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A Philosophical-theological review of Neoliberal capitalism and technocratic ideology
No full textNeoliberalni kapitalizam i tehnokratska ideologija su dvije suvremene globalne pojave. Radi se o kompleksnim sustavima koji sebe predstavljaju kao dominantno društveno-ekonomsko uređenje i poželjan oblik vlasti. Ono što ih čini posebno zanimljivom i bitnom temom jesu njihova ideološka zastranjenja. Ovaj diplomski rad želi, iz filozofsko-teološke perspektive, analizirati te sustave polazeći od same ideologije i njezinog razumijevanja, utjecaja na društvo i kršćanskog stava spram nje. Kritičko-analitičkom metodom dolazimo do osnovnog razumijevanja neoliberalnog kapitalizma i tehnokratske ideologije, njihovog razvojnog puta, osnovnih aksioma i metoda te dobrih i loših strana kako bismo vidjeli u čemu se sastoje njihove ideološke tendencije i otkloni. Naposljetku, rad donosi pregled suvremenog govora Katoličke Crkve o posljedicama koje kapitalizam i tehnokracija proizvode u društvu kroz pregled različitih crkvenih dokumenata, napose različitih enciklika.Neoliberal capitalism and technocratic ideology are two contemporary global phenomena. These are complex systems that represent themselves as a dominant socio-economic arrangement and the preferred form of government. What makes them a particularly interesting and important topic are their ideological deviations. This graduation thesis aims to analyze these systems from a philosophical and theological perspective, starting from the ideology itself and its understanding, influence on society and the Christian attitude towards it. Using the critical-analytical method, we arrive at a basic understanding of neoliberal capitalism and technocratic ideology, their development path, basic axioms and methods, and good and bad sides in order to see what their ideological tendencies and deviations consist of. Finally, this thesis provides an overview of the contemporary discourse of the Roman Catholic Church on the consequences that capitalism and technocracy produce in society through an overview of various Church documents, especially various encyclicals
How religiosity affects anxiety and depression among young people
No full textU radu Kako religioznost utječe na anksioznost i depresivnost kod mladih osvrćemo se na suodnos tri kompleksna pojma; religioznost, anksioznost i depresiju. Polazeći od pretpostavke da religioznost dobro utječe na mentalno zdravlje mladih, uvidjeli smo da se pred nas stavlja izazovna i teško mjerljiva utjecajnost religioznosti na mlade, a zatim još kompleksnije mjerljiv odnos utjecaja religioznosti na anksioznost i depresivnost kod mladih. Međutim, religioznost na svojevrsne načine i mehanizme djeluje na mladog čovjeka koji se u mladosti nalazi u jako turbulentnom i izrazito stresnom razdoblju, punom drastičnih i naglih promjena.
Kroz tri poglavlja, kako je rad i strukturiran, cilj je bio prikazati djeluje li religioznost kao zaštitni ili rizični faktor u očuvanju mentalnog zdravlja mladih. Vrlo je važno definirati što su religioznost, anksioznost i depresivnost kako bi mogli bolje razumijeti njihov odnos. Kako na religioznost mladog čovjeka utječu mnogi čimbenici; roditelji, vršnjaci, škola, vjerske institucije, masovni mediji i dr. prikazali smo u drugom poglavlju. Gdje smo se osvrnuli i na ulogu religioznosti na mentalno zdravlje mladih; ističući neke pozitivne i negativne tj. rizične strane njezinog djelovanja. Da bismo potvrdili sve navedeno, u zadnjem poglavlju analizirali smo nekoliko istraživanja i njihove rezultate o ovoj temi. Kroz nekoliko istraživanja uspjeli smo vidjeti je li religioznost pozitivan ili negativan čimbenik na simptome anksioznosti i depresije.In this thesis How religiosity affects anxiety and depression among young people, we look at the relationship between three complex concepts; religiosity, anxiety and depression. Starting from the assumption that religiosity has a good effect on the mental health of young people, we saw that we are faced with a challenging and difficult to measure influence of religiosity on young people, and then an even more complex measurable relationship of the influence of religiosity on anxiety and depression in young people. However, religiosity in certain ways and mechanisms affects a young man who, in his youth, finds himself in a very turbulent and extremely stressful period, full of drastic and sudden changes.
Through three chapters, as the work is structured, the goal was to show whether religiosity acts as a protective or risk factor in preserving the mental health of young people. It is very important to define what religiosity, anxiety and depression are in order to better understand their relationship. As the religiosity of a young man is influenced by many factors; parents, peers, school, religious institutions, mass media, etc. we presented in the second chapter. Where we looked at the role of religiosity on the mental health of young people; highlighting some positive and negative or risky sides of its activity. In order to confirm all of the above, in the last chapter we analyzed several studies and their results on this topic. Through several studies, we were able to see whether religiosity is a positive or negative factor on symptoms of anxiety and depression
Développement historico-dogmatique de la doctrine sur les deux actions et les deux volontés du Christ
No full textOvaj diplomski rad prikazuje razvitak dogmatskog naučavanja o dva djelovanja i dvije volje u Isusu Kristu. U radu se istražuju razne etape toga razvitka, na koji su način razni autori proučavali problematiku djelovanja i volje, kao i utjecaj nauka o jednoj volji i jednom djelovanju na cjelokupni razvitak novih dogmatskih definicija u kristologiji. Također, nastoji se proučiti kako se shvaćaju djelovanja u Isusu Kristu, a potom se nastavlja promatrati problematika dviju volja u kristologiji Maksima Ispovjedatelja. Na koncu se donosi sinteza kristologije Trećega Carigradskog sabora.Ce mémoire montre l'évolution du dogme des deux actions et deux volontés en Jésus Christ. Le mémoire explore différentes étapes de développement de ce processus, en quelle manière différents auteurs étudiaient la question de l'action et de la volonté ainsi que l'influence de la doctrine d'une volonté et d'une action sur le développement global de nouvelles définitions dogmatiques en christologie. Également, on explore en ce mémoire comment comprendre les actions en Jésus Christ et puis on continue avec la considération de la problematique de deux volontés en christologie de Maxime le Confesseur. À la fin, on fait de la synthèse de christologie de IIIe Concile de Constantinople
Attitudes and Opinions of Catholic Religious Education Teachers in The Republic Of Croatia Regarding the Formal Qualifications for Implementation of the Religious Dimension of Intercultural Education
No full textDosadašnje teorijske spoznaje pokazale su da je za uspješnu provedbu interkulturalnog odgoja i obrazovanja u školama važna kompetentnost nastavnika. Fenomen osposobljenosti nastavnika katoličkog vjeronauka, kao i način provođenja sadržaja religijske dimenzije interkulturalnog odgoja i obrazovanja nalaze se u fokusu ovog rada. Teorijski okvir rada obuhvatio je i spojio pristup Vijeća Europe, koji religijsku dimenziju promatra pod vidom kulturno-društvenog doprinosa, i hrvatske teorijske postavke interkulturalnog odgoja i obrazovanje te u takvo polazište integrirao religijsku dimenziju interkulturalnog odgoja i obrazovanja iz crkveno-teološke perspektive koja se odnosi na međureligijsko i ekumensko učenje. Ispitivanje stavova i mišljenja katoličkih vjeroučitelja o utjecaju inicijalnog obrazovanja na sposobnost za ostvarivanje religijske dimenzije interkulturalnog odgoja i obrazovanja u nastavi katoličkog vjeronauka provedeno je anketiranjem, a u obradi rezultata primijenjena je kvantitativna analiza. Rezultati potvrđuju pozitivan smjer povezanosti između razumijevanja pojmova (interkulturalizam, religijska dimenzija interkulturalnog obrazovanja, međureligijsko i ekumensko učenje), usvojenih vještina tijekom studija potrebnih za razvoj interkulturalne kompetencije kod učenika i korištenja metoda/oblika rada u nastavi pri obradi sadržaja o religijskoj i konfesionalnoj raznolikosti. Rezultati su pokazali da katolički vjeroučitelji doprinose razvoju interkulturalne kompetencije učenika, a time i ostvarenju ciljeva interkulturalnog odgoja i obrazovanja u javnoj školi. Katolički vjeroučitelji pokazuju otvorenost i pozitivan stav u prijenosu sadržaja koji se odnosi na religijsku i konfesionalnu raznolikost te učenika usmjeravaju prema otvorenosti, toleranciji, poštovanju drugog i drugačije. U Republici Hrvatskoj na ispitanom uzorku vjeroučitelja možemo potvrditi da se njihova osposobljenost za religijsku dimenziju interkulturalnog odgoja i obrazovanja, na razini stavova i mišljenja, očituje u povezanosti znanja, vještina i rada u nastavi.The need for education for religious diversity and coexistence has been noticed at the level of educational policies and church documents. An analysis of the educational guidelines provided by the Council of Europe and the Catholic Church on the religious dimension of intercultural education as well as the research results that obtained by Croatian authors in the field of pedagogy, both revealed a lack of research that would include the concept of religious dimension. The focus of the research part of this paper was put on the population of Catholic religious education teachers who are primarily responsible for its implementation in classes and the development of the related students' competencies. This paper provides an insight into the status of religious education teachers and their views on the competence to implement the religious dimension of intercultural education. The fundamental paradigms that serve as a basis of this paper encompass intercultural education underlining its religious dimension, as well as the area of application and achievement of its goals, which are manifested in the development of intercultural competences, methods and forms of work, all notably concerning teachers.
The paper is divided into three parts. The first part focuses on answering the questions of how intercultural education should be implemented and what meaning it has for the Croatian school system and the training of Croatian teachers. A political-pedagogical framework is adopted considering that the principles of intercultural education that are applied within the framework of public education. The paper begins with an insight into the theoretical definitions of key terms, such as interculturalism, intercultural education, religious dimension and intercultural competence. The authors of the Croatian and English-speaking areas referenced in the paper shed light on the various currents that exist within the educational concept and that lead to an understanding of intercultural education. The definition of the concept of interculturalism and the pedagogical implications it has had in Europe are presented referring to key theoreticians as well as organizations that contributed to its development. The connection between principles and outcomes at the policy level is presented with regard to educational documents in the Republic of Croatia and crucial research conducted in the field of pedagogy, which explain the concept of intercultural competence and methodical approaches that contribute to its development in the student population. The definition of intercultural education and its religious dimension is based on the analysis of the political guidelines of the Council of Europe. The religious dimension represents an integral part of the concept of intercultural education, and according to the Council of Europe reference documents, it should be incorporated into the educational policies of the member states. It is defined as a combination of knowledge about
other religions, skills and attitudes needed by young people to deal with religious diversity in society, and which help create a cohesive society. The first part provides an explanation of the basic concepts used in the research and an insight into the situation in the Croatian educational and research plan when it comes to the application of European policies.
The second part focuses on the questions of how the Church views the mentioned concepts, its position regarding the understanding of cultural and religious diversity, and how the guidelines provided in terms of education relate to the research question centred around the training of Catholic religious education teachers. This part shows the coherence of the research question with the guidelines present in the Church documents, which highlight the importance of the necessary competences that are developed in students, the use of the interdisciplinary ability of religious education, and clarify what education for interculturality means in the context of religious education. The role of the teacher is connected with the necessary teacher competencies: knowledge, expertise, sense of time, adaptation to the societal circumstances, development of attitudes and the cultivation of the emotional dimension in students. It should be noted that not all documents are directed at the person of the religious education teacher, but that the term ‘teacher’ also refers to other subjects, depending on the documents discussing the specific role of the Catholic school. Also, some documents do not closely connect the necessary skills with intercultural education, but there is a visible tendency of awareness and the need for adaptation with regard to other religions and cultures, or communication with society and education for active citizenship. Educational guidelines are represented, but to a lesser extent, which is expected to increase in the future, especially since most of the educational guidelines refer to the goals of the Catholic school in which initial education and the role of the teacher are less emphasized. Moreover, the role of religious education is mentioned to a lesser extent, and although it is linked to the goals of intercultural education, there is a lack of information with regard to the specific content by which it is to be achieved, i.e., the competencies of teachers and students. The theological approach to the research problem represents a framework with regard to dialogue (the documents emphasize the importance of interreligious and ecumenical dialogue to a greater extent), as well as the attitude towards religions and dealing with cultural diversity. The paper also points to the connection with the task of Catholic religious education classes and the education of Catholic religious education teachers. This lays the groundwork for the discussion on education for the religious dimension of intercultural competence of students and the role of teachers in mediating content on religious and cultural diversity.
Based on the synthesis of previous research from the field of pedagogy and religious pedagogy, the third part presents the methodology of the work, the results and the discussion. Quantitative research was conducted using the survey method, for the purpose of which a questionnaire had been created. The goal of the research was to examine the attitudes and opinions of Catholic religious education teachers about the impact of initial education on the ability to realize the religious dimension of intercultural education in Catholic religious education classes. Based on the set hypotheses, the research results confirmed the existence of a connection between the understanding of concepts and the ability to develop intercultural competence with methods and forms of work, as well as the differences in the development of intercultural competence among students with regard to gender and age. Differences in the ability to implement the religious dimension of intercultural education with regard to socio-demographic characteristics (gender, age, level of education, intercultural experiences) have not been determined. This research has shown that when it comes to religious education classes, teachers implement the religious dimension to a certain extent, at the level of knowledge acquired during their initial study and training, but also at the level of the development of intercultural competence among students. Based on the presented results and the theoretical framework, this paper links, for the very first time in a systematic way, the views of the Council of Europe, which perceives the religious dimension through learning about religions in a way that contributes to the goals of peace, equality and justice, and the views of the Church on the importance of education for intercultural dialogue through religious education based on learning about other religions and confessions from a Catholic perspective
The Role of Preschool Children's Family When Facing the Challenges of Digital Culture
No full textU suvremenom digitalnom društvu u kojem se ističe važnost medijske pismenosti, fokus istraživanja usmjerava se prema utjecaju medijskih sadržaja, posebno društvenih mreža i videoigara, na razvoj djece. Na temelju analize relevantne literature, nemoguće je ne primijetiti rapidni porast sudjelovanja djece predškolske dobi u korištenju digitalnih resursa. Cilj ovog rada je razumjeti kako ove aktivnosti utječu na formiranje dječjeg vrijednosnog identiteta. Promišljajući o razlikama između aktivnog i pasivnog pristupa društvenim mrežama, kao i video igrama povezanih s nasiljem, u radu se ukazuje na negativan utjecaj koji se odražava na socijalne vještine i emocionalno stanje djece. Kroz identifikaciju pozitivnih (povezivanje, stjecanje znanja) i negativnih (rizici po mentalno zdravlje) aspekata, rad pridonosi dubljem razumijevanju kompleksnosti medijskog utjecaja na dječji život. Uz to se naglašava ključna uloga roditelja i odgojitelja kao i Crkve u razvoju medijske pismenosti i pružanje temeljnih smjernica za podršku djeci u optimalnom korištenju digitalnih medija.In contemporary digital society where the importance of media literacy is emphasized, research focus is directed towards the impact of media content, especially social media and video games, on children's development. Based on the analysis of relevant literature, it is impossible not to notice the rapid increase in preschool children's participation in the use of digital resources. The aim of this paper is to understand how these activities influence the formation of children's value identity. Reflecting on the differences between active and passive approaches to social media, as well as video games associated with violence, the paper points out the negative impact reflected on children's social skills and emotional state. By identifying positive aspects (such as connectivity, knowledge acquisition) and negative aspects (risks to mental health), the paper contributes to a deeper understanding of the complexity of media influence on children's lives. Additionally, it emphasizes the crucial role of parents, educators, and the Church in developing media literacy and providing fundamental guidelines to support children in the optimal use of digital media
The life and action of the Zagreb canon dr. Stjepana pl. Vučetića in the Croatian parliament 1872 - 1875
No full textOvaj diplomski rad obrađuje život i djelovanje zagrebačkog kanonika i narodnog zastupnika dr. Stjepana pl. Vučetića u Hrvatskom saboru 1872/75. Cilj ovoga rada bio je prikazati kako su katolički svećenici tijekom druge polovice 19. stoljeća djelovali kao narodni zastupnici na korist hrvatskoga društva i njegovog napretka. Ovaj rad nastao je kao rezultat istraživanja povijesnih izvora iz kojih se crpilo najviše podataka o navedenoj temi. Glavni rezultati ovoga istraživanja su kako je saborski zastupnik dr. Stjepan pl. Vučetić tijekom svog mandata saborskog zastupnika slobodnog kotara Turopolje aktivno radio na zastupanjima interesa svog izbornog kotara, ali i na ostalim područjima osobito onima gdje su bila dovedena u pitanje prava i interesi Katoličke Crkve. Kao zaključak ovoga rada možemo istaknuti da su katolički svećenici tijekom druge polovice 19. stoljeća radili na dobrobit hrvatskog naroda i Katoličke Crkve.This graduate thesis processes the life and activities of the Zagreb canon and national representative Dr. Stjepan pl. Vučetić in the Croatian Assembly in 1872/75. The aim of this work was to show how Catholic priests acted as folk representatives during the second half of the 19th century for the benefit of Croatian society and its progress. This paper was created as a result of the research of historical sources from which the most information on the mentioned topic was drawn. The main results of this research are that the parliamentary representative Dr. Stjepan pl. Vučetić, during his mandate as a member of the parliament of the free district of Turopolje, actively worked on representing the interests of his electoral district, but also in other areas, especially those where the rights and interests of the Catholic Church were questioned. As a conclusion of this paper, we can say that during the second half of the 19th century, Catholic priests worked for the benefit of the Croatian people and the Catholic Church
Training educators for religious education in pre-school institutions
No full textU današnje vrijeme većina predškolske djece pohađa predškolske ustanove (vrtići) koje im pružaju razne oblike odgoja. Tako postoje predškolske ustanove koje nude mogućnost vjerskog odgoja predškolske djece. Glavni cilj ovoga rada je vidjeti kakvu vrstu školovanja moraju završiti odgojitelji i odgojiteljice da bi mogli provoditi vjerski odgoj u predškolskim ustanovama. Na temelju mnogobrojne literature dostupne na hrvatskom jeziku u prvome poglavlju bit će govora o provođenju vjerskog odgoja, predškolskom djetetu koje je subjekt odgoja i obrazovanja te programskom oblikovanju katoličke odgojne ponude, a u drugome poglavlju naglasak će se staviti na profil odgojitelja i odgojiteljice u vjeri te njihovu formaciju za vjerski odgoj u predškolskim ustanovama. Iz empirijskog istraživanja proizlazi činjenica da odgojiteljice smatraju kako više prostora treba dati praktičnim kolegijima (Kateheza Dobrog Pastira) u odnosu na one teorijskog sadržaja.Nowadays, most preschool children attend preschool institutions (kindergartens) that provide them with various forms of upbringing. Thus, there are preschool institutions that offer the possibility of religious education of preschool children. The main goal of this paper is to see what kind of education educators must complete in order to be able to conduct religious education in preschool institutions. Based on the numerous literature available in the Croatian language, the first chapter will talk about the implementation of religious education, preschool children who are the subject of education and program matication of the Catholic educational offer, and in the second chapter the emphasis will be placed on the profile of educators in the faith and their formation for religious education in preschool institutions. From the empirical research comes the fact that educators believe that more space should be given to practical courses (Catechesis of Good Shepherd) compared to those of theoretical content
The relationship of the fundamentalist and critical approach to the interpretation of the Holy Scriptures
No full textBožja objava ljudima je po rukama nadahnutih pisaca dobila svoj konkretan pisani oblik koji egzistira do današnjih dana. Pisana Božja riječ sadržana u Bibliji od neprocjenjivog je značaja za život pojedinog vjernika i život Crkve. U doticaju s Božjom riječi čovjek upoznaje Boga i može doći do spoznaje Njegove volje. Zbog mnogih okolnosti ljudske ograničenosti nije uvijek lako proniknuti sve dubine značenja sadržane u Bibliji. Zbog velike dubine i obima Božja riječ može se tumačiti na različite načine i u različitim životnim okolnostima. Tumačenja ponekad mogu otići u krivo na način da se Božja riječ koristi radi ostvarenja nekih ljudskih potreba i težnji. Takva tumačenja ne prenose autentičnost Božje poruke nego je iskrivljavaju. Učiteljstvo katoličke Crkve neprestano bdije nad Svetim Pismom i brine o ispravnom tumačenju istog. Učiteljstvo prihvaća dosege ljudske znanosti i dopušta primjenu kritičkih znanstvenih metoda u istraživanju Biblije kako bi se Božja riječ vjerno tumačila. Jedini pristup kojemu se Crkva izričito protivi jest fundamentalistički pristup kojega u okviru ovoga rada stavljamo nasuprot općeprihvaćenoj povijesno-kritičkoj metodi.Divine revelation to man was given its concrete written form through the hands of inspired writers, which exists to the modern day. The written word of God in the Bible is of immeasurable value to the life of the individual believer as well as the Church. Through an encounter with God's word, man comes to know God and can to know His will. Due to its scope and great depth, God's word can be interpreted in different ways depending on different
life circumstances. Sometimes that interpretation goes astray in order to satisfy human needs and desires, drifting away from the authentic message of God. The Magisterium of the Catholic Church constantly watches over Holy Scripture and cares for its correct interpretation. It embraces the breadth of human knowledge and the sciences, allowing the application of various methods in the study of scripture to faithfully interpret God's word. The only approach which the Church expressly opposes is the fundamentalist view, which, in this thesis, will be contrasted with the generally accepted historical-critical method
Petr Eben - composer, organist, improviser
No full textOvaj rad opisuje i obrađuje stvaralaštvo i način improviziranja Petra Ebena, njegov život, te odnos sa ostalim glazbenim svijetom i slušateljima. Opisuje se i važnost vjere u njegovu životu, te način razmišljanja i skladanja u tom duhu.This paper describes and deals with Petr Eben's creativity and way of improvising, his life, and his relationship with the rest of the music world and listeners. The importance of faith in his life is also described, as well as the way of thinking and composing in that spirit
Religious teacher - a witness of faith before the challenges of the postmodern
No full textDanašnje postmoderno društvo predstavlja izazov vjeronauku kroz stalne promjene koje donosi. Pluralizam, globalizam, različitost uvjerenja, izjednačenost mišljenja, tehnologizam, moralna neodređenost čine pogodnu klimu za prepoznavanje važnosti vjeronauka i poticaj za trajno napredovanje vjeroučitelja. Osim navedenih ključnih značajki, postmodernizam je razdijelio čovjeka između stvarnog i virtualnog života i stavio ga u središte subjektivnog odlučivanja o moralu i etici, što ga je dovelo do otežanog razlikovanja dobra i zla. U vrijeme poljuljanih vrijednosti, vjeronauk daje mladima sliku čvrstih vrijednosti, moralne jasnoće, smisla, općeg znanja, izgradnje identiteta, povijesti svojih korijena, čime opravdava svoje važno mjesto u školskom sustavu. Vjeroučitelji će sve više primjenjivati suvremeni model nastave i osobno se jačati kroz početno i cjeloživotno obrazovanje. Katolička crkva poziva ih na napredak u novoj evangelizaciji kroz prepoznavanje i oslanjanje na snagu Duha Svetoga, čitanje Svetoga pisma i prakticiranje sakramentalnog života. Da bi odgovorili na ovaj poziv, vjeroučitelji trebaju biti pravi svjedoci koji osobno poznaju Isusa Krista pri čemu ne smiju zaboraviti da današnji mladi traže istinske svjedoke.Today’s postmodern society presents a challenge to religious education through the constant changes it brings. Pluralism, globalism, viariety of beliefs, equation of opinions, techologism, moral indeterminacy make suitable climate for recognition of importance religious education and incentive for the permanent progress of religious teachers. Apart from the mentioned key features, postmodernism divided man between real and virtual life and placed him in the center to subjectively decide about moral and etics, which led him to a difficult distinction between good and evil. During of shaken values, religious education gives youth an image of solid values, moral clarity, sense, general knowledge,identity building, the history of its roots, thereby justifying its important place in the school system. Religious teachers will increasingly apply the modern model of teaching and strenghten themselves personally through initial and lifelong education. Catholic Church calls them to prosper in new evangelisation through recognizing and relying on the power of the Holy Spirit, reading Holy Scripture and practicing sacramental life. In order to respond to this call, religious teachers should be true witnesses who know Jesus Christ personally, while they must not forget that today's youth are looking for true witnesses