A XIX. szazad vegi Magyarorszag sajatos tarsadalmi, politikai es gazdasagi viszonyait – az europai tendenciakkal parhuzamosan vizsgalva – jelentős valtozasokat tapasztalunk az iskolai terek minősegeben. A higieniai diskurzus kibontakozasa; a kiegyezest kovető gazdasagi fellendules, az epitesz-tervezők rendelkezesere allo uj, egeszsegesebb epitőanyagok, az iskolaorvosok kovetelesei es a nevelestudomany szakembereinek pedagogiai ervei egyutt eredmenyeztek a szervezett neveles-oktatas korulmenyeinek hazankban soha eddig nem tapasztalt javulast. Kutatasomban ezt a folyamatot kovetem nyomon, es az elsődleges forrasok elemzesevel mutatom be a szazadfordulot megelőző es az azt kovető evtizedben Budapesten kibontakozo interdiszciplinaris diskurzust, amelynek eredmenyekent megszulettek az első javaslatok es allasfoglalasok, majd torvenyi előirasok. Dolgozatomat ketiranyu kitekintessel zarom, mely szerint a fentiek egyenes vonalu kovetkezmenye egyreszt a szazadelő falusi iskolaiban, masreszt a Barczy-fele iskolaepitesi akcio soran 36 fővarosi iskolapalotaban megvalosult higieniai es pedagogiai szempontokbol egyarant peldaertekuI‹ tanulasi kornyezet. Kulcsszavak: iskolaepiteszet, iskola-egeszsegugy, higieniai diskurzus, dualizmus The modernisation of school health and the learning environment in Hungary during the decades before and after the turn of the 19-20th centuries Viewing the main periods of the history of education in a context, we can see that every generation endeavoured to provide the following generations with nursery school and school buildings and other learning spaces which were modern and appropriate for their own age, meeting the requirements of the period in accordance with the economic possibilities of the given society. Looking at the specific social, political and economic conditions of Hungary at the end of the 19th century, we can observe significant changes in the quality of educational spaces. The development of a discourse about hygiene, the economic boom following the Compromise of 1867, the new, healthier building materials available to architects, the demands made by school doctors and the pedagogical arguments of educational experts all resulted in an improvement of the circumstances of organised education that had never been seen before. In my research, I trace this process and, by the analysis of primary sources, present the inter-disciplinary discourse developing in Budapest during the decades preceding and following the turn of the 19th and 20th centuries. As a result of this discourse, the first recommendations and resolutions were made, which were later followed by legislation. A decree issued by the Ministry of Religion and Public Education tightened the requirements of educational policy and school hygiene. In 1905, a recommendation by doctors and health teachers to build a “model school†was published, the plan of which I am going to present in detail, based on my research in the archives. The modernisation, differentiation and changing function of educational spaces was the consequence of taking into consideration more educational-psychological principles and viewpoints, that is to say, of the professionalisation of education. The increase in professionalism and the efficiency of educational work go hand in hand and together they shape educational spaces. In other words, the implementation of a new space structure is always preceded by expectations based on new insights. I will conclude my paper with a two-way outlook. The direct consequences of the above are the model learning environments created on one hand in the rural schools of the early 20th century and on the other hand, those created in 36 school palaces in the capital during the school building project initiated by Barczy, which are of model significance both from a hygienic and an educational point of view.
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Mar 1, 2016
Bernd Clausen 
Open Access