PSYCHOLOGICAL ASPECTS OF THE CONTENT IN THE PROGRAM “PEDAGOGY DAYS IN KRIŽEVCI”

Kao uvod u temu autor izdvaja nekoliko karakteristika Križevačkih pedagoških dana koje su omogućile da je taj regionalni skup učiteljstva prerastao u zapaženu znanstveno-stručnu manifestaciju. Jedna je od tih karakteristika i njegova interdisciplinarnost, a u toj karakteristici značajno je prisutna i psihološka komponenta. Među psihološkim doktrinama koje nalazimo u pedagoškoj praksi izdvojena su neka područja, primjerice zakonitosti razvojnih etapa u ontogenezi pojedinca, strukturiranje ukupne čovjekove ličnosti, različite vrste i modeli učenja, ličnost i kompetencije učitelja i slični psihološki koncepti. Zatim su analizirani primjeri konkretnih psiholoških tema, kako onih koje su obradili psiholozi stručnjaci, tako i primjeri dominantno pedagoških tema u koje su bili uključeni pojmovi i spoznaje iz područja psiholoških znanosti. U zaključku se ističe da su Križevački pedagoški dani u svojim programskim sadržajima potvrdili potrebu interdisciplinarnosti u rješavanju odgojno-obrazovne problematike i u tom sklopu pokazali na komplementarnost pedagoške i psihološke teorije i prakse.In introducing the topic, the author focuses on several characteristics of the “Pedagogy days in Križevci” which make that regional gathering of teachers evolve into a significant scientific and professional manifestation. One of the characteristics is its interdisciplinary character which contains the psychological component. Among psychological doctrines which we encounter in pedagogical practice several areas are isolated such as regularities of developmental phases in an individual ontogenesis, structuring of the entire personality, various types and models of learning, personality and competences of teachers and similar psychological concepts. Further analysis was done on purely psychological topics, which were analyzed by professional psychologists, as well as pedagogical topics with concepts and knowledge from areas psychological sciences. The conclusion emphasizes that the Pedagogy days in Križevci in their content established the need for interdisciplinary solutions to educational issues and in that respect indicated the complementarities of the pedagogical and psychological theory and practice