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THE ELEMENTARY SCHOOL-TEACHING IN THE REFLECTION OF THE CONTEMPORARY TABLOID PRESS AT THE DAWN OF THE 1930S
39-54Views:129The pedagogue's ethos and the process of professionalization of elementary school teaching in the early 1930s already have serious literature, but it's also interesting to examine the underestimated expertise of the era in other aspects. The goal of our research was to analyze the contents of two tabloids which had the largest reading camps in the first half of the 30s on the subject of teaching. Following the American-style tabloid traditions, 'Az Est' was a politically independent journal that tried to inform and entertain its readers as a market leader with an outstandingly large and qualitative correspondent network. The ’8 Órai Újság’ – founded in 1915 – defined itself as a tabloid close to the government. It identified itself especially as the concurrency of "Az Est". Both of these had remarkable readership therefore their opinion-shaper, conversation-creates power is indisputable. Unfolding the quality of their professional content, which are focusing on primary education, pedagogues, and their activities could be intriguing. What is the connotation of the mentioned articles, what kind of picture do they paint of the pedagogues in the eyes of the reader? We paid particular attention to reveal how do teachers and institutions working with children with disabilities appear in the papers. We hope that we can not only learn about the problems of the pedagogues, their professional successes and difficulties but also with the help of the articles we can gain insight into the political and public sentiment of the era.
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INTELLIGENT LOVE: PARENTS’ ACTION FOR CONDUCTIVE EDUCATION
109-110Views:99The reviewed book is:
Graham Jo Mcguigan Chas, Maguire Gillian(Eds). (2010): Intelligent Love. Birmingham (England): Conductive Education Press. ISBN 978-0-9569948-2-0
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GENESIS
105-107Views:80The reviewed book is:
Schenker, Rony (2016): Genesis. Birmingham (England): Conductive Education Press. ISBN 978-1-36-679717-9
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INTERNATIONALISING CONDUCTIVE EDUCATION - REPORTS FROM RECENT ADVANCES IN CONDUCTIVE EDUCATION
101-103Views:109The reviewed book is:
Sutton, Andrew, and Maguire, Gillian (2010): Internationalising conductive education. Birmingham (England): Conductive Education Press. ISBN 978-0-9569948-1-3
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BOOK REVIEW
97-99Views:73The recommended book is:
Strzalkowski, Ralph (2013): Never, never quit My Conductive Education. Conductive Education. England: Press Birmingham -
The First Steps of the Auxiliary School at the Turn of the 19th and 20th Centuries in Hungary
111-118Views:33Among the public education efforts at the end of the 19th century, the compulsory school attendance. There were a significant number of compulsory school children whose physical and mental condition did not allow them to attend public schools. For them, they also looked for opportunities at the international level that would help them become useful members of society. This was provided by the auxiliary school for disabled children. At the turn of the century, the need for this became clear not only to professionals, but also to the government. The pedagogical press of the turn of the century also dealt with the admission possibilities of these students, the training of their teachers, their teaching methodology, and their future employment opportunities.
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SPECIAL TREATMENT OF THE CSR
27-41Views:108According to a broader definition offered by Kotler and Lee (2007, 10 p), the focus of corporate social responsibility (CSR) is on „selecting an initiative that will do the most good for the social issue as well as the corporation”. Following this line of reasoning, the purpose of this study is to examine through the use of practical examples those activities of CSR that can be in connection with the category of special treatment. To be more specific, these are CSR activities are related to the treatment of persons with a physical or mental disability and the treatment of people with reduced capacity to work. When it came to reviewing the activities of the selected companies, the CSR activity of Hungarian Affiliate of a global pharmaceutical company (company1) was considered as base. The CSR activities of the four other companies and company1 were evaluated by performing a content analysis of their websites. Due to the diverse sources of information, the news of 2015 and the press releases available on their websites were analyzed separately. The content analysis of the Sustainability reports and websites of the selected companies, supplemented with the latest company news, has opened the door to the preparation of a wide-spectrum activity inventory on the CSR areas related to the treatment of persons with a physical or mental disability and the treatment of people with reduced capacity to work.
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MANAGING BEHAVIORAL DIFFICULTIES OF THE FOLK SCHOOLS IN THE FIRST HALF OF THE 20TH CENTURY IN HUNGARY
41-54Views:149The 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.
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CHILD CONCEPTION AND CHILDHOOD NARRATIVES IN THE LIGHT OF CRITICAL PEDAGOGY, CHILDHOOD SOCIOLOGY AND NARRATIVE PSYCHOLOGY
41-52Views:176In 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).