The topic of this article is Slavonic identity according to the Zadruga movement. Zadrugians believed that normal cultural and civilizational development of a nation is possible only if there is ...harmony between the ethnos and spirituality. The believed that Christianity not only alienated Slavs from their native culture and spirituality but also subjugated them to the (German) Holy Roman Empire and Papacy – prime powers of Christendom – through symbolic power. Zadrugians saw the creation of a new, Slavonic-Pagan identity (as opposed to the Christian one) as the only way of breaking what they perceived as “cultural paralysis”. Only through a fundamental change in their national character and mentality, Poles and Slavs will be able to cease being Western civilization’s cultural periphery.
U Hrvatskoj, prije uvođenja izbornog kolegija iz učeničkog zadrugarstva na Učiteljskom fakultetu Sveučilišta u Zagrebu akademske 2006./2007. godine, nikada nije postojalo institucionalizirano ...školovanje i usavršavanje voditelja učeničkih zadruga i njihovih sekcija. Naime, tada ali i danas, postoji trajan raskorak između potreba i mogućnosti stjecanja kompetencija voditelja i suradnika tog metodičkog oblika poduzetničkog i građanskog odgoja i obrazovanja. Cilj je ovog rada ponuditi oblik stjecanja kompetencija putem specifičnih oglednih radionica koje su metodički svojstvene i primjerene naravi, ciljevima i edukacijskom pristupu učeničkog zadrugarstva. U Hrvatskoj su uvedene 1995. godine jer nije postojao institucionaliziran sustav osposobljavanja i usavršavanja voditeljskog i suradničkog osoblja, a samo meritorni i motivirani voditelji i suradnici s dragovoljno uključenim mladim zadrugarima i s dobrim izvorima znanja i istraživačkom (heurističkom, egzemplarnom i problemskom odnosno eksperimentalnom) podukom i nenametnutim kompetentnim mentorstvom, omogućuju prenošenje znanja i vještina za stjecanje kompetencija voditelja zadruge i/ili sekcije.
In Croatia, before the introduction of the elective course on student cooperatives at the Faculty of Education of the University of Zagreb in the academic year 2006/2007, there had never been institutionalized training and development for coordinators of student cooperatives and their sections. Namely, at that time and even today, there is a persistent gap between the needs and the possibilities of acquiring competencies for coordinators and collaborators in this methodological form of entrepreneurial and civic education. The aim of this paper is to offer a form of acquiring competencies through specific pilot workshops that are methodologically appropriate and suitable for the nature, goals, and educational approach of student cooperatives. In Croatia, they were introduced in 1995 because there was no institutionalized system for training and development of coordinators and collaborators. Only competent and motivated coordinators and collaborators, voluntarily engaged young cooperatives with good sources of knowledge, and research-based (heuristic, exemplary, problem-based, or experimental) teaching, along with non-imposing competent mentoring, enable the transfer of knowledge and skills necessary for acquiring competencies of cooperative or section coordinators.
The notion of “zadruga” (named by Vuk Karadjić in 1818) was introduced in the scientific research literature, as well as in the social and political discourse, of the then young Balkan countries in ...the 19th century to mark the multitude of historical forms under which the “complex family organization” was known among the South-Slavic people in the region. The young Bulgarian science adopted this term in ethnographic studies of the late 19th and early 20th centuries. Bulgarian scientists, lawyers, and researchers of customary law norms attempted to implement some of the features of this family model in modern Bulgarian legislation. In the period between the two world wars, the nascent cooperative movement in the agrarian sector also used the model of the “partnership” to justify its organization. This paper analyzes similar attempts to use scientific descriptions of the zadruga in the construction of various social and economic associations in Bulgaria during the interwar period. It also analyses the attempts of the new communist leaders to use the traditions of the pre-modern society in terms of communal living in zadruga through the imposition of a cooperative system, and the nationalization of the arable land in the first years under the totalitarian system following the Second World War. Part of the Bulgarian scientific community and Bulgarian ethnography has been involved in these attempts since the early 1950s.
Predmet je ovog rada prikaz poljoprivrednog zadrugarstva na primjeru povijesne i socioekonomske analize Velika Pisanica poljoprivredne zadruge1 koja u kontinuitetu posluje već
75 godina. Zadruga je ...poslovni model koji potiče iskorištavanje potencijala malih hrvatskih poljoprivrednih proizvođača i nudi njihove poljoprivredne proizvode tijekom cijele godine. Podržavajući proizvodnju i siguran plasman proizvoda svojih zadrugara, Zadruga i danas uživa veliko povjerenje poljoprivrednih proizvođača. Iako je Zadruga poslovala u dva različita društvenopolitička sustava, uspjela se prilagoditi promjenama u društvu i održati poslovanje uspješnim. Zahvaljujući stručnom vođenju Zadruge i velikoj fleksibilnosti u poslovanju, te isticanju važnosti obrazovanja kod djelatnika i zadrugara, Zadruga je dala nemjerljiv doprinos lokalnoj zajednici. Međutim, veliki izazov opstanka Zadruge u budućnosti su mladi poljoprivrednici koji su, nažalost sve manje zainteresirani za poljoprivredu. Rad se metodološki temelji na analizi arhivskih i internih dokumenata Zadruge i podacima dobivenima iz intervjua s njenim upraviteljem. Ovim radom autori žele istaknuti Zadrugu kao pozitivan primjer specifičnog poslovnog modela koji je nepravedno zapostavljen u Republici Hrvatskoj.
Autori su istražili i prikazali šezdesetogodišnji kontinuirani rad učeničke zadruge u Osnovnoj školi „Ivan Filipović“ u Velikoj Kopanici. Rad navedene zadruge analiziran je iu kontekstu suvremenog ...pokreta učeničkog zadrugarstva Hrvatske poslije Drugog svjetskog rata. Rad je strukturiran u tri sadržajne cjeline. U prvoj cjelini raspravlja se o općem i nacionalnom pokretu učeničkog zadrugarstva. U drugoj cjelini analizira se rad navedene školske zadruge između 1957. i 1974. godine. Rad te učeničke zadruge između 1975. i 2017. godine prikazan je u
trećoj cjelini. Dosezi, uspjesi pa i ograničenja analizirani su unutar sljedećih sadržajnih kategorija: Opći razvojni put zadruge, Rad u sekcijama i materijalna proizvodnja, Ostali oblici rada u učeničkoj zadruzi, Ustroj učeničke zadruge i motivacijski oblici, Smotre, susreti, posjete i priznanja. Nepobitno je utvrđeno da je ova učenička zadruga u kontinuitetu ispunjavala bitnu odrednicu učeničke zadruge proizvodno-tržišnu orijentaciju. Proizvodno-tržišna orijentacija realizirana je na realnom i
lokalnom ugovornom tržištu. Istovremeno ta učenička zadruga permanentno
je bila otvorena za školsko-nastavne inovacije. U okviru zadruge realiziran je društveno-korisni i proizvodni rad kao i tečajni oblici nastave koji se odnose na poljoprivrednu proizvodnju. Ustrojstvo zadruge
i motivacijski oblici osiguravali su potreban učenički interes za rad u
njoj, a često puta i više od toga. Istraživanje se temelji na relevantnoj literaturi i na izvornoj arhivskoj školskoj dokumentaciji i dokumentaciji učeničke zadruge. U suvremenoj školskoj i kurikularnoj reformi trebalo bi ozbiljno razmisliti i o mogućnostima koje pruža učenička zadruga u uvođenju života u školu, pripremanju učenika za stvarni život, povezivanju teorije i prakse i različitih mogućnosti u realizaciji izvanučioničke nastave.
The authors have researched and shown the continued work of school copereative in „Ivan Filipović“ primary school Velika Kopanica in the last sixty years. The work has been analysed within the contemporary movement of school cooperative movement of Croatia after the World War II. The work consists of three parts: The general and national cooperative movement is discussed in the first part. The work of this school cooperative between 1957 and 1974 is discussed in the second part. The third part describes the work between 1975 and 2017. Ranges, successes and even restrictions have been analysed within several content-related cathegories: Thre development of this school cooperative in general; Work in sections and material production, The other types of work in school cooperative, The Constitution of school cooperative and motivational patterns, Reviews, encounters, visits and acknoweldgements.
It is irrefutably confirmed that this school cooperative has fulffiled a
very important guideline of school cooperative –orientation towards production and market. This type of orientation was realised on a real and local contractual market. At the same time, this school cooperative was permanently opened to teaching innovations. Public work and production as well as teaching courses in agricultural production were realised within it. The cooperative construction and motivational forms ensured the interest of students necessary to work in it, and many times
even more. This research is based on relevant and original literature from the school archive as well as the literature of the school cooperative. Contemporary school and curricular reforms should seriously consider the
possibilities that school cooperative could give a lot in preparing students for real life and connection of theory and practice in various possibilites of outdoor classes’ realisition.
Die Autoren haben die sechzig Jahre lange und fortlaufende Arbeit der Schülergenossenschaft in der Schule „Ivan Filipović“ in Velika Kopanica untersucht und dargestellt. Die Arbeit dieser Genossenschaft wurde im Kontext der gegenwärtigen Bewegung von Schülergenossenschaften in Kroatien nach dem Zweiten Weltkrieg analysiert und in drei inhaltliche Einheiten strukturiert dargestellt. Der erste Teil bespricht die allgemeine und nationale Bewegung der Schülergenossenschaften. Im zweiten Teil wird die Arbeit der ausgewählten Schülergenossenschaft zwischen 1957 und 1974 analysiert während im dritten Teil die Jahre zwischen 1975 und 2017 besprochen werden. Die Leistungen, Erfolge, aber auch Einschränkungen wurden innerhalb der folgenden inhaltlichen Kategorien analysiert: allgemeiner Entwicklungsweg der Genossenschaft, Arbeit in den AGs und materielle Produktion, andere Arbeitsformen in der
Schülergenossenschaft, die Struktur der Genossenschaft und Motivationsformen, Feste, Begegnungen, Besuche und Anerkennungen.
Es konnte unwiderlegbar festgestellt werden, dass diese Schülergenossenschaft kontinuierlich produktions- und marktorientiert war und dass diese Orientierung auf dem realen und lokalen Vertragsmarkt
verwirklicht wurde. Gleichzeitig war die Schülergenossenschaft ständig offen für Innovationen im Bereich Bildung und Unterricht. Im Rahmen ihrer Arbeit wurde gemeinnützige Arbeit und Produktion erfüllt, ebenso wie Kurse im Bereich landwirtschaftlicher Produktion durchgeführt. Die Struktur der Genossenschaft und die Motivationsformen haben das nötige Interesse für die Schülerbeteiligung geliefert, und oftmals noch viel mehr. Die Untersuchung gründet auf der relevanten Forschungsliteratur und den originellen Schulunterlagen aus dem Schul- und Genossenschaftsarchiv. Die gegenwärtige Schul- und Lehrplanreform sollte
die Möglichkeiten, die eine Schülergenossenschaft in Bezug auf Vorbereitung der Schüler fürs Leben, Verknüpfung von Theorie und Praxis und Umsetzung von außerschulischem Unterricht bietet, ernsthaft in Betracht ziehen.
This article's concern is epistemological in that it seeks understanding of the nature of ethnographic knowledge production. Its background assumption is that decolonization of anthropology requires ...decolonization of anthropological epistemology. The article argues that anthropology is not so much a study of the ‘Other’, but an effort to acquire knowledge by translating across some sort of socio-historically established difference. Anthropologists do not acquire knowledge necessarily by translating between modern, Western European, and non-modern, ‘Other’ conceptual arrangements. Instead, the anthropological production of knowledge requires an effort to figure out the relevant differences and similarities between an anthropologist, their interlocutors, and their audiences, as well as a translation across these differences and similarities. In order to demonstrate this point, the article focuses on 19th- and 20th-century ethnographic discussions of rural joint families called zadruga in the Balkans. Through a critical reading of two works on zadruga, it demonstrates that anthropologists in the Balkans were epistemologically eclectic, in that they could make use of strategies of both ‘anthropology abroad’ and ‘auto-anthropology’, or combine and reverse them. While this instance of epistemological eclecticism is the result of widespread uncertainties concerning the status of the ‘modern’ and the ‘non-modern’ as organizational categories in the Balkans, it has direct implications for the production of anthropological knowledge generally.
Zadruga kao neovisno udruženje osoba koje udružuju rad za razliku od dioničkog društva u kojem se spaja kapital, organizacijski je oblik udruživanja radi zadovoljavanja zajedničkih ekonomskih, ...socijalnih ili kulturnih potreba na demokratičan način. Energetske zadruge, koje su naročito proširene u nekim europskim zemljama, predstavljaju oblik zadruga koje su izravno usmjerene na rješavanje energetskih i ekoloških problema, koje stabiliziraju lokalno gospodarstvo, odgovaraju na potrebe ljudi u zajednici, stvaraju pravednije sustave raspodjele dobiti i doprinose povećanju općeg dobra. Društveno poduzetništvo kao noviji način poslovanja predstavlja područje preklapanja poduzetničkih praksi iz poslovnog svijeta i vrijednosti usko povezanih s društvenom odgovornošću. Društveno odgovorno poslovanje i ovdje podrazumijeva apsolutno poštivanje svih zakona i propisa uz vođenje brige o resursima i okolišu ali i o zadružnim načelima koja podrazumijevaju: dobrovoljno i otvoreno članstvo, demokratsko upravljanje i nadzor, ekonomsko sudjelovanje članova, autonomiju i nezavisnost zadruge, omogućavanje obrazovanja i informiranja članova, suradnju među zadrugama i brigu o zajednici u kojoj djeluju. Na primjeru djelovanja i rada Zelene energetske zadruge, Zagreb, bit će opisan inovativni poslovni model u sektoru energetike koji doprinosi energetskoj tranziciji i razvoju društvenog poduzetništva u Hrvatskoj.
Zadruga „Arhitekt” u Zagrebu Čavlović, Melita
Prostor,
12/2017, Letnik:
25, Številka:
2(54)
Journal Article, Paper
Recenzirano
Odprti dostop
Zadrugarstvo je u arhitekturi kao bitna stručna inicijativa nakon Drugoga svjetskog rata bilo jamac profesionalne autonomije prakticirajućih arhitekata. Ukazujući na pravu problematiku rada i ...poslovanja unutar arhitektonske profesije, Zadruga je otvorila mogućnost nalaženja prostora slobode zbog kojih su dosezi rada prve zadruge u podruèju arhitekture na prostorima Federativne Narodne Republike Jugoslavije djelovali izuzetno emancipacijski za struku. Ovim se radom prvi put razotkriva osnivanje i djelovanje Zadruge Arhitekt koje se bitni učinci prikazuju u širemu društvenom i političkom kontekstu poslijeratne arhitektonske profesije.
Cooperative movement in architecture was an important professional initiative launched after WW II in order to assure professional autonomy of practising architects. By addressing the real issues of working and doing business in architectural profession, the Architect paved the way for architects to achieve greater freedom. It thus played a crucial role as a catalyst for much needed independence of architectural profession in the former Yugoslavia. This article for the first time reveals the establishment and activities of the cooperative Architect whose effects are assessed in a wider social and political context of post-war architectural profession.
Humanost i solidarnost temeljna su načela na kojima je 1865. organizirana prva učiteljska udruga u Hrvatskoj – Učiteljska zadruga. Tijekom 25 godina djelovanja Zadruga je dobrotvornim radom pomagala ...školovanje djece preminulih učitelja te sudjelovala u izgradnji učiteljskih ustanova i inicirala osnutak drugih učiteljskih udruga. U radu su analizirani djelovanje i postignuća Učiteljske zadruge.
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