Past Abstracts
1,037 abstracts found
Subject-Position and Béla Bartók’s Music for Strings, Percussion, and Celesta (1936) in Stanley Kubrick’sThe Shining (1980)
Music/FolkloreTwentieth-century art music composed by Bartók, Ligeti, and Penderecki constitutes a large portion of the soundtrack for Stanley Kubrick’s 1980 film adaptation of Stephen King’s novel The Shining. This music was not written for the film, and the use of these pieces might leave listeners doubtful as to the legitimacy of a connection between them and the scenes in the movie they were used to enhance. However, in the case of the Bartók work excerpted in the film—Music for Strings, Percussion, and Celesta (1936)—an analysis of the subject-position of the music allows for another interpretation. Eric Clarke identifies subject-position in music as “the way in which characteristics of the musical material shape the general character of a listener’s response or engagement,” a definition based on earlier explorations of subject-position in film studies. My analysis of the subject-position of Bartók’s piece and the scenes in which excerpts of the work appear in The Shining reveals similarities in their potential effect on an audience member. In this paper I show that the first, second, and fourth movements of the piece place the listener outside the music as an observer, while the third movement—the only one used in The Shining—pulls the listener inward, due in part to its unique form and elements of “night music.” The paper further explores the relationship between the subject-position of this movement and the subject-position of the scenes in The Shining accompanied by excerpts from it.
Survey of the Historiography of Unconventional Explanations of the “Hungarian Conquest” by Hungarian Academics Since 1867
History/Political ScienceThe survey would start with Laszlo Rethy's theory, published in 1871, that the Hungarian language evolved in the Carpathian Basin in the millennium before 895, and probably end with Imre Farago's theory, published recently, that Hungarian place names have thousands-of-years of presence in the Carpathian region of Central Europe. (Réthy was a member of Hungary's National Museum and Farago teaches at ELTE).
My list of scholars is too long to have their theories described in a conference paper but I will try to keep my presentation to 20 minutes.
My list of scholars is too long to have their theories described in a conference paper but I will try to keep my presentation to 20 minutes.
Szabó Magda — Az ajtó — Monodrama performance, Hungarian with English subtitles
Cultural Studies/ArtsSzabó Magda: Az ajtó – Monodráma
Előadja: Havas Judit
Színpadra alkalmazta: Bíró Zsófia
Rendezte: Radó Gyula
Köszönet Tasi Géza jogutód támogató hozzájárulásáért.
Az előadás központi témája az Írónő és Emerenc kapcsolata, titok-világuk összeomlása. Mi az az érzelem, ami e között a két ember – Emerenc és az Írónő – között kialakul? Mi az a pogány szenvedély, amivel a klasszika-filológiában és a kereszténységben ugyanolyan mélyen hívő Szabó Magda író összeköti őket, akiknek tulajdonképpen semmi közük nincs egymáshoz? Kapcsolatuk nem nevezhető hagyományosnak, amelyhez az európai irodalom – és a saját életünk – hozzászoktatott bennünket: nem barátság, nem bajtársiasság, nem kollegialitás, nem szerelem, nem a vérrokonság megtartó ereje. Ez valami más. Valami ősibb. Valami barbárabb. Megszeretik egymást. Váratlanul, okok és előjelek nélkül. A két ember megismerkedésének történetében az örökké nyitva maradó kérdések vagy éppen a rájuk adott rossz válaszok ott rejlenek az eredeti műben és a bemutatásra kerülő monodrámában is.
Az előadás magyar nyelvű, angol felirattal.
60 min.
Előadja: Havas Judit
Színpadra alkalmazta: Bíró Zsófia
Rendezte: Radó Gyula
Köszönet Tasi Géza jogutód támogató hozzájárulásáért.
Az előadás központi témája az Írónő és Emerenc kapcsolata, titok-világuk összeomlása. Mi az az érzelem, ami e között a két ember – Emerenc és az Írónő – között kialakul? Mi az a pogány szenvedély, amivel a klasszika-filológiában és a kereszténységben ugyanolyan mélyen hívő Szabó Magda író összeköti őket, akiknek tulajdonképpen semmi közük nincs egymáshoz? Kapcsolatuk nem nevezhető hagyományosnak, amelyhez az európai irodalom – és a saját életünk – hozzászoktatott bennünket: nem barátság, nem bajtársiasság, nem kollegialitás, nem szerelem, nem a vérrokonság megtartó ereje. Ez valami más. Valami ősibb. Valami barbárabb. Megszeretik egymást. Váratlanul, okok és előjelek nélkül. A két ember megismerkedésének történetében az örökké nyitva maradó kérdések vagy éppen a rájuk adott rossz válaszok ott rejlenek az eredeti műben és a bemutatásra kerülő monodrámában is.
Az előadás magyar nyelvű, angol felirattal.
60 min.
Szégyelld Magad Orbán!: The poetics of oratory in a performance of Romani Hungarian nation-building
Cultural Studies/ArtsOn September 13, 2015 as part of a demonstration organized by the Együtt Party to protest the Hungarian government’s handling of the ongoing refugee crisis, Jenő Setét, a prominent Romani Hungarian activist, delivers the speech that is the focus of my ethnopoetic analysis. In this paper, I analyze the occasion of an ethnically marked man (a Romani activist in Hungary) delivering a speech through a marked channel (a political demonstration) via a marked discursive form (oratory) in a performance of Romani Hungarian nation-building composed through the poetics of oratory. Throughout his speech, Setét moves between directly addressing the audience in front of him, quoting politicians who are not present at the demonstration, and performs the sending of messages to the absent politicians whom he quotes. He uses metaphor, parallelisms, and quoted speech to create and break ties between various groups of people and welcomes his audience to respond. Setét is able to display solidarity with all Hungarians – Roma, non-Roma, Hungarians of the past, present, and future (refugees) and even with Prime Minister Viktor Orbán at several points – and show that they all belong to Hungary together because of how he poetically indexes the common ground they share. Rather than doing the work of nation-building by emphasizing a friend-enemy binary, but nevertheless pointing out difference along the way, Setét ultimately uses the delivery design of his speech to keep his audience motivated in working together with all Hungarians for a united Hungary and understanding difference as a resource for it.
Székelymagyar nemzeti- és kulturálisidentitás-stratégiák a trianoni határokon túl
Cultural Studies/ArtsA 21. század Európai Uniójában egyre inkább előtérbe kerül a többségi-kisebbségi kérdés, a nemzeti identitás, az interkulturális kommunikáció különböző formái. A magyar identitás önmagában is igen összetett kérdés, többek között azért, mert a két világháborút követő világpolitikai döntések nyomán a magyarságot súlyos történelmi traumák érték: a korábban viszonylag egységes kárpát-medencei magyar kultúrát széttördelték, és kétharmad részben beletagolták más kultúrákba, tehát az erdélyi magyarság (is) határokon túlra került.
Különösen izgalmas kérdés ilyen körülmények között az a népcsoport, a székelymagyarság, mely Erdélyen belül mindig is saját azonosságtudattal rendelkezett. A Trianon utáni helyzet viszont annyiban más, hogy míg a székelység korábban nemzet-azonos kultúrán belül fogalmazta meg magát és önrendelkezési törekvéseit, addig Trianont követően egy többkultúrájú világban találja magát, amelyben a mai fogalmaink szerinti, megengedő multikulturalitásnak nyoma sincs. A székelymagyar kiélezett interkulturális helyzetbe kerül. Megváltoznak a határok körülötte, úgy, hogy szülőföldjének elhagyása nélkül, határon túlivá válik. Ennek az interkulturális kommunikációs és identitásmenedzselési küzdelemnek kortörténeti jelentőségű dokumentumsorozata a Trianon utáni székelymagyar irodalom, mely mindezt széles spektrumú változatokban vonultatja fel.
Előadásomban különböző 20. századi identitás- (Eriksen, Bloom, Plamenatz, Smith, Csepeli), asszimilációs- (Yinger, Hess), koloniális-poszkoloniális- (Bhabha), kultúra- (Assmann) és interkulturális kommunikációelméletek (Rosengren) felhasználásával kísérlek meg néhány irodalmi alkotást értelmezni, újraértelmezni. A szépirodalmi szövegek (többek között Ignácz Rózsa, Tamási Áron, Bözödi György, Kacsó Sándor, Lőrincz György) vallatása során olyan identitástípusokat, illetve típusjellemzőket próbálok felállítani, melyek hagyományos elemzési módszerekkel vagy az itt használtakhoz képest más elméletekkel nem hozhatók felszínre, és a mai európai helyzetben is segítségül hívhatók – pro vagy kontra – a nehéz interkulturális viszonyok értelmezéséhez, illetve az értelmes interkulturális kommunikációban való gondolkodáshoz.
Különösen izgalmas kérdés ilyen körülmények között az a népcsoport, a székelymagyarság, mely Erdélyen belül mindig is saját azonosságtudattal rendelkezett. A Trianon utáni helyzet viszont annyiban más, hogy míg a székelység korábban nemzet-azonos kultúrán belül fogalmazta meg magát és önrendelkezési törekvéseit, addig Trianont követően egy többkultúrájú világban találja magát, amelyben a mai fogalmaink szerinti, megengedő multikulturalitásnak nyoma sincs. A székelymagyar kiélezett interkulturális helyzetbe kerül. Megváltoznak a határok körülötte, úgy, hogy szülőföldjének elhagyása nélkül, határon túlivá válik. Ennek az interkulturális kommunikációs és identitásmenedzselési küzdelemnek kortörténeti jelentőségű dokumentumsorozata a Trianon utáni székelymagyar irodalom, mely mindezt széles spektrumú változatokban vonultatja fel.
Előadásomban különböző 20. századi identitás- (Eriksen, Bloom, Plamenatz, Smith, Csepeli), asszimilációs- (Yinger, Hess), koloniális-poszkoloniális- (Bhabha), kultúra- (Assmann) és interkulturális kommunikációelméletek (Rosengren) felhasználásával kísérlek meg néhány irodalmi alkotást értelmezni, újraértelmezni. A szépirodalmi szövegek (többek között Ignácz Rózsa, Tamási Áron, Bözödi György, Kacsó Sándor, Lőrincz György) vallatása során olyan identitástípusokat, illetve típusjellemzőket próbálok felállítani, melyek hagyományos elemzési módszerekkel vagy az itt használtakhoz képest más elméletekkel nem hozhatók felszínre, és a mai európai helyzetben is segítségül hívhatók – pro vagy kontra – a nehéz interkulturális viszonyok értelmezéséhez, illetve az értelmes interkulturális kommunikációban való gondolkodáshoz.
Talent Development at Partium University
Education/Social SciencesTalent development programs in higher education aim to enhance students' cognitive and creative capacities while fostering their latent potential through mentorship, research engagement, and professional networking. At Partium Christian University, talent development is a strategic priority, led by the Partium Talent Development and Career Counselling Centre. The centre identifies and supports talented students through financial aid, professional development, and structured transition programs for high-achieving high school graduates. It also coordinates talent development events and oversees institutional talent management efforts. This study examines the impact of these initiatives, focusing on key programs such as the Partium Scientific Student Conference, the National Talent Program, and Collegium Talentum. Drawing on internal archival sources and statistical datasets, the research evaluates participation rates among students and faculty, the program’s objectives, and its broader institutional role. The findings highlight the program’s effectiveness in fostering academic excellence and professional growth. By contextualizing these efforts within Hungarian-American studies, the study underscores how transnational collaborations and talent networks contribute to academic and cultural exchange. The research aligns with the conference theme by demonstrating how structured talent development fosters intellectual engagement, cross-border academic mobility, and the cultivation of future scholars.
Talent Migration: Trends and Personal Experiences in Transatlantic Researcher Mobility
Science/EconomicsResearch funding from the European Union has been increasing researcher mobility between the US and European countries. In this talk I will report on personal experiences from a 15-month Marie Curie International Incoming Fellowship at the Budapest University of Technology and Economics (BUTE). In the framework of this project our team at BUTE worked with the Institute for Computer Science and Control of the Hungarian Academy of Sciences to study collaboration and information sharing in immersive virtual environments. The data collection was carried out in the Institute’s Virtual Collaborative Arena (VirCA). VirCA provides an immersive collaborative platform where users can build, share and manipulate 3D content. They can collaboratively work with this content while being geographically dispersed. The results of the research showed that the immersive space can successfully support collaborative activities and problem solving. The results led to several publications, further research funding, and a continued collaboration.
In addition to the description of this particular project and experience, I will briefly describe recent trends in Trans-Atlantic researcher mobility and review funding opportunities available to US-based researchers. I will discuss the differences in the funding systems and describe lessons learned in applying for and implementing an EU-funded Trans-Atlantic Research Fellowship.
In addition to the description of this particular project and experience, I will briefly describe recent trends in Trans-Atlantic researcher mobility and review funding opportunities available to US-based researchers. I will discuss the differences in the funding systems and describe lessons learned in applying for and implementing an EU-funded Trans-Atlantic Research Fellowship.
Táncház as affirmation of self and nation in a Communist context: Social implications of a change in dance approach
Music/FolkloreForty-two years ago on May 6, 1972, members of two Hungarian traditional dance performing groups got together for a dance evening. Turning away from a practice of performance structured by the vision of a choreographer, they improvised their dances in the manner of Hungarian villagers, choosing songs, partners, and figures to represent themselves as individuals within a close community.
The implications of this action, which grew into the international táncház movement, would seem to be limited. However, it marked not only a change of dance elements but also a change in relationship toward the past that had larger ramifications within Hungarian society and resonated with changes in thinking in many other countries.
While the founders of the táncház movement maintained that their actions grew out of an impulse to explore new sounds, the movement quickly became a means of indirect protest against Soviet control and efforts to obliterate Hungarian nationalism, combined with a questioning of authority in general. Using the very spaces set up by Communist authorities to organize people (Mary Taylor, 2008) dancers explored solidarity with each other and Hungarians in other countries and social positions as well as their own personal autonomy. And, as one participant put it, ”When they came, all they found was a roomful of people dancing.”
This paper explores the varied ramifications of the new approach in both artistic and social terms through interviews with participants, published materials of the time, and the work of other scholars.
The implications of this action, which grew into the international táncház movement, would seem to be limited. However, it marked not only a change of dance elements but also a change in relationship toward the past that had larger ramifications within Hungarian society and resonated with changes in thinking in many other countries.
While the founders of the táncház movement maintained that their actions grew out of an impulse to explore new sounds, the movement quickly became a means of indirect protest against Soviet control and efforts to obliterate Hungarian nationalism, combined with a questioning of authority in general. Using the very spaces set up by Communist authorities to organize people (Mary Taylor, 2008) dancers explored solidarity with each other and Hungarians in other countries and social positions as well as their own personal autonomy. And, as one participant put it, ”When they came, all they found was a roomful of people dancing.”
This paper explores the varied ramifications of the new approach in both artistic and social terms through interviews with participants, published materials of the time, and the work of other scholars.
Tanügy és Egyház – magyar anyanyelvű oktatás az 5oo éves Reformáció tükrében, Romániában
Education/Social Sciences”Erős várunk a nyelv”, vallja Kosztolányi Dezső híres költőnk, a református zsoltár szerint: ”Erős várunk nékünk az Isten”. Ezekkel a sokatmondó gondolatokkal köszöntöm a 2o17-es AHEA-konferencián részt vevő meghívottakat, tanárokat, diákokat és minden tisztelt érdeklődőt azon események iránt, amelyeken különös hangsúlyt fektetünk a magyar nyelv, kultúra, oktatás, történelem stb. megőrzésére, ápolására, és továbbvitelére nemzedékről-nemzedékre.
Előadásomban szó lesz a romániai magyar anyanyelvű oktatásról és a több mint 2oo évvel ezelőtt megalakult bukaresti református egyházról és magyar nyelvű oktatásról, annak sikereiről és nehézségeiről, fontosabb történelmi pillanatokról, kiemelkedő személyiségekről, pedagógusokról és diákokról, valamint más sajűtosságokról.
Előadásomban szó lesz a romániai magyar anyanyelvű oktatásról és a több mint 2oo évvel ezelőtt megalakult bukaresti református egyházról és magyar nyelvű oktatásról, annak sikereiről és nehézségeiről, fontosabb történelmi pillanatokról, kiemelkedő személyiségekről, pedagógusokról és diákokról, valamint más sajűtosságokról.
Teacher Preparation in Hungary: Exploring possible implications of research and reframing challenges from the US context
Education/Social SciencesWhile research has shown that a high number of new teachers leave the profession within the first five years of their career in different countries across the globe (Gallant & Riley, 2014), Hungary has been reported to be one of those European countries most severely hit by teaching shortages, with more than half of its lower-secondary teachers retiring in the next 15 years, and at the same time facing serious teacher turnover and initial teacher education student shortages (European Commission, EACEA, 2021). Pre-service teacher education in Hungary is currently being restructured (Hungarian Government, 2021), so time has come to reflect on different components of teacher training and the practices of those involved in it. Expectations of initial teacher education programs arise from 21st century expectations of teachers (Darling-Hammond, 2006), a shift towards the development of learners in competence areas (European Commission, 2018), as well as the conclusions of teacher education research shedding light on the effects of teacher preparation programs on teachers’ future practices and overall career (cf. Faez & Valeo, 2012; Farrell, 2009). After summarizing relevant contemporary challenges and dilemmas of preparing new teachers in Hungary, the presentation will discuss implications of a study conducted about Hungarian English as a foreign language teacher candidates’ preparation, and then will use emerging themes of interviews with university teacher educators in the United States to reexamine those challenges, dilemmas and implications.
Teaching Decoding in Hungarian Foreign Language Textbooks (Semiotic approach)
Education/Social SciencesIn our experience, there is very little to no attention paid to teaching decoding in Hungarian as a Foreign Language (MID) textbooks written for adults.
In this study, the objective was to show the importance of teaching decoding when learning Hungarian language as a foreign language and the layers of the language (word structure, the relation between words and their meanings in a sentence), which recognition greatly facilitates communication and comprehension if it is taught from the initial stages of language learning.
Following a short overview of the theory behind decoding, we attempt to characterise four MID textbooks (two written in Hungary and two in foreign language environment) considered successful in teaching decoding of the Hungarian language using quantitative and qualitative semiotic analyses. Representative examples from these textbooks will be used to illustrate these characteristics.
Using the characteristics found in the textbooks examined, we want to draw the attention of future textbook-writers on the importance of language decoding according to the students’ proficiency level and provide the authors with templates that could be used in upcoming textbooks.
In this study, the objective was to show the importance of teaching decoding when learning Hungarian language as a foreign language and the layers of the language (word structure, the relation between words and their meanings in a sentence), which recognition greatly facilitates communication and comprehension if it is taught from the initial stages of language learning.
Following a short overview of the theory behind decoding, we attempt to characterise four MID textbooks (two written in Hungary and two in foreign language environment) considered successful in teaching decoding of the Hungarian language using quantitative and qualitative semiotic analyses. Representative examples from these textbooks will be used to illustrate these characteristics.
Using the characteristics found in the textbooks examined, we want to draw the attention of future textbook-writers on the importance of language decoding according to the students’ proficiency level and provide the authors with templates that could be used in upcoming textbooks.
Teaching Diversity in Hungary
Education/Social SciencesTeaching a foreign language involves more factors than teaching words and grammar. One factor is most certainly culture. Disability is a phenomenon which strongly determines lives all over the world; consequently, how people react to the phenomenon reflects in cultures. Therefore, teaching a foreign language proves an excellent resource to go beyond borders.
As a teacher of English and researcher of cultural disability studies (CDS), I feel privileged to assist students to discover segments of the target language culture. These segments include knowledge of and attitudes to disability recently present in various English language coursebooks and seem inspiring sources for learning/teaching paradigms beyond political correctness.
Being a vision impaired teacher of English as a foreign language (TEFL), I not only welcome the diverse nature of disability amongst the topics of language teaching, but also do my utmost to provide literary texts to help my students identify their own relations to disability, whether they are disabled or non-disabled. Since I believe that understanding disability is based on understanding various perceptions of the world, I offer disability memoir as a medium of learning/teaching diversity in the hope of motivating, inspiring my disabled and non-disabled students while they learn the language of diverse cultures. In Hungary we need to improve understanding and attitudes to disability; the aim of the paper is to highlight what perspectives CDS and TEFL share to go beyond borders.
As a teacher of English and researcher of cultural disability studies (CDS), I feel privileged to assist students to discover segments of the target language culture. These segments include knowledge of and attitudes to disability recently present in various English language coursebooks and seem inspiring sources for learning/teaching paradigms beyond political correctness.
Being a vision impaired teacher of English as a foreign language (TEFL), I not only welcome the diverse nature of disability amongst the topics of language teaching, but also do my utmost to provide literary texts to help my students identify their own relations to disability, whether they are disabled or non-disabled. Since I believe that understanding disability is based on understanding various perceptions of the world, I offer disability memoir as a medium of learning/teaching diversity in the hope of motivating, inspiring my disabled and non-disabled students while they learn the language of diverse cultures. In Hungary we need to improve understanding and attitudes to disability; the aim of the paper is to highlight what perspectives CDS and TEFL share to go beyond borders.
Teaching Foreign Students in English in Hungary
Education/Social SciencesIn order to survive the restructuring of the Hungarian higher education system, the College of Szolnok decided to admit to degree programs tuition paying foreign students. The classes for these students are held in English; but are open to the regular students as well. The first groups of foreign students came from China. The popular perception is that foreign language teaching help bring a target culture to learners, but in this case, both the students and the faculty are using English as an intermediary teaching tool. Teaching in English doubly impacts classroom processes because it is a significant factor in how teachers and students perceive learning and how they evaluate each other’s roles and classroom performance. Our experience in Szolnok is similar to what the ESL literature shows, namely, that Chinese students resist pair and group work, and often refuse to answer questions posed in class. Introducing these students to Hungarian life and culture is an additional goal that the college faculty must meet. This paper will discuss the experiences of faculty at Szolnok in teaching college courses in English, at the same time trying to acclimatize these foreign students to Hungarian culture and the customs.
Teaching Freedom in a Hungarian High School
Education/Social Sciences“Teaching Freedom in Hungary” may be interpreted in more than one way, and the title is intentional in this regard. In this interactive session, the presenter will discuss three related concepts of freedom based upon her personal experiences as an English teacher in Hungary.
a) Freedom of Pedagogy: this includes the depth and breadth of syllabi, eclectic methods designed for effective classroom instruction, access to digital and print media, and various types of formative and summative assessment instruments.
b) Freedom as a Subject Area, a concept to be defined and explored in English classes: content-based language teaching is the theoretical framework and practical basis for creating teaching units in areas such as the Bill of Rights, the Civil Rights Movement, human rights, civil liberties, comparing and contrasting US and Hungarian laws and protections.
c) Freedom to Teach as a US Citizen in Hungary: in this section the presenter outlines necessary procedures to follow to apply for a residence/work permit in the online Enter Hungary website and on-ground for biometric data, the fees to pay, and the parameters within which one must typically work.
Throughout the session, attendees will be encouraged to participate by sharing reactions, expertise, and their own experiences in any of these areas.
a) Freedom of Pedagogy: this includes the depth and breadth of syllabi, eclectic methods designed for effective classroom instruction, access to digital and print media, and various types of formative and summative assessment instruments.
b) Freedom as a Subject Area, a concept to be defined and explored in English classes: content-based language teaching is the theoretical framework and practical basis for creating teaching units in areas such as the Bill of Rights, the Civil Rights Movement, human rights, civil liberties, comparing and contrasting US and Hungarian laws and protections.
c) Freedom to Teach as a US Citizen in Hungary: in this section the presenter outlines necessary procedures to follow to apply for a residence/work permit in the online Enter Hungary website and on-ground for biometric data, the fees to pay, and the parameters within which one must typically work.
Throughout the session, attendees will be encouraged to participate by sharing reactions, expertise, and their own experiences in any of these areas.
Teaching Legal English for Hungarian Students Studying at Sapientia Hungarian University of Transylvania
Education/Social SciencesTeaching legal English for students studying at Sapientia University to become translators is a permanent challenge for both the teacher and the student. In our case, the situation is even more complicated because our students must learn not only Hungarian and English legal terminology but they have to acquire knowledge in the domain of Romanian legal terminology, too. This is the consequence of the fact that in Romania according to the legislation in force the mother tongue of all the citizens – regardless of their nationality – is considered to be Romanian. Besides this fact – though the Act on Public Administration permits to use the mother tongue in official contexts – legal procedures take place mainly in Romanian. That is why it is necessary to teach our students first of all Romanian legal concepts and only based on this may we teach them legal English. Thus this teaching process becomes a permanent search for equivalence among Hungarian, English and Romanian legal terms. Our paper deals with the methodology of teaching legal English for students whose mother tongue is Hungarian but for whom it is compulsory the know legal Romanian, too. We will present the main difficulties that are due to the differences of the three concerned legal systems and the cultural differences related to the applying of these legal systems. These differences are mirrored in the three legal languages used by specialists and must be recognized by future translators to make them able to communicate efficiently in their work languages.
Teaching Literature and Culture Focusing on the Role of National Values
Education/Social SciencesWe live in an intensively globalised world, where the diversity of cultures mix, confront and interact with each other in various fields of life. The national culture is a system of values which connects individuals to their nation. Culture and national identity are closely connected to each other. For Hungarians literature is one of the major components which contributes to the maintenance of our national values and identity. Literature is a great nation-building force that reminds us of our past, our common history both the heroic, glorious events and the sufferings we had to survive. Literature is also a valuable component of second language programs and one of its major functions is to serve as a medium to transmit the culture of the people who speak the same language. It contributes to the holistic development of an individual; is a resource for language learning, manifests valuable language experience; gives students cultural background and emotional content; speaks to the heart and personal experience of the learner; encourages imagination, creativity, personal discovery.
Teaching Political Violence: the Memory of the Hungarian Civil War (1918-1921) in High-School and University Textbooks, 1945-Present
History/Political ScienceThis presentation examines the memory of the post-WWI period through the prism of high-school and university textbooks from 1945 to the Present. It touches on such import issues as: changing personnel and editorial policies; history education under Communism; political reforms and the memory of the civil war after 1956; and the transformation of the education system after 1990. However, the focus of the presentation will be on language: on emotionally and ideologically-laden words, sentence fragments and semantics used to convey the basic tenets of competing ideologies and political interests. Special attention will be paid to what is not in the texts: to omissions, deleted sentences, absent images and taboos which are meant to hide, sweep under the carpet or push into the collective subconscious the memory of events, which the elites and the population are unable or unwilling to face. What events have become taboos after 1945 and how the list of taboos has changed in the last seventy years are the subjects of the presentation.
Templom és iskola – 200 éves a bukaresti magyar nyelvű oktatás és református egyház
Education/Social Sciences"Csak anyanyelvemen lehetek igazán én." - mondta Kosztolányi Dezső, s meg kell találnunk a saját Én-ünket, ahhoz, hogy valóban részei legyünk a sokszínű európai (és nem csak) kulturális világnak, amelyben - szintén Kosztolányit idézve, ”Erős várunk a nyelv”. Ezekkel a gondolatokkal köszöntöm a 40. AHEA-konferencián részt vevő tanárokat, diákokat és minden érdeklődőt azon események iránt, amelyeken különös hangsúlyt fektetünk itt a Kárpát-medencében, a magyar nyelv, kultúra és oktatás megőrzéséért, ápolásáért és fejlesztéséért, hiszen Nagy László szavaival élve: ”Nem elég magyar anyanyelvűnek születnünk, tanulnunk kell magyarul a sírig”.
Előadásomban szó lesz a 200 évvel ezelőtt megalakult bukaresti református egyházról és magyar nyelvű oktatásról, annak sikereiről és nehézségeiről, fontosabb történelmi pillanatokról, kiemelkedő személyiségekről, pedagógusokról és diákokról, valamint más érdekességekről.
Előadásomban szó lesz a 200 évvel ezelőtt megalakult bukaresti református egyházról és magyar nyelvű oktatásról, annak sikereiről és nehézségeiről, fontosabb történelmi pillanatokról, kiemelkedő személyiségekről, pedagógusokról és diákokról, valamint más érdekességekről.
Terminological Challenges in Translating Official Forms from Romanian to Hungarian (a project of bilingualization)
Language/LiteratureIn Romania, the Act on Public Administration (Law 215/2001) provides the right for national minorities to use their mother tongue in administrative-territorial units where a minority represents at least 20% of the population. Despite some attempts, almost twenty years have passed without the necessary Hungarian forms actually being available to minorities in their mother tongue. The project, which we intend to present at this conference from the perspective of the terminologist and translator, sought to fill this gap. The aim of the paper is to present the terminological challenges of the project initialised by the Romanian Institute for Research on National Minorities in Cluj-Napoca, the scope of which was the translation of the Romanian official forms used in the public administration into Hungarian (200 official forms). The project was conducted in 2021 and the author of this paper was invited by the project initiator to participate as a translator and as a terminologist. The aim of the study is to present from terminologist’s and translator's point of view the linguistic aspects of terminological work conducted prior to the translation and to highlight the major difficulties that occurred during the translation process. While elaborating the glossary having more than 3,000 terminological entries, several difficulties arose, most of them being caused by the differences between the Hungarian and Romanian legal systems. The project had a great social significance due to the fact that it is both a tool for corpus planning and of status planning of Hungarian language used in Transylvania.
The Art of the Epistle: Sándor Veress to János Demény from the City of Bears
Music/FolkloreThe composer Sándor Veress, Kodály's successor as Professor of Composition at the Franz Liszt Academy of Music, left Hungary in 1949 and settled in Berne, Switzerland, where he was active for the next 40 years as a highly influential teacher and a successful composer. His closest friend in Hungary was musicologist János Demény, who was responsible for collecting and publishing Bartók's letters. The correspondence between these two musicians covers many subjects from travels to family matters but it mainly revolves, not surprisingly, around music. The paper will illustrate how Veress sought to communicate the new insights and experiences gained in the West to his friend in Hungary. At the same time, it will pay tribute to letter-writing as a literary genre; Veress and Demény clearly enjoyed practicing this dying art-form.
