Human Rights and Prosocial Education. A Methodical Guide for Primary School Teachers (PDF)

Series 2016. Human Rights and Prosocial Education. A Methodical Guide for Primary School Teachers. Banská Bystrica : Belianum. 172 pp. ISBN 978-80-557-1098-3.

In recent years, we are encountering increasingly often even among younger age groups, that is, among children and adolescents, intolerant behavior toward people who differ in some way from the average social norm. This is an expression of mistrust, hostility, and fear of difference, stemming from prejudice against people of another race, nationality, gender, religious affiliation, as well as against those who are weaker, disabled, or socially disadvantaged. Children, unfortunately, learn such behavior in their closest social group—at home, at school, among peers—usually by imitating models. This fact can also be used positively, by showing children examples of prosocial behavior and examples of respect for human rights in various situations from everyday life, while supporting children's playfulness and activity. Through the cooperation of an appropriate student leader and children's natural sense of justice, we can instill values of respect for every human being. If, as teachers, we can appropriately integrate the topic of human rights protection into the teaching of any subject, we may be able to achieve that prejudices and stereotypes arising from ignorance and fear of difference are replaced by understanding, respect, and tolerance toward all people—even those who differ from us at first glance in some way.

The development of this methodological guide was led by the empirically identified and recorded opinions of teachers that, given their current overload of workload and time, they would engage more in education for human rights if they had some supporting didactic material they could use in teaching when needed without special preparation.

The main goal of the publication, in line with the most recent requirements derived from Act No. 245/2008 Z. z. on Education, is to create such a methodological guide that will serve teachers as a supporting didactic material and inspiration for implementing the issue of human rights into the teaching of selected subjects (Slovak language and literature, English language, geography, history, art education, computer science) through prosocial education.

The publication therefore briefly summarizes, describes, and recommends didactic tools that support the development of prosocial education, leaving it to teachers' judgment and creativity to choose what they want to use from it. We would appreciate if the published material becomes a stimulus for further, more detailed self-study and application of human-rights knowledge in the teaching of individual school subjects.

Project coordinators would be grateful for any feedback, responses, and collaboration via: http://www.pdf.umb.sk/katedry/katedra-etickej-a-obcianskej-vychovy/

Project leader prof. PaedDr. Eva Poláková, PhD.

CONTENT

I. HUMAN RIGHTS TOPICS IN EDUCATION Eva Poláková 1 BASIC CONCEPTS AND DOCUMENTS 2 HISTORICAL DEVELOPMENT OF THE FORMATION OF HUMAN RIGHTS 2.1 GENERATIONS OF HUMAN RIGHTS 3 SELECTED RIGHTS GUARANTEED BY THE COUNCIL OF EUROPE 4 LEGAL REGULATION AND PROTECTION OF HUMAN RIGHTS IN THE SLOVAK REPUBLIC 5 CHILD RIGHTS PROTECTION 6 EDUCATION FOR HUMAN RIGHTS RECOMMENDED LITERATURE

II. DIDACTIC TOOLS AND RECOMMENDATIONS II./1 EDUCATIONAL STRATEGIES OF THE MODERN INNOVATIVE SCHOOL Lucia Spálová 1.1 HISTORICAL PRECONDITIONS FOR THE EMERGENCE OF HUMANISTIC EMPOWERING METHODS 1.2 POSITIVE CLIMATE OF EDUCATION 1.3 MODERN ACTIVATING EDUCATIONAL METHODS

II./2 DIDACTIC BASES AND LEARNERS' COMPETENCIES Eva Balážová – Eva Poláková 1 INTRODUCTORY THEORETICAL NOTES 2 KEY COMPETENCIES 3 NOTES ON LAWS OF LEARNING 3.1 SELECTED LEARNING THEORIES 4 STRATEGIES AND METHODS OF EDUCATING FOR PROSOCIAL BEHAVIOR 4.1 STRATEGIES AND METHODS ACCORDING TO OLIVAR 4.2 SOCIALIZATION STRATEGY ACCORDING TO CREATIVE HUMANISTIC EDUCATION RECOMMENDED LITERATURE

II./3 DIDACTIC OPPORTUNITIES FOR USING DIGITAL GAMES Zdenko Mago – Lenka Magová 1 BASIC STARTING POINTS 1.1 CHARACTERISTICS OF DIGITAL GAMES USED IN THE EDUCATIONAL-PEDAGOGICAL PROCESS 1.2 DIGITAL GAMES AND THE ISSUE OF HUMAN RIGHTS 1.3 TEACHER PROFILE

II./4 EDUCATIONAL METHODS APPLIED IN PROSOCIAL EDUCATION Eva Poláková – Lucia Spálová 1 SOCIOMETRY 2 DRAMATIZATION METHODS 3 PROBLEM-BASED AND HEURISTIC METHODS 3.1 CASE STUDY ANALYSIS 3.2 CONFRONTATION AND PARADOX METHOD 3.3 HEURISTIC METHODS 4 DISCUSSION METHODS

III. APPLICATION OF HUMAN RIGHTS TOPICS IN SCHOOL SUBJECTS

III./1 IN THE SUBJECT OF SLOVAK LANGUAGE Eva Balážová 1 APPLICATION IN TEACHING 1.1 EDUCATIONAL AND DIDACTIC GOALS 2 RECOMMENDED ORGANIZATIONAL FORMS AND METHODS 3 TOPICS FOR APPLYING CONCRETE THEMES IN TEACHING 3.1 COMMUNICATIVE LANGUAGE COMPETENCE (WITH EMPHASIS ON READING FOR COMPREHENSION) 3.2 COMMUNICATIVE LANGUAGE COMPETENCE (WITH EMPHASIS ON WRITING) – 6TH GRADE 3.3 COMMUNICATIVE LANGUAGE COMPETENCE (WITH EMPHASIS ON SPEAKING) – 7TH GRADE

III./2 IN THE SUBJECT OF ENGLISH LANGUAGE Barbora Baďurová INTRODUCTORY RECOMMENDATIONS 1 APPLICATION IN TEACHING 1.1 EDUCATIONAL AND DIDACTIC GOALS 2 RECOMMENDED ORGANIZATIONAL FORMS AND METHODS 3 TOPICS FOR APPLYING CONCRETE THEMES IN TEACHING 3.1 AMIDST MULTICULTURAL SOCIETY 3.2 AMIDST MULTICULTURAL SOCIETY – STATUS OF WOMEN AND MEN IN DIFFERENT CULTURES (GENDER) 3.3 AMIDST MULTICULTURAL SOCIETY – ATTITUDE TOWARD CHILDREN IN DIFFERENT CULTURES (CHILD RIGHTS)

III./3 IN THE SUBJECT OF GEOGRAPHY Katarína Čižmárová 1 APPLICATION IN TEACHING 1.1 EDUCATIONAL AND DIDACTIC GOALS 2 RECOMMENDED ORGANIZATIONAL FORMS AND METHODS 3 TOPICS FOR THE APPLICATION OF CONCRETE THEMES IN TEACHING 3.1 DISCOVERING AND EXPLORING THE EARTH 3.2 REGIONAL GEOGRAPHY OF THE WORLD 3.3 GEOGRAPHY OF SLOVAKIA 3.4 DISCOVERING AND EXPLORING THE EARTH 3.5 REGIONAL GEOGRAPHY OF THE WORLD 3.6 GEOGRAPHY OF SLOVAKIA 3.7 DISCOVERING AND LEARNING ABOUT THE EARTH 3.8 REGIONAL GEOGRAPHY OF THE WORLD 3.9 GEOGRAPHY OF SLOVAKIA

III./4 IN THE SUBJECT OF HISTORY Janka Kyseľová 1 APPLICATION OF HUMAN RIGHTS TOPICS INTO HISTORY TEACHING 1.1 EDUCATIONAL AND DIDACTIC GOALS 1.2 COGNITIVE GOALS AND SKILLS 1.2.1 AFFECTIVE GOALS AND SKILLS 1.3 RECOMMENDED ORGANIZATIONAL FORMS AND METHODS 3 TOPICS FOR THE APPLICATION OF HUMAN RIGHTS THEMES IN HISTORY TEACHING 3.1 DEVELOPMENT OF HUMAN RIGHTS 3.2 MINORITY RIGHTS 3.3 GENDER

III./5 IN THE SUBJECT OF VISUAL ARTS Ján Kaliský 1 EDUCATIONAL AND DIDACTIC GOALS 2 RECOMMENDED ORGANIZATIONAL FORMS AND METHODS USEFUL SOURCES OF INFORMATION 3 TOPICS FOR THE APPLICATION OF HUMAN RIGHTS THEMES IN TEACHING 3.1 STIMULI OF MODERN AND CONTEMPORARY FINE ART 3.2 STIMULI OF PHOTOGRAPHY 3.3 STIMULI OF VIDEO AND FILM

III./6 IN THE SUBJECT OF COMPUTER SCIENCE Eva Poláková 1 APPLICATION IN TEACHING 2 RECOMMENDED ORGANIZATIONAL FORMS AND METHODS 3 TOPICS FOR THE APPLICATION OF CONCRETE THEMES IN TEACHING 3.1 COMMUNICATION AND COOPERATION – WORK WITH COMMUNICATION TOOLS 3.2 COMMUNICATION AND COOPERATION – WORK WITH A WEBSITE 3.3 COMMUNICATION AND COOPERATION – WORK IN COMPUTER NETWORKS AND ON THE INTERNET

HUMAN RIGHTS AND PROSOCIAL EDUCATION Methodical Guide for Primary School Teachers

© Authors: Mgr. Barbora Baďurová, PhD., PaedDr. Eva Balážová, PhD., doc. RNDr. Katarína Čižmárová, CSc., Mgr. Ján Kaliský, PhD., doc. PhDr. Janka Kyseľová, PhD., Mgr. Zdenko Mago, PhD., Mgr. Lenka Magová, PhD., prof. PaedDr. Eva Poláková, PhD., doc. Mgr. Lucia Spálová, PhD.

Reviewers: PhDr. Dáša Vargová, CSc. Mgr. Edita Štrbová, PhD.

Editor: prof. PaedDr. Eva Poláková, PhD

Published by: Pedagogical Faculty UMB in Banská Bystrica Edition: first Year of publication: 2016 ISBN 978-80-557-1098-3