| Sažetak | Komparativna analiza domovinskog odgoja u vojnim učilištima Republike Hrvatske u granskoj i intergranskoj vojnoj izobrazbi i zemalja uzorka Republici Mađarskoj, Njemačkoj, Slovačkoj i Sloveniji temeljem studija i analize sadržaja primarne i sekundarne dokumentacije o vojnoj izobrazbi pokazala je, da se domovinski odgoj kao dio odgoja ostvaruje kao nastavni predmet i načelo interdisciplinarnosti na svim razinama vojne izobrazbe.
Domovinski odgoj je posebno, odgojne djelatnosti. Svrha mu je upoznavanje domovine, njegovanje ljubavi prema njoj, razvijanje pozitivnog odnosa, spremnosti za zalaganje i žrtvovanje za dobrobit domovine. Kao rezultat tih odgojnih nastojanja javlja se domoljublje.
Ostvarivanje domovinskog odgoja u vojnim ovisi o i osposobljenosti nastavnika da u odobrenom programu izobrazbe primjenjuje najpovoljnije modele rada, suradnje i aktivne komunikacije. To je složen i odgovoran proces koji uz znanje, sposobnosti, iskustvo zahtjeva i umijeće pedagoško-andragoškog i rada u vojnom učilištu.
Izobrazba u vojnim organizirana je u okviru Ministarstva obrane navedenih država u svim modelima izobrazbe, a nastavne planove i programe odobrava Glavni stožer Oružanih snaga Republike.
Komparativna analiza domovinskog odgoja u vojnim utvrdila je i razlike u načinima organizacije, ustrojstva i realizacije domovinskog odgoja u temeljnoj i specijalističkoj izobrazbi, u vremenskom trajanju, broju nastavnih predmeta i tema, povezanosti otvorenosti djelovanja, izboru nastavnika.
Kao nacionalna vrijednost domoljublje je povijesno potvrđeno.
Ono je ljudska odlika, etička i odgojna vrijednost, pozitivan snažan osjećaj koji oplemenjuje čovjeka, vezuje ga uz njegov narod i domovinu. Domovinski odgoj, kao i svaki drugi odgoj i izobrazbu u vojnim treba promatrati u povijesno-razvojnoj dimenziji jer u protivnom bismo brzo postali dogmatičari.
Za očekivati je, da će i vojna učilišta Ministarstva obrane Republike Hrvatske uključiti u cjelovitu preobrazbu visokoškolskog odgoja i obrazovanja Republike Hrvatske, što će se kvalitetno odraziti u ostvarivanju sadržaja i analize
domovinskog odgoja.
Nije moguće govoriti o jednostavnom i općeprihvaćenom modelu izobrazbe u području domovinskog odgoja. Svaka država problem izobrazbe u svim modalitetima programa rješava na njoj najprihvatljiviji način.
Nema školskog vojnog sustava koji se može uzeti kao najbolji i preslikati ga za Oružane snage u Republici Hrvatskoj, jer je to nerealno i pogrešno.
Istraživanjem stanja domovinskog odgoja u vojnim doprinijeli smo boljem rješavanju domovinskog odgoja u cjelini i utvrdili potrebu sustavnijeg
povezivanja civilnog i vojnog odgoja i obrazovanja. |
| Sažetak (engleski) | The comparative analysis of homeland education at Croatian military
institutions of higher learning in vocational and intervocational military training and colleges of other countries, such as the Republic of Hungary, Germany, Slovakia and Slovenia, based on the study and analysis of the contents of primary and secondary documentation about military education, has shown that homeland education as a part of general education is realized as an educative subject and a principle of interdisciplinary on all levels of military education.
Homeland education is a particular, specific field of educational activity. lts aims are: introduction to students' homeland, cultivating love towards it, developing positive attitude, readiness tor intercession and sacrifice for the benefit of the homeland. The result of these endeavors is patriotism.
The realization of homeland education at military institutions of higher education depends on the competence and qualification of the educator to implement the most convenient working models, cooperation and active communication in an authorized educational program. That is a complex and responsible process which, in addition to knowledge, abilities and experience, requires the skill of pedagogic-andragogic and didactic-psychological work at a military college.
Education at military colleges is organized within the Ministry of Defense
of the mentioned countries in all educational models, and the teaching
curriculum is authorized by the General Staff of the Armed Forces of the
relevant state.
The comparative analysis of homeland education at military institutions of higher learning has identified similarities and differences in organization, structure and realization of homeland education in basic and specialist training, in duration, number of educational subjects and themes, connection of colleges, openness of action, choice of educators.
As a national value, patriotism has been historically confirmed. lt is a
human distinction, an ethical and educational value, a strong positive feeling which ennobles a person and connects him with his people and homeland. Homeland education, as well as every other kind of education and training at military institutions of higher learning should be observed in historical-developing dimension; otherwise we could easily become dogmatists.
lt is expected that Croatian military institutions of higher learning will be integrated into transformation of Croatian higher education, which will have a profound effect on realization of contents and analysis of homeland education.
lt is not possible to discuss a simple and generally accepted model of
education in the field of homeland education. Every state solves the problem of education in a way that is most acceptable to it.
There is no military educational system that can be considered the best
and implemented to Croatian Armed Forces, because that would be unrealistic and wrong.
By researching the situation of homeland education at military institutions
of higher education, we have contributed to better solution to homeland
education in general and identified the need for systematic connection of
civilian and military education. |
