A CRITICAL REVIEW OF THE EARLY HISTORY TEXTBOOKS IN MALAYSIAN SECONDARY SCHOOLS

2008 ◽  
Vol 36 (106) ◽  
pp. 451-461 ◽  
Author(s):  
Nordin Hussin
Keyword(s):  
Secondary Schools ◽  
Critical Review ◽  
History Textbooks ◽  
Early History

scholarly journals Teaching History and Civic Education in Slovenia

2021 ◽  
Vol 12 ◽  
pp. 123-158
Author(s):  
Danijela Trškan ◽  
Špela Bezjak
Keyword(s):  
Secondary Schools ◽  
Civic Education ◽  
History Textbooks ◽  
Democratic Citizenship ◽  
Political Activity ◽  
School Students ◽  
History Teachers ◽  
Teaching History ◽  
The Subject ◽  
Compulsory Subject

The article explains how civic education is included in the subject of history in elementary and secondary schools in Slovenia. History is a compulsory subject taught in elementary and secondary schools and plays an important role in the cultural, social and political education of young people – young citizens. The analysis of current history curricula indicates that they contain civic and patriotic elements in the general and specific objectives and learning outcomes, as well as in the content. The analysis of selected history textbooks shows that Slovenian textbooks include more European history than Slovenian history. The article explains what social and civic competences can be developed and fostered in the subject of history and how elementary and secondary school students can use various examples from the past to develop a positive attitude towards Slovenian identity and the protection of Slovenian cultural heritage, a respectful attitude towards human rights and democratic citizenship, towards different cultures, religions and nations, and responsible socio-political activity. It has been noted that history teachers have many opportunities to teach students the relevant values of democratic citizenship and to enable them to know and understand themselves as individuals and as members of the local and global communities. However, more attention should be paid to contemporary Slovenian history and active citizenship.

A Critical Review of Five Commonly Used Social-Emotional and Behavioral Screeners for Elementary or Secondary Schools

2014 ◽  
Vol 18 (4) ◽  
pp. 241-254 ◽  
Author(s):  
Lyndsay N. Jenkins ◽  
Michelle K. Demaray ◽  
Nicole Smit Wren ◽  
Stephanie M. Secord ◽  
Kelly M. Lyell ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Critical Review ◽  
Social Emotional

A Critical Review of Dietary Laws in Judaism

2016 ◽  
Vol 2 (3) ◽  
pp. 91
Author(s):  
Wimal Hewamanage
Keyword(s):  
Critical Review ◽  
Early History ◽  
Second Step ◽  
World Religions ◽  
Slaughter House ◽  
The Subject ◽  
Kosher Food ◽  
Other World ◽  
Literature Culture ◽  
Dietary Laws

In this article, the author has already discussed about laws in Judaism, that are the key dietary laws in Judaism, commentary of dietary laws, vegetarianism and Judaism, the slaughter house, and why there are especial laws in Judaism. As a religion, contained; a great history, literature, culture and ritualistic customs it shows its identity among other world religions. Having vegetarian food has been appreciated in Judaism in its early history like other world religions. As the second step it has been allowed for vegetarian and non-vegetarian food introducing some ethical instruction on the subject of kosher food, laws of ritual slaughter, slaughterer, torn apart for eating living beings. This can be considered as a norm in Judaism. 

scholarly journals Classification of incomes of secondary schools: a critical review

2019 ◽  
Vol 0 (1(42)) ◽  
pp. 48-57
Author(s):  
Ірина Вікторівна Литвинчук ◽  
Наталія Олегівна Прохорчук
Keyword(s):  
Secondary Schools ◽  
Critical Review

scholarly journals Imagining a good citizen: The roles of a historical hero in Slovak pedagogical tradition

2020 ◽  
Vol 11 (2) ◽  
pp. 89-115
Author(s):  
Slávka Otčenášová
Keyword(s):  
Secondary Schools ◽  
History Textbooks ◽  
School Education ◽  
Political Regimes ◽  
History Textbook ◽  
Negative Stereotypes ◽  
Good Citizen ◽  
National Minorities

AbstractBased on a diachronic case study of history textbooks used in Slovak primary and secondary schools since 1918, this article discusses the roles biographies of historical heroes can play in school education. The case study analyses history textbook narratives about the medieval ruler Svätopluk published during three different political regimes, tracing their heritage up to present-day history textbooks. The text argues that the presentation of Svätopluk’s qualities, talents and achievements has been used not only in depicting him as a representative of the community, and as a desired prototype of a good citizen, but also in the formation of negative stereotypes about the representatives of the Other. This excluded significant segments of pupils of certain national minorities from the mainstream narrative and labeled them as enemies. An examination of the images of Svätopluk in history textbooks confirmed that these were politically motivated and influenced by current ideologies. However, it also showed that 19th century Romanticist ideals, resulting in apologetic and nation defending narratives, remained an integral part of history textbooks throughout the 20th century, prevailing over the narratives offered by official contemporary historiography.

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