From an education of fear to an education of joy

Prisutnost straha sprječava nas u iskorištavanju vlastitih potencijala i ostvarivanju onoga što želimo postići. Kao i svaka emocija, strah je sastavni dio razvoja i prirodna je reakcija čovjeka u situacijama opasnosti. Međutim, u suvremenom svijetu s užurbanim tempom života i preopterećenosti čovjeka, često osjećamo strah u situacijama koje nam ne bi trebale predstavljati opasnost. Djeca imaju drugačiju percepciju svijeta koji ih okružuje i emocionalno su najranjivija skupina, naročito u situacijama u kojima osjećaju strah. S obzirom da pojam „škola“ najčešće povezujemo s djecom, ona treba predstavljati ustanovu koja djeci, osim odgoja i obrazovanja, pruža sigurnost i zadovoljstvo. Unatoč tome, sve se češće bilježi pojava straha u nastavnom procesu (Ćoso, 2012, Marković i Rijavec, 2008, Vulić-Prtorić, 2002). Cilj rada bio je istražiti učeničke strahove i njihove prijedloge za postizanje nastave bez straha. Rezultati koje smo dobili ovim istraživanjem, ukazuju na nepobitnu činjenicu da u našem odgojno-obrazovnom sustavu (u ovome radu podatci se odnose na niže razrede osnovne škole pa su u tu ruku podatci još alarmantniji) i dalje prevladava strah kao jedna od najnepoželjnijih emocija koja nikako nije u skladu sa suvremenom nastavom u kojoj želimo zastupati humanistički pristup. Pored navedenoga, odabrane su i opisane različite strategije koje učitelji mogu primijeniti za povećanje pozitivnih emocija i ostvarivanje nastave bez straha u kojoj svaki učenik može ostvariti svoje potencijale i postići uspjeh.Presence of fear prevents us from exploiting our own potential and achieving our goals. Like any emotion, fear is an integral part of development and a natural reaction of humans when in danger. However, in the modern world with the hasty pace of life and overload of man, we often feel fear in situations that should not be a threat to us. Children have a different perception of the world that surrounds them and they are emotionally the most vulnerable group, especially in situations where they are afraid. Given that the term „school“ is most commonly associated with children, it should be an institution that, besides upbringing and education, provides children with security and satisfaction. In spite of this, there is more and more evidence of fear in students in the teaching process (Ćoso, 2012, Marković i Rijavec, 2008, Vulić-Prtorić, 2002). In this graduate thesis, the results of research on the fears of students and their proposals for teaching without fear are presented. The results of this research point to the irrefutable fact that in our educational system (in this paper the data refers to lower grades of elementary school and the data are even more alarming in this hand) fear still prevails as one of the most undesirable emotions that are not in line with contemporary teaching in which we want to represent a humanistic approach. In addition to this, different strategies have been selected and described so teachers can use them to increase positive emotions and to teach without students being afraid of anything and can achieve their potential and success