Suchergebnisse

U radu se raspravlja o operacionalizaciji obrazovnih politika o pravima djece. Prava djece primarno proizlaze iz temeljnih ljudskih prava koja promiču zadovoljavanje bioloških, socijalnih, psiholoških, intelektualnih i duhovnih potreba. Donošenjem Konvencije o pravima djeteta 1989. godine dolazi do promjene u poimanju prava djece te se ističe aktivna uloga djeteta kao nositelja vlastitih prava. Promiče se i filozofija inkluzije kako bi se svoj djeci pružile jednake mogućnosti te osigurao rast i razvoj u skladu s individualnim sposobnostima svakog djeteta. Cilj ovog istraživanja bio je ispitati način na koji se djeca i djetinjstvo prikazuju u dokumentima o pravima djece, s naglaskom na aktivnu ulogu djeteta nasuprot zaštitničkom stavu prema djetetu te u kojoj mjeri i na koji način su u dokumentima o pravima djece zastupljene temeljne inkluzivne odrednice. Rezultati kvalitativne deskriptivne analize ključnih dokumenata ukazuju na to da iako se u literaturi promiče uloga djeteta kao aktivnog sudionika i nositelja vlastitih prava taj je koncept potrebno i dalje razvijati. ; The paper discusses the operationalization of education policies on children's rights. Children's rights primarily derive from fundamental human rights that foster the fulfillment of the biological, social, psychological, intellectual and spiritual needs of all. Adoption of the 1989 Convention on the Rights of the Child has brought a change in the understanding of the children's rights, whereupon the active role of the child as the holder of her/his own rights has become recognized as well as the philosophy of inclusion, which provides equal opportunities for all children and ensures the growth and development in accordance with the individual abilities of every child. The aim of this paper is to examine how children and childhood are presented in the documents on children's rights, with an emphasis on the active role of the child and protective attitude towards the child. The paper also seeks to examine in what way and to what extent the fundamental inclusive principles are represented in the documents on children's rights. The results of a qualitative descriptive analysis of documents indicate that although relevant literature promotes the role of the child as an active participant and a holder of her/his own rights, the aforementioned concept needs to be further developed.

Svrha ovog rada je usustaviti i kronološki prikazati elemente koji su utjecali na razvoj građanskog odgoja i obrazovanja od 1999. godine do danas u Republici Hrvatskoj. Rad prati relevantne dokumente i strategije u kojima se građanski odgoj i obrazovanje izričito navodi, objavljena istraživanja u području građanskog odgoja i obrazovanja te ključne dionike koji se nameću kao akteri u njegovoj provedbi. Počevši od poticaja, koji je došao iz Europe, da bi sve države kao prioritet trebale imati uvođenje odgoja i obrazovanja za ljudska prava i demokratsko građanstvo u odgojno-obrazovne sustave, rad prati na koji je način Republika Hrvatska odgovorila na te poticaje. U središtu su interesa pitanja kako je i je li sustav pokušao uključiti ovu temu u obrazovnu politiku Republike Hrvatske te tko je sve utjecao na te procese. Rad kronološki prikazuje sve događaje u području razvoja politike građanskog odgoja i obrazovanja od 1999. godine, kada je donesen prvi strateški dokument koji pretpostavlja razvoj građanske kompetencije, do danas. ; The purpose of this paper is to present a systematic and chronological overview of elements that have influenced the development of Civic Education in Croatia since 1999 until the present day. The paper surveys relevant documents and strategies featuring explicit mentions of civic education, published research in the field of civic education, and key stakeholders in its implementation. Starting with the impetus from Europe to implement education for human rights and democratic citizenship, this paper gives an outline of Croatia's response to that impetus. The main points of interest in the paper whether and in which ways the system tried to include civic education in the educational policy of the Republic of Croatia, as well as who affected those processes. The paper presents a chronological overview of all developments in the field of civic education policy in Croatia since 1999, when the first strategic document on developing civic competence was adopted, until the present day.

U radu je prikazan odnos prema djeci s teškoćama u razvoju od početka ljudske zajednice do danas. Odnosi društvene zajednice prema djeci s teškoćama u razvoju ograničavani su i obilježavani različitim karakteristikama društva u određenim povijesnim događanjima. Ekonomska i politička zbivanja snažno su utjecale na segregaciju djece s teškoćama u razvoju. Segregirajući odnos i predrasude prema osobama s invaliditetom, a posebno prema djeci s teškoćama u razvoju trajala su tisućama godina. Povijesne činjenice pokazuju da se nuđenjem većih mjera socijalne zaštite i nametanjem pasivizacije osobama s invaliditetom i djeci s teškoćama u razvoju smanjuju mogućnost društvene rehabilitacije. U nekim drugim razdobljima, posebno nakon različitih pošasti i ratnih razaranja, odnos društva prema marginaliziranim članovima mijenjao se, otvarajući im prostor uključivanja u rad i obrazovanje. U radu je prikazano kako su spomenute politike i filozofski pravci utjecali su na stvaranje vrijednosti i uvjerenja šire društvene zajednice prema djeci s teškoćama u razvoju. Danas, za ostvarivanje odgoja i obrazovanja u inkluzivnom društvu, samo zakonodavstvo koje je izrazito važno i jasno, ipak je nedovoljno bez principa prilagođenih odgoju i obrazovanju svake zajednice. ; The paper describes the attitude towards children with disabilities from the beginning of human society to this day. Terms of community relations towards children with disabilities are constrained and marked with different social circumstances and historical events. Economic and political developments have strongly influenced for segregation children with disabilities. Segregated attitude and prejudice against people with disabilities, especially towards children with disabilities have lasted thousands of years. Historical facts show that by offering greater social protection measures and the imposition of passivity people with disabilities and children with disabilities reduces the possibility of their social rehabilitation. In other periods, especially after the scourge of war, disease and natural disasters, social attitudes towards marginalized changed by opening their premises involvement in work and education. Mentioned politics and philosophical lines influenced on the creation of values and beliefs towards children with disabilities in different historical periods. Today, for the realization of education in an inclusive society except the legislation, who is extremely important and clearly, still is not enough without the principle of customized education of each community.

Jedna od najznačajnijih obitelji hrvatsko-ugarske povijesti jest porodica Gorjanski (Garai). Podrijetlom je iz nekadašnjega sela Dorozsme, koje se danas nalazi u sastavu Szegeda, trećega po veličini mađarskoga grada. Selo je ime dobilo po rodu Drušini(Drušbi) iz kojega potječu Gorjanski. Utemeljitelj obitelji je Ivan Gorjanski koji je 1269. od hercega Bele dobio grad i utvrdu Gorjani (Gara) u tadašnjoj Vukovskoj županiji. Gorjanski su tijekom dva stoljeća zauzimali visoke državne položaje u Hrvatskoj i Ugarskoj te su uz Karla Khuen-Hedervaryja (bio je predsjednik središnje vlade u Budimpešti 1903. i 1910.–1912. godine te hrvatski ban od 1883. do 1903.) bili najviše pozicionirani državnici iz Hrvatske. Naime, oni su u tri uzastopna naraštaja nosili najviši dvorski naslov palatina (1375.-1385., 1402.–1433., 1447.–1458.), a i u njihovoj drugoj, tzv. "banskoj" lozi imali su važnu ulogu kao hrvatski i slavonski, odnosno mačvanski banovi. Najvažniju ulogu u obitelji imao je Nikola Gorjanski mlađi, šurjak i najbliži suradnik kralja Sigismunda (Žigmunda) Luksemburgovca, koji je bio kraljev zamjenik za njegovih čestih izbivanja iz zemlje, a obavljao je i najdelikatnije diplomatske zadaće u Njemačkoj, Francuskoj i Engleskoj. Za to je nagrađen ne samo golemim posjedima, nego i Redom zmaja i Redom rupca. ; One of the most notable families in Croatian-Hungarian history is the Gorjanski (Garai) family. The family hails from Dorozsma village of old, which is part of present-day Szeged, the third largest city in Hungary. The village was named after the clan of Drušina (Drušba), from which the Gorjanski family draws its lineage. The progenitor of the family was Ivan Gorjanski, who received the Gorjani (Gara) town and fortress in the Vukovska County from Duke Bela in 1269. For two centuries members of the Gorjanski family held high level court positions in Croatia and Hungary and were, along with Karoly Khuen-Héderváry (the president of the central government in Budapest in 1903 and 1910-1912 and the Croatian ban from 1883 to 1903), the most notable political figures from Croatia. Namely, they held the highest court title of palatine (1375 – 1385, 1402 – 1433, 1447 – 1458) throughout three successive generations, while their other so-called "banal/Bánfi" branch also had an important role as Croatian and Slavonian bans, as well as bans of Macsó. The most significant figure of the family was Nikola Gorjanski Junior, brother-in-law and closest associate of King Sigismund of Luxembourg, who stood in for the King during his frequent travels. He also performed the most delicate diplomatic duties in Germany, France and England, for which he was rewarded not only with huge estates, but also the Order of the Dragon and Order of the Scarf.

Delfi metoda se već nekoliko desetljeća koristi kao prognostička metoda kojom se dobivaju podaci iz specifičnih područja istraživanja, a na temelju mišljenja i predviđanja stručnjaka toga područja. Osmišljena kako bi ukazala na trendove i mogući napredak u pitanjima koja se prvenstveno odnose na gospodarstvo, ekonomiju i politiku, uspješnošću u rezultatima pokazala se izuzetno prikladnom i u kvalitativnim istraživanjima odgoja i obrazovanja. Razlog je taj što su suvremena istraživanja usmjerena upravo na predviđanja uspješnosti određenih promjena i reformi u području odgoja i obrazovanja. Provedbi delfi metode u suvremenim istraživanjima u prilog ide ubrzani razvoj i napredak elektroničkih medija, odnosno digitalizacija komunikacije. Time se otvaraju drugačije i bolje mogućnosti provedbe delfi metode, razmjeni informacija, pristupu ispitanicima i obradi podataka. Ovaj rad donosi prikaz delfi metode, počevši od svrhe njene primjene do detaljnih metodoloških smjernica. Rad prvenstveno sadrži osvrt na rezultate suvremenih kvalitativnih istraživanja koja su delfi metodom pristupila problematici u pitanjima odgoja i obrazovanja. Ovim se radom također donose razmatranja uspješnosti primjene delfi metode u odgoju i obrazovanju, ali i neke dileme oko provedbe te istraživačke metode, a koje nalazimo u rezultatima suvremenih istraživanja ovog područja. ; Delphi method was used for several decades as a prognostic method by which information is retrieved from the specific areas of research, and is based on the opinions and predictions of experts in the field. Designed to highlight the trends and possible progress on issues primarily related to the business, economy and politics, the success of the results proved that method can also be very convenient in qualitative research studies in education. Reason for this scientific question lies in a fact that contemporary research studies are particularly focused on predicting the success of certain changes and reforms in the field of education. Implementation of the Delphi method in current research studies is supported by the rapid development and progress of the electronic media, especially digitization of communication. This opens different and better possibilities for implementation of the Delphi method, as well as for the exchange of information, access to respondents and data processing. This paper provides the overview of the Delphi method, starting from the purpose of its application to the detailed methodological guidelines. It primarily includes review of the results of the contemporary qualitative research studies that approached to the issues of education applying the Delphi method. This paper also reviews observations of successful application of the Delphi method in research studies in education, but also some dilemmas of implementation of this method that are found in results of the contemporary studies in this field of research.

Visoko obrazovanje važan je segment pripreme za tržište rada svih studenata koji upisujući pojedini fakultet žele steći potrebnu edukaciju za rad u odabranom području. Zemlje Europske Unije, pa tako i Hrvatska, ulažu u razvoj visokog obrazovanja kroz različite operativne programe koji pridonose dostupnosti obrazovanja za sve kategorije građana. Otvorenost visokog obrazovanja svakom članu društva temelj je inkluzivne obrazovne politike Europske Unije. Obrazovne politike postaju područje interesa cijele europske zajednice jer se društvo znanja vidi kao temelj gospodarske konkurentnosti Europe na globalnom tržištu. Cilj je rada ispitati kako stručnjaci koji rade u službama podrške za studente s invaliditetom doživljavaju poštovanje prava na visoko obrazovanje studenata s invaliditetom na Sveučilištu u Zagrebu. Riječ je o kvalitativnom istraživanju provedenom u 2019. godini putem polustrukturiranih intervjua, dok su podaci obrađeni primjenom tematske analize. U istraživanju je sudjelovalo 10 stručnjaka koji rade u službama podrške za studente s invaliditetom na Sveučilištu u Zagrebu. Rezultati ukazuju na pozitivne primjere poštovanja prava na visoko obrazovanje, ali identificiraju i postojeće slabe točke koje je potrebno unaprijediti u skladu sa suvremenim postavkama inkluzivnog europskog društva. Promjene u budućnosti potrebne su u područjima standardizacije asistencije i prijevoza, prilagodbe infrastrukture, redovite edukacije nastavnog osoblja, senzibilizacije studenata te u razvoju ljudskih resursa u uredima za studente s invaliditetom. ; Higher education plays a pivotal role in preparing students for the labour market by providing education at the university level required for work in the chosen field. The EU member states, including Croatia, invest in higher education through different operational programmes to increase access to education for all citizens. Equal access to higher education for all is at the core of EU education policies for inclusion. Moreover, the education policy importance rises on the European agenda as the concept of knowledge society becomes central to European competitiveness on the global market. This paper aimed to examine how professionals employed by support services for students with disabilities perceive the respect of the right to higher education for students with disabilities at the University of Zagreb. The paper is based on qualitative research from 2019, which involved semi-structured interviews and thematic analysis of data. The research included 10 professionals employed by the support services for students with disabilities at the University of Zagreb. Although the results indicated certain good practice examples of respecting the right to higher education, they also pointed out the challenges that ought to be addressed in line with contemporary inclusive practices in Europe. In the future, improvements are recommended in the following areas: standardising assistance and transportation, adapting infrastructure, continuing training of the teaching staff, raising student awareness and human resource development at the Office for Students with Disabilities.

Top 76,2 mm M1942 (ZisS-3) se zbog svojih odlika smatra jednim od najboljih topova Drugog svjetskog rata, no njegova je proizvodnja prestala po završetku ratnih operacija. U radu je dan sažeti povijesni prikaz razvoja ovog srednje teškog topa. Razmatrani je top po završetku rata Sovjetski Savez izvozio u druge zemlje, najvećim dijelom u savezničke komunističke države, pa tako onda i u Jugoslaviju. Top M1942 (ZiS-3) je, zbog svojih dobrih karakteristika, i danas u upotrebi u nekim manje razvijenim dijelovima svijeta. U radu je najvećim dijelom opisan postupak restauriranja i konzerviranja jednog primjerka topa ovog tipa koji je danas u vlasništvu grada Karlovca, odnosno tamošnjeg muzeja. Analiza konkretnog topa je pokazala da je proizveden 1945. te da je u Jugoslavensku narodnu armiju najvjerojatnije stigao između 1945. i sredine 1948. kada su Rezolucijom Informbiroa prekinuti odnosi između Jugoslavije i Sovjetskog Saveza, kao i sovjetska vojna pomoć Jugoslaviji. U vrijeme Domovinskog rata top je prešao u ruke Hrvatske vojske. ; The M1942, better known as ZiS-3, is a multifunctional medium caliber field gun used for infantry support on flat terrain, as well as against tanks and armored vehicles. The German Reich advocated the production of big caliber guns, which prompted the Marshal of the Soviet Union G. I. Kulik to order a cessation of the production of small and medium caliber guns. The work on the gun, which was secretly constructed by engineer V. G. Grabin in Gorki and later known as the 76,2 mm divisional field gun M1942 (ZiS-3), began in 1940. Soon after the German attack on the Soviet Union, the Soviet military command realized that small and medium caliber guns were needed in battles after all, which prompted the production of the aforementioned gun despite certain problems caused by the fact that the gun in question was never officially developed. Its official production began in 1942 and lasted until the end of the World War II. After the war, the Soviet Union exported this gun to other countries, mostly to allied communist countries, including Yugoslavia. It is still in use in some less developed parts of the world due to its characteristics. Less qualified personnel were able to work on the production and gunners quickly passed training on the operation of the gun due to the simplicity of its construction.

Nastajanje inženjerskog polja mehatronike privlači pozornost mnogih tehničkih stručnjaka, akademika i vladinih dužnosnika u posljednjih nekoliko godina, na nacionalnoj i globalnoj razini. Glavni razlog za to je da mnogi suvremeni proizvodi više nisu čisto električni i elektronski ili mehanički. Štoviše, oni su integrirani multidisciplinarni proizvodi koji su izrađeni od podsustava koji zahtijevaju inženjersko znanje iz različitih disciplina. Tako sve veći broj sveučilišta nude tečajeve, certifikate i programe na preddiplomskoj i diplomskoj razini u području mehatronike. Ovaj članak predstavlja obrazovni program mehatronike na Fakultetu tehničkih znanosti Sveučilišta u Novom Sadu u Srbiji. Osim toga, u članku je prikazana procjena studenata programa mehatronike. Provedeno istraživanje omogućilo je bolji uvid u mišljenje studenata o ovom programu, a samim tim i vrijedne povratne informacije koje će omogućiti daljnja poboljšanja programa. ; The emerging engineering field of mechatronics has caught the attention of many engineering professionals, academics and government officials in recent years, nationally and globally. The main reason for this is that many modern products are no longer purely electrical and electronic or mechanical. Moreover, they are integrated multidisciplinary products which are made from subsystems which require engineering knowledge of different disciplines. Hence, increasing number of universities is offering courses, certificates and programs at undergraduate and graduate levels in the area of mechatronics. This paper presents an educational program in mechatronics at the Faculty of Technical Sciences, University of Novi Sad, Serbia. In addition, student evaluation of the mechatronics program is presented. The conducted survey enabled faculty to gain more insight into student opinions about this program which provided valuable feedback for further program improvements.

Cilj rada jest identificiranje europskih društveno-kulturnih i odgojno-obrazovnih vrijednosti koje, uz političke, društvene, kulturne, tehnološke i druge promjene u Hrvatskoj, dovode do potrebe preispitivanja i promišljanja dugoročnih i kratkoročnih odgojno-obrazovnih vrijednosti i ciljeva te do razumijevanja i interpretacije njihovih značenja. Vrijednosti su kategorizirane u tri skupine: a) metapolitičke vrijednosti, koje služe socijalnoj homogenizaciji, b) vrijednosti koje izražavaju društvene, a istodobno i odgojno-obrazovne ciljeve i c) vrijednosti koje odražavaju svojstva osobnosti ili karaktera. Autorica razmatra neke vrijednosti/ciljeve relevantne za promjene u odgojno‐obrazovnom kontekstu kao što su jednakost, kompetentnost, uspjeh, odgovornost, demokracija, tolerancija, kompromis, njihova značenja i proturječnosti. S obzirom na to da su škole temeljni nositelji promjene i procesa remoralizacije, očekuje se etička refleksija i vizualizacija odgojno-obrazovnih vrijednosti i ciljeva te (re)definiranje hijerarhije vrijednosti i ciljeva na njihovoj razini. ; The aim of this study is to identify European socio-cultural and educational values which, together with political, social, cultural, technical and other changes in Croatia, require reconsideration and deliberation of the long-term and short-term educational values and goals, as well as understanding and interpretation of their meanings. The values are categorized in three groups: a) metapolitical values serving the purpose of social homogenization, b) values expressing social and at the same time educational goals, and c) values representing the characteristics of personality and character. The author examines some of the values/goals relevant for the changes in the educational context, such as equality, competence, success, responsibility, democracy, tolerance, compromise, and their meanings and inconsistencies. Given that schools are the basic bearers of change and of the process of remoralization, the ethical reflection and visualization of educational values and goals and the (re)definition of the hierarchy of values and goals is expected on their level. ; Diese Arbeit setzt sich zum Ziel, europäische soziale, kulturelle und erzieherische Bildungswerte zu bestimmen, die zusammen mit den politischen, gesellschaftlichen, kulturellen, technologischen und sonstigen Veränderungen in Kroatien ein Umdenken und Hinterfragen von lang- und kurzfristigen Erziehungs- und Bildungswerten bzw. -zielen sowie eine Reinterpretation deren Bedeutung notwendig machten. Die Werte sind in drei Kategorien eingeteilt: a) metapolitische Werte, die der sozialen Homogenisation dienen, b) Werte, die gesellschaftliche, zugleich jedoch auch Erziehungs- und Bildungsziele ausdrücken und c) Werte, die Persönlichkeits- oder Charaktereigenschaften versinnbildlichen. Die Autorin erörtert einige Werte/Ziele, die für Veränderungen im Erziehungs- und Bildungskontext relevant sind, wie z. B. Gleichheit, Kompetenz, Erfolg, Verantwortungsgefühl, Demokratie, Toleranz, Kompromissbereitschaft, und analysiert deren Bedeutung und Widersprüchichkeit. Im Hinblick darauf, dass die Schulen Hauptträger der Veränderungen und des moralischen Erneuerungs-prozesses sind, wird eine ethische Reflexion und Visualisierung von erzieherischen Bildungswerten und -zielen sowie eine Redefinition der Werte- und Zielhierarchie auf dieser Ebene erwartet.

Im theoretischen Teil der Arbeit werden das Konzept der nachhaltigen Entwicklung, die Wichtigkeit der Bildung zur nachhaltigen Entwicklung, mit der die nachhaltige Zukunft verwirklicht werden kann, die Verantwortung für systematische Förderung und Durchführung der Bildung zur nachhaltigen Entwicklung, sowie die Notwendigkeit der Implementierung des Themas der Nachhaltigkeit in die Studienprogramme kurz erklärt. Im empirischen Teil der Arbeit werden die Ergebnisse der im Jahre 2016 durchgeführten Forschung an der Universität in Rijeka (N=1347) präsentiert, die dann mit den Ergebnissen der im Jahre 2010 durchgeführten Forschung (N=1001) verglichen werden. Von Befragung der Studenten zu einigen Dimensionen der Bildung zur nachhaltigen Entwicklung wird dann deren Interesse an verschiedenen Themen und damit verbundenen Studienprogrammen der nachhaltigen Entwicklung analysiert, dann die Wahrnehmung der Möglichkeiten und Arten der Implementierung der Problematik der nachhaltigen Entwicklung in die Studienprogramme und schließlich die Wahrnehmung der Verantwortung für eine systematische Förderung und Durchführung der Bildung zur nachhaltigen Entwicklung. Aus dem Vergleich beider Forschungen aus den Jahren 2010 und 2016 kann man den Schluß ziehen, dass ähnliche Kollegs und Themen angeführt werden, und dass Studenten aus dem Muster aus 2016 weniger Interesse an allen angebotenen Ebenen des Studiums aus dem Bereich der nachhaltigen Entwicklung zeigen. Weiterhin hebt ein Teil der Studenten hervor, dass sie nicht über genug Wissen über die nachhaltige Entwicklung verfügen und ein Teil von ihnen findet, dass man das Thema der Nachhaltigkeit in frühere Ebenen der Bildung implementieren sollte. Was ihr Interesse am Thema der Nachhaltigkeit betrifft, heben sie größtenteils die Notwendigkeit hervor, die Themen in die Studienprogramme einzuschließen, die sich auf Menschenrechte, Nahrungssicherheit, Armut und Entwicklung, Gleichberechtigung der Geschlechter und die Qualität von Luft und Wasser beziehen. Studenten weisen ein ...

U članku se uspostavlja korelacija između nihilizma i povijesti iz postavke o kraju metafizike u doba tehnosfere. Pokazujući genealogiju postmodernoga obrata u suvremenom filozofijskome mišljenju, autor se kritički razračunava s Vattimovom tezom da je Heideggerov pojam prebolijevanja metafizike (Verwindung) ključ za razumijevanje postmoderne. Unatoč neposredne blizine s Nietzscheom i Heideggerom, ipak je neporecivo da se glavni pojam mora izvesti iz mišljenja kasnoga Wittgensteina, kao što je to učinio Lyotard u analizi »postmodernoga stanja«. Posrijedi je pojam »jezičnih igara« koji uvodi u promišljanje odnos između pragmatike znanja, performativnosti jezika i horizonta događaja. Na taj se način pokazuje da postmoderna nije nikakva vremenski određena »nova« epoha, već reaktualiziranje stanja kojeg određuje vladavina tehnoznanosti, kibernetike i pluralnih obrazaca kulture u postindustrijskome društvu. Autor na osnovi vlastitih prethodnih analiza ovog problema sabranih u knjigama Postmoderna igra svijeta, Politika identiteta, Posthumano stanje i Tehnosfera I–V, smatra da jedino ekstenzivna analiza i tumačenje Lyotardovih postavki omogućuje dolazak na pravi filozofijski put spram odgovora na pitanje o biti nihilizma u suočenju s biti tehnosfere kao računanja, planiranja i konstrukcije neljudskoga. Ono što je preostalo od postmoderne u suvremenosti niti je »pričanje priča« o stilskim tendencijama moderne i neomoderne, avangarde i neoavangarde, niti, pak, sukob univerzalnosti i partikularnosti društva i kulture. Preostalo je jedino ono što ima karakter neotklonjive »sudbine« ovog nihilizma tehnosfere: od postmodernoga stanja do posthumanoga stanja mišljenje se nalazi pred izazovom događaja koji nadilazi sve viđeno u povijesti zapadnjačke metafizike. Kada slika prethodi jeziku, a pisanje govoru, nalazimo se u zatvorenome krugu obrata i preokreta metafizike. Vrijeme je za izlazak iz ovog »začaranoga kruga« u kojem živo postaje ne-živo, bitak informacijom, društvo sustavom objekata, a ljudsko-odveć-ljudsko neljudskim kao takvim. ; The paper establishes a correlation between nihilism and history from the premise of the end of metaphysics in the age of the technosphere. In presenting the genealogy of the postmodern turn in contemporary philosophical thinking, the author critically deals with Vattimo's thesis that Heidegger's notion of overcoming metaphysics (Verwindung) is the key to understanding postmodernity. Despite its close proximity to Nietzsche and Heidegger, it is undeniable that the main notion must be derived from late Wittgenstein's thinking, as Lyotard did in his analysis of the "postmodern condition". It is a notion of "language games" that introduces into consideration the relationship between the pragmatics of knowledge, the performativity of language and the event horizon. In this way, it will be shown that postmodernity cannot be any "new" epoch but rather a re-actualization of the condition determined by the rule of technoscience, cybernetics and plural patterns of culture in post-industrial society. Based on his previous analyses of this problem, collected in the books The Postmodern Game of the World, Identity Politics, The Posthuman Condition, and Technosphere I–V, the author believes that only extensive analysis and interpretation of Lyotard's premises allows one to reach the right philosophical path to the answer to the question of the essence of nihilism in the face of Being, and the technosphere as computation, planning, and construction of the inhuman. In contemporary times, what is left of postmodernity is neither "telling stories" about the stylistic tendencies of the modern and neomodern, the avant-garde and the neo-avant-garde, nor, moreso, the conflict of the universality and particularity of society and culture. All that remains is the feature of the unwavering "fate" of this nihilism of the technosphere: from the postmodern condition to the posthuman condition, thought is confronted with the challenge of an event that goes beyond anything seen in the history of Western metaphysics. When the image precedes the language and the writing to speaking, we find ourselves in a closed circle of turns and reversals of metaphysics. It is time to step out of this "vicious circle" in which the living becomes non-living, the Being becomes the information, the system of objects replaces society, and the human-too-human with inhuman as such.

This paper presents the results obtained in an investigation of the role of heritage in current education regulations as a vehicle for the formation of citizens. The analysis was conducted on the Spanish state education regulations and their implementation in the Autonomous Region of Andalusia corresponding to the stages of pre-primary and primary education. A qualitative, descriptive-interpretative method was used. It was based on document analyses. To this end, a system of categories was prepared, organized into subcategories, variables and descriptors. From the results, there stands out the need to continue working on incorporating heritage into the formation of global citizens. For this, it is essential to build an integrated curriculum structured on the basis of "relevant socio-environmental problems". ; U ovom se radu prikazuju rezultati istraživanja o ulozi kulturne baštine u obrazovanju građana u sklopu aktualnoga obrazovnog zakonodavstva. Provedena je analiza državnih obrazovnih propisa u Španjolskoj i njihove provedbe u Autonomnoj zajednici Andaluziji, u predprimarnom i primarnom obrazovanju. Korištena je kvalitativna, deskriptivno-interpretativna metoda, a istraživanje je temeljeno na analizi dokumenata. U skladu s tim, pripremljen je niz kategorija podijeljenih u podkategorije, varijable i deskriptore. U rezultatima se ističe potreba nastavka rada na uključivanju kulturne baštine u globalno građansko obrazovanje, za što je neophodno izraditi integrirani kurikul koji se temelji na "relevantnim socio-ekološkim problemima".