EDUCATION IN BOSNIA AND HERZEGOVINA: WHAT DO WE (NOT) TEACH CHILDREN?

Egocentrism and sociocentrism in thinking, that is, treating one’s own perspective as the main one and the conviction that the opinion of the group the pupil belongs to is the best stand on the other end of the spectrum. [...] 14 3 GOALS, TASKS AND METHODOLOGY OF RESEARCH The goals and tasks of the research were defined in accordance with the goals of the Framework Law on Primary and Secondary Education in BH, promises made in the strategic document for the education reform from 2002 (Message to the Citizens of Bosnia and Herzegovina: Education Reform, 2002) and the programme strategy of the Open Society Fund BH, which. [...] The aim of the research was to use the content analysis of textbooks of the national group of subjects and religious education to estimate the results of the textbook policy reform which was implemented in Bosnia and Herzegovina with the introduction of the nine-year primary education in the following areas: social cohesion, tolerance and interculturality, respect of human rights and basic lib. [...] Research questions at the focus of the research included the following: Are values placed as education outcomes in curricula and the textbooks of the national group of subjects and religious education? Are universal values affirmed in the textbooks? Do the contents in the textbooks encourage the development of critical thinking? In the process of carrying out the research, another research q. [...] Furthermore, the method of content analysis in this case allows for a textbook estimate as an independent factor in the learning process, but not the estimate of the effects of the teaching context and the teachers’ interventions when using textbooks and the pupils’ work on textbooks, so the results of the analysis need to be observed in that context.