Eötvös Loránd University, Budapest - Open Access Journals
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21. századi tanulás: mi a helyzet a „normál iskolákkal”? Magyarországi tanítók üzenetei
No full textSchools in the 21st century face a diversity of challenges, while society urges them to contribute to preparing active future citizens to combat the planetary crisis. Although many good examples are known of schools taking part in future-leading efforts, and some environmental and infrastructural factors are well researched to improve the quality of learning, yet most schools refer to some routine and their inherited infrastructure to meet all requirements set by policy recommendations. In a survey involving 283 teachers from 63 schools from 3 countries, we examined the relation between the school’s missions, didactical approaches and infrastructure (including building use). In this paper we highlight findings from responses by primary school (ISCED 1) teachers in Hungary. Despite the motivation and intention to use active learning, some factors – infrastructural deficiencies and the lack of collaboration – impede this mission. Until teachers are not empowered to engage in reflection about the role and future of education and are not introduced a diversity of architectural and technological solutions, they stay imprisoned in their classroom, left with limited resources to act for global change, while many policies refer to them as main empowering actors.A 21. századi iskolák sokféle kihívással néznek szembe, miközben a társadalom arra ösztönzi őket, hogy készítsék fel a jövőbeli cselekvő polgárokat a bolygóméretű válság leküzdésére. Bár számos jó példa ismert arra, hogy az iskolák részt vesznek a jövőt meghatározó erőfeszítésekben, és néhány környezeti és infrastrukturális tényezőt alaposan kutattak már a tanulás minőségének javítása érdekében, mégis a legtöbb iskola valamilyen rutinra és az örökölt infrastruktúrájára alapozva próbál megfelelni a szakpolitikai ajánlások által meghatározott összes követelménynek. Egy 3 ország 63 iskolájából 283 tanár bevonásával végzett felmérésben megvizsgáltuk az iskolák küldetése, a didaktikai megközelítésmódja és az (épülethasználattal együtt értelmezett) infrastruktúra közötti kapcsolatot. Ebben a tanulmányban a magyarországi tanítók (ISCED 1) válaszaiból származó eredményeket emeljük ki és értelmezzük. A motiváció és az aktív tanulás alkalmazásának szándéka ellenére bizonyos tényezők – az infrastrukturális hiányosságok és az együttműködés hiánya – akadályozzák ezt a küldetést. Amíg a tanárokat nem tesszük képessé arra, hogy reflektáljanak az oktatás szerepére és jövőjére, és nem ismerkednek meg az építészet, a technológia és a tanterem belső berendezése adta pedagógiai lehetőségek sokféleségével, addig a tantermük fogságába eshetnek, és korlátozott erőforrásokkal rendelkezve tehetnek csak a globális változásért, miközben számos szakpolitika az oktatástól várja annak megerősítését
KULTURMEMER OG KULTURMINNER FRA NORGE: Kulturformidling og kommunikasjon på tvers av kulturer i den digitale verden
Full text linkThe aim of this study is to reveal possible similarities between cultural memories and cultural memes. Cultural memes are in a sense the same type of cultural products as other cultural memories, but unlike traditional memories, memes arise on digital platforms, spread virally and thanks to their rapid course of life, most of them disappear unnoticed. But those who survive remain in our memory. The use of memes has had a rapid viral spread on the internet lately. Memes usually consist of single images or clips from movies and a piece of text and often intend to elicit humour. They spread by imitation or copying and can evolve along the way. Cultural memes are usually relatable; they can often be traced back to some social or political news, cultural event in a society. Memes play an important role in social media, has become part of the communication that challenges active engagement and feedback. Traditionally, linguistics examines written and oral language use, while in modern communication theories images play an equal role. This paper will investigate some Norwegian cultural memes and their role in communication, the connection between text and images using various examples from the internet.The aim of this study is to reveal possible similarities between cultural memories and cultural memes. Cultural memes are in a sense the same type of cultural products as other cultural memories, but unlike traditional memories, memes arise on digital platforms, spread virally and thanks to their rapid course of life, most of them disappear unnoticed. But those who survive remain in our memory. The use of memes has had a rapid viral spread on the internet lately. Memes usually consist of single images or clips from movies and a piece of text and often intend to elicit humour. They spread by imitation or copying and can evolve along the way. Cultural memes are usually relatable; they can often be traced back to some social or political news, cultural event in a society. Memes play an important role in social media, has become part of the communication that challenges active engagement and feedback. Traditionally, linguistics examines written and oral language use, while in modern communication theories images play an equal role. This paper will investigate some Norwegian cultural memes and their role in communication, the connection between text and images using various examples from the internet
Det ironiska och det tragiska i androgynens gestaltning i C. J. L. Almqvists Drottningens juvelsmycke och Sara Stridsbergs Drömfakulteten
Full text linkThis paper tries to reveal the connection between the motif of androgyne and the concept of tragedy and irony. The starting point of the analyses of the tragic is The Birth of Tragedy (1872) by Friedrich Nietzsche. This work introduced two such aesthetic categories as Apollonian and Dionysian. These concepts help to illuminate not only the aesthetics of tragedy, but the role of dialogue in literary works. The other examined concept, the androgyny is based on Plato’s Symposium. The concept of androgyny is connected to love which influenced the Romantic writers. The androgyne also represents creation and work of art in Carl Jonas Love Almqvist’s novel. Tintomara, the protagonist of The Queen’s Jewelpiece (1834), embodies the perfect harmony of existence, art and love. She is like a mirror for everyone, therefore not only the object of desire but also the desired self. This problem leads to the question of identity which is also an important issue of Almqvist’s novel. The analysis compares romanticism with postmodernism through the concept of irony and the problem of identity (Lacan, Jameson). The postmodernism was highly influenced by romanticism as many theoretical writings pointed it out. The motif of the postmodern androgyne will be examined through Sara Stridsberg’s The Faculty of Dreams (2006). This novel is based on the life of a radical American feminist writer Valerie Solanas who attempted to murder the pop-artist, Andy Warhol.This paper tries to reveal the connection between the motif of androgyne and the concept of tragedy and irony. The starting point of the analyses of the tragic is The Birth of Tragedy (1872) by Friedrich Nietzsche. This work introduced two such aesthetic categories as Apollonian and Dionysian. These concepts help to illuminate not only the aesthetics of tragedy, but the role of dialogue in literary works. The other examined concept, the androgyny is based on Plato’s Symposium. The concept of androgyny is connected to love which influenced the Romantic writers. The androgyne also represents creation and work of art in Carl Jonas Love Almqvist’s novel. Tintomara, the protagonist of The Queen’s Jewelpiece (1834), embodies the perfect harmony of existence, art and love. She is like a mirror for everyone, therefore not only the object of desire but also the desired self. This problem leads to the question of identity which is also an important issue of Almqvist’s novel. The analysis compares romanticism with postmodernism through the concept of irony and the problem of identity (Lacan, Jameson). The postmodernism was highly influenced by romanticism as many theoretical writings pointed it out. The motif of the postmodern androgyne will be examined through Sara Stridsberg’s The Faculty of Dreams (2006). This novel is based on the life of a radical American feminist writer Valerie Solanas who attempted to murder the pop-artist, Andy Warhol
Az állam és épületei
Full text linkÖt szerző tollából különböző korszakok jellegzetes problémái, törekvései és megoldásai tárulnak föl, jóval túlmutatva a szűkebb értelemben vett építészettörténet, illetve a közigazgatási intézmények ezzel kapcsolatos kérdéseinek tárgyalásán a Megyeri-Pálffi Zoltán szerkesztette kötetben, amely a Jogtörténeti Értekezések 66. köteteként jelent meg Épített közigazgatás címmel 2024-ben
Az igekötős funkciócsoportok konstrukciós mintázatairól (Az el- igekötős igék alapján): 2. rész
Full text linkThis paper looks at the characteristics of selected functional groups of verbs with the prefix el- ‘away’ in response to four research questions within the framework of Construction Grammar. The following answers are offered: 1. The homogeneous functional families of this semantic network include verbs having at least five different construction patterns: forms determining the semantic character of those families, those exhibiting partial semantic compatibility, those involving non-prototypical or potential base verbs, and metaphoric forms. 2. In general, representations of constructions with base verbs determining this semantic character have the highest ratio in individual functional groups but the inner ratios of patterns may be different, especially due to the type involving base verbs with partial semantic compatibility. 3. The individual pattern types show diverse degrees of productivity. In the case of productive patterns, the degree of productivity is dependent on that of the given denominal verb-forming suffixes and the current communicative needs. Metaphorization may be a non-negligible source of the establishment of new meanings. 4. Looking at the link between lexical aspect types and construction patterns, the paper reveals several characteristics of the use of forms without a base verb, supporting their orientation to a particular pattern on the one hand, and the fuzzy (and sometimes unpredictable) boundaries between occurrences with and without the prefix el-, on the other.A dolgozat az el- igekötős igék kiválasztott funkciócsoportjainak jellegzetességeit vizsgálja négy feltett kérdés mentén a konstrukciós grammatika keretén belül. A kérdésekre a következő válaszokat adja: 1. a jelentésháló homogén funkciócsaládjait legalább ötféle konstrukciós mintázattal rendelkező igék alkotják: szemantikaiarculat-meghatározó, részleges szemantikai kompatibilitással rendelkező, nem prototipikus és potenciális alapigés, valamint metaforikus alakok. 2. Általánosságban a szemantikaiarculat-meghatározó alapigés konstrukciók reprezentációinak aránya a legmagasabb az egyes funkciócsoportokban, de a mintázatok belső aránya különböző lehet, kiváltképpen a részleges szemantikai kompatibilitású alapigés típusnak köszönhetően. 3. Az egyes mintázattípusok produktivitása eltérő, a produktív mintázatok esetében a produktivitás mértéke az adott denominális verbumképzők produktivitásának és az aktuális kommunikációs szükségleteknek a függvénye. A metaforizáció az új jelentések képzésének nem elhanyagolható forrása lehet. 4. A lexikai aspektusfajták és a konstrukciós mintázatok közötti viszonyt vizsgálva a dolgozat az alapige nélküli alakok használatának több sajátosságára mutat rá, alátámasztva egyfelől egy adott mintázathoz való igazodást, másfelől az igekötő nélküli és igekötős előfordulások közötti határvonalak (nemegyszer kiszámíthatatlan) átjárhatóságát
Towards a Truly Democratic Constitutionalism
Full text linkAs constitutional scholars, we can fall into the error of treating constitutionalism as though it were primarily about limiting government. This article emphasises that the primary aim of constitutionalism ought to be to enable democratic governance, not constrain it. It treats democratic self-determination as having two components: 1) a commitment to building mechanisms by which the people are enabled to participate materially in their own governance on a basis of rough equality; and 2) a commitment to ensuring that the people see themselves as being governed by processes that they consider legitimate. Democratic self-government can take different forms in different societies, but there must be effective mechanisms for citizens – actual citizens, not notional citizens – to govern themselves collectively. The paper sketches some characteristics of a constitutionalism that meets those requirements. It also affirms that, for the people to govern themselves, a constitution must, in a real sense, take the people as it finds them, not impose a partial and caricatured definition upon them. This paper is a prolegomenon to such a constitutionalism, not a description of its totality. The latter is, of course, the work of we as citizens, and as constitutional scholars, through time