Modernization ideology and transformation of educa
Vera Spasenovic
Sign up for access to the world's latest research
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Abstract
AI
AI
The paper examines the influence of modernization and ideology on the transformation of educational science in former Yugoslavia, spanning the periods of 1918-1941 and 1945-1991. It addresses the impact of social and academic legitimacy in educational science amid significant political and socio-economic changes. Key findings reveal that the "nationalization of pedagogical knowledge" was employed throughout these periods to establish legitimacy for educational theories and practices, although this strategy fell short in achieving institutionalization comparable to Western and Eastern European standards.
Related papers
Studies in Pedagogy – Traces of the Past and Future Prospects
2018
1986 is the year when the Academy of Pedagogy at the University of Maribor became the Faculty of Education. Parallelly, an ambition to establish an independent study programme of Pedagogy in Maribor began to grow. This ambition was achieved in 1997, when the first students of the double-subject programme of Pedagogy enrolled at the then Faculty of Education. When the former Faculty of Education split into three independent institutions in 2006, the Department of Pedagogy became part of the newly founded Faculty of Arts at the University of Maribor, and now, in 2017, the studies in Pedagogy in Maribor celebrate their 20th anniversary. At this occasion the Department of Pedagogy at the Faculty of Arts in Maribor organized on 26th and 27th October 2017 a symposium titled Studies in Pedagogy – Traces of the Past and Future Prospects. The former and current PhD students as well as members of the Department and colleagues from the ex-Yugoslav countries were invited to participate. Their p...
Profile and Nature of Pedagogy as a Scientific Discipline
International Journal of Education and Teaching, 2023
The purpose of this work is to describe and explain the characteristics of pedagogy as a science of education, as an object, concepts and research method. The methodology assumed was the review of the history of pedagogy, especially the classics of pedagogy, those who built it with their experiences in laboratory schools. Here are listed the main concepts of pedagogy, its laws and principles; she establishes the opposition that exists between teaching-learning and education as formation of the personality; she also delimits the fields of the pedagogical method, of didactics or teaching-learning, and the methodology of educational labor that organizes the process and the educational context, the regime and the lifestyle, such as those experienced in the "colonies" or "communes" of children and adolescents, organized and directed by Neill and Makarenko. Since the present article does not derive from a primary source or from field work, as an empirical or experimental research, the results constitute the content of the article, as conclusions.
Review of the thematic monograph New Paradigmatic Pedagogy by Wojciech J. Cynarski, Wojciech Blazejewski, Wojciech Pasterniak
Ido Movement for Culture. Journal of Martial Arts Anthropology, 2017
Background. According to the reviewer everything related to pedagogy has probably already been said so it could seem that each new anthropological paradigm used, especially when it comes to the philosophical concept of the human being, will only be a literary repetition of some naturalistic or anti-naturalistic concepts. New Paradigmatic Pedagogy is most likely personalistic, as is indicated by the respect and honours given to the ideological granters, the founders of the unitarian philosophy of man. Method. This is an analytical review of the thematic monograph by Wojciech J. Cynarski, Wojciech Blazejewski and Wojciech Pasterniak entitled New Paradigmatic Pedagogy. Problem and Aim. The author of the review stresses the boldness of strong ontological assumptions of the monograpah's authors and their view on personalistic pedagogy, embedded in its anthropological core which is based on quite new theoretical grounds. Results. According to the reviewer most texts in the monograph are of key importance for understanding the philosophical concept of man, and undoubtedly require such study. He finds especially important for this anthropological thought in education thoughts on the physical and mathematical sources of human cognition. He has no doubt that the process of the enrichment of the humanities by quantum physics which has been sensationally initiated by the authors will be stretched with equal success to incorporate the sciences of physical culture and sport science.
Essays on Education
Essays on Education, 2013
""We offer our Readers the book, which includes articles written by Polish and Slovak educationists. All of the authors are educators, involved in educational practice research, giving lectures in pedagogy for students in the institutions which educate future teachers and tutors. In Poland, like in other countries of Slavic, Latinian or German cultures, exists a scientific knowledge domain, which is defined as pedagogy. The outstanding American scientist, psychologist Philip G. Zimbardo (1999: 2-3), in the preface of his book “Psychology and life”, designed for the lecturers teaching psychology, refers to the notion pedagogy as follows: “Pedagogy is a funny word: in reality it refers to every strategy, which we accept to make students’ learning more effective. Pedagogy is a style, added by every teacher to a content. The style, which combines the content in one integral whole, to a larger extent than simple summing up the parties. This is a way, in which the ideas are becoming accessible.” The author of this idea, identifies pedagogy with activity, teaching methodology, and teaching. In Poland, such kind of teachers’ activities are the subject of pedagogy research, strictly speaking, one of its disciplines-didactics. At the beginning of the 19th century Johan Friedrich Herbert worked out the conception of pedagogy and gave the lectures in this subject to students at Koenigsberg University, from that time, this knowledge gained the status of academic science. Pedagogy is one of the subjects of students’ education, which prepares them for the profession of teachers and educators, additionally, pedagogy is one of the sciences about education linked with such domains of scientific knowledge as philosophy of education, sociology of education, educational psychology, political science of education, economics of education etc. Pedagogy, in contrast to sciences about education, treats practice in education and upbringing as the only subject of its research. Nowadays, there are distinguished numerous individual pedagogical disciplines according to various criteria, as for example preschool and early school pedagogy, school, ever-lasting, and adults’ education. From the other point of view, there are distinguished; didactics researching the educational process, theory of education, social pedagogy, which is interested in after school education and upbringing-educational practice, also the comparative pedagogy, and in the end, general pedagogy, which integrates knowledge originated from other sciences, but necessary to work out its scientific bases, and upbringing and educating. These several examples of practicing the pedagogy domains proves the complex structure of the science involving practice of education – upbringing and education. Over the 20th century and from the beginning of the 21st century the discussions have been carrying on about pedagogy itself, and about its role in creating contemporary knowledge of education. In Poland, such the distinctive caesura of new discourse was the year 1989, initiating the changes in political system. Educationists interpreted over again the past scientific achievements of pedagogy, they reinterpreted its basic notions: education, upbringing, teaching. However, they first of all, had to leave treating this science in categories of real socialism ideology, its theoretical basis – Marx philosophy and the ideal of education, who was the man “constructing socialism”. The center of attention of theorists are nowadays new educational, social, and civil problems, which had to be read again in conditions of democratic society and free market economy. The old forgotten conceptions of education, have been reminded, they are possible to realize again in a new political situation, the pedagogy theorists’ opinions have been read again. They lived and worked before the second world war, in societies, which were defined by government as “bourgeois”. There is initiated the discussion about the new paradigms of education and the theories creating the bases of pedagogy. A student, from a “target” to shape, became the “subject”, and education became a kind of assistance in his/her personal development. From didaskalo-centrism; the opinion locating a teacher and his activities in the center of attention, to the philosophy of personalism, according to which a student is a person, a subject of realizing education. The return to some conceptions of New Upbringing and paedocentrism, created the criticism of different directions of education already in the 20th century, but nowadays. again the relations between a teacher and student are discussed (e.g. in so called anti-pedagogy), there are new definitions of upbringing and education. The notion is accepted, that after traditional school (Herbart) , after paedocentrism, treating the role of upbringing as supporting the self-development conditions; it is about time for the following path of assisting the child development, and working out the conception of teenagers, adults, and seniors’ education,. The outstanding Polish educationist, Zbigniew Kwieciński, writes that this third path is constructivism: “In opposition to maximalism and paedagogism of traditional pedagogy, didascalo-centric, and at the same time, in opposition to negativism and reductionism of pedagogy of New Upbringing (paedocentric) , constructivism can be defined as pedagogy of minimum intervention, assistance, leadership”(2009 :14). Nowadays in Poland, pedagogy is no longer treated as the theory giving the scientific bases of upbringing “the man of socialism”, thus the ideology to shape a student according to the assumed ideal, but, in reality, pedagogy is a the science concerned with educational practice teaching a person (student/pupil) threated as a subject. The Reader can find several reflections of new approach towards pedagogy in the articles presented in this book. Their authors, as mentioned above, are the educationists from different academic centers. Krzysztof Dziurzyński is a lecturer, and at the same time the dean of pedagogy faculty at Alcide De Gasperi Euroregional Economy University in Józefów. In the first article of this book he describes a specific method/ form of pre-school education, which is playing games. In his next article he presents the results of the survey, which measures students’ competences, and the test itself, as a method of surveying the competences. Katarina Gesova works as a lecturer at University of Matej Bel in Banska Bystrica (Slovakia); in her article she deliberates the problem of perspective of life of older people. It analyzes the functioning of the University of Third Age as a form of cultural and educational animation. Anna Klim-Klimaszewska and Ewa Jagiełło work at University in Siedlce and in their article they present the importance of a new method of pre-school education, which is a project. Ewa Kamińska is a lecturer at State Professional University in Płock; in her article she presents the results of analyses and axiological bases of civil education. Ewa Lubina works as a lecturer at University of Farming in Warsaw; in her article she deliberates the problem of regression of communication skills in the contemporary informative society. Ewa Matczak and Waldemar Kozłowski are the scientists/researchers working at the Institute of Educational Research in Warsaw and they discuss, in one of their articles, the results of research on parents’ educational optimism, whereas, in another article they present the research results, according to the criteria, which parents take into consideration, willing to provide their children great personal success through successful education. Pavol Tomanek works as a lecturer at University of John Amos Komensky in Bratislava (Slovakia); in his article he deliberates the problem of suicides. Examines the general terms and conditions for self-destructive behavior, their symptoms and remedies. It seems that the articles presented in this book, resulted from theoretical analyses and empirical research, will give the participants of American academic culture the knowledge about significant problems undertaken by middle-aged and young generations of Polish educationists. Wojciech Sroczyński Kwieciński Z., 2009, Przedmowa, w: Kwieciński Z., Śliwerski B. (red.), Pedagogika, t 1, Wyd. Naukowe PWN, Warszawa. Zimbardo Ph.G.,1999, Psychologia i życie, Wyd. Naukowe PWN, Warszawa. ""
Reflections on Pedagogy and Pedagogues: Practical and Theoretical Intermittences
Zenodo (CERN European Organization for Nuclear Research), 2023
This essay aims to present reflections on learning processes. This is a bibliographic study, based on analytical hermeneutics. As a methodology, for the accomplishment of this study, the analyzes were carried through researches in books, considering the main aspects and approaches on the contributions of the research on the learning. The knowledge and condition that the contemporary moment presents to man, of being able to manipulate his conquests in relation to time, also made him a hostage of this moment, believing that he is a being of supernatural intelligence, being above the natural condition of being and living. Curiosity and the desire to know and understand things is a human attribute, universal, characterized as a phylogenetic inheritance and not an event that appears as a product of modern human thought and, the most interesting thing is that, there is a certain period in human history in which the creation of myths, which are fabulous explanations about the origin of the universe and about the organic and mechanical occurrences within it, were drastically reduced, which removed the common human being from a possibility of understanding his existence in the Cosmos. It was found that according to the current condition, learning and teaching are different phases of the same progressive and continuous mechanism. Through the results of the research, it can be said that one of the challenges in the educational context is not just knowing how to teach or how to evaluate, but to present knowledge in a way that the student learns and develops better.
Harmonia, Scientia, Economia - Three Motifs in the Western Philosophy of Education
Caritas et veritas, 2022
Education is a dynamic matter. Its movement is related to the movement of human thinking. As one thinks, one also acts, even educationally. In this paper we will understand didactics as a discipline that asks 'how' and the philosophy of education as a discipline that asks 'why'. The task of didactics and its related disciplines is to refl ect the methodology of human formation. The philosophy of education forces pedagogy to think about why it does what it does. What is the goal? What is the point? We will focus on three historical ideological movements, respectively meta-narrative shifts that determined (and still determine) the form of contemporary philosophy of education. The purpose of this brief study is to outline the historical and philosophical contexts in order to understand our present pedagogical reality of the Western world. We will compare the ideological starting points of pre-modern, modern, and post-modern times and follow their educational implications. The goal of the paper is to argue for the holistic 'educatio' formulated by J. A. Comenius.
About Pedagogization: From the Perspective of the History of Education
For history researchers, it is not a needless luxury to consider from time to time the content and the significance of the basic concepts they use, certainly if they have the ambition to interpret and/or explain history in addition to purely describing it. This self-reflection, compelled by the annually recurring dialogue with educational philosophers (cf. Smeyers & Depaepe, 2006),2 need not necessarily place an emphasis on philosophical abstraction but can just as well start from an examination of the history of one’s own research. Such an approach need not succumb to navel-gazing. Instead, such historical self-reflection possibly points to the creeping (and thereby largely unconscious) shifts in meaning that accompany various fashions (consider the swirling “turns” of recent years), which affect the social scientific vocabulary (historiographic, philosophical, pedagogical, psychological sociological, etc.)
The history of education in its own light: signs of crisis, potential for growth
Simonetta Polenghi, Espacio, Tiempo y Educación Revista de Historia de la Educación / History of Education Journal, gianfranco bandini
2016
The history of education has long questioned its own status: installed within Faculties of Educational Science and curricula for teacher training, it has often lost ground compared with other parts of the discipline, such as educational technology, as it is perceived as not professionalising. At the same time, however, it has undergone great epistemological renewal, opening itself to new sources and methods. The difficult balancing of practical and theoretical questions that afflicts the history of education will be addressed by the essays in the present number of the journal, that provide a rich framework, relating to methodological questions but also to the academic place of the discipline and its social repercussions. There are articles illustrating national and international perspectives and that cover both Europe (Spain, France, Italy, Germany, Hungary and Slovakia) and Latin America, presenting a well-articulated reconstruction, making a stimulus to reflection on the place of historical research – which is educational in itself. *** La storia dell'educazione da tempo si interroga su se stessa: inserita all'interno di Facoltà di scienze dell'educazione e nei curricola per la formazione degli insegnanti, ha spesso perso terreno di fronte a altri settori disciplinari, quali le tecnologie per l'istruzione, perché percepita come non professionalizzante. Al contempo, però, essa ha attraversato una stagione di grande rinnovamento epistemologico, aprendosi a nuove fonti e metodologie. Il difficile bilanciamento di questioni pratiche e teoriche che affligge la storia dell'educazione viene affrontato nei saggi del presente numero della rivista, che forniscono un ricco quadro, relativo alle questioni metodologiche come pure alla collocazione accademica della disciplina e alla sua ricaduta sociale. Sono articoli che illustrano prospettive nazionali e internazionali e che spaziano dall'Europa (Spagna, Francia, Italia, Germania, Ungheria, Slovacchia) all'America latina, presentando una ricostruzione assai articolata, che costituisce uno stimolo alla prosecuzione della riflessione della ricerca storico-educativa su se stessa.
[20642199 - Hungarian Educational Research Journal] Az oktatas korproblemai. [Current problems of education]
Current problems of education, 2021
When teaching and educating, teachers often encounter problems and challenges. However, not only do students and teachers face difficulties, but the educational system also needs to tackle problems, and several questions have to be answered. The conference volume, edited by Gyorgy Hunyady, Beno Csapo, Gabriella Pusztai and Judit Szivak, explores these current questions and problems. The volume offers concise resumes to the readers thus establishing the thematic framework of the book. Moreover, this structure is also convenient to describe the independent vocational days organised by the three universities (DE, ELTE, SZTE) in details. Based on these experiences, we describe the content of the chapters. The researchers of the Pedagogical Institute of the University of Szeged analyse the questions of educational development in an intriguing study. The modernization of education is determined by the development of pedagogy, the economic factors, the development of researches, and the components of training. According to Beno Csapo, Csaba Csikos, Erzsebet Korom, Gyongyver Molnar and Tibor Vidakovich, "money invested in the education is worth many times for both the individual and the society." (p. 68.) Besides, learning also has a positive effect on the quality of the individual life and the human and cultural dimensions of social development. One of the study's subchapters analyses the relationship between early childhood and equal opportunity. Its authors claim that it is crucial to support studying early childhood and examining development, to develop advanced reading-and mathematical skills before school age, and to examine the transition from kindergarten to school. It is proved that "one of the main opportunities of the correction of educational results is a more effective teaching and development of the children of disadvantaged families." (p. 76.) Janos Gordon Gyori examines the factors of the differences between students and their equal opportunities not only in national but also in international relations. Then, he interprets international knowledge-and chanece giving models. According to the author, the causes of inequality opportunities in education are the differences in socioeconomic status. Their effects can be different based on the origin and psychical background from what is expected. Concerning his theory, three strategies can help to set the inequality opportunities right: the special support of the concerned people-or groups, positive discrimination and strengthening.
Related papers
New Challenges in Education: Retrospection of History of Education to the Future in the Interdisciplinary Dialogue among Didactics of Various School Subjects
Online Submission, 2013
The intensive program "NCE -Retrospection of history of education to the future in the interdisciplinary dialogue among didactics of various school subjects" was the project in the frame of the Erasmus Intensive Programs. This project had following aims: 1. give the students a glance into the interdisciplinary approach in didactics of various school subjects. 2. discussion and training course on how computers can help in the educational process; creation and use of e-learning and modern educational materials. The final results of our work will be produced during practical exercises in the branch of educational techniques (cooperative learning, drama pedagogy, etc.), 3. practical course in the branch of practical pedagogy, school conception politics in the range of EU countries (mainly partners of this group), picture of the teachers in society in the view of media, curriculum and values in pedagogical process, curriculum and society. This scientific monograph is a contribution to the results of mentioned project. The interdisciplinary approach to the primary and secondary education in didactics of various school subjects supports relationships between these school subjects. It is very important because knowledge presented in educational process is often isolated. The contribution of information and communication technologies, different manipulative activities and components of drama pedagogy in education can motivate pupils in the process of gaining the knowledge. Every country has its own tradition. The chapters of this monograph bring possibility to compare different school traditions and educational techniques. Scientific monograph is devoted to the teachers of primary and secondary schools in the process of the lifelong learning, pre-service and in-service teachers and doctoral students in the study programs of the didactics of various school subjects.
QUESTIONS RAISED ABOUT THE IDENTITY OF THE PEDAGOGY COURSE BETWEEN 1939 TO 1990 (Atena Editora)
QUESTIONS RAISED ABOUT THE IDENTITY OF THE PEDAGOGY COURSE BETWEEN 1939 TO 1990 (Atena Editora), 2024
The objective of this article is to explain, based on a recap of academic documents, the most important events during the period of regulation of the Pedagogy course in Brazil between the years 1939 and 1990. The present study analyzes the elaboration of the identity of the course in constant inquiry, as well as ideological constructs of the pedagogue's training about the structure and organization of the course. Mainly in the fragmentation, discredit, ambiguity and separation of the theory and practice of this training, as well as educational policies and the purposes of the world of work. Initially, it aimed to train teachers for teaching in Normal Schools or Education technicians, and later pedagogical qualifications specialized in certain demands would also appear. In this context, the promulgation of opinions and discussions about the existence of the course allowed debates and contradictions throughout the process. This concludes, therefore, an incessant search for the identity of the course in all its occupations and curricula in favor of the affirmation of Pedagogy in Brazil.
Position of the Modern Teacher in Educational Theory and Practice / Pozicioniranje suvremenog odgojitelja u pedagogijskoj teoriji i praksi
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2018
In ontogenetic development, the child is a unique and specific being. In addition to his/her personal biography, s/he is also defined by general social visions and values. Significant in this regard are Vygotsky's (1996) attempts to confirm the thesis on the close relationship between the cultural and historical context in which children live with someone, between the child and childhood, his/her activities, or the pace and the quality of progress. New social studies of childhood (be they from a historical or social perspective) and the prevailing concept of childhood show that children's lives are shaped by the social and cultural expectations of adults. The image of childhood should not be dismissed as a critical period which represents narrow "windows" of time in which a specific part of the body is most sensitive to the absence of stimuli (deprivation) or the impact of the environment (enriched environment). The paper will examine some of the contradictions and unacceptable tendencies that occur in the interpretation and implementation of a modern paradigm of early and preschool education, and education in the area of educational practice. In particular, the analysis will relate to the position of teachers in the process of children's activities from the perspective of their teaching and development. The evaluation of teachers' specific positioning within dynamic practical areas is a reflection of their current personal and professional competencies, as well as their overall professional habitus.
Science of Pedagogy: Theory of Educational Discipline and Practice
Journal of Teacher Education for Sustainability
The article addresses and provides an introduction to pedagogy in its capacity of science and a university discipline in the field of education sciences. Nowadays not only teacher education programmes are embedded in theories and follow transitions of pedagogy. These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred science of pedagogy to underpin practice of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the practices of European universities and research, the article traces the traditional background of pedagogy, the challenging role of philosophy to foster understanding of pedagogy as a unique, well-structured science with its object of investigation, which is not being explored by any other science. Alongside the discrete field of education and constantly evolving research, pedagogy develops its theories,...
SUPPLEMENT/CONTRIBUTION TO SCHOOL EPISTEMOLOGY / PRILOG ŠKOLSKOJ EPISTEMOLOGIJI
Vejo, E., Isanović, N., Pehlić, I. & Duić, A. (2007). Supplement/contribution to school epistemology, WCCES XIII World Congress Comparative Education Societies, Sarajevo, 3-7. IX 2007. SUPPLEMENT/CONTRIBUTION TO SCHOOL EPISTEMOLOGY Summary As there is general epistemology there should be school epistemology. It could develop from the logic of general epistemological principles, singularity of school spirit and its formative ambitions and the particularity of individual school subjects. The area of its interest would be the definition of principles of the conveyance of scientific content into educational. This paper is a contribution to that intention by means of Sunday school. It is the supplement to a different from the dogmatic, atrophied religious knowledge that does not succeed to develop religious aspect of identity as a refreshment, awakening, something as the spiritual intelligence of a person. The paper will discuss the nature of basic parameters that are inbuilt in the concept of Sunday school. Two most important educational streams are emphasized and the research has been focused on them: 1. the question of the existence / non-existence of conversation in Sunday school because of the sensibility to ethical universalism of religions 2. the question of form / lack of form of the concept of religion as an encouragement for a young person to ´search openly´ in a process of free, awakened growth in religion and humanity ´Ethical universalism´, most credibly testified exactly by religions, is the most important point at which the idea of plurality, parallel existence of differences and the dialogue of equal dignity between cultures rest. Persuasion as a search and growth, developmental advancement of a person is in the basis of developmental model of piety (Kahoe, Meadow, 1981) related to the developmental theories of personality. The criterion to reach it is defined by the sensibility for development of one´s personal relationship towards transcendental, inner and interpersonally positively employed. Obviously, it is about the ratio of reciprocity in a person – for his/her enriching relationship towards God develops from the readiness to invest in his/her spiritual well-being. Only this type of believing is the ontological constituent of human being. The aim of this research is to find out if Sunday school education encourages or inhibits it. Problems of the research: Problem 1: Does Sunday school promote the principle of ethical consonance of different cultures? Problem 2: Is the encounter with Sunday school content arranged as the encouragement of piety/persuasion? Problem 3: Is there a significant difference in the quality of achieved parameters in the practice of catholic Sunday school and Islamic Sunday school. Problem 4: What is the meaning of the achieved results of the research in the context of school epistemology? Method of research is descriptive, empirically - non-experimental, by technique of semi-standard questionnaire. The research sample was made of students of Islamic and catholic Sunday school, 70 senior students from a secondary school. The sample is constructed according to the principles that enable its representation and psychometrical processing of data. PRILOG ŠKOLSKOJ EPISTEMOLOGIJI Sažetak Kao što postoji opća epistemologija trebala bi postojati i školska epistemologija. Ona bi se mogla razviti iz logike općih epistemoloških principa, posebnosti 'duha' školske situacije i njenih formativnih ambicija i posebnosti pojedinih nastavnih predmeta. Područje njenog znanstvenog interesa bilo bi definiranje principa transponiranja znanstvenih u nastavne sadržaje. Ovaj rad je prilog ovakvom nastojanju posredstvom vjeronaučne nastave, prilog drukčijem od dogmatskog, atrofiranog vjerskog 'znanja' koje ne uspijeva razviti religijski aspekt identiteta kao svježinu, razbuđenost, nešto poput 'duhovne inteligencije' osobe. Rad će prodiskutirati prirodu temeljnih parametara koji su ugrađeni u vjeronaučni koncept. Pri tom, apstrahirana su dva najznačajnija odgojna toka za ovu nastavu i na njih sukusiran istraživački interes: 1. pitanje prisustva/odsustva govorenja u vjeronauci iz osjetljivosti za 'etički univerzalizam' religija 2. pitanje oblikovanosti/neoblikovanosti koncepta vjeronauke kao poticaja mladoj osobi za 'otvorenim traganjem', kao procesom slobodnog, posviještenog rasta u vjeri i ljudskosti. 'Etički univerzalizam' koji navjerodostojnije mogu svjedočiti upravo religije najbitnija je tačka na kojoj počiva ideja pluralnosti, uporednog postojanja različitosti, dijaloga ravnopravnog dostojanstva među kulturama. Vjerovanje kao potraga i rast, razvojno unapređenje osobe u osnovi je razvojnog modela religioznosti (Kahoe, Meadow, 1981) bliskog razvojnim teorijama ličnosti. Kriterij njegovog dosezanja definiran je senzibilitetom za razvijanjem svog odnosa prema Transcendentnom, unutrašnjim, interpersonalno pozitivno angažiranim. Očito je da se radi o odnosu reciprociteta u osobi – za nju obogaćujući odnos prema Bogu proistekao je iz spremnosti da investira u svoje duhovno blagostanje. Samo ovakvo vjerovanje je ontološla konstituenta ljudskog bića. Cilj ovog istraživanja je utvrditi da li ga nastava vjeronauke potiče ili inhibira? Istraživački problemi: Problem 1: Da li nastava vjeronauke promovira princip etičkog suglasja različitih kultura? Problem 2: Je li susret s vjeronaučnim sadržajima aranžiran kao poticaj rastu u vjerovanju? Problem 3: Postoji li signifikantna razlika u kvalitetu dosegnutih parametara u praksi katoličke i islamske vjeronauke? Problem 4: Šta dobiveni rezultati znače u kontekstu školske epistemologije? Metoda istraživanja je deskriptivna, empirijsko-neekspiremantalni način, tehnikom polustandardiziranog upitnika. Istraživački uzorak činili su polaznici islamske i katoličke vjeronauke, po 70 učenika završnih razreda srednje škole. Uzorak je konstruiran prema principima koji obezbjeđuju njegovu reprezentativnost i dozvoljavaju psihometrijsku obradu rezultata.
Methodological and Thematic Trends: A Case Study of Two Pedagogical Journals in Croatia
New Horizons in Subject-Specific Education: Research Aspects of Subject-Specific Didactics, 2020
Over the past three decades, various research methods have been developed in the field of subject-specific educational research. The individual subject didactics have been consolidated enormously, each in its way and at a different pace. The scientific monograph New Horizons in Subject-Specific Education is a study work containing complete and in-depth research of subject-specific didactics, written by several authors from Slovenia, Croatia, Slovakia and the Czech Republic. The monograph presents new ideas and developments in subject didactics, which are of significant importance to those working in the field. It reflects both the diversity of research concerns in this field and the range of methods used to investigate them. The book consists of four thematic parts-STEM Education, Sport and Art Education, Social Science and Humanities Education, and Pedagogy. We hope that the monograph New Horizons in 2 NEW HORIZONS IN SUBJECT-SPECIFIC EDUCATION RESEARCH ASPECTS OF SUBJECT-SPECIFIC DIDACTICS. Over the past three decades, a variety of research methods have been developed in the field of subject-specific educational research. The scientific monograph New Horizons in Subject-Specific Education is a study work containing complete and in-depth research of subject-specific didactics, written by several authors from Slovenia, Croatia, Slovakia and the Czech Republic. The monograph presents new ideas and developments which are of significant importance to those working in the field of subject didactics. It reflects both the diversity of research concerns in this field and the range of methods used to investigate them. The basic framework of the monograph was developed at the conference The role of subject didactics for the competences of the future held at the Faculty of Education, University of Maribor, in October 2019. The conference presented findings from practitioners and researchers from a wide range of academic fields interested in researching educational issues and contributing to the scientific discourse. This monograph targets a wide readership-scientists, professors, students, teachers, decision-makers, editors of journals and repositories. As such, it creates area-specific questions. Readers working in the field of education could perhaps think about certain aspects of their research and teaching, such as what kind of teaching models they use in their classrooms, whether these models contribute to the success of students in their discipline area, how they learn about the new trends in education research, and what role they, as teachers educators, play in society.
Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers
Center for Educational Policy Studies Journal
Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagoguesat the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, according...
PHILOSOPHY OF EDUCATION AND MODERN WORLD
2017
The essay is concerned with the currently central issues of the philosophy of contemporary education in the context of the analysis of global social dynamics and through the lens of modeling the appropriate complex socio- anthropic systems. The essay is focused on the philosophical aspects of education as well as on the conceptual issues with regard to the implementation of the formula of permanent education in modern trans- border hyper-dynamic world.
Priority ideas for the development of the pedagogical science
Pedagogical concept and its features, social work and linguology (2nd ed.)
The article reveals priority ideas of the development of the pedagogical science and peculiarities of the worldview formation in the future teacher, which emphasize the recognition of humanistic and democratic processes in education as the basis for the formation of value orientations, expansion of a person’s spiritual world, establishment of relations with nationality, and discovery of the spiritual content of national traditions. On the basis of the analysis of modern state of higher education, its compliance with the social order and European standards, the article characterizes changes in the qualitative construction of educational content, which allows us to implement the main guidelines for the qualitative training of the future specialist, embody characteristics of humanization as self-humanization, which will necessarily affect the formation of pedagogical consciousness in future specialists, their independence in decision-making processes, activity and creativity in finding...
DISCUSSING THE CHANGES IN EDUCATION
It is tried to improve education by underlying reform endeavors in the whole world. But in these endeavors, a problem of becoming meaningless is experienced. Because it attracts attentions that most endeavors performed for education as usage of technology, standardization, accreditatio n were discussed, learned, implemented in different significations previously. In this article, implementations become a current issue under the title of reforming education will be discussed. Dialectic discussions revealed in this article can be useful to mirror to the steps especially mentioned under the title of reform in education recently. In this context, wrongs will be tried to be found out within corrects and corrects within wrongs by discussing educational models and thoughts at the dialectic point of view. Thoughts having characteristics of thesis and antithesis presented in this article can make contribution to approaching projects perceived as exaggerated projects for education from a critical view point.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.