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válsága. Budapest, Tankönyvkiadó. 3 Delors, J. (1999) L’Éducation: un trésor est caché dedans . Paris, UNESCO. 4 Fábri Gy. (2015) A

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Irodalom/References 1 Aubenas, F. – Benasayag, M. (2003) Résister c’est créer . Paris, La découverte. 2 Brustier, G. (2016) Nuit Debout, un

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. 19 Laforgue, D. (2007) L’administration scolaire française est-elle une bureaucratie? (Bürokráciának tekinthető-e a francia oktatásirányítás?) Pyramides , No. 14. https

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. , ‘L’identité catholique de l’Italie est-elle soluble dans l’État de droit constitutionnel (national et européen)?’ ( 2010 ) 3 Revue du droit public 771 – 787 . Nivard , C

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’s Environment, Environment in the Constitution – Process and Background of the New Hungarian Constitution ’ ( 2012 ) 1 Est Europa – La revue 37 – 70 . Ruhl , JB and J. Salzman , ‘ The Law

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. , ‘ Recall ’ in M Phelps (ed), Selected Articles on the Recall Including the Recall of Judges and Judicial Decisions (H.W. Wilson Company 1915 ). Sieyès , J. E. , Qu’est

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occidere nolite timere bonum est’ – which can be read, depending on the place of the comma: ‘Do not be afraid to kill Edward, it is good’ or ‘Do not kill Edward, it is good to fear’. 18 Harts example: ‘No vehicles in the park’ exemplifies the problems

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measuring methods from the legal philosophy tradition, e.g., there are great maxims in Roman law, such as ius est ars boni et aequi, summum ius summa iniuria, etc. Legal culture has also created several famous role-models in connection with judges

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AD 65 : “Non scholae sed vitae discimus ” (“We do not learn for school but for life”). This phrase had been modified in Hungary and Germany in the early 19th century, to “ non scholae, sed vitae discendum est ” (“We must learn not for school but for

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of individuals in L’intérêt est la mesure des actions and Pas d’ intérêt, pas d’action. S2 This approach is followed by most scholars, regardless of the legal system and traditions of doctrine. The best example is the Transnational Principles of

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