engleski

Curriculum of the Cooperative School

The aim of this paper was to examine the cooperative structure of an elementary school in Osijek, regarding cooperation and conflict as positive, as well as negative connection in interpersonal relationships. The research included 289 students from third to eighth grade, and the results had shown that the school in question is not cooperative. About 30% of the students who were included in the research exhibits conflicts in their relationships ; they are not ready to cooperate, help each other, and resolve their problems. Female students assess their cooperation more positively than male students, but the difference was proven to be statistically most significant within the population of older students. Female students have the highest levels of assessment of cooperation in eight grades, while the male students of the same age are the least willing to cooperate. However, if conflicts are observed by seeing the obvious difference in relation to the desirable condition, then the tendency to resolve them is already present. Cooperation in that particular sense actually means adjustment, a kind of relationship in which all participants satisfy their needs, but adjust to each other as well. Unlike the traditional curriculum, which is directed towards the accumulation of knowledge, curriculum of the cooperative school encourages complete development, and promotes team, cooperative, and integrative approaches to learning within the ever present system of separated school classes/subjects. In a social sense, it enables the development of constructive and cooperative aspects of life (noticing, thinking, and acting upon it).

school; students; curriculum; cooperation

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