engleski

Possibilities and ways of promoting affective education in primary school curriculum

The expansion of scientific facts and therefore teaching content at the primary school level often leads to a decline in affective education. However, besides its educational and functional aspects (the acquisition of knowledge and skills), school also has a significant formative role in development of pupil’s personality (the acquisition of values and attitudes). In that view, every teaching process should enable the realization of not only cognitive, but affective educational goals as well. That kind of directed education and teaching enables the actualization and activation of the school's affective aspect, which is often marginalized and neglected in the educational system. This paper discusses the possibilities and ways of promoting affective education in primary school curriculum. The guidelines of the Croatian National Framework Curriculum for Pre-School Education and General Compulsory and Secondary School Education (2010) were therefore first analyzed in the context of promoting affective education in the socio-humanistic area during the first educational cycle. Secondly, empirical research (which included the University of Pula and the University of Zagreb) identified education students’ attitudes concerning the importance and possibilities of promoting affective values during the teaching process, and their awareness about the affective aspect of the educational process. Results of the research are directed both towards better understanding of the affective education among students that are training to be teachers, as well as to understanding that affective aspect of education is a process which develops and co-exists simultaneously with cognitive aspect. Furthermore, this paper discusses affective educational goals which aim to develop individual self-esteem, respect and tolerance towards others, acceptance of mutual differences, gender equality, ecologic awareness and responsibility towards the environment, and sense of personal and social responsibility. Achievement of these goals through the implementation of different contents is directly linked to the achievement of moral, civic, ecologic and esthetic education. Therefore, complex network of educational values is indispensable for the formation of a comprehensive and wholesome young individual with all his/her qualities and positive characteristics ; individual that develops as an informed, active and responsible citizen of a democratic society.

curriculum; teaching process; education; values; citizen

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