Suchergebnisse

Pod nazivom alternativni pedagoški koncepti mislimo na napor usmjeren za reformu škole i teoretskih koncepcija, koji su također poznati pod imenom reformska pedagogija, progresivna pedagogija, prijedlog nove škole itd. Prijelaz iz 19. u 20. stoljeće obilježilo je vrijeme izrazite pluralizacije pedagoške misli. Sklonost novim pedagoškim trendovima značajno se povećala između dvaju svjetskih ratova. Najizrazitiji predstavnik bio je Anton Osterc – njegove polemike s predstavnicima drugih pedagoških smjerova pomažu nam oslikati različite teorijske pozicije tog razdoblja. Ideje reformske pedagogije podupirala je Pedagoška centrala u Mariboru. Bez obzira na napore u Sloveniji, u tom razdoblju nije zaživjela bilo koja eksperimentalna škola. Pedagoška doktrina nakon 2. svjetskog rata odlučno je odbacila ideje reformske pedagogije. Glavni akter kritike bio je Vlado Schmidt koji je u reformskoj, odnosno progresivnoj pedagogiji (pedologiji, kako ju je nazvao), prepoznavao tipične elemente buržoaske pedagogije – s reformsko-pedagoškim idejama je povezivao neodgovarajuće znanje djeteta i neprikladnu odgojnu orijentaciju, koje su u odnosu prema prirodi djeteta zanemarivale društvene ciljeve odgoja. Dijelovi reformsko-pedagoških ideja na području Slovenije su se započeli ponovno uvoditi unutar samoupravne pedagogije i eksperimenta popustljivog odgoja. Prva alternativna škola u Sloveniji s važećim programom, koja je bila ustanovljena 1992. godine – jest Waldorfska škola u Ljubljani. Njeno ustanovljenje omogućila je nova društvena situacija nezavisnosti i promjene političkog sistema. Uspostava novih alternativnih škola omogućilo je školsko zakonodavstvo iz ljeta 1996. Trenutno u Sloveniji djeluju četiri alternativne osnovne škole. ; By alternative pedagogical concepts we mean the efforts for reforming school, education and theoretical conceptualization which are also known as reformist pedagogy, progressive pedagogy, new school movement, etc. The transition from the 19th to the 20th century is a time of high pluralisation of pedagogical thought. Favourableness of new pedagogical trends grew substantially in the time between both wars. The most prominent representative was Anton Osterc - his polemics with representatives of other pedagogical courses help us outline various theoretical positions of this period. The ideas of reform pedagogy were defended by the Pedagogical Central in Maribor. Despite the efforts in Slovenia, this period did not see a taking off of any of the alternative (experimental) schools. The pedagogic doctrine after World War 2 strongly rejected the ideas of reformist pedagogy. The main advocate of this critique was Vlado Schmidt who saw typical elements of bourgeois pedagogy in reformist or progressive pedagogy (pedology, as he named it) - he linked reformist pedagogy ideas with a lack of knowledge in children and an inadequate educational orientation while referring to the child's natural neglect of social education aims. Elements of reformist pedagogy ideas started establishing themselves again in the territory of Slovenia within the self- management pedagogy and experiments with permissive education. The first alternative school in Slovenia with a publicly valid programme was established in 1992 - this was the Waldorf School in Ljubljana. Its establishment was made possible by the new social situation after the change of the political system. Establishing new school alternatives was made possible by the school legislation of 1996 with the regulation of public schools. Currently, there are four alternative private basic schools in Slovenia.

Social integration of students with special needs (SSNs) belongs to efforts for social responsibility as one's responsibility to practise interdependence and requisite holism of approach and wholeness of outcomes. Since the mid‐1990s, Slovenia gradually included SSNs in high school programmes. Schools must prepare individualized programmes (IPs) for each SSN. Authors empirically examined implementation of IPs for SSNs and the roles of teachers, students and parents in IP design with grammar school, vocational and technical school teachers, who had a SSN in their class and offered additional professional support (n = 131). Authors checked the role of the type of school, impairment and teachers' training. Results show that most students know IPs but only rarely participate in expert team meetings. They are excluded from the decision‐making regarding IP learning objectives, particularly students with learning difficulties. Parents are included in the IP implementation and evaluation; however, parents of children with learning difficulties are less involved in this process than the other SSNs. Grammar school teachers are more reserved towards SSNs and IP implementation. Thus, the attained level of systemic behavior via social responsibility, ethics of interdependence and holism differs. Copyright © 2014 John Wiley & Sons, Ltd.