Projects

Description:

The aim of the research: in addition to deepening the previous sub-research, the newer patterns and the survival of earlier elements of the Hungarian social and, in a narrower sense, pedagogical institutionalization processes in the 1930s-1940s were examined, and their impact on the development of pedagogical reform processes was explored and reviewed analytically. In the course of this, with the help of a research horizon placed in the international space, a comparative analysis of the Central European reception of the life reform from a critical perspective was carried out, as well as a differentiated analysis of the social and pedagogical reforms of the period rooted in the life reform and of the extreme manifestations of life reform ideologies of different orientations (e.g. race theory, anti- Semitism) that also unfolded in Hungarian society.

In the light of previous research, it can be concluded that the 1930s marked the beginning of a new phase in the „emancipation” of the domestic life reform movements: (a) their mental elements became more and more widely accepted in society, being integrated into the mental elements of everyday life, (b) their main elements were integrated into the discourses of the social, artistic, pedagogical and economic reform movements of the period and into the political ideologies, (c) they became visible in the domestic and international networks of contacts that linked the intellectual, scientific and artistic elites of the period.

Description:

It is an internationally innovative proposal in its research on the relationship between reform pedagogy and the life reform movements, and in its approach to the complex unity of pedagogical, cultural and social history aspects. It is linked to the social-historical oriented research, mainly German and Anglo-American, which began in the 1990s, and which, by examining the processes of modernisation, explores the social processes in the context of the anti-modernist movements which, by the end of the 19th century, were becoming increasingly dynamic in the western regions of Europe and the United States, and which were also strong in the artistic and intellectual-philosophical movements of the period.

Description:

The project focused on the interaction between Austrian and Hungarian life reform and reform pedagogy. Based on previous research, the topics under investigation were broadened in time and content. The focus of the research is on the analysis of both the earlier trends of the life reform and the reform pedagogy movement and their aftermath, which took place after the disintegration of the Austro-Hungarian Monarchy. It was deemed necessary and desirable to critically illuminate and compare the differences in the reception of the life reform in Central Europe. The project aimed at exploring and presenting the social embeddedness of reform ideas and their positive and negative impact (e.g. racism and anti-Semitism).

Description:

It examines the processes of „emancipation” (the transformation of the life reform efforts that unfolded at the turn of the century into an accepted way of life or mentality) and their pedagogical reception in the 1920s. It also explores the processes of change in attitudes that unfolded at the macro level of society, the main feature of which was the popularisation of life reform themes and their incorporation into the ideology of the course.