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Original scientific paper

Civil education in Slovenia and the discourse of permissiveness

Mojca Kovač Šebart ; Filozofski fakultet Sveučilišta u Ljubljani, Slovenija Odsjek za pedagogiju
Janez Krek ; Filozofski fakultet Sveučilišta u Ljubljani, Slovenija Odsjek za pedagogiju

Full text: croatian pdf 1.034 Kb

page 89-102

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Full text: english pdf 733 Kb

page 103-103

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Full text: german pdf 733 Kb

page 104-104

downloads: 185



The text is divided in two opposing parts, presenting two different concepts of the relation between civil education and the accepted system of values in state schools. The first part of the text is an analysis of public debates about civil education: the authors wanted to determine to what extent they are influenced by public and political expectations or convictions formed through political power mechanisms. The concepts of civil education are analysed as discursive phenomena. The authors’ aim is to show how a discourse influences the concepts of civil education. A discourse is interpreted as a social connection or a point of identification for an individual. The second part of the paper tries to answer the questions raised by the introduction of civil education as a reaction to the disillusionment at the end of the big stories and after the breakdown in former socialist or communist countries, made necessary by the establishment of parliamentary democracy and market economy. The questions raised in that part are: How do teachers perceive Civil Education as a subject? What should Civil Education contain, from students’ point of view, especially if such a subject is thought to be worthless or totally alienated from their reality? Should the content of Civil Education reflect students’ wishes?


civil education, content of Civil Education, religion in schools, discourse of permissiveness, disillusionment, Slovenia

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