This paper demonstrates how research on the history of adult education in Hungary has evolved in the last two decades according to major research themes and problem areas, and reflects on distinguished trends and issues of adult education research in the changing historical contexts. Furthermore, the paper underlines some key particularities of the rise and fall of research on the history of adult education in Hungary.
Keywords: comparative research, features of historical research on adult education in Hungary, trends and issues in research and development, andragogy
This paper analyses the possibilities of the adaptation of current research findings and terminology of marketing, innovation and innovation management into adult education. Research based planning and the conscious effort to build the education program selection of adult education institutions on the results of trend analysis can support the effective innovation of these institutions and lifelong learning.
Keywords: adult education, andragogy, trends research, innovation, innovation management
The essay deals with such present-day issues of adult learning as the spread of lifelong learning, the lengthening of the lifespan and working careers, the massification of new communication technologies related to the growing role of visualization in the learning environment and styles. Adult learning can be specifically characterised by its informal character as well as by the fact that the non-formal patterns are especially sensitive to time, which traditionally is a parameter of organizing learning and also a fundamental factor in the different dimensions of adult life. The author points out the new opportunities for visualization significantly improving the efficiency of learning by forming the pedagogical adaptation thesis related to the picture and time philosophy (Nyíri, 2011). The concept of Mind’s Eye approach to visual learning of Ferguson (1991) characteristic of the periods prior the Millennium, seemingly already conservative today, is formed and renewed by the new learning environments, especially the novel information technologies. The author’s essential finding is that recent learning theory efforts (Siemenes, 2012) of formal education-training, thus the connectivist approaches supporting the efficient realization of networked learning can stimulate adult learning and the formation of new forms of visual knowledge sharing.
Keywords: lifelong learning, adult learning, learning theories, learning environment, visualization in learning
By paying tribute to the memory of Ilona Szabadi the present paper provides a comparative content analysis of the Hungarian kindergarten programs developed over the past 40 years with particular attention to core principles and values.
Keywords: Ilona Szabadi, kindergarten education, kindergarten programs
What is the future of the standard non-religious moral education in a multicultural world? Is there an appropriate age to start learning ethics? Is it possible for schools to teach it? Can ethics be more effectively taught as a separate subject or rather by using a multidisciplinary approach? Building on anthropological perspectives the current paper proposes an optimal model of teaching ethics.
Keywords: ethics, education of ethics, anthropology, religious education
Although extensive research has been carried out on Nyugat – one of the leading Hungarian literary journals in the first half of the 20th century – its examination from an educational perspective has remained a relatively unexplored territory. This paper provides an overview of the leading debates on secondary school education from the 1910s to the 1930s published in Nyugat as well as an analysis of the contributions made by several famous literary figures and teachers of the time (such as Mihály Babits, Gyula Juhász, Margit Kaffka, Béla Balázs, Milán Füst, etc.).
Keywords: teacher, literature, Nyugat, education, pedagogy
This paper examines the extension and application of core ideas of constructivist education to the whole process of upbringing with particular focus on ethical education and the acquirement of values. The constructivist view of learning is applicable to all aspects of socialization and education, if learning is understood in a wider sense. The acquirement of ethical ideas and values – the development of personality in general – is described as the construction of personality. The paper briefly presents the views of social and “moderate” constructivism, and compares these with the theses of radical constructivism, which are discussed more in-depth. The paper also explores the interpretation of “truth” and “adaptivity”, since the latter is closely related to the processes of ethical education as well as to the construction of values, the processes of construction, the provability of the expectations of society, and the role of schools and teachers. Furthermore, the paper presents how constructivist ideas have emerged or been overshadowed in ethical education since September 1, 2013 in Hungary. The paper also maps the possibilities of constructivist pedagogy in the course of upbringing by examining the prevailing principles of conceptual changes, the substantial role of structures developed earlier, and the principle of context.
Keywords: upbringing, ethical education, constructivist pedagogy
The article reveals some aspects of the epistemological discourse that characterized national and international debates on historical knwoledge. One of the results of these debates was the emergence of microhistory. The article gives some examples of the attempts to define microhistory and raises the question whether historians of education have employed microhistory as a way of focusing on educational issues. Furthermore, it analyses a recently written essay on elementary school teachers in the Dual Monarchy to show how microhistorical attitude was used to reveal new pieces of knowledge about the teaching profession in the given era.
Keywords: historical knowledge, microhistory, history of education, elementary school teacher
Although sociology and the science of education have a past of several decades in Hungary, the sociology of elites and the history of education have only recently been connected. The rendering of the works in the history of elites being important for the history of education depends on how we define the elites. In terms of census and the statistical data the broadly understood elite – the diploma holders – have been researched for one-anda- half century. The data bases of the modern history of sociology of personal items embracing university students and diploma holders supply us two series of researches: the one led by László Szögi on peregrination between 1790–1918, and the one led by Viktor Karády and Péter Tibor Nagy on the diploma holders between 1850–1950. Besides a few destroyed registers of diplomas, we can gain, by these researches, a complete view of hundreds of thousands of university students in Hungary and abroad. The data obtained from the sample survey fundamentally defines the results of the much more restricted high elite of the system of education. One of the methods of researching them is linked to the survey coordinated by Tibor Huszár and I. Gábor Kovács. Their research focuses on the elites of different fields of social activity. The other method is the research of the reputation elite coordinated by Karády and Nagy. This embraces those who had become famous in their age and whose name obtained encyclopaedic entries of nation-wide significance.
Keywords: sociology of elites, history of education, history of social sciences, Hungary, reputation, selection, 19th century, 20th century.
This treatise fits to the author’s other broader works about female education in the 18-19th century and it offers a historiographycal synthesis about the most important directions in the studies of female education history. It gives a critical summary on the important referencies and source publications appeared in the last 100-120 years in western countries, pointing out the particularities of topic and source selection, observable in different countries and historical eras. Studies on history of women and female education history, or in broader terms the gender approach of history is a flourishing field nowadays in historiography as well, as in history of education. It has a well developed theoretical and methodological foundation, which progresses successively and transforms our knowledge on previous eras, using inter- and multidisciplinar approaches. Thousands of authors around the world try to prove with their works and researches that the study of female education and the history of women’s education is not at all neglectable, but moreover it is an elemental and complementary part in the researches of natural science and history of education. Furthermore all this is paralel with the fact that gender approach presents itself in the most different disciplines in humanities, e.g. literature, psichology, sociology, etnography, history of art, theatrology, philosophy, etc. The purpouse of this treatise is to offer a Hungarian contribution to the developement of these studies.
Keywords: female education, historiography, gender