Relevant bibliographies by topics / Azazel'

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Azazel''

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Azazel'"

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Simão, João Paulo Santos. "Azazel." Tiraz 8 (November 14, 2016): 159. http://dx.doi.org/10.11606/issn.2594-5955.tiraz.2016.135396.

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Rudman, Dominic. "A Note on the Azazel-goat Ritual." Zeitschrift für die Alttestamentliche Wissenschaft 116, no. 3 (September 2004): 396–401. http://dx.doi.org/10.1515/zatw.2004.020.

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Barry, Richard. "Retrieving the Goat for Azazel: Balthasar's Biblical Soteriology." Nova et vetera 15, no. 1 (2017): 13–35. http://dx.doi.org/10.1353/nov.2017.0002.

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Lee, Choong Ryeol and 하계상. "The Identity of Azazel Centered on Leviticus 16 Revisited." Theological Forum 91, no. ll (March 2018): 175–205. http://dx.doi.org/10.17301/tf.2018.91..007.

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Orlov, Andrei A. "THE GARMENT OF AZAZEL IN THE APOCALYPSE OF ABRAHAM." Scrinium 7-8, no. 1 (April 7, 2011): 1–55. http://dx.doi.org/10.1163/18177565-90000057.

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Karpukhina, V. N. "Key axiological linguistic macrostrategies of the Boris Akunin’s «Azazel» translation into English." Sibirskiy filologicheskiy zhurnal, no. 1 (March 1, 2017): 184–92. http://dx.doi.org/10.17223/18137083/58/18.

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Bessonov, Igor Aleksandrovicft. "Review of: A. Orlov. Likeness of Heaven: Azazel, Satanael, and Leviathan in Jewish Apocalypticism. Moscow, 2016." Christian reading, no. 4 (2020): 93–101. http://dx.doi.org/10.47132/1814-5574_2020_4_93.

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Goff, Matthew. "Book review: Dark Mirrors: Azazel and Satanael in Early Jewish Demonology, written by Andrei A. Orlov." Dead Sea Discoveries 21, no. 2 (July 4, 2014): 265–67. http://dx.doi.org/10.1163/15685179-12341325.

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Kregždys, Rolandas. "Vilnius, Lithuanian Culture Research Institute Lithuanian religious and ceremonial terms of semitic origin the phenomenon of Azazel." Etnolingwistyka. Problemy Języka i Kultury 29 (November 3, 2017): 257. http://dx.doi.org/10.17951/et.2017.29.257.

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<p>Autor artykułu omawia tzw. „fenomen Azazela”, upadłego anioła, któremu poświęcano kozła ofiarnego. Przykłady można znaleźć w Słowniku języka litewskiego i źródłach dialektologicznych. Relikty „fenomenu Azazela” odnajdujemy w trzydniowych obrzędach ostatkowych przed Wielkim Postem (który na Litwie rozpoczyna się we wtorek przed Popielcem), a także w uczcie wielkanocnej z miejscowości Pievenai na Żmudzi (inscenizowane, teatralne czuwanie z powodu tzw. „wielkanocnych Żydów” w noc przed Wielkanocą). Dzięki zastosowaniu różnych metod badania realiów kulturowych, takich jak komparacja międzykulturowa czy analiza lingwistyczna, zidentyfikowano dwa główne typy terminów religijnych semickiego pochodzenia zamieszczone w Słowniku języka litewskiego (1) hebraizmy z konotacją neutralną lub dziedziczną; (2) pejoratywy lub słowa z pierwotnie antysemickim wydźwiękiem, semantycznie zmodyfikowane. Artykuł tłumaczy również pochodzenie ksenofobicznych aspektów uczty wielkanocnej, tak jak jest ona praktykowana w Pievenai do dnia dzisiejszego.</p>
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Afanasyeva, Oxana V., and Kamilla F. Gereikhanova. "Sherlock Holmes and Erast Fandorin: the peculiarities of Akunin’s dialogue with Conan Doyle." RUDN Journal of Studies in Literature and Journalism 25, no. 3 (December 15, 2020): 479–86. http://dx.doi.org/10.22363/2312-9220-2020-25-3-479-486.

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The article analyzes the receptions of A.С. Doyle’s masterpieces and the circle of novels “Fandorin” by Boris Akunin. Based on the analysis of the works “Azazel”, “Decorator”, “Scarpei Baskakovs”, “Prisoner of the Tower”, a number of conclusions are made about the specifics of B. Akunin’s intertextual strategy. It is shown that the intertextual dialogue between Akunin and Conan Doyle is carried out through character and narrative projections, in particular, structural stylization, the transposition of the plot on Russian soil, etc. The ambiguous role of Conan Doyle receptions, performing, firstly, the para-genre (detective) function of plot-semantic coding, secondly, the function of the transtextual riddle, the solution of which lies outside the work - in the Conan Doyle pretext, thirdly, the function of a parody imitation of the predecessor’s stylistic manner, including the specifics of Russian translations of short stories about Sherlock Holmes, is revealed.
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Dissertations / Theses on the topic "Azazel'"

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Blair, Judit M. "De-demonising the Old Testament : an investigation of Azazel, Lilith, Deber, Qeteb and Reshef in the Hebrew Bible." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3480.

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The subject of demons and demonology has fascinated scholars and non-scholars, ancient and modern alike; it is not surprising that much work has been done on the topic by biblical scholars too. Chapter 1 places the present study within the existing scholarship showing that the early works on ‘OT demonology’ were influenced by comparative religion, anthropology, and an increasing interest in Mesopotamian and Canaanite parallels as well as a concern to seek and find vestiges of ancient religious beliefs in the Old Testament. The consensus of early 20th century scholars regarding what constitutes a ‘demon’ in the Old Testament has not been challenged by modern scholarship. Chapter 2 shows that biblical scholars still commonly turn to the ancient Near Eastern religions and cultures to explain difficult passages in the Hebrew Bible, to find parallels or the ‘original’ of difficult terms and concepts. Since it is generally accepted without challenge that azazel, lilith, deber, qeteb and reshef are the personal names of ‘demons’ appearing in the Hebrew Bible, the necessity arises to return to the texts in order to examine each term in its context. The present study seeks to answer the question whether these five terms are names of ‘demons’ in the Hebrew texts as we have them today. To accomplish its goal the present study will provide an exegesis based on Close Reading of all the relevant biblical passages in which the terms azazel (chapter 3), lilith (chapter 4), deber (chapter 5), qeteb (chapter 6), and reshef (chapter 7) appear. Attention is paid to the linguistic, semantic, and structural levels of the texts. The emphasis is on a close examination of the immediate context in order to determine the function (and if possible the meaning) of each term. The reading focuses on determining how the various signals within the text can guide towards meaning, noting how the (implied) poet/author uses the various poetical/rhetorical devices, especially personification, but also parallelism, similes, irony, and mythological elements. The present study shows that contrary to former and current scholarship there is nothing in the texts to support the view that azazel, lilith, deber, qeteb and reshef are the names of ‘demons’. Azazel appears as the personification of the forces of chaos that threaten the order of creation; his role is to stand in contrast to Yahweh. The context requires that lilith is regarded as a bird, a night bird being the most plausible explanation of the term. Deber, qeteb and reshef are personifications of destructive forces and appear as agents of Yahweh, members of his ’Angels of Evil’ who bring punishment (death) on the people of Israel for disobedience. There is no evidence to suggest that there are mythological figures behind azazel, lilith or the personifications of deber and qeteb. In case of reshef there is a possible connection to the Semitic deity Reshef. However, the mythological motifs are used merely as a poetic device.
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Blair, Judit M. "De-demonising the Old Testament an investigation of Azazel, Lilith, Deber, Qeteb and Reshef in the Hebrew bible." Tübingen Mohr Siebeck, 2008. http://d-nb.info/997280263/04.

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Stolz, Diana [Verfasser]. "Der Konjunktivgebrauch im Spanischen und Russischen : Eine kontrastive Analyse anhand von Gabriel García Márquez´ „El amor en los tiempos del cólera“ und Boris Akunins „Azazel´“ sowie der entsprechenden russischen und spanischen Übersetzungen / Diana Stolz." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2021. http://d-nb.info/1230718109/34.

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Viljoen, Babette. "Fokalisasie en vertelinstansie in die representasie van gestremdheid in geselekteerde Afrikaanse romans / Babette Viljoen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9236.

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In this dissertation the boundaries between normality and disability are investigated, as well as how these boundaries can be represented and changed through literary works. The purpose of this study is to examine the representation of disabled characters according to the theoretical insights of cognitive narratology. In order to analyse the boundary between normality and disability, this study focuses on focalisation and the narration as narrative techniques. The representation of disabled characters is a well-known phenomenon in literature in general but this dissertation analyses and discusses four novels which have been identified as texts in which the representation of disabled characters plays a significant role. These novels are: Is Sagie (1987) by Jan van Tonder, Raaiselkind (2001) by Annelie Botes, Siegfried (2007) by Willem Anker en Een vir Azazel (1964) by Etienne Leroux. Disablility, as a deviation from normality, is represented in different ways in literature, and has different functions. The theoretical argument is that the investigation and interpretation of the representation of disablilty in literature will provide insight in disability as a social phenomenon, as a literary act and as an act of understanding. Cognitive narratology uses the theoretical concepts of frames and scripts to describe the way in which human perceptions are structured and may even become fossilised in the human mind. Subsequent expreriences and information are therefore determined by existing codes and rules. The understanding or negotiation of new information is based on preferences that evolve from prior knowledge and programming. Cognitive choices are made on the basis of existing frames and scripts and determine whether a concept is new, standard, stereotypical, unusual, indefinite or ambiguous. This study shows how frames and scripts on disability are undermined within the novels and how disability is used as a functional novel element.
Thesis (MA (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2013.
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Ahmed, Azaz [Verfasser], and Ferruh [Akademischer Betreuer] Artunc. "Die Rolle des mTOR2-Komplexes bei der Regulation der Natrium- und Kaliumausscheidung im distalen Tubulus der Niere / Azaz Ahmed ; Betreuer: Ferruh Artunc." Tübingen : Universitätsbibliothek Tübingen, 2014. http://d-nb.info/1196981302/34.

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Kilfoy, Dennis. "When and Where?: Time and Space in Boris Akunin's Azazel' and Turetskii gambit." Thesis, 2007. http://hdl.handle.net/10012/3185.

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Boris Akunin’s historical detective novels have sold more than eight million copies in Russia, and have been translated into nearly a dozen languages. Boris Akunin is the pen name of literary critic and translator Grigory Chkhartishvili. Born in 1956 in the republic of Georgia, he published his first detective stories in 1998. His first series of novels, beginning with Azazel’ and followed by Turetskii gambit, feature a dashing young police inspector, Erast Fandorin. Fandorin’s adventures take place in the Russian Empire of the late nineteenth century, and he regularly finds himself at the center of key historic events. The first book takes place over one summer, May to September 1876, as the intrepid Fandorin, on his first case, unveils an international organization of conspirators—Azazel’—bent on changing the course of world events. The second takes place two years later from July 1877 to March 1878 during Russia’s war with the Ottoman Empire. The young detective again clashes with Azazel’, as he unravels a Turkish agent’s intricate plan to weaken and destroy the Russian state. Both adventures have proven wildly popular and entertaining, while maintaining a certain literary value. The exploration of time and space in Russian literature was once a popular subject of discourse, but since the 1970s it has been somewhat ignored, rarely applied to contemporary works, and even less to works of popular culture. Akunin’s treatment of time and space, however, especially given the historical setting of his works, is unique. Azazel’, for example, maintains a lightning pace with a tight chronology and a rapidly changing series of locales. Turetskii gambit presents a more laconic pace, and, though set in the vast Caucasus region, seems more claustrophobic as it methodically works towards its conclusion. Both works employ a seemingly impersonal narrator, who, nonetheless, speaks in a distinctly 19th century tone, and both works cast their adventures within the framework of actual historical events and locations. This thesis analyzes core theories in literary time and space, applying them then to Akunin’s historical detective literature.
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Kim, Gyung-Yul. "The hattat ritual and the Day of Atonement in the Book of Leviticus." Thesis, 2013. http://hdl.handle.net/2263/33005.

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Mason, Elliot. "Fallen and Changed: Tracing the Biblical-Mythological Origins of Mikhail Bulgakov's Azazello and Korov'ev." Thesis, 2010. http://hdl.handle.net/10012/5480.

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In his analysis of Mikhail Bulgakov’s The Master and Margarita, Elliot Mason explores the biblical and mythological ancestry of two of the novel’s most under-studied demonic characters: Azazello and Korov′ev-Fagot. Both characters, it is argued, serve important thematic roles within The Master and Margarita, acting as symbols of the oppressed artist, creativity and judgement. Azazello and Korov′ev-Fagot are integral to an eschatological reading of the text, with Korov′ev in particular suggesting new areas of Faustian influence within The Master and Margarita. Azazello’s relevance to the novel is discussed in terms of his relationship with another of Bulgakov’s characters: the demon Abaddon. Through an examination of the biblical, literary and mythological development of the myth of the Azazel-figure throughout history, Mason argues a thematic, and perhaps even more tangible, connection between the two characters. In the context of Bulgakov’s novel, it is argued, Azazello and Abaddon are interrelated, and it is this relationship that sheds new light on the thematic importance of either character to The Master and Margarita. An examination of older, non-canonical biblical texts allows the connection between Azazel and Abaddon to be explored and applied to Bulgakov’s novel. It is argued that Bulgakov himself, upon reading the texts studied, came to many of the same conclusions, and that these conclusions resulted in the connectedness of Azazello and Abaddon within The Master and Margarita. The second chapter of Mason’s study is devoted to tracing the heritage of the character, Kovo′ev-Fagot. A number of references and clues within The Master and Margarita are suggestive of the fact that Bulgakov had a particular literary, mythological or contemporary figure in mind when he created the character. Despite these references, Bulgakovian scholars have so far been unable to identify precisely whom Bulgakov was drawing on as inspiration for Korov′ev. Using the information provided by The Master and Margarita, Mason argues for a reading of Korov′ev-Fagot as the biblical, mythological sea-beast, Leviathan. He further links the character with Mephistopheles, finding a connection between Leviathan and Mephistopheles in a lesser-known version of the Faust legend, which replaces the name of one with the other. An overview of Leviathan’s eschatological and thematic functions, as well as his relationship with Egyptian and Norse chaos serpents, is used in order to provide the demonological background of the figure to a potentially non-specialist audience. The themes explored in this section of the argument are then applied to The Master and Margarita itself, in order to better understand the intended role of Korov′ev-Fagot to Bulgakov’s work. The identification of Korov′ev-Fagot with Leviathan and Mephistopheles, as well as that of Azazello with Abaddon, serves as a foundation of information, compiled in order that future interpretations may hopefully draw from it.
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Books on the topic "Azazel'"

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Kieffer, Eduardo Gudiño. Azazel. Buenos Aires: Torres Agüero Editor, 1989.

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Akunin, B. Azazel'. Moscow: Zakharov, 2001.

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Asimov, Isaac. Azazel. New York: Doubleday, 1988.

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The symbolism of the Azazel goat. San Francisco, Calif: International Scholars Publication, 1998.

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Dark mirrors: Azazel and Satanael in early Jewish demonology. Albany: State University of New York Press, 2011.

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De-Demonising the Old Testament: An iInvestigation of Azazel, Lilith, Deber, Qeteb and Reshef in the Hebrew Bible. Tübingen: Mohr Siebeck, 2009.

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Akunin, B., and Aleksandr Artëmovich Adabashʹi︠a︡n. Azazelʹ. Moskva: Pervai︠a︡ videokompanii︠a︡, 2003.

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Alekseĭ, Kuzʹmichev, ed. Azazelʹ. Moskva: OLMA-PRESS Ėkslibris, 2004.

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Akunin, B. Azazelʹ. Moskva: "Zakharov", 1998.

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(Translator), Wright Jonathan, ed. Azazeel. London: Atlantic Books, 2012.

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Book chapters on the topic "Azazel'"

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Pinker, Aron. "A Goat to Go to Azazel." In Perspectives on Hebrew Scriptures IV, edited by Ehud Ben Zvi, 197–220. Piscataway, NJ, USA: Gorgias Press, 2008. http://dx.doi.org/10.31826/9781463216238-020.

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Orlov, Andrei A. "THE GARMENT OF AZAZEL IN THE APOCALYPSE OF ABRAHAM." In Ars Christiana: In Memoriam Michail F. Murianov (21.XI.1928 – 6.VI.1995), edited by Roman Krivko and Andrei Orlov, 3–55. Piscataway, NJ, USA: Gorgias Press, 2012. http://dx.doi.org/10.31826/9781463235284-005.

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Djerbal, Lynda, Nassima Alimrina, Bachir Melbouci, and Ramdane Bahar. "Mapping and Management of Landslide Risk in the City of Azazga (Algeria)." In Landslide Science for a Safer Geoenvironment, 463–68. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05050-8_72.

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"Greek Jeremiah and the Land of Azazel." In Studies in the Hebrew Bible, Qumran, and the Septuagint, 402–13. BRILL, 2006. http://dx.doi.org/10.1163/9789047417989_026.

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"Azazel as an Eschatological Scapegoat in the Apocalypse of Abraham." In The Atoning Dyad: The Two Goats of Yom Kippur in the Apocalypse of Abraham, 79–125. BRILL, 2016. http://dx.doi.org/10.1163/9789004308220_004.

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"“The Likeness of Heaven”: The Kavod of Azazel in the Apocalypse of Abraham." In Ekstasis: Religious Experience from Antiquity to the Middle Ages, edited by Daphna V. Arbel and Andrei A. Orlov. Berlin, New York: DE GRUYTER, 2010. http://dx.doi.org/10.1515/9783110222029.2.232.

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Mojola, Aloo Osotsi. "The Chagga Scapegoat Purification Ritual and a Re-reading of the Goat of ‘Azazel’ (לֵזאָזֲע) in Leviticus 16 — Preliminary Observations." In Seeing New Facets of the Diamond, 191–209. Fortress Press, 2014. http://dx.doi.org/10.2307/j.ctv1ddcpp1.17.

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Mojola, Aloo Osotsi. "The Chagga Scapegoat Purification Ritual and a Re-reading of the Goat of ‘Azazel’ (לֵזאָזֲע) in Leviticus 16 — Preliminary Observations." In Seeing New Facets of the Diamond, 191–209. Fortress Press, 2014. http://dx.doi.org/10.2307/j.ctv1ddcpp1.17.

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"Anhang III: Der Midrasch von Semyaza und Azaz’el." In Das äthiopische Henochbuch, edited by Werner Georg Kümmel, 761–63. Gütersloh: Gütersloher Verlagshaus, 2019. http://dx.doi.org/10.14315/9783641248178-007.

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Phillips, Christina. "The Coptic Theme." In Religion in the Egyptian Novel, 153–88. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474417068.003.0006.

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This chapter explores literary engagements with Coptic Christianity in works by Baha’ Tahir, Idwar al-Kharrat, Salwa Bakr and Yusuf Zaydan. It explores Baha’ Tahir’s Khalati Safiyya wa’l-Dayr (1991) as a complex allegory of religious tolerance and reads Idwar al-Kharrat’s Turabuha Zaʿfaran (1986) as an example of Deleuze and Guattari’s concept of minor discourse whilst paying attention to Christian scriptural reference and themes of religious tolerance and Coptic identity. It then examines how Salwa Bakr’s Al-Bashmuri (1998) and Yusuf Zaydan’s ‘Azazil (2008) rewrite history from a Coptic perspective in order to redress the historical marginalisation of Egypt’s Christians and to destabilise certain myths of history and nation. Religious tolerance, religious violence and religious criticism as represented in these works are also examined.
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Conference papers on the topic "Azazel'"

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Pacsuta, István. "Hallgatók infokommunikációs szokásai értékválasztásuk mentén." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.199.

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Alapvető célunk, hogy számos korábbi vizsgálat adatbázisát felhasználva megalkossunk egy kategóriarendszert, amelynek felhasználásával megismerhető a fiatalok – szűkebben véve a felsőoktatásban részt vevő hallgatók – értékválasztása, annak motivációi. Ehhez elengedhetetlen, hogy a korábbi elemzéseink során kialakított értékrendszerek érvényességét ellenőrizzük. Tervezett előadásunkban arra keressük a választ, hogy a „kapcsolatorientált” hallgatók valóban aktívabbak a közösségi média által kínált lehetőségek kihasználásában, infokommunikációs szokásaik összhangban vannak-e értékválasztásukkal? A kérdőívvel történt adatfelvételek során használt értéksor a World Value Survey (WVS) által használt értékeken, értéksoron alapszik (Inglehart, 2000 és Inglehart – Baker, 2000). A Regionális Egyetem Kutatócsoport 2005-ös és 2010-es kérdőíves lekérdezésen alapuló adatbázisát felhasználva korábban meghatároztuk a hallgatói „értékcsoportokat”, feltártuk a hallgatók értékstruktúráját. A 2016-os Magyar Ifjúságkutatás adataira támaszkodva (A Kutatópont Kft. engedélyével) lehetőségünk nyílik arra, hogy az eddigi eredményeinket, kategóriáinkat összevessük egy jóval nagyobb minta, azaz a Kárpát-medence fiataljainak értékstruktúrájával, az általunk felállított kategóriák érvényességét ellenőrizzük. Az eredményekből kiderül, hogy az értékválasztás során felmért attitűd jellegű választások, vagyis az értékek rangsora milyen mértékben jár együtt az infokommunikációs eszközök használatából következtethető közösségiorientált viselkedéssel. Másként fogalmazva a „kapcsolatorientált” hallgatók mennyivel aktívabbak „anyagias” társaiknál? Nagyobb ívű elméleti vonatkozású vállalásunk, hogy megalkossunk egy, az ifjúságra alkalmazható értékrendszer-kategóriát, amely az ifjúság megváltozott társadalmi körülményei között is alkalmazható. Gyakorlati szempontból az értékrendszerek megfelelő alátámasztottság mellett egyéb társadalmi cselekvések esetén is prediktív funkcióval bírhatnak, vagyis az értékválasztás alapján regisztrálható különbségek a társadalmi élet különböző színterein (oktatás, munka világa, közösségi kapcsolatok) eltérő viselkedéseket vetítenek előre. .----- Students' info communication habits along their value choice ----- Our basic aim is to establish a category system using the database of many previous research, and by using this category system to learn about the value choice, and the motivation behind that value choice of the youth – more narrowly the value choice of students in higher education. To do so, it is essential to check the validity of the value systems established during our previous analysis. In our planned presentation we are looking for the answer whether “relationship-oriented” students are really more active in taking the advantages of the opportunities offered by social media, and whether their infocommunication habits are in line with their value choices. The values used in the survey are based on the values, value- lines applied by the World Value Survey (WVS) (Inglehart 2000 and Inglehart -Baker, 2000). Using the database of the 2005 and 2010 survey of the Regional University’s research team, we determined the „value groups”, and we explored the value structure of the students. Relying on the data from 2016 Hungarian Youth Research (with the permission of Kutatópont Kft.) we have the opportunity to compare our current results and categories against a considerably greater sample, namely against the value structure of the youth of the Carpathian Basin, therefore we can check the validity of the categories we established. The results show the extent to which the attitude-type choices assessed during value-selection, namely the ranking of values, are associated with community-oriented behaviour, that can be concluded from the use of infocommunication tools. In other words, how much more active “relationship-oriented” students are than their “material-oriented” peers. Our broader theoretical commitment is to create one value system category valid for the young which can also be applied in the changed social circumstances of the youth. From a practical point of view, value systems, with adequate support, can have a predictive function in case of other social actions, namely the differences registered in value choice project different behaviours in other spheres of social life (education, world of work, community relations).
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Érsek, Attila. "Történelmi forrásokhoz kapcsolódó kritikai gondolkodásfejlesztés tapasztalatai." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.179.

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Az előadás egy átfogó kutatási téma eredményeinek megosztására irányul (Érsek, 2019). Olyan neveléstudományi témában kerestem módszertani megoldást, amely szorosan kapcsolódik a kritikai gondolkodás fejlesztéséhez elektronikus tanulási környezetben. A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek mérési, fejlesztési területeire koncentráltam. A történelemtanítás kutatásának nemzetközi dimenziójában az egyik megközelítés szerint a kritikai gondolkodás fejlesztésének és a forráselemzésnek kell a történelemtanítás középpontjában állnia (Jancsák, 2019). A feladat és a fogalmi keret összetettsége miatt kevés a sikeresnek tekinthető empirikus vizsgálat a kritikai gondolkodás terén. Magyarországon elindult a fogalom pedagógiai értelmezése (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), az angolszász pedagógia fókuszában a fogalmi tisztázás és a kritikai gondolkodás szerkezeti elemeinek feltárása, összegzése áll (Elder – Paul, 2006.; Lai, 2011). Kutatásom során megalkottam a történelem témakörben alkalmazható kritikai gondolkodás taxonómiát, amelyet pontosítottam Anderson-Krathwohl (2001) tanulási célkitűzések modelljének segítségével. A történelemtanárok gondolkodását és nézeteit feltártam strukturálatlan kognitív térkép módszerével, támogatott felidézéssel. Szakértői mintavétel történt. Az oktatástervezési megközelítések közül (Ollé, 2015. p. 86.) a jelen kutatás fejlesztése oktatástanulás szempontjából építette fel a tanköri modulokat, azaz a kognitív folyamatok fejlesztésére koncentrált. A pedagógiai kísérlet terepe a Neo LMS alkalmazás lett, ami e-learning keretrendszer, tananyagtartalom szervező rendszer (LCMS). Általam fejlesztett 2 hetes tanórán kívüli anyagot osztottam meg, tutorként támogattam a diákok tanulási folyamatait. A kutatás eljárásrendjét (eszközök, módszerek), megbízhatósági mutatóit ismertetem az előadás során. A 11-12. évfolyamos gimnazistáknál csoportos valószínűségi mintavételt alkalmaztam, kiegészítettem a hólabda mintavételi eljárással (összesen 330 fő). Kutatási kérdés volt: Milyen módon mérhető a történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítménye elektronikus tanulási környezetben? A kutatás hipotézisei közül egyet emelek ki (egymintás t-próbát alkalmaztam ennél): A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítményét lényegesen befolyásolja a Neo LMS fejlesztő anyagainak megismerése. Az önkontrollos csoport esetében ez bizonyítást nyert. Bízom benne, hogy a tanulók kritikai gondolkodásának kognitív elemeit és a digitális kompetenciát fejlesztő módszertani megoldásom hozzájárul a pedagógiai kultúraváltáshoz. A bemutatásra kerülő pedagógiai kísérlet a tanulók egyéni fejlesztésérére koncentrál, egy jó példája a SAMR modell (Puentedura, 2006) felső szintjének, alkalmazásával hatékonnyá tehető a különböző történelmi források feldolgozása, miközben az IKT által nyújtott lehetőségek is megvalósulnak. ----- A report on developing critical thinking connected to historical sources ----- The goal of the presentation is to share the results of a comprehensive research topic (Érsek, 2019). I attempted to find a skill developing methodological solution in the field of pedagogy that is closely connected to the development of critical thinking in an e-learning environment. The focus is on assessing and developing the cognitive elements of critical thinking embedded in historical teaching materials. One approach to the research on History teaching at an international level states that developing critical thinking and source analysis are the main tasks of History instruction (Jancsák, 2019). Owing to the complexity of the task and the complex conceptual framework, there has been only a few empirical studies in the field of critical thinking that can be regarded as successful. The pedagogical interpretation of the concept has begun in Hungary (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), and the Anglo-Saxon pedagogy focuses on conceptual clarification and on the exploration and summarization of the structural elements of critical thinking (Elder – Paul, 2006.; Lai, 2011). Based on my research, I created a critical thinking taxonomy which can be applied within the context of History, and I further refined it by using Anderson-Krathwohl’s (2001) model of learning objectives. I explored the beliefs and attitudes of History teachers by using a non-structured cognitive map and stimulated recall with questions. The sample procedure was expert sampling. From the educational planning approaches (Ollé, 2015. p. 86.), the development of the present research created the modules of the course from the education-learning perspective, which means that it focused on the development of cognitive processes. The present pedagogical experiment was executed within the Neo LMS application, which is an e-learning platform and a learning content management system (LCMS). I created and shared a two-week skill developing material, which was not part of class activities, with the students, and I assisted their learning processes as a tutor. In this presentation, I outline the research protocol (tools, methods) and reliability indices of the research. I applied probability cluster sampling in the case of eleventh- and twelfth-graders, and additionally used snowball sampling (altogether 330 participants). The research questions were the following: How can the students’ performance be assessed related to the cognitive elements of critical thinking embedded in historical teaching materials in an elearning environment? I highlight one of the research hypotheses (one-sample t-test was used in this case): Students’ performance related to the cognitive aspects of critical thinking embedded in historical teaching materials is significantly influenced by becoming familiar with the Neo LMS skill developing materials. In the case of the single-case experiment group, this hypothesis was confirmed. I hope that my methodological solution that develops the cognitive elements of students’ thinking and their digital competence will contribute to the transition in pedagogical approach. The presented research in the field of pedagogy focuses on the individual development of students, which is a good example of the highest level of the SAMR model (Puentedura, 2006), and by applying this, the interpretation of different historical sources can be more effective and the opportunities offered by the ICT environment are also incorporated.
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