Bioethical Sensibility as a Problem of Philosophy of Education

Važno je spomenuti da bioetički senzibilitet, tj. osjetljivost za živa i neživa bića, cjelokupnu prirodu i razumijevanje posljedica nepromišljenog stvaralaštva ljudske ruke, svoj početak nazire još u ranom djetinjstvu, te da bude uključen u cjeloživotni proces odgoja i obrazovanja koji zagovara filozofija odgoja. Na početku ovoga rada ukratko se opisuje pretpovijest i povijest bioetičkog senzibiliteta, te začetnike istog. Franjo Asiški, Fritz Jahr i Albert Schweitzer su pojedinci koji su stavili imperativ na humanost i život posvetili povratku čovjeka prirodi i njegovom senzibilnom rastu i razvoju. Kako bismo razumjeli pojam bioetički senzibilitet, potrebno je osvrnuti se na prošle događaje te na javnost i stavove iste, kroz očuvane tiskovine, u ovom slučaju iz 18. i 19. stoljeća, kako bismo dobili uvid u današnju situaciju. Potrebno je osvrnuti se na druge kulture te proučiti njihove načine implementiranja aktivnosti i načina rada za razvoj senzibiliteta, kao i na načine „nadoknade“ u kasnijem djetinjstvu, to jest propuštenih prilika za razvoj empatije, prosocijalnih vještina i altruizma u ranom djetinjstvu. Navode se konkretni primjeri za provođenje takve prakse kod djece rane i predškolske dobi vezani uz djetetov odnos i kontakt s prirodom, uz podsjećanje na odgojiteljsku ulogu u upoznavanju djeteta sa živim svijetom te na probleme nastale zbog čovjekove neodgovornosti prema prirodi i stavljanja sebe na vrh hijerarhije u svrhu iskorištavanja i iscrpljivanja prirodnih resursa. Dakle, naglasak se stavlja upravo na ulogu odgojitelja u procesu odgoja za senzibiliziranje pojedinca na njegovu korist, te na korist cijele zajednice.The importance of bioethical sensibility, or in other words, sensitivity for all living and non-living beings and the entire nature, understanding the consequences of incautious creations made by a human hand, is in it`s beginnings in an early childhood. It needs to be involved in a lifelong process of early childhood education that advocates the philosophy of education. At the beginning of this seminar, prehistory and history of bioethical sensibility is briefly described, as it´s forerunners. Franjo Asiški, Fritz Jahr and Albert Schweitzer, are individuals who put imperative on humanity and who have dedicated their lives to humans returning to nature and their growth and development that centres around sensibility. If we want to understand the term „bioethical sensibility“, we need to look back to the past and see what was the perception of the public through printed matters then, so we could understand more about the term today. It is necessary to observe and study other cultures and their efforts to make children`s environment more sensibility prompted. Also, it is important to study about the ways of compensating the lost chances of developing empathy, prosocial skills and altruism in an early childhood. There is a list of examples of some activities that can be used in early childhood education, which are connected to children`s relations with nature, and also, the educators role in introducing a child with the living world is being explained alongside the troubles caused by irresponsible human behaviour towards nature and putting itself on a top of the hierarchies with the purpose of exploitation and exhaustion of natural resources. Hence, there is an emphasis on educators role in sensitized education of an individual, not only for his benefit, but for the whole community