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Uz pomoć relevantne literature u radu se analiziraju društveni aspekti starenja i obolijevanja. Autor zaključuje da ni jedna znanstvena teorija izdvojeno ne sadrži ključ rješenja za istraživanja tih složenih procesa i položaja osoba starije životne dobi u suvremenom društvu te da je najprimjereniji interdisciplinarni pristup. Da bi se ostvario zadani cilj ovoga članka, u tekstu se raspravlja: a) o teorijama koje pomažu upoznavanju starosti i starenja te omogućuju definiranje socijalne i zdravstvene politike u konkretnim uvjetima, što izravno utječe na odnos pojedinca, obitelji i društva prema sve većoj grupi starijih i bolesnih osoba, te b) o spoznaji starosti i starenja kroz prošlost i sadašnjost koja pomaže afirmaciji onih obrazaca ponašanja i aktivnosti koji su alternativa jednostranom, stigmatiziranom, ponekada i segregacijskom odnosu prema osobama starijim od 65 godina. To može pomoći da institucionalno vođene reforme socijalne skrbi i zdravstvenoga sustava omoguće kvalitativno drukčiji, u nekim segmentima i posve različit odnos prema starijima kako se taj dio društva ne bi osjećao suvišnim i odbačenim od obitelji i društva u inače teškim uvjetima tranzicije te kako bi se našli odgovori na sve složenija i aktualnija socijalna, zdravstvena, pravna, ekonomska i etička pitanja koja su u nas: a) aktualna, b) nedovoljno obrađena, c) bez sustavnoga i sveobuhvatnoga prikaza. ; With the help of relevant literature the paper analyses social aspects of ageing and getting ill. The author concludes that none of the scientific theories by themselves hold the solution for studying these complex processes and the position of old people in the modern society, and that the interdisciplinary approach is the best. To accomplish the set goal, the article discusses: a) theories that help us understand old age and ageing, and allow us to define social and healthcare policies in everyday conditions, which directly affects the attitude of individuals, families and the society towards the constantly growing group of old and ill ...

Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fi elds and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.