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Povzetek: The article sheds light on the invention of early modern precision instruments and their application in medicine, by analysing a neglected work by one of the Italian pupils of the physician Santorio Santori (1561–1636). This source provides vital infor- mation on Santorio’s experimental sample, and on the practical use and dimensions of instruments such as thermometers, hygrometers, pulsimeters and precision scales, showing that they also had a normative purpose: regulating the environmental factors affecting human health. The article first establishes the derivative nature of the source from Santorio’s teachings, and then contextualises the invention of precision instru- ments with regard to Santorio’s published and unpublished output. In the conclusions, I argue that the new instruments were meant to address the shortcomings of the tradi- tional diagnostic rationale and are best conceptualised as ‘intensity meters’ meant to assess ‘the magnitude’ (magnitudo) of a patient’s illness in degrees.
Ključne besede: intensity, quantification, early modern precision instruments, Giovanni Martino Bonomo, Santorio Santori, galenism, Medical school of Padua
Objavljeno v DiRROS: 13.10.2025; Ogledov: 224; Prenosov: 107
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Povzetek: This paper examines how various dimensions of democratic school and classroom culture—openness in classroom discussions, peer interactions, civic learning, influence on decision-making, and civic participation—relate to perceptions of student–teacher relationships of two distinct groups of students (native and immigrant-background students) in Slovenia. Using representative data from the International Civic and Citizenship Education Study (ICCS 2022 cycle), analyses revealed that student-perceived positive peer interactions and decision-making influence were consistent, strong predictors of positive student–teacher relationships for both groups of students. However, open classroom discussions and civic learning at school were only significant for native students, suggesting that these aspects of classroom life may not resonate uniformly with all students. Moreover, participation in civic activities, although often seen as an integral part of democratic school culture, emerged as a significant negative predictor of student–teacher relationships only among students with an immigrant background, indicating that these activities may inadvertently highlight barriers or differences rather than promote inclusive engagement. Results are discussed through the lens of fostering positive student–teacher relationships for all students.
Ključne besede: democratic school culture, student–teacher relationships, students, immigrant background, civic and citizenship education
Objavljeno v DiRROS: 23.07.2025; Ogledov: 543; Prenosov: 317
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Povzetek: The aim of the study was to examine school belongingness and family support as predictors of bullying behavior and victimization, and the moderating role of students’ gender and immigrant background in a large representative sample of Slovenian adolescents (N = 1925; 42.50% male). The results indicated that school belongingness significantly predicted both bullying and victimization. Family support did not contribute to the incremental validity beyond school belongingness in predicting victimization. Gender was found to moderate the relationship between school belongingness and both bullying outcomes. The relationship between school belongingness and victimization was stronger for students with an immigrant background.
Ključne besede: bullying, victimization, school belongingness, family support, immigrant background, adolescents
Objavljeno v DiRROS: 08.07.2025; Ogledov: 424; Prenosov: 269
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Ključne besede: religion, atheism, Socialism, education, school textbooks, Slovenia
Objavljeno v DiRROS: 15.05.2025; Ogledov: 631; Prenosov: 440
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Povzetek: The chapter presents the systemic support currently available for developing teachers’ social and emotional competencies and diversity awareness in Slovenia. It demonstrates that in educational legislation they are implicitly related to a safe and supportive learning environment. They are not systematically supported in initial professional development in various pedagogical programmes. Although several continuous professional development programmes in the field can be found in Slovenia, these are mainly shorter-term programmes that teachers attend voluntarily. Several developmental programmes conducted in the last few years in Slovenia were related to a safe and supportive learning environment and developing teachers’ diversity awareness. However, research shows that teachers’ social and emotional competencies and diversity awareness, based on the Teaching and Learning International Survey and rare national research findings, particularly in recent years, in addition to teacher shortages and stress, remain important challenges of the education system in Slovenia. The ongoing educational policy reforms aim to address them by recognising the importance of teachers’ social and emotional competencies and diversity awareness for the quality of teaching and learning and highlighting the need for systemic support for the development of teachers’ relational competencies and the intended renewal of initial and continuous teachers’ professional development in this respect.
Ključne besede: education, teachers, social and emotional competencies, diversity awareness, safe and supportive school environment, professional development, Slovenia
Objavljeno v DiRROS: 27.01.2025; Ogledov: 896; Prenosov: 401
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