{"id":1664,"date":"2015-05-17T20:07:00","date_gmt":"2015-05-17T18:07:00","guid":{"rendered":"https:\/\/hajdarovic.com\/blog\/?p=1664"},"modified":"2026-01-23T20:09:24","modified_gmt":"2026-01-23T19:09:24","slug":"soji-no-jikan-japanski-skolarci-ciste-skole","status":"publish","type":"post","link":"https:\/\/hajdarovic.com\/blog\/2015\/soji-no-jikan-japanski-skolarci-ciste-skole\/","title":{"rendered":"Soji no jikan – japanski \u0161kolarci \u010diste \u0161kole"},"content":{"rendered":"\n

Ponekad se \u010dini da nas je stalno poticanje u\u010denika na samouvjerenost u njihove sposobnosti dovelo do situacije kada je ta samouvjerenost prerasla u narcisidnost odnosno do situacije u kojoj u\u010denici samo vjeruju da su sposobni bez truda ili u\u010denja koje bi to potkrijepilo.<\/p>\n\n\n\n\n\n\n\n

Djeca bi u dugotrajnom procesu socijalizacije morala usvojiti vrijednosti i norme pona\u0161anja dru\u0161tva u kojem odrastaju. Na\u0161e dru\u0161tvo, premda konzervativno, premalo pa\u017enje posve\u0107uje odgoju odnosno u velikoj mjeri taj dio socijalizacije prepu\u0161ta vr\u0161njacima, medijima i internetu. \u0160kole radi ispunjavanja svih dijelova obrazovnog kurikuluma, straha od roditelja i skrivanja problema pod tepih pod izgovorom ugleda \u0161kole, odgoju posve\u0107uju pa\u017enju ve\u0107inom samo na razini birokratskog ispunjavanja izvje\u0161taja.<\/p>\n\n\n\n

Danas je nekoliko Facebook grupa preplavila sljede\u0107a fotografija:<\/p>\n\n\n\n

\"\"
Da prevedem na brzinu: \u201cVe\u0107ina japanskih \u0161kola ne zapo\u0161ljava \u010dista\u010de i domare. Japanski obrazovni sustav vjeruje da obveza u\u010denika da \u010diste svoju \u0161kolu korisna za razvoj po\u0161tovanja, odgovornosti i promi\u010de jednakost.\u201d <\/figcaption><\/figure>\n\n\n\n

Pogledamo li malo japanski obrazovni sustav prva velika razlika je u trajanju nastavne godine. Kod nas je to od 175 do 180 dana dok mali Japanci u \u0161kolu dolaze i do 240 dana u godini. No, nisu ti birokratski podaci najva\u017eniji ve\u0107 sam odnos prema obrazovanju u cjelini.<\/p>\n\n\n\n

Tipi\u010dni \u0161kolski dan se sastoji od nastave i raznih izbornih\/fakultativnih aktivnosti. To zna\u010di da \u0107e radni dan po\u010deti oko 8.30, a za one koji putuju i puno ranije. Svaka \u0161kola ima jedinstvenu \u0161kolsku uniformu \u0161to u\u010denike vrlo jasno odvaja od drugih. To je korisno jer u\u010denici moraju kontrolirati svoje pona\u0161anje na putu u \u0161kolu i pri povratku. Svako lo\u0161e pona\u0161anje (pa \u010dak i \u017evakanje \u017evaka\u0107e gume) mo\u017ee baciti lo\u0161e svjetlo na \u0161kolu. \u0160kolska pravila \u010desto odre\u0111uju da u\u010denici na autobusima i vlakovima moraju stajati kako bi drugi putnici imali mjesta za sjedenje.<\/p>\n\n\n\n

\n

Pri\u010da o tome da se japanski car klanja u\u010diteljima kako bi iskazao po\u0161tovanje prema ovom posebnom pozivu tako\u0111r nije istinita. Naklon je tipi\u010dni japanski pozdrav i svi ga koriste. Ne postoji pravilo prema kojem bi se Japanci morali pokloniti caru i obrnuto. Uz to vrlo je mala vjerojatnost susreta s carem osim ako niste pozvani da vam udijeli nagradu. Op\u0161irnije…<\/a><\/p>\n<\/blockquote>\n\n\n\n

Po dolasku u \u0161kolu u\u010denici mogu privatne stvari i obu\u0107u ostaviti u ormari\u0107ima. U \u0161koli se nose papu\u010de i to \u010desto bojom odre\u0111ene za pojedini spol \u2013 roza za djevoj\u010dice i plavo za dje\u010dake. U\u010denici se raspore\u0111uju u u\u010dionice gdje \u010dekaju dolazak i promjenu nastavnika. Posebno zadu\u017eeni u\u010denici poput na\u0161ih redara kontroliraju nazo\u010dnost u\u010denika. Broj u\u010denika po razredu se kre\u0107e od 40 do 45. U\u010denici odlaze u druge u\u010dionice samo kod eksperimentiranja ili nastave tjelesnog.<\/p>\n\n\n\n

Standarni dio radnog dana u\u010denika je vrijeme za soji<\/em>. U nekim \u0161kolama se odr\u017eava tijekom pauze u nastavi, a u drugima nakon obaveznog dijela nastave. Tijekom o-soji u\u010denici 20-30 minuta \u010diste svoju u\u010dionicu i jo\u0161 dvije prostorije u \u0161koli. To nije zamjena za \u010dista\u010dice i drugo tehni\u010dko osoblje ve\u0107 samo dio odgojnih aktivnosti koje bi trebale poticati ravnopravnost i uva\u017eavanje drugih. Vi\u0161e puta godi\u0161nje stariji u\u010denici \u010diste u\u010dionice mla\u0111ih kako bi se upoznali i povezali. Tri puta godi\u0161nje u\u010denici od tre\u0107eg razreda na vi\u0161e sudjeluju u \u010di\u0161\u0107enju susjedstva (kvarta). Nakon \u010di\u0161\u0107enja u\u010denici odlaze na izborne i fakultativne aktivnosti.<\/p>\n\n\n\n

Izvori:<\/p>\n\n\n\n

Gordenker, A., Kids get down to classroom clean-ups. URL:\u00c2 http:\/\/www.japantimes.co.jp\/life\/2001\/11\/30\/lifestyle\/kids-get-down-to-classroom-clean-ups-2\/#.VVIkzPntlBd<\/a>, pristupljeno 12.5.2015.
Johnson, Marcia L. i Johnson, Jeffrey R., Daily Life in Japanese High Schools. 1996., URL: http:\/\/spice.fsi.stanford.edu\/docs\/daily_life_in_japanese_high_schools<\/a>, pristupljeno: 12.5.2015.<\/p>\n","protected":false},"excerpt":{"rendered":"

Ponekad se \u010dini da nas je stalno poticanje u\u010denika na samouvjerenost u njihove sposobnosti dovelo do situacije kada je ta 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