Vol. 75
(2025)
Issue 09-10 | DATE OF PUBLISHING: 2025-11-26 ABSTRACTS | 5-13 | TAKÁCS, GÉZA The essay evokes the great Hungarian writer, Mór Jókai, who was born in 1825, two hundred years ago, and enthusiastic commemorations and celebratory greetings were written about him on the anniversary. But it is as if these writings suggested that Jókai only existed, but that his books are no longer alive today, and cannot be read. And there was a distinguished literary figure who said this rather bluntly. Where could he have done it more unworthily than in the writer's hometown, precisely in connection with the anniversary. The author takes offense at this, mostly by reporting on his fresh experience of Jókai's texts, with quotes, trying to convey that this literature has not only not become obsolete, but that by reading it we would also come closer to understanding the present in which we live, since the history of the struggle with national destiny is by no means over. Not to mention the vicissitudes of human character. And that Jókai was an influencer of his own time, a writer of a NETFLIX series. And a slammer too. While he is a great figure of romance. In the best quality. |
| 31-49 | BEREGI, ERIKA – TRZASKOMA-BICSÉRDY, GABRIELLA – BOGNÁR, JÓZSEF There is clear evidence that young people are leading increasingly inactive lifestyles, so education and training institutions have a key role to play in supporting physical activity among pupils. The aim of this research is to investigate the effects of an intervention to increase physical activity on the well-being and fitness of pupils. Young people in the study groups were given the opportunity to participate in a ten-week physical activity programme, which included a variety of leisure activities. An expert sample was selected from a technical school in the Borsod-Abaúj-Zemplén county, including the entire 11th grade. For the intervention participants (N = 59), two study groups and one control group were established. The study group was provided with one and two sessions of physical activity per week after the educational period. Before and after the intervention, questionnaire data collection and NETFIT measurements were conducted. Further information was obtained through focus group and individual interviews with pupils (n = 13), teachers (n = 5) and parents (n=1). There was a significant improvement in self-rated endurance at post-test (t = -2.56; p = 0.01). Endurance shuttle (F = 4.48; p = 0.01) and long jump from a distance (F = 3.70; p = 0.03) also showed significant improvement in the study groups. On a scale of one to four, pacing (2.95±1.17) and hiking (2.85±1.08) were ranked as the most useful programs. Overload and mental fatigue were typically attributed to the inadequate activity. In terms of increasing physical activity, the role of motivation, inspiration and example-setting by both teachers and parents was emphasised. A further area of research should be to explore new methods of health education and motivation and to investigate their effectiveness. |
| 15-30 | MURÁNYI, SAROLTA – GONDA, ZSUZSA – DEME, ANDREA The study presents the research and development activities of one of the sub-projects within the „Language Use at Advanced Levels” umbrella project of ELTE DOKK (Digital Education Development Competence Center). The umbrella project considers the development of language use as a fundamental starting point at all levels and areas of education, which can reduce dropout rates, enhance students' autonomous learning processes, and support both students and educators in effective scientific communication through various methodological strategies. The study outlines the goals of one of the sub-projects within the „Language Use at Advanced Levels” umbrella project, focusing in detail on those related to the measurement of reading comprehension of scientific texts. The aim of our planned research, using the text comprehension section of the measurement tool, is to assess the text comprehension of first-year university students and examine their habits and strategies related to reading scientific texts. The study presents the initial steps of this research: the lessons learned from previous significant domestic and international measurements on scientific text comprehension, the considerations for developing the new measurement tool on scientific text comprehension, and the structure and operation of the developed measurement tool. The study analyzes in detail the methodological background of the online measurement tool in relation to comprehension levels and operations. The conclusion of the study outlines the further scheduling of the research and development tasks of the sub-project, as well as the expected theoretical and practical benefits of the sub-project. Future results we expect to obtain with the measurement tool, the comprehension levels achieved by the students, and the comprehension operations performed can lead to conclusions that contribute to the development of an e-learning course offering adaptive learning paths for improving the reading comprehension of scientific texts. |
| 50-73 | GYARMATHY, ÉVA – SZABÓ, ZÉNÓ This study introduces the Sensorimotor and Cognitive Profile Test, a freely accessible assessment tool designed for use by educators. The instrument facilitates data-driven pedagogical decision-making by mapping learners’ sensorimotor and cognitive developmental characteristics. The utility of the tool, along with the pedagogical relevance of data-informed practices, is demonstrated through a longitudinal study involving early school-age children. The research analysed data from over one thousand first-grade students and tracked their developmental trajectories through the end of second grade. Findings indicate that specific cognitive (e.g., working memory, temporal sequencing) and sensorimotor (e.g., body schema, finger gnosis) functions are predictive of later academic achievement. The study underscores the critical role of data-informed approaches in fostering inclusive and personalized educational environments, with particular emphasis on supporting students from disadvantaged backgrounds. |
| 74-90 | LUDNIKNÉ PÁLFI, DORINA – MOLNÁR, BALÁZS In recent years, positive pedagogy has gained increasing prominence in both national and international educational research and practice. The aim of this study is to explore how the concept and approach of positive pedagogy have appeared in the Új Pedagógiai Szemle (New Pedagogical Review) between 2011 and 2024. Using qualitative content analysis, the research examines articles published during this period that address positive pedagogy or closely related topics, with particular attention to the pedagogical applications of positive psychology, students’ well-being, school climate, and the development of teachers’ professional competencies. The study seeks to provide a comprehensive overview of how the notion of positive pedagogy has evolved within Hungarian educational discourse, what theoretical and practical focal points have emerged, and how Hungarian researchers perceive the possibilities of adapting this approach to the national context. The findings contribute to a deeper understanding of the scientific reception of positive pedagogy and may support its more conscious and effective implementation in educational practice. |
| 91-100 | BAZSÓNÉ SŐRÉS, MARIANNA Subject-specific knowledge acquired in teacher education programmes constitutes the foundational basis of classroom instruction. At the same time, a persistent tension can be observed within university-based teacher education between theoretical orientation and practical applicability, often giving rise to the criticism that the training does not provide sufficiently practice-oriented preparation. This study examines the development of Hungarian teacher education models from the post–Second World War period onward, as well as the relative weight of different academic disciplines within teacher preparation. A comparison with the Austrian model offers a valuable reference point for understanding the current configuration of Hungarian higher education. Initiatives aimed at improving the quality of teacher education are explored through the example of the German teacher education programme at the University of Miskolc. The article presents methodological strategies that provide students with multifaceted access to disciplinary knowledge and school-based practice, proposing an approach in which theoretical content and practical teaching skills are integrated into a coherent competence profile that prepares future teachers optimally for the complex and dynamic demands of their profession. |
| 101-112 | K. NAGY, EMESE The aim of the research was to explore how political content appears and is processed during homeroom lessons in three secondary schools in Budapest, with particular emphasis on the development of critical thinking, communication skills, and democratic competences. The theoretical framework was built on the ethical dilemmas of teaching political content (Hess & McAvoy, 2014), the power-related role of media systems (Entman, 2007), and the social context of public education (Giroux, 2019), while also taking into account the status-equalizing impact of the Complex Instruction Program (CIP) (K. Nagy, 2016). The study involved students from grades 9 to 12 and the homeroom teachers. Data collection was conducted through structured classroom observation and the analysis of lesson plans, focusing on task openness, the diversity of perspectives, and student interactions. The findings indicate that the lesson plans aligned with the objectives of democratic education: open-ended tasks and the comparison of perspectives supported the development of argumentative skills. Teachers placed emphasis on contextualizing current political events, thereby strengthening students’ autonomy. In practice, however, the structure of debates, the quality of facilitation, and the management of status differences influenced the quality of discourse. Two hypotheses—the balanced presentation of viewpoints and the intensity of communication—were confirmed, while the acceptance of differing perspectives was only partially supported. The study highlights that politically themed lessons can contribute to strengthening democratic debate culture provided that balance, openness, and equal participation are ensured. |
| 113-122 | SINKA, PÉTER – LANSZKI, ANITA – NÉMETH, ANDRÁS This paper explores how liminality and sacrality manifest within the spatial and role-related structures of visual arts education. I focus on the intersection of the art studio and the classroom, as well as the overlapping and shifting roles of the teacher and the artist in pedagogical practice. The theoretical framework is based primarily on the concepts of liminality and the sacred–profane dichotomy as developed by Arnold van Gennep, Victor Turner, and Mircea Eliade, complemented by perspectives from spatial anthropology and pedagogical theories of space. Drawing on my personal experience as both educator and artist, I interpret the space of art education as a transitional, experiential, and identity-shaping environment. My aim is to examine how the role of the artist-teacher becomes a performative and liminal act, in which the rituals of teaching and artistic creation are deeply intertwined. The essay seeks to contribute to a deeper understanding of spatial concepts in art pedagogy and pedagogical anthropology. |
| 123-134 | ERDEI, RÓBERT The paper examines the classical question of how, and to what extent, language influences human thought. It first reviews the strong (linguistic determinism) and weaker (linguistic relativity) versions of the Sapir–Whorf hypothesis, then presents universalist approaches that emphasise language-independent, innate cognitive structures (Chomsky’s generative grammar, Pinker’s “mentalese”, Fodor’s modularity). The paper also discusses Basil Bernstein’s sociolinguistic theory, according to which social class–based linguistic codes shape styles of thinking and opportunities for abstract reasoning. Piaget’s theory of cognitive development is interpreted as viewing language as a “cloak” that is built upon pre-existing cognitive schemas, whereas Vygotsky’s dialectical perspective, through the concepts of inner speech and the zone of proximal development, highlights the mediating role of language between social experience and individual thought. These theoretical perspectives are illustrated by empirical findings from research on colour perception, spatial orientation, numerical cognition and bilingualism. In conclusion, the paper argues that the relationship between language and thought is neither a simple one-way causal chain nor a relation of independence: language rests on universal, biologically grounded cognitive processes, while at the same time it frames, organises and fine-tunes them within certain limits. |
| 135-138 | FALUS, TAMÁS Between 1975 and 1983 the Eger Ho Chi Minh Teacher Training College Budapest Branch, operated in Csepel, graduating nearly 800 students. Many of them became distinguished teachers, but others chose different professions and became renowed intellectuals: writers, poets, journalists, linguists, and sociologists. The history of the college is authentically outlined in the high-quality volume entitled Facts and Memories of the Teacher Training College in Csepel, published in the fall of 2025 by Liceum Publishing. |
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