Az Egri Tanárképző Főiskola Tudományos Közleményei. 1965. 1. köt. (Acta Academiae Paedagogicae Agriensis ; : Nova series ; Tom. 3.)
I. Tanulmányok az oktatás és nevelés kérdéseiről - Dr. Berencz János: Neveléstörténet és nevelés utópiák
HISTORY OF PEDAGOGY AND THE PEDAGOGICAL UTOPIAS SUMMARY The author sets out from the different concepts of Utopias (for instance. Stammler, Voigt, Quabbe, Mannheim, Freyer, Dören. Mumford) and estimates the pedagogical ideas in the sociological and political utopical publications. After this, the article examines the connection of the utopistic pedagogical ideas with the sphere of history of pedagogy. In the sequent party it is demonstrated how the manuals of history of pedagogy deal with the pedagogical Utopias of the XVI — XVII.-th century (especially with the Utopias of Th. More, — Andreae, — Th. Campanella) and the socialistical Utopias of the industrial revolution in the XIX.-th century. (Owen, Fourier etc.) In this connection it can be distinguished four groups of historico-pedagogical manuals and chrestomathies : a) The greater part of historico-pedagogical manuals deal only the XIX. century-utopias (for instance: Brubacher, 1947., Atkinson, 1962., Mayer, Wodehouse, Driesch-Esterhues, Castle, Boyd). b) There are also publications which take mention also the XVI — XVII. centuryutopias (Vogelhuber, Reisner, — the hungarian authors Lubrich, Fináczy). c) Some publications do not take mention any Utopias (P. Monroe, — the cnrestomathies of Guérin-Vertefeuille, Palméro etc.). d) Other publications deal with both groups of Utopias — the older and the Utopias of the XIX.-th century also (H. G. Good, — the soviet, tchechoslowack, german (DDR) manuals of history of pedagogy. After estimating the pedagogical Utopias of a marxist pedagogical view, the second part of the article raise the problem of modern pedagogical Utopias, especially in the romans of H. G. Wells, Aldous Huxley, G. Orwell and the soviet Jefrémov, the Polish writer Stanislaw Lem. After a marxist critical-pedagogical analyse, the author attempts to prove that the recent utopical-pedagogical thougths cannot be exclude of the sphere of history of pedagogy. The author is convinced that the history of pedagogy must deal not only the pedagogical events and institutions of the past, but also — in some connection — the plans of future education, the „pedagogical Utopias" in a scientific, critical sense. 31
