Suchergebnisse

Prijetnja koja dotiče sadašnju Srednju Europu vezana je uz dvije skupine uzroka. Kao prvo, s politikom Rusije koja traži novo mjesto za sebe na globalnoj razini. Kao drugo, s krizom unutar same Unije, koja se većinom tiče zemalja Srednje Europe kao najmlađeg njezinog člana i onoga koji nosi postkomunistički teret. Geostrateški, ideološki i kulturološki aspekti povezani s prethodno spomenutim kompleksima prijetnje bit će predmet izlaganja na konferenciji. ; The threat that Central Europe faces nowadays is connected with two sets of causes. The first cause is Russian politics that attempts to establish a new position on a global level. And the second is the crisis within the Union, which has mainly affected Central European countries, their youngest members that still bear the post-communist burden. The paper focuses on geostrategic, ideological and cultural aspects regarding the abovementioned complex threat.

U ovom su radu analizirani stavovi srednjoškolaca prema selektiranim demokratskim vrijednostima, odnos između shvaćanja i sociodemografskih obilježja učenika srednjih škola te su uspoređena gledišta učenika, njihovih roditelja i profesora. Korišteni su podaci prikupljeni 1993. i 1998. godine u sklopu projekata "Genealogija i transfer modela interkulturalizma" i "Školski kurikulum i obilježja hrvatske nacionalne kulture". Analiza rezultata pokazala je da je 1998. godine došlo do znatnih promjena u stavovima srednjoškolaca prema demokratskim vrijednostima u odnosu prema prijašnjem istraživanju. Promjene se očituju u statistički značajno manjem stupnju prihvaćanja vrijednosti, i to prema sedamnaest, od ponuđenih devetnaest vrijednosti. Nadalje, u oba je istraživanja utvrđeno da varijable socioobrazovnog statusa znatno distingviraju ispitanike s obzirom na njihove stavove. Učenici s boljim uspjehom u školi, polaznici gimnazija i oni s višim obrazovnim aspiracijama i podrijetlom imaju pozitivniji odnos prema demokratskim vrijednostima. Velike su razlike utvrđene s obzirom na stupanj prihvaćanja vrijednosti između učenika, roditelja i profesora. Općenito, najveće slaganje sa svim ponuđenim vrijednostima iskazuju profesori, a najmanje učenici. ; This article analyses the attitudes of high school students towards selected democratic values and the relation between attitudes and socio-demographic characteristics, and compares the attitudes of students, their parents and teachers. The data were obtained during 1993 and 1998 within projects "Genealogy and transfer of models of interculturalism" and "School curriculum and characteristics of Croatian national culture". The analysis of the results showed the significant changes in students' attitudes towards democratic values in 1998 in comparison with the previous study. The changes are revealed through statistically significant lower degree of acceptance of 17 out of 19 suggested values. Furthermore, both studies showed that the variables of socio-educational status distinguish the subjects significantly in regard to their attitudes. Students with higher educational achievement, those attending the academic high schools and those with higher educational aspirations have more positive attitude towards democratic values. The significant differences were also found in the degree of acceptance of those values among students, parents and teachers. Generally, teachers showed the highest acceptance of all suggested values, while students showed the lowest. ; In dieser Arbeit werden Einstellungen der Mittelschüler zu den ausgewählten demokratischen Werten sowie das Verhältnis zwischen den Einstellungen und sozio-demographischen Merkmalen der befragten Mittelschüler analysiert und mit den Einstellungen ihrer Eltern und Lehrer verglichen. Die benutzten Daten wurden 1993 und 1998 im Rahmen von Projekten "Genealogie und Transfer des Interkulturalismusmodells" bzw. "Schulkurrikulum und Merkmale der kroatischen Nationalkultur" erhoben. Die Analyse der Ergebnisse zeigte, dass 1998 im Vergleich zu den früheren Untersuchungen zu bedeutenden Änderungen in den Einstellungen der Mittelschüler zu den demokratischen Werten gekommen ist. Diese Änderungen äußern sich in dem statistisch bedeutend geringeren Akzeptieren der vorgeschlagenen Werte, und zwar bei den siebzehn von neunzehn angeführten Werten. Weiterhin wurde in den beiden Untersuchungen festgestellt, dass sich die Befragten durch Variabeln ihrer sozialen Merkmale und ihrer Schulausbildung im Hinblick auf ihre Einstellungen gravierend unterscheiden. Schüler mit besseren Schulleistungen, Gymnasiasten sowie jene mit höheren Bildungsaspirationen und Herkunft haben eine positivere Stellung zu den demokratischen Werten. Bedeutende Abweichungen ergeben sich auch hinsichtlich der Akzeptanz der genannten Werte unter den Schülern, deren Eltern und Lehrern. Insgesamt finden die angebotenen Werte die höchste Zustimmung unter den befragten Lehrern, und die kleinste unter den Schülern.

The author looks into one of the most important concepts in the last decade of comparative research: social capital. The concept of social capital was originally developed in sociology, where it denotes potential benefits that individuals enjoy, derived from their involvement in various social networks. This concept was fully utilized in the field of comparative politics into which it was "introduced" by Robert Putnam in Making Democracy Work, in which he presents the results of his research in which he establishes a positive link between social capital -- embodied in the norms of generalized reciprocity, horizontal networks, & trust -- & higher levels of democratic efficiency. In the last decade, the concept has been used in a number of studies in comparative politics, the starting point of which was the thesis that spatial & temporal differences in the levels of political efficiency may, at least partly, be explained by the level of social capital of a community. By comparing the concepts of political culture & social capital, the author concludes that social capital is a major conceptual innovation in comparative politics & represents a revival of social/cultural variables in comparative analysis. 63 References. Adapted from the source document.

Education & breeding, like culture in general, are, in the broadest sense, universal human phenomena inseparably linked & interactive. Anthropology, generally speaking, is a holistic science of man, his nature, & culture, so its approach & findings are always current, even in the scientific pedagogic treatment of education & its application. Because of that, the notions "education & breeding" & "anthropology," as a science of man & culture, are first theoretically determined so they can both contextually & explicitly be deduced & their necessary dialectical connection & mutuality be ascertained. The second, applied part of this paper is about religious education (scientifically, religiologically based) as a school subject & studies in the context of democratic social & political changes in Croatia & their relation to catechism. Adapted from the source document.

Two analyses have been carried out for the purpose of this study. The first refers to the analysis of the gender differences in the development of civil sense (understanding citizenship) & the practice of citizenship (practicing citizenship). The second refers primarily to the analysis of the variables of the "school experience" (the school climate or the perceived opportunity for an open classroom discussion, & the variables of the perceived tasks of classroom learning or education) & how they influence the expected voting behaviour of adults. The findings were compared to similar international comparative studies (the 2001 TEA study, C. Hahn's study of 1998). Our study has shown that the gender differences regarding the civil political sense & the culture among young people have been diminishing but have not fully disappeared, & that there are significant differences among individual countries in that respect. Our research has shown that there are significant gender differences in their understanding of citizenship; these differences are somewhat smaller for the variable of the practice of citizenship among high-school students. However, those differences are not particularly pronounced. It seems that it is no longer justified to talk about civil political culture as "male culture," though gender still creates marked differences but no longer solely in favour of men. We have not come to the end of the road leading to a balanced civil political culture yet, at least regarding gender. & secondly, our study has shown that the political education of students & the perceived tasks of political education in schools influence the expected adult voting behaviour. This confirms the thesis that the classroom political education is relevant, at least to a limited degree, for the key variables of civil sense & practice. 4 Tables, 6 References. Adapted from the source document.

The author looks into one of the most important concepts in the last decade of comparative research: social capital. The concept of social capital was originally developed in sociology, where it denotes potential benefits that individuals enjoy, derived from their involvement in various social networks. This concept was fully utilized in the field of comparative politics into which it was "introduced" by Robert Putnam in Making Democracy Work, in which he presents the results of his research in which he establishes a positive link between social capital -- embodied in the norms of generalized reciprocity, horizontal networks, & trust -- & higher levels of democratic efficiency. In the last decade, the concept has been used in a number of studies in comparative politics, the starting point of which was the thesis that spatial & temporal differences in the levels of political efficiency may, at least partly, be explained by the level of social capital of a community. By comparing the concepts of political culture & social capital, the author concludes that social capital is a major conceptual innovation in comparative politics & represents a revival of social/cultural variables in comparative analysis. 63 References. Adapted from the source document.

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.

Problem je ovoga istraživanja nedovoljno učinkovit način obrazovanja vođa u poslovnim školama. Iako je potreba za vođama u svijetu sve veća, vjeruje se da je neadekvatno obrazovanje u poslovnim školama doprinijelo sustavnom nedostatku vodstva, što je dovelo do financijske i moralne globalne krize. Smatra se da poslovne škole u svojim obrazovnim programima premalo pažnje posvećuju etici i sustavu vrijednosti. Međutim, uz univerzalne principe vodstva, svako društvo i kultura moraju definirati svoje potrebe vodstva i "otkriti" svrhu, način djelovanja i upotrebu moći. Stoga je cilj ovoga istraživanja izraditi prijedlog učinkovitog kurikuluma za obrazovanje vođa u hrvatskim poslovnim školama. Šira je društvena svrha aktualizacija teme vodstva i obrazovanja za vodstvo kao nasušne potrebe hrvatskog društva na svim razinama. Za potrebe teorijskog dijela rada provedeno je sekundarno istraživanje znanstvene i stručne literature, stranih i domaćih autora. Objašnjeni su pojam, definicije i karakteristike vodstva te iznesen povijesni pregled raznih teorija i pristupa vodstvu. Naveden je kratki pregled istraživanja o učinku kulture i njezinom utjecaju na obrazovanje za vodstvo. Opisan je primjer dobre prakse u kreiranju i praćenju uspješnosti obrazovnih politika i strategija te neki obrazovni programi vodstva i njihov utjecaj na razvoj vođa. Na temelju spoznaja dobivenih iz provedenog sekundarnog istraživanja, kreiran je prijedlog kurikuluma za obrazovanje vođa koji nedostaje u Hrvatskoj. Predloženi višeslojni model temelji se na multidisciplinarnom znanju utemeljenom u tradiciji poslovnih škola i humanističkih znanosti, tako da potiče razvoj analitičkih, konceptualnih, međuljudskih i praktičnih vještina. Posebna je važnost dana praksi, coachingu i mentorskom pristupu kao alatima pomoću kojih se studentima omogućava iskustveno učenje. Inovativnim vježbama i praksom studente se priprema da budu transformacijski vođe koji će znati učinkovito komunicirati viziju i misiju svojim suradnicima i sljedbenicima. Posebno je naglašena globalna perspektiva i potreba za integracijom etike i sustava vrijednosti u svaki dio obrazovnog procesa. ; The focus of this study is on leadership education in business schools which is not effective enough. Although the global demand for leaders is growing, it is believed that the inadequate education in business schools contributed to the systemic failure in leadership that led to the current global financial and moral crisis. It is thought that business schools do not pay enough attention to ethics and the system of values. However, in addition to the universal principles of leadership every society and culture has to define their own leadership needs in order to 'discover' the purpose, mode of operation and use of power. Therefore, the aim of this research is to propose an effective curriculum for leadership education in Croatian business schools. A broader social objective is to promote the topic of leadership and education for leadership as the fundamental need of the Croatian society at all its levels. Secondary research of scientific and professional literature by Croatian and other authors was conducted for the theoretical part of the paper. The concept, definitions and characteristics of leadership are explained and a historical overview of various leadership theories and approaches is given. The paper gives a short overview of the research on culture and its impact on leadership education. An account of good practice is given concerning the establishment and monitoring of educational policies and strategies and some educational programmes for leadership and their influence on the development of leaders. A curriculum proposal is formulated for the education of Croatian leaders on the basis of insight gained from the secondary research. The proposed multilevel model is based on the multidisciplinary knowledge founded in the tradition of business schools and humanistic sciences so that it stimulates the development of analytical, conceptual, interpersonal and practical skills. Special importance is placed on practice, coaching and mentoring as the tools for students to learn from experience. By means of innovative assignments and practice students are prepared to become transformational leaders who will be able to effectively communicate the vision and mission to their co-workers and followers. Global perspective is emphasised as well as the need to integrate ethics and the system of values in every aspect of the educational process.

U pokretu avangarde Walter Benjamin uvidio je tendencije za prevladavanje jaza između društva i kulture te umjetnosti i života. Njegov esej »Umjetničko djelo u razdoblju tehničke reprodukcije«, zamišljen kao okvir za teoriju moderne u svjetlu avangarde, upravo je paradigmatski za razumijevanje avangardne umjetnosti i suvremene kulture te predstavlja svojevrsnu intervenciju, benjaminovsku politiku moderniteta (B. Kiefer). Sveobuhvatna teorija avangarde ne postoji. Ukratko ću se osvrnuti na poznatija tumačenja Petera Bürgera i Aleksandra Flakera, dok su za rad u kontekstu novih istraživanja avangarde ključno poslužili radovi Dietricha Scheunemanna, glavnog urednika niza izdanja nazvanih Avant-Garde Critical Studies. U centralnom dijelu izlaganja prikazati će se odnos Benjamina i nadrealizma, koje je Adorno opisao na sljedeći način: »Benjaminova namjera je bila da potpuno odustane od očitog izlaganja i dopusti da se značenje pojavi jedino šokantnom montažom materijala. Filozofija ne samo da mora uhvatiti korak s nadrealizmom, nego i sama postati nadrealistička.« Konačno, zadnji dio rada bavit će se idejom profane iluminacije. U eseju »Nadrealizam – Posljednji trenutni snimak europske inteligencije« iz 1929. godine, jednom od bitnih prikaza teoretskih, filozofijskih i političkih dometa i obilježja pokreta avangarde,Benjamin profanu iluminaciju predstavlja kao temelj i srž nadrealističkog marksizma. ; Walter Benjamin noticed in the avant¬garde movement the tendency to overcome the discrepancy between society and culture, and art and life. His essay The Work of Art in the Age of Mechanical Reproduction, envisioned as a framework for the theory of modernity in light of the avant-garde, is paradigmatic for understanding of the avant-garde art and contemporary culture. It represents Benjamin's intervention, the politics of modernity (Kiefer). Wholesome theory of avant-garde does not exist. I will briefly examine interpretations on avant-garde by Peter Bürger and Aleksandar Flaker, while I will be relying on Dietrich Scheunemann's Avant-Garde Critical Studies to examine newer theory on avant-garde. In the central part of this review I will present relation between Benjamin and surrealism, which Adorno described as: "Benjamin's intention was to fully give up on obvious exposition and let the meaning appear only through the shocking montage material. Not only should philosophy catch up with surrealism, it alone must become surreal." Finally, in the last part of this paper I will be dealing with profane illumination. In Benjamin's essay "Surrealism: The Last Snapshot of the European Intelligentsia" (1929), one of the most important reviews on theoretical, philosophical and political achievements and characteristics of avant¬garde, he presents the profane illumination as the grounding and the core of Surreal Marxism

This article analyses the representation and main characteristics of comparative politics articles published in the journal Politicka misao. Starting from the assumption that the political and academic fields are engaged in a process of 'reciprocal legitimation', we divided the period of analysis into two phases and research subsamples. The first encompasses articles published in the period 1964-1989, while the second covers articles published in the period 1990-2013. Content analysis reveals that during the first phase comparative politics articles were weakly represented in the journal. The few articles that belong to the field were mostly written from a Marxist perspective, and occasionally from the perspective of old normative institutionalism. Overall they were methodologically unreflective, descriptive and configurative. The most frequent topics were self-managing democracy, communist and revolutionary parties, anti-imperial movements and conflicts in Third World countries. The time period after 1990 is characterised by a strengthening of the field of comparative politics. First of all, there is a notable increase in the number of articles dedicated to elections, electoral systems, political parties and party systems, legislatures and governments, constitutionalism and the judiciary, political culture, nationalism, as well as European institutions and processes. Secondly, theoretical approaches are more diversified, ranging from new institutionalism, behavioralism and pluralism to rational choice theory and cultural theory. Though case studies and focused studies with a small-N are the most frequent empirical strategies, overall methodology remains the weakest element of domestic academic production in comparative politics, while explicitly methodological discussions remain extremely rare. 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.

Describes the study of the evolution of the awareness (understanding) & the practice (activities, participation) of citizenship among Croatian high school students (the first new generation of full-age citizens). The research was conducted in line with similar models in relevant international studies, which enabled a comparative analysis. The analysis of the concept (basic theory) of citizenship was followed by a comparative analysis of the development & the distribution of the citizenship awareness & the yardsticks of the practice of citizenship among Croatian high school students. A number of indicators of the awareness of citizenship (civic identity, the model & the type of citizenship, the concept of the "good citizen," & the concept of the rights & duties of citizens in democracy), & several measures of the practice of citizenship (political interest, discussing politics, following news in the media, the expected conventional & protest political activism, political tolerance) have been used. The comparative analysis has shown that the Croatian students are in some aspects of citizenship at the level of students in many of the comparison nations, but that in others there are significant differences; eg, their level of political interest is significantly lower. The analysis has shown that there is a high awareness of the rights, but relatively a low awareness of the duties, which may be the main problem in the development of political culture of Croatian students & citizens. The expected conventional & protest participation among the Croatian students is significantly lower than among students from other countries. The research also shows that among Croatian students (that phenomenon has also been noticed in other countries) there is a significant discrepancy between, for example, the awareness of the rights & duties of citizens in democracy & the level of political tolerance: the high level of awareness of one's rights (freedom of speech, association, etc) coexists with a relatively low level of tolerance. Thus, it can be said that various inconsistencies tag & "burden" the evolution of citizenship among Croatian high school students. 13 Tables, 40 References. Adapted from the source document.

U tekstu se prikazuju prvi poratni napori u očuvanju i restauriranju spomenika bombardiranog Senja te planovi za njegovo revitaliziranje. Stanje u Senju stavlja se u povijesnu perspektivu istraživanja započetih u drugoj polovici 19. stoljeća, a prvih pet godina konzervatorskog djelovanja prikazuje se prema arhivskim vrelima u tekstu i slici. Uz već poznata imena hrvatskih konzervatora, u tekstu se donose podaci o ulozi Vuka Krajača u planiranju očuvanja i razvitka toga povijesnoga grada. ; The paper examines information from the history of research and preservation of both individual monuments and the urban image of Senj. While the focus of interest is on the years following the Second World War, the frst section of the text recalls the pre-war national tradition of town research. The author argues that, in depicting events in the wake of wartime devastation, an account could to be given either of continuity or of the setting up of new principles in conservation and urban planning. Thus the frst portion of the paper centres on researchers who, prior to the bombardments, had set up a kind of cult of monuments in Senj as a nationally relevant town. This was a tradition launched by Ivan Kukuljević Sakcinski in his travelogues and topographic descriptions of the monuments and then picked up by local researchers Stjepan Sabljak, Mile Magdić and Pavao Tijan. From the mid-19th to the mid-20th century, this creation of the image of Senj as a heritage setting was equally the work of travel writers, painters and photographers. The nearly hundred-year-old tradition saw contributions from renowned scholars Gjuro Szabo and Artur Schneider, as well as photographers Ivan Standl, Ljudevit Griesbach and Josip Kratochwill. After the bombardments, Senj awoke to the end of the Second World War as one of the most devastated of Croatian towns. Following the initial reactions of Senj photographer Ivan Stella in 1943 and the first inspection by conservator Tihomil Stahuljak in 1945, life in the ravaged town continued in the new state. The official attitude to Senj also indicates problems in the setting up of a new conservation system in the People's Republic of Croatia. The town was relatively far away from both Zagreb and Rijeka, situated at the ends of the regional offices' jurisdictions. In the months after the war, the town was inspected by Zagreb conservators Ljubo Karaman, Anđela Horvat and Ana Deanović, and, once the Conservation Department in Rijeka was established, the task was taken up by Mladen and Branko Fučić, Aleksandar Perc and Iva Perčić. The paper reveals records from the archives of the Conservation Department in Zagreb, kept by the Croatian Ministry of Culture. In a chronological overview, information is presented from travel reports, studies and correspondence from the time of the Five-Year Plans, a period that was quite promising for Senj. These practical assessments and recommendations are examined in their social context, i.e. within the framework of political reforms by the new communist state. While the Zagreb and Rijeka conservators drafted basic documents such as the Protocol on the Protection of Heritage in the Town of Senj of 1947, insisting on the concepts of maximum preservation of the historical setting, the inability to set up a permanent conservator in the town opened the way for appointments of honorary conservators. Although only appointed in 1949, Vuk Krajač was recognized soon after the war as an important ally of conservation ofcials. He authored the Study on the Regulation of the Town and Port of Senj of February 1949, where he discussed the preservation of the character of the historical town setting (as seen by the influential Gjuro Szabo prior to the devastation) and its development into a socialist town: one wellconnected and with developed industry and tourism, growth of population, cultural activity, physical culture and trade. The article draws attention to how the ravaged historical setting of Senj was treated. Krajač, as a man with the confdence of Zagreb and Rijeka conservators, fought in his home town for procedures of reconstruction (Gulden Tower and Lipica Tower) and adaptation with stylistic restoration (transformations of Vukasović Palace into the City Museum, Ježić Palace into a theatre building and the Grand Magazines into state ofces and ofcials' residences), as well as for substitutional new architecture with commemorative features (project for the Uskok Mausoleum at the site of the demolished St. Francis' Church). He took the city walls with their towers, as depicted by Valvasor, as a model for the efforts to bring the town back to life.

Među najzanimljivijim projektima obnova crkava Hermana Bolléa i s njim povezanim majstorima zagrebačke Obrtne škole s kojima je surađivao, pripada obnova križevačke katedrale Presvetog Trojstva. Radi se o unijatskoj katedrali, stoljeće ranije uspostavljene, Križevačke biskupije (obnovljene Marčansko-svidničke eparhije). Ovo nije bio prvi obnoviteljski zahvat na crkvi i samostanu, možemo reći da se ovaj građevinski kompleks obnavlja tijekom čitavog 19. stoljeća. Dolaskom u Križevce na mjesto vladike (biskupa), Julije Drohobeczky odlučuje staru redovničku gotičku crkvu obnoviti sjajem dostojnim katedrale, za što će prikupljati podršku svojim političkim i crkvenim vezama. Pored Drohobeczkoga, koji stoji usred inicijative ovog projekta, te Bolléa koji je umjetnički osmislio cjelinu i detalje, treća važna figura u realizaciji ove obnove je Iso Kršnjavi, povjesničar umjetnosti, svestrani kulturni radnik i inicijator, te u kritičnom razdoblju pokretanja projekta predstojnik Odjela za bogoštovlje i nastavu. Obnova crkve i izvedba novog inventara, poglavito crkvenog ikonostasa događa se u jednom od najuzbudljivijih trenutaka hrvatske umjetnosti: prvaci hrvatske moderne vraćaju se privremeno ili konačno sa svojih školovanja, puni novih ideja i revolucionarnih umjetničkih koncepata neviđenih u našim krajevima, sukobi tradicionalista i modernista kulminiraju u polemikama u kojima se ne biraju riječi, promjenjiva politička sudbina Kršnjavog snažno se odražava na umjetničke projekte, ali i na sudbine pojedinih slikara i kipara. U tim okolnostima realiziraju se neki, još danas nedovoljno prepoznati projekti kroz koje se Hrvatska transformira iz provincije u kulturnu srednjoeuropsku sredinu. Jedan od takvih projekata je i križevačka katedrala, te njen ikonostas. Križevački ikonostas je važno, prijelomno djelo u hrvatskoj umjetnosti i kulturi, koje ostavlja trag u pojedinačnom umjetničkom itineraru slikara koji su na njemu radili, te u većoj grupi djela nastalih u sljedećih nekoliko godina. U članku će se pokušati objasniti nastanak ovog ikonostasa iz sukoba i sinergije mnoštva likovnih i ne-likovnih čimbenika, likovne tradicije i novoškolovanih slikara, političke konstelacije u prostoru koji obilježava Kršnjavi sa svojim pristašama i protivnicima, te na kraju, mada možda i najvažnije, specifičnih viđenja istočnog rituala, a posebno unijatske crkvene zajednice. ; The renovation of the Holy Trinity Cathedral in Križevci is one of the most interesting conservation projects of the architect Herman Bollé and the group of artisans and craftsmen whose work he coordinated. The uniate cathedral is the seat of the Eparchy of Križevci (the restored Eparchy of Marča). This was not the first remodeling intervention on the church and the monastery and it can be said that this building complex was being reconstructed throughout 19th century. After becoming the bishop of Križevci, Julije Drohobeczky decided to reconstruct the old monastery gothic church with a splendor becoming of a cathedral, for which he gathered support using his political and church relations. Next to Drohobeczky, the leading figure of this project, and Bollé – the artist behind the reconstruction – the third important figure in the realization of this reconstruction was its initiator, art historian and cultural benefactor Izidor Iso Kršnjavi, who was the head of the Ministry of Religious Affairs and Education in the critical period. The reconstruction of the church and the manufacturing of the new inventory, especially the church iconostasis, took place in one of the most important periods of Croatian art, when the most notable figures of the Modern period in Croatia returned, either temporarily or permanently, from their studies full of new ideas and revolutionary art concepts never before seen in Croatia. Conflicts between traditionalist and modernists culminated in heated polemics. Kršnjavi's changing political influence reflected prominently on art projects, as well as the destinies of some painters and sculptors. In such circumstances some projects, still unacknowledged as of today, which transformed Croatia from a province to a cultural Central European milieu. One of such projects was the Križevci cathedral and its iconostasis. The iconostasis is an important and ground breaking work in Croatian art and culture, which enriched the oeuvre of painters that worked on it and stood out in the bigger group of works of art that were made in the following couple of years. In the following analysis we shall strive to elucidate the creation of this iconostasis out of the conflict and synergy of the multitude of artistic and non-artistic factors, art tradition and newly educated painters, as well as the political constellation in the sphere of action of Kršnjavi and his supporters and detractors, and finally – and most crucially – specific perspectives of the Eastern rite, and especially the Uniate community.