Programska knjiÅ¾ica - Hrvatsko filozofsko druÅ¡tvo

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olonjske nastave na hrvatskim sveučilištima izazvao je nalete metodološkodidaktičkih nastojanja za novim udžbenicima, priručnicima i ostalim pomagalima u skladu s bolonjskom dinamikom. Očevidno je, po definiciji, da prijašnja izdanja i pomagala postaju anakrona. Studentima treba pokazivati putove za njihovo kreativno (samostalno) učenje – koji potiskuju tradicionalno studiranje u <strong>Hrvatsko</strong>j, ukorijenjeno na njemačkom modelu braće W. von Humboldta (1767 −1835) i A. von Humboldta (1769–1859). Prva parcijalna fenomenološka prosudba o bolonjskom režimu jest da popularnima postaju što su moguće kraći udžbenici ili priručnici (tiskana i/ili e-izdanjā) s jezgrom (katalogom) znanja i primjena (tzv. very short introduction) za pojedine kolegije. Studenti u <strong>Hrvatsko</strong>j danas »trpe« i trpjet će još ovo karakteristično akademsko razmeđe. Oni su između Scìlē tradicionalnog Humboldtovog sveučilišta (temeljna predavanja – problematske vježbe /zadaci/, seminari – laboratorijske vježbe) i Hàribdē u bolonjskim virovima za boljim sabiranjem bodova za većom ocjenom i ECTS-bodovima. U tome se, pak, podrazumijeva virtualno povećanje kvalitete što izranja iz novih oblika i metoda nastave u jakoj bolonjskoj interakciji nastavnika i studenata. U referatu ćemo se uz Humboldtovu ideju sveučilišta, najduljeg života s realnim modelom (ustrojem) na europskom tlu, osvrnuti i na noviju klasičnu ideju sveučilišta K. Jaspersa (1883–1969) prije dolaska bolonjske reforme. On je u Baselu širio ideju »koncentričnog ili stratificiranog sveučilišta« u kojem čiste znanosti (filozofija, matematika, fizika i klasična filologija) čine srž, dok ostale vijence i slojeve daju prije svega tehničke (primijenjene) i druge znanosti. Naše prosudbe o bolonjskoj reformi proizlaze iz analize bolonjskog spektra tek dvaju fakulteta Sveučilišta u Zagrebu: FER i PBF. Prosudbe zato nose kvantifikaciju parcijalne i prethodne jer se odnose na jednu (temeljnu) komponentu spektra: fiziku. Dualni su razlozi takvome izboru. Prvi je čisto znanstveni: epistemičkoj jezgri suvremenom znanju na sveučilištima krucijalno pridonosi fizika. Ona s matematikom i filozofijom znanosti (filozofskim mišljenjem) zajedno zauzimaju središnje mjesto u sustavu znanosti. Njihovom sinergijom nastaju otkrića što utječu na spoznaju prirode (svemira), na materijalnu i duhovnu kulturu čovječanstva. Drugi je činjenica da autor na FER-u nastavno (neprekinuto) djeluje od 1975. u polju fizike, a na PBF-u je u razdoblju 1991–2012 postavio moderni program kolegijā fizike, kao i bolonjski model nastave 2005. godine. Ukratko će se opisati struktura i dinamika ispitā iz opće fizike, pokazati odabrani histogrami s odgovarajućim bolonjskim parametrima prolaza (uspješnosti) za kolegije fizike, za oba navedena fakulteta. Konačne prosudbe će biti (preliminarno) referirane usporedbom bolonjskog sa starim modelom nastave, algebarskom jednostavnom metodom: kvaliteti boljeg (+) ili goreg (–) jednoj ili drugoj opciji. Kritički će 104
iti pobrojane uočene anomalije i neka strana (egzotična) rješenja u aktualnom hodu bolonjske reforme. PARTIAL ASSESSMENTS OF THE BOLOGNA REFORM AT THE UNIVERSITY OF ZAGREB AND RECALL OF THE HUMBOLDTIAN IDEA OF UNIVERSITY Universities with their faculties are places today rich for the development of knowledge and methods of researching, with the intellectual skills and moral virtues, where high level education are usually attained by scholars. Other schools are using and applying knowledge and methods that being produced by the universities, and within that hierarchy, a university may be understood as the highest school. What is the best model (conception) of the modern faculty throughout the evolution of the University? A status was rather diversity in the history of European universities, but a new model of university has been set-up in the recent times in the countries – members of the EU, under the key-note name Bologna university reform. The same process was also started in Croatia by 2005 in all 8 universities with smaller or higher momentum of changes in them, respectively. A current regime of the Bologna education in the Croatian universities provoked bursts of the methodological-didactic requesting for the new course books, handbooks and other guides, in accordance with Bologna dynamics. It is more than obvious that previous editions and manuals become anachronism. A new ways for creative and independent (by itself) learning has to be shown to students, which suppress a traditional studying in Croatia that had been based upon the German model developed by the brothers of W. von Humboldt (1767−1835) and A. von Humboldt (1769–1859). By the first partial phenomenological assessments of the Bologna regime, we judge that short textbooks or manuals (printed and/or e-editions) become very attractive for the particular teaching courses, even as shorter as possible (so called “very short introduction”) that includes a core (catalog) of knowledge and applications of the subjects. In Croatia students today “are suffering” and will be suffered by the characteristic academic crossroad. They are in between Scylla of the traditional Humboldtian’s university and Charybdis of the Bologna’s vortices gathering up the ECTS-points and better grade, where the Humboldtian’s type implies structure: fundamental lectures – followed by the thematic exercises (problems), and seminars – laboratory exercises. However, a virtual self-gaining of the quality of education is assumed due to the new forms and methods of teaching and of the high interaction of students and educators. Next to the Humboldtian idea of university, characterized by the longest life time with a 105
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ISSN: 1848-2228 HRVATSKO FILOZOFSKO
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SADRŽAJ / CONTENTS Organizacijski
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21. DANI FRANE PETRIĆA Uvod 21st D
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znanstvenim opusom u 13. stoljeću,
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THE IDEA OF THE UNIVERSITY Mislav J
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all else in the service of such dev
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OD PETRIĆA DO BOŠKOVIĆA: HRVATSK
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2. The sources of Petrić’s and B
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Simpozij IDEJA SVEUČILIŠTA Sympos
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Legal History in the Curricula of t
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16:15-16:30 RAJKA ŠVRLJUGA (Hrvats
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UTORAK, 25. rujna 2012. / TUESDAY,
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Predsjedava / Chairperson: JOSIP OS
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SRIJEDA, 26. rujna 2012. / WEDNESDA
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PLENARNA PREDAVANJA ::: PLENARY LEC
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Predsjedavaju / Chairpersons: IVICA
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10:15-10:45 Petrićeve Discussiones
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The Reception of Bošković’s Nat
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Međunarodni simpozij IDEJA SVEUČI
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LOGIČKA OGRANIČENJA I ONTOLOŠKI
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USTROJ ODSJEKA ZA FILOZOFIJU U MODE
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problem. On the other hand, the ver
Page 53 and 54: gitimnosti (bliske) veze između re
Page 55 and 56: striktnog državnog nositelja. On j
Page 57 and 58: DRAGAN ĆALOVIĆ Fakultet za kultur
Page 59 and 60: gments, a truth in developing them,
Page 61 and 62: NENAD DAKOVIĆ Beograd, Srbija / Be
Page 63 and 64: u atmosferi aphetéos-ēdone, unive
Page 65 and 66: skog tipa sveučilišta nego su u n
Page 67 and 68: RICHARD F. GOMBRICH Faculty of Orie
Page 69 and 70: UNIVERSITY, HIGHER EDUCATION, AND N
Page 71 and 72: AMINA ISANOVIĆ Filozofski fakultet
Page 73 and 74: ge as a whole and the light whose o
Page 75 and 76: ju narav sveučilišta i uloge znan
Page 77 and 78: ZNANOST I ETIKA: NEKE NAPOMENE O RA
Page 79 and 80: INDUSTRIALISATION OF THE UNIVERSITY
Page 81 and 82: nim, odnosno profitabilnim istraži
Page 83 and 84: disable competition, not to introdu
Page 85 and 86: socijalnih mehanizama upotrebe znan
Page 87 and 88: MISLAV KUKOČ Faculty of Philosophy
Page 89 and 90: ard of their human and moral qualit
Page 91 and 92: UNIVERZITET VISVA-BHARATI; TAGORINO
Page 93 and 94: UNIVERSITY: FROM SPECULATION TO CRI
Page 95 and 96: »SUSTAV« U FILOZOFIJI KAO POSLJED
Page 97 and 98: curricula’s subjects. For him, th
Page 99 and 100: This protest shows that students wa
Page 101 and 102: der Universität in der Zeit des Zw
Page 103: losophy, Pedagogy and Logics. As th
Page 107 and 108: tual endeavours contribute the soci
Page 109 and 110: MAJA POLJAK Odjel za filozofiju, Sv
Page 111 and 112: verziteta«, točnije, seminarskog
Page 113 and 114: either bureaucratic and politicized
Page 115 and 116: Jedna od tih je, svakako, ideja sve
Page 117 and 118: jesti kao holistički okvir za istr
Page 119 and 120: WHY IS UNIVERSITY STILL IMPORTANT?
Page 121 and 122: LINO VELJAK Filozofski fakultet, Sv
Page 123 and 124: assistance in the Vedas, Upanishads
Page 125 and 126: RADOMIR VIDENOVIĆ Filozofski fakul
Page 127 and 128: BUDISLAV VUKAS, ml. Pravni fakultet
Page 129 and 130: DIVNA VUKSANOVIĆ Fakultet dramskih
Page 131 and 132: ENIS ZEBIĆ Zagreb, Hrvatska / Zagr
Page 133: BOJAN ŽALEC Faculty of Theology, U
Page 136 and 137: Petrić i Gučetić svoje traktate
Page 138 and 139: of the paper deals with Ficino’s
Page 140 and 141: If we accept that Comenius was stro
Page 142 and 143: φιλοσοφία), a možda i sv
Page 144 and 145: i završne riječi cjelokupnog Filo
Page 146 and 147: On 131v-140r the manuscript, eviden
Page 148 and 149: The third stage researches the rece
Page 150 and 151: PETRIĆ AND (PSEUDO-)PHILOPONUS Phi
Page 152 and 153: Unlike the other three characters,
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popratna obrazloženja u znanstveni
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tion to the emergence of ‘new opt
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assertions of Plato and Aristotle,
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The same concept of happiness appea
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IVICA MARTINOVIĆ, MARIN MARTINIĆ
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15. Thomas Thomson, An attempt to e
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166 pp. 515-516, with the descripti
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Institut für Wissenschaftsgeschich
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Prvi subtezarij »De principiis et
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chapter “De astronomia physica,
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minje postojanje »nečega« izmeđ
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the Greek verb system he encountere
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su u 19. stoljeću nazvani »točka
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fundamental rule of defining the ur
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Međunarodni simpozij IDEJA SVEUČI
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Richard F. Gombrich Balliol College
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Nenad Malović Katolički bogoslovn
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Iris Tićac Odjel za filozofiju Sve
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19. simpozij OD PETRIĆA DO BOŠKOV
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Dodatak: popratni tekstovi uz simpo
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egarded as some of the world’s be
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professorship is the same as a chai
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of the organization Save British Sc
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seem at the bottom a deadly ideolog
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all right to be clever at a specifi
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the Commons Education Select Commit
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out of his bookcase to show it to t
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which is completed in three years.
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and they should be used for those g
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value and thus to be worthless. In
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in Britain. Since then there have b
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9 names, because even though the ot
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“There are few things on which ma
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department, employing six teaching
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and “the stick is mightily more e
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Politicians are not the only ones t
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I explained in my Tokyo speech that
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ing, like all evaluation, is a form
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wäre weitaus geringer, wenn nicht
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diese auch sind. Aber an einen akad
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Diese Bildung, diese Sensibilitäte
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STALNI Donatori DANA FRANE PETRIĆA
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1992 Suvremena filozofska gibanja
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IZDAVAČ: BIBLIOTEKA: ZA IZDAVAČA:
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