This paper focuses on studying friend relationships in the classroom. Relationships between peers are exceptionally important in school age, and a lack of such relationships or continued difficulties with them can reflect on student successes, learning outcomes, and student perceptions of self, social status, social success, etc. The goal of the empirical part of the research was to examine the quality of friend relationships within the classroom in the category of ‘best friend’. Three research questions arose from the research goal: (...) What is the profile of friend relationships in the category of ‘best friend’? What is the hierarchical structure of the quality dimensions of friendship in the categories offered? Which characteristics describe one’s best friend and the ideal friend? The results of research affirm two profiles – a general one, and the profile of closeness and parental involvement. The affirmation of hierarchical structure pointed to the importance of care and recognition and reliability and problem solving. The highest point in the hierarchy is held by the dimensions of recognition and reliability. The most significant characteristics that describe one’s best friend include conversation and spending time together, trust and aid; the moral values of the friend are exemplified in an ideal friendship. (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)

U radu se nudi prikaz su-roditeljstva prema kojem su su-roditelji jedno drugom i roditelj i dijete. Rad započinje pregledom postojećih teorija o vrijednosti roditeljstva kako bi se vidjelo može li se vrijednost su-roditeljstva svesti na to. Utvrdivši da se ne može, ukratko elaboriram teoriju roditeljstva po kojoj su roditelji ti koji stvaraju osobe. Koristeći Aristotelova četiri uzroka kao korisnu prizmu, ocrtavam kako su roditelji uzrok svog djeteta i kako u stvaranju djeteta zajedno su-roditelji postaju roditelji i dijete jedno drugome. Na (...) primjer, s obzirom na to da roditelji stvaraju djecu kao modele koje treba kopirati, su-roditelji bi trebali uživati u najboljoj vrsti prijateljstva jedni s drugima, tretirajući procvat onog drugog kao ljudske osobe kao svoj cilj. Predlažem da su-roditeljstvo sadrži roditeljstvo virtualno, da je ljubav su-roditelja prema djetetu manifestacija njihove ljubavi jednih prema drugima te da teleološki ispunjeno stanje prijateljstva između roditelja i djeteta postoji u prijateljstvu su-roditelja. (shrink)

Ovaj tekst, kao nastavak našega promišljanja o dispozicijama za pedagogično djelovanje, kritička je refleksija vlastite profesionalne svakodnevice u kojoj detektiramo brojne dileme vezane za svrhu pedagoške profesije. Točke prijepora, poput – biti neutralna ili angažirana, graditi distanciran ili prisan pedagoški odnos, prioritizirati vlastitu ili tuđu dobrobit, odbijati ili prihvaćati sukob kao potencijalni agens promjene – izmještamo iz hodnika, predavaonica i učionica u kojima bivamo te, izlazeći time iz komforne zone nepromišljanja o njima, apostrofiramo ambivalentnu pojavnost dihotomije javno–privatno u skrivenome kurikulumu (...) tih prostora. Promatrajući dispozicije kao za autonomno pedagogično pedagoško djelovanje prediktivna uvjerenja i osobine razvijajućega karaktera, u radu zagovaramo napuštanje shvaćanja pedagoginja kao neutralnih profesionalki apstrahiranih od osobnih uvjerenja, kvaliteta i ograničenja te u fokus stavljamo etičnost, refleksivnost i autentičnost kao temeljne dispozicije za pedagogično djelovanje usmjereno k podupiranju mogućega i transformativnoga u pedagoškome odnosu. Rad zaključujemo promišljanjem odgovornosti studijā pedagogije i samih pedagoginja za kultiviranje opisanih dispozicija. This text, as a continuation of our reflections on dispositions for pedagogical practice, is a critical reflection on our everyday working life, in which we detect numerous dilemmas related to the goal of the pedagogical profession. We move points of contention – such as being neutral or engaged, building a distanced or close pedagogical relationship, prioritising one’s own benefit or that of others, rejecting or accepting conflict as a potential agent of change – out of the halls and classrooms in which we spend time and, breaching the comfort zone of not thinking about them, accent the apparently ambivalent dichotomy of public and private in the hidden curriculum of these spaces. By conceptualizing dispositions as evolving predictive beliefs and personal traits, the paper advocates abandoning the view of pedagogues as neutral professionals devoid of personal beliefs, qualities, and limitations, instead focusing on ethics, reflexivity, and authenticness as the basic dispositions for pedagogical practice directed towards supporting the possible and transformative in the pedagogical relationship. The paper concludes with a consideration of the responsibility of pedagogy programmes and pedagogues themselves in cultivating the aforementioned dispositions. (shrink)

The main cause of Schmitt?s and Koj?ve?s friendship, and consequently, their correspondence, lies in their common affinity for philosophy of Hegel. When they began corresponding in 1955, Schmitt was something of an academic pariah; in 1933, the legal scholar had joined the Nazi Party, publicly declared his anti-Semitism, was later interrogated at Nuremberg, and retired from his post at the University of Berlin in 1946. After his famous lectures on Hegel?s Phenomenology ended in 1939, Koj?ve joined the Resistance. At the (...) end of the World II War, he wound up in the French ministry of economic affairs, where he worked until his death in 1968. This text is written on the margins of two letters, one written on 14.XII.1955. by Schmitt and the other, Koj?ve?s answer, dated on 4.I.1956. The subject of those two letters is the interpretation of the enemy in philosophy of Hegel.. Ljubav prema Hegelovoj filozofiji nalazi se u osnovi prijateljstva i prepiske Koj?va i Schmitta. Kada su 1955. poceli svoju prepisku, Schmitt je bio u potpunoj nemilosti. Ispitivan u Nirnbergu, 1946 godine bio je udaljen sa Univerziteta u Berlinu. Posle cuvenih predavanja o Hegelu koja su se okoncala 1939. godine, Koj?ve se prikljucio Otporu. Od 1946 godine radio je u francuskom Ministarstvu za privredu. Ovaj tekst je inspirisan Schmittovim pismom od 14. XII 1955. i odgovorom Koj?va u vezi sa Hegelovim razumevanjem pojma?neprijatelj?. (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)

Že od vsega začetka je dobro znano, da so se po padcu Troje Ahajci surovo znesli nad preživelimi Trojanci, samo proti dvema, Eneju in Antenorju, so se zaradi starega gostinskega prijateljstva in ker sta se zmeraj zavzemala za mir in vrnitev Helene, odpovedali slehernemu vojnemu pravu. Nato je po raznih nezgodah Antenor z množicoEnetov, ki so bili zaradi upora pregnani iz Paflagonije in so, ker so pred Trojo izgubili kralja Pilajmena, iskali voditelja in bivališče, prišel v najbolj notranji zaliv (...) Jadranskega morja. Eneti in Trojanci so pregnali Evganejce, ki so prebivali med morjem in Alpami, in zasedli njihovo ozemlje. Kraj, kjer so najprej stopili na kopno, se imenuje Troja in po njem so poimenovali Trojanski okraj. Vsemu ljudstvu je ime Veneti. (shrink)

Prijateljstvo prati čovjeka od njegovih samih početaka, a očituje se u trajnoj dvostrukoj raspoloženosti: biti s drugim i biti netko drugome. U izlaganju se analizira Aristotelova filozofska refleksija o prijateljstvu. Osobita važnost posvećuje se trima različitim motivacijama koje ljude potiču na stupanje u različite oblike druženja ili prijateljevanja, a to su: zbog koristi, užitka ili, pak, zbog kreposti. Pokazuje se kako prijateljstvo vođeno kriterijem koristi nije istinsko prijateljstvo, jer se njime ne ostvaruje dobro osobe, nego neko korisno dobro koje osoba (...) ima, a koje drugoj osobi treba. Takvo je prijateljstvo, prijateljstvo reciprociteta u kojem se nešto dobiva, umjesto da se netko susretne radi njega samoga. Ovom tipu prijateljstva slično je prijateljstvo iz užitka, budući da ni jedan ni drugi tip prijateljstva ne počiva na bitnom principu zasnovanom na vrijednosti i dostojanstvu ljudske osobe, nego na principu ugode ili koristi kojim se ostvaruje isključivo simbiotsko-egoistični odnos.Posebno se apostrofira kako je pravo, istinsko prijateljstvo ono koje svoje utemeljenje pronalazi u sličnosti prema kreposti, te se stoga ostvaruje u blagotvornoj sličnosti prema dobroti. Naime, samo dobri mogu dobro željeti onom drugom prijatelju koji je također dobar. Prijateljstvo koje počiva na temeljima dobrote biva više prijateljstvo ukoliko se širi horizont dobrote, prave, istinske, nesebične dobrote, u kojoj se prijatelju želi dobro radi njega samoga, a ne zbog možebitne koristi koju očekujemo od njega. Kritički se propituje Aristotelovo mišljenje da nije potrebno doći samo do kreposti na osobnom planu, nego je potrebno postići i krepost na području zajednice, te je stoga za prijateljstvo od presudne važnosti, kao svojevrstan poligon kreposnog djelovanja, kakvi će odnosi vladati u društvu.Freundschaft begleitet den Menschen von Anfang an, und diese offenbart sich in einer dauerhaften zweifachen Verfügbarkeit: mit jemandem sein und für jemanden da sein. In dem Aufsatz wird Aristoteles’ philosophische Reflektierung der Freundschaft analysiert. Besondere Aufmerksamkeit gilt dabei dreierlei Motivationen, die die Menschen zu verschiedenen Freundschaftsbeziehungen anregen. Die Gründe dieser Beziehungen können Eigennutz, Vergnügen oder auch Tugend sein. Es wird gezeigt, dass die auf Eigennutz basierende Freundschaft keine wahre Freundschaft ist, weil dadurch nicht das Gute der Person verwirklicht, sondern das Gute, das eine Person hat, von einer anderen Person ausgenutzt wird. Eine solche Freundschaft nennt man Reziprozitätsfreundschaft, da man von dem anderen etwas erwartet, statt mit ihm seiner selbst wegen Umgang zu pflegen. Diesem Freundschaftstyp ähnelt die zum Vergnügen geschlossenen Freundschaft. Weder der erste noch der zweite Freundschaftstyp lehnen sich an das wesentliche, auf dem Wert und der Würde des Menschen basierende Prinzip an, sondern an das Prinzip des Eigennutzes bzw. des Vergnügens, womit ausschließlich eine symbiotisch-egoistische Beziehung verwirklicht wird.Besonders betont wird die einzig wahre Freundschaft, die sich auf der Tugend gründet und daher ihren Höhepunkt im Guten erreicht. Nur derjenige, der gut ist, kann gut zu dem anderen sein, der auch gut ist. Die auf dem Guten basierende Freundschaft ist ein erhabener Freundschaftstyp, da sich dabei der Horizont des wahrhaftigen Guten und der Selbstlosigkeit weitet und man dem Freund seiner selbst wegen das Gute gönnt und nicht, weil man von ihm etwaserwartet. Auf kritische Weise wird der Standpunkt Aristoteles’ ausgelegt, dem zufolge Tugend auf dem persönlichen Plan allein nicht ausreicht, sondern auch auf dem Plan des Gemeinwesens angestrebt werden muss. Deshalb hängt von der Freundschaft als einem Ausübungsplatz tugendhaften Handelns ab, wie sich die zwischenmenschlichen Beziehungen in der Gesellschaft gestalten. (shrink)

The presumed lifestyle changes due to the Covid-19 pandemic are the reason for research into the self-assessment of parents of early and preschool children about parental behaviors during lockdown in the first wave of a pandemic. The aim was to explore the quality of parenting through joint activities and behaviors towards children. A relative majority of survey participants estimate that they have not significantly changed individual activities with children while a quarter of parents estimate that they do so more often (...) than before. Nearly half of parents estimate that they play more with their children than before the lockdown. Family relationships have been singled out as the most important dimension of parenting. Age, level of formal education and marital status of research participants as a predictor explains only 2.3 % of the variability of parental self-assessment, so it is reasonable to assume the existence of other, more significant predictors of parenting quality. The collected data indicate the advantages and disadvantages of online research. The size of the sample indicates the involvement of parents on social networks, which indicates the possibility of further research on parenting. (shrink)