Margaret Mahler (née Schönberger, 1897–1985) was a Hungarian physician, psychiatrist, and psychoanalyst, renowned for her groundbreaking work in child development. Born in Sopron, Hungary, on May 10, 1897, she was the daughter of the respected chief medical officer, Dr. Gusztáv Schönberger, president of the Neolog Jewish community.
After completing her early education in Sopron, Margit moved to Budapest at age 16. She began her medical studies there, but antisemitism forced her to continue her training at several German universities (Munich, Jena), ultimately earning her medical degree from the University of Heidelberg in 1922.
In 1923, Mahler began her practice and psychoanalytic training in Vienna. She married Dr. Paul Mahler in 1936. Following the Nazi takeover in 1938, the couple fled Europe, first to London and then to the United States.
In New York, Mahler quickly established herself in the psychoanalytic community. By 1950, she was directing the child psychoanalytic training program at the Albert Einstein College of Medicine. Her primary focus became the mother-child relationship and the crucial separation-individuation process.
Her major contribution, the book The Psychological Birth of the Human Infant (1975), was a landmark achievement, cementing her reputation as one of the most distinguished psychoanalysts of her era.
Margaret and Paul Mahler were interred in the Sopron Israelite Cemetery in 1986, in her father’s grave. In 1997, a memorial plaque was unveiled at her birthplace in Sopron, Várkerület 77.

Margit Slachta, the first woman MP in the Hungarian Parliament, social worker and Christian feminist activist founded the community of the Sisters of Social Service in 1923. At the crossroad of innovative modern social work and Catholic spirituality, the “social sisters” were involved in manyfold and significant activities: they reconsidered charity work, struggled for women’s rights, urged social legislation, and many more initiatives can be associated with their names. Right after the foundation of the congregation, the Social Sisters also strove to expand internationally: some went to the United States and Canada, and Margit Slachta, as the prioress of the community, visited the overseas foundations three times in the interwar period.
In my presentation, I would like to introduce two recently published sources about their first American experiences (published in: Járatlan utakon Amerikában – Szociális testvérek az Egyesült Államokban és Kanadában az 1920-as években. (Eds.) Éva Petrás – Boglárka Lilla Schlachta, 2025). One of them, the “American letters”, reflected the initial challenges and the social sisters’ first impressions of America through their correspondence. In the second source, I would like to present Margit Slachta’s essays on America, which she wrote after her visit in 1925: in the “Captured Rays”, as a woman traveler, Sister Slachta describes the everyday life of the American people, and in the small snapshots and anecdotes she introduces the “spirit of America” to Hungarian readers.

Traditional university rankings (both international and domestic), official evaluation systems developed over decades, typically focus on the academic performance and human resources of institutions, resulting in strong bias in favor of universities with a long history, and English language programs. However, let us notice that in the age of digitalization, the world we have known so far is changing at an extraordinary pace, the usual rules of the market have been called into question, and business uncertainties are great, which at the same time creates almost unlimited opportunities. In this "Brave New World", universities also have new roles and responsibilities. Employees become contractors; knowledge creation and knowledge transfer replaced by knowledge utilization; academic institutions become (partly) profit-oriented, entrepreneurial institutions. That is why it is worthwhile to evaluate, compare and rank universities in a novel, holistic and innovative way. In the paper, we strive to meet this expectation and creatively combine traditional metrics of teaching and research performance in academia with business performance goals of quality, speed, reliability, flexibility, and cost. We want to emphasize that bureaucratic performance evaluation based on metrics, no matter how sophisticated, cannot substitute, but complements, supports the acquisition of real-life experience, expert activity, and responsible decision-making of the management.

In 1956 almost 200,000 Hungarian left their homeland. In the '50s smallpox and polio were serious diseases, do all countries that sought to help Hungarian refugees had to reckon with their medical condition. Since the discovery of the New World, migration is connected with the transportation of dangerous viruses. Because of this, Hungarian refugees were vaccinated before transportation to the United States or had to prove their health with an X-ray of their chest. The presenter used American and Australian documents to examine the medical condition of the Hungarian refugees and the medical issues associated with their reception. Many pregnant, handicapped, and sick people were among the refugees. In Camp Kilmer, the U.S. Army wrote a very detailed medical statistical report about the refugees. This constitutes a great source about the medical condition of the almost 30,000 Hungarian refugees who came through Camp Kilmer. Australia used a camp, called Bonegilla, for the quarantine of Hungarian refugees. Hopefully the presentation relates how migration and associated infections were handled in the past and how we could learn from this for our future.

„And so the years passed, and later I started to think about how it was possible to live a Hungarian life outside of Hungary.” (László Böjtös, Cleveland, Ohio)

Réka Pigniczky’s latest documentary addressing the issues of cultural identity, Heritage portrays the generation who fled Hungary after the Revolution of 1956 and who made their home in the United States. Only a small percentage of this group held onto their Hungarian identity, but for those that did it held a sense of mission. From Hungarian school and scouting to folk dance ensembles and church groups – even sports teams – the parents of this generation instilled Hungarian language, culture and identity into their children through a unique Hungarian “incubator.” Heritage is a collection of interviews with this group of Hungarian refugees and never before seen archive film footage of their first years in the U.S. Cast: László Böjtös, Szabolcs Kálmán, Kálmán Magyar, Andrea Mészáros, dr. Károly Nagy, Ödön Szentkirályi, and Katalin Vörös.
(2013, 65 min., English subtitles)

Recipient of the Swiss Book Prize and the German Book Prize (2010) for her novel Fly Away Pigeon (Tauben fliegen auf; Galambok röppennek föl), Melinda Nadj Abonji has brought stories about Vojvodina Hungarians onto the Swiss-German and world literary scene. This novel is an autobiographical tale of the immigrant experience, told in the author's beautiful musical and poetical prose that fuses languages and cultures. My paper will focus on Nagy Abonyi's recent novel Schildkrötensoldat (2018; Tortoise Soldier; no English or Hungarian translation to date). I argue that this novel is a prime example of world literature in Homi Bhabha's sense, i.e. it can be read as a piece of postcolonial literature as it pertains to migrants, the displaced, and the marginalized. I read "Tortoise Soldier" as a multilingual postcolonial and worldly (Edward Said) narrative that brings to the cultural "centre" of German-language literature produced in Switzerland voices of a cultural minority from the European "periphery" to express the limits of language through the perspective of Zoltán Kertész, a marginalized and subaltern character. Faced with prejudice, racism and abuse since childhood, the stutterer Zoltán gets drafted along with other Vojvodina Hungarians into the brutal interethnic Yugoslav war. Nagy Abonyi's powerful narrative demonstrates its worldliness not only in how it remains connected to the hybrid cultural spaces of the author and the main character but also in the ways it carries a universal message as a postmodern anti-war novel through its criticism of the toxic impositions of murderous masculinity.

“Youth want to relate their learning to their everyday lives, rather than abstract thinking” (Choy and Delahaye 2005). A collection of five works of nonfiction literature by Hungarian Holocaust survivors about their experiences as teens transforms abstract history into relevant situations.

Elder, L. Tom Perry wrote: “The lessons of the past … prepare us to face the challenges of the future (2009). Combining literature and theatre, Memories is an original short play about the Hungarian Holocaust. It preserves truths from the past and connects to the present, so we find a positive future in these days of turmoil and uncertainty.

The play begins with the words of Livia Bitton Jackson and Isabella Leitner that sound familiar: “Did you go to the movies? Did you have a date? What did he say? That he loves you? And “In my daydreams I am a celebrated poet . . . beautiful, elegant and very talented.” History comes to life as audiences feel with the authors who share important historical memories.

As the 15 minute script of Memories is presented and made available, educators discover a tool to enhance history, the Holocaust, and literature. The play is a collection of excerpts from the diary of teenager Eva Heyman of Nagyvarad who did not survive the Holocaust, but perished in Auschwitz at age 13 along with books by Holocaust survivors Aranka Siegal raised in Beregszasz, Isabella Leitner born in Kisvarda, Judith Magyar Isaacson from Kaposvar, and Livia Bitton Jackson from Czechoslovakia. These works of literature and writers have made and are making a significant impact on young people who encounter this history. Through their memories, we hear them say – “One is one’s memories. One cannot exist without memories. Memories connect the past, present and future. They connect oneself with the world. Memories.”

During the 65th anniversary of the 1956 Hungarian Revolution, we partnered with the Moholy Nagy Muveszeti Egyetem (MOME) / University of Art and Design Budapest to educate students about the Revolution and help them define what the Revolution means to the next generation. Students used our online archive, Memory Project: A Visual History Archive of Hungarian Emigration, as research and inspiration to define the legacy of 1956 in their own words. Three classes were used as the launching points: Media Design, Animation and Photography. Following a two-week intensive learning about the Revolution of 1956, 55 students created 60-second-presentations for their proposed projects. The results were original and some somewhat surprising. Along with the teachers, we worked to create a framework within which all of the ideas could be shown. We hope to replicate some of these ideas and ultimately, the learnings from this project, as we work within the HA community to help the next generation define what this important time in history means to them.

A séta: Emlékek a gyerekkorból és a Holocaust idejéből s az azt követő évekből. Földes Mária (1925-1976)
Menni, maradni...Kolozsváról Izraelbe emigrálva is ott lebeg a kérdés: "Tessék mondani hova kell ezután menni? Tessék mondani mit kell ezentúl csinálni? "Kérdések, válaszkeresések az írónő s a kortársak, barátok életében akár Kolozsváron, akár Budapesten, akár Izraelben.
Előadásom oknyomozási látlelet ma, a 21. században a történész, a fotóművész, az irodalomtörténész, a színművészek, az orvos és a helytörténész szemével - segítőtársaimmal, Radó Gyula rendezővel és Sibalin György operatőrrel. Miért e vállalkozás? Mert évtizedek óta fontosnak és feladatomnak tartom a közös gondolkodást sorskérdésekről és most a Holocaust 70. évfordulóján különösképpen, egy olyan írónő sorsának megidézésével, aki katolikus zárdában nevelkedett s megőrizte a humorát a legnagyobb rettenetben is. "Felszabadulva" minden politikai viharban Ember maradt, a démonaival küzdött - amelyek végül legyőzték. A sorsa példa ma is.

Babits Mihály és Németh László barátsága mester-tanítvány viszonyként is értelmezhető, szakításukhoz pedig nagyban hozzájárulhatott e viszony eltérő értelmezése. Az érveléshez segítségül hívok egy-egy regényt a két író tollából, amelyekben a mester-tanítvány kapcsolat áll a középpontban, és amelyekből jól kirajzolódik a két eltérő elvárásrendszer. Németh Alsóvárosi búcsú című regénye Babits Timár Virgil fia című regényére adott válaszként is olvasható. Mindkét történet egy képzeletbeli kisváros szerzetesi iskolájának zárt világában játszódik, és a mester-tanítvány kapcsolat dinamikáját rajzolja meg a szerzetestanár és tehetséges tanítványa között. Babits számára az eszményi tanítvány a mester szellemiségének örököse, folytatója, kiteljesítője. Ahhoz, hogy a tanítvány felnőjön mesteréhez, a mester minden szellemi kincsét a tanítvány rendelkezésére bocsátja. A babitsi tanítvány sokat kap, de cserébe sokkal is tartozik, akár saját egyénisége feláldozásával. Némethnél a mester inkább inspirál, mintsem kijelöli a tanítvány számára a fejlődés útját. Németh számára a tehetség legfőbb ismérve, hogy ambíciója nem a mester utolérése, hanem annak diadalmas felülmúlása, meghaladása. A Németh László-i eszmény a mesternek inkább csak az alkotás örömét kínálja, a tanítványnak a növekedést, az egyéni kiteljesedést. A két modell szemmel láthatóan kibékíthetetlen. Babitsé a mester, Némethé a tanítvány irányában elfogult. Kettőjük mester-tanítvány viszonyában is ezeket az egymást kizáró álláspontokat képviselték, és kölcsönösen elégedetlenek voltak a másik fél hozzáállásával. Szakításuk elkerülhetetlennek bizonyult. Kutatásom kérdésfelvetése pszichológiai jellegű, a válaszokhoz viszont főként irodalomtörténeti jellegű vizsgálódások vezettek. A két tudományterület együttműködése újszerű kérdések újszerű megválaszolását teszi lehetővé.

Mi a napló avagy „álmainkban költők vagyunk“?
(A műfaj esszéisztikus megközelítése)

Sőtér István véleménye szerint a napló formátlan alkotás, s éppen ebben rejlik igazi erénye, mivel így a Joyce óta hagyományossá vált modern regény belső monológjához áll közel. Philippe Lejeune-re hivatkozva azt mondhatjuk, hogy olyan szöveg, amelyben az író azonos azzal, aki a szövegben Énként posztulálja magát. A naplót az összes többi önéletírástól az különbözteti meg, hogy a legkisebb, legrövidebb az idő és térbeli távolság a szövegben szereplő idők és terek és az írás aktusának ideje és tere között. A napló az intim szférát érinti.

Az álomnak mint ihlető forrásnak, kimerítése a költészet hagyományos módszere. Egész “onirikus” irodalom alakult ki az európai költészet fejlődése során. Különösen a romantikusok (Jean Paul, Tieck, Brentano, Nerval, a modern költészet előfutárai (Lewis Carrol) és a szürrealisták (Breton, Soupault, Aragon) bízták magukat az álmok jelképes vagy éppen irracionális útmutatására. Igen nagy szerepet kapott az álom Krúdy nosztalgikus írói szemléletében is. Jékely Zoltán naplójában gyakran található hivatkozás arra, hogy írója számára a naplóírás kényszer. Jékely, ha tehette, mindennap írt, azonnal. „Az álomnak a 40-es években kezdtem egyenrangú fontosságot tulajdonítani, vagyis körülbelül akkor, amikor a külvilág borzalmai kezdtek kifejezhetetlenné válni, vagy nem volt meg hozzájuk a feldolgozó képesség, látószög. Az álombeli élmény azonban, csodálatosképpen, általában valami távlattal s feljegyzésre kényszerítő többlettel jelentkezik” – az idézet Jékely kiadatlan naplójából való. Többször olvasható, hogy a naplót azért írja, mert önmagának szükséges, mint fegyelmező erő, emlékeztető, élményforrás.
Előadásomban ezekről a kérdésekről kívánok beszélni.

In the Carpathian Basin Germans have lived alongside Hungarians for hundreds of years, resulting in many points of cultural and historical inter-crossing. (Although commonly referred to as svábok [‘Swabians’], this term is inaccurate since Hungarian Germans do not share the same origin with the Swabians found in Germany’s borders today). In the wake of World War II, the number of Hungarian Germans fell sharply; for decades, their language and dialect could not be used. Today, young generations primarily reconnect with their German roots and dialect in state-funded, national minority schools where students receive instruction in a subject called népismeret [‘folk traditions’]. During this type of lesson, educators are responsible for teaching the Hungarian German language, history and traditions. Since families often cannot provide a sense of Hungarian German identity, teachers not only have to enrich their students’ connection, but also deepen their awareness of the many ways in which Hungary’s German communities have made their own, unique contributions to Hungarian history and culture. This lecture provides a brief overview of the current legal documents and rulings that determine the curriculum in Hungary’s national minority schools before detailing the day-to-day practice and methods found in a Hungarian German népismeret class. By outlining a few significant aspects of Hungarian German history, it is our aim to demonstrate what methods can be used to strengthen and develop cultural identity in Hungary’s national minority schools.

The research examines minority participation in the Western Balkans, with a special focus on the Hungarian community’s role and engagement in the Serbian legislature. While some countries, such as Kosovo and North Macedonia, still face internal challenges related to minority inclusion/exclusion, other aspiring EU candidates, including Montenegro and Serbia, have established a solid legal framework for the political representation of minority communities. Furthermore, the protection of kin-minorities, and the deficiencies therein, also remains a cornerstone of sound bilateral relations.
The research investigates the situation of the Hungarian political community in Serbia, analyzing both the regional context (Vojvodina) and the national level. It argues that the prospects of EU integration for Hungary in the 1990s and for Serbia beginning in the mid-2000s have prompted respective governments to implement legal frameworks and protection mechanisms that facilitate minority involvement in the political arena. This research thus analyzes the participation of Vojvodina Hungarian political parties in the Serbian legislature, From a Hungarian perspective, this topic is of significant interest. Hungary is a staunch supporter of EU integration for the Western Balkans, and the proper inclusion of minorities in both internal and external affairs has been a cornerstone of Hungarian foreign policy for the past decades. The example of Hungarians in Serbia and their political engagement in regional and national politics serves as a valuable lesson for neighboring countries, including North Macedonia and Kosovo, illustrating how they should (re)approach their political relations with the majority societies.

Evgenii Khaldei, the Soviet photojournalist of World War II, gained fame in the West during the 1990s when his photographs picturing the victims of the war were exhibited there. Among his Holocaust-related photographs are two iconic photos that he claimed were taken on January 18, 1945, when the ghetto in Budapest was liberated. One is the representation of the wanton murder of Jews and the other their survival. These photographs, when exhibited or published in albums, were accompanied by Khaldei’s brief stories about their origins. This presentation reexamines Khaldei’s claims, which are still associated with the photos, and proves that they were not taken in the ghetto; they were staged, and the stories Khaldei attached to them were false. The presentation will be done with 36 slides.

Conference theme is addressed through prosocial behaviors of those honored as Hungarian Righteous Gentiles, designation bestowed by Yad Vashem on those who risked their lives to save Jews in the Holocaust, and from seminal contributions of two Hungarian diaspora researchers in the USA to the literature of optimal flow, positive interactions, and actions against hate. Hungarian Righteous Among the Nations women mentioned are the Csizmadia family (Malvina, Olga, Iren, Maria), immigrants to Israel, and Celestine Loewenberg-Loen and activist leader Margit Slachta, both diaspora Hungarians in USA. Military are represented by Imre Reviczky, Zoltan Kubinyi, and Bela Kiralyi, leader on the Russian front during WWII who treated conscripted Jewish men humanely and noted diaspora scholar in USA before his return to Hungary. Religious in diplomatic roles include Papal Nuncio Angelo Rotta and deputy Gennaro Verolino, whose Righteous Gentile status was promoted by Hungarian diaspora resident of Australia Frank Vajda, and immigrant Tibor Baranski who served on the United States Holocaust Memorial Museum Council. Also featured are two diaspora Hungarians whose innovative research in the United States was influenced by their experiences abroad: in World War II by Mihalyi Czikszentmihalyi and flow theory from postwar observations, and by Erwin Staub, saved by Wallenberg at age six in the Hungarian Holocaust, author on helping behavior and altruism and imperatives for education. Presentation will conclude with ways in which prosocial actions can be encouraged in today’s world to envision and forge a better future.

Magnified surgery, specifically microsurgery and endoscopic surgery, is an inclusive term the author uses to describe these surgical modalities. His role in the evolution of skill training and research in these fields dates back to 1972 in San Francisco, CA, USA where he was first involved with the nascent field of reconstructive microsurgery. It was a multidisciplinary approach that involved a vast array of surgical specialists; shortly afterwards the author work expanded and he was part of a leading group of researchers in developing techniques for microsurgery in fertility surgeries. In 1990, he focused his attention on the application of microsurgical techniques to laparoscopy. It began with laparoscopic gynecology, general surgery, urology, pediatric (fetal surgery), cardiovascular (including robotics), and other specialties. Today, the author continues to expand his research and educational endeavors with colleagues in new areas.

In 1983, the author organized a series of one-week intensive, Hands-On Microsurgery Workshops in Hungary that were conducted over a month-long period with invited faculty from the US. These programs were initiated following the visits of Prof. I. Gal and Prof. L. Lampe to the author in San Francisco, when they each issued an invitation to the author. Four consecutive microsurgical workshops in were held in Budapest (at OTKI, arranged by Prof. J. Kiss) and Debrecen (by Prof. Lampe). This workshop series expanded to Szeged at the invitation of Prof. J. Herczeg.

With the advent of the author’s involvement in laparoscopic surgery in 1990 in the USA, the first series of Advanced Laparoscopic Skills Workshops were organized in Hungary 1993 and conducted in Pecs, Debrecen, Szeged. Subsequently several workshops were held annually for several years until the author accepted an invitation from the University Szeged Medical School Surgical Research Institute lead by Prof. Mihaly Boros as a Visiting Professor to train the in-house residents and interested practitioners in 2003. This included his co-editing a published course syllabus in 2006, supported by a HEFOP grant. Initially the Laparoscopic facility was equipped by the MOET Institute. The concept of Magnified Surgery Skills Training was introduced and nationally accepted. This included one week each Micro and Laparoscopy preceded by one week of general surgery. Currently resident skills training programs are held for 30-60 residents each year by the author in collaboration with the MOET institute.

It was almost 100 years ago that Antal Molnár published his original three-volume work (1928) whose revised second edition was edited by László Agócsy and came out in 1955. Its purpose then, as it remains now, was to introduce material to musicians with an end goal of improving their musicianship using solfa.
Molnár collected canons in the early 20th century; many of the canons were initially found in the form of early handwritten copies. The full collection of 230 canons includes 44 named composers, and 13 anonymous pieces. Although many of these canons were originally set to text, Molnár purposefully omitted texts in favor of a pedagogical aim of teaching solmization because he intended this collection as a supplement to teaching solfeggio.
In 2025, Dr. Thomas Kite prepared an updated print edition which presents all 230 canons in a familiar score format for ease of reading. This edition can be paired with A Companion to Classical Canons, an eBook available online. Here teachers will find all the contents of the print (score form) version, as well as these additional resources to help with lesson planning.
Antal Molnár gave music educators everywhere an enormous gift with this valuable collection. These new editions are important and useful tools that allow users to view music in a variety of formats. Furthermore, they support learning to read music, encourage new ways of thinking about music, and provide suggestions for logical pedagogical uses for learners of all ages.

The need to align to univocally understood morality is central to the narrative construction of memory-based life experiences. Moral stance is not an identity feature but the standpoint of the self, which is connected with community standards, constructed dynamically through narratives, and expressed in narrative positioning. Intergenerational memory is a construct between personal and collective remembering in family stories that impacts identity development by relying heavily on the reconstructed moral stance. This presentation focuses on the discursive construction of moral stance in life history narratives. It argues that moral stance is dynamically built using the context of intergenerational trauma memory accounts embedded in descendant life history narratives to build good identities in retrospect and a family continuum of moral stance. The presentation summarizes a longitudinal narrative case study of a third-generation Hungarian American woman with four retellings of the same IgM narrative. The analysis reveals how moral stance is reconstructed by shifting the focus from what had happened to uncover the perspectives in retrospect. In these stories, IgM takes a central space where the family’s moral stance emerges as a continuum. It consolidates the storyteller’s evaluative statements to control possible interpretations, explore existential issues in a broad cultural context, and re-narrate trauma as a choice. Moral stance as a central dimension of intergenerational trauma memory telling highlights agency and rewrites the narrative as a tellable family history.

Sizzling with the excitement of innovation while fraught with ideological controversy, the literary life of Hungary in the interwar period can teach us valuable lessons about cultural receptiveness. This is demonstrated by the speedy, varied and perceptive reception of Aldous Huxley’s works. From the conservative Magyar Szemle and its regional counterpart Erdélyi Helikon through the bourgeois-radical Nyugat to the left-leaning Új Szó, every quality magazine carried a fresh translation or an insightful review of this intriguing Englishman’s writings. Hungary’s publishing houses were equally busy issuing one Huxley-volume after another, beginning in 1933, with A végzet bábjátéka, a curiously titled translation of Point Counter Point. However, the accolade for discovering Huxley for the Hungarian reader goes to Pásztortűz, the Transylvanian magazine which published a short story of the writer as early as 1932. In Huxley's critical evaluation, speed was coupled with insight: Mihály Babits, Antal Szerb, László Cs. Szabó, László Németh, Fejtő Ferencz, or László Országh each revealed something important about the novelist’s achievement. The Englishman sympathised with those marginalized in the new world order, he clearly saw the dangers of the age’s two totalitarian systems and how individual selfhood itself could disintegrate, while he experimented with musical composition, narrative multi-perspectivism and metafictionality – these were some of his commentators’ keen observations. That Huxley’s Hungarian critics often embraced vastly different politics did not prevent them from uniting their efforts to understand and promote the best that was being thought and said in the world outside Hungary.

The self-determination theory is a human-specific macro theory with its examination focused on the interaction of external and internal motivational factors. In self-determination theory are tree basic factors like autonomy, competence and relatedness. Thomas, from Deci’s model, took over autonomy and competence, and added two other personal factors, intelligence and the sense of progress. At the same time, it ignores the interpersonal variable: connectivity. The personal model based on this distinguishes such four feelings, of which the existence together or separately, indicates the existence of intrinsic motivation. These are: intelligence, choice, competence and sense of progress. If a person finds what he/she is doing has a sense, he/she has an influence on a certain condition, conditions of completing a given task, if he/she feels competent, meaning that he/she feels to be able to complete the task well, and progresses towards the reasonable goal, we can say that the person is motivated intrinsic. The effectiveness of the working of the model in practice can be explained by examining the hypothetical background of the four senses. In my hypothesis, the four ultimate fears in existential psychotherapy, rooted in individual existence, or otherwise life problems, such as death, freedom, isolation, and meaninglessness, can be corresponded to the four senses. This causes that the effectiveness of anxiety management influences the success of motivation. Furthermore a leader’s motivational activity is unconsciously an anxiety-relieving psychotherapeutic process, and as such, is clearly able to function effectively personally.