2 hours lecture + seminar/week, i.e., 22 hours in total per semester, combined (mostly full-time)

Student workload:

11 x 2 hours teaching = 22 hours; 40 hours project work, 58 hours exam preparation. Total 120 hours of work.

Teaching methods:

- Lecture: lecture combined with discussion of the topic covered; various examples are given for each subject area. Critical reflection and awareness of the possibility of applying this knowledge to school or life practice is essential.

Emphasis on discussion, critical reflection on relevant materials (monographs, journals, videos, news, etc.), cooperation. Outcome - submission of project and examination in the examination period.

BECK, U. 2011. Riziková společnost. Na cestě k jiné moderně. Praha : SLON. ISBN 978-80-7419-047-6

MALÍK, B. 2012. Politická antropológia. Futurológia bez budúcnosti. Bratislava : Iris. ISBN 978-80-81530-02-9

SAKTOROVÁ, Ľ. 2021. Globálna občianska spoločnosť v kontexte medzinárodných vzťahov a medzinárodného práva. Praha : Leges. ISBN 9788075024725.

SOPÓCI, J. 2000. Sociálne inštitúcie a sociálna zmena. Bratislava : Univerzita Komenského.ISBN 80-223-1453-0

50% of the interim evaluation + 50% of the final evaluation

A group project (2-3 students) analyzing a specific civic issue in contemporary Europe against the backdrop of recent political science, cultural-historical and sociological literature. The project will analyze the nature of the problem, its causes, its impact on Slovakia. One of the assessment criteria will be the students' ability to search relevant literature and work with information. Intermediate assessment: annotation and project - max 50 points. Final assessment: project defense, exam on topics covered in lectures - max 50 points.

For successful completion of the course, it is necessary to obtain at least 60% of the points.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively.

knowledge, including its meaningful integration into life reality and pedagogical practice.

B (93-86%, very good - above average standard), the student reflects appropriately critically on the knowledge,

including their meaningful integration into life reality and pedagogical practice.

C (85-76%, good - normal reliable work), the student performs at a standard level during the semester, the theoretical knowledge is at a good level, but the ability to critically apply this knowledge is lacking.

D (75-68%, satisfactory - acceptable performance), the student was less well prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information.

E (67-60%, satisfactory - results meet minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze the knowledge, and is only minimally able to apply the knowledge.

Fx (59-0%, insufficient - additional work is required).

Slovak and Czech language

1. Civil society, the state, and the school. Historical forms of citizenship.

2. Opportunities for guidance towards active citizenship in and out of the school environment.

3. Europe and citizenship, globalization.

4. Current socio-political situation at home and abroad.

50/50

Students will develop an independent view of civil society, political, cultural and economic movements in contemporary Europe. Students will be able to perceive global contexts. They will be able to apply their knowledge to issues of school citizenship education. The course will deepen the theoretical understanding of citizenship from the undergraduate studies so that students will be able to apply theory to contemporary processes in the world and be able to think theoretically about citizenship independently, with an emphasis on theoretical reflection on the present.

The chosen learning methods will contribute to the further development of competences (cognitive area: critical thinking, thinking in context, argumentation; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).

Course objectives: The student will be able to orientate himself/herself in the current issues of citizenship, global contexts, the influence of media and media education in citizenship education. The student will be able to work effectively as a member of a team. The student is able to work with information and communication technologies, to think critically and in context. The course contributes to the progressive development of important professional competences of future teachers in accordance with the profile of the graduate.

Lecture+seminar, 2 hours per week / total 22 hours per semester, combined (mostly full-time)

Student workload:

22 hours of direct instruction, 50 hours of preparation for the final oral exam, 30 hours for the mid-term written paper, 18 hours of guided self-study (work with a political science text). 120 hours in total

Teaching methods:

In lectures: problem-based interpretation with discussion.

In the seminars: group work in the development of projects on the global and European dimension in education in the school environment of primary and secondary schools, annotated presentation of the projects, discussion, polemic, debate.

LYSÝ J. a kol. 2007. Globálne rozvojové vzdelávanie, Bratislava: Album, 180 s. ISBN978-80968667-7-9

LIESSMANN, K. P.: Vzdělání jako provokace. Praha. Academia 2018. ISBN 978-80-200-2875-4

NOVÁČEK, P. 1999. Křižovatky budoucnosti. Směřování k udržitelnému rozvoji a globálnímu řízení. Praha. Nakladatelství G plus G. 284 s. ISBN 80-86103-27-7

MISTRÍK, E. a kol. 2008. Multikultúrna výchova v škole. Bratislava: Nadácia otvorenej spoločnosti, (dostupná na internete www.osf.sk v sekcii Publikácie) ISBN 978-80-969271-4-2

ZAVIŠ, M.:: Udržateľný spôsob života. In: Životné prostredie. - Č. 3 (2003), s. 158-160. - ISSN 0044-4863

ZAVIŠ, M: Biologické aspekty osobnej spirituality.In: Kultúra, religiozita a spoločnosť: Skúmanie vzájomných interakcií. - Ljubljana : KUD Apokalipsa : CERISK, 2014. - S. 224-248. - ISBN 978-961-6894-35-7

Recommended readings:

BAUMAN, Z. 1999. Globalizace, důsledky pro člověka. Praha: Mladá fronta, 157 s. ISBN80-204-0817-7

BECK, U. 2005. Čo je globalizácia? Bratislava. Vydavateľstvo SSS, 189 s. ISBN 80-8061-190-4

GONĚC, V. 2003. Od "malé Evropy" k "velké Evropě". Dějiny rozšiřování Evropskýchspolečenství/Evropské unie, 1950-2002, sv. 2. Brno: Masarykova univerzita, 237 s. ISBN80-210-3255-3

Ústavy států Evropské unie. 1997. Praha: Linde, 800 s. ISBN 80-7201-056-5

Weighting of interim/final evaluation: 50/50

The interim assessment involves the production of a written work (structured essay) on a specified topic according to specified conditions: (50% of the mark). The final assessment involves the completion of an oral examination focusing on the global and European dimension in education. Education emphasises the global and European context in learning (with). Both dimensions in education provide a space to change attitudes and strengthen awareness of one's own role in the world. They motivate students towards responsibility and lead towards the acquisition of values of active citizenship. To pass the course, a minimum of 60 % of the total score is required.

The rating is awarded on a scale:

A (100-94%, excellent - outstanding results; the student in the structured essay has demonstrated a level of mastery and alignment of the topic with the specified criteria (knowledge acquired and cognitive skills mobilized) that corresponds to an A grade. In the oral examination, he/she correctly, actively, critically and creatively assimilates both dimensions of learning and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural, and historical factors on both dimensions in education. It explains the actorial, theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.

A structured essay and oral examination are designed to verify the stated learning outcomes.

B (93-86%, very good - above average standard; the student reflects adequately and critically on the global and European dimensions in education (in the range of knowledge acquired and cognitive skills mobilised), which in terms of points, percentages correspond to a grade of B. In the structured essay, he demonstrates a very good level of mastery of the topic worked on with the given criteria, and in the oral examination he correctly, critically and creatively assimilates both dimensions of education and is able to integrate them into education for democratic citizenship. Critically reflects on the impact of political, economic, social, environmental, religious, cultural and historical factors on both dimensions in education. Explains the theoretical and critical dimensions of responsibility for the contemporary world and the position of Slovakia.

C (85-76%, good - normal reliable work; student reflects more or less critically in a structured essay and in an oral examination on knowledge of the global and European dimensions in education (to the extent of knowledge acquired and cognitive skills mobilized) that corresponds to a grade of C in terms of points, percentages.

D (75-68%, satisfactory - acceptable results; the student reflects in a limited, moderately critical way on the knowledge of the global and European dimension in education (within the scope of acquired knowledge and mobilised cognitive abilities), in a structured essay and in an oral examination, demonstrating knowledge at grade D.

E (67-60%, sufficient - results meet the minimum criteria, (in the range of knowledge acquired and cognitive abilities mobilised) the student demonstrated only a limited degree of critical reflection on both dimensions in education and on current developments in the discipline in the structured essay and in the oral examination.

Fx (59-0%, insufficient - further work, extra study required).

Slovak and Czech language

Brief outline of the course:

Evolution of the concepts of global and European dimensions: diversity of concepts and approaches; Globalization in political theory; European Union in the processes of globalization. The European Union, its history and institutions: the Council of Ministers, the European Commission, the European Parliament, the European Court of Justice; The main Community policies: trade, transport, currency, the economy, employment, social policy and the environment, the consumer, security and the courts; The preambles of the states of the European Union: a comparison. European Convention on Human Rights, Charter of Fundamental Rights and Freedoms; Perspectives on European integration processes. The idea of a united Europe. The Slovak Republic and the European Union. Enlargement of the EU; The phenomenon of refugees and the right to asylum. Implementation of the global and European dimension in the process of education and training. European Commission and Council of Europe programmes focusing on this issue; Global and European dimension through international school projects (e.g. Europe at School, European Clubs, Education for Democracy, One World, etc.).

50/50

Learning outcomes:

Students are familiar with the integration of the global and European dimension into the system of education for democratic citizenship and the humanities. Explain the impact of globalisation on the field of education. This is followed by the European dimension as a narrower space from European institutions to specific school projects. Making sense of the subject, ways of citation, "development thinking". The world is global, the human community is also in Europe divided into partial cultures, expert communities, ideological camps, classes or strata profiled by economic indicators and the educational activities associated with them. The multiplicity of worldviews they condition requires mediation, without which human existence in this world would become unbearable. The global and European dimension of education is also a mediator; the student respects and knows the aims of education (ISCED 1-3). One of the challenges is to find points of contact between disparate human societies so that the global challenges or problems mentioned above are not faced by isolated groups or even individuals, but (at least on basic issues) by a united humanity.

Lecture + seminar, 2 hours weekly/22 hours per semester, blended learning (mainly face-to-face)

Student workload:

22 hours face-to-face learning, 40 hours to complete assignmets,40 hours to complete the final assignment, 18 hours of guided self-study (work with text and video, the analysis of content and means of expression). Total 120 hours.

Teaching methods:

Lectures - heuristic method, discussion of the topics covered. The presentation of various media content (films, advertisments, etc.)

Seminars – group work on given assignments (media content creation), presentations of the outcomes. Individual supervision.

MIČIENKA, M; JIRÁK, J. 2007. Základy mediální výchovy. 1.vyd. Praha : Portál. 296 s. ISBN

978-80-7367-315-4.

MALÍK, B. 2008. Mediomorfóza sveta. Filozofické, antropologické, sociálne a politické aspekty súčasných médií. Bratislava: Iris, 157 s. ISBN 978-80-89256-25-9.

MALÍK, B. 2013. Problém výberu relevantného v občianskom vzdelávaní v kontexte multikultúrneho prostredia a súčasného informačného boomu. In Teoretické reflexie výchovy k demokratickému občianstvu na školách (slovenský a český kontext). Bratislava: Univerzita Komenského v Bratislave. 217 s. ISBN 978-80-223-3534-8.

Recommended reading:

SAK, P. 2007. Člověk a vzdělání v informační společnosti. Praha: Portál. 290 s. ISBN 978-80-7367-230-0.

MALÍK, B. 2008. Mediomorfóza sveta a jej presahy do školského prostredia. In: Pedagogická revue, Roč. 60, č. 1/2, 2008, s. 140 - 156. ISSN 1335-1982.

Weighting of the continuous/final evaluation: 50/50

The continuous evaluation includes the completion of four assignments (50% of the grade). The assignments will focus on media analysis, the creation of media products and the successful use of new presentation programs. Two of these assignments will involve group outcomes.

The final evaluation will consist of a practical demonstration of a media education lesson covering a selected topic, including topic presentation and a reflection of the presentation techniques during the lesson sent in a separate document - justification of the choice of the visual aids used (colours, font, graphic and pictorial elements, etc.), its design and the expected educational effects of the chosen presentation techniques (50% of the evaluation). The assignments are designed to verify the specified learning outcomes.

A minimum of 60% of the total score is required for successful completion of the course.

The grading scale:

A 100-91%, excellent - outstanding results. The student has demonstrated in both the continuous and final assignments a level and range of acquired media competencies and skills in the production of the assigned media products that corresponds to an A grade in terms of points or percentage.

B 90-81%, very good - above average standard. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to a B grade.

C 80-73%, good - normal reliable work. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products that, in terms of points and percentages, is equivalent to a grade of C.

D 72-66%, satisfactory - acceptable results. The student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products in both the continuous and final assignments that is equivalent to a grade of D in terms of points and percentages, respectively.

E 65-60%, satisfactory. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to an E.

Fx 59-0%, Insufficient. The student has not met the required thresholds for passing the course.

Slovak and Czech language

Concepts of media education at home and around the world. A reassessment of the currently valid concept of media education in the light of changes that have taken place on the media scene since its implementation into the state educational programme. Objectives of media education differentiated according to the different levels of education (ISCED 1-3) Media and democracy. Media and digital literacy as a prerequisite for active citizenship (as a means to prevent and reduce the risks of exclusion of individuals and groups from society). Ethical and legal regulation of the media. The ambivalent nature of the media. The pictorial turn and the changes it initiated in the media. The anthropological, political and social consequences of these transfers. The impact of the media on the different segments of society with emphasis on the school reality. Identification of the basic planes of the formative effects of the media. Audit of the pros and cons of the selected media, the forms and content of the messages they disseminate. The threat of media and discursive totalitarianism and strategies to counter it effectively. Principles of behaviour on the Internet (netiquette). Principles for designing presentation documents and media campaigns (elections, social advertising) promoting civic engagement and participation.

50/50

Students will acquire competences related to media and digital literacy. Through their application in model situations, they will acquire the ability to independently create selected media products. They will learn certain principles of competent handling of different types of media and their products. They will learn to navigate the media offer, especially electronic information sources, and to assess their quality and credibility. They will learn principles that will enable them to select information more competently. They will learn to take a critical stance and form their own opinion on media content and to distinguish between their own interests and those of media owners and their advertisers. They will be able to evaluate the impact of contemporary media on different areas of social life, culture and politics and to analyse the changes and developments initiated by the media in these areas. They will recognise the contribution of the media to the development of democracy and civil society. They will also acquire presentation skills.

Lecture + seminar, 2 hours weekly/22 hours per semester, blended learning (mainly face-to-face)

Student workload:

22 hours face-to-face learning, 40 hours to complete assignmets,40 hours to complete the final assignment, 18 hours of guided self-study (work with text and video, the analysis of content and means of expression). Total 120 hours.

Teaching methods:

Lectures - heuristic method, discussion of the topics covered. The presentation of various media content (films, advertisments, etc.)

Seminars – group work on given assignments (media content creation), presentations of the outcomes. Individual supervision.

MIČIENKA, M; JIRÁK, J. 2007. Základy mediální výchovy. 1.vyd. Praha : Portál. 296 s. ISBN

978-80-7367-315-4.

MALÍK, B. 2008. Mediomorfóza sveta. Filozofické, antropologické, sociálne a politické aspekty súčasných médií. Bratislava: Iris, 157 s. ISBN 978-80-89256-25-9.

MALÍK, B. 2013. Problém výberu relevantného v občianskom vzdelávaní v kontexte multikultúrneho prostredia a súčasného informačného boomu. In Teoretické reflexie výchovy k demokratickému občianstvu na školách (slovenský a český kontext). Bratislava: Univerzita Komenského v Bratislave. 217 s. ISBN 978-80-223-3534-8.

Recommended reading:

SAK, P. 2007. Člověk a vzdělání v informační společnosti. Praha: Portál. 290 s. ISBN 978-80-7367-230-0.

MALÍK, B. 2008. Mediomorfóza sveta a jej presahy do školského prostredia. In: Pedagogická revue, Roč. 60, č. 1/2, 2008, s. 140 - 156. ISSN 1335-1982.

Weighting of the continuous/final evaluation: 50/50

The continuous evaluation includes the completion of four assignments (50% of the grade). The assignments will focus on media analysis, the creation of media products and the successful use of new presentation programs. Two of these assignments will involve group outcomes.

The final evaluation will consist of a practical demonstration of a media education lesson covering a selected topic, including topic presentation and a reflection of the presentation techniques during the lesson sent in a separate document - justification of the choice of the visual aids used (colours, font, graphic and pictorial elements, etc.), its design and the expected educational effects of the chosen presentation techniques (50% of the evaluation). The assignments are designed to verify the specified learning outcomes.

A minimum of 60% of the total score is required for successful completion of the course.

The grading scale:

A 100-91%, excellent - outstanding results. The student has demonstrated in both the continuous and final assignments a level and range of acquired media competencies and skills in the production of the assigned media products that corresponds to an A grade in terms of points or percentage.

B 90-81%, very good - above average standard. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to a B grade.

C 80-73%, good - normal reliable work. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products that, in terms of points and percentages, is equivalent to a grade of C.

D 72-66%, satisfactory - acceptable results. The student has demonstrated a level and range of acquired media competencies and skills in the creation of assigned media products in both the continuous and final assignments that is equivalent to a grade of D in terms of points and percentages, respectively.

E 65-60%, satisfactory. In both the continuous and final assignments, the student has demonstrated a level and range of acquired media competencies and skills in the production of assigned media products that, in terms of points and percentages, is equivalent to an E.

Fx 59-0%, Insufficient. The student has not met the required thresholds for passing the course.

Slovak and Czech language

Concepts of media education at home and around the world. A reassessment of the currently valid concept of media education in the light of changes that have taken place on the media scene since its implementation into the state educational programme. Objectives of media education differentiated according to the different levels of education (ISCED 1-3) Media and democracy. Media and digital literacy as a prerequisite for active citizenship (as a means to prevent and reduce the risks of exclusion of individuals and groups from society). Ethical and legal regulation of the media. The ambivalent nature of the media. The pictorial turn and the changes it initiated in the media. The anthropological, political and social consequences of these transfers. The impact of the media on the different segments of society with emphasis on the school reality. Identification of the basic planes of the formative effects of the media. Audit of the pros and cons of the selected media, the forms and content of the messages they disseminate. The threat of media and discursive totalitarianism and strategies to counter it effectively. Principles of behaviour on the Internet (netiquette). Principles for designing presentation documents and media campaigns (elections, social advertising) promoting civic engagement and participation.

50/50

Students will acquire competences related to media and digital literacy. Through their application in model situations, they will acquire the ability to independently create selected media products. They will learn certain principles of competent handling of different types of media and their products. They will learn to navigate the media offer, especially electronic information sources, and to assess their quality and credibility. They will learn principles that will enable them to select information more competently. They will learn to take a critical stance and form their own opinion on media content and to distinguish between their own interests and those of media owners and their advertisers. They will be able to evaluate the impact of contemporary media on different areas of social life, culture and politics and to analyse the changes and developments initiated by the media in these areas. They will recognise the contribution of the media to the development of democracy and civil society. They will also acquire presentation skills.

Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)

Student workload:

33 hours of direct teaching, 25 hours for intermediate assignments, 20 hours for seminar work, 15 hours for colloquium preparation, 12 hours of guided self-study (work with text and video), 15 hours for seminar preparation. 120 hours in total.

Teaching methods:

- In the lectures: problem-based interpretation and discussion of the topics covered.

- In seminars: group work, annotated presentations, practice of teaching methods, work with text, presentations, role plays, simulation games

State educational programmes for primary and secondary schools and their further adjustments. The SPÚ and ŠIOV after 2015.

Curricula/standards of the subject Civics.

BEDNAŘÍK, A. a kol.: Životné zručnosti a ako ich rozvíjať . Bratislava : NDS, 2004. 228 s. ISBN 80-969209-5-2.

ČAPEK, R.: Moderní didaktika. Praha : Grada, 2015. 624 s. ISBN 978-80-2473-450-7.

KARNSOVÁ, M.: Jak budovat dobrý vztah mezi učitelem a žákem. Praha : Potrál, 1994. 153 s. ISBN 80-7178-032-4.

LUKÁŠOVÁ, H.: Kvalita života dětí a didaktika. Praha : Portál, 2010. 201 s. ISBN 978-80-7367-784-8.

STARÝ, K., LAUFKOVÁ, V. a kol: Formativní hodnocení ve výuce. Praha : Portál, 2016. 152 s. ISBN 978-80-262-1001-6.

TUREK, I.: Didaktika. Bratislava : Wolters Kluwer, 2014. 618 s. ISBN 978-80-8168-004-5.

Study materials will be available in the course on moodle.uniba.sk

The course is completed by examination, the weight of the intermediate and final assessment is 50/50.

Interim assessment involves the processing of approximately 3-4 (50%) interim assignments. The final assessment includes the preparation of a seminar paper (30% of the assessment) and a colloquium (20%).

A grade of A requires a score of at least 95%, a grade of B requires a score of at least 86%, a grade of C requires a score of at least 78%, a grade of D requires a score of at least 69%, and a grade of E requires a score of at least 60%. Credit will not be awarded to a student who obtains less than 60% of the marks.

Slovak and Czech language

A: Area of knowledge:

Contact with the school: Departmental didactics . Civics in the curriculum of primary and secondary schools. The present of education for citizenship (after 1989). State educational programmes, civic competences. Educational area Man and society. Cross-cutting themes and civic competences. Citizenship, citizenship education as a "theme".

Identification of educational needs and education for citizenship: Pupil, childhood. Diagnostics in relation to citizenship education. Learning, learning styles. Planning and preparing for teaching: Context for planning. Civics teaching objectives and curriculum. Concepts of the teaching process didactic principles. Preparation for teaching.

Implementation of the teaching activity: Teaching methods. Preparation for the implementation of teaching.. Discipline and classroom climate in civics lessons. Reflection and self-reflection (in relation to observations from teaching practice).

Teaching evaluation and citizenship education - forms of evaluation and their implications.

B: Personal and social development of future teachers - skills and attitudes

Present the results of work to teach group members to navigate the issues.

Reflection activity. Ability to work cooperatively and collaboratively in group tasks (working in small facilitating groups). Demonstrate the ability to link theoretical conclusions and future practice in CE.

50/50

Didactics of Civics I .is oriented towards didactic and managerial professional competences and stimulates the personal and social development of future teachers.

Students will gain knowledge of the various elements of the discipline didactics. They will understand the logic of the educational cycle, according to which the curriculum of the course is structured, and they will get to know the specific features of civics as a subject in primary and secondary schools. The aim of the course is to familiarize students with the current problems in education for citizenship in the past and after 1989 to the present, with the position and objectives of civics in the curricula of elementary, middle and high schools, with educational standards, with the content, performance, methods and forms of work with pupils in the ON classes. To know the new reform changes in the educational process - their meaning and essence. Know how to characterize and analyze the basic pedagogical documents in force. Ability to apply the acquired theoretical knowledge and skills in the formulation of educational objectives, written preparation for teaching, to draw up a thematic lesson plan.

Learn objectives, methods and methods of assessing achievement in civics. By preparing a seminar paper, they will gain experience in project-based learning and learn how to use the knowledge gained to benefit new, activating teaching practices. The course encourages students to search for approaches that meet the needs of society and allow the teacher to use his/her strengths.

Lecture+seminar, 3 hours per week (1L+2S), i.e. 33 hours per semester, combined method (mostly full-time)

Student workload:

33 hours of direct teaching, 25 hours for intermediate assignments, 20 hours for seminar work, 15 hours for colloquium preparation, 12 hours of guided self-study (work with text and video), 15 hours for seminar preparation. 120 hours in total.

Teaching methods:

- In the lectures: problem-based interpretation and discussion of the topics covered.

- In seminars: group work, annotated presentations, practice of teaching methods, work with text, presentations, role plays, simulation games

State educational programmes for primary and secondary schools and their further adjustments. The SPÚ and ŠIOV after 2015.

Curricula/standards of the subject Civics.

BEDNAŘÍK, A. a kol.: Životné zručnosti a ako ich rozvíjať . Bratislava : NDS, 2004. 228 s. ISBN 80-969209-5-2.

ČAPEK, R.: Moderní didaktika. Praha : Grada, 2015. 624 s. ISBN 978-80-2473-450-7.

KARNSOVÁ, M.: Jak budovat dobrý vztah mezi učitelem a žákem. Praha : Potrál, 1994. 153 s. ISBN 80-7178-032-4.

LUKÁŠOVÁ, H.: Kvalita života dětí a didaktika. Praha : Portál, 2010. 201 s. ISBN 978-80-7367-784-8.

STARÝ, K., LAUFKOVÁ, V. a kol: Formativní hodnocení ve výuce. Praha : Portál, 2016. 152 s. ISBN 978-80-262-1001-6.

TUREK, I.: Didaktika. Bratislava : Wolters Kluwer, 2014. 618 s. ISBN 978-80-8168-004-5.

Study materials will be available in the course on moodle.uniba.sk

The course is completed by examination, the weight of the intermediate and final assessment is 50/50.

Interim assessment involves the processing of approximately 3-4 (50%) interim assignments. The final assessment includes the preparation of a seminar paper (30% of the assessment) and a colloquium (20%).

A grade of A requires a score of at least 95%, a grade of B requires a score of at least 86%, a grade of C requires a score of at least 78%, a grade of D requires a score of at least 69%, and a grade of E requires a score of at least 60%. Credit will not be awarded to a student who obtains less than 60% of the marks.

Slovak and Czech language

A: Area of knowledge:

Contact with the school: Departmental didactics . Civics in the curriculum of primary and secondary schools. The present of education for citizenship (after 1989). State educational programmes, civic competences. Educational area Man and society. Cross-cutting themes and civic competences. Citizenship, citizenship education as a "theme".

Identification of educational needs and education for citizenship: Pupil, childhood. Diagnostics in relation to citizenship education. Learning, learning styles. Planning and preparing for teaching: Context for planning. Civics teaching objectives and curriculum. Concepts of the teaching process didactic principles. Preparation for teaching.

Implementation of the teaching activity: Teaching methods. Preparation for the implementation of teaching.. Discipline and classroom climate in civics lessons. Reflection and self-reflection (in relation to observations from teaching practice).

Teaching evaluation and citizenship education - forms of evaluation and their implications.

B: Personal and social development of future teachers - skills and attitudes

Present the results of work to teach group members to navigate the issues.

Reflection activity. Ability to work cooperatively and collaboratively in group tasks (working in small facilitating groups). Demonstrate the ability to link theoretical conclusions and future practice in CE.

50/50

Didactics of Civics I .is oriented towards didactic and managerial professional competences and stimulates the personal and social development of future teachers.

Students will gain knowledge of the various elements of the discipline didactics. They will understand the logic of the educational cycle, according to which the curriculum of the course is structured, and they will get to know the specific features of civics as a subject in primary and secondary schools. The aim of the course is to familiarize students with the current problems in education for citizenship in the past and after 1989 to the present, with the position and objectives of civics in the curricula of elementary, middle and high schools, with educational standards, with the content, performance, methods and forms of work with pupils in the ON classes. To know the new reform changes in the educational process - their meaning and essence. Know how to characterize and analyze the basic pedagogical documents in force. Ability to apply the acquired theoretical knowledge and skills in the formulation of educational objectives, written preparation for teaching, to draw up a thematic lesson plan.

Learn objectives, methods and methods of assessing achievement in civics. By preparing a seminar paper, they will gain experience in project-based learning and learn how to use the knowledge gained to benefit new, activating teaching practices. The course encourages students to search for approaches that meet the needs of society and allow the teacher to use his/her strengths.

Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly by attendance).

Student workload: 22 hours of direct teaching, 18 hours of preparation for the midterm test, 10 hours of preparation of midterm assignments, 10 hours of self-study. Total: 60 hours.

Method of training: Problem-based interpretation and discussion of the topics covered.

GBÚROVÁ, M.: 2002 Dotyky spolitikou. Trenčín Q-EX. 224 s. ISBN 80-968594-8-X

LYSÝ, J.: Bondyho Odysea na Slovensko. Praha. Machiavelli Press 2020. ISBN 978-80-88147-08-4

LYSÝ J. 2006. Dejiny politického myslenia II., Bratislava: UK. ISBN 80-223-2242-3

ČERNÍK, V., VICENÍK, J., VIŠŇOVSKÝ, E. 1997. Historické typy racionality. Bratislava: IRIS.324 s. ISBN 80-88778-45-X

PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. I. časť, Bratislava 2021. ISBN978-80-224-1904-8 (súbor)

PEKNÍK a kol.: Republika Česko-Slovensko. Od monarchie k vlastnému štátu. Ilúzie verzus realita. II. časť, Bratislava 2021. ISBN978-80-224-1891-1 (II. časť)

Recommended readings:

VEYNE, P.: 2010. Jak se píšou dějiny. Červený Kostelec. Pavel Merhaut. 444 s. ISBN 978-80-87378-26-7

SCOTUS VIATOR: Národnostná otázka vUhorsku. Bratislava SKSI SLOVAKIA PLUS. 533 s. ISBN 80-88750-07-5

BALLESTREM, K., OTTMANN, H.: 1993 Politická filosofie 20. století. Praha OIKOYMENH. 302 s. ISBN 80-85241-52-8

Weighting of interim/final assessment: 100/0

The interim assessment includes an interim written assignment on philosophical and political issues in history (40% of the mark) and an interim didactic test (60% of the mark). To pass the course, a minimum of 60% of the total mark is required.

The rating is awarded on a scale:

A 100-91%, excellent - excellent results. In the didactic test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to an A grade. Note: The score or percentage of the interim assignment reflects the degree to which the student's performance on the interim assignment is consistent with the criteria published in the assignment. The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. Both the test and the interim written task are designed to verify the specified learning outcomes.

B 90-81%, very good - above average standard. In the didactic test, the student has demonstrated a level of knowledge (extent of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentage, together with the score (percentage) of the intermediate task, corresponds to a B grade.

C 80-73%, good - normal reliable work. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a C grade.

D 72-66%, satisfactory - acceptable performance. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to a D.

E 65-60%, sufficient. In the didactic test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the score (percentage) of the intermediate task, corresponds to an E.

Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.

Slovak and Czech language

Brief outline of the course:

A unifying perspective is provided by portraits of several prominent figures and major currents of thought about politics in the historical constellation of nineteenth and twentieth century Europe (Kant, Hegel, Marx, Arendt, Aron, Hayek, Frankfurt School critical theory, critical rationalism) and in other civilizational circles. Touches with Slovak politics include portraits of Kollár, Štúr, Hečka, Palárik, Záborský, Vajanský, Štefánik, Šrobár, Štefánik, Dérer, Hodža, Masaryk, Beneš, Hlinka, Clementis, Dubček, Husák.

100/0

Learning outcomes:

Students will be introduced to political and philosophical issues in history that shape skills important in citizenship education. They will gain an overview and understanding of how philosophy tests its starting points against the backdrop of 19th and 20th century history, particularly in Europe, but also in other civilizations. In the course, students will gain a framework overview of Slovak and Czechoslovak political thought in the last two centuries. The listener will gain an overview of Slovakia's political movement and its move towards parliamentary democracy.

Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)

Student workload:

22 hours of face-to-face learning, 18 hours to prepare for the test, 10 hours to work on assignments, 10 hours for self-study. Total 60 hours.

Teaching methods:

Heuristic method and discussion on the covered topics.

MALÍK, B. 2021. Sociálna filozofia. Bratislava: Iris. ISBN 978-80-8200-089-7.

Recommended readings:

NOVOSÁD, F. – SMREKOVÁ, D. (ed.) 2013. Dejiny sociálneho a politického myslenia. Bratislava: Kaligram. ISBN 978-80-8101-679-0

Weighting of continuous/final evaluation: 100/0

The continuous evaluation includes the completion of two assignments (40% of the grade) and a test (60% of the grade). A minimum of 60% of the total score is required to pass the course.

Grading scale:

A 100-91%, well done - excellent results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.

Note: The score or percentage on the assignments reflects the degree to which the student's performance on the assignment is consistent with the established criteria stated for each of the assignments. The didactic test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge they have acquired. Both the test and the intermediate tasks are designed to verify the specified learning outcomes.

B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.

C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.

D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the iassignments, corresponds to a grade D.

E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.

Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.

Slovak or Czech language

In the course of social philosophy the specifics of the philosophical approach to the study of society and social phenomena will be discussed. Social philosophy will also be placed in the systematics of other social sciences. Its key concepts will be presented. The issues will be articulated through the prism of three key philosophical disciplines - ontology, axiology and gnoseology. Within the first thematic field, those factors that guarantee social order and create the insurance against social dysfunctions and the overall anomy of society will be analyzed in particular. Within the second, the underlying theme will be the social ideals and values that orient human social and political activities throughout human history. Of these, we will focus in particular on philosophical views of freedom, social equality and social justice. The content of the third of the announced topics will be the presentation of possible ways and methods of conceptualizing social reality and the specifics that must be taken into account when conceptualizing it. The possibilities of operationalizing the knowledge and methods administered by social philosophy to the civic everyday will also be evaluated.

100/0

The aim of the course is to introduce social philosophy and its possible use in the preparation of students of civics. The students need to know the society and factors that positively or negatively influence its overall habitus and functionality and are responsible for its integrity, change or development. This knowledge is important in their professional training and future professional and personal life. Emphasis will be placed on the specifics of the philosophical approach to the study of social reality and on answering the question of what is the added value of philosophical reflection to its deeper understanding. In the course, students will be encouraged to reflect on the theoretical and methodological underpinnings of established social-philosophical concepts of different provenance and to consider their argumentative underpinnings. The purpose of such work with students is to purposefully cultivate and develop their analytical, interpretive and argumentative skills. The students will learn about the factors that guarantee social order as well as the factors that are disruptive to society. The students will also learn about the basic social values on which a democratic society is built, their interdependence and the pitfalls in promoting them. The students will acquire an argumentative basis for defending democracy in confrontation with the views that are put forward as its alternatives. The students will also learn about the factors that must be taken into account in theoretical reflection on social reality. They will be guided to be able to apply the theoretical knowledge to civic everyday life. The course will be delivered in such a way that it will also contribute to the development of the professional-subject competence of the students - future teachers of civics. It will help to develop their professional competences, as it also contributes to the understanding of the importance of the socio-cultural environment for the development of the pupil's or student's personality.

The aim of the given assignments is for the student to be able to search for relevant sources of information, to take qualified opinions on them, to work creatively with them and to take evaluative attitudes towards them.

Seminar, 2 hours weekly, i.e. 22 hours per semester, blended learning (mainly face-to-face)

Student workload:

22 hours of face-to-face learning, 14 hours to prepare for the test, 18 hours to work on assignment, 6 hours of guided self-study (content analysis of selected pedagogical documents). Total 60 hours.

Teaching methods:

Heuristic method and discussion of the covered topics. Students will be expected to analyse arguments for and against certain statements and theses that are at the centre of specific scientific and philosophical Students will be challenged to analyse the arguments for and against certain claims and theses that form the centre of specific scientific and philosophical reflections on human beings, or on their upbringing, education and school socialisation. They will also be encouraged to infer the pedagogical and human rights implications of particular views on the human person.

MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.

MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.

Recommended readings:

MALÍK, B. (2013) Pedagogická antropológia I. Antropologické pozadie výchovy. Bratislava: Iris, 128 s. ISBN 978-80-8153-006-7.

MALÍK, B. (2015) Pedagogická antropológia II. Antropologické pozadie vzdelávania, habitualizácie a kvalifikovania. Bratislava: Iris, 2015, 121 s. ISBN 978-80-8153-048-7.

Weighting of continuous/final evaluation: 100/0

The continuous evaluation includes the completion of four assignments (40% of the grade) and a test (60% of the grade). To pass the course, a minimum of 60% of the total mark is required.

The grading scale:

A 100-91%, excellent - outstanding results. In the test, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an A grade.

Note: The point or percentage grade for the assignments reflects the degree to which the student's performance on the assignment is consistent with the criteria specified for every assignment. The test contains tasks of varying cognitive difficulty, so that it stratifies students not only according to the extent of knowledge acquired. Both the test and the assignments are designed to verify the specified learning outcomes.

B 90-81%, very good - above average standard. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a B grade.

C 80-73%, good - normal reliable work. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade of C.

D 72-66%, satisfactory - acceptable performance. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive skills mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to a grade D.

E 65-60%, sufficient. In the test, the student has demonstrated a level of knowledge (range of knowledge acquired and cognitive abilities mobilised) which, in terms of points or percentages, together with the scores (percentages) of the assignments, corresponds to an E.

Fx 59-0%, Inadequate. The student has not met the required thresholds for passing the course.

Slovak language

Clarification of the interrelationships between anthropology and pedagogy and the place of pedagogical anthropology in the structure of the disciplines of education and anthropology. Specification of the place of education, training and school socialization in other profile activities of the school and clarification of their anthropological background. The most significant conceptions of man that have seen the widest reception in the pedagogical sciences. The anthropology of childhood and the conceptions of education that it inspired. Critical assessment of the catalogue of requirements for the personality profile of a person as a target product of the process of training from the point of view of various pedagogical-anthropological approaches and conceptions. Justification of the importance of thematizations of the issues of the human person in the educational portfolio of schools preparing future educators.

100/0

The aim of the course is to make transparent the anthropological background of different temporally, socially and culturally conditioned ideas about schooling and its key components (upbringing, education, school socialization, etc.). The student wills know their anthropological backgrounds and the limits they impose. They will learn to see the school not only as an institution with its own rules of operation and obligations to the state, the sphere of work and civil society, but also as a space for the cultivation of human beings in the intent of certain humanistic ideals. The students will be able to tell when the formation of human beings in the intent of certain social demands and expectations placed on human beings by the sphere of decision-making and the sphere of work come into conflict with the requirement of humanity and human dignity. It will also become familiar with the critique of certain concepts of normality and ideas of the ideal status of man that have been entrenched in educational theory and practice, and will be aware of their human-legal implications. The knowledge and skills that students will acquire in the course will also help them develop their professional competences, as it will enable them to reflect on their own educational work and to better understand their pupils and students once they enter the profession.

Seminar, 2 hours per week, i.e. 22 hours per semester, combined method (mostly full-time)

Student workload:

22 hours of direct teaching, 10 hours of continuous assignments, 8 hours of guided self-study, 10 hours of seminar preparation. 10 hours of self-study, 10 hours of tutorials, 10 hours of self-study, 10 hours of study, 10 hours of tutorials, 10 hours of self-study, 10 hours of self-study.

Teaching methods:

Lecturing, discussion, work with technical text, tables and graphs, group work, guided self-study

Required reading:

BOTÍKOVÁ, M. a kol. 1997. Tradície slovenskej rodiny. Bratislava: Veda, 1997. 242s. ISBN 80-224-0461-6.

MOŽNÝ, I.: Sociologie rodiny. SLON : Praha, 2002. ISBN 80-85850-75-3.

SINGLY, F., De.: Sociologie současné rodiny. Portál : Praha, 1999. ISBN 80-7178-249-1.

ZAVIŠ, M.: Detskí migranti a edukačné dôsledky migrácie. Migrant children and educational implications of migration. In: Medzinárodný dialóg a migračná kríza. Trnava: Pedagogická fakulta, 2018. S. 80-105. ISBN 978-80-568-0134-5.

ZAVIŠ, M.: Manželstvo a rozvod vo svetových mimokresťanských náboženstvách s dôrazom na ich pozíciu v islame. In: Manželstvo a rodina v náboženskom kontexte. Trnava: Dobrá kniha, 2013. S. 13-56. ISBN 978-80-7141-814-6.

Selected chapters for the course will be provided in the course on moodle.uniba.sk

The course is completed with a grade of 100/0.

100% of the interim assessment, which includes about 8 assignments (elaboration of a professional text according to the assignment). Students will use the e-learning environment moodle. To pass the course it is necessary to obtain at least 60% of the points. Grades are awarded on a scale of A (excellent - outstanding results), B (very good - above average standard), C (good - normal reliable work), D (satisfactory - acceptable results), E (sufficient - results meet minimum criteria) and Fx (insufficient - extra work required). Grading (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%.

Slovak and Czech language

The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.

100/0

The course leads students to understand the family (its various functions and meanings) as part of society and a social institution. Emphasis is placed on the cultural variation of the family in different types of societies in the past and today, on the transformation of the roles of women, men and children in the contemporary family.

Seminar, 2 hours per week, total 22 hours per semester, combined method (mostly in class)

Student workload:

2 hours of seminar per week (= 22 hours per semester), preparation of mid-term paper in the first half of the semester 19 hours, preparation of final paper in the second half of the semester 19 hours Total 60 hours per semester.

Teaching methods:

Brainstorming, discussion of the topic under discussion, demonstration of appropriate solutions, problem solving, Socratic conversation, project development.

BABYRÁDOVÁ, H. 2002: Rituál, umění a výchova. Brno : PdF MU. ISBN 80-210-3029-1

MISTRÍK, E. 2016: Estetická výchova ako nástroj sebareflexie. Bratislava : UK. ISBN 978-80-223-4207-0

MISTRÍK, E. 2009: Umenie a kultúra pre 1. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-8941303-8

MISTRÍK, E. 2009: Umenie a kultúra pre 2. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-04-5

MISTRÍK, E. – JANIKOVIČ, Z. 2012: Umenie a kultúra pre 3. ročník gymnázií. Prievidza : Združenie EDUCO. ISBN 978-80-89413-31-1

MISTRÍK, E. 2019: Základy estetiky a etikety. Bratislava : SPN. ISBN 978-80-10-03446-8

PRŠOVÁ, E. 2000: Aktivizácia žiakov metódami dramatickej výchovy. Banská Bystrica : Metodické centrum. ISBN 80-8041-354-1

Over the course of the semester, students work on their own project using the arts in school civics. At mid-semester, they turn in an annotation of the project - title, choice of work they would work with, basic goals of the civics work, and characteristics of the target audience. The appropriateness of the work for the goals and for the target group, and the adequacy of the connection between the goals and the target group are assessed.

At the end of the semester, they turn in a complete project. The project will include:

- The objectives of the activity (pupils' skills according to the National Curriculum).

- The target group of the activity (for which pupils it could be used).

- Time and space (how long it would last, any special space requirements).

- The flow of the activity (a brief scenario of how the students would carry it out).

- Evaluation of the activity (how they would evaluate the students).

- Theoretical perspective on the activity (students will list three key words from artwork theory and briefly elaborate on how these three key words reflect their activity).

- Literature used.

The ability to use the artwork to develop students' civic skills and abilities is assessed and must be clearly defined in the project.

Assessment:

A (100-91%, excellent - outstanding performance), students will develop an original artwork project that is thought through as a coherent whole and fulfills the civics objectives of the National Curriculum,

B (90-81%, very good - above average standard), students creatively develop an arts project that meets the objectives of civics and is linked to the National Curriculum,

C (80-73%, good - normal reliable work), students will develop an art project that does not interfere with the principles of civics and is tied to the National Curriculum,

D (72-66%, satisfactory - acceptable performance), students will develop a project that will not be internally rigorous but will not violate the principles of civics,

E (65-60%, satisfactory - results meet the minimum criteria), students will develop a project working with art that will not violate the principles of civics education but will not be internally intertwined with the National Curriculum,

Fx (59-0%, insufficient - extra work required), students will develop a project that is not tied to the National Curriculum and does not address the goals of citizenship education.

Weighting of the mid-term and final assessment: 100/0.

Slovak and Czech language

Prerequisites for working with the arts in civics. Methods of working with art in general and specifically in civics. The meaning of working with art in citizenship education. Examples of themes that can be developed with the help of the arts: critical thinking, the Holocaust, communism, how people lived in the past, human equality, global issues. Ways of evaluating work with the arts in citizenship education.

Since the aim of the course is to prepare students for the didactically correct fulfilment of the objectives of civics or citizenship education according to the current National Curriculum and according to the current socio-political situation, the topics that can be developed with the help of art will be adjusted according to the changes in the National Curriculum and according to the current social situation at home or in the world.

100/0

Students know and have mastered the main methods of working with the arts in civics, or more broadly in citizenship education. They know how to plan such work and combine appropriate didactic approaches with specific groups of pupils. They find civic themes in art and can relate artworks to specific objectives and topics in citizenship education.

Scope, type/method of teaching and organizational form:

2 hours seminar per week, 22 hours total per semester combined (mostly full-time)

Student workload:

Scope: 11x 2 hours of direct instruction = 22 hours; preparation for group presentation = 18 hours; preparation for newspaper article = 20 hours. 60 hours total.

Teaching methods:

Discussion, interview, role-play method, quizzes, brainstorming, case study, mind-mapping, interpretation, text work, small group work, group presentation

ČAČOVÁ, Z. – LENČO, P. eds. Ľudské práva vy výchove a vzdelávaní: aktuálny stav, výzvy a inšpirácie. Bratislava : Nadácia otvorenej spoločnosti. 2016. ISBN 978-80-89571-12-3

DEBRECÉNIOVÁ, J. Antidiskriminačný zákon – Komentár. Bratislava : Občan, demokracia a zodpovednosť. 2008. ISBN 978-80-89140-16-9

HORNÁ, D. – KÁLMÁN, P. eds. Vybrané texty k ľudským právam: Príručka pre Olympiádu ľudských práv. Bratislava : Univerzita Komenského v Bratislave. 2013. ISBN 978-80-223-3523-2

KRESÁK, P. et al. Občan a demokracia. Bratislava : Nadácia Občan a demokracia (Minority Rights Group – Slovakia). 1997. ISBN 80-967169-7-2

KRÍŽ, M. a kol. Stručný katalóg ĽP s námetmi na ich uplatnenie v škole. ŠPÚ. 2005.

KVIEČINSKÁ, J. ed. Prvé kroky – metodická príručka pre výchovu k ľudským právam. Bratislava : Nadácia Milana Šimečku. 1998. ISBN 80-967588-3-7

POLLMANN, Arnd – LOHMANN, Georg. Ľudské práva : Interdisciplinárna príručka. Bratislava : Kalligram, 2017. ISBN 978-80-8101-960-9.

VARGOVÁ, D.: Práva detí v kontexte Dohovoru o právach dieťaťa. Bratislava : MPC Bratislava. 2007. ISBN 978-80-8052-288-9.

VARGOVÁ, D. – ĎURAJOVÁ, D. Výchova k ľudským právam v školách. Bratislava : Metodicko-pedagogické centrum. 2011. ISBN 978-80-8052-393-0

VARGOVÁ, D. KRÍŽOVÁ, O. Nielen ja, ale aj tí iní. MPC Bratislava. 2008.

všetky kľúčové medzinárodné dohovory o ĽP

The interim part of the evaluation will consist of the following components:

- class participation or active involvement in class discussions (20 points);

- group presentation on a selection of topics (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people) (40 points);

Each group will be responsible for presenting the chosen topic in an interactive and engaging way (which major international legal documents touch on the topic; what forms of discrimination the vulnerable social group in question experiences; what specific lawsuits at national or international level have taken place in the past that relate to this topic; what are the main arguments and prejudices that emerge in society to counter the HR of this group and how can these be addressed, etc.). Next, the group will present a specific activity or preparation of a whole lesson for pupils of primary or secondary school in a well-specified school year (of their choice), in which the members of the presenting group, as future teachers, will try to bring the specific topic of the given vulnerable social group in HR to their pupils. In preparing the presentation, it is necessary to draw not only on the titles listed in these syllabi.

- A newspaper article advocating for the rights of a selected vulnerable social group (e.g. refugees, women, people with disabilities, Roma, children, LGBTI people - but other than a group presentation) (40 marks).

Individual written work. This is a short text (400-550 words) or an argumentative and advocacy newspaper article for the Comments section of Denník SME, Denník N, Hospodárske noviny or another national daily newspaper. It is also an analytical text based on various expert evidence and existing research on the topic. The article will be evaluated positively if it actively works with statistical data on discrimination against these groups, or if it actively refutes prejudices about this group.

For a final grade of A, the paper must score at least 91 points, for a grade of B at least 81 points, for a grade of C at least 73 points, for a grade of D at least 66 points, and for a grade of E at least 60 points. To pass the course you must obtain a minimum of 60% of the marks.

For a grade of A, the student must perform consistently well, be able to study independently, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of human rights and can apply it in his/her teaching practice. At the same time, students are able to work in a team and collaborate on assignments.

A grade of B means that the student has performed above average throughout the semester, has been able to study independently, is proficient in basic human rights information, can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also weaknesses in his/her critical and creative thinking. At the same time, students are able to work in teams and collaborate on assignments.

A grade of C means that the student has performed well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare different literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.

A grade of D means that the student has been less well prepared during the semester, has moderate deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work as well as in group work, cannot critically analyse information and has problems applying knowledge to practice.

A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyse and compare multiple pieces of knowledge, and fails to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge of the course.

Slovak language

1. Stereotypes and myths about human rights (HR);

2. Basic concepts of HR;

3. Basic HRD documents;

4. The Constitution of the Slovak Republic and HRDs;

5. The system of HR protection at national and international level;

6. Critique of HR universalism;

7. Individual rights across the HR group;

8. Sample lesson with (online) living library;

9. People at risk of discrimination: Roma in People at Risk; Refugees in People at Risk; LGBTI people in People at Risk; Women and People at Risk; People with Disabilities and People at Risk; Children and People at Risk

100/0

To introduce students to human rights (HR) issues, to understand the philosophy and process of implementing HR and child rights in the educational process. After completing the seminar, students will be able to: explain HR as an idea of higher law, define the basic terms: natural rights, human rights, civil rights, distinguish the three generations of HR from the groups of HR in the Constitution of the Slovak Republic, explain and understand the system of protection of HR at the national and international level, navigate through the basic documents on HR and the rights of the child (CR), critically analyze the universalism of HR, argue and take a position on situations of violation of HR in school, in Slovakia, in the world and last but not least, provide and verify (through innovative teaching methods) a range of activities focused on the issue of human rights and human rights.

They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.

Seminar, 2 hours per week, i.e., 22 hours in total per semester, combined method (mostly in attendance)

Student workload:

22 hours of teaching per semester, preparation of a continuous thesis in the first half of the semester 15 hours, continuous study of literature 8 hours, preparation of a final thesis in the second half of the semester 15 hours per semester. Total 60 hours per semester.

Teaching methods:

Discussion of the topic covered, experience of multiculturalism, demonstration of appropriate solutions, problem-solving exercises, development of a class preparation project.

KASÍKOVÁ, H. a kol. 2003: Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)

KOMINAREC, I. – KOMINARECOVÁ, E. 2009: Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4

MISTRÍK A kol. 2008: Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2

MISTRÍK, E. – HAAPANEN, S. – HEIKKINEN, H. – JAZUDEK, R. – ONDRUŠKOVÁ, N. – RÄSÄNEN, R. 1999: Kultúra a multikultúrna výchova. Culture and Multicultural Education. Bratislava : Iris. ISBN 80-88778-81-3

MISTRÍK, E. 2008: Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5

PRŮCHA. J. 2006: Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2

VANČÍKOVÁ, K. 2013: Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5

Students will choose one of the activities that will be part of the lessons, work it systematically and develop it into a comprehensive preparation of a civics lesson according to this structure:

1. Objectives of the activity (what skills and abilities it develops, what civics topic it could be used for in school - students will choose one topic).

2. The target group of the activity (for which students could it be used).

3. Time and space (how long it would last, any special space requirements).

4. The flow of the activity (a brief scenario of how the student would carry it out).

5. Evaluation of the activity (how they would evaluate the students).

6. Theoretical perspective on the activity (students will use three key words from multicultural education theory).

7. Literature used.

The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the project for teaching civics, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations will be given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.

Assessment:

A (100-91%, excellent - outstanding performance), students will develop an original project that is thought through as a coherent whole to develop intercultural understanding,

B (90-81%, very good - above average standard), students will creatively develop a project that will assist in developing intercultural understanding,

C (80-73%, good - normal reliable work), students will develop a project that does not interfere with the principles of multicultural education,

D (72-66%, satisfactory - acceptable performance), students will produce a project that is not internally intertwined but will not violate the principles of multicultural education,

E (65-60%, satisfactory - results meet the minimum criteria), students will produce a project that marginally violates the principles of multicultural education,

Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases.

Weighting of midterm and final grade: 100/0.

Slovak and Czech language

The problem that multicultural education is facing - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we acquire information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.

100/0

Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and are able to integrate it as a cross-curricular theme in the teaching of civics. They develop their personal intercultural understanding. They master the main didactical practices in the implementation of multicultural education.

Seminar, 2 hours per week, i.e., 22 hours in total per semester, combined method (mostly in attendance)

Student workload:

22 hours of teaching per semester, preparation of a continuous thesis in the first half of the semester 15 hours, continuous study of literature 8 hours, preparation of a final thesis in the second half of the semester 15 hours per semester. Total 60 hours per semester.

Teaching methods:

Discussion of the topic covered, experience of multiculturalism, demonstration of appropriate solutions, problem-solving exercises, development of a class preparation project.

KASÍKOVÁ, H. a kol. 2003: Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)

KOMINAREC, I. – KOMINARECOVÁ, E. 2009: Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4

MISTRÍK A kol. 2008: Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2

MISTRÍK, E. – HAAPANEN, S. – HEIKKINEN, H. – JAZUDEK, R. – ONDRUŠKOVÁ, N. – RÄSÄNEN, R. 1999: Kultúra a multikultúrna výchova. Culture and Multicultural Education. Bratislava : Iris. ISBN 80-88778-81-3

MISTRÍK, E. 2008: Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5

PRŮCHA. J. 2006: Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2

VANČÍKOVÁ, K. 2013: Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5

Students will choose one of the activities that will be part of the lessons, work it systematically and develop it into a comprehensive preparation of a civics lesson according to this structure:

1. Objectives of the activity (what skills and abilities it develops, what civics topic it could be used for in school - students will choose one topic).

2. The target group of the activity (for which students could it be used).

3. Time and space (how long it would last, any special space requirements).

4. The flow of the activity (a brief scenario of how the student would carry it out).

5. Evaluation of the activity (how they would evaluate the students).

6. Theoretical perspective on the activity (students will use three key words from multicultural education theory).

7. Literature used.

The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the project for teaching civics, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations will be given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.

Assessment:

A (100-91%, excellent - outstanding performance), students will develop an original project that is thought through as a coherent whole to develop intercultural understanding,

B (90-81%, very good - above average standard), students will creatively develop a project that will assist in developing intercultural understanding,

C (80-73%, good - normal reliable work), students will develop a project that does not interfere with the principles of multicultural education,

D (72-66%, satisfactory - acceptable performance), students will produce a project that is not internally intertwined but will not violate the principles of multicultural education,

E (65-60%, satisfactory - results meet the minimum criteria), students will produce a project that marginally violates the principles of multicultural education,

Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases.

Weighting of midterm and final grade: 100/0.

Slovak and Czech language

The problem that multicultural education is facing - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we acquire information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.

100/0

Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and are able to integrate it as a cross-curricular theme in the teaching of civics. They develop their personal intercultural understanding. They master the main didactical practices in the implementation of multicultural education.

Seminar, 2 hours/week, i.e. 22 hours/semester, combined method (mostly full-time)

Student workload:

11 x (2) hours of teaching = 22 hours; 18 hours self-study; 20 hours preparation for group presentation. 60 hours in total.

Teaching methods:

In addition to monological methods of explanation, explanation and lecturing, dialogical methods of discussion, interview or Socratic conversation as well as experiential and activating methods, games, solutions to moral dilemmas, presentation and analysis of case studies, etc. are represented.

Compulsory readings:

Valica, M. – Fridrichová, P. – Kaliský, J. – Rohn, T. – Hajnalová Buvalová, Ľ. – Bradová, G.: Modely výučby etickej výchovy a kompetenčného profilu učiteľa etickej výchovy. Banská Bystrica: Pedagogická fakulta Univerzity Mateja Bela v Banskej Bystrici, 2011. Dostupné na: https://www.pdf.umb.sk/katedry/katedra-pedagogiky/publikacie/book-18418/modely-vyucby-etickej-vychovy-a-kompetencneho-profilu-ucitela-etickej-vychovy.html

Recommended readings:

Brestovanský, M.: Hodnoty, vzťahy a škola. Trnava: Typi Universitatis Tyrnaviensis, 2019.

Hollá, K.: Didaktika etickej výchovy. Nitra: Univerzita Konštatntína Filozofa v Nitre, 2014.

Hollá, Z. (et al.): Vybrané pedagogické aspekty rozvoja prosociálnosti u detí. Ružomberok: Pedagogická fakulta Katolíckej univerzity v Ružomberku, 2009.

Komárik, E. – Maďarová, A. – Malá, D.: Charakter: Príspevok k rozvoju morálnej gramotnosti. Nitra: Univerzita Konštantína filozofa v Nitre, 2014.

Lencz, L. – Krížová, O.: Metodický materiál k predmetu etická výchova. Prešov: Rokus, 2006.

Olivar, R. R.: Etická výchova. Bratislava: Orbis Pictus Istropolitana, 1992.

Podmanický, I.: Teória a prax etickej výchovy 1. Trnava: Trnavská Univerzita, 2012.

Podmanický, I.: Teória a prax etickej výchovy 2. Trnava: Trnavská Univerzita, 2013.

Vacek, P.: Rozvoj morálního vědomí žáků. Praha: Portál, 2008.

Vacek, P.: Psychologie morálky a výchova charakteru žáků. 2. vyd., Hradec Králové: Gaudeamus, 2013.

Vargová, D.: Výchova k prosociálnosti ako prostriedok, nie cieľ etickej výchovy. In:

Zborník ved. štúdií: Dobro a zlo, alebo o morálke. UMB Banská Bystrica, 2013, dostupné na: https://www.pdf.umb.sk/app/cmsFile.php?disposition=a&ID=6658.

Zaviš, M.: Prevencia religiofóbie pedagogickým vedením školopovinných detí. In: Religiofóbia: realita, prevencia a edukácia. Trnava: Trnavská univerzita, 2016. S. 57-66.

Weighting of interim and final marks: 100/0

Interim assessment includes: 30% classroom activity; 70% group presentation, which is an assignment where students divided into groups have to elaborate any topic from the EV program as they would present it to their students, i.e., in addition to the theory, they must also be proficient in the practice, because as part of their deliverables, we are conducting de facto demonstrations of their presentation and interpretation of the issues in a fictional classroom.

The assessment is awarded on a scale:

A (100-91%, excellent - outstanding results; students have performed excellently during the semester, they have actively participated in the teaching and have shown interest in the subject, their theoretical knowledge of ethics education is at a high level, they can apply the acquired knowledge without any problems),

B (90-81%, very good - above average standard; students performed very well during the semester, participated in the teaching, their theoretical knowledge of ethics education is at a very good level, they are able to apply the acquired knowledge),

C (80-73%, good - normal reliable work; students performed standardly well during the semester, their theoretical knowledge in the field of ethics education is at a good level, they can apply the acquired knowledge to a limited extent),

D (72-66%, satisfactory - acceptable performance; students are slightly deficient in their theoretical knowledge of ethics education; they have difficulty applying the knowledge they have acquired),

E (65-60%, satisfactory - results meet the minimum criteria; students have only minimal involvement in the learning process; they have significant deficiencies in theoretical knowledge in the field of ethics education; they have significant problems to apply the acquired knowledge),

Fx (59-0%, insufficient - extra work required).

Slovak and Czech language

Introduction to ethics education (basic concepts, aim).

2. Introduction of the Slovak programme of ethics education (educational programme, educational style, educational methods).

3. Procedural aspect of ethical education.

4. Problems - positives and negatives of ethical education as we have it today.

5. The psychology of moral development.

6. Different forms of character education.

100/0

After completing the course, the student can: define and explain the key concepts of ethical education; orient in the Slovak programme of ethical education; distinguish between the target and procedural components of ethical education, understand the psychology of moral development; distinguish between different approaches to character education, apply in pedagogical practice innovative methods in the formation of moral identity of the pupil. By completing the course, the student develops the following transferable competencies: communication skills, analytical skills, interpersonal skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, reasoning in context.

Learning objectives:

To provide students with background information on the subject of ethics education and to familiarize them with various approaches to character education.

Seminar, 2 hours/week, i.e. total of 22 hours per semester combined method (mostly full-time)

Student workload:

11 x 2 hours of teaching = 22 hours; 10 hours preparation for presentation; 28 hours preparation for final colloquium. Total 60 hours of student work.

Teaching methods:

During the common lessons, the methods are mainly monological methods of lecturing, explanation and explanation, which are suitably supplemented by dialogical methods such as interview, discussion, polemic; occasionally we apply situational case study methods. In the framework of individual self-study, it is mainly about working with a professional text, reading comprehension, subsequent creative formulation of the key content of that text, elaboration of a presentation with a didactically relevant text-image basis in PowerPoint accompanied by verbal explication of the issue from memory.

Compulsory readings:

Hejna, D.: Náboženství a společnost. Praha: Grada Publishing, a.s., 2010.

Recommended readings:

Čeplíková, M.: Štát, cirkvi a právo na Slovensku - História a súčasnosť. Košice: UPJŠ, 2005.

Juran, J. a kol.: Právna úprava postavenia cirkví a ich registrácie v SR. In: Európa a nové náboženské hnutia. Bratislava: ÚVŠC, 2003.

Lužný, D.: Náboženství a moderní společnost. Brno: Masarykova univerzita, 1999.

Lysý, J. a kol.: Globálne rozvojové vzdelávanie. Bratislava: Album, 2007.

Mistrík, E. a kol.: Občan a občianstvo. Veľký Biel: Pope Print, 2001.

Moravčíková, M. - Cipár, M.: Cisárovo - Cisárovi. Bratislava: ÚVŠC, 2003.

Registrované cirkvi a náboženské spoločnosti v SR. Dostupné na:

https://www.culture.gov.sk/posobnost-ministerstva/cirkvi-a-nabozenske-spolocnosti/registracia-cirvii/registrovane-cirkvi-a-nabozenske-spolocnosti/

Robbers, G. (ed.): Stát a církev v zemích EU. Praha: Academia, 2002.

Zaviš, M.: Výchova a vzdelávanie v učení a praxi Bahájskeho spoločenstva. In: Alternatívna religiozita a vzdelávanie. Trnava: Pedagogická fakulta, 2020. S. 76-101.

Zaviš, M.: Slovak Muslims and their perception of social environment in Slovakia. In: Čas nám daný: zborník vedeckých štúdií pre prof. Pavla Procházku k jeho 70. narodeninám. Banská Bystrica: Katedra teológie a katechetiky, 2021. S. 311-324.

The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.

The grade is awarded on a scale:

A (100-91%, excellent - excellent results; students have performed excellently during the semester, they have actively participated in the teaching and shown interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a high level),

B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of the subject is at a very good level),

C (80-73%, good - normal reliable work; during the semester students performed standardly well, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of the subject is at a good level),

D (72-66%, satisfactory - acceptable results; students are able to work independently with the literature to a limited extent and are able to process and present the acquired knowledge with problems, they have moderate deficiencies in their theoretical knowledge of the subject),

E (65-60%, sufficient - results meet the minimum criteria; students have significant problems in working independently with the literature as well as in processing and presenting the acquired knowledge, have significant deficiencies in the theoretical knowledge of the subject),

Fx (59-0%, insufficient - extra work required).

Slovak, Czech and English language

1. Definition of the concepts of religion, spirituality and religiosity.

2. Religion as a determinant of the quality of life of the individual and society.

3. Typology of religions.

4. Organizational forms of living religions today.

5. Historical roots of the status of religion in the context of a changing society.

6. Selected ethnic religions.

7. Anchoring of religious freedom and the status of religious institutions in the legislation of the Slovak Republic.

8. Registered churches and religious societies in the Slovak Republic.

100/0

This course will provide students with background information and orientation to the history and present of religions in the diversity of their organizational, especially institutionalized, forms in the context of a changing society. They will be able to use the acquired knowledge effectively in the teaching process as part of civics, with the addition of self-study to understand different religious aspirations by attending lectures, self-study of required and recommended readings, and preparation of presentations or verbal articulation of their findings in a colloquium, they will be mentally and knowledgeably prepared to behave in today's multicultural and multireligious society as responsible citizens who are able to think critically and to accept the otherness of religious beliefs with respect for the other, without falling into populist forms of xenophobia or religiophobia. By taking the course, students develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and learning skills, and thinking in context.

Learning Objectives:

To provide students with the basic information necessary to understand religion as a social phenomenon of the past and present, which is one of the important determinants of the quality of life of the individual and of society as a whole. The student should have an overview of the typology of religions, organizational forms and legislative anchorage of the status of registered churches and religious societies in the Slovak Republic.