[rec.] Krzysztof Maliszewski (red.), Pedagogika kultury – wehikuł przebudzeń. O edukacji nie-obojętnej, Wydawnictwo Naukowe „Śląsk”, Instytut Myśli Polskiej im. W. Korfantego, Katowice 2021

Author(s): Małgorzata Piasecka / Language(s): Polish Issue: 14/2021

The authoress of the text written in the form of a review essay identifies certain traces, assumptions, metaphors, rhetorical figures, symbols and categories in the content of the following chapters of the monograph, which make understanding it as a whole consistent. Thus, they form the horizon for reading cultural texts for education. They are, for example: borderlands, borders, journey, road, returns, childhood, imagination and body. The transgressive nature of culture enriches man, and the cultural pedagogy is a metaphorical vehicle of awakening that saturates education with the factor of non-indifference.

60 години българистика в Китай

Author(s): Chen Ying / Language(s): Bulgarian Issue: 43/2021

8. Sınıf Merkezi Sınavlardaki Matematik Sorularının TIMSS-2015 Bilişsel Alanlarına Göre Analizi

Author(s): Ahmet Delil,Bahar Yolcu Tetik / Language(s): Turkish Issue: 04/2015

In this study, 435 Turkish 8th grade High School Entrance Examination (LGS), Level Determination Examination (SBS), Middle Schools Selection and Placement Examination (OKS), and Transition From Elementary to Middle School (TEOG) mathematics examination questions of the years 1998-2015 are classified and compared in terms of TIMSS-2015 cognitive domains. Document analysis is used in order to collect and evaluate the data. Findings reveal that, of the items between years 1998-2015, 29% are in knowing, 58% in applying and 13% in reasoning cognitive domain. The results are discussed in the light of Turkey’s performances in the past years’ TIMSS technical reports. Due to the dramatic changes in cognitive domains of the questions year by year, it is concluded that there was no framework that is followed by the high stakes test developers concerning 8th graders in Turkey, but there must be.

80 години от рождението на педагога Никола Георгиев Попниколов

Author(s): Trifonka Popnikolova / Language(s): Bulgarian Issue: 2/2012

93 години ПГГСД „Николай Хайтов“ – гимназия с традиции, доказана във времето

Author(s): Maria Georgieva,Maia Rogashka / Language(s): Bulgarian Issue: 6/2017

This text presents the opportunities given by the “Nikolay Haitov” Vocational School for education and integration to students from different ethnic groups and with different educational needs. The text shares school’s experience in education and training of pupils from minorities and those with special educational needs.

A BRIEF ACCOUNT OF MORE THAN TWO HUNDRED YEARS OF TEACHING

Author(s): Vilmos Voigt / Language(s): English Issue: 3-4/2004

Higher education, including “universities”, began in Hungary at the beginning of the 14th century. That system was disrupted by the Ottoman invasion in the first half of the 16th century. The present university system was launched by founding of a Jesuit university in Nagyszombat (1635), which later became the royal, then the state university of Hungary, and today is the Eötvös Loránd University in Budapest. There from about 1784 we can register teaching activity, which we understand today as directed towards folklore, ethnography, and later even towards cultural anthropology. From 1872 the “second” Hungarian state university was opened in Kolozsvár, which fled from there at the end of the First World War (and operated in Szeged from 1921 on), came back for some years during the Second World War, and was divided after the war again. By 1910 other state universities were created in Hungary, which work today in Debrecen and Pécs. Ethnography and folklore are now regularly represented there, in Debrecen from 1949 on, in Pécs from 1989 on. (But, of course, with some anteceding activities.) In Szeged the first professorship in ethnography (practically in folklore) was established in 1929, and after many years of interruption today there is a university institution of ethnography, folklore and cultural anthropology. A university chair for visual anthropology exists at the Miskolc university from 1982 on. At the recent ecclesiastical universities in Hungary there is no regular teaching on those topics.

A Bulgarian Student in Early XX Century Ukraine: Study, Lifestyle and Challenges

Author(s): Аndrii Chutkyi / Language(s): English Issue: 4/2021

The paper discusses the life of Konstantin Nikolov, a Bulgarian from the town of Gorna Oryahovitsa, during his study at the Kyiv Institute of Commerce (1909 – 1915). The very “insignificance” of this person allows for some wider generalizations, given the fact that precisely such people best reflect the society as a whole. For this reason, the study of ordinary people’s biographies has become an important focus of modern historiography. Nikolov’s student years illustrate some aspects of contemporary Bulgarian history and exemplify the experience of Bulgarian students in the Russian Empire before and during the World War I. The present study is based on archive materials previously untapped by scholars. It also involves some documents relative to Svitozar Drahomanov, who was of Ukrainian origin but spent his childhood in Bulgaria and studied at the Kyiv Institute of Commerce along with Nikolov, as well as documents regarding a trip to Bulgaria by Czesław Madej, another student of the same institute. The study demonstrates that archives of different Kyiv-based higher educational institutions should be explored for more valuable materials regarding Bulgarian born students, which may help draw a fuller picture of Bulgarian-Ukrainian relations in the field of education and culture. This, in turn, will contribute to a deeper understanding of the history of Ukrainian higher education in the early 20thcentury. It will also provide a wider perspective on the phenomenon of Bulgarians studying abroad before and during the World War I, including the life situations of the students during this period which proved crucial for the whole European civilization.

A Case Analysis of the Visibility of Sustainability in a TVE Teacher Training Program: Evidence from the Program Curriculum of an HEI

Author(s): Caleb Chidozie Chinedu,Wan Azlinda Wan Mohamed,Abdurrahman Ogbonnia Ajah / Language(s): English Issue: 01/2018

In the post-DESD (Decade of Education for Sustainable Development) era spearheaded by the United Nations, evidence of the progress of Education for Sustainable Development (ESD) integration across disciplines have been recorded. Developed nations have made substantial progress in reorienting their educational systems to reflect ESD. Some developing nations have also begun to integrate ESD into their education systems. Malaysia is one of such nations who has pledged commitment towards the ESD goal and has taken some steps to develop a general philosophy with which higher education institutions can begin to model best practices for ESD. Irrespective of this pledged commitment towards ESD by the Malaysian government through its Ministry of Education, evidence of the extent of ESD integration in Technical and Vocational Education (TVE) teacher training programs have not been reported. As a result, it is difficult to ascertain whether TVE programs were preparing future teachers for ESD. Therefore, this study explores through a Qualitative Documentary Analysis approach, the extent to which ESD is reflected in the TVE program curriculum using a university of education in Malaysia as a case study for the analysis. Findings revealed that some elements of ESD were minutely reflected in the TVE program. Meanwhile, several opportunities to embed ESD content and principles were identified through existing course offerings in the program. Hence it was recommended that TVE institutions begin to model best practices used by western universities in their attempt to embed ESD into TVE programs.

A csehszlovák pártállam létrejötte a történelemtankönyvek lapjain

Author(s): Krisztina Varga / Language(s): Hungarian Issue: 2/2022

On February 25, there will be the 75th anniversary of the “glorious people” taking power in Czechoslovakia, which actually meant the takeover of the Communists and the Communist Party in February 1948. The victory of the Communists was preceded by three years of political fighting and the subduing of the Democratic Party, which was considered an enemy. First, the study briefly summarizes this sequence of events. Then, it focuses on how certain Czechoslovakian historical events were recorded in history textbooks between 1945 and 1948. In my paper, I examine textbooks from the socialist and post-regime eras.

A gyakorlati foglalkozás bevezetése az általános iskolában (1958–1965)

Author(s): Lajos Somogyvári / Language(s): Hungarian Issue: 4/2015

This study aims to analyse work education as a characteristic symptom of socialist pedagogy, especially via the introduction of a new subject: “Practical activities”. The so-called school-reform was initiated by the Soviet Union; Khrushchev came up with the official slogan for the change: “A closer tie between education and life”. Preparation for practical life was an important claim made for this, while other reasons for education based work came from the labour market and ideological voluntarism. The political discourse formed by the leaders of the Party was “translated” by the education sciences into the language of pedagogy. The first half of the study reviews the decision-making mechanisms and some data relating to implementation; the second part points to the clash between intentions and arising problems – though further study will be needed to analyse the whole of the process.

A gyógyító és betegítő iskola

Author(s): Géza Sáska / Language(s): Hungarian Issue: 2/2013

The definition of what is considered a disease is a social product, just as much as what needs to be done to prevent one from getting it. Essentially, the phenomenon of a healthy school emerged during the period of Enlightenment in the 18th Century, at the same time as when the institutional system of public health and public education was simultaneously being established. At the beginning, the focus of medicine was upon hygiene issues i.e. so that one could avoid epidemics; and educational experts were thinking in terms of health education and the treatment of sick students. The conflict arose when school doctors received health education-related tasks in the 19th and 20th Centuries. The competition-based new public educational system created new problems, including an ‘overload’ of pupils. Many doctors saw a correlation between the degree of workload at schools and students’ illnesses. Psychologists tended to view damage suffered by the spirit in a similar vein; while teachers then saw the possibility of creating therapy-based schools. At the beginning of the 20th century, the ideology which was critical of schools became in turn a criticism of society, with the argument that a sick society makes sick schools.

A Habsburg Birodalom felsőoktatási rendszerének átalakulása a XVIII. század második felében

Author(s): Krisztina Kissné Bognár / Language(s): Hungarian Issue: 6/2007

Către sfârşitul secolului al XVIII-lea, sistemul de învăţământ superior din Imperiul Habsburgic a cunoscut schimbări semnificative. Monarhii luminaţi s-au străduit să pună în practică ideile venite din vest şi pe tărâmul politicii învăţământului. Măsurile privind reforma sistemului organizatoric, a programei, au facilitat progresul şi diversificarea ramurilor ştiinţifice. La aceasta s-a adăugat începutul învăţământului profesional, tehnic în special, prin deschiderea primelor instituţii de acest gen. Toate acestea au făcut posibilă naşterea învăţământului superior modern Lucrarea de faţă este structurată în jurul a patru probleme principale: modul de pătrundere a ideilor iluministe în Imperiul Habsburgic şi obiectivele concrete ale reformei învăţământului, o prezentare a instituţiilor de învăţământ superior înaintea secolului al XVIII-lea, reformele propriuzise din cadrul universităţilor din Viena şi Tirnavia, Buda şi Pesta, începuturile învăţământului profesional. Autoarea consideră că, dată fiind lipsa burgheziei în centrul şi estul Europei, propagarea ideilor iluministe s-a realizat prin intermediul reprezentanţilor aristocraţiei, în cazul de faţă rolul iniţiator, dar şi punerea în practică, a aparţinut monarhilor luminaţi, Maria Tereza şi Iosif al II-lea. Modernizarea imperiului necesita un număr crescând de specialişti, - scopul principal al reformei învăţământului. De aici, caracterul pragmatic al măsurilor luate. După un scurt istoric al învăţământului din secolele anterioare, este prezentată situaţia de la mijlocul secolului al XVIII-lea, când, atât cadrul organizatoric, programa, cât şi metoda, erau anacronice, nu mai serveau noilor necesităţi. Reformele au vizat mai întâi Universitatea din Viena, apoi pe cea de la Tirnavia care, ulterior, a fost mutată la Buda şi Pesta. În cadrul politicii de modernizare şi centralizare, obiectivele reformei au fost: îndepărtarea iezuiţilor de la conducerea universităţilor şi controlul direct al statului, uniformizarea învăţământului în întregul imperiu, reînnoirea programei şi a metodicii de predare, sporirea numărului instituţiilor, diversificarea obiectelor de studiu prin înfiinţarea noilor catedre care reflectau separarea ştiinţelor în noi ramuri, introducerea limbii germane ca limbă de predare, renunţarea la obligativitatea jurământului pe Imaculata Concepţie, care a permis şi tinerilor de alte confesiuni să acceadă la grade ştiinţifice, toate acestea subordonate necesităţilor modernizării Imperiului. Unul dintre actele normative care au reprezentat o turnură în reorganizarea învăţământului este Ratio Educationis (1770). Fondarea învăţământului profesional de nivel superior s-a înfăptuit pe baza aceloraşi considerente pragmatice: asigurarea specialiştilor necesari pentru valorificarea bogăţiilor subsolului, lucrărilor hidrotehnice, modernizarea infrastructurală, modernizarea armatei, introducerea noilor tehnologii în agricultură şi creşterea animalelor, administraţie etc. Un rol important l-au avut în acest sens Academia Militară de la Viena, Institutul de Inginerie de la Praga, noul Institut de Geometrie şi Hidrotehnie organizat în cadrul universităţii de la Buda, ca să amintim doar câteva dintre cele prezentate.

A humanizmus az igei tudomány szolgálatában (I.)

Author(s): Dezső Buzogány / Language(s): Hungarian Issue: 1/2020

When speaking of Reformation and Humanism, we tend to connect them to each other. But as we come closer to the essence of each, we discover their substantially different nature. The gist of Humanism is the human nature. On statues and paintings of the Renaissance the man is portrayed as a great, powerful, almost almighty person. On the other hand, Reformation places God, Christ, salvation, reconciliation etc. at the centre of its teaching. Humans are included too, but only as sideliners, as weak, infirm, needy, helpless figures. Nevertheless, Reformation has benefited to a significant extent from Humanism via its emphasis on the grammar for mastering the languages of the Scripture (Hebrew and Greek), dialectics striving to a better understanding of the scriptural message, and rhetorics as a substantial technical help spreading the Gospel. Therefore, teaching these disciplines at the universities of the Reformation has become of major importance during the 16th century.

A jövő iskolája projekt

Author(s): Tamás Kozma / Language(s): Hungarian Issue: 4/2016

Although the Kadar regime still used official statistics to boast about the economy and society, the regime started to decline at the turn of 1970s/1980s. The ‘School of the Future’ movement that started in the mid-70s served partly as a sign of the vitality of the regime, and partly as a facade of the decline. Two actors took the leading roles in the movement: the National Planning Office and the Hungarian Academy of Sciences. The article points out that there was also a third party, which has been almost forgotten: educational researchers under the umbrella of the Academy. The latter tried to combine two standpoints: that of the Planning Office (more efficient vocational training) with that of the Academy (a more academically based curriculum for schools). Though the researchers did not succeed in combining the opposite approaches, their efforts to create a compromise between more effective vocational training and more successful general training is still an unsolved question today, and offers many lessons.

A Keleti Kereskedelmi Akadémia és az orientalisták: tudomány, a gazdaság és a politika interakciója

Author(s): Mátyás Erdélyi / Language(s): Hungarian Issue: 80/2020

The case study of the Oriental Course of Commerce (1891–1899) and the Oriental Academy of Commerce (1899–1919) provides an apt terrain to examine the relationship between learning, economics and society. The Oriental Academy served as an institutional centre for the early practice and teaching of orientalism. Ignác Kúnos was a long-serving head of the institution, the ethnography and commercial geography of the East was taught by Adolf Strausz, the history of Eastern peoples by Ede Mahler, and Gyula Germanus was the instructor of Turkish and Arabic. The official function of the academy was to “provide theoretical and, where possible, practical training in skills necessary for trade with the Orient” – that is, practical business training – but was also inherently intertwined with the concept of ‘orientalism’ described by Edward Said. The Oriental Academy, however, is a case which also highlights some shortcomings in Said’s argument since learning – albeit an active component in national culture, political conflicts and social inequality – follows its own logic here. The institutional strategy of the Academy is interpreted in this conceptual framework: the Eastern scholarships received by the students and their reports, the creation and dissemination of applied knowledge (e.g. Oriental Phraseology published for field hospitals operating in the Balkans, and other guidebooks) or the Oriental Museum inaugurated in 1913, must all be analysed as integral parts of Hungarian orientalism. The function, content and disciplinary boundaries of orientalist studies were a result of a complicated process, organically bound to the logic of scholarship, as well as to a project of professionalization (the creation of a Hungarian trading class), the concept of commercial expansion, and the myth of cultural colonization. Thus, the present study examines who decided what was professionally acceptable and culturally legitimized in the field of early oriental¬ist studies.

A kulturális környezettől a társadalmi feltételekig

Author(s): András Keszei / Language(s): Hungarian Issue: 3-4/2001

The paper would like to examine some aspects of the cultural and social functions of education in different historical contexts. By emphasizing the significance of a culture in the construction of social reality I wanted to call the attention to the importance of the socio-cultural background of this construction. Culture, as a system, that is to say a kind of toolkit; which enables us to become parts of it, to play our roles according to its norms, values and rights, together with the given power-relations of a society constitute the „playground" for social actors. The socio-cultural and historical dependence of understanding our world and expressing ourselves in it through „meaning making" (giving meanings to objects and phenomena), is a crucial factor in interpreting and constructing social and historical „realities". This „meaning making" however is not, was never an arbitrary process. Culture, defining the general criteria of „right" and „wrong", facilitates and legitimates some meanings while suppressing others. Changes in the structure of a society often have cultural consequences as well: people see and interpret their world and themselves in it differently (like the bourgeoisie in 18th and 19th century Europe.) Education (in the family and at school) is of primary importance when speaking about the mediation of the above mentioned toolkit. Comparing two basic models, the estate-society and bourgeois society it becomes clear that education could not be context-free: the given norms and power relations always influenced the ways of understanding the role and significance of education.

A levelezéskutatás mint primer neveléstörténeti forrás

A Magyar Szemle két világháború közötti oktatáspolitikai és nemzetnevelő szerepe Imre Sándor levelezésének kontextusában

Author(s): Rita Szűts-Novák / Language(s): Hungarian Issue: 06/2022

The object of our qualitative research was provided by the discovery of primary sources in the manuscript archives of the National Széchényi Library, and our interest turned with natural curiosity towards the person of Sándor Imre and the cultural milieu surrounding him. In our opinion, the interdisciplinary historical investigation enriches both the history of education and cultural history with many new results, while also nuancing our literary history. Katalin Kéri highlights the name of Sándor Imre as a significant thinker in the history of Hungarian intellectual history between the two world wars, whose true knowledge and understanding has not yet been achieved in a wider circle. Sándor Imre’s theoretical activities are also important to discuss because as a practising, leading teacher he influenced the education of the first half of the 20th century, and as a politician of education his views on educational policy are relevant as well. The micro-historical focus of the case study I am presenting is on Sándor Imre’s letters to the Magyar Szemle Society.

A magyar középiskolai tanárképzés és szakmai professzió kialakulása a 18–20. században

Author(s): András Németh / Language(s): Hungarian Issue: 3/2009

The institutionalization of Hungarian secondary school teacher training was characterized by the so-called ’dual system’. In parallel with the formation of modern European Nations there was also the development of a profession or ’craft’ – for secondary school and elementary school teachers – which created two different types of pedagogical knowledge. The professionalization of teaching professions and a dual system of teacher training showed similar traits. This process occurred under the influence of national traditions but additionally took on board Central European tendencies. The professional ‘socialization’ of teachers for different types of school was also differentiated on the basis of the same sort of rationale. The institutionalization of various types of school was characterized by there being a separation of management and organization of state schools, an elite system and mass education. This talk, one concentrating on the type of elite schools (secondary school) and teachers, will analyze what established secondary school teachers’ training was like – and it will also look at a new type of teachers’ profession; I will be focusing on this complex process and analyzing the events of the 19th and early 20th centuries.

A magyar nyelvű mezőgazdasági felsőoktatás Kolozsvárt

Author(s): György Gaal / Language(s): Hungarian Issue: 01/2021

Farkas Zoltán: A kolozsvári magyar mezőgazdasági felsőoktatás története (1869–2009). Mûvelődés Egyesület, Kvár, 2019.

A Marx Károly Közgazdaságtudományi egyetem Rajk László Szakkollégiuma a tradíciók, és a szocialista elitképzés metszetében (1970–1988)

Author(s): András Szécsényi / Language(s): Hungarian Issue: 80/2020

In September 1970, a new institution was launched within Hungary’s Karl Marx University of Economics, Budapest. The Rajk College, initiated by assistant professor Attila Chikán and endorsed by the rector, Kálmán Szabó, was then entirely unique in the country. It filled gaps as a college for advanced studies and, to some extent, was a successor of the people’s colleges operating during and after the Second World War. It did, however, remain to be seen at the time that the college, riding the waves of the New Economic Mechanism, was to become the programme for the elite and the gifted and that it would continue to represent political economic approaches that dissented from party dogma and could be construed as Western even after the failure of the Mechanism. This made it popular among talented and ambitious students who later became economic policymakers and corporate leaders. At the same time, the college never broke away from the economic and political trends dictated by the Hungarian Socialist People’s Party, so its role in training future cadres remained significant. In any case, breaking away was never an option, since the university operated as the main institution of training communist cadres for the party. The study uses documents of self-perception from institutional archives and narrative sources to examine the college’s communal, societal and professional role – the quasi-motto of the college – before the 1989 changes. Mapping the changes in their content, the study explores the role of the college in the life of the young university intelligentsia of 1980s Hungary.