Search

Search Results

• SPECIAL TREATMENT, 2022. Vol. 8. (1.)

  1-140

  Journal of Special Treatment

  Views:

  226

  Journal of Special Treatment, 2022. Vol. 8. (1.) - full text

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

  1-113

  Treatment Special

  Views:

  120

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

• SPECIAL TREATMENT, 2023. Vol. 9. (3.)

  1-168

  Treatment Journal Special

  Views:

  133

  Journal of Special Treatment, 2023. Vol. 9. (3.) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (4.)

  1-87

  Treatment Special

  Views:

  165

  Special Treatment, 2019. Vol. 5. (4.) - full text

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

  1-110

  Treatment Special

  Views:

  130

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

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

  1-119

  Treatment Special

  Views:

  290

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

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

  1-118

  Treatment Special

  Views:

  254

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

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

  1-138

  Treatment Special

  Views:

  317

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

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

  1-162

  Treatment Journal Special

  Views:

  207

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

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

  1-120

  Treatment Special

  Views:

  132

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

   

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

  41-52

  Renátó Támba

  Views:

  219

  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. Vol.10.(3)

  1-150

  Editorial office of Special Treatment Journal

  Views:

  52

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

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

  1-98

  Treatment Special

  Views:

  150

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

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

  1-119

  Treatment Special

  Views:

  263

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

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

  1-95

  Treatment Special

  Views:

  152

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

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

  1-210

  Special Treatment Journal

  Views:

  191

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

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

  1-139

  Treatment Special

  Views:

  256

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

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

  1-104

  Treatment Special

  Views:

  149

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

• Special Treatment, 2024. Vol.10.(2)

  1-107

  Editorial office of Special Treatment Journal

  Views:

  62

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

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

  1-121

  Treatment Special

  Views:

  254

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

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

  1-105

  Treatment Special

  Views:

  190

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

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

  1-126

  Special Treatment

  Views:

  288

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

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

  1-126

  Special Treatment Journal

  Views:

  213

  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:

  404

  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:

  144

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