Suchergebnisse

Over the past few decades, Lifelong Learning has developed into the most important pedagogic paradigm in Europe. At the same time, it has also become a generic term for the reform ideas of the European Union. Ever since the European Year of Lifelong Learning in 1996, this paradigm has been regarded as the most effective way to deal with the rapid social, political and economic changes of the modern world. With the introduction of the Lisbon Process in 2000 to create "the most competitive and dynamic knowledge-based economy in the world," Lifelong Learning has become even more significant. Although this aim has not been achieved, the EU has been endeavouring to generate "smart, sustainable, inclusive growth" since 2010 with its new agenda Europe 2020, thus strengthening the coordination of national and European policies. The idea of Lifelong Learning still plays a great role. This study analyses the reception of the European reform debate about Lifelong Learning in the educational scholarly discourse of two EU member states: Germany, representing the "old Europe", and Hungary, the "new Europe". The focus is on the 1996–2005 period – between the European Year of Lifelong Learning and the halfway point of the Lisbon Process – when EU states attempted to implement the idea of Lifelong Learning in their national educational systems. There are two main discourse lines about Lifelong Learning: (educational) policy and scholarly. The educational scholarly discourse not only reflects the European and national discourse about Lifelong Learning, but also endeavours to find compatibilities between European and German/Hungarian traditions, policy aims and research topics. The study analyses 49 articles about Lifelong Learning in ten volumes of seven educational scholarly journals in Germany and Hungary, which represent three scholarly areas in the field of education: general education, school pedagogy and adult education. Using a three-step "perception – interpretation – adaptation" analysis, it shows the similarities and differences in the German and Hungarian adaptations and the most important influencing factors. As a result, the similarities in the educational debate within these two countries can be traced back to the standardizing effects of EU (educational) policy activities. The differences stem from the different geographical and political situations, durations of EU membership, political and economic traditions after 1945 and structures of the two education systems. ; A tanulmány az Európai Unió Lifelong Learning-koncepciójának adaptációját hasonlítja össze két uniós tagország neveléstudományi vitájában: Németországban, ami a "régi Európát" és Magyarországon, ami az "új Európát" reprezentálja. Az "észrevétel-értelme-zés-adaptáció" többlépcsős elemzési séma segítségével egyrészt feltárja az EU-kon-cepció német és magyar adaptációjának hasonlóságait és különbségeit, valamint be-mutatja és elemzi az azokat befolyásoló legfontosabb tényezőket.

In 1988-1989 a stream of East Germans sought refugee in Hungary at the Embassy of West Germany in Budapest. The three countries taking part in the issue made different solutions to deal with the increasing problem. The East German leadership tried to call back the refugees and calm down the emigration process, but it had lost its confidence. West Germany tried to solve the problem not only on the level of consulship but exten-sively, in part with recognizing the status those waiting for West German citizenship and those for refugee status - without any success. In the interest of the resolution and bring the Hungarian leadership to their point of view, they tried to make use of the international organizations. However, the Hungarian leadership made efforts to stay out of the issue to get the two German states make an agreement. But there was no chance for that so Buda-pest gave up its quasi neutrality and tried to solve the problem opening the border by avoiding Hungary to turn into a refugee camp of the region. Besides making this ad hoc arrangement, the whole issue needed more radical crisis management, not only in Hungary.

Zsfassung in dt. Sprache u.d.T.: Über einige dogmatische Probleme der erfolgsqualifizierten Delikte