The monograph rests on supposition that education of older adults is an integral part of lifelong learning and it presents a significant contribution to the discussions on social justice and quality of life in later ages. The authors treat social contextualization of older adults’ education in family, work and living environment. The monograph is a result of several years of research in the area of social integration of older adults, with the emphasis on education as an important factor of giving social support and sustaining social networks of older adults.
F.02 Acquisition of new scientific knowledge
COBISS.SI-ID: 248974592In the school environment we encounter a cultural diversity that points to the need for debate on interculturality in education. Dealing with diverse individuals requires more empathy, a change of perspective and a readiness to take part in a flexible and common search for different ways to mutual cooperation. Mastery of communication and cooperation skills is part of professional growth and the responsibility of staff, and the same time a constant reflection of (or self-reflection on) one's own practices.
F.18 Transfer of new know-how to direct users (seminars, fora, conferences)
COBISS.SI-ID: 41423458In this article we discuss a difference between substantial and dialogical concept of authority. As an example of the first concept we analyze lacanean view on authority. It’s critique is based on feministic approach and on theory of recognition. The basic idea is that we should not treat authority primarily as a mechanism that enable separation of a child from maternal object, but as dialogical struggle for mutual recognition that starts even in a dyadic relationship with maternal object, before occurrence of symbolic Law. Described shift influences the basic understanding of education.
F.02 Acquisition of new scientific knowledge
COBISS.SI-ID: 43277410We argue that the issue of the school system response to the students with migrant background in not marginal; it is rather a key issue of educational policy related to questions of equity and quality of the system. The adaptation to the needs and particularities of individuals and groups can lead to excessive differentiation and even segregation; therefore solutions should be sought within the context of the inclusive, intercultural and postmodern pedagogic paradigm.
F.02 Acquisition of new scientific knowledge
COBISS.SI-ID: 42999906We analysed approaches in the field of prevention of drug use/abuse in the school environment. We studied the role of the teacher in these approaches. We proceeded from the assumption that drug use prevention before drug use begins should be incorporated into the overall educational concept of the public school, where an important role is played by teachers with sufficient knowledge about the issue of drugs. Our assumption was confirmed.
F.17 Transfer of existing technologies, know-how, methods and procedures into practice
COBISS.SI-ID: 43292770