarian Pedagogical Review became the subject of this study is that there is a teacher introduced in each issue and we can get acquainted with their lives, the field of their works and pedagogical credo. In addition, it contains articles, dissertations and pedagogical life paths, which present the teachers’ profession and the light and shade of teaching, therefore make it suitable for the analyses of the requirements Abc books and readers are expected to comply with.

Life and motion… “Literary Bergsonism”– to the history of Árpád Kiss’s thinking. –
Based on Árpád Kiss’s “Literary Bergsonism” published in 1934 the author studies how the excellent philosopher and writer influenced Árpád Kiss’s pedagogical thinking. To identify Bergson’s effect the author reckons the first important element is to understand creative development through internal experience. He also argued his views on Bergson’s philosophy in his book “Truth without poetry” (Igazság költészet nélkül) published posthumously in 1999.
The Author described this effect as the positivism of natural study and the pragmatism of social man makes Árpád Kiss’s existential Bergsonism complete.

Árpád Kiss – jubilee year, 2007. Documents (publications, press releases). – The author publishes the contents of programmes and events held and publications published to commemorate the centennial of the birth of the outstanding educational scholar  of the Hungarian progressive pedagogy and public education politician (1907-1979).

Count István Tisza’s relation with his teacher Kálmán Géresi. – The author studies how Kálmán Géresi, one-time family tutor influenced the later Prime Minister István Tisza and to what extent such relationship influenced Tisza’s personality and their later relationship.
The author studied the effect of personal relations by showing the evolution of personal features of the teacher and student, later the statesman and his former teacher. To demonstrate it, the author researched their correspondence and related press materials and threw light on the intimate and close relationship of an aristocrat and a higher secondary school  teacher.

Exhibition of education in Székesfehérvár in 1938. – A noteworthy pedagogical event in St. Steven (Szent István) jubilee year was the exhibition on education, at which documents and objects were exhibited to show the results of the nation’s education they had witnessed since the Treaty of Trianon. This writing recalls the events of the exhibition, including memories of the participants.

Based on the experience gained during visits to London, the author
introduces the Foundling Museum in England.

An outline of the history of publishing at the National Library and Museum for Pedagogy (Országos Pedagógiai Könyvtár és Múzeum, Budapest).

Historical anthropology and education – meeting cultures. – A review and summary of presentations and programmes of the conference held at the turn of November and December 2007.

Teacher training in the 19th and 20th centuries – with a look out to Europe. – A review and summary of presentations and programmes of the international conference on educational history held in October 2007 in Fürstenfeld, Austria.

Seventy years of László Gáspár. – In this paper the author remembers this outstanding, theoretic and experimenting pedagogist, who was born in 1937 and died in 1998.

Dr. György Csipkés-Clement, a charismatic youth leader.– The author dedicated this paper to the memory of the life path of a Hungarian youth leader, a descendant of French Huguenots, who lived not more than 26 years.

Here and beyond pedagogy. A book of essays to commemorate József Zsolnai’s 70th birthday.

Ladies with parasols. Women in Hungary under dualism, 1867-1914.

A century and a half of teacher training in Sárospatak (1857-2007).

Professors in the ”Age of Reforms in Sárospatak”. The college and four professors in Sárospatak in the first third of the 19th century.

Móricz Staub (life and academic achievements) 
Abstract from the book Hungarians is Slovakia Educational Regulation IV (1989-2006) (A Magyarok Szlovákiában IV. Oktatásügy (1989-2006)

This review introduces the book on the history of Hungarian education in
Slovakia between 1989 and 2006.





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