Media representation plays a central role in the interpretation and understanding of a social phenomenon since it largely influences the perception and attributed importance of the phenomenon in question. One might assume that the media representation of cyberbullying is an over-studied field based on the fact that the notion is the most commonly cited when discussing the risks of digital technology. Nevertheless, during our review of the literature we have found only one American study concerning this particular topic. The aim of our research is to explore the media representation of cyberbullying in the Hungarian print media. Nine platforms and journals were included in our analysis: origo.hu, index.hu, hvg.hu, nol.hu, mno.hu, hir24.hu, borsonline.hu, metropol.hu, blikk.hu. Altogether 116 articles were published between March 2007 and October 20014. Our research revealed that the media focuses on the individual cases (episodic framing), and as a consequence the articles paid less attention to t broader institutional context, to social and cultural factors.
Keywords: cyberbullying, media representation, online media
Through the example of speech sound hearing, our study demonstrates how methods of intervention programs can infiltrate into the everyday practice of schools and kindergartens. Speech sound hearing is one of the basic skills of critical significance. It has an important role in speech perception and clear speech. Besides, its acquisition is the prerequisite of reading, spelling and foreign language learning. Our intervention programmes involved daily playful activities to develop speech sound hearing. The kindergarten programme aided clear speech articulation, while the school programme aimed at the fostering of the acquisition of spelling by developing the speech sound hearing skill. Effectiveness of the skill development programmes was also tested. This paper shortly introduces methods of the intervention programmes along with results confirming their functionality. This story of designing and testing methodological intervention programs supports the need for the interlocking of theory and practice.
Keywords: speech sound hearing, intervention programs, clear speech articulation, spelling
The study of the history of art pedagogy plays an important role in mapping the national characteristics of museum learning, however, only few relevant research papers have been published in Hungary in the field. The current study explores the ways in which German art education in museums evolved and examines the impacts of this process on the development of teaching in art museums. The author first investigates the history of German art education from the turn of the century until the 1980s. Then the paper focuses on the most influential art education movements as well as on the work of their leading figures such as Alfred Lichtwark, Carl Götze and Konrad Lange. Identified themes are the following: teaching – education; real object – reproduction; teaching – growing; creation – reception; instruction – style; education as art – art as education. Finally, the pedagogical concept of the museum of the 21st century is discussed, since this has a considerable impact on the development of current trends.
Keywords: educational role of museums in Germany, teaching in museums, 1900–1980, teaching art in secondary schools, artistic movements
This article is a part of a research study that focuses on early educational bilingualism, CLIL teachers and trainees, their challenges, needs, competences and CLIL teacher training. This particular paper discusses the notion of CLIL and the role of CLIL teachers and their education. After defining and explaining the terms ’bilingual education’ and ’CLIL’ (Content and Language Integrated Learning), the paper reviews some of the relevant literature published in Hungary and beyond. It also highlights and compares two significant European research projects on CLIL. Then it explores CLIL teachers’ necessary competences that are essential in order to cope with the multifaceted tasks and challenges of the innovative teaching context. Teachers’ professional skills, personal qualities, language proficiency, theoretical and practical knowledge in methodology and the subject matter, beliefs and attitudes immensely influence the success of early CLIL. Therefore, specialised preand in-service teacher training programmes are required, and teachers also need to seek various opportunities for self-development.
Keywords: bilingualism, bilingual education, CLIL (Content and Language Integrated Learning), teacher competences, teacher training, teacher development
To consider giftedness to be homogenous and not to distinguish between the methods suitable for different talent development can be the barrier of the provision. Besides the subtle elements of the socio-cultural background, the age factor and the form of the giftedness should also be taken into account, as these require very different environments. A number of additional factors and their delicate coincidence have to be detected as a further step. The provision of the gifted can only be truly effective if it relies on a credible scientific background. Even just slightly false theories lead to the wrong directions. This study based on Hungarian and international literature is to show the diversity of talent, the significance and role of its components, and to prove why talent is not dormant and hidden, but an active path-seeker.
Keywords: gifted, conception, coincidence, differentiation
Qualifications framework is a policy tool recommended by the European Union to ensure the transparency and permeability of qualifications. By building on learning outcomes and the inclusion of social stakeholders, the framework endeavours to make the qualifications of different Member State comparable for all educational subsectors. Showing the content of qualifications and thereby supporting mobility aim at better communication between the qualifications systems of the MSs, but there is another aspect of communication: namely, how EU institutions make MSs act (not obligatory) according to the Recommendation of the European Parliament and of the Council regarding the development of a qualifications framework. The author of this paper analyses and evaluates those EU measures and procedures, which result in MSs following the direction set by the Recommendation, finally implementing a qualifications framework.
Keywords: qualifications system, qualifications framework, EU education policy, mobility, lifelong learning
This study serves as an introduction and preparatory study of a larger scale research. The aim of this paper is to present a lessknown field of pedagogy, hospital pedagogy, being approached from different aspects. Another aim of this work is to reveal its context in Hungary. After examining its current legal, institutional and constitutional aspects, the study focuses on the participants (hospital pedagogues, pupils and the most involved persons) and the special characteristics of the educational process. Then hospital pedagogy is examined as a branch of science, and the relation between hospital and special education is discussed. Finally, the study features the dilemmas of the planned research.
Keywords: hospital pedagogy, hospital pedagogues, hospital, school, Hungary, special education
We may often run across the conception or metaphore of art as education and education as art. I’m going to express my personal interdisciplinary train of thought about this topic through the linking sources and phenomena that I know. I am looking to answer the question regarding to what extent the relation between art and education is metaphoric or identical, and what are the common traits that constitute the basis of these similarities. The art as education evoke and analize the theories of Herbert Read, László Trencsényi, Anikó Illés, Hans-Georg Gadamer, Susan Sontag, Joseph Beuys, Miklós Erdélyi and Árpád Schilling, and raise the question whether all art educates, and if so, in what sense. In the part “education as art”, in addition to the reﬂections connected to the topic of Rudolf Steiner, Tamás Vekerdy and István Bodóczky, we are also going to talk about the question of “presence”, the main characteristics of what will be outlined by the help ofKatalin Gabnai, László Németh, Carl Rogers, Juli Pusztai and Marina Abramovic. From all this we may summarize that one of the most important common traits of art and education is the creative and intuitive presence, the accessibility, the creative work in a personal way. We may ﬁnd the common roots of education and art in the theory of D. W. Winnicot, which is about transitional (potential) space and transitional object. This theory also gives a common frame of interpretation to the link betveen these two anthropological phenomenon.
Keywords: education, art, social sculpture, potential or transitional space, transitional object, presence
Service-learning is a pedagogical tool, and this is exactly what differentiates it from voluntary and community services. During service-learning the action for others, for the (local) community is integrated in the pedagogical process, which has a learning aim, a methodology and an educational background. Service-learning has become a compulsory element of the pedagogical programme of Hungarian secondary schools; it is regulated by law and serves a prerequisite for the national school-leaving examination (matriculation). Obviously, this raises several educational, professional and practical issues. Answers to these problems can be searched for and found only in the years to come, but American and previous Hungarian practices, methodology and present dilemmas can be analysed and addressed now. This is the purpose for which this study has been undertaken.
Keywords: service-learning, experiential learning, John Dewey, reflection, democratic skills
The current paper explores the relationship between general music education characterized by the use of perceptual and receptive approaches and school music education, which is mainly based on the traditions of music training and involves a predominately scientific approach. By analysing the problems caused by the inconsistent choice of aims and instruments of the above mentioned territories, the paper provides an overview of the history of concert-pedagogy, presents various conceptions on audience development – and on concert-pedagogy itself, which can be defined as the development of the receptive skills. Finally, the paper discusses the possible forms and organizational frameworks of the cooperation between educational and cultural institutions. The main issues raised by this article are the need for cooperation between schools and cultural services, as well as the importance of a paradigm shift in the approach to school music education. The author advocates the emergence of the concert-pedagogical attitude in schools, and the development of music teacher training in this particular field.
Keywords: music education (concert-pedagogy), development of receptive skills, music mediation, audience development, music experience, music education and training