U suvremenom svijetu sve je više visoko stresnih zanimanja. Često se među tim zanimanjima izostavlja ili zaboravlja izuzetno stresan posao pomoracā, čiji radni uvjeti posjeduju više izvora stresa. U članku autori sugeriraju dvije ideje koje bi pomorcima mogle pomoći u lakšem svladavanju poslovnih izazova. Prvi prijedlog je antistresni program koji sprječava uzroke nastanka stresa, kako u poslu tako i u ostalim segmentima života. Drugi prijedlog su radionice za kritičko promišljanje pomoću kojih bi se kod pomoraca mogla poboljšati komunikacija, uravnotežiti međuljudski (...) odnosi, povećati motivacija za profesionalne izazove i usavršavanje, olakšati lociranje problema i njegova rješenja, te smanjiti posljedice stresa.In the modern world there are more and more highly stressful occupations. Often among those professions people omit or forget a very stressful job of seafarers, whose work conditions have multiple sources of stress. The authors suggest two ideas which could help seafarers to overcome work challenges more easily. The first proposal is anti-stress program that prevents the causes of stress, both in professional and other parts of life. Other proposal suggests workshops for development of critical thanking with which participants could improve their communication, facilitate locating of the problem and its solutions, and reduce the effects of stress. (shrink)

Udruga Mala filozofija kreirala je i provela projekt »Tko se boji korupcije još?!« u dvanaest škola i dvije knjižnice, s ukupno 122 učenika u školskoj godini 2010./2011. Projekt se sastojao od pet radionica u kojima se s učenicima raspravljalo o korupciji. Cilj je bio prvenstveno razjašnjenje pojma korupcije, ali i ukazivanje na razne načine na koje korupcija uništava neke temeljne vrijednosti poput dostojanstva, ljubavi, prijateljstva, obitelji i društva. Članak donosi evaluacijske rezultate u kojima se pokazuje koliko su učenici 3. i (...) 4. razreda osnovne škole razumjeli pojam korupcije te koliko su promijenili svoje stavove tijekom provođenja projekta.Society Petit Philosophy has created and implemented a project “Who’s Afraid of Corruption?!” in twelve elementary schools and two libraries, with a total of 122 students in the school year 2010/2011. The project consists of five workshops in which students primarily clarified the concept of corruption, but also the ways in which corruption is destroying the society, dignity, love, friendship, and family. Article presents the results of the evaluation, which show how 3rd and 4th graders understood the concept of corruption, and how they changed their views about corruption in the course of the project. (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)

Prva Međunarodna filozofska olimpijada održana je 1993. godine u Bugarskoj na inicijativu Odjela za filozofiju Sveučilišta u Sofiji. Otad se neprekidno održava svake godine u mjesecu svibnju u jednoj od država sudionica. Olimpijada se održava pod patronatom najveće međunarodne asocijacije filozofskih društava FISP, uz suradnju s UNESCO-ovim Odjelom za humanističke znanosti, filozofiju i etiku znanosti i tehnologije. Osim same popularizacije filozofije, ciljevi IPO-a su poticanje na kritičko, radoznalo i kreativno mišljenje, promicanje filozofskog mišljenja u znanosti, umjetnosti i društvenom životu, promišljanje (...) o etičkim problemima u modernom svijetu te poticanje intelektualne razmjene među mladim ljudima iz različitih zemalja u svrhu promoviranja kulture mira. Odlukom Upravnog odbora Hrvatskoga filozofskog društva i u suradnji s Agencijom za školstvo, Republika Hrvatska na filozofskoj olimpijadi sudjeluje od 2007. godine. Olimpijada je potaknula niz nacionalnih natjecanja iz filozofije diljem svijeta. Ovo međunarodno natjecanje dobar je način za popularizaciju filozofije među srednjoškolskom populacijom.The first International Philosophy Olympiad was held in 1993 in Bulgaria. It was initiated by the Department of Philosophy at the University of Sofia, Bulgaria. It is held annually in the month of May in one of the participating countries. The Olympiad is endorsed by the International Federation of Philosophical Societies , the largest international association of its kind, in collaboration with UNESCO. In addition to popularising philosophy, the aims of IPO are encouraging critical, inquisitive and creative thinking, promoting philosophical thinking in science, art and social life, reflecting on the ethical problems of today’s world, and encouraging intellectual exchanges amongst the young people of different countries with the purpose of promoting the culture of peace. The Republic of Croatia has been participating in IPO since 2007 . The Olympiad has inspired a whole series of national competitions in philosophy around the world. This international competition is an excellent way to popularise philosophy amongst high school students. (shrink)

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)

Johan Huizinga u svojoj knjizi Homo ludens tvrdi kako civilizacija proizlazi i razvija se u igri i kao igra. Ona jest jedna od ljudskih karakteristika, ljudski obred, a služi za rekreaciju, zabavu, ali i učenje. Može li se onda dobro usmjerenom igrom razvijati ljudsko mišljenje? Cilj programa filozofije za djecu jest uvježbavanje multidimenzioniranog mišljenja. Po Mathew Lipmanu multidimenzionirano mišljenje jest cjelina koja se sastoji od kritičkog, kreativnog i skrbnog mišljenja. Program filozofije za djecu usmjeren je i prema predškolskoj i osnovnoškolskoj (...) populaciji. Radi toga je u programu neizbježna igra kao put k razvitku multidimenzioniranog mišljenja. U radu ćemo prikazati i nekoliko igara usmjerenih k uvježbavanju umnih sposobnosti koje se koriste u programu filozofije za djecu.Johan Huizinga, in his book Homo ludens, claims that civilization arises and develops through play and as a play. Playing is a characteristic of humans, a human ritual and yet it is for recreation, fun, but also for learning. Can it be then that well-directed play leads to a development of human thinking? The aim of philosophy for children programme is practising multidimensional thinking. According to Mathew Lipman, multidimensional thinking is the entirety consisted of critical, creative and caring thinking. Philosophy for children programme is directed towards pre-school as well as towards elementary-school population. For that reason this programme considers play as an inevitable way into the development of multidimensional thinking. In this paper we will also present a few games which are being used in philosophy for children programme, and which are also directed towards practising intellectual abilities. (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 četiri djela objavljena do 1562. godine, Frane Petrić tematizira vrlinu i sreću. Osnovna tema prvog Petrićeva djela, La città felice, jest postizanje sreće putem vrline. Ostala tri Petrićeva djela u kojima se tematizira vrlina ili sreća su Il Barignano. Dialogo dell’honore, Della historia diece dialoghi i Della retorica dieci dialoghi. U navedenim su djelima vrlina i sreća teme kojih se Petrić dotiče samo usput. U Barignanu, dijalogu o časti, tematizira se odnos vrline i časti. Deset dijaloga o povijesti donosi (...) nam kratku raspravu o ostvarenju sreće, kao podtemu raspravi o svrsi povijesti. U Deset dijaloga o retorici Petrić kratko raspravlja o povezanosti pohvale i vrline te o različitosti izvora vrline i dobra. Petrić je pisao kako mu je cilj slijediti božanskog Platona, međutim, u navedena četiri djela, barem što se tiče vrline i sreće, ostaje vjeran Aristotelu i njegovim učenjima iz Politike, Nikomahove etike i Retorike.In the four works published up to the year 1562, Frane Petrić discusses virtue and happiness. The basic theme of his first book, La città felice, is how to achieve happiness through virtue. The other three works in which Petrić deals with virtue and happiness are Barignano. Il Dialogo dell’honore, Della historia diece dialoghi and Della retorica dieci dialoghi. In these works, the issues of virtue and happiness are just collateral issues. In Barignano, dialogue of honor, Petrić discusses the relationship between virtue and honor. In della historia Petrić brings us a short discussion on the achievement of happiness, as a subtopic in the discussion about the purpose of history. In della retorica Petrić briefly discusses the connection between praise and virtues, as well as the diversity of sources of virtues and good. Petrić wrote that his goal is to follow the divine Plato; however, in these four works he is still loyal to Aristotle – at least regarding the issues of virtue and happiness – and his teachings from Politics, The Nicomachean Ethics and Rhetoric. (shrink)

Petit philosophy is an experimental project, conducted in the private elementary school Nova in Zadar, Croatia, aimed at introducing philosophy to children in the 3rd, 4th and 5th grades. In this program we make use of children’s stories and games, but the program itself does not differ essentially from other philosophy programs for children in so far as it makes use of discussions, questions, arguments and counterarguments. This article offers the complete syllabus of our program for one school year, together (...) with an example of a preparation for one specific school hour. (shrink)

Desiderius Erasmus considered that the education of children has to start at an early age. To get a better understanding of Erasmus’ theories about the education, this paper analyses the use of his term eruditio, but also the use of terms such as ratio, usus and philosophia. The aim is to point out the interesting link between the contemporary understanding of critical thinking and Erasmus’ concept of eruditio. Furthermore, for a better understanding of his perception of education, we analyse Erasmus’ (...) description of characteristics of a good teacher. Here mentioned description of a good teacher, in some aspects, link Erasmus with contemporary theorists such as John Dewey and Oscar Brenifier. As early training and practice for the development of a proper inference, Erasmus suggests fables, language exercises and proverbs, which is similar to what contemporary theorists and practitioners of critical thinking and philosophy with children do. (shrink)

This paper offers two competing accounts of normative requirements, each of which purports to explain why some—but not all—requirements are normative in the sense of being related to normative reasons in some robust way. According to the reasons-sensitive view, normative requirements are those and only those which are sensitive to normative reasons. On this account, normative requirements are second-order statements about what there is conclusive reason to do, in the broad sense of the term. According to the reasons-providing view—which I (...) attribute to John Broome—normative requirements are those and only those which constitute or provide normative reasons. I argue that the reasons-providing view is susceptible to two serious objections. First, the view generates an explanatory gap. Secondly, the view is implausible. I argue that these two objections give us reason to prefer the reasons-sensitive view of normative requirements over the reasons-providing view. (shrink)

Quelle idée libre la terre peut-elle encore porter en un temps d'exécration, de désertification et d'universalisation hâtive? Cette question attend une réponse qui dépasse les oppositions simples entre mythologie et philosophie. En rupture avec les allégations de Heidegger, Bruno Pinchard cherche à définir la place d'un humanisme latin dans un monde désormais accaparé par les forces exclusives de la technologie et de la religion. Ce parcours, qui s'inscrit dans le sillage de Virgile, Dante, Vico, Chateaubriand, cherche à deviner les (...) destins de l'Occident à travers le passage irréversible qui, de l'installation bornée dans les terres, conduit les peuples à l'exil universel de la mer. Ce chemin a un nom : Hespérie. (shrink)

This collection of essays, by leading international researchers, examines the case for realism with respect to dispositions and causal powers in both ...