Violent Computer Games Pose a Challenge to Education Today

Violent computer games are becoming an increasingly common phenomenon of leisure activities among children and the young. Most researchers and practical educators consider them a dangerous phenomenon that encourages violence in everyday life. A kind of cyclic round goes from children who, due to a lack of sensitive communication, quickly feel certain tensions and quench them by resorting to media violence where computer games take the lead in the modern environment. Educators suggest the creation of situations where children and adolescents can speak out and express their pain in different ways. An in-depth expression of children’s and adolescents’ experiences does not only change their feelings, but extends to the changes at the level of neurobiological functioning. Adults, especially parents, help children mostly in overcoming violence if, in sensitive communication, they radiate happiness with their own lives and the ability to solve problems and give signs of unconditional acceptance and love. In such communication, children and young people re-experience their parents and other educators as strong personalities and moral authorities whom they love and respect

Non-verbal Communication and Communicative Understanding of the Liturgy and Liturgical Signs in the Light of Charles Sanders Peirce’s Theory of Signs

 The human person as a “triadic” creature needs ritual at all three levels −  physical, psychological and spiritual − of his or her being. At the physical level, ritual serves as support for a healthier life-style. At the psychological level, ritual regulates intrapersonal and interpersonal communicatio. At the level of spirituality, it places him or her in the context of transcendence and “recent aims” and both individually and communally gives meaning to human life. Therefore, the author of the paper first This paper starts by considering the human person as a ritual creature that already with his body requires certain ritual acts and various forms of nonverbal communication. In the central part of the discussion, the author focuses on Peirce’s theory of signs and presents it as one model suitable for understanding and explaining liturgical signs. This is an interesting understanding of religious signs, which encourages an interpretative relationship between the human person and the liturgy, its signs and contents. The human person as a “triadic” creature needs ritual at all three levels −  physical, psychological and spiritual − of his or her being. At the physical level, ritual serves as support for a healthier life-style. At the psychological level, ritual regulates intrapersonal and interpersonal communicatio. At the level of spirituality, it places him or her in the context of transcendence and “recent aims” and both individually and communally gives meaning to human life. Therefore, the author of the paper first This paper starts by considering the human person as a ritual creature that already with his body requires certain ritual acts and various forms of nonverbal communication. In the central part of the discussion, the author focuses on Peirce’s theory of signs and presents it as one model suitable for understanding and explaining liturgical signs. This is an interesting understanding of religious signs, which encourages an interpretative relationship between the human person and the liturgy, its signs and contents

Biblische Familien als Herausforderung für die Erziehung heute

The Bible tells us not only about God, but about human beings and anthropological relationships. By reflecting on relationships of some biblical families, we can gain the potentials of overcoming different kinds of deep relational conflicts. In this way we might learn how to approach Jeremiah’s prophetic oracle: No longer will anyone go around saying, “Sour grapes eaten by parents leave a sour taste in the mouths of their children” (Jer. 31:29). According to the stories about Abraham and his family, Isaac and his family, Jacob and his family, and Josef and his reconciliation with his brothers in Egypt, we see that the “taste of the grapes” from the previous generations undoubtedly affects the next generation. To overcome the negative consequences and to prevail over the compulsive repetitions of the past generations, the biblical stories have lessons that cannot be ignored, lessons that are didactic even to contemporary men and women, especially in the context of the crisis which family life is experiencing today. By accepting the history and in learning from it, which includes at least some levels of forgiveness and reconciliation with the past, the next generation can potentiality cultivate the ability to “live different” and to “do better”. In that context God is giving the chance for a “new life” to each new generation.The Bible tells us not only about God, but about human beings and anthropological relationships. By reflecting on relationships of some biblical families, we can gain the potentials of overcoming different kinds of deep relational conflicts. In this way we might learn how to approach Jeremiah’s prophetic oracle: No longer will anyone go around saying, “Sour grapes eaten by parents leave a sour taste in the mouths of their children” (Jer. 31:29). According to the stories about Abraham and his family, Isaac and his family, Jacob and his family, and Josef and his reconciliation with his brothers in Egypt, we see that the “taste of the grapes” from the previous generations undoubtedly affects the next generation. To overcome the negative consequences and to prevail over the compulsive repetitions of the past generations, the biblical stories have lessons that cannot be ignored, lessons that are didactic even to contemporary men and women, especially in the context of the crisis which family life is experiencing today. By accepting the history and in learning from it, which includes at least some levels of forgiveness and reconciliation with the past, the next generation can potentiality cultivate the ability to “live different” and to “do better”. In that context God is giving the chance for a “new life” to each new generation

Gestalt pedagogy - self-care as a common ground between theological and psychological education

Brojne psihičke i ostale zdravstvene poteškoće povezane su s nezdravim odnosima. To vrijedi za djecu i mlade, ali i za odrasle u više-manje svim razdobljima života. U tom kontekstu holistički odgoj i pedagoško savjetovanje nastoje raditi na uspostavljanju zdravog životnog prostora, što je od samog početka ujedno i vizija teologije. U teologiji su, u širem smislu, ukorijenjene zapravo sve znanstvene discipline, što znači da teologija predstavlja nekakvu alma mater znanosti kao takve. Pritom primjećujemo da povijest poznaje brojne prilično šarolike dinamike odnosa između teologije i ostalih znanosti, pogotovo znanosti koje su neposredno povezane s čovjekom. Tako se baš u dinamici odnosa između teologije i psihologije prije nekoliko desetljeća porodila kršćanska geštalt pedagogija, koja se planski izgrađuje na biblijskoj antropologiji i kršćanskoj tradiciji, a u svojim aplikacijama istodobno uvažava i koristi brojne pristupe različitih psiholoških smjerova. U središte svog istraživanja i djelovanja stavlja čovjeka, baš kao što ga u središte svog zanimanja stavljaju s jedne strane teologija, a s druge naročito humanistička psihologija. U oba slučaja radi se o čovjeku koji čezne za spasenjem i traži vizije koje će ispunjavati i osmišljavati njegov život. Snagu komplementarnosti sagledavamo u tome da teologija i geštalt pedagogija smisao čovjekova života i djelovanja ne vide u zatvaranju u samog sebe, već u otvaranju prema drugom čovjeku i Bogu. I premda geštalt pedagogija aktivira prije svega ljudske resurse u svladavanju životnih izazova, te stoga koristi brojne terapeutske elemente koje u svakom slučaju preventivno stavlja u službu cjelovitih edukativnih procesa, ona je itekako svjesna činjenice da čovjeku put do konačnog smisla života može otvoriti jedino teologija.Numerous mental and other health problems are associated with unhealthy relationships. This is true for children and young people, but also for adults in more or less all periods of life. In this context, holistic education and pedagogical counselling seek to work on the establishment of a healthy living space, which from the very beginning is also the vision of theology. In theology, in a broader sense, practically all scientific disciplines are rooted, which means that theology represents a kind of alma mater of science as such. At the same time, we observe that history knows a number of rather varied dynamics of the relationship between theology and other sciences, especially sciences that are directly related to man. Thus, it was just in the dynamics of the relationship between theology and psychology that Christian Gestalt pedagogy was born a few decades ago, and it is systematically built on biblical anthropology and Christian tradition, and in its applications it simultaneously respects and uses numerous approaches of different psychological directions. It places man at the centre of its research and action, just as theology puts it at the centre of its interest on the one hand, and humanistic psychology in particular on the other. In both cases, it is about a man who longs for salvation and seeks visions that will fulfil and give meaning to his life. We see the power of complementarity in the fact that theology and gestalt pedagogy do not see the meaning of man\u27s life and action in closing in on himself, but in opening to the other man and God. And although Gestalt pedagogy primarily activates human resources in overcoming life\u27s challenges, and therefore uses numerous therapeutic elements, which in any case puts it in the service of complete educational processes, it is well aware of the fact that only theology can open the way to the ultimate meaning of life

Biblical Families as a Challenge for Contemporary Education

The Bible tells us not only about God, but about human beings and anthropological relationships. By reflecting on relationships of some biblical families, we can gain the potentials of overcoming different kinds of deep relational conflicts. In this way we might learn how to approach Jeremiah’s prophetic oracle: No longer will anyone go around saying, “Sour grapes eaten by parents leave a sour taste in the mouths of their children” (Jer. 31:29). According to the stories about Abraham and his family, Isaac and his family, Jacob and his family, and Josef and his reconciliation with his brothers in Egypt, we see that the “taste of the grapes” from the previous generations undoubtedly affects the next generation. To overcome the negative consequences and to prevail over the compulsive repetitions of the past generations, the biblical stories have lessons that cannot be ignored, lessons that are didactic even to contemporary men and women, especially in the context of the crisis which family life is experiencing today. By accepting the history and in learning from it, which includes at least some levels of forgiveness and reconciliation with the past, the next generation can potentiality cultivate the ability to “live different” and to “do better”. In that context God is giving the chance for a “new life” to each new generation

Violent Computer Games Pose a Challenge to Education Today

Violent computer games are becoming an increasingly common phenomenon of leisure activities among children and the young. Most researchers and practical educators consider them a dangerous phenomenon that encourages violence in everyday life. A kind of cyclic round goes from children who, due to a lack of sensitive communication, quickly feel certain tensions and quench them by resorting to media violence where computer games take the lead in the modern environment. Educators suggest the creation of situations where children and adolescents can speak out and express their pain in different ways. An in-depth expression of children’s and adolescents’ experiences does not only change their feelings, but extends to the changes at the level of neurobiological functioning. Adults, especially parents, help children mostly in overcoming violence if, in sensitive communication, they radiate happiness with their own lives and the ability to solve problems and give signs of unconditional acceptance and love. In such communication, children and young people re-experience their parents and other educators as strong personalities and moral authorities whom they love and respect

Non-verbal Communication and Communicative Understanding of the Liturgy and Liturgical Signs ... in the Light of Charles Sanders Peirce’s Theory of Signs

The human person as a “triadic” creature needs ritual at all three levels − physical, psychological and spiritual − of his or her being. At the physical level, ritual serves as support for a healthier life-style. At the psychological level, ritual regulates intrapersonal and interpersonal communicatio. At the level of spirituality, it places him or her in the context of transcendence and “recent aims” and both individually and communally gives meaning to human life. Therefore, the author of the paper first This paper starts by considering the human person as a ritual creature that already with his body requires certain ritual acts and various forms of non- verbal communication. In the central part of the discussion, the author focuses on Peirce’s theory of signs and presents it as one model suitable for understanding and explaining liturgical signs. This is an interesting understanding of religious signs, which encourages an interpretative relationship between the human person and the liturgy, its signs and contents

Ethics and Values Education - Manual for teachers and educators in European schools and kindergartens

Die Publikation ist an Lehrkräfte, Kindergartenpädagogen/innen, Erzieher/innen und alle weiteren interessierten Leser/innen gerichtet und stellt einen umfassenden Leitfaden für Ethische Bildung und Werteerziehung (EBW) an europäischen Schulen und Kindergärten dar. Das Handbuch ist wie folgt aufgebaut: Nach einer kurzen Einleitung erhalten Leser/innen eine allgemeine Einführung in Konzepte und Ansätze ethischer Bildung und Werteerziehung. [...] Anschließend finden Leser/innen zentrale Theorien und Erkenntnisse über die Moralentwicklung von Kindern, gefolgt von Überlegungen zu Beziehung und Kommunikation im Bereich der ethischen Bildung und Werteerziehung. Den Hauptteil des Handbuchs bilden Beschreibungen und Beispiele verschiedener Methoden, die Sie im Unterricht für ethische Bildung und Werteerziehung nutzen können. [...] Der Leitfaden schließt mit hilfreichen Tipps, wie Sie Ihre eigenen Unterrichtsmaterialien entwickeln können. (Autor)The publication is addressed to teachers, educators and all other interested readers and represents a comprehensive guide for ethical and values education (EVE) in European schools and kindergartens. The manual is organized as follows: After a brief introduction readers get a general introduction to concepts and approaches of ethical and values education. [...] Then readers will find central theories and findings on the moral development of children, followed by reflections on relationship and communication in the field of ethical and values education. Descriptions and examples of various methods that can be used for ethical and values education in the classroom form the main part of the manual. [...] The guide concludes with helpful tips on how you can develop your own teaching materials. (Author

Inciting creativity : learning and teaching challenges in the context of pandemic and migration : conference proceedings

Katedra Religiozne pedagogije i katehetike Katoličkog bogoslovnog fakulteta Sveučilišta u Splitu, u suorganizaciji s Teološkim fakultetom Sveučilišta u Ljubljani, Katedrom za religioznu pedagogiju i vjeronaučnu didaktiku Sveučilišta u Passau i „Crkvom u svijetu“ objavili su Zbornik radova “Probuditi kreativnost: izazovi učenja i poučavanja u kontekstu pandemije i migracije” Međunarodnoga znanstvenog skupa koji je upriličen u Splitu 10. rujna 2021. Autori radova su iz Slovenije, Austrije, Njemačke, Bosne i Hercegovine, Poljske i Hrvatske, većinom predstavnici Katedri religijske pedagogije i katehetike s navedenih učilišta, no među njima je bilo i filozofa, teologa, psihologa tako da je tema obrađena multidisciplinarno. Zbornik donosi cjelovite recenzirane radove svih predavanja na hrvatskom, engleskom ili njemačkom jeziku, a sva su predavanja i snimljena te se mogu pronaći i na YouTube kanalu Katoličkoga bogoslovnog fakulteta u Splitu. „Globalni migracijski val pokrenut je prije nekoliko godina. Hrvatska je postala jedan od glavnih 'kanala' kroz koji su se mnogi provukli do Zapadne Europe, nadajući se da će tamo pronaći ono što im je kod kuće nedostajalo. Prije dvije godine kao grom iz vedra neba pojavila se pandemija. Nitko nije bio spreman za masovne migracije, ali još manje za pandemiju. Do danas nismo uspjeli riješiti trajni i gotovo tabuizirani problem migracija, ali isto tako ni pandemiju nismo stavili 'pod kontrolu'. Unatoč svemu možemo se zapitati što nam ta dva 'toka' donose, odnosno što nam oduzimaju. Uvjereni smo da će se situacija u pogledu jednoga i drugoga postepeno smirivati te da ćemo o ove dvije pojave moći govoriti kao uspješno 'riješenim' povijesnim događajima“, piše između ostaloga u Uvodniku Zbornika koji ima 346 stranica a potpisuju ga urednici: prof. dr. sc. Jadranka Garmaz i doc. dr. sc. Andrej Šegula. Stručnjaci i znanstvenici iz šest zemalja promišljali su o različitim područjima na kojima se migracije i pandemija najviše dotiču života uopće, pa tim i duhovnog, bilo pojedinca ili zajednice. Razmišljajući o migracijama, ljudi se svrstavaju na dvije suprotne strane. Na jednoj strani nalaze se oni koji bi sve migrante odmah vratili otkud su došli, dok su na drugoj strani oni koji bi ih prihvatili i ponudili im utočište i novi dom. Stoga, autori ističu potrebu dijaloga, komunikacije, a neki si postavljaju pitanja o granici asimilacije, pa i inkulturacije. Uz temu migracija jako je važno pitanje vjerskog odgoja. S jedne strane migracija, a s druge pandemija, potpuno su promijenile način života, podučavanja, naviještanja vjere i razmišljanja o dobrom životu za sve. U kontekstu naviještanja možemo ustvrditi da je Crkva reagirala brzo i ispravno. Na prostoru Slovenije i Hrvatske katehetski uredi i uredi za vjeronauk, odigrali su važnu ulogu u 'prilagodbi' vjeronauka i kateheze u novim razmjerima širenja koronavirusa. Kerigma doduše ostaje ista, no metoda je morala biti prilagođena“, ističu urednici u Uvodniku. Neki se stručnjaci dotiču i internetskih medija uočavajući kako smo prije pandemije bili zabrinuti i na te medije gledali negativno te u njima vidjeli više opasnosti nego koristi. Međutim, nakon što je nastupilo opće zatvaranje škola i drugih obrazovnih ustanova i života uopće, otkrili smo pozitivne strane novih medija te ih uvelike počeli koristiti za katehiziranje na daljinu, i tako barem djelomično ponovno otkrili obiteljsku Crkvu i vjerski život u njoj