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Lukács György alkotói korszakának első, ifjúkori szakaszában (1903–1918) az irodalomkritikát használja esztétikai, kultúrfilozófiai és metafizikai-egzisztenciális problémák kifejtésére. Az ebben a korszakban íródott esszék, melyeket Lukács találóan kísérleteknek nevez, olyan kérdések köré szerveződnek, mint a művészet és az élet egymáshoz való viszonya, a kultúra lehetőségei és az alkotó ember életidegensége. Ezek pedig részét képezik egy tágabb problémafelvetésnek, amely úgy fogalmazható meg, hogy hogyan lehet formát adni az életnek. A megformálás etikai parancsként működik, a sokféleség egységbe fogására, az „életanyag alkotó elrendezésére” szólít fel. A fiatal Lukács élesen bírálja a korabeli kultúrát, mert a formaadó törekvés nem jut benne érvényre. Ugyanakkor a gondolati konstrukcióként létező forma és az empirikus élet közt tételezett hierarchia, melyben az élet pusztán a megformálás anyagaként értelmezhető, legalább annyira problematikus, mint az általa bírált esztétikai kultúra.

Education systems are working to reduce dropout risk, thereby reducing early leaving from education and training rates (ELET) for a more sustainable society. There is a wealth of research on the causes of dropout risk, but little that looks at it in a complex way. Previous research has typically examined the association of a single factor with school dropout. This paper aims to examine the collective relationship between individual, family, and school-level factors and dropout risk based on international literature. Our analyses are based on two online surveys that were conducted among teachers and students in the 2018/2019 and the 2019/2020 academic years respectively (using the data of 2649 students and 2673 teachers from 149 schools in total). Multiple linear regression analyses were performed, and the (ordinary least squares—OLS) regression models were built hierarchically (blockwise entry) with the ENTER method. The research question was which factors are more likely to predict dropout risk. The findings reveal that individual and family factors are far more strongly associated with students' dropout risk than school-related factors. The two strongest individual factors are learning engagement and performance-oriented learning School factors hardly have a role in preventing dropping out of school. Four of the school factors appear to have a definite effect: standards set for students and teachers, belief in the school's role to compensate for disadvantages, and positive school climate. All this draws the attention of practising teachers, school leaders and educational policymakers that the school's protective factors should be stepped up, and the preventive intervention should focus primarily on these factors. [ABSTRACT FROM AUTHOR]

Questo contributo riguarda la dispersione scolastica in Italia e in Europa. Partendo dall’analisi dei documenti prodotti a livello europeo, si intende ricostruire come si connota l’abbandono scolastico a livello nazionale e internazionale, indagandone le cause, le politiche dirette a contenerlo e l’efficacia delle misure messe in campo per contrastarlo. Successivamente, viene proposta una sintetica rassegna della letteratura dedicata, per meglio comprendere l’evoluzione del fenomeno così recente da non essere ancora del tutto definito e acquisire così una visione dello stato dell’arte.

'Black students' are considered a group that has been widely studied in the international literature, but their educational situation in Spain has hardly been addressed. Based on an ethnography conducted in the Barcelona metropolitan region, this article examines experiences and educational trajectories of working-class black boys who are the sons of immigrants from West Africa. The research is framed within the European project Reducing Early School Leaving in Europe (RESL.eu), which has used a mixed methodology, longitudinal and comparative, to research the risk and protective factors of early school leaving in nine countries. The study also reveals how their supposed higher school leaving rate is challenged by the specificity of their trajectories, which emerge as a counternarrative of this group of youths as opposed to the hegemonic perspective of deficit from which they are often imagined. The results also warn about the need to review the usefulness of the standardized measures of Early Leaving of Education and Training (ELET) in youths aged 18 to 24. [ABSTRACT FROM AUTHOR]

This project report describes policy, practice and theory related to a cross-sectoral international project funded by the European Union’s Erasmus+ programme. STALWARTS– Sustaining Teachers and Learners with the Arts: Relational Health in European Schools–aimed to promote relational health in schools through engagement with the arts. The project was developed in five European countries: Estonia, Italy, Norway, Portugal, and the UK. The local partnerships between five universities and community-based schools are diverse in terms of their locations in the European region and the populations they serve, in terms of age, social status and learning conditions. In this article we focus on the link between ELET policies in each country and local context. We ask: How can identified ELET policy initiatives in the five partner countries relate to the achievements of the STALWARTS partner schools when working with the expressive arts? Some related theoretical background underpinning the practical aspects of the project brings this report to a conclusion.

The article examines the problem, which so far had not been studied by the historical science - the fate of the Elet Oirats, who, according the Oirat and Kalmyk sources, suddenly had departured “to the west”. The author suggests, that the Elets’ exodus did take place in the past, the reasons probably lied in the ethnic and religious history of this people. The Choros clan, which headed the Elets, was of Turkic origin, and had had the close relationship with the Muslim rulers of Moghulistan, and there was a certain role of Islam among some clan’s members. At the time of the descendants of the famous Oirat ruler Esen Taisha (who actively supported Buddhism), there had happened the religious disputes between Amasanjee (the youngest son of Esen, an adherent of Buddhism) and his sons - Ibrahim and Ilyas (Esen’s grandsons, Muslims). The author hypothesizes that, being the leaders of the Elets, the brothers took a significant part of this Oirat people to Moghulistan, where they, most likely, almost all were exterminated by Alachi-khan (Ahmad-khan). Those events led to the significant transformative processes both among the Oirats themselves and in the fate of the Choros - a new confederation was created by the Oirats, where Buddhism was perceived not only as a religion but also as an ideology of society, and the remaining descendants of Esen, who left among the Oirats, had formed the new peoples: Derbets and Jungars. The very name “Choros” almost completely disappeared from the chronicles.

Context: In 2016, the early leaving from education and training (ELET) rate in the Balearic Islands, Spain, was 26.8%. According to the most recent data, the participation rate in intermediate vocational education and training (VET) was 31.5%, and the graduation rate was 53.2%. In this paper, we present the main elements of the social agreement among political and social actors, derived from social discussion, which may form the main building blocks for addressing the problems of ELET and, more specifically, dropout in VET. Approach: The social discussion was developed under the need for a broader and more inclusive vision between the formal education system and the community as well as among their agents and initiatives, the mutual understanding between the educational strategies and the models of formal and non-formal education systems and the need for a dynamic and holistic approach to experiential learning processes. As researchers, we analysed the video-recorded content of participants’ contributions using three categories: problems, strategies for improvements and contributions of the work group to the social agreement. Findings: The experience evidenced the severity of the ELET problem in the Balearic Islands and proved that preventing ELET and returning people between the ages of 16 and 24 to education and training programmes must become political priorities. The social agreement reflects the consensus reached regarding the need to work in networks, encourage collaboration between formal and non-formal education and emphasise the central role of the community and the active participation of students. The proposed actions regarding VET focus on the need to establish a system that integrates VET from education and from employment systems and the need to increase the offer to connect with the needs of businesses, the territory and a new model of production. The necessity of improving the quality of the system, moving towards more inclusive education and training teachers to recognize and reduce dropout risk factors was also brought up. Conclusion: The social agreement is possible even in contexts with little tradition. The innovation of this experience lies in its equating all participants at the same level of discussion. We highlight the intersection of the variety of positions that emerged in the debates as well as the consensus reached regarding the suggested proposals to address the problem of ELET and dropout in VET in the Balearic Islands.

Hans Blumenberg szekularizációértelmezésének példájaként tárom fel Spinoza Etikájában élet és halál kettős értelmezésének elemeit. E kettős értelmezés a görög kezdemények nyomán a keresztény filozófia Ágostonra építő hagyományában kap nagy hangsúlyt: a konverzió a korábbi élet szemszögéből halál, az új élet felől nézve újjászületés. Spinozának az a néhány passzusa, amelyben az élet és a halál kérdései szóba kerülnek, kiválóan értelmezhetők ebben a keretben. Az ő gondolatai erről természetesen nem a transzcendens Istenben való hithez térést állítják középpontba, valamelyik egyház vagy felekezet közvetítésével, hanem a bölcs emberben testet öltő, tisztán filozófiai megalapozású immanens üdvösségre irányulnak. Kortársi ellenpontként fölidézem Pascalnak Roannez kisasszonyhoz írott leveleit, amelyben a hagyománynak megfelelő buzdítással találkozunk a transzcendens célzatú megtérésre, az élet s halál páli értelmezésére építve.

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