Abstract/Notes: Mnogi pedagogi, filozofi ali celo zdravniki so zaradi nezadovoljstva s tradicionalno šolo in šolskim sistemom poskušali ponuditi svoje pedagoške koncepte za izboljšanje izobraževalnega sistema. Nagnjenost k spremembi tradicionalne šole, osredotočene na vsebino, je privedla do ustvarjanja pedagoškega pluralizma, ki je v demokratični družbi neizogiben in se nenehno spreminja. Vzpostavljajo se številni pedagoški koncepti, ki se približujejo učencem in jih postavljajo v središče vzgojno-izobraževalnega procesa. Čeprav alternativno izobraževanje od 19. stoletja deluje skupaj z državnim izobraževalnim sistemom, ti modeli pogosto niso znani širšemu krogu ljudi in starši običajno niso seznanjeni s ponudbo šol, kar vodi do zavrnitve takšnega sistema izobraževanja. Da bi podrobneje pojasnili in izpostavili alternativne šole na Hrvaškem, smo najprej proučili njihov zgodovinski razvoj, in sicer v kontekstu reformske pedagogike ob koncu 19. in začetku 20. stoletja. Danes na Hrvaškem delujeta le montessori in waldorfska alternativna šola, ki sta glavni ustvarjalki pluralizma v izobraževanju, ki je še vedno v začetnih fazah razvoja. S tem razlogom je to magistrsko delo skromen prispevek k širjenju idej alternativnega izobraževanja. [Dissatisfied with the traditional school and the system, many pedagogues, philosophers or even doctors have tried to offer their pedagogical concepts to improve the education system. The tendency to change the traditional content-focused school has led to the creation of pedagogical pluralism, which in a democratic society is inevitable and constantly changing. There are numerous pedagogical concepts that are approaching students and put them at the heart of the educational process. Although alternative education has been operating since the 19th century, along with the state education system, these models are often not known to a wider circle of people, and parents are usually not familiar with what schools offer, which leads to the refusal of such an education system. In order to clarify and highlight the alternative schools in Croatia, we first examined their historical development, which was studied in the context of reform pedagogy at the end of the 19th and the beginning of the 20th century. Today, only montessori and waldorf alternative schools operate in Croatia, which are the main creators of pluralism in education, which is still in its early stages of development. For this reason, this task is a modest contribution to spreading the ideas of alternative education.]

Language: Slovenian

Published: Maribor, Slovenia, 2019

Language: English

Language: Croatian

Published: Zagreb, Croatia: Nakladnička kuča Aagram, 2007

ISBN: 978-953-7214-07-4 953-7214-07-9

Language: English

ISSN: 0519-0959

Language: English

ISSN: 1071-6246

Abstract/Notes: For years, the traditional school system did not meet the needs of students. Parents founded schools to allow children to move away from the rigid class-subject-hour system. Founders of alternative schools can be citizens, parents and teachers, religious communities and other legal entities. These are the so-called free schools, civic education initiatives, pedagogical reform attempts, educational boarding schools, etc. The goals of this paper are to present the pedagogical concepts and ideas of schools in the Republic of Croatia that were founded by parents. The paper presents the basic pedagogical principles and teaching aspects of Waldorf and Montessori pedagogy based on educational pluralism, a brief overview of the partnership between parents and schools in Croatia and the educational model of the Catholic primary schools "Ružičnjak" and "Lotrščak". The observed schools are located in Zagreb and have only one goal - to adapt the school to the child. We try to provide each student with an individual approach. The starting points are the child's needs and interests. These are schools where students have freedom of choice. The goal of education is the holistic development of the child. Emphasis is placed on active learning methods and abandoning didactic scenarios in which the child is only a passive observer. / Tradicionalni školski sustav godinama nije zadovoljavao potrebe učenika. Roditelji su osnovali škole kako bi omogućili djeci da se odmaknu od krutoga sustava razred – predmet – sat. Osnivači alternativnih škola mogu biti građani, roditelji i nastavnici, vjerske zajednice te druge pravne osobe. To su takozvane slobodne škole, građanske obrazovne inicijative, reformski pedagoški pokušaji, obrazovni internati itd. Ciljevi su ovoga rada predstaviti pedagoške koncepte i ideje škola u Republici Hrvatskoj koje su osnovali roditelji. U radu se predstavljaju osnovna pedagoška načela i aspekti poučavanja Waldorf i Montessori pedagogije utemeljene na obrazovnome pluralizmu, kratak osvrt na partnerstvo roditelja i škola u Hrvatskoj te obrazovni model katoličkih osnovnih škola “Ružičnjak” i “Lotrščak”. Promatrane škole nalaze se u Zagrebu i imaju samo jedan cilj – prilagoditi školu djetetu. Svakomu učeniku nastoji se osigurati individualan pristup. Polazne su točke djetetove potrebe i interesi. Ovo su škole gdje učenici imaju slobodu izbora. Cilj je odgoja i obrazovanja holistički razvoj djeteta. Naglasak je stavljen na metode aktivna učenja i napuštanje didaktičkih scenarija u kojima je dijete samo pasivan promatrač.

Language: English

DOI: 10.47960/2303-7431.27.2022.183

ISSN: 1840-233X, 2303-7431