CIVIC EDUCATION AND TRAINING IN SCHOOL - A NEED OR A CONDITION?

Ministarstvo znanosti, obrazovanja i sporta Republike Hrvatske uvelo je u školskoj godini 2012./2013. u hrvatski obrazovni sustav dva eksperimentalna programa: jedan koji je prisutan u svim osnovnim i srednjim školama na području RH – zdravstveni odgoj, i drugi koji je prisutan u nekoliko odabranih osnovnih i srednjih škola – građanski odgoj i obrazovanje. Budući da su oba kurikuluma u naredne dvije godine u eksperimentalnoj provedbi, autorica članka analizira kurikulum građanskog odgoja i obrazovanja s aspekta njegovih strukturnih dimenzija, osvrćući se na antropološki temelj modula o ravnopravnosti spolova te modula o razvoju identiteta i interkulturalnosti. S obzirom da je građanski odgoj i obrazovanje, kako ga shvaća suvremena teorija odgoja, predmet različitih kontroverzi, prije svega u raspravama unutar političke teorije, sociologije obrazovanja i filozofije odgoja, autorica članka postavlja određena pedagoška i antropološka pitanja na koja pokušava naći odgovor u kontekstu definiranih ishoda kurikuluma. Kako niti jedan predmetni kurikulum nije vrijednosno neutralan, pa tako niti kurikulum građanskog odgoja i obrazovanja, autorica u ovom članku argumentirano progovara o prikrivenim ideologijama na kojima se temelji ovaj kurikulum.During the school year 2012-2013 two experimental programs were introduced by the Croatian Ministry of education, science and sports into the Croatian educational system. One program is the Health education, introduced in all elementary and high schools in Croatia. The other one, in some chosen elementary and high schools, is the program of Civic education and training. Since both curricula will be in an experimental phase during the next two years, the author of the article analyses the curriculum of the Civic education starting from structural dimensions, relating to the anthropological foundations of the modules in respect to the issues of sex (gender) equality and of the development of identity and interculturality. The civic education, as conceived by the contemporary theory of education, is subject to several controversies, foremost within political theory, sociology and philosophy of education. Therefore, the author questions chosen pedagogical and anthropological issues, contextualizing the answer in the proposed outcomes of the curriculum. No curriculum is neutral from the standpoint of value system, hence the curriculum of civil training and education is not neutral too. Therefore, the author rightfully presents the arguments revealing the ideologies hidden behind this curriculum