Analysing the key stages of Karol Wojtyla’s upbringing and education, the authors have reached the inalienable values which uphold the quality school for life. Since God is the source of life, any ...further education, which aims to affirm humanity and personality, should mediate the search for God as a thread that runs through all phases of the educational process, from the primary family, through parish-pastoral, to university education. The school for life primarily implies the acceptance and bestowal of life in the family, which Wojtyla calls the domestic seminary. The categories of truth and love on the one hand and selfless self-giving and solidarity on the other represent the framework that educated Wojtyla for life, from the family community of Emilia and Carol in Wadowice, Poland, through Salesian and lay engagements in Dębniki parish, to the Sapieha's seminary and later university immersion in the works of great theologians and philosophers. It is necessary, therefore, that each of these stages is a guide to the identity and Truth of humanity contained in Jesus Christ. Therefore, the whole school for life is in fact »learning Christ.« Only then will man become a witness to the same, and that means ready for life.
Obrazovanje spada među jedno od najvažnijih sredstava razvitka ljudskog intelektualnog potencijala. Bilo da je riječ o formalnom ili neformalnom obrazovanju, ono je uvijek igralo važnu ulogu kako u ...životu pojedinca, tako i u životu zajednice. U radu koji je pred nama autorica tematizira neke osnovne principe obrazovne teorije engleskog mislioca J. H. Newmana. U prvom poglavlju rada riječ je o čovjeku shvaćenom kao biću razvoja koje treba određena pomoćna sredstva za dostizanje intelektualne izvrsnosti. Među tim sredstvima obrazovanje zauzima jedno od prvih mjesta. U drugom poglavlju iznesen je Newmanov stav prema utilitarističkoj koncepciji sveučilišne naobrazbe, dok treće poglavlje tematizira utjecaj sveučilišta na moralni razvoj pojedinca.
Education belongs among the most important means for the development of human intellectual potential. Whether formal or informal, education has always played an important role both in the life of the ...individual and in the life of the community. In the paper before us, the author discusses some of the basic principles of educational theory of the English thinker J. H. Newman. The first chapter of the paper discusses man seen as a being of development who needs certain means to help him reach his intellectual excellence. Among these means education holds a primary position. The second chapter brings Newman’s attitude towards the utilitarian concept of university education, and the third chapter deals with the influence of the university on the moral formation of the individual.
This book recognizes the importance of cooperative learning, in contrast to the traditional classroom, as an effective approach to learning. Its coverage of the subject ranges across the educational ...spectrum, from pre-school years to university, and offers a fresh perspective on a topic that has gained increasing interest worldwide.With contributions from an international panel of leading experts in the field, this engaging text succeeds in providing key insights, linking the theories that underpin the study of group dynamics to their practical application in the classroom. It presents a comprehensive overview of this alternative educative approach, illustrating how cooperative learning experiences can promote socialisation and friendships, and facilitate learning.
The editors assemble a range of well-researched essays, covering such aspects as:* The importance of teacher and student interaction* Small group, virtual and non-virtual teaching environments* Assessment practices for measuring the outcomes of individual and group progress* The effect of cooperative learning on relationships amongst students with diverse cultural, social and learning needs.Illustrated with practical examples throughout, this book will be a crucial read for teacher educators, educational psychologists, student teachers, academics and researchers who want to realize the significant potential of cooperative learning in all educational settings.
Ovim se istraživanjem pokušava saznati kakav je utjecaj intelektualnoga razvoja na pristupe učenju, nakon kontrole varijable dobi. Podatci su prikupljeni na uzorku od 322 studenta razredne nastave, ...pomoću turskih verzija Skale intelektualnog razvoja studenata i Revidiranog dvofaktorskog upitnika o procesu učenja. Kvantitativni podatci analizirani su pomoću statističkoga programa koji koristi deskriptivnu statistiku i jednosmjerne multivarijatne analize kovarijance. Rezultati su pokazali da se pristupi učenju studenata nastavničkih smjerova značajno razlikuju s obzirom na njihovu razinu intelektualnoga razvoja, nakon što je provedena kontrola varijable dobi. Usporedbe u parovima također su pokazale da studenti koji razmišljaju na relativistički način uče gradivo puno dublje nego studenti koji razmišljaju na multiplistički način, a iste su životne dobi. Ovi bi rezultati, osim što mogu pomoći nastavnicima koji poučavaju buduće nastavnike u Turskoj prepoznati njihovu razinu intelektualnog razvoja, mogli također i dati određene prijedloge za bolju komunikaciju sa studentima nastavničkih smjerova. Ovo istraživanje može također pomoći nastavnicima koji obrazuju buduće nastavnike unaprijediti njihovu razinu intelektualnoga razvoja i pomoći im da uče dublje.
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