Zbornik radova III , 2005. - filozofski fakultet u zenici - Univerzitet u ...

PLAY AND FREE TIME IN CONFLUENT EDUCATIONSummaryThough Philosophy considers play as one of five essentialphenomena of human existence, play is still treated as anopposition to learning, particularly scholar learning.This attitude to play derives from an opinion thateducation may be identified with school education that is not ordoes not have to be human oriented. The school is an institutionfor social oriented education, an institution that developsprofessional and/or expert skills of every particular individual.Education as an immanent human need is poorly represented orignored in the school. Every child cannot learn individually in theschool. The child mostly cannot preoccupy itself with its interestswithin the school. Even if it happens, the child cannot stay inschool according to its interests and wishes. In the school, onlyscholastic learning is planned. This form of education does notmake possible for education to become reluctant experiencewhile the child investigate and create, use its own initiative andcommon sense in order to freely and entirely confirm anddevelop its own life forces. Human creativity comes out fromunsubmitted and uncontrolled relations, from strictly nonstructuredtime free of brutal external intrusion. This work shouldpoint out the need for the development of such an environmentthat will stimulate various forms of learning, particularly selfdirected,side learning easily identified during the play and freetime of children. That’s the reason for author’s plead forestablishment of learning network (association of organizedlearning) that will enable undisturbed development of individualemotional, spiritual and working activities of every child.Key words: play, free time, confluent education, curiosity,learning network, creativity.33