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1

The suburbanization process in the Hungarian economy

100%
Koos B.
Kozgazdasagi Szemle (Economic Review)
|
2007
|
vol. 54
|
issue 4
334-349
EN
For several reasons, spatial reorganization of economic activity has become a centre of attention in Hungary in recent years. This greater interest is understandable, as this intensive process influences the situation of significant socioeconomic groups. Changes in the spatiality of economic activity reshape the situation fundamentally, by changing commuter relations that have evolved over decades, influencing the scope of affected local government authorities, and drastically altering the operating conditions of firms. The author captures the spatiality and intensity of the process through a group of firms in commerce and in car repairs, using theoretical and spatial econometric methods of enterprise demography.
2

EMBODIED CLASSROOM - A PHENOMENOLOGICAL DISCUSSION OF THE BODY AND THE ROOM

75%
Alerby E., Hagström E., Westman S.
Pedagogický časopis (Journal of Pedagogy)
|
2014
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vol. 5
|
issue 1
11 – 23
EN
A (Western) school is, among other things, a building with its own spatial formations and boundaries. In educational settings, the place for learning, as well as the human body in the place, is significant. In this paper, we explore the theory of the lived body as it was formulated by Maurice Merleau-Ponty and argue why we think this theory can be used fruitfully in educational research, and specifically in a study of learning places such as classrooms. We also discuss what a classroom is and can be drawing upon the work of Otto Friedrich Bollnow. As humans, we access the world through our bodies and the knowledge we develop is always embodied. The body and the world are two aspects of reversibility, which Merleau-Ponty terms flesh. He also stresses that the body inhabits the world, and our corporeality can therefore be tied to the room—we are affected by and affect the room in a mutual interplay. In this paper, we develop this further and argue that teachers and students inhabit the classroom. Corporeality is therefore closely connected to spatiality and is understood as a prerequisite for being involved in relationships. We argue for the importance of exploring the notion of embodiment in educational settings with a special focus on the embodied classroom using the phenomenology of the life-world.
3
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Panoptical defragmentation of the Stalinist microcosm in post-war Poland

63%
Haładewicz-Grzelak M.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
|
2012
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vol. 73
|
issue 3
165-194
EN
The paper is a critical hermeneutics of space during the period of Stalinism in Poland (1949–1953). It utilizes qualitative research to analyze spatial relations in Stalinist-era press propaganda through a paradigm based on Michel Foucault’s oeuvre on space and power, as well as Marcel Danesi’s work on the ontology of metaphor. The analysis traces the manipulation of space by Stalinist propaganda, which I propose becomes circular and broken into a plethora of ‘sphericules’ – a strategy called here panoptical defragmentation. In this way, the discussion engages the spatial turn in media studies. The database for the research was a representative selection of texts extracted from a leading journal and a leading periodical of the time: Trybuna Ludu and Przekrój. The concepts of struggle and ompetition are proposed to be ontological categories involving fictitious forces and entailing a discursive reification effectuated by Communist apparatchiks.
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