Abstract
I am going to outline the controversy that surrounds the transmitting of national values through the Slovene public school system. The controversy began during the inception of democracy in Slovenia in 1991, and today, with the transformation of the school system in its final stage, it remains the hottest educational issue. Having passed parliamentary procedure in Spring 1996, the Education Bill and the concept of the new education system are now practical realities. The Catholic Church, society, and the state have comprised the main divisions within this national values controversy, each seeking to answer the question: What should be the role and nature of moral/religious education in the public school curriculum?
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In the 1970s the realization of inadequate connections between schooling and working life was in fact the most debated issue in many Western European countries, and was definitely not a concern invented by the Yugoslav Communist Party. At the time, the Yugoslav school reform was part of a trend in global education — to adapt school to the new demands of life, development, production, and/or progress (see Husén 1985, 149–154).
I use these two terms according to the definition and explanation of “the seminal influence of the intellectuals in every nationalism” by Anthony Smith (1991, 93–98).
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© 1997 Leske + Budrich, Opladen
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Hladnik, M.M. (1997). How to Become European if there is No Religious Education in School. A Post-Communist Dilemma. In: Meier, A., Rabe-Kleberg, U., Rodax, K. (eds) Transformation und Tradition in Ost und West. Jahrbuch Bildung und Arbeit. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-322-97394-8_7
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DOI: https://doi.org/10.1007/978-3-322-97394-8_7
Publisher Name: VS Verlag für Sozialwissenschaften, Wiesbaden
Print ISBN: 978-3-8100-1901-1
Online ISBN: 978-3-322-97394-8
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