Suchergebnisse

In the research traditions of social & political science two central answers are being sought. The first is what is the relationship between the specific configurations of the proponents of social changes & the particular outcomes of their activity? The other is which changes in the configuration of the proponents lead to better results than the existing ones relative to the value criteria such as peace, feasible development, or social justice? This makes the reference framework of contemporary discussions on institutional shaping of the relations between the state & the society. In this work, the author first mentions three dominant dimensions of social change to which all of us are exposed. Second, by changing perspective, he goes over from a passive to an active approach in order to observe the actors (citizens) & the forms of their activity (civilness) that might challenge the forces of change & transform them into tolerable or even desirable outcomes. And third, he contributes to the discussion about civilness & depicts in bigger detail six fallacies that must be avoided if one wants to attain a competent configuration of activity. Adapted from the source document.

In the research traditions of social & political science two central answers are being sought. The first is what is the relationship between the specific configurations of the proponents of social changes & the particular outcomes of their activity? The other is which changes in the configuration of the proponents lead to better results than the existing ones relative to the value criteria such as peace, feasible development, or social justice? This makes the reference framework of contemporary discussions on institutional shaping of the relations between the state & the society. In this work, the author first mentions three dominant dimensions of social change to which all of us are exposed. Second, by changing perspective, he goes over from a passive to an active approach in order to observe the actors (citizens) & the forms of their activity (civilness) that might challenge the forces of change & transform them into tolerable or even desirable outcomes. And third, he contributes to the discussion about civilness & depicts in bigger detail six fallacies that must be avoided if one wants to attain a competent configuration of activity. Adapted from the source document.

Govoriti o odgoju i obrazovanju znači promatrati ih u kontekstu društva a njihove promjene u kontekstu društvenih promjena. Pod društvenim kontekstom podrazumijevamo obilježja društva kao što su: socijalna struktura društva (sistema), brzina društvenih promjena, raspolaganja društvenom moći, sustav vrijednosti, modernizacija škole, globalni društveni kontekst itd. i njihov utjecaj na obrazovne promjene. Odnos društva i obrazovanja nije politički problem, iako se tako prezentira kao pitanje obrazovnih reformi, nego je u biti sociokulturni problem kao problem razvoja društva. To znači da se ciljevi promjena u obrazovanju definiraju u kontekstu ciljeva društva. Za promjene u obrazovanju važno je utvrditi društvena očekivanja utjecaja obrazovanja na društvo kao i na mlade. U predmodernim društvima glavni cilj odgoja i obrazovanja bio je uklapanje mlade populacije u društvo i prilagođavanje društvu. Dakle, kulturna reprodukcija samoga društva. Kao društva s niskim i sporim stupnjem promjena imala su i niske (skromne) zahtjeve za promjenama (reformiranjem obrazovanja). Moderno društvo, pogotovo ono na današnjem stupnju razvoja, proživljava brze promjene i zahtijeva obrazovanja koje će više ubrzati društvene promjene, poglavito one koje omogućavaju brži razvoj u društvu i društva u cjelini te osposobiti generacije za aktivnu ulogu u društvu. Ako društvo shvaćamo kao stalnu promjenu socijalnih odnosa i struktura, onda su i obrazovne promjene (reforme) permanentno društvena potreba. U prilogu se govori o nekim obilježjima i promjenama društva te utjecaju na obilježja obrazovanja, ali i na kulturne promjene. ; Education may not be analyzed without studying the social context; similarly, educational reform may not be examined without a better understanding of the context of social changes. Social context is defined as a set of social characteristics, such as: key social changes and the speed thereof; value systems within a society; impact of society as a system on education as one of its subsystems. The relationship between society and education is not a political one, even though it is often portrayed as such, especially when the emphasis is placed on the issue of educational reform. It is rather a socio-cultural problem, connected to the issues surrounding social development. Therefore, the goals of educational reform must be defined within the wider context of social goals. In order to conduct changes in education, it is important to define what the society expects from education. In premodern societies, the main goal of upbringing and education was to socialize young people into the wider society. In other words: social reproduction. Being of a low and slow level of change, they had a low-level demand for educational reforms as well. Modern societies, and especially highly developed contemporary ones, undergo fast changes and demand education that will accelerate social changes and enable a more rapid development within certain areas of the society, as well as the society as a whole. If society is understood as a place of constant change in social relations and structures, then educational changes (reforms) ought to be considered a permanent and crucial aspect thereof. We will further discuss several social characteristics and changes, as well as the impact of those changes on both education and culture.

The concept of new information technologies of modifications & processing information is taking on new proportions. The new possibilities in data processing have had far-reaching consequences. Relations in certain human activities as well as in the society on the whole have been changing. Today it would be possible to ensure such an interaction in which an individual & a group have equal opportunities to participate in all aspects of communal life. The pronounced political illusionism has created a wider gap between the real & the virtual. The information-based production requires greater interaction than in the previous, industrial era. Adapted from the source document.

The concept of new information technologies of modifications & processing information is taking on new proportions. The new possibilities in data processing have had far-reaching consequences. Relations in certain human activities as well as in the society on the whole have been changing. Today it would be possible to ensure such an interaction in which an individual & a group have equal opportunities to participate in all aspects of communal life. The pronounced political illusionism has created a wider gap between the real & the virtual. The information-based production requires greater interaction than in the previous, industrial era. Adapted from the source document.

Did the social changes of 1989/90, both on the territory of the former Yugoslavia & the entire Eastern Europe, surprise political analysts? Or did the research in social sciences, particularly political science, sociology, & psychology, perhaps supply enough material pointing to the possible changes as well as to the course they were going to take? In this work, the author gives a critical review of his studies conducted & published between 1980 & 1990 &, by hindsight, shows their relevance for understanding the recent radical & dramatic changes. Inevitably, the conclusion is that the author's research had pointed to the existence of all psychological conditions necessary for the events that followed. The long crisis, first economic & later political, gave rise to social unrest, which soon turned into general agitation. The powerful presence of the authoritarian structure of personality in these territories, the enduring xenophobia that, in combination with the appropriate ideological manipulation, easily leads to open inter-ethnic conflicts, the lack of both an adequate political culture & the democratic mechanisms of overcoming conflicts, within the context of decrepitude of an ideological project in a multiethnic community rife with historical conflicts, inevitably led into open conflicts. 5 Tables, 2 Figures, 15 References. Adapted from the source document.

The article discusses some aspects of continuity and change in Croatian society. The first part, entitled "A Synoptic View of the Croatian Society Today", gives a bird's-eye-view of the Croatian society -- its social structure, dominant values, main repetitive processes: cooperation, competition, conflict, and main processes of social change: modernization and re-traditionalization. It shows the simultaneous effect of forces of continuity and tendencies to change. The second part, entitled "Dominant Values of Croatian Society", presents dominant values on three levels of centeredness: individual (individualism and utilitarianism), national (the "heroic codex") and societal (radical egalitarianism, authoritarianism and solidarity). The war has not introduced significant changes into the value system, apart from a more prominent and generalized "heroic codex" and solidarity. Adapted from the source document.

The article discusses some aspects of continuity and change in Croatian society. The first part, entitled "A Synoptic View of the Croatian Society Today", gives a bird's-eye-view of the Croatian society -- its social structure, dominant values, main repetitive processes: cooperation, competition, conflict, and main processes of social change: modernization and re-traditionalization. It shows the simultaneous effect of forces of continuity and tendencies to change. The second part, entitled "Dominant Values of Croatian Society", presents dominant values on three levels of centeredness: individual (individualism and utilitarianism), national (the "heroic codex") and societal (radical egalitarianism, authoritarianism and solidarity). The war has not introduced significant changes into the value system, apart from a more prominent and generalized "heroic codex" and solidarity. Adapted from the source document.