Given that the family, most parents, during the process of nurturing children into certain values, moral principles, are learning them in ways of behavior, it is important to satisfy the preconditions for achieving the stated goals. One of the essential assumptions is the establishment of authority over children. Accordingly, it is necessary to take care of the child all the time, to give him attention, love, time and freedom. The child will respect the boundaries established by the parents if they give him a sense of security and if he knows that his parents support him regardless of the situation in which he is. Children are exploring the world, the boundaries and parents are the ones who need to set a child's boundaries for the child to become a responsible and moral person who respects the others and is capable of empathy. The paper provides a review of the literature dealing with the concept of authority as a philosophical concept of parental authority and points to research findings that confirm the lack of parental authority in the contemporary context. The question is which negativeconsequences may have a lack of parental authority on the child and point to the assumptions that the authoritative parents (as the most desirable form of authority, i.e. parental style) must accomplish.

/pdf/autoritet-kao-problem-filozofije-odgoja-3e8wq4tty6.pdf

Autoritet kao problem filozofije odgoja

/pdf/terminal-values-life-goals-future-primary-and-preschool-3ywr5yelrv.pdf

Terminal values - life goals: Future primary and preschool teachers' perspective

Promicanje duhovnoga, moralnoga, društvenoga i kulturnoga razvoja mladih zadaća je koja se provodi putem odgojno–obrazovnih i drugih društvenih institucija. Cilj ovoga istraživanja bio je identificirati koje su vrijednosti učenici osnovnoškolskoga uzrasta iskazali svojim likovnim radovima objavljenima u zbornicima temeljem natječaja Susret dječjega duhovnoga, književnoga i likovnoga stvaralaštva “Stjepan Kranjčić” od 2012. do 2021. godine.

Odgoj za vrijednosti putem dječjega likovnoga stvaralaštva

The paper deals with an image of a modern child of early and preschool age in the context of current pedagogical paradigm. Modern society, interested in improving its economic system through knowledge, has a specific interest in the upbringing and education of individuals. The modern pedagogical concept of knowledge society is based on the theory of learning – constructivism. Accordingly, a child is predominantly understood as the one who learns while establishing partnerships with adults. A child is given a specific responsibility for his own developmental well-being, he is adultized. The modern approach to the child, which is based on the sociological concept of his rights, neglects the views of psychological discourse which considers his developmental needs, which consequently reflects on the character of the modern educational relationship and leads to a crisis of upbringing. This paper discusses the specific impact of modern pedagogical starting points, such as the one on equal partnership between child and educator, child as an autonomous subject or space as the third educator, on certain aspects of development of adultized early and preschool children. The paper points out the importance of conceptual redefining, instead of rejecting, the concept of upbringing as a central subject of pedagogical science.

Adultized child of early and preschool age in the modern concept of upbringing and education

U radu se tematizira odgojna pozicija djeteta u obitelji i društvu. Afirmacija suvremenog djeteta kao socijalnog aktera – osobe autonomnih prava, u velikoj je mjeri doprinijela uvažavajućem pristupu odraslih spram njega. Istovremeno, određivanje djeteta kao subjekta koji u velikoj mjeri određuje svoj život i razvoj, odgojnu ulogu odraslog čini prilično nedorečenom. Suvremeni odgojitelj učestalo je poistovjećen s poticateljem razvoja. Društveni život okarakteriziran konkurentskim suživotom jedinki u natjecateljskom okruženju orijentira odrasle na ustrajanje u dominantnom doprinošenju spoznajama djeteta. Budu-ći da je takav pristup odgojno nedostatan, ovim se radom tematizira pedagoški odnos promotren u Frommovoj perspektivi. Upućuje se na orijentiranost na brigu, odgovornost, poštovanje i znanje kao temeljne preduvjete odgoja samosigurnog, pouzdanog, socijalno zainteresiranog i empatičnog djeteta.

Pedagoški odnos u Frommovu konceptu ljubavi

/pdf/kriza-vrijednosti-kao-kriza-odgoja-vdgo9k4ih0.pdf

Kriza vrijednosti kao kriza odgoja

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Kriza vrijednosti kao kriza odgoja