Suchergebnisse

Within the last twenty or so years a lot has changed in bioethics that is worthy of a serious re-writing of its history. Namely, up to the end of the 20th century Anglo-American "biomedical ethics" (often borrowing the name "bioethics" coined by V. R. Potter but deliberately ignoring Potter's concept), launched from Georgetown University and narrowed down to four principles, was a globally predominant doctrine, propagated by the Kennedy Institute of Ethics, its students, financial resources, and political power. Up to then, most of Europe had been very slowly accepting the notion of "bioethics", perceiving it correctly as an unnecessary American "import", while attempts to Europeanise the idea by revising the set of principles had not proven to be particularly successful. With the discovery of the work of Fritz Jahr in 1997, however, European bioethics regained its lost genealogy and found the courage to claim respect for values other than the American ones. Within the bioethics defined by the Jahrian "Imperative", a place could have been found not only for the colourful, philosophical, religious and cultural legacy of Europe, but also for the newly evaluated Potter's work. This "fusion", a substantial and methodological deepening and broadening of the discipline, soon revealed its attractiveness to Latin-American and Asian centres and individuals also. Today we can talk with certainty about the end of "bioethics in Europe" and the beginning of "European bioethics" with all the complexity and interdependence of its variations – Mediterranean, German, French, Central and Eastern European, and others. By finding similarities among them, we might eliminate fear from "insurmountable" moral relativism, but also avoid the mistake of understanding global bioethics as a list of national bioethics. For the sake of constructing a more "universal bioethics", this paper finds the ideas of Fritz Jahr, Van Rensselaer Potter, Diego Gracia Guillén, and integrative bioethics as promoted by several Southeast-European authors, as ...

The education system per se, despite its central position in the field of study proclaimed by the scholarly community of Comparative and International Education, has never taken a central stage/role in Comparative and International Education scholarly enquiry. Through the various stages of its history, Comparative and International Education research has either focused on the societal-contextual forces (geography, demography, social system, economy, political system, religio-philosophical viewpoints) shaping education or on the societal outcomes/effects of education, to such an extent that the education system has always remained the blind spot in the centre of the field. A model explaining the structure of the education system which shows the components of "the" education system and their interrelationships has resultantly not been developed. This article attempts to address this shortcoming by discussing and outlining the structure of the education system on the basis of recent epistemological developments. Four components of the education system, along with their elements, are identified: education system policy, organisation and administration, structure for teaching, and support services. ; Obrazovni sustav per se, usprkos svojoj središnjoj ulozi za koju se zauzimaju stručnjaci unutar Komparativne i međunarodne edukacije nikada nije bio u žarištu znanstvenih istraživanja u spomenutom području. Istraživanja unutar Komparativne i međunarodne edukacije do sada su, u različitim razdobljima svoje povijesti, bila usredotočena ili na društveno-kontekstne snage (geografiju, demografiju, društveni sustav, ekonomiju, politički sustav, religijsko-filozofski svjetonazor) koje oblikuju obrazovanje ili na ishode/učinke obrazovanja na društvo do te mjere da je obrazovni sustav uvijek ostajao nejasan u odnosu na glavni dio toga područja. Stoga još uvijek nije razvijen model koji bi objasnio strukturu obrazovnog sustava prikazujući komponente ,,obrazovnog sustava" i njihove međusobne odnose. U ovom se radu nastoji istaknuti taj nedostatak putem rasprave i prikaza strukture obrazovnog sustava na temelju novijih epistemoloških razvojnih ideja. Identificirane su četiri komponente obrazovnog sustava, kao i njihovi elementi, a to su: politika obrazovnog sustava, organizacija i administracija, struktura potrebna za nastavu i službe podrške.

S. 350-356: Kurzer Abriss der Geschichte von Dubrovnik

Die Geschichte der Koalition "Možemo - Zagreb je naš" (Nova ljevica, Neue Linke - ORaH, Zelena alternativa - Održivi razvoj Hrvatske, Grüne Alternative und Für die Stadt, Za grad) hinter Tomislav Tomašević's Wahl zum Bürgermeister der Stadt Zagreb am 30. Mai 2021