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master's thesis
Utjecaj morala na odgoj: dodirne točke između odabranih teorija odgoja od antike do suvremenih dana
2017. urn:nbn:hr:186:007735
Sanković Ivančić, Martina
University of Rijeka
Faculty of Humanities and Social Sciences
Department of Philosophy

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Sanković Ivančić, M. (2017). Utjecaj morala na odgoj: dodirne točke između odabranih teorija odgoja od antike do suvremenih dana (Master's thesis). Rijeka: University of Rijeka, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:186:007735

Sanković Ivančić, Martina. "Utjecaj morala na odgoj: dodirne točke između odabranih teorija odgoja od antike do suvremenih dana." Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, 2017. https://urn.nsk.hr/urn:nbn:hr:186:007735

Sanković Ivančić, Martina. "Utjecaj morala na odgoj: dodirne točke između odabranih teorija odgoja od antike do suvremenih dana." Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, 2017. https://urn.nsk.hr/urn:nbn:hr:186:007735

Sanković Ivančić, M. (2017). 'Utjecaj morala na odgoj: dodirne točke između odabranih teorija odgoja od antike do suvremenih dana', Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, accessed 09 April 2025, https://urn.nsk.hr/urn:nbn:hr:186:007735

Sanković Ivančić M. Utjecaj morala na odgoj: dodirne točke između odabranih teorija odgoja od antike do suvremenih dana [Master's thesis]. Rijeka: University of Rijeka, Faculty of Humanities and Social Sciences; 2017 [cited 2025 April 09] Available at: https://urn.nsk.hr/urn:nbn:hr:186:007735

M. Sanković Ivančić, "Utjecaj morala na odgoj: dodirne točke između odabranih teorija odgoja od antike do suvremenih dana", Master's thesis, University of Rijeka, Faculty of Humanities and Social Sciences, Rijeka, 2017. Available at: https://urn.nsk.hr/urn:nbn:hr:186:007735

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Metadata
TitleUtjecaj morala na odgoj: dodirne točke između odabranih teorija odgoja od antike do suvremenih dana
Title (english)The Impact of Morality on Education: Common Points of Selected Educational Theories from Antique to Contemporaneity
AuthorMartina Sanković Ivančić
MentorAleksandra Golubović (mentor)
Committee memberBoran Berčić (predsjednik povjerenstva)
Committee memberAleksandra Golubović (član povjerenstva)
Committee memberMajda Trobok (član povjerenstva)
GranterUniversity of Rijeka
Faculty of Humanities and Social Sciences
(Department of Philosophy)
Rijeka
Defense date and country2017-07-13, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philosophy
Abstract
Kada koristimo riječ podučavati vezano za neko područje, pretpostavljamo za cilj usvajanje onoga što podučavamo. U području odgoja nailazimo na problem: kako podučavati ono što smatramo moralno poželjnim ponašanjem i kako definirati dobro ponašanje? Definiranje pojma dobra je vrlo kompleksan zadatak u društvu u kojemu postoji pluralizam u pogledu vrijednosti. Kroz analizu filozofskih stajališta najvažnijih autora filozofije odgoja od antike do suvremenih dana pokušali smo pronaći... More zadovoljavajući odgojni sustav za pluralističko društvo, odnosno sustav koji je dovoljno općenit da dozvoli različitost, ali i dostatno specifičan da spriječi pretjeran moralni relativizam. Iz istraživanja je proizašlo da su Sokrat, Platon i Aristotel smatrali da je znanje preduvjet moralnog djelovanja. Međutim, razina znanja na koju su referirali uključivala je dva principa: upoznaj sebe i brini se o sebi. Pojedinac koji je svjestan vlastitih sposobnosti, želja i namjera, može promisliti/planirati svoje postupke. Francuski prosvjetitelj Jean Jacques Rousseau govorio je o samoljublju (amour de soi) kao preduvjetu za razvoj morala, a smatrao je da se taj osjećaj razvija ljubavlju prema drugima: altruizmom i nesebičnim djelima čovjek se osjeća korisnim članom društva i uči voljeti sebe i druge. Autor je podcrtavao beskorisnost 'lekcija o moralu' koje učenike ne usmjeravaju na autonomno rasuđivanje već samo na poslušnost. Poslušnost nemože proizvesti moralno ponašanje, jer su preduvjeti morala mogućnost i sposobnost odlučivanja, sloboda i odgovornost. Suvremeni autor Alfred North Whitehead modernom školstvu prigovarao je usmjerenost na usvajanje činjenica uz zanemarivanje odgojne sfere. Whitehead je smatrao da važnost znanja leži u njegovom aktivnome korištenju, odnosno u mudrosti. Posljednji autor čija smo stajališta izložili, John Dewey, smatrao je da je moral usko vezan za društvene odnose: on se uči u društvu, kroz iskustvo. Jedina svrha morala je, prema Deweyu, prosocijalno djelovanje. Zaključak rada je da odgoj usmjeren prema moralnom razvoju mora napredovati paralelno s intelektualnim razvojem i treba poticati autonomnost u rasuđivanju, kao i razložnost i racionalnost. Štoviše, autori iz filozofije odgoja držali su da su za moralni razvoj važni i osjećaji, a posebice samoljublje, shvaćeno kao briga o sebi, te ljubav prema drugima. Čovjek koji upravlja vlastitim razumom i koji je svjestan svojih i tuđih osjećaja ima preduvjete spoznati ono što je dobro za njega i za druge te sukladno tome djelovati. Less
Abstract (english)
When we use the term teaching related to any field of knowledge, we assume the goal is to acquire what we teach. However, in the area of morality, a problem arouses: how shall we teach what we consider morally good and how shall we define a good behaviour in the first place? Defining the concept of goodness is a complex task in a society cherishing pluralism of values. Through the analysis of the several most influential authors in the field of educational philosophy, spanning... More from classical antiquity to modernity, I try to find a satisfactory educational system for a pluralistic society, in other words a system that is general enough to allow diversity, but also specific enough to prevent extreme moral relativism. The research shows that Socrates, Plato and Aristotle held knowledge as a prerequisite for moral acting. Although, the extent of knowledge they referred to included two principles: know thyself and care of the self. The individual who is aware of his capacities, wishes, and intentions, can think/plan his actions. The French philosopher Jean Jacques Rousseau talked about self-love (amour de soi) as an essential precondition for the development of morality, and he thought it could evolve through love towards others: by altruism and unselfish acts a man feels like a valuable member of society and learns to love himself and the others. Rousseau underlined the futility of 'lectures on moral' that direct pupils toward obeying rather than autonomous reasoning. Obedience cannot produce moral behaviour since the opportunity and capability to take decisions, freedom and responsibility are preconditions for morality. The contemporary philosopher Alfred North Whitehead objected to modern school system its focusing on acquiring various facts and ignoring the educational sphere. Whitehead thought that the importance of knowledge lays in its active use that is in wisdom. The last analyzed author, John Dewey, considered morality strongly connected to social relations: morality is taught in society, through experience. According to Dewey prosocial acting is the only and essential aim when talking about morals. In conclusion, I argue that education directed to moral development shall develop side by side with cognitive development and that it must encourage autonomy in reasoning, reasonableness and rationality. Moreover, educational philosophy authors thought about feelings as an essential element of moral development, and in particular about self-love, taken as a care of the self, and love towards others. The individual who controls his reason and is aware of both his own and others’ feelings has prerequisites to comprehend what is good for him and others and act accordingly. Less
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:186:007735
Study programmeTitle: Philosophy (double major); specializations in: General Track, Teaching Track
Course: Teaching Track
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije filozofije (magistar/magistra edukacije filozofije)
Study programmeTitle: Italian Language and Literature (double major)
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra talijanskog jezika i književnosti (magistar/magistra talijanskog jezika i književnosti)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2017-10-30 13:29:05
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