| Abstract | Ovaj diplomski rad istražuje ulogu filozofije u cjeloživotnom obrazovanju. U prvom dijelu rada
opisuje se i objašnjava koncept cjeloživotnog obrazovanja te ga se uspoređuje s procesom
cjeloživotnog učenja, uvodeći i pojmove formalnog, neformalnog i informalnog obrazovanja.
Svrha te analize je postavljanje pozadine za promatranje uloge filozofije u tom cijelom procesu
koji počinje s Filozofijom s djecom pa se nastavlja kroz osnovnu i srednju školu te fakultet i
naposljetku završava s Filozofijom s odraslima i umirovljenicima. U svakoj od ovih 'faza', jedan
od glavnih ciljeva je razvijanje ili daljnji napredak kritičkog mišljenja te omogućavanje djeci,
učenicima, studentima, odraslima i umirovljenicima prostor u kojem mogu izraziti svoje
stavove na argumentiran način, potičući razmišljanje o filozofskim temama i na taj način ulazeći
u dubinu pojmova iz svijeta oko njih.
Drugi dio ovog rada fokusiran je na praktični dio, odnosno na dvije radionice koje su odrađene
na temu Prijateljstva. Prva radionica odrađena je s djecom, i cilj joj je bio poticanje kritičnog
mišljenja i iznošenje stavova o temama unutar pojma prijateljstva, na način da su kroz riječi
različitih filozofa i morskih likova ulazili u dubinu ove teme, pokušavajući shvatiti njenu svrhu.
Slično prvoj, druga radionica odrađena je s umirovljenicima na istu temu, ali se razlikovala po
tome što joj je cilj bio ponovno oživljavanje kritičkog mišljenja kroz igru definiranja pojma
prijateljstvo. Na ovaj način umirovljenici su navodili ključne pojmove koje vežu za prijateljstvo
te zajedno slagali definiciju koja bi na što precizniji i točniji način objasnila dubinu iza tog
pojma. Na kraju , ovaj rad je promatrao sličnosti i različitosti u pristupu djece i umirovljenika
prema samoj radionici i temi te navodi da su u svojoj suštini ti pristupi dosta slični jer su i jedna
i druga skupina željne otvorene diskusije i iznošenja svojih stavova i iskustava. |
| Abstract (english) | This thesis examines the role of philosophy in lifelong education, tracing its evolution across
various educational settings. The initial section delineates the concept of lifelong education and
contrasts it with the process of lifelong learning. It introduces the notions of formal, informal,
and informal education. The objective of this analysis is to provide a contextual framework for
examining the role of philosophy in this comprehensive process, which commences with the
introduction of philosophical concepts to children, progresses through the curriculum of
primary and secondary schools, and culminates in the integration of philosophical principles in
the education of adults and retirees. In each of these "phases," one of the primary objectives is
to cultivate or further advance critical thinking and to provide children, pupils, students, adults,
and pensioners with a forum where they can express their views in an argumentative manner,
encouraging reflection on philosophical topics and thus delving into the nuances of concepts
from their immediate surroundings.
The second section of this paper is devoted to the practical aspects of the topic, namely two
workshops on the subject of friendship. The initial workshop was conducted with children and
aimed to cultivate critical thinking and present diverse perspectives on the concept of
friendship. To this end, the workshop utilized the words of various philosophers and sea
characters to delve deeply into the topic, striving to grasp its essence. Similarly, the second
workshop was conducted with retirees on the same topic, but differed in that its objective was
to stimulate critical thinking through a game of defining the term "friendship." In this manner,
the retirees articulated the fundamental concepts that underpin the concept of friendship and
collectively attempted to formulate a definition that would elucidate the essence of the term
with precision and accuracy. Finally, this paper observed the similarities and differences in the
approach of children and pensioners towards the workshop itself and the topic. It was found
that in essence these approaches are quite similar because both groups are eager to have an open
discussion and express their views and experiences. |
