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Homelessness as a Social Problem - Socio-pathological Phenomenon - Qualitative Analysis

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Tvrdoň M., Lojan R., Máhrik T., Zaharia S., Davydova V. E.
Journal of Education Culture and Society
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2022
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vol. 13
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issue 2
95-106
EN
Aim. In qualitative research, the authors identify the most frequent cases of homeless people staying on the street and identify general prejudices against homeless people who come into direct contact with the public. Methods. The study analyses and interprets the risk aspects of the real life of the homeless. Through qualitative research based on open coding, the creation of a system of categories, and analytical induction, the authors established a final hypotheses. Results. Studies confirm that homelessness affects not only the life of an individual, but also points to the experience of homeless society and the image of the homeless today. The authors analyse and identify the opinions of social workers who have experience with this target group. Conclusion. The scholarly and professional opinions and contributions in this study highlight the strength and diversity of homelessness. By conducting qualitative research, they identify prejudices against the homeless and the causes that contribute to homelessness.
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The Philosophical Context of Curriculum Innovations with a Focus on Competence Development

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Kondrla P., Lojan R., Maturkanič P., Nickolaeva Biryukova Y., González Mastrapa E.
Journal of Education Culture and Society
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2023
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vol. 14
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issue 2
78-92
EN
Aim. The article describes the philosophical background of competency education and analyses the weaknesses that are present in curriculum changes, focusing on the absence of dynamic acceptance of otherness. Concept. The starting point is a reflection on the philosophical background of education as a repetition and production of the same. The basic principles of the post-metaphysical approach of education to otherness and the interpretation of the innovation curriculum in relation to these principles are presented. Results. Curricular changes and innovations appear to be cosmetic adjustments in which the traditional philosophical and pedagogical principles of passive reception of knowledge and acquisition of large amounts of knowledge are preserved. Conclusion. Changing the curriculum requires a change in teachers' attitudes as well as a change in the school education system. It is necessary to define who the teacher is, who the pupil is. Parents must identify with curricular reform and see it as a positive change for their children. Cognitive value. Curricular reform cannot be done without systemic changes in education. All participants in the change must be familiar with and identify with the new paradigm and its philosophical background, otherwise it will not be possible to realise the transition to competency pedagogy.
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