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This analysis of textbooks and working material is based on documents determining the curriculum standards and plans and the programme for primary schools of the Ministry of science, education and sport, as well as the UN conventions regarding the abolishment of all forms of discrimination of women. Covered by the analysis are the textbooks approved by the Ministry of science, education and sport. As focal points of the paper's subject matter and the centres of analysis, six aspects have been singled out: 1) contextualisation of women (individually or as social groups) in the thematic (textbook) framework, integration into the contents or mere addition of separate parts to the textbook whole, 2) lack of specific material pertaining to the equality of the sexes, 3) so-called women contents or subjects (housekeeping, female beauty, fashion), 4) wives, widows, mothers, sisters... of illustrious husbands, sons, brothers, 5) important women -- inclusion or ignoring of eminent women -- rulers, scientists, artists, 6) successful examples -- entire textbooks or some individual solutions. The analysis shows that only a small part of the textbooks and working material successfully integrates contents relating to women in such a way as to portray them uninfluenced by stereotypes. Further, the textbook authors had major problems with incorporating material dealing with women into historical events as a whole. Women and their activities, even the ones perceived as "male", as still merely added to history. Neglect or complete absence of certain great historical subjects has also been noted, e.g. of matriarchate/matrilineality and the subsequent development of the patriarchate. All authors found it much easier to portray women separately, either individually or as social groups, though the latter has, in general, been less successful than the former (important women, rulers, scientists, artists). Their position in various times is almost without exception described by the phrase "women remain at home, they cook, they look after the children, they have no rights..." with some variations in detail, but not in the essentials. Adapted from the source document.

The article includes the bulk of the results of research conducted in 1998 on the social status of female artists in the Republic of Croatia (doctoral thesis). The typology based on ancient Greek mythology (the Muses, the Nymphs, Eurynome) in the manner of Weber's ideal types enables the manifestation of diverse forms of female identity. Female artists recognize & distinguish two dimensions of power: the will for power (Nietzsche, Hegel) & the power for women (N. Hartsock). This recognition is demonstrated by a contradictory & ambivalent understanding of this notion, in fact by its redefinition (the "struggle with ease," they are & are not fighters), by the salient distancing from the will for power & the assertion of the power for women. Some female artists recognize the importance of gender for success in the world of art but an equal number of them do not. However, the majority think that awards, juries' decisions, & the opinion of the public & the critics do not depend on an artist's gender. Those among them who are aware of the importance of gender for success & recognition think that women are in an inferior position. 1 Table, 12 References. Adapted from the source document.

The article includes the bulk of the results of research conducted in 1998 on the social status of female artists in the Republic of Croatia (doctoral thesis). The typology based on ancient Greek mythology (the Muses, the Nymphs, Eurynome) in the manner of Weber's ideal types enables the manifestation of diverse forms of female identity. Female artists recognize & distinguish two dimensions of power: the will for power (Nietzsche, Hegel) & the power for women (N. Hartsock). This recognition is demonstrated by a contradictory & ambivalent understanding of this notion, in fact by its redefinition (the "struggle with ease," they are & are not fighters), by the salient distancing from the will for power & the assertion of the power for women. Some female artists recognize the importance of gender for success in the world of art but an equal number of them do not. However, the majority think that awards, juries' decisions, & the opinion of the public & the critics do not depend on an artist's gender. Those among them who are aware of the importance of gender for success & recognition think that women are in an inferior position. 1 Table, 12 References. Adapted from the source document.

This analysis of textbooks and working material is based on documents determining the curriculum standards and plans and the programme for primary schools of the Ministry of science, education and sport, as well as the UN conventions regarding the abolishment of all forms of discrimination of women. Covered by the analysis are the textbooks approved by the Ministry of science, education and sport. As focal points of the paper's subject matter and the centres of analysis, six aspects have been singled out: 1) contextualisation of women (individually or as social groups) in the thematic (textbook) framework, integration into the contents or mere addition of separate parts to the textbook whole, 2) lack of specific material pertaining to the equality of the sexes, 3) so-called women contents or subjects (housekeeping, female beauty, fashion), 4) wives, widows, mothers, sisters... of illustrious husbands, sons, brothers, 5) important women -- inclusion or ignoring of eminent women -- rulers, scientists, artists, 6) successful examples -- entire textbooks or some individual solutions. The analysis shows that only a small part of the textbooks and working material successfully integrates contents relating to women in such a way as to portray them uninfluenced by stereotypes. Further, the textbook authors had major problems with incorporating material dealing with women into historical events as a whole. Women and their activities, even the ones perceived as "male", as still merely added to history. Neglect or complete absence of certain great historical subjects has also been noted, e.g. of matriarchate/matrilineality and the subsequent development of the patriarchate. All authors found it much easier to portray women separately, either individually or as social groups, though the latter has, in general, been less successful than the former (important women, rulers, scientists, artists). Their position in various times is almost without exception described by the phrase "women remain at home, they cook, they look after the children, they have no rights..." with some variations in detail, but not in the essentials. Adapted from the source document.

The prerequisites for achieving perpetual peace are the settlement of the entire Earth; the establishment of republican government (the most stable type of government); & the exchange of goods as a way of bringing peoples together, peoples among whom racial & religious differences have often sparked animosities. Kant attributes these prerequisites to "the great artist Nature," since they occur as a part of the egoistic material interests of men -- at the level of men as natural beings, without influencing their intellectual will. Starting with Kant's proviso that morality does not suffice for achieving the prerequisites for perpetual peace, the author deals with the opposition between man's material interests & the purpose of reason in Kant's ethics. She goes on to show that Kant understands the practical mind as one's disposition for a complete realization of one's humanness. The polarity between the purpose of reason & man's natural strivings she identifies in the exclusion of sensory & emotional impulses from moral acts. The author analyzes this exclusion in combination with Kant's concept of freedom, defined as the causality springing from the freedom of rational will. 11 References. Adapted from the source document.