scholarly journals Trends in changing history teaching in Hungary (1990–2020)

2021 ◽  
Author(s):  
Ágnes Fischer-Dárdai ◽  
József Kaposi
Keyword(s):  
Teacher Training ◽  
Public Education ◽  
Education Policy ◽  
Journal Articles ◽  
Policy Decisions ◽  
Professional Literature ◽  
History Teaching ◽  
Important Policy

Abstract Our study seeks to outline the defining trends and phenomena of Hungarian public education and teacher training – with a focus on Hungarian history teaching – between 1990 and 2020. The authors were, on various levels and to various degrees, participants, and at times influential actors, in the processes presented in this study. From this, and as a consequence of their convictions, they advocate the aspect of continuity in the interest of maintaining Hungarian traditions, as well as the perspectives of renewal in the interest of implementing new Hungarian and foreign thinking, approaches and innovations. This mosaic-like overview seeks to outline the main pillars of the context of Hungarian history teaching with the use of fundamental professional literature from the period on pedagogy and history didactics. The focus of the study is history teaching, and for a better understanding of its processes we highlight some important policy decisions and documents. We wish to show the education policy, pedagogical and educational-methodological environment in which the journal articles that provide the backbone of the volume were formulated.

‘Religious schools, civic education, and public policy: A framework for evaluation and decision’

2018 ◽  
Vol 16 (2) ◽  
pp. 141-161 ◽  
Author(s):  
Ian MacMullen
Keyword(s):  
Public Policy ◽  
Public Education ◽  
Education Policy ◽  
Civic Education ◽  
Liberal Democracy ◽  
Continuous Variable ◽  
Religious Schools ◽  
Policy Decisions ◽  
Public Education Policy

Some people claim that religious schools are poorly suited to prepare children for citizenship in a multi-religious society that is (or aspires to be) a liberal democracy. In what sense(s), by what mechanism(s), and to what extent might this be so? And what could be the implications for public policy? I propose an analytical and evaluative framework for addressing these questions. There are several potentially independent dimensions on which a school may have a religious character, and each of these dimensions is a continuous variable. Schools that are strongly religious on all of these dimensions are indeed very poor instruments of civic education in a multi-religious society. But what about schools whose religious character is far weaker on each dimension? If these schools are inferior to their secular counterparts for civic educational purposes, that inferiority may be very slight. Given the great diversity among religious schools, and if – as I argue – the civic goals of education are not the only important values that ought to guide public education policy, there are powerful reasons to discriminate among (proposed) religious schools when making policy decisions about regulation and funding. Those who oppose such a discriminating approach must demonstrate that the benefits of ‘difference blindness’ in this domain outweigh its substantial costs.

Thinking politically: challenging public education

2018 ◽  
pp. 1-24
Author(s):  
Helen M. Gunter
Keyword(s):  
Public Education ◽  
Education Policy ◽  
Hannah Arendt ◽  
Public Services ◽  
The State

This chapter provides an overview of the book's main themes. This book presents a new conceptualisation, so-called Knowledgeable Polities, and identifies and deploys the Education Policy Knowledgeable Polity as the methodological means of examining the dynamics of the state, people, practices, ideologies and networks. Such an approach allows the study to consider the conditions for rethinking politically ongoing ‘reforms’ of education. The book provides access to ideas, evidence, and practices vital for the re-politicisation of public services education. By engaging with Hannah Arendt as a ‘discussion partner’, it explores a range of ideas and arguments.

scholarly journals Deducting collateral benefits from damages: principle and policy

Legal Studies ◽  
1998 ◽  
Vol 18 (1) ◽  
pp. 15-40 ◽  
Author(s):  
Richard Lewis
Keyword(s):  
Social Security ◽  
The State ◽  
Personal Injury ◽  
Policy Decisions ◽  
Insurance Law ◽  
Personal Injury Litigation ◽  
Important Policy ◽  
Accident Victim ◽  
The Law

Schemes for compensating injury which operate alongside each other call for important policy decisions to be made concerning their inter-relationship. Are they to take account of one another and, if so, to what extent? These issues can arise in a variety of contexts. Within particular regimes they are the concern, for example, of the overlapping benefit regulations in social security law and the rules relating to contribution in insurance law. However, the focus of this article is upon personal injury litigation. It examines the policy reasons which have been used to justify the different results reached by the law when faced with the problem of ‘collateral benefits’ received by an accident victim also seeking damages. Typically, these benefits are received from the state, or an employer, or an insurer.

scholarly journals Disaster Nursing: Trends in the Professional Literature

2019 ◽  
Vol 34 (s1) ◽  
pp. s51-s51
Author(s):  
Odeya Cohen ◽  
David Stewart ◽  
Sakiko Kanbara ◽  
Howard Catton ◽  
Judith Shamian
Keyword(s):  
Disaster Management ◽  
Disaster Preparedness ◽  
International Perspective ◽  
Practice Research ◽  
Journal Articles ◽  
Professional Literature ◽  
Education Practice ◽  
International Nursing ◽  
Management Roles ◽  
Nursing Competencies

Introduction:Nurses’ broad knowledge and treatment skills are instrumental to disaster management. Roles, responsibilities, and practice take on additional dimensions to their regular roles during these times. Despite this crucial position, the literature indicates a gap between their actual work in emergencies and the investment in training and establishing response plans.Aim:To explore trends in disaster nursing reflected in professional literature, link these trends to current disaster nursing competencies and standards, and reflect based on the literature how nursing can better contribute to disaster management.Methods:A systematic literature review, conducted using six electronic databases, and examination of peer-reviewed English journal articles. Selected publications were examined to explore the domains of disaster nursing: policy, education, practice, research. Additional considerations were the scope of the paper: local, national, regional, or international. The International Nursing Councils’ (ICN) Disaster-Nursing competencies are examined in this context.Results:The search yielded 171 articles that met the inclusion criteria. Articles were published between 2001 and 2018, showing an annual increase. Of the articles, 48% (n = 82) were research studies and 12% (n = 20) were defined as dealing with management issues. Classified by domain, 48% (n = 82) dealt with practical implications of disaster nursing and 35% (n = 60) discussed educational issues. Only 11% of the papers reviewed policy matters, and of these, two included research. Classified by scope, about 11% (n =18) had an international perspective.Discussion:Current standards attribute a greater role to disaster-nursing in leadership in disaster preparedness, particularly from a policy perspective. However, this study indicates that only about 11% of publications reviewed policy issues and management matters. A high percentage of educational publications discuss the importance of including disaster nursing issues in the curricula. In order to advance this area, there is a need to conduct dedicated studies.

Congress, the Constitution, and First Use of Nuclear Weapons

1986 ◽  
Vol 48 (3) ◽  
pp. 424-455
Author(s):  
Arthur S. Miller ◽  
H. Bart Cox
Keyword(s):  
Decision Making ◽  
Nuclear Weapons ◽  
Collective Decision ◽  
Collective Decision Making ◽  
Policy Decisions ◽  
Important Policy ◽  
Ultimate Responsibility ◽  
Nuclear Warfare ◽  
Council Of State

This article analyzes the constitutional problems involved in “first use” of nuclear weapons. Its organizing principle is that Congress has a constitutional duty to ensure such control over nuclear weapons that first use (and first strike) is proscribed. After demonstrating that the Constitution requires collective decision-making in important policy decisions, it is recommended that Congress retrieve its delegated power over nuclear weaponry, and also establish a “council of state” within the office of the presidency with which the president must consult before taking important decisions, including those involving nuclear warfare. The council would take a sober “first look” at proposed policies, but the ultimate responsibility would be the president's.

English in Pakistani public education

2017 ◽  
Vol 41 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Liaquat Ali Channa
Keyword(s):  
Public Education ◽  
Education Policy ◽  
English Language ◽  
Successful Implementation ◽  
Government Schools ◽  
Public Language ◽  
National Education ◽  
The Government ◽  
And Mathematics ◽  
Grade One

Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for the government schools since 1947 to the present time. I argue that students from the elite and non-elite English medium schools end up being more literate in English and having better access to social mobility than the students from the Pakistani government schools because of the low quality education and the poor instruction of English as a subject taught through traditional teaching methods of imitation and memorization. In order to reduce the gap, although the recent National Education Policy (NEP 2009) of Pakistan has recommended not only teaching English as a compulsory subject in grade one onward but also using it as a medium of instruction in grade four onward for the content subjects such as science and mathematics in the Pakistani government schools, the current predicament of Pakistani public education raises questions and controversies about the successful implementation of the policy. The main suggestion of the paper is the fact that since teachers are the major agents of change in realizing such curriculum reforms at their classroom level (Fullan & Stiegelbauer, 1991), their perspectives, perceptions and attitudes must be sought as well as included in such policy making processes. Because the voices of Pakistani government teachers are overlooked in such top-down language policies, this paper implies that the their experiences, attitudes, and perspectives about the present and future role of English in public language-in-education policies need to be explored to better understand the potential future implications for Pakistani teachers and their education. Such steps not only make policies inclusive but also gauge how far such English initiatives are facilitative in raising the quality of education and developing English language literacy in Pakistan.

Sign in / Sign up

Export Citation Format

Share Document