The main tenet of the paper concentrates on the value reductionism promoted by the narrow-minded economic extremism flourishing in education. For economic extremism, the enjoyment of pupils and students - as allegedly the chief consumer value in education - stands for a large set of other values, which are necessary for the would be adults as successful labour force, and healthy and socialised people. However, pupils and students cannot be regarded as only consumers at the schools, colleges and universities. At the end of the presentation, the author gives a list of values and their short definitions so as to encourage a mode of teaching which is really beneficial - although not always so easy and enjoyable - for pupils and students.
A tanulmány a jelenlegi magyar felsőoktatásban tapasztalható
kulturális divergenciával foglalkozik. E célból a szerzőegy módszert dolgozott
ki, amelyet „Mentalitástörténeti Azonosítónak” nevezett el. A munka alapvetően
empirikus, viszont a kutatási tárgynak megfelelőkorszerűirodalmon alapszik. Az
empirikus eredményeket bemutató elméleti bevezetőmegkísérli definiálni a
mentalitás fogalmát és megtalálni a különbséget a mentalitás és a pszichológiai
This paper presents a small sample of the results Creatology has achieved during its first thirty years of existence from 1977 to 2007. The main chapters below deal with the short prehistory of Creatology, its paradigmatic framework and applications. The author’s ambition was first and foremost to outline the theoretical foundation, because pragmatic work in this domain is over-represented at the expense of losing even the theoretical minimum obligatory for any scientific enterprise. The article gives also descriptions of what it calls the “Big Bang” of Creatology and the mainstream view about creativity based on the generalized market structure.
This paper tries to reframe the man-machine problem, which has frequently changed throughout history. Originally, a machine was a helper of man, but later became its competitor and substitute. As a consequence of this, man has been pushed out of production and possibly, out of life itself. For today, nearly all man’s functions — except for consumption and creativity — can be furnished by machines. Creativity should have a special place because it is the last “shelter” of man in the conflict with machine. Almost every other faculty of man has more or less been simulated by technology. There are some key questions to be answered: Whom do the creative techniques serve? Is the target group men or machines?
The main problem of this paper to be solved is to outline one of the main cultural institutions - namely schools - in terms of firms. In order to achieve this goal, the basic characteristics of firms had to be established, also analysing the most important problems related to them. The paper claims that, in fact, all firms overlap and thus depend on each other, which inevitably limits their competition to a certain degree. This is especially true for cultural institutions in the process of producing human capital. The authors propose to use rather strategic coordination instead of internalisation in the process of treating externalities.