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The author discusses the history of Croatian teaching in the Independent State of Croatia, a topic seldom written about up to now. For the first time a short review of the organization of the secondary school education in Zagreb during the World War Two is presented, and particularly the development of Croatian educational concepts and practice in the Independent State of Croatia. (SOI : CSP: S. 567)

This article deals with problems of poverty in Croatian society. The introductory part points out the economic and political circumstances in which the poverty of a considerable number of citizens becomes an important social problem. In the next part, concepts of absolute, relative and subjective poverty are defined. This is followed by an overview of the results of research into the extent of absolute and relative poverty in Croatian society conducted from 1998 to 2009. The results show that the rate of relative poverty basically remained the same throughout the above-mentioned period. Furthermore, it is shown that the risk factors causing citizens' poverty are the following: low level of education, unemployment, low retirement pensions, old age, and large number of children in the family. The author concludes that the Croatian government neither developed nor carried out any systematic and efficient plan of fighting poverty in Croatian society. Adapted from the source document.

The author analyses the role of religion in the formation of national identities in Central and Eastern Europe on the example of the Catholic Church in Poland in the 2Oth century. In Poland, like in most Central-European and Eastern-European societies, national identity developed against the state and was founded on certain elements of ethnic culture and tradition, the central position belonging to the Church. During communism, the Polish Catholic Church had the leading position in defending national identity, which identified Polishness with Catholicism. The Church also had a crucial role in the destruction of the communist system. However, it has found increasingly difficult to adapt to the new political conditions. As has been shown through the debates on abortion and religious education in state schools, the attempt by the Church to achieve the status of moral arbiter, above all democratic institutions, has resulted in new divisions. (SOI : PM: S. 143)

Education and breeding, like culture in general (cultus, colere), are, in the broadest sense, universal human phenomena inseparably linked and interactive. Anthropology, generally speaking, is a holistic science of man, his nature and culture, so its approach and findings are always current and unavoidable even for the scientific pedagogic treatment of education and its application. Because of that in this conspectus the notions "education" and "breeding" and "anthropology", as a science of man and culture, are first theoretically determined so it can both contextually and explicitly be deduced and pointed at their necessary dialectical connection and mutuality. The second, applied part of the next is about religious education (scientifically, religiologically based) as a school subject and studies in the context of democratic social and political changes in Croatia and about its relation to catechism. (SOI : PM: S. 210)