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

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

The paper presents the results of a preliminary study aimed at examining the validity and reliability of the newly constructed questionnaire Questionnaire on teaching for critical thinking. Conceptually, the paper is based on the generic model of teaching for critical thinking and its key dimensions. 209 teachers and educators (formal and non-formal education) in the Republic of Croatia participated in the study. The research participants were asked to complete an online survey questionnaire. The design of the questionnaire items followed the (...) mentioned generic model. The initial version of the survey questionnaire contained 46 items, and after the analyses, 36 items were retained. Factor analysis was performed and 6 factors were extracted (and 6 scales were constructed). Reliability of all scales is satisfactory – the coefficients of the internal consistency type Cronbach alpha range from.73 to.92. Through the conducted validation, the first research steps were taken in the confirmation of the validity and reliability of the questionnaire on teaching for critical thinking. In conclusion, the application of the questionnaire on teaching for critical thinking in further research can contribute to the improvement of teaching for critical thinking in the Republic of Croatia, and can thus contribute to the development of students’ critical thinking competency. (shrink)

U nastavnim programima i udžbenicima filozofije teorija relativnosti zastupljena je u malo navoda, a javlja se uvijek u kontekstu onih dijelova programa filozofije koji se odnose na pojam znanosti i na odnos filozofije i znanosti. Primjereno prirodi filozofije, ti navodi, dakako, ne upućuju na zadatak izlaganja i propitivanja sadržaja i problema teorije relativnosti , nego na filozofske implikacije što ih pojava teorije relativnosti ima na trajni problem odnosafilozofije i znanosti, na filozofiju znanosti, i na razvoj kritičkog pojma znanosti (...) i na teoriju znanosti uopće.U nastavnim programima fizike teorija relativnosti zastupljena je u 3. razredu gimnazije u dvjema sustavno raščlanjenim inačicama . Jasno su naznačeni obvezni sadržaji i izborni sadržaji. Isto je tako i u udžbenicima. Valja naglasiti da su to metodički suvremenokoncipirani, radni i problemski usmjereni udžbenici, koji se ujedno kontinuirano dorađuju i usavršavaju.U ovom pregledu programa i udžbenika autor nije bio u mogućnosti da sa sigurnošću točno utvrdi kada se i u kojem obliku prvi put javljaju sadržaji koji se odnose na teoriju relativnosti. Dijelom je to zato što ne raspolažemo potpunom bibliografijom udžbenika, a ni Zavod za školstvo ne raspolaže potpunim i pouzdanim pregledom svih progama fizike od 1941. godine do danas. Posebno ne za 3. i 4. razred gimnazije, za ono vrijeme kada su škole dijelom samostalno oblikovale te programe »prema zahtjevima struke«. Ostaju tako zadaci za daljnja istraživanja koja će provesti pojedinci i odgovarajuće ustanove .In high school curricula and philosophy textbooks, the theory of relativity is mentioned in veryfew entries, and always in the context of those sections of the philosophy syllabus which refer tothe concept of knowledge and the relationship between philosophy and science. According to thenature of philosophy, these entries certainly do not present and question the subject matter andproblems of the theory of relativity , but lead to the discussionof the philosophical implications of the theory of relativity on the perennial problem of the relationship between philosophyand science, on the philosophy of science, and on the development of the critical concept ofscience and the theory of science in general. In the high school physics curriculum, the theory ofrelativity is included in the 11th grade syllabus in two systematically decomposed versions . Mandatory and optional subject matter is clearly indicated. The same goes for textbooks.It is necessary to stressthat these aremethodologically contemporarily concipated, workandproblemoriented textbooks, which areregularlyimprovedand perfected. In our reviewsofhigh school curricula and textbooks, the authors could not with certainty determine at whattimeand in which form the first contents regardingthe theory of relativitywereincluded. Thisispartly due to the fact that we do not have access to the entirebibliography of the textbooksandthe Institute for Education does not have access to a complete and reliableoverview of allthephysics curricula from1941 to the present.This is particularly true for the junior and senioryearsof high school during the period when schools partially modeled their curricula independentlyaccordingto the »requirementsof the profession«.Asa result,further investigation is requiredwhich will be conducted by individuals and the appropriate institutions. (shrink)

The author displays and reexamines Hare?s "two-level theory" of normative moral thinking, including goals that are intended by its establishing. Given Hare?s holism, the met ethical level, considered as fundamental or the "third" level, has notable effect on process of normative reasoning, especially if it is taken as one of the determinant of the critical moral thin king. Central part of the analysis is examination of utilitarian character of the theory. Autor izlaze i preispituje Herovu teoriju o dva nivoa normativnog (...) moralnog misljenja -"intuitivnog" i "kritickog", kao i ciljeve koji se zele postici njenim ustanovljenjem. Gledano iz perspektive Herovog holizma, metaeticki nivo, shvacen kao fundamentalni ili "treci" nivo, u znatnoj meri utice na proces normativnog rasudjivanja, pogotovo ukoliko se uzima kao jedna od determinanti kritickog moralnog misljenja. Centralni deo analize predstavlja ispitivanje utilitaristickog karaktera ove teorije. (shrink)

Croatia’s accession to the EU brought changes in educational policies by introducing the concept of the European Dimension in Education. EDE has successfully found its way into the new Croatian national curriculum, however, there has been no comprehensive analysis of whether it has been introduced into teaching materials. Therefore, the aim of this paper is to determine if the European Dimension in Education is present in geography textbooks for primary schools, as well as to explore how it is represented in (...) them. The results of research show that the idea of the European Dimension in Education is most commonly present in terms of factual knowledge about Europe, which does not motivate teachers and pupils to actively and critically discuss issues related to Europe and the European Union. Pristupanje Republike Hrvatske članstvu u Europskoj uniji, donijelo je, između ostalog, promjene u obrazovnim politikama putem koncepta europske dimenzije u obrazovanju. Koncept europske dimenzije u obrazovanju uspješno pronalazi svoje mjesto u Nacionalnom okvirnom kurikulumu, međutim ne postoje detaljnije analize putem kojih bi se utvrdilo je li ovaj koncept prepoznat i u nastavnim materijalima, točnije u udžbenicima. Stoga je cilj ovog istraživanja utvrditi je li i na koji način europska dimenzija u obrazovanju prisutna u udžbenicima geografije za osnovnu školu. Rezultati istraživanja pokazali su da je ideja europske dimenzije u obrazovanju dominantno prisutna u obliku činjeničnog znanja o Europi što nastavnicima i učenicima ne pruža dovoljno mogućnosti za razvoj stavova i kritičkog osvrta na spomenute teme. (shrink)

Pristupanje Republike Hrvatske članstvu u Europskoj uniji, donijelo je, između ostalog, promjene u obrazovnim politikama putem koncepta europske dimenzije u obrazovanju. Koncept europske dimenzije u obrazovanju uspješno pronalazi svoje mjesto u Nacionalnom okvirnom kurikulumu, međutim ne postoje detaljnije analize putem kojih bi se utvrdilo je li ovaj koncept prepoznat i u nastavnim materijalima, točnije u udžbenicima. Stoga je cilj ovog istraživanja utvrditi je li i na koji način europska dimenzija u obrazovanju prisutna u udžbenicima geografije za osnovnu školu. Rezultati istraživanja (...) pokazali su da je ideja europske dimenzije u obrazovanju dominantno prisutna u obliku činjeničnog znanja o Europi što nastavnicima i učenicima ne pruža dovoljno mogućnosti za razvoj stavova i kritičkog osvrta na spomenute teme. (shrink)

Johan Huizinga u svojoj knjizi Homo ludens tvrdi kako civilizacija proizlazi i razvija se u igri i kao igra. Ona jest jedna od ljudskih karakteristika, ljudski obred, a služi za rekreaciju, zabavu, ali i učenje. Može li se onda dobro usmjerenom igrom razvijati ljudsko mišljenje? Cilj programa filozofije za djecu jest uvježbavanje multidimenzioniranog mišljenja. Po Mathew Lipmanu multidimenzionirano mišljenje jest cjelina koja se sastoji od kritičkog, kreativnog i skrbnog mišljenja. Program filozofije za djecu usmjeren je i prema (...) predškolskoj i osnovnoškolskoj populaciji. Radi toga je u programu neizbježna igra kao put k razvitku multidimenzioniranog mišljenja. U radu ćemo prikazati i nekoliko igara usmjerenih k uvježbavanju umnih sposobnosti koje se koriste u programu filozofije za djecu.Johan Huizinga, in his book Homo ludens, claims that civilization arises and develops through play and as a play. Playing is a characteristic of humans, a human ritual and yet it is for recreation, fun, but also for learning. Can it be then that well-directed play leads to a development of human thinking? The aim of philosophy for children programme is practising multidimensional thinking. According to Mathew Lipman, multidimensional thinking is the entirety consisted of critical, creative and caring thinking. Philosophy for children programme is directed towards pre-school as well as towards elementary-school population. For that reason this programme considers play as an inevitable way into the development of multidimensional thinking. In this paper we will also present a few games which are being used in philosophy for children programme, and which are also directed towards practising intellectual abilities. (shrink)

Heuristička propulzivnost bioetike u posljednjih trideset godina potaknula je na značajno proširenje područnog opsega: na metodološkom planu razvoj je obilježen kretanjem od disciplinarnosti do transdisciplinarnosti, a na problemskom planu od biotehničkih izazova do mišljenja cjeline živog svijeta. Međutim, bioetička ispitivanja još uvijek u obzir ne uzimaju probleme iz humanističke i prirodoznanstvene kozmologije, čak ni u sklopu projekta integrativne bioetike, što je izrazito problematično s obzirom na važnost njihovih jezgri znanja. Razvijanje ljudskog društva prema objedinjavanju s prostorom izvan planeta (...) Zemlje te čvrsta povezanost fenomena života s osnovnom ustrojstvom i dinamikom pojmljivog svemira poziva na pripremno usmjeravanje pozornosti na bioetičke i društveno–znanstvene probleme u kojima kozmološki elementi nose važnu ulogu. Cilj je ovoga članka ponuditi istraživačko gledište u kozmobioetike kao ispomoći u daljnjem proširenju spoznajne senzibilnosti za istinu o kompleksnosti (društvenog) bivstvovanja na Zemlji i oko nje. Obrada problema zasniva se na multidisciplinarnoj komunikaciji relevantnih jezgri znanja metodom klasičnog filozofijskog izlaganja. (shrink)

This paper deals with the interpretation of Kant?s Critique of Judgment from the perspective of aesthetics. Our aim here is to show the immanent relationship between the two main motifs of this work: the analysis of traditional aesthetic problems, such as beauty and taste, on the one hand, and the systematical thinking, philosophy, and Kant?s critical project, on the other. This interpretation is developed in consideration of the prob?lem of aesthetics as a philosophical discipline, within which, for each of the (...) motifs of Kant?s third critique it is shown how it redefines aesthetic into philosophical thought. Finally, the character of critical positioning of aesthetic problems in Kant is shown in light of the opening of the perspective of subjective universality as a theme that connects the two motifs of third critique, but also allows a different view in the domain of intersubjectivity. Ovaj rad posvecen je tumacenju Kantove Kritike moci sudjenja iz jedne esteticke perspektive. Nas cilj je da pokazemo unutrasnju vezu izmedju dva glavna motiva ovog dela, naime izmedju tematizacije tradicionalno estetickih problema, poput lepog i ukusa, sa jedne strane, odnosno sistemskog karaktera misljenja i filozofije Kantovog kritickog projekta sa druge strane. Interpretacija je vodjena s obzirom na problem estetike kao filozofske discipline, pri cemu se za svaki od ovih motiva Kantove trece Kritike pokazuje kako oni redefinisu nacin estetickog misljenja kao filozofskog. Napokon, karakter kritickog postavljanja estetickih problema kod Kanta se pokazuje i u svetlu otvaranja perspektive jedne subjektivne univerzalnosti, kao teme koja povezuje dva motiva trece Kritike, ali i omogucava drugacije viziranje domena intersubjektivnosti. (shrink)

Albert Einstein je svojom specijalnom teorijom relativnosti definitivno opovrgao svaku mogućnost znanstvenog legitimiranja mehanicističkog pogleda na svijet, što implicira i opovrgnuće one metafizike materijalističkog predznaka koja se temelji na koncepciji razdvojenosti prostora i vremena. On je u specijalnoj teoriji relativnosti zasnovao pojam vremena i prostora kao jedinstvenog zbivanja, a taj je pojam oslobođen i od ravne metrike kakva obilježuje još i koncepciju Hermanna Minkowskog. Mnoštvenost jedinstvena vremena-prostora ukida i Galilejeve i Newtonove pojmove kao što su: apsolutni prostor, apsolutno vrijeme, apsolutno (...) mirovanje, te nepromjenjivost mase, a jednako tako i apsolutnost činjenice koja sadrži istodobnost dva prostorno udaljena zbivanja. Time su uspostavljene pretpostavke za razvoj tzv. postmoderne kozmologije. Autor postavlja pitanje otvara li postmodernizam ukozmologiji put za obnovu raznovrsnih onto-teokozmo-antropologija kojima je zajedničko htijenje da se ukine ideja povijesnosti, ili pak, naprotiv, Einsteinovo ukidanje pravocrtnosti otvara prostor afirmacije autentične povijesnosti. A upravo se u toj antitezi između metafizike i povijesnog mišljenja sastoji temeljni prijepor današnje filozofije,suočene i s lažnom alternativom iracionalizma i hiperracionalizma.Albert Einstein hat durch seine Spezielle Relativitätstheorie jegliche Möglichkeit der wissenschaftlichenLegitimierung einer mechanizistischen Weltanschauungdefinitiv widergelegt.Diesimpliziert ebenfalls die Widerlegungeiner Metaphysik materialistischer Art,die auf derKonzeptionder getrenntenExistenz von Zeit und Raum begründet ist. In der Speziellen Relativitätstheoriehat Einstein den Begriff der Einheitlichkeit von Zeit und Raum als einheitlichenGeschehensgeprägt. Dieser Begriff ist befreitvon platter Metrik, die noch die Konzeption vonHermannMinkowski charakterisiert. Durchdie Vielfältigkeitder Einheitlichkeit von Zeit undRaumentfallen die Begriffe von Galilei und Newton . Damitwerdendie Voraussetzungenfür die Entwicklung der sog. postmodernen Kosmologie aufgestellt.Der Autorfragt, ob der Postmodernismus in der Kosmologie einen Wegzur Erneuerungdifferenzierter Onto-Theo-Kosmo-Anthropologieneröffnet, dergleichartigdem Verlangenist, die Idee der Geschichlichkeit aufzuheben, oder ob EinsteinsAufhebungder Linearität einen Raum für die Affirmierungauthentischer Geschichlichkeit eröffnet. Gerade in dieserAntithesezwischen Metapysik und geschichtlichem Denken liegt eine wichtige StreitfragederzeitgenössischenPhilosophie, die auch durchdie falsche Alternativezwischen Irrationalismusund Hyperrationalismus gekennzeichnet wird. (shrink)

Kada se raspravlja o filozofskoj hermeneutici, riječ »filozofska« nije tek običan atribut. Prije svega, ona označava zbiljsku djelatnost filozofije same, koja u sebi razotkriva hermeneutičko pitanje o mogućnosti istine. Razvoj filozofske hermeneutike u 20. st. ovisi dakle o povijesnom suočavanju filozofije s pitanjem o mogućnosti njene imanentne istine. Ova »povijesna« dimenzija nije nešto izvanjsko filozofiji, već njena unutarnja sposobnost mogućnosti samog filozofskog mišljenja koje implicira temeljnu pretpostavku filozofske hermeneutike na koju ovdje pokušavamo ukazati i razraditi. Stoga unaprijed prihvaćamo (...) povijesni kriterij filozofskog mišljenja.When discussing philosophical hermeneutics, the word »philosophical« is not just an ordinary attribute. Above all, it denotes the very activity of philosophy itself, which in itself discloses the hermeneutic question of the possibility of truth. The development of the 20th century philosophical hermeneutics thus depends on the philosophy’s historical facing the question of the possibility of its immanent truth. This »historical« dimension is not something extrinsic to philosophy, but rather an intrinsic quality of the possibility of philosophical thinking itself, which implies the basic presupposition of philosophical hermeneutics we’re here trying to indicate and develop. We therefore accept in advance the historical criterion of philosophical thinking. (shrink)

Cilj istraživanja je utvrditi mišljenje studenata primarnog obrazovanja o obilježjima profesije. Nezavisne varijable istraživanja su trenutačna godina studija, vrsta prethodno završene srednje škole te modul/smjer koji studenti pohađaju. Istraživanje je provedeno anketnim upitnikom u akademskoj godini 2019./2020., a uzorak čine studenti/ce prve i pete godine Učiteljskog fakulteta Sveučilišta u Zagrebu. Rezultati pokazuju da studenti primarnog obrazovanja prepoznaju obilježja profesije te postojanje statistički značajne razlike s obzirom na godinu studija i vrstu prethodno završene srednje škole. In this paper, the opinion of (...) students of primary education regarding the characteristics of a profession will be determined. The aim of this research is to establish opinion of students of primary education regarding characteristics of a profession. Independent variables are current year of study, previously finished high school and module/course students take. The research was conducted with a questionnaire in the academic year 2019/2020. The sample consisted of students of the first and fifth year at the Faculty of Teacher Education, University of Zagreb. The results show that students of primary education recognize characteristics of a profession. There is a statistically significant difference between students of different years of study and with different previous education. (shrink)

In this paper, the opinion of students of primary education regarding the characteristics of a profession will be determined. The aim of this research is to establish opinion of students of primary education regarding characteristics of a profession. Independent variables are current year of study, previously finished high school and module/course students take. The research was conducted with a questionnaire in the academic year 2019/2020. The sample consisted of students of the first and fifth year at the Faculty of Teacher (...) Education, University of Zagreb. The results show that students of primary education recognize characteristics of a profession. There is a statistically significant difference between students of different years of study and with different previous education. (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)

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)

Numerous studies have confirmed the correlation between music education and child development. In some studies, musical activities based on rhythm have been highlighted as a means of stimulating children’s development in non-music domains. The paper deals with the role of the temporal dimension of music for both the musical and general development of the child. The text presents knowledge about the perception, processing, and performance of music rhythm, pulse, and meter, as well as the course of the rhythmic development of (...) the child. An overview is provided of the impact of rhythm-based music activities on non-music developmental domains together with recommendation for early work on rhythm. We emphasized the need to conduct experimental research to shed light on the role of rhythm in the development of the child and the rhythmic models applicable in child care institutions, including therapeutic and rehabilitation institutions. (shrink)

Godišnjice su dobar povod da se vidi dokle se stiglo i, što je još važnije, da se preispita koje su posljedice toga. U ovom se povodu može zaključiti da Društvo koje obilježava svojupedesetu obljetnicu s pravom slavi.Ulazeći u filozofiju u vrijeme opterećeno dnevno-političkim uputstvima, zamijetio sam da se Hrvatsko filozofsko društvo izdvaja po tome što je i onda kad je bilo pritisnuto režimskim zahtjevima uspijevalo ispuniti osnovnu dužnost – poštovati individualni svjetonazor i poticati njegovo razvijanje u svakoga, potvrđujući time svoju (...) etičku utemeljenost. Držeći ovu liniju prava pojedinca da proširuje svoj svjetonazor interiozirajući ponuđene filozofske sustave, ali na način koji ne uvjetuje mišljenje, Hrvatsko filozofsko društvo ispunjava ulogu etičkog korektora, što nam daje za pravo govoriti o tome da je HFD uzor za svako filozofsko društvo i za način na koje bi ono trebalo širiti svoj utjecaj i izvan užeg područja u kojem djeluje.Anniversary is an occasion good enough to take a look at where we have arrived, and, evenmore importantly, to analyze the resulting consequences.Entering the philosophy at the times burdened by daily-political rules, I have noticed that the Croatian Philosophical Society is detached from the regime, and that it succeeded in its basic mission – respecting individual worldviews and stimulating the wide development thereof, so confirming its ethical foundations. Keeping this line of individual’s right to his/her worldview, by interiorizing given philosophical systems, but without being conditioned by them, the Croatian Philosophical Society plays the role of an ethical guide, which makes it a model to be followed by every philosophical association, as well as the model for how to spread one’s influence outside the scope of one’s natural environment. (shrink)

From the institutional inauguration of the discipline in 1972, philosophy of sport tends to expand, spreading itself around the world from one country to another, and including new philosophical in...

Immanuel Kant, svojim kopernikanskim obratom, vraća čovjeku središnje mjesto u svijetu. Čovjek se, u njegovoj filozofiji, shvaća kao individua koja posjeduje slobodu. Ta sloboda izvor ima u umu, a čovjek je postaje svjestan tek kada djeluje u skladu s moralnim zakonom. Na taj način Kant slobodu pridružuje svakom pojedincu, kao prirođeno pravo, koje nijedan pozitivni zakon ne može dovesti u pitanje. Svojim moralnim zakonom on čovjeka čini odgovornim, kako za sebe tako i za čitav svijet. Ta se odgovornost za svijet (...) krije u ideji vječnoga mira za koju se Kant zalaže. Vječni mir jest ideja uma kojoj svaki pojedinac treba težiti. Tek će se u miru moći realizirati sva ljudska prava, a prvenstveno sloboda. Svojim je shvaćanjem slobode – ali i jednakosti, tolerancije, samostalnosti i javne upotrebe uma – Kant neupitno snažno utjecao na liberalnu misao. Ono što ih najviše povezuje jest vjera u pojedinca. I Kant i liberali vjeruju da je svaki pojedinac sam po sebi poseban i da želi ostvariti ono najbolje u sebi i za sebe, ali time i pridonijeti razvoju boljeg i pravednijeg svijeta.Immanuel Kant, with his Copernican Revolution, returns to human being central place in theworld. In his philosophy human being is understood as an individual that possess freedom. Thatfreedom has source in human mind but person is aware of it only when he acts according to themoral law. Thus Kant attaches freedom to every individual as a natural right which no positivelaw cannot get into question. With the moral law Kant makes every human being responsiblefor itself, but also for the whole world. This responsibility for the world has been contained inKant’s idea of perpetual peace. For him perpetual peace is an idea of the mind that every personhas to incline. Only when peace is going to role in the whole world, human rights, especiallyfreedom, are going to be realized. Kant’s concept of the freedom, but also of the equality, tole­rance, indipendence, public use of mind, has done a big influence on liberal thought. The thingthat brings them together is trust in an individual. Both Kant and liberals belive in the fact thatevery person is specific and wants to accomplish the best things in himself and for himself, butalso with that makes contribution for the development of a better and justly world. (shrink)

Članek sledi zametkom teorij naravnega prava pri Aristotelu in rimskih pravnikih, nato pa se ukvarja z njihovim razvojem od Akvinskega do pozne sholastike in Suareza. Vendar pa avtor zagovarja trditev, daje resnične začetke in konceptualne vire modernih teorij naravnega prava iskati v zgodnji sholastiki 12. stoletja, ob uvajanju in zgodnjem razvoju kanonskega prava. Ogleda si tudi kritiko naravnega prava v obdobju renesanse, zatem pa obravnava teorijo naravnega prava Huga Grotiusa in opredeli njen zgodovinski novum ter oriše njeno konceptualno polje, sicer (...) nastalo s transformacijo humanistične tradicije, ki je zarisalo osnove liberalne doktrine in teorije suverene države, in na osnovi katerega so svoje moderne teorije naravnega prava gradili Selden, Hobbes, Pufendorf, Barbeyrac in Locke. (shrink)

Istraživanje je provedeno na uzorku učenika trećih razreda strukovnih škola i gimnazija. Od uključenih učenika, gimnaziju je pohađalo njih 253, a srednje strukovne škole 352 učenika. Cilj istraživanja bio je ispitati neke specifičnosti u percepciji učenika srednjih škola o važnosti nastavnih predmeta iz područja likovnih umjetnosti. Napravljena je posebna analiza samo za dvije odabrane zavisne varijable: važnost nastavnih predmeta iz područja likovnih umjetnosti za razvoj pamćenja i sposobnosti za učenje ostalih nastavnih predmeta te interes i zadovoljstvo sudjelovanjem u likovnim (...) aktivnostima. Rezultati pokazuju da ne postoji statistički značajna razlika između učenika gimnazija i strukovnih škola u procjeni sudjelovanja u aktivnostima nastave likovne umjetnosti te u procjeni važnosti likovnih aktivnosti za razvoj pamćenja i sposobnosti za učenje ostalih predmeta. Postoji statistički značajna spolna razlika u procjeni sudjelovanja u aktivnostima nastave likovne umjetnosti te u procjeni važnosti likovnih aktivnosti za razvoj pamćenja i sposobnosti za učenje ostalih predmeta. Može se zaključiti da ispitanici nisu bili u mogućnosti procijeniti koliko i u koju svrhu će im u daljnjem školovanju i budućem zanimanju koristiti kompetencije stečene u nastavi likovne umjetnosti. This research was carried out on a sample of third year pupils of vocational schools and gymnasiums. Of the surveyed pupils, 253 of them attended gymnasiums, while 352 attended vocational secondary schools. The goal of this research was to examine specificities in secondary school pupils’ perceptions of the importance of subjects in the field of the fine arts. A separate analysis was undertaken for only two selected dependent variables: the importance of subjects in the field of the fine arts for developing memory and the ability to learn other subjects, and interest in and satisfaction with participation in fine arts activities. The results show that there is no statistically significant difference between the estimation of gymnasium and vocational school pupils regarding participation in fine arts activities or in their estimation of the importance of fine arts activities in developing memory and the ability to learn other subjects. There is a statistically significant gender difference in the estimation of participation in fine arts activities, as well as in the estimation of the importance of fine arts activities in developing memory and the ability to learn other subjects. It can be concluded that respondents were unable to estimate how much or why they would use competencies gained in fine arts teaching in their continued education or their future careers. (shrink)

The text "A Unified Theory of Thought, Meaning, and Action" is translated here from Donald Davidson's book: Problems of Rationality.Oxford University Press, 2004. pp.151-166.

This research was carried out on a sample of third year pupils of vocational schools and gymnasiums. Of the surveyed pupils, 253 of them attended gymnasiums, while 352 attended vocational secondary schools. The goal of this research was to examine specificities in secondary school pupils’ perceptions of the importance of subjects in the field of the fine arts. A separate analysis was undertaken for only two selected dependent variables: the importance of subjects in the field of the fine arts for (...) developing memory and the ability to learn other subjects, and interest in and satisfaction with participation in fine arts activities. The results show that there is no statistically significant difference between the estimation of gymnasium and vocational school pupils regarding participation in fine arts activities or in their estimation of the importance of fine arts activities in developing memory and the ability to learn other subjects. There is a statistically significant gender difference in the estimation of participation in fine arts activities, as well as in the estimation of the importance of fine arts activities in developing memory and the ability to learn other subjects. It can be concluded that respondents were unable to estimate how much or why they would use competencies gained in fine arts teaching in their continued education or their future careers. (shrink)

Sustainable development – as a concept of changes directed at creating an environment in which a person lives in harmony with nature – is nowadays an imperative. Laws and regulations concerning sustainable development exist, but the implementation of related topics in curricula is sporadic, led by few teachers sensible to eco-topics, and realized mainly through specific project activities. Even though the curricular reform in Croatia recognized the importance of sustainable development and introduced the cross-curricular topic devoted to it, the realization (...) of related educational goals is questionable. The conceptual complexity of the new curriculum that is based on interdisciplinarity presupposes knowledge and skills that go beyond those provided to future teachers during their formal education. The aim of this paper is to present the most important moments in the history of education for sustainable development in Croatia. Further, based on the research by different authors, we shall present didactic guidelines that can help teachers with implementation of the new curriculum. (shrink)

Humani razvoj je?proces povecavanja stvarnih sloboda koje ljudi uzivaju?. Shodno tome, povecanje mogucnosti izbora bi trebalo da bude cilj javnih politika koje u fokus stavljaju humani razvoj. Prilikom procene nivoa humanog razvoja, njegovog poredjenja sa dostignucima drugih zemalja, kao i analize razlicitih predloga prakticnih politika, donosioci odluka se moraju oslanjati na precizne pokazatelje nivoa humanog razvoja. Posto bruto domaci proizvod ne moze posluziti ovoj svrsi, javila se potreba za adekvatnijom merom i formiran je indeks humanog razvoja. Cilj ovog (...) rada je da utvrdi da li indeks humanog razvoja odrazava osnovna nacela koncepta humanog razvoja. Argumenti predstavljeni u okviru ovog rada upucuju na zakljucak da HDI ne odrazava u potpunosti sve ideje humanog razvoja. Buduci da je koncept humanog razvoja mnogo siri nego sto to bilo koji pojedinacni indikator moze da predstavi, nivo humanog razvoja bi trebalo ocenjivati pomocu nekoliko razlicitih indikatora. PR Projekat Ministarstva nauke Republike Srbije, br. 47009: European integrations and social and economic changes in Serbian economy on the way to the EU i br. 179015: Challenges and prospects of structural changes in Serbia: Strategic directions for economic development and harmonization with EU requirements. (shrink)

Razvoj biofarmaceutika predstavlja izazov u bioetici. Za razliku od uobicajenih lekova male molekulske mase, biofarmaceutici su proteini kompleksne trodimenzionalne strukture koji se dobijaju tehnologijom rekombinantne DNK i tehnikom hibridoma. Imunogenost biofarmaceutika treba uvek proveriti u klinickim studijama zbog male prediktivne prednosti pretklinickih animalnih modela. Medjutim, primati i transgeni sojevi miseva mogu se upotrebiti da bi se naznacili neki aspekti imunogenosti. Znacajni napori su ucinjeni u cilju smanjenja upotrebe primata u razvoju biofarmaceutika, npr. poboljsanja dizajna istrazivanja i promene u zakonskoj (...) regulativi. Osim toga, u ovoj oblasti su aktivne i pojedine ekspertske grupe. Uprkos tome, postoji rastuci trend upotrebe primata izuzev coveka u pretklinickom ispitivanju bezbednosti biofarmaceutika, posebno kada su u pitanju monoklonska antitela. Druga bioeticka pitanja koja se mogu dovesti u vezu sa razvojem biofarmaceutika su odnos njihove cene i efikasnosti, procena bezbednosti u klinickim uslovima, proizvodnja bioloski slicnih lekova i uporedjivanje njihove efikasnosti sa placebom u zemljama u kojima ne postoji namera o plasmanu. Upoznavanje humanog genoma otvorilo je mnoga bioeticka pitanja. Razvoj biofarmaceutika je vazno bioeticko pitanje iz vise razloga. Ono povezuje sve aspekte savremene bioetike: biomedicinu, dobrobit zivotinja i najnovija dostignuca u biotehnologiji. Posebno, razvoj biofarmaceutika je izazov kada je u pitanju lecenje retkih bolesti. (shrink)