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The article explores the possibilities of implementing cross-curricular connections in language disciplines in secondary school in order to improve students’ skills in perceiving information from written texts. An approved methodical version of a lesson is presented where students in the 12th grade solve communicative tasks, based on their knowledge of the Bulgarian language, first and second foreign language and civic education. [ABSTRACT FROM AUTHOR]

The aim of the article is to present one of the best learning and teaching practices for utilising the competency-based learning approach in uppersecondary education through interdisciplinary learning and teaching. Based on the curricula for the 11th grade in academic profiles Bulgarian Language and Literature and English Language and Literature, and the curriculum for general education in Civic Education, as well as on The European Reference Framework for Key Competences for Lifelong Learning and Reference Framework of Competences for Democratic Culture (RFCDC) a series of lessons in the abovementioned subjects is carried out at “Thomas Jefferson” English Language School, Sofia, on the topic of “Shared Values. Human Dignity”. The final lesson is conducted simultaneously in Bulgarian and English by four teachers with four groups of students from different academic profiles integrating new technologies in the learning and teaching process – a shared virtual Google Classroom. The teachers’ goal is to develop students’ civic competencies as well as their cultural awareness and expression competencies based on their acquired multilingual competencies. [ABSTRACT FROM AUTHOR]

The article is related to the teaching of key concepts in civic communication. The aim is to propose an alternative approach for defining terms such as citizen, rights, person etc., which links the previous experience of the students with these words and their lexical definition. This approach is inspired by the ideas for applying the prototype theory and the study of metaphors in foreign language teaching. The hypothesis is that such methods can be successfully applied in the teaching of civic education, so that the training is related to practice. The article includes examples from civic education textbooks for 11th grade, which provide definitions inspired by these approaches. In addition, a comparison has been made between the linguistic intuitions of the students (shared in the generalized results of a survey) and the proposed definitions in the textbooks. [ABSTRACT FROM AUTHOR]

The current focus of education lies in the development of key competencies set out in the European Competency Framework, namely: communication in the mother tongue, communication in foreign languages, mathematical competence and basic knowledge in science and technology, digital competence, learning skills, social and civic competences, initiative and entrepreneurship, cultural awareness and creative expression. These are knowledge, skills and attitudes that help students achieve personal fulfillment and later in life to find work and participate in society. These competencies provide a connection between the personal, social and professional expression of modern man. The school is one of the places where these competencies can and should be developed. It is good to work on their development from an early age - at the elementary stage of education. Project-based learning is a powerful tool for competency development and personal integrity. [ABSTRACT FROM AUTHOR]

The aim of this theoretical study is to describe the features of discrimination and protection from such in preschool ages. The main task of the article is to shed light on discrimination against children, its outcrops and ways to resolve cases of discrimination, intentionally or accidentally, periodically or systematically occurring in the preschool environment. The limitations of the work are related to the inclusion of children only in preschool age. [ABSTRACT FROM AUTHOR]

The article aims to present the results of a study with students, dedicated to the connections and dependencies between formal and non-formal education. On the basis of the research, intersections and complementarities and discrepancies and deficits are outlined; the genesis of civic culture in the subjects; the challenges facing civic education and the connection between formal and non-formal education, incl. with a focus on real civic activity of students. [ABSTRACT FROM AUTHOR]

This article aims to clarify the role of the textbooks in History and Civilizations in 8th grade for mastering the knowledge and forming of concepts by the school students in the field of human rights. By studying the modern era, they get to know the ideas and efforts of society for the enforcement of these rights. The article examines, compares and analyzes the current textbooks at the beginning of the high school education. The good examples of lessons, exercises and practical activities in the textbooks that pay the most attention to the problem of human rights are given. Having an idea of them is an important part of the modern civic culture of young people. Knowledge of the struggles for human rights and their evolution is a part of the civic education of the school students and the basis for their active involvement in a democratic civil society. [ABSTRACT FROM AUTHOR]

This article partially presents the results of a study among high-school students on the civil society values as identity-shaping within the educational process. Herewith, we discuss their perceptions and attitudes to the studying of the recent Bulgarian history, and in particular – the transition toward democracy. The results are discussed in a comparative perspective with those of our similar study conducted in the school year 2014/2015. Furthermore, we initiate a discussion on the role of the school, subjects (especially of civic education), and various pedagogical forms for meeting the educational needs with identity- and value-determining nature. [ABSTRACT FROM AUTHOR]

Civic education is a priority of education systems in the European countries today. It is part of the curriculum in many countries in Europe. The article addresses key issues related to the training of the civic education teachers of in European countries. The importance of more general and specific objectives in the preparation process is emphasized. The relationship between the goals and the results of the students' education is presented. The general frameworks and areas of competence that unite the educational policies of the individual countries are studied. [ABSTRACT FROM AUTHOR]

The article describes in detail the project work in the vocational high school and the change that is provoked in the students’ and the teachers’ team as a result of acquired skills for public speaking, presentation, commentary, civic education. [ABSTRACT FROM AUTHOR]

This article aims to present the different methods used in the teaching philosophical subjects. Philosophical disciplines cover topics in civic education, communication, types of temperament, friendship, prevention of the use of surfactants and alcohol, prevention of sexually transmitted infections and AIDS, family, psychological and philosophical schools, law, state, and justice. Handling such topics allows the use of different methods in working outside the traditional lecture-type teaching. The report observes the most commonly used methods in teaching the above topics in classes in philosophical disciplines. [ABSTRACT FROM AUTHOR]

The paper discusses the establishment of "Civic Education" as a new subject at Bulgarian secondary school this year. The discussion focuses on the question of subject's public legitimation and its major goal. Claiming that Civic Education is a phenomenon of the Modern World I offer a brief historical sketch. It outlines those long term processes that feature the Modern World -- secularization, industrialization, urbanization, democratization etc. After a short description of the current state of Civic Education I sketch three existing models of Civic Education -- patriotism, participatory republicanism and autonomy. Eventually I make the conclusion that the conception of the new subject "Civic Education" combines elements of later two models. The major goal of "Civic Education" at Bulgarian secondary school consists of two components -- understanding of the complexity of Modern Social World and building of Civic Capacity. [ABSTRACT FROM AUTHOR]

The epoch of the Bulgarian renaissance was marked by radical changes in the lives of Bulgarians. New economic forms opened the way to stock-market relations and new social groups with expanded horizons brought about fundamental changes in Bulgarian education and culture. The move for new forms of Bulgarian education gained force in the second half of the 19th century and was helped by the Krim War, which changed the conditions of life and created new appreciation for education and science. In the mid-19th century, new civic schools opened doors in Macedonia, including one in the village of Belitsa, in the northeastern part of Razlog valley, Bulgaria. Belitsa was an important village in the region, second only to Bansko in its significance. The area had predominately agrarian character, with strong livestock, forestry and craft sectors. Belitsa was also an important religious center with records of religious activities dating as far back as the 1560s. In 1835, Belitsa built a new church -- "St. George" -- and established a church governing body, which took the region’s educational programs under its wing. A new Bulgarian civic school was established in 1873 and revived in 1885 after a brief closure during the Russian-Turkish war. In 1886, an Educational Leadership Unit, which became independent from the church began its work. Between 1894 and 1895, a classroom school also opened its doors. Much of the religious life in the village in the 19th century is connected with the name of priest Matei (Mateya) Yanchov, who was in the service of the church from 1865 to 1885 and also helped print books for the community. Priest Mateya’s son, Ivan Popmateev, was also a respected church and school leader. Ivan Popmateev was a revolutionary (he fought in the April Uprising, the Ilynden-Preobrajen Uprising, and World War I), a priest (he served at the "St. George" church), and a revered teacher (he taught in various schools for 35 years). The Popmateev family played a significant role in the religious and educational life in the region and should be commemorated by future generations.