Ahhoz, hogy tudjuk, merre tartunk, mit akarunk,
tudnunk kell, hogy kik vagyunk és honnan jövünk.


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      Riedel, Miklós

      Artúr Görgey’s work as a chemist before, during and after the revolution

        It is no matter of debate that Artúr Görgey’s work as a chemist cannot be compared to his historical role, as a military leader, in terms of importance. However, a look at his life from this perspective is not only interesting as a matter of the history of chemistry, but may also serve as a further pillar of the story of his life and character. Few are aware of the evaluative work of historians of chemistry, and the public’s knowledge in this regard is lacking to an extraordinary degree. It is a little known fact that Görgey conducted remarkable scientific work as a chemist, too, and even told his friends, in his old age: “Most of my military success can be attributed to my studies in chemistry, to the intellectual discipline I gained from emerging myself in this field.” In spite of thorough, earlier studies, and new analyses, a number of issues remain unaddressed.


          Gyertyánfy, András

          The dual aim of history teaching and its European origins

            The study argues that the aims of history teaching can be summarized as the explanatory function of history and the development of historical thinking skills. It outlines their implications in classroom practice, and posits that they reflect different anthropologies. Touching on an international debate, it draws attention to the fact that the principles of historical thinking are not universal, but originate from the Greco-Roman and Judeo-Christian traditions. Thus, not only the first aim of history teaching, using national and European historical narratives, is rooted in European culture, but also the second aim, which is more cautious with those narratives. The study identifies the pedagogical and extracurricular factors that prompt the view in contemporary history didactics that the goal of history teaching should be the combination of the two aims.


              Latest issues

                References from the recent past of our history teaching II

                Documents on talks conducted and agreements reached with the Education Chapter of the Jewish Community Roundtable Conference in 2013

                Provided by József Kaposi, former chief director of the Hungarian Institute for Educational Research and Development, chairman of the 2012 NCC Committee

                  In the previous issue, we presented to the general public the documents (minutes, premises) of talks before the issue of the 2012 National Core Curriculum (NCC) and framework curricula. From these, it became apparent that the Jewish Community Roundtable Conference (JCR) considered further talks to be necessary, and these were conducted at expert level in 2013.

                  The documents of the talks conducted in 2013 published in the current issue show well the main issues of contention, and that compromises were successfully reached on all issues affecting curricula by January 2014. The agreements were lent greater significance when Minister of Human Resources Zoltán Balog decided to include the proposals, the products of consensus, in unaltered form in the decrees on content regulation. Thus the formal approval of the premises by the government took place by the pen of the minister.

                  The fact that the minister brought with him the English language version of the premises prepared on the basis of the agreement on a visit to Israel early in 2014 pertains to the circumstances of the signing. The agreement also served as the foundation for the so-called Next Generation textbook development which started at the time.

                  The agreement published here also played a significant role in Hungary being awarded the right to organize the 2015 annual International Holocaust Remembrance Alliance conference which took place in the Vigadó theater in Budapest on June 6-10, 2015.



                      Hengán, Kamilla

                      Application of developer-type tasks in the teaching of the First World War

                        Competence development is a key element of the Hungarian education system, and development tasks can be an effective tool for its implementation. In my research, I examined the development of social competence during history lessons. In classroom instruction, we may speak primarily about expanding the knowledge elements of competency, but skills development may also be promoted by some forms of work. Learning about the First World War, I used progressive development tasks and gauged whether any change in the group’s social sensitivity could be observed. Individual tasks were designed specifically for the understanding of the events of the Treaty of Trianon. The goal of the development activity was to strengthen mutual respect, empathy, assertive communication and national identity.


                          Kiss, Csilla

                          Why and how to teach women’s history?

                          A selected women’s history bibliography for history teaching in primary and secondary schools

                            This study contains a bibliography and a complementary conceptual introduction. In the bibliography, the author has collected articles on women’s history published in academic and popular journals (e.g. História, Rubicon, BBC History, Múlt-kor) and websites (e.g. Újkor.hu, Napi Történelmi Forrás), which, in her opinion, are well suited for history teaching. She presents, in detail, the aspects of the selection and the chronological-thematic structure of the bibliography. In the conceptual introduction, the author lists the reasons for including women’s history in teaching, such as highlighting the female perspective and system of values in the presentation of historical events. She also makes recommendations on how the materials in the bibliography can be used in everyday classroom practice.