APA 6th Edition Bognar, L. (2011). ODGOJ NA SVEUČILIŠTU. Život i škola, LVII (26), 165-174. Preuzeto s https://hrcak.srce.hr/77332
MLA 8th Edition Bognar, Ladislav. "ODGOJ NA SVEUČILIŠTU." Život i škola, vol. LVII, br. 26, 2011, str. 165-174. https://hrcak.srce.hr/77332. Citirano 13.04.2021.
Chicago 17th Edition Bognar, Ladislav. "ODGOJ NA SVEUČILIŠTU." Život i škola LVII, br. 26 (2011): 165-174. https://hrcak.srce.hr/77332
Harvard Bognar, L. (2011). 'ODGOJ NA SVEUČILIŠTU', Život i škola, LVII(26), str. 165-174. Preuzeto s: https://hrcak.srce.hr/77332 (Datum pristupa: 13.04.2021.)
Vancouver Bognar L. ODGOJ NA SVEUČILIŠTU. Život i škola [Internet]. 2011 [pristupljeno 13.04.2021.];LVII(26):165-174. Dostupno na: https://hrcak.srce.hr/77332
IEEE L. Bognar, "ODGOJ NA SVEUČILIŠTU", Život i škola, vol.LVII, br. 26, str. 165-174, 2011. [Online]. Dostupno na: https://hrcak.srce.hr/77332. [Citirano: 13.04.2021.]
Sažetak The Croatian school system distinguishes between upbringing (transfer of values)
and education (transfer of knowledge). It is assumed that upbringing takes place in a family,
primary and secondary schools, and that universities should exclusively deal with the transfer
of knowledge. Since people develop throughout their lives, and especially during turbulent
times when they are students, this assumption cannot be accepted. In order to influence their
personal growth, university teachers must be growing individuals themselves. They personify
students’ future profession and therefore serve as role models that students identify with.
Upbringing at the university level is concerned both with the adoption of the system of values
characteristic of students’ future profession, and with providing support for their own
socialisation and self-actualisation. The difficulties that young people may encounter in their
personal growth should not remain unnoticed, and support and assistance should be provided.
It is not in the interest of society to have high dropout rates, which are so often linked to
personal disillusionment and disappointment in their young lives.
Unfortunately, most university teachers are not trained to be educators in the sense of
upbringing, but this can be changed in the process of lifelong learning. Everyone who works
with people should be involved in a personal systematic training for this delicate and