Suchergebnisse

U Republici Hrvatskoj kao zemlji koja je u nedavnoj prošlosti imala iskustvo prelaska iz totalitarnoga režima u demokraciju, pretrpjela rat i poraće, privatizaciju, osiromašenje znatnoga udjela svoga stanovništva te ulazak u Europsku uniju pitanje nacionalnih vrednota trebalo bi biti ključno pitanje političkih, ali i intelektualnih elita jer samo čuvajući svoje vrednote hrvatski narod može očuvati svoju prepoznatljivost i identitet. Problem koji se može uočiti na svim razinama u hrvatskome društvu bijeg je od tradicionalnih vrednota koje se sve češće smatraju konzervativnima, pa čak i zaostalima. Iste te vrednote, ponekad i da bismo se više svidjeli drugima, zamjenjujemo modernističkim i postmodernističkim vrednotama koje nam se prikazuju poželjnijima i prihvatljivijima u odnosu na naše tradicionalne vrednote koje se čuvaju naraštajima. Ovaj rad naslanja se na rezultate Europske studije vrednota iz 2008. godine koji pokazuju modernizaciju hrvatskoga društva, ali i važnost tradicionalnih vrednota kao što su brak, obitelj, djeca, religioznost, a prikazani su u knjizi Vrednote u Hrvatskoj i Europi: komparativna analiza. ; In the Republic of Croatia, as a country which in the recent past has had the experience of transitioning from a totalitarian regime to a democracy, suffered through war and its repercussions, undergone privatization along with impoverishment of a significant proportion of its population, and joined the European Union, the issue of national values should be crucial in terms of political, as well as intellectual elite, because only by protecting Croatian values can its people preserve their recognisability and identity. One observable problem at all levels of Croatian society is the escape from traditional values which are often seen as conservative and archaic. That same values are sometimes replaced by more likeable modern or postmodern variants which are presented as more desirable and acceptable in regards to the traditional values nurtured through generations. This article relies on the results of the European Values Study in 2008 which show the modernization of Croatian society, but also the importance of traditional values such as marriage, family, children, religiousness, which are stated in the book Values in Croatia and Europe: A Comparative Analysis.

Cilj istraživanja bio je ispitati stavove srednjoškolskih učenika, njihovih roditelja i profesora o nekim europskim vrijednostima. Prihvaćenost pojedinih europskih vrijednosti ispitana je s obzirom na spol, dob, vrstu srednje škole koju pohađaju učenici, školsku spremu roditelja, regionalnu i nacionalnu pripadnost ispitanika. Uzorak čini 2143 učenika srednjih škola, 1027 roditelja srednjoškolaca te 181 profesor. Na temelju dobivenih rezultata može se zaključiti da postoji statistički značajna razlika među učenicima s obzirom na regionalnu pripadnost u stupnju prihvaćanja europskih vrijednosti. Najviši stupanj prihvaćanja iskazuju učenici Primorsko-goranske županije, koji se značajno razlikuju u stupnju prihvaćanja europskih vrijednosti od svojih vršnjaka iz Istarske županije. Učenici starije dobi pokazuju viši stupanj prihvaćanja europskih vrijednosti za razliku od mlađih učenika. Isto tako, srednjoškolke pokazuju viši stupanj prihvaćanja europskih vrijednosti u odnosu na svoje muške kolege. Postoji statistički značajna razlika između roditelja muškog i ženskog spola u stupnju prihvaćanja europskih vrednota u korist muških ispitanika, koji pokazuju viši stupanj prihvaćanja europskih vrednota od ženskih ispitanika. Na kraju, dobiveni rezultati pokazuju da ne postoji statistički značajna razlika u stupnju prihvaćanja europskih vrijednosti s obzirom na spol, dob i nacionalnu pripadnost profesora srednjih škola. ; The aim of this study was to examine the attitudes of high school students, their parents and teachers towards some European values. The acceptance of certain European values was examined in relation to subjects' gender, age, type of high school, parents' education, regional and national affiliation. The sample comprised 2143 high school students, 1027 high school students' parents and 181 teachers. The results show the statistically significant difference in the degree of acceptance of European values between students of different regional affinity. Students from the Primorsko-goranska county show the highest level of acceptance, which is statistically different from the one obtained in their peer group from Istarska county. The degree of acceptance is higher in the group of older female students in comparison with younger male students. Furthermore, female high school students show higher degree of acceptance then their male peers. There is a statistically significant difference in the acceptance of European values between male and female parents: male parents show higher acceptance of those values in comparison with female parents. Finally, the results showed no statistically significant difference in the degree of acceptance of European values in regard to gender, age and national affiliation of high school teachers. ; Die Untersuchung hatte zum Ziel, die Einstellungen von Mittelschülern, deren Eltern und Lehrern zu einigen europäischen Werten zu überprüfen. Die Akzeptanz einzelner europäischer Werte wurde im Hinblick auf Geschlecht und Alter der Mittelschüler, Art der von ihnen besuchten Mitelschule, Schulausbildung der Eltern, regionale und ethnische Zugehörigkeit der Befragten untersucht. Befragt wurden 2143 Mittelschüler, 1027 Eltern von Mittelschülern und 181 Lehrer. Auf Grund der gewonnenen Ergebnisse kann gefolgert werden, dass der Grad der Akzeptanz europäischer Werte unter den Schülern eine statistisch bedeutende Abweichung im Hinblick auf deren regionale Zugehörigkeit aufweist. Die größte Akzeptanz äußerten die Schüler aus dem Kroatischen Küstenland (Hrvatsko primorje), deren positive Einstellungen sich bedeutend von den Einstellungen ihrer Altersgenossen aus Istrien unterscheiden. Die Schülerinnen höherer Altersstufen äußerten eine höhere Akzeptanz europäischer Werte als die jüngeren Schüler. Gleichermaßen zeigen die Mittelschülerinnen einen höheren Zustimmungsgrad als deren männliche Kollegen. Es gibt einen statistisch bedeutsamen Unterschied zwischen den Eltern männlichen und weiblichen Geschlechts im Hinblick auf deren Akzeptieren von europäischen Werten zugunsten der männlichen Befragten, die einen höheren Grad der Akzeptanz europäischer Werte aufweisen als die weiblichen Befragten. Darüber hinaus lassen die gewonnenen Ergebnisse den Schluss zu, dass es keinen statistisch bedeutenden Unterschied im Grad der Annehmbarkeit europäischer Werte gibt im Hinblick auf Geschlecht, Alter und ethnische Zugehörigkeit der Mittelschullehrer.

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.

Rad je posvećen analizi suvremenih fenomena pod kojima podrazumijevamo mobilnu telefoniju, društvene mreže, brendiranje mladosti, ljepote, zdravlja i sreće kroz estetizaciju tijela te drugih (anti)vrijednosti globalizacijskog konteksta i njihovih utjecaja na mlade koji značajno redefiniraju savjetodavni rad u školama. Kroz tu prizmu, globalizacija je nametnula potrebu pripremanja savjetnika (pedagoga) za rad s vrlo različitom školskom populacijom te traženje najboljeg pristupa u kompleksnom spoju suodnosa suvremenih zbivanja, mladih, odgojno-obrazovnih institucija i dinamičnog okruženja. Promišljanja novih koncepata savjetodavnog rada zahtjeva holistički pristup, posebno stoga što su pedagozi (i školski savjetnici) jedinstveno pozicionirani s obzirom na to da imaju potpuniju sliku životnih okolnosti učenika te njihovih izazova i potreba. Ovakav pristup pedagozima, odnosno savjetodavnom radu kojeg nazivaju pedagogijom životnog puta, kristalizira stavove o promjeni obrazovnih politika i promjenama u obrazovanju pedagoga kako bi oni savjetodavnim radom mogli odgovoriti na izazove globalizacijskog konteksta. ; This paper is devoted to the analysis of the contemporary phenomena, by which we mean mobile phones, social networks, branding youth, beauty, health and happiness through body aestheticization and other (anti) values in the globalization context. It also aims to analyse the impact the aforementioned phenomena have on young people who are significantly redefining counselling in schools. Through this prism, the globalization imposed the need of preparing counselors (pedagogues) to work with a varying school population and searching for the most efficient approach in the complex combination of correlation between contemporary events, youth, educational institutions and dynamic environment. Considerations of new concepts of counselling require a holistic approach, especially because pedagogues (school counsellors) are uniquely positioned since they have a more complete picture of students' life circumstances as well as the challenges they face and the needs they may have. This approach to pedagogues and counselling, also called the pedagogy of life's journey, crystallizes attitudes regarding the changes in education policies and counselors' (pedagogues') education so that they may be able to meet the challenges of the globalization context.

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.

How is law as both a set of standards of conduct and a way of reasoning related to politics, economy and culture? The approach to the problem taken in the paper is practical and instrumental rather than theoretical for its own sake. The aim is to appraise the subject-matter with a view of facilitating its change towards the basic values of the inquiry. Since the values are postulated by a stipulative definition of law, which implies relations of law to politics, economy and even culture, it may appear that the approach unduly trivializes rather than solves the problem. The approach may nonetheless be valid, if the stipulated definition of law is sufficiently integral, that is, inclusive. To that end the paper attempts to integrate into the stipulated definition of law three major philosophical traditions, which are still building blocks of -- and hence the keys to -- contemporary doctrines and cultures. In the classical (ontological) key (which is analysed in the first part of the paper) law is conceived of as a constituting and correcting aspect of the whole consisting of politics, economy, law and religion qua centerpiece of culture. In the modem (epistemological) key (analysed in the second part of the paper) ideas of law range from the conceptions that law is the constituent of modem social systems and hence an indispensable means of identifying modem social phenomena to the theories that law, as well as politics, economy and culture, is a phenomenon reducible to its natural causes. In the contemporary (linguistic) key (also in the second part) law, which is the constituent even of religion, can be understood only from within of the culture -- including politics and economy -- into which it is woven. The three traditions differ most markedly in their views of the contact between reason and action. In contrast to the classical tradition, which recognizes that reason can be action-guiding, reason and action are in the epistemological key separated by a logical gap, whereas in the linguistic key they are hardly distinguishable. The triple solution of the problem of inquiry increases both heuristic and practical potentials of the stipulated definition of law. By integrating diverse philosophical traditions, the definition is serviceable to the integrity of a pluralistic legal order, that is, to achieving the postulated basic values within the limits of the law. However, the approach taken in the paper, while more inclusive than more partisan approaches, is still merely an approach which is in the final analysis also partisan. Moreover, when seen from a culture that has not been integrated by the definition, the approach may be parochial or even inimical. Adapted from the source document.

How is law as both a set of standards of conduct and a way of reasoning related to politics, economy and culture? The approach to the problem taken in the paper is practical and instrumental rather than theoretical for its own sake. The aim is to appraise the subject-matter with a view of facilitating its change towards the basic values of the inquiry. Since the values are postulated by a stipulative definition of law, which implies relations of law to politics, economy and even culture, it may appear that the approach unduly trivializes rather than solves the problem. The approach may nonetheless be valid, if the stipulated definition of law is sufficiently integral, that is, inclusive. To that end the paper attempts to integrate into the stipulated definition of law three major philosophical traditions, which are still building blocs of -- and hence the keys to -- contemporary doctrines and cultures. In the classical (ontological) key (which is analysed in the first part of the paper) law is conceived of as a constituting and correcting aspect of the whole consisting of politics, economy, law and religion qua centerpiece of culture. In the modern (epistemological) key (analysed in the second part of the paper) ideas of law range from the conceptions that law is the constituent of modern social systems and hence an indispensable means of identifying modern social phenomena to the theories that law, as well as politics, economy and culture, is a phenomenon reducible to its natural causes. In the contemporary (linguistic) key (also in the second part), law, which is the constituent even of religion, can be understood only from within of the culture -- including politics and economy -- into which it is woven. The three traditions differ most markedly in their views of the contact between reason and action. In contrast to the classical tradition, which recognizes that reason can be action guiding, reason and action are in the epistemological key separated by a logical gap, whereas in the linguistic key they are hardly distinguishable. The triple solution of the problem of inquiry increases both heuristic and practical potentials of the stipulated definition of law. By integrating diverse philosophical traditions, the definition is serviceable to the integrity of a pluralistic legal order, that is, to achieving the postulated basic values within limits of the law. However, the approach taken in the paper, while more inclusive than more partisan approaches, is still merely an approach, which is in the final analysis also partisan. Moreover, when seen from a culture that has not been integrated by the definition, the approach may be parochial or even inimical. Adapted from the source document.

Nenad Miscevic's Nationalism and Beyond: Introducing Moral Debate about Values (New York: CEU Press, 2001) is reviewed. Of the book's three parts, part 1 describes nationalism as a political program; part 2 discusses the relationship between culture, identity, & tradition; & part 3 proposes cosmopolitanism as an alternative to nationalism. The review focuses on Miscevic's debunking of the intellectual, political, cultural, & moral arguments advanced by proponents in favor of nationalism; the various arguments are presented & Miscevic's criticism is supported. It is concluded that the author's ethical-political argumentation against nationalism is very convincing, but his treatment of the relationship between the individual & society seems to be too general & perfunctory. 2 References. Z. Dubiel

The author looks into the significance of Nietzsche' s work On the use and abuse of history for life through the reception of that work by the eminent historian Burckhardt. He suggests that their disagreements are paradigmatic for understanding the role of history & historical education in shaping the European spirit i.e. the meaning of the continuity of European history. The second part offers various interpretative possibilities in analyzing the relationship between Nietzsche's thought & the historical reality of National Socialism. The author concludes that Nietzsche has been seen as a radical thinker whose influence cannot be disregarded. References. Adapted from the source document.

In defining the main preconditions for successful coexistence in the emerging & constantly changing supranational European Union, the common fundamental values shared by the European population constitute one of the main factors of this integration. The present article strives to assess whether a consensus exists in the European Union with regard to the substance of these values & to examine whether these values are implemented also in the decisions taken every day at EU level. The author attempts to determine the causes of the assumed disparity between the political ideals proclaiming the desired social order & the European reality, & to envisage the consequences to which this situation may lead. The suggested conclusion is that the proclaimed fundamental values of the Union (still) do not find expression in the European reality & that they are (as yet) substituted by other, primarily economic, interests. References. Adapted from the source document.

U radu se razmatra uloga vrednota u političkom određenju stranaka i birača u Hrvatskoj na primjeru izbora za Europski parlament 2019. godine. Daje se pregled političkog određenja, ciljeva i vrednota klubova stranaka u Europskom parlamentu i stranaka u Hrvatskoj koje su osvojile više od 1% glasova u izborima za Europski parlament 2019. godine. Potom se uspoređuju rezultati hrvatskih istraživanja vrednota s rezultatima izbora za Europski parlament po regijama u Hrvatskoj. Dolazi se do spoznaje da se klubovi stranaka u Europskom parlamentu i stranke u Hrvatskoj na sličan način politički određuju po vrednotama koje deklariraju. Uočene su i podudarnosti koje ukazuju na vjerojatnost da se odluka birača na izborima državne razine temelji na istovjetnosti vrednota do kojih birači drže i vrednota koje stranke i kandidati zastupaju. ; The article discusses the role of values in political determination of parties and voters in Croatia on the example of elections for the European Parliament 2019. The article offers an overview of political determination, goals, and values of clubs of parties in the European Parliament and parties in Croatia that have managed to win more than 1% of votes at the election for the European Parliament 2019. After that, the author compares results of Croatian value study with results of the election for the European Parliament according to regions in Croatia. The author concludes that clubs of parties in the European Parliament and parties in Croatia are similarly politically determined according to values that they declare to hold. There are also other similarities that point towards the probability that decisions of voters at state elections are based on similarity of values between those who vote and those declared by parties and candidates.