The manuscript deals with primary history education as a part of integrated subjects at primary education level (ISCED1) in Slovakia. This level of education requires deeper interest and attention from the perspective of the didactics of history, because it forms the basis for the understanding of historical time. It involves rethinking a set of tasks that stimulate the student to understand time relationships. Later, at the higher level of education, we need the conceptual structure with clear educational aims, towards which the historical content of the primary level of elementary school should be directed.

DANIŠKOVÁ, Zuzana. The Key Concepts of Historiography Applied in Primary Education. Historický časopis, 2023, 71, 1, pp. 147–160, Bratislava. The manuscript deals with primary history education as a part of integrated subjects at primary education level (ISCED1) in Slovakia. This level of education requires deeper interest and attention from the perspective of the didactics of history, because it forms the basis for the understanding of historical time. It involves rethinking a set of tasks that stimulate the student to understand time relationships. Later, at the higher level of education, we need the conceptual structure with clear educational aims, towards which the historical content of the primary level of elementary school should be directed.

Abstract The present study analyses education policy in Slovakia and determines the role of the church in education governance and the church–state relationship in education policy. The church–state relationship is also evident in the specific constellations of the national curriculum. The study highlights the de-secularisation trend in education policy and curricula and identifies the links between religious and nationalist education content, which are largely a relic of the historical (and controversial) era of Slovak statehood building. It also analyses Ethical Education, which is a specific (and internationally unique) school subject in Slovakia that has been shaped by a particular church–state ‘ideological governing form’.

This article focuses on children who cannot speak the language of the majority when they enter the school system. It recommends that the term child speakers of other languages should be adopted in Slovakia. Various approaches and types of support used in other European countries (Germany, Denmark, Czechia) are presented. These could be adopted nationally to integrate these children in school. The legal situation and current situation in preschools and primary school is also explored. The article outlines potential forms of support for preschool children and their families that require little in the way of additional funding and human resources.

This article focuses on Slovak primary school (ISCED1) subjects that represent social and human knowledge and contrasts the Slovak situation with the Czech one. First, it looks briefly at the historical context that gave rise to and continues to shape these subjects. It then considers their content and attempts to explain why these subjects have ceased to evolve. It also shows that, despite the continual re-discovery of teaching methods and the acute need for them when teaching pupils of this age, there has been little research in this area. It concludes by stating that the lack of education research and discussion makes it difficult to influence public policymaking and curricular reform. Keywords: Slovak primary social studies, curriculum of social studies, didactics, teaching methods of social studies

Represívny systém zverejňovania a kontroly záverečných prác študen¬tov vysokých škôl rôznymi systémami nie je postačujúcou podmienkou zvýšenia ich kvality. Takýto systém núti študenta vystríhať sa tvorbe plagiátov, ale jeho práca môže byť stále výsledkom kom¬pilovania rôznych zdrojov a autorov, čím nie je žiadnym prínosom. V tomto texte sa preto snažíme zdôvodniť potrebu kurzu akademického písania na vysokých školách podľa vzoru anglosaského sveta. Ukazujeme, že odlišnosť anglosaskej a kontinentálnej tradície písania siaha ešte do čias novovekého myslenia a výsledkom tejto odlišnosti nie je len iná výstavba textu, ale aj to, či je možné zručnosť písania cibriť. Na základe tejto analýzy vysvetľujeme, prečo nie je kontinentálny svet (kam patrí Slovensko aj Česká republika) dedičom takto koncipovaného kurzu. The repressive system of publishing and checking university theses us¬ing a variety of methods is not sufficient to ensure an improvement in quality. These systems compel students to avoid outright plagiarism, but their work may still be a compilation of various sources and authors, so they are of little benefit. In this article, we therefore seek to justify the fact that universities should run academic writing courses along the lines of those found in the UK and the US. We demonstrate how the differences between British and American traditions in academic writing, on the one hand, and Continental European traditions, on the other, stretch back to modern philo¬sophical thinking and that these differences not only mean that the writing is structured differently but also affect notions of whether it is possible to improve writing skills through practice. On the basis of our analysis we explain why continental Europe (and thus the Czech and Slovak Republics) have not inherited such courses.

Financial literacy has become a compulsory component of primary and secondary education through the National standard of financial literacy, with methodic helping teachers to expose topics in various subjects that are useful for the realization of its goals.From these efforts and a considerable amount of materials it could be concluded that FG gains more value than the sectional topics defined in state curriculum.On one hand, it is a preventive fashion wave following the issues of capitalism, but also a tool for educating economically active entities in the spirit of current neoliberal trends.FG certainly has opponents whose voices are not very loud and, at the same time, perceived as strange in the eyes of the its proponents.Regardless the side we take, we are trying to emphasize that the creators of the Slovak curriculum (primary education) are not able to reflect on existing experience (e.g. from neighboring Czech Republic), which proves that classes representing sociocognitive learning may be subject to topics, which meet the objectives of FG and their presence may not be artificial or redundant.This model could not only enrich the inherited tradition of primary social studies but also to systematize this educational effort instead of pretending this is being implemented, as it is a common to think in Slovakia.

Abstract A number of studies have pointed to the low level of civic participation among young people. On the other hand, there is a section of the youth population that is politically involved in and supportive of extremist and anti-system political movements. Public discussions have suggested that this may be linked to inadequacies in citizenship education. However, as the Slovak case shows, the causes of this are deeper, have historic roots and are reflected in the fact that citizenship education has been pushed to the margins of the curriculum and is narrowly interpreted. Citizenship education is not just about the nature of the curriculum but also about broader extra-curricular activities and about the direct, or implicit, instruction provided by teachers. The empirical research presented here shows that primary school teachers go beyond the narrow framework of the national social studies syllabus and implicitly teach citizenship education in line with their own civic orientations.

Jedným z prejavov oslabovania pozornosti k učivu vo vyučovaní je značne vábivý dôraz na mäkké zručnosti, a s tým súvisiaca nekonečná kumulácia textov tematizujúca kľúčové kompetencie a mäkké zručnosti . Tie sa však medzičasom stali univerzálnym zaklínadlom. Ako kedysi satiricky poznamenal Pupala (2004), že sa záverečné a kvalifikačné práce predbiehajú v tom, ktorá ponúkne humanistickejšiu podobu vyučovania – dnes môžeme vysloviť podobný súd aj o kompetenciách, či zručnostiach adorovaných na rôznych úrovniach pedagogického diskurzu. Existujú však aj kritické postrehy poukazujúc na následné sploštenie poslania školy používaním metafor ako učilište, továreň, prípravka pracovných síl pre kapitál, či pobočka súkromného sektora (napr. Rybák, 2012), Finkielkraut (2017) ironizuje, že zo školy sa škola vysťahováva. Týmto textom chceme posilniť hlas oponentov obhajobou skrytých významov „neproduktívnych obsahov“, ktoré môžu pomôcť rehabilitovať netriviálnosť a významnosť formálneho školského kurikula. Pokúsime sa sumarizovať, prepojiť a pripomenúť argumenty, ktoré nachádzame roztrúsené na rôznych miestach, pričom práve téma obsahov vzdelávania ich navzájom prepája.

Based on the work conducted by trait psychologists, this cross-cultural investigation sought to examine young adults’ trait affection given and trait affection received in the U.S., Russia, and Slovakia as functions of (a) Hofstede’s four primary dimensions of national cultures (i.e. masculinity–femininity, individualism–collectivism, uncertainty avoidance, and power distance), and (b) national origin. Undergraduate students (N = 558) from the U.S. (n = 214), Russia (n = 169), and Slovakia (n = 210) completed a questionnaire in their native languages. The results of regression analyses and analyses of variances supported the notion that the four dimensions of national cultures influence people’s trait-like attributes and therefore also result in significant differences among the three countries examined in this investigation.

Recent Slovak experience cast a shadow of suspicion on the level of ethical and civic education, not only for their content but also the method of teaching. Is it not possible to use this media interest to advantage to emphasize the role of this type of school? In this article we will try to put forward the thesis that by rehabilitation of contents of different humanity classes, ethical education could lose its significance. Instrumental in the defence will not only be Aristotle, but also philosophical and educational concept in didactic narrative space.

Text pojednáva o význame a vklade politickej filozofie načrtnutej Aristotelom pre aktuálny kontext občianskeho vzdelávania. V prvej časti analyzuje Aristotelove uvažovanie o tom, kto je občan polis, ako sa občanom stáva, akými vlastnosťami má disponovať a v neposlednom rade vysvetľuje, ako sa má takýto občan vychovať. Druhá časť pojednáva o prostriedkoch takejto výchovy, ktorým Aristoteles venoval časť svojej Politiky a Poetiky – o hudbe a o tragédii. Obe sú významným prostriedkom morálnej výchovy; hudba pre jej melodický a rytmický význam, vďaka ktorému občan navyká cnostiam; tragédia ponúka možnosť očistenia sa od strachu a súcitu. V závere textu je Aristotelov koncept výchovy rámcovaný teóriou výchovy, ktorá pestuje prax mýto-poetickej skúsenosti, a ktorá môže byť odovzdávaná práve humanitnými a výchovnými predmetmi.

Marx opäť v školách: Multikultúrna výchova ako nástroj lepšej spoločnosti