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Kulturális örökség és vidéki építkezés
No full textCulture is the foundation of rural prosperity and plays various roles in rural construction.
Cultural inheritance in rural culture includes a common content but also includes
inheritance focused on subcategories and subregions. The requirements for content and
inheritance are different in different types and regions of rural cultural inheritance.
The contents of rural cultural inheritance include material aspects and nonmaterial
aspects. Material aspects include regional landscape features and historical architecture,
environmental factors and the historical cultural landscape with its prominent
historical meanings and humanistic values. Nonmaterial aspects refer to spiritual
culture, institutional culture, social norms, folk customs, and social awareness formed
in the villages; it also refers to social values, modes of thinking and living, and means
of production formed by residents throughout history. All this cultural content not
only reflects rural regional appearance in the most direct and authentic way but also
constitutes important cultural elements for the stable development of rural society and
has a far-reaching influence on the entire countryside.
Rural planning has previously consisted mostly of material or technical planning and has
long lacked necessary attention under the background of the dualistic structure system of
urban and rural planning. Without a sound rural planning theory, all rural construction
plans originate from the concept and design approaches of urban planning. “This
practice obviously ignores the peculiarity of villages, severs the connection between rural
settlements and regional nature, economy and social culture and disregards the historical
and cultural memory of villages.”1
In many regions, rural construction is misunderstood as demolitions and reconstructions;
it does not consider the development of local cultural characteristics. Traditional culture
is repeatedly relegated to an inferior place during this process. In the planning of rural
construction, planning that ignores cultural elements of the village is imperfect. “Beautiful
nostalgia” calls for attention to cultural elements in rural planning. As a designer, I
must consider cultural elements in the planning of new rural construction, establish a
sound system of rural cultural inheritance, and fundamentally solve the problem of how
traditional villages face the loss of rural culture.
Based on my participation in a rural construction project in Xinglong County, this paper
studies the cultural inheritance in the construction of beautiful countryside, exploring
the new paradigm of rural planning. Such topics are of great importance to improve
the theoretical system of rural cultural inheritance and promote research on rural
construction
Lánynevelés és női művelődés az újkori Magyarországon : nemzetközi kitekintéssel és nőtörténeti alapozással
Get PDFSzerző: Kéri Katalin | Cím: Lánynevelés és női művelődés az újkori Magyarországon | Alcím: nemzetközi kitekintéssel és nőtörténeti alapozással | Kiadó: Kronosz Kiadó | Kiadási hely: Pécs | Kiadási év: 2018 | Nyomdai előkészítés és borítóterv: Erőss Zsolt | Terjedelem: B/5; 733 oldal | ISBN: 978 963 467 037 7 --- Könyvemben megpróbálkoztam annak összegző bemutatásával, hogy milyen volt az újkori magyarországi leánynevelés és női művelődés története. Kutatási
előzményként számba vettük a nőtörténet és a leánynevelés-történet kutatásának
eddigi legfőbb hazai és külföldi eredményeit. Számos forrás feltárásával és
már ismert kútfők újraértelmezésével, különböző módszerek segítségével, régi
és új tématerületek sajátos szempontú kidolgozásával készítettem ezt a művet.
Munkám során folyamatosan éreztem az izgalmas felfedezések örömét és az
egyes nehéz kérdések miatti elbizonytalanodást.
Kutatásaim eddigi szakaszát lezárva – telve a jövőre vonatkozó, az itt összegzett
ismereteinket kibővítő vizsgálódások terveivel – megállapítom, hogy
az újkori magyarországi és erdélyi leánynevelés és női művelődés története szerves
része volt az európai neveléstörténetnek. Hazai pedagógiai gondolkodóink, oktatásügyi
szakembereink, iskolaszervezőink a korabeli források tanúsága szerint
zömmel éppúgy gondolkodtak, mint nyugati kortársaik, vagyis fontosnak, a
nemzet és az emberiség sorsa szempontjából lényegbevágónak tartották a lánynevelés
fejlesztését. Ennek fogalma alatt – csakúgy, mint másutt – különböző
korszakokban némileg mást értettek, ami csak kevéssé változott a 20. század
elejéig-közepéig, az a lányok hagyományos női szerepekre történő felkészítésének
fontossága, ennek szem előtt tartása volt. A nőket azonban nem csak a háztartás
vezetése, a gyermekek világra hozatala és nevelése, hanem a jó erkölcsök, a vallás,
a magyar nyelv és a nemzeti értékek megtartása, ápolása miatt is kiemelt figyelem
vette körül. Kereső pályákra, tudományos és művészi hivatásokra történő iskolai
felkészítésük ugyanakkor még a 19. században is csak kis lépésekkel haladt előre,
és számos vitával, problémával járt. Nyilvánvalóan ez is oka volt annak, hogy a
lányiskoláztatás 18–19. század fordulójától kezdődő kibontakozása csak részben
tartott a fiúiskolák történetével közös úton, fejlődéstörténete – különösen közép- és
felső szinten – sajátos, és nem általánosítható történet. Ám nem is mellékes, hanem
tanulmányozásra méltó és sok tanulságot rejtő história. Fontos forrásainak
és feldolgozásainak helye van a neveléstörténet nagy kánonjai között. A magyar és egyetemes neveléstörténet-írásban többnyire a jövőre vár még
az a feladat, hogy a két nem iskolai és nem intézményesült nevelésének együttes,
komplexitásában és sokszínűségében kibontott történetét összefoglalja. Ez
a kötet minden eredményével – belátva valamennyi hiányosságát – egy ehhez
készült előmunkának tekinthető.Girls’ education and female culture in modern hungary (with an international outlook and set in women’s history) --- Th e book aims to provide a synthesis of the history of female education in
modern Hungary on the basis of printed Hungarian-language resources.
Th e geographical area explored in the research and the origin of sources
were principally Hungary and Transylvania.
It must be emphasized, however, that the author’s investigations are
internationally embedded and performed in a comparative manner, as foreign
ideas and events had a signifi cant impact on the theory and practice of women’s
history and girls’ education in Hungary, especially from the second half of the
18th century. Th e fairly broad subject matter covered by this work has been
elaborated with an eye on women’s history.
Th e book is centered on a period covering more than two hundred years
from the turn of the 17th and 18th centuries to the beginning of the 20th century.
Th is time frame embraces a number of eras worthy of exploration in themselves
from an educational, cultural, social, female, ideological, political or economic
history perspective.
Th e author’s choice of this broad time frame enables her to present how the
initial steps of women’s modern education bearing the traditional female ideal
eventually evolved into the “modern” woman at the beginning of the 20th century
who fi rst had the chance to be educated at every level of schooling similarly to
men – even if with limitations – and could use the cultural opportunities of the
period in a way never seen before. Th e book identifi es the unfolding of female
education as a subprocess of diverse emancipation which gradually disrupted
the feudal society.
Th e nearly three decades of research forming the basis of the book mainly
addresses the history, including educational and cultural history, of girls and
women belonging to the middle and upper classes, and essentially deals with
Hungarians from Hungary and Transylvania excluding nationalities.
Th e book starts with an extensive historiography part in which the author
presents an overview of hundreds of thematic works written mostly in the 19th
to 21st centuries both abroad and in Hungary. It shows that the exploration of the history of women’s education is an eminent area among the numerous topics
of educational history often researched in previous centuries. Long and short
monographs, collection of papers, readers, articles and essays were written
about the results of previous research in the history of girls’ and women’s
education, along with summaries dealing with overall female emancipation
from various perspectives. Th e volume provides an analytical, comparative and
critical evaluation of all these.
Along with an analytical review of the thematic literature, the work is
focused on presenting the most important features of the history of modern
girls’ education and female culture in Hungary and Transylvania. Th e author
was set to fi nd out how changes to the diff erent levels of institutionalized and
non-institutionalized education for girls were embedded in the international
processes of social, female and educational history.
To explore this, she looked at the impact the rich foreign literature of querelle
des femmes had in Hungary and Transylvania, which included hundreds of
sources of varied contents and genres already from the middle ages and the
Renaissance period. She reviewed the translations and adaptations of foreign
works published in contemporary Hungary. Th e volume presents not only the
sources that supported women and their cultural rights but also a number of
pieces of anti-woman literature. Along with opinions about women and girls’
education, professional and political disputes on diff erent levels and forums,
whether local or national, or even crossing over to the international stage, are
also presented in the book.
Th e primary sources for the research include the substantial body of
thematic articles of the Hungarian-language press, particularly those of
Tudományos Gyűjtemény, Athenæum, Felső Magyar Országi Minerva, Fillértár,
Családi Lapok, Nemzeti Nőnevelés, Magyar Paedagogia, as well as Vasárnapi
Újság, Új Idők, Erdélyi Múzeum, Budapesti Szemle, Élet, Pécsi Közlöny,
Borsszem Jankó, Veréb Jankó, Kerékpáros Hölgyek Lapja, Magyar Lányok, Élet,
Természettudományi Közlöny, A Nő és Társadalom, Szoczializmus, Magyar
Iparművészet, Zalai Közlöny, Néptanítók Lapja and articles from various other
fashion and women’s magazines.
Valuable sources were the protocols of the 2nd Universal Educational
Congress; the related records from the data series of censuses held between 1880
and 1910; legal documents (mainly laws and regulations) produced in relation to
education and women’s rights in modern times; and, additionally, the cartoons
associated with female education and emancipation, and the humorous writings
about women as they could be extracted from contemporary press. Th e volume’s
material, as far as was possible, are complemented by personal memories (details
taken from contemporary journals, memoires, letters, and travel diaries), which
allow a glimpse into the everyday life of women, girls’ education and female culture, a world of micro history. Th e study of the ideas of girls’ education – in
a way mostly considered unconventional in the research practice of educational
history – was also supported by certain romance novels popular in the period
and other literary works (poems, novels, short stories) as well as needlework
and household guides, conduct and child-rearing manuals.
Drawing on these rich resources, the volume presents a wide-ranging
analysis of the highly complex process of how institutionalized girls’ education
in Hungary had changed from the second half of the 18th century. A particularly
important part in the book is the presentation of arguments that fl ared up in
the 1880s and 1890s about the introduction of girls’ high schools complete with
graduation and women’s access to university.
Diachronic and synchronic approaches are applied together in the volume: as
well as describing the formation of lower, middle and higher education, central
historical problems are presented too, such as girls’ preparation for the role of
housewife, housekeeper and mother, building the female body, health education
for women, and contemporary actions of educating women to become readers.
Th e book is not only rich in terms of resources but also presents a
considerable number of contemporary authors, enabling future researches and
a more specifi c exploration of the subject matter.
Th e contents of this volume clearly demonstrates that the modern history
of girls’ education and female culture in Hungary and Transylvania formed an
organic part of the European history of education. Th e thinking of Hungarian
pedagogical theorists, education professionals, school organizers and teachers,
as witnessed by contemporary sources, was very much in line with their Western
peers, i.e., they considered the development of girls’ education important and
essential for the destiny of the nation and mankind.
Women deserved particular attention not only because of housekeeping,
bearing and rearing children but also for sustaining and cultivating good morals,
religion, the Hungarian language and national values. However, preparing them
for paid jobs, academic and artistic professions progressed sluggishly even in
the 19th century, and entailed a number of disputes and issues.
Th e unfolding of girls’ schooling which started at the end of the 18th century
only partially followed the way of boys’ schools, its development – especially on
middle and higher levels – displays a specifi c and non-general history. However,
as confi rmed by this book, it is not a marginal one but rather worthy of studying
and learning from. Its important sources and analyses clearly deserve a place
among the great canons of educational history.Katalin KÉRI: Girls’ education and female culture in modern hungary (with an international outlook and set in women’s history) --- The book aims to provide a synthesis of the history of female education in modern Hungary on the basis of printed Hungarian-language resources. Th e geographical area explored in the research and the origin of sources were principally Hungary and Transylvania. It must be emphasized, however, that the author’s investigations are internationally embedded and performed in a comparative manner, as foreign ideas and events had a signifi cant impact on the theory and practice of women’s history and girls’ education in Hungary, especially from the second half of the 18th century. Th e fairly broad subject matter covered by this work has been elaborated with an eye on women’s history. Th e book is centered on a period covering more than two hundred years from the turn of the 17th and 18th centuries to the beginning of the 20th century. Th is time frame embraces a number of eras worthy of exploration in themselves from an educational, cultural, social, female, ideological, political or economic history perspective. Th e author’s choice of this broad time frame enables her to present how the initial steps of women’s modern education bearing the traditional female ideal eventually evolved into the “modern” woman at the beginning of the 20th century who first had the chance to be educated at every level of schooling similarly to men – even if with limitations – and could use the cultural opportunities of the period in a way never seen before. Th e book identifi es the unfolding of female education as a subprocess of diverse emancipation which gradually disrupted the feudal society. Th e nearly three decades of research forming the basis of the book mainly addresses the history, including educational and cultural history, of girls and women belonging to the middle and upper classes, and essentially deals with Hungarians from Hungary and Transylvania excluding nationalities. Th e book starts with an extensive historiography part in which the author presents an overview of hundreds of thematic works written mostly in the 19th to 21st centuries both abroad and in Hungary. It shows that the exploration of the history of women’s education is an eminent area among the numerous topics of educational history often researched in previous centuries. Long and short monographs, collection of papers, readers, articles and essays were written about the results of previous research in the history of girls’ and women’s education, along with summaries dealing with overall female emancipation from various perspectives. Th e volume provides an analytical, comparative and critical evaluation of all these. Along with an analytical review of the thematic literature, the work is focused on presenting the most important features of the history of modern girls’ education and female culture in Hungary and Transylvania. Th e author was set to fi nd out how changes to the diff erent levels of institutionalized and non-institutionalized education for girls were embedded in the international processes of social, female and educational history. To explore this, she looked at the impact the rich foreign literature of querelle des femmes had in Hungary and Transylvania, which included hundreds of sources of varied contents and genres already from the middle ages and the Renaissance period. She reviewed the translations and adaptations of foreign works published in contemporary Hungary. Th e volume presents not only the sources that supported women and their cultural rights but also a number of pieces of anti-woman literature. Along with opinions about women and girls’ education, professional and political disputes on diff erent levels and forums, whether local or national, or even crossing over to the international stage, are also presented in the book. Th e primary sources for the research include the substantial body of thematic articles of the Hungarian-language press, particularly those of Tudományos Gyűjtemény, Athenæum, Felső Magyar Országi Minerva, Fillértár, Családi Lapok, Nemzeti Nőnevelés, Magyar Paedagogia, as well as Vasárnapi Újság, Új Idők, Erdélyi Múzeum, Budapesti Szemle, Élet, Pécsi Közlöny, Borsszem Jankó, Veréb Jankó, Kerékpáros Hölgyek Lapja, Magyar Lányok, Élet, Természettudományi Közlöny, A Nő és Társadalom, Szoczializmus, Magyar Iparművészet, Zalai Közlöny, Néptanítók Lapja and articles from various other fashion and women’s magazines. Valuable sources were the protocols of the 2nd Universal Educational Congress; the related records from the data series of censuses held between 1880 and 1910; legal documents (mainly laws and regulations) produced in relation to education and women’s rights in modern times; and, additionally, the cartoons associated with female education and emancipation, and the humorous writings about women as they could be extracted from contemporary press. Th e volume’s material, as far as was possible, are complemented by personal memories (details taken from contemporary journals, memoires, letters, and travel diaries), which allow a glimpse into the everyday life of women, girls’ education and female culture, a world of micro history. Th e study of the ideas of girls’ education – in a way mostly considered unconventional in the research practice of educational history – was also supported by certain romance novels popular in the period and other literary works (poems, novels, short stories) as well as needlework and household guides, conduct and child-rearing manuals. Drawing on these rich resources, the volume presents a wide-ranging analysis of the highly complex process of how institutionalized girls’ education in Hungary had changed from the second half of the 18th century. A particularly important part in the book is the presentation of arguments that fl ared up in the 1880s and 1890s about the introduction of girls’ high schools complete with graduation and women’s access to university. Diachronic and synchronic approaches are applied together in the volume: as well as describing the formation of lower, middle and higher education, central historical problems are presented too, such as girls’ preparation for the role of housewife, housekeeper and mother, building the female body, health education for women, and contemporary actions of educating women to become readers. Th e book is not only rich in terms of resources but also presents a considerable number of contemporary authors, enabling future researches and a more specifi c exploration of the subject matter. Th e contents of this volume clearly demonstrates that the modern history of girls’ education and female culture in Hungary and Transylvania formed an organic part of the European history of education. Th e thinking of Hungarian pedagogical theorists, education professionals, school organizers and teachers, as witnessed by contemporary sources, was very much in line with their Western peers, i.e., they considered the development of girls’ education important and essential for the destiny of the nation and mankind. Women deserved particular attention not only because of housekeeping, bearing and rearing children but also for sustaining and cultivating good morals, religion, the Hungarian language and national values. However, preparing them for paid jobs, academic and artistic professions progressed sluggishly even in the 19th century, and entailed a number of disputes and issues. Th e unfolding of girls’ schooling which started at the end of the 18th century only partially followed the way of boys’ schools, its development – especially on middle and higher levels – displays a specifi c and non-general history. However, as confi rmed by this book, it is not a marginal one but rather worthy of studying and learning from. Its important sources and analyses clearly deserve a place among the great canons of educational history
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