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CONTEMPORARY MUSEUM PRACTICE - STORYTELLING AS A FORM OF COOPERATION BETWEEN A MUSEUM AND AN EDUCATIONAL INSTITUTION
No full textMuzeji osim svoje uloge u kulturnom razvoju društva, imaju i obrazovnu funkciju u koju se posljednjih godina sve više ulaže. Glavni za provođenje aktivnosti unutar edukativnih odjela muzeja su muzejski pedagozi, čija je zadaća osmisliti različite kreativne i interaktivne radionice i nove pristupe, namijenjene posjetiteljima različitih dobnih skupina s posebnim fokusom na one najmlađe koji tek ulaze u ovaj svijet.
U sklopu ovog rada, putem radionice provedene u obliku storytellinga, na edukativno – zabavan način uveli smo učenike DV „Grigor Vitez“ i DV „Kaštela“ u svijet kulturne baštine. Rezultati i reakcije predškolske djece pokazali su kako je ovakav interaktivan pristup odlična potvrda teorije u praksi i savršen način za usvajanje znanja o muzejskom predmetu, ali i poticanje kreativnosti i stvaranje pozitivnih emocija.In addition to their role in the cultural development of society, museums also have an educational function, which has been increasingly invested in in recent years. Museum pedagogues are in charge of carrying out activities within the museum's educational departments, and their task is to develop various creative and interactive workshops and new approaches, intended for visitors of different age groups, with a special focus on the youngest who are just entering this world.
As part of this master thesis, through a workshop conducted in the form of storytelling, we introduced the students of DV “Grigor Vitez” and DV “Kaštela” with the world of cultural heritage in an educational and fun way. The results and reactions of preschool children showed that this kind of interactive approach is an excellent confirmation of theory in practice and a perfect way to acquire knowledge about museum objects, but also to stimulate creativity and create positive emotions
POLITIKA IDENTITETA U FILOZOFIJI AMY GUTTMAN
No full textIdentitet je odvijek bio kompliciran pojam koji su proučavale brojne grane znanosti. Iako je
do sada mnogo toga široj javnosti poznato o identitetu i njegovim općim podjelama te kako je
pomogao kreirati povijest raznih grupa i, naroda i nacija, unutar znanstvenog kruga i dalje je
mnogo oprečnosti, mnogo kontroverzi i kompletno različitih poimanja. Osim što identitet
vezujemo uz pojednice, koji su i sami po sebi složeni i svestrani unutar svoje jedinstvenosti,
tako ga njegovom podjelom možemo vezati uz brojne oblike grupiranja ljudi na temelju
različitih identifikacija. Time se shvaća važnost prisutnosti identiteta u svakodnevnom životu.
Prikazano je kako unutar vlada brojnih demokracija, koje trebaju biti vrhunac ljudske slobode
i prava, i dalje postoje korumpirane grupe, grupe čija se identifikacija temelji na isključivanju
pojedinih grupa te pokušavanju utjecaja na ostale grupe posjedovanjem moći. Religijske
grupe, kao i u prošlosti tako i danas pojavom ekstremizma, fanatizma, no i one međusobne
povijesne, vjerske netrepeljivosti rezultiraju oštrim predrasudama. Osim vjerske
problematike, u ovom se radu pokušao prikaztai i problem stereotipova i etiketiranja koji se
često vežu uz žene, osobe druge rase (osim bjelačke), te težine koju pripadnici bilo koje
druge seksualne orijentacije, osim one heteroseksualne svakodnevno doživljavaju. Na temelju
raznih predrasuda, nastajale su i razne ideologije, manipulirajući identitet pojedine grupe,
koja je glamurozno uzdizana i veličana, a ne rijetko i negativno utjecala na one druge, što je
najbolje vidljivo brojim političkim režimima europskih država dvadesteog stoljeća.
Stoga, Veljak u članku “Pitanja identiteta” govori o problematiziranju pluralnosti identiteta, te
ograničene koristi pri razmatranju etičke dimenzije odnosa između individualnog identiteta i
onog kolektivnog/socijalnog, kao i posljedicama nadirućeg kulturnog i moralnog relativizma
koji se očituju u neprepoznatljivosti zbiljskih problema oko identiteta te rezultiraju
stvaranjem niza lažnih alternativa koje danas u rastućoj mjeri guše medijski i javni prostor.
5
CONTEMPORARY PARENTING STILES
No full textNe postoji jedinstveni priručnik koji može roditeljima pojednostaviti izazove s kojima se susreću u odgoju djeteta/djece. Previše je čimbenika koji utječu na taj odnos (roditelj – dijete) što ga, ironično, čini jedinstvenim. S obzirom na to da roditelj predstavlja svojevrsni „konceptualni filter“ preko kojega dijete uči, raste i razvija se, od velike je važnosti osvijestiti roditelje u samoinicijativi o poboljšanju kompetencija jer kompetentan roditelj ima kontrolu nad svojim roditeljstvom i svjestan je da je odgoj dugotrajan i nepredvidljiv proces koji iziskuje prilagodbu.
Promjene društvenih uređenja su kroz povijest više puta izmijenile strukturu i poimanje obitelji. Nekoć se smatralo da očevi stvaraju svijet, povijest i kulturu, a da žene samo rađaju i podižu djecu (Galić, 2004). Isto tako, tradicionalna obitelj bila je mnogobrojnija, ali djeca su predstavljala ekonomsku korist. Međutim, suvremeni roditelji, kako ne bi zadovoljavali samo vlastite potrebe, iz neznanja, djecu pretvaraju u izvor velikih troškova izlažeći ih medijima koji streme, prikrivenim porukama, natjerati korisnike na devijaciju u ponašanju. Tako medij postaje medijom; između roditelja i djeteta, što postaje vrlo opasnim jer dovodi do tzv. „suvremene obiteljske neravnoteže“, gdje dijete uživa u velikim slobodama istovremeno oduzimajući roditelju autoritet u odgoju. Od tradicionalnog autoritarnog do suvremenog prezaštitničkog roditeljstva, svaka generacija tvrdi da je onoj drugoj bilo bolje. Pretjerana osjetljivost u današnje doba postaje inačicom postmodernog roditeljskog odgojnog stila.There is no single manual that can simplify the challenges parents face in raising their child/children. There are too many factors that influence this relationship (parent-child) which, ironically, makes it unique. Considering that the parent represents a kind of "conceptual filter" through which the child learns, grows and develops, it is of great importance to make parents aware of the self-initiative of improving competences, because a competent parent has control over his parenting and is aware that education is long-term and unpredictable. a process that requires adaptation.
Throughout history, changes in social arrangements have repeatedly changed the structure and concept of the family. It was once believed that fathers create the world, history and culture, while women only give birth and raise children (Galić, 2004). Likewise, the traditional family was more numerous, but children represented an economic benefit. However, modern parents, in order to not only satisfy their own needs, out of ignorance, turn children into a source of great expense by exposing them to media that strives, with hidden messages, to force users to deviate in their behavior. Thus the medium becomes the medium; between parent and child, which becomes very dangerous because it leads to the so-called "contemporary family imbalances", where the child enjoys great freedom at the same time depriving the parent of authority in upbringing. From traditional authoritarian to modern overprotective parenting, each generation claims that the other had it better. In today's age, excessive sensitivity is becoming a version of the postmodern parenting style
Neglect of early and preschool children as a form of abuse
No full textBudući da se zlostavljanje u većini slučajeva događa u obitelji, često ostaje dugo neotkriveno.
No, zlostavljanje i zanemarivanje djece nije problem na razini obitelji već značajan društveni
problem na globalnoj razini. Slika o djetetu i način odgoja mijenjali su se kroz povijest te je u
suvremenom društvu zlostavljanje i zanemarivanje strogo zabranjeno međunarodnim i nacionalnim
dokumentima. Različiti oblici zlostavljanja i zanemarivanja mogu imati opasne i ozbiljne
posljedice koje dugotrajno utječu na djetetov tjelesni i psihički razvoj. S obzirom na utvrđenost
transgeneracijskog prijenosa nasilja, nužno je osvijestiti širu javnost o štetnim posljedicama koje
zlostavljanje i zanemarivanje donose sa sobom te prepoznati njihove znakove. Stoga, preventivne
strategije zlostavljanja i zanemarivanja djece, kao i provođenje preventivnih aktivnosti, služe kao
mjere zaštite djece od zlostavljanja i zanemarivanja. Prepoznavanje zlostavljanja i zanemarivanja,
osim što se događa u socijalnoj izolaciji, složen je proces jer nisu svi oblici zlostavljanja i
zanemarivanja fizički vidljivi. Bitnu ulogu u prepoznavanju i intervenciji imaju stručnjaci odgojnoobrazovnih
ustanova koji bi trebali pohađati edukacije u svrhu stjecanja dodatnih znanja o
prevenciji i intervenciji. Ključan čimbenik u prevenciji zlostavljanja djece suradnja je stručnjaka i
njihova dobra povezanost. Jednaka angažiranost i uključenost svih strana u procesu pružanja
pomoći zlostavljanoj djeci rezultirat će pozitivnije puno ranije nego li zaseban rad.Since in most cases abuse happens within a family, it often stays undiscovered for a long
time. However, child abuse and neglect are not problems on a family basis, but rather significant
social problems on a global scale. The mindset about children and the way of parenting have
changed throughout the history and child abuse and neglect have been strongly prohibited in the
contemporary society by the means of international and national documents. Different types of
child abuse and neglect can have dangerous and fatal consequences that can impact a child’s
physical and psychological development. Considering the identification of intergenerational
transmission of abuse, it is necessary to raise awareness among the public about the harmful
consequences that child abuse and neglect cause and to recognize their symptoms. Therefore,
preventive strategies of child abuse and neglect, as well as implementing preventive activities, are
used as protective factors that preserve children from abuse and neglect. Except for the fact that
abuse and neglect happen in a social isolation, abuse and neglect recognition is a complicated
process due to the problem that not all types of abuse and neglect are physically visible. An
important role in recognition and prevention have the experts of the educational institutions who
should undergo additional training in the purpose of acquiring further knowledge about the
recognition and prevention. The key factor in preventing child abuse is the cooperation of the
experts and their better correlation. The same amount of engagement and participation of all the
participants in the process of providing help to abused children will have a positive outcome much
earlier than any individual effort
SVETOZAR BOROJEVIĆ (1856.-1920.)
No full textU ovom radu prikazan je život i vojna karijera feldmaršala Svetozara Borojevića s
posebnim naglaskom na njegovu ulogu sočanskom bojištu. Ukratko je opisan njegov rani život
i početci vojne karijere. Njegov uspon kroz činove austrougarske vojske jedan je od najbržih
ikad zabilježenih u njezinoj povijesti. Nakon prvog iskustva rata prilikom zaposjedanja Bosne
i Hercegovine, njegova karijera nastavlja se uzlaznom putanjom. Nakon izbijanja Prvog
Svjetskog rata, poslan je na istočno bojište s obzirom da je zapovijedao vojnim zborom u blizini
te bojišnice. Tamo se iskazao na terenu kao kvalitetan vojskovođa i u teškim uvjetima je
postizao uspjehe. Zbog ulaska Italije u rat na strani Antante, otvara se jugozapadna bojišnica
Monarhije i Borojević je poslan kao zapovjednik 5. vojske da uspostavi i obrani bojišnicu na
Soči. To mu je i uspjelo unatoč 11 velikih talijanskih ofenziva. Nakon dolaska njemačke na
ovu bojišnicu zajedničkim snagama odbacuju Talijane daleko od Soče. Unatoč velikom
uspjehu, zbog cijelog niza drugih faktora u Monarhiji dolazi do raspada njezine vojske i
konačno raspada Monarhije. Svetozar Borojević dijeli sudbinu Monarhije, te kao umirovljenik
provodi dane skromno i 1920. umire zaboravljen od svih. Zbog svoje uloge i mjesta u
austrougarskoj i hrvatskoj povijesti, nedvojbeno je da spada u njezine velikane.This paper presents the life and the military career of field marshal Svetozar Borojević
with the special emphasis on his role on the Isonzo Front. His early life and the beginnings of
his military career are briefly described. His climb trough the ranks of the Austro-Hungarian
military is one of the fastest ever recorded. After his first war experience during the battles in
Bosnia and Herzegovina, his career continued with an upwards trajectory. After the start of
World War I, he was sent to the Eastren Front considering he was in command of the corps
near that front. Thats where he proved himself as a great military leader and in difficult
conditions he was still achieving success. After Italy entered the war on the side of the Entente,
a new front opened on the southwestren border of the Monarchy and Borojević was sent as a
commander of the Fifth Army to establish defensive lines and defend the Isonzo Front. He
succeeded in doing that despite 11 heavy italian offensives, and after the arrival of German
units they managed to push the Italians far away from the Isonzo river. Despite the great
success, the Austro-Hungarian Empire dissolved because of a variety of its internal factors, so
its army fell apart too. Borojević shares the fate of the Monarchy and soon dies in 1920,
forgotten by everyone. Because of his role and place in the Austro-Hungarian and Croatian
history, he is undoubtedly one of its greatest military leaders ever
The Role of Teachers in Researchs Activities in Preschool
No full textDijete je istraživač od rođenja, a njegova želja i potreba za istraživačkim aktivnostima paralelno prate njegov rast i razvoj. Djeca čineći uče, a igra, kao svakidašnja aktivnost i potreba djeteta, je prirodan proces u kojem djeca istražuju. Kroz istraživačke aktivnosti obogaćuju iskustvo na temelju kojeg razvijaju kompetencije i cjelokupan razvoj. Kako bi se to ostvarilo odgajatelj ima niz uloga. On treba uočiti interes djece za određeni fenomen i u skladu s time ponuditi materijale koji će potaknuti i ostvariti istraživanje djece. Djeca imaju različite potrebe te u skladu s time odgajatelj treba pružiti individualnu podršku svakom djetetu. Kako bi što bolje razumio i osigurao adekvatnu potporu rastu i razvoja djeteta svakodnevno treba dokumentirati odgojno-obrazovni proces.The child has been a researcher since his birth and his desire and need for research activities parallel his growth and development. Children learn by doing, and play, as an everyday activity and a child's need, is a natural process in which children explore. Through research activities, they enrich the experience on the basis of which they develop competencies and overall development. In order to achieve this, the educator has a number of roles. He should notice the children's interest in a certain phenomenon and accordingly offer materials that will encourage and realize children's research. Children have different needs, and accordingly the educator should provide individual support to each child. In order to better understand and ensure adequate support for the child's growth and development, the educational process should be documented daily
ROMAN CULT SCULPTURE IN THE PROVINCE OF DALMATIA
No full textOd 9. godine nakon gašenja pobune Ilirik je podijeljen na dvije provincije, sa službenim nazivima Illyricum Superius za Dalmaciju te Illyricum Inferius za Panoniju. U Dalmaciji se isticala Salona kao infrastrukturno, kulturološko i strateško središte. Isticali su se i drugi gradovi koji su imali status kolonije kao i vojni tabori. Gradovi su građeni po uzoru na rimsko graditeljstvo. Forum je bio centralni dio na kojem su se nalazile sve važnije javne građevine i gdje se odvijao vjersko-religijski život grada. Prilikom iskopa otkrivene su u velikom broju skulpture koje su krasile gradove rimskih provincija, među kojima glavno mjesto zauzima kultna skulptura. Izrada samih skulptura je pratila umjetničke trendove. Postoje skulpture u svim dimenzijama, različite kvalitete produkcije. Unatoč tome umjetnička produkcija je bila bogata i ukazuje na religijske i društvene odnose tog doba. Rad je podijeljen na poglavlja u kojima se obrađuju kolonije Salona (Solin), Iader (Zadar), Aenona (Nin), Aequum (Čitluk kraj Sinja), Narona (Vid kod Metkovića), Tragurium (Trogir) te vojni tabori Tilurium (Gardun kod Trilja) i Burnum (naselje kraj Kistanja) sa pripadajućom kultnom skulpturom. Cilj ovog završnog rada je sistematizacija i analiza kultne skulpture koja je pronađena u rimskoj provinciji Dalmaciji te da se ukaže na bogatstvo baštine.Since 9 AD, after suppressing the rebellion Illyricum has been split up into two provinces, with official names of Illyricum Superius for Dalmatia and Illyricum Inferius for Panonia. In Dalmatia, Salona stood out as an infrastructural, culturological and strategic capital. There were other smaller colonies and military encampments that stood out. Cities were built based on roman architecture. Forum was the centerpiece of the town where all of the important public buildings stood and where spiritual and religious life of the town was centered. During archaeological findings many sculptures that stood amongst towns of roman provinces were discovered, most significant one being cult sculpture. Sculptures themselves followed artistic trends of the time, in many sizes and in various quality of production. Despite that, artistic production was very rich, and it points to religious and social relations of that time. Thesis is divided in chapters in which the following colonies will be covered: Salona, Iader, Aenona, Aequum, Narona, Tragurium, as well as a military camps Tilurium and Burnum with their respective cult sculpture. The goal of this thesis is to classify and analyze cult sculpture found in roman province of Dalmatia, and to point out rich and extensive cultural history of the area
REFLECTIVE PRACTICE WITH PEDAGOGUES IN EDUCATIONAL INSTITUTION
No full textRefleksivna praksa podrazumijeva kritičko razmišljanje, preispitivanje, analizu vlastite prakse s ciljem unapređenja te profesionalnog i osobnog razvoja. Pedagog je stručni suradnik u odgojno-obrazovnoj ustanovi koji ima važnu ulogu u vođenju ustanove i poboljšanju njezine kvalitete. U skladu s time, javlja se potreba za provođenjem refleksije na vlastiti rad kako bi se što bolje ustanovili problemi i isti rješavali. Područje pedagoškog djelovanja iznimno je široko i obuhvaća razne poslove, a u kontekstu refleksivne prakse mogu se istaknuti oni poput savjetodavnog rada i akcijskog istraživanja. Također, ovdje ključnu ulogu ima i pedagoška dokumentacija koja služi kao alat za bilježenje promjena i napretka te daje povratnu informaciju. Pojam refleksivne prakse u pedagoškom djelovanju u ovom se radu promatra kroz koncept refleksije, samorefleksije i grupne refleksije. Provođenjem anketnog upitnika u ovom se radu prije svega nastojalo utvrditi razumijevanje pedagoga o refleksivnoj praksi. Također, kvantitativnom i kvalitativnom metodom istražili su se navedeni pojmovi kako bi se utvrdilo provode li pedagozi refleksivnu praksu, u kojoj mjeri i na koji način te je li ona povezana sa zadovoljstvom poslom. Rezultati pokazuju da postoji odnos između refleksije i zadovoljstva poslom odnosno da pedagozi koji su zadovoljniji poslom češće koriste refleksiju.Reflective practice involves critical thinking, reassessing, and analyzing one's own practice with the aim of improvement and professional and personal development. A pedagogue is a professional collaborator in an educational institution who plays a significant role in its management and improvement of quality. Accordingly, the need arises for the enforcement of reflection on one's own work to identify and address problems. The field of pedagogical work is exceedingly broad and encompassing various jobs, and within the context of reflective practice, activities like advisory work and action research can be highlighted. Additionally, pedagogical documentation also plays an important role, serving as a tool for recording changes and progress as well as providing feedback. The concept of reflective practice in pedagogical work is examined in this study through the concepts of reflection, self-reflection, and group reflection. By utilizing a survey questionnaire, this study primarily aimed to ascertain pedagogues' understanding of reflective practice. Moreover, both quantitative and qualitative methods were employed to explore the mentioned concepts, aiming to determine if pedagogues engage in reflective practice, to what extent, and in what manner, and whether it is associated with job satisfaction. The results show that there is a relationship between reflection and job satisfaction, that is, that pedagogues who are more satisfied with their work use reflection more often
OCTAVIA BUTLER´S - LILITH´S BROOD TRILOGY AND POSTHUMANISM
No full textThe Xenogenesis trilogy asks a lot from its reader, in the sense of difficult themes, ambiguity of certain topics. It all comes from the writing from Octavia Butler, by how she sets up and provides many serious topics which are not easy to answer, or sometimes, even to read. The future holds much mystery, and, according to Butler, humans are going to fall, because of their own stupidity, greed for power and hierarchal order. The sense of being human is the core point and Butler offers a narrative towards which path could medicine go, that is, in the trilogy, the Oankali capabilities in changing the human and how that would affect the future of humanity. With the rapid advances in technology and medicine, Butler`s narrative of the Oankali as an allegorical representation of human advances in technology, but also a representation of humans as a dominant species, should be seen as really plausible. How far is it possible to go until you are no longer a human being? The repercussions that come with certain decisions, and the backlash from the dissenters, it all has influence on the individual who goes in the way of change. Her writing moves humans away from the centre and introduces a symbiotic life which is not completely reciprocal
Changes in the Legal Regulation of Institutional Early and Preschool Education in Croatia
No full textPravna regulacija predškolske djelatnosti započela je 1874. godine donošenjem „Zakona ob ustrojstvu pučkih školah i preparandijah za pučko učiteljstvo u kraljevniah Hrvatskoj i Slavoniji“ izražena je potreba za osnivanjem prvih zabavišta. Četiri godine kasnije donesena je „Naredba ob ustrojstvu zbavišta“ naredba je dugih niz godina uređivala predškolsku djelatnost na normativnoj i programskoj razini. Nakon poratnih godina i uspostavom Socijalističke Federativne Republike Jugoslavije normativni dokumenti bili su prožeti ideologizacijom djelatnosti naglašavaju socijalnu funkciju ustanova. Reformom odgojno-obrazovnog sustava tijekom druge polovice pedesetih godina zabavišta su transformirana u dječje vrtiće u okviru normativnih dokumenata (zakona) predškolskom odgoju dodjeljuje se i odgojno-obrazovna funkcija koja je zadržana do današnjih vremena. Utemeljenje predškolske djelatnosti kao dijela odgojno-obrazovnog sustava realizirano je „Zakonom o odgoju i osnovno školskom obrazovanju“ 1980. godine. Temeljem kojeg su integrirane dječje jaslice kao dio odgojno-obrazovnog sustava također je omogućeno pohađanje dječjih vrtića djeci koja imaju teškoće u razvoju.The legal regulation of preschool activities began in 1874 with the adoption of the "Law on the Organization of Folk Schools and Preparation for Folk Teaching in the Kingdoms of Croatia and Slavonia" and the need for the establishment of the first playgrounds was expressed. Four years later, the "Order on the Organization of Preschools" was passed, and for many years the order regulated pre-school activities at the normative and programmatic level. After the post-war years and with the establishment of the Socialist Federal Republic of Yugoslavia, the normative documents were imbued with the ideology of activities emphasizing the social function of institutions. During the reform of the educational system during the second half of the 1950s, amusement parks were transformed into kindergartens, within the framework of normative documents (laws), pre-school education was assigned an educational function that has been retained until today. The establishment of preschool activity as part of the educational system was realized by the "Law on Education and Elementary School Education" in 1980. On the basis of which nursery schools were integrated as part of the educational system and it was possible for children with developmental difficulties to attend kindergartens