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1

MARX BACK IN SCHOOLS: MULTICULTURAL EDUCATION AS A TOOL OF BETTER SOCIETY (Marx opat v skolach: Multikulturna vychova ako nastroj lepsej spolocnosti)

100%
Daniskova Z.
Pedagogický časopis (Journal of Pedagogy)
|
2010
|
vol. 1
|
issue 1
13-24
EN
Based on a brief analysis, the text is dealing with identifying multiculturalism as an ideology related to neo-Marxism as well as postmodernism. Some of the fundamental features of postmodernism are represented by scepticism towards the truth and the end of great story-telling, plurality of discourses which are caused by our interpretation and their mutual incommensurable. In critical sociology (engaged, radical, or so-called new sociology), social events are explained by the distribution of power, resources, opportunities and property, and this unequal distribution reflects and maintains social inequality. It is possible to reflect these characteristics not only theoretically, but practically as well - looking at multicultural education, which is considered to be the modern educational tool of the multicultural society. This text is pointing out some of its drawbacks and dangers through the dimension of school change (curricular change not governed by the 'western view' and organizational change corresponding with principles of 'child-centred education' and pedagogical pragmatism) and society change (internally diversified society in which still diversity is being deepened). Moreover, it is showing its worthlessness based on incorrect understanding of goals of the humanities - Aristotle's orthos logos (R. Scruton).
2

EXPLORING THE MODERATING EFFECT OF THE FIELD DEPENDENCE-INDEPENDENCE ON RELATIONSHIP BETWEEN PUPIL’S SCHOOL SATISFACTION AND SOCIAL CLASSROOM ATMOSPHERE

84%
Papšová M., Valihorová M., Nábělková E.
Studia Psychologica
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2012
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vol. 54
|
issue 2
125 – 136
EN
The research was aimed at exploring the relationships between pupil’s school satisfaction and social classroom atmosphere, and also between school satisfaction and cognitive style field dependence-independence. The main intention of the presented study was to detect possible moderating influence of the field independence level on the relationship between school satisfaction and social classroom atmosphere. The perceived social atmosphere was assessed by the Social Classroom Atmosphere Scale (Kollárik, 1999). The field independence was assessed by the Embedded Figures Test (Oltman, Raskin, Witkin, 1962). Pupil’s school satisfaction was assessed by a school satisfaction subscale from the Life Satisfaction Scale for Children (Huebner, 1994) and emotional relation towards school was assessed by the Semantic Choice Test (Smékal, 1990). The research sample consisted of 208 pupils of older school age attending the 6th and 7th school grade (i.e., 11-12 year olds). The findings indicate that the field dependence-independence is not the moderator variable influencing relationship between social classroom atmosphere and pupil’s school satisfaction. Pupil’s school satisfaction significantly correlates with social classroom atmosphere. A significant relationship between field independence level and pupil’s school satisfaction was not proven.
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