Search
Search Results
-
SPECIAL TREATMENT, 2016. Vol. 2. (1.)
1-112Views:87Special Treatment, 2016. Vol. 2. (1.) - full text
-
THE MYSTERY OF THE CHILD PLAYING WITH PUPPETS, OR THE PUPPET THAT AMPLIFIES THE SOUL
99-117Views:130According 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.
-
SPECIAL TREATMENT, 2020. Vol. 6. (4.) - FULL TEXT
1-111Views:212Special Treatment, 2020. Vol. 6. (4.) - full text
-
TEACHER COMPETENCES IN SÁNDOR IMRE'S PEDAGOGICAL SYSTEM: "A TEACHER SHOULD NOT COMMAND RATHER STEER UNNOTICED" (IMRE, 1928, 196.)
55-62Views:136In this paper, referring back to the Hungarian didactic traditions, the author is examining the pedagogical thoughts of a 20th-century Hungarian educator, Sándor Imre. The main statement of this paper is that his educational work has an impact on today’s modern education.
-
BOOK REVIEW
97-99Views:73The recommended book is:
Strzalkowski, Ralph (2013): Never, never quit My Conductive Education. Conductive Education. England: Press Birmingham -
SPECIAL TREATMENT, 2022. Vol. 8. (2.)
1-167Views:114Journal of Special Treatment, 2022. Vol. 8. (2.) - full text
-
SPECIAL TREATMENT, 2018. Vol. 2. (2.)
1-110Views:85Special Treatment, 2016. Vol. 2. (2.) - full text
-
SPECIAL TREATMENT, 2023. Vol. 9. (3.)
1-168Views:116Journal of Special Treatment, 2023. Vol. 9. (3.) - full text
-
SPECIAL TREATMENT, 2018. Vol. 4. (1.)
1-91Views:104Special Treatment, 2018. Vol. 4. (1.) - full text
-
TEACHERS' ROLE IN THE TALENT DEVELOPMENT
5-19Views:187This study focuses on teachers who work with gifted and talented students. Its central questions are: What are the distinctive characteristics of these teachers? How can we diagnose these characteristics? Can we develop these characteristics? What special roles have the teachers in case of talent identification and development? These questions have been in the center attention of talent education for more decades, and now, this paper gives a possible answer.
-
SPECIAL TREATMENT, 2019. Vol. 5. (4.)
1-87Views:127Special Treatment, 2019. Vol. 5. (4.) - full text
-
SPECIAL TREATMENT, 2017. Vol. 3. (2.)
1-122Views:106Special Treatment, 2017. Vol. 3. (2.) - full text
-
SPECIAL TREATMENT, 2022. Vol. 8. (1.)
1-140Views:212Journal of Special Treatment, 2022. Vol. 8. (1.) - full text
-
THE AIM AND EFFECT SYSTEM OF CONDUCTIVE EDUCATION, I.E.THE PROCESS OF ESTABLISHING THE ORTHOFUNCTION
73-93Views:296This study is aimed to introduce the position and the necessity of conductive education in the education, instruction, and development of persons with motor disabilities. The primary aim of conductive education is to improve the quality of life of individuals living with disabilities of central nervous origin. For this purpose, a specific effect system has been developed in the past 70 years which guarantees the efficiency of the method. Its concept of humankind is holistic which is reflected also by the complexity of the education process. Rehabilitation is approached from the aspect of pedagogy, thus it is seen as learning and re-learning and this is manifested in every minute of the daily routine. In the present study, the interrelations within the goal and effect system of conductive education are analyzed through the specialist literature of conductive education written in Hungarian as part of complex theoretical research. During the analysis, the author aspired to identify and separate the factors of conductive education, to analyze their functioning and to explore the underlying principles, which offers the opportunity for theoretical-academic modeling. The meaning of the terms orthofunction and dysfunction is examined in a separate chapter of the study with regard to their impact on the target setting and the effect system.
-
SPECIAL TREATMENT, 2020. Vol. 6. (3.)
1-119Views:251Special Treatment, 2020. Vol. 6. (3.) - full text
-
SPECIAL TREATMENT, 2015. Vol. 1. (3.)
1-90Views:129Special Treatment, 2015. Vol. 1. (3.) - full text
-
SPECIAL TREATMENT, 2019. Vol. 5. (3.)
1-120Views:106Special Treatment, 2019. Vol. 5. (3.) - full text
-
The Discourse on Hygiene in Relation to the Role of Public Teachers in the ’Néptanítók Lap’ between 1922–1924
7-17Views:31The Covid epidemic has highlighted that the health care system alone is not enough to tackle a pandemic affecting a large population. In addition to medical and public health activities, there is also a need for educational activities in the education subsystem, involving the professionals involved. This is why it is important to look at the issue of health education in schools from a historical perspective, given the epidemics of our time. In the turbulent social and political environment following the First World War, public health was a less favoured area for policy-makers, while the physical and psychological trauma of soldiers returning from the war and the health of those left behind was a serious problem. The virulent Spanish flu, which affected millions of families across Europe, the devastating tuberculosis in our country, but especially the diphtheria and influenza, which were dangerous for children, posed a serious challenge to the scientific and educational scene in Hungary. The spread of a healthy lifestyle and education was not helped by the environment of schools (attitude of the maintenance staff, quality of the built environment, sociocultural tradition of the rural population, rapid spread of urban life). The alternative health approach and the life reform movement, although sporadically emerging in the period, did not appear in the mainstream of pedagogy, and health education progressed slowly, while, for example, child mortality, which is also linked to the health-conscious behaviour of parents, was blatantly high. The appointment of Kuno Klebelsberg as minister (1922) can be seen as a paradigm shift, as he is not only exposed as a minister with considerable experience in state administration, but also as a conceptual cultural politician who understood the challenges of education and popular education at the micro and macro levels. In our research, we analysed the relevant issues of the People's Teachers' Journal - a standard-setting publication of the Ministry of Education and Religious Affairs, which serves as a guide for teachers in practice - using qualitative thematic content analysis. The selected period: 1922–1924. Our questions are: how is the situation of school health reflected in the journal? What roles and tasks do and would policy-makers delegate to the folk teachers? What extracurricular tasks do they assign to teachers in the field of health education? Are there any patterns in the discourse in relation to school leaders? How have the teachers' organisations received it and what suggestions have they made to policy-makers and practitioners?
-
SPECIAL TREATMENT, 2017. Vol. 3. (3.)
1-113Views:80Special Treatment, 2017. Vol. 3. (3.) - full text
-
SPECIAL TREATMENT, 2021. Vol. 7. (4.)
1-118Views:210Special Treatment, 2021. Vol. 7. (4.) - full text
-
SPECIAL TREATMENT, 2016. Vol. 2. (3.)
1-104Views:107Special Treatment, 2016. Vol. 2. (3.) - full text
-
SPECIAL TREATMENT, 2023. Vol. 9. (2.)
1-162Views:152Journal of Special Treatment, 2023. Vol. 9. (2.) - full text
-
THE POSSIBILITIES OF MUSEUM PEDAGOGY AND TALENT DEVELOPMENT IN A VIRTUAL MUSEUM
89-99Views:377The present study compares the real and the virtual museums from viewpoints of foundation and operating, visitor experiences, safety and security, and museum services. At the end of the study, there are examples of the pedagogical (e.g. talent developmental) possibilities of a Virtual Museum from the aspect of education, development of cognitive abilities and personality, and the methodological development and the incentive of achievement.
-
SPECIAL TREATMENT, 2015. Vol. 1. (2.)
1-103Views:86Special Treatment, 2015. Vol. 1. (2.) - full text
-
AXIOLOGICAL ISSUES COMMON TO SOCIAL PEDAGOGY AND SOCIAL WORK – HUNGARIAN TRANSLATION
103-109Views:182An attempt to find issues common to social pedagogy and social work should include the reference to the basic determinants of these forms of social activity. The fundamental assumptions of both pedagogy and social work are based on values. In the axiological dimension of accompanying a person in their development values related to human dignity, self-fulfillment and social functioning must be taken into account. It needs to be highlighted that some areas of modern pedagogy still lack the reference to the axiological assumptions. This may result in inappropriate educational attitudes as well as deficiencies in the social dimension of human life. There seems to be a serious lack of axiological references in the field of social work. It is particularly noticeable in the case of attempts to counteract domestic violence. Emphasis given to values that constitute social pedagogy and social work may help to strengthen the relationship between these scientific disciplines and forms of social activity. Defining basic values, presenting ways how to implement them, and overcome anticipated difficulties may result in attitudes based on the recognition of human dignity as well as on the multidimensional nature of life. Academic education which prepares students to professionally implement social support is a crucial element of the relationship between pedagogy and social work.