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    Studies

      Závodszky, Géza

      A More Credible Image of Széchenyi!

        Contemporary politicians and writers alike gladly refer to István Széchenyi as “the greatest Hungarian”, in the words of Kossuth. But the gap is wide between the image of Széchenyi in the professional literature and the modest, wise, constructive image of Széchenyi suffering a breakdown from the horrors of the revolution. The recorded public image was born after the defeat of the 1848/49 revolution, and it stubbornly lives on to this day. The author establishes the goal of showing with what seething passion and sharp irony Széchenyi criticised Franz Josef, with the support of the little read Self-Knowledge, his great work written in Döblingen. The criticism is also extended to his predecessors, the Habsburg dynasty. The politician and patriot Széchenyi can only be credibly depicted with the knowledge of his entire life work. His concern for the nation overrides all other considerations. The literary value of Self-knowledge, which could not be read in its entirety until 1991, is exceptional. As a text, it is alive and modern.



          Kaposi, József

          The Challenges and Opportunities of History Teaching on the Basis of the New National Core Curriculum and the Framework Curricula

            In the past decade and a half, significant changes can be diagnosed in the content and methodological documents of history teaching in Hungary, in curricula, examination results and textbooks, too. This study analyzes the related parts of the National Core Curriculum, in force from 2012, with an overview of the changes to the framework curricula and the matriculation requirements since the beginning of the ‘90s. Most importantly, the study establishes that the National Core Curriculum and framework curricula, which stress thinking like a historian and the development of the formation of easily adaptable interpretive frameworks as well as the need for the expansion of nuanced and multi-faceted historical thinking in the public mind, contain new opportunities and challenges for the paradigm change in history education. Their successful implementation can make a big contribution to the self-reflection of today’s





              Katona, András

              The history of the school inspectorate in Hungary, Part 2 (from 1935 till the change of system)

                School inspectorate, general (study) inspectorate, teaching inspectorate, professional inspectorate, local and central (state) inspectorate, chief inspectorate, inspectorate system… Different according to period and system, and yet expressions with similar content, which were not always among the favorites of pedagogues. Still– all the way up to the change of system – they have shown their work to be necessary, for the most part, in inspection, or in better cases, in assistance, in charting the world of school, in support. Put a little more scientifically: the system of school inspection in Hungary operated from the second half of the 18th century to the time the 1985 Education Act took force, but typically in the period until the change of system, as a control mechanism of the centralized, public education management system , then, after about a quarter of a century of absence, recently started to operate again. Basically, the study tracks the development of school inspection in Hungary over more than two centuries, between 1777 and 1985, and in our second publication, in the period from the establishment of the Bálint Hóman unified professional inspection system in 1935 to the change of system in 1989/1990.





                  Workshop

                    Gyertyánfy, András

                    Supplementary Thematic Units on the 19th and 20th Centuries in the Six-Year Secondary School

                      History must be taught in a single chronological cycle in six-year secondary schools, according to the new framework curriculum. In the author’s opinion, this is especially detrimental to the teaching of the 19th and 20th centuries. He points out that the framework curriculum does allow schools to insert a small number of extra lessons about this period in local school curricula. The study contains an insertable text, the relevant textbook passage and episodes of the TV series The History of Hungary.



                        Szabó, Hajnalka Piroska

                        A comparative analysis of feminine topics of primary school history textbooks, Part 2

                          In the second half of this two-part study, the author uses comparative analysis of content for the qualitative analysis of categories established in the course of research. She also analyses the feminine aspect from professional and didactic viewpoints as well as showing their textbook profiles.



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