- Croatia
The main intention of this article is to present an adult school that was launched within difficult political, economic, social, cultural and educational situation in Bosnia and Herzegovina promoting a kind of reform pedagogy approach. It... more
The main intention of this article is to present an adult school that was launched within difficult political, economic, social, cultural and educational situation in Bosnia and Herzegovina promoting a kind of reform pedagogy approach. It was the first school of that kind in the Royal Yugoslavia (1918-1941). "The basis of our adult school in Sarajevo was adaptable to our national character because the pedagogy of this school was launched from inside, from belief that people's well-being is in the first place. This differs from ordinary schools which fill up pupils' heads with sentences and formulas" (Vidović 1925, 314-315). By reconstructing individual context of the school and its founder via published sources stored in the School Museum in Zagreb, Croatia, it permits me to assess the extent to which this school and its successful activities influence national education system and change the life of its students. Such an approach can help in tracing a history of this phenomenon that grew from the base attempting to create a new kind of person within the umbrella of Yugoslav national identity. Hence, the school was not only an educational institution but also a place for ideological activities that were promoted through textbooks, educational programs, and practices. L'intento principale di questo articolo è quello di presentare una scuola per adulti lanciata nell'ambito della difficile situazione politica, economica, sociale, culturale ed educativa in Bosnia-Erzegovina che promosse una sorta di approccio alla pedagogia delle riforme. Fu la prima scuola di quel tipo nella Jugoslavia monarchica (1918-1941). «La base della nostra scuola per adulti a Sarajevo era adattabile al nostro carattere nazionale perché la pedagogia di questa scuola fu lanciata dall'interno, nella convinzione che il benessere delle persone stesse al primo posto. In qeusto differisce dalle scuole ordinarie che riempiono le teste degli studenti con frasi e formule» (Vidović 1925, 314-315). Ricostruendo il contesto individuale della scuola e del suo fondatore tramite le fonti pubblicate conservate nel Museo della scuola di Zagabria, in Croazia, è stato possibile valutare fino a che punto questa scuola e le sue attività di successo influenzassero il sistema educativo nazionale e cambiassero la vita dei suoi studenti. Un simile approccio può aiutare a tracciare una storia di questo fenomeno che è cresciuto dalla base nel tentativo di creare un nuovo tipo di persona all'interno dell'ombrello dell'identità nazionale jugoslava. Quindi, la scuola non era solo un'istituzione educativa, ma anche un luogo per attività ideologiche che venivano promosse attraverso libri di testo, programmi educativi e pratiche.
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Austro-Hungary brought great changes to the countries that were under its administration. Thus, Bosnia and Herzegovina, which remained outside European currents after the Ottoman rule, began its new path and soon witnessed new approaches... more
Austro-Hungary brought great changes to the countries that were under its administration. Thus, Bosnia and Herzegovina, which remained outside European currents after the Ottoman rule, began its new path and soon witnessed new approaches to education, culture, and other important areas for the country’s development. Teachers came from other parts of the Monarchy to share their experiences and knowledge with the people of Bosnia and Herzegovina. They lived the torment and toil of the people they found and they were encouraged by their approach to open up and reveal their hearts and warmth. The lives of the Bosnian-Herzegovinian people were the motives of poets, writers, painters, and other artists, most of whom also worked as teachers. One such expert was the teacher and poet Silvije Strahimir Kranjčević, who did not live long in BiH but left a rich work and remained in the memory of his comrades and ordinary people who still visit his grave in Sarajevo’s St. Joseph Cemetery, where he and his wife rests in peace. This memorial was one of the few that was partly sponsored by the then Government. Therefore, in this text I will present the process of creation and realization of the idea for the erection of a monument to these individuals who left a significant mark in the history of BiH. Namely, public commemorations promoted by political and national institutions leave a trail in the collective memories. The importance of teachers' tombs refers to mutual memories on the role of teachers’ in the civil and cultural development of the society.
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This paper analyses the transfer of educational reform concepts as promoted in the first adult school at Balkan region between the two world wars. Its founder Miljenko Vidović came to Sarajevo from Croatia bringing new ideas how to... more
This paper analyses the transfer of educational reform concepts as
promoted in the first adult school at Balkan region between the two world wars. Its founder Miljenko Vidović came to Sarajevo from Croatia bringing new ideas how to modernize schools and support ordinary people education. He also founded the journal «Uzgajatelj» (1923-1926) which served for presenting his ideas and ideology dealing with the issues of a
general social and cultural development through the ethical movement that he integrated in his educational approach. Vidović’s school was not only an educational establishment but also a place for his ideological activities transferring ethical ideas from Europe and USA, as well as the educational reform preferences.
KEYWORDS: Miljenko Vidović; History of school; Adult education; Ethical
movement; Reform pedagogy; Yugoslavia; XXth Century.
promoted in the first adult school at Balkan region between the two world wars. Its founder Miljenko Vidović came to Sarajevo from Croatia bringing new ideas how to modernize schools and support ordinary people education. He also founded the journal «Uzgajatelj» (1923-1926) which served for presenting his ideas and ideology dealing with the issues of a
general social and cultural development through the ethical movement that he integrated in his educational approach. Vidović’s school was not only an educational establishment but also a place for his ideological activities transferring ethical ideas from Europe and USA, as well as the educational reform preferences.
KEYWORDS: Miljenko Vidović; History of school; Adult education; Ethical
movement; Reform pedagogy; Yugoslavia; XXth Century.
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In the first state teacher-training school founded by the Austrian-Hungarian Monarchy in Bosnia and Herzegovina (BiH) pedagogy was the compulsory teaching subject. In the official report of the teacher training school from 1888, it was... more
In the first state teacher-training school founded by the Austrian-Hungarian Monarchy in Bosnia and Herzegovina (BiH) pedagogy was the compulsory teaching subject. In the official report of the teacher training school from 1888, it was registered that three books were in use for teaching and learning pedagogical subjects. These are: Uzgojoslovlje (Science of Education) for the first grade, Obće obukoslovlje (Theory of Education) for the second grade and Posebno obukoslovlje (Special Theory of Education) with a short history of education for the third grade. The author of the books was a teacher from Croatia, Stjepan Basariček. Theory of Education was developed as a practical teaching discipline in the teacher-training schools and schools of theology in accordance to the school system in Austrian-Hungarian Monarchy. Teachers were the main representatives of intelligence in BiH at that period of time. Therefore, the professional magazines published in BiH in the mentioned period were mostly from the field of pedagogy including history of education. After the Second World War, the teaching subject history of education found its place in the final grades of the teacher-training schools. In 1963 the chair of Pedagogy (Science of Education) was established at the Faculty of Philosophy and students had a chance to attend lectures of history of education only in the period 1967-1969. The lack of teachers for this subject was evident. Only in 1990s history of education was included again in the regular curriculum and continued to function until today. This paper had an aim to introduce history of education as a school subject but also as a subject that is important for general cultural tradition of all people in BiH.
Key words: Pedagogy (Science of Education), Teacher training school, History of education, Teaching subject, Bosnia and Herzegovina
Key words: Pedagogy (Science of Education), Teacher training school, History of education, Teaching subject, Bosnia and Herzegovina
During the Austrian-Hungarian Monarchy, Bosnia and Herzegovina managed with obligatory and organized education for the first time. The new authority attempted to establish education according to its practice in the entire Monarchy.... more
During the Austrian-Hungarian Monarchy, Bosnia and Herzegovina managed with obligatory and organized education for the first time. The new authority attempted to establish education according to its practice in the entire Monarchy. Therefore, they built school buildings with flats for teachers and garden for students' practical learning. They educated teachers in the newly opened Teacher training schools. Professional teachers arrived from the other parts of Monarchy and worked on establishing qualitative educational personnel. The authority controlled all these procedures giving instructions which patterns to follow. They appointed school supervisors whose task was to observe teachers’ work and school functioning. They used to give different tasks to students in order to check quality of teaches’ work through the evaluation of students’ achievements. Their reports to the authority were very much appreciated and were in power to influence teachers’ destiny. Reports were made per year for each teacher and presented to the school management. Later on, they were put in teachers’ personal records and served as a verification for their future appointments.
Key words: education, teachers, supervision, personal records, Bosnia and Herzegovina
Key words: education, teachers, supervision, personal records, Bosnia and Herzegovina
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Roditeljstvo je uvijek izazov, a roditelji odgajaju dijete na različite načine, što ovisi o brojnim faktorima, kao što su: osobine, kompetencije i pomoć koja im se pruža i dr. Rođenje djeteta s teškoćama u razvoju dodatno usložnjava ovu... more
Roditeljstvo je uvijek izazov, a roditelji odgajaju dijete na različite načine, što ovisi o brojnim faktorima, kao što su: osobine, kompetencije i pomoć koja im se pruža i dr. Rođenje djeteta s teškoćama u razvoju dodatno usložnjava ovu važnu ulogu roditelja s obzirom na izazove koji su rezultat potrebnog vremena da se roditelji prilagode i prihvate karakteristike djeteta, dinamike unutar obitelji, položaja djeteta u obitelji, odnosa između supružnika, odnosa prema drugoj djeci, uključivanja djeteta u vršnjačku skupinu, planiranja sadašnjosti i budućnosti i slično. Važno pitanje u roditeljstvu je i slobodno vrijeme roditelja, ali i obitelji u cjelini. Slobodno vrijeme je društveni fenomen nastao u industrijskoj civilizaciji i sastavni je dio života svakog pojedinca. Kroz zajedničko slobodno vrijeme, članovi obitelji se mogu posvetiti jedni drugima, izgrađivati kvalitetnije odnose u obitelji, ali i postići osobni razvoj. Kada se govori o slobodnom vremenu obitelji djeteta s teškoćama u razvoju često se govori o obiteljskim rutinama koje su fokusirane na teškoću djeteta, pronalaženju dodatnih resursa potrebnih za realizaciju aktivnosti slobodnog vremena, balansiranju između posla, tretmana u koja je uključeno dijete s teškoćama u razvoju i slobodnog vremena, i slično. Dodatni izazov predstavlja vrijeme koje roditelji pojedinačno ili u paru mogu provesti zajedno, a koje ne uključuje dijete s teškoćama u razvoju. U tom smislu, cilj rada je utvrditi iskustvo planiranja i provođenja slobodnog vremena roditelja i obitelji djece s teškoćama u razvoju. Dosadašnja istraživanja u ovom području su oskudna, ali potvrđuju da je ovo pitanje itekako relevantno za daljnje bavljenje istraživača, s obzirom na utvrđene dobrobiti slobodnog vremena. Dobrobit usmjerenog slobodnog vremena se očituje i kroz prevenciju izazovnih oblika ponašanja djeteta.
Ključne riječi: slobodno vrijeme, roditelji, dijete s teškoćama u razvoju, obitelj.
Ključne riječi: slobodno vrijeme, roditelji, dijete s teškoćama u razvoju, obitelj.
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Mentalno zdravlje obuhvaća sposobnost življenja punog i kreativnog života a povezano je s fizičkim zdravljem i socijalnim funkcioniranjem te ima znatnu društvenu vrijednost. Narušeno mentalno zdravlje, nova situacija i izmijenjene... more
Mentalno zdravlje obuhvaća sposobnost življenja punog i kreativnog života a povezano je s fizičkim zdravljem i socijalnim funkcioniranjem te ima znatnu društvenu vrijednost. Narušeno mentalno zdravlje, nova situacija i izmijenjene okolnosti svakodnevnog življenja i funkcioniranja predstavlja veliko opterećenje s mnogo izazova. Izazovi se najviše ogledaju u tome što se roditelji nađu u socijalnoj izolaciji, stigmatizaciji i osudi od strane društva. Pri tom ne znaju kome se obratiti za pomoć kako bi se adaptirali na novonastalu situaciju i zadržali funkcionalnost obitelji. Donenberg i Baker (1993) ističu da su teškoće, kao što je autizam, neprihvatljivi oblici ponašanja, emocionalna nestabilnost, te psihičke dekompenzacije stvarni „problemi psihičkog zdravlja“, koji kod roditelja generiraju negativan utjecaj na društveni život i na osjećaje povezane s roditeljstvom. Ove spoznaje još više pridonose tomu da se roditelji dodatno nalaze u stresnom i izoliranom socijalnom statusu. Ovim radom se nastoji prikazati pozicija roditelja i njihov odnos prema izazovima njihove djece narušenog mentalnog zdravlja i pokušaju da održe funkcionalnost obitelji. Da bismo bolje razumjeli život u obitelji djeteta narušenog mentalnog zdravlja i odnose zajednice prema pojedincima koji žive u tim okolnostima, u ovom radu ćemo predstaviti istraživanje provedeno na Odjelu dječje i adolescentne psihijatrije u Sarajevu, u koje su uključeni roditelji i djeca kojima je potrebna pomoć i podrška ove institucije.
Ključne riječi: roditelji, djeca, mentalno zdravlje, obitelj, stres
Ključne riječi: roditelji, djeca, mentalno zdravlje, obitelj, stres
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Kroz povijest se uvriježilo mišljenje da je batina iz raja izašla i da djecu treba fizički kažnjavati i ponižavati kako bi zapamtila i naučila lekciju. Nerijetko su i roditelji i učitelji bili ujedinjeni u ideji primjene fizičke kazne te... more
Kroz povijest se uvriježilo mišljenje da je batina iz raja izašla i da djecu treba fizički kažnjavati i ponižavati kako bi zapamtila i naučila lekciju. Nerijetko su i roditelji i učitelji bili ujedinjeni u ideji primjene fizičke kazne te su jedni druge ohrabrivali govoreći da je takav pristup jedino učinkovit u suzbijanju nepoželjnog ponašanja njihove djece ali i kroćenju njihove naravi. Kako god, obiteljski odgoj ali i odgoj kroz obrazovanje je sastavni proces sazrijevanja i stasavanja mlade osobe i o njemu često ovisi daljnji životni put osobe i njen odnos prema drugima. Ovim radom ćemo nastojati prikazati kako je učenik bio tretiran kroz različita povijesna razdoblja u Bosni i Hercegovini i koje su sve vrste kazni i oblika discipliniranja bili primjenjivani u školama. Često su učitelji, ne razmišljajući, samo kopirali uhodanu praksu ili, iz potrebe za moći, kažnjavali učenike jer sami nisu znali kako drugačije postupiti a da se uvede mir u razred ili razvije pažnja. Od osmanskog doba pa do danas pratit ćemo učitelje ili one koji su u danom trenutku obnašali tu dužnost iako nisu imali valjane kvalifikacije, one koji su razvijali različite strategije kažnjavanja učenika, vođeni mišlju da će fizičkim kažnjavanjem unijeti mir u mlada srca i duše, da će ukrotiti njihovu narav i natjerati ih 'da zavole knjigu'. Ovakvi nepedagoški pristupi jasno pokazuju krutost škole i nepoštivanje osobe učenika i njegovih mogućnosti i potreba. Učenici su živa, kreativna bića koja trebaju drugoga da ih poučava, vodi i savjetuje svojim riječima i djelima, a ne kažnjava i ponižava s pozicije moći.
Ključne riječi: kažnjavanje, škola, učitelj, učenik, Bosna i Hercegovina
Ključne riječi: kažnjavanje, škola, učitelj, učenik, Bosna i Hercegovina
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KITSCH OR CREATIVITY Abstract As young people today are most often 'present' online in both communication and teaching, they are overwhelmed by various offers that distract and challenge them. Young people are also subject to the... more
KITSCH OR CREATIVITY
Abstract
As young people today are most often 'present' online in both communication and
teaching, they are overwhelmed by various offers that distract and challenge them. Young
people are also subject to the influence of various influencers who impose their values
and role models on them and who turn them into their clones. It no longer matters if
something suits them and if they really need it, but without any thought they throw
themselves into imitation and lose their personality. They do not question the background
of the events or the person they are adhering to, they are biased and naïve. They accept
incompleteness, distaste and something that others base on them as valuable (the English
term sketch -sketch, draft, incompleteness or the German verb etwas verkitschen - secretly
subvert, deceive something cheap). In fact, kitsch is everything that tries to be something
that is not, a kind of quick response to the need for beautiful or modern. The question is
what educational institutions can do and how to teach students quality, culture, creativity,
moderation. The educational process should also cover this side of the student’s
personality, which is lost in the strong offer and attack on its own creativity. The school
should prepare students to “be reasonable and important people” pointed out Stjepan
Basariček 140 years ago (Basariček, 1882: 54). “Everything can be education, but
education is not everything for a long time”, Liessmann points out. The necessity of a
critical attitude towards knowledge, learning about learning and effectively finding the
necessary information is an urgent need today.
Keywords: kitsch, education, creativity, critical attitude
Abstract
As young people today are most often 'present' online in both communication and
teaching, they are overwhelmed by various offers that distract and challenge them. Young
people are also subject to the influence of various influencers who impose their values
and role models on them and who turn them into their clones. It no longer matters if
something suits them and if they really need it, but without any thought they throw
themselves into imitation and lose their personality. They do not question the background
of the events or the person they are adhering to, they are biased and naïve. They accept
incompleteness, distaste and something that others base on them as valuable (the English
term sketch -sketch, draft, incompleteness or the German verb etwas verkitschen - secretly
subvert, deceive something cheap). In fact, kitsch is everything that tries to be something
that is not, a kind of quick response to the need for beautiful or modern. The question is
what educational institutions can do and how to teach students quality, culture, creativity,
moderation. The educational process should also cover this side of the student’s
personality, which is lost in the strong offer and attack on its own creativity. The school
should prepare students to “be reasonable and important people” pointed out Stjepan
Basariček 140 years ago (Basariček, 1882: 54). “Everything can be education, but
education is not everything for a long time”, Liessmann points out. The necessity of a
critical attitude towards knowledge, learning about learning and effectively finding the
necessary information is an urgent need today.
Keywords: kitsch, education, creativity, critical attitude
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First adult school was based in Sarajevo between the two world wars. It was the first school of that kind in the Royal Yugoslavia having supporters all over the country but also abroad. The school founded by Miljenko Vidović, reformer and... more
First adult school was based in Sarajevo between the two world wars. It was the first school of that kind in the Royal Yugoslavia having supporters all over the country but also abroad. The school founded by Miljenko Vidović, reformer and visionary, was a school for laborers, lower employees, tradesmen and all those who did not succeed to finish basic regular education from different reasons. They eagerly attended Vidović's school as they used to call it because they were appreciated and welcomed there. There were no class, sex and national diversities in the school. This school achieved a great success which is hard to understand even today. "The basis of our adult school in Sarajevo was adaptable to our national character because the pedagogy of this school started from inside, from feelings that people's well being is at the first place. This differs from ordinary schools which fill pupils' heads with sentences and formulas.
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Corporal punishment of children in schools had an aim to improve children’s behavior and discipline their character. The body was considered in strong relation with the mind. Education and discipline of body or mind was a common practice... more
Corporal punishment of children in schools had an aim to improve children’s behavior and discipline their character. The body was considered in strong relation with the mind. Education and discipline of body or mind was a common practice in the previous historical periods. Parents and teachers encouraged each other in corporal punishing accepting such a method of children education as the only efficient one in preventing unwelcome behavior or bad character. However, educating children in family and school exhibited the basic process of their growing and maturity. The attempt of this work is to present a treatment of students in Bosnia and Herzegovina during the Austrian-Hungarian period and to research what kinds of physical punishment and methods of discipline were performed in schools. For often, teachers simply applied most used methods in schools not exploring their purpose or effectiveness, perceiving children body as an educational object. Some cases proved that teachers physically punished pupils in order to ensure peaceful working atmosphere in the classroom. They considered children bodies closely related to their behavior and vividness assuming if they punish them physically, they would succeed to control teaching process. Children humiliation and feelings did not take part in their observation. Teachers used to develop various discipline’s tactics in order to compel children to sit properly and listen, or to structure their character in a manner they saw as correct or to make them ‘to love the school’. These non-pedagogical handlings clearly demonstrate an inflexibility of school and the lack of any respect of pupils as individuals. Students’ body is ingenious, creative, needs to move and discover the nature, needs to touch, feel and learn. Teachers’ task is to allow students to free their creative energy, to lead and to advice, not to upset or make a damage.
Keywords
Body; punishment; school; teacher; students; Bosnia and Herzegovina
Keywords
Body; punishment; school; teacher; students; Bosnia and Herzegovina
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Research Interests: Physics and Humanities
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Inclusion should always be practiced within a society. Every member of the society should be reeducated. Society influences all spheres of public and private life including education. Children should be educated in a democratic way, ready... more
Inclusion should always be practiced within a society. Every member of the society should be reeducated. Society influences all spheres of public and private life including education. Children should be educated in a democratic way, ready to accept differences and to live with them. If this is true, they will accept an inclusive education easily. They bring positive attitudes from their families and they are prepared to learn more and to live in the richness and diversity of our civilization. Our everyday living is burdened by all kinds of discrimination. Because of this, children should be educated individually and inclusively according to their abilities. Only a healthy, human society can contribute to the progress of the school system that will enrich each individual, educating them in a democratic and flexible way. The main goal is to establish democratic habits and culture within schools. It is necessary to create a positive environment for individualization and inclusion within the educational system. Everyday communication is mostly colored by a discriminated term, especially considering students with special needs. This must be changed. In some schools special classes are settled in basements and are isolated from ordinary classes. School space and its environment should be planned and built in such a way that is adequate for children with special needs. There are cases where some teachers look differently at teachers who work with special children. Such cases of discrimination should be eliminated. Schools have to be humanized in such a manner incorporating inclusive colors. In order to prepare schools for inclusion and individualization, teachers should be educated for this. Programs and seminars for professional development related to this topic should be organized. Teachers’ colleges also need some changes regarding their inclusive characters. Subjects for future teachers should be more inclusive. There is a lack of a proper school material, tools and devices for work with these children. It is necessarily to change traditional attitudes and prejudices. Schools and society as a whole must be opened for everyone. Progress of any individual depends on the readiness and will of every member of society to help, to promote, to improve existing situation in regular and special schools
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Mentalno zdravlje obuhvaća sposobnost življenja punog i kreativnog života a povezano je s fizičkim zdravljem i socijalnim funkcioniranjem te ima znatnu društvenu vrijednost. Narušeno mentalno zdravlje, nova situacija i izmijenjene... more
Mentalno zdravlje obuhvaća sposobnost življenja punog i kreativnog života a povezano je s fizičkim zdravljem i socijalnim funkcioniranjem te ima znatnu društvenu vrijednost. Narušeno mentalno zdravlje, nova situacija i izmijenjene okolnosti svakodnevnog življenja i funkcioniranja predstavlja veliko opterećenje s mnogo izazova. Izazovi se najviše ogledaju u tome što se roditelji nađu u socijalnoj izolaciji, stigmatizaciji i osudi od strane društva. Pri tom ne znaju kome se obratiti za pomoć kako bi se adaptirali na novonastalu situaciju i zadržali funkcionalnost obitelji. Donenberg i Baker (1993) ističu da su teškoće, kao što je autizam, neprihvatljivi oblici ponašanja, emocionalna nestabilnost, te psihičke dekompenzacije stvarni „problemi psihičkog zdravlja“, koji kod roditelja generiraju negativan utjecaj na društveni život i na osjećaje povezane s roditeljstvom. Ove spoznaje još više pridonose tomu da se roditelji dodatno nalaze u stresnom i izoliranom socijalnom statusu. Ovim rad...
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Uspješan prosvjetni radnik mora, uz profesionalnu (stručnu), posjedovati i socijalnu kompetenciju (emocionalne i socijalne vještine). Cilj istraživanja je utvrđivanje razlika u socijalnim vještinama i kompetencijama prosvjetnih radnika... more
Uspješan prosvjetni radnik mora, uz profesionalnu (stručnu), posjedovati i socijalnu kompetenciju (emocionalne i socijalne vještine). Cilj istraživanja je utvrđivanje razlika u socijalnim vještinama i kompetencijama prosvjetnih radnika Srednjobosanskog i Zeničko-dobojskog kantona u odnosu na: dob, radni staž, stupanj obrazovanja te vrstu zanimanja prosvjetnog radnika. Ispitana su 272 sudionika različitih prosvjetnih profila iz privatnih ili javnih odgojno-obrazovnih ustanova, primjenom Upitnika odgojiteljskih kompetencija te Inventara socijalnih vještina. Utvrđeno je postojanje statistički značajnih razlika u skupu socijalnih vještina i kompetenciji, prema sociodemografskim obilježjima: stupnju obrazovanja sudionika, dobi, radnom iskustvu i vrsti zanimanja. Sudionici dobne grupe u rasponu 31 - 40 godina imaju najveću emocionalnu kontrolu. U emocionalnoj i socijalnoj kontroli prednjače sudionici s visokom stručnom spremom. Radno najneiskusniji sudionici superiorni su u vještinama emo...
Research Interests: Physics and Humanities
This chapter presents contemporary issues and legislation related to education and in particular to adult education in Bosnia and Herzegovina (hereafter BiH). Our country is facing many challenges in education in general. To begin with,... more
This chapter presents contemporary issues and legislation related to education and in particular to adult education in Bosnia and Herzegovina (hereafter BiH). Our country is facing many challenges in education in general. To begin with, educational institutes and institutions do not follow common guidelines and directives at the highest administrative government level. On the other hand, the concept of adult education is an issue in BiH since its contemporary focus is on the labor market and the extensive application of “skills” and “efficiency” concepts seem to have created misunderstandings and identity problems that need articulation.
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Obrazovanje učitelja u vrijeme Austro-Ugarske je točka polaznica ovoga istraživanja. Naime, u vrijeme Austro-Ugarske monarhije u Bosni i Hercegovini se po prvi put u povijesti institucionalizira školstvo i ono postaje pokretačka sila koja... more
Obrazovanje učitelja u vrijeme Austro-Ugarske je točka polaznica ovoga istraživanja. Naime, u vrijeme Austro-Ugarske monarhije u Bosni i Hercegovini se po prvi put u povijesti institucionalizira školstvo i ono postaje pokretačka sila koja utječe na mnoge pojave u društvu. Učiteljske škole koje se ustanovljuju u vrijeme ove Monarhije bivaju stjecište tadašnje inteligencije koja se uključivala u skoro sva zbivanja u društvu i bila prisutna čak i u donošenju važnih odluka vezanih za obrazovanje. Prosvjetni djelatnici toga vremena su zorno bilježili promjene u školstvu, broju učenika, nedostatku kvalificiranog učiteljskog kadra, načinima njihova školovanja i izvođenja prakse u za to namijenjenim vježbaonicama, te viđenju uloge učitelja u široj zajednici. Zahvaljujući njima, danas možemo stvarati sliku o nastanku i razvoju obrazovanja učitelja u vrijeme Austro-Ugarske. Ovim se radom nastoji prikazati obrazovanje učitelja nekad i sad kroz aktualnu historiografiju, točnije od 2001. do 2017...
Research Interests: Physics and Humanities
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U Bosni i Hercegovini se između dva rata pojavljuje prosvjetno-etički pokret koji nudi poseban koncept obrazovanja odraslih, a osnivač mu je Miljenko Vidović. Zamisli pokreta bile su sprovesti preporod škole, pučkoga prosvjećivanja te... more
U Bosni i Hercegovini se između dva rata pojavljuje prosvjetno-etički pokret koji nudi poseban koncept obrazovanja odraslih, a osnivač mu je Miljenko Vidović. Zamisli pokreta bile su sprovesti preporod škole, pučkoga prosvjećivanja te umjetnosti i tiska. Ciljana skupina Vidovićevih prosvjetnih nastojanja bili su radnici i namještenici. Kako je u Bosni i Hercegovini stanje u prosvjeti bilo iznimno teško te 1919.godine, Vidović nastoji nastavne sadržaje povezivati sa stvarnim životom kako bi odgojio čovjeka, pojedinca kao slobodnu osobnost. Vidović i njegovi sljedbenici su smatrali da škole toga vremena „nijesu bile škole života, svjetla, topline i intimnosti, već škole skolastičke ukočenosti, bezbojnog života, gutanja znanstvenih disciplina, kojima su upravo sterilizirane za snažnu afirmaciju volje i osjećaja, bez kojih nema uspjeha u uzgoju.“ Ovaj pokret je uvelike uznemirio BiH javnost i imao je mnogo podupiratelja. Časopis Uzgajatelj (1923-1926) je bio glasilo ovog pokreta i bavio...
Bosnia and Herzegovina as one of the nine republics of Yugoslavia was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the... more
Bosnia and Herzegovina as one of the nine republics of Yugoslavia was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the state. The state had the power to influence school programs and to decide who could apply for school profession. After World War II, education became compulsory for all children and the state could have influenced easily all aspects of education. The state conception how to educate a new society and how to produce a common Yugoslav identity was in focus of the new ideology and those who did not agree with this concept were exposed to negative connotations and even to persecution. Human rights of an individual were openly proclaimed but not respected. Totalitarian societies commonly expect the system of education to operate as a main transformational force that will facilitate the creation of the new man in the social order they have proclaimed. After th...
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The Teacher Training School in Travnik was a well-known school in the period from 1946 to 1972. It produced many qualified teachers most of whom spent their whole working life in elementary schools throughout Bosnia and Herzegovina. The... more
The Teacher Training School in Travnik was a well-known school in the period from 1946 to 1972. It produced many qualified teachers most of whom spent their whole working life in elementary schools throughout Bosnia and Herzegovina. The last generations of these teachers will have started retiring in the coming years, and the aim of this paper is to explore their school memories and the way their professional identity had developed while they were training to become teachers. The Training School students’ school memories and their narratives would be helpful in the reconstruction of the school’s history itself, but also of the history of social community at the time. The society of that time was not particularly supportive and considered working women with suspicion. After the Second World War, the country lacked professional teachers, which could be another reason for such a large female attendance in the school despite the patriarchal restrictions.
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This paper examines the presence of religious education in the school system in Bosnia and Herzegovina under the Austrian-Hungarian Empire. During the long domination of the Ottoman Empire, Bosnia and Herzegovina only had confessional... more
This paper examines the presence of religious education in the school system in Bosnia and Herzegovina under the Austrian-Hungarian Empire. During the long domination of the Ottoman Empire, Bosnia and Herzegovina only had confessional schools which were built near the churches or mosques. In these schools children were taught how to read and write and the basics of mathematics. The priests were teachers in these schools. Religious education was a compulsory subject. When Austro-Hungary occupied Bosnia and Herzegovina, this country faced new challenges related to education. The new authority attempted to implement a new model of schooling so called inter-confessional schools. These schools were supposed to include children from three main religions (Catholic, Orthodox and Muslim). However, this attempt was rejected by the local population. The main reason was, that religious education was not a compulsory subject in these schools any more. Therefore, the government understood the sit...
An adult school that functioned in Sarajevo between the two world wars implemented specific educational practice that provoked different public reactions. It illustrated the educational practice opposed to the one prescribed by the law... more
An adult school that functioned in Sarajevo between the two world wars implemented specific educational practice that provoked different public reactions. It illustrated the educational practice opposed to the one prescribed by the law and official programmes. It was the first school of that kind in the Royal Yugoslavia (1918-1941) and was supported by many teachers in the country but also abroad. The school was founded by Miljenko Vidovic, reformer and visionary. He opened a school’s doors to labourers, lower employees, tradesmen and all those who did not succeed to finish regular elementary education from different reasons. They eagerly attended Vidovic’s school as they used to call it because they were appreciated and welcomed there. There were no class, sex and national diversities in this school. Vidovic considered that more of ethical sense should be involved in an educational work, as well as spiritual care in order to gain better educational results. Therefore, he founded a ...
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Bosnia and Herzegovina as one of the nine republics of Yugoslavia was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the... more
Bosnia and Herzegovina as one of the nine republics of Yugoslavia was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the state. The state had the power to influence school programs and to decide who could apply for school profession. After World War II, education became compulsory for all children and the state could have influenced easily all aspects of education. The state conception how to educate a new society and how to produce a common Yugoslav identity was in focus of the new ideology and those who did not agree with this concept were exposed to negative connotations and even to persecution. Human rights of an individual were openly proclaimed but not respected. Totalitarian societies commonly expect the system of education to operate as a main transformational force that will facilitate the creation of the new man in the social order they have proclaimed. Aft...
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The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents,... more
The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0)...
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The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents,... more
The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0)...
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Before the First World War, during the Austrian-Hungarian period of ruling in Bosnia and Herzegovina, female children were educated in schools for girls or in mixed schools. I would like to present private female schools led by the... more
Before the First World War, during the Austrian-Hungarian period of ruling in Bosnia and Herzegovina, female children were educated in schools for girls or in mixed schools. I would like to present private female schools led by the Catholic female order Daughters of God's Love who arrived to Bosnia and Herzegovina after the Ottoman period. These school flourished in the Austrian-Hungarian period attempting to educate female children no matter of their religious background. The quality of schools was on a high level and their students became excellent teachers. However, between the two world wars, the authority from Belgrade did everything to prevent activities of these schools. After the Second World War, the school buildings and convicts were closed and their properties were taken by the newly founded state of Yugoslavia led by the Communist regime.
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Expanding the quality of teaching competences in higher education is one of the most important topic in the process of creation educational policies. Universities in Bosnia and Herzegovina (BiH)... more
Expanding the quality of teaching competences in higher education is one of the most important topic in the process
of creation educational policies. Universities in Bosnia and Herzegovina (BiH) consented the Bologna process
which had an intention to create the unique European system of higher education. This article is an attempt to
present a situation in higher education with a constant need of developing teachers’ competences of academic
personnel. Enhancing the quality standards in higher education demands a continuous work on transformation of
current syllabus and working plans. Their correct appliance is the source for development of the educational policy
quality . One of the models of learning at working place and professional development of academic personnel was
the project Training of teachers and assistants at the University of Sarajevo for promotion of the Bologna process
with an aim to improve quality of educational process. This project resulted with positive feedback showing that
learning at working place is applicable, needed and successfully accepted by the participants. The intention of this
paper is to present the current situation in higher education. T eachers’ competences are in the main focus. The
quality of higher education relies upon quality of teaching skills. Therefore, learning at working place is one of the
modes to enhance quality of teaching process and to raise teacher self-confidence and proficiency .
Key words: learning at working place, teaching competences, project, academic personnel
of creation educational policies. Universities in Bosnia and Herzegovina (BiH) consented the Bologna process
which had an intention to create the unique European system of higher education. This article is an attempt to
present a situation in higher education with a constant need of developing teachers’ competences of academic
personnel. Enhancing the quality standards in higher education demands a continuous work on transformation of
current syllabus and working plans. Their correct appliance is the source for development of the educational policy
quality . One of the models of learning at working place and professional development of academic personnel was
the project Training of teachers and assistants at the University of Sarajevo for promotion of the Bologna process
with an aim to improve quality of educational process. This project resulted with positive feedback showing that
learning at working place is applicable, needed and successfully accepted by the participants. The intention of this
paper is to present the current situation in higher education. T eachers’ competences are in the main focus. The
quality of higher education relies upon quality of teaching skills. Therefore, learning at working place is one of the
modes to enhance quality of teaching process and to raise teacher self-confidence and proficiency .
Key words: learning at working place, teaching competences, project, academic personnel
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U Bosni i Hercegovini se kroz povijest odvijao jedan prilično diskriminacijski model glede obrazovanja ženske djece. Iako se može pronaći izuzetaka i spomenuti se primjera franjevačkih škola ili mekteba u Otomansko doba u koje su bila... more
U Bosni i Hercegovini se kroz povijest odvijao jedan prilično diskriminacijski model glede obrazovanja ženske djece. Iako se može pronaći izuzetaka i spomenuti se primjera franjevačkih škola ili mekteba u Otomansko doba u koje su bila uključivana i ženska djeca, ili škole Stake Skenderove i Miss Irby, puno pisanih tragova o radu tih škola i programima po kojima su radile nije ostalo. U vrijeme Austro-Ugarske dolazi do promjena u pristupu i zanimanju za školovanje ženske djece svih uzrasta, ali i tu nailazimo na različita kulturološka viđenja o potrebnosti poduzimanja takve akcije. Imamo svijetle primjere učiteljica toga doba koje cijeli svoj životni vijek posvećuju obrazovanju djevojaka i djevojčica. One nastoje svojim pisanjem privući pažnju na važnost 'ženskog uzgoja'. Zahvaljujući njima, možemo slijediti tragove prošlosti pri razradi ove teme. Niti u kasnijim razdobljima (Kraljevina SHS i Kraljevina Jugoslavija) obrazovanje žena nije zauzimalo značajno mjesto, dapače. Čini se da se samo još više zabetonirao stav da je žena prije svega predodređena biti majkom i domaćicom. I sam odnos prema udaji učiteljica kazuje da nije bilo povjerenja u ženu učiteljicu i ženu domaćicu i majku u isto vrijeme. Žene su „neosobe bez pravnog statusa, nisu imale nikakva ekonomska dobra kao što nisu mogle posjedovati ni zaraditi svoja vlastita prava.“ (Galić, 2002:230). Kao da ih se isključivalo i nestajalo u nekim nedokazanim viđenjima. Kako Jelica Belović ističe „Žene se naziva slabim spolom, zašto i zbog čega, ne zna zapravo nitko.“ (Bernadžikovska-Belović, 1897:37) Dakle, ovim radom će se nastojati istražiti kako je tekao razvoj odgoja i obrazovanja djevojčica i djevojaka u BiH u vrijeme nastanka prvih škola sve do početka II.svjetskog rata te tko su bile učiteljice-vizionarke koje uviđaju važnost izobrazbe žena i koje često zbog takvih svojih ideja ostaju neshvaćene, a ponekad i kažnjene.
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Before the World War I, during the Austrian-Hungarian period of ruling in Bosnia and Herzegovina, female children were educated in schools for girls or in mixed schools. I would like to present private female... more
Before the World War I, during the Austrian-Hungarian period of ruling
in Bosnia and Herzegovina, female children were educated in schools
for girls or in mixed schools. I would like to present private female
schools led by the Catholic female order Daughters of God’s Love who
arrived to Bosnia and Herzegovina after the Ottoman period. These
schools flourished in the Austrian-Hungarian period attempting
to educate female children no matter of their religious background. The
quality of schools was on a high level and their students became
excellent teachers. However, between the two world wars, the authority
from Belgrade did everything to prevent activities of these schools.
After World War II, the schools’ buildings and convict were closed and
their properties were taken by the newly founded state of Yugoslavia led
by the Communist regime.
in Bosnia and Herzegovina, female children were educated in schools
for girls or in mixed schools. I would like to present private female
schools led by the Catholic female order Daughters of God’s Love who
arrived to Bosnia and Herzegovina after the Ottoman period. These
schools flourished in the Austrian-Hungarian period attempting
to educate female children no matter of their religious background. The
quality of schools was on a high level and their students became
excellent teachers. However, between the two world wars, the authority
from Belgrade did everything to prevent activities of these schools.
After World War II, the schools’ buildings and convict were closed and
their properties were taken by the newly founded state of Yugoslavia led
by the Communist regime.
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Škola za odrasle osnovana u Sarajevu između dva svjetska rata bila je prva takva škola na području tadašnje države i imala je simpatizere u cijeloj državi ali i izvan nje. Školu koju je osnovao Miljenko Vidović, reformator i vizionar,... more
Škola za odrasle osnovana u Sarajevu između dva svjetska rata bila je prva takva škola na području tadašnje države i imala je simpatizere u cijeloj državi ali i izvan nje. Školu koju je osnovao Miljenko Vidović, reformator i vizionar, pohađali su radnici, činovnici, zanatlije i svi oni koji zbog različitih životnih okolnosti nisu uspjeli završiti redovito obrazovanje. Oni su rado dolazili u Vidovićevu školu kako su je nazivali, jer ih se u toj školi cijenilo kao pojedince i nije bilo staleških, spolnih ili nacionalnih razdvajanja. Vidović je smatrao da treba unijeti u prosvjetni rad više etičkog i ćudorednog smisla, više brige oko duševne izgradnje čovjekove, ako je cilj da plodovi prosvjete budu bolji i korisniji za cjelokupno društvo. Da bi to uspio osnovao je i moralno-etički pokret i časopis Uzgajatelj u kojemu su svoje radove objavljivali istaknuti pedagozi toga doba u zemlji i inozemstvu, a prilozi iz Uzgajatelja su objavljivani i u Americi. „Vrlo je karakteristično, a ujedno i simpatično da je taj pokret nikao u središtu Bosne ponosne. I sada dejstvom ovoga pokreta počinje u Sarajevu borba za naše moralno ozdravljenje, koje bi imalo doneti duhovno ujedinjenje svih narodnih slojeva u jedinstvenu celinu.“ Ovaj rad će se baviti baviti fenomenom škole za odrasle koja je iznikla između dva rata, u teškim gospodarskim, društvenim, kulturnim i prosvjetnim uvjetima na području BiH i koja je urodila takvim plodovima da je takvo što i danas teško razumljivo. „Osnov na kojima počivaju naše škole za odrasle u Sarajevu jest najprikladniji za našu narodnu dušu, jer pedagogija ovih škola počinje iz nutra, iz osjećaja da izgrađuje ljude, a ne kako je to običaj u redovitim školama da naprosto kljuka rečenicama i formulama glavu učenika.“
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The new educational-ethical movement with special concept of the adult education appeared in Bosnia and Herzegovina between the two world wars. The founder of this movement was Miljenko Vidović who had brave ideas to modernize schools,... more
The new educational-ethical movement with special concept of the adult education appeared in Bosnia and Herzegovina between the two world wars. The founder of this movement was Miljenko Vidović who had brave ideas to modernize schools, work on common people education, on art promotion and the newspaper’s organization. Target group of Vidović’s educational attempts were labourers and employees. When it comes to education, the situation in Bosnia and Herzegovina was extremely difficult in 1919. Therefore, Vidović’s intention was to connect teaching contents with a real life in order to educate a human being as independent individual. Vidović and his followers considered schools of that time as institutions without life, light and intimacy. According to them, these schools were full of „scholastic inflexibility, scientific discipline and diffident that only sterilized strong affirmation of will and emotion on which educational success was dependant“. This movement made contradicted affection in BiH publicity. The magazine Uzgajatelj (1923-1926) dealt with the issues of the Reform’s pedagogy within the context of a general social and cultural development. I would like to research in which extent Vidović and his followers influenced the changes in BiH schooling in the mentioned period of time and to uncover the influence of this movement that was also called a ‘right road’. Nevertheless, the movement faced a serious critics and accusation that it presented only plain plagiarism of a foreign philosophical attitudes and not at all „a temple built by common people who ensured right content and form to it.“
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The main intention of this article is to present an adult school that was launched within difficult political, economic, social, cultural and educational situation in Bosnia and Herzegovina promoting a kind of reform pedagogy approach. It... more
The main intention of this article is to present an adult school that was launched within difficult political, economic, social, cultural and educational situation in Bosnia and Herzegovina promoting a kind of reform pedagogy approach. It was the first school of that kind in the Royal Yugoslavia (1918-1941). " The basis of our adult school in Sarajevo was adaptable to our national character because the pedagogy of this school was launched from inside, from belief that people's well-being is in the first place. This differs from ordinary schools which fill up pupils' heads with sentences and formulas " (Vidović 1925, 314-315). By reconstructing individual context of the school and its founder via published sources stored in the School Museum in Zagreb, Croatia, it permits me to assess the extent to which this school and its successful activities influence national education system and change the life of its students. Such an approach can help in tracing a history of this phenomenon that grew from the base attempting to create a new kind of person within the umbrella of Yugoslav national identity. Hence, the school was not only an educational institution but also a place for ideological activities that were promoted through textbooks, educational programs, and practices. L'intento principale di questo articolo è quello di presentare una scuola per adulti lanciata nell'am-bito della difficile situazione politica, economica, sociale, culturale ed educativa in Bosnia-Erzegovina che promosse una sorta di approccio alla pedagogia delle riforme. Fu la prima scuola di quel tipo nella Jugoslavia monarchica (1918-1941). «La base della nostra scuola per adulti a Sarajevo era adattabile al nostro carattere nazionale perché la pedagogia di questa scuola fu lanciata dall'interno, nella convin-zione che il benessere delle persone stesse al primo posto. In qeusto differisce dalle scuole ordinarie che riempiono le teste degli studenti con frasi e formule» (Vidović 1925, 314-315). Ricostruendo il contesto individuale della scuola e del suo fondatore tramite le fonti pubblicate conservate nel Museo della scuo-la di Zagabria, in Croazia, è stato possibile valutare fino a che punto questa scuola e le sue attività di successo influenzassero il sistema educativo nazionale e cambiassero la vita dei suoi studenti. Un simile approccio può aiutare a tracciare una storia di questo fenomeno che è cresciuto dalla base nel tentativo di creare un nuovo tipo di persona all'interno dell'ombrello dell'identità nazionale jugoslava. Quindi, la scuola non era solo un'istituzione educativa, ma anche un luogo per attività ideologiche che venivano promosse attraverso libri di testo, programmi educativi e pratiche.
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Intenzivan razvoj sveukupnog odgojno-obrazovnog sustava u Bosni iHercegovini započeo je odmah nakon rata. Ovakav nagli napredak bio je diktiran potrebama gospodarskog razvitka, industrijalizacije zemlje i prelaskom radne snage iz... more
Intenzivan razvoj sveukupnog odgojno-obrazovnog sustava u Bosni iHercegovini započeo je odmah nakon rata. Ovakav nagli napredak bio je diktiran potrebama gospodarskog razvitka, industrijalizacije zemlje i prelaskom radne snage iz poljoprivrede, kao i promjenama u cijeloj društveno-političkoj strukturi, te „potrebi da svi radni ljudi i građani svojim odlučivanjem i angažiranjem sudjeluju u razvoju socijalističkog društva“ (Hromadžić, 1982: 4-5).
Nagli porast nataliteta u poslijeratnim godinama i znatno povećanje djece dorasle za osnovnu školu dovodili su do stalnog raskoraka između broja učenika, raspoloživog školskog prostora i nastavnog osoblja.
U bosansko-hercegovačkim školama dominirali su principi tzv. stare škole, koji su se temeljili na verbalizmu, intelektualizmu, slaboj okrenutosti životu i nepraktičnosti. Bosna i Hercegovina je nakon 1945.godine prihvatila marksističke teorije i njihov upliv u odgoj i obrazovanje. Škola je postala narodna, dostupna, obavezna za sve i besplatna. Odgoj i obrazovanje su bili u službi stvaranja novog socijalističkog čovjeka. Utjecaj sovjetske pedagogije bio je očit te se ova pedagogija i u Bosni i Hercegovini pokušala nametnuti kao jedina moguća, kako je to bio slučaj u svim zemljama „narodne demokracije“ ili socijalističkim zemljama stvorenim poslije Drugog svjetskog rata. Kako god, u Bosni i Hercegovini je pedagogija bila marksistička, ali i sve više okrenuta učeniku i nastojanjima da ga se, barem deklarativno, stavi na mjesto subjekta u odgojno-obrazovnom procesu.
Ključne riječi: poslijeratni razvoj, učenici, marksistička pedagogija, socijalistički pristup
Nagli porast nataliteta u poslijeratnim godinama i znatno povećanje djece dorasle za osnovnu školu dovodili su do stalnog raskoraka između broja učenika, raspoloživog školskog prostora i nastavnog osoblja.
U bosansko-hercegovačkim školama dominirali su principi tzv. stare škole, koji su se temeljili na verbalizmu, intelektualizmu, slaboj okrenutosti životu i nepraktičnosti. Bosna i Hercegovina je nakon 1945.godine prihvatila marksističke teorije i njihov upliv u odgoj i obrazovanje. Škola je postala narodna, dostupna, obavezna za sve i besplatna. Odgoj i obrazovanje su bili u službi stvaranja novog socijalističkog čovjeka. Utjecaj sovjetske pedagogije bio je očit te se ova pedagogija i u Bosni i Hercegovini pokušala nametnuti kao jedina moguća, kako je to bio slučaj u svim zemljama „narodne demokracije“ ili socijalističkim zemljama stvorenim poslije Drugog svjetskog rata. Kako god, u Bosni i Hercegovini je pedagogija bila marksistička, ali i sve više okrenuta učeniku i nastojanjima da ga se, barem deklarativno, stavi na mjesto subjekta u odgojno-obrazovnom procesu.
Ključne riječi: poslijeratni razvoj, učenici, marksistička pedagogija, socijalistički pristup
Research Interests:
Inclusion should always be practiced within a society. Every member of the society should be reeducated. Society influences all spheres of public and private life including education. Children should be educated in a democratic way, ready... more
Inclusion should always be practiced within a society. Every member of the society should be reeducated. Society influences all spheres of public and private life including education. Children should be educated in a democratic way, ready to accept differences and to live with them. If this is true, they will accept an inclusive education easily. They bring positive attitudes from their families and they are prepared to learn more and to live in the richness and diversity of our civilization. Our everyday living is burdened by all kinds of discrimination. Because of this, children should be educated individually and inclusively according to their abilities. Only a healthy, human society can contribute to the progress of the school system that will enrich each individual, educating them in a democratic and flexible way. The main goal is to establish democratic habits and culture within schools. It is necessary to create a positive environment for individualization and inclusion within the educational system. Everyday communication is mostly colored by a discriminated term, especially considering students with special needs. This must be changed. In some schools special classes are settled in basements and are isolated from ordinary classes. School space and its environment should be planned and built in such a way that is adequate for children with special needs. There are cases where some teachers look differently at teachers who work with special children. Such cases of discrimination should be eliminated. Schools have to be humanized in such a manner incorporating inclusive colors. In order to prepare schools for inclusion and individualization, teachers should be educated for this. Programs and seminars for professional development related to this topic should be organized. Teachers’ colleges also need some changes regarding their inclusive characters. Subjects for future teachers should be more inclusive. There is a lack of a proper school material, tools and devices for work with these children. It is necessarily to change traditional attitudes and prejudices. Schools and society as a whole must be opened for everyone. Progress of any individual depends on the readiness and will of every member of society to help, to promote, to improve existing situation in regular and special schools
Research Interests:
History of education as a teaching subject in BiH during different historical periods Abstract In the first state teacher training schools founded by the Austrian-Hungarian Monarchy in Bosnia and Herzegovina (BiH) pedagogy was the... more
History of education as a teaching subject in BiH during different historical periods
Abstract
In the first state teacher training schools founded by the Austrian-Hungarian Monarchy in Bosnia and Herzegovina (BiH) pedagogy was the compulsory teaching subject. In the official report of the teacher training school from 1888, it was registered that three books were in use for teaching and learning pedagogical subjects. These are: Uzgojoslovlje (Pedagogy) for the first grade, Obće obukoslovlje (General pedagogy) for the second grade and Posebno obukoslovlje (Special Pedagogy) with short history of education for the third grade. The author of the books was from Croatia, Stjepan Basariček. Pedagogy was developed as a practical teaching discipline in the teacher training schools and schools of theology in accordance to the school system in Austrian-Hungarian Monarchy. Teachers were the main representative of intelligence in BiH at that period of time. Therefore, the professional magazines published in BiH in the mentioned period were mostly from the field of pedagogy including history of education. After the Second World War, the teaching subject history of education found its place in the final grades of the teacher training schools. In 1963 the chair of pedagogy was established at the Faculty of Philosophy and students had a chance to attend lectures of history of education only in the period 1967-1969. The lack of teacher for this subject was evident. Only in 1990s history of education was included again in the regular curriculum and continued to function until today. This paper had an aim to introduce history of education as a school subject but also as a subject that is important for general cultural tradition of all people in BiH.
Key words: pedagogy, teacher training schools, history of education, teaching subject
Abstract
In the first state teacher training schools founded by the Austrian-Hungarian Monarchy in Bosnia and Herzegovina (BiH) pedagogy was the compulsory teaching subject. In the official report of the teacher training school from 1888, it was registered that three books were in use for teaching and learning pedagogical subjects. These are: Uzgojoslovlje (Pedagogy) for the first grade, Obće obukoslovlje (General pedagogy) for the second grade and Posebno obukoslovlje (Special Pedagogy) with short history of education for the third grade. The author of the books was from Croatia, Stjepan Basariček. Pedagogy was developed as a practical teaching discipline in the teacher training schools and schools of theology in accordance to the school system in Austrian-Hungarian Monarchy. Teachers were the main representative of intelligence in BiH at that period of time. Therefore, the professional magazines published in BiH in the mentioned period were mostly from the field of pedagogy including history of education. After the Second World War, the teaching subject history of education found its place in the final grades of the teacher training schools. In 1963 the chair of pedagogy was established at the Faculty of Philosophy and students had a chance to attend lectures of history of education only in the period 1967-1969. The lack of teacher for this subject was evident. Only in 1990s history of education was included again in the regular curriculum and continued to function until today. This paper had an aim to introduce history of education as a school subject but also as a subject that is important for general cultural tradition of all people in BiH.
Key words: pedagogy, teacher training schools, history of education, teaching subject
Research Interests:
Bosnia and Herzegovina was one of the nine republics of Yugoslavia and was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the... more
Bosnia and Herzegovina was one of the nine republics of Yugoslavia and was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the state. The state had the power to influence school programs and to decide who could apply for school profession. Namely, a person who wanted to work as a teacher had to be a member of the Communist Party, which was the only political party in the former Yugoslavia. After the Second World War, education became compulsory for all children and the state could easily influence all aspects of education. The state conception to educate a new society and to produce a new Yugoslav identity was in focus of the new ideology and
those who did not agree with this concept were exposed to negative connotations and even to persecution. Human rights of an individual were openly proclaimed but not respected. They were allowed in a measure of the political bodies, which made decision what is right or wrong.
The Communist Party as a central tool of power and control of the Yugoslav totalitarian regime was in charge of the entire society. This party was
involved in all aspect of people’s life and was present in every segment of decisions making. Everything was under its controlling eye and no individual decision was possible to be made without the party’s approval. The Communist idea was to control society and people in all areas of their life including education. This was not democracy as propaganda used to proclaim. The main slogan was ‘fraternity and unity’ of all but this was not the case in reality.
Totalitarian societies commonly expect the system of education to operate as a main transformational force that will facilitate the creation of the new man in the social order they have proclaimed. The school system had a crucial role in achieving expected results.
Keywords: Communist regime, teachers, school system, identity, ideology
those who did not agree with this concept were exposed to negative connotations and even to persecution. Human rights of an individual were openly proclaimed but not respected. They were allowed in a measure of the political bodies, which made decision what is right or wrong.
The Communist Party as a central tool of power and control of the Yugoslav totalitarian regime was in charge of the entire society. This party was
involved in all aspect of people’s life and was present in every segment of decisions making. Everything was under its controlling eye and no individual decision was possible to be made without the party’s approval. The Communist idea was to control society and people in all areas of their life including education. This was not democracy as propaganda used to proclaim. The main slogan was ‘fraternity and unity’ of all but this was not the case in reality.
Totalitarian societies commonly expect the system of education to operate as a main transformational force that will facilitate the creation of the new man in the social order they have proclaimed. The school system had a crucial role in achieving expected results.
Keywords: Communist regime, teachers, school system, identity, ideology