DRÁMAJÁTÉKOK FILOZÓFIAI LEHETŐSÉGEI A MAGYAR NYELV TANÍTÁSA SORÁN
PHILOSOPHICAL POSSIBILITIES OF DRAMA GAMES IN HUNGARIAN LANGUAGE TEACHING

Summary/Abstract: The study examines how drama games can become a medium for philosophical thinking in Hungarian language lessons, going beyond traditional knowledge transmission. The research aims to reveal how dramatic activities can serve not only the development of language skills but also students' self-expression, moral sensitivity, and capacity for philosophical reflection. The study applies an interdisciplinary theoretical framework, combining approaches from drama pedagogy (Dorothy Heathcote, Gavin Bolton), philosophical education (Matthew Lipman's P4C program), and philosophy of language and hermeneutics (Hans-Georg Gadamer). The author argues that Hungarian language teaching cannot be limited to the acquisition of linguistic structures but must also serve the development of thinking culture, communication ethics, and personality. The study's central thesis is that drama games create a special pedagogical space in which role-playing becomes an existential experience and dramatic situations naturally raise moral, identity, and social questions. The study concludes that drama games and philosophical education are organically connected to the humanistic concept of language education. This approach is not an alternative but a conceptual recommendation: Hungarian language teaching is an opportunity for students not only to learn to speak but also to understand, question, reflect – to develop in their humanity. Language thus becomes not only a communication tool but also a tool for interpreting the world and building personality.

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