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Continuity and Discontinuity of Ancient Greek Educational Values in Croatian Pedagogical Practice

Marko Pranjić   ORCID icon orcid.org/0000-0001-7072-0300 ; Hrvatski studiji Sveučilišta u Zagrebu, Zagreb, Hrvatska

Puni tekst: engleski, pdf (35 KB) str. 253-253 preuzimanja: 223* citiraj
APA 6th Edition
Pranjić, M. (2010). Continuity and Discontinuity of Ancient Greek Educational Values in Croatian Pedagogical Practice. Kroatologija, 1 (1), 253-253. Preuzeto s https://hrcak.srce.hr/60214
MLA 8th Edition
Pranjić, Marko. "Continuity and Discontinuity of Ancient Greek Educational Values in Croatian Pedagogical Practice." Kroatologija, vol. 1, br. 1, 2010, str. 253-253. https://hrcak.srce.hr/60214. Citirano 04.08.2020.
Chicago 17th Edition
Pranjić, Marko. "Continuity and Discontinuity of Ancient Greek Educational Values in Croatian Pedagogical Practice." Kroatologija 1, br. 1 (2010): 253-253. https://hrcak.srce.hr/60214
Harvard
Pranjić, M. (2010). 'Continuity and Discontinuity of Ancient Greek Educational Values in Croatian Pedagogical Practice', Kroatologija, 1(1), str. 253-253. Preuzeto s: https://hrcak.srce.hr/60214 (Datum pristupa: 04.08.2020.)
Vancouver
Pranjić M. Continuity and Discontinuity of Ancient Greek Educational Values in Croatian Pedagogical Practice. Kroatologija [Internet]. 2010 [pristupljeno 04.08.2020.];1(1):253-253. Dostupno na: https://hrcak.srce.hr/60214
IEEE
M. Pranjić, "Continuity and Discontinuity of Ancient Greek Educational Values in Croatian Pedagogical Practice", Kroatologija, vol.1, br. 1, str. 253-253, 2010. [Online]. Dostupno na: https://hrcak.srce.hr/60214. [Citirano: 04.08.2020.]
Puni tekst: hrvatski, pdf (136 KB) str. 228-253 preuzimanja: 501* citiraj
APA 6th Edition
Pranjić, M. (2010). Kontinuitet i diskontinuitet starogrčkih odgojnih sadržaja u hrvatskoj pedagoškoj praksi. Kroatologija, 1 (1), 228-253. Preuzeto s https://hrcak.srce.hr/60214
MLA 8th Edition
Pranjić, Marko. "Kontinuitet i diskontinuitet starogrčkih odgojnih sadržaja u hrvatskoj pedagoškoj praksi." Kroatologija, vol. 1, br. 1, 2010, str. 228-253. https://hrcak.srce.hr/60214. Citirano 04.08.2020.
Chicago 17th Edition
Pranjić, Marko. "Kontinuitet i diskontinuitet starogrčkih odgojnih sadržaja u hrvatskoj pedagoškoj praksi." Kroatologija 1, br. 1 (2010): 228-253. https://hrcak.srce.hr/60214
Harvard
Pranjić, M. (2010). 'Kontinuitet i diskontinuitet starogrčkih odgojnih sadržaja u hrvatskoj pedagoškoj praksi', Kroatologija, 1(1), str. 228-253. Preuzeto s: https://hrcak.srce.hr/60214 (Datum pristupa: 04.08.2020.)
Vancouver
Pranjić M. Kontinuitet i diskontinuitet starogrčkih odgojnih sadržaja u hrvatskoj pedagoškoj praksi. Kroatologija [Internet]. 2010 [pristupljeno 04.08.2020.];1(1):228-253. Dostupno na: https://hrcak.srce.hr/60214
IEEE
M. Pranjić, "Kontinuitet i diskontinuitet starogrčkih odgojnih sadržaja u hrvatskoj pedagoškoj praksi", Kroatologija, vol.1, br. 1, str. 228-253, 2010. [Online]. Dostupno na: https://hrcak.srce.hr/60214. [Citirano: 04.08.2020.]

Sažetak
The modern definition of education maintains that it is the tendency which enables human development to reach full maturity. In light of this, the author attempts to read certain parts of Homer’s epics detecting certain ancient Greek values important for education in ancient as well as modern times, in both Europe and Croatia; like active patience, fidelity, wisdom, friendship, doing good and avoiding evil, and perseverance in good at the risk of one’s life. These values have remained until today at the very top of the scale of values in the
European as well as in the Croatian pedagogical tradition, which proves a logical justification for considering the continuity of pedagogical values. Afterwards, the author uses some other examples, like the Old Greek perseverance in revenge for the violation of family and individual honour, i.e. perseverance in personal fame, indicating similar tendencies in some other cultures (taboos concerning nutrition, being in awe of holidays etc.), to point to a historical transformation of continuity principles, i.e. the establishment of discontinuity as an equally legitimate relationship to the consideration of values. In doing so, he uses contemporary literature which deals with this issue in detail and which has determined two basic principles for discontinuity: the psychological and the sociological. Both of these, due to the significantly greater level of education the modern man achieves, provide enough reasons for the thoughtful consideration
of certain values changing throughout history, i.e. the legitimacy of discontinuity when considering values.

Ključne riječi
Homer; education; educational values; continuity; discontinuity

Hrčak ID: 60214

URI
https://hrcak.srce.hr/60214

[hrvatski]

Posjeta: 1.245 *