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The dissertation examines the Student Construction Brigade Movement (SCBM) in the context of Soviet internationalism and the Cold War and portrays it as one of the most unique youth movements in the world at that time. Under the umbrella of the SCBM and in the name of internationalism, students from both socialist and non-socialist countries voluntarily expressed a desire to engage in construction and agricultural work activities as well as cultural exchange. While examining these interactions, I argue that during the Cold War, global youth emerged as one key agent of internationalism through cooperative economic, political, and cultural activities on construction sites around the world. My research not only identifies the Soviet state’s goals in the SCBM (such as ideological indoctrination and demonstration of Soviet influence in beyond the country’s borders), but also reveals that the lived experience of the student exchange went far beyond politics or economics. Students of different nationalities and cultures directly communicated with each other, shared their worldviews, and created a positive basis for expanding their professional and personal contacts.

The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research program on basic human values. The main topic of its first stage was "work" in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.

1. Background information 2. Explanations during the lessons 3. Deepening under standing in some assignments 4. Conclusion

1. Critical thinking in curriculum framework 2. A general look at critical thinking 3. How critical thinking take s place in the classroom and some specific examples 4. Suggestions 5. Conclusion

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1. Eastern Europe: the case of Czech Republic and Slovakia 2. Turkey 3. The EVE Curriculum Framework - Developments on the second phase (Clare Brooks) 4. Evaluations 5. Main changes to the curriculum Framework 6. Looking Forwards

1. The Assignment 'Devotion to Religion and acitive Citizenship' 2. The Assignment 'How are religious spread across Europe' 3. The Assignment 'Is football as important as religion?' 4. The Assignment 'Why be religious?' 5. The Assignment 'Lucky charms' 6. The Assignment 'No Creo en el Jamas' (Life after death) 7. The Assignment 'Religion and its influence on politics ans policies' 8. The Assignment 'Secularisation in Europe' 9. The Assignment 'The meaning of religious places' 10. The Assignment 'Unity in diversity' 11. Which conceptions did you find?

1. What comes to your Mind when you think of 'patterns'? 2. Does your assignment include patterns? 3. Did you decide tu use some of the patterns? 4. If yes, what problem did you explain with the help of patterns? 4. Describe which patterns you used and how you used them 5. Did you explain the concept of a pattern to your pupils? 6. From your point of view – did pattern offer a helpful structure to prepare your lesson? 7. To what extent were patterns useful for the pupils to understand the main topic of the lesson? 8. How would you improve teaching patterns in your assignments? 9. If you didn ’t use any patterns / explain why. 10. What do you think about using the concept of patterns in general? 11. Will you use patterns in other lessons in the future? Describe why or why not. 12. Conclusion

1. What do we mean, when we say ‘deepening understanding’? 2. Which methods can be used to foster deepening understanding? 3. Examples for deepening understanding based on the assignments 4. Summary of methods and results 5. How did we train deepening under standing in school? 6. What did the pupils learn from it? 7. Our own experiences working on this chapter