: Visual Representations of the Professional Communication (1960–1970). Pedagogy in Space and Time.

In the last decades there was a paradigmatical shift in the writing on history of education, which leads to many consequences in the pedagogical investigations in Hungary. This multidirectional and non-homogenous trend can be characterized by the transition from the modern science- and world-conceptions to the postmodern ones. Traditionally, the history of education deals with the heritage of the great thinkers. In this viewpoint their thoughts and works constitute a linear development (with circuits), the development of the individuals’ more and more freedom. The common sense of the Western Civilisation describes complex socio-historical processes as progresses, intentioned by several goals (teleology), determines various periods (chronologization, organized time) and believes in the shaping power of history by great personalities (individualism). This paper tries to give an example to an another kind of history writing of education – to draw the everydays’ stories with the analysis of photographs in the 1960’s Hungary. The multidisciplinary methodology contains iconography, anthropology and different ways of historical writing – these diverse aspects help us to discover the worlds of pedagogy in different forms of spaces and times. In this case the symposiums, conferences and visitations signify the worlds of pedagogy.

Keywords: history of education, iconography, anthropology, photograph, narrative, educational journals 

Year: 2013
Issue: 3
Page: 67-78