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Doprinos pedagoške istoriografije naučnom utemeljenju aktuelnih reformi obrazovanja

Vklad pedagogičeskoj istoriografii v naučnye osnovy nynešnej reformy obrazovanija

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2012
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Authors
Vujisić-Živković, Nataša
Article (Published version)
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Abstract
U ovom radu bavimo se ulogom koju istraživanja istorije modernizacijskih procesa u obrazovanju u komparativnom kontekstu, kao i projekcije modernizacije obrazovanja i strukture sistema obrazovanja koje se na njima zasnivaju, mogu da pomognu celovitijem razumevanju aktuelnih školskih i ukupnih obrazovnih reformi u Srbiji, sa jedne i stanja u oblasti pedagoške nauke kod nas, sa druge strane. Nijedan savremeni istoričar pedagogije ne zalaže se za 'istorizaciju' obrazovne politike, teorije vaspitanja i obrazovanja i programa pedagoško-metodičkog obrazovanja. Ali, u vremenu naglašenog interesovanja za pitanja identiteta potrebno je sagledati uzroke i posledice odsustva istoriografskog pristupa problemima u obrazovanju. One, u prvom redu, obuhvataju nepoznavanje činjenica o evoluciji sistema obrazovanja i pedagoških teorija neophodnih za koncipiranje savremene i racionalne prosvetne politike. U tom kontekstu plediramo za prevazilaženje aistoričnosti i etnocentričke pozicije pri koncipiranju ...politike i prakse obrazovanja. Ovakav pristup može da pomogne, cenimo, revalorizaciji naše pedagoške i metodičke baštine, i na kraju, da otvori prostor da se uključimo u evropske i šire tokove pedagoških istraživanja.

This paper is on the role of the research of the history of modernization processes in education in the comparative context, as well as projection of the modernisation of education and the structure of the educational system which are based on them, and which can help understand the actual school and whole educational reforms in Serbia and the pedagogical science on the other side. There is no contemporary historian of pedagogy who stands for 'hisorisation' of the educational politics, theory of education and pedagogical work and the programme of pedagogical-methodological education. But, in the time of the stressed interest for the issues of identity, it is necessary to observe causes and consequences of the absence of the historiography approach to the problems in education. First, they enhance ignorance of facts about the evolution of the educational system and pedagogical theories necessary for concept of the contemporary and rational educational policy. In this context, we stand f...or overcoming non-historical and ethnocentric position when creating politics and praxis of education. This approach can help revalorization of the pedagogical and methodological heritage and to open some space for us to participate in European and wider currents of the pedagogical research.

Keywords:
pedagoško obrazovanje / pedagoška istoriografija / modernizacija obrazovanja / komprativno-istorijski pristup / pedagogical historiography / pedagogical education / modernisation of education / comparative-historical approach
Source:
Pedagogija, 2012, 67, 1, 140-149
Publisher:
  • Forum pedagoga Srbije i Crne Gore, Beograd
Funding / projects:
  • Models of evaluation and strategies for improvement of education quality in Serbia (RS-179060)

ISSN: 0031-3807

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_reff_1384
URI
http://reff.f.bg.ac.rs/handle/123456789/1384
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za pedagogiju
Institution/Community
Pedagogija / Pedagogy
TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2012
UR  - http://reff.f.bg.ac.rs/handle/123456789/1384
AB  - U ovom radu bavimo se ulogom koju istraživanja istorije modernizacijskih procesa u obrazovanju u komparativnom kontekstu, kao i projekcije modernizacije obrazovanja i strukture sistema obrazovanja koje se na njima zasnivaju, mogu da pomognu celovitijem razumevanju aktuelnih školskih i ukupnih obrazovnih reformi u Srbiji, sa jedne i stanja u oblasti pedagoške nauke kod nas, sa druge strane. Nijedan savremeni istoričar pedagogije ne zalaže se za 'istorizaciju' obrazovne politike, teorije vaspitanja i obrazovanja i programa pedagoško-metodičkog obrazovanja. Ali, u vremenu naglašenog interesovanja za pitanja identiteta potrebno je sagledati uzroke i posledice odsustva istoriografskog pristupa problemima u obrazovanju. One, u prvom redu, obuhvataju nepoznavanje činjenica o evoluciji sistema obrazovanja i pedagoških teorija neophodnih za koncipiranje savremene i racionalne prosvetne politike. U tom kontekstu plediramo za prevazilaženje aistoričnosti i etnocentričke pozicije pri koncipiranju politike i prakse obrazovanja. Ovakav pristup može da pomogne, cenimo, revalorizaciji naše pedagoške i metodičke baštine, i na kraju, da otvori prostor da se uključimo u evropske i šire tokove pedagoških istraživanja.
AB  - This paper is on the role of the research of the history of modernization processes in education in the comparative context, as well as projection of the modernisation of education and the structure of the educational system which are based on them, and which can help understand the actual school and whole educational reforms in Serbia and the pedagogical science on the other side. There is no contemporary historian of pedagogy who stands for 'hisorisation' of the educational politics, theory of education and pedagogical work and the programme of pedagogical-methodological education. But, in the time of the stressed interest for the issues of identity, it is necessary to observe causes and consequences of the absence of the historiography approach to the problems in education. First, they enhance ignorance of facts about the evolution of the educational system and pedagogical theories necessary for concept of the contemporary and rational educational policy. In this context, we stand for overcoming non-historical and ethnocentric position when creating politics and praxis of education. This approach can help revalorization of the pedagogical and methodological heritage and to open some space for us to participate in European and wider currents of the pedagogical research.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Doprinos pedagoške istoriografije naučnom utemeljenju aktuelnih reformi obrazovanja
T1  - Vklad pedagogičeskoj istoriografii v naučnye osnovy nynešnej reformy obrazovanija
T1  - Contribution of the pedagogical historiography to the scientific foundation of the actual educational reforms
EP  - 149
IS  - 1
SP  - 140
VL  - 67
UR  - https://hdl.handle.net/21.15107/rcub_reff_1384
ER  - 
@article{
author = "Vujisić-Živković, Nataša",
year = "2012",
abstract = "U ovom radu bavimo se ulogom koju istraživanja istorije modernizacijskih procesa u obrazovanju u komparativnom kontekstu, kao i projekcije modernizacije obrazovanja i strukture sistema obrazovanja koje se na njima zasnivaju, mogu da pomognu celovitijem razumevanju aktuelnih školskih i ukupnih obrazovnih reformi u Srbiji, sa jedne i stanja u oblasti pedagoške nauke kod nas, sa druge strane. Nijedan savremeni istoričar pedagogije ne zalaže se za 'istorizaciju' obrazovne politike, teorije vaspitanja i obrazovanja i programa pedagoško-metodičkog obrazovanja. Ali, u vremenu naglašenog interesovanja za pitanja identiteta potrebno je sagledati uzroke i posledice odsustva istoriografskog pristupa problemima u obrazovanju. One, u prvom redu, obuhvataju nepoznavanje činjenica o evoluciji sistema obrazovanja i pedagoških teorija neophodnih za koncipiranje savremene i racionalne prosvetne politike. U tom kontekstu plediramo za prevazilaženje aistoričnosti i etnocentričke pozicije pri koncipiranju politike i prakse obrazovanja. Ovakav pristup može da pomogne, cenimo, revalorizaciji naše pedagoške i metodičke baštine, i na kraju, da otvori prostor da se uključimo u evropske i šire tokove pedagoških istraživanja., This paper is on the role of the research of the history of modernization processes in education in the comparative context, as well as projection of the modernisation of education and the structure of the educational system which are based on them, and which can help understand the actual school and whole educational reforms in Serbia and the pedagogical science on the other side. There is no contemporary historian of pedagogy who stands for 'hisorisation' of the educational politics, theory of education and pedagogical work and the programme of pedagogical-methodological education. But, in the time of the stressed interest for the issues of identity, it is necessary to observe causes and consequences of the absence of the historiography approach to the problems in education. First, they enhance ignorance of facts about the evolution of the educational system and pedagogical theories necessary for concept of the contemporary and rational educational policy. In this context, we stand for overcoming non-historical and ethnocentric position when creating politics and praxis of education. This approach can help revalorization of the pedagogical and methodological heritage and to open some space for us to participate in European and wider currents of the pedagogical research.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Doprinos pedagoške istoriografije naučnom utemeljenju aktuelnih reformi obrazovanja, Vklad pedagogičeskoj istoriografii v naučnye osnovy nynešnej reformy obrazovanija, Contribution of the pedagogical historiography to the scientific foundation of the actual educational reforms",
pages = "149-140",
number = "1",
volume = "67",
url = "https://hdl.handle.net/21.15107/rcub_reff_1384"
}
Vujisić-Živković, N.. (2012). Doprinos pedagoške istoriografije naučnom utemeljenju aktuelnih reformi obrazovanja. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 67(1), 140-149.
https://hdl.handle.net/21.15107/rcub_reff_1384
Vujisić-Živković N. Doprinos pedagoške istoriografije naučnom utemeljenju aktuelnih reformi obrazovanja. in Pedagogija. 2012;67(1):140-149.
https://hdl.handle.net/21.15107/rcub_reff_1384 .
Vujisić-Živković, Nataša, "Doprinos pedagoške istoriografije naučnom utemeljenju aktuelnih reformi obrazovanja" in Pedagogija, 67, no. 1 (2012):140-149,
https://hdl.handle.net/21.15107/rcub_reff_1384 .

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