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• The social representation of radicalism among young people

  64-78.

  Istvan Muranyi

  Views:

  46

  In the study, using data from an international research (Myplace), relying on the theory of
  social representations, we examined the understanding of radicalism of young people aged 15
  to 26 and living in two towns in Hungary (Ózd and Sopron) which differ significantly regarding
  their political socialization. In accordance with an empirical method based on the theory,
  we analyzed the relationship between young people’s attitudes towards nationalism and the
  democratic principles and the representation of radicalism, following the structural and content
  characterization of the representation of radicalism through the quantification of associational
  responses received in the questionnaire survey conducted in 2012.

• Social representation of rural youth identity

  101-113.

  Murányi István

  Views:

  44

  In this paper, we investigate the local and self-identity characteristics of socio-cultural groups based on social representation theory and one of its methods (association method). Carried out on a sample of rural youth, the analysis focused on the relationship between the four groups, distinguished by their social representations of identity, with different intensities of meaning and the sociological background variables. In addition to the expected results, the hypothetical explanation for the contradiction in the emotional attachment and mobility variables can be further empirically confirmed.

• The Situation of Adult Education in Seclerland: Summary of professional analyzes from the decades following the regime change

  93-108

  Adél Kiss

  Views:

  35

  The study uses previous analysis and research reports to review the evolution of adult education.
  It presents the national and regional contexts, after that engages in the detailed presentation
  of adult education – structures, conditions, practices and functioninig – in Harghita county.
  One of the conclusions from the review of previous analysis and research reports is that the
  basic practices of adult education evolved during the first two decades of transition are still
  very dominant in today’s functioning of adult education. The possible current chances of adult
  education are not yet exploited neither in regional policy planning nor in regional development
  practice. There are further research and development tasks and opportunities in adult education.