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.
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.