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)

Hrvatski odgojno-obrazovni sustav se, kao i sustavi u drugim zemljama, u današnjem vremenu suočava s različitim izazovima – od porasta rizika u mentalnom zdravlju i vršnjačkog nasilja do nezadovoljstva učenika školom. U odgovaranju na te izazove potrebno je krenuti od kontekstualnih faktora, poput odnosa učenika i nastavnika. Budući da je brižan odnos nastavnika i učenika ključan preduvjet za cjeloviti razvoj učenika te njihov školski uspjeh, nužno je utvrditi prepreke koje mogu ugroziti razvoj takvog (...) odnosa. U dosadašnjim istraživanjima uočeno je kako učenici i nastavnici u određenim uvjetima različito percipiraju i doživljavaju brižnost nastavnika, što može onemogućiti razvoj njihove bliskosti i povezanosti. Stoga, cilj ovoga rada je prikazati, analizirati i interpretirati razlike u viđenjima brižnog ponašanja nastavnika iz perspektive učenika i nastavnika. Dok nastavnici svoju brižnost najčešće shvaćaju u kontekstu podrške koju pružaju učenicima u procesu učenja, učenici ju pak shvaćaju u osobnijem kontekstu i osjećaju bliskosti s nastavnikom. 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)

Brojni čimbenici koji utječu na oblikovanje glazbenih preferencija srednjoškolaca upućuju na zahtjevnu ulogu glazbenih pedagoga. Njihov je zadatak da kompetentnim i kreativnim glazbenim poučavanjem navedu učenike da s emocionalno konotacijskog pristupa započnu primjenjivati sintaktičku strategiju slušanja, s razvijenim analitičkim muzikološkim procesima, te postupno razviju glazbeni ukus s kvalitetnim estetskim sustavom vrijednosti. Istražujući odnos sociodemografskih varijabli i glazbenih preferencija učenika prvih i četvrtih razreda gimnazije i strukovne srednje škole potvrđene su razlike u poznavanju i preferencijama utvrđenih glazbenih stilova s (...) obzirom na spol, vrstu škole, dob i školski uspjeh. Kroz dobivene rezultate istraživanja aktualizirana je potreba za uvrštavanjem glazbene poduke u strukovnim školama, obrazovnim institucijama u kojima takvi sadržaji nisu zastupljeni, ali i potreba za programskim proširenjima kako bi mladi u svojoj formativnoj fazi uz izgradnju pozitivnog odnosa prema umjetničkoj glazbi razvijali i otvorenost te toleranciju prema različitim kulturama i supkulturnim fenomenima. The numerous factors affecting secondary school students’ musical preferences show how difficult the role of music educators is. Their task is to use competent, creative music teaching to lead students away from an emotional, connotative approach towards a syntactic strategy of listening, to develop analytical musicological processes, and to gradually develop their musical tastes with a highquality aesthetic value system. Research into the relationship between socio-demographic variables and musical preferences among students in year 1 and year 4 of gymnasiums and vocational schools has affirmed differences in knowledge of and preferences in attested musical styles according to sex, type of school, age, and academic performance. The results of this research indicate the need to include music instruction in vocational schools, educational institutions that lack music programmes, as well as the need to increase the breadth of existing music programmes so that young people in their formative years, in addition to building a positive relationship towards artistic music, develop openness and tolerance towards various cultures and subcultural phenomena. (shrink)

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz glazbu (...) i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about (...) music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

Cilj istraživanja bio je ispitati iskustva stresa kod odgojitelja i nastavnika tijekom COVID-19 pandemije te ispitati prediktivnu vrijednost nekih osobnih obilježja odgojitelja/nastavnika, izvora stresa, strategija suočavanja i socijalne podrške u objašnjenju doživljaja stresa, sagorijevanja na poslu i nade u budućnost. Online upitnik primijenjen je na uzorcima od 491 nastavnika i 316 odgojitelja. Rezultati su pokazali da su odgojitelji i nastavnici najvišu razinu stresa doživljavali tijekom prvog vala pandemije korona virusa te da je razina doživljenog stresa tijekom pandemije (...) veća nego prije pandemije. Odgojitelji uobičajene izvore stresa doživljavaju snažnijim nego specifične izvore stresa vezane za pandemiju korona virusa, dok je kod nastavnika obrnuto. Osobna obilježja odgojitelja/nastavnika, izvori stresa, strategije suočavanja i socijalna podrška povezani su s razinom stresa i sagorijevanjem na poslu te nadom u budućnost, ali se prediktivna vrijednost odnosno značajni prediktori razlikuju ovisno o kriteriju i skupini ispitanika. Rezultati ukazuju na pozitivan doprinos samoefikasnosti, strategija suočavanja i socijalne podrške u doživljaju stresa kod odgojitelja i nastavnika tijekom pandemije korona virusa. (shrink)

Ovaj članak specificira mjesto Hipokratove zakletve u programu bioetičkog obrazovanja na profesionalnim fakultetima gdje se obrazuju budući medicinski i zdravstveni radnici. Predstavljena konceptualizacija sadržaja i opisana metodologija rada pokazuje kako se sadržaji curriculuma, kojima dominiraju povijesne činjenice, aktualiziraju uporabom znanja što su ih studenti usvojili ranije, te problematiziraju aktivnim uključenjem studenata u prikupljanju nove informacije relevantne za sadržaj, a onda koriste usvojeno znanje kako bi riješili konkretni bioetički predmet ili problem. Ponuđena aktivnost studenata i nastavnika ima svrhu pokazati suradnički (...) odnos između njih, te komunikaciju u kojoj studenti i nastavnici međusobno preuzimaju zadatke u realizaciji sadržaja curriculuma. (shrink)

U novije vrijeme smatra se da učitelji imaju ključnu ulogu u suočavanju s problemom vršnjačkog nasilja, a za kvalitetne intervencije važna je kompetentnost učitelja. Cilj ovog istraživanja je ispitati odnos kompetentnosti i percipirane ozbiljnosti nasilne situacije u predviđanju intervencija učitelja u slučajevima vršnjačkog nasilja. Istraživanje je provedeno na nacionalno reprezentativnom uzorku učitelja osnovnih škola u Republici Hrvatskoj, prosječne dobi 43 godine. Za prikupljanje podataka, uz upitnik sociodemografskih karakteristika, korištene su Vinjete te Skala samoprocjene kompetentnosti za rad učitelja na problemima (...) vršnjačkog nasilja. Uz analizu temeljnih odrednica kompetentnosti utvrđeno je da će učitelji koji su kompetentniji procjenjivati nasilje ozbiljnije od svojih manje kompetentnih kolega, a oni koji nasilje percipiraju ozbiljnije češće će i intervenirati. Rezultati pokazuju da kompetentnost ima značajnu prediktivnu ulogu u predviđanju intervencija, a u tom odnosu ozbiljnost nasilja ima moderatorski efekt. Najnižu vjerojatnost intervencije imaju učitelji s niskom kompetentnosti i niskom percepcijom ozbiljnosti nasilja, a najvišu vjerojatnost intervencije imaju učitelji koji imaju visoke razine kompetentnosti i procjenjuju nasilje ozbiljnim. Uz temeljno određenje kompetentnosti, ovaj rad nudi i relevantne smjernice za edukaciju učitelja. In recent times, teachers are considered to play a key role in dealing with the problem of peer violence and their competence is very important for quality interventions. The aim of this study was to examine the relationship between competence and perceived severity of a violent situation in predicting teacher intervention in cases of peer violence. The research was conducted on a nationally representative sample of primary school teachers in the Republic of Croatia, average age 43 years. In addition to the socio-demographic characteristics questionnaire, data was collected via Vignettes and the Self- Assessment Competence Scale for Teachers’ Work on Peer Violence Problems. In addition to the analysis of the basic determinants of competence, it was found that teachers who are more competent will assess violence somewhat more seriously than their less competent colleagues, and those who perceive violence more seriously will also intervene more often. The results show that competence has a significant predictive role in predicting interventions, and in this respect the severity of violence has a moderating effect. Teachers with low competence and low perception of the severity of violence have the lowest probability of intervention, and teachers with high levels of competence who assess violence as serious have the highest probability of intervention. (shrink)

The numerous factors affecting secondary school students’ musical preferences show how difficult the role of music educators is. Their task is to use competent, creative music teaching to lead students away from an emotional, connotative approach towards a syntactic strategy of listening, to develop analytical musicological processes, and to gradually develop their musical tastes with a highquality aesthetic value system. Research into the relationship between socio-demographic variables and musical preferences among students in year 1 and year 4 of gymnasiums and (...) vocational schools has affirmed differences in knowledge of and preferences in attested musical styles according to sex, type of school, age, and academic performance. The results of this research indicate the need to include music instruction in vocational schools, educational institutions that lack music programmes, as well as the need to increase the breadth of existing music programmes so that young people in their formative years, in addition to building a positive relationship towards artistic music, develop openness and tolerance towards various cultures and subcultural phenomena. (shrink)

In recent times, teachers are considered to play a key role in dealing with the problem of peer violence and their competence is very important for quality interventions. The aim of this study was to examine the relationship between competence and perceived severity of a violent situation in predicting teacher intervention in cases of peer violence. The research was conducted on a nationally representative sample of primary school teachers in the Republic of Croatia, average age 43 years. In addition to (...) the socio-demographic characteristics questionnaire, data was collected via Vignettes and the Self- Assessment Competence Scale for Teachers’ Work on Peer Violence Problems. In addition to the analysis of the basic determinants of competence, it was found that teachers who are more competent will assess violence somewhat more seriously than their less competent colleagues, and those who perceive violence more seriously will also intervene more often. The results show that competence has a significant predictive role in predicting interventions, and in this respect the severity of violence has a moderating effect. Teachers with low competence and low perception of the severity of violence have the lowest probability of intervention, and teachers with high levels of competence who assess violence as serious have the highest probability of intervention. (shrink)

The aim of this research was to see if there is a difference in the psychological resilience and quality of life of pupils attending elementary school and pupils attending both elementary school and elementary music school. The research also examined the potential gender differences in the results with respect to the school the pupils attended. The research included pupils of comparable age – those in the final years of elementary school and in the final years of elementary music school. The (...) convenience sample consisted of a total of 218 pupils. Ungar’s Child and Youth Resilience Measure was used, as well as the Croatian version of the Kidscreen Questionaire-52. The results are presented through descriptive statistics and processed by a two-way analysis of variance. The results show that pupils who attend both elementary school and elementary music school are more resilient with better life adjustment than pupils who attend only elementary school. There were no gender differences with respect to the school that the pupils attended. The results of the research show engagement in music as a potential protective factor in the development of psychological resilience and life adjustment in children. (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)

Allowing pupils to choose the content of their learning is an important step towards individualized development. Despite the need proclaimed by society for the development of competences in STEM area, educational cycles in this field are the least represented in the Croatian general education curriculum. This research was conducted in order to gain insight into pupils’ interests in the contents of technical culture and for school activities. The research was conducted on a stratified sample of primary school pupils in Croatia (...) aged 11 to 15 years. The analysis of the research results showed that the activities from ICT, robotics, programming and woodworking are the most attractive. When it comes to school activities, pupils most prefer sports activities, computer activities, experiments in science subjects and then technical activities. This result suggests that the school curricula needs to be redesigned so that pupils can develop according to their interests. Učenikova mogućnost izbora sadržaja učenja tijekom općeg obveznog obrazovanja važan je korak ka individualiziranom razvoju. Unatoč proklamiranim potrebama društva za razvojem kompetencija u tzv. STEM području, u hrvatskom su obrazovnom sustavu aktivnosti iz ovog područja najmanje zastupljene u kurikulumu općeg obrazovanja. Stoga je provedeno istraživanje interesa učenika za izbornu nastavu tehničke kulture te za aktivnosti koje bi odabrali kad bi mogli birati što će u školi učiti i raditi. Istraživanje je provedeno na stratificiranom uzorku učenika osnovnih škola u Hrvatskoj u dobi od 11. do 15. godine života. Analizom rezultata istraživanja ustanovljeno je da su aktivnosti iz IKT-a, robotike, programiranja i modelarstva najatraktivnija područja za izbornu nastave tehničke kulture. Kad je riječ o aktivnostima u školi, učenici bi najradije odabrali sportske aktivnosti, a potom slijede informatičke, prirodoznanstvene i tehničke aktivnosti. Ovakav nalaz ukazuje na nužnu preobrazbu školskog kurikuluma koji će učenicima omogućiti razvoj u skladu s njihovim interesima. (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)

In this paper the author is attempting to establish the relationship - or the lack of it - of the Critical Theory to the "Jewish question" and justification of perceiving signs of Jewish religious heritage in the thought of the representatives of this movement. The holocaust marked out by the name of "Auschwitz", is here tested as a point where the nature of this relationship has been decided. In this encounter with the cardinal challenge for the contemporary social theory, the (...) particularity of the Frankfurt School reaction is here revealed through Adorno installing Auschwitz as unexpected but lawful emblem of the ending of the course that modern history has assumed. The critique of this "fascination" with Auschwitz, as well as certain theoretical pacification and measured positioning of the holocaust into discontinued plane of "unfinished" and continuation and closure of the valued project, are given through communicative-theoretical pre-orientation of J?rgen Habermas?s Critical Theory and of his followers. Finally, through the work of Detlev Claussen, it is suggested that in the youngest generation of Adorno?s students there are signs of revision to once already revised Critical Theory and a kind of defractured and differentiated return to the initial understanding of the decisiveness of the holocaust experience. This shift in the attitude of the Critical Theory thinkers to the provocation of holocaust is not, however, particularly reflected towards the status of Jews and their tradition, but more to the age old questioning and explanatory patterns for which they served as a "model". The question of validity of the enlightenment project, the nature of occidental rationalism, existence of historical theology and understanding of the identity and emancipation - describe the circle of problems around which the disagreement is concentrated in the social critical theory. U ovoj studiji autor nastoji da ustanovi odnos - ili manjak odnosa - Kriticke teorije drustva prema "jevrejskom pitanju", te opravdanost uvidjanja eventualnih tragova jevrejskog religijskog nasledja u misljenju njenih predstavnika. Pritom se holokaust, amblematicki naznacen u imenu "Ausvic" iskusava kao tacka na kojoj se odlucivalo o karakteru tog odnosa. U tom susretu sa kardinalnim izazovom za savremenu drustvenu teoriju, posebnost reakcije Frankfurtske skole izlaze se preko Adornovog instaliranja Ausvica u neoCekivano ali zakonito znamenje kraja onog toka koji je moderna istorija poprimila. Kritike ove "opcinjenosti" Ausvicom, kao i izvesna teorijska pacifikacija i odmereno smestanje holokausta u diskontinuiranu ravan jednog "nedovrsenog" i nastavljanja i dovrsenja vrednog projekta, date su kroz komunikativno teorijsku preorijentaciju Kriticke teorije Jirgena Habermasa i nastavljaca. Najzad se preko dela Detlefa Klausena sugerise da u najmladjoj generaciji Adornovih ucenika postoje signali revizije jednom vec revidirane Kriticke teorije i jednog prelomljenog i diferenciranog povratka izvornim uvidima u odlucnost iskustva holokausta. Ova mena u stavovima Kritickih teoreticara drustva prema provokaciji holokausta se, medjutim, ne ogledu u nekakvoj partikularnoj usmerenosti na status Jevreja i njihove tradicije, vec radije u onim vec dugovekim nedoumenjima i eksplanatornim matricama za koja su posluzili kao "model". Pitanja validnosti projekta prosvetiteljstva prirode okcidentalne racionalnosti, postojanja istorijske teleologije i razumevanja koncepcija identiteta i emancipacije - opisuju onaj problemski krug oko kojega se, i kada je o holokaustu rec, koncentrisu nesaglasja Kriticke teorije drustva. (shrink)

U ovom radu predstavljena su mišljenja i stavovi nastavnika matematike o ispitima iz matematike na Državnoj maturi u Hrvatskoj. Cilj rada bio je ispitati mišljenja nastavnika o prikladnosti srednjoškolskih udžbenika matematike za pripremu učenika za ispite državne mature, općim zahtjevima ispita, ocjenjivanju i bodovanju na ispitima te o uspjehu učenika. Istraživanje je provedeno putem upitnika na prigodnom uzorku od 308 nastavnika matematike koji poučavaju u srednjim školama u Hrvatskoj. Rezultati pokazuju da nastavnici matematike školske udžbenike (...) ne smatraju prikladnima za pripremu učenika za ispit više razine. Nastavnici smatraju da je vrijeme predviđeno za ispit više razine nedovoljno. Većinom su zadovoljni rezultatima svojih učenika, no neopredijeljeni su po pitanju kriterija i bodovanja na maturi. Nastavnici strukovnih škola u većoj su mjeri nezadovoljni zahtjevima i postavkama državne mature u odnosu na gimnazijske nastavnike. Rezultati ovog empirijskog istraživanja mogu poslužiti kao polazište za ponovno razmatranje općih zahtjeva državne mature iz matematike nakon više od deset godina nakon njezina uvođenja. (shrink)

Danas su nastavnici suočeni s brojnim izazovima, posebice u Hrvatskoj u kojoj je u tijeku provođenje opsežne reforme obrazovanja. Reforma obrazovanja stavila je u prvi plan drugačiju paradigmu procesa podučavanja i učenja koja zahtijeva od nastavnika neka nova znanja i vještine. Studije i analize pokazale su kako su upravo nastavnici najvažniji faktor ostvarenja obrazovnih ciljeva učenika. Pored stručnih kompetencija, za razvoj znanja, umijeća i stavova učenika od velike su važnosti i pedagoško-psihološko-didaktičko-metodičke kompetencije nastavnika. U ovom se radu (...) uz pomoć podataka prikupljenih upitnikom na uzorku od 115 studenata željelo detektirati u kojoj su mjeri studenti dviju visokoškolskih institucija – Fakulteta hrvatskih studija i Hrvatskog katoličkog sveučilišta – zadovoljni inicijalnom nastavničkom naobrazbom te smatraju li je pogodnom i dovoljnom za izazove koje nosi njihovo buduće zanimanje. Rezultati provedenog istraživanja pokazuju da su studenti u prosjeku zadovoljni kvalitetom studija i nastavničke naobrazbe te da preferiraju postojeći model stjecanja pedagoških kompetencija uz predmetni studij. Rezultati istraživanja analizirani su u kontekstu ispitivanja potrebe za sadržajnim i praktičnim osmišljavanjem novog načina stjecanja nastavničkih kompetencija, odnosno dorađivanjem ili proširivanjem studija nastavničke naobrazbe. 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)

Članak predstavlja komentarski prikaz glavnih tema knjige Wu Xiaominga, Filozofija i Zhexue. Put k drugome i natrag te diskusiju o pojmu tzv. ‘druge’, ne-evropske filozofije, o njegovu sistematskom mjestu između povijesti filozofije, kulturne antropologije i postkolonijalne teorije diskursa. Nastojanje autora da pomoću Derridinog pojma différance i kineskog dao revolucionira hijerarhijski odnos interpretirajućeg i interpretiranog intelektualnog nasljeđa vrednuje se u članku kao genuino filozofsko nasuprot kulturno-antropološkim pristupima filozofiji, što je suprotno negiranju kineske filozofije od sâmog Derride. Usporedno s glavnim tekstom, (...) u pratećem aparatu, članak donosi pregled i komentare novije, interdisciplinarne literature, zapadne i kineske, o tematici komparativizma i njegovim osnovama u filozofiji, humanističkim i egzaktnim znanostima.The article gives a detailed review and commentary on the main topics in the book Philosophy and Zhexue. The Way To the Other and Back by Wu Xiaoming and a discussion about the very notion of the so-called ‘other’, non-European philosophy, its systematic place between history of philosophy, cultural anthropology and post-colonial discourse theory. The effort by Xiaoming to revolutionize, by means of Derridean différance and Chinese dao, the hierarchical pattern in the relation between the interpreting and the interpreted intellectual heritage has been estimated as genuinelly philosophical and different from cultural anthropological approaches, which is even contrary to late Derrida’s denial of Chinese philosophy. Parallel to the discussion in the main text, the article provides a survey with commentaries of recent cross-disciplinary publications, both Western and Chinese, in related issues such as comparativism in philosophy, in human and exact sciences, including Chinese authors. (shrink)

Autor tvrdi da je odnos između jusnaturalizma i pravnog pozitivizma višeslojan te da je isključujuć u samo jednom pogledu. Kako bi to pokazao, raspravu započinje razlikovanjem triju shvaćanja prirodnog prava i pravnog pozitivizma, tj. kao ideologija, teorija i načina izučavanja prava. Potom ukazuje na to da su jusnaturalizam i pravni pozitivizam suprotni samo kao ideologije. Konačno, autor upozorava na brzoplete karakterizacije pojedinih autora kao jusnaturalista ili pravnih pozitivista – njihova karakterizacija, na kraju, ovisi o tome ocjenjujemo li njihovu ideologiju, (...) teoriju ili metodologiju. | Ovaj je prijevod objavljen prvotno u knjizi: Norberto Bobbio, Eseji iz teorije prava. (shrink)

Od svih suvremenika Praxisa, koji je nesumnjivo najsnažnija pojava u novijoj povijesti filozofije i kulture na ovim prostorima, Blaženku Despot treba smatrati onom izuzetnom osobnošću koja, ni formalno niti konceptualno, ne pripada tom krugu, iako s njime dijeli problematsku suštinu prijepora kojim se svi oni u to doba intenzivno bave. Ona, kao i Praxis , oštro i bespoštedno kritizira »socijalističku zbilju«, ali pritom ide dalje, propitujući i promišljajući odnos misaonih, idejnih izvora na koje se »realizacija socijalističke zbilje« poziva, kao (...) i kvalitetu, domet i istinitost same realizacije. Tako su u žarište njezinih preokupacija postavljeni misaoni korpus Hegela i Marxa, njihove razlike i istovjetnosti, granice i nepotpunosti u odnosu na povijesnu zakrivljenost našeg vremena. Poduzimajući filozofsku analizu tzv. društvenih pojava ona poduzima suočavanje »socijalističke stvarnosti« s idejama njezinih marksističkih uzora. Stoga poduzima »ponovno čitanje Hegela«, koje znači i ponovno čitanje Marxa, naročito na onim mjestima na kojima ih je »socijalistička stvarnost«, kao i cjelokupna povijest, potpuno demantirala, a to je područje humanističkog dometa emancipacije žena. Otvarajući među prvima u nas upravo ovo teorijsko-filozofsko polje, Blaženka Despot slijedi svjetske trendove teorije i filozofije feminizma, u čemu je ostavila ne samo neizbrisivi trag doprinosu produbljavanja filozofije slobode nego je u nas postavila temelje feminističke filozofije.Blaženka Despot should be regarded as an extraordinary person among all Praxis’s contemporaries, because she was concerned with the same themes, although she did not belong to the group, neither formally nor conceptually. She, like the philosophers closely associated with Praxis , harshly and without pity criticizes the so called “socialist reality”, but goes on even further to examine and rethink the conceptual foundations on which it is based, as well as its quality, range and truthfulness of the whole project. Therefore, Hegel and Marx lie in the very centre of her interest – the differences and similarities between them, and their limitations and insufficiencies regarding the historical context of our times. Putting effort into the philosophical analysis of social phenomena , she puts “socialist reality” and the ideas of its Marxist role-models side by side. Thus, she “re-reads Hegel”, and thereby also unavoidably Marx, in the context completely neglected by both “socialist reality” and the entire history of ideas – in the context of humanistic emancipation of women. Opening that theoretic-philosophical field of investigation, Blaženka Despot follows the world trends in theory, including also dealing with the philosophy of feminism, where she left an indelible mark concerning her efforts to deepen the “philosophy of freedom” and to establish feminist philosophy in Croatia. (shrink)

Tema teksta bit će odnos određenih psihoanalitičkih učenja i suvremenih new age teorija i tehnika, pri čemu se popularnost i raspostranjenost new age tehnika može dovesti u vezu s opadanjem značaja psihoanalitičkih terapijskih tehnika. New age će biti doveden u vezu s Jungovim naslijeđem i idejom razaranja Ja kako bi se porodilo sebstvo što je vezano uz zahtjev new agea za osobnom preobrazbom preko izmijenjenih stanja svijesti. Freuda se unutar new agea općenito tumači kao vrhunac zapadnjačke racionalnosti, kao krajnju (...) supremaciju racionalnog mišljenja koje je u svom prosvjetiteljskom zanosu krenulo racionalizirati i posljednju stvar, to jest – nesvjesno. Freud, za razliku od new agera, ipak, polaže nade u vladavinu svijesti i očuvanje svjesnog dijela ličnosti ili čvrstoću ega kao temelja ili jamca duševnog zdravlja, kao i očuvanje stroge granice koja dijeli svjesno i nesvjesno. The theme of this essay is the relation of certain psychoanalytic theories and contemporary new age theories, and it is implied that the all-pervasiveness of the new age techniques can be brought into the context of the diminishing power of psychoanalysis. The new age movement will be considered together with Jung’s heritage and the idea of the shattered ego which is a prerequisite for the birth of the self, which is linked to the demand of the new age – that of personal transformation through modified states of consciousness. Within the new age, Freud is generally considered as the apogee of Western rationality, as the apogee of rational thinking which in its enlightenment vein, strove to rationalize the last of all things- the unconscious. Freud, in difference from the new agers, relies on the reign of the conscious part of the personality, or firmnes of the ego as the foundation or guarantor of mental health, as well as keeping a sharp boundary between the conscious and the unconscious. (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)

Analiza Hegelovog djela "Filozofija prava", posebno Uvoda , otvara temeljnu mogućnost da mišljenje modernog praksisa i zasnivanje filozofije praktičkog zadobije punu filozofsku legitimaciju iz cjelovitog koncepta fenomenologije ljudske volje. Polazimo od uvjerenja da je kod Hegela na djelu nacrt svojevrsne povijesti iskustva postojanja ljudske volje. Hegelovo razvijanje stava o povijesnosti volje, koja se odvija kroz povijesno napeti odnos forme i sadržaja volje, kroz evoluciju forme volje u momentima općosti, posebnosti i pojedinačnosti, napokon kroz diferenciju principa blaženstva i principa slobode, (...) daje filozofski legitimnu osnovu za razumijevanje i utemeljenje modernog stava pluralizma kao praktičko-filozofskog, etičko-filozofskog, svjetonazorskog i političkog pojma.Die Analyse von Hegels Werk Grundlinien der Philosophie des Rechts, und insbesondere derVorrede eröffnet die Möglichkeit, dass dem Denken der modernen Praxis und der Begründungder praktischen Philosophie aus dem gesamten Konzept der Phänomenologie desmenschlichen Willens heraus eine volle philosophische Legitimierung verliehen wird. Wir gehenvon der Überzeugung aus, dass bei Hegel das Konzept einer einzigartigen Geschichte der Erfahrungder Entstehung des menschlichen Willens am Werk ist. Hegels Entwicklung des Standpunktes vonder Geschichtlichkeit des Willens, die durch das historisch angespannte Verhältnis zwischen derForm und dem Inhalt des Willens, durch die Evolution der Form des Willens in Momenten der Allgemeinheit,Besonderheit und Einzelheit, schließlich aber auch durch die Differenzierung des Prinzipsder Seligkeit und des Prinzips der Freiheit vonstatten geht, bildet eine philosophisch legitimeGrundlage für das Verstehen und Begründen der modernen Auffassung vom Pluralismus als praktisch-philosophischer,ethisch-philosophischer, weltanschaulicher und politischer Begriff. (shrink)

Cilj je slušanja glazbe u školi oblikovati kulturno-umjetnički svjetonazor učenica i učenika te doprinijeti njihovom estetskom odgoju. U hrvatskim osnovnim školama realizira se prema tzv. standardnom modelu kojemu je težište na spoznajnoj dimenziji. Kako bi se povećali pozornost, motivacija, slušalačke navike i prihvaćanje umjetničke glazbe, predlaže se spoznajno-emocionalni pristup koji višemodalno povezuje glazbene i izvanglazbene sadržaje. Cilj istraživanja bio je usporediti utjecaje spoznajno-emocionalnog i standardnog pristupa u nastavi glazbene kulture na spoznajni i emocionalni aspekt slušanja glazbe. Sudjelovalo je 557 (...) učenika i učenica iz 30 petih razreda. Slušali su Hačaturjanovu Maskaradu, Beethovenovu Wellingtonovu pobjedu, Rimski Korsakovljevu Šeherezadu i Fauréovu Pavanu te odgovarali na pitanja vezana za spoznajni i emocionalni aspekt slušanja glazbe. Petnaest razreda imalo je nastavu po standardnom, a 15 razreda po spoznajno emocionalnom pristupu. U spoznajnom aspektu odgovori učenika i učenica uglavnom se nisu razlikovali. U emocionalnom aspektu, u Šeherezadi i Pavani nešto su intenzivnije doživljavane dominantne emocije kada je bio primijenjen spoznajno-emocionalni pristup. 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)

Rezultat Kantove refleksije o tradicionalnom pojmu istine kao sukladnosti spoznaje ili pojma ili subjekta s predmetom ili objektom – da nema ni općeg materijalnog ni općeg formalnog kriterija istine koji bi bio dostatan – vodi kritičkome uvidu da smo upućeni na smatranje istinom i da ostajemo na tome, a da se ono pokazuje na tri načina: ili kao mnijenje ili kao vjerovanje ili kao znanje. Dakle, ne tek s Hegelom nego i prema Kantu, pojmilo se da sud nije »pogodan« da (...) »izrazi« istinu, nego da je sud – shvaćen kao objektivno važeći odnos koji smo mi izgradili – ono što smatramo istinitim. Ono što je i frapantno i nenadmašno aktualno u ovom nalazu jest prije svega jedinstven položaj i težina znanja koje, prema Kantu, također predstavlja jedan modus smatranja istinom, i to ne onaj – čovjeku nedostupan – u kojemu bismo mogli biti neupitno sigurni u istinu. Tako se kritička filozofija nipošto ne ispunjava jedino u uvidu da se egzistencija može »pokupiti« iz pojma, nego i u ništa manje fundamentalnom uvidu da se iz egzistencije pojma može jednako tako malo toga zaključiti. (shrink)

Polazeći od situacije u kojoj se sve više uviđa da bismo morali mijenjati naš odnos prema prirodi, može biti značajno postaviti pitanje – može li Whiteheadova filozofija prirode, koja predstavlja jedan izuzetan i izniman misaoni sustav, cjelovitu teoriju prirode, pomoći u nastojanju da se ponovno zadobije pojam prirode u mišljenju? U tome smislu, ovdje se u najopćenitijim naznakama razmatraju neki temeljni pojmovi i karakteristike Whiteheadove filozofije prirode.Ključni pojmovi Whiteheadove filozofije prirode su: ‘proces’, ‘organizam’ i ‘aktualni entitet’. Stvarnost je proces (...) koji istovremeno predstavlja i subjekt kao koordinirajući princip jedinstva. Proces se sastoji od događaja koji se nalaze u dinamičkom međuodnosu. U prvom planu ove teorije prirode koja, drugačije i od Aristotela ali i od Descartesa, ‘prirodno’ misli u njegovoj organizmičkoj kvaliteti, nalazi se vrijeme a ne supstancija. Whiteheadova filozofija prirode, kao empirijsko-pragmatična metafizika, polazi od kauzaliteta i teleologije kao dva različita aspekta jedinstvenog procesa. U prirodi je na djelu komplementarni odnos kauzaliteta i teleologije, determinizma i slobode. Aktualni entiteti posjeduju svoju unutarnju, teleološku dinamiku koja je ograničena kroz njihovu relaciju s ukupnim Univerzumom.U kategorijalnom pojmu ‘aktualni entitet’ Whiteheadova filozofija nudi koncept za formuliranje jedinstva između fizičkih i psihičkih fenomena stvarnosti. Priroda i duh, tijelo i svijest, fizičko i psihičko, ne nalaze se u odnosu dihotomije. Ljudski i ne-ljudski život ne dijeli nikakva apsolutna granica. U metafizičkom i kozmološkom pogledu, Whiteheadova filozofija prirode, u svom nastojanju da se osigura kozmičko jedinstvo prostorne i vremenske dimenzije svijeta, prirode i povijesti, duha i materije, koncipirana je panteistički.In the situation in which necessity of changing our attitude towards the nature is becoming increasingly obvious, it could be important to ask the following question – is Whitehead’s natural philosophy, which represents one remarkable and outstanding system of thought, one integral natural philosophy, capable of giving assistance in our attempt of regaining the notion of nature in thought? Thereby, some grounding terms and characteristics of Whitehead’s natural philosophy are discussed here in a manner of a broad sketch.Grounding terms of Whitehead’s natural philosophy are: ‘process’, ‘organism’, and ‘actual entity’. Reality is the process which at the same time represents a subject as a coordinative principle of unity. Process is compiled out of the events which are in a dynamic interrelationship. In a focus of this theory of nature, which in contrast to Aristotle and Descartes thinks of ‘nature’ in its organismic quality, is time not the substance. Whitehead’s natural philosophy, being the empirical-pragmatical metaphysics, starts from causality and teleology as two different aspects of the unique process. Complementary process of causality and teleology, determinism and freedom, have an effect on nature. Actual entities posses their inner, teleological dynamics which is limited through their relation with the Universe in total.In categorial term ‘actual entity’ Whitehead’s philosophy offers the concept for formulating the unity between physical and psychical phenomena of the reality. Nature and spirit, body and conscience, physical and psychical, are not in the relation of dichotomy. Human and non-human life are not divided by any absolute boundary. In metaphysical and cosmological outlook, Whitehead’s natural philosophy in its attempt of providing the cosmic space–time unity of the world, nature and history, spirit and matter, is outlined as pantheistic. (shrink)

The main goal of this research was to investigate and analyze the role, representation and ways of realization of school curricula in the period from 1951 to 2019 in the Republic of Croatia using a historical-comparative analysis of curricula, specifically primary school curricula. According to the obtained results, the authors conclude that the importance, role and activities of the school curriculum differ in different eras and within different reform attempts. The analysis of curriculum documents shows that the activities and contents (...) of the school curriculum aim to contribute to individualization and flexibility of opportunities, according to the needs and interests of students, connecting the family home and local and wider community with the school environment, encouraging creativity, interdisciplinarity, togetherness, acquiring generic competencies and improving educational competencies. Based on the obtained results and the foundations of contemporary education the authors proposed guidelines for contemporary school curricula. (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)

Autor pita može li se intencionalnost opisati kao unutarnji ili kao izvanjski odnos. Nakon što je pokazao da je nemoguće reducirati intencionalnost na puke izvanjske odnose, on naglašuje da nije moguće niti pojmiti ju ekskluzivno kao unutarnji odnos. Nema intencionalnog unutarnjeg odnosa bez njegova konteksta izvanjskih odnosa koji mu dopuštaju da djeluje. Autor pokušava pokazati primjer za to analizirajući problem determiniranja intencionalnosti kao povezane s anticipativnom strukturom intencionalnosti, s posebnom pozornošću, s jedne strane, prema stvari ambigviteta, te s (...) druge strane, prema onoj nemogućnosti. On pokušava pokazati da sposobnost intencionalnosti da sebe determinira ovisi o uvjetima koji pripadaju okolnostima. Njegova demonstracija je na liniji s nekom vrstom eksternalizma u filozofiji uma.The author asks whether intentionality could be described as an internal or an external relation. Afterhe has shown that it is impossible to reduce intentionality to mere external relations,he emphasizes that it is not possible either to consider it to be an internal relation exclusively.There is no intentional internal relation without its context of external relations that permit it towork. The author tries to make a case for that by analyzing the problem of the determination of intentionalityas related to the anticipative structure of intentionality, with special attention on theone hand to the issue of ambiguities and on the other hand to the one of impossibilities. He tries toshow that the ability for the intentionality to self-determine depends on conditions which pertain tocircumstances. His demonstration is in line with some kind of externalism in the philosophy of mind. (shrink)

Filozofi se nisu mnogo bavili vezom između filozofsko-psiholoških stanovišta Franca Brentana i Vilijama Džejmsa. Ona je svakako istorijski interesantna pre svega zbog uticaja koji su njihova stanovišta imala na Edmunda Huserla, ali je i filozofski značajna jer se preko nje može pokazati zašto u Džejmsovoj filozofiji duha nema korelata Brentanovom pojmu intencionalnosti koji označava relaciju mentalnih fenomena prema fizičkim. S obzirom na ovo određenje, relacija intencionalnosti, ukoliko za nju ima mesta u Džejmsovoj psihologiji, bila bi relacija u kojoj stoje korelati (...) ovih fenomena u Džejmsovoj analizi svesti. Pokazujem da postoji korelacija između Brentanovog određenja mentalnih fenomena i Džejmsovog određenja prelaznih segmenata svesti, s jedne strane, kao i između Brentanovog pojma fizičkih fenomena i Džejmsovog pojma supstantivnih segmenata svesti, s druge strane. Ispitujem da li odnos između prelaznih i supstantivnih delova ima osobine koje karakterišu intencionalni odnos. Pokazujem da to nije slučaj. Ključne reči intencionalnost; kontinuitet svesti; jedinstvo svesti; mentalni i fizički fenomeni; supstantivni i tranzitivni delovi iskustva;. (shrink)

Raspravu o pluralizmu u području filozofije autor otvara razlikovanjem institucionalne i supstancionalne razine filozofskog pluralizma. Dok se institucionalni pluralizam odnosi na vanjske uvjete i okolnosti mišljenja i obilježava otvorenost i neutralnost filozofskih institucija, supstancionalni pluralizam izražava odnos prema istini kao imanentnom cilju svakog mišljenja. U tom odnosu pluralizam gubi svaki smisao, jer se istina može pluralizirati samo u svojim aspektima, pa se, sukladno tome, i supstancijalni pluralizam može odraziti kao pluralizam perspektiva . Pluriperspektivizam se, u razlici prema relativističkom perspektivizmu, (...) pobliže određuje kao integrativni perspektivizam, odnosno kao interaktivno povezivanje perspektiva u metodološkom obrascu stvaranja orijentacijskog znanja. Paradigma orijentacijskog znanja, koja se artikulira u protuteži prema monoperspektivizmu novovjeke znanosti, postaje tako duhovnim obilježjem nove epohe. U članku se ekspliciraju kategorijalna razlikovanja "objektne i smisaone istine" , te s druge strane "uporabnog i orijentacijskog znanja" , kako bi se prijelom svjetskopovijesnih epoha mogao izraziti ne samo sredstvima teorije istine nego istodobno obrazložiti i na epistemološkoj razini.Die Diskussion über den Pluralismus im Bereich der Philosophie eröffnet der Autor mit der Unter-scheidung zwischen einer institutionalen und einer substantiellen Ebene innerhalb des philosophischenPluralismus. Während sich der institutionale Pluralismus auf die äußeren Bedingungenund Umstände des Denkens bezieht sowie die Offenheit und Neutralität philosophischer Institutionencharakterisiert, bringt der substantielle Pluralismus den Bezug zur Wahrheit als das immanenteZiel allen Denkens zum Ausdruck. In diesem Bezug verliert der Pluralismus jeglichen Sinn,da die Wahrheit nur in ihren Aspekten pluralisiert werden kann, sodass demgemäß der substantiellePluralismus nur als ein Pluralismus von Perspektiven vertretbar ist. ImUnterschied zum relativistischen Perspektivismus wird der Pluriperspektivismus als ein integrativerPerspektivismus bestimmt bzw. als ein interaktives Verknüpfen von Perspektiven nach einem metho-dologischen Verfahren zur Erzeugung von Orientierungswissen. Das Paradigma des Orientierungs-wissens, das sich als Gegengewicht zum Monoperspektivismus der neuzeitlichen Wissenschaft artikuliert,wird so zum geistigen Merkmal der neuen Epoche. Der Verfasser expliziert die kategorialeUnterscheidung zwischen »Objekt- und Sinnwahrheit« einerseits und zwischen»Verfügungs- und Orientierungswissen« andererseits, welche die weltgeschichtlicheEpochenwende nicht nur mit den Mitteln der Wahrheitstheorie zum Ausdruck bringen, sondernsie zugleich auch auf epistemologischer Ebene begründen soll. (shrink)

Glavni cilj ovoga istraživanja bio je povijesno-komparativnom analizom nastavnih planova i programa, odnosno kurikuluma za osnovnu školu istražiti i analizirati ulogu, zastupljenost i načine realizacije školskih kurikuluma u razdoblju od 1951. do 2019. godine. Prema dobivenim rezultatima uočljivo je da se značaj, uloga i aktivnosti školskog kurikuluma razlikuju u različitim reformama, a analizom kurikulumskih dokumenata utvrđeno je da se aktivnostima i sadržajima iz područja školskog kurikuluma želi pridonijeti individualizaciji i fleksibilnosti nastavnog procesa, zadovoljavanju specifičnih mogućnosti, potreba i interesa učenika,povezivanju (...) obiteljskog doma te lokalne i šire zajednice sa školskim okruženjem, poticanju stvaralaštva, interdisciplinarnosti, zajedništva, stjecanju generičkih kompetencija i usavršavanju opće-obrazovnih kompetencija. Na temelju dobivenih rezultata i suvremenih odgojnoobrazovnih polazišta, autorice su predložile smjernice za suvremene školske kurikulume. The main goal of this research was to investigate and analyze the role, representation and ways of realization of school curricula in the period from 1951 to 2019 in the Republic of Croatia using a historical-comparative analysis of curricula, specifically primary school curricula. According to the obtained results, the authors conclude that the importance, role and activities of the school curriculum differ in different eras and within different reform attempts. The analysis of curriculum documents shows that the activities and contents of the school curriculum aim to contribute to individualization and flexibility of opportunities, according to the needs and interests of students, connecting the family home and local and wider community with the school environment, encouraging creativity, interdisciplinarity, togetherness, acquiring generic competencies and improving educational competencies. Based on the obtained results and the foundations of contemporary education the authors proposed guidelines for contemporary school curricula. (shrink)

U ovom radu raspravljamo odnos Rawlsovog političkog liberalizma i istine. Budući da je politički liberalizam teorija koja izbjegava sva kontroverzna epistemološka i metafizička pitanja, jednako tako izbjegava i pitanje svoje istinitosti i koncept istine uopće. Usredotočili smo se na tri autora koji tvrde da politički liberalizam ne može izbjeći pitanje istine. Prvi autor je perfekcionist, Joseph Raz, koji pokušava pokazati da je Rawlsova teorija nekoherentna ukoliko se ne bavi pitanjem istinitosti neke moralne doktrine na kojoj mora počivati. Drugi, David (...) Estlund, tvrdi da je teorija filozofski neodrživa ako se ne poziva na istinitost svog fundamentalnog načela. Treći, Joshua Cohen, pokazuje nemogućnost izbjegavanja nekog koncepta istine ako se u političkoj teoriji pozivamo na vjerovanja i opravdanje. Nastojimo dokazati tvrdnju o praktičko-političkoj i filozofskoj ograničenosti njihove kritike Rawlsove teorije. Temeljna intencija članka je opovrgnuti kritike koje se upućuju Rawlsu te time ojačati njegov prijedlog političkog liberalizma. Pri tome nastojimo i nadopuniti nedorečenosti u Rawlsovom prijedlogu te zbog toga nudimo preciznije određenu sliku političkog liberalizma u odnosu na njegovu izvornu.In this paper we discuss the relation between Rawls’ political liberalism and truth. Since political liberalism is a theory that avoids all controversial epistemological and metaphysical questions, it equally avoids the question of its truth and a concept of truth generally. We are focusing on three authors which claim that political liberalism can not avoid the question of truth. First, Joseph Raz, a perfectionist who claims that Rawls’ political theory is incoherent unless it is not concerned with the truth of some moral doctrine on which it must be derived. Second, David Estlund, who claims that Rawls’ theory is philosophically untenable unless it does not consider its fundamental principle as true one. Third, Joshua Cohen, indicates the impossibility of avoiding some concept of truth if political theory is invoking concepts such as beliefs and justification. We are pointing on theirs practical-political and philosophical limited range in criticizing Rawls’ theory. The basic intention of the article is to confute criticisms addressed to Rawls and, in this way, to strengthen his proposal of political liberalism. At the same time, we try to resolve issues deriving from indeterminacies in Rawls’ proposal. For this reason we offer a picture of political liberalism that is more determinate than his original proposal. (shrink)