Suchergebnisse

A tanulmány Nagy József szociális érdekérvényesítő képességekre és
azokon belül elsősorban a versengésre vonatkozó elméleti megfontolásait
tárgyalja. Kiemeli Nagy József jelentőségét abban, hogy a versengést
nemzetközi szinten is elsőként értelmezte az iskolában fejleszthető és
fejlesztendő szociális készségként. A tanulmány kitér a versengési
mintázatok különbségeire, és részletesen áttekinti azokat a strukturális,
magatartásbeli és személyiségbeli feltételeket, amelyek alapján a versengés
konstruktív vagy destruktív folyamattá válhat. A konstruktív versengésre
vonatkozó elméleti ismeretek mellett az együttműködő versengés szituatív
jellemzőire vonatkozó empirikus vizsgálatot ismertet, majd röviden
tárgyalja a konstruktív versengés iskolai helyzetekben való előfordulását,
illetve tanárok nézeteit arról, hogy mennyire kell és lehet a versengést
iskolai környezetben fejleszteni. Utolsóként a tanulmány kitér az
együttműködve versengő állampolgár iskolai nevelésének részt vevő
megfigyelőként tapasztalt mindennapi gyakorlatára.

Each human group and each society is a complex system of cooperative and competitive relationships. These two relations are intertwined, however, it is not indifferent in what way and to what extent. The present research has aimed at revealing the requirements of cooperative competition
which is a competitive process with a high degree of cooperation among the competing parties. The Critical Incident Technique was applied. This procedure is based on the direct observation of human behaviour and was elaborated in order to examine complex interpersonal phenomena and to provide
ecological validity. Altogether 483 critical incidents were described by teachers and university students of education. They were instructed to recall competitive relationships that have certain characteristics (e.g. high degree of cooperation among the parties vs no cooperation among the
parties; high degree of trust among the parties vs high degree of distrust among the parties, etc.) After the free description of the incident, the participants had to characterize the competitive event along different dimensions on a Likert-scale, for instance intense/not intense competition;
rules kept or violated. Applying principal component analysis, four different scales were constructed: the Cooperation Scale (i.e. the relationship among the competitors, cooperation, trust and communication), the Motivation Scale (i.e. motivation, the importance of the goal, development and
learning), the Fairness Scale (i.e. rule keeping, no aggression and no manipulation) and the Enjoyment Scale (i.e. enjoyment and positive stress). The correlation analysis of the interrelations among the scales and individual variables has indicated that the high degree of cooperation among
the competitors was positively related to fairness, the clarity of rules of competition, enjoyment and motivation. Less cooperation among the competitors was related to higher level stress and more intensive competition among them. If competitive processes are characterized by high degree
of cooperation, i.e. they are cooperative competitions that have no detrimental but only beneficial effects, then they combine the constructive aspects of both cooperation and competition.

Globalization is one of the most frequently discussed economic, political, social and cultural phenomenon of the twenty-first century, however there are very few studies that seek to uncover how young people, the future generation of the globalizing world, perceive these processes.
Most of the existing studies target attitudes toward the economic changes and youth in Western European societies. There has been no study to investigate the perception and attitudes of young adults in post-socialist countries; therefore the goal of the present research was to explore Hungarian
university students' views. Altogether 103 respondents of two different majors (humanities and social sciences/economics) participated in the research. A closed-ended questionnaire including a semantic differential scale and a 4-point Likert-type attitude scale consisting of 30 items regarding
the most common mentioned economic, political, cultural and environmental benefits and dangers of globalization was administered. The analysis of the data revealed that while the participants consider the influence of globalization on Hungary large, they are neither fearful nor enthusiastic
about its effects, however they considered their general impact slightly more negative than positive. Items expressing different aspects of globalization resulted in five factors: Decreasing Differences, Multiculturalism, Globalization as a Threat, Benefits of Globalization, and Cultural and
Economic Hegemony. University major proved to be a better predictor of the attitude towards globalization than gender. Students of economics evaluated globalization significantly as being more good, exciting and useful than students of humanities. They seemed to have a more definite and elaborated
picture about what is needed for success in a globalized world in terms of skills. Economics students also had higher means in Factor 4 'Benefits of Globalization' and they evaluated the specific effects of globalization more positively.

Purpose: We intent to provide a comprehensive picture of Hungarian social science education, to review the constituents of social science literacy, a systematic analysis of the curriculum and its changes since 1989 and of the available research in this field. Design/methodology/approach: The findings are based on the analysis of educational documents (e. g. curricula) and the review of the research publications in the field. Findings: Social science education is cross-curricular in Hungary. Among the different knowledge fields history has a decisive and dominant role. Other social science topics are mostly abandoned in everyday teaching practice. There is a growing centralization of the educational arena (e.g. government approved limited number of textbooks) and a growing emphasis on national identity and patriotism and a decreasing emphasis on Europe. The cross-curricular nature of social science education would require well trained teachers who are able to think critically and in a complex way themselves, however teacher training and classroom practice also support the hegemony of history teaching.

Purpose: We develop a positive but critical appreciation of the nature and meaning of impact as current constituted as UK universities prepare for the government-led evaluation of research quality in REF2021. Methodology: We describe and then discuss impact (generally, and then specifically in relation to one recently completed project). That project was funded by the Leverhulme Trust and titled Youth activism, engagement and the development of new civic learning spaces (see:https://www.york.ac.uk/education/research/cresj/researchthemes/citizenship-education/leverhulmeyouthactivism/) Findings: Currently, there is potential for corporate arguments about impact to have a negative effect on UK universities. It would be preferable to consider impact in relation to general arguments about strengthening societal culture by generating greater respect for knowledge and clarifying its relationship with society; and by knowledge based arguments in that a specific evaluation of impact would allow us to know more about the nature of the research-practice interface.

Pedagogies about and for civic engagement are not clearly defined. We consider how these understandings have been constructed and how these pedagogical developments reveal a gradual yet fundamental shift from more transmission-oriented learning intentions and practices to more transformative orientations. We examine how particular broad and interrelated pedagogical considerations and experiences appear to enhance civic engagement learning (e.g. a focus on real-life and relevant political questions and issues, classroom to community, local to global). We review experiences that allow for the practice of different forms of civic engagement; varied ways of knowing and active involvement in the process of constructing knowledge in relation to these political questions and issues rather than simply receiving information passively; and building capacities for decision-making, public issue investigation, ethical thinking, peace-building and conflict management. We recognize that these matters are approached differently in the literature and in classrooms, schools and communities with varying degrees of emphasis and levels of sophistication. We contend that these contrasting approaches and practices reflect differing cultural and historical traditions and contexts, pressures being experienced locally and globally, and the guidance of educational policies and study programmes. The enactment of these developing understandings of civic engagement pedagogy is nominal and uneven in classrooms, schools and community sites within and across countries. Most forms of civic engagement pedagogy for youth tend to occur randomly in their communities, while school-based programmes are limited and most often involved in forms of civic action that are perceived as safe and minimal. We highlight – in the form of questions – some of the persisting challenges that face educators in developing appropriate pedagogies for civic engagement. This work originated from a three-year (2016–19), six-country project, 'Youth Activism, Engagement and the Development of New Civic Learning Spaces', undertaken by an international network of researchers (based in Australia, Canada, England, Hungary, Lebanon and Singapore) and funded by a Leverhulme Network Grant. We explore key ideas and issues about the ways in which young people participate in society and discuss what implications there are for education.

Smiling individuals are usually perceived more favorably than non-smiling ones—they are judged as happier, more attractive, competent, and friendly. These seemingly clear and obvious consequences of smiling are assumed to be culturally universal, however most of the psychological research is carried out in WEIRD societies (Western, Educated, Industrialized, Rich, and Democratic) and the influence of culture on social perception of nonverbal behavior is still understudied. Here we show that a smiling individual may be judged as less intelligent than the same non-smiling individual in cultures low on the GLOBE's uncertainty avoidance dimension. Furthermore, we show that corruption at the societal level may undermine the prosocial perception of smiling—in societies with high corruption indicators, trust toward smiling individuals is reduced. This research fosters understanding of the cultural framework surrounding nonverbal communication processes and reveals that in some cultures smiling may lead to negative attributions.

Smiling individuals are usually perceived more favorably than non-smiling ones—they are judged as happier, more attractive, competent, and friendly. These seemingly clear and obvious consequences of smiling are assumed to be culturally universal, however most of the psychological research is carried out in WEIRD societies (Western, Educated, Industrialized, Rich, and Democratic) and the influence of culture on social perception of nonverbal behavior is still understudied. Here we show that a smiling individual may be judged as less intelligent than the same non-smiling individual in cultures low on the GLOBE's uncertainty avoidance dimension. Furthermore, we show that corruption at the societal level may undermine the prosocial perception of smiling—in societies with high corruption indicators, trust toward smiling individuals is reduced. This research fosters understanding of the cultural framework surrounding nonverbal communication processes and reveals that in some cultures smiling may lead to negative attributions.

Smiling individuals are usually perceived more favorably than non-smiling ones—they are judged as happier, more attractive, competent, and friendly. These seemingly clear and obvious consequences of smiling are assumed to be culturally universal, however most of the psychological research is carried out in WEIRD societies (Western, Educated, Industrialized, Rich, and Democratic) and the influence of culture on social perception of nonverbal behavior is still understudied. Here we show that a smiling individual may be judged as less intelligent than the same non-smiling individual in cultures low on the GLOBE's uncertainty avoidance dimension. Furthermore, we show that corruption at the societal level may undermine the prosocial perception of smiling—in societies with high corruption indicators, trust toward smiling individuals is reduced. This research fosters understanding of the cultural framework surrounding nonverbal communication processes and reveals that in some cultures smiling may lead to negative attributions.

The universality versus culture specificity of quantitative evaluations (negative-positive) of 40 events in world history was addressed using World History Survey data collected from 5,800 university students in 30 countries/societies. Multidimensional scaling using generalized procrustean analysis indicated poor fit of data from the 30 countries to an overall mean configuration, indicating lack of universal agreement as to the associational meaning of events in world history. Hierarchical cluster analysis identified one Western and two non-Western country clusters for which adequate multidimensional fit was obtained after item deletions. A two-dimensional solution for the three country clusters was identified, where the primary dimension was historical calamities versus progress and a weak second dimension was modernity versus resistance to modernity. Factor analysis further reduced the item inventory to identify a single concept with structural equivalence across cultures, Historical Calamities, which included man-made and natural, intentional and unintentional, predominantly violent but also nonviolent calamities. Less robust factors were tentatively named as Historical Progress and Historical Resistance to Oppression. Historical Calamities and Historical Progress were at the individual level both significant and independent predictors of willingness to fight for one's country in a hierarchical linear model that also identified significant country-level variation in these relationships. Consensus around calamity but disagreement as to what constitutes historical progress is discussed in relation to the political culture of nations and lay perceptions of history as ...