The female composers’ musical pieces are an important but relatively unknown part of the musical and historical heritage. They are also underrepresented in the contemporary musical culture. Children are introduced to works of female composers mainly through the music curriculum in primary schools. This paper presents the research of the Music education textbooks that are in use in primary schools in Croatia. The main aim of the research was to establish the number of compositions by female music composers in the (...) overall number of compositions listed for listening and singing in textbooks, especially the presence of pieces authored by Croatian female composers. We have analyzed 21 textbooks from three Croatian publishing houses. Results show that compositions by male compositors are most often, and then follow traditional compositions, while the compositions of female composers are significantly less present. We propose the revision of the compositions for listening and singing that are included in the Music education textbooks in a way that would enable greater participation of work by both Croatian and other female composers. (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)

In this paper, the concept of political culture is considered in reference to the notions of G.A. Almond, S. Verba and J. Rawls. It is defined as a specific educational project, which is linked to the idea of a fair, democratic and constitutional system. The author also points to potential contemporary obstacles to implementation of this project. Deepening inequalities arising from personal culture are the first threat to liberal civic education. The second threat is associated with the development of new (...) media and the related changes in the public sphere, including various forms of political and civic activity. (shrink)

The article brings up the problem of making use of trust in organization management. Modern organizations and the conditions of their functioning enforce some inevitable changes in different areas of their activity. An attempt at adapting to these changes may be shaping trust culture and an opportunity to use this tool in organization management. The article contains elements of trust theory as well as organizational culture theory. It also presents an effort put into defining the guidelines for organization management concerning (...) the trust culture shaping (on the basis of a theoretical model) and positive aspects of trust existing in an organization as well as a possibility of using it in management science as an effective tool. (shrink)

This article assesses cultural studies and the concept of organizational culture. Cultural studies, created at the University of Birmingham, focused mostly on the analysis of culture and its connections to authority. The Centre for Contemporary Cultural Studies created its own approach to hegemony, describing it as an interaction between elites and the power-deprived rest of the society. However, this situation is widely accepted and based on common agreement. CCCS used the theory of structuralism in order to obtain further insights to (...) the origins of culture. The author also describes the theory of organizational culture in order to present the culture of an enterprise as a way for national culture to manifest itself. In addition to this, an attempt is made to look at the organizational culture from the point of view of hegemony. (shrink)

Artykuł przestawia dydaktykę KEN, koncentrując się na ukazaniu reform oświatowych charakterystycznych dla epoki oświecenia. W szczególności ukazuje specyfikę styku ówczesnej filozofii i nowożytnej nauki, stopniowo wyzwalającej się z hegemonii filozofii. Wskazuje na dominujący podówczas duch utylitaryzmu, a w warstwie metodologicznej - programowy eklektyzm. Postawa ta ujawniła się w całym szkolnictwie europejskim, a więc nie tylko we Francji, przodującej przynajmniej w zakresie deklaracji programowych, ale zwłaszcza w centralistycznie reformowanej oświacie w monarchii habsburskiej. Jest ona także właściwa tak reprezentacyjnemu świadectwu ówczesnej kultury (...) naukowej, jakim była Wielka Encyklopedia Francuska, do której nawiąże wprost KEN. W szkole europejskiej wzbogacano studium językowo-humanistyczne o kształcenie matematyczno-przyrodnicze, zachowując kurs filozofii w duchuphilosophia recen- tiorum, przynajmniej na poziomie uniwersyteckim. Filozofia ta krytycznie asymilowała elementy nowożytnej epistemologii, a zwłaszcza osiągnięcia nowożytnego przyrodoznawstwa. Podejście to było typowe dla szkolnictwa reformowanego w Rzeczypospolitej Obojga Narodów przez środowiska wyznaniowe, zwłaszcza zakon pijarów i jezuitów. Z czasem coraz bardziej upowszechni się empirystyczna epistemologia, owocująca fenomenalizmem kwestionującym możliwość uprawiania maksymalistycznie pojętej filozofii w formie nowożytnego arystotelizmu chrześcijańskiego funkcjonującego w szkole tradycyjnej. Mimo krytyki tego modelu kształcenia, presja tzw. długiego trwania tłumaczy zachowanie w szkole oświeceniowej elementów filozoficznych nawet w przyrodoznawstwie, w formie interpretacji korzystającej z kategorii substancji i jej właściwości, a nawet koncepcji duszy zwierzęcej. (shrink)

One of the most fundamental existential experiences is the “indifference of the world”. Faced with the awareness of the insignificance of human fate, the lack of meaning, the indifference of the world, man creates various strategies of depotentialising reality. One of them is “story-telling”, working on a myth. Nietzsche also believed that “life needs a protective atmosphere woven from illusions, dreams, delusions”, so he tried to create a myth to fill the void left by the “death of God”. He began (...) with Wagner’s “aesthetic myth” and went on to create a “myth of the aestheticisation of existence”. His next attempts to give meaning to human life were the story of the Übermensch and the revitalization of the myth of eternal return. Another myth which can be found at the core of Nietzsche’s philosophy is “the myth of the myth-maker”. (shrink)

Celem artykułu jest omówienie roli filozofii we współczesnych społeczeństwach zachodnich. Autor nie zgadza się z tezą Richarda Rorty’ego, według której filozofia jest bezużyteczna, jeśli chodzi o współczesne problemy społeczno-polityczne. Amerykański filozof twierdzi, że jeśli ktoś jest antyesencjalistą, to nie powinien oczekiwać od filozofii żadnego porządku w sprawach publicznych. Autor artykułu stara się dowieść, że można zaakceptować antyesencjalizm i antyfundacjonalizm Rorty’ego, a jednocześnie odrzucić jego poglądy na rolę filozofii.

A culture of trust leads to better use of knowledge and human skills, so important in an economy based on knowledge, innovation and change. Polish society is characterized by a culture of distrust, and this atmosphere translates into interpersonal relationships in companies. The challenge is therefore to recognize the conditions for building and strengthening organizational trust. Trust is related to personal reliability, which means respecting moral norms and the rights of others. Focusing on the company-employee relationship, in this paper the (...) author has set herself the goal of recognising how – in the context of ethical standards – the culture of trust is shaped in companies in Poland. The introductory – theoretical – part of the study looks at the role of trust in the functioning of an organization. The empirical part includes the available research on moral standards and trust in Polish enterprises. The summary points to the conclusions of the analysis undertaken. (shrink)

Author: Zaporowski Andrzej Title: CULTURE AND CAUSALITY (Kultura a przyczynowość) Source: Filo-Sofija year: 2011, vol:.12, number: 2011/1, pages: 279-289 Keywords: CULTURE, CAUSALITY, ACTION, EVENT, SYMBOLIC RELATIONSHIP Discipline: PHILOSOPHY Language: POLISH Document type: ARTICLE Publication order reference (Primary author’s office address): E-mail: www:The essay addresses the problem of how to link culture and causality. The starting point is an appeal to J. Kmita’s socio-regulative conception of culture where culture is given in terms of the propositional attitudes communally defined. Since human (...) actions are physical events, one can ask if they can enter into the causal relationship with other physical events. The problem is that this relationship is given to an agent through the cultural mediation. The mediation in question is possible due to the symbolic relationship embedded in the so-called symbolic sphere presupposed by Kmita’s conception. The causal relationship is therefore derived from the symbolic relationship. It is also the communal language which expresses the attitudes in question that is of a symbolic nature. Kmita’s conception then allows one to understand not only the communal nature of culture. It also shows how the human beings culturally defined live in a world of causality. (shrink)

This paper deals with the relationship between culture and politics. Martin Buber, one of the leading representatives of cultural Zionism, believes that a nation must fi rst build its own culture and then establish state institutions or governments based on it. The paper presents Martin Buber’s works concerning the Hasidic world and the reactions that they aroused among Western Jews. For many of them, Buber’s Hasidic stories became the basis for their spiritual and cultural rebirth, as a result of which (...) they began to identify with the Jewish people again. However, the dispute between political and cultural Zionists has not been settled yet. (shrink)

Predmet rasprave bit će antropološki pristup mjestu kulture u procesu humanizacije čovjeka: koje su dobrobiti razvoja modernoga doba i koji se problemi javljaju u postindustrijskoj i još uvijek tehnološkoj civilizaciji? Što se promijenilo s obzirom na fundamentalnu ulogu kulture u ljudskom svijetu: a) kad je kultura postala industrijski proizvod u smislu »masovne kulture«, i b) pod utjecajem postmodernog relativizma ? Posljedice tih promjena analizirat će se s gledišta supstancijalnih ljudskih mogućnosti kao što su kreativnost i imaginacija, osnove referenci koje (...) se tiču smisla života, multidimenzionalna priroda strukture ljudskoga karaktera, sloboda ličnosti naspram vulgariziranog individualizma, itd. Postavlja se zaključno pitanje: je li kultura postala potčinjena ekonomizmu ili politici, umjesto da bude njihova osnova? (shrink)

Artykuł poświęcony jest twórczości jednego z przedstawicieli Młodego Wiednia, legendarnej, barwnej postaci z kręgu cyganerii przełomu wieków. Altenberg był autorem impresjonistycznych szkiców, które nazywał „ekstraktami życia”, „telegraficznym stylem duszy”. Forma szkicu posłużyła pisarzowi do zapisywania pojedynczych wrażeń i do impresyjnego odtwarzania scen z życia wiedeńskich klas niższych. Nieostrość i nieokreśloność gatunkowa szkicu, luźny, niepełny, urywkowy charakter wypowiedzi, a także zamierzona powtarzalność to cechy, dzięki którym Altenberg w pełni wyraził swój stosunek do świata i do swojego w nim miejsca.

Kao i sva živa bića, čovjek je djelomično genetski predodređen, tj. određen i prije nego što se u potpunosti razvije kao ljudsko biće. Ali ono što čovjeka bitno razlikuje od svih nam poznatih živih bića, jest upravo to što je, u odnosu na njih, njegova predodređenost bitno manje u-rođena, a znatno više pri-rođena. A to znači da su ljudi u odnosu na druge žive vrste manje predodređeni na genskoj, a više na memskoj, upravo kulturnoj razini. Kulturni, a to znači povijesno (...) oduhovljeni okoliš u koji se djeca rađaju i koji zatiču pri-rođenju bitan je čimbenik njihova daljnjeg razvitka. Stoga se čovjek i ne rađa kao čovjek, nego kao dijete koje čovjekom tek mora postati. Za razliku, naime, od bićâ koja već pri rođenju imaju sve bitne odlike svoje vrste i koja se stoga mogu razvijati i uzgojem, tj. poticanjem na rast i pridizanjem onoga što im je biološki već dano, djeci je za ljudski razvitak potreban odgoj koji će ih tek uvesti u određenu kulturu kao njihov duhovni – i samo takav istinski ljudski – zavičaj. Čitavo čovjekovo biće, dakle i ono tjelesno, raste u duhu određene kulture i izrasta iz njega. Kako i koliko kultura određuje čovjeka – predmet je ove rasprave.As all other living beings, man is partially genetically predisposed, that is, determined even before it completely develops as a human being. However, the thing that differentiates man from all other known living beings is the fact that, compared to them, his predisposition is significantly less natured, and significantly more nurtured. This means that humans compared to other living species are less determined on a genetic, and more on a memetic, cultural level. Cultural, meaning a historically spiritualized environment, children are born into and find with birth, is an important factor of their further development. Thus, humans are not born as humans, but as children that have yet to become human. Namely, unlike the beings that have all the important characteristics of their species at birth, which are thus able to develop through breeding, that is, through encouragement of growth and nurturing of what is biologically given, for human development children need raising that will only introduce them into a specific culture as their spiritual – and truly human – environment. The entire human being, including the physical, grows up in a spirit of a specific culture and springs from it. How and how much culture determines man is the topic of this discussion. (shrink)

Author: Jedliński Marek Title: WESTERN CULTURE THROUGH THE EYES OF RUSSIAN ROMANTICS. ON CAPITALISM AND RATIONALISM (Kultura Zachodu oczami romantyków rosyjskich. Rzecz o kapitalizmie i racjonalizmie) Source: Filo-Sofija year: 2011, vol:.12, number: 2011/1, pages: 373-383 Keywords: RUSSIAN ROMANTIC, WESTERN CULTURE, CAPITALISM, RATIONALISM Discipline: PHILOSOPHY Language: POLISH Document type: ARTICLE Publication order reference (Primary author’s office address): E-mail: www:The article presents Russian Romantics’ reflections on Western culture, highlighting their views on capitalism and rationalism. Russian thinkers regarded farewell with religious outlook (...) and the associated development of capitalism as unambiguously negative. According to them, capitalism led to egocentric perception of reality and finally to demise of culture. They called capitalism ‘a contemporary form of barbarism’ as it encouraged fighting and increased the desire to possess. They claimed it would precipitate an acute crisis resulting in regression of civilization. The capitalism-induced process of degradation of Western culture was accelerated by the affirmation of reason. Rationalism limited human freedom. The views were expressed in the oeuvre of the poet Alexei Khomakov and of the historians Stepan Shevyriov and Mikhail Pogodin, as well as, in a more structured manner, in Vladimir Odoyevsky’s novel titled ‘Russian Nights’ (1844). (shrink)

This paper reflects on how civic culture is shaped in consumer society. Contemporary society is now often described as a ‘consumer society’. In this society, identity and status are acquired and social inclusion or integration is considered to be achieved through participation in consumer activity.

U svijetu postoje raznolike kulture – kulturna raznolikost, ali i tendencija nestajanja kulturne raznolikosti – kulturna entropija. Istodobno se povećava dominacija moderne kulture – homogenizacija kulture. S neolitskom revolucijom uslijedila je kulturna eksplozija, a s industrijskom revolucijom i kulturna implozija. U radu se problematiziraju dvije teze: da je raznolikost kultura vrijednost za čovječanstvo, i druga da je homogeniziranje kulture neizbježna tendencija u kulturnoj evoluciji homo sapiensa. Osnovna teza je da se u post/modernosti zbivaju dva paralelna procesa homogeniziranja: biotička homogenizacija (...) i kulturna homogenizacija. U procesu globalizacije empirijski se mogu prepoznati obje tendencije. Paradoksalno je da se štiti raznolikost kultura i biološka raznolikost, a kritizira homogenizacija kulture i biotička homogenizacija, dok se istodobno nastavlja globalna tendencija kulturne implozije. Kao empirijska potkrepa ovom diskursu izložit će se rezultati empirijskog istraživanja mišljenja o perspektivama raznolikosti kultura u svijetu. Riječ je o vrednovanju raznolikosti kultura, predmodernih i moderne kulture. Istraživanje je provedeno na tri skupine ispitanika: likovnog studija, humanističkog studija i tehničkog studija. Rezultati se analiziraju s obzirom na studijska usmjerenja, religioznost, političku orijentaciju i spol studenata/ica. (shrink)