Framework curricula for primary education


Anthropology and social studies, ethics



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Anthropology and social studies, ethics

Year 7
Number of teaching hours per year: 37


Objectives and tasks
This new subject, which is introduced in the seventh year, deals with human nature in the first semester and social relationships in the second, in a manner which combines descriptive social disciplines (psychology, sociology) and normative ethics. The subject promotes general literacy and shapes pupils’ world view and moral values at the same time. It enhances self-awareness and prepares for establishing and maintaining cultured social relationships. It also contributes to the development of a differentiative perception of humans and identity.

Developmental requirements
The subject helps develop personal attributes: norms and skills necessary in social interactions, realistic perception of the relationship between man and his environment, and viewing openness, bravery and a humour sense as human merits. Also, it promotes a tolerant and law-abiding behaviour in pupils, as well as the ability to conduct debates in a cultured manner.
New activities
Discussion (free association, formulating and contrasting opinions, proving and refuting hypotheses, discussion and analysis of texts).

Playing (role-playing, sociodrama).

Research (observing and analysing ourselves, events and situations, introduction to and interviews with professionals, collecting and arranging data and facts, experimenting, making oral and written research reports).

Supplementary activities may include making a bibliography, the visual presentation of knowledge gained and learnt, keeping a diary of books read and of events, press monitoring, writing a report on some experience, organising exhibitions focusing on the topics learnt, introduction to people needing assistance and helping them, drawing up an activity plan (for themselves, for their peers, environment and the local society), meditation and observation; creating art works individually or together.


Topics

Contents

Human nature

Human ontogenesis

Life before birth; being born.

Phases of human life: infant, child, schoolchild, adolescent, young adult, adult, old age.



Body and soul

The wholeness of body and soul.

Health, illness, disability, health and health.

Our responsibility with respect to our own body and health.


The way human psyche works and is motivated

Perception and action.

Instincts, impulses, feelings, emotions, assessment.

Cognizance, thinking.

Our innate attributes, our roots.

Out needs and values.

Our prejudices.

Openness, empathy and tolerance.

Our known and tacit, actual and ideal egos.



Individuals and persons

Communication, language, thinking

Language and communication.

Intelligence, cleverness, wisdom.

Cognizance and knowing.

Adeptness, skills, abilities and talents.

Problem-solving, learning.


The human spirit, human self-realization

Curiosity.

Creativity, intuition. Faith and facts.

Self-realisation, self-appreciation, selfishness.

Success and happiness.

Joy and suffering.


Man as an assessing and moral being

Values and norms.

Assessment and its difficulties.

Good manners, rightness, justice.

Good and bad.

Habits and morals.

The freedom, maturity and consciousness of actors.

Freedom of choice.

Intention and action. Fault and sin.

Conscience.

Merits. Basic principles of correct lifestyle.



Social relationships

Our companions

Parent and child, brothers and sisters, spouses.

Friendship.

Colleagues, school peers.

National and ethnic identity.



Relationships

The symmetry in relationships.

Sympathy and antipathy.

Honesty and lies.

Fidelity.

Obedience, authority, criticism.

Prejudices, openness.

Adaptation and independence. Cowardice and bravery.

Trust.


Violence, rightful self-defence.

Sexuality, love and marriage

Male and female roles.

Sexual maturity.

Love and marriage.

Marriage as an alliance, as creation of a home, as a relationship in terms of biology, emotion, economics, law and morals, as a relationship of love and life.

Conflicts in marriage and their resolution.


The human society

Man as a social being.

Individuals and the community.

Privacy and publicity in society.


Work, economy, creation

Physical and intellectual work.

Work as professional knowledge, creation as a right and duty.

Making a living; household economics, wealth.

Ownership.

Entrepreneurship.


Culture and education

Society, culture, religion.

Culture and civilisation.

Culture and education.

High level of general literacy; skills.



Living standards, lifestyle and quality of life

Wealth and wellbeing.

Work, leisure, hobbies.

Creating a home.

Household management.

High days and celebration.

The meaning of life and meaningful life.



Man and nature

Intervention, dominance, responsibility.

Nature and the universe, environmental protection.



Faith, world perspective and religion

Cognizance, faith, conviction.

A view on nature, on the world; world view.

Belief in god(s), religions.

Religion as belief, understanding, experience, ceremony, rite and community.

Religion as cosmology.


Individual and community values

Values in democratic citizenship: the public good, the rights of individuals, legality, human rights, respect of other cultures, respect of traditions, justice, legality, justice, citizenship values.

Communities in society.

The individual and the community in society.

Decisions, agreements, cooperation, majority and minority.




Prerequisites of moving ahead
Development of the ability to obtain and process information related to man, society and ethics. On a level appropriate for their age, pupils should be able to gather information from various sources, to categorise and analyse them, and to find correlations in them and make conclusions.

Pupils should be able to express their knowledge and opinion concerning man, society and ethics, and be able to interpret statements of others.

Pupils should be aware of individual and community values, as well as basic citizenship rights and responsibilities. They need to be able to recognise moral values, and differentiate between good and bad, true and false and beauty and ugliness.



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