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• CHILD CONCEPTION AND CHILDHOOD NARRATIVES IN THE LIGHT OF CRITICAL PEDAGOGY, CHILDHOOD SOCIOLOGY AND NARRATIVE PSYCHOLOGY

  41-52

  Renátó Támba

  Views:

  399

  In my thesis I attempt to define the basic concepts of the historical research of child conception and child perception, I try to emphasize the significance of narratives of childhood, and I point to the connection between the child conception, child perception, and the narratives. In the Hungarian pedagogical press, there aren’t yet carefully developed definitions, theoretical approaches regarding the researches of child conception and child perception, and that’s why we have to review that subject.  My study contains three main parts. In the first chapter I review the connections between the everyday pedagogical attitudes or perspectives and the child ideologies, then I analyze the relationship between the development-based pedagogy and the everyday pedagogical discourses, but I attempt to define the contemplative pedagogical attitude too. In chapter II I outline the concepts of child conception (child image) and child perception, and I point the relation between these concepts and the narratives of childhood. The last chapter is a summary with practical aspects, but I don’t show the paradigms of childhood history. In my theoretical overview, I try to answer that question: what kind of resources, components we can find in the different pedagogical views, and how to do these works under our researches. In my view, the child ideologies determine the pedagogical discourses of the different ages, and instead of the totalizing child conception of development-bases pedagogy we try to find new paradigms, e. g. the narrative psychology, the critical pedagogy and the new childhood-sociology, therefore these paradigms are more efficient for the child-rearing practices and our researches. Namely, we can’t vocalize the children’s perspective by the comparison to the adult gauge, therefore we prefer the contemplative, narrative methods, which leave open the frame of interpretation (reference).

• Special Treatment, 2024.10.(4.).

  1-193

  Editorial office of Special Treatment Journal

  Views:

  255

  Journal of Special Treatment, 2024.10.(4.) - full text

• SPECIAL TREATMENT, 2020. Vol. 6. (3.)

  1-119

  Treatment Special

  Views:

  576

  Special Treatment, 2020. Vol. 6. (3.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (4.)

  1-118

  Treatment Special

  Views:

  503

  Special Treatment, 2021. Vol. 7. (4.) - full text

• Special Treatment, 2026.12(1).

  1-166

  Editorial Board of Special Treatment Journal

  Views:

  71

  Journal of Special Treatment, 2026.12(1). - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (2.)

  1-138

  Treatment Special

  Views:

  584

  Special Treatment, 2021. Vol. 7. (2.) - full text

• SPECIAL TREATMENT, 2023. Vol. 9. (2.)

  1-162

  Treatment Journal Special

  Views:

  353

  Journal of Special Treatment, 2023. Vol. 9. (2.) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (3.)

  1-120

  Treatment Special

  Views:

  426

  Special Treatment, 2019. Vol. 5. (3.) - full text

   

• Special Treatment, 2024. Vol.10.(3)

  1-150

  Editorial office of Special Treatment Journal

  Views:

  218

  Journal of Special Treatment, 2024.Vol.10.(3) - full text

• SPECIAL TREATMENT, 2018. Vol. 4. (2.)

  1-98

  Treatment Special

  Views:

  411

  Special Treatment, 2018. Vol. 4. (2.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (3.)

  1-119

  Treatment Special

  Views:

  554

  Special Treatment, 2021. Vol. 7. (3.) - full text

• Indifferent Learning in the Social Network: An Extended Theoretical Interpretation of Cultural Patterns and Parental Attitudes

  97-110

  Dalma Lilla Dominek

  Views:

  17

  Theories of social learning traditionally distinguish between three fundamental models: supportive, compensatory, and neutral learning models. The neutral model assumes that an individual’s learning processes and outcomes are independent of the social environment, serving as an analytical null hypothesis in the study of social learning. Contemporary research in cultural psychology and educational sociology, however, highlights that cultural norms, value systems, and parental attitudes are deeply embedded factors shaping individual learning strategies. This paper aims to provide a detailed theoretical formalization of the neutral learning model and critically analyze it from the perspectives of cultural differences and parental influences. The study offers an extended theoretical review of the model’s limitations, explores the hidden mechanisms through which social and familial dimensions affect learning, and proposes an integrative methodological framework to guide future empirical research.

• SPECIAL TREATMENT, 2017. Vol. 3. (4.)

  1-95

  Treatment Special

  Views:

  427

  Special Treatment, 2017. Vol. 3. (4.) - full text

• SPECIAL TREATMENT INTERDICIPLINARY JOURNAL, 2023. Vol. 9. (1.)

  1-210

  Special Treatment Journal

  Views:

  370

  Special Treatment Journal, 2023. Vol. 9. (1.) - full text

• SPECIAL TREATMENT, 2020. Vol. 6. (2.)

  1-139

  Treatment Special

  Views:

  512

  Special Treatment, 2020. Vol. 6. (2.) - full text

• SPECIAL TREATMENT, 2016. Vol. 2. (3.)

  1-104

  Treatment Special

  Views:

  407

  Special Treatment, 2016. Vol. 2. (3.) - full text

• Special Treatment, 2024. Vol.10.(2)

  1-107

  Editorial office of Special Treatment Journal

  Views:

  206

  Journal of Special Treatment, 2024.Vol.10.(2) - full text

• SPECIAL TREATMENT, 2018. Vol. 4. (3.)

  1-121

  Treatment Special

  Views:

  670

  Special Treatment, 2018. Vol. 4. (3.) - full text

• SPECIAL TREATMENT, 2015. Vol. 1. (4.)

  1-105

  Treatment Special

  Views:

  486

  Special Treatment, 2015. Vol. 1. (4.) - full text

• Special Treatment Interdisciplinary Journal, 2025.11(4)

  1-201

  Editoral Board of Special Treatment

  Views:

  180

  Journal of Special Treatment, 2025. Vol.11(2)-full text

• SPECIAL TREATMENT, 2021. Vol. 7. (1.)

  1-126

  Special Treatment

  Views:

  553

  Special Treatment, 2021 Vol. 7. (1.) - full text

• SPECIAL TREATMENT INTERDISCIPLINARY JOURNAL, 2021. Vol. 7. (4.)

  1-126

  Special Treatment Journal

  Views:

  321

  Special Treatment Interdisciplinary Journal, 2022. Vol. 8. (4.) - full text

• THE PROCESS OF STUDENTS' SOCIALIZATION - FROM THE ASPECTS OF LECTURERS

  19-33

  Veronika Bocsi

  Views:

  523

  The aim of this study is to describe the university students’ socialization from the aspect of educational sociology. We will use the phenomena of institutional socialization and the training of intellectuals as a base of our theoretical frame. The study will focus on the changing world of universities as well. From the beginning of our research project (September 2019), 21 interviews were made with university lecturers from ten segments of training courses and seven cities of Hungary. The analyzed fields were the following: the description of the student body, the institutional and cultural climate of the universities, and the process of students’ socialization. According to our empirical findings, various patterns can be found and these patterns were shaped by the size of the city, the disciplines, the prestige of the training course, the features of the student body, and institutional policies. Campus-off circumstances are important as well for example the mediatization and the changing forms of cultural activities. 

• SPECIAL TREATMENT, 2016. Vol. 2. (4.)

  1-114

  Treatment Special

  Views:

  391

  Special Treatment, 2016. Vol. 2. (4.) - full text

• SPECIAL TREATMENT JOURNAL, 2024. Vol. 10.(SI)

  1-183

  Editoral Board of Special Treatment Journal

  Views:

  266

  Journal of Special Treatment, 2024. Vol.10.(Special Issue) - full text