Krisztina Gaskó – Orsolya Kálmán – György Mészáros – Nóra Rapos: Innovative Features of the Hungarian Adaptive and Inclusive School Project

In the Adaptive and Inclusive School project our aim was to create a school concept which reflected on the Hungarian educational, social, cultural and economical challenges, and which was based on the findings of educational theory, school practice as well as the interaction between schools and researchers. Although we considered our school concept innovative from the very beginning, we could only focus on the special features of innovation after the completion of the project. So this study paper aims to explore, analyze and systematize the innovational features of our Hungarian developmental project. Our interpretational framework is firmly based on the categorization of Oslo Manual, namely the product, the organization, the process, and the marketing innovation definitions. Also, we added further analyzing aspects to the framework: the sources of innovation, the innovation process, the participants involved, and the effect of innovation. With our analyzing approach several innovations were identified and investigated: the school concept and the ’reflective album’ as product innovations, the learning communities as an organizational innovation, the intertwining process of the research and development as a process innovation, and the school network, based on the system of adoption, as a marketing innovation. The reinterpretation of the project as a complex system of innovations is definitely useful not only for the effect of this project, but also for the forthcoming Hungarian innovations providing them new aspects of sustainability.

Keywords: adaptive inclusive school, innovation, compulsory education, relations between higher education and research

Te Branches and the Problems of Hungarian Education Research

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Researching the Practice: the Action Research

 

Action research – despite its short history – is deeply embedded in the human sciences. The present study highlights the special social role of action research, and examines which elements of it can be regarded as research and development program, and those particular cases when it can be defined as epistemology. The exploration of the literature of action research and the presentation of its theoretical and historical roots and significance underpin that action research is a new opportunity for the research of pedagogical practice. The judgement of action research cannot be separated from the theories concerning the genesis, possession and sharing of knowledge or from the paradigmatic change in scientific research. Despite its significance the spread of action research is slight in the Hungarian context. This study overviews the Hungarian action researches and their milestones.

Keywords: action research, history of science, pedagogical practice research and development, Hungarian action research

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The global trends of educational research

This paper is the concise version of a longer study prepared in 2010 on the request of the Committee of Educational Sciences of the Hungarian Academy of Sciences. It is a “state of the art” analysis of global trends in educational research. Following an attempt to provide a practical definition of the terms “educational sciences” and “educational research”, and a short analysis of the changing position of this academic field the author identifies thirteen dominant global trends. All these trends are presented in detail, and also illustrated by examples taken from various countries.

Main trends and models of educational science

The aim of this paper is to provide an overview of the major historical processes of the development of educational science and its trends that are still influential. In the introductory part, we present the main results of researches in the sociology of science concerning the sociology of knowledge, which provide foundations for the changes in the perspectives of recent studies in the history of educational science. Based on the most important findings of these researches, the other chapters of the paper will discuss the international processes of the development of science in three ways. first we will look at the macro-level trends in the development of European science that also have an impact on the science of education, and we give an outline of the epistemological paradigms behind them. Then we turn to the process of how educational science, having developed together with modern universities and intellectual professions, became an academic discipline, and we present the most important historical models of its formation (the English, the American, the French and the German one). The longer, historical-synthesizing chapter will be based in part on our conclusions about the topics. This will on the one hand provide a concise overview of the various scientific trends of different periods, which are most relevant from the point of view of educational science. On the other hand it will give a brief overview of the internationally accepted theories that still define professional-scientific discourses both in Hungary and abroad.

 

From School Pedagogy to Educational Research – The Transformation of the Hungarian Research Community

 Practical education (‘school pedagogy’) and educational research (‘educational sciences’) are undefined concepts in the relevant Hungarian discourse today. The reason for this is that practitioners and researchers may usually be the same persons; educational research has not been separated in Hungary. It has a long history in the Hungarian educational tradition. Research and teaching were always parts of ‘pedagogy’, where ‘pedagogy’ served as an ideology of the teaching profession. In our modern times, especially after joining the EU, three identification emerged from the initial ‘pedagogy’: research with psychological, historico-philosophical and social science orientations. Different groups of researchers identify themselves with those orientations, thus creating three paradigms of the educational research in Hungary.

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