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
This research paper focuses on one of the most important actors of adult higher education: part-time students. The focus of academic enquiry is on the barriers to participation amongst part-time learners. The problem of adult learners’ participation in higher education (HE) is quite exciting and very up-to-date because the number of part-time students – after reaching its peak in the middle of 2000s years- started to decline. Since then the number of adult learners has been decreasing. Therefore, it is worth researching those adult learners who have already started their HE studies. An on-line survey among part-time students was carried out at the University of Debrecen and at the College of Nyíregyháza (n=1151). The goal was to reveal the obstacles to participation in HE. The research assumed that paying for tuition fee and other costs are the most important barriers to participation. As a result of the analyses six deterrent factors were identified 1.) learning, 2.) organization of studies, 3.) the perception of being old, 4.) workplace, 5.) money and 6.) family. The analyses proved that tuition fee and other educational costs are the most important barriers to participation.
Keywords: higher education, adult learning, part-time learners, regional research, participation, barriers
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
This article provides an international comparative perspective on various American adult education programs, characteristics, and combination of personal and situational influences. Fourteen brief sections based on research and practice, each section contains an explanation, examples, and questions to encourage the readers reflections on comparative analysis with adult education in other countries. The article concludes with suggested guidelines for adapting concepts from relevant sections for planning, conducting, and evaluating programs and comparative inquiry about adult education programs and influences, especially related to strategic planning.
Keywords: comparative andragogy, research and practice, proposal of international comparative analysis
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