„nem középiskolás fokon”

Tudományos innováció a középiskolában

Absztrakt

The presentation is a case study of the 1970s reform of secondary school literature education in Hungary, written by a direct participant. In 1972, an unexpectedly progressive policy sought to reform the educational system on unusually democratic principles for a one-party state. Since its implementation exceeded the Ministry of Education’s capacity, the Hungarian Academy of Sciences offered assistance. The first step was to define the structure and content of cultural literacy, followed by preparations for an educational reform planned for the turn of the 1970s and 1980s. The process emphasized professional criteria and aimed to limit ideological influence. Young researchers from the Institute for Literary Studies compiled a new literary and cultural curriculum and produced textbooks with grant support. These introduced new authors and works while rethinking interpretive frameworks. The reformers expected the renewal of literature teaching to raise general cultural literacy, reshape the literary canon, and advance literary scholarship. Yet the reform lacked preparation: teachers received little support, and conservative backlash
from university leaders and politicians deepened uncertainty. Nonetheless, professional standards enabled a broader and deeper understanding of literature.