My diploma thesis deals with Cross-curricular themes for teaching in primary school education and especially with the Cross-curricular theme Education to Thinking in European and Global Context. In the theoretical section I have explained the changes in the curriculum, the White paper and the Framework educational program and briefly I have characterized all Cross-curricular themes. Theoretically and within educational areas I have focused on the Cross-curricular theme Education to Thinking in European and Global Context. In the practical section I have done a survey of primary school teachers to examine attitudes to Cross-curricular themes and the integration of the Cross-curricular theme Education to Thinking in European and Global Context into lessons. I have compared relation to each Cross-curricular theme. I have also suggested an intensive instruction leading to the formation of attitudes and opinions by content of the Education to Thinking in European and Global Context.

The content of the thesis is focused on the process of teaching about the socialist era in former Czechoslovakia, in the so called "Human and Society" sphere of education, which means in the subjects Education to Citizenhood and History at scondary school. The theme of this thesis is The Comparison of Educational Programs for Teaching about Communism at elementary schools in the subject called education to Citizenhood. The teoretical part of the thesis analyses the opinions of the Education Ministry of the Czech Republic to the efficient changes in teaching and high increase of using the oral history. The oral history is the main contents of the projects and programs that started mostly to introduce the socialist era to the wide public. The main aim of the thesis is to compare the educational programs, tha were put together for the public by non-profit organisations, many of these have an extensive presentation on web pages. The practical part of the thesis deals with their comparison with the help of the "comparative method", it is also focused on didactical analysis of publications published for this ocassion. The source materials for this comparison were the publications of the organisations Člověk v tísni, Opona, Post Bellum, or the internet projects Totalita.cz, Moderni-dejiny.cz etc. None of the printed publications succeeded in more than 50% in the final didactic analysis. Anyway the best results were achieved by the publications of the organisation Člověk v tísni from the project "The Stories of Injustice" and the book "The Alphabet of Communism" written by the journalist for MF DNES and published by the Host publishing house.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-09T13:44:26Z No. of bitstreams: 2 Rosangela_Garcia2015.pdf: 1170992 bytes, checksum: 46e8717a96aec76a24b1f9421c17d804 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-09T13:44:26Z (GMT). No. of bitstreams: 2 Rosangela_Garcia2015.pdf: 1170992 bytes, checksum: 46e8717a96aec76a24b1f9421c17d804 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-08-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The research in matter has as its object the analysis of the production about Vocational Education, which was carried out by researchers in Paraná State, considering the configuration of this modality of teaching, occurred from 2004, when the Act n. 5.154/2004 was implemented in Luis Inácio Lula da Silva‘s government. This Act regulates the Vocational Education in Brazil indicating the integration of Vocational Education to High School. With theActn. 5.154/2004 implementation, it has been repealed the Act that previously used to regulate the Vocational Education.2.208/1997, which established that the offer of the Vocational Education in the technical level would occur concomitant or sequential to High School, and could be offered basic level courses irrespective of the education level. Our aim is to make recognition of the theoretical production in the State, concerning the analysis of the politics for Vocational Education, trying to identify the central point‘s analyzed for researchers, especially in the context of the Act n. 5.154/2004.In order to develop this, we‘ve investigated how are examined in the group of analyzed researches, the following categories: integration; polytechnic; professional qualification and professional education; and work as an education principle. We had in mind to identify the relations between the theoretical productions in the state, concerning the analysis of the politics for Vocational Education with the capitalist society. Our study is organized as follows, in the introduction, which constitutes the first chapter of this job, we present the definition of the aims and the considerations about the State actuation in classless society, and we still talk in the introduction, about the Vocational Education reform in Brazil during the 1990s, legitimized by Act n.2.208/1997.In the second chapter we present an analysis of researchers about the categories, integration; polytechnic; professional qualification and professional education; and work as an education principle. In the third chapter, we indicate the considerations that the analyzed researchers draw up about the economic and ideological political context which Vocational Education politics in Brazil are produced, during 2004 to 2013. In the fourth chapter, we present the limit and possibility of the integrated Vocational Education proposal, enabled by the Act n. 5.154/2004, indicated by the researchers who we have studied. Finally, we present our considerations about the research carried out, trying to indicate the central points that mark the analysis, and which interests move them. In other words, we reflect about how the researchers understand the framework of politics for Vocational Education as constituents of social relations in the capitalist society / A pesquisa em questão tem como objeto a análise da produção a respeito da Educação Profissional, realizada por pesquisadores no estado do Paraná, considerando as configurações para esta modalidade de ensino, ocorridas a partir do ano de 2004, quando foi implementado o Decreto nº 5.154/2004 no governo de Luis Inácio Lula da Silva. Esse Decreto regulamenta a Educação Profissional no Brasil indicando a integração da Educação Profissional ao Ensino Médio. Com a implementação do Decreto nº 5.154/2004, revogou-se o Decreto que, anteriormente, regulamentava a Educação Profissional, de nº 2.208/1997, o qual estabelecia que a oferta da Educação Profissional de nível técnico se daria de forma concomitante ou sequencial ao Ensino Médio, podendo ser ofertados cursos de nível básico independentemente do nível de escolaridade. Nosso objetivo é fazer um mapeamento da produção teórica no estado, no que diz respeito à análise da política para a Educação Profissional tendo em vista identificar os pontos centrais analisados pelos pesquisadores, sobretudo no contexto do Decreto nº 5.154/2004. Para tanto, investigamos como são tratadas no conjunto de pesquisas analisadas, as seguintes categorias: integração; politecnia; formação profissional e qualificação profissional; e trabalho como princípio educativo. Tivemos em vista identificar as relações entre a produção teórica no estado, no que diz respeito à análise da política para a Educação Profissional com a sociedade capitalista. Nosso estudo está organizado do seguinte modo: na introdução, que se constitui como o primeiro capítulo desse trabalho, apresentamos a definição dos objetivos e as considerações a respeito da atuação do Estado na sociedade de classes, tratamos, ainda na introdução, da reforma da Educação Profissional no Brasil na década de 1990, legitimada pelo Decreto nº 2.208/1997. No segundo capítulo, apresentamos a análise dos pesquisadores a respeito das categorias, integração; politecnia; qualificação profissional e formação profissional; e trabalho como princípio educativo. No terceiro capítulo, indicamos as considerações que os pesquisadores analisados tecem a respeito do contexto político econômico e ideológico em que são produzidas as políticas de Educação Profissional no Brasil, no período de 2004 a 2013. No quarto capítulo, apresentamos os limites e as possibilidades da proposta de Educação Profissional Integrada, viabilizada pelo Decreto nº 5.154/2004, indicados pelos pesquisadores por nós estudados. Finalmente, apresentamos nossas considerações a respeito da pesquisa realizada, procurando indicar os pontos centrais que marcam as análises, e que interesses as movem. Ou seja, refletimos sobre como os pesquisadores compreendem o quadro das políticas para a Educação Profissional enquanto constituintes das relações sociais estabelecidas na sociedade capitalista.

Um mundo em mudanças, com necessidades crescentes de soluções globais de ciência e tecnologia para seus problemas, faz da demanda por cientistas e engenheiros uma questão importante para a competitividade e o desenvolvimento econômico e social de qualquer país. Jovens devem ser cada vez mais motivados e preparados na educação básica para proporcionar à sociedade não só mais, mas melhores estudantes universitários e profissionais de engenharia. Assim, conhecer as atitudes, pensamentos, opiniões e percepções dos pré-universitários em relação à engenharia é de fundamental importância para atuar no aumento do contingente de futuros engenheiros e para predizer sua persistência na área. Por ser no ensino médio que os jovens fazem as primeiras escolhas sobre suas carreiras, a participação no desenvolvimento de projetos investigativos e na apresentação em feiras de ciências parece desempenhar importante papel não só nessa decisão, mas no desenvolvimento de habilidades e competências indispensáveis ao sucesso em qualquer carreira profissional, principalmente para a engenharia. Para conhecer e analisar o universo dos estudantes do ensino médio, neste contexto, foram aplicados questionários em cinco situações de pesquisa, cujo público alvo eram jovens pré-universitários, envolvidos ou não com atividades de feiras de ciências, e, em uma sexta situação, aos professores. Com base nos dados deste trabalho, os jovens, de forma geral, apresentaram atitudes e percepções positivas em relação à engenharia e aos engenheiros, independente do gênero, da idade, do tipo de escola e do tipo de ensino médio que frequentam. No entanto, os estudantes envolvidos com o desenvolvimento de projetos investigativos e participação em feiras de ciências revelaram atitudes mais positivas e mais autoconfiança do que os não envolvidos. A intenção de cursar engenharia se mostrou em alta para todas as situações de pesquisa, principalmente nas áreas de civil e elétrica. Além disso, tanto os jovens como os professores reconheceram nas atividades de desenvolvimento de projetos investigativos e de participação de feiras de ciências, oportunidades para o aperfeiçoamento de habilidades e competências necessárias para o sucesso profissional no mundo globalizado. Esta pesquisa foi conduzida para conhecer e analisar esse universo do ensino médio em relação à engenharia com a intenção de fornecer subsídios para atuar no aumento do contingente de futuros engenheiros e para predizer sua persistência na área. Além disso, espera-se que os resultados dessa pesquisa possam, ainda, contribuir e subsidiar a elaboração de programas e propostas para mudanças no ensino médio, a fim de atender às necessidades de despertar, desenvolver e aperfeiçoar as novas habilidades e competências impostas pelo século XXI. / A changing world, with increasing needs of global science and technology solutions, makes the demand for scientists and engineers a major issue for competitiveness and economic and social development of any country. Young people should be increasingly motivated and prepared in K-12 education in order to provide society with not only more, but better undergraduate students and engineering professionals. Thus, the knowledge of attitudes, thoughts, opinions and perceptions of preuniversity students regarding engineering is crucial to act on increasing the number of future engineers and to predict their persistence in the area. Because it is in high school that young people make their first choices about careers, participating in the development of science research projects and presentation at science fairs may play an important role not only in this decision, but in the development of essential skills and competencies to succeed in any career, especially in engineering. To understand and analyze the universe of high school students, in this context, questionnaires were applied in five research situations, whose target audience were young pre-university students, involved or not in science fair activities, and in another situation with teachers. Based on this research data, , young people had positive attitudes and perceptions towards engineering and engineers, regardless of gender, age, type of school and type of high school course attended. However, students involved with the development of research projects and participation in science fairs showed more positive attitudes and more self-confidence than those not involved. The intention of studying engineering was high in all research situations, particularly in the areas of civil and electrical engineering. Furthermore, both youth and teachers recognized in the activities related to the development of research projects and participation in science fair, opportunities to develop skills and competencies necessary for professional success in a globalized world. This research was conducted to understand and analyze the universe of secondary education students related to engineering and engineers with the intention to support future actions on increasing the number of future engineers and to predict their persistence in the area. Moreover, it is expected that results of this research may also contribute to and support the development of governmental programs and proposals for high school curricula changes in in order to meet the needs of awakening, developing and enhancing new XXI century skills and competencies.

Um mundo em mudanças, com necessidades crescentes de soluções globais de ciência e tecnologia para seus problemas, faz da demanda por cientistas e engenheiros uma questão importante para a competitividade e o desenvolvimento econômico e social de qualquer país. Jovens devem ser cada vez mais motivados e preparados na educação básica para proporcionar à sociedade não só mais, mas melhores estudantes universitários e profissionais de engenharia. Assim, conhecer as atitudes, pensamentos, opiniões e percepções dos pré-universitários em relação à engenharia é de fundamental importância para atuar no aumento do contingente de futuros engenheiros e para predizer sua persistência na área. Por ser no ensino médio que os jovens fazem as primeiras escolhas sobre suas carreiras, a participação no desenvolvimento de projetos investigativos e na apresentação em feiras de ciências parece desempenhar importante papel não só nessa decisão, mas no desenvolvimento de habilidades e competências indispensáveis ao sucesso em qualquer carreira profissional, principalmente para a engenharia. Para conhecer e analisar o universo dos estudantes do ensino médio, neste contexto, foram aplicados questionários em cinco situações de pesquisa, cujo público alvo eram jovens pré-universitários, envolvidos ou não com atividades de feiras de ciências, e, em uma sexta situação, aos professores. Com base nos dados deste trabalho, os jovens, de forma geral, apresentaram atitudes e percepções positivas em relação à engenharia e aos engenheiros, independente do gênero, da idade, do tipo de escola e do tipo de ensino médio que frequentam. No entanto, os estudantes envolvidos com o desenvolvimento de projetos investigativos e participação em feiras de ciências revelaram atitudes mais positivas e mais autoconfiança do que os não envolvidos. A intenção de cursar engenharia se mostrou em alta para todas as situações de pesquisa, principalmente nas áreas de civil e elétrica. Além disso, tanto os jovens como os professores reconheceram nas atividades de desenvolvimento de projetos investigativos e de participação de feiras de ciências, oportunidades para o aperfeiçoamento de habilidades e competências necessárias para o sucesso profissional no mundo globalizado. Esta pesquisa foi conduzida para conhecer e analisar esse universo do ensino médio em relação à engenharia com a intenção de fornecer subsídios para atuar no aumento do contingente de futuros engenheiros e para predizer sua persistência na área. Além disso, espera-se que os resultados dessa pesquisa possam, ainda, contribuir e subsidiar a elaboração de programas e propostas para mudanças no ensino médio, a fim de atender às necessidades de despertar, desenvolver e aperfeiçoar as novas habilidades e competências impostas pelo século XXI. / A changing world, with increasing needs of global science and technology solutions, makes the demand for scientists and engineers a major issue for competitiveness and economic and social development of any country. Young people should be increasingly motivated and prepared in K-12 education in order to provide society with not only more, but better undergraduate students and engineering professionals. Thus, the knowledge of attitudes, thoughts, opinions and perceptions of preuniversity students regarding engineering is crucial to act on increasing the number of future engineers and to predict their persistence in the area. Because it is in high school that young people make their first choices about careers, participating in the development of science research projects and presentation at science fairs may play an important role not only in this decision, but in the development of essential skills and competencies to succeed in any career, especially in engineering. To understand and analyze the universe of high school students, in this context, questionnaires were applied in five research situations, whose target audience were young pre-university students, involved or not in science fair activities, and in another situation with teachers. Based on this research data, , young people had positive attitudes and perceptions towards engineering and engineers, regardless of gender, age, type of school and type of high school course attended. However, students involved with the development of research projects and participation in science fairs showed more positive attitudes and more self-confidence than those not involved. The intention of studying engineering was high in all research situations, particularly in the areas of civil and electrical engineering. Furthermore, both youth and teachers recognized in the activities related to the development of research projects and participation in science fair, opportunities to develop skills and competencies necessary for professional success in a globalized world. This research was conducted to understand and analyze the universe of secondary education students related to engineering and engineers with the intention to support future actions on increasing the number of future engineers and to predict their persistence in the area. Moreover, it is expected that results of this research may also contribute to and support the development of governmental programs and proposals for high school curricula changes in in order to meet the needs of awakening, developing and enhancing new XXI century skills and competencies.

Religious and existential issues by Viktor E. Frankl. Its reception in theological thinking with special regard to Czechoslovak Hussite Church. Marie Jandová (roz. Trtíková) Viktor E. Frankl is considered as one of the most important person of 20th century in the area of medicine, namely in the branch of neurosurgery and psychiatry. He was Professor of Neurology and Psychiatry at the University of Vienna Medical School. He was also the founder of the Third Viennese school of Psychotherapy (after Freud's psychoanalysis and Adler's individual psychology) - the school of logotherapy. Frankl's life and work influenced millions of people all around the world. He published thirty-two books, which have been translated into more than twenty-three languages, including Japanese and Chinese. During my scientific stay in Vienna, I have visited many places, which are connected with Frankl's life. I have also made a lot of pictures. Some of them can be seen in the attachment at the end of this work. The initial part of this thesis describes Frankl's life story from his birth in 1905 to his death in 1997, with main emphasis to experiences which led to his discovery of logotherapy. Frankl's entire family, excepting for his sister, perished during World War II in camps (or were sent to the gas ovens). In the Nazi...

本硏究旨在探討韓國幼兒敎育的演進與現況,並分析韓國幼兒敎育公共敎育的現狀與問題∘本硏究目的主要有三 : 一ᆞ探討韓國幼兒敎育的演進與現況 ; 二ᆞ分析韓國幼兒敎育公共敎育的現狀與問題 ; 三ᆞ提出具體建議∘ 本硏究基本採用文件分析的方法，這些文件包括幼兒敎育制度及各種相關硏究報告ᆞ學術論文ᆞ專著ᆞ統計ᆞ法令和政府機關的各種資料∘根據上述目的和方法，本硏究所探討內容如下：首先,將對幼兒敎育的槪念及其必要性ᆞ幼兒敎育公共敎育的槪念ᆞ近現代幼兒敎育的理論背景進行考察;其次，對韓國幼兒敎育的歷史變遷過程：傳統階段ᆞ發展階段ᆞ成長階段ᆞ發展和整頓階段ᆞ成熟階段等階段進行論述;其次,以幼兒敎育的社會背景ᆞ幼兒園的種類ᆞ設立與經營ᆞ敎師培訓ᆞ課程和相關法令爲中心，對韓國幼兒敎育的現狀進行論述;再次,論述外國幼兒敎育公共敎育的現狀ᆞ韓國幼兒敎育公共敎育的確立及其發展ᆞ韓國幼兒敎育公共敎育的財政狀況等等;最後,對硏究結果作槪略性的歸納和整理，同時提出六項具體建議 : 一ᆞ儘量擴大提供幼兒公共敎育的機會，以期實現普遍主義理念∘ 二ᆞ應保障公共敎育政策的連續性與平衡性，以期達成合理主義理念∘ 三ᆞ用全新的思考方式建構新的經營方式，以此實現變革和發展∘ 四ᆞ充實敎師培過程並强化培訓過程，以此提高敎師的專業性∘ 五ᆞ改善敎師待遇，以此吸收優秀人才ᆞ提高敎學水準∘ 六ᆞ推行課程和項目的標準化，以此使敎育質量有利於統一∘ / The theme of this study is historic transition, present situation and problem of early childhood education in Korea as well as the direction for future development. The three main objectives of this study are as follows : 1. To discuss the alteration and present situation of early childhood education in Korea. 2. To discuss the present status and problem of early childhood education to public one in Korea. 3. To present the direction for development of early childhood education to public one in Korea. This study basically adopts the method of literary analysis. Literatures comprise diverse reports, academic dissertation, specialized books, statistics, law and materials of government institutions related to early childhood education. The main contents of this study are as follows. First, it described the concept and importance of early childhood education, concept of early childhood education to public one and theoretic development process of modern early childhood education. Second, it discussed the transition of early childhood education in Korea by dividing it into traditional stage, initial development stage, growth stage, development and arrangement state and maturity stage. Third, it investigated the present situation of early childhood education in Korea in the aspect of educational institution, curriculum, cultivating teachers, related law and so on. Fourth, it described the present situation of early childhood education to public one in foreign countries and discussed development process and problem in early childhood education to public one in Korea. Finally, it presented the following suggestions by generalizing the above contents and drawing conclusion. 1. To maximize the opportunity of public education. 2. To maintain continuity of educational policy and to secure equilibrium between regions and classes. 3. To import new management method on the basis of fresh way of thinking. 4. To reinforce teacher cultivating course and re-education course. 5. To improve the treatment for teachers. 6. To propel the curriculum and standardization of educational items.

This diploma thesis is focused on important cultural and social connections of bank holiday and next significant days incorporation into Education to Citizenship on the second grade of primary schools. The work is divided into two parts - theoretical and practical part. The theoretical one is dealing with the definition and characterization of bank holidays and next significant days in the Czech Republic. In the next part there is described curricular reform of schooling and its documents. In the practical part there is analysed Framework Education Programme for Elementary Education into which are reflected problems of teaching of bank holidays and significant days in primary schools. Afterwards is researching focused on analysis of School Education Programme of Primary School and Kindergarten School for everyone in Osová Bítýška. The author is looking at bank holidays and next significant days incorporation into Education to Citizenship curriculum. In this part there are analysed Education to Citizenship textbooks with valid clause of Ministry of Education, Youth and Sports as well. Subsequently there were created model education units which were used in chosen primary school. The conclusion of diploma thesis is dealing with evaluation of realized classes and appraisal of contribution of created activities to pupils.

The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.