MRAVNÁ VÝCHOVA V ŠKOLÁCH NA SLOVENSKU A V ZAHRANI ČÍ

epresentation, literary work, film, photo, happening) (10–12), becoming acquainted with and
interviewing experts (10–12), research (a) collecting, arranging and analysing data, biological,
psychological and sociological facts, (b) experiments (c) preparing psychography and sociography in
the language of literature and films (10–12) 1 .
5. Teaching aids for Anthropolgy and ethics
Among a dozen of curricula the curriculum elaborated for the Zsolnai-schools is considered to be one
of the best. One of them is specialises in social science, another in religious knowledge, another in
self-knowledge, and one has a Christian approach.
Among the textbooks there is only one that suits the requirements of the NCC, and this is the textbook
of István Kamarás and Klára Vörös, entitled Learning about man. "At the end of the 20 th century, on a
sunny September 1 st strange creatures arrived from the planet of Alpha-beta-gamma. The ABC-123
satellite exchange sent them to the Earth with the mission of discovering the most developed creature
on Earth." These are the opening sentences of the workbook-like textbook, which makes students
discover human as a biological, feeling, thinking, appraising, social, moral and spiritual being. The
series entitled Mental Hygiene is, in spite of its minor deficiencies (differences in level, not always
imaginative and inspiring tasks, and apparently accidental combination of various subjects) after all a
decent work (Zsíros, 1991; Polinger, Zsíros). An interesting attempt is the textbook Ethics prepared by
the members of the alternative Catholic Bokor movement mainly for religious students. Apart from
these a dozen of textbooks of self-knowledge, social studies and ethics (Jakab, Lányi, 2001) can be
used well for teaching Learning about man.
Half a dozen of methodological guides (Lénártné, 1993), exercises (Szőcs, 1997; Ambrus, Kéri, 1996),
and anthologies have been prepared, and a dozen of teacher's handbooks also help in teaching
Learning about man (Falus, Jakab, 1999; Sallai, Szekszárdi, Jakab; 1999, Szőcs 1997) .
6. The fate of Anthropology and Ethics from the late 90s up to
this day 2
The title of the essay on history of our new subject might be not else than Anthropology and Ethics in
maze. We can say: in principle yes, in practice barely. In the late 90s the overwhelming majority of
teachers agreed that considering knowledge of man our educational deficit is significant. They also
agreed that something must be done urgently in this matter, and that a version of Learning about man
included in the NCC seems to be a good solution. Yet, when it was time to carry plans out I
experienced partly stubborn resistance, partly helplessness: who should teach it, from where and who
should classes be taken away, these were the questions of directors mainly. Strangely dual (schizoid),
in-principle-yes-in-practice-no attitude arose, and the balance was turned to 'no' in most cases.
In the meantime 700 teachers participated in the 30-60 hour Learning about man or Anthropology and
ethics courses of the county pedagogical institutes, local governments and pedagogical programs, In
1997-98 there were about 1000 admirers of Learning about man, but most of them was unable to
haggle successfully with the colleagues and/or directors over getting minimum one hour per week in at
least two years.
No doubt, the overall picture can be interpreted so that most schools do not require Learning about
man or Anthropology and Ethics because a) they are reserved from anything new, b) they consider it a
too difficult task, c) they do not want to upset the timetables, d) on ideological basis they cannot
identify with the NCC of the previous government, e) because neither man, nor morals are suitable for
their pragmatist and utilitarian values. However, it is only a part, and maybe the smaller part of the
truth. The fact is that at least 500, but maybe even 1000 schools seriously (or somewhat seriously)
undertook teaching the new subject.
1 The best book of methodolgy of teaching of Anthropology and Ethics edited by Tivadar Homor, teacher of
methodology in Pannon University (Homor,
2 About the deatiled history of the new subject You can read: Géczi, Kamarás, 2007.
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