In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual’s behaviour. Hence, it is important to examine the factors affecting the attitudes of preschool teachers towards children’s gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non)affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children’s gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination. Keywords: children’s gender roles, gender equality, preschool education, preschool teachers’ attitudes.
Cilj ovoga istraživanja bio je utvrditi koliko se često teme odgoja i obrazovanja pojavljuju na znanstvenoj konferenciji Lošinjski dani bioetike, kada su se počele pojavljivati, u kojem se dijelu znanstvene konferencije nalaze ta izlaganja i koliki je njihov broj. Istraživanje je provedeno kvalitativnom analizom, a uzorci su bile knjige sa sažecima izlaganja na znanstvenoj konferenciji Lošinjski dani bioetike u razdoblju od 2002. do 2014. godine, njih trinaest, i dvije knjige sa sažecima izlaganja na znanstvenoj konferenciji Dani Frane Petriša/Petrića 1998. i 2001. godine, dakle, ukupno petnaest knjižica. Izdvojena su ona izlaganja koja, prema mišljenju autora, imaju veze s temom odgoja i obrazovanja. Podaci su svrstani u tablice, nakon kojih slijedi interpretacija, a u prilogu na kraju rada nalazi se popis izdvojenih izlaganja. Rezultati istraživanja pokazuju da postoje izlaganja o temama odgoja i obrazovanja na Lošinjskim danima bioetike, iako u manjem broju, dok u ostalim izlaganjima većinom dominiraju teme o problemima koji su vezani uz medicinu.
In this paper we are trying to point out possibilities for a bioethical reading of thoughts of Spanish philosopher José Ortega y Gasset. The key problem which we are trying to expose is Ortega's understanding of the phenomenon of life and in this respect we especially focus on his work El tema de nuestro tiempo (1923). Ortega y Gasset argues that Western way of thinking may be leading humanity to its mental collapse because it does not provide full comprehension of human existence, rather, it is stressing only one dimension, the rational one, reductively. The central position of this work, created through an understanding of the philosophy of Ortega y Gasset, is the understanding of life as an existential whole, which presuposses the imperative of building a new type of knowledge, that knowledge which is focused on the care and preservation. Ortega y Gasset argues that human life is a radical reality, and bioethical reading of his thoughts points us to the conclusion that life must no longer be understood as a resource, but as a whole that needs to be preserved.
Radom bismo htjeli povezati nekoliko dimenzija rasprave o odnosu bioetike i obrazovanja. Prvo, htjeli bismo njime pridonijeti raspravi o filozofiji odgoja, posebno promišljajući sadržaje i probleme filozofije odgoja, kako je to učinio hrvatski filozof Milan Polić (1946. - 2015.). Drugo, htjeli bismo osvijetliti sklop bioetičkih problema, posebno sagledanih i kuta obrazovanja, budući da je bioetika i akademsko područje znanja i društveni pokret, konkretno, misaono i životno nastojanje da se promijene okolnosti i dosezi ljudskog života s namjerom da bude manje destruktivan po život u cjelini. Rečeno po definiciji uključuje probleme obrazovanja. Treće, htjeli bismo jednom iznova ocrtati potrebe unošenja bioetičkih sadržaja, a mogli bismo reći i „bioetičkog načina mišljenja“, u strukture akademskog obrazovanja, posebno u programe učiteljskih i odgojiteljskih studija. I u ovoj stvari Polićeva misao može biti od pomoći, iako, kako nastojimo prikazati u ovom radu, Milan Polić zadržava čvrsta uvjerenja u antropocentričke konstrukcije i njihovu realnu primjenu u životu. Unatoč tome, posebno s pozicija njegove kritike obrazovnih sustava, njegova misao može nam biti značajni poticaj za bioetička promišljanja sadržaja obrazovnih procesa i sustava odgoja i obrazovanja u cjelini, što se između ostaloga vidi i u domišljatom korištenju koncepta ekohistorije.
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