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• MANAGING BEHAVIORAL DIFFICULTIES OF THE FOLK SCHOOLS IN THE FIRST HALF OF THE 20TH CENTURY IN HUNGARY

  41-54

  Imre Pornói

  Views:

  167

  The end of the 19th century and the first half of the 20th century was a period of widening education and eradicating illiteracy in civil nation-states. The compulsory education laws also provided opportunities for the lower social classes to obtain a school qualification that also contributed to improving their social situation. The school as a socialization terrain, in its standards, behavioral and knowledge expectations, served the political and social stability of the current system. Because in many different groups of society they differ in many ways from the expectations of the school, in the behavior of the students, they caused the existence of permanent discipline problems, which were repeatedly dealt with in the pedagogical and psychological press and publications. Discipline generally meant creating an external order, in which the main role was the example of the teacher. During the reward and punishment, the goodwill and justice of the teacher were considered important. The forms of punishment were different at the school level. At elementary school, pupils were first given oral warnings. Then the parents were informed, then the teaching staff and the guardians took action. In secondary schools, punishment ranged from verbal reprimand to exclusion from school. In high schools, physical punishments were forbidden.

• THE MYSTERY OF THE CHILD PLAYING WITH PUPPETS, OR THE PUPPET THAT AMPLIFIES THE SOUL

  99-117

  Terka Láposi

  Views:

  220

  According to Teréz Virág (1998) a psychologist with regard to the 'mysteries' of the power of the puppet, three different spheres are worth investigating, namely the mysteries of the puppets, that of the child who plays with the object, and that of the puppeteer's. She views puppetry as creation, the puppeteer as the life-giver, and the puppet as an object of transition. When the aim is to develop the artistic methods as well as explore the 'general utility' of puppetry, it is worth further focusing on segments such as the making of the puppet, acting with the puppet, and perceiving the puppet play. These are three different viewpoints and three approaches. The study presents that the puppet in the child's hand is capable of embodying incomprehensible and insufferable feelings as well as making the unknowable accessible. In pedagogy today puppet play is believed to undoubtedly have a developmental impact, argued for widely with conventions, but it seems that there is still a lack of sincerely understanding of the being of the puppet and its mechanism of action, its principal essence. In my study, I elaborate on the questions of why and how puppet play can be of assistance, and what the puppet can actually mean in the child's hands. The puppet is an object, that makes a motion as it is assuming a role and takes action while portraying this role, it substitutes for someone or something. Being the puppet presupposes a space for the play, in which it takes the place of this someone/something by replacing what it represents. The primary goal of the study is to show that by playing with an object, a puppet lays a bridge in an abstract way between the visible and the invisible world, enabling thus art pedagogy to develop the child with its complex mode of action. The psychological mechanism of identification is best characterized by the eagerness to act, and the artistic genre of puppet play, providing the stage for action, is eminently capable of satisfying this urge. In the creative process, the approach of animation, the metaphorical thinking of the puppeteer, the abstraction as well as the development of the related assertive skills rely on all the operations of thinking; also, the simultaneity of the multi-lateral perception, the complex interpretation of communication play important roles.

• INTELLIGENT LOVE: PARENTS’ ACTION FOR CONDUCTIVE EDUCATION

  109-110

  Adrienn Oravecz

  Views:

  126

  The reviewed book is:

  Graham Jo Mcguigan Chas, Maguire Gillian(Eds). (2010): Intelligent Love. Birmingham (England): Conductive Education Press. ISBN 978-0-9569948-2-0

• NAZARETH SCHOOL AS A STIMULUS IN THE BIBLICAL FORMATION OF THE FAMILY COMMUNITY AGNUS DEI

  103-108

  Arkadiusz Krasicki

  Mira Klarin

  Views:

  146

  Every family seeks encouragement for their spiritual and sociological growth. This article brings research among 30 members of the Agnus Dei family community. We explored the impact of the biblical text, in particular, the Gospel of Mark on married couples who encounter daily difficulties in raising children, but also in the personal upbringing of adults. The researcher of this article was inspired by the characters of the holy family: Joseph, Mary and Jesus. Jesus ’upbringing in Nazareth and the boy’s upbringing enabled his parents’ personal spiritual formation. That part makes up the first part of the paper. It is followed by a survey among members of the Agnus Dei family community. Research has shown that there is a great interest in God’s word. Throughout the year, attendees had the opportunity to listen to commentaries on the Gospel of Mark. In addition to certain exercises, they applied instructions to daily life. The results showed that their family community was re-formed by the word of God. They felt an improvement in interpersonal relationships in the family but also in the community. The Nazareth school actually became a stimulus for all participants in catechesis.  Biblical methods in raising a family indicate positive results.

• INVITATION TO THE 'EARLY CHILDHOOD EDUCATION' INTERNATIONAL SCIENTIFIC CONFERENCE

  103-105

  . .

  Views:

  54

  Date: 2016. May 25-26.
  Place: Debreceni Egyetem Gyermeknevelési és Felnőttképzési Kar (Hajdúböszörmény, Désány István u. 1-9.)

• NEW "CONTACTS": MUSIC TEACHERS, THEOLOGY TEACHERS, AND 'SEN' STUDENTS

  39-53

  Ildikó Pető

  Views:

  157

  This study focuses on the integrated-inclusive education of the students with special educational needs from the side of two 'new' groups of teachers. After outlining the specific situation religious and music teachers perform in education a detailed analysis follows, which focuses on the facts of how these people see their own knowledge, difficulties, and needs in inclusive and integrated education. To assess their situation their results are compared to a so-called ’control group’. The study group is formed by the ’classic’ actors of public education, the teachers who teach general subjects.