Methodical explanation

Practical tips for self-reflection of the topic and preparation of the lecture:

Before the educational process itself starts, each teacher should prepare their own setting of the methodological understanding of the project goals as well as primary contextual background of the meaning of social values that are presented and elaborated in the programme. In this regard, the reflection of these below mentioned principles in the preliminary stage of the process can be treated as crucial:

• Their own understanding of teaching process and personal setting of the optimal ratio between teaching facts and teaching interpretation (i.e. teaching about something and teaching something)
• Self-evaluation of their own manipulative techniques and skills to prevent manipulative behaviour
• The differentiation between materialist and constructivist understanding of social reality (i.e. self-assessment to what extent one perceives the world through the “verified” and tangible facts or with the help of symbolical and language interpretation)
• The training of discussion-based methods including techniques for boosting the discussion under sensitive and controversial circumstances (i.e. how to manage discussion between students when topics are either too difficult or too delicate to be reflected)
• To think about possible methods and personal abilities to reflect both historical as well as contemporary social issues in pluralist and safe ways

Motivational and reflective questions for the students:

The motivational and “ice-breaking” questions are stated separately for each part and exercise of the e-module. However, there are several “meta-questions” that are common for the programme as a whole that can be opened for students before the e-module is realized (as a sum of “eternal” questions that are still returning and provoking one´s mind) and that can also conclude the topic with the help of the final reflective discussion. In this regard, especially these framing and essential questions are supposed to be the part of the final summary section that the students might think about and discuss in pairs or in groups:

1. How can you recognize and state that someone is/is not free?
2. What does it mean that you are manipulated or you manipulate someone – how can you prevent such situations?
3. How the meanings of words and values are established – is our identity something that is settled and predefined or is it something that is dependent on the reflection and definition created by the others?
4. Are we able to find out what really happened in the past or is the image of the past some kind of our mirror?

Structure:

This e-module consists of three parts:

• General instructions for teachers
• Part I<>Theoretical and philosophical background: Constructivist understanding of reality and values in education
  • A) difference between teaching about something and teaching something
  • B) procedural and constructivist understanding of social reality and values
  • C) theoretical and philosophical interpretation of collective (national) identities
• Part II: Fundamental values and conceptual principles & teaching methods
• Part III: Exercises for Students
  • A) Exercise 1: Who is free and who is not?
  • B) Exercise 2: What is manipulation about?
  • C) Exercise 3: Time Machine – Narratives of the Past
• A note for the teacher regarding teaching sensitive and controversial topics