As anxiety and aggression have a large number of adverse effects on individuals, the school and the society at large, they are often at the forefront of discussions held by researchers, experts and practitioners alike. The aim of this publication is to aid in efficient prevention and reduction of anxiety- and aggression-related problems that has been adapted for use in the Slovenia environment. Reduction strategies have been devised on the basis of a theoretical review of factors and trends related to anxiety and aggression. The theoretical parts of the publication are combined with the empirical parts (which place the theoretical framework within the context of Slovenia) and combined they allow addressing anxiety and aggression in a comprehensive way. The content of the publication is divided into four interconnected sections. The (i) introductory presentation of the two concepts is followed by (ii) an analysis of the explanatory factors of anxiety and aggression at the levels of individuals and schools, (iii) an analysis of developmental trends of anxiety and aggression and, in the concluding part, (i) anxiety and aggression reduction strategies by means of the anxiety-aggression model, as well as an example of simultaneous reduction in both anxiety and aggression. The basic premise for the reduction was the relationship between anxiety and aggression, which are closely intertwined in spite of their conceptual differences. This intertwined relationship was taken into account in planning prevention and reduction strategies for both anxiety and aggression, and then a hypothesis was formulated according to which increased anxiety implies increased aggression. Based on this assumption, our aim was to examine whether reducing anxiety can also result in reducing aggression. Research has shown that aggression reduction strategies have for the most part been unsuccessful in both Slovenia and in other countries. The reason for this may be in that their focus is on the changes in aggressive behaviour rather than its causes, whereas anxiety reduction strategies, the cognitive-behavioural approaches in particular, have proven more effective. The anxiety-aggression model was tested by means of the internationally recognised anxiety reduction programme (Barrett, 2005). The publication addresses anxiety and aggression within the school environment, where children and adolescents spend the majority of their time (in addition to their homes), which makes the school environment an important developmental factor (also when it comes to the development of anxiety and aggression). The publication can be helpful for anyone who deals with anxiety- and aggression-related problems on a daily basis, for the purposes of which guidelines for the practice of schools have been added in each chapter.
COBISS.SI-ID: 282525184
According to Rousseau, conscience and conscience alone can elevate human beings to a level above that of animals. It is conscience, understood as infallible judge of good and bad, which makes man like God. Conscience itself is, in this context, understood as divine, as an “immortal and celestial voice”. Therefore, if the voice of conscience is the same as the voice of God, then conscience is nothing human. However, although this interpretation is correct, there are some problems with it. If we take into consideration the fact that conscience is in the same context defined firstly as a unifying principle which makes us like God, secondly as a thing which is in the middle between God and man, and thirdly as a middle thing or mediation that integrates extremes organically, then conscience cannot be either simply human or divine. The second problem is the following: How can one who hears the voice of God know that he really hears his voice? And, if he is the only one who hears it, how can we know that he hears it?
COBISS.SI-ID: 2815063
In the study, we analyse the predictive power of home and school environment-related factors for determining pupilsʼ aggression. The multiple regression analyses are performed for fourth- and eighth-grade pupils based on the Trends in Mathematics and Science Study (TIMSS) 2007 (N = 8394) and TIMSS 2011 (N = 9415) databases for Slovenia. At the national level, the Lestvica agresivnosti aggression scale was administered in both TIMSS cycles. For home environment variables, we included those related to socio-economic status, pupilsʼ educational aspirations, parental activities with their children and pupilsʼ free time activities. The results show that the variables related to socio-economic status, spare time activities and parental activities are significant predictors. The results differ in both analysed data-sets. For school environment variables, we include those related to the school climate, pupilsʼ attitudes towards school and school subjects and pupilsʼ achievement in mathematics. We find that the variables related to school climate and studentsʼ self-confidence are significant predictors. These results are stable in both years. The predictive power of the school characteristics model (including only the school environment variables) is larger (based on the proportion of explained variance) compared with the home characteristics model. The hierarchical linear model of data from 2007 to 2011 shows small differences in aggression between schools. The inclusion of two data cycles collected in two time- periods allows us to observe changes in aggression predictors over time. Practical implications are finally included.
COBISS.SI-ID: 2730839
In this study, the influence of European educational governance on national educational spaces is determined through a case study on Slovenia as a new (post-socialist) EU member state. The issue is first elaborated through the theoretical interplay of the political and educational sciences and the understanding of this interaction in EU educational governance. Special attention is devoted to providing in-depth empirical insights into the two-level game between the western EU governance model and its reception in non-western EU member states. The study explains how after 10 years since Slovenia’s membership in the EU, Slovenian educational space can be regarded as being shaped by open method of coordination-driven external monitoring and cross-border comparative technologies. The case study on Slovenia therefore provides important comparative insights into the effectiveness of EU educational governance, which has successfully widened and deepened EU cooperation in the field of education.
COBISS.SI-ID: 2853207
The monograph deals with the new practices of philosophy which were, by UNESCO's thematic review of Philosophy, a School of Freedom, defined as "other ways of practicing philosophy." This reinterpretation of the status of philosophy follows the lead of Pierre Hadot who showed in his interpretation of ancient philosophy that philosophy is not just a theory but, in its essence, an existential project. Monograph analyzes to what extend the contemporary practices of philosophy move closer to this goal. In doing so, it develops a deeper insight into the main manifestations of philosophical practices in modern society and possible links to the educational system.
COBISS.SI-ID: 286873344