Élmény és emlékezet: helyzetek és lehetőségek a protestáns iskolákban

Czeglédi Sándor


In this study, I examine first the problems of remembrance, tradition, history of
remembrance and source processing, partly on texts of belles lettres. In protestant schools there were strict procedures concerning rationalized, casual word usage until the middle of the 20th century, i.e. the secularization of schools. Contemporary religious life was not characterized by experiences having filled a central role, either. Striving after maintaining traditions can be seen even nowadays, and on the other hand, the experience-centered approach has appeared in church life and in rearranging schools. In the study, I would like to
draw the attention to the creation of an understanding-centered and adapting-centered pedagogy.
Experience and remembrance: situations and possibilities in Protestant schools (abstract)
– Roles of the notions of remembrance, tradition, history of remembrance and the sources in the works of Pierre Nora, Jan Assmann and Hayden White. The characteristics of the Hungarian Protestant interpretation of traditions.
– Examples by the works of Sándor Karácsony, Zsigmond Móricz and Magda Szabó: How were students affected by the strictness of schools and the style of teachers?
– Rejection of experience likeness of certain Reformed theologists in the first half of the 20th century.
– Possible answers for today's challenges: striving after experience likeness; a
recommendation for creating an understanding-centered and adapting-centered pedagogical approach.

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DOI: https://doi.org/10.22309/PTSZEMLE.2017.1.4


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