Suchergebnisse

Rad je razmatra pitanja uspostavljanja i razvijanja pedagoškog pluralizma u obrazovnoj politici i praksi u Srbiji u razdoblju od sredine 20. stoljeća do danas. Pod pedagoškim pluralizmom podrazumijevamo uvažavanje i afirmaciju različitih pedagoških koncepcija i pristupa u razvijanju teorije i prakse obrazovanja, odnosno njegovanje različitih teorijskih orijentacija u području obrazovanja, kao i omogućavanje i ostvarivanje alternativnih rješenja glede organizacije i funkcioniranja školskog i nastavnog rada u odnosu na dominantni model školovanja. U vrijeme jugoslavenskog socijalističkog sustava, koga karakterizira nepostojanje demokratskog političkog poretka i odsustvo njegovanja pluralističkih stavova i vrijednosti, izostao je i pedagoški (i školski) pluralizam. Povoljniji uvjeti za razvoj pedagoškog i školskog pluralizma u Srbiji stvoreni su u post-socijalističkom razdoblju. Nakon 90-tih godina 20. stoljeća otvorena je mogućnost osnivanja privatnih odgojno-obrazovnih ustanova, a od nedavno i vrtića i škola posebne pedagoške orijentacije (tj. alternativnih škola). Također, u proteklom razdoblju realiziran je veći broj projekata, programa i obuka usmjerenih ka unaprjeđenju kvalitete nastavnog i školskog rada, u okviru kojih se mogu prepoznati ideje i koncepti karakteristični za reformne pedagoške pokrete. Međutim, dojam je da se inicijative i napori kojima se podupire pluralizam u obrazovanju, a koji dolaze od znanstvene i stručne javnosti, kao i od prosvjetnih vlasti, odnose uglavnom na demokratizaciju i unaprjeđivanje kvalitete obrazovanja unutar javnog sustava školstva, a ne na promoviranje i podršku privatnom obrazovanju i/ili alternativnim pedagoškim koncepcijama u njihovom izvornom obliku. ; The paper addresses the issue of introducing and fostering pedagogical pluralism in the education policy and practice in Serbia from the mid-20th century onwards. Pedagogical pluralism implies the appreciation and affirmation of different pedagogical conceptions and approaches aimed at developing education theory and practice, i. e. the promotion of different theoretical orientations in the field of education, as well as the implementation of alternative solutions to the organisation and functioning of school work and teaching that differ from the prevailing education model. During the Yugoslav socialist system characterized by the lack of a democratic political order and pluralistic attitudes and values, there was no room for pedagogical (and school) pluralism either. More favourable conditions for the development of pedagogical and school pluralism in Serbia were created in the post-socialist period. After the 1990s, possibilities opened up for privately founded educational institutions, and since recently – kindergartens and schools with special pedagogical orientation (alternative schools). A significant number of projects, programmes and trainings were also implemented in the previous period aimed at enhancing the quality of school work and teaching conveying the ideas and concepts typical of reform pedagogy movements. However, it seems that the initiatives and efforts encouraging pluralism in education undertaken by the academic community and the education authorities are directed more at fostering the democratisation of education and improving its quality inside the public school system and less at promoting and supporting private education and/or alternative pedagogical approaches in their original form.

U ovom radu se komparativno-istorijskim metodom preispituje razvoj pedagogije kao akademske discipline u Srbiji. Cilj je bio ne samo da se odrede ključne etape i determinante tog razvoja, već i njegov kontekst, te da se na taj način ponudi osnova za razmatranje savremenih i budućih perspektiva pedagoške nauke u nas. Obrada etapa razvoja pedagogije na univerzitetu, pre svega na Filozofskom fakultetu u Beogradu, i to: konstituisanja akademske discipline, naučnoistraživačke orijentacija između dva svetska rata, socijalističkog perioda i sadašnjeg stanja, nedvosmislena je pokazala da je evropski kontekst bitno obeležio pedagošku nauku u nas. On je omogućio kako razvoj novih pedagoških profesija (pa time i novih akademskih subdisciplina), tako i afirmisanje uloge pedagoga istraživača. Paradoksalno, u vremenu političkog integrisanja u evropsku zajednicu država, upravo su evropski koreni naše nacionalne pedagoške škole,najmanje prisutni u stalnom procesu naučnog i stručnog samopreispitivanja. Prilika da se ovo autentično evropsko iskustvo naše pedagogije reafirmiše jeste 125-godišnjica Katedre za pedagogiju na Filozofskom fakultetu u Beogradu. ; This paper uses the comparative historical method to study the development of pedagogy as an academic discipline in Serbia. The aim has been not only to establish the key stages and determinants but also the context in which this development occurred, and thus provide a basis for considering the contemporary and future perspectives of pedagogy in this country. A study of the stages of the development of pedagogy as an academic discipline, primarily at the Faculty of Philosophy in Belgrade - its establishment as an academic discipline, its scientific orientation between the two world wars, in the period of socialism and in the present day - has shown that the European context has had a significant influence on the discipline of pedagogy in Serbia. It not only enabled the development of new pedagogical professions (and thus new academic subdisciplines) but also the recognition of the role of the educationalist as researcher. Paradoxically, during the present period of political integration into the European community of states, the European roots of our national pedagogical tradition have received the least attention in the ongoing process of scholarly and professional self-reappraisal. The 125th anniversary of the Department of Pedagogy of the Faculty of Philosophy in Belgrade affords an opportunity for reaffirming the authentically European experience of Serbian pedagogy. Department of Pedagogy in Serbia, the European context for the development of pedagogy as an academic discipline in Serbia.

U radu se razmatra uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. Bio nam je cilj da se kritički rasvetle mogućnosti, dometi i ograničenja 'na dokazima zasnovane' (evidence-based) koncepcije reformisanja obrazovanja. U okviru ove koncepcije došlo je do intenzivnog preispitivanja epistemologije pedagoške nauke, sa naglaskom na istraživanju uzročno-posledičnih odnosa u obrazovanju. Zahteva se i metodološka rigoroznost pedagoških istraživanja koja svoj vrhunac dostiže u eksperimentu na slučajnom uzorku. Uočava se i problem sistematske diseminacije i primene dobijenih naučnih saznanja u pedagoškoj praksi. Sa druge strane, kritičari ove koncepcije primećuju da je ona neopozitivistička, monometodološka, jer favorizuje kvantitativna istraživanja, i da je kao takva nedovoljna za objašnjenje i razumevanje pedagoških fenomena i konteksta u kome se obrazovne inovacije istražuju. Istovremeno, tokom poslednje decenije, došlo je do ponovnog preispitivanja uloge naučnog informisanja praktičara u njihovom svakodnevnom radu, kao i odnosa istraživanja i formiranja obrazovne politike. Najzad, filozofi obrazovanja ponovo u prvi plan stavljaju shvatanje o moralnoj, a ne o instrumentalno-tehničkoj prirodi pedagoške prakse. Teorijska analiza koncepcije 'na dokazima zasnovanog' transformisanja obrazovanja, dopunjena je i analizom socijalnih i institucionalnih uslova u kojima se razvija savremena nauka o obrazovanju. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji . ; The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitation soft he evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favors quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there has been another reconsideration of the role of scientific in forming of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops.

Predmet ovog članka jeste institucionalni i programski preobražaj studija pedagogije u sklopu aktuelne univerzitetske reforme u skandinavskim zemljama, u zemljama nemačkog govornog područja, kao i u zemljama Južne i Istočne Evrope. Analizirana su iskustva reforme obrazovanja pedagoga i nastavnika na najbolje rangiranim univerzitetima navedenih zemalja sa ciljem da se razjasne neka otvorena pitanja profilisanja pedagoškog kadra u svetu i kod nas. U tom kontekstu posebno se analizira obrazovna uloga opštih i područno-specifičnih pedagoških disciplina. Ukazuje se na činjenicu da naša praksa u ovoj oblasti nesumnjivo pripada evropskoj tradiciji, ali da je potrebno učiniti dosta napora kako bi se ona punopravno integrisala u evropski obrazovni prostor i uticala na uspostavljanje adekvatne uloge pedagoške nauke u kreiranju obrazovnog sistema na nacionalnom nivou. Sagledane su neke od istorijskih okolnosti koje su uticale ili još uvek utiču na akademski status pedagogije i njoj srodnih disciplina i pledira se za preuzimanje aktivne uloge univerzitetskih centara za pedagoško obrazovanje i istraživanje u stvaranju politike i prakse obrazovanja kod nas, a u skladu sa najboljom tradicijom autonomije univerziteta i njegove odgovornosti za vođenje javnih politika. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji. ; The subject of this paper is institutional and programmed transformation of the pedagogy studies in the context of actual University reform in the Scandinavian countries of the German speaking area as well as the countries of Southern and Eastern Europe. Experience of the reform of educating of teachers has been analysed at the best ranked universities of the stated countries with the aim of discussing some open questions of profiling pedagogical experts in the world and in our country. In this context, educational role of general and area specific pedagogical disciplines is being analysed. We are pointing at the fact that our praxis in this area undoubtedly belong to European tradition, but it is necessary to a lot of effort so that it can be fully integrated into European educational area and influence on crating adequate role of the pedagogical science in creating educational system at the national level. Some historical occurrences have been observed which influenced and still influence academic status of pedagogy and similar disciplines and it is being advocated to take active role of university centres for pedagogical education and research in creating politics and praxis of education in our country, in accordance with the best tradition of University autonomy and its responsibility for leading public politics.

U članku se problematizuje pitanje društveno-istorijskih aspekata u kojima se razvijalo profesionalno obrazovanje u Srbiji. O ovoj je temi u našoj literaturi dat sintetički pregled stanovišta koja se odnose na period XIX i XX veka. Konstatuje se da je zaostajanje u društvenoj modernizaciji i diferencijaciji različitih sfera socijalno-ekonomskog života negativno delovalo na razvoj koncepcije i sistema profesionalnog obrazovanja. Cilj nam je bio da sagledamo društveno uslovljene predrasude o obrazovnom procesu i sistemu, koje su predstavljale jednu od barijera za zasnivanje modernog, dinamičkog i ekonomskim potrebama adekvatnog profesionalnog obrazovanja u Srbiji. Neke od tih predrasuda, kao one o suprotnosti opšteg i pozivnog obrazovanja, usmerenost kreatora obrazovne politike na sistem formalnog obrazovanja i posledični nedostatak valjane teorije i prakse neformalnog i informalnog obrazovanja, prisutne su i kod nas. Zbog toga je, sa stanovišta istoričara obrazovanja, ponuđen niz pitanja koja se odnose na razvoj svih aspekata obrazovnog sistema o kojima treba voditi računa prilikom dalje konceptualizacije profesionalnog obrazovanja u nas. ; This paper deals with the issue of socio-historical aspects in the development of professional education in Serbia. A synthetic overview is presented of the dominant viewpoints on this topic in our literature, covering the period of the 19th and 20th centuries. It is noted that the lag in social modernization and differentiation of various aspects of socio-economic life have had a negative effect on the development of the system of professional education. Our goal was to look into socially-conditioned prejudices about the educational process and system, which represented one of the barriers to the establishment of a modern, dynamic system of professional education in Serbia which would be in tune with economic needs. Some of these prejudices, like that concerning the contradiction between general and professional education, the educational policymakers' focus on the formal system of education and the lack of valid theory and practice in non-formal and informal education, are also present in Serbia. That is why, from the perspective of a historian of education, this paper discusses a range of issues related to the development of all aspects of the education system that need to be taken into consideration in the further conceptualization of professional education in our country.

U ovom radu bavimo se ulogom koju istraživanja istorije modernizacijskih procesa u obrazovanju u komparativnom kontekstu, kao i projekcije modernizacije obrazovanja i strukture sistema obrazovanja koje se na njima zasnivaju, mogu da pomognu celovitijem razumevanju aktuelnih školskih i ukupnih obrazovnih reformi u Srbiji, sa jedne i stanja u oblasti pedagoške nauke kod nas, sa druge strane. Nijedan savremeni istoričar pedagogije ne zalaže se za 'istorizaciju' obrazovne politike, teorije vaspitanja i obrazovanja i programa pedagoško-metodičkog obrazovanja. Ali, u vremenu naglašenog interesovanja za pitanja identiteta potrebno je sagledati uzroke i posledice odsustva istoriografskog pristupa problemima u obrazovanju. One, u prvom redu, obuhvataju nepoznavanje činjenica o evoluciji sistema obrazovanja i pedagoških teorija neophodnih za koncipiranje savremene i racionalne prosvetne politike. U tom kontekstu plediramo za prevazilaženje aistoričnosti i etnocentričke pozicije pri koncipiranju politike i prakse obrazovanja. Ovakav pristup može da pomogne, cenimo, revalorizaciji naše pedagoške i metodičke baštine, i na kraju, da otvori prostor da se uključimo u evropske i šire tokove pedagoških istraživanja. ; This paper is on the role of the research of the history of modernization processes in education in the comparative context, as well as projection of the modernisation of education and the structure of the educational system which are based on them, and which can help understand the actual school and whole educational reforms in Serbia and the pedagogical science on the other side. There is no contemporary historian of pedagogy who stands for 'hisorisation' of the educational politics, theory of education and pedagogical work and the programme of pedagogical-methodological education. But, in the time of the stressed interest for the issues of identity, it is necessary to observe causes and consequences of the absence of the historiography approach to the problems in education. First, they enhance ignorance of facts about the evolution of the educational system and pedagogical theories necessary for concept of the contemporary and rational educational policy. In this context, we stand for overcoming non-historical and ethnocentric position when creating politics and praxis of education. This approach can help revalorization of the pedagogical and methodological heritage and to open some space for us to participate in European and wider currents of the pedagogical research.

Profesor Torsten Hjusen (1916-2009) bio je jedan od najpoznatijih pedagoga druge polovine dvadesetog veka. Bavio se gotovo svim značajnijim pitanjima savremenog obrazovanja. Objavio je četrdeset knjiga i veliki broj članaka, bio je prvi predsednik Internacionalnog društva za evaluaciju obrazovnih postignuća (IEA) i osnivač i prvi predsednik Međunarodne akademije obrazovanja (IAE). U ovom članku analizovan je Hjusenov doprinos istraživanju problema jedinstvene škole na nacionalnom i internacionalnom nivou, zatim njegov rad na utemeljenju krosnacionalnih studija evaluacije školskih sistema i na preispitivanju odnosa pedagoških istraživanja i politike obrazovanja. ; Professor Torsten Husen (1916-2009) was one of the most famous pedagogues of the second half of the twentieth century. His work included almost all issues of contemporary education. He published about forty books and many articles, and he was the first president of the International Society for Evaluation of Educational Achievements (IEA) and the founder and the first President of the International Academy of Education (IAE). In this paper, we analyzed Husen's contribution to the research of a comprehensive school at national and international level, then his work at forming cross-national studies of the evaluation of the school systems and studying relations between pedagogical research and politics of education.

U radu su razmotreni osnovni činioci koji dovode do transformisanja disciplinarnog područja pedagogije na univerzitetu. Oni se određuju kao: a) spoljašnji - odnose se na zahteve za povišenje kvaliteta pedagoških istraživanja i relevantnost njihovih rezultata za politiku i praksu obrazovanja, kao i na zahteve za povišenje kvalifikacija prosvetnog kadra i b) unutrašnji - odnose se na procese diferencijacije i integracije unutar sistema pedagoških disciplina. Proces disciplinarizacije pedagoške nauke na evropskim univerzitetima analizovan je u kontekstu epistemoloških koncepcija nastalih u neposrednom odnosu sa ovom temom (Dejvid Bridžs, Jan Bengtson). ; This paper is on the basic factors which lead to transformation of the disciplinary area of pedagogy towards University. They are determined as a) outer - they refer to the requirements of quality improvement of pedagogical work and relativity of their results on politics and praxis of education, as well as requirements for higher qualifications of teachers and b) inner - they refer to the processes of differentiations and integration inside the system of pedagogical disciplines. The process of disciplinary measures of pedagogical science at European Universities has been analyzed in the context of epistemological concept which appeared in the direct contact with this topic (David Bridges, Jan Bengston).

Pedagogizacija predstavlja teorijski konstrukt, interpretativnu kategoriju, sredstvo koje istraživači koriste da bi objasnili pojedine forme i trendove u praksi obrazovanja. Ovaj koncept se pokazao kao plodonosan u identifikovanju sveprisutne orijentacije da se u obrazovanju traže rešenja za šire društvene i ekonomske probleme. Cilj ovoga rada jeste da se kritički preispitaju različita značenja pedagogizacije kao mogućeg konceptualnog okvira za razumevanje modernog obrazovanja i da se rasvetli fenomen pedagogizacije u istorijskom i savremenom kontekstu. Iz perspektive pedagoške istoriografije pedagogizacija se vidi kao jedna vrsta tamne senke modernizacijskih procesa u društvu i obrazovanju i u radu su razmatrana dva njena pola: 'pedagogizacija sveta detinjstva', koja podrazumeva posmatranje dečijeg sveta kroz pedagošku prizmu, i 'prema školi' orijentisan koncept pedagogizacije, koji se manifestuje kroz tendenciju da se šira društvena pitanja prevode u nastavne jedinice formalnog obrazovanja. S druge strane, u radu smo predstavili implikacije pedagogizacije u savremenom obrazovanju i iz ugla kritičke pedagoške teorije, u kojoj je pedagogizacija dobila mesto konceptualnog okvira unutar koga se odgovara na pitanje šta ostaje iza obrazovanja kada se ono oslobodi tereta rešavanja socijalnih problema, odnosno, na uvek aktuelno pitanje uloge obrazovanja u razvoju društva. ; Pedagogisation is a theoretical construct, an interpretative category, means used by researchers in order to explain certain forms and trends in educational practice. This concept proved to be fruitful in identifying the omnipresent orientation to search for solutions for broader social and economic problems in education. The goal of this paper is critical reconsideration of different meanings of pedagogisation as a possible conceptual framework for understanding modern education, and shedding light on the phenomenon of pedagogisation in the historical and contemporary context. From the perspective of pedagogical historiography, pedagogisation is observed as a kind of dark shadow of modernisation processes in the society and education and the paper discusses two of its poles: 'pedagogisation of childhood world', which assumes observing children's world thorough pedagogical prism, and 'towards school' oriented concept of pedagogisation, manifested through tendency to translate broader social issues in teaching units of formal education. On the other hand, we presented the implications of pedagogisation in contemporary education from the viewpoint of critical pedagogical theory, in which pedagogisation obtained the position of a conceptual framework, which was used to answer the question of what remains behind education when it is relieved of the burden of solving social issues, that is, the always current question of the role of education in society development.

U radu smo se bavili slikom učenika osnovne škole u Srbiji u prvoj polovini XIX veka otvarajući sledeća istraživačka pitanja: 1) koliki je bio obuhvat dece osnovnim obrazovanjem, 2) kakvi su bili uslovi rada u školi, 3) koji vaspitni postupci učitelja su dominirali i 4) kakav je bio položaj učenika u nastavnom procesu. Analiza arhivske građe, osnovnoškolskih zakona i uputstava za učitelje, pokazala je da u uslovima kada osnovno obrazovanje nije bilo obavezno, kada nisu postojale adekvatne školske zgrade, a neretko ni osnovni školski nameštaj, udžbenici i školski pribor, projektovani ciljevi prosvetnih vlasti nisu mogli da se postignu. Osnovnu školu pohađalo je oko pet odsto dece, koja su ulagala veliki napor da istraju u obrazovanju, uprkos tome što su organizacija i razvoj osnovnoškolskog obrazovanja bili tek u začetku. Takođe, nepostojanje profesionalno osposobljenog učiteljskog kadra imalo je za posledicu da su u školi reprodukovani obrasci patrijarhalnog modela vaspitanja u kome se odnos odraslih (učitelja) prema deci zasnivao na razvijanju strahopoštovanja, a nastavni proces ostajao u tradicionalnim okvirima 'prenošenja znanja', što je održavalo sliku o detetu/učeniku kao o'biću u nastajanju', koje je nezrelo i pasivno u procesu sopstvenog razvoja. ; In our research we tried to reveal the image of elementary-school pupils in Serbia in the first half of the nineteenth century by opening the following questions: 1) how many children were included in elementary education, 2) what were working conditions like, 3) which teachers' procedures prevailed and 4) what was the position of the student in the teaching process? The analysis of archive material, elementary school legislation and instructions for teachers showed that, in the conditions when elementary education was not obligatory, and appropriate school buildings, adequate school furniture, textbooks or teaching aids did not exist, in most cases the official educational aims could not be achieved. Only 5% of children attended elementary school and they invested a lot of effort to persevere in education despite the fact that the organization and the development of elementary education were rudimentary. Also, the non­existence of professional teaching cadre resulted in the models of education which were, in fact, reproduced patriarchal models in which the relation of the adults (teachers) towards children was based on developing reverence, and the teaching process remained within the traditional frame of transmitting knowledge, which sustained the image of the child/pupil as an 'emerging being', immature and passive in the process of their own development.

Razvoj pedagoške nauke u bivšoj Jugoslaviji obeležava oštar diskontinuitet uslovljen promenom političko-ideološkog poretka, a time i socijalno prihvatljivog pedagoškog mišljenja, ali i prikriveni kontinuitet između 'građanske' i 'socijalističke' pedagogije. Naša analiza dela jugoslovenskih pedagoga ukazuje na prisustvo strategije koju nazivamo 'nacionalizacija pedagoškog znanja'. U osnovi, ona predstavlja pokušaj da se zadobije društvena, ali i akademska legitimizacija pedagoške nauke. Nacionalizaciju pedagoškog znanja nalazimo kod predstavnika svih dominantnih pedagoških pravaca: eksperimentalne pedagogije, duhovno-naučne pedagogije, kao i u reformskim pedagoškim pokretima. Na prvi pogled paradoksalno, nacionalizacija pedagoškog znanja predstavlja i osnovno obeležje jugoslovenske marksističke pedagogije u periodu nakon Drugog svetskog rata. Ova strategija bila je uspešna u transformaciji vodećih teorijskih usmerenja ('promene paradigmi'): herbartijanizma u eksperimentalnu pedagogiju, eksperimentalne u duhovno-naučnu pedagogiju i, na kraju, duhovno-naučne u marksističku pedagogiju, ali je njen uspeh u razvoju institucija za pedagoška istraživanja bio bitno limitiran nivoom modernizacije sistema obrazovanja i ideološkog nadzora nad njim. ; Development of educational science in Former Yugoslavia was marked both by huge discontinuity due to changes in political and ideological regimes that had effects on 'mainstream' pedagogy, and hidden continuity between civil and socialist pedagogy. Our analysis of the writings of Yugoslav pedagogues shows the presence of strategy known as 'nationalization of pedagogical knowledge'. This strategy presents the attempt of gaining social, as well as academic legitimacy of educational science. Nationalization of pedagogical knowledge was present in all dominant pedagogical schools: experimental pedagogy, spiritual-scientific pedagogy (Geisteswissenschaftliche Pädagogik), as well as in New school movements. Paradoxically, nationalization of pedagogical knowledge presented the main feature of Yugoslav Marxist pedagogy in the period after the World War II. This strategy was successful in transformation of the leading theoretical schools ('paradigm change'): herbartianismus into experimental pedagogy, experimental pedagogy into spiritual-scientific pedagogy and at the end spiritual-scientific pedagogy into Marxist pedagogy, but the success of this strategy was significantly limited by the level of modernization of educational system and the ideological control over this system.