The paper explored the influence of high school education and age/year of study on students’ intercultural effectiveness and their world music preferences, the relationship between intercultural effectiveness and world music preferences, and the influence of familiarity of music on music preferences. The research was conducted on a sample of students from different faculties of the University of Split and the University of Zagreb, using a questionnaire composed of three parts: The Sociodemographic Questionnaire, The Intercultural Effectiveness Scale and The Music preferences (...) Questionnaire. The results do not confirm the influence of the type of high school education or age/year of study on the level of the students’ intercultural effectiveness, nor on their world music preferences. The existence of a relationship between the level of students’ intercultural effectiveness, world music preferences and between familiarity of music and music preferences has been confirmed. The obtained results have significant implications for music pedagogy, especially in the context of higher education. (shrink)

Today, teachers are faced with numerous challenges, especially in Croatia, where extensive educational reform is underway. Education reform has placed a new teaching and learning paradigm in the foreground that demands new knowledge and skills from teachers. Studies and analyses show that teachers are the most important factor in reaching pupils’ educational goals. In additional to professional competencies, pedagogical, psychological, didactic, and methodical teacher competencies are of great importance to the development of knowledge. Using survey data from a sample of (...) 115 students, this paper examines the extent to which students of two institutions of higher education – the Faculty of Croatian Studies and the Catholic University of Croatia – are satisfied with their initial teacher education, and whether they consider it appropriate and sufficient for the challenges their future careers hold. The results of this research show that students are, on average, satisfied with the quality of their studies and teacher education, as well as that they prefer the existing pedagogical competency attainment model that is added to the regular subject study. The research results are analysed in the context of examining the need for a new design of such programmes, their refinement or expansion of teacher education study programmes. (shrink)

The paper seeks to integrate Theodor W. Adorno’s observations about upbringing and education, scattered throughout his almost entire opus. The intention, however, is not doctrinal: loyalty to the author would be betrayed and it would fall short of his criticism if such integration would sought to reconstruct some uncollected or unspoken Adorno’s “educational doctrine”. With a sworn antisystematist, even visions of educational theory and practice must not grow into a system. It is rather about an attitude that insists on trying (...) to bring the antinomy of education – by non-free means to the goal of freedom, by manipulation to the point of impossibility to be manipulated – into school and not only school tasks, as a goal that will prevent Auschwitz’s repetition, enable autonomy and empower for self-reflection. (shrink)

The paper discusses some aspects of moral individuality, especially in the context of the analysis of its civilizational importance, as well as its role in the context of modern society. Part of the paper is dedicated to the analysis of the current educational system, i.e. to the influence it has on the construction of moral identity.

Rad nastoji integrirati zapažanja Theodora W. Adorna o odgoju i obrazovanju, koja su rasuta gotovo po čitavome njegovom opusu. Namjera međutim nije doktrinarna: izdala bi se lojalnost autoru i podbacilo ispod njegove kritike kada bi takva integracija nastojala rekonstruirati neku neokupljenu ili neizrečenu Adornovu »prosvjetnu doktrinu«. Kod zakletog antisistematičara ni vizije prosvjetne teorije i prakse ne smiju prerasti u sistem. Riječ je prije o stavu ili držanju koje insistira na pokušaju da se antinomija obrazovanja – neslobodnim sredstvima do cilja slobode, (...) manipulacijom do nemogućnosti da se bude izmanipuliran – unese u školske, i ne samo školske, zadatke, kao cilj koji će onemogućiti ponavljanje Auschwitza, omogućiti autonomiju i osposobiti za autorefleksiju. The paper seeks to integrate Theodor W. Adorno’s observations about upbringing and education, scattered throughout his almost entire opus. The intention, however, is not doctrinal: loyalty to the author would be betrayed and it would fall short of his criticism if such integration would sought to reconstruct some uncollected or unspoken Adorno’s “educational doctrine”. With a sworn antisystematist, even visions of educational theory and practice must not grow into a system. It is rather about an attitude that insists on trying to bring the antinomy of education – by non-free means to the goal of freedom, by manipulation to the point of impossibility to be manipulated – into school and not only school tasks, as a goal that will prevent Auschwitz’s repetition, enable autonomy and empower for self-reflection. (shrink)

Uloge edukatora u obrazovanju odraslih kontinuirano se mijenjaju, a sve ih se češće naziva mentorima, savjetnicima, motivatorima i evaluatorima, odnosno pridaju im se uloge za koje je nužno posjedovanje širokog spektra generičkih i specifičnih kompetencija. S obzirom na oskudan broj provedenih studija o kompetencijama edukatora u Republici Hrvatskoj, provedeno je istraživanje s ciljem ispitivanja i analiziranja stavova zaposlenika ustanova za obrazovanje odraslih o ključnim kompetencijama koje su potrebne za rad s odraslima te utvrđivanja stavova o važnosti pojedinih skupina kompetencija. (...) U istraživanju je sudjelovao 91 ispitanik, a podaci su prikupljeni mrežnim anketiranjem. Rezultati istraživanja sugeriraju da zaposlenici ustanova za obrazovanje odraslih smatraju da je za rad s odraslima potrebno posjedovati društvene kompetencije, kompetencije savjetovanja odraslih polaznika, osmišljavanja i razumijevanja procesa učenja, poučavanja i vrednovanja, kompetencije razvoja obrazovnih programa i korištenja novih tehnologija te kompetencije kontinuiranog profesionalnog razvoja, kao i da razumiju njihovu važnost za proces obrazovanja odraslih. The roles of educators in adult education are constantly changing. Educators are increasingly called mentors, counselors, motivators, and evaluators: roles for which it is inevitable to have a wide range of generic and specific competencies. Given the scarce number of studies on the competencies of educators in Croatia, a survey was conducted to examine and analyze the attitudes of employees of adult education institutions on key competencies needed to work with adults and to determine attitudes about the importance of certain groups of competencies. The total number of participants in the research was 91. The data was collected through an online survey. The results of the research suggest that employees of adult education institutions believe that working with adults requires social and counseling competencies, competencies for designing and understanding learning, teaching, and evaluation, competencies for developing educational programs, using new technologies and continuous professional development. In addition, they understand the importance of competencies for the adult education process. (shrink)

Političko je obrazovanje dio općeg obrazovanja; utoliko se doima smislenijim posvetiti se opsežnijem, kako bi se ono podrobnije moglo razvrstati na odgovarajući način. Stoga sljedeća promišljanja ne trebaju stajati direktno pod geslom »demokracija i obrazovanje«, već imaju za zadaću razjasniti pitanje »obrazovanja u uvjetima demokracije«. U tu će svrhu Bolonjski proces ponajprije biti prikazan kao izričaj dominantnog razumijevanja obrazovanja u Njemačkoj odnosno Europi. Nakon okretanja ka humboldtovskom pojmu obrazovanja kao izrazu ideala, nekoć karakterističnog za široka područja školskog i (...) univerzitetskog obrazovanja u Njemačkoj, daljnji povijesni korak unazad trebao bi dovesti do platonskog pojma obrazovanja – kao izraza onog humanizma koji je u 19. stoljeću Humboldt postavio kao mjerilo vlastite školske i univerzitetske reforme. Na kraju, u kratkom rezimeu, povijesni početak i povijesni kraj bivaju usporedno suprotstavljeni. (shrink)

The roles of educators in adult education are constantly changing. Educators are increasingly called mentors, counselors, motivators, and evaluators: roles for which it is inevitable to have a wide range of generic and specific competencies. Given the scarce number of studies on the competencies of educators in Croatia, a survey was conducted to examine and analyze the attitudes of employees of adult education institutions on key competencies needed to work with adults and to determine attitudes about the importance of certain (...) groups of competencies. The total number of participants in the research was 91. The data was collected through an online survey. The results of the research suggest that employees of adult education institutions believe that working with adults requires social and counseling competencies, competencies for designing and understanding learning, teaching, and evaluation, competencies for developing educational programs, using new technologies and continuous professional development. In addition, they understand the importance of competencies for the adult education process. (shrink)

One of the central questions of ethical education is the role that moral theory could or should play within it. This concerns not only the issue of pedagogical work with children, but also the establishment of professional education and training for teachers and other educators. Contemporary approaches to ethical education emphasise the importance of integrative models and methods, but the issue of moral theory within them has not been explicitly addressed at length. The aim of this paper is thus reflected (...) in the following building blocks and steps. In the first part, I present the concept of ethical education and the field of moral theory. In the second part, I synthetically illuminate the importance of moral theory for ethical education. Jedno od središnjih pitanja etičkog obrazovanja uloga je koju bi u njemu mogla ili trebala imati moralna teorija. To se ne tiče samo problema pedagoškog rada s djecom, nego i ustanove profesionalnog obrazovanja i obuke učitelja i drugih obrazovnih radnika. Suvremeni pristupi etičkom obrazovanju naglašavaju važnost integrativnih modela i metoda, no unutar toga nije se eksplicitno i dostatno bavilo problemom moralne teorije. Cilj ovoga rada tako se odražava u sljedećem: u prvom dijelu, predstavljamo koncept etičkog obrazovanja i polja moralne teorije; u drugome, sintetički rasvjetljavamo važnost moralne teorije za etičko obrazovanje. (shrink)

The Croatian educational system, like the systems in other countries, nowadays faces various challenges, from the increase of mental health risks and peer violence to students’ dissatisfaction with school. In responding to these challenges, it is necessary to start from the contextual factors, such as the teacher–student relationship. Since a caring teacher–student relationship is a necessary prerequisite for the holistic development of students and their school success, it is important to identify obstacles that may jeopardize the development of such a (...) relationship. Previous researches show that students and teachers in certain conditions perceive and experience caring differently, which may prevent the development of their closeness and connectedness. Therefore, the aim of this paper is to present, analyse and interpret differences in perceptions of the caring behavior of teachers from the perspective of students and teachers. While teachers most often perceive their care in the professional context, students understand it in a more personal way. (shrink)

Etičko obrazovanje, kao vrsta filozofskog obrazovanja, danas postaje sve aktualnije. Nastava filozofije nije samo razvoj duha nego i put ka samosvijesti i svijesti o ljudskoj dužnosti. Etičke spoznaje i osjećaji osnova su za ljudski, moralni i intelektualni razvoj ličnosti. Mlada ličnost se u susretu s etičkom problematikom i sadržajima uklapa u realnost svijeta kao ljudsko djelo. Kroz etiku ona uspijeva spoznati da je ličnost kontinuitet, ali i progres; da je ličnost dio svoje male zajednice, ali i sastavnica cjeline svijeta. (...) Etičko obrazovanje zanima se za to kako čovjek postaje etička ličnost, jedinka koja slobodno sudi, gradi i razvija moral; što je sadržaj moralne izgradnje ličnosti te koji su stadiji kroz koje ličnost prolazi na tom složenom putu samoizgradnje, od nesvjesnog bića ka biću koje svjesno gradi dobar svijet, ispravne etičke vrijednosti i moralne principe. Dakle, zadatak nije samo stvaranje moralne ličnosti kao jedinke koja »provodi« moral nego je zadatak stvoriti i etički subjekt, tj. ličnost koja slobodno i odgovorno razmišlja i sudi, koja gradi i razvija moral te nove moralne norme. Iz tog je razloga nužno uvođenje kolegija etičkoga obrazovanja u nastavu na sve tri obrazovne razine. Nowadays, the ethics education, as a type of philosophical education, is becoming increasingly important. Philosophical education concerns itself with the development of spirit, and with both the development of self-awareness and the awareness of our duties. Ethical insights and feelings are basis for human moral and intellectual growth. Young person becomes a part of the reality of the world through her encounter with ethical issues and contents. Ethics helps in gaining knowledge on the continuity of the concept of person, as well as awareness of its progressive nature. Ethics also aids in realization that person is a part of a particular community but that s/he also participates in human community in general. Ethics education is interested in questions like: how a man becomes an ethical personality, an individual with the freedom of thinking, judging, and acting morally; what is the content of the moral development and what are the stages of that complex process of self-growth from the unreflected being towards the being who consciously deals with ethics values and moral principles. The aim of ethics education is not only the creation of a moral person who merely acts on moral principles, but who is also an ethical subject, i.e. who thinks and acts freely and responsibly, builds and develops moral and creates new moral norms. Thus it is necessary to introduce ethics education in the curricula on all levels of education. (shrink)

By comparative analysis of selected historical and contemporary pedagogical documents, professional development is recognized as a permanent and inseparable component of the teaching profession. Continuous training of educators is unfairly attributed only to the time of the lifelong education paradigm. Since its beginnings and attempts at legislation and its social establishment, pedagogical theorists have prescribed the continuing need for professional development for the purpose of professional development and career advancement, as well as the obligation of continuous learning. Already in the (...) first legal document of 1874, individual and extended education of all teachers was prescribed. In this way, professional development becomes a key component of the teaching profession and later of all educational staff. The analysis of historical documents has determined the one hundred and fifty-year legal and statutory regulation of a permanent obligation for the professional development of teachers, which is often not achieved in practice. After reaching the university level of initial education of all teachers, it is necessary to create the conditions for their systematic and effective professional development. (shrink)

Opće i glazbeno obrazovanje u situaciji pandemije u potpunosti je prešlo na model učenja na daljinu. Istraživanjem se željelo ustanoviti koje su didaktičke pristupe primjenjivali učitelji i učenici u slovenskim glazbenim školama tijekom asinkronog učenja na daljinu. Na uzorku od 9 aktivnih učitelja i 16 učenika analiziran je 31 interaktivni nastavni materijal kako bi se odredili inovativni didaktički pristupi u korištenju digitalne tehnologije s ciljem ostvarenja ishoda učenja na nastavi Glazbene teorije i Solfeggia. Primjenom kvalitativnih i kvantitativnih metoda došlo (...) se do rezultata koji ukazuju na nisku zastupljenost didaktičkih pristupa koji koriste digitalne tehnologije. Iako su rezultati pokazali visoku učestalost korištenja digitalne tehnologije među učenicima, istaknuta je i prisutnost materijala za e-učenje te tradicionalnih nastavnih pristupa, poput onih korištenih u klasičnom tipu učioničke nastave. (shrink)

Knjiga povezuje filozofsko obrazovanje i teme koje su svima poznate iz osobnog iskustva (ljubav, starost, umjetničko stvaranje, čitanje itd.). Ova je knjiga dijelom ispovjednog karaktera i po tome bliska autobiografskoj i memoarskoj beletristici, ali uključuje i spoznaje preuzete iz filozofije, psihologije, potom iz visoke kulture, iz kulturne industrije, ponekad u bizarnoj mješavini sastavnica koje proizvode neobične posljedice i neočekivane učinke.

Riječ “intelektualac” francuskog je porijekla, nastala krajem 19. vijeka. Stvorena tokom afere Dreyfus, uglavnom se odnosi na one mislioce koji su spremni da interveniraju u javnom forumu, čak i ako to znači da sebe izlažu riziku (Le Sueur 2001:2). Teoretičari kao što su Edward Said, Paul Ricoeur, Jean-Paul Sartre i Michael Waltzer dali su doprinos diskusiji o intelektualcima: intelektualca Said vidi kao kritički nastrojenog autsajdera, Ricoeur kao političkog edukatora, Sartre kao čovjeka od akcije, a Waltzer kao brižnog insajdera. Opisati intelektualca (...) na ovaj način, pak, ne spominje prostor unutar kojeg intelektualac djeluje, tj. građansko društvo. Upravo se u takvom prostoru ljudskog udruživanja i odnosnih mreža može promovirati kultura dijaloga, tolerancije, umjerenosti i uzajamno korisnog rješavanja sukoba, upravo onakva kultura kakva otjelotvorava stavove i vrijednosti demokratizacije. Mada intelektualac, onakav kakav je gore opisan, igra značajnu ulogu u održavanju dobro razvijenih demokratskih društava, u postkonfliktnim društvima, kakva su i kosovsko i bosanskohercegovačko, pojavljuje se potreba za intelektualcem koji je više od pukog kritičara društva, edukatora, čovjeka od akcije i saosjećajnog pojedinca. I tu na scenu stupa hiperintelektualac. Najupečatljivija karakteristika hiperintelektualca je možda upravo stepen u kojem se intelektualac bavi društvenom kritikom, političkim obrazovanjem, akcijom i “insajderizmom”, ne kao ideolog, već kao nestranačka fi gura. Društvena kritika i političko obrazovanje hiperintelektualca manifestiraju se na nestranački način, tako da se jasno čuje sve što je moguće i napadati i braniti, i sa jedne i sa druge strane. To je poseb-. (shrink)

Axel Honneth has highlighted the importance and role of mutual recognition for the development and sustainability of personal identity. His theory to reconstruct society as the institutionalization of different forms and modes of recognition has been widely discussed but one specific aspect has been left out so far: the temporal and institutional dimension of social esteem. In this paper I argue that social esteem is not simply earned for societal valuable features and achievements but rather gained within the framework of (...) a certain life course. The social sciences discuss this as the institutionalization of life courses which is accompanied with certain social security systems to match the demands of the fordistic organization of labour. Social esteem is not randomly tied to work and labour but rather through a set of institutions as education, employment, social security and pension systems, that on the one hand sanction deviance and on the other hand provide security to pursue a good life. The institutionalized life course allows the individual to plan its future and provides her with a reference point for its legitimate claims. Overall, this provides further insights into the meaning of social esteem and its institutionalization in a modern working society without which the critical function and aim of social philosophy can not be fulfilled. For a social theory of recognition it is necessary to fill its words and concepts with the life the social sciences describe.Die Bedeutung wechselseitiger Anerkennung für die Ausbildung von Identität und für das Verständnis gesellschaftlicher Formationen wurde seit der Reaktualisierung des Anerkennungsbegriffes durch Axel Honneth vielfach aufgenommen und diskutiert. Ein Aspekt, der hierbei bislang zu wenig systematisch untersucht wurde, ist die zeitliche Dimension sozialer Anerkennungsverhältnisse. Die hier vertretene These lautet, dass soziale Wertschätzung im wesentlichen nicht einfach aktual an eine gesellschaftlich für sinnvoll und nützlich erachtete Leistung oder Eigenschaft gekoppelt ist, sondern vielmehr eine in sich zeitliche Kategorie ist, die also im Rahmen eines Lebenslaufes kontinuierlich erworben wird. In anderen Worten: Will man soziale Wertschätzung als Strukturprinzip moderner esellschaften erfassen, so bedarf es keiner synchronen sondern vielmehr einer asynchronen Perspektive, die soziale Anerkennungsverhältnisse über die Zeit abbildet. Dies kann am Konzept des institutionalisierten Lebenslaufes und der mit ihm verbundenen Rahmenbedingungen gezeigt werden. Individuelle Leistung wird nicht einfach gegen gesellschaftlichen und sozio-ökonomischen Status getauscht, sondern vielmehr ist dieser an einen nachvollziehbaren Lebenslauf gebunden. Solcherart langfristige Orientierung wurde und wird durch ein System der betrieblichen wie auch staatlichen Garantie, dass erbrachte Leistungen konserviert und belohnt werden, überhaupt ermöglicht und gestützt. Soziale Wertschätzung ist somit nicht nur abhängig von der Eingliederung in eine bestimmte Gesellschaftsformation, die Leistungen und Eigenschaften honoriert, sondern von der Dauerhaftigkeit dieser “Mitgliedschaft”. Ihren differenzierenden Charakter übt soziale Wertschätzung also wesentlich auch darüber aus, dass Diskontinuitäten im Lebenslauf sanktioniert werden.Axel Honneth naglasio je važnost i ulogu međusobnog priznanja za razvoj i održivost osobnog identiteta. O njegovoj teoriji društvene rekonstrukcije kao institucionalizacije različitih oblika i modusa priznanja naširoko se raspravljalo, no jedan specifičan vid dosad je bio izostavljen: vremenska i institucionalna dimenzija društvenog poštovanja. U ovom članku tvrdim da nije tako da se društveno poštovanje jednostavno zaslužuje zbog društveno vrijednih značajki i postignuća, nego se ono zadobiva unutar okvira određenog tijeka života. Društvene znanosti o tome raspravljaju kao o institucionalizaciji životnih tijekova koja je popraćena određenim sustavima socijalne sigurnosti kako bi se zadovoljili zahtjevi fordističke organizacije rada. Društveno poštovanje nije uz rad vezano nasumce, nego putem skupa institucija kao što su obrazovanje, zaposlenje, socijalna sigurnost i mirovinski sustavi, koji, s jedne strane, sankcioniraju zastranjenja i, s druge, omogućuju sigurnost u slijeđenju dobrog života. Institucionalizirani tijek života omogućuje pojedincu da planira svoju budućnost te mu pruža referentnu točku za svoje legitimne zahtjeve. Sve u svemu, to omogućuje daljnje uvide u značenje društvenog poštovanja i njegove institucionalizacije u modernom društvu bez kojih se kritička funkcija i cilj socijalne filozofije ne mogu ispuniti. Za društvenu teoriju priznanja nužno je da svoje riječi i pojmove ispuni životom što ga opisuju društvene znanosti. (shrink)

The theoretical framework of the study is represented by two concepts: intergenerational learning and professional development. Quantitative research conducted in 2021 on a sample of 108 preschool teachers of preschool institutions in the Banja Luka region aimed to examine the perspective of preschool taechers on the factors of intergenerational learning important for their own professional development. Using factor analysis, three factors of intergenerational learning were singled out from the perspective of preschool teachers, and they are: professional cooperation and personal growth; (...) inclusion of the elderly in educational work and humanities education; prejudices and stereotypes. The findings indicate that preschool teachers strongly recognize intergenerational learning in the context of personal growth, work and career, but also notice the humane and inclusive nature of intergenerational cooperation, while not prone to intergenerational stereotypes and prejudices against colleagues from other generations, and that encouraging professional cooperation, and the promotion and support of the inclusion of the elderly can contribute to the reduction of intergenerational conflicts and prejudices. Teorijski okvir studije predstavljaju dva koncepta: međugeneracijko učenje i profesionalno usavršavanje. Kvantitativno istraživanje provedeno 2021. godine na uzorku od 108 odgojitelja predškolskih ustanova banjolučke regije imalo je za cilj ispitati perspektivu odgojitelja o čimbenicima međugeneracijskog učenja važnima za vlastito profesionalno usavršavanje. Korištenjem faktorske analize izdvojena su tri čimbenika međugeneracijskog učenja iz perspektive odgojitelja i to su: profesionalna suradnja i osobni rast; inkluzija starijih u odgojno obrazovni rad i humanističko obrazovanje; predrasude i stereotipi. Nalazi ukazuju na to da odgojitelji naglašeno prepoznaju međugeneracijsko učenje u kontekstu osobnoga rasta, rada i karijere, ali također uočavaju i human i inkluzivni karakter međugeneracijske suradnje, dok nisu skloni međugeneracijskim stereotipima i predrasudama prema kolegama iz drugih generacija. Poticanje profesionalne suradnje te promicanje i potpora inkluziji starijih mogu pridonijeti smanjenju međugeneracijskih sukoba i predrasuda. (shrink)

Teorijski okvir studije predstavljaju dva koncepta: međugeneracijko učenje i profesionalno usavršavanje. Kvantitativno istraživanje provedeno 2021. godine na uzorku od 108 odgojitelja predškolskih ustanova banjolučke regije imalo je za cilj ispitati perspektivu odgojitelja o čimbenicima međugeneracijskog učenja važnima za vlastito profesionalno usavršavanje. Korištenjem faktorske analize izdvojena su tri čimbenika međugeneracijskog učenja iz perspektive odgojitelja i to su: profesionalna suradnja i osobni rast; inkluzija starijih u odgojno obrazovni rad i humanističko obrazovanje; predrasude i stereotipi. Nalazi ukazuju na to da odgojitelji naglašeno (...) prepoznaju međugeneracijsko učenje u kontekstu osobnoga rasta, rada i karijere, ali također uočavaju i human i inkluzivni karakter međugeneracijske suradnje, dok nisu skloni međugeneracijskim stereotipima i predrasudama prema kolegama iz drugih generacija. Poticanje profesionalne suradnje te promicanje i potpora inkluziji starijih mogu pridonijeti smanjenju međugeneracijskih sukoba i predrasuda. (shrink)

Polazeći od nekih razmatranja o obuci učitelja općenito, a i o normativnom primatu liberalizma nad demokracijom, autor zagovara stajalište da bi političko obrazovanje u srednjim školama trebalo podučavati osnove političkih institucija i pravnog sistema kao takve. Međutim, čini se da postoji rastući konflikt između učenja demokraciji i sposobnosti političkog prosuđivanja u sve kompleksnijoj i raznolikijoj političkoj stvarnosti.

Through the Erasmus+ Program, in Key Activity 2 – “Strategic Partnerships in Education and Training” – association for promotion of non-formal education, critical thinking and philosophy in practice “Petit Philosophy” has implemented or is implementing seven projects closely related to ethical education. The characteristics of these projects are that they are directed to ethical education in kindergartens and primary and secondary schools. Partners of “Petit Philosophy” in these projects were/are universities, primary and secondary schools, kindergartens, associations and institutions from thirteen (...) countries. Project “ETHOS: Ethical Education in Primary and Pre-primary Schools for a Sustainable and Dialogic Future” is one of the first of these projects. ETHOS was successfully implemented under the Comenius Program from 2012–2014, and afterwards, projects under the Erasmus+ KA2 followed: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment and TRACE – Traditional Children’s Stories for a Common Future. In this article, we will briefly present the projects’ activities, with particular emphasis on materials created for educators, teachers, and students. Kroz program Erasmus+, u Ključnoj aktivnosti 2 – “Strateška partnerstva u području obrazovanja i osposobljavanja ” – Udruga “Mala filozofija” provela je ili upravo provodi ukupno sedam projekata koji su usko vezani uz etičko obrazovanje. Tu valja pridodati i projekt “ETHOS: Ethical Education in Primary and Pre-Primary Schools for a Sustainable and Dialogic Future”, koji je uspješno proveden pod programom Comenius od 2012. do 2014. godine. Karakteristika je ovih projekata usmjerenost na obrazovanje u vrtićima te osnovnim i srednjim školama. Uz “Malu filozofiju”, u projektima sudjeluju sveučilišta, osnovne i srednje škole, vrtići, udruge i institucije iz trinaest zemalja. Navedeni Erasmus+ KA2 projekti su: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment, TRACE – Traditional Children’s Stories for a Common Future. U članku ćemo ukratko prikazati projektne aktivnosti u navedenim projektima, s posebnim naglaskom na materijale koji su namijenjeni odgajateljima, nastavnicima i učenicima. (shrink)

Kroz program Erasmus+, u Ključnoj aktivnosti 2 – “Strateška partnerstva u području obrazovanja i osposobljavanja ” – Udruga “Mala filozofija” provela je ili upravo provodi ukupno sedam projekata koji su usko vezani uz etičko obrazovanje. Tu valja pridodati i projekt “ETHOS: Ethical Education in Primary and Pre-Primary Schools for a Sustainable and Dialogic Future”, koji je uspješno proveden pod programom Comenius od 2012. do 2014. godine. Karakteristika je ovih projekata usmjerenost na obrazovanje u vrtićima te osnovnim i srednjim (...) školama. Uz “Malu filozofiju”, u projektima sudjeluju sveučilišta, osnovne i srednje škole, vrtići, udruge i institucije iz trinaest zemalja. Navedeni Erasmus+ KA2 projekti su: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment, TRACE – Traditional Children’s Stories for a Common Future. U članku ćemo ukratko prikazati projektne aktivnosti u navedenim projektima, s posebnim naglaskom na materijale koji su namijenjeni odgajateljima, nastavnicima i učenicima. (shrink)

Virtue ethics is an approach to normative ethics that emphasizes the great character traits of moral agents. As many authors have pointed out, this approach also has great potential in contemporary ethical education. The following text will focus on the possibility practically utilising virtue ethics in ethical education in Slovakia. One of the most influential figures in the development of this topic in Slovakia is Ladislav Lencz, who also created key texts for teachers of ethical education. His concept is based (...) primarily on a pedagogical and psychological basis, inspired by Spanish psychologist R.R. Olivar’s concept of prosociality. However, some of L. Lencz’s texts also display elements of virtue ethics. This article will point out the possibilities of implementing virtue ethics in ethical education. Etika vrlina pristup je normativne etike koji naglašava izvrsne karakterne osobine moralnih subjekata. Značajan broj autora ističe da ovaj pristup ima veliki potencijal u suvremenom etičkom obrazovanju. Rad se usmjerava na mogućnost uporabe etike vrlina u etičkom obrazovanju u Slovačkoj. Jedan od najznačajnijih autora u razvoju ove teme je Ladislav Lenz koji je napisao i ključne tekstove za nastavnike o etičkom obrazovanju. Njegov se koncept temelji na pedagoškim i psihologijskim osnovama, a inspiriran je konceptom prosocijalnosti španjolskog psihologa R. R. Olivara. Ipak, neki od Lenczovih radova iskazuju i elemente etike vrlina. U ovome radu istaknut ćemo mogućnosti uključivanja etike vrlina u etičko obrazovanje. (shrink)

Etika vrlina pristup je normativne etike koji naglašava izvrsne karakterne osobine moralnih subjekata. Značajan broj autora ističe da ovaj pristup ima veliki potencijal u suvremenom etičkom obrazovanju. Rad se usmjerava na mogućnost uporabe etike vrlina u etičkom obrazovanju u Slovačkoj. Jedan od najznačajnijih autora u razvoju ove teme je Ladislav Lenz koji je napisao i ključne tekstove za nastavnike o etičkom obrazovanju. Njegov se koncept temelji na pedagoškim i psihologijskim osnovama, a inspiriran je konceptom prosocijalnosti španjolskog psihologa R. R. Olivara. (...) Ipak, neki od Lenczovih radova iskazuju i elemente etike vrlina. U ovome radu istaknut ćemo mogućnosti uključivanja etike vrlina u etičko obrazovanje. (shrink)

Jedno od središnjih pitanja etičkog obrazovanja uloga je koju bi u njemu mogla ili trebala imati moralna teorija. To se ne tiče samo problema pedagoškog rada s djecom, nego i ustanove profesionalnog obrazovanja i obuke učitelja i drugih obrazovnih radnika. Suvremeni pristupi etičkom obrazovanju naglašavaju važnost integrativnih modela i metoda, no unutar toga nije se eksplicitno i dostatno bavilo problemom moralne teorije. Cilj ovoga rada tako se odražava u sljedećem: u prvom dijelu, predstavljamo koncept etičkog obrazovanja i polja moralne teorije; (...) u drugome, sintetički rasvjetljavamo važnost moralne teorije za etičko obrazovanje. (shrink)

U članku se pokušava odrediti svjetonazorno polazište bioetike, posebno one »integrativne «. Prvo će biti istaknut značaj tzv. pogleda na svijet za obrazovanje filozofskih pozicija. Zatim se pokreće pitanje o svjetonazornoj pozadini bioetičkih pozicija, pri čemu se kao njihov zajednički nazivnik pokazuje »bioprotekcionizam« kao vrsta umjerenog biocentrizma. Naposljetku se preispituje osnova integrativne bioetike koja inače ima zadatak promišljati svjetonazorne pretpostavke bioetičkih učenja. U tu svrhu će se ponuditi dvije interpretacije koje će rezultirati ukazivanjem na perspektivizam odnosno pluriperspektivizam kao onaj (...) pogled na svijet koji do izražaja dolazi upravo u integrativnoj bioetici.Im Aufsatz wird der Versuch unternommen, den weltanschaulichen Ausgangspunkt der Bioethik zu ermitteln, vor allem der „integrativen Bioethik“. Zuallererst wird die Bedeutung der sog. Weltanschauungen für die Bildung der philosophischen Positionen hervorgehoben. Des Weiteren wird die Frage nach dem weltanschaulichen Hintergrund der bioethischen Positionen aufgeworfen, wobei sich „Bioprotektionismus“, eine gemäßigte Variante des Biozentrismus, als ihr gemeinsamer Nenner erweist. Schließlich wird die Grundlage der integrativen Bioethik überprüft, die ansonsten die Aufgabe hat, die weltanschaulichen Voraussetzungen der bioethischen Lehren zu reflektieren. Zu diesem Zweck werden zwei Interpretationen angeboten, die zum Perspektivismus bzw. Pluriperspektivismus hinführen, als jener Weltanschauung, welche gerade in der integrativen Bioethik zur Geltung kommt. (shrink)

U Republici Hrvatskoj biti ravnatelj/ica odgojno-obrazovne ustanove nije više samo funkcija nego i zanimanje. Obveze i prava ravnatelja/ica odgojno-obrazovnih ustanova proizlaze iz zakonske regulative, dok su kompetencije ravnatelja od 2020. određene standardom zanimanja i standardom kvalifikacije. Ovim se radom na temelju Standarda zanimanja i Standarda kvalifikacije ravnatelja/ica odgojno-obrazovnih ustanova kojima su određene kompetencije ravnatelja/ica odgojno-obrazovnih ustanova želio utvrditi stupanj ravnateljskih kompetencija stečenih formalnim nastavničkim obrazovanjem. Formalno nastavničko obrazovanje podrazumijeva stjecanje kompetencija za rad u odgojno-obrazovnim ustanovama. Te se kompetencije u (...) Republici Hrvatskoj stječu u okviru nastavničkih smjerova sveučilišnih diplomskih studija. Istraživanjem se procjenjivala razina stečenih kompetencija odnosno znanja i vještina tijekom takvog obrazovanja, a koja je primjenjiva u poslovima ravnatelja, a provedeno je metodom ankete na uzorku od 200 ravnatelja/ica osnovnih i srednjih škola u Republici Hrvatskoj. Anketirani ravnatelji/ice iskazali su zadovoljstvo kompetencijama stečenim formalnim nastavničkim obrazovanjem posebice za poslove koji se odnose na organizacijsko upravljanje odgojno-obrazovnim procesom i suradnju s roditeljima i vanjskim okruženjem. Međutim, istraživanjem su uočene grupe kompetencija koje ravnatelji/ice ocjenjuju kao nedostatne, uz naglašenu potrebu za profesionalizacijom ravnateljske funkcije. Dobiveni rezultati ukazuju na potrebu provođenja dodatnih programa edukacija ravnatelja/ica koji bi im omogućili stjecanje znanja i vještina koja nisu stekli formalnim obrazovanjem, a ključna su za upravljanje odgojno-obrazovnom ustanovom. (shrink)

Critical thinking is important for each individual and for society: in the context of gaining knowledge, using the obtained knowledge, and in the context of preserving mental health. This makes it clear that the issue of critical thinking is complex and should be viewed multi-dimensionally and interdisciplinary. Therefore, this research (1) establishes the fundamental characteristics of critical thinking, that is, it talks about the nature of critical thinking. Then, (2) it explores the possibilities or the so-called strategies for the development (...) of critical thinking, and (3) looks at the development of critical thinking in relation to the real aspects of human development. The aim of this paper is to help conceptually resolve controversial issues that concern the nature of critical thinking and its development to, in the end, improve the level of asset and use of obtained knowledge, and to improve the preservation of the mental health of individuals and communities. (shrink)

Hrvatsko filozofsko društvo jedan dio svojih aktivnosti usmjeruje prema filozofiji odgoja i problemima nastave. Najbolji primjer za to jest časopis Metodički ogledi, koji je specijaliziran za filozofiju odgoja. Njegov dijapazon obuhvaća i nastavu filozofije, logike i etike, ali i nastavu drugih predmeta, kako u osnovnom i srednjem školstvu tako i na sveučilištima. Časopisi Filozofska istraživanja i Synthesis philosophica redovito objavljuju radove iz odgojno-obrazovnog područja. Neko je vrijeme u izdanju HFD-a izlazio i časopis Logika, koji se bavio pitanjima nastave logike. U (...) biblioteci »Filozofska istraživanja« izdane su četiri knjige tematski vezane za filozofiju odgoja i nastavu filozofije. HFD je i organizator dva velika znanstvena skupa o toj problematici: Filozofija i obrazovanje i Filozofija i odgoj u suvremenom društvu . Potonji je skup rezultirao zbornikom Filozofija i odgoj u suvremenom društvu, ur. Milan Polić .Posebnu pozornost društvo posvećuje nastavi filozofske grupe predmeta. Osim što su članovi društva sudjelovali u izradi programa gore navedenih predmeta, HFD je suorganizator Natjecanja iz filozofije i logike. Inicijativa o priključenju naših učenika u Međunarodnu filozofsku olimpijadu upravo je krenula od Hrvatskog filozofskog društva.The Croatian Philosophical Society directs a part of its activities toward the philosophy of education and the problems of teaching. The instance best illustrating this is journal Metodički ogledi, specialized in the philosophy of education. Its range encompasses the teaching of not only philosophy, logic and ethics, but also other subjects, at primary, secondary or higher education levels. Journals Filozofska istraživanja and Synthesis philosophica publish papers from the field of education on a regular basis. Croatian Philosophical Society used to publish for a while journal named Logika, which dealt with the questions of teaching logic in schools. In the “Filozofska istraživanja” series, four books thematically related to the philosophy of education and philosophy teaching in schools have been published. The Society also organized two significant scientific conferences on the topic: Philosophy and Education and Philosophy and Education in Contemporary Society . The latter resulted in the publication of the collected papers entitled Philosophy and Education in Contemporary Society, ed. Milan Polić .Special attention within the Society is given to teaching philosophical group of subjects . In addition to the fact that society members participated in designing curricula for the aforementioned subjects, the Society is the co-organiser of the regular school competitions in philosophy and logic. Also, the initiative to include Croatian students into the International Philosophical Olympiad had its roots in the Croatian Philosophical Society. (shrink)

U ovom radu definiraju se pojmovi medija i ideologije, ispituje se povezanost ideologije s predrasudama i stereotipima, te se razmatraju modaliteti formiranja i širenja ideologije. Analizom socijalne i povijesne funkcije ideologije razotkriva se mehanizam proizvodnje, reprodukcije i učvršćivanja logike ropstva, ali ujedno i mehanizam preventivnog onemogućavanja osvješćivanja ropstva. Te mehanizme ne treba svoditi na tzv. masovne medije , već je analizu nužno proširiti i na obrazovanje, kulturu, politiku itd. Učinci ideologijom posredovana duhovnog ropstva otkrivaju se kao napredovanje nihilizma, te (...) se otvara pitanje o nužnosti alternative nadirućem nihilizmu.In diesem Beitrag werden sowohl der Begriff der Ideologie als auch die Verbundenheit der Ideologie mit den Vorurteilen und Stereotypen definiert; es wird über die Modalitäten der Entstehung und Verbreitung der Ideologie nachgedacht. Durch die Analyse der gesellschaftlichen und geschichtlichen Funktion der Ideologie werden sowohl die Mechanismen der Produktion, Reproduktion und Verstärkung der Knechtschaftslogik als auch der Mechanismus der präventiven Vereitelung der Belebung von Knechtschaft enthüllt. Diese Mechanismen sollten keineswegs auf die s. g. Massenmedia beschränkt werden . Die Analyse muss auf die Ausbildung, Kultur, Politik usw. ausgebreitet werden. Die Auswirkungen dieser durch Ideologie vermittelten geistigen Knechtschaft werden als Fortschritt des Nihilismus enthüllt. Dadurch wird die Frage um die Alternative zum vordringenden Nihilismus gestellt. (shrink)

With the outbreak of the pandemic, general and music education shifted completely to remote learning as the only possible form. The research looks into didactic approaches using digital technology adopted by active teachers and students in the Slovenian music school in asynchronous distance learning. On a sample of 9 active teachers and 16 students, the research study examined 31 interactive learning materials in order to identify innovative didactic approaches using digital tools which were applied to achieve learning objectives within musical (...) activities of the Music Theory and Solfeggio. Based on qualitative-quantitative approach, the research showed a low presence of didactic approaches using digital tools. Even though the results show a higher level of use of digital technology among students, the research focused much more on the presence of e-learning materials as well as predominantly traditional teaching approaches, similar to the classical type of classroom teaching. Opće i glazbeno obrazovanje u situaciji pandemije u potpunosti je prešlo na model učenja na daljinu. Istraživanjem se željelo ustanoviti koje su didaktičke pristupe primjenjivali učitelji i učenici u slovenskim glazbenim školama tijekom asinkronog učenja na daljinu. Na uzorku od 9 aktivnih učitelja i 16 učenika analiziran je 31 interaktivni nastavni materijal kako bi se odredili inovativni didaktički pristupi u korištenju digitalne tehnologije s ciljem ostvarenja ishoda učenja na nastavi Glazbene teorije i Solfeggia. Primjenom kvalitativnih i kvantitativnih metoda došlo se do rezultata koji ukazuju na nisku zastupljenost didaktičkih pristupa koji koriste digitalne tehnologije. Iako su rezultati pokazali visoku učestalost korištenja digitalne tehnologije među učenicima, istaknuta je i prisutnost materijala za e-učenje te tradicionalnih nastavnih pristupa, poput onih korištenih u klasičnom tipu učioničke nastave. (shrink)

This paper tries to extricate philosophical education from the restrictions of social and school systems and to commend some independent and subversive views. This is to be accomplished through a conceptual dissection of the term?education?. On the one hand, there is education seen as transmitter of the tradition, where to be educated is seen as being able to fit into an established community. There is also another education to which the authority of tradition is a permanent target of resistance, always (...) trying to undermine any educational uniformity. This second history of education, genuinely philosophical, is radically opposed to the history of institutionalized mass-education. However, intention of this paper is not to proclaim this as an "alternative" model, or to build it up as a new mythology. On the contrary, it is being written as a history of continuous subversion. Viewed from this vantage point, autonomous philosophical education is not a subsystem of a social system. This education has itself as a measurement, and always resists the wider community that has accidentally befallen it. Its honor is exactly in this attitude of resistance, in being watchful against any conscription and integration. Understood in this manner, philosophical education is not a useful "implemented" function of society, but is rather its dysfunction. Rad nastoji da izdvoji filozofsko obrazovanje iz ogranicenja drustvenog i skolskog sistema i da sugerise mogucnost njegovog nezavisnog i "subverzivnog" sagledavanja. Potonje se postize pojmovnim razlaganjem termina "obrazovanje". S jedne strane, postoji obrazovanje kao transmisija tradicije, u kom slucaju se obrazovanost vidi kao sposobnost da se uklopi u ustanovljenu zajednicu. Postoji, medjutim, takodje i jedno drugacije obrazovanje, u cijem registru je autoritet tradicije permanentna tacka otpora. Ono istrajno pokusava da potkopa svaku obrazovnu jednoobraznost. Ova druga istorija obrazovanja, radikalno je suprotstavljena istoriji institucionalizovanog masovnog obrazovanja. Namera ovog rada nije, medjutim, da nju proglasi "alternativnim" modelom ili da je uspostavi kao novu mitologiju. Naprotiv, ona je pisana kao istorija neprestanih diverzija. Sa ovog stanovista sagledana, autonomna filozofska obrazovanost nije podsistem drustvenog sistema. Ovo obrazovanje ima svoju meru u samom sebi i uvek se odupire zajednici koja ga okruzuje i koja ga slucajem dopada. Njegova cast je upravo u ovom stavu otpora, u budnosti prema svakom podvodjenju i integraciji. Na ovaj nacin shvaceno, filozofsko obrazovanje nije tek na jedan odredjeni nacin "implementirana" funkcija drustva, vec pre njegova disfunkcija. (shrink)

Usporednom analizom odabranih povijesnih i suvremenih pedagoških dokumenata stručno usavršavanje se prepoznaje kao trajna i neodvojiva komponenta nastavničke profesije. Trajno usavršavanje odgojnoobrazovnih djelatnika nepravedno se pripisuje tek vremenu paradigme cjeloživotnog obrazovanja. Pedagoški teoretičari nastavničkoj profesiji od njezinih početaka i pokušaja zakonske regulative te njezina društvenog etabliranja propisuju trajnu potrebu stručnog usavršavanja u svrhu profesionalnog razvitka i karijernog napredovanja, kao i obvezu neprestanog učenja. Već u prvom zakonskom dokumentu iz 1874. godine propisano je individualno i produžno obrazovanje svih učitelja. Time (...) stručno usavršavanje postaje ključna sastavnica učiteljske profesije, a kasnije i svih odgojno obrazovnih djelatnika. Analizom povijesnih dokumenata utvrđena je sto pedeset godišnja zakonska i propisima regulirana trajna obveza stručnog usavršavanja nastavnika koja u praksi često nije ostvarena. Nakon dosegnute sveučilišne razine inicijalnog obrazovanja svih nastavnika i učitelja, potrebno je stvoriti uvjete za njihovo sustavno i učinkovito stručno usavršavanje. By comparative analysis of selected historical and contemporary pedagogical documents, professional development is recognized as a permanent and inseparable component of the teaching profession. Continuous training of educators is unfairly attributed only to the time of the lifelong education paradigm. Since its beginnings and attempts at legislation and its social establishment, pedagogical theorists have prescribed the continuing need for professional development for the purpose of professional development and career advancement, as well as the obligation of continuous learning. Already in the first legal document of 1874, individual and extended education of all teachers was prescribed. In this way, professional development becomes a key component of the teaching profession and later of all educational staff. The analysis of historical documents has determined the one hundred and fifty-year legal and statutory regulation of a permanent obligation for the professional development of teachers, which is often not achieved in practice. After reaching the university level of initial education of all teachers, it is necessary to create the conditions for their systematic and effective professional development. (shrink)

Singing is a way of musical expression interwoven into the human beings' very essence. Voice, as an intimate instrument invisible to the eye, demands as fuller use as possible, which includes muscular stamina and refined listening to sounds. In the educational system, singing is a part of a structured programme with the goal of developing singing abilities and musical culture of participants in the educational process in general. Feeling self-confident and having an image of oneself as a competent and qualified (...) expert in the singing area is of the utmost importance for quality work in the profession of preschool teachers or teachers. The goal of this study was to examine how students at the Teacher Education faculty perceive themselves and assess their singing abilities according to the singing elements we should nourish in working with children. The study aimed at examining how much the students enjoy singing activities, how they appraise their sense of self-confidence in singing, and to which extent the feeling of competence in singing is related with the time component of learning. It was investigated how teachers assess their satisfaction and self-confidence in singing, and whether the connection between these constructs and the type and year of study exists. The research involving 162 participants was conducted in the academic year 2021/2022. The results have shown that students of teacher education faculty are satisfied with their singing abilities and evaluate them well. On the other hand, they lack self-confidence and are not self-assured during singing activities. The results of the t-test showed a statistically significant difference in the assessment of satisfaction with singing abilities between students of early and preschool education and teacher education. The Kruskal-Wallis test determined the existence of statistically significant differences between students of higher years of study and those at lower year of studying according to their assessment of satisfaction with singing activities, wherein students at higher study years gave higher assessments. (shrink)

Nowadays, the ethics education, as a type of philosophical education, is becoming increasingly important. Philosophical education concerns itself with the development of spirit, and with both the development of self-awareness and the awareness of our duties. Ethical insights and feelings are basis for human moral and intellectual growth. Young person becomes a part of the reality of the world through her encounter with ethical issues and contents. Ethics helps in gaining knowledge on the continuity of the concept of person, as (...) well as awareness of its progressive nature. Ethics also aids in realization that person is a part of a particular community but that s/he also participates in human community in general. Ethics education is interested in questions like: how a man becomes an ethical personality, an individual with the freedom of thinking, judging, and acting morally; what is the content of the moral development and what are the stages of that complex process of self-growth from the unreflected being towards the being who consciously deals with ethics values and moral principles. The aim of ethics education is not only the creation of a moral person who merely acts on moral principles, but who is also an ethical subject, i.e. who thinks and acts freely and responsibly, builds and develops moral and creates new moral norms. Thus it is necessary to introduce ethics education in the curricula on all levels of education. (shrink)

Suočujući se sa suvremenim kulturnim i religijskim pluralizmom, povezanim sa zahtjevima prepoznavanja od manjina u multikulturalnim društvima, niti klasični republikanizam niti liberalizam ne daju nam zadovoljavajuću orijentaciju u oblikovanju političkog obrazovanja prilagođenog tom društvenom kontekstu. Obrazovanje će doprinijeti društvenoj pacifikaciji i socijalnim kompromisima samo ako elaboriramo političko obrazovanje koje uzima u obzir i primjereno odgovara na glavni aktualni politički cilj: zajedničko življenje s našim različitostima. U ovome članku istražuje se sadržaj takovog političkog obrazovanja.

A genesis of media didactics was deconstructed through a theoretical-comparative and historical methodological approach, with the aim of gaining insight into its history and characteristics, defining the discipline, and recent development trends. The study elaborates the role of media in education, schooling, teaching, and learning. The anatomy of the social circumstances of the emergence of certain curriculum innovations and their consequences for global education as well as the development of media didactics is systematically explained. A synthesis of the facts obtained (...) from the analysed concept makes it evident that the development of media didactics was influenced by the concept of instructional technology transferred from the USA, as well as several social and technological factors. Theoretical and practical essence of media didactics is established in the application of various media with the purpose of arranging individualized, i.e., student-centred teaching. Over time, the characteristics and role of media in teaching have changed in accordance with the dominant didactic theories. A crucial challenge for media didactics is foreseen in the form of the application of artificial intelligence in education and schooling. (shrink)

There is no clear answer as to why there are more employed male philosophers than female philosophers in most universities. The first part analyses the problem of the historical under-education of women – which may be a simple explanation for the absence of women in the history of philosophy. Today, however, the situation in the humanities, including philosophy, is different, as there are often more female than male students, but this does not lead to a significant balance of men and (...) women in higher academic positions. Therefore, the first part of the paper also discusses fifteen hypotheses about the causes of this state of affairs, some of which have been rejected, some of which are highly probable, while further research is needed to confirm or reject some. The second part addresses the problem of the idea that traditional philosophy needs “the feminine” as “the other”, which it defines negatively. This position can be rejected with similar arguments that can also be used to reject essentialism. (shrink)

Current interdisciplinary research points to a connection between the emotional relationship with nature and factors resulting from modern lifestyles, such as insufficient exercise and time spent in nature, and excessive use of information and communication technologies. These factors are often associated with the healthy development of school-age children. In the literature, ‘connectedness to nature’ is usually described as a term that measures the emotional and positive relationship between people and nature. The research was conducted on a sample of respondents consisting (...) of primary school pupils, their parents and teachers in primary schools in Croatia and Slovenia (N=1345). In the research, the adapted scale of the Connectedness to Nature Index (Chang and Monroe, 2012) was used as a measurement tool. It was found that connection with nature is rated with high scores, but also that there is no statistically significant correlation of the rating of connectedness to nature among pupils, parents and teachers in Croatia, but only among Slovenian respondents. The implications of the research results are reflected in the consideration of this topic for further research in the field of education. (shrink)

The paper analyzes the implementation of the “Bologna reform” of higher education in the Republic of Serbia during the last fifteen years. Emphasizing neoliberalism as the ideological basis of the reform, the authors subjected the reform to a critical analysis of its normative goals and achieved achievements. The authors conclude that the restructuring of universities based on market principles and their transformation into for-profit organizations leads to the gradual collapse of the basic function of a modern university embodied in the (...) search for truth and the production of knowledge. Contrary to the proclaimed “knowledge society”, the reform led to the lowering of scientific and educational standards and the neglect of immediately inapplicable knowledge, which completely changed the social evaluation of knowledge and science and resulted in the establishment of a “society of ignorance”. (shrink)

Human health is inextricably linked to the state of the environment, making it important to find ways to raise children’s interests in the topics of human health and the environment in which they live. The Goal 4 of the 2030 Agenda addressing quality education offers a guideline on how it is necessary to provide education for sustainable development directed to promoting sustainable lifestyles. The research results show that students show a greater interest in human health topics compared to environmental topics. (...) Boys in grade 6, compared to girls, show a statistically significantly higher interest in environmental topics, the ones related to energy. Girls generally show a statistically significantly higher interest in environmental topics compared to boys. Therefore, in the educational system in general, including the subjects of Science and Biology, it is necessary to find methods of active and exploratory learning that will increase students’ interest in environmental topics that are not currently perceived as particularly interesting. (shrink)