engleski

Ideas of goodness and philanthropy have strengthened the autonomy of the special science of nurturing on the Croatian territory

Linking the outgrowing of educational content, historically often observed solely as a group of rules, with ethical ideas of goodness and philanthropy that have the power to change the image of the world, this paper aims to illustrate the factors and social conditions in which processes, contributing to the science of nurturing - pedagogy - as an independent and autonomous scientific discipline on today's Croatian territory, take place. Throughout history, the systematization process of pedagogy ranged from practical and written ideas of people who were not professionally trained in the said field to presenting various ideas in educational journals, books, textbooks and regulations that have proven to be necessary prerequisites for making a general theory. Until the second half of the 19th century, a thousand-year-old institutional education, developed from natural-experiential through practical-experiential to theoretical-pedagogical, existed in Croatia. The factors such as opening of the first teachers' colleges, lasting efforts for better pedagogical education of teachers, finding appropriate sources of pedagogical knowledge, the possibility of professional development, professional journals and associations, issuing the First Croatian Education Act and compulsory elementary education in Croatia provided a strong stimulation for modernizing science, previously referred to as the science of nurturing, and brought it to the level of neighboring countries.

Croatia; ethical values; factors; independence; lecturers

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