Programska knjiÅ¾ica - Hrvatsko filozofsko druÅ¡tvo

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IVANA ZAGORAC Filozofski fakultet, Sveučilište u Zagrebu, Hrvatska / Faculty of Humanities and Social Sciences, University of Zagreb, Croatia KRITIČKO MIŠLJENJE I SUSTAV OBRAZOVANJA Kritičko mišljenje razumije se kao jedna od najvažnijih karakteristika svakog slobodno mislećega pojedinca te bi trebalo predstavljati nužan preduvjet svakog istraživanja i, posljedično, svakog novog intelektualnog doprinosa. Razvoj kritičkoga mišljenja također se ističe i kao jedan od osnovnih zadataka suvremenih obrazovnih sustava na svim razinama. S druge strane, a to zapažanje predstavlja i polazište ovoga rada, svaki sustav koji ga zaziva mora biti spreman na znatne strukturalne promjene ako želi takvome tipu mišljenja dati produktivnu, a ne puko ukrasnu ulogu. Put kritičkoga mišljenja od odgojne mantre do punokrvnoga koncepta omeđen je spremnošću sustava na vlastitu rekonceptualizaciju. Osnovno pitanje koje se istražuje u radu stoga nije što kritičko mišljenje može ponuditi sustavu, nego što sustav može ponuditi kritičkome mišljenju. CRITICAL THINKING AND EDUCATIONAL SYSTEM Critical thinking is understood as one of the main characteristics ascribed to the freely thinking individual, therefore being assumed as a vital precondition of every research as well as of every new intellectual breakthrough. The development of critical thinking has often been highlighted as one of the basic tasks of the modern educational systems on all levels. On the other hand, each system that promotes it must be prepared for major structural changes if it advocates productive rather than decorative role of critical thinking. Such an objection represents the starting position of this paper. The capacity of critical thinking to develop from a merely educational mantra to a strong and sustainable concept is dependable on the capability and willingness of the system for its own re-conceptualization. Main question of the paper therefore is not what critical thinking can do for the system, but what the system can do for critical thinking. 130
ENIS ZEBIĆ Zagreb, Hrvatska / Zagreb, Croatia MEDIJI: IZMEĐU VLASTI, PROFITA I JAVNOG INTERESA Problemi sveučilišta u 21. stoljeću – između Scile vlasti i Haribde kapitala, a u trajnoj okrenutosti prema humanističkim vrijednostima – okvir su unutar kojeg treba propitati samorazumijevanje, a potom i obrazovanje novinarske profesije, kao one koja bi u demokratskom društvu svim sudionicima omogućila pravo na kvalificirano i kompetentno sudjelovanje u demokratskom procesu. Tri su moguće pozicije i tri moguća razumijevanja novinarstva – ono koje ga razumije kao slugu/servis ekonomije i/ili kapitala, ono koje ga razumije kao slugu/servis politike i ono koje ga razumije kao servis javnosti. Ove prve dvije opcije imaju i svoju »legalnu« inačicu – to su eksperti za odnose s javnošću. Gdje počinje, a gdje prestaje novinarstvo kao neizostavan i konstitutivan dio demokratskog procesa (od posredovanja u pribavljanju informacija potrebnih za sudjelovanje i odlučivanje u demokratskom procesu do elementarnog ljudskog prava na iskazivanje vlastitog mišljenja), a gdje počinje (i gdje prestaje?!) servisiranje vlasti i/ili kapitala? MEDIA: BETWEEN AUTHORITIES, PROFIT AND PUBLIC INTEREST The problems of universities in the 21st century – caught between the Scylla of government and the Charybdis of capital, but in permanent orientation towards humanistic values – are the framework within which the self-perception, and, thereupon, the education of the journalist profession should be questioned, since it should empower all the participants in a democratic society to skillfully and competently participate in the democratic process. There are three possible positions and three possible perceptions of journalism – the one seeing it as a servant/service of economy and/or capital, the one seeing it as a servant/service of politics, and the one seeing it as a public service. The first two options have their “legal” version – the experts for public relations. Where is the beginning, and where the end, of journalism as an integral and constitutive part of the democratic process (from mediation in obtaining information needed for participating and decision making in the democratic process, to the elementary human right to express one’s opinion), and where is the beginning (and where is the end?!) of servicing the government and/or capital? 131
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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
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gitimnosti (bliske) veze između re
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striktnog državnog nositelja. On j
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DRAGAN ĆALOVIĆ Fakultet za kultur
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gments, a truth in developing them,
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NENAD DAKOVIĆ Beograd, Srbija / Be
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u atmosferi aphetéos-ēdone, unive
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skog tipa sveučilišta nego su u n
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RICHARD F. GOMBRICH Faculty of Orie
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UNIVERSITY, HIGHER EDUCATION, AND N
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AMINA ISANOVIĆ Filozofski fakultet
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ge as a whole and the light whose o
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ju narav sveučilišta i uloge znan
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ZNANOST I ETIKA: NEKE NAPOMENE O RA
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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
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Page 105 and 106: iti pobrojane uočene anomalije i n
Page 107 and 108: tual endeavours contribute the soci
Page 109 and 110: MAJA POLJAK Odjel za filozofiju, Sv
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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: DIVNA VUKSANOVIĆ Fakultet dramskih
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,
Page 154 and 155: popratna obrazloženja u znanstveni
Page 156 and 157: tion to the emergence of ‘new opt
Page 158 and 159: assertions of Plato and Aristotle,
Page 160 and 161: The same concept of happiness appea
Page 162 and 163: IVICA MARTINOVIĆ, MARIN MARTINIĆ
Page 164 and 165: 15. Thomas Thomson, An attempt to e
Page 166 and 167: 166 pp. 515-516, with the descripti
Page 168 and 169: Institut für Wissenschaftsgeschich
Page 170 and 171: Prvi subtezarij »De principiis et
Page 172 and 173: chapter “De astronomia physica,
Page 174 and 175: minje postojanje »nečega« izmeđ
Page 176 and 177: the Greek verb system he encountere
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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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