We analysed children’s and parents’ participation in preschool. We emphasise that such participation has objective limits. In preschools it is not only such rules that apply which have been agreed upon and where it has been possible to reach a consensus. We should not overlook the fact that the preschool is an institution which functions according to the rules and norms whose important elements are imposed from the outside – that is, they do not come from the institution’s management, it's professional workers or parents. Preschool, therefore, cannot function as if its teachers, parents and children had no limits other than those they decide and agree upon themselves.
COBISS.SI-ID: 53654882
As the starting point for thinking about the basic aims of moral and civic education in public schools, the author first presents M. Warnock’s views on the relations between personal morality, public morality, and human rights as a legally regulated concept; he then proceeds with the theory of social domains and the political ideas of H. Arendt to provide further argumentation for the basis of the central thesis of this article: Moral and civic education in the spirit of human rights and moral responsibility toward fellow human beings should be provided in accordance with ethics and emancipatory political ideas. The author’s considerations of the main goals of moral and civic education in public schools are founded on the assumption that – although a great many concepts are relevant to morality (e.g., virtues, values, a sense of duty, ethical principles) – there is no personal morality without a trace of altruism rooted in sympathy and imagination; and without such personal morality in the sense of desiring to act ethically, there can be no public morality oriented toward the common good or the rule of law based on human rights.
COBISS.SI-ID: 52287330
In the paper we discuss changes in the (western) family, which influence the intergenerational learning and socialization of different generations. In the research we analyze the perception of three generations’ about mutual learning and cooperation, the influence of family members’ interconnectedness on understanding, and the contents of mutual learning between the three generations. The findings of the case study analyses confirm the connection between the relational closeness, inclusion in the social environment, and the mutuality of help, cooperation, and learning in the family. On the basis of case studies analyses we can ascertain, that learning in the family is connected with life problems; it is an integral process, which includes cognitive, emotional, and social components.
COBISS.SI-ID: 52299618
This chapter was formed in the context of an analysis of thirty years’ worth of work of an international community of researchers ISATT (International Study Association on Teachers and Teaching), a community that deals with the challenges of quality teaching and with encouraging professional development of teachers. The chapter consists of two reflective accounts from Slovenia. They crystallize how ISATT community has affected their professional development and influenced their lines of research as both they—and ISATT—press toward the future. One of the crucial questions is how to foster quality dialogue and make it become an integral part of the milieu in a specific educational institution and wider community (between researchers, teachers, students, etc.) and not only a characteristic of individuals and smaller “islands” of people within this community. It becomes clear that both teachers and researchers need a certain degree of autonomy and alliance in an effort to achieve common goals.
COBISS.SI-ID: 52316002
The chapter begins with a brief survey of adult participation in lifelong learning in Slovenia, and a review of how European lifelong education theorists have explained the role of institutions in participation. It then examines the main institutional features of the Slovenian educational system, and its relationship to the labour market as the main context within which opportunities for access to the education of adults are generated and maintained and also differentiated.
COBISS.SI-ID: 52895330