The public dimension of the body became paramount in the first half of the 20th century, when the image of the modern man, with his virile stereotypes, became a cliche, in strict connection with nation building first and totalitarian ideologies later. Yet, different cultural and educational trends advocated for life reform and liberation of the body. Both the metaphorical and the material body were invested by cultural, religious, political and educational theories and practices with strong links and similarities but also national differences. Thanks to an international scholarly work about body education in ten European countries, this volume allows a wide comparative analysis about life reform; physical education and sport; children's bodies, emotions, hygiene and (ab)normality.

Around 1900, a series of reform movements emerge that break through the mainstream of modern, technocratic and industrial developments, and in many areas of life seek alternative possibilities and new ways. Enthusiastic, open-minded and inspired by an attitude to life that ventures ideologically, artistically and socially into hitherto unknown zones, one wants to oppose the harsh realities to a different, creative, profound and experiential reality. These diverse aspects and their interdisciplinary interweaving often remained hidden in historical retrospectives. In 2018, an exhibition in an art gallery in Budapest titled Hidden Stories - The Life Reform Movements and Art offered unique and surprising insights into the interconnectedness of people and works. In the subsequent conference of the same name, experts from science, art and culture devoted themselves to the hitherto little-known relationships between artists and individual reform movements. The resulting volume reveals and presents the international effectiveness of artists from Hungary as well as from other countries, who have shaped a changed attitude to life in the expressions of music, dance and performing arts. In artist colonies, garden centers and educational reform projects, they created specially places that allowed a changed lifestyle. There are always different ideological, religious and spiritual views in the background that are analyzed here.

The Excerpta project instigated by the Byzantine emperor Constantine VII turned the enormously rich experience offered by Greek historiography into a body of excerpts distributed across fifty-three distinct thematic collections. In this, the first sustained analysis, Andras Nemeth moves from viewing the Excerpta only as a collection of textual fragments to focusing on its dependence from and impact on the surrounding Byzantine culture in the tenth century. He introduces the concept of appropriation and also uses it to study some other key texts created under the Excerpta's influence (De thematibus, De administrando imperio and De ceremoniis). Unlike world chronicles, the Excerpta ignored the chronological dimension of history and fostered the biographical turn in Byzantine historiography. By exploring theoretical questions such as classification and retrieval of historical information and the relationship between knowledge and political power, this book provides powerful new ways for exploring the Excerpta in Byzantine studies and beyond.

The Excerpta project instigated by the Byzantine emperor Constantine VII turned the enormously rich experience offered by Greek historiography into a body of excerpts distributed across fifty-three distinct thematic collections. In this, the first sustained analysis, Andras Nemeth moves from viewing the Excerpta only as a collection of textual fragments to focusing on its dependence from and impact on the surrounding Byzantine culture in the tenth century. He introduces the concept of appropriation and also uses it to study some other key texts created under the Excerpta's influence (De thematibus, De administrando imperio and De ceremoniis). Unlike world chronicles, the Excerpta ignored the chronological dimension of history and fostered the biographical turn in Byzantine historiography. By exploring theoretical questions such as classification and retrieval of historical information and the relationship between knowledge and political power, this book provides powerful new ways for exploring the Excerpta in Byzantine studies and beyond.

Life reform and progressive education developed various utopias and projected new ways of cultural, social, religious and political living. This book studies how these utopias lived on until World War II, how they still affect present life in Austria and Hungary, and it examines continuities and differences within the political, educational and cultural movements of both countries. The main focus lies on interrelations between educational utopias and strategies and the development of a collective identity in times of radical political and social changes. Lebensreform und Reformpadagogik entwarfen Utopien fur das kulturelle, soziale und religioese Leben. Dieses Buch untersucht das Weiterleben dieser Utopien bis zum Beginn des zweiten Weltkrieges, ihre Wirkungen bis in die Gegenwart in OEsterreich und Ungarn und beleuchtet Kontinuitaten und Differenzen innerhalb der (bildungs-)politischen und kulturellen Stroemungen beider Lander. Im Zentrum steht die Frage nach Zusammenhangen zwischen padagogischen Utopien und Strategien und den Entwicklungen von kollektiver Identitat in Zeiten politischer und gesellschaftlicher Umbruche und Verunsicherungen.

Aus unterschiedlichen Perspektiven beleuchtet dieser Band den Zusammenhang von Padagogik und Kultur in ausgewahlten Landern der k. u. k. Monarchie. Das Gewicht liegt auf OEsterreich, Ungarn und Slowenien. Bezogen auf den Herbartianismus waren auch deutsche Vertreter einzubeziehen. Die einzelnen Beitrage zeigen immer wieder UEberschneidungen, gedanklichen Austausch und sogar unkonventionelle Gemeinsamkeiten zwischen Lebensreform, Reformpadagogik und Herbartianismus. Das ist uberraschend, weil bisher fast ausschliesslich Gegensatze wahrgenommen wurden und ideologische Urteile den Blick systematisch verstellten. Dabei spiegeln sich vor allem in den Bereichen der Lehrerbildung und der Kindheitsforschung die kulturellen und lebensreformerischen Stroemungen aus der Wende zum 20. Jahrhundert.