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CONTEXTUAL LEARNING AND CREATIVITY
No full textKontekstualno učenje se temelji na konstruktivističkom pristupu učenju i poučavanju. Cilj
kontekstualnog učenja je da se učenike osposobljava za korištenje usvojenog znanja i vještina
u stvarnim ţivotnim situacijama. Učitelji koji koriste metode kontekstualnog učenja u
poučavanju prezentiraju nastavne sadrţaje i materijale tako da učenici mogu konstruirati
znanje na temelju vlastitog iskustva. Proces učenja je uspješniji kada učenici mogu uočiti
korelaciju izmeĎu nastavnog gradiva i situacija iz stvarnog ţivota u kojima to gradivo mogu
primjeniti i koristiti. Kontekstualno učenje motivira učenike, jača njihove vještine rješavanja
problema, potiče ih na kritičko i kreativno razmišljanje i rezultira njihovom većom aktivnošću
u odgojno-obrazovnom procesu. U ovom diplomskom radu, fokus je vaţnost implementacije
kontekstualnog učenja i poticanja kreativnosti u nastavi. U teorijskom dijelu se kontekstualno
učenje i kreativnost istraţuju individualno, ukazujući kroz tekst na poveznicu - kontekstualno
učenje potiče učenike da u procesu učenja budu kreativni i u kontroli tijekom edukacijskog
procesa. Kontekstualnim učenjem je učenik motiviran i razvija svoj kreativni potencijal. U
istraţivačkom dijelu diplomskog rada, cilj istraţivanja je da se provjere hipoteze: studenti nisu
dovoljno educirani o vaţnosti kontekstualnog učenja u razvoju kreativnosti i studenti smatraju
da je vaţno implementirati kreativne aktivnosti u nastavi. Rezultati istraţivanja pokazuju da
ispitanici većinom nisu dovoljno informirani o kontekstualnom učenju te da smatraju da je
nuţno poticati razvoj kreativnosti učenika u nastavi.Contextual learning is based on the constructivist approach to learning and teaching. The goal
of contextual learning is to teach students how to use the acquired knowledge and skills in
real-life situations. Teachers who use contextual learning methods in teaching present
teaching content and materials so that students can construct knowledge based on their own
experience. The learning process is more successful when students can see the correlation
between the content they learn in school and real-life situations in which they can apply and
use that material. Contextual learning motivates students, strengthens their problem-solving
skills, encourages them to think critically and creatively, and results in them being more
active during the educational process. In this thesis, the focus is on the importance of
implementing contextual learning and encouraging creativity in teaching. In the theoretical
part, contextual learning and creativity are explored individually, pointing out the correlation
between them throughout the text - contextual learning encourages students to be creative and
in control during the learning proces. With contextual learning, the student is motivated and
develops his creative potential. In the research part of the thesis, the aim is to test the
hypotheses: the students are not sufficiently educated about the importance of contextual
learning in the development of creativity and the students think it is important to implement
creative activities in class. The research shows that most of the respondents are not
sufficiently informed about contextual learning and that they believe that it is necessary to
encourage the development of students' creativity in class
MERCHANT MARINE DURING THE KINGDOM OF JUGOSLAVIJA
No full textDanas je pomorska politika važna gospodarska grana svih obalnih zemalja, a tako je bilo i u
prošlosti. Iako je istočna obala Jadrana za vrijeme Kraljevine Jugoslavije imala predispozicije da
razvije veliku i snažnu trgovačku flotu, do toga ipak nije u potpunosti došlo. Razlozi za to bili su
vištestruki. Počeci njezina razvoja oslanjali su se na brodove u velikoj mjeri nasljeđene od Austro-
Ugarske Monarhije. Dalje, navedeni prostor imao je dugu tradiciju upotrebe i gradnje jedrenjaka
što je dodatno otežalo primjereni razvoj i primjenu parobroda. Također zbog manjka državnih
ulaganja u razvoj trgovačke mornarice, kao i zbog svjetske gospodarske krize te dva svjetska rata
njezin razvoj nije dosegao svoj puni potencijal.Nowadays maritime policy is an important economic branch of all coastal states, as it was
in the past. Although the eastern coast of the Adriatic during the Kingdom of Yugoslavia had great
potential to develop a large and important merchant fleet, this did not happen thoroughly. There
were numerous reason for this. The beginnings of its development relied on ships mostly inherited
from the Austro-Hungarian Monarchy. Furthermore, the mentioned area had a long tradition of
using and building sailing ships, which made the appropriate development and use of steamships
even more difficult. Also, due to the lack of government investment in the development of the
merchant marine, as well as due to the global economic crisis and two world wars, its development
did not reach its full potential
JUSTINIAN LIMES
No full textIstočnojadranska obala je tijekom kasne antike bilježila rast u izgradnji fortifikacija
procesom koji nazivamo kastrizacija. Iz tog vremena danas pronalazimo razne arheološke
ostatke među kojima su i utvrde tipa kastruma te pripadajućih sakralnih objekata. Unutar
historiografije te otkrivene utvrde duž otoka istočne obale Jadrana, sve od Elafitskih otoka na
jugu do Velikog Brijuna na sjeveru, kojih je najviše pronađeno u Zadarskoj regiji, dovode se u
vezu s vremenom nakon Bizantsko-Gotskih ratova, odnosno drugom polovicom 6. st. i
vladavinom bizantskog cara Justinijana I. Rad se bavi istraživanjem tog pretpostavljenog
sustava, prije svega obradom otočnih i obalnih utvrda za koje se uzima da su iz razdoblja
Justinijanove rekonkviste. Osim obrade tih utvrda, dotiče se i podataka o drugim tragovima
pretpostavljenog sistema zaštite važnih plovidbenih putova. Fokus rada je na proučavanju
problematike koju donosi tema, sve od uporabe termina limes, njegova značenja, poznatih
primjera limesa, promjena i novosti tijekom vladavine cara Justinijana I. Velikog, BizantskoGotskih ratova i njihova utjecaja na Istočnu obalu Jadrana, preko karakterističnosti procesa
kastrizacije, općenitih postavki Justinijanova limesa, sve do problema koja su iznjedrila
tijekom dosadašnjih istraživanja.During Late Antiquity, the Eastern Adriatic coast saw an increase in the construction
of fortifications through a process we call castellation. Today, we find various archaeological
remains from that period, including castrum type fortifications and their associated sacral
buildings. Within historiography, the discovered forts along the islands of the Eastern coast of
the Adriatic sea, from the Elaphite Islands in the south, to the Veliki Brijuni in the north, most
of which were found in the Zadar region, are associated with the time after the ByzantineGothic Wars, in the second half of the 6th century, and the reign of the Byzantine emperor
Justinian I. This paper deals with the research of this assumed system, primarily with the
processing of island and coastal fortifications, which are considered to be from the period of
Justinian’s reconquest. In addition to the processing of these fortifications, this paper also
touches on data on other traces of the presumed system of protection of the important
navigation routes. The focus of the paper is on the study of the issues brought by the topic,
everything from the use of the term limes, it’s meaning, known examples of the limes, changes
and innovations during the reign of Emperor Justinian I., the characteristics of the castellation
process, the general settings of Justinian’s limes, up to the problems that have arisen during
previous research
BUSHIDŌ AND KATANA: SOUL AND FLESH OF A WARRIOR
No full textZamišljen prvenstveno kao sinopsis vojne povijesti i filozofije predmodernoga Japana
(i.e., do Meiji obnove), rad iznosi postanak i razvoj samuraja, s naglaskom na promjenama u
strukturi vojske, oružju i taktikama. Nastojao se prikazati odmak od staroga načina ratovanja
arhajskoga i srednjovjekovnoga Japana, gdje su korišteni lûk i strijele u „časnim dvobojima“
na konjima, u korist masovnijih sukoba „neslužbenih“ jedinica lake pješadije naoružanih
vatrenim oružjem predmodernoga Japana. Za potrebe jasnije predodžbe razvoja ratovanja, rad
donosi detaljnije prikaze izabranih bitki. Budući da vojnu povijest nije moguće promatrati u
vakumu političkih i društvenih zbivanja, bilo je potrebno dati svojevrstan okvir rada, kontekst
u kojemu su se odvijale te vojne promjene. Uz ta dva rijela rada – društveni kontekst i vojni
razvoj – posljednji dio rada govori o filozofiji Puta ratnika, kako je do nje došlo te u kakvome
je odnosu s ratnicima kojima se pripisuje.Envisaged, primarily, as a synopsis to military history and philosophy of pre-modern
Japan (i.e. until Meiji restoration), this thesis offers origins and evolution of the samurai, with
the emphasis on changes in the army structure, weaponry used and tactics employed. Thesis
also tries to show the abandonment of the old warfare of the archaic and medieval periods,
where bow and arrows were used in „honourable duels“ on horsebacks, in favour of the more
numerous conflicts with „unofficial“ light infantry armed with fire arms of the pre-modern
period. To show this warfare developement more clearly, thesis contains detailed accounts of
chosen battles. Since no military history stands in the vacuum to politics and society, it was
necessary to present this work with some context in which these changes took place. These
two parts – context and military evolution – are accompanied by the final part in which the
„Way of the Warrior“ is discussed, how it came to being and in what way it relates to the
warriors to whom its creation is attributed
ATTENTION DEFICIT HYPERACTIVITY DISORDER IN SCHOOLAGED CHILDREN
No full textTema ovog rada jest poremećaj pozornosti s hiperaktivnošću u djece školske dobi. S obzirom
na to, opisan je najprije inkluzivni pristup odnosno sustav u kakvom bi ova djeca trebala
pohađati nastavu, te realitet situacije opisom inkluzivnog odgoja i obrazovanja u Republici
Hrvatskoj. Predstavljene su različite značajke inkluzije i integracije s kritičkog gledišta
stručnjaka u zvanju. Nadalje, navedene su i obrazložene glavne značajke poremećaja
pozornosti s hiperaktivnošću, kao jednog od vrlo učestalih poremećaja u ustanovama škole, a
naglašene su i različite vrste i simptomi popratni ovoj poteškoći, kao i prepoznavanje te
strategije nošenja u školskom okruženju. Nabrojane su i ključne metode rada nastavnika s
djecom s ADHD-om. Također, uključena su i brojna istraživanja autora u profesiji o
simptomima sa svrhom proučavanja inkluzivnih uvjerenja učitelja o obrazovanju učenika sa
simptomima ADHD poremećaja, kompetencije i spremnost nastavnika na rad u inkluzivnom
okruženju te iskustva djece u suočavanju sa socijalnom isključenosti u svrhu unaprjeđenja
postupaka odnosno procjene i poboljšanja kvalitete intervencije u odgojno-obrazovnim
sustavima.The topic of this paper is attention disorder with hyperactivity in school-aged children. With
this in mind, the inclusive approach, i.e. the system in which these children should attend
classes, is described first, and the reality of the situation with a description of inclusive
upbringing and education in the Republic of Croatia. Various features of inclusion and
integration are presented from the critical point of view of experts in the profession.
Furthermore, the main features of ADHD, as one of the most common disorders in school
institutions, are listed and explained as well as the different types and symptoms
accompanying this difficulty. Also, the recognition of this coping strategy in the school
environment is explained. Key methods of teachers' work with children with ADHD are also
listed. Also included are many researches by authors in the profession about symptoms with
the purpose of studying teachers' inclusive beliefs about the education of students with
symptoms of ADHD disorder, the competence and willingness of teachers to work in an
inclusive environment, and the experiences of children themselves in dealing with social
exclusion for the purpose of improving procedures, i.e. assessment and improving the quality
of intervention in educational systems
TRACKING ARTISTIC ENGAGEMENTS AND THE "ARTIST COLONY" ON THE OFFSHORE ISLANDS OF THE VISKA ARCHIPELAGO
No full textU diplomskom radu tumači se kontinuitet angažiranog umjetničkog stvaralaštva na prostoru pučinskih otoka Viškog arhipelaga: Visu i Svetom Andriji (Svecu). Riječ je o umjetničkoj koloniji manifestnog značaja koja se formirala u ljeto 1930. godine na otoku Svecu, a koju spominje hrvatski pjesnik i književnik Tin Ujević u svom putopisu Teutin dvor, Otok Sveti Andrija. Iako se pojava prvih umjetničkih kolonija vezuje uz kiparske simpozije i kolonije na prostoru socijalističke Jugoslavije, a s početka 1950-ih godina, umjetničku zajednicu na prostoru otoka Visa i Sveca iz 1930-ih godina jednako tako tumači se kao udruženi rad između umjetnika i radnika unutar otočne zajednice. Pripadnici umjetničke kolonije su: slikari Đuro Tiljak, Mirko Kujačić, Ignjat Job i Vinko Foretić te novinar i fotograf Franjo Fuis. Prema kolektivnom sjećanju stanovnika Komiže na otoku Visu, ovi umjetnici stvarali su u zavičaju Medulićevca Vinka Foretića. Nadahnuti pričama o komiškim ribarima, došli su na otok Vis i na otok Svetac kako bi se posvetili prikazivanju tradicionalnoga načina života i rada u otočnoj zajednici. Primjerice, na otoku Svecu nastala je grafička mapa Ribari (1934.) Mirka Kujačića koji je duže vremena boravio među ribarima. Jednako tako, nastala je dokumentarno-scenska fotografija novinara Franje Fuisa (Fra-Ma-Fu) koji je upratio život ribara Zankijevih s otoka Sveca. Ovi pripadnici umjetničke kolonije težili su zajedničkom likovnom izrazu prema načelima društveno angažirane umjetnosti Udruženja umjetnika „Zemlja“ (1929.–35.), a pripadajuća umjetnička djela prikazuju život ribara, težaka i tvorničkih radnica u doba industrijske proizvodnje i manufakture komiških tvornica. Bio je to put k ostvarenju umjetničke baštine u skladu s kulturnim zbivanjima i izložbenom djelatnosti u gradu Komiži.This final thesis is based on the interpretation of the continuity of artistic activities on the Vis archipelago islands: Vis and Sveti Andrija (Svetac). The story is about art colony with manifest significance which appeared in summer of 1930 on the island of Svetac according to Croatian poet Tin Ujević and his essay Teuta's Garden, Island Of Sveti Andrija. Although appearance of first art colonies binds with sculptural symposia and colonies in socialist Yugoslavia from the beginning of 1950's, the artistic community on islands of Vis and Svetac from 1930's we also interpret as appearance of joint work between the artists and workers. The members of art colony are: painters Đuro Tiljak, Mirko Kujačić, Ignjat Job, Vinko Foretić and journalist and photographer Franjo Fuis. In accordance with collective memory of inhabitants of Komiža on Vis island, these artists were spending time during the 1930's on the homeland of „Medulić“-member Vinko Foretić. Those artists were inspired by stories about life of fishermen just before they came on the Vis island and the island of Svetac and finally they devoted themselves to presentation of traditional life and work in island community. For example, on the island of Svetac the graphic map Ribari (1934.) was created by Mirko Kujačić who resided for a long time between fishermen. Equally was made documentary-scenic photography of reporter Franjo Fuis (Fra-Ma-Fu) who accompanied life of the fishermen Zanki from the island of Sveti Andrija. As followers of the Association of Artists „Zemlja“ (1929.–35.), the artists long for collective art approach by the meaning of socially engaged art so the art pieces represent the life of fishermen and the industrial work of female members of the community on the Vis island during the industrialization in manufactory of the fish industry. It was a path for the art heritage achievemen accordant with cultural events and exhibition activities in town of Komiža
Prepared environment - components of Montessori pedagogy
No full textMontessori pedagogija, razvijena od strane Marije Montessori, naglašava važnost stvaranja prostora koji je estetski privlačan, organiziran i prilagođen potrebama djeteta. Maria Montessori je pedagoginja koja je djelovala početkom prošlog stoljeća, ali njena je pedagogija aktualna i dan danas. U prvom dijelu rada prikazane su temeljne pretpostavke i načela Montessori pedagogije, a drugi dio rada prikazuje važnost pripremljenog okruženja i didaktičkih materijala koji su pažljivo odabrani. Zadnji dio rada je posvećen ulozi odgajatelja u Montessori ustanovama te njihovoj ulozi u pripremljenom okruženju. Pripremljeno okruženje omogućuje djeci slobodu kretanja, pristup prikladnim materijalima i strukturiran slijed aktivnosti. Materijali u pripremljenom okruženju su posebno osmišljeni didaktički materijali koji je M. Montessori razvila na temelju svojih opažanja djece i iskustva u radu s djecom. Veliku važnost u Montessori pedagogiji ima i odgajatelj koji mora biti spreman povući se, promatrati dijete, zatim uočiti djetetove interese i prema njima pripremati okolinu pomoću koje djetetu pomaže u razvoju.Montessor pedagogy, developed by Maria Montessori, emphasizes the importance of creating a space that is aesthetically appealing, organized and adapted to the needs of the child. Maria Montessori is a pedagogue who worked at the beginning of the last century, but her pedagogy is still relevant today. The first part of the paper presents the basic assumptions and principles of Montessori pedagogy, and the second part of the paper shows the importance of a prepared environment and carefully selected didactic materials. The last part of the paper is dedicated to the role of educators in Montessori institutions and their role in the prepared environment. A prepared environment allows children freedom of movement, access to suitable materials and a structured sequence of activities. The materials in the prepared environment are specially designed didactic material that M. Montessori developed based on her observations of children and experience working with children. The educator is also very important in Montessori pedagogy, who must be ready to stand back, observe the child, then notice the child's interests and prepare the environment according to them to help the child develop
DANCE STRUCTURES IN WORK WITH CHILDREN OF EARLY AND PRESCHOOL AGE
No full textPlesna struktura u radu s djecom predstavlja važan aspekt plesne pedagogije. Ova struktura omogućuje djeci da se koriste temeljnim plesnim elementima kao što su pokret, ritam, prostor i vrijeme kako bi izrazili svoju kreativnost i osjetili radost plesa. Djeca stječu osnove plesne tehnike, koordinaciju i motoričke sposobnosti kroz strukturirane vježbe i aktivnosti. Ova temeljna vještina omogućuje im da razviju svijest o vlastitom tijelu, poboljšaju držanje i postanu svjesni pokreta u prostoru. Kroz usvajanje ritma, djeca razvijaju sposobnost praćenja glazbe i usklađivanja pokreta s ritmičkim obrascima. Kroz strukturirane improvizacijske vježbe i plesne igre, djeca se potiču da istražuju različite načine kretanja, stvaraju nove pokrete i izraze svoje emocije putem plesa. To potiče razvoj njihove individualnosti, samopouzdanja i samosvijesti. Plesna struktura u radu s djecom predstavlja sveobuhvatan pristup koji kombinira plesnu tehniku, kreativnost, ritam i cjeloviti razvoj. Plesne strukture pružaju djeci priliku da istraže i izraze sebe kroz ples, potičući tako njihov cjelokupni razvoj i dobrobit.The dance structure in working with children represents an important aspect of dance pedagogy. This structure enables children to utilize fundamental dance elements such as movement, rhythm, space, and time to express their creativity and experience the joy of dance. Children acquire the foundations of dance technique, coordination, and motor skills through structured exercises and activities. This fundamental skill allows them to develop body awareness, improve posture, and become conscious of movement in space. Through the acquisition of rhythm, children develop the ability to follow music and synchronize their movements with rhythmic patterns. Through structured improvisational exercises and dance games, children are encouraged to explore different ways of movement, create new moves, and express their emotions through dance. This fosters the development of their individuality, self-confidence, and self-awareness. The dance structure in working with children represents a comprehensive approach that combines dance technique, creativity, rhythm, and holistic development. Dance structures provide children with an opportunity to explore and express themselves through dance, thus promoting their overall development and well-being
Student Attitudes About Corruption in Croatian Society
No full textKako bi se korupcija spriječila, potrebno je sudjelovanje i suradnja građana i vlasti. Potreban je dobar zakonodavni okvir, institucije koje se bore protiv korupcije, kao i aktivni građani. Društvena okolina i odgoj pojedinca također varijable koje će utjecati na stav o korupciji. Korupcija ima i neizbrisiv trag politike, odnosno društvenog angažmana. Isto tako, informiranost o korupciji i razumijevanje problema korupcije je ovisno o medijima (TV, internet, novine) te će na kraju imati utjecaja i na samu borbu protiv navedene pojave. Predmet istraživanja ovog završnog rada bio je strav studenata i studentica na sveučilištima u Hrvatskoj prema pojavi korupcije u društvu. Prepoznaju se opći tokovi informiranosti o navedenoj pojavi, kao i njen utjecaj na životne odluke. Analizira se stav o štetnosti korupcije i potreba za djelovanjem protiv korupcije. Istraživanje je provedeno online upitnikom s 26 pitanja i ponuđenim odgovorima koje su anketirani označavali. Istraživačka pitanja i stavovi zadovoljavaju kriterije postavljenog cilja, ujedno i zadovoljavaju etičke principe anketiranja sudionika. Sudionici su upoznati s ciljevima rada te je sprovedena anketa anonimna. Google obrazac online upitnika je izrađen unutar domene - Filozofski fakultet u Splitu. Sastav uzorka je ispitan i razvrstan u četiri glavne skupine: 1. prema spolu, dobi, mjestu prebivališta, fakultetu i razini studiranja (strukturalna obilježja uzorka), 2. informiranosti o korupciji, 3. osobnog stava o korupciji, 4. utjecaju korupcije na životnu okolinu. Statistički je značajno veći broj ženskih ispitanica u odnosu na muške ispitanike, a značajan je stav ispitanica u odnosu na korupciju u zdravstvu u odnosu na ispitanike. Spol i dob ispitanika ne utječu na stav o korupciji. Među anketiranima nema razlike u načinu i razini informoranosti o korupciji.
Anketirani imaju stav o štetnosti korupcije te podržavaju borbu protiv korupcije. Također, postoji trend statistički značajnog porasta želje o uključivanju u organizacije mladih za borbu protiv korupcije prema starijim dobnim skupinamašto može značiti bolje informiranje tijekom studija, veću uključenost u probleme zajednice, kao i iskustva samih pojedinaca. Postoji određeni paradoks i kontroverza u visokom udjelu odgovora koji favoriziraju sudjelovanje u korupciji ali to nema statističku značajnost.In order to prevent corruption, the participation and cooperation of citizens and authorities is necessary. We need a good legislative framework, institutions that fight against corruption, as well as active citizens. The social environment and upbringing of the individual are also variables that will influence the attitude about corruption. Corruption also has an indelible trace of politics, that is, social engagement. In the same way, being informed about corruption and understanding the problem of corruption depends on the media (TV, Internet, newspapers) and will eventually have an impact on the fight against the aforementioned phenomenon. The subject of research in this final thesis was the attitude of male and female students at universities in Croatia towards the appearance of corruption in society. General flows of information about the mentioned phenomenon are recognized, as well as its influence on life decisions. The position on the harmfulness of corruption and the need to act against corruption is analyzed. The research was carried out using an online questionnaire with 26 questions and the offered answers which were marked by the respondents. The research questions and attitudes meet the criteria of the set goal, and at the same time meet the ethical principles of surveying the participants. The participants were informed about the objectives of the work and the survey was conducted anonymously. The online questionnaire Google form was created within the domain - Faculty of Philosophy in Split. The composition of the sample was examined and classified into four main groups: 1. according to gender, age, place of residence, college and level of study (structural characteristics of the sample), 2. information about corruption, 3. personal attitude about corruption, 4. influence of corruption on life the environment. Statistically, the number of female respondents is significantly higher than that of male respondents, and the attitude of female respondents in relation to corruption in healthcare is significant compared to that of male respondents. Gender and age of respondents do not affect the attitude about corruption. Among the respondents, there is no difference in the way and level of information about corruption.
The respondents have an opinion on the harmfulness of corruption and support the fight against corruption. Also, there is a trend of a statistically significant increase in the desire to join youth organizations to fight corruption towards older age groups, which can mean better information during studies, greater involvement in community problems, as well as the experiences of individuals themselves. There is a certain paradox and controversy in the high proportion of responses that favor participation in corruption, but this has no statistical significance
LEVELS OF ORGANIC LIFE IN PLESSNER'S WORK
No full text1928. godine objavljena je antropološka studija Helmutha Plessnera Stupnjevi organskoga i
čovjek u kojem čovjek zbog svoje ekscentrične pozicionalnosti dobija titulu najvišeg stupnja
organskog svijeta. Pozicionalnost je termin koji se odnosi na specifičnu povezanost živih tijela s
okolinom. Temelj razlikovanja organskih i anorganskih tijela leži upravo u toj pozicionalnosti.
Biljka je prvi stupanj organskog života i ima otvorenu formu, usmjerena je na svoju okolinu. Nema
svijesti ni sposobnost voljnog djelovanja, nego se njen život svodi na kretnje rasta i razmnožavanja
koje ovise o njenoj okolini. Životinja je drugi stupanj organskog i ima zatvorenu, centralističku
organizacijsku formu. Ima dva aspekta, tjelesnost i bitak u toj tjelesnosti. Ima specijalizirane
instinkte i sposobnost asocijativnog pamćenja, ali nema svijesti o samoj sebi, to jest, nije potpuno
refleksivna. Potpuna refleksivnost rezervirana je za čovjeka. Čovjek je treći, najviši stupanj
organskog i ima ekscentričnu pozicionalnost. On je s tjelesnog aspekta i dalje centrično organiziran
kao i životinja, ali pošto ima svijest i promatra sebe kao tjelesno i duševno biće, njegovu poziciju
zovemo ekscentričnom (nadilazi vlastitu centralnost). Čovjek ima sposobnost opredmećivanja
sebe i stvari oko sebe, što nije slučaj kod biljke i životinje. On, kao najviše biće od navedenih,
posjeduje sve vrste inteligecije koje su do sada opisane. Čovjekov svijet dijeli se na tri sfere. Prva
sfera je vanjski svijet, to jest, okolina ispunjena stvarima koju najjednostavnije možemo nazvati
prirodom. Druga sfera je unutarnji svijet – čovjekov unutrašnji bitak, duševnost koju je on
sposoban promatrati sa distance. Treća sfera je susvijet koji za čovjeka realno postoji jer on shvaća
da je društveno biće u odnosu sa drugim bićima iste vrste. Ta bića su također osobe i imaju iste
osnovne sposobnosti i karakteristike kao on. Čovjek je svjestan tog postojanja drugih JaIn the year 1928. Helmuth Plessner published an anthropological study Levels of Organic Life
and the Human in which the human is given the title of the highest level of the organic world due
to his eccentric positionality. Positionality is a term that refers to the specific connection of living
bodies with the environment. The basis of the distinction between organic and inorganic bodies
lies precisely in this positionality. The plant is the first level of organic life and has an open form,
oriented towards its environment. It has no consciousness or the ability to act voluntarily, but its
life is reduced to movements of growth and reproduction that depend on its environment. The
animal is the second level of organic and has a closed, centralistic organizational form. It has two
aspects, physicality and being in that physicality. It has specialized instincts and the ability of
associative memory, but it has no awareness of itself, it is not fully reflexive. Full reflexivity is
reserved for humans. A human being is the third, highest level of organic and has an eccentric
positionality. From the physical aspect, the human being is still centrally organized like an animal,
but since it has consciousness and observes itself as a physical and mental being, we call that
position eccentric (it goes beyond its centrality). Man can objectify himself and the things in the
environment, which is not the case with plants and animals. As the highest being of the above,
humans possess all types of intelligence that have been described so far. The human world is
divided into three spheres. The first sphere is the external world, the environment filled with things
we can most simply call nature. The second sphere is the inner world - man's inner being, his
spirituality, which he can observe from a distance. The third sphere is the universe that realistically
exists for man because he understands that he is a social being in relation to other beings of the
same kind. These beings are also persons and have the same basic abilities and characteristics as
him. Man is aware of the existence of other-selves