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Duration: 16' 35''

Milan Polić

Učiteljska akademija, Zagreb

Visoka učiteljska škola, Pula

2. dani Mate Demarina, Kvalitetna edukacija i stvaralaštvo, Visoka učiteljska škola u Puli i HPKZ, na Brijunima 14. - 16. lipnja 2001. (međunarodni skup)

Education and Creativity

To be a person means to be about-oneself or to be oneself’s. And this precisely refers to a free, self-owning, self-defining individual who can be as such only by being a self-aware entity. An activity that does not support the development of a child’s individuality should not be named as education at all. Education is an emancipating, freeing activity by which a person’s individuality is taken to be the foundation of his/her autonomy that is nurtured because of its very own self, and not because it could serve someone or something. The traditional pedagogical approach does not differentiate education from manipulation by which a child is instrumentalized for the attainment of some ‘higher’ purpose. Thus, such an approach does not allow for the understanding of the role of creativity in education, though creativity lies in the very essence of education. And only by understanding education as a creative activity that supports and encourages the development of a child’s individuality is it possible to reach his/her growth into co-education and self-education.

Key words: creativity, co-education, education, freedom, personality, self-activity, self-education, work

Duratio: 32' 20''

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110. obljetnica rođenja Pavla - Vuk-Pavlovića
The 110th Anniverary of Vu-Pavlović's Birth

Milan Polić

Učiteljska akademija u Zagrebu

Simpozij 13. međunarodni filozofski simpozij Dani Frane Petrića, Filozofija i odgoj u suvremenom društvu, Hrvatsko filozofsko društvo, u Cresu 20 .- 22. rujna 2004.(međunarodni skup)

Pavao Vuk-Pavlović rođen je 9. veljače 1894. u Koprivnici kao Pavao Wolf. Bio je jedino dijete Janke (Johanne, rođene Granitz) i Slavka (Samuela) Wolfa, koji su u Koprivnicu došli iz Zagreba nakon što je Slavko Wolf dobio dozvolu da u Koprivnici otvori odvjetničku kancelariju. Pavlovi su roditelji bili iz uglednih židovskih obitelji što je u njegovom najranijem odgoju, kasnijem obrazovanju i životu svakako imalo određenu ulogu.

Pavao Vuk-Pavlović was born on 9 February 1894 in Koprivnica, Croatia, as Pavao Wolf. He was the only child of Janka (Johanna, born Granitz) and Slavko (Samuel) Wolf. His parents came to Koprivnica from Zagreb after Slavko Wolf obtained a permit to open a solicitor’s office in Koprivnica. Vuk-Pavlović’s parents came from distinguished Jewish families, something that, indeed, played a certain role in his earliest upbringing, later education, and life in general.

Duration: 15' 47''

Osobnost i dokolica (pdf 250 KB)

Milan Polić

Učiteljska akademija u Zagrebu

Simpozij Dijete i slobodno vrijeme, Učiteljska akademija Sveučilišta u Zagrebu, u Zagrebu 19.-20. svibnja 2005. (međunarodni skup)

Personality and Leisure

At the notional and linguistic level, the relationship between free time, leisure and idling is not always clear, and the notions of idling and leisure are often, although wrongly, confused. There is a huge difference between them. Admittedly, both notions represent a kind of free time, but while idling is the time when one is free from work or an activity which is compulsory, leisure is the time when one is free for immediate active realisation, such as play and creative activity. Therefore, if free time is in fact the time of freedom, and the best expressions of freedom are play and creativity, then the essence of free time is achieved only in leisure, and only leisure represents real free time, while idling can he considered that only partly. Because, if there are no objective and subjective conditions tofdl idling with significantly human and humanising content, and it remains at the level of pointless inactivity, "killing time", or even consumer manipulation, than it is not a time of possibility and freedom, but a time of a lack of possibility and freedom, and becomes time which is not in fact free.

As the essence of personality is freedom, and only freedom combined with self-awareness make up personality, leisure as a necessary condition for personality development can be regarded as true free time because it is the time of personality development. In the same way that upbringing nurtures personality (if it is true upbringing and not manipulation in disguise), it also nurtures leisure.

Key words: idling, leisure, play, upbringing, personality, work, self-activity, freedom, free time, creativity

Duration: 26' 52''

Što je manje odgojnoga stvaralaštva,
to je više etike i moralnih dužnosti (pdf 210 KB)

Milan Polić, Učiteljski fakultet, Zagreb

Rajka Polić, Visoka učiteljska škola, Pula

8. dani Mate Demarina, simpozij Deontologija učitelja,
Sveučilište "Jurja Dobrile" u Puli, u Puli 20.-21. travnja 2007. (međunarodni skup)

Less Educational Creativity Implies More Ethics and Moral Duties

In Croatia, the last fifteen years or so have witnessed the formation of countless “ethical committees”, numerous “ethical codices” have been written and moral duties called upon. This paper discusses the background of the aforesaid state of affairs, particularly in respect of the field of education, from the philosophical and sociological perspectives. Moreover, special attention is paid to the difference between education and manipulation, as well as the educational role of creativity.

The analysis of the need for the “ethical codification” of the teaching profession reveals the same to be conceptually incomplete, contradictory and ideologically laden. This is, furthermore, the curtain that veils the endeavours to reduce education to manipulation, much like its alleged de-ideologisation is nothing but the guise of its re-ideologisation. At the same time, however, it is evident that education as a stimulus and support of the development of individuals is significantly grounded on creativity and that, as such, it cannot be reduced to work and just any kind of duty for it to remain education. In contrast to manipulation, education is an activity that presupposes autonomy, self-management, participation and agreement.

Key words: deontology, duty, ethics, ideology, love, manipulation, morality, education, freedom, creativity

Duration: 47' 10''

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First part

Second part

Cjelovitost svijeta i obrazovanja (pdf 1MB)

Milan Polić

Učiteljski fakultet Sveučilišta u Zagrebu

Polić, Milan i Drandić, Boris (2007.), “Cjelovitost svijeta i odgoja”, Nastavnički priručnik, Zagreb: Znamen, str. 186-203

Uvod

Kada je u 5. stoljeću prije nove ere čuveni i ugledni sofist Protagora izrekao svoju veličanstvenu tvrdnju: “Čovjek je mjera svih stvari, onih koje jesu da jesu, a onih koje nisu da nisu!”, kojom je postavio osnovu za dekonstrukciju svega postojećeg, malo ga je ljudi razumjelo, ali su se njegove tvrdnje zato mnogi prestrašili osjetivši da im izmiče čvrsto tlo predrasuda na kojima su uredili svoje živote. Jer činilo im se, da njegovo svođenje svijeta na čovjeka, dokida mogućnost svake spoznaje i istine, te svake vrijednosti i smislena života. Jednako tako, u današnje postmoderno doba, dekonstruiranje spoznajnih, djelatnih i uopće svih životnih obrazaca zasnovanih na neupitnoj vjeri u jedinstvenost, apsolutnost, univerzalnost i konačnost razuma izaziva kod mnogih nelagodu i strah. I ta nelagoda i strah toliko su veći koliko je očitije da razum nije ni jedinstven, ni sam po sebi, ni u svemu, ni nepromjenjiv, pa prema tome ni njime dokučena stvarnost nije takva kakvom se čini da jest: jedna za sve, jednaka za sve i po istim zakonitostima za svagda.

Duration: 16' 30''

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Spoznaja između vjere i sumnje (pdf 402 KB)

Milan Polić

Učiteljski fakultet Sveučilišta u Zagrebu

Polić, Milan (2008.), “Spoznaja između vjere i sumnje”, Filozofska istraživanja, Zagreb, god. 28, sv. 4(112), str. 823-833

Cognition between faith and doubt

Except for intuitive cognitions by which (self)consciousness is immediately aware of itself as existing, all other cognitions are mediated in multiple ways. To make this possible in the first place they need to be based on the belief from which even the most modest hypotheses can stem. Although firm faith or at least some kind of similar belief in the validity of the hypotheses is the necessary origin of every mental-rational cognition, doubt is the only thing that can lead to knowledge from those hypotheses. Faith which is not open to doubt and verification is cognitively futile. Furthermore, it is truth-evasive.

Bearing that in mind doubt is that what makes thinking critical and draws the boundary between philosophy as philo-sophia and arrogant dogmatism, pure-sense limitation and ideological falseness.

So if mental-rational cognition without faith or at least belief is not possible, the faith which does not respect or which even negates mental-rational cognition is unworthy of living.

Key words: belief, cognition, creed, knowledge, suspicion, truth