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INSTITUTIONAL CARE FOR INTELLECTUALLY GIFTED CHILDREN IN SLOVAK ELEMENTARY SCHOOLS WITH A FOCUS ON MUSICAL ACTIVITIES

100%
Hudáková J., Králová E.
Ars inter Culturas
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2016
|
issue 5
171-184
EN
The contribution deals with the equal opportunity of education that shall be provided to the fullest potential of all children, including intellectually gifted children in Slovak ele-mentary schools. The authoresses believe that it is important to raise the potency of these children by focusing on their creative self-fulfilment and creating motivational conditions in educational process. They focus on musical activities as a tool that can encourage the development of intellectually gifted children by inducing pupils to express themselves in a creative way using musical activities in the main school subjects mathematics and Eng-lish language, with non-musical educational goals. Authoresses conclude their contribution by two examples of this possible pedagogical intervention.
2

Teachers as researchers? Assessing impact of pedagogical interventions on pupils’ attitudes

100%
Dráľ P., Findor A.
Human Affairs
|
2015
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vol. 26
|
issue 3
271-287
EN
The paper suggests that there is a gap between the research on prejudice in Slovak schools and the pedagogical interventions used to reduce them, particularly in relation to the Roma minority. It highlights the existing curricular requirements for dealing with intergroup relations, stereotypes and prejudice, contrasting them with the organizational, methodological and practical constraints teachers face when trying to meet them. Drawing from experience of piloting alternative tools for measuring attitudes, designing interventions and assessing impact, the article describes one possible way of bridging the gap.
3
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Między przetrwaniem a przemianą. Szkoła wyższa wobec fundamentalnej aporii

58%
Nowak-Dziemianowicz M.
Pedagogika Szkoły Wyższej
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2016
|
issue 2
EN
The article is an attempt to answer the question about the possibility of overcoming the contradictions between the two possible objectives of higher education. On the one hand, such a goal (verbalized widely in public debate and by research specialists) is adaptation regarded as a condition of survival in a world of risk and universal competition. Employers’ expectations, the market as the regulator of education, education “on request” are common ways of thinking about the goals of higher education. However, education on its every level has to fulfll other tasks and functions (besides adaptation). It is a way to development and self-development, it is an opportunity for self-fulfllment and autonomy. It is an opportunity to acquire critical competences that allow the understanding of the world around us, ourselves and our relationships with others. Involved, interventional studies and recognition are a chance to solve this problem.
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