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1

PRIMARY TEACHERS HAVE OVERRUN THE EXIST CIVIC EDUCATION CURRICULUM IN SLOVAKIA

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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.
2

There's no such thing as society! Bruno Latour's 'our younger brothers', social studies on science and ethical involvement

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Binczyk E.
Teksty Drugie (Second Texts)
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2007
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issue 1/2(103/4)
144-156
EN
The present text discuses selected theses of Bruno Latour's book 'Reassembling the Social. An Introduction to Actor-Network-Theory', intended as a systematic introduction to the Actor-Network Theory (ANT). ANT is an extremely philosophically innovative concept, rooted in a tradition, more than thirty years old now, of so-called social studies on science which can be defined as a current within non-classical sociology of knowledge. ANT is presented as an alternative social metatheory, or, a specific methodology. The authoress rejects a hyposthasis of (the) Society, which has been preventing social sciences from an adequate recognition of several mechanisms, particularly those characteristic to a global risk society. The essay highlights that ANT is not yet another version of a social constructivism. For the co-author of this position, it is important that it be empirical as well, and that social sciences appreciate the role of objects, things, referred to as 'our younger brothers'.
3

KĽÚČOVÉ POJMY HISTORIOGRAFIE TRANSFORMOVANÉ DO PRIMÁRNEHO VZDELÁVANIA

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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.
4

EMBODIED CIVIC EDUCATION: THE CORPOREALITY OF A CIVIL BODY POLITIC

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Phillips D. P.
Pedagogický časopis (Journal of Pedagogy)
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2014
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vol. 5
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issue 1
90 – 114
EN
This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavour to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences. The existential theme of lived body emerges from this inquiry. The importance of embodying one’s learning as well as connecting physically and socially to one’s society is apparent. The students’ learning through their corporeal experience serves to create the civil body politic of the classroom and inform their behaviour outside of the classroom. Insights from this study may inform curriculum theorists and developers, policy-makers, and classroom teachers. Recommendations are made to transform the social studies for students to capitalize on their bodily experiences within the classroom so that they may grow in their role as a citizen. Students may then embody the ideals essential in civic education and democratic societies.
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