Kolegij
Studiji
PovijestPovijest (dvopredmetni)
Sociologija
Sociologija (dvopredmetni)
Komunikologija
Psihologija
Sestrinstvo
Sestrinstvo
Studijska godina
1ISVU ID
209009ECTS
3
This course explores the multifaceted nature of education, with particular attention to its aims, purposes, and its role in fostering the integral development of the human person. It critically engages with reductionist paradigms that narrow the concept of education and, consequently, diminish the anthropological vision that undergirds it. In contrast to such limited frameworks, the course advances an understanding of education as a fundamental human right oriented toward the cultivation of human dignity and the enhancement of one’s capacity for ethical and humane living.
Rather than conceiving education solely as a mechanism for producing technically proficient or intellectually capable individuals, the course underscores the necessity of forming persons of virtuous character and moral integrity. Central to this inquiry will be an examination of the ethical dimensions of education, the formative influence of educators and institutions, and the role of character development in educational practice. Special attention will be given to prominent Anglo-Saxon theorists in the field of moral education, whose contributions will be analyzed critically in light of broader philosophical and pedagogical concerns.
The concluding portion of the course will focus on the analysis of key magisterial documents on education issued by the Catholic Church, from pre-conciliar to post-conciliar periods. These documents will be examined for their contributions to an integral and morally grounded vision of education, as well as their implications for both individual formation and the ethos of the academic community.
- Critically evaluate reductionist paradigms within educational theory and practice.
- Demonstrate the significance of integral personal formation, integrating intellectual cultivation with the moral development of character.
- Articulate and analyze foundational ethical theories, examining their theoretical underpinnings and practical relevance to moral education.
- Engage in critical analysis of contemporary Anglo-Saxon scholars in the field of moral education, assessing the philosophical coherence and pedagogical implications of their contributions.
- Analyze official Catholic documents on education, evaluating their vision for comprehensive human and moral formation within educational contexts..
Nussbaum, Martha. Not for Profit: Why Democracy Needs the Humanities.
Princeton, NJ: Princeton University Press, 2010. (selected parts)
Noddings, Nel. Educating Moral People: A Caring Alternative to Character
Education. New York: Teachers College Press, 2002. (selected parts)
Second Vatican Council. Declaration on Christian Education Gravissimum Educationis, 1965.
Carr, David and Jan Steutel. Virtue Ethics and Moral Education. London:
Taylor & Francis, 1999.
Noddings, Nel. Starting at Home: Caring and Social Policy. Berkeley:
University of California Press, 2002.
Noddings, Nel. Happiness and Education. London: Cambridge University
Press, 2003.
Peterson, Christopher and Martin E. P. Seligman. Character Strengths and
Virtues: A Handbook and Classification. New York: Oxford University Press,
Inc., 2004.
Grocholewski, Cardinal H. E. Zenon. “The Congregation for Catholic
Education: How it Works to Support the Educational Mission of Universities
and Schools Internationally.” International Studies in Catholic Education 7,
broj. 2 (2015): 134–144.
Kohlberg, Lawrence. ”The Cognitive-Developmental Approach to Moral
Education.” The Phi Delta Kappan 56, broj 10 (1975): 670-677.
Lapsley, Daniel K. and Darcia Narvaez. ”Character Education.” U Handbook
of Child Psychology, Child Psychology in Practice, uredili William Damon
and Richard. M. Lerner, 248-296. Hoboken, NJ: Wiley, 2006.
Lickona, Thomas. “The Teacher’s Role in Character Education.” Journal of
Education 179, broj 2 (1997): 63-80.
Lickona, Thomas. “Character Education: Seven Crucial Issues.” Action in
Teacher Education 20, broj 4 (1999): 77-84.
Lickona, Thomas. “What is Good Character?” Reclaiming Children and
Youth 9, no. 4 (2001): 239-251.
Sen, Amartya. “Elements of a Theory of Human Rights.” Philosophy &
Public Affairs 32, broj 4 (2004): 315–356.
Newman, John Henry. The Idea of a University: Defined and Illustrated,
dostupno na https://www.gutenberg.org/files/24526/24526-pdf.pdf
UNESCO. ”Education for the 21st Century,” dostupno na
https://en.unesco.org/themes/education-21st-century
Regular class attendance – participation in at least 70% of scheduled classes in accordance with the study program and course syllabus.
Achievement of a minimum performance level of 35% through continuous assessment during the course, cumulatively attained across two colloquium.
Course assessments – First written colloquium and second written colloquium.
Final examination (oral).
The numerical grading scale for student performance is as follows:
Sufficient (2): 50 – 64.9%
Good (3): 65 – 79.9%
Very Good (4): 80 – 89.9%
Excellent (5): 90% and above
VRSTA AKTIVNOSTI | ECTS bodovi - koeficijent opterećenja studenata | UDIO OCJENE (%) |
| Pohađanje nastave | 0.8 | 0 |
| Kolokvij-međuispit | 0.77 | 35 |
| Kolokvij-međuispit | 0.77 | 35 |
| Ukupno tijekom nastave | 2.34 | 70 |
| Završni ispit | 0.66 | 30 |
UKUPNO BODOVA (nastava+zav.ispit) | 3 | 100 |
Kolegij obrađuje temu obrazovanja, svrhu i ciljeve obrazovanja, s naglaskom
na cjelovit razvoj ljudske osobe. Obrađivat će se redukcionistički trendovi
unutar obrazovanja koji osiromašuju ne samo koncept obrazovanja nego i viziju
čovjeka. Kao odgovor na takav ograničen pristup ponudit ćemo ideju
obrazovanja, koje kao temeljno ljudsko pravo, treba prvenstveno omogućiti
čovjekov rast u humanosti. Cilj obrazovanja ne može biti samo sposoban i
pametan čovjek s nizom razvijenih vještina, nego i čovjek koji je kreposnog
karaktera i dobrog srca. Obrazložit ćemo važnost i ulogu karaktera i
integriteta, utjecaj obrazovnih institucija i nastavnika na moralni odgoj
mladih ljudi, te proanalizirati vodeće anglosaksonske autore s područja
moralnog odgoja i njihov značaj. Zadnji dio kolegija bit će posvećen
evaluaciji službenih katoličkih dokumenata o obrazovanju (od predkoncilskih
do postkoncilskih) gdje će se kritički preispitati njihov doprinos po pitanju
cjelovite i moralne formacije učenika i studenata, ali i šire akademske
zajednice.
1. Vrjednovati redukcionističke pristupe obrazovanju.
2. Ustanoviti važnost cjelovitog odgoja osobe kao intelektualnu formaciju i odgoj karaktera.
3. Objasniti glavne etičke teorije i njihov utjecaj na moralni odgoj.
4. Kritički vrednovati suvremene anglosaksonske mislioce, njihove ideje i prijedloge
vezano za moralnu formaciju.
5. Analizirati službene katoličke dokumente o obrazovanju.
Nussbaum, Martha. Not for Profit: Why Democracy Needs the Humanities.
Princeton, NJ: Princeton University Press, 2010. (odabrani dijelovi)
Noddings, Nel. Educating Moral People: A Caring Alternative to Character
Education. New York: Teachers College Press, 2002. (odabrani dijelovi)
Noddings, Nel. Critical Lessons: What Our Schools Should Teach. New York:
Cambridge University Press, 2006. (odabrani dijelovi)
Drugi vatikanski koncil. Deklaracija o kršćanskom odgoju Gravissimum
Educationis, 1965.
Carr, David and Jan Steutel. Virtue Ethics and Moral Education. London:
Taylor & Francis, 1999.
Noddings, Nel. Starting at Home: Caring and Social Policy. Berkeley:
University of California Press, 2002.
Noddings, Nel. Happiness and Education. London: Cambridge University
Press, 2003.
Peterson, Christopher and Martin E. P. Seligman. Character Strengths and
Virtues: A Handbook and Classification. New York: Oxford University Press,
Inc., 2004.
Grocholewski, Cardinal H. E. Zenon. “The Congregation for Catholic
Education: How it Works to Support the Educational Mission of Universities
and Schools Internationally.” International Studies in Catholic Education 7,
broj. 2 (2015): 134–144.
Kohlberg, Lawrence. ”The Cognitive-Developmental Approach to Moral
Education.” The Phi Delta Kappan 56, broj 10 (1975): 670-677.
Lapsley, Daniel K. and Darcia Narvaez. ”Character Education.” U Handbook
of Child Psychology, Child Psychology in Practice, uredili William Damon
and Richard. M. Lerner, 248-296. Hoboken, NJ: Wiley, 2006.
Lickona, Thomas. “The Teacher’s Role in Character Education.” Journal of
Education 179, broj 2 (1997): 63-80.
Lickona, Thomas. “Character Education: Seven Crucial Issues.” Action in
Teacher Education 20, broj 4 (1999): 77-84.
Lickona, Thomas. “What is Good Character?” Reclaiming Children and
Youth 9, no. 4 (2001): 239-251.
Sen, Amartya. “Elements of a Theory of Human Rights.” Philosophy &
Public Affairs 32, broj 4 (2004): 315–356.
Newman, John Henry. The Idea of a University: Defined and Illustrated,
dostupno na https://www.gutenberg.org/files/24526/24526-pdf.pdf
UNESCO. ”Education for the 21st Century,” dostupno na
https://en.unesco.org/themes/education-21st-century
Redovito pohađanje nastave – prisutnost na najmanje 70%
nastave prema studijskom programu i izvedbenom nastavnom planu
Stjecanje minimalnog uspjeha od 35% tijekom nastave unutar
zadanih nastavnih aktivnosti – kumulativno ostvareno na dva
kolokvija.
Nastavne aktivnosti –1. kolokvij (pismeni) i 2. kolokvij (pismeni).
Završni ispit (usmeni).
Brojčana ljestvica ocjenjivanja studentskog rada je:
dovoljan (2) – 50 – 64 ,9%
dobar (3) – 65 – 79,9%
vrlo dobar (4) – 80 – 89,9%
izvrstan (5) – 90% i više
VRSTA AKTIVNOSTI | ECTS bodovi - koeficijent opterećenja studenata | UDIO OCJENE (%) |
| Pohađanje nastave | 0.8 | 0 |
| Kolokvij-međuispit | 0.77 | 35 |
| Kolokvij-međuispit | 0.77 | 35 |
| Ukupno tijekom nastave | 2.34 | 70 |
| Završni ispit | 0.66 | 30 |
UKUPNO BODOVA (nastava+zav.ispit) | 3 | 100 |
Kolegij obrađuje temu obrazovanja, svrhu i ciljeve obrazovanja, s naglaskom
na cjelovit razvoj ljudske osobe. Obrađivat će se redukcionistički trendovi
unutar obrazovanja koji osiromašuju ne samo koncept obrazovanja nego i viziju
čovjeka. Kao odgovor na takav ograničen pristup ponudit ćemo ideju
obrazovanja, koje kao temeljno ljudsko pravo, treba prvenstveno omogućiti
čovjekov rast u humanosti. Cilj obrazovanja ne može biti samo sposoban i
pametan čovjek s nizom razvijenih vještina, nego i čovjek koji je kreposnog
karaktera i dobrog srca. Obrazložit ćemo važnost i ulogu karaktera i
integriteta, utjecaj obrazovnih institucija i nastavnika na moralni odgoj
mladih ljudi, te proanalizirati vodeće anglosaksonske autore s područja
moralnog odgoja i njihov značaj. Zadnji dio kolegija bit će posvećen
evaluaciji službenih katoličkih dokumenata o obrazovanju (od predkoncilskih
do postkoncilskih) gdje će se kritički preispitati njihov doprinos po pitanju
cjelovite i moralne formacije učenika i studenata, ali i šire akademske
zajednice.
1. Vrjednovati redukcionističke pristupe obrazovanju.
2. Ustanoviti važnost cjelovitog odgoja osobe kao intelektualnu formaciju i odgoj karaktera.
3. Objasniti glavne etičke teorije i njihov utjecaj na moralni odgoj.
4. Kritički vrednovati suvremene anglosaksonske mislioce, njihove ideje i prijedloge
vezano za moralnu formaciju.
5. Analizirati službene katoličke dokumente o obrazovanju.
Nussbaum, Martha. Not for Profit: Why Democracy Needs the Humanities.
Princeton, NJ: Princeton University Press, 2010. (odabrani dijelovi)
Noddings, Nel. Educating Moral People: A Caring Alternative to Character
Education. New York: Teachers College Press, 2002. (odabrani dijelovi)
Noddings, Nel. Critical Lessons: What Our Schools Should Teach. New York:
Cambridge University Press, 2006. (odabrani dijelovi)
Drugi vatikanski koncil. Deklaracija o kršćanskom odgoju Gravissimum
Educationis, 1965.
Carr, David and Jan Steutel. Virtue Ethics and Moral Education. London:
Taylor & Francis, 1999.
Noddings, Nel. Starting at Home: Caring and Social Policy. Berkeley:
University of California Press, 2002.
Noddings, Nel. Happiness and Education. London: Cambridge University
Press, 2003.
Peterson, Christopher and Martin E. P. Seligman. Character Strengths and
Virtues: A Handbook and Classification. New York: Oxford University Press,
Inc., 2004.
Grocholewski, Cardinal H. E. Zenon. “The Congregation for Catholic
Education: How it Works to Support the Educational Mission of Universities
and Schools Internationally.” International Studies in Catholic Education 7,
broj. 2 (2015): 134–144.
Kohlberg, Lawrence. ”The Cognitive-Developmental Approach to Moral
Education.” The Phi Delta Kappan 56, broj 10 (1975): 670-677.
Lapsley, Daniel K. and Darcia Narvaez. ”Character Education.” U Handbook
of Child Psychology, Child Psychology in Practice, uredili William Damon
and Richard. M. Lerner, 248-296. Hoboken, NJ: Wiley, 2006.
Lickona, Thomas. “The Teacher’s Role in Character Education.” Journal of
Education 179, broj 2 (1997): 63-80.
Lickona, Thomas. “Character Education: Seven Crucial Issues.” Action in
Teacher Education 20, broj 4 (1999): 77-84.
Lickona, Thomas. “What is Good Character?” Reclaiming Children and
Youth 9, no. 4 (2001): 239-251.
Sen, Amartya. “Elements of a Theory of Human Rights.” Philosophy &
Public Affairs 32, broj 4 (2004): 315–356.
Newman, John Henry. The Idea of a University: Defined and Illustrated,
dostupno na https://www.gutenberg.org/files/24526/24526-pdf.pdf
UNESCO. ”Education for the 21st Century,” dostupno na
https://en.unesco.org/themes/education-21st-century
Redovito pohađanje nastave – prisutnost na najmanje 70%
nastave prema studijskom programu i izvedbenom nastavnom planu
Stjecanje minimalnog uspjeha od 35% tijekom nastave unutar
zadanih nastavnih aktivnosti – kumulativno ostvareno na dva
kolokvija.
Nastavne aktivnosti –1. kolokvij (pismeni) i 2. kolokvij (pismeni).
Završni ispit (usmeni).
Brojčana ljestvica ocjenjivanja studentskog rada je:
dovoljan (2) – 50 – 64 ,9%
dobar (3) – 65 – 79,9%
vrlo dobar (4) – 80 – 89,9%
izvrstan (5) – 90% i više
VRSTA AKTIVNOSTI | ECTS bodovi - koeficijent opterećenja studenata | UDIO OCJENE (%) |
| Pohađanje nastave | 0.8 | 0 |
| Kolokvij-međuispit | 0.77 | 35 |
| Kolokvij-međuispit | 0.77 | 35 |
| Ukupno tijekom nastave | 2.34 | 70 |
| Završni ispit | 0.66 | 30 |
UKUPNO BODOVA (nastava+zav.ispit) | 3 | 100 |