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A tehetségfejlesztés társadalmi-kulturális aspektusai
No full textDevelopment systems based on talent identification have not been proven to work, and talent based on specific criteria is not necessarily appropriate to address the complex problems we face today. Given the challenges facing humanity, it is increasingly important to unleash transformative talent to make the world a better place.
There is a tension in talent development between outdated but widespread approaches and practices rooted in the past, and approaches and personalized practices based on complex interactions between the individual and the environment. While the latter is struggling to find its way into mainstream practice, children and youth are failing in the educational system of the past and losing the opportunity to develop their talents. Solving the problems of the present and the future requires a new basis for schooling and talent development, one in which ethical considerations, technology and recognition of the benefits of cognitive diversity play a prominent role.A tehetség azonosításán alapuló fejlesztő rendszerek beválása nem bizonyított, és a hagyományos tehetségmodellek szerint tehetségesnek tekintett személyek nem feltétlenül képesek a napjainkban felmerülő komplex problémák kezelésére. Az emberiség előtt álló kihívásokra tekintettel egyre fontosabb az ún. transzformatív tehetségek kibontakoztatása, akik jobb hellyé akarják tenni a világot.
A tehetségfejlesztésben egymásnak feszülnek egyfelől a múltban gyökerező, meghaladott, de széles körben elterjedt szemléletek és gyakorlatok, másfelől a komplex, az egyén és környezete kölcsönhatására épülő szemléletek és személyre szabott gyakorlatok. Míg ez utóbbi nehezen szivárog le az általános gyakorlat szintjére, gyermekek és fiatalok élnek át kudarcokat az idejétmúlt oktatási rendszerben, és veszítik el tehetségük kibontakoztatásának lehetőségét.
A jelen és a jövő problémáinak megoldásához új alapokra kell helyezni az iskolák tevékenységét és a tehetség fejlesztését, amelyben az etikai szempontok és a kognitív sokféleség előnyeinek felismerése kiemelt szerepet kell kapjon
Válogatás az 1956-os forradalom skandináv irodalmából
Get PDFA válogatásban szereplő fordítások az 1956-os forradalom és emigráció emlékezetével foglalkozó kutatószeminárium keretében készültek. 
\u27The Great Aunt of Europe\u27 Visits Budapest, 1905
No full textNot long after her world-famous book, The Century of the Child, was published, Ellen Key wrote the somewhat controversial book Love and Marriage. The volume’s hostile critical reception in Sweden prompted Key to embark on a lecture tour around Europe. Other than visiting Berlin, Vienna, and Prague, in March 1905 she held two talks in Budapest, Hungary. The reception of her lectures was mixed: her female audience exalted her views while men disparaged her work. Based on the contemporary press, this paper provides a historical overview of Ellen Key\u27s work while also analysing her visit to Budapest and subsequent reception in Hungary. The broader aim of this examination is to assess why Hungarian research literature exclusively views Ellen Key as an educator and the author of The Century of the Child when her work extended far beyond either role
Nederlandse Interpersoonlijke Pragmatic Markers: Syntactische verschillen van hoor, kijk, luister, weet je en zeg in het Nederlandse Nederlands en in het Vlaamse Nederlands: Syntactische verschillen van hoor, kijk, luister, weet je en zeg in het Nederlandse Nederlands en in het Vlaamse Nederlands
No full textPragmatic markers (PMs), based on their functions, are generally separated into textual and interpersonal categories. Textual PMs help to organise the discourse, while interpersonal PMs refer to the interaction and its participants. This study examines the differences in the use of the Dutch deverbal interpersonal PMs hoor ‘hear’, kijk ‘look’, luister ‘listen’, weet je/ge ‘you know’ and zeg ‘say’ in two standard varieties of Dutch: Dutch in the Netherlands and Dutch in Belgium.
Since the examined words or phrases are deverbal, their syntactic features helped to delineate PMs from their non-PM counterparts. Within the Corpus Gesproken Nederlands (‘Corpus of Spoken Dutch’) I analysed the frequency, function, and place of occurrence of the interpersonal PM in spontaneous, face-to-face conversations.
Two main differences were identified. On the one hand, weet je/ge in the Flemish sub-corpus is scarcely used as a PM, which suggests that it is not as grammaticalized in Flanders as it in the Netherlands. On the other hand, based on their place of occurrence, zeg, kijk and luister may fulfil different functions in the two varieties. In Belgian Dutch zeg has two additional functions: zeg at the beginning of questions can attract the hearer’s attention, and as an apart utterance, the speaker can express his/her surprise with it. The additional function of kijk and luister in the Flemish sub-corpus is that they are also used to introduce direct speech.Pragmatic markers (PMs), based on their functions, are generally separated into textual and interpersonal categories. Textual PMs help to organise the discourse, while interpersonal PMs refer to the interaction and its participants. This study examines the differences in the use of the Dutch deverbal interpersonal PMs hoor ‘hear’, kijk ‘look’, luister ‘listen’, weet je/ge ‘you know’ and zeg ‘say’ in two standard varieties of Dutch: Dutch in the Netherlands and Dutch in Belgium.
Since the examined words or phrases are deverbal, their syntactic features helped to delineate PMs from their non-PM counterparts. Within the Corpus Gesproken Nederlands (‘Corpus of Spoken Dutch’) I analysed the frequency, function, and place of occurrence of the interpersonal PM in spontaneous, face-to-face conversations.
Two main differences were identified. On the one hand, weet je/ge in the Flemish sub-corpus is scarcely used as a PM, which suggests that it is not as grammaticalized in Flanders as it in the Netherlands. On the other hand, based on their place of occurrence, zeg, kijk and luister may fulfil different functions in the two varieties. In Belgian Dutch zeg has two additional functions: zeg at the beginning of questions can attract the hearer’s attention, and as an apart utterance, the speaker can express his/her surprise with it. The additional function of kijk and luister in the Flemish sub-corpus is that they are also used to introduce direct speech
Fiume hosszú árnyéka. A városi modernizáció kritikája a 19. század második felében [Fiume’s Long Shadow: Critique of Urban Modernization in the Second Half of the Nineteenth Century]. By Veronika Eszik.: Budapest: HUN-REN Bölcsészettudományi-Kutatóközpont Történettudományi Intézet, 2024. 196 + XV pp.
No full textDivine Punishment and Daniel’s Dream: Eschatology and Moralism in Central European History Writing in the Mid-Sixteenth Century
No full textIn the field of early modern historiography, and generally in the history of Reformation, the Wittenberg view of the past is the given name of the historical thinking which became predominant in the areas influenced by Luther’s and Melanchthon’s teachings. The main components of this universalist world view were the belief in the imminent Apocalypse; the idea of four Empires; the organic cycles of world history; and the firm conviction that the Turkish conquest of southeastern Europe and parts of Hungary was God’s rightful punishment for the innumerable sins of Christianity. It is well known that Protestant eschatology had deep medieval roots. The idea of divine punishment, however, was also reinforced by other sources in the first half of sixteenth century. This paper aims to demonstrate through the works of various German and Hungarian historians and religious thinkers of the period (Johannes Sleidanus, Samuel Budina, Ferenc Forgách and others) that this concept and its literary use was also influenced by Erasmian moralism based on the rediscovery of certain forgotten, mostly Platonic ideas, which in Christian humanism could be harmoniously combined with the prophetic messages amplified by the Turkish threat and the Reformation
La literatura en la reapropiación del trauma de “los niños asombrados”. El caso de Los niños tontos (1956) de Ana María Matute
Get PDFThis article examines the relationship between violence, childhood, and literature in the generation of “the children of the war”, with a particular focus on Ana María Matute. Drawing from the “affective turn” and the “memory turn”, two complementary issues are explored. On the one hand, the article reflects on how mid-century Spanish authors found in the literary practice a means to process—and reappropriate—their traumatic experiences. On the other hand, it delves into Los niños tontos (1956), a collection of Matute’s micro-stories, which fits within these frameworks, as an artifact where childhood, both in theme and form, simultaneously evokes the memory and affective regime of her generation.Este artículo examina la relación entre violencia, infancia y literatura en la generación de “los niños de la guerra” y, en especial, en Ana María Matute. A partir del “giro afectivo” y el “giro de la memoria”, se exploran dos cuestiones complementarias. Por un lado, se reflexiona sobre el modo en que los autores de medio siglo españoles encontraron en el ejercicio literario un medio para elaborar —y reapropiarse de— sus experiencias traumáticas. Por otro lado, se indaga en Los niños tontos (1956), colección de microrrelatos de Matute que se inserta en esas coordenadas, como un artefacto donde la infancia, tanto en la temática como en la forma, convoca simultáneamente la memoria y el régimen afectivo de su generación
Nemzetközi hallgatók részvétele karrierfejlesztésre fókuszáló, tanórán kívüli tevékenységekben: Egy magyarországi egyetem esettanulmánya
No full textThis study investigates international students\u27 participation in extracurricular activities (ECAs) that support career development at Eötvös Loránd University (ELTE), Hungary. Previous research highlights that ECAs also have benefits in enhancing employability and career readiness. However, international students in non-English-speaking countries face limited awareness of career services and restricted access to structured job placement programmes. This study addresses these gaps by examining students\u27 engagement in career-focused ECAs, their awareness of career development resources, and their post-graduation career aspirations. Discoveries from the findings suggest low participation rates in internships, career counselling, and skill-building workshops despite their availability. Additionally, the study revealed that among the 74 participants, there was a lack of knowledge of existing career resources, which influences their employment prospects in Hungary and beyond. The study emphasises the need for targeted career support initiatives, enhanced university-industry collaboration, and improved communication strategies to integrate international students into the labour market.A tanulmány az Eötvös Loránd Tudományegyetem (ELTE) nemzetközi hallgatóinak részvételét vizsgálja karrierfejlesztést támogató tanórán kívüli tevékenységekben (extrakurrikuláris aktivitások – EKA). A korábbi kutatások szerint ezek a tevékenységek hozzájárulnak a foglalkoztathatósághoz és a karrierre való felkészüléshez. A nem angol nyelvű országokban tanuló nemzetközi hallgatók azonban gyakran kevéssé ismerik ezen karrierszolgáltatásokat és korlátozottan férnek hozzá a strukturált elhelyezkedési programokhoz. A 74 fős minta eredményei azt mutatják, hogy a hallgatók ritkán vesznek részt szakmai gyakorlatokon, karriertanácsadáson és készségfejlesztő műhelyeken, annak ellenére, hogy ezek elérhetők. Emellett hiányos ismeretekkel rendelkeznek a meglévő karrierforrásokról, ami befolyásolja munkavállalási lehetőségeiket Magyarországon és azon túl. A tanulmány hangsúlyozza a célzott karriertámogatás, az egyetem-ipar együttműködés és a hatékonyabb kommunikáció szükségességét a hallgatók munkaerőpiaci integrációjának javítása érdekében
An Early Iron Age cup with unique decoration from Fertőrákos (NW Hungary)
No full textThe Early Iron Age cemetery at Fertőrákos-Kőhidai dűlő is one of the best-known sites in the vicinity of Sopron. Excavations took place there in 1970, but the material was published only in 2009. During the nearly four decades inbetween, heritage management was reorganised several times, and the excavated material was divided between two separate museums, so reuniting it required a small-scale revision, including a reevaluation of the record. The aim of this article is to present the unique painted decoration of an Early Iron Age cup
Proust, Woolf, and Narrative Rhythm
Get PDFThis paper offers an analysis of the intersections between temporality and narrative rhythm in Marcel Proust’s À la recherche du temps perdu (1913–1927) and Virginia Woolf’s To the Lighthouse (1927) within the narratological framework provided by Gérard Genette in his seminal critical work, Narrative Discourse (1980). Genette’s classical work is a taxonomy of narrative that pays special attention to the way temporality structures prose. Genette introduces concepts such as anachrony and anisochrony to the analysis of Proust’s roman fleuve to demonstrate that narrative rhythms emerge through such intricate variations in temporal order and duration. Woolf’s prose has been subject to thorough narratological analysis (Banfield, Levenson, Phillips, etc.), including various examinations of temporality in her novels (Auerbach, Ricœur, Sheehan, etc.), but the temporal rhythmic movement in To the Lighthouse has not been discussed in the joint context of Genette’s narratology and Proustian temporality. This paper seeks to broaden the scope of analysis of narrative rhythm in the Woolfian novel while also highlighting the depth of Proust’s influence on Woolf’s prose style. I argue that the temporality of To the Lighthouse, similarly to the Recherche, is characterised by anachronies and anisochronies on the narrative levels of story (histoire) and discourse (discours)