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Studies

 

Vajda, Barnabás

The matter of historical empathy

    I read with great interest László Kojanitz’s paper on historical empathy published in History Teaching. The author, as we have come to expect of him, weighs the concept of historical empathy — a topic to which little attention, with a few exceptions, has been devoted in the literature on Hungarian history didactics — with great care and attention to detail. The narrow scope of our literature on historical empathy is my main reason for responding to László Kojanitz’s paper, with the goal of further thematizing this important concept.

     

    Illik, Péter

    Is the Truth Gone? The memory of János Hunyadi and Mátyás Hunyadi in Hungarian secondary school history textbooks

      The present study is a narrative trend analysis that examines how 19th and 20th century Hungarian secondary school textbooks evaluated the activities of the Hunyadis, especially János and Mátyás. The study proceeds based on the major historical periods as it presents the narrative of the 19th century textbooks before the Compromise, the dualism, the Horthy-era and the socialist volumes. Firstly, it can be seen that the lessons on the Hunyadis are rich in data, but the initial large volume and factual material has steadily declined, due to the change in curricular content brought about by external regulators. Secondly, certain stories (the existence of Titus Dugovics, the ordering of the noon bell commemorating the triumph of Nándorfehérvár, the election of Matthias on the Danube ice, King Matthias in disguise, etc.), which have since become topos or at least controversial in their current form, are constantly appearing in one form or another, but this is a contingent phenomenon in every period as it depends more on the textbook author. Thirdly, somewhat surprisingly, the image of Matthias in the pre-1867 textbooks seems in many ways to be the most modern, far ahead of its time, even with the patina of language. Fourthly, it seems that it is in the textbooks of the Horthy era that the „national-Christian-heroic-protector” narrative of the Hunyadis is fully developed, and it almost completely diminished in the textbooks of the socialist era. Likewise, the content of the ‘Matthias the just’ statement changes, because while in the 19th century volumes it often refers to Matthias’ personal justice, in the 20th century narrative it refers to administrative reforms and centralising efforts.

       
       

      Workshop

       

      Szabó, L. Dávid – Sýkora Hernádi, Katalin

      What did primary school students think about history teaching 20 years ago?

        Nowadays, the needs of students are already different than they were 50 years ago, and pedagogy must also keep up with this rapid change. The domestic and international pedagogic studies of recent decades have clearly pointed out that the Hungarian school system is not sufficiently effective, which is why the content and methods of traditional education have been subject to various criticisms. In this study, we are looking for an answer to the question of what opinions and memories adults have about their history lessons in elementary school from 20 years ago. This examination includes the students’ feelings and feedback, as well as the working methods used in the lessons, as well as the use of aids to support the lessons. 20 Hungarian adults from all over the country took part in the survey. Of the 20 adults, 6 were men and 14 were women.

         

        Hont, Zsanett

        Learning History as a Dyslexic and Dysgraphic Student in Secondary School: A Case Study in Hungary

          The aim of this research is to explore the experiences of dyslexic and dysgraphic students in history classes in light of educational inclusion and differentiation. The relevance of the topic is underscored by the increasing number of students with severe learning disabilities in Hungary, highlighting the growing need for support fromboth educational organizations and policy perspectives. The research employ ed structured interviews to examine the experiences of dyslexic and dysgraphic students enrolled at the University of Pécs. The interviews analyzed the teacher-student relation ship and the methods and teaching formats employed by their teachers. According tour findings, the majority of teachers exhibited a positive attitude and were supportive of the students. In addition to the dominant frontal teaching format, group work and pair work were al soused, which were positively received by the students with learning difficulties. The students found various types of sources challenging during lessons, for which the y would have required individual support. The y also expressed reservations regarding differentiation in the classroom.