This selection seeks to inform the international public. Most of
the writings it contains were published earlier in Hungarian,
and this is footnoted in the titles. Versions of the first and
fourth pieces were initially used as teaching materials for
the university-level instruction of history teachers. The
second study appeared in a volume of English language
studies published by the Hungarian Institute for Educational
Research and Development. The third chapter is an excerpt
from a secondary school textbook still in use in Hungary today.
The inclusion of the textbook chapter has a dual function. Firstly, to inform the
international public about the processes of the past decades in Hungary and their
appearance in textbooks and secondly, to showcase multiperspectivity as well as
competency- and activity-based preparation in teaching practice.
Its inclusion in this volume intends to help readers who are unfamilar with the
circumstances in Hungary to better understand the context in which processes
related to the teaching of history have taken place in the past decades. The penultimate
study is a condensed version of work written together with my colleague Ágnes
F. Dárdai and was published in the anniversary volume of the online didactics
journal History Teaching and the last one was published in the 2020 yearbook of
the International Society for History Didactics.
The writings in this volume provide insight mainly into the main trends of the
teaching of history in Hungary in the quarter-century after 1990, when, in addition
to the shaping of the national identity, a genuine effort to commit to European values
and the implementation of the elements of modernization in Hungary featured
prominently. The writings seek to serve the formation and development of historical
literacy undertaken in the search for responses to new challenges. The author – as
is evident in the writings – places great importance on the shaping of democratic
attitudes, the formation of collective identity, the passing on of a common cultural
code system, the experience-based, multiperspective and varied processing of
concrete histories and historical documents (sources), and the practice of adaptive
historical thinking skills that may be based on the recognition of analogies and
patterns for the advancement of citizenship education. This is all done in the hope
that acquiring historical literacy can help the coming generations approach future
local, regional, national, European and global issues with a realistic knowledge of
the past and historical consciousness, and get sufficient underpinning for their
socialization in society as well as the pursuit of their personal lives.
the writings it contains were published earlier in Hungarian,
and this is footnoted in the titles. Versions of the first and
fourth pieces were initially used as teaching materials for
the university-level instruction of history teachers. The
second study appeared in a volume of English language
studies published by the Hungarian Institute for Educational
Research and Development. The third chapter is an excerpt
from a secondary school textbook still in use in Hungary today.
The inclusion of the textbook chapter has a dual function. Firstly, to inform the
international public about the processes of the past decades in Hungary and their
appearance in textbooks and secondly, to showcase multiperspectivity as well as
competency- and activity-based preparation in teaching practice.
Its inclusion in this volume intends to help readers who are unfamilar with the
circumstances in Hungary to better understand the context in which processes
related to the teaching of history have taken place in the past decades. The penultimate
study is a condensed version of work written together with my colleague Ágnes
F. Dárdai and was published in the anniversary volume of the online didactics
journal History Teaching and the last one was published in the 2020 yearbook of
the International Society for History Didactics.
The writings in this volume provide insight mainly into the main trends of the
teaching of history in Hungary in the quarter-century after 1990, when, in addition
to the shaping of the national identity, a genuine effort to commit to European values
and the implementation of the elements of modernization in Hungary featured
prominently. The writings seek to serve the formation and development of historical
literacy undertaken in the search for responses to new challenges. The author – as
is evident in the writings – places great importance on the shaping of democratic
attitudes, the formation of collective identity, the passing on of a common cultural
code system, the experience-based, multiperspective and varied processing of
concrete histories and historical documents (sources), and the practice of adaptive
historical thinking skills that may be based on the recognition of analogies and
patterns for the advancement of citizenship education. This is all done in the hope
that acquiring historical literacy can help the coming generations approach future
local, regional, national, European and global issues with a realistic knowledge of
the past and historical consciousness, and get sufficient underpinning for their
socialization in society as well as the pursuit of their personal lives.