Suchergebnisse

From the analysis of Protić's voluminous work, we can conclude that the author, as a representative of herbartian's orientation in Serbian pedagogy, emphasizes the importance of defining the problem of education in relation to schooling. In his General Pedagogy, the term education was used in 28 different interpretations. It occurs in five different forms, namely: 'education will,' (4 times), also synonymous with 'moral will' (2); 'direct the education of moral character' (5); 'the education of opinions' (1); 'education spirit' (1); 'proper education issues' (1). It is worth noting that these forms unfold separately in his work, but as such they make an incomplete concept. Therefore, they need to be considered synthetically, as a whole, in order for the versatility of his concept of education to be fully appreciated. The paper started with the observation of educational theory (which occurs 2 times) and educational practices (2 times) as well as general questions that carry a multitude of other educational situations and problems. 'The task of education' (mentioned 6 times) is synonymous with 'educational mission' (6 times) and it is interchangeable with 'forms of education' that occurs once only. In terms of factors influencing a personality development, Protić is be said to be of the optimistic orientation and pays great attention to the justification of the educational process, assuring the reader of the 'need for education' (three times). He also underlines the 'power of education' (three times), but at the same time, excluding the infinity process, the setting of the 'boundaries of education' (to be discussed in five attempts). Finally, the inseparability of many issues in Protić's 'education process' is equal to the unity of 'means of education', 'education goals', 'objectives of education', and 'individuality education' in the 'educational work'. An educator exhaustively elaborates the 'moral' and the 'physical' in teaching, while other forms of education are mentioned exclusively using synonyms thus lessening their significance. Protić attempted to denominate certain theoretical, practical and other educational processes: 'pedagogical theory' (twice), 'educational practice' (twice), 'corrective instruction' (twice) with his methods a) 'form of educational practice', and b) the 'principle of educational instruction' (one) or 'educational work' (five times). Protić justifies the guidelines for the process of education with numerous concepts: 'task of education' (six times) synonymous with 'educational mission' (five times), 'forms of education' (once), 'successful education' (once), 'need for education' (three times), 'the power of education' (three times), 'educational success' (once), 'substance of education' (once), 'standards for education' (once), 'the influence of education' (once), 'individuality of education' (once) 'educational goals' (five times), 'the concept of education' (three times), and 'education time' (once). Although there are discrepancies in tackling 'adult education' among his contemporaries, Protić actively introduces the category of a trainee, which is widely understood and associated to the term 'Youth'. According to Protić, 'National Youth Education' is divided into two basic types: 'education in the narrow sense' (four times) and 'educational practice' (twice). He also differentiates 'essentials in education' (once), 'education process' (twice), 'means of education' (twice) and 'educational work' (five times ). Protić illusory tends to define educational success and in order to do so special attention should be paid to 'the burden of education', as well as to point out the 'importance of education' and set 'standards for education'. In addition, he carefully chooses his synonyms such as 'the development and care of the body' for physical education, or 'moral commitment' and 'moral character' for moral education.

Intercultural education respects and promotes diversity in all areas of human life. This phenomenon indicates that people naturally and spontaneously develop different lifestyles, different customs and worldviews. These differences need to be considered as a wealth of life. When we talk about education, and school as a narrow concept, in which the differences are usually promoted, we have a vision of a community that provides equal opportunities, opposes injustice and discrimination, and strives for the values which equality is being built on. Especially, this phenomenon is being pointed out in our conditions, when we are still adapting to the reforms of globalization. In the Contemporary World, promoting the democracy becomes a key goal of education, as well as the whole society. Therefore, in the education system it should be taken into account the multicultural character of the society that tends to actively contribute to a peaceful coexistence and positive interaction between different cultural groups. Traditionally, in this sense, there are two approaches in education: multi­cultural education that strives to provide the acceptance and tolerance of other cultures through learning about them. On the other side, we have the intercultural education that aims to overcome the passive coexistence and achieve developed and sustainable way of living together in a multicultural society. This is achieved through the construcive process of understanding, mutual respect and dialogue among groups of different cultures, then, ensuring equal opportunities and combating discrimination.

The movement for a 'new school and modern education', whose representative was Vićentije Rakic, included all the European coun­tries between the two world wars. It was also influential in our country. At that time it was felt that there were deficiencies and poor educational effects in our schools, and that there was a need for a modern contemporary pedagogical reform. Increasingly there was a need to adapt our schools to the requirements of the new time and to the developmental and educational needs of our country. It was necessary to implement contemporary educational methods for our new school to be more successful. In this paper, the author attempts to present Vićentije Rakić, one of the representatives of that new pedagogical orientation, through the analysis of the concepts of education in his works.

There is no ideal class, but there are many ways to make teaching more interesting and better, putting an emphasis on the student as the main subject in the teaching process. No form of teaching work is perfect, it is very important not to keep the same principle of work and combine teaching and working methods according to the teaching unit (lesson) and class. Electronic social networks support independent learning management, learning through interactive communication, cooperation, knowledge creation and creation of a learning chain of interested and active actors. The Internet relocates the learning process from schools to cafes and other private environments, according to the principle of mobile classrooms. However, at present time of distance learning, due to the COVID-19 pandemic current situation, the student is allowed to be able to plan both the time and place for learning, following its own interests and using the electronic media. In that way, students easily and quickly become more independent for self-education process and preparation for lifelong learning, which becomes a lifestyle in new technological conditions. New information society challenges many dimensions of the traditional functioning of the education system. What is indisputable is the role and importance of education, both for the survival and development of society and individuals. Modern technologies have radically changed the physiognomy of modern society, needs and the way of meeting needs, and standards in all levels of social life. There is a constant need for a new education policy and strategy. New technologies create new work organization, the need for new occupations and educational backgrounds. Many problems in the society arise precisely in the field of education. The problem of educational efficiency, unclear competencies acquired through simple reproduction of existing educational profiles, without new educational competencies for the completely new occupations, the traditional way of education, with reproduction of learned, without clear vision of usefulness and usability of knowledge, are just some of the manifest forms of crisis society-education. The application of new educational technology is a requirement of the new education strategy, from which is being expected to increase the efficiency of educational and learning process. A society that is unprepared to implement modern technological achievements is doomed to stagnation, as well as to numerous conflicts and marginalization. On the other hand, investing in education, modernizing the premises in education, content and educational technology, has a reciprocal impact on the development of society. In the conditions of the COVID-19 pandemic, the information age proved to be appropriate and much needed by proving to be adequate to change traditional notions about matter, space, time, energy, and even about education. In these conditions, the role of teachers, schools, education, the nature of learning, and the methodology of teaching has changed. The new living conditions imposed by the COVID-19 pandemic have fundamentally changed the way teaching, business, entertainment, war technology, and educational technology. Educational technology consists of knowledge and achievements in various scientific fields: pedagogy, didactics, methodology, psychology, cybernetics, communication, etc. In these conditions, teaching methodology must rely on modern educational technology, on a systematic and organized process of applying modern techniques and technology in improving the quality of the teaching process in the field of efficiency, optimality, applicability and acquisition of knowledge. Knowledge, use and application of modern information technologies, in these conditions, is the content of modern literacy and cultural pattern. All of these are challenges for the methodology in teaching social sciences and humanities. The methodology of teaching social sciences and humanities is, more than the methodology of any other science field, facing important challenges. All the changes caused by the COVID-19 pandemic in society and life, through the teaching social sciences and humanities, should be approximated, explained, and interpreted in a way that will not distance these sciences from high school students, who will not create a repulsive attitude, "bogy" incomprehensible reading, as boring classes to be avoided. Precisely through the use of the possibilities of modern technologies, the teaching work should be refreshed, innovated and activated, so that the knowledge is updated both in the content and in the teaching-methodological sense. Finally, our hypothesis set at the beginning of this theoretical study is confirmed, modern forms of work and innovative approaches in the educational process are the future of the educational process. Expert authors agree that there are no good results without the application of educational technology, new methods and forms of work in the teaching process. Developed societies have long used this method and we can say that this is one of the reasons for their development and progress. However, appreciating all the above, the recommendation and conclusion of this paper is that with the use of new benefits and advantages in teaching, as well as the current need for distance learning, which is only feasible due to the COVID-19 pandemic, do not forget to use traditional teaching style as reliable support for performing and adequately placing educational tasks today and in the future. Spoken word is in any case an irreplaceable variant to which we should return according to the social crisis caused by the mentioned problems.

Learning and education gradually occupy an important place in human life. Therefore, continuing socio-political and economic changes, rapid scientific and technological development, the expansion of knowledge, formed the phenomenon of the learning society. Its theoretical basis can be found in the concept of learning in the course of a lifetime, example: permanent learning and education in the aging process. On the other hand, the rapid changes taking place in the world, seeking to know the day is increasing. In the center of a thriving economy and a developed society are knowledge and ability, and education and learning become the instrument that. key socio-economic progress. Nevertheless, shorter working hours and longer life expectancy retirement also increases the amount of time available for other activities. In all areas, there are more opportunities for learning outside the school, and qualifications, in the traditional sense of getting out in front of new trends competence and adaptability. Adults who are constantly in the process of aging, the process of continuing education and learning are significantly different quality in relation to children, therefore it is necessary and a different approach to the children, and a different approach to teaching adults in the era of change, due to life and work experience, educational level, psychological and physical characteristics but also because of their social status. This paper will be an attempt, which will show the theoretical analysis of many aspects of learning, types, shapes, possibilities and limits of learning, the basic needs of adults in the aging process, as well as provide answers to the question why a grown man in the aging process learns who the person in the learning process and learning how to function in a process of aging.