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Neke odrednice antičkoga i ranokršćanskoga odgoja i obrazovanja
Get PDFEarly Christian education has not become still a subject of interest among Croatian pedagogues. Hence, this contribution aims at being an incentive not to disregard and bypass what is a part of the European civilised circle that has its roots in antique Greek-Roman and early Christian reflection on education. These roots are also reflected in some educational contents of cultures within that circle. Since this area of research is very broad and cannot be treated properly in an article, the author tried to reduce its scope as much as possible by summarising central antique educational ideas and practices in the introduction and by mentioning the main »textbooks«. After that, the author treats the significant example of this activity, i.e. the example of Ausonius, and the first disapproval in terms of the Christian attitude towards what has been inherited. As the object of Christian disapproval, the author mentions Julian´s edict that was a cause of threat and of creating distinctive Christian educational contents and practice on the basis of ideas from works of St. Basil, St. Gregory of Nassianus, St. Augustine, and pope St. Gregory the Great. The author does not treat all important authors here, since he wrote about them in some previous publications. Towards the end, the author writes about the relation towards »pedagogical measures« in the early Christianity. From all of this one can read continuity and discontinuity related to this significant social and cultural activity within individual historical periods and for each individual nation. The author utilised the methodical procedure of detecting key ideas in representative sources and comparing the inherited with the new, while pointing out specificity of one and the other, as well as shifts that have occurred.Ranokršćanski odgoj i obrazovanje još uvijek nisu postali predmetom zanimanja među hrvatskim pedagozima pa bi ovaj prilog htio biti poticajem da se ne zanemaruje i ne zaobilazi nešto što je dio europskoga civilizacijskog kruga koji svoje korijene vuče kako iz antičkoga grčko-rimskog tako i ranokršćanskog promišljanja odgoja i obrazovanja što će se potom reflektirati na pojedine jezičnim idiomom objedinjene odgojno‑obrazovne sadržaje unutar pojedinih pratećih kultura. Budući da je područje istraživanja vrlo široko i zapravo neprimjereno za jedan časopisni prilog ako bi ga se željelo iscrpno obraditi, nastojali smo ga maksimalno reducirati sažimajući u uvodu središnje antičke odgojno-obrazovne ideje i prakse te spomenuvši pritom i glavne »udžbenike«. Potom se prelazi na znakovit primjer oličenja toga djelovanja, a to je Auzonijev primjer, a onda i prvo negodovanje s obzirom na kršćansko držanje naspram naslijeđenoga. Kao objekt kršćanskog negodovanja naveden je Julijanov edikt, koji je bio povodom prijetnje ali i stvaranja vlastitih kršćanskih odgojno-obrazovnih sadržaja i na njima zasnovane odgojno-obrazovne prakse elaborirajući pojedinačne ideje iz djela sv. Bazilija, sv. Grgura Nisenskog, sv. Augustina kao i pape sv. Grgura Velikoga, ostavljajući ovaj put po strani i neke druge važne autore koje smo obradili u svojim prethodnim radovima. Na kraju je riječ i o odnosu prema »pedagoškim mjerama« u ranom kršćanstvu. Sve to omogućava iščitavanje kontinuiteta ali i diskontinuiteta vezano za tu toliko znakovitu društvenu i kulturnu djelatnost unutar pojedinih povijesnih razdoblja kao i svakoga pojedinačnog naroda. Koristili smo se metodičkim postupkom detektiranja ključnih ideja u reprezentativnim izvorima, a onda i kompariranja naslijeđenoga s onim novonastalim, ukazujući na specifičnosti jednoga i drugoga kao i pomake koji su se pritom događali
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Continuity and Discontinuity of Ancient Greek Educational Values in Croatian Pedagogical Practice
Get PDFKrenuvši od suvremene definicije odgoja kao nastojanja koje omogućava
ljudskoj osobi odrastanje sve do pune zrelosti, autor u tom svjetlu pokušava iščitavati neke dijelove Homerovih epova detektirajući pojedine starogrčke vrijednosti bitne kako za tadašnji tako i za suvremeni europski, pa samim tim i hrvatski odgoj poput aktivne strpljivosti, vjernosti, mudrosti, prijateljstva, činjenja dobra i izbjegavanje zla, ustrajnosti u dobru sve do riskiranja vlastitoga života, koje su do danas ostale na samom vrhu vrijednosne ljestvice
u europskoj, ali i u hrvatskoj pedagoškoj tradiciji, što dokazuje logičnu
opravdanost za razmišljanje o kontinuitetu pedagoških vrijednosti. Potom autor na nekim drugim primjerima, kao što su starogrčko nastojanje oko osvete zbog narušavanja obiteljske i individualne časti, odnosno nastojanja oko osobne slave, indicirajući i u nekim drugim kulturnim tradicijama slične tendencije (tabui vezani uz prehranu, strahopoštivanje pred blagdanima isl.), ukazuje i na povijesnu transformaciju načela kontinuiteta, odnosno etabliranje
diskontinuiteta kao isto tako legitimna odnosa prema promišljanju
vrijednosti. Pritom se koristi suvremenom literaturom koja se uvelike bavi tim pitanjem, a iskristalizirala je dva osnovna načela za diskontinuitet:psihološko i sociološko. Jedno i drugo, zbog znatno uzdignute razine naobrazbe suvremenoga čovjeka, daju dovoljno razloga za utemeljeno razmišljanje o mijenjanju pojedinih vrijednosti kroz povijest, odnosno legitimnosti diskontinuiteta i na području promišljanja o vrijednostima.The modern definition of education maintains that it is the tendency which enables human development to reach full maturity. In light of this, the author attempts to read certain parts of Homer’s epics detecting certain ancient Greek values important for education in ancient as well as modern times, in both Europe and Croatia; like active patience, fidelity, wisdom, friendship, doing good and avoiding evil, and perseverance in good at the risk of one’s life. These values have remained until today at the very top of the scale of values in the
European as well as in the Croatian pedagogical tradition, which proves a logical justification for considering the continuity of pedagogical values. Afterwards, the author uses some other examples, like the Old Greek perseverance in revenge for the violation of family and individual honour, i.e. perseverance in personal fame, indicating similar tendencies in some other cultures (taboos concerning nutrition, being in awe of holidays etc.), to point to a historical transformation of continuity principles, i.e. the establishment of discontinuity as an equally legitimate relationship to the consideration of values. In doing so, he uses contemporary literature which deals with this issue in detail and which has determined two basic principles for discontinuity: the psychological and the sociological. Both of these, due to the significantly greater level of education the modern man achieves, provide enough reasons for the thoughtful consideration
of certain values changing throughout history, i.e. the legitimacy of discontinuity when considering values
The wider Circle of Telemachus’ Education
Get PDFAutor u svom pedagoškom iščitavanju Odiseje istražuje odgojno mjesto i ulogu slugu u grčkoj antici smještajući ih u „širi odgojni krug“ gledano sa stajališta rodbinske veze iako su oni u mnogo situacija odgajaniku puno bliži od osoba s kojima je krvno povezan. Konkretno, riječ je o Eurikleji, Eumeju, Filetiju i Doliju s čijih književnih likova autor iščitava vrlo važne pedagoške vrijednosti koje su stajale na raspolaganju mladom Telemahu, odgajaniku iz davne antike. Tako, a za razliku od stereotipnog promišljanja o slugama kao prezrenim, potlačenim i obezvređivanim ljudskim bićima, ovdje se u prvi plan
stavlja njihov svijetli društveni primjer. U antici sve sluge i u svakoj situaciji, naime, nisu bile samo puko roblje, nego i osobe od povjerenja, ugleda, primjera i uzora, čijoj se skrbi povjeravalo vlastito potomstvo kako bi raslo u smislu njegove što primjerenije socijalizacije. Ono što je još važnije od ukazivanja na njihovo pozitivno vrednovanje jest detektiranje mnoštva kreposti koje ižaravaju iz tih likova a imaju veliku pedagošku težinu. Tako se govori
o vrijednostima koje nisu plod socijalnog statusa osobe, nego odlike uspjele ljudske osobnosti: vjernost, gostoljubivost, požrtvovnost, poduzetnost, radinost, strpljivost, ljubav, odanost, vjerodostojnost, istinoljubivost, karakternost, uspravnost, kritičnost, bogoljubnost i sl. a koje su ostale sve do današnjih dana kao vrlo poželjni odgojni sadržaji.In his pedagogical study of the Odyssey, the author explores the educational place and role of servants in ancient Greece and places them into ‘the wider educational circle’ from the point of view of family relationships, although they are frequently much closer to the educatees than the people related to them by blood. Examples of these are Eurycleia, Eumaeus, Phemius and Dolius, in whose literary characters the author recognizes very important pedagogical
values which were made available to young Telemachus, the educatee
from the Early Classical Period. Contrary to the stereotypical consideration of servants as scorned, oppressed, underestimated human beings, here their excellent social example is emphasized. In ancient times, in every situation all the servants were not mere slaves but persons of trust, respect, exemplary role models who took care of their masters’ offspring so that they would develop adequate socialization values. Even more important than emphasizing their positive role is to detect numerous virtues, which those characters
emanate and which have great pedagogical impact. These are values which are not the result of a person’s social status but refer to an accomplished person. These are: fidelity, hospitality, dedication, enterprise, diligence, patience, love, devotion, credibility, veracity, character, uprightness, being critical, Godloving, etc., and which until today have been considered to be very desirable educational contents
Telemach – Zögling aus ferner Vergangenheit
Get PDFNa primjeru Telemaha, a vezano uz Ilijadu i Odiseju čije se autorstvo pripisuje Homeru, autor istražuje starogrčke odgojne vrijednosti koje su sve do danas sačuvale svoju pedagošku težinu unutar europskoga civilizacijskog kruga. Pritom pokazuje da već i u antičkoj Grčkoj “odgojni slučaj” i “nepotpuna obitelj” nisu bili tretirani kao beznadni za odgajanika iako, kao i danas, s mnogo prijetećih opasnosti. Minuciozno iščitavajući izvor koji mu je omogućio stvaranje Telemahova “užega odgojnog kruga”, autor detektira brojne edukacijske sadržaje toga po sebi eminentno književnoga djela, pokazujući kako se ono može i pedagoški čitati i to s razlogom. Pritom nastoji stvoriti sliku edukacijskoga postupka kroz koji je trebala proći mlada osoba u tom vremenu i na tom prostoru da bi bila tretirana kao zrela i odrasla. Iako je za to vrijeme posve nepoznat pojam “genetskog naslijeđa” u odgoju, autor s razlogom ukazuje na pojedine Telemahove vrijednosti koje bi mogle imati takve korijene kad analizira neka karakterna obilježja Telemahove bliže rodbine. Dok upozorava na krvne veze i srodstvo odgajanika, autor nastoji uputiti na bitno za svaki od obrađenih likova sa stajališta odgojnih vrijednosti ali i na to kako su se pojedina njihova svojstva odražavala u Telemahovu liku.Author researches educational values in ancient Greece which have preserved its importance in education within the European civilization circle up to the present times using the example of Telemachus and related to Iliad and Odyssey, both attributed to Homer. In doing so, he explains that “education’s case” and “incomplete family” in ancient Greece haven’t been regarded as hopeless for the educated, although, as well as today, with many threatening dangers. Meticulously interpreting the source which enabled the author to create Telemachus’s “narrower educational circle”, Pranjić detects many educational contents of this intrinsically outstanding literary work, indicating that it can be interpreted as educational and with good reason. In this matter he pursues to present an image of educational process a young person had to go through at the time and place in order to be treated mature and adult. Despite the fact that the concept of “genetic inheritance” in educational sense was unknown at the time, Pranjić stresses on purpose Telemachus’s individual values which could have had such roots when analyzing some personal traits of Telemachus’s close relatives. While drawing attention to kinship of the educated, the author aims at teaching about the essence in each of the analyzed characters from the educational point of view, but at the same time showing the impact of their individual characteristics on Telemachus’s character.Am Beispiel von Telemach, und im Rahmen seiner Erforschung von „Illias“ und „Odyssee“, deren Verfasserschaft Homer zugeschrieben wird, erforscht der Autor altgriechische Erziehungswerte, die innerhalb des europäischen Kulturkreises bis heute ihr pädagogisches Gewicht behalten haben. Dabei weist er darauf hin, dass schon im antiken Griechenland ein „Erziehungsfall“ und „unvollständige Familie“ nicht als hoffnungslos für den Zögling betrachtet wurden, obwohl sie wie heute in sich viele drohende Gefahren bargen. Durch eine sorgfältige Lektüre der Quelle, aus der er den „engeren Erziehungskreis Telemachs`“ ableitet, stellt der Autor viele erzieherische Inhalte dieses an sich eminent literarischen Werkes fest, indem er aufzeigt, wie es – mit gutem Grund – auch unter pödagogischen Gesichtspunkt gelesen werden kann. Dabei versucht er, ein Bild des Erziehungsprozesses zu schaffen, den eine junge Person in dieser Zeit und in diesem Raum durchzulaufen hatte um als erwachsen und reif behandelt zu werden. Obwohl in dieser Zeit der Begriff „genetisches Erbe” in der Erziehung völlig unbekannt war, weist der Autor in seiner Analyse einiger Charaktereigenschaften von Telemachs Verwandten auf manche Wertvorstellung Telemachs, die solche Wurzeln haben könnten. Indem er auf die Blutsbande und Verwandschaft des Zögling aufmerksam macht, versucht der Autor bei jeder der behandelten Figuren auf das von dem Standpunkt der erzieherischen Werte aus Wesentliche hinzudeuten, aber auch auf die Art und Weise, wie sich ihre Charaktereigenschaften in der Figur Telemachs wiederspiegelten
Religious indiferentism as a challenge for catechesis
Get PDFReligious indifferentism as a challenge for catechesis is the research
strbject of this contribution. Since the religious indifferenrism has been rapidly expanding in some areas, there are questions of its relations to the religion, its definition and its manifestations, as well as of the cause of its appearance and its link with atheism. This also raises the problem of chances the religion has in such an environment. In this article the author consiclers this problem and
tries to find the ways for catechesis to trse this challenge for promoting the Christian religion. On the basis of this analysis he draws a conclusion that religious indifferentism, albeit a predicament for religion announcers, can also be a chance for its purfication as well as for effective catechetical activity. Naturally, although it brought confusion on many sides and made a lot of belivers to become religiously indifferent, it neither could nor can overcome
the religion. It is only one of the many trials that orthodorry and onhopraxis of Christian everyday life have been put to - history has already proved that
Teaching Methodology – Theoretical Foundations
Get PDFPolazeći od udomaćene teorije i prakse u hrvatskom odgojno-obrazovnom sustavu kao i u našoj znanstvenoj i stručnoj literaturi gdje je govor samo o predmetnoj metodici, odnosno metodici nastave pojedinoga predmeta, autor na osnovi suvremene metodičke literature argumentira razložnost govora i o nastavnoj metodici općenito, bez dodatnoga spominjanja pojedinoga predmeta. On ju vidi kao središnji postulat nastavničke naobrazbe i razlikuje ju od metodologije struke, ali i od predmetne metodike, definirajući ju kao sustavno promišljanje teorije i prakse nastave radi poboljšanja odgojno-obrazovnoga procesa. Na taj način, ne odbacujući postojeću praksu u nas, otvara vrata i novoj praksi za kojom postoji potreba, ali koja ima i dostatna teorijska i praktična uporišta u znanstvenoj literaturi.Starting from established theory and practice in the Croatian educational system, as well as in our scientific and professional literature, where only subject methodology, i.e. the methodology of a particular subject, is discussed, the author, drawing on contemporary methodological literature, provides arguments for speaking about teaching methodology in general, without additional mention of the particular subject. He sees it as the central postulate of teacher education and distinguishes it both from the methodology of a particular profession and subject methodology, by defining it as systematic consideration of theory and practice of teaching in order to improve the educational process. Consequently, without rejecting existing practice, he ushers in a new practice for which there is a need, as well as sufficient theoretical and practical support in scientific literature
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