The paper represents the output of the research realized in 2016 and 2017. The aim of the research was to analyze the depiction of relations between the Czechs and Slovaks in history textbooks that represent as a specific type of historical literature, teaching and scholarly texts affecting and forming the historical thinking and awareness among students. The analysis concentrates on history textbooks that were published in 1918 -1938 and 1945 -1989. A sample of textbooks under review consists of 18 textbooks dating back to 1918 -1938, and 23 textbooks dating back to 1945 -1989. The textbooks under review were published in Slovak language, and were used on the territory of Slovakia. Kľúčové slová učebnice dejepisu, česko-slovenské vzťahy, didaktika dejepisu, historické myslenie, historické vedomie Úvod V posledných rokoch prebieha v kruhoch odbornej i laickej verejnosti diskusia o tom, ako by naše školstvo malo či nemalo vyzerať, akým smerom by sa malo uberať, čo je potrebné zmeniť a čo zachovať. V kontexte týchto debát je dôležité zamýšľať sa aj nad učebnicami, ktoré žiaci v školách používajú. Učebnice nie sú zanedbateľným prvkom vo výchovno- Key words

History didactics tries to use various information channels, but these are the ones that are currently undergoing turbulent changes. This paper reports how the digital era has affected the distribution of knowledge from history and its impact on the behaviour of high school students. According to a 2020 survey, students between the ages of 16 and 19 spent an average of 5 hours and 15 minutes a day on their smartphones, which is almost the same as the time they spend in school. Thanks to research carried out by mobile operators, we have the chance to get to know Generation Z in the broader context and the opportunity to use its habits in history lessons. The article also includes some options for transforming modern technology into an ally of educators and what data captured in digital channels can be used for.

No abstract

Changes in evaluation of Andrej Hlinka when making eff orts to form systemically the thinking of children and adolescents have in principle the same stages and milestones as the milestones of writing about Hlinka in the Slovak historical science, however, the dispute with respect to Hlinka in the area of education reached more remarkable even bizarre dimensions. Th is is proven by diff erences between offi cial texts of school textbooks, teaching aids published in the period of 1919-2013 and individual memory of adolescents which can be found in the whole above mentioned period in spite of the absence of relevant sources.Textbooks of interwar national (state) schools are characterized in particular by neglecting Hlinka, which is clearly visible when comparing the representation of other much less significant personalities of the modern Slovak history in their texts; however, we cannot state that this fact was aff ected only by the period doctrine (Czechoslovakism and republicanism). Moreover, we are still less aware of the impact of church schools of that period. A principal change of the paradigm in the image of Andrej Hlinka created for the young generation (aft er a typical boom of interim period of the First Slovak Republic) took place only aft er 1948 (and lasted until 1989). Th e analysis of texts in the textbooks of the related subjects should be included in the research of history textbooks; however, even now we can notice typical features of the displacement even elimination of Hlinka's personality from curricula, as well as its methodologically and didactically incorrect form (the use of Hlinka's Slovak National Party without explanation of the notion " A.H." etc.). It is still questionable to what extent this image, similarly as in historiography, has been formed besides ideological factors by the weakness of the Slovak methodology of history. Another even more serious question is a suffi ciently verifi ed analysis of Andrej Hlinka's popularity which is apparent among young generations of the period before and aft er revolution having minimum information about his personality acquired from offi cial (formal) education.