Povzetek: S prispevkom se pridruzujem razpravi o sodobnih izzivih izobrazevanja in prihodnosti solskega sistema v Sloveniji, ki se je zacela z objavo nekaterih zamisli o izhodiscih solske reforme, ki ...jih pripravija ministrstvo za vzgojo in izobrazevanje in na katere je bilo ze nekaj kriticnih odzivov. Danes se v izobrazevanju srecujemo s prikritim ucinkovanjem neoliberalne ideologije, ki v danih druzbeno-ekonomskih razmerah favorizira trzno miselnost, zasebniski individualizem in tekmovalnost. Ti procesi se dogajajo kot mesanica narascajoce standardizacije in kvantifikacije izobrazevalnih procesov ter destandardizacije ucnih dosezkov in smotrov. To je slabo za izobrazevalni sistem, saj ne spodbuja ustvarjalnosti, radovednosti in kriticnega misljenja, ustvarja pa egoisticne individualiste. Solam tako grozi izguba temeijnih vrednot, na katerih naj bi slonel vzgojno-izobrazevalni proces, to je vkljucenosti, pravicnosti in zagotavijanja enakih izobrazevalnih moznosti. Ce zelimo mlade opremiti s potrebnimi znanji, vescinami in lastnostmi za konstruktivno soocenje s problemi prihodnjega sveta, je potrebna celostna preobrazba sole. Zavzemam se za emancipatorno izobrazevanje, spreminjanje solskega polja v socialno okolje, ki spodbuja socasno rast kognitivnih in socialno-emocionalnih sposobnosti ucencev, njihovo socialno povezanost, solidarnost in clovecnost.
The article deals with epistemic issues of modern psychology with the starting hypothesis being that scientific psychology must satisfy three main interests: scientific, practical and emancipatory ...interest. Particularly important is the emancipatory interest, which is based on the social reflection of scientific work and conclusions. Psychological knowledge involves not only neutral descriptions of facts, but also implicit rules, expectations regarding values or norms, and criticism of undesirable behavior. The traditional psychological model attempts to satisfy the scientific interest and partly practical interest, while avoiding emancipatory interest. But I believe modern socio-historical models of psychology to be significant precisely owing to the inclusion of emancipatory interest. The difference between these two models of psychology is most obvious in their perception of identity i.e. individuality. Conventional perceptions follow the logic of "possessive individualism" in which the individual is seen as an autonomous bearer and owner of his/her psychological states and processes. The conventional model of identity supports the modernist concept of the individual as being focused on his/her self or personal identity. Socio-historical models, on the other hand, see the individual as a being embedded in social relations and social interactions, and one who builds and expresses his/her individuality through the reflection on social interactions, discursive practices, and response to the hierarchy of power and social mechanisms of control. According to this model, identity evolves through a series of social constructions which are embodied in the individual and represent him/her in society. Identity thus becomes a notion that combines individuality and social context, subjectivation and objectivation of the individual, and historical and biographical time.
The article deals with attitudes toward family planning & children in Slovenia. Results from many quantitative surveys of youth show that they consider a stereotypical picture of the ideal family as ...what they want. These findings stand in sharp contrast to demographic indicators: later transition from parents' family to their own family, lower level of marriages, postponement of births, & lower birth rate. We employed subtler research methods to find a better explanation of this discrepancy: focus groups & in-depth interviews. The analysis comprised both subjective aspects (values) of desired ways of life expressed by young people & the place of the family in their plans for the future, as well as the objective possibilities for starting a family & problems & obstacles accompanying this process. The qualitative results do not reject the findings from quantitative studies, but they call attention to the objective & subjective problems & anxieties accompanying decisions for family formation. We find that the low birth rate can be attributed mainly to economic reasons, quality of life, new risks & uncertainty, & the exacting responsibilities of parenthood. 16 References. Adapted from the source document.
