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

Specifičnosti karijernog puta strukovnih nastavnika i njihova tranzicija iz gospodarstva u odgojno‑obrazovni sustav kao i zahtjevi kontinuiranog profesionalnog razvoja nakon što postanu nastavnici može uzrokovati tenzije u njihovom profesionalnom identitetu. Svrha ovog rada je dati pregled utjecaja na profesionalni identitet strukovnih nastavnika iz makro, mezo i mikro perspektive kako bi se omogućio cjelovit pogled na kompleksnost njihovog profesionalnog identiteta. Pregled literature upućuje na to da je na makro razini važno istražiti kako se obrazovne politike spuštaju na razinu škole i (...) nastavnika te kako status strukovnog obrazovanja i osposobljavanja u zemlji može utjecati na strukovne nastavnike. Na mezo razini valja istražiti odnose strukovnih nastavnika s različitim dionicima kao i institucionalnu podršku pri kontinuiranom profesionalnom razvoju. Na mikro razini važno je steći uvid u osobne biografije strukovnih nastavnika istražujući njihovu društvenu pozadinu, prethodna obrazovna i profesionalna iskustva i razloge odabira nastavničke profesije. (shrink)

Polazeći od nekih razmatranja o obuci učitelja općenito, a i o normativnom primatu liberalizma nad demokracijom, autor zagovara stajalište da bi političko obrazovanje u srednjim školama trebalo podučavati osnove političkih institucija i pravnog sistema kao takve. Međutim, čini se da postoji rastući konflikt između učenja demokraciji i sposobnosti političkog prosuđivanja u sve kompleksnijoj i raznolikijoj političkoj stvarnosti.

To differentiate between the laws of nature and accidental generalizations, we must adopt a view of necessity that is capable of being realized in relationships existing among natural objects. In neo-Sadraian Islamic philosophy, metaphysical necessity is accepted as part of the cause-effect relationship. This paper compares the neo-Sadraian interpretation of necessity and necessitarian theories about the laws of nature, particularly essentialism and universal theory. By resorting to specific forms al-shûrat al-naw’iyyah, the origin of the essential properties of natural objects, I (...) argue that neo-Sadraians have proposed a perspective on metaphysical necessity that is epistemologically a posteriori. (shrink)

The purpose of this paper is to reflect on how the Corona pandemic might influence human understanding of our position of being in the world. In the first part of the paper, we present how a pandemic can be under- stood in relation to our society and our educational system. Then, we will present problems and questions highlighted by the pandemic and the kind of transformations needed to address these problems. The core ele- ments that require transformation are the understanding (...) of the essence of man or the human condition, the understanding of what caring for nature and even a pandemic means, and how to measure human action and values. (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)

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)

Tento dokument vznikl po několikaletém studiu díla významného společenskovědního myslitele dvacátého století Friedricha Augusta von Hayeka (vychází též z četby jeho interpretů a některých "inspirátorů") a byl sepsán pro účely závěrečné práce ve vedlejší specializaci Filosofie na Vysoké škole ekonomické v Praze. Autor se rozebíraným tématům již v několika svých dřívějších statích věnoval. Tentokrát však presentuje ucelenější pohled, jehož cílem je vyložit problematiku s akcentem na vzájemné souvislosti jevů a myšlenek. Pro přehlednost je text strukturován do kapitol. Po krátkém (...) úvodu se věnuje vymezení fundamentálních (Hayekem resolutně od sebe odlišovaných) pojmů, kterými jsou spontánní řád a organizace. Navazuje kapitola upozorňující na počátky konstruktivistického racionalismu, resp. na myšlení René Descarta, Hayekem označovaného za filosofa stojícího u zrodu neomezené víry v rozum. Další kapitola je věnována Davidu Humovi, jehož teze Hayek častokrát "nadšeně cituje" a který poskytuje "oporu" jeho anti-racionalistickému přístupu. Poté se text soustředí na spontánní řád trhu (zejména pak na otázku spravedlnosti a svobody) a presentuje Hayekův významný koncept ve společnosti rozptýlených znalostí. Nakonec autor krátce diskutuje dnešní uplatnění Hayekova rozsáhlého odkazu. Předkládaná práce se primárně zaměřuje na ideu, která jednoznačně prostupuje celým Hayekovým dílem a poskytuje mu zcela zásadní argument pro vysvětlování jevů ve společnosti, totiž na ideu omezenosti našeho poznání. Cílem příspěvku je upozornit na Hayekovo myšlení prostřednictvím vybraných témat, přičemž se v případě těchto soustředit na kritickou reflexi hranic rozumu s poukazem na její význam a důsledky. (shrink)

Kroz program Erasmus+, u Ključnoj aktivnosti 2 – “Strateška partnerstva u području obrazovanja i osposobljavanja ” – Udruga “Mala filozofija” provela je ili upravo provodi ukupno sedam projekata koji su usko vezani uz etičko obrazovanje. Tu valja pridodati i projekt “ETHOS: Ethical Education in Primary and Pre-Primary Schools for a Sustainable and Dialogic Future”, koji je uspješno proveden pod programom Comenius od 2012. do 2014. godine. Karakteristika je ovih projekata usmjerenost na obrazovanje u vrtićima te osnovnim i srednjim školama. Uz (...) “Malu filozofiju”, u projektima sudjeluju sveučilišta, osnovne i srednje škole, vrtići, udruge i institucije iz trinaest zemalja. Navedeni Erasmus+ KA2 projekti su: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment, TRACE – Traditional Children’s Stories for a Common Future. U članku ćemo ukratko prikazati projektne aktivnosti u navedenim projektima, s posebnim naglaskom na materijale koji su namijenjeni odgajateljima, nastavnicima i učenicima. (shrink)

Ovaj članak predstavlja tragove ranoga vedāntskog tumačenja Maitreyī-brāhmane, jednog od najpoznatijih dijelova Brhadāranyaka-upanišadi u Brahma-sūtrama, temeljnom tekstu filozofske škole vedānte. Predmet diskusije je egzegeza Maitreyī-brāhmane prema trima starodrevnim komentatorima Āśmarathyi, Audulomiu i Kāśakrtsni. Cilj je ovog rada pokazati kakve se metode tumačenja upanišadskih tekstova koriste u različitim vedāntskim školama. Također možemo vidjeti tehnike tumačenja preuzete iz pūrva-mīmāmse, škole tumačenja vedskih tekstova, koje su preoblikovane za tumačenje upanišadi. Članak također pokazuje kako filozofsko stajalište o odnosu sopstva i apsoluta služi (...) egzegetskoj svrsi pomirenja različitih upanišadskih učenja. Učenje BS i starodrevnih komentatora je bhedābhedavāda, istodobna različitost i nerazličitost sopstva i apsoluta. Śankara tumači sūtre kao da poučavaju monistički iluzionizam. On na dvije razine istine razlikuje niži brahman i najviši brahman. Na ovaj je način mogao pomiriti sva upanišadska učenja, bilo da naginjuteizmu ili monizmu. Važna je i hermeneutička rasprava Śankarina s bhedābhedavādinom Bhartrprapañcom o prirodi znanja i djelovanja, odnosno prvenstvu upanišadi koje se bave znanjem brahmana nad brāhmanama koje se bave obrednim djelovanjem.This article presents some traces of early vedāntic interpretations of Maitreyī-brāhmana, one of the most famous parts of Brhadāranyaka-upanishad, in the Brahma-sūtras, the fundamental work of the philosophical school vedānta. Topic under discussion conveys the exegesis of Maitreyī-brāhmana according to three ancient commentators, Āśmarathya, Audulomi and Kāśakrtsna. The purpose of this article is to show the methods of interpretation of upanishadic passages in different vedāntic schools. Also, we can see some techniques of interpretation taken from pūrva-mīmāmsa, the school of vedic interpretation, and adapted for upanishadic interpretation. The article shows how the main philosophical standpoint on the relation of the self and the absolute serves the exegetical purposes. So the standpoint of the BS and the ancient commentators is bhedābhedavāda, teaching of both the difference and non-difference between the self and the absolute, like sparks and fire. Śankara interprets the sūtras as teaching monistic illusionism. He also differentiates between the two levels of truth and accordingly the lower brahman and the highest brahman. In this way he was able to reconcile all upanishadic passages, whether they inclined to theism or monism. There is also an important hermeneutical discussion of Śankara with bhedābhedavādin Bhartrprapañca on the nature of knowledge and action and priority of the upanishads, part of sacred canon dealing with knowledge of brahman over the brāhmanas, which are dealing with ritual action. (shrink)

Tekst nudi prikaz povijesne uloge masovnih medija u produkciji društva spektakla i njezinoj recentnijoj inačici, tzv. celebrity culture , koja u sve većoj mjeri određuje i karakterizira suvremeno društvo kasne postmoderne. Nakon uvodne kontekstualizacije ključnog problema, tekstom su obuhvaćene klasične teze Frankfurtske škole kritičke teorije društva, posvećene utjecajima masovnih medija u produkciji masovne kulture, kao i Situacionistička internacionala, odnosno Debordov koncept društva spektakla. Posljednji, centralni dio teksta, bavi se medijski potpomognutom spektakularizacijom suvremenog društva i pokušava odgovoriti na pitanje što (...) su razlozi i koji su interesi u pozadini takvog medijski konstruiranog svijeta.The article presents the historical role of mass media in the production of spectacle society and its recent version – the socalled celebrity culture, which characterizes late postmodern society. After the introductory part, which contextualized the main problem of the text, next chapters are dedicated to classical Frankfurt School theses that mass media influence the production of mass culture, as well as to Situationist International, and the concept of spectacle society by Guy Debord. The central part of the article deals with media supported spectacularization of contemporary society, and tries to discover the reasons and interests behind specific media constructions of the world. (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)

Na temelju crkvenih propovijedi, historiografskih djela, pohvalnih govora u čast dubrovačkih nadbiskupa i teorijskih rasprava o retorici razmatra se položaj retoričke kulture u Dubrovniku Petrićeva vremena i dokazuje snažan utjecaj vlasti Republike koje su izravno nadzirale aktivnosti u svakom opisanom području. Različiti pogledi i sklonosti stranaca koji su stajali na čelu javne škole omogućuju da se ovaj predmet dublje sagleda, jer su svi dijelili interes za latinsku retoriku. U to su se uklopili pojedini domaći autori, koji su i vlastitim (...) radom opravdali Petrićevo uvažavanje Dubrovnika. Dubrovačka diplomacija najbolje je dokazala praktične koristi od retorike, što je Petrić osobito cijenio.On the basis of ecclesiastical sermons, historiographical works, eulogies in honour of Ragusan archbishops and theoretical treatises on rhetoric we analyse the status of rhetorical culture in Dubrovnik in the age of Frane Petrić and we prove the strong influence of the Government of the Republic, putting the activities in any mentioned area under their direct surveillance. Different approaches and inclinations of foreign masters of the Ragusan public school enabled us to take a deeper insight into this subject, because all of them shared the interest for the Latin rhetoric. Some among the native authors also contributed to the topic and thus they justified Petrić’s respect for Dubrovnik. The Ragusan diplomacy in the best way showed the practical use of rhetoric, what was highly praised by Petrić. (shrink)

U članku se propituje autorstvo i vrijeme nastanka Ātmabodhe, poznate filozofske pjesme koja na popularan, ali i pjesnički imaginativan način razlaže glavna učenja indijske filozofske škole Advaita Vedānte. Iako se Ātmabodha tradicionalno pripisuje velikom filozofu Śaṅkari (8. stoljeće), u članku se iznose argumenti koji govore u prilog tezi da je djelo nastalo nekoliko stoljeća nakon Śaṅkare. Osim suvremene stilometrijske metode General Imposters Framework, koja ju ne prepoznaje kao Śaṅkarino djelo, Ātmabodha također ne zadovoljava Hackerov kriterij kolofona. U članku se (...) stavlja poseban naglasak na doktrinarne i terminološke osobitosti u Ātmabodhi koje pripadaju vremenu nakon Śaṅkare. Osobit je primjer shvaćanje pojma neznanja, uz uvođenje kasnijih termina i koncepata. Dostupni dokazi upućuju na to da bi djelo moglo datirati iz vremena između 11. i ranog 14. stoljeća. (shrink)

U posljednjih nekoliko desetljeća svjedočimo velikom razvoju istraživanja na području znanosti i religije. Jedan takav razvoj naziva se 'teologija prirode' (ToN), što uključuje aktivnost izgradnje ili revizije teoloških okvira u svjetlu suvremenih znanstvenih razvoja, npr. evolucije, teorije kaosa i kvantne mehanike. Ian Barbour, John Polkinghorne i Arthur Peacocke, kršćanski mislioci, najpoznatiji su zagovornici ove vrste razmišljanja. Međutim, ovaj diskurs nije ispitan iz islamske perspektive. S obzirom na ovaj jaz, u članku razmatramo ovaj način razmišljanja iz perspektive Ashʿarī škole mišljenja (...) koja je dio sunitske islamske kalām tradicije. Prvo ćemo razmotriti kako se ToN manifestira u djelima ranije spomenutih mislilaca. Nakon toga ističemo bitna načela ašʿarizma koja su relevantna za Boga, Njegovu interakciju sa stvorenim svijetom i znanost. One se potom uspoređuju s idejama navedenih mislilaca. Dolazimo do dva zaključka. Prvo, pokazujemo da se atomizam, koji se općenito shvaća općeprihvaćeno stajalište u Ashʿarī tradiciji, ne bi trebao smatrati teološkimgledištem, već prije filozofskim ili znanstvenim. Drugo, napravljena je važna razlika između znanstveno informirane teologije (SIT) i kontingentno informirane teologije (CIT). Za Ashʿarīje, CIT je dovoljan za razumijevanje Boga, ali oni bi smatrali da bi SIT prikazan u ToN bio problematičan. Motivacija i metodologija lokaliziranja ili modificiranja Božje prirode ili atributa kako bi odgovarali današnjoj znanosti smatrala bi se teološki vrlo spronim oblikom scijentizma. (shrink)

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

U radu je istražen utjecaj završenog srednjoškolskog obrazovanja i dobi/godine studije na interkulturalnu efikasnost studenata i njihove preferencije glazbi svijeta, zatim povezanost između interkulturalne efikasnosti i preferencija glazbi svijeta te utjecaj poznatosti na preferencije glazbenih ulomaka. Istraživanje je provedeno na uzorku studenata različitih fakulteta Sveučilišta u Splitu i Sveučilišta u Zagrebu, pomoću upitnika sastavljenog od tri dijela: Upitnik općih podataka, Upitnik interkulturalne efikasnosti te Upitnik za ispitivanje glazbenih preferencija. Rezultati ne potvrđuju utjecaj vrste završene srednje škole ni dobi/ godine (...) studija na razinu interkulturalne efikasnosti studenata, niti na njihove preferencije glazbi svijeta. Potvrđeno je postojanje povezanosti između razine interkulturalne efikasnosti i preferencija glazbi svijeta te između poznavanja glazbe i preferencija glazbenih ulomaka. Dobiveni rezultati imaju značajne glazbeno-pedagoške implikacije, posebno u kontekstu visokoškolskog obrazovanja. The paper explored the influence of high school education and age/year of study on students’ intercultural effectiveness and their world music preferences, the relationship between intercultural effectiveness and world music preferences, and the influence of familiarity of music on music preferences. The research was conducted on a sample of students from different faculties of the University of Split and the University of Zagreb, using a questionnaire composed of three parts: The Sociodemographic Questionnaire, The Intercultural Effectiveness Scale and The Music preferences Questionnaire. The results do not confirm the influence of the type of high school education or age/year of study on the level of the students’ intercultural effectiveness, nor on their world music preferences. The existence of a relationship between the level of students’ intercultural effectiveness, world music preferences and between familiarity of music and music preferences has been confirmed. The obtained results have significant implications for music pedagogy, especially in the context of higher education. (shrink)

Ova filozofska analiza psihoterapijskih pristupa temelji se na tezi o znanstvenolikosti životne filozofije. Filozofija života je koncept koji je prisutan u svakoj važnijoj psihoterapiji, bilo na jasan bilo na implicitan način. Rabili smo nekoliko načina istraživanja filozofske pozadine psihoterapija: povijesnu i konceptualnu analizu, dvofaktorski model ontološko-epistemološkog prostora, socijalne mreže i filozofske škole i njihov utjecaj na povijest psihologije, te neke specifične probleme iz područja filozofije znanosti. U završnom odjeljku smo analizirali pokret filozofskog savjetovanja. Istražili smo njegove značajke, te poveznice (...) s psihoterapijom.This philosophical analysis of psychotherapeutic approaches is based upon thesis of scientific character of one’s philosophy of life. Notion of philosophy of life is present in each major psychotherapeutic approach, in either explicit or implicit matter.Modes of philosophical inquiry include historical and concept analysis, two factor model of ontological-epistemological space, social networks in the philosophical schools and their impact on the history of psychology, and some specific issues in the philosophy of science.Finally, philosophical counseling movement is examined. What is typical for this movement and what sort of connections does it have with psychotherapy is covered. (shrink)

U članku se istražuje osnovna linija argumentacije buddhističke škole sarvāstivādavaibhāṣika u prilog obrani njihove osnovne ontološke teze o egzistentnosti dharmi kroz sva tri vremenska razdoblja onako kako ju je izložio Vasubandhu u svome djelu Abhidharmakośabhāṣya . U uvodnome dijelu daje se kratki prikaz nekih prijepora u pogledu podrijetla te buddhističke škole kao i njihovog tekstovnoga korpusa. Nakon toga slijedi istraživanje Vasubandhuova izvješća o specifičnostima dharmičke ontologije te škole kao što su problemi dharmičke »funkcionalnosti« , njihove kauzalne djelotvornosti (...) i problema »prijelaza« atemporalnih dharmi u područje realnog oblikovanja iskustva . U završnom osvrtu se pokušava pokazati da se opća promjena filozofijske perspektive u razdoblju postkanonske abhidharme najradikalnije ostvarila u buddhističkoj školi sarvāstivāda-vaibhāṣika koja je bila prisiljena raznovrsnim teorijskim konstruktima pomiriti svoje shvaćanje dharmi kao »atemporalnih« konstituensa iskustva s općom buddhističkom postavkom o netrajnosti i nesupstancijalnosti svih fenomena .The article deals with the main line of argumentation of the Sarvāstivāda-Vaibhāṣika Buddhist school of thought in defence of their basic ontological thesis of the existence of dharmas through all three-time period as it is exposed in Vasubandhu’s Abhidharmakośabhāṣya . Introductorily some observations are given with regard to major controversies connected with the origin and textual corpus of that Buddhist school. Then follows investigation of Vasubandhu’s exposition of the particularity of the Sarvāstivāda-Vaibhāṣika Dharmic ontology – e.g. functionality of dharmas, their causal efficiency and the problem of "transition" of temporal dharmas into the domain of a real experience . In the concluding philosophical assessment an attempt is made to show that the general shift of the philosophical perspective in the period of the so-called postcanonical Abhidharma was the most radical reflected in the Sarvāstivāda- Vaibhāṣika school which was forced to harmonize through various theoretical constructs their basic notion of dharmas as »atemporal« constituens of experience with the general Buddhist understanding of all phenomena as impermanent and devoid of substance of any kind. (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)

Novija znanstvena istraživanja pokazuju da uključivanje djece u glazbene aktivnosti utječe na njihov psihički, emocionalni i socijalni razvoj zbog čega se glazba sve više koristi i u medicinske, odnosno terapeutske svrhe. Kako bismo saznali je li moguće neke elemente iz pojedinih metoda glazboterapije primijeniti i u nastavi glazbe u osnovnoj općeobrazovnoj školi, proveli smo kvalitativno istraživanje u kojemu su sudionici bili učenici trećeg razreda jedne osnovne škole iz Osijeka. Za potrebe prikupljanja podataka koristili smo postupak sustavnog promatranja, a za (...) analizu podataka kvalitativnu i kvantitativnu analizu. Rezultati istraživanja pokazali su da je uvođenje elemenata iz pojedinih metoda glazboterapije moguće te da učenici rado sudjeluju u svim provedenim aktivnostima. Pritom učenici iskazuju maštovitost, kreativnost, samostalnost u radu te spremnost na suradnju. (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)

This study investigates the integration of the interactive whiteboard into Science teaching during the primary educational cycle and teachers’ perceptions about the use of the information and communication technology in the school subject Science. An online questionnaire was distributed to Croatian schools in 2015/2016. A total of 104 teachers expressed their perceptions, 65 of them were from schools without an IWB, while the remaining 39 responded to our online questionnaire from schools with an implemented IWB. The results indicate the higher (...) usage of ICT in schools with an IWB compared to schools without an IWB. Teachers use IWBs and computers mostly once or twice per week and DVDs once per week. Additional results pointed to the positive teachers’ perceptions on technology in linking student motivation to outcome levels in science. The findings reveal the constant education focused on IWB integration, and internet and technical support as a starting point for an innovative practice in science. Future studies are directed to the investigation of the use of technology in all schools in the Republic of Croatia. U radu se prikazuju rezultati istraživanja o korištenju pametne ploče u nastavi Prirode i društva te stavova učitelja o uporabi informacijske i komunikacijske tehnologije u podučavanju tih nastavnih sadržaja. Istraživanje je provedeno putem online upitnika koji je bio poslan u škole u Hrvatskoj tijekom školske godine 2015/2016. Ukupno 104 učitelja iskazalo je svoje stavove: 65 učitelja iz škola bez pametne ploče, a 39 iz škola u kojima koriste pametnu ploču. Rezultati ukazuju na češću uporabu IKT u školama s pametnom pločom u usporedbi sa školama bez nje. Učitelji pametnu ploču i računala najčešće koriste jednom do dva puta tjedno, a DVD jednom tjedno. Rezultati također pokazuju pozitivne stavove učitelja o uporabi tehnologije za povećanje motivacije učenika i njihovih postignuća. Nalazi istraživanja ukazuju na kontinuiranu edukaciju usmjerenu na rad s pametnom pločom te tehničku podršku kao ključne za inovativnu nastavu. Buduća istraživanja trebala bi analizirati korištenje tehnologije u svim školama u Republici Hrvatskoj. (shrink)

Cilj je studije bio utvrditi učiteljsku procjenu znanja o simptomima, etiologiji i tretmanu ADHD-a te njenu povezanost sa sociodemografskim obilježjima učitelja, obilježjima škole i učiteljevoj samoprocjeni općeg znanja o ADHD-u. Prigodan uzorak činilo je 233 učitelja. Primijenjen je Upitnik učiteljskih znanja o ADHD-u trofaktorske strukture: Simptomi, Etiologija i Tretman ADHD-a, odgovarajuće pouzdanosti. Učitelji poznaju važnost tretmana za akademske i socijalne ishode učenika s ADHD-om te simptome ADHD-a, dok iskazuju nedovoljno poznavanje etiologije ADHD-a. Prisutne su zablude u identificiranju uzroka ADHD-a (...) u obiteljskim stresnim okolnostima. Učiteljska procjena općeg znanja o ADHD-u povezana je s višom razinom znanja o simptomima i tretmanu, radnim mjestom učitelja razredne nastave, dok je viša razina znanja o tretmanu povezana s nižom kronološkom dobi učitelja. Implikacije dobivenih nalaza ukazuju na značaj stjecanja kompetencija učitelja za poučavanje učenika s ADHD-om tijekom inicijalnog obrazovanja i trajnog profesionalnog razvoja, kao i osiguravanja podrške stručnjaka edukacijskih rehabilitatora. The aim of this study was to determine the teachers’ level of their perceived knowledge about ADHD and the connection between the teachers’ perceived knowledge and their sociodemographic characteristics, characteristics of the school they are affiliated with and their self-assessment of their general knowledge about ADHD. The sample was convenient and included 233 teachers. We used the Questionnaire of Teachers’ Knowledge of ADHD with three factored structure: Symptoms, Etiology of ADHD and Treatment of ADHD, with the adequate internal consistency. Teachers are aware of the importance of the treatment for the academic and social outcomes of students with ADHD. They also recognize the symptoms of ADHD. Their knowledge of the etiology of ADHD is insufficient. There are misconceptions related to identifying the cause of ADHD in family stressful circumstances. The teachers’ assessment of their general knowledge of ADHD is connected to higher level of knowledge about the symptoms and treatment, and position of primary school teacher. Higher level of knowledge about the treatment is connected to lower age of the teachers. Implications of these findings point out to the importance of obtaining the relevant competences during the initial study of the teachers as well as during their further professional development. The importance of professional support provided by educational rehabilitators is also highlighted. (shrink)

Inclusive education is an educational approach that advocates the inclusion of all students in the education system, regardless of their different abilities. Since the main stakeholders of inclusive education are teachers, professional associates, and school principals, their opinion is crucial for the successful implementation of this complicated process. The aim of this study was to investigate the views of teachers, professional associates and principals in secondary schools (N=517) on the effectiveness of inclusive education implementation in secondary schools in the Republic (...) of Croatia. The results of this study show that indicators of the success of inclusive education in secondary schools include acceptance of students with disabilities by their peers, successful completion of secondary school and aspiration to further education. Teachers, professional associates and school principals believe that they are well versed in methodological adaptations and are aware of the abilities and limitations of students with disabilities. The research found a statistically significant correlation between collaboration between secondary schools and parents of students with disabilities and successful inclusive education. Professional associates were found to provide the greatest support to teachers in educating students with disabilities. There is also a recognized need for more in-service training and professional visits from mobile teams equipped by experts specializing in specific difficulties. The study highlights how important it is for the success of inclusive education to update textbooks to include inclusive and universal design. (shrink)

The relationship between body and mind is a classical ontological problem in the history of philosophy. To this problem can be added an epistemological question about the relationship between body and knowledge. In this article, I will discuss these questions delimited to one central area of education, that is, school. My point of view will be life-world phenomenology and in particular the theory of the lived body.

In this analysis, I will delve into the ethical and philosophical concepts associated with Konstantin Levin, a prominent literary figure in Leo Tolstoy's renowned work,* Anna Karenina*. The examination will entail a comparative study of two distinct forms of intellectuals: Sergej Ivanovich, who is actively engaged in aristocratic spheres, and Levin, who maintains a deliberate distance from such political and public involvement. Levin's pursuits center on a meticulously planned overhaul of his economy, prioritizing the welfare of the peasantry. Furthermore, Levin's (...) profound contemplation of life's essence leads him to contemplate suicide, shedding light on the philosophical underpinnings of suicidal ideation. The subsequent elucidation will address Levin's renunciation of his self-destructive inclinations. -/- References: Ахмадова Т.Х. *Духовний Крисис Л.Н. Толстого в романе Анна Каренина (на примере образа Левина*, Мир науки, культуры, образования. № 3 (94) 2022 -/- Деретић, И. (2020). *Смрт и бесмртност у Платоновој филозофији*, Београд: Феникс Либрис; Невен -/- Deretić, I. *Zašto se ubila Ana Karenjina*,Theoria2 (2023), стр. 137-150. -/- Панарина И.С. *Зачем нужен Левин в романе Л. Н. Толстого Анна Каренина,* Уральский филологический вестник, (4) 2018 -/- Радовановић, Б. „Принцип херменеутичког круга и идеја о историјском контексту,“ у: *Jezik, književnost i kontekst*, Универзитет у Нишу, Ниш, стр. *65-79**.* -/- Tолстој, Л. Н. *Ана Карењина*, прев. Зорка Велимировић, Просвета-Рад, Београд, 1978, Iтом -/- Шутеева А.Ю. *Диалектика души как отражение духовной сущности чоловека в ромене Л. Н. Толстого Анна Каренина (на примере образа Константина Левина)*, Известия Российского государственного педагогического университета им.А.И. Герцена. 77 (2008), стр.233-236. (shrink)