Suchergebnisse

A multicultural society should possess the characteristics of a society in which different ethnic groups live together but with no interaction. The minority groups living therein are passively tolerated without being accepted by the majority group. An intercultural society should be defined as a society in which different groups live together and exchange their life experiences with mutual respect for their different styles of life and values. That is why a correct starting definition of interculturalism would be that interculturalism is a critique and an alternative to multiculturalism. It is possible for the members of different cultures to live close to each other and that is the most crucial characteristic of multicultural societies. An intercultural society represents a society in which we live and create not close to each other but with each other and for each other.Accordingly, the contemporary Balkan society is facing the process of its transition from the multicultural into the intercultural one, that is, the process of spreading and adopting the idea and practice of interculturalism in a multicultural community. More precisely, this implies the development of the concept of a cultural and educational policy that would foster appreciation of cultural diversity and lead to the creation of a society in which different cultures interpenetrate.At the end of the paper the measures of the public cultural politics of the Balkan countries aiming at improvement and advancement of the existing intercultural dialogue are summed up.

The paper presents the following: 1) The factors which preceded the break of the unique Western Church (spiritual movements within the Roman Catholic Church, which requested a new kind of piety, a New-Century thought by most influential European humanists which was inspired by individualism, a changed political climate under the influence of the Humanism and Renaissance, the rise of the civil class and the invention of the printing press), 2) the founders of Protestant teachings (Martin Luther, Thomas Mincer, Philip Spener, Jean Calvin, Ulrich Zwingli) and 3) the rules of religious life among the newly converted (principles: Ecclesia reformata sed semper reformanda, Soli Deo Gloria, Solo Christo, Sola scriptura, Sola gratia, Sola fide, etc.).

The paper presents the following: 1) The factors which preceded the break of the unique Western Church (spiritual movements within the Roman Catholic Church, which requested a new kind of piety, a New-Century thought by most influential European humanists which was inspired by individualism, a changed political climate under the influence of the Humanism and Renaissance, the rise of the civil class and the invention of the printing press), 2) the founders of Protestant teachings (Martin Luther, Thomas Mincer, Philip Spener, Jean Calvin, Ulrich Zwingli) and 3) the rules of religious life among the newly converted (principles: Ecclesia reformata sed semper reformanda, Soli Deo Gloria, Solo Christo, Sola scriptura, Sola gratia, Sola fide, etc.). ; U radu se predstavljaju: 1. činioci koji su prethodili razbijanju jedinstvene zapadne crkve (duhovni pokreti unutar Rimokatoličke crkve koji su zahtevali novu pobožnost, novovekovna misao najuticajnijih evropskih humanista inspirisana individualizmom, promenjena politička klima pod uticajem humanizma i renesanse, građanska klasa u usopnu i uspon štampe), 2. osnivači protestantskog učenja (Martin Luter, Tomas Mincer, Filip Špener, Žan Kalvin, Urlih Cvingli) i 3. pravila verskog života među reformisanima (načela: Ecclesia reformata sed semper reformanda, Soli Deo Gloria, Solo Christo, Sola scriptura, Sola gratia, Sola fide i dr.).

A multicultural society should possess the characteristics of a society in which different ethnic groups live together but with no interaction. The minority groups living therein are passively tolerated without being accepted by the majority group. An intercultural society should be defined as a society in which different groups live together and exchange their life experiences with mutual respect for their different styles of life and values. That is why a correct starting definition of interculturalism would be that interculturalism is a critique and an alternative to multiculturalism. It is possible for the members of different cultures to live close to each other and that is the most crucial characteristic of multicultural societies. An intercultural society represents a society in which we live and create not close to each other but with each other and for each other.Accordingly, the contemporary Balkan society is facing the process of its transition from the multicultural into the intercultural one, that is, the process of spreading and adopting the idea and practice of interculturalism in a multicultural community. More precisely, this implies the development of the concept of a cultural and educational policy that would foster appreciation of cultural diversity and lead to the creation of a society in which different cultures interpenetrate.At the end of the paper the measures of the public cultural politics of the Balkan countries aiming at improvement and advancement of the existing intercultural dialogue are summed up. ; Multikulturno društvo bi trebalo imati karakteristike društva u kome različite etničke grupe žive zajedno, ali bez interakcije. U njemu se manjinske grupe pasivno tolerišu, ali nisu prihvaćene od većinske grupe. Interkulturalno društvo bi trebalo definisati kao društvo gde različite grupe žive zajedno, razmenjuju životna iskustva, poštujući međusobno različite stilove života i vrednosti. Zato bi korektna polazna definicija interkulturalizma bila da je interkulturalizam kritika i ...

Education for sustainable development, as an imperative of this day and age, has become an integral part of the curriculum in many education systems. The focus of this paper is education for sustainable development in Montenegro, Croatia and Serbia, with a particular emphasis on the goals and objectives of education for sustainable development. After presenting the specifics of sustainable development at the primary and secondary level of education in these countries, a comparative analysis of learning goals and objectives was conducted between the curriculum of the elective course Education for Sustainable Development in Serbia, interdisciplinary area Education for Sustainable Development in Montenegro and interdisciplinary topic Sustainable Development in Croatia. This comparative analysis established that the goals of education for sustainable development in all three cases are aimed at developing an active and responsible attitude of students towards other people, the environment, taking into account the future perspective, and that the goals and objectives of education for sustainable development in Montenegro and Croatia are more extensive and meaningful compared to the goals and objectives of the elective course Education for Sustainable Development in Serbia. Even though the goals and objectives of the new elective course, interdisciplinary topics and interdisciplinary areas specifically focused on sustainable development represent curriculum innovation in Serbia, Montenegro and Croatia, defining them is only a starting point for activities aimed at educating students to live and work in a modern society that is required to become sustainable.

The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education "about" sustainable development – there is a need for the education "for" sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers' perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area. ; Cilj obrazovanja za održivi razvoj, odnosno razvijanje svesti i odgovornosti prema sredini u kojoj žive, usvajanje vrednosti i načela, kao što su pravda, jednakost, mir, demokratija, te podsticanje učenika na promenu ličnog stila života i pridržavanje principa održivog razvoja u svakodnevnom ponašanju ne može se ostvariti samo kroz obrazovanje "o" održivom razvoju - neophodno je obrazovanje "za" održivi razvoj čiji su glavni nosioci nastavnici savremene škole. S obzirom na to da su nastavnici modeli ponašanja i uzori, izvori informacija i znanja, vaspitači, odnosno neko ko je u neposrednom dodiru sa učenicima, sa ...