The history of the school required reading shows us how and why pupils approached literature and how it impacted their convictions about reading, art and identities. The education systems were not only working on the strictly personal development of pupils, but were also implementing certain political values and ideas. The literature education thus encouraged ideas about national and supernational communities. The Yugoslav system presented the wide and complex notion of culture and literature, but in the demanding and counterproductive fashion. The (...) Croatian system implemented the mononational approach to literature, while retaining the rigidness of the old system. For those reasons it is likely that pupils didn't connect with their national identities through literature and that they didn't develop reading habits. (shrink)

Izvanučionička nastava poveznica je života i škole i neizostavna sastavnica suvremenog odgoja i obrazovanja. Obzirom na njezinu iznimnu pedagošku vrijednost, cilj je ovoga rada analizom školskih kurikuluma dobiti uvid u zastupljenost i oblike provedbe izvanučioničke nastave u osnovnim školama. U tu svrhu analizirana su 73 školska kurikuluma osnovnih škola na području Osječko-baranjske županije. Analiza sadržaja kurikuluma obuhvatila je različite oblike provedbe izvanučioničke nastave, njihovu zastupljenost u okviru razredne i predmetne nastave i u odgojno-obrazovnim područjima propisanim Okvirom nacionalnog kurikuluma. Ovim (...) se radom ukazuje na prednosti i nedostatke različitih oblika izvanučioničke nastave koji se ostvaruju unutar pojedinih odgojno-obrazovnih područja. Detektirana su odgojno-obrazovna područja u kojima je potrebno unaprijediti planiranje i realizaciju izvanučioničke nastave. Zaključuje se kako je didaktičko-metodička rješenja za unaprjeđenje potrebno tražiti unutar pojedinih odgojno-obrazovnih područja u kojima su uočene različitosti u učestalosti integracije izvanučioničke nastave. Outdoor education is a link between life and school and an indispensable component of modern education. Considering its exceptional pedagogical value, the main goal of this research is to get an insight into the presence and form of outdoor education implementation in elementary schools. For that purpose, seventy-three school curricula from Osijek-Baranja County were analyzed. The analysis of curriculum content includes not only different forms of outdoor education, their presence in one teacher education and subject teaching but also education areas prescribed by the national curriculum. The thesis points out the advantages and disadvantages of different forms of outdoor education within particulars education areas. Also, education areas in which improvements in planning and realization of outdoor education were detected. It is necessary to look for didactic methodical solutions in education areas in which diversity of outdoor education integration is noticed. (shrink)

This paper presents the results of empirical research conducted to examine the opinion of teachers of vocal, instrumental, and theoretical teaching at Croatian and Serbian music schools on distance learning. The survey was conducted during May 2020, at a time when all music schools have completely switched to a distance learning system due to the COVID-19 pandemic. The results showed that teachers, despite numerous problems, especially poor internet connections and poor sound quality obtained by electronic devices, have successfully coped with (...) the realization of distance music teaching. Statistically significant differences were found in teachers’ responses about distance learning regarding the type of classes led by teachers, so teachers who lead instrumental and vocal classes are better at performing distance learning compared to those who lead theoretical classes. Despite the belief of teachers that the transfer of complete knowledge is impossible through technology, most of them are open to the possibility of meaningful application of ICT. Therefore, the issue of professional development and continuous support to teachers by the competent institutions of Croatia and Serbia is intensifying. (shrink)

Ovaj rad predstavlja rezultate empirijskog istraživanja provedenog radi ispitivanja mišljenja učitelja vokalno-instrumentalne i teorijske nastave pri hrvatskim i srpskim glazbenim školama o učenju na daljinu. Istraživanje je provedeno tijekom svibnja 2020., u vrijeme kad su sve glazbene škole zbog pandemije COVID-19 u potpunosti prešle na sustav učenja na daljinu. Rezultati pokazuju da su se učitelji, usprkos brojnim problemima, osobito lošim internetskim vezama i lošom kvalitetom zvuka dobivenim elektroničkim uređajima, uspješno nosili s realizacijom nastave glazbe na daljinu. Pronađene su statistički značajne (...) razlike u odgovorima nastavnika o učenju na daljinu s obzirom na vrstu nastave koju vode, pa su učitelji koji izvode instrumentalnu i vokalnu nastavu bili bolji u izvođenju učenja na daljinu u odnosu na one koji vode teorijsku nastavu. Usprkos vjerovanju nastavnika da je prijenos potpunog znanja nemoguć putem tehnologije, većina njih otvorena je za mogućnost smislene primjene IKT-a. Stoga se intenzivira pitanje profesionalnog usavršavanja i kontinuirane podrške učiteljima od strane nadležnih institucija Hrvatske i Srbije. This paper presents the results of empirical research conducted to examine the opinion of teachers of vocal, instrumental, and theoretical teaching at Croatian and Serbian music schools on distance learning. The survey was conducted during May 2020, at a time when all music schools have completely switched to a distance learning system due to the COVID-19 pandemic. The results showed that teachers, despite numerous problems, especially poor internet connections and poor sound quality obtained by electronic devices, have successfully coped with the realization of distance music teaching. Statistically significant differences were found in teachers’ responses about distance learning regarding the type of classes led by teachers, so teachers who lead instrumental and vocal classes are better at performing distance learning compared to those who lead theoretical classes. Despite the belief of teachers that the transfer of complete knowledge is impossible through technology, most of them are open to the possibility of meaningful application of ICT. Therefore, the issue of professional development and continuous support to teachers by the competent institutions of Croatia and Serbia is intensifying. (shrink)

Outdoor education is a link between life and school and an indispensable component of modern education. Considering its exceptional pedagogical value, the main goal of this research is to get an insight into the presence and form of outdoor education implementation in elementary schools. For that purpose, seventy-three school curricula from Osijek-Baranja County were analyzed. The analysis of curriculum content includes not only different forms of outdoor education, their presence in one teacher education and subject teaching but also education areas (...) prescribed by the national curriculum. The thesis points out the advantages and disadvantages of different forms of outdoor education within particulars education areas. Also, education areas in which improvements in planning and realization of outdoor education were detected. It is necessary to look for didactic methodical solutions in education areas in which diversity of outdoor education integration is noticed. (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)

Pouk klasične kulture in književnosti je prostor, kjer dijaki poleg splošnega znanja in razgledanosti pridobivajo tudi sposobnosti ču­denja, avtorefleksije, samokritičnosti in strpnosti. Proces ni nikoli zaključen, to za raziskovanje samega sebe velja že iz antičnih časov; kot bi rekel Kavafis, je včasih pomembna zlasti pot. Dijake po gimnaziji čaka še dolgo zorenje v »umetnosti življenja«, učiteljska prizadevanja ne obrodijo vedno takojšnjih sadov, morda občasno naletimo tudi na gluha ušesa. Važno je, da ne ustvarjamo fiktivnega prepada med snovjo in življenjem; (...) tega se nenazadnje dijaki učijo celo preko ra­zvozlavanja jezikovnih ugank zapletenih latinskih ali grških stavkov. Pouk klasičnih jezikov je skozi generacije izkazal in potrdil svojo vzgojno-izobraževalno vrednost. Novi časi vsekakor zahtevajo sveže učne pristope, ne pa nujno novih vsebin, saj človek išče odgovore na ista temeljna bivanjska vprašanja, kot jih je iskal v antiki. (shrink)

Strategije Montserrat Sarto, namenjene spodbujanju branja, ki je ključna kompetenca, in doseganju avtonomne bralne pismenosti, temeljijo na igri, postopnosti in dialoškosti. V delo v skupini vključujejo vse udeležence (učence, dijake, študente, bralce). Izhajajo iz bralskega potenciala vsakega posameznega bralca ter njegovega notranjega doživljanja in odziva na prebrano besedilo. Postopno razvijajo razu­mevanje in užitek pri samostojnem branju. Spodbujajo komunikacijo z besedilom in o besedilu, učitelj je le usmerjevalec in posrednik.

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)

Nastava iz prirodoslovnog područja danas se najčešće temelji na principima konstruktivizma prema kojima djeca trebaju biti aktivni sudionici procesa učenja i izgrađivati svoje znanje na temelju iskustva. Metode i sredstva korištena u nastavi prirodoslovnog područja moraju biti prilagođeni perceptivnim potrebama slijepe djece i djece s oštećenjima vida kako bi im se omogućilo aktivno sudjelovanje u procesu učenja. Cilj ovoga rada je opisati posljednje spoznaje o aktivnom i istraživačkom učenju slijepe djece i djece s oštećenjima vida u nastavi prirodoslovnog područja (...) te otkloniti postojeće zablude. Nadalje, rad predstavlja recentna istraživanja koja ukazuju na prilagođene uspješne i visokokvalitetne odgojno-obrazovne pristupe i metode. S obzirom na navedeno, sadržaj rada bit će od koristi nastavnicima iz prirodoslovnog područja, kao i istraživačima inkluzivnih učionica. (shrink)

In order to affirm the characteristics of efficient professional training of teachers in the natural sciences, on the basis of a systematic overview of the literature, we chose and implemented an analysis of nine efficient experimental and quasi-experimental research designs. We affirmed that professional training should begin with initial workshops, which should continue through meetings of learning cummunities during these changes. Additionally, it is important to ensure support and guidance for teachers, as well as teaching materials for teachers and students. (...) Professional training can be considered efficient only if it contributes to improved academic performance; this can be attained through changes in teaching, which should be founded on clearly established goals in accordance with which teachers may prepare teaching activities that inspire students to research, solve everyday problems, take part in active and cooperative learning, and think scientifically and metacognitively. (shrink)

Due to a pandemic caused by a coronavirus, teaching in Croatian schools in the second half of the school year 2019/2020 and at Croatian universities in the summer semester of the same academic year took place online. It has introduced various synonymous, paronymous or insufficiently precise terms into the public and professional discourse, which motivates us to re-examine their meaning and the scope of the concept to which they refer. This paper focuses on defining seven selected terms, aiming to contribute (...) to a more precise usage of e-teaching terminology. Furthermore, after searching web pages in the Croatian language by keywords, we single out examples of their use. These are the following terms: e-learning, e- teaching, e-classes, web-based teaching, online teaching, virtual teaching and distance education. (shrink)

Information and communication technology is included in all social strata, and its role in upbringing has intensified. The readiness of teachers as educational professionals is a crucial element for the use and implementation of ICT in the educational process. With the sudden COVID-19 pandemic, teachers were faced with designing and implementing distance learning. This research aimed to determine parents’ attitudes on using information and communication technology in distance learning during the COVID-19 pandemic; a survey was conducted on 465 participants. It (...) was found that the largest number of research participants achieve average results that are above the mean value, which means that their attitude about distance learning is generally favorable. Statistically significant differences in the use of ICT were found in individual variables of attitudes towards distance learning concerning gender, age, level of education of participants, and the class attended by the participants’ children. Qualitative analysis of open-ended questions identified the need to standardize distance learning using the same or similar digital tools to ensure equal opportunities for all students. (shrink)

The paper is based on the findings of an empirical research on the application of information and communications technology in vocational schools in Zagreb and the Zagreb County. The authors analysed the interviews with vocational school teachers and students arranged in 6 focus groups. The analysis focussed on the objectives and manners in which the teachers and students usually use ICT, the perceived advantages and disadvantages of the use of ICT for educational purposes, and their suggestions for advancing the application (...) of ICT in schools. The analysis also discussed whether the application of ICT benefited the constructivist teaching, as well as the potential obstacles and stimulating factors for implementing ICT in teaching. The findings indicate that even though the teachers use ICT almost on daily basis, the teaching process is still largely dominated by traditional teaching methods. According to the findings, lack of computer equipment in schools, inadequate teacher training, inadequate curricula for vocational education, and the inadequate study programmes where the teachers are educated for the application of ICT in the teaching process are considered as obstacles for implementing ICT in education. In addition, teachers emphasised the lack of time and low income which often leads to their lack of motivation for the use of ICT in education. (shrink)

For successful application of educational inclusive concept, next to the material and technical requirements, of high importance is also the quality and improvement of educational practice, education and competence of all participants in the educational process. Teachers are crucial part of the educational process so their acquired knowledge and skills are of great importance for the success of the inclusive education. Aim of this paper was to determine geography teacher’s attitudes towards working with pupils with developmental difficulties. For the purpose (...) of the research survey was conducted including geography teachers in elementary and secondary schools in Croatia. Research results indicate that teachers do not consider themselves educated enough neither competent for everyday work with pupils with developmental difficulties and they express the need for additional education. In their school work they try to adopt teaching materials and methods according to children’s difficulties. Cooperation with school professional and pedagogical service and parents is one of the main preconditions for successful teaching. There are significant differences in teacher’s attitudes in elementary in relation to ones in secondary schools. (shrink)

The socio-cultural dimension of creativity is an essential aspect of theoretical examinations of the phenomenon of musical creativity. Empirical research and practical experience have resulted in the need to reconceptualise and reinterpret the concept of musical creativity in education. The concept of collaborative creativity developed through the socio-cultural context itself. In school practice, collaborative creativity can be achieved among pupils, as well as among teachers who cooperate through integrative teaching, extracurricular activities, and project teaching. This paper will present some ways (...) in which to encourage collaborative musical creativity, with a special view to student experiences and the influence that collaborative creative processes have on their socialisation, motivation, and the practical implementation of acquired knowledge. The action research methodological framework was implemented in a Year 5 elementary school class during the 2017/2018 school year. The goal of the paper is to examine the potential for encouraging collaborative creativity in regular music teaching, as well as to indicate objective difficulties in undertaking this type of creative process in schools. (shrink)

The purpose of music listening in school is to shape students’ world view regarding culture and arts, as well as to contribute to their aesthetic education. Croatian elementary schools use the ‘standard model’, which focuses on the cognitive dimension. In order to increase attention, motivation, listening habits, and acceptance of artistic music, a cognitive-emotional approach is suggested that connects musical and extra-musical content in multiple modalities. The goal of the research is to compare the effects of the cognitive-emotional approach versus (...) the standard approach to music teaching on the cognitive and emotional aspects of music listening. 557 year 5 students from 30 classes participated in the research. They listened to Khachaturian’s Masquerade, Beethoven’s Wellington’s Victory, Rimsky- Korsakov’s Scheherazade, and Fauré’s Pavane, as well as answering questions related to the cognitive and emotional aspects of music listening. Fifteen classrooms used the standard approach, while the other fifteen used the cognitive-emotional approach. Student responses generally did not differ in the cognitive aspect. In the emotional aspect, Scheherazade and Pavane engendered somewhat more intense dominant emotions when the cognitive-emotional approach was used. (shrink)

O Katulu vemo zelo malo zanesljivega in celo večino tega je treba razbrati iz njegovega lastnega literarnega dela. To je vedno tvegan pristop, ki mu kritika danes večinoma nasprotuje (četudi je kritika vedno spremenljiva in znaki teh sprememb so že v zraku). Toda po drugi strani vemo kar precej o zadnjem stoletju rimske republike, o času torej, v katerem je Katul preživel svoje kratko, a intenzivno življenje, in o številnih javnih osebnostih, tako iz sveta književnosti kot politike, ki jih (...) je štel med svoje prijatelje ali sovražnike. Tako kot Byron, ki je bil Katulu v nekaterih pogledih podoben, se je gibal v krogih visoke družbe, imel je radikalna stališča, ne da bi se aktivno politično udejstvoval, ter je pisal poezijo, ki daje vtis, da je nastala kot odziv na družbeno dogajanje, literarne tokove ali zasebne škandale takratne aristokracije. (shrink)

Pri Slovenski matici je izšla imenitna knjiga izbranih pisem italijan­skega pesnika Francesca Petrarce, ki je po svoji vsebini, številnih aluzijah ter idejnih odvodih v okviru antičnega izročila za ljubitelje književnosti in humanizma prava poslastica. Prevajalca Anja Božič in Brane Senegačnik sta pripravila posrečen izbor iz sicer obsežne zbirke Petrarcovih pisem domačim oziroma prijateljem (Rerum fa­miliarum libri), ki sta ga razdelila na tri dele: Prijateljem, V spodnji svet, kjer gre za antične avtorje, ter pisma V zgornji svet, namenjena Petrarcovim sodobnikom.

On the basis of selected examples of average lay as well as professional and theoretical discourses on the media phenomenon and the very notion of media, the author seeks to identify moments conducive to constructing a model for media analysis of a social-theoretical bent, and both structural-semiotic and substantive-critical in character. The analysis refers to the media in both the strict and the expanded meaning of the term - as technical devices and semiotic objects, such as discourses of ideology, science (...) and literature. In the first section, almost entirely devoted to Marshall McLuhan?s brief and legendary text?The Medium Is the Message?, his basic thesis is put under a discursive-logical analysis of the text and reverted into the seemingly diametrically opposed form,?The Message Is the Medium?, whose further interpretive possibilities are then explored. In the second section McLuhan?s?integral? approach to media analysis, as a particular theory, is examined by placing it in the discursive context along with the?End of Ideology? thesis from the 1960s and instances of humanistic-scientific discourse on non-technological media forms. The aim of the discussion is to relocate the phenomenon of conceptual regression in discourses presupposing absolute innovativeness and progressiveness of their media form. The result of the inquiry shows that regressive ness lies in the?progressive? media form itself, that is, in the very conceptions of the form. U ovom ogledu autor pokusava na temelju primjeraka prosjecnog nekvalificiranog te profesionalnog i teorijskog diskursa o fenomenu i pojmu medija predociti momente koji nude model kako za strukturno-semioticku tako i za sadrzajno-kriticku analizu medija socijalno-teorijske orijentacije. Ona se odnosi na medije u striktnom i prosirenom znacenju termina - kao tehnickih naprava i kao semiotickih objekata poput diskurs? ideologije, znanosti i knjizevnosti. U prvom dijelu, koji je gotovo u cijelosti posvecen kratkom i legendarnom tekstu Marshalla McLuhana?Medij je poruka?, njegova osnovna teza se podvrgava diskurzivno-logickoj analizi teksta i izokrece u prividno dijametralno suprotan oblik?Poruka je medij? i istrazuju se daljnje mogucnosti njezina razumijevanja. U drugom dijelu ispituje se odnos McLuhanova?integralnog? pristupa analizi medija, kao partikularne teorije, na taj nacin sto se dovodi u diskurzivni kontekst s tezom o?kraju ideologije? iz 60-ih godina te s primjercima humanisticko-znanstvenog diskursa o netehnoloskim oblicima medija. Cilj rasprave je iznova locirati fenomen konceptualne regresije u diskursima koji pretpostavljaju apsolutnu inovativnost i naprednost svoje medijske forme. Rezultat rasprave pokazuje da regresivnost lezi u samoj formi medija, odnosno, u koncepcijama forme. (shrink)

Some authors defend literary cognitivism – the view that literary fiction is cognitively valuable – by drawing an analogy between cognitive values of thought experiments and literary fiction. In this paper my aim is to analyse the reasons for drawing this analogy and to see how far the analogy can be stretched. In the second part, I turn to the claim put forward by literary anti-cognitivists according to which literature can at best be the source of hypotheses, not of knowledge. (...) I challenge this claim by showing that hypotheses can have valuable cognitive benefits on their own, thus hoping to restore cognitive benefits readers get from literature.Neki autori brane književni kognitivizam – stajalište da književna fikcija ima spoznajnu vrijednost – povlačeći analogiju između spoznajne vrijednosti misaonih eksperimenata i književne fikcije. U ovome ću radu analizirati razloge za ovu analogiju te vidjeti koliko se njen doseg može proširiti. U drugome dijelu razmotrit ću tvrdnju književnih antikognitivista prema kojoj književnost u najboljem slučaju može biti samo izvor hipoteza, a ne znanja. Ovu ću tvrdnju dovesti u pitanje pokazujući da hipoteze same mogu imati vrijedne spoznajne koristi, u nadi da se na taj način mogu obnoviti spoznajne koristi koje čitatelji pronalaze u književnosti.Certains auteurs défendent le cognitivisme littéraire – position selon laquelle la fiction littéraire a une valeur cognitive – en établissant une analogie entre les valeurs cognitives de l’expérience mentale et la fiction littéraire. Dans cet article, j’analyserai les raisons de cette analogie et verrai jusqu’où cette analogie peut s’étendre. Dans la seconde partie, j’examinerai l’affirmation des anti-cognitivistes littéraires selon lesquels la littérature peut tout au plus être une source d’hypothèses et non pas du savoir. Je mets cette affirmation au défi en montrant que les hypothèses à elles seules peuvent avoir de précieux avantages cognitifs, dans l’espoir de restaurer ainsi les avantages cognitifs que les lecteurs tirent de la littérature.Einige Verfasser verteidigen den literarischen Kognitivismus – einen Standpunkt, nach welchem die literarische Fiktion erkenntnismäßig ersprießlich ist – indem sie eine Parallele zwischen den Erkenntniswerten der Gedankenexperimente und der Literaturfiktion ziehen. In dieser Schrift fasse ich den Vorsatz, die Ursachen für diese Parallelisierung auszukundschaften wie auch zu ermitteln, inwieweit sich diese Analogie ausdehnen lässt. In dem zweiten Teil wende ich mich der vonseiten der literarischen Antikognitivisten vorgebrachten Behauptung zu, welcher zufolge die Lieratur günsigstensfalls eine Hypothesen- und keineswegs eine Wissensquelle zu sein vermag. Ich hinterfrage diese These, indem ich die Anschauung erhärte, dass Hypothesen über eigene wertvolle erkenntnisbezogene Vorzüge verfügen können; all dies in der Hoffnung, kognitive Vorteile herzustellen, welche die Leserschaft aus der Literatur herausliest. (shrink)

Príspevok sa venuje problematike mýtu v závere dialógu Gorgias, v súvislosti s funkciou trestu v Platónových dialógoch. Gorgias je jedným z dialógov, ktoré sú kľúčové pre porozumenie problematike trestu. Zameraním pozornosti na záverečný eschatologický mýtus by sa mohlo zdať, že autor v súvislosti s daným otázkami zastáva nejednoznačné stanovisko. K protirečeniu dochádza na úrovni mythos – logos: na jednej strane je v celom priebehu dialógu prezentovaný nápravný účel trestu. V závere však nastáva obrat a Platónov eschatologický mýtus prezentuje na prvý (...) pohľad odlišné stanovisko. Je možné že mýtus odporuje Platónovej téze o nápravnom účele trestu a do popredia tu vystupuje jeho retributívny charakter? Alebo v skutočnosti k žiadnemu protirečeniu nedochádza a jednotlivé prvky dialógu sa navzájom dopĺňajú? Cieľom príspevku je demonštrovať, že zmena pohľadu na formu trestu a uvažovanie o treste ako o metóde elenchos by mohlo byť kľúčom k porozumeniu vzťahu mythos – logos v predmetnom dialógu. (shrink)

Príspevok sa venuje problematike mýtu v závere dialógu Gorgias, v súvislosti s funkciou trestu v Platónových dialógoch. Gorgias je jedným z dialógov, ktoré sú kľúčové pre porozumenie problematike trestu. Zameraním pozornosti na záverečný eschatologický mýtus by sa mohlo zdať, že autor v súvislosti s daným otázkami zastáva nejednoznačné stanovisko. K protirečeniu dochádza na úrovni mythos – logos: na jednej strane je v celom priebehu dialógu prezentovaný nápravný účel trestu. V závere však nastáva obrat a Platónov eschatologický mýtus prezentuje na prvý (...) pohľad odlišné stanovisko. Je možné že mýtus odporuje Platónovej téze o nápravnom účele trestu a do popredia tu vystupuje jeho retributívny charakter? Alebo v skutočnosti k žiadnemu protirečeniu nedochádza a jednotlivé prvky dialógu sa navzájom dopĺňajú? Cieľom príspevku je demonštrovať, že zmena pohľadu na formu trestu a uvažovanie o treste ako o metóde elenchos by mohlo byť kľúčom k porozumeniu vzťahu mythos – logos v predmetnom dialógu. (shrink)

Nakon pola stoljeća djelovanja Hrvatskog filozofskog društva nameće se potreba za sustavnim istraživanjem povijesti Društva. Takvo istraživanje trebalo bi se odvijati na tri razine: faktografskoj, kontekstualnoj i konceptualnoj. S obzirom na to da se planirano istraživanje nalazi u početnoj fazi, u ovom članku zadržat ćemo se na faktografskoj razini i pokušati na pregledan način podsjetiti na ključne momente u polustoljetnom djelovanju društva. Članak smo strukturirali na sljedeći način:– osnivanje i organizacijsko funkcioniranje HFD-a;– projekt Praxis ;– projekt Filozofska istraživanja;– projekt bioetičke (...) suradnje u jugoistočnoj Europi;– stalne manifestacije ;– godišnji simpoziji HFD-a;– nakladnička djelatnost;– nastava filozofske grupe predmeta u srednjim školama;– međunarodna suradnja HFD-a.The need to conduct systematic research on the history of the Croatian Philosophical Society has emerged after half a century of its activity. This kind of research should be carried out on three levels: factual, contextual, and conceptual. Given the fact that the mentioned research is only in its initial stage, this paper focuses on the factual level, trying to provide an organized overview of the key moments during the fifty-year-long history of the society. The structure of the paper is as follows:– the foundation and organizational functioning of the society;– project Praxis ;– project Filozofska istraživanja;– South-eastern Europe bioethics cooperation project;– annual scientific-cultural manifestations ;– annual symposiums of the Croatian Philosophical Society;– publishing activity;– teaching philosophy and related subjects in secondary schools;– international cooperation. (shrink)

Spis z naslovom Knjiga Lucija Cecilija izpovedovalcu Donatu o smrtih preganjalcev (De mortibus persecutorum) je ohranjen v enem samem rokopisu iz 11. stoletja, odkritem leta 1778 v samostanski knjižnici v Moisacu. Ob prvi objavi (1779) ga je Etienne Baluze pripisal krščanskemu piscu in učitelju retorike Laktanciju (ok. 250–ok. 325), najbolj znanemu po prvi celoviti obravnavi krščanske vere, spisu Božji nauk (Divinae institutiones), a kmalu so se pojavili dvomi o njegovem avtorstvu. Tako po formi kot po obravnavani temi, strahotnih koncih cesarjev (...) preganjalcev, ki jih je Bog strogo kaznoval za njihove zločine, spis v antični književnosti nima prave primere. Zato je bil deležen različnih opredelitev kot krščanski pamflet, Konstantinov panegirik, konstantinska propaganda ipd. Forma je izrazito retorična, vsebuje tudi elemente krščanskega in poganskega zgodovinopisja in hagiografije, zgleduje se po judovski in antični tradiciji, v njem so opazne sorodnosti z Drugo knjigo Makabejcev in Konstantinovim govorom Oratio ad sanctorum coetum. Po vrsti razprav in člankov za in proti Laktancijevemu avtorstvu, ko se je zdelo že, da dvomov ni več, je leta 2013 izšla knjiga Jeana Rougeja in Daniela de Deckerja z obnovljeno tezo, da je spis služil konstantinski propagandi in je nastal na pobudo cesarja, podkrepljeno s temeljito študijo drugih Laktancijevih del, in argumenti, oprtimi tudi na izsledke računalniško pripravljenih analiz. Zdi se, da vprašanje ostaja odprto. (shrink)

U odnosu filozofije i umjetnosti, metaforičko mišljenje ima poseban status. Od antičke retorike, metafora je bitna jezička figura. U prošlom stoljeću postaje modelom estetičkih i znanstvenih procesa spoznaje i stvaralaštva i teorijskih rasprava u znanosti o književnosti, filozofiji jezika i lingvistici, tj. o hermeneutičkim, jezičkoanalitičkim i strukturalističkim paradigmama. Zanimati će nas Grassijeva hermeneutika metafore. Dok Heidegger drži da je pretpostavka metaforičkog mišljenja tradicionalno razlikovanje osjetilnog i nadosjetilnog bića, tj. da pjesništvo nije metafora, Grassi ide drugim putom, zastupajući tezu da (...) je pjevanje pjesnika i sâmo povijesni bitak zapadnog čovjeka − tumačeći npr. ironički izraz u romantičara novim oblikom mišljenja. Slično Grassiju, i Ricoeur smatra da je Heideggerova upotreba metafore ipak važnija od onoga što usput govori protiv nje. (shrink)

The article deals with the explanatory relevance of the concept of stereotype in one of its original meanings - as a "mental image". This meaning of the term is the starting point for further differentiations, such as: between linguistic and behavioral stereotypes ; universal and particular stereotypes; self representative and introspective stereotypes; permanent and contemporary stereotypes; and finally, what is most important for our purposes, the difference between silent and audible stereotypes. These distinctions, along with the functions of stereotype, are (...) discussed in the first part of the paper. In the second part, the relations of silent and audible stereotypes are tested against the introduction of "innovative vocabularies" in popular lore. In other words, the explanatory power of this differentiation is checked through an analysis of unconventional motives in Serbian epic poems. The goal of the argument is to clarify the procedure of self creation of masculinity as a relevant feature of the "national character" through "tactic games" of silent and audible stereotypes. The examination of these "poetic strategies" serves a twofold purpose: to illustrate the process of constructing particular features of the "ethno type", on one hand, and to check hypotheses and models which are taken as frameworks in analyzing stereotypes, on the other. Predmet radja je ispitivanje znacaja pojma stereotipa i reafirmisanje ovog pojma u jednom od njegovih prvobitnih znacenja kao "slika u nasim glavama". Takvo shvatanje stereotipa u ovom tekstu je polaziste za diferencijacije u okviru samog fenomena: na jezicke stereotipe i stereotipe u postupanju i glasne stereotipe. Funkcije stereotipa i ove podele su, u najkracem, predmet razmatranja prvog delu teksta. U drugom delu teksta testiranje odnos izmedju nemih i glasnih stereotipa na nekoj vrsti "inovativnog vokabulara" u narodnom predanju. To drugim recima znaci da se u ovom delu teksta proverava funkcionalnost ovako diferenciranih stereotipa putem analize nekonvencionalnih motiva usmene knjizevnosti. Cilj je da se osvetli postupak samokreiranja jednog svojstva "nacionalnog karaktera" putem "takticke igre" izmedju nemih i glasnih stereotipa. Stoga je ispitivanje ovih poetickih strategija koliko u funkciji priblizavanja mehanizama izgradnje specificnih svojstava "etnotipa", odnosno u funkciji pokazivanja dispozitiva savremenih prica o "kolektivnom imidzu", toliko i u funkciji provere unapred naznacenih pretpostavki i zadatih modela u okviru kojih se ispituje fenomen stereotipa. (shrink)

U prvom delu ovog teksta autorka se bavi teorijskim i metodoloskim posledicama upotrebe pojma polja Pierrea Bourdieua u istrazivanju oblasti knjizevne proizvodnje. Ove posledice su ispitane kroz opozicije karakteristicne za tradicionalnu sociologiju umetnosti i knjizevnosti, izmedju sociologije i hermeneutike, internalisticke i eksternalisticke analize konteksta i teksta, sadrzaja i forme, socijalnog i estetskog. Drugi deo je posvecen analizi glavnih ideja Bourdieuove sociologije kulturne proizvodnje. Teorija knjizevnog polja koju predlaze Bourdieu, dopusta da se razume specificnost svojstava i zakona polja knjizevne proizvodnje. Ispituje (...) se u kojoj meri je ovaj sociolog modifikovao svoj metod analize da bi realno konstruisao polje proizvodjaca kulturnih dela, polje dela, kao i sistem odnosa koji se uspostavljaju izmedju ova dva skupa odnosa. (shrink)

Politicka istorija druge Jugoslavije neprekidno je bila sakralna, a domen sekularizacije obuhvatao je mahom samo umetnost. Informbiro i razlaz sa SSSR-om otvorio je put ka vecoj slobodi u stvaralastvu, napustajuci ideju o kontroli umetnosti u vidu socrealizma. Trece stanoviste o knjizevnosti zastupao je Vladan Desnica.

The paper examines the meanings of representations of Serbia, the Balkans and Europe at the time of encounter between Enlightenment and Romanticist traditions. The analysis starts from the assumption that the emergence of negative representations of South Eastern Europe cannot be discussed without placing it within the broader context of 18th and 19th century philosophy and literature and the consequences of new philosophical and literary ideas. Underlying the substantial change of the previously dominant paradigms that is expressed in the symbolic (...) division into 'West' and "East', there was a factual rather than symbolic division into an industrial and an agricultural Europe, whose boundaries coincided with the reference points of the symbolic distinction. Insisting on the importance of both analytic levels - the 'symbolic' and the 'factual' - the first section of the paper briefly outlines the development of symbolic geography in the context of 'Balkan' studies in the 1990s, as well as the failure of this genre and the constructivist paradigm in Serbian social theory. The second section is devoted to the discourses of conceptualizing broader communities in symbolic, linguistic, imagological, cultural, political, economic etc. terms, focusing on the beginnings of ideological and linguistic unification of South Slavs and their inclusion into the "enlightened Europe". By analyzing Vuk Stefanovia: Karadzix's writings, as well as correspondence, articles and commentaries referring to Vuk's work in the first half of the 19th century, the author takes the perspective of the past in order to identify the reasons for the failure of imagological and constructivist approach today. U ovom tekstu autorka istrazuje znacenja predstava o Srbiji, Balkanu i Evropi u vremenu susreta prosvetiteljske i romanticarske tradicije. Polaziste je u pretpostavci da se o pocecima negativnih predstava o jugoistocnom delu Evrope ne moze govoriti izvan sireg konteksta filozofije i knjizevnosti XVIII i XIX veka i posledica novih filozofskih i knjizevnih ideja. Sustinska pramena do tada vladajucih paradigmi, izrazena simbolickom podelom na 'Zapad'i 'Istok', u osnovi je imala manje simbolicku a vise fakticku podelu na industrijsku i zemljoradnicku Evropu, cije su se granice uglavnom poklapale sa referentnim tockama simbolicke distinkcije. Potencirajuci vaznost obaju nivoa u analizi, 'simbolickog 'i 'faktickog', prvi deo teksta odnosi se na sazeto predstavljanje razvoja simbolicke geografije u kontekstu studija o Balkanu devedesetih godina proslog veka, kao i na neuspeh ovog zanra i konstruktivisticke paradigme u srpskoj drustvenoj teoriji. Drugi deo teksta posvecenje diskursima osmisljavanja vecih zajednica na simbolickim, jezickim, imagoloskim, kulturnim, politickim, ekonomskim i dr. osnovama, sa fokusom na pocetke idejnog i jezickog ujedinjenja Juznih Slavena, kao i njihovog ukljucenja u prosvecenu Evropu. Analizom tekstova Vuka Stefanovica Karadzica, kao i prepiskama, clancima i komentarima koji su se odnosili na Vukov rad u prvoj polovini XIX veka, autorka iz perspektive proslosti pokusava da ukaze na razloge neuspeha imagoloskog i konstruktivistickog pristupa u savremenosti. (shrink)

Rasprava tematizira osnovne značajke ontologijskog prilaza umjetnosti u djelu Ivana Fochta, jednog od naših najvećih estetičara i ontologa umjetnosti. Problematskog je karaktera i obuhvaća četiri bitne teme njegova mišljenja: Istina i biće umjetnosti uvodi u središnju Fochtovu ˝pred-postavljenost˝, njegov ontologijski prosedê, pitanjem: Što je to biće umjetnosti?; Moderna umjetnost kao ontološki problem raspravlja problematiziranje ontoloških pitanja moderne umjetnosti i njezin promijenjeni status u bitku suvremenog svijeta: umjetnost više nije ˝Schein˝ nego ˝Sein˝ i spoznaje smisao bitka tako što ga pravi; Bit (...) književnosti ispituje ontološke pretpostavke književnog djela kao predmet specijalne ontologije umjetnosti : njezine ontološke ˝planove˝, mjesto među drugim umjetničkim vrstama i u modernoj umjetnosti; Bit glazbe suočava se s ˝tajnom glazbe˝: pitanje Što je glazba? jedno je od najtežih pitanja koja su se postavljala filozofiji umjetnosti; u glazbi, misli Focht, krije se odgovor na pitanje o tajni umjetnosti.The article places its interest on basic characteristics of ontological approach to artin the work of Ivan Focht, one of the greatest aestheticians and ontologists of art. Itconsists of four essential themes in his thought. The Truth and Being of art introducesus into central Focht’s »vor-stellung«, into his ontological procédé,with a question: ‘What is the being of art?’. Modern art as ontological problem discussesthe themes of ontological issues of modern art and its changed status in the Being of contemporary world; the artwork is no more Schein but Sein and it knows the meaning of Being by making it. TheEssence of Literature challenges ontological presuppositions of literary work , as an issue of special ontology of artwork – its ontological »landscapes«, its place amongother artistic forms and in modern art. The part Essence of Music confronts itselfwith »secret of music«; the question ‘What is Music?’ is one of the most complicatedquestions which were asked by philosophy of art. In the music, says Focht, is the hiddenanswer to the question on the secret of art itself. (shrink)

In seinem Aufsatz hebt der Verfasser hervor, dass Croces Asthetik weltweit eines der einflussreichsten Kulturphanomene war, was nicht nur fur die erste Halfte des 20. Jahrhunderts gilt, sondern ebenso fur spatere Reflexe und Erganzungen in der zweiten Jahrhunderthalfte. Die Crocerezeption in Kroatien in der ersten Halfte unserers Jahrhunderts geht in erster Linie auf Mihovil Kombols ganzlich croceanisch begrundetets Werk "Poviject hrvatske knjizevnosti do preporoda" (Geschichte der kroatischen Literatur bis zur Wiedergeburtsbewegung, 1945) zuruck, ferner auf den eher soziologistischen Zugang zur Literatur (...) von Antun Barac, ist zum uberwiegenden Teil aber Albert Haler als einem der grossten Propagatoren der croceanischen Philosophie zu verdanken. (edited). (shrink)

In the history of philosophy, Jean-Jacques Rousseau is mainly considered as an atypical philosopher of the Enlightenment, as a pioneer of the revolutionary idea of a free civilian state and natural law; in literary history, he is considered the forerunner of Romanticism, the writer who perfected the form of an epistolary novel, as well as a sentimentalist. However, this paper focuses on the biographical approach, which was mostly excluded in observation of those works revealing Rousseau as the originator of the (...) autobiographical novelistic genre. The subject of this paper is the issue of credibility of self-portraits, and through this problem it highlights the facts from the author?s life. This paper relies on a biographical approach, not in the positivistic sense but in the phenomenological key. This paper is mainly inspired by the works of the Geneva School theorists - Starobinski, Poulet and Rousset. Zan-Zak Ruso uglavnom je u istoriji filozofije promatran kao netipican filozof epohe prosvetiteljstva, kao zacetnik revolucionarnih ideja o slobodnoj gradjanskoj drzavi i prirodnom pravu; u istoriji knjizevnosti kao preteca romantizma, pisac koji je usavrsio epistolarnu formu romana i sentimentalista. Medjutim, u ovom radu fokus je na prenebregavanom biografskom pristupu onim delima u kojima se Ruso otkriva kao zacetnik autobiografskog romanesknog zanra. Preispitan je problem verodostojnosti autoportreta i kroz taj problem osvetljene su cinjenice iz autorovog zivota. Pristup u ovom tekstu oslonjen je na biografski, ali ne u pozitivistickom vec u fenomenoloskom kljucu. Osnovna inspiracija za tekst bili su radovi teoreticara zenevske skole - Starobinskog, Pulea i Rusea. (shrink)

Clanak nastoji da utvrdi identitet umetnickog dela u slikarstvu, muzici i knjizevnosti. Rasprava je po svom karakteru ontoloska. Posebna paznja posvecena je problemu falsifikata umetnickog dela u razlicitim umetnostima. Tu razlikujem dve vrste falsifikata: fake i forgery. Prva vrsta falsifikata postoji iskljucivo u umetnostima u kojima je umetnicko delo singularan fizicki objekat, takozvanim autografskim umetnostima, dok se druga vrsta falsifikata moze pojaviti i u drugim, alografskim, umetnostima, iako mnogo redje. Sa problemom falsifikovanja umetnickog dela usko je povezano pitanje mogucnosti redukovanja (...) umetnickog dela na formalni simbolicki sistem, koji bi predstavljao svojevrsnu definiciju umetnickog dela. Rasprava pokazuje da konzistentna analiza ontoloskog statusa umetnickog dela u razlicitim formama umetnosti, daje naizgled neintuitivne i iznenadjujuce rezultate. (shrink)

Svrha ovog rada bila je utvrditi učestalost sudjelovanja učitelja Glazbene kulture u različitim aktivnostima informalnog cjeloživotnog učenja te saznati njihovo mišljenje o važnosti i doprinosu navedenog razvoju vlastitih kompetencija potrebnih za poučavanje Glazbene kulture. Utvrđeno je da učitelji najviše sudjeluju u informalnim aktivnostima učenja koje ne zahtijevaju dodatno izdvajanje vremena te shodno tome rjeđe sudjeluju u aktivnostima koje zahtijevaju veću njihovu pažnju. Osjećaju se kompetentnima u izvođenju svih glazbenih aktivnosti koje se provode u nastavi Glazbene kulture. Nadalje, vide doprinos i (...) važnost sudjelovanja u aktivnostima informalnog učenja, no podijeljeni su u razmišljaju trebaju li posvetiti više dodatnog vremena aktivnostima informalnog učenja te kada razmišljaju o tome bi li njihova nastava bila jednako kvalitetna da ne primjenjuju nova znanja stečena informalnim učenjem. (shrink)

Glazba ima važnu ulogu za adolescente jer se u tom životnom razdoblju oblikuju osobni i društveni identiteti, ali izgrađuju i glazbene preferencije. U okviru ovoga rada provedeno je online anketiranje koje je obuhvatilo 200 sudionika, odnosno učenika osnovnih općeobrazovnih škola iz pet hrvatskih županija u dobi od 13 i 14 godina. Cilj istraživanja bio je doznati glazbene preferencije učenika te utječu li sociodemografske varijable i nastava glazbe na njihove preferencije. Djevojčice su iskazale nešto veću sklonost prema svim ponuđenim vrstama (...) glazbe, a posebice prema popularnoj glazbi. Sudionici čiji se roditelji bave glazbom značajno su skloniji umjetničkoj i popularnoj glazbi. Kada je u pitanju mjesto življenja, značajne razlike uočene su kod sklonosti rock glazbi koja je značajno viša kod sudionika iz grada. Sudionici koji procjenjuju da postoji utjecaj nastave glazbe i oni koji kod kuće slušaju skladbe s nastave značajno češće izvještavaju o interesu za umjetničku glazbu. Rezultati istraživanja ukazuju na potrebu većeg angažmana učitelja glazbe i roditelja u stjecanju glazbenih preferencija djece, posebice prema kvalitetnoj glazbi. Music plays an important role for adolescents since personal and social identities are formed during this period of life, but they also build musical preferences. Within this paper, an online survey was conducted, which included 200 respondents, i.e. primary school students from five Croatian counties aged 13 and 14. The aim of the research was to find out the musical preferences of students and whether sociodemographic variables and music teaching influence their preferences. The girls showed a slightly greater preference for all types of music offered, and especially for popular music. Respondents whose parents are involved in music are significantly more inclined to artistic and popular music. When it comes to place of residence, significant differences were observed in the preference for rock music, which is significantly higher among respondents from the city. Respondents who estimate that there is an impact of music teaching and those who listen to compositions from classes at home report an interest in art music significantly more often. The results of the research indicate the need for greater involvement of music teachers and parents in acquiring children’s musical preferences, especially towards quality music. (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)