It is a comparative theoretical contribution in which the author categorizes and phenomenologically locates phenomenological research approaches. The research of experience is presented as one of the most important orientation of the modern science. Two methods, which have been bettered and implemented in the work of the programme group are described. The article was published in a scientific monograph "Modern Philosophical Insights about science" at the well known American publishing house "Nova Science, Publishers.
COBISS.SI-ID: 8022345
The paper discusses citizenship education in the context of the purposes and roles of higher education. Four ‘archetypal models’ of understanding these purposes are developed against the historical background of the 19th and 20th centuries: Napoleonic, Humboldtian, Newmanian and Deweyan. Dewey’s criticism of the ‘educational state’ in the early 20th century is confronted with the later decline of the nation-state and with the processes of the internationalisation and globalisation of education and education policy.
COBISS.SI-ID: 7919945
There has also been a long tradition of a conviction that good is associated with knowledge and with striving for knowledge, i.e. with learning. On these bases, expectations have been made that education substantially contribute to a better world. The paper reconsiders this contribution from the aspect of the contemporary progressing internationalisation and globalisation of education.
COBISS.SI-ID: 8150345
In Slovenia there was a trend beginning in the 1990-es to use the term “edukacija” instead of the term »vzgoja in izobraževanje«, due to the critics of the ideological saturation of the term “vzgoja”. It is questionable whether the change of the terms really makes the education less “ideological” and more “scientific”. It is suggested that it would be better to research the meaning in usefulness of the previously used terms which have already become established in the Slovenia cultural space.
COBISS.SI-ID: 8034633
The opinions of teachers and parents from the survey were compared with some empirical research findings from abroad, which have shown that students assessment which does not take into account only demonstrable knowledge, do not see as fair. The results show that both parents and teachers support an objective and transparent assessment of knowledge, and point out that even among teachers and parents' views prevail, corresponding to a view of students in assessing the fairness of trials, known from foreign research.
COBISS.SI-ID: 40864354