The author dwells on the problems of realization of the rights of children in secondary schools of the Slovak Republic. The author stresses the social need for realization of human rights and rights ...of a child in the educational process at various stages of carrying out the National Plan on Human Rights Education for 2005–2014. The author distinguishes the two basic principles of the Child’s Rights Convention in the Article № 3 – «always to act in the interests of the child» and in the article № 5 – «to take care of the recognition of child’s rights and the enforcement of rights». The author characterizes the aims of education in human rights and duties, to acquire knowledge, to develop life skills and to form attitudes required for the implementation of child’s rights at school
Ovaj se rad bavi paralelnim prikazom svrhe (ciljeva) osnovnoga školovanja u Republici Hrvatskoj i Finskoj. Ciljevi pojedinih nastavnih predmeta/kompleksnih cjelina sažeti su i prikazani tabelarno, a ...opći ciljevi su analizirani. Kvalitativnom analizom sadržaja želio se dobiti uvid u osnovni smisao poruke cilja, odnosno informacija što se od školovanja očekuje u Finskoj, a što u Hrvatskoj. Izbor kategorija kao osnovice za analizu favorizirani su ciljevi osnovnoga školovanja preuzeti iz uvodnih tekstova okvirnih nastavnih planova i programa,
nacionalnih kurikuluma.
Rezultati kvalitativne analize upućuju da hrvatska škola ciljeve osnovnoga školovanja usmjerava na poučavanje i stjecanje znanja, vještina i sposobnosti važnih za život i daljnje školovanje te cjelovit individualni razvoj učenika, a Finska na različitost odgoja i obrazovanja i europsku dimenziju školstva, razvoj ključnih kompetencija (radna, obiteljska, građanska) ciljevima koji su usmjereni na osobni rast i razvoj, sudjelovanje u društvu, zapošljavanje i cjeloživotno učenje.
Prihvatimo li iskreno kao cilj školovanja razvoj ključnih kompetencija kod učenika, spoznat ćemo da sadržaji programa i nisu toliko važni. Suvremeni kurikulum promiče učenje na uspjesima i vrhunski užitak učenja različitim stilovima učenja i mišljenja usmjerenih na ciljeve i razvoj, a manje na sadržaj, zaključuju učitelji nakon provedene rasprave vezane za kreiranje suvremenoga školskoga kurikuluma.
Maintains that the development of discipline-based art education (DBAE) was based in large part on the earlier work of Harry S. Broudy. Explains Broudy's view that aesthetics education once reserved ...for the elite should be part of the education of every citizen. Describes links between Broudy's work and lessons developed as part of DBAE. (CFR)
Reviews the evolution of Discipline Based Art Education (DBAE) since its inception in 1984. Asserts that DBAE has had a major impact on art education and now is influencing the performing arts as ...well. Recommends that DBAE principles should be applied to all of arts education not just the visual arts. (CFR)
Describes the work of Harry S. Broudy and his impact on public education in the United States. Maintains that Broudy believed that universal values can be grounded in human nature. Presents Broudy's ...view that students in secondary grades should study the arts and humanities to acquire the values necessary for participatory citizenship. (CFR)
Describes multicultural education and its relevance to music education and the music education curriculum. Reviews various theories related to multicultural education and concepts of global education ...and cultural diversity. Recommends caution about translating multicultural rhetoric into curriculum reality. (CFR)
Describes the role of arts education and, specifically, music education in Japanese schools. Outlines the music curriculum and teaching methods in elementary and secondary schools. Describes the role ...of western music and compares music education in Japan and the United States. (CFR)
In the last few years, there is a strong inclination to see a technological development, economic growth and social cohesion as the goals of education and therefore teachers are taken to be ...responsible for social solidarity and for national success in the global economic competition. This paper rejects the reduction of teaching to maximize effective instruction in the service of economic success and group solidarity and therefore resists the utilitarian thrust of much recent policy and practice in teacher education. The main argument is that teachers today are committed to a moral education from the virtue ethics perspective. The role of the teachers in a post-modern democratic society that respects the ideal of autonomy is to seek the development of their students, shaping their character while practicing certain virtues and leading them to a life of individual flourishing and self-fulfilment. Having the ability to cultivate young people character while guiding them towards finding their own ideas about how to lead a valuable life depends on the relationships that teachers and students maintain. The conclusion is that teachers are required to base decisions first and foremost on values like attentiveness, sensitivity, empathy, responsiveness and trust, values which are derived from an ethics of care. An ethics of care is the most suitable ethical framework for guiding teacher's practice nowadays. The paper provides an account of why virtue ethics and an ethics of care, which is sometimes seen as a version of virtue ethics, are the appropriate ethical frameworks for contemporary teacher education.
To investigate the current state of education for undergraduates, the subcommittee of the Japanese Society of Neurology for undergraduate education sent a questionnaire on the 2001-version of Model ...Core Curriculum to the department of neurology in 80 medical universities and their 7 associate medical institutes throughout Japan. Answers were obtained from 56 out of those 87 institutes (64.4%). According to the answers, the Core Curriculum was introduced to the program of undergraduate education in 93% of those 56 universities. For the revision of neurology part in the current Core Curriculum, there are number of requests for improving the description on the neurological examination, list of common symptoms and disorders, and addition of therapeutics. Despite application of the Model Core Curriculum in medical education, the present study disclosed that there were considerable difference in the number and content of the lectures, and the duration of clinical clerkship in neurology ward. These differences of the curriculum and training program depends on not only the number of staffs, but also whether they are working as staffs in a department of neurology or as a small group of neurologists within a department other than neurology.
PDF
