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Môže umenie vypestovať dobrého občana? Aristotelov príspevok vo svetle teórie výchovy

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Danišková Z.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 3
311–329
EN
The text discusses the importance and contribution of political philosophy outlined by Aristotle to the current context of civic education. It analyzes Aristotle’s thinking about who a citizen of polis is, how he becomes a citizen, which characteristics he should have and finally it explains how such a citizen should be educated. One of the means preferred by Aristotle is music, its melodic and rhythmic significance, thanks to which a citizen habits the virtues. This concept of education is an expression of growing mythic-poetic experience that can be transferred by the humanistic and educational courses.
2

KĽÚČOVÉ POJMY HISTORIOGRAFIE TRANSFORMOVANÉ DO PRIMÁRNEHO VZDELÁVANIA

100%
Danišková Z.
Historický časopis (Historical Journal)
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2023
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vol. 71
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issue 1
147–160
EN
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at the higher level of education, we need the conceptual structure with clear educational aims, towards which the historical content of the primary level of elementary school should be directed.
3

PRIMARY TEACHERS HAVE OVERRUN THE EXIST CIVIC EDUCATION CURRICULUM IN SLOVAKIA

63%
Danišková Z., Lukšík I.
Pedagogický časopis (Journal of Pedagogy)
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2017
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vol. 8
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issue 2
59 – 75
EN
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.
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