Vol. 75
(2025)
Issue 05-06 | DATE OF PUBLISHING: 2025-07-22 ABSTRACTS | 5-12 | KÁDÁR, JUDIT – FERENCZ, GYŐZŐ The following article features a conversation with Professor Győző Ferencz, a literary historian, poet, and former head of the Department of English Language and Literature at ELTE. It explores the Department's history following World War II, particularly during his time as a student in the 1970s. The discussion emphasizes the Department's role in connecting English-language cultures in Hungary, largely isolated by the Iron Curtain. Additionally, the conversation highlights the emergence of Irish Studies and Professor Ferencz's contributions through his translations of Irish poetry. |
| 13-36 | KÓS, KATALIN – HERPAINÉ DR. LAKÓ, JUDIT – SIMON, ISTVÁN ÁGOSTON Job opportunities for recreation managers in Hungary are limited. This is due to the lack of positioning in the labour market and the very low financial appreciation and social status of professionals (Lacza, 2010, 2014). This research sheds light on the perceived problems from the employee's perspective by examining the career motivation of university students and graduates. To investigate the career-related motivational factors behind studying at university, a version of Watt and Richardson's FIT-Choice Scale adapted for recreationists was used, supplemented by general sociodemographic questions from the DPR 2020 questionnaire. The results show that students (n=72) agree that satisfaction with choice, morale, high demand, career as a professional, working with children and adolescents, social contribution and enhancing equal opportunities, shaping the future of children and adolescents, time with family and specific skills are among the responsibilities of the recreation management profession. The overwhelming majority of respondents do not consider recreation management to be an easy job – easy assignment, nor do they consider social impact, social status and social disempowerment, and good pay to be typical of those who choose recreation management as a career. The importance of international acceptance of the profession (interoperability) and the emphasis on internal career value are also stressed. |
| 37-58 | SZŰCS FATIN, FANNI This study examines how experiential learning can contribute to deepening the human–nature connection. Drawing on the theoretical frameworks of ecological identity, biophilia, and ecopsychology, the author emphasizes the importance of childhood nature experiences in shaping environmental attitudes. The paper focuses on the Catharsis Complex Art Therapy method and pedagogical approaches that integrate nature into the learning environment. Special attention is given to the intersections of experiential and art-based pedagogies, exploring how these can support sustainable value formation, emotional attunement to natural rhythms, and the unfolding of internal psychological processes. The study aims to outline a pedagogical approach in which nature is not merely a theme but a transformative space for education. |
| 59-62 | ERŐSS, ISTVÁN – SZEPESI, JUDIT This short conversation reveals important details about István Erőss' career as a teacher and school leader, his work as rector, and his pedagogical and creative attitude – as well as the dynamics of art universities and the development of their institutional approach in recent times.
István Erőss has been a university professor since 2015. From 2008 to 2018 he headed the Department of Visual Arts (later: Institute) of Eszterházy Károly University in Eger. He is credited with introducing nature art into higher education. He has published two books on the subject, Nature-Art in 2011 and Body in the Landscape in 2021. He has been the rector of the Hungarian University of Fine Arts since August 2021. |
| 63-70 | BARTA, RÓBERT – KÉRI, KATALIN At the István Széchenyi Secondary School in Sopron, under the guidance of the school’s Digital Pedagogical Working Group, a digital class has been launched in each grade for the past five years. The methodological framework—designed to support modern, project- and problem-based learning—was developed by the high school’s innovative and creative teachers. For the students and teachers of these digital classes, teamwork, project-based work, cooperation, responsibility for tasks completed in pursuit of shared goals, openness, problem-solving thinking, and the expression of creativity are all natural and everyday aspects of school life. To support these goals, the teaching staff has incorporated the most up-to-date digital tools and shifted part of the learning process into the digital space. In this interview, professor Katalin Kéri of the University of Sopron engages in a discussion with Róbert Barta—mathematics and physics teacher, master pedagogue, and head of the working group—who is one of the main developers and leaders of the innovative programme. |
| 71-79 | KŐRÖSI, KRISZTINA – ÁRVAI, DOROTTYA GRÉTA – DEMECS, ÉVA – MERÉNYI, ZSUZSA – NYITRAI, ERZSÉBET Our wide range of training courses to assist with thesis writing was expanded in the fall of 2024, with the implementation of the WeCheck your references – service. In the frame of this service, we reviewed the references in graduating students’ theses, according to APA standards and made suggestions for correcting errors. The new service is based on our long-standing and continuously updated training course on referencing. As a result of the check, we built a database from the items in the reference lists to identify typical errors. The result of the analysis is used to update the content of our referencing course and improve our guides. |
| 80-96 | MEDOVARSZKI, ISTVÁN To address issues emerging in local pedagogical practices, implementing pedagogical action research can be regarded as a practical solution. In our study, we examine which focus areas outlined in the „Guidelines for the Certification Process Aiming at the Master Teacher Level” align with action research. According to the document, the role of a master teacher can be described using a four-dimensional activity model, which can be easily connected to the characteristics of action research. Our paper explores whether such a program can be realized within a multi-cycle action research framework, and whether the guidelines contain any explicit passages that could motivate teachers to develop and implement action research projects. |
| 97-107 | KISS, DÁVID Questions of the implementation of popular literature in the curriculum are a dominant part of today's discourse on methodology. In my paper, I will examine the representation of popular literature in the textbooks based on the 2012 and 2020 National Curriculum. My textbook analysis is a qualitative, comparative analysis, comparing textbooks on the same topic in order to draw different perspectives on the approach and evaluation of popular literature. By examining the tasks, I have inferred the quality of the textbooks' function in guiding and supporting learning, and have tried to show the role that each textbook intends popular culture to play in the teaching of today's students. |
| 108-111 | DARVAI, TIBOR Péter Donáth is one of the most relevant experts on radical changes in education and education policy in the 20th century. His book published in 2025 also relates to this topic. Now he analyses the impact of the radical political and social transformations of 1918–1919, 1945–1949, and 1956 on teacher training institutions in Hungary. |
| 112-119 | PARDI-OLÁH, ROBERTA This paper focuses on the pedagogical aims of a lesser-known American movement in Hungary, called Transcendentalism, and more concretely, the ideas and methods of educating girls by the Alcott family. In her world-famous novel, Little Women, Louisa May Alcott portrayed the characters from her own family members, commemorating the Transcendentalist education for girls. I am going to elaborate on how the parents helped their daughters developing their personalities, and how the sisters improved and analyzed themselves. With this, the girls approached the final aim of education: being a most useful member of society. |
| 120-125 | NAGY, ÁDÁM On May 16, 2025, the Hungarian Pedagogical Association held its conference, „The Future of School – Utopias and Dystopias,” where sixteen prominent Hungarian educational experts discussed the role of institutional education in a world facing potential catastrophe. The conference aimed to determine if pedagogy has a relevant message in today's critical economic and political climate. Despite diverse approaches, participants agreed on the necessity of schools in the future and the need for adaptability to change. While debates arose concerning methodologies (ideological vs. technocratic), foundational perspectives (past-based vs. present-extrapolated), and future visions (dystopian vs. positive), the lively discussions suggest that the conference will certainly have a follow-up. |
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