Professional Documents
Culture Documents
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Eaa.a JIyKa IIplIMJbeH: 27. II 2004.
BlBLID: 0553-4569, 50 (2004), 3-4, P 173-193
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J],p HCHa!l CY3Mh: HAlliA IlIKOJIA Y OJ],HOCY HA KOMilETEHlJ;I1JE 3A XXI BI1JEK
AKO )KeJIIIMO ua 3aBIIpIIMO y 6y,n;yhHOCT, Y OHO IIITO HaM ,n;OHOCII BIIjeK y KO-
Me )KIIBIIMO, MopaMO carnenarn II3a30Be KOjII ce onexyjy.
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nED,ArOWKA CTI3APHOCT, L, 3-4 (2004), HOIllI Call
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)J,pHenan Cy3Hh: HAIl1A Il1KOJIA Y O)J,HOCY HA KOMDETEHUl1JE 3A XXI Bl1JEK
JIa~ rope HJIH norse, 0 TOMe O.n;JIytIHBao. EP30 6HCMO ra rrpeIIOpy'IHJIH ncaxajarpy
jep rro HallIHM KpHTepHjHMa OH anje HOpMaJIaH. 3arrHTajMo ce IIITa 6H HaMa pexao
HCKO KO 6H nonrao H3 BpCMCHa C xpaja -rerapror MllJIeHlljyMa. Carypan caM na 6ll
KOHCTaTOBao KaKO y MHoro 'leMy HllCMO HOpMaJIHll. Mn 6llCMO My 3aXBaJIllJIll aa
KOMnJIllMeHTY II HaCTaBHJIll no CBOMC. Mopan je, naxne, npoxrjearsnna .n;llMcH3llja
n.yacxor MHIlIJhefba, ocjehan,a H AjCJIOBafba.
Y nojeAHHHM HCTOplljCKllM enoxaxra npenoaaajesro AOMllHa~lljy pa3JIH'IHTllX
BplljC.n;HOCHHX llJIll eTWIKllX cncrena. To cy: 1) KllHH'IKO-CTOWIKll, 2) xpaurhancxa,
3) xenonacranxa, 4) llHTeJIeKTyaJIllCTWIKo-ll.n;eaJIHCTWIKll II 5) nparMaTH'IKO KyJI-
TypOJIOIlIKll (urnpe: Cysnh, 2001a). Kao npaxca ernxe MOpaJI ce pa3JIllKOBaO 'IaK H
y OKBllPY ncror epajenaocaor cacresra. On BpCMeHa xana je llHKBll3ll~llja cnannna
Hay'IHHKa xoja ce YCy.n;110 na jasno rosopa II name 0 reo~eHTpWIKOM CllCTeMY no
nanac, KaTOJIH'IKa ~pKBa je 6llTHO ll3MlljeHllJIa caoje .n;orMaTCKO rnenan,e na rpe-
HOMeH rco~eHTpWIHOCTll.I1naK, jour II nanac nocroja aaanpaa,e npxse OA nay-mor
rperapaa,a mrran,a "npano-rerxa", rj, naraa.a HaCTaHKa ann npse nnaje cexynne
csenapa. To je nnycrparaano onncao CTllBeH XOKllHr, naaonehn na My ce ITana
lOBaH ITaBJIe II 3aXBaJIllO lIITO He sannpe y npanonerax caesrnpa naxo je XOKllH-
rOB pan 6110 nocsehen ynpano TOM rpenojaeny, npBHM'ABjeMa cexynnaua CBeMHpa
(XoKHHr, 2002). J],aKJIe, y OKBl1PY xpamhancxor eTH'IKOr Cl1CTeMa npenosnajeuo
CBOJIY~l1jy l1JIl1 reaesy Kpnrnxyjyha xpaurhancxy norraarcxy eTl1KY, Po-
MOpaJIa.
611H Bapoy HCTWle KaKO je Mo.n;eJInpnxynn.aa,a noena sa YJIa3Hl1~y sa paj xao CBP-
xy OB03CMaJhCKOr )Kl1BOTa, 3anpaBo MOpaJI HecJI060.n;e l1JIl1 rrpnnyne (Barrow,
1995). Csjenona CMO na ce xpnmhancxa eTHKa y CBOjOj MOpaJIHoj 113Be.n;611 naaac
CBe smne ocnoriaha OBllX .n;orMlI 11 spaha 113BOPHl1M npaammaua sjepe no Kojl1Ma
je 60r CTBOpllO 'IOBjeKa xao 611he CJI060.n;HO na nerra no CBOjOj BOJhl1, a 1'a cJI060Aa
ra ql1Hl1 nOTeH~HjaJIHO 60Jhl1M OA anbena. Ynpaso sa Ty CJI060AY ce 3aJIa)Ke Ba-
poy aaroaapajyhn "MOpaJI paanora" (116H.n;eM), a Bapyx ne Crrl1H03a cxtarpa na 6ll
"xoajex 6110 l1CTO raxo YHHllITeH KaA 611 nocrao anheo, xao 11 KaA 611 nocrao xon,"
(BH.n;l1: From, 1977, CTp. 29). Ilnraa,e cJI060.n;e je jenao OA CYIlITl1HCKl1X naran.a '10-
sjexose MOpaJIHOcTH.
Tlocraan.a ce mrran,e KaKO na noajex 6y.n;e cJI060.n;aH, na lIMa CJI060.n;Hy BO-
Jhy xana je Ta cJI060.n;a orpaaaxena BOJhOM llJIl1 CJI060.n;OM npyrnx JhYAlI. "ITOCTOjll
jenan AapBl1HOBCKlI pa3JIOr 360r xora sjepyjexro y CJI060AHy BOJhy: APYlliTBO y KO-
Me ce jennaxa ocjeha onrosopna aa CBOjC nocTynKe lIMa Bl11I1e narrrena na Tl1MCKlI
nejcrsyje 11 na npeacana KaKO 6ll pallIl1pHJIO csoje Bpl1jeAHOCTl1" (XOKl1Hr, 2002,
CTp. 126). Koxrnereauaje aa XXI aajex, KaKO CMO Bl1AjeJIl1 nperxonno, janajy caxro-
noysnan,e aJIl1 H Tl1MCKe cnoc06HOCTlI sroajexa MHoro BHIlIe Hero TpaAl1~110HaJIHa
lIlKOJIa y KOjOj CC MHOrl1M OA 28 OBl1X xosme-remtaja naje nocnehaaana aAeKBaTHa
naxn.a. He CMaTpaM nOTpc6Hl1M na osnje aHaJI113HpaM MOpaJIHy .n;HMCH311jy CBaKe
OA Tl1X xoxmerenrtaja, AOBOJhHO he 6111'11 na Ha'leJIHO pa3MOTpl1MO reopnje a MO-
pany, fbHXOBe nenarourxe HMnJIl1Ka~l1je, xao 11 nexa acrpasomaa.a MOpaJIa.
J],BHje cy reopercxe opajearannje nocefino 3aHllMJhl1Be aa neAarOIlIKO nje-
nosaa,e y nonpy-rjy MOpaJIa. To cy: 1) reopnja MOpaJIHOr cyheisa H 2) reopnja MO-
paJIHllX csojcraaa. ITo iiieopuju MOpaJ1HOi cyhen.« 'IOBjeK ce nonaura y CKJIaAY ca
OHHM IlITO sjepyje na Tpc6a na 'IllHH, IUTa je ncnpaano a IlITa He, xoja npannna no-
urroaara, no TOMe xoje npHHl.J.Hne nOIJITOBaTlI y )Kl1BOTy. ITo iiieopuju MOpaJ1HUX
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,ll,p HCHaj\ Cysah: HAlIIA lIIKOJIA Y O,ll,HOCY HA KOMflETEHUl1JE 3A XXI Bl1JEK
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TIEAAfOiliKA CTBAPHOCT, L, 3-4 (2004), HOBM Call
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D,p HCHal1 CY3Hh: HAlliA llIKOJIA Y OD,HOCY HA KOMIlETEHUMJE 3A XXI BMJEK
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TIEnArOIliKA CTBAPHOCT, L, 3-4 (2004), HOlm Caj;
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Ap HeHa11 CY3Hh: HAIIlA IIlKOJIA Y 0AHOCY HA KOMnETEHUilJE 3A XXI BilJEK
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ITEll.ArOIliKA CTBAPHOCT, L, 3-4 (2004), HOBH Call
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LJ,p HCHal1 Cy3Hh: HAlllA llIKOJIA Y OLJ,HOCY HA KOMDETEHI..IJ1JE 3A XXI Bl1JEK
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ITEJl,AfOlliKA CTBAPHOCT, L, 3-4 (2004), HOlm Can
HaCTaBHIIK MO)Ke BpJIO JIaKO rrpenosnara KO~ CBOjlIX y~IeHIIKa II npenyaern ane-
KBaTHe Mjepe. Jenan O~ jegHocTaBHIIX repannjcxax MO~eJIa je panaxanaaannja
ocjehaa.a y cPOPMII IIrpaIha ynora IIJIII y BII~y xapaxapan.a nojennaax cnryauaja II
ocjeharsa xoja rrpaTe nary caryanajy. Ha rrpmrjep, nperjepano nyr II nperrracan
cMlIjex rrplI IICKa3lIBaIhY esrouaje pa~OCTII. .IJ:a 6lIX noxasao IIHCTpyKTIIBaH MO~eJI,
1I3pa~IIO caxr pa~IIOHIIQY EK9 - eMOQIIOHaJIHe xosmereanaje (BII~1I HaCJIOB ItPa~IIO
HIIQe).
ECTeTCKa ,IJ;UMeH3uja conajanaax xosmerenuaja rronpasyvajesa crroco6-
HOCT yoaanaa,a, paaysrajeaan,a, ~O)KIIBJhaBaIha, spenaoaan.a II rrpaKTIIKOBaIha rse-
nore COQlIjaJIHIIX nonapa, COQlIjaJIHIIX onnoca u aKTIIBHOCTII. Y OKBIIPY eCTeTCKe
~IIMeH31Ije COQlIjaJIHIIX xosmerennaja paanaxyjesro HlI3 acnexara:
• yo-ranan,e II pasyuajeaaa,e rsenore rpyrrHlIx eMOI~IIOHaJIHIIXcrpyjan.a
II cnare onnoca,
• rsenora ycarnanrenocra ca QIIJheBIIMa rpyne IIJIII opraaaaauaje,
eCTeTCKII ~O)KIIBJhaj xonaoopannje,
• eCTeTCKII acnexr rpynnor MeHaI,IMeHTa: 6lITlI soha II 6lITlI sohea,
crnapan,e aesa, cnocoriaocr ysjepaaan,a, opranasanaone cnocofino-
CTII, TIIMCKe cnoc06HOCTII, nonjena pana,
• rsenora KOMyHIIKaQlIje: CJIyrrraTII OTBopeHO II CJIaTII yajeprsase nopy-
xe, KOMyHIIKaQlIja It O~IlI Y O~IlI It, rsenora HeHaCIIJIHe KOMyHIIKaQlIje,
• y)KIIBaIhe y nonpunm ~pYrIIMa II CepBIIJIHoj opajenrauaja, ceH31I61IJIII-
TeT sa pasaojae norpeoe npyrax II nonpacaaarse IhIIXOBIIX cnocotino-
CTII,
• n.ertora pa3JIWIlITOCTII, TOJIepaHQlIje, nexroxparuje,
• eCTeTCKII acnexr rr03lITlIBHe nparrannocra aannja II QIIBIIJIII3aQlIjlI.
Y Tpa~IIQIIOHaJIHoj IIIKOJIII xajepapxajcsn ycrpojeaoj no xparepnjy yqeHWI-
xe cyoopnaaarmje HaCTaBHIIKOBOM ayToplITeTy yrposceaa je eCTeTCKa ~IIMeH31Ija
narpann,e COQlIjaJIHIIX KOMneTeHQlIja. Y TaKBIIM O~HOCIIMa yqeHIIK TeUIKO MO)Ke
na ocjern rsenory geMoKpaTlIje, HeHaCIIJIHe KOMyHIIKaQlIje, KOJIa60paQlIje IIJIII He-
KII ~PYrII eCTeTCKII acnexr COQlIjaJIHIIX xoxmerennaja. .IJ:a 61I ce ageKBaTHO pa3BII-
jane eCTeTCKe spajenaocra COQlIjaJIHIIX onnoca, Hy)KHO je MlIjeIhaTII cTpory xaje-
papxajcxy II ayToplITapHO ~OMIIHaQlIjcKY nosnnajy HaCTaBHIIKa y O~HOCY na y-re-
HIlKe, Hy)KHO je YBO~IITII HaCTaBHe MO~eJIe KOjlI nacrasny axnzjy ca HaCTaBHIIKa
npeaoce na yxeaaxe. TaKBII MogeJIII cy IIHTepaKTIIBHO II KoonepaTIIBHO y~IeIhe,
IIH~IIBII~yaJIII3aQlIjcKII II npyra MO~eJIII aaraacoaan,a y'IeHIIKa.
HHTep-KyJITypaJIHe CTY~lIje 0 Mel)yeTHwIKIIM pa3JIlIKaMa yxasyjy na npoQe-
ClI COQlIjaJIlI3aQlIje Mory YTIIQaTII na COQlIjaJIHe I~IIJheBe II nocrarnyhe yqeHIIKa
(Markus and Kitayama, 1991; Ogbu, 1992). .IJ:PYrIIM pnje-nura, YKOJIIIKO onpacrajy Y
cPlIHO ypeheaasr YCJIOBIIMa couajanasanaje, yqeHIII~1I he IIMaTII 60Jhe UIKOJICKO rro-
crarayhe II cOQlIjaJIHO nplIXBaTJhIIBlIje QIIJheBe. aBO nonpyxje aaje ~OBOJhHO
IICTpa)KeHO HII KO~ Hac HII y canjery. "Sa HaCTaBHIIKe II e~YKaQIIOHe IICTpa)KIIBaqe
6lIJIO 61I saa-rajao na orxpajy KaKO npOQeCII COQlIjaJIlI3aQlIje y IIIKOJIaMa II yqlIO-
HIIQaMa yra-ry na COQlIjaJIHO QIIJhHY opajenramrjy y~IeHIIKaIt (Urdan and Maehr,
1995, CTp. 234). Y~reHIIK je y UIKOJIII oxpyacen BpUIIhaQIIMa no KOjlIX My je CTaJIO,
KOjlI 6lITHO yrasy na Ihera. Onaj yTIIQaj je sjeponarno MohHlIjlI y 1I3BaHqaCOBHlIM
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)J,pHenan CY3Hh: HAlliA lIIKOJIA Y O)J,HOCY HA KOMTIETEHI.l;I1JE 3A XXI BI1JEK
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nEIJ;ArOllIKA CTBAPHOCT, L, 3-4 (2004), HOlm Can
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Summary
The paper deals with feature analysis of educational system in the XXI century in
relation to the competences necessary for independent life in future. This analysis brought
up a question of changes in our educational system. Therefore, factography has to be
changed by developing learning capacity, reacitivity by motivaion, etc. Challanges of the
XX century will come up with adequate answers in education. This relation is clearly pre-
sented in the short scheme. Nowdays, it is possible to recognize some new results in edu-
cation: defensive pessimism, escaping work, self handicaping etc. Having in mind these
consequences of modern education, we have to think about alleviating their output, which
means developing models of competence necessary for independent life in XXI century.
While studying four areas of competence such as cognitive, emotional, social and work-
action the author presentes twenty eight competences for the XXI century. Furthermore,
he elaborates thesis that cooperative and interactive learning contain teaching models ne-
cessary for effective support in developing these competences in our schools. Special at-
tention in given to moral and aesthetic dimension of each of these competences.
Pe310Me
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