Based on past experiences in Hungary and other central and eastern European countries, there appears to be an emphasis on nurturing an appreciation of culture (more than here in the U.S.). More specifically, the students seem to be more involved in and have a greater knowledge of the poetry, literature, folk lore, dance, music, etc. of their home country. I'm basing that on my personal experience in those countries and what I saw in the schools a number of years ago. However, I've done extensive searches of the actual curriculum and research publications in Hungary and other countries and can't find anything that says that there is an emphasis on things like traditional poetry, dance and so on in schools. Can any Hungarian educators weigh in?
This is an interesting question Rick Breault . I wonder what parallels with the UK or elsewhere might be drawn. Perhaps, in the UK, dispositions for various approaches to learning? Learner characteristics? These have filtered into the system, but I would say not as a result of specific guidance or policy at a national level. Rather there has been a gradual increase in their inclusion and emphasis as important partners to the development of cognitive and other skills.
Thanks for your input. I have looked for clues in the various EU, PISA, etc. documents and articles. I have an opportunity to do some follow up research in Hungary but I don't know if I have any real basis for pursuing that line of research or if it is just a "hunch" or my personal anecdotal exprerience with a relatively small number of schools and students.
Rick Breault
A quick search of this journal https://akjournals.com/view/journals/063/063-overview.xml returns a variety of interesting articles. There may be some clues embedded in them, or at least leads via the the references.
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