Pobeći kao pedagoški izazov: Emancipatorski potencijal igre u obrazovanju
To Flee as a pedagogical challenge: emancipatory potential of play in education
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Ne bi bilo pošteno početi nikako drugačije: Autorka ovog rada je pedagoškinja koja se u svom istraživačkom radu bavi problematikom dečje igre. Kako to obično biva, po prijemu poziva za konferenciju zapitala se kako njena tema može pomoći da se odgovori na zadati izazov. Činilo se jednostavno - ako krenemo od teze, zastupljene među naučnicima i laicima jednako, da je jedna od osnovnih odlika igre sloboda, aktuelni trend zastupanja dečje igre kroz obrazovne politike i programe već se ukazuje kao potencijal emancipacije - pokazatelj da i formalno organizovano vaspitanje i obrazovanje vapi za otvorenošću, fleksibilnošću i transformativnošću, da prepoznaje specifičnost detinjstva, uvažava dete i igru kao detetu smislen način bivstvovanja, te igrom otvara prilike unutar obrazovnog sistema da deca budu slobodna i samostalna. Međutim, priča se zakomplikovala. Kroz dublje preispitivanje položaja igre u obrazovanju i dominantnih retorika kojima se ona u politike i prakse uvodi, te preispitivanje... prirode i funkcije slobode koja se takvom igrom promoviše, sama sloboda i samostalnost postale su upitne i počele da se čine ne kao kvaliteti kojima treba težiti, već kao opasna fatamorgana. U perfidnom mehanizmu društva kontrole, ideje slobode i samostalnosti mogu funkcionisati kao pokretač mehanizma koji „obrazovane“ ne čini osnaženim, samostalnim i slobodnim igračima, već igračkama. Ne radi se o mehanizmima disciplinovanja koje smo kao istraživači obrazovne politike i prakse navikli da sagledavamo i kritikujemo, već o drugačijem mehanizmu potčinjavanja, koji zahteva angažovanje alternativnih naučnih paradigmi kako bi se razumela njegova kompleksnost i razmotrila perspektiva otpora. Ako je čitalac pomislio da time dolazimo do srećnog kraja ovog rada, prevario se. Alternativne paradigme nameću nam pitanje šta uopšte sloboda i samostalnost znače, i vode zaključku da niti je igra slobodna i samostalna, niti smo mi slobodni i samostalni, ali i da to nije nužno loše. Oslanjajući se na Gatarijev koncept linije bega, autorka ovog rada pokušaće da argumentuje mogućnost za drugačije razumevanje igre i slobode koju ona nosi, te da nas dovede ako ne do srećnog kraja - makar do srećnog početka, podsticajem da emancipatorski potencijal potražimo u drugoj, nadaleko poznatoj i osporavanoj tezi: da je igra beg od stvarnosti (...ali sa jednom malom izmenom - da je igra beg od stvarnosti). Od čega, ka čemu i kome u ovoj priči valja bežati, pitanja su kojima ćemo u zaključku pokušati da iznova dovedemo u odnos igru, emancipaciju i obrazovanje - nadajući se da smo time na tragu nužne misli.
It wouldn’t be fair to start in any other way: The author of this paper is
a pedagogist, whose research concerns a child’s play. As is usually the
case, upon receiving a conference call, she wondered if her topic could
help answer the given challenge. It seemed simple – if we start from
the thesis, widely spread amongst both laics and scientists, that one of
the main characteristics of play is freedom, current trend of promoting
child’s play through educational policies and programs already seems as
an emancipatory potential – indicator that even formal education craves
openness, flexibility and transformability, recognizes specificity of childhood, respects child and respects play as modality of being meaningful
to children, using it to open up spaces inside educational system for
children to be free and independent. However, the story got complicated.
Rethinking position of play in education, dominant rhetorics through
which it has been established in educational policies..., and nature and
function of freedom promoted through so established position of play,
the very freedom and independence started to seem questionable –
more like a dangerous fata morgana than qualities to strive for. In a
perfidious mechanism of a society of control, the ideas of freedom and
independence might function as gear wheels which make the “educated
man” not an empowered, independent and free player, but a toy. It’s not
about mechanisms of discipline which we, as the researchers of educational policies and practice, are used to criticising, but about different
mechanism of subjugation, which requires us to engage with the alternative scientific paradigms if we wish to understand its complexity and
consider perspectives for resistance. If the reader thought that with this
we came to the happy ending of this paper, he was wrong. Alternative
paradigms force us to rethink what even freedom and independence
mean and lead us to the conclusion that neither is play free and independent, nor are we, but this is not necessarily an issue. Relying on
Guattari’s concept lines of flight, the author of this paper will try to argue
the possibility for different understanding of play and freedom that it
brings, leading us, if not to a happy ending – at least towards a happy
beginning, with an impulse to search for an emancipatory potential in
another well known and widely disputed thesis: that the play is flight
from reality (but with a little twist – that the play is flight of reality). From
what, who, or toward whom should we fly away, those are the questions
which will guide us through the conclusion in reconceptualising relation
of play, emancipation and education – and, hopefully, further towards
the necessary thought.
Keywords:
emancipacija / sloboda / igra / društvo kontrole / linije bega / emancipation / freedom / play / society of control / lines of flightSource:
ČEMU JOŠ OBRAZOVANJE? Emancipacija i/ili obrazovanje: putevi i raspuća, 2020, 50-50Publisher:
- Univerzitet u Beogradu, Institut za filozofiju i društvenu teoriju / University of Belgrade, Institute for Philosophy and Social Theory
Funding / projects:
- Ministry of Science, Technological Development and Innovation of the Republic of Serbia, institutional funding - 200163 (University of Belgrade, Faculty of Philosophy) (RS-MESTD-inst-2020-200163)
Institution/Community
Pedagogija / PedagogyTY - CONF AU - Mitranić, Nevena PY - 2020 UR - http://reff.f.bg.ac.rs/handle/123456789/5767 AB - Ne bi bilo pošteno početi nikako drugačije: Autorka ovog rada je pedagoškinja koja se u svom istraživačkom radu bavi problematikom dečje igre. Kako to obično biva, po prijemu poziva za konferenciju zapitala se kako njena tema može pomoći da se odgovori na zadati izazov. Činilo se jednostavno - ako krenemo od teze, zastupljene među naučnicima i laicima jednako, da je jedna od osnovnih odlika igre sloboda, aktuelni trend zastupanja dečje igre kroz obrazovne politike i programe već se ukazuje kao potencijal emancipacije - pokazatelj da i formalno organizovano vaspitanje i obrazovanje vapi za otvorenošću, fleksibilnošću i transformativnošću, da prepoznaje specifičnost detinjstva, uvažava dete i igru kao detetu smislen način bivstvovanja, te igrom otvara prilike unutar obrazovnog sistema da deca budu slobodna i samostalna. Međutim, priča se zakomplikovala. Kroz dublje preispitivanje položaja igre u obrazovanju i dominantnih retorika kojima se ona u politike i prakse uvodi, te preispitivanje prirode i funkcije slobode koja se takvom igrom promoviše, sama sloboda i samostalnost postale su upitne i počele da se čine ne kao kvaliteti kojima treba težiti, već kao opasna fatamorgana. U perfidnom mehanizmu društva kontrole, ideje slobode i samostalnosti mogu funkcionisati kao pokretač mehanizma koji „obrazovane“ ne čini osnaženim, samostalnim i slobodnim igračima, već igračkama. Ne radi se o mehanizmima disciplinovanja koje smo kao istraživači obrazovne politike i prakse navikli da sagledavamo i kritikujemo, već o drugačijem mehanizmu potčinjavanja, koji zahteva angažovanje alternativnih naučnih paradigmi kako bi se razumela njegova kompleksnost i razmotrila perspektiva otpora. Ako je čitalac pomislio da time dolazimo do srećnog kraja ovog rada, prevario se. Alternativne paradigme nameću nam pitanje šta uopšte sloboda i samostalnost znače, i vode zaključku da niti je igra slobodna i samostalna, niti smo mi slobodni i samostalni, ali i da to nije nužno loše. Oslanjajući se na Gatarijev koncept linije bega, autorka ovog rada pokušaće da argumentuje mogućnost za drugačije razumevanje igre i slobode koju ona nosi, te da nas dovede ako ne do srećnog kraja - makar do srećnog početka, podsticajem da emancipatorski potencijal potražimo u drugoj, nadaleko poznatoj i osporavanoj tezi: da je igra beg od stvarnosti (...ali sa jednom malom izmenom - da je igra beg od stvarnosti). Od čega, ka čemu i kome u ovoj priči valja bežati, pitanja su kojima ćemo u zaključku pokušati da iznova dovedemo u odnos igru, emancipaciju i obrazovanje - nadajući se da smo time na tragu nužne misli. AB - It wouldn’t be fair to start in any other way: The author of this paper is a pedagogist, whose research concerns a child’s play. As is usually the case, upon receiving a conference call, she wondered if her topic could help answer the given challenge. It seemed simple – if we start from the thesis, widely spread amongst both laics and scientists, that one of the main characteristics of play is freedom, current trend of promoting child’s play through educational policies and programs already seems as an emancipatory potential – indicator that even formal education craves openness, flexibility and transformability, recognizes specificity of childhood, respects child and respects play as modality of being meaningful to children, using it to open up spaces inside educational system for children to be free and independent. However, the story got complicated. Rethinking position of play in education, dominant rhetorics through which it has been established in educational policies, and nature and function of freedom promoted through so established position of play, the very freedom and independence started to seem questionable – more like a dangerous fata morgana than qualities to strive for. In a perfidious mechanism of a society of control, the ideas of freedom and independence might function as gear wheels which make the “educated man” not an empowered, independent and free player, but a toy. It’s not about mechanisms of discipline which we, as the researchers of educational policies and practice, are used to criticising, but about different mechanism of subjugation, which requires us to engage with the alternative scientific paradigms if we wish to understand its complexity and consider perspectives for resistance. If the reader thought that with this we came to the happy ending of this paper, he was wrong. Alternative paradigms force us to rethink what even freedom and independence mean and lead us to the conclusion that neither is play free and independent, nor are we, but this is not necessarily an issue. Relying on Guattari’s concept lines of flight, the author of this paper will try to argue the possibility for different understanding of play and freedom that it brings, leading us, if not to a happy ending – at least towards a happy beginning, with an impulse to search for an emancipatory potential in another well known and widely disputed thesis: that the play is flight from reality (but with a little twist – that the play is flight of reality). From what, who, or toward whom should we fly away, those are the questions which will guide us through the conclusion in reconceptualising relation of play, emancipation and education – and, hopefully, further towards the necessary thought. PB - Univerzitet u Beogradu, Institut za filozofiju i društvenu teoriju / University of Belgrade, Institute for Philosophy and Social Theory C3 - ČEMU JOŠ OBRAZOVANJE? Emancipacija i/ili obrazovanje: putevi i raspuća T1 - Pobeći kao pedagoški izazov: Emancipatorski potencijal igre u obrazovanju T1 - To Flee as a pedagogical challenge: emancipatory potential of play in education EP - 50 SP - 50 UR - https://hdl.handle.net/21.15107/rcub_reff_5767 ER -
@conference{ author = "Mitranić, Nevena", year = "2020", abstract = "Ne bi bilo pošteno početi nikako drugačije: Autorka ovog rada je pedagoškinja koja se u svom istraživačkom radu bavi problematikom dečje igre. Kako to obično biva, po prijemu poziva za konferenciju zapitala se kako njena tema može pomoći da se odgovori na zadati izazov. Činilo se jednostavno - ako krenemo od teze, zastupljene među naučnicima i laicima jednako, da je jedna od osnovnih odlika igre sloboda, aktuelni trend zastupanja dečje igre kroz obrazovne politike i programe već se ukazuje kao potencijal emancipacije - pokazatelj da i formalno organizovano vaspitanje i obrazovanje vapi za otvorenošću, fleksibilnošću i transformativnošću, da prepoznaje specifičnost detinjstva, uvažava dete i igru kao detetu smislen način bivstvovanja, te igrom otvara prilike unutar obrazovnog sistema da deca budu slobodna i samostalna. Međutim, priča se zakomplikovala. Kroz dublje preispitivanje položaja igre u obrazovanju i dominantnih retorika kojima se ona u politike i prakse uvodi, te preispitivanje prirode i funkcije slobode koja se takvom igrom promoviše, sama sloboda i samostalnost postale su upitne i počele da se čine ne kao kvaliteti kojima treba težiti, već kao opasna fatamorgana. U perfidnom mehanizmu društva kontrole, ideje slobode i samostalnosti mogu funkcionisati kao pokretač mehanizma koji „obrazovane“ ne čini osnaženim, samostalnim i slobodnim igračima, već igračkama. Ne radi se o mehanizmima disciplinovanja koje smo kao istraživači obrazovne politike i prakse navikli da sagledavamo i kritikujemo, već o drugačijem mehanizmu potčinjavanja, koji zahteva angažovanje alternativnih naučnih paradigmi kako bi se razumela njegova kompleksnost i razmotrila perspektiva otpora. Ako je čitalac pomislio da time dolazimo do srećnog kraja ovog rada, prevario se. Alternativne paradigme nameću nam pitanje šta uopšte sloboda i samostalnost znače, i vode zaključku da niti je igra slobodna i samostalna, niti smo mi slobodni i samostalni, ali i da to nije nužno loše. Oslanjajući se na Gatarijev koncept linije bega, autorka ovog rada pokušaće da argumentuje mogućnost za drugačije razumevanje igre i slobode koju ona nosi, te da nas dovede ako ne do srećnog kraja - makar do srećnog početka, podsticajem da emancipatorski potencijal potražimo u drugoj, nadaleko poznatoj i osporavanoj tezi: da je igra beg od stvarnosti (...ali sa jednom malom izmenom - da je igra beg od stvarnosti). Od čega, ka čemu i kome u ovoj priči valja bežati, pitanja su kojima ćemo u zaključku pokušati da iznova dovedemo u odnos igru, emancipaciju i obrazovanje - nadajući se da smo time na tragu nužne misli., It wouldn’t be fair to start in any other way: The author of this paper is a pedagogist, whose research concerns a child’s play. As is usually the case, upon receiving a conference call, she wondered if her topic could help answer the given challenge. It seemed simple – if we start from the thesis, widely spread amongst both laics and scientists, that one of the main characteristics of play is freedom, current trend of promoting child’s play through educational policies and programs already seems as an emancipatory potential – indicator that even formal education craves openness, flexibility and transformability, recognizes specificity of childhood, respects child and respects play as modality of being meaningful to children, using it to open up spaces inside educational system for children to be free and independent. However, the story got complicated. Rethinking position of play in education, dominant rhetorics through which it has been established in educational policies, and nature and function of freedom promoted through so established position of play, the very freedom and independence started to seem questionable – more like a dangerous fata morgana than qualities to strive for. In a perfidious mechanism of a society of control, the ideas of freedom and independence might function as gear wheels which make the “educated man” not an empowered, independent and free player, but a toy. It’s not about mechanisms of discipline which we, as the researchers of educational policies and practice, are used to criticising, but about different mechanism of subjugation, which requires us to engage with the alternative scientific paradigms if we wish to understand its complexity and consider perspectives for resistance. If the reader thought that with this we came to the happy ending of this paper, he was wrong. Alternative paradigms force us to rethink what even freedom and independence mean and lead us to the conclusion that neither is play free and independent, nor are we, but this is not necessarily an issue. Relying on Guattari’s concept lines of flight, the author of this paper will try to argue the possibility for different understanding of play and freedom that it brings, leading us, if not to a happy ending – at least towards a happy beginning, with an impulse to search for an emancipatory potential in another well known and widely disputed thesis: that the play is flight from reality (but with a little twist – that the play is flight of reality). From what, who, or toward whom should we fly away, those are the questions which will guide us through the conclusion in reconceptualising relation of play, emancipation and education – and, hopefully, further towards the necessary thought.", publisher = "Univerzitet u Beogradu, Institut za filozofiju i društvenu teoriju / University of Belgrade, Institute for Philosophy and Social Theory", journal = "ČEMU JOŠ OBRAZOVANJE? Emancipacija i/ili obrazovanje: putevi i raspuća", title = "Pobeći kao pedagoški izazov: Emancipatorski potencijal igre u obrazovanju, To Flee as a pedagogical challenge: emancipatory potential of play in education", pages = "50-50", url = "https://hdl.handle.net/21.15107/rcub_reff_5767" }
Mitranić, N.. (2020). Pobeći kao pedagoški izazov: Emancipatorski potencijal igre u obrazovanju. in ČEMU JOŠ OBRAZOVANJE? Emancipacija i/ili obrazovanje: putevi i raspuća Univerzitet u Beogradu, Institut za filozofiju i društvenu teoriju / University of Belgrade, Institute for Philosophy and Social Theory., 50-50. https://hdl.handle.net/21.15107/rcub_reff_5767
Mitranić N. Pobeći kao pedagoški izazov: Emancipatorski potencijal igre u obrazovanju. in ČEMU JOŠ OBRAZOVANJE? Emancipacija i/ili obrazovanje: putevi i raspuća. 2020;:50-50. https://hdl.handle.net/21.15107/rcub_reff_5767 .
Mitranić, Nevena, "Pobeći kao pedagoški izazov: Emancipatorski potencijal igre u obrazovanju" in ČEMU JOŠ OBRAZOVANJE? Emancipacija i/ili obrazovanje: putevi i raspuća (2020):50-50, https://hdl.handle.net/21.15107/rcub_reff_5767 .