Untitled - K-education

Project team:
Milka BABI]; Mirsada BARAKOVI]; Maida BAV^I]; Zineta BOGUNI]; Nada ^EVRO;
Hamza DOBRA^A; Sa{a \URI]; Darija \UROVI]; Feriha GALIJATOVI]; Zahida
HRUSTEMOVI]; Du{anka IVANKOVI]; Jadranka KAPETANOVI]; Grozda
MILUTINOVI]; Aida MUMINOVI]; Rabija OSMANAGI]; Dervi{a PLEHO; Rasema
PROHI]; Du{an [EHOVAC; Zakira ZAMETICA
Editorial team:
Milka BABI]; Zineta BOGUNI]; Nada ^EVRO
Scientific consultants:
Margarethe ANZENGRUBER, Secondary High School Vereinsgasse, Vienna, Austria;
Brigitta BUSCH, University of Klagenfurt, Austria; Dietmar LARCHER, University of
Klagenfurt, Austria
Project co-ordinator in Austria:
Maria MARGINTER, KulturKontakt Austria, Initiative South-Eastern Europe
Project co-ordinator in BiH:
Jürgen SCHICK, Austrian Education Co-ordinator for BiH
Project assistants in Austria:
Gertrud LUKACSEK; Rixta WUNDRAK
Project assistant in BiH:
Rasmina MEVKI]
Translators:
Rasmina MEVKI]; Ilvana JAGANJAC
Layout and illustrations:
Aida SMAILBEGOVI]; Sanjin LUGI]
Translation of this booklet:
Nedad MEMI]
Printing:
Srednja grafi~ka tehni~ka {kola, Sarajevo
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Introduction
The book pogledi (views) has been developed within the project ”Development of
Supplementary Teaching Materials”, which was implemented by KulturKontakt Austria
in co-operation with the Ministry of Education of the Canton of Sarajevo between 1999
- 2000 with substantial support of the Austrian Federal Ministry of Foreign Affairs and
additional support from the Open Society Fund BiH and the Office of the High
Representative.
pogledi will facilitate intercultural understanding and communication while
simultaneously stressing each constituent people´s right to its own cultural and
linguistic heritage. pogledi is also a remarkable and important step with respect to
including the teaching of both the Cyrillic and Latin alphabet, the shared literal and
cultural heritage of the different communities, and the teaching of all major religions
practised in BiH. The book consists of texts and materials which are reproduced in their
authentic form and language.
pogledi also introduces new approaches in methodology and didactics such as
interdisciplinary teaching, open learning, project learning and simulation games.
With regard to the age group, the supplementary materials are designed in a way
which allows them to be used in the 7th and 8th grades of primary schools as well as
in the 1st grade of secondary schools.
The development of the teaching material was carried out by a local working group
consisting of approx. 20 teachers, school directors, teacher trainers and NGO
representatives from all ethnic groups in Bosnia and Herzegovina. Members of the
working group were selected after consultations with local and international institutions
and organisations.
From the Austrian side, three experts in the field of teacher training, intercultural and
civic education and project work acted as moderators of the seminars and consultants
for the development of the teaching material.
pogledi has been approved by the Federal Ministry of Education, Science, Culture
and Sports of the Federation BiH, the Ministry of Education of the Republika Srpska,
and the Ministry of Education and Information of the Sarajevo Kanton.
Soon, pogledi can be downloaded from the internet.
Please visit http://www.kulturkontakt.or.at/kk for further infromation.
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Project description
Development of Supplementary Teaching Materials
Project aims for citizenship education in Bosnia and Herzegovina:
- to produce a visible result which can serve as an example throughout the whole
country by making available teaching materials, which are acceptable for all national
groups in Bosnia and Herzegovina. It should focus on supplementary information
and skills development not contained in the existent textbooks and which shall
facilitate inter-ethnic understanding and co-operation.
- to support the educational authorities and the wider educational community,
including schools, teachers and parents, with the prospect of offering education on
the basis of reconciliation and respect between people of different ethnic groups.
- to offer innovative approaches in methodology and didactics
- to promote networking between teachers and other educational experts of all national
groups
Project elements:
- start-up seminar
- consolidation of the group
- definition of possible topics to work on
- definition of a work contract between participants and trainers
- seven seminars
- textbook development (definition of topics, selection and analysis of texts,
compilation of texts and didactic exercises)
- teacher training (new didactic approaches)
- study trip to Vienna, Austria
- innovative school projects and methods of citizenship education at Austrian
schools
- research projects on integration and multicultural activities in Vienna
- compilation of the teaching materials
- editorial work by three members of the working group in co-operation with the
Austrian experts
- layout and illustrations
- test phase
- implementation of draft versions of the teaching units in eight schools in Sarajevo,
Rudo, Banja Luka, Konjic and Te{anj
- production and presentation of the teaching materials
- printing
- presentation
- distribution
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About the usage of the book
We hope that we can give a small stimulus to the development of school life in Bosnia-
Herzegovina with this collection of materials. We, a group of teachers, headmasters
and psychologists, have been dealing with teaching forms orientated towards students
for two years. The small stimulus we are talking about concerns a role change of a
student: First of all, there is an active, creative student who looks for different solutions
of problems on his/her own. The knowledge he/she needs will be acquired by the help
of a teacher. The student should be able to find information sources independently, to
make connections and to research his living world. In brief: he has to learn to
”discover”.
Of course, the role of the teacher is also changed. In this kind of teaching the teacher
is not only a mediator, but also an advisor and guide to the student on his way to a
bigger independence.
The stimulus we want to give concerns also the teaching contents. We would like to
offer ideas for explaining social and cultural situations of different population groups in
BiH, but also an opportunity to make the borders between one´s own and other
cultures more permeable. This kind of ”intercultural learning” should be brought to a
level where stereotypes and fixed images about ”the other” are diminished. The
different texts in different language varieties of this country should assure that unity is
not lost in differences.
The book ”pogledi” consists of six units dealing with themes concerning the life of
students between 13 and 15 years. It is not aimed to be used in a particular teaching
subject, but it can be used in several different subjects. Although each teaching unit is
separate, there are some didactical and structural principles common to all six units.
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Every unit contains:
- a goal essay which briefly describes intentions and theoretical background
- general, social and intercultural goals
- didactical possibilities of a theme treatment explaining the students the essence
of the theme
- stimulus to a role-play or a simulation game
- project suggestion
- collection of texts (literary texts, newspapers, theoretical texts, instructions and
directions, advertisements, commercials...)
- at lest one text in English
In the annex the teaching forms suggested for the units are extensively explained
(intercultural learning, project teaching, role-play, simulation games, open learning
forms).
The teaching units should be understood as suggestions. The task of the teacher would
be to adjust the teaching units to a context of a particular school and its students and
to change, add or to reduce the units if needed.
It is clear that the teacher should make him/herself familiar with the structure and
contents of each unit he/she wants to work on with the students. It would be good to
gain the co-operation of colleagues from other teaching subjects (team teaching).
Project Team
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pogledi
Contents and summary
1. Cricket and Ant
2. Who am I
3. How free is the free time
4. The Wishing Table
5. Profession - Work - Earnings
6. Living World - Water
7. Annex: Additional instructions and suggestions for teachers
a. Open Learning forms
b. Project teaching
c. Intercultural education
d. Role plays
e. Simulation games in intercultural education
f. Suggestions on how to work with literary texts
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1. Cricket and Ant
Goal Essay:
Art and work are the same. But how to prove it Examining life around us, we can see
that after each working activity there is a period of relaxation and rest sought by our
organism itself. It gets worn out by work. How can we enjoy the relaxation and at the
same time collect new energy for work. It would be good to wander off into music,
relaxing and enjoying it. We can go to an exhibition and sit for a while in front of some
picture and enjoy again. But, what if it is our profession, if we live from it A painter can
rarely live from the pictures he sells (exceptions don´t confirm the rule) or a musician
from his compositions (e.g. Mozart died in poverty and was buried in a collective
crypt...). In rare bright moments in history only the wealthy could enjoy art. Everyone
else was either a slave or a physical laborer, a servant... Has a lot changed
General goals:
- introduction to the importance of work
- getting acquainted to different kinds of art
- role of work and art in an everyday life
- better introduction to those artists that
perform other sorts of work
Intercultural goals:
- students can be introducted to artistic
and cultural differencies of nations in BiH
Social goals:
- to perceive that art is a form of life and
existence
- to perceive that effort and persistence are
also important in art
- to perceive that these characteristics can
contribute both in work and in art to prevail
over the social borders
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Elements of this unit and texts and images used:
1. Possibility of introducting the theme
2. Methodical instructions of texts and images
3. Material
! Ismet Bekri}, Daddy´s third shift (Poem)
! Ivo Andri}, Aska and the wolf (Literary text)
! [ukrija Pand`o, On the other river bank (Literary text)
! @eljko Ivankovi}, Sad history of the alchemist Ambrosius (Literary text)
! E. Dragulj, It was all better a hundred years ago (Newspaper article)
! S. Alagi}, When a professor, lawyer, clerk, dentist begins to sing... (Newspaper
article)
! Nada ^evro, Survey
! Ant and chestnut (Cartoon)
! Guido Tartaqa, My neighbour-florist (Poem)
! Pablo Picasso (Internet article)
! Wolfgang Amadeus Mozart (Internet article)
! Ismet Mujezinovi}, Mixer (Picture)
! Edgar Degas, Ballet scene (Picture)
! Cricket and ant (Cartoon)
4. Role plays
- Party
- A boy´s birthday
5. Projects
- Ant
- Cricket
6. Reflexion
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2. Who am I
Goal Essay:
Who am I depends on how I see myself and how others see me. Since everybody
doesn´t see me the same way, I have to face many unusual images. One´s self-image
is formed under the influence of the environment - family, school, neighbourhood,
friends, ethnic group...
The primary environment of each child is his family. Upbringing within the family comes
first and it is a specific and irreplaceable influence on the development of a child. The
family as a social institution is replaceable. The school is the first institution after the
family which has a big influence on
forming the self-image and whose primary
task is help in forming the identity.
Friendships enable us to get out of
ourselves and find inother persons our
enrichment in differencies as well as in
similarities. The child´s environment
(neighbours, houses, buildings, orchards,
meadows, rivers, car parks) influences the
forming of self-attitudes, moral and
intercultural values and the level of
ecological conscience. The relationship to
neighbours is different in different cultural
surroundings, as well as the relationship to
the environment.
General goals:
- to perceive their own position within the family; who makes decisions in important
life situations
- to study the relationship student - teacher due to the perception of the student´s
position in the school surrounding
- finding their place in the group, interactions, adjustability to the group,
relationship to persons of the same age
- establishing the balance between the personal and collective identity
- developing tolerance and democracy
- each student will be familiarized with the research methods (questionnaire,
survey, interview)
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Intercultural goals:
- to percive that in one´s own cultural identity there is always the cultural identity of
some other group
- become sensitive to the fact that one´s own identity doesn´t depend only upon
one´s self-image, but also upon the image of somebody else.
Social goals:
- developing the self-respect and respect to others
- to recognize the similarities and differences among different social groups, to be
aware of the danger of insufficient knowledge about the others and about oneself,
to perceive the causes of such an attitude and to find the way of preventing it
- to discover that similarities between different cultures are more
important than the differences
Elements of this unit and texts and images used:
1. Possibility of introducing the theme
2. Methodic instructions of texts and images
3. Material
! Zlatko Basta{i}, Development of basic identity (Specialized literature)
! Fuad Hegi}, Father as a tutor (Specialized literature)
! The key problem is in the family (Newspaper article)
! Sai Baba´s Mahavakya, Communication: To know people (Specialized literature)
! Mujo Slatina, Wonderful love of a mother (Specialized literature)
! Aleksa [anti}, On the holiday eve (Poem)
! Musa ^azim ^ati}, Mosque lamps of the Kurban-Bajram (Poem)
! Hektor Malo, Mother´s home (Literary text)
! Dragan Luki}, What is the father (Poem)
! Matea Baro{, Let´s go to the masquerade (Poem)
! Tanja Dozo, It could be better (Literary text)
! Nikola [ormaz, I struggled not to cry (Literary text)
! Do you make a wish sometimes (Poem)
! Just a picture (Poem)
! Emina, Mara, Ana i Hana (Image)
! Mulan (Film poster)
! Illustrations from the book “In the World of Children´s Justice“
4. Project
- Different families around you
5. Simulation play
6. Reflexion
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3. How free is the free time
Goal Essay:
Free time suggests the fact that there is a period of time when people can determine
on their own what they want to do. In this teaching unit one should examine if this is
correct.
Social goals:
Goals:
- to become aware of one´s own free time
arrangement
- to perceive the connections between work
and free time more clearly
- to perceive that the consumer society
determines free time
- to examine the change of free time
arrangement in a longer period of time
Intercultural goals:
- to notice that the free time arrangement
depends less on some traditional ethnical
patterns, but is being more determined by the
cultural globalization
- to discover that it is entertaining to spend free time together
- to free oneself of unreachable compulsions of the consumer society
Elements of this unit and texts and images used:
1. Possibility of introducing the theme
2. Project
- Free time now and then
3. Do what you want...
! Antoine de Saint-Exupery, The little prince
(Literary text)
4. Role play
- Weekend for rest
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5. To what extent do we determine our free time
! Various advertisements from newspapers, catalogues and the internet
! B. Simi}; Am I web-addicted (Newspaper article)
6. Influence of sports idols
! Ozren Kebo, Private owner in the empire of ball (Newspaper article)
! Mladen Bari{a, \urica Bjedov and - Mate Parlov! (Newspaper article)
7. Free time as a torture
! Various advertisements from newspapers, catalogues and the internet
! Mountaineering (Newspaper article)
8. Some “commandments” about free time
! Bible
! Koran
! Garold S. Kushner, To live!, How do jews live and think (Specialized literature)
! Official bulletin of the Federation of BiH
9. Reflexion
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4. The Wishing Table
Goal Essay:
Our habits connected with food have many roots. They are founded on religious
regulations, regional conditions (climate, soil humidity), wealth, poverty etc. But at the
present time of globalization those habits are changing quickly. All around the world
the nutrition culture is being standardized. Therefore the life style of youth is also being
changed. In this teaching unit we are talking about the basic research of this question.
Goals:
- to be able to explain different habits connected with nutrition by means of the
process of cultural change
- to perceive that food is a part of everyday culture
- to become aware of one´s own habits connected with food
- to became aware of the globalization influence
Intercultural goals:
- to discover the intercultural character of a local nutrition culture
- to arouse openness and interest for other nutrition cultures
Social goals:
- to learn how to solve disputes over different choice of food (e.g. fast food vs. slow
food)
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Elements of this unit and texts and images used:
1. Possibility of introducing the theme (role-play)
2. Examples of the historical development of nutrition culture
! About food (Specialized literature)
3. Project on the examination of changed nutrition habits
4. Foreigners about the bosnian-herzegovinian cuisine
! Lynn Manners, Bosnians (Internet article)
5. Slow food vs. fast food
! Bosnian pot and Fishburger (Recipes)
6. Taste and flavour
! Isak Samokovlija, Porter Samuel (Literary text)
! H.Ch. Andersen, The girl with the matches (Literary text)
! Ivan Cankar, Sketch of my youth (Literary text)
! Mirko Bo`i}, Kurlani (Literary text)
7. Scandals with food
! \urovi}, Fifty tons of dangerous cans in BiH (Newspaper article)
! E. Sara~, Italian pease cans caused the food poisoning of soldiers (Newspaper
article)
! 39 persons poisoned with string beans - One passed away (Newspaper article)
8. Menu is yours
! A pyramid of healthy and regular nutrition (Image)
9. Reflexion
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5. Profession - Work - Earnings
Goal Essay:
The orienting of the young in the profession world is becoming harder and harder.
Some traditional professions are vanishing, new professions are rapidly changing
profile. On the other hand there are fewer and fewer professions which can be
performed for a whole life period. Everything is in motion and long-term security
doesn´t even exist any more. In this situation it is necessary for young people to learn
how to be informed independently and autonomously about their profession world, as
well as how to adjust themselves to its needs. The traditional school education isn´t
enough any more. What is needed is a lot of communication skills, strong selfconfidence
and self-presentation skills. All of these are the theme of this unit.
General goals:
- to meet one´s own wishes concerning a future profession
- to have insight into the profession world
- to learn how to inform oneself independently about job offers
- to acquire the skill of a succesfull self-representation
- to learn to compete
Intercultural goals:
- to acknowledge cultural differences in business communication
- to acknowledge a person´s values according to his/her qualification, not group
belonging
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Social goals:
- to find out the role of women in the profession world
Elements of this unit and texts and images used:
1. Possible treatment of the theme
2. Project
- Which profession am I going to choose
3. What can be useful for a curriculum vitae
4. Advertisements
! Various job advertisements (Newspapers)
5. CV examples
! a CV example
! OSCE Application Form
6. In the profession world
! I am a stewardess (Text from a magazine)
! I am a photographer (Text from a magazine)
! Worldwatch job advertisement
7. Pretending...
! Günther Wallraff, Totally down (Literary text)
8. A profession for him or her
! Who have got tougher: Women in the
house or men on the field
(Humorous folktale)
! Philip Webster, Prescott holds the fort
while Blair holds the baby
(Newspaper article)
9.Now and then...
! Ranko Marinkovi}, Carnival
(Literary text)
! Me{a Selimovi}, The fortress
(Literary text)
10. At the working place
! Auto mechanics, nurses - a detail from
the practice, computer worker, waiter
(Images)
11. Simulation play
- Who is going to get a job
12. Reflexion
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6. Living World - Water
Instead of a goal essay:
“... It has been known for a long time that water is materia prima. Let this whole text
serve us just as an opening of the theme. Cleaning some deserted source. Well,
remember, human, you can´t conquer water! All your production and poisoning in the
author´s opinion is still the production of death and not the production of benefits. In
the struggle to conquer the world, to divide the world, human indisputably loses
himself. Only when the whole planet becomes our homeland, will we be able to
harmonize, to look back and to realize how and who we are living with. You see, the
Almighty Creator gave humans everything they need, here on Earth! But, the problem
with humans is that they divided this planet and created new flocks of sheep and now
from each of them we can hear: This is mine! Therefore some of us even import drinking
water! Some of us are however drowning! I
believe since my childhood that water has
some kind of memory. Where I got that from, I
don´t know. But water remembers for sure. And
each time when you harm it. In its own way,
water remembers it. I am particularly startled
by the fact that nobody dared change this
water, ever. It is there, the same, from time
immemorial. Since it was created. And it is
created too. And, just think, look at a glass of
water you want to drink, it may be that there is
a drop in the same glass which Archimedes
drank, maybe there is a drop from your
mother´s womb where you were for some time.
Have you ever asked yourselves what oil is. A
serious person doesn´t take long. He knows.
Semen one was conceived of consisted of water. In our mother´s womb we were in
water. When we were born, we were bathed in water. And a human is water that walks,
talks, thinks... Somebody passed away, and what happens with the water he/she
contained. Let´s not open some large themes such as: water in the Koran, water in
the Torah, New Testament, water as a choice of life, water as a means of cleaning, water
as a center of rehabilitation. Of course, without water there is no cleaning. Water - that
is in fact cleanliness, not only of the body, but also of the soul. And soul has to be
cleaned also. I talked about this with many conditions and understandings. I especially
mean by that - to understand one another benevolently.“
Source: Alija Dubo~anin, excerpt from the essay, To agree with water / Sa vodom se dogovoriti, Fondeko
Svijet, No. 2, 1997, p. 53.
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General goals:
- to perceive the importance of a proper relationship with the environment
- to perceive the role of water in everyday life in our culture and in the world
- to perceive personal possibilities in maintaining the environment, especially water
and its rational use
- to get necessary knowledge about high-quality water
- to learn to present data
Intercultural goals:
- to perceive that water is a common need and property
Social goals:
- to take care of the rational use of water
- to learn argumentative and democratic communication
Elements of this unit and text and images used:
1. Possibility of introducing the theme
2. Methodical instructions
3. Project
- Pollution and cleansing of water
4. Material
! Excerpts from “From drop to fountain“ (Images)
! Excerpts from “Ecological reader“
! Excerpts from Aleksandra Kornhauser, Better knowledge than property,
2 - Wonderful fluid water (Specialized literature)
! Drop by drop (Article from magazine)
! Enes Kari}, Sign of the creation miracle (Newspaper article)
! Mom~ilo Te{i}, Source (Poem)
! Musa ^azim ^ati}, By the Neretva river (Poem)
! Dragoljub Jekni}, Water (Poem)
! Aleksa [anit}, Neretva (Poem)
! Musa ^azim ^ati}, The Bosna ripples... (Poem)
! Jacques Prever, Return to the sea (Poem)
! Vladimir Nazor, Morning sea (Poem)
! Vladimir Nazor, Sea (Poem)
5. Role play
6. Reflexion
7. Project 2
- Water in religion
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Izdava~:
KulturKontakt Austria
Obala Maka Dizdara 2
BiH-71000 Sarajevo
T +387-33-663 693
F +387-33-664 381
kuko@bih.net.ba
www.k-education.at
www.kulturkontakt.or.at/pogledi
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