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Pedagogija kao odraz postojećeg ili kreairanje mogućeg | Ladislav Bognar

Pedagogija kao odraz postojećeg ili kreairanje mogućeg

NazivPedagogija kao odraz postojećeg ili kreairanje mogućeg
Publication TypeConference Paper
Year of Publication2012
AuthorsBognar, L.
Conference NameDrugi kongres pedagoga Hrvatske
Conference Start Date24-26. 09. 2012.
Conference LocationOpatija
ISBN Number978-953-99167-4-7
Ključne riječikreativnost, kritiĉnost, novi obrasci., otvorenost, pozitivizam
Abstract

Pedagogija je u nas do sada prošla kroz nekoliko metodoloških razdoblja, a danas se zaplela u mrežu pozitivizma. Pokušaj da se metodologija prirodnih znanosti primijeni na društvene znanosti i težnja za matematizacijom pedagoških fenomena dovela je do potpunog razdvajanja pedagoške teorije od prakse. Tzv. izvorni znanstveni i pregledni radovi, koji su uvjet za napredovanje u pedagogijskim znanostima, svode se na statističke vratolomije i jalovo fraziranje ili besmisleno prepričavanje drugih autora. Takve radove nitko ni ne čita osim možda samih autora, pa oni isključivo služe za osobno znanstveno dokazivanje. No ostaje upitno značenje takve pedagogijske znanosti kao i kvalitete znanstvenih kadrova odabranih na taj način. Ponovno smo se našli u situaciji da dokazujemo tezu kako je praksa bez teorije slijepa, a teorija bez prakse jalova.

Budućnost pedagogije kao i ostalih znanosti leži u njenoj kreativnosti, u sposobnosti da kreira nove odgovore na nove izazove. To nikako ne znači metodologijsku isključivost, ali svakako znači drugačiji pristup pedagoškim studijima, doktorskim studijima, vrednovanju znanstvenih radova, ali i istraživačkih projekata, koncepciji pedagogijskih časopisa, kao i kvalitetno novi odnos između teorije i prakse. To znači afirmiranje novih obrazaca pristupa pedagoškim fenomenima.


Pedagogy like reflection of existing or creating of possible

Abstract

Our pedagogy had a few methodological periods and today it is entangled in the net of positivism. Intention that methodology nature sciences would be applied on social science separated pedagogical theory from practice. Similar happened with applying mathematic in pedagogical phenomena. Scientific pedagogical articles, which are condition for progress in pedagogical profession, usually are statistical exhibitions without connection with pedagogical reality. These articles nobody read except authors themselves and they are in function of personal scientific proof.  It is very questionable such pedagogical science and pedagogical professionals selected on this way. We are again in situation to proofing sentence that practice without theory is blind and theory without practice is sterile.

Pedagogical future, like other sciences, lies in its creativity, in its ability to create new answers on new challenges. It not means methodological exclusivity but it means different approach to pedagogical studies, doctoral studies, evaluation scientific works, pedagogical projects, pedagogical magazines and qualitative new relation between theory and practice. It means affirmation new paradigms in approach to pedagogical phenomena.


Key words: positivism, critic, creativity, openness, new paradigms