The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study ...programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thus acquire the knowledge that only this type of study can bring. We therefore emphasize in the conclusion that calling for motivation that is tied to interest may actually have the effect of putting students off reading material that is not related to their direct interest or does not show directly applicable value. The results of the study also show that students are clearly attentive to the requirements and expectations of individual faculty member and therefore adapt their method of study (and the amount they study) in such a way as to satisfy these (frequently low) expectations.
V času med obema vojnama je bila duhoslovna oz. kulturna pedagogika vodilni teoretski pedagoški koncept v Sloveniji. Razvijala sta ga zlasti univerzitetna učitelja Karel Ozvald in Stanko Gogala. ...Kulturni pedagogiki so v tistem času nasprotovali predvsem levo, marksistično usmerjeni pedagogi praktiki. Po drugi svetovni vojni je oblast v Sloveniji prevzela komunistična partija, kar je privedlo do spremembe ideološke in politične paradigme. Na področju vzgoje in izobraževanja so zavzeli skrajno kritičen odnos do večine predvojnih konceptov, smeri in gibanj, še posebej, če niso ustrezali marksistični ideologiji. V članku na podlagi gradiva analiziramo razvoj povojne interpretativne paradigme, ki se je v teoretskem polju pedagogike tako utrdila, da vpliva še na sodobne obravnave smeri, obdobja in konceptov obeh prvih profesorjev pedagogike na univerzi v Ljubljani.
Following the adoption of the conceptual design proposed by the White Paper in 1995 and the legislation adopted on this basis, the reform of primary school transformed its overall image. In the ...present paper, we discuss only some of the solutions and consider the events and changes that have occurred in the last twenty years, devoting special attention to the systemic, programme and process levels. At the systemic level, where the starting point was primarily to ensure justice and equal opportunities, we have managed to maintain an adequate public network and programme structure, despite various attempts to implement the solutions indicated in the White Paper of 2011, and notwithstanding interventions in the system that were not in fact always well thought out. Nonetheless, more attention should have been paid to reducing inequalities related to sociocultural circumstances and different regions in Slovenia. On the programme level, a consensus needs to be reached on what quality general education means to us; this would alleviate conflicting demands placed on teachers, students and planners of programme solutions. On the process level, however, we find that there is a lack of adequate professional support and systematic evaluation studies, as the quality of school cannot be judged solely on the basis of results from international research. In order to take a step forward on the process level, there is need for quality school-linked school policy that is based on various professions and aimed at raising quality rather than at self-promotion and budget cutting in the field of education. (DIPF/Orig.)
Pedagogy in Slovenia gradually won its recognition as an academic science, and therefore obtained improved possibilities for its conceptualization, when the university in Ljubljana was established in ...1919. The time between the two world wars was marked with three principal pedagogical concepts: Herbartianism, geisteswissenschaftliche pedagogy, and reform pedagogy. The first of these to be theoretically conceptualized in Slovenia was the geisteswissenschaftliche, or cultural pedagogy. Ideas of reform pedagogy, especially its social-critical movement, interpreted, represented, and defended primarily left-oriented pedagogues and teachers, who were convinced that actual school reform would be possible only after (revolutionary) changes of social conditions. In the first decades of the 20th century, numerous conflicts and disagreements occurred in the process of establishing individual pedagogical currents and orientations in Slovenia. The strongest and most productive polemics were held between geisteswissenschaftliche, or cultural pedagogy, and some currents, or just individual representatives, of reform pedagogy (e.g., theory vs. praxis, old vs. new school). Unfortunately, the postwar Marxist pedagogical concept was highly unfavorable to the prewar orientations and prevented their further development.
Pedagogy in Slovenia gradually won its recognition as an academic science, and therefore obtained improved possibilities for its conceptualization, when the university in Ljubljana was established in ...1919. The time between the two world wars was marked with three principal pedagogical concepts: Herbartianism, geisteswissenschaftliche pedagogy, and reform pedagogy. The first of these to be theoretically conceptualized in Slovenia was the geisteswissenschaftliche , or cultural pedagogy. Ideas of reform pedagogy, especially its social-critical movement, interpreted, represented, and defended primarily left-oriented pedagogues and teachers, who were convinced that actual school reform would be possible only after (revolutionary) changes of social conditions. In the first decades of the 20th century, numerous conflicts and disagreements occurred in the process of establishing individual pedagogical currents and orientations in Slovenia. The strongest and most productive polemics were held between geisteswissenschaftliche , or cultural pedagogy, and some currents, or just individual representatives, of reform pedagogy (e.g., theory vs. praxis, old vs. new school). Unfortunately, the postwar Marxist pedagogical concept was highly unfavorable to the prewar orientations and prevented their further development.
Author analyses some perspectives and interpretations of relations between school and parents in the past. He points out how they were developing in the Middle Ages and in the time of Reformation. In ...that time cooperation of parents and a school was understood essentially different as today. In the Middle Ages the relation between parents and a school was clear and mostly non-problematic, at least regarding the contents, methods and objectives of education. Relations inside the school were an image of relations inside the family. In the time of Reformation status was not essentially different, still educators as Johannes Sturm began more intensively to think about meaning of cooperation between a school and a family.
Author analyses some perspectives and interpretations of relations between schooland parents in the past. He points out how they were developing in the Middle Ages and in thetime of Reformation. In ...that time cooperation of parents and a school was understood essentiallydifferent as today. In the Middle Ages the relation between parents and a school was clear andmostly non-problematic, at least regarding the contents, methods and objectives of education.Relations inside the school were an image of relations inside the family. In the time of Reformationstatus was not essentially different, still educators as Johannes Sturm began more intensively tothink about meaning of cooperation between a school and a family
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