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.
Text pojednáva o význame a vklade politickej filozofie načrtnutej Aristotelom pre aktuálny kontext občianskeho vzdelávania. V prvej časti analyzuje Aristotelove uvažovanie o tom, kto je občan polis, ako sa občanom stáva, akými vlastnosťami má disponovať a v neposlednom rade vysvetľuje, ako sa má takýto občan vychovať. Druhá časť pojednáva o prostriedkoch takejto výchovy, ktorým Aristoteles venoval časť svojej Politiky a Poetiky – o hudbe a o tragédii. Obe sú významným prostriedkom morálnej výchovy; hudba pre jej melodický a rytmický význam, vďaka ktorému občan navyká cnostiam; tragédia ponúka možnosť očistenia sa od strachu a súcitu. V závere textu je Aristotelov koncept výchovy rámcovaný teóriou výchovy, ktorá pestuje prax mýto-poetickej skúsenosti, a ktorá môže byť odovzdávaná práve humanitnými a výchovnými predmetmi.
Abstrakt: Represívny systém zverejňovania a kontroly záverečných prác študen-tov vysokých škôl rôznymi systémami nie je postačujúcou podmienkou zvýšenia ich kvality. Takýto systém núti študenta vystríhať sa tvorbe plagiátov, ale jeho práca môže byť stále výsledkom kompilovania rôznych zdrojov a autorov, čím nie je žiadnym prínosom. V tomto texte sa preto snažíme zdôvodniť potrebu kurzu akademického písania na vysokých školách podľa vzoru anglosaského sveta. Ukazujeme, že odlišnosť anglosaskej a kontinentálnej tradície písania siaha ešte do čias novovekého myslenia a výsledkom tejto odlišnosti nie je len iná výstavba textu, ale aj to, či je možné zručnosť písania cibriť. Na základe tejto analýzy vysvetľujeme, prečo nie je kontinentálny svet (kam patrí Slovensko aj Česká republika) dedičom takto koncipovaného kurzu.Kľúčové slová: produkcia odborného textu, kurz akademického písania, anglosaská tradícia písania, kontinentálna tradícia písania, kompilát Teaching a university student how to write? Potential of the academic writing course Abstract: The repressive system of publishing and checking university theses using a variety of methods is not sufficient to ensure an improvement in quality. These systems compel students to avoid outright plagiarism, but their work may still be a compilation of various sources and authors, so they are of little benefit. In this article, we therefore seek to justify the fact that universities should run academic writing courses along the lines of those found in the UK and the US. We demonstrate how the differences between British and American traditions in academic writing, on the one hand, and Continental European traditions, on the other, stretch back to modern philosophical thinking and that these differences not only mean that the writing is structured differently but also affect notions of whether it is possible to improve writing skills through practice. On the basis of our analysis we explain why continental Europe (and thus the Czech and Slovak Republics) have not inherited such courses.Keywords: academic papers, academic writing, Anglo-Saxon tradition of writing, continental tradition of writing, mosaic technique of constructing an essay.V roku 2010 bol na Slovensku novelizovaný vysokoškolský zákon, ktorý zaväzuje vysokú školu k tomu, aby prácu končiaceho študenta bakalárskeho, magisterského či doktorandského programu zaslala do centrálneho registra záverečných, rigoróz-nych a habilitačných prác a následne na základe informácie z registra vyhodnotila mieru originality danej práce ešte predtým, ako študent pristúpi k jej obhajobe. Z blízkych krajín (Rakúsko, Česká republika, Poľsko) je Slovensko jediné, ktoré prevádzkuje centrálny systém založený na povinnosti, nie dobrovoľnosti (Kravjar, 2011).
Based on a brief analysis, the text is dealing with identifying multiculturalism as an ideology related to neomarxism 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-centered education" and pedagogical pragmatism) and society change (internally diversified society in which diversity is being deepened still). Moreover, it is showing its worthlessness based on incorrect understanding of goals of the humanities -Aristotle's orthos logos (R. Scruton).
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