Croatian school system distinguishes between upbringing (transfer of values) and education (transfer of knowledge). It is assumed that upbringing takes place in family, primary and secondary schools but universities should exclusively deal with the transfer of knowledge. Due to the fact that people constantly develop over a lifetime, and especially at the turbulent time when they are students, this assumption cannot be accepted.  In order to influence their personal growth, university teachers themselves must be the growing individuals. University teachers represent a personalisation of students’ future job and therefore serve as role models that students identify with.

Upbringing at the university level is concerned with the adoption of the system of values characteristic for students’ future profession, but also with providing support for their own socialisation and self actualisation.  The difficulties that young people encounter in their personal growth should not remain unnoticed, but support and assistance should be provided. It is not the interest of society to have a high percentage of drop-outs, which can frequently be linked to some personal disillusionment and disappointment in their young lives.

Unfortunately, most university teachers are not trained to be educators in the sense of upbringing, but it can be changed in the process of lifelong learning. Everyone whose job is related to other people should be involved in a personal systematic training for this delicate and important role.

Abstract

Storytelling and puppetry in education – yes, but in early schooling only; in secondary school or higher education – impossible, we cannot make kindergarten of them.  Such comments are still frequently made by those who are used to the traditional way of teaching and learning, which supposedly must be boring. Nowadays, when our knowledge about more successful ways of learning is expended and the traditional lecture-based teaching is considered to be the least successful method, the perception of this issue has changed.

Both storytelling and puppetry relate to our emotional side which interacts with reason and opens new possibilities for learning. Therefore, the question is no longer whether or not to use these benefits in education, but how to do that in order to make them accepted by student teachers and purposeful in class. This is what the article explores.

Objavljeno: 

Bognar,L. (2004.) Analiza tekstova u osnovnoškolskim čitankama, Metodički ogledi, Vol 11, No 1, Zagreb, str. 9-27.

Objavljeno: 

Bognar,L. (2001.) Evaluacija programa "Edukacija za prevenciju nasilja, nenasilnu transformaciju konflikta i izgradnju mira" (četvrti dio), Život i škola br. 5, god. 47, Osijek, str. 28 - 38.

Objavljeno: 

Bognar,L. (2000.) Evaluacija programa "Osposobljavanje za prevenciju nasilja, transformaciju konflikta i izgradnju mira" (drugi dio), "Život i škola", br. 3, god. 46. Osijek, str. 15-23.

Bognar, L. (2000.) Evaluacija programa "Osposobljavanje za prevenciju nasilja, nenasilnu transformaciju konflikta i izgradnju mira" (treći dio), Život i škola br. 4, god. 46, Osijek, str. 23 -33.

Objavljeno: 

Bognar,L. (2000.) Kvalitativni pristup istraživanju odgojno-obrazovnog procesa,Zbornik Učiteljske akademije u Zagrebu, Zagreb, str. 45-54.

Published: 

Bognar,L. (1998.) A New Model for Primary School, The School Field 1-2, Ljubljana, str. 93-102.

Bognar,L. (1996.) Orientation to Peace and War in Reading Books of Croatian Primary Schools, Education for Human Rights from Vision to Reality, Congres Report, Lillehamer, Norway, str. 73-79.