EDUCATION AND THE THEORY OF MEANING

Odgoj je smislena i vrijednosna funkcija društva – važna u životu čovjeka. Teorija smisla je pogodna za objašnjavanje fenomena odgoja. Autor slijedi defi niciju smisla prema Šešiću (1977): smisao je promjenjiva, razvojna ili procesualna pojava. Dakle, smisao je prije svega relacija ili odnos. Dva su bitna čimbenika smisla: nositelj smisla i sam smisao. Nositelji (be)smisla mogu biti sve pojave u društvu i čovjekovu životu. Izdvojene su ove kategorije smisla: smisao organiziranosti, osmišljenosti, usmjerenosti, svrhovitosti, funkcionalnosti i smisao vrijednosti. Autor razmatra odnos između teorija čovjekova života i smisla. Odgoj ima važnu ulogu u čovjekovu životu. Nositelji smisla odgoja mogu biti: odgojni ideal, ciljevi i zadaci odgoja; faktori odgoja; subjekti odgoja; organizacijski modeli odgoja; oblici i sredstva odgoja i evaluacijski instrumenti za prosuđivanje smisla i učinkovitosti odgoja. Na primjeru sedam povijesno-epohalnih i svakodnevnih dvojbi konstruiran je teorijski model za raspravu o smislu odgoja. Autor je razradio i neke aspekte metodologije istraživanja smisla života i odgoja, posebno hermeneutičkofenomenologijsku paradigmu i narativnu analizu.The Function of education in society is a meaningful and a valuable one – it is important in an individual’s life. The theory of meaning is provides a very good explanation of the education phenomenon. The author draws upon the meaning theory according to Šešić (1997): meaning is a changeable, developmental or processible phenomenon. Hence, meaning is in the fi rst place a relation or a relationship. There are two important factors of meaning: the meaning holder and the meaning itself. Meaning(lessness) holders can be all the phenomena in a society or an individual’s life. The following meaning categories are singled out: the meanings of being organized, rational approach, direction, purposefulness, functionality and the meaning of value. The author analyzes the relationship between the theories of human lifeand meaning. Education has an important role in a person’s life. Meaning holders include the following: educational ideal, education goals and tasks; education factors; the subjects of education; organisational models of education; education types and instruments as well as evaluation instruments for the assessment of education meaning and effectiveness. On the example of seven historic-epochal and everyday doubts a theoretical model was constructed for the discussion on the meaning of education. The author has also developed some aspects of the methodology of studying the meaning of life and education, especially the hermeneutic-phenomenological paradigm

THE CONTENT, FORMS AND METHODS OF SUCCESSFUL COOPERATION PRINCIPALS AND TEACHERS IN THE PRIMARY SCHOOL

Važnu ulogu u razvitku škole imale su vrste komunikacije, te društvena i tehnička podjela rada. Početkom 20. stoljeća, škola je počela zapošljavati i specijalizirane stručnjake (pedagoge, psihologe i dr). Programski zadaci osnovne škole, profesionalne uloge i kompetencije upućuju ravnatelja i pedagoga u osnovnoj školi na uspješnu suradnju. U radu je prikazano istraživanje kojim je ispitano koji poslovi u osnovnoj školi potiču pedagoga i ravnatelja na suradnju (sadržaj) te koji su najčešći oblici i metode rada u njihovoj suradnji. Istraživanje je provedeno anonimno na uzorku od 40 ravnatelja i 40 pedagoga osnovnih škola koji su u tu svrhu ispunili anketne upitnike koji su obrađeni hi- kvadrat testom. Ispitanici su također ustupili svoje godišnje planove i programe rada kako bi se provela analiza sadržaja. Istraživanje je, osim popisa poslova u kojima ravnatelj i pedagog surađuju, pokazalo da najčešće surađuju kroz individualni i timski rad te metodom razgovora. Također se pokazalo da su ravnatelj i pedagog zadovoljniji svojom suradnjom kad duži period rade zajedno u istoj školi.An important role in developing the school had different types of communication and the social and technical division of labour. Early 20th century, schools began to employ the specialized experts (educationists, psychologists etc.). Programming tasks elementary schools, professional roles and competencies stimulate head- masters and educationists in elementary school to successful cooperate. This paper presents a research carried out to examine what elementary school tasks stimulate an educationist and a head-master to cooperate (content), and what are the most often applied forms and work methods of their cooperation. The research was conducted anonymously on a sample of 40 elementary school head-masters and 40 educationists. They were asked to fill out questionnaires that were processed with Hi-square test. The respondents also submitted their annual plans and curricula thus enabling the analysis of their contents. In addition to obtaining a list of activities that head-masters and educationists cooperate in, the research also showed that they most often cooperate through individual and team work, and the conversation method. It also showed that a headmaster and an educationist are more satisfied with their cooperation if they have been working in the same school for a longer period of time