NDLI: Teaching and Learning Science in Hungary, 1867–1945: Schools, Personalities, Influences

Content Provider	Springer Nature Link
Author	Frank, Tibor
Copyright Year	2011
Abstract	The article provides an overview of the development of teaching science in Hungary during both the time of the dual monarchy and the newly established independent Hungary after 1920. The integration of Hungary into the Austro-Hungarian Monarchy (1867–1918) strengthened the effect of German speaking European science, the results of which were quickly channelled into the Hungarian school system at all levels. The Hungarian Academy as well as the University of Budapest (today Eötvös Loránd University) played a leading role in the „nationalization” of European science in the educational system. Scientific developments in Hungary strengthened the position of rational and secular thinking in a highly religious society and contributed to the erosion of the mental power of the church tradition, particularly that of the Roman Catholic Church. Toward World War I, influenced by the Protestant Churches, the Jewish tradition, and agnosticism, the public picture of science became more international, occasionally ready to consider challenges of the accepted world view, and sometimes less dogmatic. Leading Hungarian figures with an international reputation who played a decisive role in making science part of Hungarian thinking included the physicists Baron Loránd Eötvös and Sándor Mikola, the mathematicians László Rácz and George Pólya as well as a host of others in related fields. Emigration, mostly Jewish, after World War I, contributed to the curtailment of efforts to teach science effectively as some of the best people left Hungary for, mostly, Germany, Britain, and the United States. However, the interwar school system, the Hungarian version of the German Gymnasium, continued to disseminate scientific thought in Hungarian education. Much of the information was foreign and appeared simply in translation—but an impressive array of indigeneous scientific results paved the way to a larger educated middle class then in the making.
Starting Page	355
Ending Page	380
Page Count	26
File Format	PDF
ISSN	09267220
Journal	Science & Education
Volume Number	21
Issue Number	3
e-ISSN	15731901
Language	English
Publisher	Springer Netherlands
Publisher Date	2011-03-04
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Interdisciplinary Studies History Philosophy of Science Science Education
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Teaching Darwinian Evolution: Learning from Religious Education

Hellenic Studies in History, Philosophy of Science and Science Teaching: New Perspectives

Cortes' Multicultural Empowerment Model and¯Generative Teaching and Learning in Science

HIPST—History and Philosophy in Science Teaching: A European Project

Philosophy and Quantum Mechanics in Science Teaching

Science, Philosophy of Science and Science Teaching

Physics Teachers’ Challenges in Using History and Philosophy of Science in Teaching

Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Issues

A Graduate Programme in History, Philosophy and Science Teaching in Brazil

Teaching and Learning Science in Hungary, 1867–1945: Schools, Personalities, Influences

Similar Documents

Teaching Darwinian Evolution: Learning from Religious Education

Hellenic Studies in History, Philosophy of Science and Science Teaching: New Perspectives

Cortes' Multicultural Empowerment Model and¯Generative Teaching and Learning in Science

HIPST—History and Philosophy in Science Teaching: A European Project

Philosophy and Quantum Mechanics in Science Teaching

Science, Philosophy of Science and Science Teaching

Physics Teachers’ Challenges in Using History and Philosophy of Science in Teaching

Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Issues

A Graduate Programme in History, Philosophy and Science Teaching in Brazil

Teaching and Learning Science in Hungary, 1867–1945: Schools, Personalities, Influences