Despite considerable theoretical and policy promotion of parent-teacher partnerships in inclusive settings, pre-service teachers in Croatia generally receive little preparation for involving parents. The aims of this study were to examine parental perception of parent-teacher partnerships and to establish the relation between parents' socio-demographic characteristics and length of their child's attendance of preschool. A total of 271 parents of early childhood and preschool age children participated in this study. The Scale of parental perception of parent-teacher partnerships was designed for the purpose of this study. Three dimensions were obtained from the factor analysis. Those are: attitude toward reciprocity in partnerships (α = .93; N=14; M=5.48), experience of teachers' support in parenthood (α = .92; N=6; M=3.84), and receptivity to taking advice in upbringing (α = .73; N=4; M=5.38). Parents perceived that partnerships with teachers are at a relatively high level. They differ in their capacity to develop and maintain partnerships with teachers because of their level of education, length of their child's attendance of preschool, and frequency of attending parent-teacher meetings. Investing in high-quality communication and creating confidence between parents and teachers should be the main goals of preschool institutions. ; Unatoč znatnoj teorijskoj i političkoj promociji koncepta partnerstva u inkluzivnim okruženjima, hrvatski se odgojitelji oskudno osposobljavaju za partnersko uključivanje roditelja. Cilj rada je ispitati roditeljsku percepciju partnerskih odnosa s odgajateljima te utvrditi postoji li povezanost sa socio-demografskim značajkama roditelja i duljinom djetetova pohađanja vrtića. U istraživanju je sudjelovao 271 roditelj djece rane i predškolske dobi. Konstruirana je Skala roditeljske percepcije kvalitetnih partnerskih odnosa. Faktorskom analizom dobivene su tri dimenzije: stav o uzajamnosti u partnerstvu (α = .93; N=14; M=5.48), iskustvo da su odgojitelji pružili podršku u roditeljstvu (α = .92; N=6; M=3.84) i prihvaćanje savjeta odgojitelja u odgoju djeteta (α = .73; N=4; M=5.38). Roditelji percipiraju kako je partnerstvo s odgojiteljima na relativno visokoj razini i razlikuju se u svojim kapacitetima da razviju i održe partnerstvo s odgojiteljima u odnosu na razinu obrazovanja roditelja, duljinu djetetova pohađanja vrtića i učestalost roditeljskog prisustvovanja individualnim informacijama o djetetu. Ulaganje u kvalitetnu komunikaciju i stvaranje povjerenja između roditelja i odgojitelja trebalo bi biti glavni cilj u predškolskim ustanovama.
This article is the first comparative study on the education of primary college women teachers in Slovenian and Croatian lands of Austria-Hungary through legislation and the organisation of women's teacher training colleges. The study consists of a historical comparative analysis covering the period from the emergence of the dualist Austria-Hungary (1867) until World War I (1914). During the period covered in this article, many changes were implemented in women's teacher education. Before the year 1869, women who wanted to become teachers acquired the necessary knowledge as nuns in monasteries, in private girls' schools, or at home. The Austrian school legislation of 1869 had a quantitative and qualitative influence on the development and organisation of women's teacher training colleges and on the quality of women's teacher education. Women teachers became state employees. Analysis of the legislation showed differences between the syllabuses of women's teacher training colleges in Slovenian and Croatian lands. The syllabuses were adapted to the requirements of individual lands. A comparison of their activities also shows differences in development, number, and organisation. New state women's teacher training colleges and private ones with public accreditation appeared. In Slovenian lands, under the Austrian school legislation, the development of four-year women's teacher training colleges was somewhat faster than in Croatian lands. The comparison shows that private women's teacher training colleges were predominant and women's teacher education became more standardised and professionalised both in Slovenian and Croatian lands. ; Rad daje uvid u obrazovanje osnovnoškolskih učiteljica u slovenskim i hrvatskim zemljama Austro-Ugarske Monarhije preko zakonodavstva i organizacije ženskih učiteljskih škola. Istraživanje se sastoji od povijesne komparativne analize razdoblja između 1867. i 1914. godine. Pojavom Dvojne Monarhije dolazi do promjena u obrazovanju učiteljica. One se mogu najprije identificirati na temelju školskoga zakonodavstva. Učiteljice postaju državne službenice. Javljaju se nove državne ženske učiteljske škole, ali i one privatne s pravom javnosti. Analiza zakonodavstva pokazala je razlike između nastavnih planova u učiteljskim školama u slovenskim i hrvatskim zemljama unutar Monarhije. Komparacija njihovih aktivnosti također pokazuje razlike u razvoju, broju i organizaciji. U slovenskim zemljama, koje potpadaju pod austrijsko školsko zakonodavstvo, razvitak četverogodišnjih škola za učiteljice tekao je nešto brže nego u hrvatskim zemljama. Usporedba pokazuje da u slovenskim i hrvatskim zemljama dominiraju privatne škole za učiteljice.
Rad daje uvid u obrazovanje osnovnoškolskih učiteljica u slovenskim i hrvatskim zemljama Austro-Ugarske Monarhije preko zakonodavstva i organizacije ženskih učiteljskih škola. Istraživanje se sastoji od povijesne komparativne analize razdoblja između 1867. i 1914. godine. Pojavom Dvojne Monarhije dolazi do promjena u obrazovanju učiteljica. One se mogu najprije identificirati na temelju školskoga zakonodavstva. Učiteljice postaju državne službenice. Javljaju se nove državne ženske učiteljske škole, ali i one privatne s pravom javnosti. Analiza zakonodavstva pokazala je razlike između nastavnih planova u učiteljskim školama u slovenskim i hrvatskim zemljama unutar Monarhije. Komparacija njihovih aktivnosti također pokazuje razlike u razvoju, broju i organizaciji. U slovenskim zemljama, koje potpadaju pod austrijsko školsko zakonodavstvo, razvitak četverogodišnjih škola za učiteljice tekao je nešto brže nego u hrvatskim zemljama. Usporedba pokazuje da u slovenskim i hrvatskim zemljama dominiraju privatne škole za učiteljice. ; This article is the first comparative study on the education of primary college women teachers in Slovenian and Croatian lands of Austria-Hungary through legislation and the organisation of women's teacher training colleges. The study consists of a historical comparative analysis covering the period from the emergence of the dualist Austria-Hungary (1867) until World War I (1914). During the period covered in this article, many changes were implemented in women's teacher education. Before the year 1869, women who wanted to become teachers acquired the necessary knowledge as nuns in monasteries, in private girls' schools, or at home. The Austrian school legislation of 1869 had a quantitative and qualitative influence on the development and organisation of women's teacher training colleges and on the quality of women's teacher education. Women teachers became state employees. Analysis of the legislation showed differences between the syllabuses of women's teacher training colleges in Slovenian and Croatian lands. The syllabuses were adapted to the requirements of individual lands. A comparison of their activities also shows differences in development, number, and organisation. New state women's teacher training colleges and private ones with public accreditation appeared. In Slovenian lands, under the Austrian school legislation, the development of four-year women's teacher training colleges was somewhat faster than in Croatian lands. The comparison shows that private women's teacher training colleges were predominant and women's teacher education became more standardised and professionalised both in Slovenian and Croatian lands.
In Serbia, beginning teachers are under constant pressure since they are obliged to follow and implement all education laws and by-laws which determine the accountabilities of all the stakeholders of the educational system, even though during the initial teacher education they do not meet with the mentioned legislation. Beginning teachers are also required to implement different teaching methods, to adjust classroom conditions and instruction to the students' individual needs. This often becomes a barrier and what is more, schools often lack the capacity to provide enough support for beginning teachers, while the existing accredited professional development programs do not cover the necessary content. A way to bridge the gap between the initial teacher education and the existing offer of professional development programs is to identify the types of support the beginning teachers need and to create professional development programs tailored especially for them. Driven by this proposition, the Regional Centers for Professional Development in Serbia conducted a research study among teachers who have up to 5 years of work experience in order to create a program that fully meets their needs. The results of the research will be presented in this paper. ; U Srbiji su učitelji početnici pod stalnim pritiskom jer su obvezni pratiti i implementirati sve zakone o odgoju i obrazovanju, kao i lokalne propise kojima se utvrđuje odgovornost sudionika obrazovnoga sustava, usprkos tome što se tijekom svojega početnog obrazovanja ne susreću sa spomenutim dokumentima. Od učitelja početnika također se očekuje da se koriste različitim metodama poučavanja i da uvjete u razredu i svoju poduku prilagode individualnim potrebama svojih učenika, što im često predstavlja poteškoće. Osim toga, školama često nedostaje kapaciteta da osiguraju dovoljno podrške za učitelje početnike, a postojeći akreditirani programi profesionalnoga razvoja ne obuhvaćaju potrebne sadržaje. Jedan način za premošćivanje jaza između početnog obrazovanja učitelja i postojeće ponude programa profesionalnog razvoja jest identificirati vrste podrške potrebne učiteljima početnicima i posebno za njih izraditi programe profesionalnog razvoja. Na temelju te zamisli Regionalni centri za profesionalni razvoj zaposlenih u obrazovanju u Srbiji proveli su istraživanje među učiteljima koji su imali do 5 godina radnoga staža u obrazovanju sa svrhom izrade programa koji bi bio u potpunosti usklađen s njihovim potrebama. Rezultati toga istraživanja bit će prezentirani u ovome radu.
Cilj ovog rada je prikaz usporedne analize između dva kolegija koji se predaju na učiteljskim fakultetima u Danskoj i Hrvatskoj, a putem kojih se studenti osposobljavaju za poučavanje prirodnih znanosti u osnovnim školama. To su kolegiji Priroda i tehnika u Danskoj te Metodika prirode i društva u Hrvatskoj. Poučavanje prirodnih znanosti je jedan od najkompleksnijih predmeta u osnovnoj školi, a na učiteljskim fakultetima jedan od najzahtjevnijih kolegija. Provedena analiza obuhvaća karakteristike obrazovnog sustava u ovim zemljama, sadržaje kolegija i specifičnosti inicijalnog obrazovanja učitelja s posebnim osvrtom na neophodne kompetencije u poučavanju ovih predmeta u osnovnoj školi. Na temelju usporedne analize može se zaključiti da studijski program Metodike prirode i društva u Hrvatskoj nedovoljno priprema buduće učitelje za sudjelovanje u znanstvenim istraživanjima, suradnju s predstavnicima lokalne zajednice kao i za cjeloživotno učenje. Imajući na umu, da se u demokratskim društvima, koji se temelje na znanju i aktivnom sudjelovanju njihovih građana, od učitelja očekuje da razviju kod svojih učenika vještine istraživanja, komunikacije i intelektualnog razvoja tijekom života, pitanje je kako oni mogu uspješno ostvariti svoju profesionalnu zadaću, ako ih učiteljski fakulteti adekvatno ne osposobe prije ulaska u školu. ; The aim of this paper is to present the results of a comparative analysis of the two courses taught at teacher training institutions in Denmark and Croatia through which students are prepared to teach science at primary schools, namely the course on Nature and Techniques taught in Denmark and the course on Teaching Science taught in Croatia. Science is one of the most complex subjects to teach in primary schools and one of the most demanding subjects at teacher training faculties, in general. The analysis encompassed the characteristics of public education systems in both countries, the content of the courses and the specificities of the teacher pre-service training to implement this subject, with emphasis on competences required to teach them in primary schools. The analysis of teacher training curricula yielded that Teaching Science poorly prepares Croatian future teachers for participating in scientific research, establishing contacts with the representatives of local community, as well as for lifelong learning. Having in mind that, in democratic societies based on knowledge and participation, teachers are expected to develop in their students the skills for inquiry, communication and intellectual growth throughout their lives, the question emerges on how they could fulfil their professional tasks if teacher training faculties fail to properly prepare them before they enter schools.
Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can "multiply" what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators' conceptions about problem solving standard and their effects regarding a large-scale dissemination. ; Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can "multiply" what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators' conceptions about problem solving standard and their effects regarding a large-scale dissemination.
The future of an individual and society in the global world is reflected in the organization and quality of today's school, educational system and teacher education. Interculturalism is encouraged by education in school as a social community which accepts diversity as a value. The aim of intercultural education is the development of intercultural sensitivity and acquisition of knowledge, skills and abilities needed for functioning in a multicultural society. Inclusion of intercultural education in the school curriculum implies the responsibility of all, mostly teachers because they are directly involved in the educational process. The intercultural competence of teachers refers to the interaction encouraging mutual learning with culturally diverse pupils. The paper analyzes valid legal documents and university programs of Croatian teacher studies from the point of interculturalism. The aim of the research is to inspect the relevant legal framework and determine intercultural contents in the Croatian primary teacher education study programs. The comparative analysis of study programs for primary school teachers (in Osijek, Zagreb, Split, Rijeka and Pula) shows that intercultural content is present but differs in number and type. The premise of successful intercultural education is a quality initial teacher education. ; Budućnost pojedinca i društva u globalnom svijetu ogleda se u ustroju i kvaliteti današnje škole, sustavu odgoja i obrazovanja te izobrazbe učitelja. Interkulturalizam se potiče odgojem i obrazovanjem u školi kao socijalnoj zajednici koja prihvaća različitost kao vrijednost. Cilj interkulturalnoga obrazovanja je razvoj interkulturalne osjetljivosti te stjecanje znanja, vještina i sposobnosti potrebnih za djelovanje u multikulturalnom društvu. Uključivanje interkulturalnoga obrazovanja u školski kurikul implicira odgovornost svih, najviše učitelja jer neposredno sudjeluju u odgojno-obrazovnom procesu. Interkulturalna kompetencija učitelja odnosi se na ostvarivanje interakcija koje potiču uzajamno učenje s kulturalno drukčijim učenicima. U radu se analiziraju pojedine važeći dokumenti zakonske legislative i sveučilišni programi hrvatskih učiteljskih studija s motrišta interkulturalizma. Cilj istraživanja je uvid u relevantni zakonski okvir i utvrđivanje interkulturalnih sadržaja u hrvatskim studijskim programima za školskoga učitelja. Komparativnom analizom studijskih programa za školskoga učitelja (u Osijeku, Zagrebu, Splitu, Rijeci, Zadru i Puli) evidentno je da interkulturalnih sadržaja ima, no oni se razlikuju po broju i vrsti. Pretpostavka uspješnoga interkulturalnog odgoja i obrazovanja jest kvalitetno inicijalno obrazovanje učitelja.
Pod nazivom alternativni pedagoški koncepti mislimo na napor usmjeren za reformu škole i teoretskih koncepcija, koji su također poznati pod imenom reformska pedagogija, progresivna pedagogija, prijedlog nove škole itd. Prijelaz iz 19. u 20. stoljeće obilježilo je vrijeme izrazite pluralizacije pedagoške misli. Sklonost novim pedagoškim trendovima značajno se povećala između dvaju svjetskih ratova. Najizrazitiji predstavnik bio je Anton Osterc – njegove polemike s predstavnicima drugih pedagoških smjerova pomažu nam oslikati različite teorijske pozicije tog razdoblja. Ideje reformske pedagogije podupirala je Pedagoška centrala u Mariboru. Bez obzira na napore u Sloveniji, u tom razdoblju nije zaživjela bilo koja eksperimentalna škola. Pedagoška doktrina nakon 2. svjetskog rata odlučno je odbacila ideje reformske pedagogije. Glavni akter kritike bio je Vlado Schmidt koji je u reformskoj, odnosno progresivnoj pedagogiji (pedologiji, kako ju je nazvao), prepoznavao tipične elemente buržoaske pedagogije – s reformsko-pedagoškim idejama je povezivao neodgovarajuće znanje djeteta i neprikladnu odgojnu orijentaciju, koje su u odnosu prema prirodi djeteta zanemarivale društvene ciljeve odgoja. Dijelovi reformsko-pedagoških ideja na području Slovenije su se započeli ponovno uvoditi unutar samoupravne pedagogije i eksperimenta popustljivog odgoja. Prva alternativna škola u Sloveniji s važećim programom, koja je bila ustanovljena 1992. godine – jest Waldorfska škola u Ljubljani. Njeno ustanovljenje omogućila je nova društvena situacija nezavisnosti i promjene političkog sistema. Uspostava novih alternativnih škola omogućilo je školsko zakonodavstvo iz ljeta 1996. Trenutno u Sloveniji djeluju četiri alternativne osnovne škole. ; By alternative pedagogical concepts we mean the efforts for reforming school, education and theoretical conceptualization which are also known as reformist pedagogy, progressive pedagogy, new school movement, etc. The transition from the 19th to the 20th century is a time of high pluralisation of pedagogical thought. Favourableness of new pedagogical trends grew substantially in the time between both wars. The most prominent representative was Anton Osterc - his polemics with representatives of other pedagogical courses help us outline various theoretical positions of this period. The ideas of reform pedagogy were defended by the Pedagogical Central in Maribor. Despite the efforts in Slovenia, this period did not see a taking off of any of the alternative (experimental) schools. The pedagogic doctrine after World War 2 strongly rejected the ideas of reformist pedagogy. The main advocate of this critique was Vlado Schmidt who saw typical elements of bourgeois pedagogy in reformist or progressive pedagogy (pedology, as he named it) - he linked reformist pedagogy ideas with a lack of knowledge in children and an inadequate educational orientation while referring to the child's natural neglect of social education aims. Elements of reformist pedagogy ideas started establishing themselves again in the territory of Slovenia within the self- management pedagogy and experiments with permissive education. The first alternative school in Slovenia with a publicly valid programme was established in 1992 - this was the Waldorf School in Ljubljana. Its establishment was made possible by the new social situation after the change of the political system. Establishing new school alternatives was made possible by the school legislation of 1996 with the regulation of public schools. Currently, there are four alternative private basic schools in Slovenia.
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.
Profesionalni razvoj odgojitelja dio je oblikovanja kurikula ustanove ranoga i predškolskog odgoja i obrazovanja i u velikoj se mjeri odražava na cjelokupan kontekst u kojemu se kurikul konstruira, oblikuje i živi. Ovaj se rad bavi aktualnim pitanjima razvoja odgojiteljske profesije u okolnostima definiranima stalnim društvenim, političkim i tehnološkim promjenama. U prvome dijelu rada govorit će se o obilježjima zanimanja koje sebe želi artikulirati kao profesiju te specifičnim obilježjima odgojiteljske profesije i profesionalnog identiteta. Sljedeća je važna tema kompetencijski okvir odgojitelja, poglavito važnost cjeloživotnoga učenja kao ključnog elementa profesionalnog razvoja. Uz različite formalne i neformalne modalitete učenja u radu se osobito vrijednima ističu oni oblici stručnog usavršavanja koji se događaju ili bi se trebali događati unutar profesionalne zajednice. ; The professional development of teachers is a part of an institution's early and pre-school education curriculum design and it, to a large extent, affects the entire context in which the curriculum is constructed, formed and in which it lives. This paper addresses the topical issues of development of teacher profession in the circumstances defined by constant social, political and technological changes. The first part of the paper addresses the characteristics of the occupation that wants to articulate itself as a profession and the specific features of ECEC teacher profession and professional identity. The next important topic is the competence framework of teachers, and in particular the significance of the lifelong learning as the key element of professional development. In addition to various formal and informal learning modalities, the paper highlights as especially important the forms of professional development that take place or should take place within the professional community.
Austrougarski car i kralj Franjo Josip I. preminuo je 21. studenoga 1916. u 86. godini života te u 68. godini vladavine. Budući da nije imao bližih potomaka naslijedio ga je pranećak Karlo I. Austrijski ili Karlo IV. Ugarsko-Hrvatski. Dvadesetdevetogodišnji car okrunjen je 30. prosinca 1916. Njegova vladavina trajala je praktično do konca Prvoga svjetskog rata, odnosno do raspada Austro-Ugarske Monarhije 31. listopada 1918. Od početka vladavine Karla I. prošlo je nešto više od sto godina, što je prigoda da se osvrnemo na njegov doprinos odlikovanjima Austro-Ugarske Monarhije. Kao car i kralj Austro-Ugarske Monarhije Karlo I. (IV.) preuzeo je suverenitet nad svim postojećim državnim odlikovanjima. Visoka odlikovanja – redove - osnovali su već njegovi prethodnici: Red zlatnog runa (1430.), Vojni red Marije Terezije (1757.), Kraljevski ugarski red Sv. Stjepana (1764.), Red Leopolda (1808.), Red željezne krune (1816.), Red Franje Josipa (1849.) i Red Elizabete (1898.). Odlikovanja niže klase – križevi i medalje – također su već bili osnovani u velikom broju i Karlo I. nije imao mnogo mogućnosti za inovacije. On je tek zasjeo na prijestolje i nije imao priliku steći reputaciju svog dugovječnog prethodnika Franje Josipa I. Društvo je pritiskivala ratna zbilja, štedjelo se i odricalo koliko je bilo moguće. No, on je ipak unio neke novosti koje valja zabilježiti. Ugarski viteški red zlatne ostruge osnovali su u 14. stoljeću kralj Karlo I. Robert (1301.- 1342.) ili njegov sin Ludovik I. (1342.-1382.).Vitezovi su dobivali diplome, bez ordenskih znakova jer su vitezovi već bili prepoznatljivi po tome što su na čizmama nosili zlatne ostruge. Karlo je u Budimpešti (30. prosinca 1916.) okrunjen krunom Sv. Stjepana. Tom prigodom proglasio je dvadeset trojicu uglednika vitezovima Reda zlatne ostruge i predao im novo kreirane ordenske znakove. Statut Reda zlatne ostruge objavljen je 21. travnja 1918. u Službenom listu Austro-Ugarske Monarhije. Karlov četni križ novo je odlikovanje cara Karla I. (osnovano je 13. prosinca 1916.), a dodjeljivao se pripadnicima oružanih snaga. Medalju za hrabrost osnovao je još car Josip II. (1789.), a dodjeljivala se samo u ratu, za hrabre pothvate i iznimnu smjelost. Na medalji su se izmjenjivali likovi vladara pa je 4. travnja 1917. iskovana nova Medalja za hrabrost s likom mladog cara Karla I. Dana 28. travnja 1917. car Karlo I. odredio je otkov novih Vojnih medalja za zasluge te je i na toj medalji likom cara Karla I. zamijenjen lik cara Franje Josipa I. Ranjenička medalja također je novo austrougarsko odlikovanje za časnike, dočasnike i vojnike oboljele i ranjene na bojištu. ; The Emperor and King of Austria-Hungary Franz Joseph I died on 21 November 1916 at the age of 86, in the 68th year of his reign. Since he had no immediate heirs, his grand-nephew Charles I of Austria and Charles IV of Hungary-Croatia inherited the throne. The twenty-nine year old emperor was crowned on 30 December 1916. His rule lasted until the end of WWI, that is, until the disintegration of Austria-Hungary on 31 October 1918. Just over one hundred years have passed since the beginning of Charles I's reign, which is an opportunity to look at his contribution to the institution of decorations in the Austro-Hungarian Monarchy. As Emperor and King of Austria-Hungary, Charles I(IV) took sovereignty over all existing state decorations. The high decorations – orders – had already been founded by his predecessors: Order of the Golden Fleece (1430), Order of Leopold (1808), Order of the Iron Crown (1816), Order of Franz Joseph (1849) and Order of Elisabeth (1898). Lower-class decorations – crosses and medals – had also already been founded in large numbers and Charles I did not have much space for innovation. He had only just ascended the throne and did not have the chance to gain the reputation of his long-lived predecessor Franz Joseph I. The country was oppressed by living under war circumstances; people had to save whatever they could and there was a lot they had to go without. Still, Charles I did introduce some novelties that should be recorded. The Hungarian Knightly Order of the Golden Spur (Ungarischer Ritterorden der Goldenen Sporn) was founded in the 14th century by King Charles I Robert (1301-1342) or his son Ludovik I (1342-1382). The knights received charters but no insignia, because they were recognised by wearing golden spurs on their boots. Charles was crowned with the Crown of St Stephen in Budapest (30 December 1916). On that occasion he bestowed the Order of the Golden Spur on twenty-three distinguished men and presented them with newly-created insignia of the order. The Statute of the Order of the Golden Spur was proclaimed on 21 April 1918 in the Official Gazette of the Austro-Hungarian Monarchy. The Karl Troop Cross (Karl-Truppendreuz) was a new decoration instituted by Emperor Charles I (founded on 13 December 1916), and it was awarded to members of the armed forces. The Medal for Courage (Tapferkeitsmedaille) had been founded by Emperor Joseph II (1789) and was awarded for courageous acts and outstanding bravery only in wartime. The medal showed the figures of successive rulers so a new Medal of Courage with the figure of the young Emperor Charles I was minted on 4 April. On 28 April 1917 Emperor Charles I ordered the minting of new Military Medals of Merit (Militärverdienstmedaille) and on the new medal the figure of Emperor Charles I replaced the figure of Emperor Franz Joseph I. The Wound Medal (Verwundetenmedaille) was also a new Austro-Hungarian decoration for commissioned and non-commissioned officers and soldiers who fell ill or were wounded on the battlefield. After the disintegration of the Austro-Hungarian Monarchy, Charles I did not abdicate and formally continued to be emperor. This uncertain state of affairs lasted until 24 March 1919, when Charles and his family were forced to leave Austria and went to Switzerland. On 3 April 1919 the Austrian Parliament passed a law prohibiting the return to Austria of Charles and his wife Zita of Bourbon-Parma. Encouraged by Hungarian royalists, in 1921 Charles twice tried to assume the Hungarian throne, but both times without success. The royal couple was interned on 1 November 1921 and after a long trip transferred to Madeira Island in Portugal. Karl died there on 1 April 1922 at the age of only 34.
In his analysis of the role of animals in political theory, ideology, & practice, the author claims that they are mostly used as metaphors, while in the world of real politics, people are not just considered & spoken of as animals, but are treated as such as well. The text includes several motifs from this substantial, historically well-documented, extensive topic. Political thinking in antiquity distinguishes a man from an animal, while the Renaissance & the modern political theory recognize the animality in politics. In contemporary theories & collective psychology, there are the motifs of rulers, shepherds & people, & erds. In fables as a literary genre, animals serve to teach the nature of politics as well as proper & improper political behavior. Adapted from the source document.
The paper deals with the political crisis of dualism in multi-ethnic Austria-Hungary caused by the strengthening political opposition of Hungarian magnates in the Hungarian Parliament, who demanded the introduction of the Hungarian language as command language of the Hungarian troops. The implication thereof was a separation of the joint army and a disproval of the joint supreme commander, Emperor Franz Josef. The Hungarian language issue was therefore primarily political, and in the final instance it meant further weakening of connections with the Western part of the Monarchy until the final Hungarian secession, but also a possibility of further Hungarisation within the Hungarian borders. The Emperor opposed this by announcing a new electoral law aimed at depriving the Hungarian minority of its supremacy over the non-Hungarian majority in Hungary. He was supported by the liberal party led by Istvan Tisza, who rightly estimated that dualism was first and foremost protective of Hungarian interests in Hungary. Fear of the new electoral law sobered up the Hungarian nationalists and they gave up on the revision of the Austro-Hungarian compromise. Subsequently, the Emperor, driven by immediate political interests, decided not to enact the law on universal suffrage in Hungary despite the fact that, under certain favourable political circumstances, which were, unfortunately, lacking, precisely such a law could potentially have become the foundation not for bringing down, but for preserving Austria-Hungary. Adapted from the source document.
The fundamental attitude of genuine individualism is humility toward the process by which humankind has achieved things that are not designed or comprehended by a single individual & that go beyond individual acumen. It remains to be seen whether human reason is to confine itself with the chains of its own design. Individualism teaches us that the society is bigger than the individual only when free. When controlled or directed, it is limited to the powers of individual brains that control or direct it. If the presumptuousness of modern spirit that dismisses everything not consciously controlled by the individual mind is not checked in time, Edmund Burke cautions that we may "be sure everything around us is to gradually disappear, until our interests eventually shrink to the dimensions of our brains.". Adapted from the source document.
The fundamental attitude of genuine individualism is humility toward the process by which humankind has achieved things that are not designed or comprehended by a single individual & that go beyond individual acumen. It remains to be seen whether human reason is to confine itself with the chains of its own design. Individualism teaches us that the society is bigger than the individual only when free. When controlled or directed, it is limited to the powers of individual brains that control or direct it. If the presumptuousness of modern spirit that dismisses everything not consciously controlled by the individual mind is not checked in time, Edmund Burke cautions that we may "be sure everything around us is to gradually disappear, until our interests eventually shrink to the dimensions of our brains.". Adapted from the source document.
