Browsing by Author "Vincze, Beatrix"

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    “Garden-School, Garden City and Garden-Hungary” – Pedagogical and Life Reforms Alternatives in Hungary between the Two World Wars
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Vincze, Beatrix; Technická univerzita v Liberci
    “Garden-School, Garden City and Garden-Hungary” – Pedagogical and Life Reforms Alternatives in Hungary between the Two World Wars The paper brings into focus the Hungarian pedagogical and life reform concepts in the interwar period. The reform alternatives criticized the modernism and reflected their negative influences. Most of these tendencies looked for the solution of land reform and social problems. The attention of Hungarian intellectuals turned to rural Hungary. Proponents of the “New Education” saw the solution in folk education and wanted to create a new middle class out of poor peasantry. The official reform and theoretical concepts aimed at preserving the agrarian character of Hungary for the future. The garden (nature, countryside) was a common theme among the initiatives. The study presents three achievements of the period: the garden city of Budapest (Wekerle settlement), the Garden-School (Szeged) and the Garden-Hungary concept as a third way theory in the form of “Quality Socialism” (by László Németh). All these educational and social reforms reinterpreted the categories of nation and folk.
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    Looking for the Personal and Professional-pedagogical Identification of Middle School Teachers during the Communist Period (1949–1989) in Hungary
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Vincze, Beatrix; Technická univerzita v Liberci
    The aim of this thesis is to show how identity and professional-pedagogical identification in pedagogy were transformed in the second half of the 20th century under the totalitarian communist dictatorship in Hungary. He gives examples and wants to demonstrate that memory (remembering) not only makes the present but also reveals the experience of the past and transfers it in its personal character into the present. Memory (the practical past) makes possible what is lost through the repeated experience of life. Furthermore, she uses the personal life histories of secondary school teachers to demonstrate that remembering has a significant impact on the production of (new) historical knowledge at both individual and group levels (Gyáni, 2020, p. 354).
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    Museumspädagogik im digitalen Raum und die Pandemiezeit ‒ ihre transitiven Prozesse und Rituale
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Kempf, Katalin; Vincze, Beatrix; Németh, András; Technická univerzita v Liberci
    As a specific pedagogical transformation of the above-mentioned cultural anthropological approach, the article attempts to answer the questions motivated by museum pedagogy. They are: a) What transitional processes are evident in the world of traditional museums because of digitalisation in the informal processes of museum knowledge transfer? b) How do these processes affect the behaviour of museum visitors and the rituals of the museum visit itself? The topicality of the research to be presented is that museums closed because of the COVID pandemic have been permanently transformed into virtual space, which has fundamentally changed the range of museum content and their museum education programmes. Research complementing the topic analyses the websites of Hungarian museums and examines the main characteristics of virtual visitors (need-based information, search, and user activities) and changes in visitor behaviour. It analyses a) how visitor rituals develop, b) how specific elements of these specific transitional changes appear in cyberspace. The research intervals were Spring quarantine 2020, reopening in summer and closure period from autumn 2020 to spring 2021.