33 research outputs found
Waldorfsko obrazovanje i Ŕkole Rudolfa Steinera kao tema u odgojno-obrazovnim znanostima
The highly controversial Waldorf pedagogy has changed its relationships to educational sciences in the last decades, especially through their own teacher training institutions that became academic under the necessary Bologna process. Also, the growing number of Waldorf schools worldwide draws more attention because of pedagogical competition and some practices which are interesting for the mainstream schools. I will try to present this new attention and the following encounter between two quite different knowledge domains by concentrating on the most interesting developments and an understanding from the perspective of educational science. This requires certain paradigmatic examples to cause even more interest. Some of my paradigmatic examples have been confirmed in academic seminars at a German university and in some international places.Posljednjih desetljeÄa vrlo kontroverzna Waldorfska pedagogija mijenja svoj odnos prema odgojno-obrazovnim znanostima, osobito zahvaljujuÄi novom akademskom statusu institucija u kojima se obrazuju njihovi uÄitelji u sklopu Bolonjskog procesa. Sve veÄi broj waldorfskih Å”kola posvuda u svijetu takoÄer postaje joÅ” intrigantniji zbog pedagoÅ”ke konkurencije i nekih oblika pedagoÅ”ke prakse zanimljivih Å”kolama koje pripadaju tradicionalnoj struji u pedagogiji. To se novo zanimanje, kao i buduÄe povezivanje dvaju sasvim razliÄitih podruÄja znanja, nastoji koncentrirati na najzanimljivije razvojne pravce i shvaÄanja iz perspektive odgojno-obrazovnih znanosti. Da bi se potaknulo zanimanje, potrebni su paradigmatski primjeri. Neki od primjera Å”to ih navodim potvrÄeni su na seminarima sa studentima na jednom njemaÄkom sveuÄiliÅ”tu, kao i u drugim mjestima u svijetu
The (re)construction of student overload in the Croatian context
This paper deals with the phenomenon of student overload in Croatian primary schools, focusing particularly on the curriculum as one of the most important factors of quantitative overload in this context. Quantitative overload occurs when students spend so much time doing school-related tasks that they become overburdened. The aim of the present study was to investigate whether the cur- riculum needs to change in order to reduce student overload and whether the school infrastructure could support the necessary changes. The analysis confirmed the existence of student overload and indicated that the curriculum should be reconfigured in order to decrease this overload. An analysis of curricula in use between 1958 and 2016 showed that student overload is increasing, despite constant efforts to alleviate the problem. Some of the impediments to reduction of student overload can be attributed to the curriculum, as well as to the organisation of the school day. The collected data revealed that there is insufficient school capacity for the necessary reorganisation ; specifically, schools lack the resources to make the switch to a single-shift school day and to provide teaching assistance during extended-day programmes to allow students to complete all their school-related tasks at school
Montessori pedagoŔka koncepcija
Kako bi odgojili kompetentno dijete ono treba poÅ”tovanje, slobodu izražavanja, te mnoÅ”tvo poticaja prilikom svog odgoja i obrazovanja, a najviÅ”e od svega potporu i ohrabrenje da sve Å”to radi pokuÅ”a napraviti samo. Djetetu se prilikom samostalnih aktivnosti ili odreÄenih zadataka jaÄa samopouzdanje, dijete se razvija, uÄi na greÅ”kama, te pronalazi rjeÅ”enja. Dijete od svoga roÄenja prolazi kroz mnoÅ”tvo razvojnih faza koje su teÅ”ke, kako za osobe koje sudjeluju u odgoju i uÄenju djeteta, tako i za samo dijete, te mu samim time mi kao osobe odgovorne za predÅ”kolski odgoj i obrazovanje trebamo moÄi i znati pomoÄi da kroz sve te faze proÄe na najbolji moguÄi naÄin. Upravo su promjene u razmiÅ”ljanjima o odgoju, te drugaÄiji pristup odgoju, te djetetu kao jedinki dovele do pojave alternativnih pedagoÅ”kih koncepcija. Montessori pedagogija svojim naÄinom rada, te samim pristupom prema djeÄjem odgoju i poÅ”tivanju razliÄitosti meÄu djecom i danas nadahnjuje mnoge, te je izrazito priznata u cijelom svijetu. U radu se pojaÅ”njava tijek reforme odgoja i obrazovanja koji je naposljetku i doveo do pojave alternativnih pedagoÅ”kih metoda i razliÄitih pristupa u odgoju i obrazovanju, a sam rad baziran je na pedagoÅ”ku konceociju Marie Montessori.In order to raise a competent child, it needs respect, freedom of expression and a lot of incentives during its upbringing and education, but most of all a child needs support and encouragement to try and do everything on its own. While performing independent activities or certain tasks, the child develops, learns from its mistakes and finds solutions. It goes through many difficult development phases from the moment of its birth ā difficult phases for the people who participate in the upbringing and education of the child, as well as for the child itself. Therefore, as people who are responsible for the preschool upbringing and education, we must be able, and we must know how to help the child to go through all those phases in the best possible way. The changes in the way we think about upbringing, a different approach to upbringing and child as an individual have led to the occurrence of alternative pedagogical concepts. Montessori pedagogy, with its way of working, and it is very approach to childcare and respect for diversity among children, still inspires many today, and is widely recognized throughout the world. The paper clarifies the course of educational reform, which eventually led to the emergence of alternative pedagogical methods and different approaches in education, and the work itself is based on the Marie Montessori pedagogical concept
Steiner's approach to the education of head, heart and hands
Rudolf Steiner, utemeljitelj je waldorfske pedagogije, za koju je odgoj proces odrastanja u skladu i ravnoteži s onim Å”to je roÄenjem doneseno. Osnova odgoja i obrazovanja je antropozofija. Sadržaji i odgojno ā obrazovne metode ovise o djetetovim tjelesnim i duhovnim sposobnostima. Stoga se waldorfska pedagogija brine o djetetovom spoznajnom i emocionalnom životu Äime utjeÄe na razvoj radne i stvaralaÄke navike, te jaÄa volju i interese. Äini to u posebno ureÄenom fiziÄko ā materijalnom i socijalno ā emocionalnom okruženju djeteta. Time se pomaže djetetu u prepoznavanju i razvoju vlastitih potencijala u upotrebi glave, srca i ruku Å”to se ovim radom i želi prikazati.Rudolf Steiner, founder of Waldorf Pedagogy in which the upbringing process of growing up is viewed as dependent of what child brought with birth. Philosophy in the foundation of this education is anthroposophy. The content and educational methods depend on childās physical and spiritual abilities. Therefore, Waldorf pedagogy takes care of the cognitive and emotional life, thus affecting the development of work and creativity, and strengthens the will and the interests of the child. It does so in the specially arranged physical - material and social - emotional environment. This helps the child recognize and develop his own potential in the use of the head, heart, and hands which is described in this paper
Steiner's approach to the education of head, heart and hands
Rudolf Steiner, utemeljitelj je waldorfske pedagogije, za koju je odgoj proces odrastanja u skladu i ravnoteži s onim Å”to je roÄenjem doneseno. Osnova odgoja i obrazovanja je antropozofija. Sadržaji i odgojno ā obrazovne metode ovise o djetetovim tjelesnim i duhovnim sposobnostima. Stoga se waldorfska pedagogija brine o djetetovom spoznajnom i emocionalnom životu Äime utjeÄe na razvoj radne i stvaralaÄke navike, te jaÄa volju i interese. Äini to u posebno ureÄenom fiziÄko ā materijalnom i socijalno ā emocionalnom okruženju djeteta. Time se pomaže djetetu u prepoznavanju i razvoju vlastitih potencijala u upotrebi glave, srca i ruku Å”to se ovim radom i želi prikazati.Rudolf Steiner, founder of Waldorf Pedagogy in which the upbringing process of growing up is viewed as dependent of what child brought with birth. Philosophy in the foundation of this education is anthroposophy. The content and educational methods depend on childās physical and spiritual abilities. Therefore, Waldorf pedagogy takes care of the cognitive and emotional life, thus affecting the development of work and creativity, and strengthens the will and the interests of the child. It does so in the specially arranged physical - material and social - emotional environment. This helps the child recognize and develop his own potential in the use of the head, heart, and hands which is described in this paper
Dobne razlike meÄu uÄenicima s obzirom na divergentno - eksplorativnu kreativnost
Kreativnost je osnova za razvitak svih ljudskih djelatnosti. U suvremenom svijetu kreativnost postaje sve veÄi predmet istraživanja i rasprava koje omoguÄavaju daljnju inovativnost u nastavi i izvan nje te prikladnu edukaciju uÄenika. Prioritet nastave 21. stoljeÄa jest poticanje kreativnog divergentnog i konvergentnog miÅ”ljenja uÄenika. No, postavlja se pitanje potiÄe li Å”kola kreativnost ili ju traženjem konvergentnog naÄina razmiÅ”ljanja, samo jednog moguÄeg toÄnog odgovora, ona zapravo guÅ”i ?! (Bognar, 2011) Cilj ovog diplomskog rada bio je ispitati potencijalnu kreativnost uÄenika u jeziÄno - literarnoj i likovno ā grafiÄkoj domeni kreativnosti s naglaskom na divergentno ā eksplorativnu kreativnost. Test je proveden s uÄenicima razliÄite dobi kako bi se utvrdile razlike u razini kreativnog miÅ”ljenja u odnosu na razred kojeg uÄenici pohaÄaju. U istraživanju se koristio EPoC test potencijalne kreativnosti. Istraživanje je provedeno u osnovnim Å”kolama u Sisku i Zagrebu na uzorku od 91 uÄenika drugih i petih razreda. Spearmanov i Mann Withneyev koeficijent korelacije pokazuju statistiÄki znaÄajnu povezanost izmeÄu razine opÄe kreativnosti uÄenika petih razreda i verbalnih testova divergentno ā eksplorativnog miÅ”ljenja.Creativity is fundamental for development of all human activities. In modern world creativity is becoming an increasingly subject of research and discussion that enables further innovation in teaching and beyond it, and appropriate student education. The priority of the 21st century teaching is to encourage creative divergent and convergent student thinking. The question is, whether school encourages creativity or with requiring cognitive way of thinking, where is just one possible correct answer, it kills creativity? (Bognar, 2011) The main aim of this graduate thesis is to examine potential creativity of students in the linguistic ā literary and visual ā graphic field of creativity, with emphasis on divergent ā explorative creativity. The test was conducted with student of different ages in order to determine the differences in the level of creative thinking compared to the class that students are attending. This study used EPoC test of potential creativity. The survey was conducted in schools in Zagreb and Sisak on a sample of 91 students, second and fifth grade. Spearmanās and Mann Whitneyās coefficient of correlations shows statistically significant correlation between fifth grade studentās creativity and verbal tests od divergent ā explorative thinking
Dobne razlike meÄu uÄenicima s obzirom na divergentno - eksplorativnu kreativnost
Kreativnost je osnova za razvitak svih ljudskih djelatnosti. U suvremenom svijetu kreativnost postaje sve veÄi predmet istraživanja i rasprava koje omoguÄavaju daljnju inovativnost u nastavi i izvan nje te prikladnu edukaciju uÄenika. Prioritet nastave 21. stoljeÄa jest poticanje kreativnog divergentnog i konvergentnog miÅ”ljenja uÄenika. No, postavlja se pitanje potiÄe li Å”kola kreativnost ili ju traženjem konvergentnog naÄina razmiÅ”ljanja, samo jednog moguÄeg toÄnog odgovora, ona zapravo guÅ”i ?! (Bognar, 2011) Cilj ovog diplomskog rada bio je ispitati potencijalnu kreativnost uÄenika u jeziÄno - literarnoj i likovno ā grafiÄkoj domeni kreativnosti s naglaskom na divergentno ā eksplorativnu kreativnost. Test je proveden s uÄenicima razliÄite dobi kako bi se utvrdile razlike u razini kreativnog miÅ”ljenja u odnosu na razred kojeg uÄenici pohaÄaju. U istraživanju se koristio EPoC test potencijalne kreativnosti. Istraživanje je provedeno u osnovnim Å”kolama u Sisku i Zagrebu na uzorku od 91 uÄenika drugih i petih razreda. Spearmanov i Mann Withneyev koeficijent korelacije pokazuju statistiÄki znaÄajnu povezanost izmeÄu razine opÄe kreativnosti uÄenika petih razreda i verbalnih testova divergentno ā eksplorativnog miÅ”ljenja.Creativity is fundamental for development of all human activities. In modern world creativity is becoming an increasingly subject of research and discussion that enables further innovation in teaching and beyond it, and appropriate student education. The priority of the 21st century teaching is to encourage creative divergent and convergent student thinking. The question is, whether school encourages creativity or with requiring cognitive way of thinking, where is just one possible correct answer, it kills creativity? (Bognar, 2011) The main aim of this graduate thesis is to examine potential creativity of students in the linguistic ā literary and visual ā graphic field of creativity, with emphasis on divergent ā explorative creativity. The test was conducted with student of different ages in order to determine the differences in the level of creative thinking compared to the class that students are attending. This study used EPoC test of potential creativity. The survey was conducted in schools in Zagreb and Sisak on a sample of 91 students, second and fifth grade. Spearmanās and Mann Whitneyās coefficient of correlations shows statistically significant correlation between fifth grade studentās creativity and verbal tests od divergent ā explorative thinking
Dobne razlike meÄu uÄenicima s obzirom na divergentno - eksplorativnu kreativnost
Kreativnost je osnova za razvitak svih ljudskih djelatnosti. U suvremenom svijetu kreativnost postaje sve veÄi predmet istraživanja i rasprava koje omoguÄavaju daljnju inovativnost u nastavi i izvan nje te prikladnu edukaciju uÄenika. Prioritet nastave 21. stoljeÄa jest poticanje kreativnog divergentnog i konvergentnog miÅ”ljenja uÄenika. No, postavlja se pitanje potiÄe li Å”kola kreativnost ili ju traženjem konvergentnog naÄina razmiÅ”ljanja, samo jednog moguÄeg toÄnog odgovora, ona zapravo guÅ”i ?! (Bognar, 2011) Cilj ovog diplomskog rada bio je ispitati potencijalnu kreativnost uÄenika u jeziÄno - literarnoj i likovno ā grafiÄkoj domeni kreativnosti s naglaskom na divergentno ā eksplorativnu kreativnost. Test je proveden s uÄenicima razliÄite dobi kako bi se utvrdile razlike u razini kreativnog miÅ”ljenja u odnosu na razred kojeg uÄenici pohaÄaju. U istraživanju se koristio EPoC test potencijalne kreativnosti. Istraživanje je provedeno u osnovnim Å”kolama u Sisku i Zagrebu na uzorku od 91 uÄenika drugih i petih razreda. Spearmanov i Mann Withneyev koeficijent korelacije pokazuju statistiÄki znaÄajnu povezanost izmeÄu razine opÄe kreativnosti uÄenika petih razreda i verbalnih testova divergentno ā eksplorativnog miÅ”ljenja.Creativity is fundamental for development of all human activities. In modern world creativity is becoming an increasingly subject of research and discussion that enables further innovation in teaching and beyond it, and appropriate student education. The priority of the 21st century teaching is to encourage creative divergent and convergent student thinking. The question is, whether school encourages creativity or with requiring cognitive way of thinking, where is just one possible correct answer, it kills creativity? (Bognar, 2011) The main aim of this graduate thesis is to examine potential creativity of students in the linguistic ā literary and visual ā graphic field of creativity, with emphasis on divergent ā explorative creativity. The test was conducted with student of different ages in order to determine the differences in the level of creative thinking compared to the class that students are attending. This study used EPoC test of potential creativity. The survey was conducted in schools in Zagreb and Sisak on a sample of 91 students, second and fifth grade. Spearmanās and Mann Whitneyās coefficient of correlations shows statistically significant correlation between fifth grade studentās creativity and verbal tests od divergent ā explorative thinking
Alternative Pedagogies In Early And Preschool Education
Tema ovog rada su alternativne pedagogije koje su se javile kao odgovor na zahtjeve suvremenog djeteta. Znanstvenici i roditelji su kroz povijest izražavali nezadovoljstvo tadaÅ”njim pedagoÅ”kim konceptima te kao odgovor ponudili svoje koncepte za bolji odgojno-obrazovni proces prilagoÄeniji djetetu i njegovim potrebama. Posebno važnima istiÄu se djetetova samostalnost, poÅ”tivanje njegovih potreba te suradnja djeteta, roditelja i odgojitelja. U radu je navedeno nekoliko alternativnih pedagogija te viÅ”e o njihovim utemeljiteljima. Iznesena su pedagoÅ”ka naÄela, strategije pouÄavanja, te položaj djeteta i uloga odgojitelja. Alternativni koncepti odgovor su na danaÅ”nji ubrzani razvoj suvremenog svijeta kako bi djetetu ponudili Å”to cjelovitiji rast i razvoj u okolini koja je djetetu poticaj i u kojoj se dijete osjeÄa slobodno i ostvareno.The theme of this paper are alternative pedagogies that have emerged in response to the demands of the modern child. Throughout history scientists and parents have expressed dissatisfaction with pedagogical concepts of that time, and as response they offered their concepts for a better educational process more suited to the child and his needs. Particularly important are pointed out the childās independence, respect for his needs and the cooperation of children, parents and educators. The paper lists several alternative pedagogies and more about their founders. The pedagogical principles, teaching strategies, position of the child and the role of the educator are presented. Alternative concepts are response to todayās accelerated development of the modern world in order to offer the child complete growth and development in an environment that is stimulating to the child and in which he can feel free and fulfilled