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1. Literature and Philosophy Gábor Szécsi 1. Literature and Philosophy Gábor Szécsi: Towards a contextualist theory of historical understanding Magdaléna Hrbáček: Stereotypes and stigmas in Andrea Coddington’s prose Dóra Dergez-Rippl: Living Your Life as a Work of Art — Bergson on the Essence of Artistic Creativity Robert Friedrich Hecker-Réz: The helping conversation – opportunities and risks from the view of emotional intelligence research 2. Art and Pedagogy Anna Mária Bólya: The Change of a Medieval Fashion Dance: Formal and functional aspects of the discourse of dance becoming an independent art Ákos Windhager - Anna Mária Bólya: What is Female in Hungarian Music? 3. Economic and Regional Development Katalin Bándy – Tibor Pintér: (Re)-Islamization trends in the Balkan Peninsula Andrea Máté – Kinga Angler: Assessment of food and drink industries’ situation from Tolna County Zsuzsanna Slezák-Bartos – Brigitta Orsós – Kinga Angler: Motivations for attending events for a particular automotive company ACTA CULTURA ET PAEDAGOGICAE 2021 ACTA CULTURA ET PAEDAGOGICAE 2021 Autors Ákos Windhager - Anna Mária Bólya; Andrea Máté – Kinga Angler; Anna Mária Bólya; Dóra Dergez-Rippl; Gábor Szécsi; Katalin Bándy – Tibor Pintér; Magdaléna Hrbáček; Robert Friedrich Hecker-Réz; Zsuzsanna Slezák-Bartos – Brigitta Orsós – Kinga Angler Editor-in-Chief Gábor Szécsi Deputy Editor-in-Chief Imre Bús Editors János Boros, Zsolt Nemeskéri, Iván Zádori Technical Editor Zsolt Meilinger Publisher Faculty of Cultural Sciences, Education and Regional Development, University of Pécs Dr. Gábor Szécsi, Dean of the Faculty 7100 Szekszárd, Rákóczi u. 1. +36 74 528 300 Cover Design Imre Bús ISSN:………………. Copyright © by Authors, Publisher CONTENTS Preface (Gábor Szécsi).......................................................................................................................................................... 1. Literature and Philosophy………………………………………………………………………………………………….. Gábor Szécsi: Towards a contextualist theory of historical understanding………………………………… Magdaléna Hrbáček: Stereotypes and stigmas in Andrea Coddington’s prose……………………………. Dóra Dergez-Rippl: Living Your Life as a Work of Art — Bergson on the Essence of Artistic Creativity………………………………………………………………………………………………………………………………. Robert Friedrich Hecker-Réz: The helping conversation – opportunities and risks from the view of emotional intelligence research…………………………………………………………………………………………... 2. Art and Pedagogy…………………………………………………………………………………………………………… Anna Mária Bólya: The Change of a Medieval Fashion Dance: Formal and functional aspects of the discourse of dance becoming an independent art……………………………………………………………………….. Ákos Windhager - Anna Mária Bólya: What is Female in Hungarian Music?................................................ 3. Economic and Regional Development……………………………………………………………………………… Katalin Bándy – Tibor Pintér: (Re)-Islamization trends in the Balkan Peninsula…………………………… Andrea Máté – Kinga Angler: Assessment of food and drink industries’ situation from Tolna County…………………………………………………………………………………………………………………………………….. Zsuzsanna Slezák-Bartos – Brigitta Orsós – Kinga Angler: Motivations for attending events for a particular automotive company………………………………………………………………………………………………... PREFACE The information age creates a new context in which our notions of culture, knowledge, and science become more complex. These more complex notions can be regarded as the bases of the idea of the global and local information communities in which the communication attitudes of a person are determined by their impression of their self as permanently available individual whose communicative acts are embedded in a special information net. Forming new, information communities, electronic technologies have been speeding up the crossing of traditional conceptual, social, cultural, and political boundaries. And as a result of this process, we are experiencing conceptual, social, cultural convergencies in the new global and local forms of communities. The age of electronic communication is the age of opening categorical and classification boundaries. A new virtual social space is in the making that holds the possibility of new opportunities of interdisciplinarity and unified science. The use of the new communication technologies, therefore, has abolished the traditional pedagogical thinking, and brings in new conventions. The novelty of the structure and function of knowledge acquired by electronic communication, accordingly, is a consequence that affects the bases of traditional pedagogical thinking. It is a problem which provides new scope for pedagogical researches. The effects of this problem appear more and more significant social and cultural dimensions that forces pedagogical thinking to assume a wider framework. Change has an expanding effect on the framework of the new, electronic forms of learning, adding new dimensions. The use of electronic communication technologies sets pedagogy a big methodological challenge. Pedagogy becomes a part of the process characterizing the scientific life of information society leads to disappearance of the traditional disciplinary boundaries. And this disciplinary openness can be regarded as a basis of a new pedagogical paradigm which help us to form general theory of the cognitive background and consequences of the new teaching/learning forms appearing in the new media space, and by which we can work out a methodological conception that offers appropriate solutions to the new cultural challenges. Acta Cultura et Paedagogicae is an interdisciplinary journal which provides novel reflections on the processes leaded to the convergencies of social, cultural, and economic categories experienced nowadays. The primary objective of our journal is to fulfill the need for thorough discussion of research results in disciplines relevant to pedagogical, philosophical, psychological and technological aspects of culture and education, and to contribute towards the wide diffusion of scientifically sound contributions in this domain The Editorial Board of Acta Cultura et Paedagogicae has prepared the first issue of the journal which contain three chapters (Literature and Philosophy, Art and Pedagogy, Economic and Regional Development) and 8 studies that highlight the various dimensions of interdisciplinarity. We wish that the readers will chose the topic interesting for them which could be an inspiration for their professional work. Gábor Szécsi Editor-in-Chief Chapter 1. Literature and Philosophy TOWARDS A CONTEXTUALIST THEORY OF HISTORICAL UNDERSTANDING GÁBOR SZÉCSI1 ABSTRACT: The aim of this article is to indicate how a version of intentionalist theory of linguistic communication can be adapted as a part of a contextualist methodology of the history of ideas. In other words, we attempt to clear up the way of harmonizing the theory that communication takes place when a hearer/reader grasps an utterer’s intention with the methodological conception according to which a historian of ideas must concentrate his attention on the context in which in his past author was writing. This article argues that a plausible solution to this problem is suggested in some influential methodological essays by Quentin Skinner. Therefore we shall discuss, on the one hand, the place of an intentionalist model of communication in Skinner’s methodology by providing a brief outline of the main theses of contextualism and intentionalism. On the other hand, we deal with some epistemological problems raised by the application of contextualist method. In particular, we consider the questions that can be raised about the manner in which a historian can grasp an author’s intention. Introduction The term ‘contextualism’ refers to the method whereby a historian of ideas concentrates his attention on the context in which a past author was writing. The defining tenet of an intentionalist theory of communication is that communication takes place when a hearer or a reader grasps some sort of intentional state (intention, belief, desire etc.) that is distinct from the utterer’s words expressing it. Now, one of the most important methodological questions of the contextualist theory of historical understanding is whether the contextualist method can be harmonized with an intentionalist conception of linguistic communication. A possible answer to this question, we think, is suggested in some well-known methodological essays by Quentin Skinner, one of the founders of the 'Cambridge School' of the history of political thought.2 Quentin Skinner is one of the world’s most influential and philosophically sophisticated historians of ideas. His influence can be derived inter alia from the fact that he attempts to revise the major methodological tools with which the history of ideas has been tackled to now by formulating his contextualist conception in terms of an intentionalist analysis of linguistic communication that can place some traditional epistemological hypotheses about the historical understanding in a fresh and illuminating context. In short, what makes Skinner’s contextualist methodology novel and influential, we think, is the adaptation of a special version of the intentionalist theory of linguistic communication. Thus, in our view, in order to understand the methodological issues of Skinner’s historiography of ideas, we must consider the version of the 1 University of Pécs, Faculty of Cultural Sciences, Education and Regional Development, e-mail: [email protected]; Eötvös Loránd Research Network, Research Centre for the Humanities, Institute
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