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      Makk, Gábor

      “Who knows more about the European Union?” The project as a developmental method in history learning and instruction


        The study attempts to reveal the driving economic, political and social forces hidden behind the development of project pedagogy, as well as outline the changes to the philosophical, psychological and pedagogical context that resulted. It provides an alternative answer with respect to how we can teach in the extremely rapidly changing world of our day. By revealing the characteristics of project pedagogy, the study aims to define the project method, delineate its methodology and popularise it. By launching a project involving a current problem, the study revolves around trying to find out who know more about the European Union.

          Klára, Friedrich – Gábor, Szakács

          On Hungarian Runic Script

            Even the name itself sparks debates. Can this composition of words, even in deconstructed form, be used or tied to any people? How did it survive, who preserved it for us, when it has not been a required part of primary school curricula between the time of the rule of our King Stephen to the present day? Do we have sufficient historical memory from which the credible history and rules of this writing can be identified? Can this be disseminated without being acknowledged by some with only an indulging smile? In contrast to the lengthy process of learning Latin letters, why can the runic alphabet be learnt in just one or two hours? These questions, among others, make runic script mysterious, exciting, a secret code for children. The following study uses the most fundamental and most demonstrable data to give answers to those who are interested in the matter. The number of these is not few, proof to the unbelievably fast expansion and popularity of this script bequeathed to us by our ancestors.

              Bácsfai Dr. Hévizi, Józsa

              Local Governments Proportioned According to Ethnic and Religious Division in the Kingdom of Hungary

                In the Kingdom of Hungary from the time of Saint Stephen, the preservation of the identities and mother tongues of minorities took shape in different ways unique in all of Europe with the exception of Switzerland. These ways were church and regional autonomy, and a proportional local government system established in cities. The modernity of these is evidenced by the fact that one of the cornerstones of the Good Friday agreement in Northern Ireland was based on the same principal. This can offer a solution to those living in diasporas even today. This study presents this until now insufficiently well known Hungarian method of collective validation of rights.

                  Ravasz Mitzki, Erzsébet

                  Historical Orientation in Time
                  (The results and lessons of a series of evaluations)

                    The author of the study started gauging the pupils of a school centre in Pécs in the 2008/09 academic year. Among the evaluations were a good number of subjects in which pupils’ knowledge of history was examined from several points of view. The evaluation dealt with history’s two difficult areas of development, orientation in space and time, but also with the expansion of the children’s vocabulary. In what follows, an experiment in temporal orientation is presented by the conductor of a series of evaluations using the results of five of these.


                        Informational material on a national history teachers’ conference presenting the subject curricula for humanities and social sciences in the National Core Curriculum

                          On September 29, 2012, a conference entitled “After the National Core Curriculum, during the preparation of framework curricula, before the revision of local curricula” was organised by the Hungarian Historical Association Teacher’s Section and the Eötvös Loránd University Faculty of Humanities (ELTE BTK) with the support of the Hungarian Institute for Educational Research and Development (OFI) and the cooperation of the History Teaching Journal and Portal. The national history teachers’ conference, hosted by ELTE BTK, generated great interest and involved the participation of almost 200 history teachers, department heads, subject and pedagogical experts, and institution heads. At the heart of the discussion were framework curricula on the subjects that are part of the Humanities and Social Sciences Area of the National Core Curriculum – history; social, civil and economic studies; moral instruction; ethics; philosophy; local studies and ethnography – prepared under the direction of OFI on the mandate of the State Secretariat for Education and presented by those who prepared them. Redacted versions of the presentations will be published.