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Tóth, Judit – Kuluncsics, Réka – Máté, András – Mátó, Áron – Fodor, Richárd

Conference and Workshop on Teaching the Historical Concepts of the Kádár Era and the Regime Change – Conference Summary

    On October 1, 2022, a joint conference of the Teachers’ Section of the Hungarian Historical Society, the Committee of National Remembrance and the Institute and Archives for the History of Regime Change took place in the building of the Committee of National Remembrance, entitled „Conference and workshop on teaching the historical concepts of the Kádár era and the regime change”. The scientific event took place in three forums: plenary lectures, a workshop and good practice sections. One of the most important goals of the organisers was to strengthen the relationship between scientific historical research and public education, to clarify the historical concepts affecting the era, and at the same time to help the work of history teachers. Following the keynote lectures, participants had the opportunity to participate in thematic workshops, co-led by historian experts and history students. The aim of the workshops was to review the list of curricular concepts related to each subtopic and to recommend short source excerpts for classroom work.




    Zsinka, László

    Latinitas and Humanitas. The Cultural Heritage of Ancient Rome

      The German Enlightenment established the concept that ancient Rome did not create an original culture, but only adopted the achievements of Greek literature and art. The Romans produced long-lasting achievements in the fields of architecture, law and the art of war. However, Latin writing and literature was also an exceptional accomplishment of Rome, which had a unique impact on European education. The Roman schooling system conveyed the Hellenistic education (paideia), which was called as humanitas by Cicero. From the beginning, the Roman humanitas had a double meaning. On the one hand, it represented an educational content, on the other hand, it referred to an ethical and political concept how to relate to human beings. The Renaissance humanists preserved this dichotomy when they simultaneously sought to play a role in public life and to revive culture. Classical human education was inherited through Roman-Latin mediation and became the foundation of medieval and early modern education.


      Gyertyánfy, András

      Methods in history teaching from direct instruction to cooperative group instruction

        The study specifies classroom techniques in history teaching from direct instruction to active learning. It refers to Hungarian and German history didactics. The author distinguishes between two types of direct instruction, the monologic (lecture)and the dialogic methods, as well as two types of active learning: active learning embedded in a direct instructional framework and discovery learning. In the context of the lecture method, he draws attention to distinguishing between the expository method and teacher narrations. He underlines the importance of reciprocal communication in the classroom. The study discusses and refutes some common objections to direct instruction. It examines some practical problems related to active learning and suggests some solutions. It enumerates situations in which group instruction is useful in history teaching and examines whether the criteria for cooperative learning can be fulfilled in them. The author concludes that all classroom techniques mentioned in the study have their place in history teaching. By contrast, the cooperative paradigm may not be fully applied in it.


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        References from the recent past of our history teaching III.

        Pál Engel  – Ferenc Szakály  – Domokos Kosáry  – Ferenc Glatz

        Guideline for teaching Hungarian and universal history, part 2

          The National History Teachers Conferences, organized in Békásmegyer between 1988 and 1992 marked a change of system for our history teaching. The main organizer and leader was Ferenc Glatz, then director of the Institute of History.  The four authors of the present document – Pál Engel, Ferenc Szakály, Domokos Kosáry and Ferenc Glatz – made a commitment in 1989 to put together a review of European and Hungarian history, and include all of the subject matter that would be desirable for a Hungarian citizen with a secondary school education to know. From this endeavor was born the Hungarians in Europe series of books. In 1992, the four authors – acting on their earlier commitment – produced an outline, a teaching aid in which those concepts, facts and basic connections were condensed into a single notebook that teachers could use as a “Guideline” in the course of teaching and that could be effectively used for students taking school-leaving and university admissions exams in history. Among the participants at the 5th National History Teachers Conference, in 1992, many presented their comments with regard to the material, and the authors took those into consideration when writing the revision, although they did not make substantial changes to the original text. We present this revised text, published in 1993, to our fellow teachers again, as a great deal of time has passed and printed copies are hard to come by, even though it can be extremely useful and instructive today, too. In this issue, we publish the curriculum recommendations of Ferenc Glatz from 1867, which seemed unusual even at the time of their publication.




          Kojanitz, László

          School leaving exams and using primary sources

            In 2005 the Hungarian school-leaving examination reform aimed to develop students’ source analysis skills. It was hoped that it will also contributes to the development of a more sophisticated historical consciousness. It was clear that the achievement of these goals would depend on the knowledge and skills that the new exam tasks would mostly require from students. In order to explore this I analysed exam tasks over the past fifteen years. I wanted to give an accurate picture of which types of tasks were most frequent and how can these be evaluated in terms of requirements related to the use of sources. In this paper, I present some aspects and experiences of this analysis.


            Illik, Péter

            V for Vendetta or Film analysis in CLIL at History Lesson in Secondary School

              The analysis of historical films is an ideal method at history lessons in secondary school which develops the thinking skills of students. This study is a meta reflective multi-level writing. Basically, it narrates the story of the film V for Vendetta. At second level, it analyses the specific scenes and message of the film itself. In its third, methodological layer it shows how to analyse the film in CLIL in class and describes the CLIL method as well. Finally, it also raises the attention to the fact that this film is not an authentic source on Guy Fawkes, 17th-century-England or on the specific topic of the film, a fictive dictatorship, but it is so on how the 21st-century-liberalism interprets dictatorships as such.