The present article focuses particularly on the role and significance of the arts in the process of primary schooling in Tagore's school. He defined education as that which is one with life, and he ...believed that only education can give us real freedom. It is therefore essential that in the process of education we achieve the all-round development of the individual for harmonious adjustment to reality. The arts should be an essential part of life and of education, as it is only through the arts that it is possible to express one's experience and recognition of the harmonious connection between the universe, the individual reality and immortality, in addition to their being a source of pleasure. Only the arts (and nature as a teacher) enable the development of the entire personality, as well as the perception of reality and truth. Tagore thus understands the role of the arts in the life of the individual as a key factor in the formation of his/her personality, contributing to humanity. (DIPF/Orig.).
Glede na sodobne dokumente in smernice tako na nacionalni kot na ravni EU je treba razmišljati o udejanjanju koncepta inkluzivnosti kot transformacije šolskega sistema, ki vključuje tudi načelo ...medkulturnosti. Prispevek analizira stališča (bodočih) pedagoških delavcev do načinov vključevanja otrok priseljencev v šolski sistem. V raziskavi so študenti (n = 411) izražali manj negativna stališča do otrok priseljencev ter bolj pozitivna stališča do kulturne raznolikosti in pomoči otrokom priseljencem kot pedagoški delavci (n = 763). V članku so predstavljeni nekateri razlogi za dobljene ugotovitve in možnosti vplivanja na spremembo nekonstruktivnih stališč strokovnih delavcev v šolstvu.
In today’s world, the question of the impact of schooling on various aspects of the personality of children and adolescents is relevant and not just a question of the most effective teaching and ...learning process. For Tagore, the ultimate goal of education is the all-round development of the individual to adapt harmoniously to reality. The purpose of this article is therefore to detail Tagore’s concept of comprehensive education and how it is reflected in the functioning of his school in Santiniketan. In addition, a qualitative theoretical analysis is undertaken to determine which of the four identified factors of education in the continental tradition (teacher, content of teaching, child and social environment) is the key medium of education in his school. The systematic analysis of the characteristics of Tagore’s educational process and its requirements and objectives shows that he succeeded in integrating all four pedagogical factors known in the European continental tradition, which cannot be said of any of the European pedagogical theories presented (Herbartianism, humanistic or cultural pedagogy, reform pedagogy and socially critical pedagogy). Moreover, Tagore succeeded in bringing many theoretical concepts that are still relevant today (e.g., experiential learning, student participation, embodied cognition, the concept of a hundred languages) into the operation of the Santiniketan School in a very innovative way.
Ob pojavu kronične bolezni, ki prizadene vsakega šestega od desetih odraslih, je treba poskrbeti tako za zdravstveno urejenost bolezni kot za obvladovanje čustvenih odzivov nanjo (jeza, strah, ...frustracije, žalost), ne nazadnje pa je treba ohraniti oz. (pre)oblikovati (nove) vloge na delovnem mestu, v družini in med prijatelji. Na poti iskanja primernih strategij obvladovanja kronične bolezni in življenja kroničnega bolnika ima zdravstveno osebje zelo pomembno vlogo. Obolelim bi morali ponuditi kakovostne zdravstvenovzgojne programe, ki se ne osredinjajo le na značilnosti kroničnih bolezni in na možnosti zdravljenja, marveč upoštevajo tudi človeško stisko ob sprejemanju kronične bolezni, pa tudi njen vpliv na preostala področja posameznikovega življenja. Raziskave kažejo, da ima pri vseh teh nalogah za obolele- ga zelo veliko vlogo sposobnost empatičnega komuniciranja zdravstvenega osebja.
Nelagodje ob pojmu vzgoja Lesar, Irena
Sodobna pedagogika,
03/2022, Letnik:
73, Številka:
1
Journal Article
Povzetek: Prispevek je zgrajen na tezi, da so nekatere terminološke novosti v polju vzgoje in izobraževanja posledica nelagodja ob pojmu vzgoje in njegovem opredeljevanju, v določenem obdobju pa tudi ...posledica diskreditacije akademske pedagogike v razpravah in odločanju ob uvajanju šolskosistemskih sprememb. Po uvodni predstavitvi ključnih značilnosti vzgoje so nadalje predstavljeni trije sklopi sprememb na teoretski in sistemski šolski ravni (kurikuluma, ocenjevanja, urejanja odnosov) ter ob tem tudi nekaj najbolj očitnih terminov oz. novorekov (npr. edukacija, pismenost, kompetence, učni izidi, kvalifikacije, pravice in dolžnosti). Po pregledu pomembnih procesov (neoliberalizem, individualizem, evropeizacija, mednarodne raziskave, learniftcation oz. učenjenje, kontinentalna in anglo-ameriška zasnova), ki so (so)oblikovali opisane spremembe, so na koncu navedeni nekateri odgovori na ključna vprašanja vloge vzgoje ob izzivih sodobnega sveta, s katerimi se lahko soočimo le z nelagodjem kot konstitutivnim odnosom do snovanja in učinkov vzgoje.
In the research in the field of inclusiveness it is often neglected how inclusiveness is constructed differently within the so-called Anglo-American and continental educational contexts. In Slovenia, ...the field of educational studies has historically developed within the continental, particularly German tradition, as a discipline called Pedagogy at the Faculty of Arts. Since Pedagogy is fundamentally theorising the processes of becoming a free human being and does not take a particular interest in the issues of vulnerable social groups, a complementary area of tertiary study emerged in today's Faculty of Education (e.g. Special needs Pedagogy). However, recently we can identify a trend of emerging new study programmes, the so-called inclusive education. Because of this separation between scientific fields, this paper is dealing with a question of which of the disciplines is offering a more convincing answers to the question of how to conceptualise and implement the inclusiveness. Using qualitative analyses of the concept of inclusiveness and content analyses of Slovenian study programmes and courses related to inclusive education, we attempt to show that discipline of Pedagogy provides a conceptualising of inclusiveness that is more complex through successfully interweaving the humanistic and social paradigm.
V šolskem prostoru so primanjkljaji, motnje oz. ovire pogostokrat pojmovani kot osnovno merilo za razlikovanje učencev in kot glavni vzrok njihovega neuspeha, številni drugi dejavniki pa pri tem ...ostajajo spregledani. Hkrati je za trenutno veljavni postopek usmerjanja otrok s posebnimi potrebami v Sloveniji značilno, da je pristojnost odločanja o učenčevi največji koristi v domeni strokovnjakov, kar učencu zmanjšuje status avtonomne osebe. Da je v postopku odločanja treba slišati tudi učenčev »glas«, je v Zakonu o usmerjanju otrok s posebnimi potrebami sicer zapisano že od leta 2011. Kako se pravica učencev do participacije uresničuje v postopku prešolanja učencev s posebnimi potrebami, je temeljno vprašanje pričujočega besedila. V empirični raziskavi smo s polstrukturiranimi intervjuji ugotavljali izkustveni vidik vključenosti in participacije učencev v postopkih odkrivanja in identifikacije njihovih posebnih potreb ter prešolanja. Ugotovili smo, da so učenci zaznali neustrezno poučevalno prakso nekaterih učiteljev z vidika uresničevanja petstopenjskega modela pomoči, kar je vodilo v njihovo slabšo uspešnost v večinskih šolah. Prešolanje je za večino pomenilo stresno spremembo, pri kateri so se soočali z raznovrstnimi čustvi in pričakovanji, ki jih niso mogli deliti z odraslimi; učencem je bilo ponujeno (pre)malo podpore in informacij o predvideni spremembi. Navedeno kaže, da se pogovor z učencem glede odločitev, ki jih sprejmejo odrasli, še vedno izkazuje kot redko uresničen del postopkov. Sogovorniki so soglasno izrazili željo in interes sodelovati pri sprejemanju odločitev.
Prispevek ponuja pregled dosedanjih ugotovitev udejanjanja inkluzivnosti na področju vzgoje in izobraževanja ter razmislek o izzivih, ki jih pedagogiki postavlja zahteva po večji stopnji realizacije ...te ideje. Izhaja iz specifičnega pojmovanja inkluzivnosti kot zahteve po transformaciji šolskega sistema in iz predpostavke, da je inkluzivnost temeljno obče pedagoško vprašanje. Prek osvetljevanja nekaterih vidikov šolskega sistema (namen šolanja, reproduciranje družbene neenakosti v šolah, pogoji za učenje in osebnostni razvoj, individualistična perspektiva razlogov za otrokovo neuspešnost in nesprejetost, relevantna znanja za (bodoče) pedagoške delavce) pokaže na ključne izzive, ki jih pedagogiki postavlja vpeljevanje kompleksnega razumevanja inkluzivnosti. Ti pa so zlasti: (a) plasiranje vzgojne teorije v mednarodne razprave in okrepitev vzgojnega vidika, (b) spodbujanje razprave o konceptih znanja in kritične analize obstoječih programov, (c) ohranjanje različnih pedagoških paradigem, (d) vzpostavljanje kulture in klime v vzgojno-izobraževalnih ustanovah, ki podpirata udejanjanje inkuzivnosti in (e) raziskovanje možnosti učinkovitejšega (pre)oblikovanja stališč (bodočih) pedagoških in vodstvenih delavcev.
In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we ...present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both meas¬urements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the devel¬opmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual's development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, that a child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study. (DIPF/Orig.).
PDF
