Tehetségfelfogás és tehetséggondozási törekvések Magyarországon az 1920-as években

Abstract

E tanulmány a Trianoni békeszerződés utáni magyar oktatáspolitika tehetséggondozó tevékenységét mutatja be Klebelsberg Kunó minisztersége (1923-1931) alatt. Írásom alapját az 1926 februárjában megrendezésre került Tehetségvédelem és pályaválasztás című országos kongresszus, valamint a Tehetséges ifjak kiállításról készült összefoglaló mű adta (Ozorai, 1927). A tanulmány főleg erre az irodalmi forrásra támaszkodva kívánja bemutatni a korabeli magyar tehetségvédelemben tapasztalható szakmai és politikai törekvéseket, a tehetséggondozási felfogásokat és a tehetségvédelem fontosságának okait. ***In this paper the activities of the Bethlen’s Government in the field of talent support and talent management after the Treaty of Trianon will be introduced in the era of count Kunó von Klebelsberg (Minister of Education and Religious Affairs between 1923-1931). The intentions of the government in talent management and the contemporary research works and results in the field of gifted education and management are introduced in details. The paper mainly focuses on the changes occurred in the secondary education, and gives a short summary about the developments of research and talent support in the higher education.This essay is based on the proceedings of the “Talent support and Vocational Guidance” conference held in February 1926 which gives a good emphasis about the contemporary talent conceptions and efforts, and additionally introduces those who worked and did research and educational work on this field. In this paper I prove that the results of Dr. Géza Révész psychologist in talent identification and talent conceptions – which was built on several foreign contemporary researchers’ work – were ahead of time. The elaborated talent conception is absolutely corresponds to the modern, widely accepted conceptions (e.g.: Renzulli or Mönks Talent Conceptions and models). Dr. Révész highlighted the main components of the talent: creativity, intelligence and motivation and put these components together and placed into a social supporting area. Finally I would like to highlight that the talent supporting intentions of Klebelsbeg were independent from any class of society or religion. The elaborated scholarship system (1928-), the vocational guidance after the elementary school, the intention to form the contemporary mentor system and talent development confirm our statement. However the contemporary political and economic conditions set back and limited the feasibility of these intentions.