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A Magyar nyelv és kultúra oktatása finnországi egyetemeken
58-76Views:140Teaching Hungarian and Hungarian Culture at the Universities of Finland. Hungarian language instruction in Finland – similarly to the teaching of Finnish in Hungary – has a tradition going back 150 years. The languages’ reciprocal teaching arose from an idea, according to which Finnish and Hungarian are related languages. The first professor of the Finnish language and literature started to work in 1851 at the University of Helsinki. The teaching of Hungarian has been in the repertoire almost from the beginning. Speakers of Finnish did this job until the position of the Hungarian lector was established in 1925. In the early 1980s a Hungarian visiting professor’s status was set up, and in 1985 they started to teach Hungarian as a minor, from 1990 as
a major and from 1999 as a specialization part of the Finno-Ugric Studies. Since 2008, when the Bologna structure was introduced, the teaching of the language has continued on two levels: bachelor and master’s.
Initially at the University of Turku (founded in 1920) Finnish-speaker external lecturers have taught Hungarian. In 1966 a resident native speaker began work at the university. At first Hungarian language was part of the Finno-Ugric Studies. This situation changed in 1986 when an independent Hungarian language and culture major was established. Initially this scheme worked only on the basic level, in 2002 this structure was enlarged to encompass the intermediate level too.
At the University of Jyväskylä the training program has developed in a different way, not as the part of the Finno-Ugric Studies. From the 1930s Hungarian linguistics has been taught in summer school courses. The regular teaching began in 1968. The status of the lector was established in 1975. 1989 was a turning point for the Hungarian teaching in Jyväskylä, because in this year the hungarology program was jointly created by the cooperation of six university departments. This program worked for two decades. Currently the teaching on the undergraduate level has been discontinued, but the Hungarology PhD School is prospering. The educational materials for the Finns are at the forefront of the Hungarian language textbooks for foreigners. Since the 1960s most of the lectors who have worked in Finland made not just Hungarian but Finnish textbooks as well, including dictionaries and other educational materials. -
Krakkótól Wittenbergig Magyarországi hallgatók a krakkói, bécsi és wittenbergi egyetemeken a 16. században
23-50Views:110From Krakow to Wittenberg. Students from the Hungarian Kingdom at the Universities of Krakow, Vienna and Wittenberg in the 16th Century. This paper aims at collecting the students from the Hungarian Kingdom at the universities of Krakow, Vienna and Wittenberg in the 16th century. According to the medieval traditions, the majority of the students attended the university of Vienna and Krakow (90%) in the first quarter of the 16th century. After the battle of Mohács (1526), the situation changed
basically, and in the second period up to 1550, the University of Wittenberg started to rise, however, the total number of the peregrinating students decreased significantly. After 1550 the peregrination from the Hungarian Kingdom started to increase, however, its magnitude reached the level of the beginning of the 16th century again only in the 17th century. The heyday of the University of Wittenberg dates back to the second part of the 16th century, when the university of Krakow was hardly attended by any students of the Hungarian Kingdom. Whereas the universities of Vienna and Krakow attracted the students originated from the institutions’ neighbourhood, the university of Wittenberg was attended by the Saxons and it was also popular with the burghers of Debrecen. All the three universities had an organization for the students who came from the Hungarian Kingdom. However, the one of Vienna (Natio Hungarica) was not a national college in its modern sense; the one of Krakow (Bursa Hungarorum) was considereda national community in the first half of the 20th century. On the other hand, it seems more acceptable, that those students were its members, who originated far from Krakow. The college of Wittenberg (Coetus Ungaricus) was considered a national community, but its students must have chosen it because of their religious convictions, since many of them were engaged in the new ideas of the Reformation. Meanwhile, the most-known reformers from the 16th century attended these three universities, mainly Wittenberg. Both the first Hungarian Calvinist bishop, Márton Sánta Kálmáncsehi (Krakow 1523) and ‘the Hungarian Luther’, Mátyás Bíró Dévai (Krakow 1523, Wittenberg, 1528), moreover Ferenc Dávid (Wittenberg 1545), the founder and the first bishop of the Unitarian Church of Transylvania appeared at these universities. -
Ethnography and Folklore Studies at the Hungarian Universities until 1960
Views:182Ethnography and Folklore Studies at the Hungarian Universities until 1960. At the University of Budapest at the end of the 18th century it was Dániel Cornides (1732–1787) who dealt with issues of Hungarian ancient religion, while András Dugonics (1740–1818) paid attention to various aspects of Hungarian folk poetry (tales, idiomatic phrases, proverbs) and folk customs in his lectures. Descriptive statistics, reports of the state of affairs in various regions and ethnic groups within the country documented the ethnographic character of these areas and groups in the first half of the 19th century. In the second half of the century professors of Hungarian literature and language investigated and discussed these topics with a comparative European perspective at universities. Ethnographic and folklore-related knowledge was disseminated by excellent professors of classical philology and oriental studies. Professors of geography (János Hunfalvy, Lajos Lóczy) played a crucial role in providing information about faraway peoples and continents at the University of Budapest.
The first associate professor (Privatdozent) in ethnography was Antal Herrmann at the University of Kolozsvár (Cluj-Napoca, now Romania) in 1898. He delivered his lectures until 1918 in Kolozsvár, and between 1921 and 1926 in Szeged where the University of Cluj was relocated to. The first university department for ethnographic and folklore studies was established at the University of Szeged, where Sándor Solymossy, a scholar of comparative folkloristics, became professor. At the University of Budapest the first department for ethnography and folklore studies was founded for professor István Györffy, who primarily studied material culture and the people of the Great Hungarian Plain. His successors were Károly Viski (1942), then folklorist Gyula Ortutay (1946). In 1951 at the University of Budapest another department came into being for István Tálasi who was a scholar of material culture studies and historical ethnography.
The head of the ethnography and folklore department of the Hungarian University of Kolozsvár (Klausenburg, Cluj) was Károly Viski in 1940–1941, and Béla Gunda between 1943 and 1948. At the University of Debrecen established in 1912 a number of associate professors held ethnographic and folklore lectures between 1925 and 1949 (István Ecsedi, Károly Bartha N., Tibor Mendöl, Gábor Lükő), but an autonomous department was established only in 1949, led by Béla Gunda until 1979. At the University of Szeged Sándor Bálint was appointed professor of ethnography and folklore studies in 1949, but only after 1990 became it possible to provide M. A. degrees in ethnography and folkloristics. M.A. degrees in ethnography and folkloristics have been provided at the University of Budapest since 1950, while at the University of Debrecen since 1959.
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Magyarországi diákok hollandiai teológiai tanulmányai levéltári források tükrében
166-176Views:89Theological studies of Hungarian students in the Netherlands based on archival sources. Hungarian peregrination found their new routes after having banned Calvinists students from Wittenberg and after the fall of Heidelberg. Hungarian students visited Dutch universities from the end of the 16 th century till 1795 when French troops occupied the Netherlands. Most of the Hungarian protestants were Calvinists and the main goal of the peregrination academica was the education of Hungarian Calvinist clergymen. This papers aims at presenting the most important theological movements based on archival sources which originated from the Netherlands or reached the Hungarians Calvinist church through the Dutch universities: arminianism, puritanism and coccejanism. Hungarian representatives of these theological movements, their theological debates in the Netherlands and in their home church and furthermore their influence on the Hungarian/Transylvanian Calvinist church will be mentioned. In the last part I will examine the theological exams, testimonials and dissertations of becoming Calvinist theologists.
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A Római Egyetemi Magyar Tanszék 85 éve
77-89Views:110The History of the Hungarian Chair at the University of Rome. The first Chair of Hungarian Literature and Language in Italy was established at the University of Rome La Sapienza in 1930. At first, the chairmen of the position were the professional directors of the Hungarian Academy in Rome. Between the two world wars Hungarian was also taught in Bologna, Firenze, Milano, Napoli and Padova. Since 1965 in Padova and in Rome Hungarian visiting professors were teaching: in Rome János Balázs, József Szauder and Tibor Klaniczay academics, afterwards Péter Sárközy from 1979 to 2015. At the University of Rome has been founded in 1985 the Interuniversity Centre for Hungarian Studies, which publishes the „Rivista di Studi Ungheresi” (Hungarian Studies Review).
Hungarian Literature and Language are taught nowadays in Italy at universities of Bologna, Firenze, Napoli, Padova, Roma and Udine. -
Magyarországi hallgatók a bécsi és a krakkói egyetemen a Jagelló-korban (1491–1525)
7-22Views:101Students from the Hungarian Kingdom at the Universities of Vienna and Krakow in the Jagiellonian Age (1491–1525). This paper aims at examining the number of the students from the Hungarian Kingdom during the period of the Jagiellonian kings in Hungary. The importance of the topic is explained by the fact that 90 percent of the students attending foreign universities matriculated at these two institutions. It can be declared that the number of those who enriched their knowledge at these two universities increased
in this period. This growth stopped in the second half of the 1510s and the number of the Hungarian peregrinators radically decreased after 1521. The phaenomenon can be explained by the Reformation. Meanwhile, the war against the Ottoman conquerors has to be mentioned in the case of the Hungarian Kingdom. -
Egy évszázados adósság – A Magyar Értelmiségi Adattár (Repertorium Academicum Hungariae) elkészítése
149-172Views:246A centuries-old debt. The creation of the Hungarian Intellectuals’ Database (Repertorium Academicum Hungariae). Not school registers nor collections of archival sources were published about the Hungarian universities in the second half of the nineteenth and in the twentieth century. Similar books were publicised abroad much earlier about foreign institutions. Since Hungary has lost two third parts of its territory after the First World War the archival sources of these regions fell into foreign hands. Unfortunately,
during the time of the Hungarian revolution in 1956 a few archival sources of the University Archives has also perished. Until nowadays we knew very little about students who were educated at universities or any other ecclesiastical or secular higher educational institutes. In 2013 the MTA-ELTE History of Universities Research Group was formed with the purpose of collecting and transforming into a database every available personal and educational information about every higher educational students from the beginning to 1850. The name of this future database will be Repertorium Academicum Hungariae. According to our current knowledge before 1850 there were 108 institutes in Hungary, Croatia and Transylvania which provided higher-level education than the intermediate level. We have already processed the two-thirds of the collected data and we are going to continue this task. The final database will be useable together with the completed database of the foreign-educated Hungarian students. The electronic database will be contain information about nearly 400,000 matriculated students and it will be unquestionably a useful scientific source for the nations of the Carpathian Basin. -
Vándorévek külföldön – A Budapesti Műszaki Egyetem hallgatóinak és tanárainak tanulmányútjai 1899 és 1914 között
35-43Views:120The study-tours of students and teachers from the Technical University of Budapest 1899–1914. The Technical University of Budapest was a young institution by the end of the 19th century. It was officially founded in 1871, even though it had appeared in some forms from the 1840s. The Hungarian technical schools looked to copy the German model. To accomplish this they needed information about this type of higher education. Through studying the historical records it is possible to detect several forms of informationcollection, which can be seen as forms of communication. The Technical University of Budapest used to ask the German Technical Colleges and Universities about different matters in letter-form. Another form of this communication was the arranging of excursions to the partner-universities. Next, we can mention the doctor „honoris causa” awards, and furthermore the membership of Hungarian professors in German scientific academies or societies. And lastly are the study tours of students and teachers to mention. The visits by Hungarian students and professors from the Technical University of Budapest to European destinations were analysed, the purpose of which was to gather experience. It was a good period for such visits: the Hungarian government supported the studies, the part-time studies and the study-tours of Hungarian students and professors abroad. These studies usually involved the visit of factories, public institutions and scientific institutes. The students of the Technical University showed active participation in these projects. The main destination of these tours was Germany, sometimes as part of a complex Central-European journey. The participants applied for a scholarship, granted usually by the Ministry for Education and Religion.
It is worth seeing the method of applying for scholarships, the rules for the finances and the final reports on record. In the study these parts of the procedure are shown and the aim of these efforts is also highlighted: to benefit the Hungarian industry and transportation. -
A magyar protestáns peregrináció a 16–18. században
71-78Views:181Hungarian protestant peregrination in the 16th–18th century. Thanks to the researches of the last two decades nowadays we are able to nearly precisely determine the foreign educated Hungarian university students’ numbers and denominational affiliations. In the article I primary examined the order of magnitude of the catholic and protestant peregrination in the marked 3 centuries. In that era, the denominational characters of the different universities determined which students could attend their educations. Naturally, a few „tolerant” universities like Padova accepted students from every religion. In the research, we used the word „protestant” as generic term, because in the beginning of the 17th century it is nearly impossible to separate the Lutheran, Reformed and Unitarian students in the historical documents. The data of matriculations indicate that the protestant students represented a higher number in the Hungarian peregrination in every century however this fact was especially true for the 17th century. Namely, because the protestants usually matriculated at many different universities during their educations. Although, if we examine the summarized number of students who attended foreign education we gain nearly equal numbers about the Protestants and Catholics.
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Inscrutable Students.Searching for Enemy in Hungarian Universities at the Beginning of Fifties
Views:179„Unknowable Students”. „Searching for the Enemy” at the Hungarian Universities in the Beginning of the Fifties. The Communist Party organization of Hungarian universities, in order to fulfil one of their main tasks, i.e. to “unmask the enemy”, attempted to gather a lot of information about the students. They collected data through admission procedures about their class-origin, which was reckoned as basic indicator of their political reliability, while functionaries tried to force them to verbalize their opinion and to comment daily political events in obligatory courses of Marxism-Leninism and in other formal and informal discussions. Besides the identification of the “enemy”, the forcing of political statements had the purpose to get the chance to correct them. However, the overstraining of political issues, the circulating process of re-learning the same parts of Communist ideology over and over again, along with the overreaction of functionaries to politically “incorrect” opinions led to an unwanted effect. Reports on the effectiveness of contemporary practices of indoctrination stated several times that the ideological dissemination of knowledge does not provide some students with a world view, but rather a practical knowledge: the students, instead of revealing their real thoughts “learned to speak Marxism”.
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Magyar diákok hollandiai tanulmányai a kora újkorban
23-35Views:135The Study of Hungarian Students at Dutch Universities in the Early Modern Age. The aim of this paper is to give an insight into the study of Hungarian sholars at Dutch universities in the Early Modern Age. The method based primarily on numerical data concerning the number of students at a university in different periods divided by majors; previous educational background, SES status and occupation. The analysis also concerns the financial support of universities, provinces and cities students received at that time.
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Az egyetemi élet átolitizálódásának megnyilvánulása 1939-ben Debrecenben – hallgatói feljelentés Tankó Béla ellen és Hóman Bálint levele
117-120Views:179The Appearance of the Politicization of the University Life in Debrecen in 1939. A student’s Accusation against Béla Tankó and Bálint Hóman’s response. A very special source of the history of the Hungarian higher education and of the history of the University of Debrecen that accusation which was made in the autumn of 1939 by a student. This short and nameless letter was an accusation against professor Béla Tankó who had taken a note about the German origin of Bálint Hóman who was the Secretary of Religion and Public Education at that time. One of the students who was the member of the Árpád Comradeship Association wrote a short and modest letter to Hóman about it. This was a clear sign of the radicalization and the politicization of the whole society and of the life in the Hungarian universities. Also had been found the response of Bálint Hóman who sent back this accusation to Béla Tankó with a short letter in which he interpreted this as a wrong deliver. This unpleasant case had been solved by Hóman this way, but the radicalization of the students of the universities and the devaluation of the Hungarian political culture continued.
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Holland egyetemek hatása a 17-18. századi magyar orvoslás kultúrtörténetében
25-38Views:106INFLUENCE OF DUTCH UNIVERSITIES ON THE CULTURAL HISTORY OF MEDICINE IN THE 17TH AND 18TH CENTURIES. 97 students are known who were registered as a student of medicine at Dutch universities in the Early Modern Age. he basic subjects of medical training, botany and anatomy, were met by the universities and clinical education was also introduced. Hungarian students disputed and defended doctoral theses in the Netherlands under inluence of the newest philosophical and medical theories. After having inished their medical training abroad, they became doctors of towns and provinces in their home country. Some of them continued writing scientiic works or translated works of famous European doctors. he work of the most inluential Dutch medical doctor, Hermann Boerhaave was continued by his students in Vienna and Hungary, too. His name also appeared in literary works of the 18th century.
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Bencés diákok egyetemjárása a 17-18. században
86-103Views:81THE UNIVERSITY ATTENDANCE OF BENEDICTINE STUDENTS IN THE 17TH–18TH CENTURIES. In Hungary the Order of St. Benedict (Ordo Sancti Benedicti) ceased to exist during he Turkish occupation, and it only reorganized in 1639 at Pannonhalma. he present study reviews the list of monk’s names between 1639 and 1786 from the volumes of the orderly history from Pannonhalma. It argues that in the 17th century there were 44 students of the Benedictine order registered at some of the universities of the Habsburg Empire. hese universities were Nagyszombat, Vienna, Salzburg, and Olmütz. he prelatry of Pannonhalma sent the most talented pupils to carry on university level studies. In the 18th century, 48 Benedictine monks attended universities; 40 of them in Nagyszombat, 3 in Vienna, and 3 in Salzburg. Salzburg was the most respected Benedictine university in Central Europe. Quite a few students who studied here played an important role in the subsequent Hungarian history of the order, such as Egyed Karner, Placid Sajnovics and
Krizosztom Novák. -
ADDITIONAL FEES IN THE ISTVÁN TISZA UNIVERSITY. THE CHANGES OF THE STUDY COSTS ABOVE THE TUTION FEE IN DEBRECEN BETWEEN THE TWO WORLD WARS
151-174Views:60There were two types of study costs in the universities between the two World Wars, one of them was the tution fee, and the other one was the additional fee. The tution fee had been part of the Hungarian educational system since the middle of the 19th century. Those university students whose parents were in low social status with low income could get tution fee discount or exemption because of their financial situation. But in the case of the different kind of additional fees, there were not any discount or excemption because these fees required for the maintenance of several university institution, like university canteen, patient care fund, or the provision fund of the University Council. The system of these additional fees was different in the Hungarian universities, some additional fees were the same, some not. There were difference in the amount of the additional fees too. In this study, we can see the changes of the additional fee system in Debrecen between the two World Wars. All of the additional fees will be presented, for example canteen fee, patient care fund, and the two type of maintenance surcharges which were made due to the influence of the great economic crisis.
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Német egyetemi filozófiai hatások Schneller István morálpedagógiai rendszerében
23-33Views:175German Academic Effects on István Schneller’s pedagogical System. Having studied theology at German universities, Schneller István (1847–1939) got to the Department of Education at Kolozsvár University in 1895. He played an important role in having the Transsylvanian Hungarian University, suppressed in May of 1919, transferred to Szeged in the autumn of 1921. Schneller’s approach to the questions of pedagogy was that of an Evangelical theologian. He applied the term „personality pedagogy” to his pedagogy, thus referring to the fact that the process of moulding the individual into a personality was placed in the focus of his pedagogy. When searching the roots of Schneller’s moral anthropological concepts with regard to the history of ideas, the following influences are to be revealed: 1. The Protestant doctrine, the influence of the Herrenhut circle of the Evangelical Pietists, Ernst Daniel Schleiermacher’s influence. The process of becoming a member in the Domain of God is to be supported by the individual’s intimate religious experience. 2. The reception of Pestalozzi’s influence: The Swiss pedagogue’s ethical evolutionary theory is mainly discussed in the study titled „Meine Nachforschungen über den Gang der Natur…”. The three grades described there are as follows: Naturstand (Natural State), Gesellschaftlicher Zustand (Social State), Sittlicher Zustand (Moral State), which might as well be interpreted as the antecedents of Schneller’s conception. Schneller goes further on the road outlined by Pestalozzi, setting the process of ethicizing into a wider context. 3. The Kantian influence is equivalent to that of Pestalozzi. Schneller himself attempts to interpret Kant’ pedagogical conceptions discussed several times and in several ways as a unified system. On the basis of his university lectures, it can be recognized that Schneller reveals the following grades in the process of evolution described by Kant: 1. eudaimonism, 2. legality, 3. morality. Nonetheless, in favour of Schleiermacher’s principle of love, Schneller is reluctant to accept the emotionally rigorous ethical laws and the Kantian categorical imperative. Schneller as a charismatic pedagogue-professor at Kolozsvár, then at Szeged University, gathered a multitude of students around himself, many of whom (Varga Béla, Makkai Sándor, Kemény Ferenc, Imre Sándor), starting from and developing the intellectual world of personality pedagogy, became considerable theoreticians themselves. German Academic Effects on István Schneller’s pedagogical System. Having studied theology at German universities, Schneller István (1847–1939) got to the Department of Education at Kolozsvár University in 1895. He played an important role in having the Transsylvanian Hungarian University, suppressed in May of 1919, transferred to Szeged in the autumn of 1921. Schneller’s approach to the questions of pedagogy was that of an Evangelical theologian. He applied the term „personality pedagogy” to his pedagogy, thus referring to the fact that the process of moulding the individual into a personality was placed in the focus of his pedagogy. When searching the roots of Schneller’s moral anthropological concepts with regard to the history of ideas, the following influences are to be revealed: 1. The Protestant doctrine, the influence of the Herrenhut circle of the Evangelical Pietists, Ernst Daniel Schleiermacher’s influence. The process of becoming a member in the Domain of God is to be supported by the individual’s intimate religious experience. 2. The reception of Pestalozzi’s influence: The Swiss pedagogue’s ethical evolutionary theory is mainly discussed in the study titled „Meine Nachforschungen über den Gang der Natur…”. The three grades described there are as follows: Naturstand (Natural State), Gesellschaftlicher Zustand (Social State), Sittlicher Zustand (Moral State), which might as well be interpreted as the antecedents of Schneller’s conception. Schneller goes further on the road outlined by Pestalozzi, setting the process of ethicizing into a wider context. 3. The Kantian influence is equivalent to that of Pestalozzi. Schneller himself attempts to interpret Kant’ pedagogical conceptions discussed several times and in several ways as a unified system. On the basis of his university lectures, it can be recognized that Schneller reveals the following grades in the process of evolution described by Kant: 1. eudaimonism, 2. legality, 3. morality. Nonetheless, in favour of Schleiermacher’s principle of love, Schneller is reluctant to accept the emotionally rigorous ethical laws and the Kantian categorical imperative. Schneller as a charismatic pedagogue-professor at Kolozsvár, then at Szeged University, gathered a multitude of students around himself, many of whom (Varga Béla, Makkai Sándor, Kemény Ferenc, Imre Sándor), starting from and developing the intellectual world of personality pedagogy, became considerable theoreticians themselves.
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LÁSZLÓ SZÖGI: STUDENTS OF VOJVODINA AT THE HUNGARIAN ROYAL UNIVERSITIES AND COLLEGES 1736-1850
257-261Views:142Book review by Alex Durovics about the book of László Szögi "Students of Vojvodina at the Hungarian Royal Universities and Colleges 1736-1850"
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ON THE HISTORY AND SITUATION OF THE HUNGARIAN RECTORS’S CONFERENCE – SEEN FROM DEBRECEN
143-163Views:162The Hungarian Rectors’ Conference was established in 1988 by the rectors of 19 universities in the spirit of intensifying self-organization and representation of the interests of higher education. HRC undertook and played a decisive role in the change of our higher education, in consolidating its autonomy and social role, as well as in the preparation and implementation of the first Higher Education Act. The framework of its operation, the impact and effectiveness of its activities were further shaped partly by its own aspirations and partly by the frameworks provided or limited by the current government. Recently, the role and weight of HRC both in the radically modified domestic and the changing authoritative international higher education space has sharply decreased, although its active role would be important for our institutions, science and society: the voice of universities must be heard and recognized everywhere.
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Az 1912. évi XXXVI. törvénycikk „A Debreczeni és a Pozsonyi Magyar Királyi Tudomány Egyetem felállításáról” szövege és miniszteri indokolása
135-162Views:87The Text and Ministerial Preamble of Article XXXIV of 1912 ”About the Foundation of Hungarian Royal Universities in Debreczen and Pozsony”. The objective of this source publication is nothing else but the bill and its preamble, through which in 1912 the universities of Debrecen and of Pozsony, respectively, came to be established. The preamble signed by Minister of Religion and Public Education János Zichy well reflects all the aspirations and controversies which characterized Hungarian educational and higher educational policy at the end of the 19th century, and the path, punctuated by manifestations of zeal and regression, finally led to the foundation of the third and fourth university in Hungary. The thorough preliminary professionalism pervading the preamble which, despite the disunity of the political spectrum, made a success of the bill can be regarded as exemplary.
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Finding Experiments of New twechnical Universities in the First Deacade of the 20th Century- The Almost -Opened Technical University of Timisoara
90-101Views:197The Founding Experiments of New Technical Universities in the first Decade of the 20th Century. The almost-opened Technical University in Timisoara. Due to the need for industrial development in
the era of dualism and the overcrowding of the Royal Joseph Technical University, the founding of the second Hungarian technical university became one of the most pressing problems of higher education at the turn of
the 20th century. The professional public, the Royal Joseph Technical University and the government both imagined the establishment of the institution in Timisoara which was the industrial-commercial center of
Southern Land. They took into consideration economic, educational and national aspects as well. The concrete plans were completed by 1917, but due to historical events, the institution was founded only
in the autumn of 1920 as a Romanian Politechnic. In addition to Timisoara, Košice was the planned seat of the third Hungarian technical university, but the preparations were not as far away as in Timisoara. -
Klebelsberg Kunó kulturális politikája és a felsőoktatás
102 - 126Views:358The Cultural Policy of Kuno Klebelsberg and the Higher Education. The study presents the higher education policy of one of the best known and succesful Hungarian Minister of Religion and Education (1922–1931) Kuno Klebelsberg (1875–1932). As a politician of a state dismembered to one third of her original size-a consequence of the war loss and the Trianon peace treaty-he became a minister in miserable economic circumstances. With the contribution of him the stabilization of so-called refugee universities (from Kolozsvár and Pozsony to Budapest and then to Szeged [1921] and to Pécs [1923], the Academy of Minery and Forestry from Selmecbánya to Sopron [1918–1919]) could succesfuly be managed. Because of his conservative-liberal political attitude he tried to ease the effects of the so-called Numerus clausus Acts of 1920 which made the university entrance for Jewish Hungarians extremely serious. In 1928 he achieved the modification of that regulation. Instead of Budapest he supported the development of universities of Debrecen, Szeged and Pécs as a consequence of his well-grounded education policy based on decentralization. With his higher education policy he made great contribution to preserve the pre Great War Hungarian higher educational capacity in a dismembered Hungary lost 60% of her original population.
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UNGARLANDISCHE GELERTHE IM REPERTORIUM ACADEMICUM GERMANICUM (RAG) 1372-1526. PROJEKT, DATENBESTAND UND AUSWERTUNGSPERSPEKTIVEN
Views:27The Repertorium Academicum Germanicum (RAG) is a long-term digital project that has been researching the students and scholars of the Holy Roman Empire (HRE) between 1250 and 1550. In 2020, the RAG was integrated into the larger project Repertorium Academicum (REPAC), which now also includes the Repertorium Academicum Helveticum (RAH) and the Repertorium Bernense (RB). The three sub-projects analyse different European regions: the HRE in the RAG, the Swiss Confederation in the RAH and the territory of the city of Bern in the RB. REPAC is based at the Historical Institute of the University of Bern. The common goal of the projects is to create prosopographical foundations for the history of the impact of scholars and their knowledge in order to clarify the origins and developments of the modern knowledge society.
Methodologically, the projects combine approaches from social, university and knowledge history with digital prosopography. At the centre is a research database in which the biographical events of students and scholars are recorded. This data is localised geographically and temporally to enable dynamic visualisations on maps, in networks and time series. The analyses focus on the geographical and social mobility of individuals and on the dissemination and application of academic knowledge by individuals and institutions such as universities, schools, churches, monasteries, ecclesiastical and secular courts and tribunals. In addition, this digital methodology enables together with the tools for data visualisation the reconstruction of specific knowledge spaces analysing their determining factors.
This article explains this methodologies using the Hungarian scholars documented in the RAG. This group is a vivid example of the study of academic knowledge circulation and spaces in European networks, with the University of Vienna playing a central role as a mediator of knowledge. The Hungarian scholars demonstrate fundamental research perspectives that are particularly relevant for collaborative approaches: Since biographical data collection requires in-depth knowledge of the historical background of the respective region, an in-depth study of the Hungarian scholars in the RAG would be particularly insightful if their biographies could be digitally supplemented with information from regional or local libraries and archives.
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A nyugat-európai akadémiai tanulmányok és a magyarországi rámizmus
25 - 50Views:235Studies at Western European Academies and the Hungarian Ramism. Recent schools of the history of ideas do not study the „influence” of one outstanding personality primarily but more the way numerous thinkers receive and utilise elements of the sets of ideas connected to the name. It is especially true in the case of Petrus Ramus. The interpretation of Ramism is not feasible if we focus on exploring one coherent intention of the author (or several of them). It seems more fruitful to study the multi-faceted community of interpreters that was driven to hold certain positions by personal conviction, institutional needs, or confessional identity. These people found the suitable framework for asserting their positions in one or the other of the many processes of Ramism, that is, they connected their aspirations to paradigms that they believed to be Ramist. His earliest acquaintances from Hungary and Transylvania met Ramus in Paris, several of them before his conversion to Protestantism (1561). Outlining these early connections poses no problem, since there are only a handful of Hungarians who had personal connection to him. All of them are members of the humanist elite, professional philologists. The influence of Ramus that came from the German academic world to Hungary and Transylvania seems far more important than the sporadic and haphazard personal connections. These influences are much more multitudinous, because they grow out of the system of connections organically embedded in the studies of Hungarian youngsters at foreign universities. Obviously, Ramus could affect Hungarian and Transylvanian young people by this way only after his reception in Germany started to take shape. This means that this aspect of the processes can be discussed beginning with the 1570s. Early traces are sporadic, and a deeper, systemic influence on thinking and history of ideas in Hungary and Transylvania by Ramism is relevant only from the early 17th century.
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Felsőoktatási és tudományos intézmények képviselete a magyar Országgyűlés Felsőházában 1927-1944
79 - 93Views:247Representation of the Higher Educational and Scientific Institutions in the Upper House of the Hungarian Parliament in 1927–1944. The Upper House, what was the second chamber of the Hungarian Parliament, was functioning between 1927 and 1944 and followed the image of the Main House (House of Magnets) before 1918, but operated in a more democratic spirit and structure. Besides the aristocrats and the leaders of the church, the representatives of the higher educational and scientific institutions, and economic organizations deserved a place. The study overviews the Upper House representation of the Hungarian Academy of Sciences, universities in the capital and in the country, other scientific organizations, and other institutions of higher education, and there is enclosed a list of the representatives of the above mentioned institutions exactly to the day.
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The PAPAL RECOGNITION OF THE THE FOUNDING OF THE UNIVERSITY OF NAGYSZOMBAT (TRNAVA) IN 1635
89-125Views:113It is a cornerstone of Hungarian historiography that the foundation of the University of Nagyszombat in 1635 was merely approved by the Emperor. Pope Urban VIII refused to confirm it because of the lack of a medical and legal faculty. The present study establishes that, from the side of the Apostolic See and thus also from the side of canon law, recognition was granted by prior authorization to the foundation of the University of Nagyszombat (Trnava) by Archbishop Peter Pázmány in 1635. It turns out that the failure to obtain immediate papal confirmation of the foundation of the university on 12 May 1635 was due to the objections of the leadership of the Jesuit order. It proves that the Roman Curia's failure to solemnly confirm the founding of the Pázmány was not in fact due to the two-faculty nature of the institution, but rather to its Jesuit character. The reasons for this can be found in the more effective lobbying of the medieval universities and the mendicant orders, and the gradual decline of the Society of Jesus. Despite the subsequent confirmation by the Holy See, and the failure to grant university privileges in the form of a bull, the foundation of the university in 1635 may have been carried out with papal approval because Pázmány received a - preliminary - authorisation to found a university from Orban VIII in May 1632, during his imperial embassy to Rome.
